ADDIE Presentation

Presentation by Jenna Kim

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Analysis

• Learners Served: 8th-grade English Language Arts students.

• Learning Needs: Strengthen argumentative writing skills, including constructing claims, supporting arguments with evidence, and addressing counterclaims.

• Existing Knowledge: Familiar with basic essay structure, persuasive techniques, and citing sources.

• Constraints: Varied reading/writing proficiency, potential lack of engagement, technology access differences.

Follow Up

Assessment

Application

Content & Skills

Introductory Activity

Learning Objectives

Overview & Purpose

Design & Development

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Implementation

• Delivery Mode: In-class with blended learning elements.

• Steps:

1. Engage students with intro activity.
2. Teach argument writing structure with interactive examples.
3. Facilitate writing and peer review.
4. Assess through essays and discussions.
5. Provide targeted support.

Evaluation

• Feedback Collection: Student surveys, peer reflections, rubric analysis.

• Adjustments: Modify lesson pacing, scaffold activities for struggling writers, integrate more real-world examples.

• Content & Skills: Argumentative writing, critical thinking, media literacy.
• Real-World Applications: Evaluating online misinformation, persuasive communication in civic discourse, and academic writing skills.

Overview & Purpose

1. Develop a well-structured argumentative essay with clear claims, evidence, and counterarguments.
2. Analyze the credibility and bias of sources to strengthen arguments.
3. Revise writing based on peer and teacher feedback.

Learning Objectives

1. Activity: "Fact or Fiction?" Students analyze real vs. fake news headlines and discuss credibility indicators.
2. Resources: Digital slideshow, sample news articles, Padlet for collaborative brainstorming.

Introductory Activity

• Activity: Mini-lesson on argument structure using mentor texts, highlighting claim, evidence, and counterclaims.
• Differentiation: Small group discussions, sentence starters, graphic organizers for struggling writers.
• Technology: Interactive Google Docs for collaborative drafting, Grammarly for editing.
• Media: Short video explaining logical fallacies.

Content & Skills Acquisition

• Activity: Students draft a persuasive proposal on regulating social media misinformation.
• Resources: Research articles, rubric, peer review guide.

Application

• Formative: Exit tickets—students justify whether an article is credible.
• Summative: Final argumentative essay, graded with an analytic rubric.

Assessment

• Activity: Writing workshop with individualized teacher feedback.
• Resources: Google Docs with comments, conferencing time.

Follow Up