The DID Designer

Syllable Lesson
During the design phase, you should envision the entire instructional unit from
start to finish. Then fully describe your vision in terms of each of the six critical
steps in the design process.
How to Use the Designer: For each of the steps below, click into the shaded box
under each step to enter your own lesson design elements. The box will expand to
accommodate your entry. Save and print the completed template when you are done.

STEP 1- KNOW THE LEARNER

Summarize the characteristics of the learners for whom you are creating the lesson. Consider the the
following questions that might be answered in step 1:
What are the personal demographics (ethnicity, socio-economic level, cultural background) that might
impact learning?
What is the cognitive/learning style of each student?
What are the students strengths in terms of multiple intelligences?
What other special needs are
evident in this class?

This is a first grade class. The class consists of 10 girls and 8 boys. There are
15 Caucasians, 2 African Americans and one Asian American.
Most of the students are visual learners and work well with lessons on the board.
The other students are auditory learners and need to be taught the lesson
straight from the teacher.
The Asian American child can speak multiple languages, but a few of the
Caucasians have a speech problem and are slow learners.

STEP 2 - ARTICULATE OBJECTIVES

State the behaviors that you expect your students to be able to do at the conclusion of the unit. Consider
the following questions that might be answered in step 2 . Be sure to follow the text 4-part format when
constructing objectives.
What performance will result from the unit?
What criteria for success are necessary to ensure mastery?

How will you assess the performance?

Have you included all the levels of Blooms Taxonomy that are appropriate for the content?

The students will be able to determine the amount of syllables in a word.

The students will learn what a syllable is.
To ensure the mastery we will start by picking words or names and guessing the
amount of syllables. Then we will learn what a syllable is and explain how to
count the amount in a word.
They will be given participation points for the activity then graded at the end of
the week with an assessment to see what they learned.
I will include all Blooms Taxonomy that applies.

STEP 3 - IDENTIFY TEACHING AND

LEARNING STRATEGIES

Given the objectives, describe in detail the teaching and learning strategies that need to be implemented
to meet the objectives. Consider the following questions that might be answered in step 3 :
What teaching strategies will you use to introduce the new information?
How will you assess entry skills and remediate if needed?
What formative assessments will you use to ensure teaching and learning is successful?
What learning strategies will require to support active learning of the content?

I will visual learning techniques by showing the children what syllables are. Then
I will show them with the words and teach them how to count them by using a
kinesthetic activity to count them.
I will assess the need to remediate learning with the assessment at the end of
the week and teach whichever need more help.
I will test each individually by giving them a word and asking them to tell me the
amount of syllables in that word.
I will use partner work to help them help each other learn. They will do the
activity I taught them and clap out the number of syllables for each word.

STEP 4 - IDENTIFY AND SELECT

SUPPORT TECHNOLOGIES
Given the strategies selected, identify the technologies that will be needed in support of those strategies.

Consider the following questions that might be answered in step 4 :

What technologies and related materials are needed for this unit?
Which technologies are required for each strategy?

There is no technology really needed for this unit. The students can use their
own hands to clap out the number of syllables in the words.
Im sure there are online activities that can be found if needed.

STEP 5 - ASSESS AND REVISE

Describe the summative evaluation process you will use to evaluate the design and how the results of
the evaluation will be used to revise it. Consider the following questions that might be answered in step
6:
How will you know the design is effective?
What assessment instruments are needed to measure effectiveness?
What remediation plan should you include if students do not achieve as expected?

I will know if the design is effective during the assessment at the end of the week
and if my students pass.
All thats needed for assessment is the student and whether they passed the test
or not.
If remediation is necessary I will try more one on one activities and look for
online ones that can also be done at home.