5. Instructional Opportunity
• Some students have
trouble organizing
their thoughts when
it comes to writing in
the classroom.
• We are focusing on
at-risk middle school
students who need a
way to organize their
thoughts to be
successful in school.
Picture Retrieved from :
http://www.ehow.com/info_7931693_writing-
tools-special-education-students.html
7. Part B
BRICK 1:
Describe the intended learner.
Picture retrieved from: http://provisionsblog.wordpress.com/
8. The intended learner.
Ethnicity:
Facts: 9% African American
45,000. 11.8% Asian/Pacific Islander
Rated Academically Acceptable. 30% Hispanic
10 Middle Schools. 0.5% Native American
77 languages spoken throughout the district. 44.7% White
http://www.roundrockisd.org/index.aspx?page=1731
11. Part C
Brick 2: The Learning Seat.
Brick 3: Performance Seat.
Brick 4: Performance Objectives.
12. The Learning Seat
Retrieved from absolutedeviation.blogspot.com
Students will access SpicyNodes at school in a computer lab or
on a classroom computer to learn how to use it.
13. Performance Seat
Students will be able to access SpicyNodes on
any computer at home or in a library if one is not
available at school form them to work on their
writing .
Retrieved from vichargrave.com
Retrieved from blogs.babble.com
14. Performance Objectives
Students will be able to
apply Spicynodes to their
writing across the curriculum. Retrieved from buddingwriters.org
Retrieved from spicynodes.com
15. References
• García, J., & Fidalgo, R. (2008). Orchestration of Writing Processes and Writing
Products: A Comparison of Sixth-Grade Students With and Without Learning
Disabilities. Learning Disabilities -- A Contemporary Journal, 6(2), 77-98.
• Harris, K. R., Graham, S., Mason, L. H., & Saddler, B. (2002). Developing Self-
Regulated Writers. Theory Into Practice, 41(2), 110.
• Mason, L. H., Harris, K. R., & Graham, S. (2011). Self-Regulated Strategy
Development for Students With Writing Difficulties. Theory Into
Practice, 50(1), 20-27.
• TEKS. (2012). Retrieved October 14, 2012 from, http://www.tea.state.tx.us/.
• Sundeen, T. H. (2007). So What's the Big Idea? Using Graphic Organizers to
Guide Writing for Secondary students with Learning Disabilities. Beyond
Behavior, Vol. 16(3), p29-34.
16. Part D
Brick 5: Assessment Component.
Brick 6: Instructional Package.
20. References
• Cybrarian77 (2011, Oct 26). [photograph]. CB101515. Retrieved
on Nov 2, 2012 from
http://www.flickr.com/photos/cybrarian77/6284697322/
• Dkzody (2010, March 4). [photograph]. Student photos. Retrieved
on Nov 4, 2012 from
http://www.flickr.com/photos/26534917@N08/4407160119/
• James Jordan (2012, Jan 22). [photograph]. Online. Retrieved on
Nov 4, 2012 from
http://www.flickr.com/photos/jamesjordan/6754756031/
• Stuartpilbrow (2009, Jan 11). [photograph]. 178/365 One small
step for essay kind. Retrieved on Nov 2, 2012 from
http://www.flickr.com/photos/stuartpilbrow/3185876967/
Editor's Notes
It may be used to teach middle school students how to organize their thoughts in accomplishing either or all of these taskscreate a visual map of the subject matterBe able to define characteristics and/or attributes of the topic/subject in questionorganize main ideas or brainstorm to prepare for a rhetoric or descriptive piece of writing
