1. Running Head: 21ST CENTURY INSTRUCTIONAL PLAN 1
21ST CENTURY INSTRUCTIONAL PLAN 6
It is not clear what you aim to teach. It is not clear what
specifically you want students to know and/or be able to do per
the lesson. You will want to work on the development of
specific objectives, tasks, and assessments to support learning
growth and engagement. Additional feedback is noted in-text.
Title: 21ST CENTURY INSTRUCTIONAL PLAN
Elizabeth Collins-Bray
EDU 645 Learning & Assessment for the 21st Century
Instructor: Lisa Reason
Jan 12, 2019
Part 1: Instructional Plan Design
Grade level: Grade 3
Learning objectives: The learners will be required to read each
of the three chapters chosen by the teacher hence writing a
summary of what they have read in the entire chapters. This will
test the understanding of the learners in the class.
Gradual release of responsibility: For the purposes of ensuring
that the learners in the class come to an effective understanding

2. of the concept, each of the learners will be required to read the
chapters by their own. Again, the disabled learners will be
helped to pronounce a word by word for the sake of
understanding the way different words should be pronounced.
Considerations for unique learners: The learning will be made
effective by ensuring that the teacher will ensure that the
chapters are divided in different sections which will be read by
the learners. For the learners with the disabilities, they will be
required to use special equipment’s provided by the teacher for
the purposes of their effective understanding.
Evidence of purposeful rigor and student thinking: (1) The
thinking of the students will be evidenced by their ability to
come up with different learning mechanisms which will
facilitate their understanding.
(2) Again, the thinking of the students will be tested by their
ability to read the complex words in an easy way without being
subjected to the teacher’s intervention.
Purposeful question: For the teacher to promote critical thinking
of the learners, the following question should be posed: Name
the different methods used in learning for the disabled learners?
Assessment FOR learning: (1) Creating exams
(2) Creating different assignments
(3) Using concept maps for learning
Part 2: Description
As far as accommodations and modifications are concerned, the
learners’ adaptations to the arrangement of the classroom
should be enhanced. However, this will play an important role
in ensuring that the learners are free to interact hence sharing
ideas which would facilitate their effective understanding.
Moreover, the accommodation and modifications should be
carried out in the instructional delivery therefore the teacher
coming up with different mechanisms of ensuring that the
instructions are delivered in an effective manner.
The changes carried out to the instructional delivery will make

3. it easy for the students to understand the concept put across by
the teacher. However, the teacher should come up with different
ways which will ensure that the learners adapt to the changes in
an effective manner. The adaptation of the learners to the
instruction delivery will play important roles in ensuring that
the disabled in the classroom grasp whatever is taught within a
short period of time. (Tatar, 2018)
On the other hand, the modifications to the lesson’s
presentations should be carried for the purposes of ensuring that
new approaches are put in place. The changes in the lesson
presentation will enable different learners to understand the
concept used by the teacher. This will therefore improve the
performance of the learners and it should again be implemented
within the shortest time possible.
Again, modifications in the student responses especially when
they do not understand whatever is taught in class should be
enhanced. This will enable the teacher to come up with other
mechanisms of ensuring that the concept is taught in the best
way possible. In a situation whereby, the learners fail to
understand the topics taught in different chapter, they should
respond by raising an alarm which will draw the teacher
attention. Because of the alarm by the learners, the teacher will
be able to enquire what the matter is hence ensuring that the
concept is understood. This will again force the teacher to use a
precise language which will be understandable by the learners.
(Stronge, 2018)
Moreover, the learners should be made to adapt the
modifications carried out in the evaluation and the assessment
of the learners. However, different assessment techniques
should be used in the best way possible as that would ensure
that the disabled learners in the classroom understand what is
taught without having to face a lot of challenges. The
modifications in the evaluation and the assessment techniques
will reduce the obstacle experienced by the learners in the
processes of learning.
Since the modification and the accommodation carried out in

4. the classroom are teacher oriented, the teacher should ensure
that the information to be understood by the learners is
presented in a way that would benefit all the learners in the
classroom. This will play important roles in ensuring that the
learners do not experience unnecessary challenges in the
process of learning.
Again, sitting arrangement should be modified to enable the
able learners and the disabled to interact in an effective manner.
However, the modification of the sitting arrangement will make
it easy for the learners to share different ideas within the
shortest time possible. When the ideas are shared, it becomes
easy for the teachers to pass the concept to the learners. This
will again address the understanding problems of the learners
because the learners who have understood the concept will be
able to pass whatever they understood to the other learners in
the classroom. (Ware, 2018)
References
Stronge, J. H. (2018). Qualities of effective teachers. ASCD.
Tatar, E., Aldemir, R., & Niess, M. (2018). Teaching Geometry
in The 21st Century: Investigating Teachers’ Technological
Pedagogical Content Knowledge Levels. Journal of Computers
in Mathematics and Science Teaching, 37(2), 111-129.
Ware, P. (2018). Telecollaboration. The TESOL Encyclopedia
of English Language Teaching, 1-6.

5. Running head: INSTRUCTIONAL PLAN SYNOPSIS 1
INSTRUCTIONAL PLAN SYNOPSIS 2
You did not include the following:
· Grade level content standard (using either math or ELA
standards)
· Appropriate ISTE standards for students
· Learning objective (clear, measurable, describes WHO will do
WHAT and HOW)
· You also did not prepare a specific lesson plan. You discussed
general tasks, and assessment in a general sense, but did not
prepare a specific lesson plan.
http://www.corestandards.org/ (Grade level content standard)
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-
S_PDF.pdf (appropriate ISTE standards for students)
Title: INSTRUCTIONAL PLAN SYNOPSIS
Elizabeth Bray
EDU 645 Learning & Assessment for the 21st Century
Instructor: Lisa Reason
Jan 3, 2019
Instructional planning is the most important aspect when it

6. comes to classroom matters that concerns content delivery. A
teacher is expected to come up with the best teaching strategies
that ensure the learners are strongly engaged. Therefore,
modeling the expectations that will actively involve the learners
is a key factor because it is what determines the success of the
delivery. An effective teacher should always be a good planner.
However, in designing my plan I faced a few challenges as there
are areas that were difficult to include in the lesson plan
however important they were. This was especially involved at
the lesson sequence and duration. In application of the Webb’s
Depth of knowledge that involves gradual complexion of task in
each level, it is difficult to set the higher tasks in the class
lesson plan as the learners have different understanding ability.
Therefore, the only tasks that could be included are those of
lower level that can be attempted by all learners. This is a
disadvantage to the bright learners therefore as a teacher it calls
for special attention where the other students are given higher
level tasks that are not included in the lesson plan as they are
unplanned due to unpredictable state of understanding. (Saad,
2018)
The assessments are formative and therefore fit to be continuous
as the lesson progresses. In my situation the first assessment
comes at the start of the lesson as open questions. This is to test
the facts the learners already have that would then allow me to
proceed with the lesson having in mind what the learners
already possess. The second most important is after ‘we do’
stage where the learners now perform the tasks themselves and
the last most important assessment is at the closure of the
lesson where am now able to rate the achievement on the overall
lesson objectives. The Rich Content Editor is only applicable in
issuing assignments that can later be assessed, and a feedback is
later given to them. By opening up a collective blog for our
class will enable me to give the learners different questions as
homework concerning our objective of the lesson where they are
supposed to publish it on specific class in the blog. This will
also enable me to use this editor to assess their work then later

7. give them feedback when we meet in class.
Technology creates more fun in a lesson and in especially in the
lessons that seem to be boring the learners are ignited.
Technology is also important as it prepares the learners for the
future as the world has changed and everything is almost going
digital. In my perception education is not just about memorizing
theories and facts but also being able to solve complex
emerging issues that are coming up as well as being able to
handle the diverse opportunities out of the school. This calls for
integration of technology in the lesson plan to ensure that the
learners come out well equipped all round. As a teacher the
following are ways in which technology is incorporated in my
lesson plan. First, introducing the Skype an expert to the lesson
using laptops where my learners can live chat with experts from
our field of discussion. A literature class is an added advantage
because we have a site that allows experts and discussion by the
learners from different parts of the world.
Lastly, for easier integration that can be used over and over, as
a class we need to come up with a collaborative class blog.
Through the blog we create different classes in relation to the
syllabus issues we have on table. This will help us tackle
assignments as after class work I only have to give a question as
homework where the learners can attempt it while at home and
later post it to the planned class in the blog and publish it.
Through the required support and help to the learners this would
be of great fun as well as helping them get ready to face the
outside world. Furthermore, this will able to make the learners
do more research on the subject matter helping us to meet our
set objectives as well as opening up their minds digitally. (Irby,
2017)
References
Saad, A., & Dawson, C. (2018). Requirement elicitation
techniques for an improved case based lesson planning system.
Journal of Systems and Information Technology, 20(1), 19-32.
Irby, D. R. (2017). Middle School Student and Teacher
Perceptions About the Effectiveness of the Technology

8. Integration in the Classroom.
Running head: CURRICULUM BASED ASSESSMENT DESIGN
1
CURRICULUM BASED ASSESSMENT DESIGN 6
Curriculum Based Assessment Design
Your First Name Your Last Name
EDU 645
Instructor’s Name
Date Submitted

9. Curriculum Based Assessment Design
In your introductory heading, describe what is required to
develop a curriculum based assessment design using the
LeFrancois text to support your introduction. Be sure to
describe which lesson plan you are using – Week 3 or 4 – and
be sure to include the grade level and subject. Finally, be sure
to write a clear and succinct thesis statement. Here are two
resources from the writing center that can help you:
http://writingcenter.ashford.edu/introductions-conclusions
http://writingcenter.ashford.edu/writing-a-thesis
Pre-Assessment Description
Be sure to tell me the following under this heading. It
should be written in paragraph form:
· Based on the lesson plan you chose from Week 3 or 4, tell me
what the standards were and the observable objective(s) for the
lesson plan
· How did you determine that learning was happening during the
lesson? This is where you will want to discuss the use of
formative assessments in your lesson plan. Again, refer to your
lesson plan and discuss how were they used to assess learning?
Provide a description. Use evidence from the literature to
support our points about how these formative assessments are
helping you to determine that learning is occurring.
· Based on the lesson plan you selected, tell me the various
instructional strategies that were used to support student
learning; in other words, what teaching strategies did you use to

10. teach the lesson. These instructional strategies may include
collaborative work, use of manipulatives, visuals, technology,
etc. Be sure to carefully describe how the instructional
strategies you used will help prepare your students for the
summative assessment. This is where you could use evidence
from your text to support your points.
· What are some things you might have changed about your
lesson to ensure that all students master the objectives? Go
back to your Week 6, DQ 1 discussion to help you with your
thinking. You can make the assumption here that students
needed greater support; so what did you change or adjust with
your current lesson plan to help those students?
· How did you use technology to help students prepare for that
summative assessment? Did you use interactive games, videos,
etc? Again, use evidence from the literature to support your
points to validate how the technology is supporting students in
mastering the summative assessement.
Designing of Summative Assessment
Simply identify here the grade level, subject matter, the
measurable lesson plan objective(s) and associated state
standards from your selected lesson plan. It is okay to simply
list those items here.
Grade Level:
Subject Matter:
Common Core Standard for from your lesson plan:
Learning Objective(s) from lesson plan:
Questions. Under this heading you will develop 6-10
questions that you would ask your students on a summative
assessment. They should include a variety of questions, one
could be multiple choice, one could be a short answer response,
and one might be where you ask student to complete a certain
task. Basically, if you were creating the summative test for the
standard you were teaching, what questions would you ask your
student to see if they have indeed mastered those learning
objectives/standards? It is completely fine to simply list those

11. 6-10 questions.
**As you write each question, be sure to list the objective the
question is aligned to and the DOK level (remember, your test
should include at least two different levels of DOK). Here is
an example below…
1. Learning Objective: The students will identify the different
parts of a plant.
DOK Level: 1
Question: Using the image below, please label the parts of the
plant below:
For the question that is a performance based assessment (these
are things like essay responses or tasks, you will need to
describe how you plan to grade it – what criteria will you be
looking for. The best way to do that is to create a rubric. Here
is a link to a website that might help:
http://rubistar.4teachers.org/index.php
For example: Let’s stay that this is an additional objective in
unit plan about plants:
2. Objective: Students will describe the life cycle of a plant
using illustrations to support their description.
DOK Level: 2
Question: Using pictures to support your description, describe
each step of a plant’s life cycle as well as the function of each
plant part. Be sure to describe what happens in each step.
**Since this requires them to write an essay, I will then use the

12. following rubric based on the given criteria to determine their
mastery. Be sure after you create a rubric, that you tell me why
you used that criteria to assess mastery.
Criteria
Novice
Emerging
Proficient
Distinguished
Scientific Knowledge
The student description of the life cycle of a plant and the plant
part functions does not demonstrate understanding. Information
presented about the plant life cycle is inaccurate and missing
significant about plant part functions.
The student somewhat describes the life cycle of a plant that
identifies some of the functions of each plant part. Some stages
of the plant cycle and plant part functions may be missing or
inaccurately described.
The student describes the life cycle of a plant that identifies the
functions of each plant part. Some relevant details may be
missing.
The student thoroughly describes the life cycle of a plant that
clearly identifies the function of each plant part.
Illustrations
Minimal to no illustrations were provided to support student’s
description of the plant life cycle and the plant functions.
Those illustrations that were provided demonstrated minimal
understanding of plant life cycle and plant functions.
Illustrations somewhat support students’ description of the plant
life cycle and the plant functions. Illustrations do not clearly
demonstrate student understanding of plant life cycle and plant
functions.
Illustrations support students’ description of the plant life cycle
and the plant functions. Illustrations were mostly accurate.
Illustrations clearly and accurately support students’ description

13. of the plant life cycle and the plant functions.
Mechanics
Illustrations were not neatly constructed and there was a
significant amount of grammatical or spelling errors distracting
the reader.
Illustrations were a bit messy and there were many grammatical
or spelling errors making it somewhat difficult for the reader.
Illustrations were mostly neatly constructed and there were a
few grammatical or spelling errors.
Illustrations were neatly constructed and there were no
grammatical or spelling errors.
Assessment Reflection
So here you will describe how you will determine mastery of
the learning objectives. For example, what would you consider
a passing grade for mastery? Would it be 80%, 85%, 90%, etc.
and tell me WHY you would use that percentage to show
mastery. For those students described in Week 4 (two students
with specific learning disabilities in reading and math, one
ADHD student, and one English Language Learner), what are
some things you might do to your instruction and assessment to
accommodate or modify for these special population of
students? You can refer to what you wrote down for the lesson
plan you selected. For example, might you give more time to
complete assessments or perhaps read aloud to your ELL
students? This is where you should also be using evidence from
the literature to support your response. Finally, how will you
use the evidence you collected from this summative assessemnt
to determine mastery learning? Again, use the text or other
scholarly sources to support your points.
Conclusion
Bring your paper to close by writing a clear and succinct
conclusion. Remember, this is not a repeat of your
introduction. Here is another resource from the writing center:

14. http://writingcenter.ashford.edu/introductions-conclusions
References
For this assignment you will need at the very least, 6 scholarly
sources which should include:
1. Your course text (Lefrancois)
2. Five other scholarly sources that can include the following:
a. Peer-reviewed articles
b. Web-based articles
c. Brookhart text
d. James-Ward, Fisher, Frey & Lapp text
Here is a resource from the writing center for support:
http://writingcenter.ashford.edu/apa-style