Running head: ANALYZING LEARNERS

Analyzing Learners
Alyssa Luis
University of Central Florida

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2
Unit Summary

LAFS.6.RL.1.3 Describe how a particular storys or dramas plot unfolds in a series of episodes
as well as how the characters respond or change as the plot moves toward a resolution.
Based on the above Florida language arts standard, I would teach a unit on plot with
character development to 6th grade students. Teaching this unit would require that students have
previous knowledge of the academic vocabulary that is necessary to understand the unit. Some
vocabulary terms have already been taught by this point in their education from previous
classroom lessons. These include setting, conflict, and characters. However, many more
academic vocabulary words are required in order for students to understand both plot and
character development. These words include exposition, rising action, climax, falling action,
resolution, character development, protagonist, antagonist, internal conflict, and external
conflict. Once these words are understood, students will then have to understand how these terms
come together to form the plot of the story and how the plot affects character development. The
learners will have to be able to identify these terms and character progressions within a story that
they read.
Learning Theory
Constructivist theory states that learners construct meaning as they make connections
with what they learn (Hein, 1991). There are many principles of learning within Constructivist
theory. First, this theory views learning as an active, rather than passive process, where students
create meaning from sensory input (Hein, 1991). Learning consists of systems of meaning, that
have been built as we have learned over the years (Hein, 1991). Learning must also not be a
separation of facts, but instead an understanding of how the parts all come together and form
relationships (Hein, 1991). This is critical to learning within this unit on plot. There are many

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pieces to the concept of plot in literature, but it is not enough to have an understanding of just the
parts. Instead, it is necessary to take the parts of different vocabulary terminology and understand
how they connect and relate to each other; thus, getting an understanding of the whole.
While physical actions help with learning, these actions are not enough to sufficiently
learn as the bulk of learning must take place within the mind (Hein, 1991). Additionally, learning
also influences language and is a social process (Hein, 1991). New knowledge also builds upon
previous learned and understood material (Hein, 1991). It is also helpful to make connections for
the learner based on things they already understand (Hein, 1991). Motivation must be there for
the student as well as the learning will take time to actually occur (Hein, 1991). The unit will
have to build upon social interactions of the learners. Furthermore, it will build upon previously
understood material from their past experiences with literature in school. The course will also
make references to connections of things in their own lives, which will enhance the learning
experience.
Analysis of Learners
The learner will be taking this course so that their understanding of literature can increase
and they can achieve the following learning goal: Students will be able to describe how a
particular storys plot unfolds as well as how the characters respond or change as the plot moves
toward a resolution. Students in 6th grade, the learners, should have taken and learned language
arts skills throughout their elementary school years. Most learners will be at a 6th grade reading
level with a few outliers above and below reading level. Those above reading level will not need
any accommodations; however, those below reading level may require some scaffolding,
chunking of content, one-on-one help as necessary, and some use of peer assistance for more
challenging areas within the unit.

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These learners may also come from a variety of backgrounds with a set of diverse
learning styles. It is quite rare to have a homogenous learning group. As a result, the course
should accommodate as many of these different learning styles as possible by presenting
information in a multitude of ways. Thus, the course will need to be presented with visuals,
audio, hands-on activities, and more to reach as many students as possible.
It can be assumed that these learners have been exposed to childrens literature before. It
can also be assumed that they were taught elementary level language arts skills within literature,
such as identifying setting, characters, and the problem within the story, also known as the
conflict. Furthermore, it is assumed that these students will be able to read a story, be able to
understand what has occurred, and explain it through the creation of a short summary.
Instructional Methods, Media, and Materials
This unit will contain both teacher-centered and student-centered instructional methods.
For instance, there will be some aspects of the unit that are teacher-centered, such as lecture,
modeling, and the use of videos. However, there will also be student-centered instructional
methods where students will complete work in discussions and groups. This will allow students
to first learn the information from the instructor and then deepen this new knowledge with their
peers. One way I plan on achieving this instructional method combination is by using slides that
also have interactive elements. For this particular unit, the slides will first contain the academic
vocabulary that are included in the language arts standard for plot. Images will be present within
the slides as well to help give students visuals for the analogy that will be used during
instruction.
The teacher will then explain these terms deeply through audio and will show and explain
examples within videos. Video clips will show the plot elements that are in a common Walt

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Disney movie, The Little Mermaid, so that the students can deepen their understanding by seeing
how these vocabulary terms can be applied to something familiar to them. This should increase
the interest for the students because they are still young sixth graders. For students that are
unfamiliar with the movie, the content of the film will also be explained in the instructor audio so
that they are not at a disadvantage.
It will then be the students turn to apply this vocabulary of plot to a story. The
assignment will take place within a group. Students will be given a text to identify plot elements
and character development, just as the instructor did throughout the lesson for a story that was a
film. The text given will be Dragon, Dragon by: John Gardner. The students will be expected
to apply this modeled instruction to their own assignment now via the written word. The students
will do this within a google document together and email it to the instructor before the proposed
due date.
The unit will encompass the use of Nearpod, images, audio, and video for the purposes of
teaching the lesson. Within the Nearpod there will be content description. This content
description will use images to enhance understanding of ambiguous and abstract concepts. The
audio will be used to further deepen understanding with a through explanation of the content by
the instructor. The videos will be clips taken from YouTube to give social relevance to the
student. The students will also use online tools such as google docs to demonstrate their new
knowledge and understanding.
Utilize Media and Materials
There will be a virtual live session that students can attend and go through the lesson
with the instructor and students. Through this, instructors can show important collaborative
answers given by students within the Nearpod session. Even in the live session students will

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listen to the audio version of the media because there will not be an instructor present in front of
them. Any students that cannot attend the live session will have access to the lesson still with
audio and all of the other elements, but they will not be able to go through it collaboratively with
their peers. Students will enter into the Nearpod and hear the audio. The audio that the students
hear will give further support to the students by providing clarification for ambiguous topics and
further detail for the students. Students will view The Little Mermaid video clips so that they can
apply the new knowledge to a recognizable example. Students will take a quiz on Nearpod to
assess and activate their background knowledge. The students will also take a poll tracking their
understanding and contribute to a short response question. At the end the students will access the
short story through a website link. Students will read the story on this website to further
understand and practice plot concepts.
Require Participation
Learning Objectives

Materials/Media

Activities

Assessment
Strategies
Rubric

Students will be able

Audio provides

Dragon Dragon

to describe how a

examples of

Assignment

particular storys plot

descriptions for how

unfolds.
Students will be able

plot unfolds.
Image identifying

Dragon Dragon

to identify plot

each plot element

Assignment

elements within a

with analogy. Videos

story.

used to identify plot

Students will be able

elements.
Audio in exposition

Discussion question

to analyze a

discusses the

in Nearpod

Rubric

Rubric

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characters traits.
Students will be able

character.
Audio in resolution

Dragon Dragon

to describe how a

and character slide

assignment

character develops

discusses character

throughout the story.

development and

Rubric

how to identify it.

Evaluate and Revise
Once I viewed the students performances and scores on their Dragon Dragon assignment,
I would determine if the students mastered the objectives or not. If the students did not master
these objectives, then I would revise the lesson and re-teach. I believe that if the students did not
master the objectives that it may be due to the media used. I used media through the use of video
clips to have students understand how to identify plot elements within a story. To revise the
lesson, I would keep this, but also model it through the use of a simple story. This would allow
me to more slowly scaffold up from using a video, to a simple story, to then having students
practice on their own with the use of a short story. To challenge students that have mastered the
objectives, I would have these students create their own narrative story and then identify the plot
elements within their own written work.

References
Hein, G. E. (1991). Constructivist learning theory. Retrieved from
http://beta.edtechpolicy.org/AAASGW/Session2/const_inquiry_paper.pdf