Running Head: CHANGE AGENT ASSIGNMENT 1

Change Agent Assignment

ISTC 731

Kelly Sullivan

Towson University
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Introduction

The unit of instruction being analyzed is part of the Baltimore County Public Schools 5th

grade Language Arts curriculum: Unit 2b: Historical Fiction Genre Study. In this unit, students

use their knowledge of the American Revolution, as presented to them in Unit 2a: Revolutionary

Perspectives, and the corresponding Social Studies unit, Unit 2: Revolution. Students are asked to

participate in a historical fiction genre study. Over the course of this unit, students will be required

to read and discuss a novel. This unit is intended to be taught through the use of literature circles

where students will be reading different novels which include scaffolded, on level, and accelerated

options.

Planning and Reflection

This unit was designed with many strengths in mind. I think it is particularly beneficial that

so many standards are covered using one resource: the novel. Many times, the BCPS curriculum

is designed where we are required to read a short story which addresses one or two standards, only

to move onto the next standard using a different story a few days later. We often don’t even spend

one week on the same story, but instead quickly jump from one story to the next in a matter of

days. I believe that using one novel helps students keep track of their learning in a more streamlined

manner. They are ultimately so engaged in the story that incorporating different standards, ranging

from figurative language to comparing characters, is done rather seamlessly. Another strength for

this unit is that it provides alternate novel suggestions for students who do not read on grade level.

Many of my students arrive in 5th grade reading below a 3rd grade level, while some are already

reading beyond the 5th grade level, so it is certainly beneficial having different novels I could use

to differentiate instruction.
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While BCPS provides scaffolded texts for students reading below grade level,

unfortunately I don’t believe that these texts are realistic options for the population of students

receiving this instruction. I have taught this specific unit two years in a row and both times more

than half of my class was reading at a 2nd grade reading level or below. Unfortunately, these

scaffolded texts only go as low as 4th grade. This makes it very difficult to ensure that my students

are able to access and comprehend the text in the way that this unit is designed. BCPS designs this

unit so that literature circles take up at least 2-3 weeks of the instructional time. If my students

aren’t reading at the required reading level, they will not be able to successfully participate in the

literature circles. Another weakness is the extreme lack of access to technology that this unit

provides. I am consistently surprised at the lack of access to technology that the Baltimore County

Public Schools curriculum provides, despite the fact that all 5th grade students in the county are

provided 1:1 devices, and unfortunately this unit is no exception. Nowhere in the unit does it

reference how to incorporate technology or what technological resources could be used during

instruction.

Unit Learning Goals

The standards covered throughout this unit as provided by BCPS are as follows:

STANDARDS CLARIFICATION FOR UNIT 2b:

 RL.5.2 In fourth grade, students were asked to identify theme of a literary text. In
fifth grade, students are asked to identify how a character responds to challenges
or how a speaker reflects upon a topic. Students will look at how authors use this
technique to develop theme.
 RL.5.3 In fourth grade, students described in depth, characters, settings and
events drawing on specific details from text. Fifth graders must build upon this
skill by comparing and contrasting characters, settings and events. In this unit,
students focus on comparing characters, and settings within and across historical
fiction text.
 RL.5.4 In fourth grade, students were required to determine the meaning of words
and phrases in literary text. The focus in fourth grade was words that allude to
specific characters from mythology. In fifth grade students are also required to
determine the meaning of words and phrases in literary text. The focus in fifth
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grade in on the meaning of figurative language including similes and

metaphors. The rigor of this standard also increases with the increase of text
complexity as students move from fourth to fifth grade level texts.
 RL.5.6 In fourth grade, students must compare and contrast the point of view
from which different stories are narrated. In fifth grade students use what they
know about point of view to determine how the narrator or speaker's point of view
influences how events are described.

In addition, BCPS provides various “I Can Statements” that are referenced throughout this unit:

 I can use exact quotations from a text when I explain what it says and when I draw
inferences from it.
 I can summarize a literary text.
 I can determine a theme of a story, drama or poem using details from the text.
 I can explain how characters in a text respond to challenges.
 I can explain how a narrator’s point of view affects how he or she describes events.
 I can determine the meaning of words and phrases in a literary text including figurative
language like metaphors and similes.
 I can describe how the narrator’s point of view can influence how events are described in
a literary text.
 I can use underlining, quotation marks, or italics when I write the titles of works.
 I can use the correct verb tense to convey specific times, sequences, states, and
conditions.
 I can expand, combine, or reduce sentences to make them more interesting and more
easily understood.
 I can write to share my opinion of topics or texts and provide reasons and information to
support that opinion.
 I can report about a topic or text.
 I can present information in a logical order, using facts and details to support my main
ideas.
 I can speak clearly and at an appropriate pace.
 I can change the way I am speaking (formal or informal) depending on the task and
situation.

The goals and objectives for this unit are adequate and current. They are clear and explicit;

it is clearly understood what students are intended to be able to do upon completion of this unit. In

addition, the “I Can Statements” make it easy for students to understand what their intended goal

is as well. Unfortunately, they do not properly align with the planned summative unit assessment

activity. However, many of the standards are referenced during formative unit assessments that

take place throughout the unit.

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UDL Guidelines – Before Revisions

At the end of every unit in the 5th grade Language Arts curriculum, students are required

to complete a “Culminating Event” which is often an intensive, heavily writing centered,

assignment. For this unit students are required to write a book review in which they state formulate

an opinion as to whether or not the novel should be included on a “must read” list for 5th graders

based on how well it fits the characteristics of the historical fiction genre. I believe that this

assignment is inadequate in the way that it aligns with the goals and objectives of the unit. Very

little emphasis is placed on writing throughout this unit, and yet the most heavily weighted

assignment in this unit is a writing assignment.

I believe that one of the biggest drawbacks of this unit is the fact that it does not provide

many options for technological integration which could greatly help with the ability to differentiate

instruction for the vast needs of each student. It also provides very little choice in how students are

to demonstrate what they have learned. In addition, I don’t believe the way in which teachers are

asked to assess our students consistently aligns with how the standards are implemented

throughout the duration of the unit.

In using the UDL Guidelines Checklist to analyze the unit prior to revision, this unit is

particularly strong in regards to goal setting, monitoring progress, and self-assessment, specifically

Domain III: Provide Multiple Means for Engagement. This is largely due in part to the “I Can”

Statements that are provided and can consistently be referenced throughout the unit. It is rather

weak, however, in Domain I: Provide Multiple Means of Representation, and Domain II: Provide

Multiple Means for Action and Expression.

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In revision of this unit, my main focus is to address Domains I and II. My goal is to

effectively utilize technology in an effort to provide multiple means for students to access the

information as well as for them to demonstrate their learning. I plan to adhere to the learning goals

and objectives already set forth by BCPS but by being more deliberate with the use of technology.

In lieu of literature circles, we will utilize one on-grade-level text, with the suggested novel of

Toliver’s Secret, with all students participating in a novel study. This will allow the teacher to

ensure comprehension of the text, even for those who are reading below grade level, because they

will be able to access the text through auditory means (i.e. read aloud). While various digital tools
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will be implemented throughout this unit, Weebly will be the one most consistently utilized. While

this will take additional preparation on the teacher’s end, it will prove more beneficial for the

teacher and students alike. Weebly allows educators to create Weebly profiles for each individual

student in their class, for up to 50 students. Not only will the teacher have access to his or her own

Weebly, but each student will take ownership of their own personal online blog as well.

TPACK and Instructional Strategies

In order to ensure effective integration of technology, I employed the use of TPACK. “At

the heart of the TPACK framework is the complex interplay of three primary forms of knowledge:

content, pedagogy, and technology.” (TPACK, 2019)

Content Knowledge: In order to ensure effective implementation of this lesson, it is essential that

teachers have background knowledge of the American Revolution as well as the characteristics of

the historical fiction genre. In addition, they should have a solid understanding of the 5 th grade

Language Arts standards, including, but not limited to the ability to summarize, identify main idea,

compare settings and characters, identify theme, and determine the meaning of various examples

of figurative language.

Pedagogical Knowledge: It is essential that teachers understand how their students learn. Are they

auditory learners? Are they visual learners? Can they read and comprehend a text on grade level?

How can they successfully plan, implement, and differentiate the content matter in order to ensure

their students’ needs are met and they are successful?

Technology Knowledge: Teachers must have an understanding of how to navigate a laptop

computer. Beyond that, they should understand how to start a blog using Weebly as well as how

to navigate the various tools that Weebly provides. Teachers are required to set up their student

blogs beforehand, including setting up their username and password. Their understanding must be
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in depth enough so they can successfully teach their students how to use Weebly, as this will

ultimately be a new experience for most students, if not all.

Pedagogical Content Knowledge: After assessing their own background knowledge of the

American Revolution, the chosen novel, and the Language Arts standards, teachers will determine

how to most effectively make this content accessible to all students. It is important to assess how

well the students understand the major events of the American Revolution in order to determine

whether or not additional lessons would need to be taught in order to ensure their understanding

of the novel. Do students need a quick refresher on who the colonists or patriots were? Do they

need a review lesson on the impact of espionage during the American Revolution? Having a clear

understanding of the students’ knowledge of the particular content is essential.

Technological Content Knowledge: Weebly is an appropriate tool to assess many of the learning

objectives and standards. Students will be able to write a passage summarizing a chapter that they

read. They can create a list of different examples of figurative language that they find as they are

reading in addition to creating their own. They can create a page solely dedicated to the characters

in the story and describe the various traits these characters display in order to help them compare

these characters to one another later on. While Weebly is a beneficial tool, teachers should

recognize that this will not be the only tool that they will use in order to assess content understand.

Teachers may use Socrative where they utilize the Exit Ticket to assess whether or not students

can identify the theme in the chapter they just read. They may use Prezi as a tool for students to

explain their opinion on whether or not the novel should be included on the “must read list” for 5th

graders, in lieu of writing a paper.

Technological Pedagogical Knowledge: Technology is an extremely useful tool to leverage

because it allows teachers to differentiate learning in such a way that all students’ needs can be
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met. For students who have difficulty formulating their thoughts through writing, Weebly offers

an option where students can record a video or audio as opposed to writing paragraphs. This could

be beneficial for students with IEPs, depending on their modifications and accommodations. In

addition, providing a recording of the novel could help students who are auditory learners. It may

be necessary that the teacher utilizes technology in order to record particular chapters themselves,

and then push these recorded passages out to their students digitally through the teacher’s Weebly.

Technological Pedagogical Content Knowledge: How can the teacher leverage technology in such

a way as to make sure that all students’ needs regarding content and technology use are met? The

teacher can create pages on their own Weebly that provide key details on important events that

took place during the American Revolution. They can post videos that students can watch to build

upon that prior knowledge. Teachers can differentiate the questions being asked in regards to

assessing students’ comprehension, dependent on their particular reading level. They can utilize

pages on the Weebly to post important vocabulary words and definitions, as well as main

characters names, or details on the setting. In addition, the Weebly can be used to link other

resources that students can access, including a Kahoot for a review game or a Padlet where the can

post answers to questions. This is where the teacher can ensure that every student is getting what

they need in order to be successful.

UDL Guidelines – After Revisions

As evident by the UDL Checklist, the revision of the 5th grade historical fiction genre study

unit successfully addresses far more than how the unit was previously designed and implemented

by BCPS. This is largely due in part to the utilization of technology. It makes the content far more

accessible to students and provides many more options of choice. While the learning objectives

remain the same, the way in which they are accessed is different. Students can choose the method
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that is the best way for them to learn or to display their learning; they can build upon their strength

which will ultimately ensure their success.

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Technology is a tool that is so prevalent in our lives and in the lives of our students, but it

is so rarely leveraged in the ways in which it should be. It is an invaluable tool that we can use to

enrich the learning of our students. It provides ways to make learning accessible to all, that may

have been more difficult to achieve in the past. It is often difficult as educators to step outside of

our comfort zone and to do things differently, because it wasn’t how we learned it. However, as

Mark Prensky stated, “they aren’t little usses” (Presnky, 2019) We have to adapt our instruction to

meet our 21st century learners at their level.

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References

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from

http://udlguidelines.cast.org.

Meyer, A., Rose, D., and Gordon, D. (2014) Universal design for learning: Theory and practice.

Wakefield, MA: CAST Professional

Publishing http://udltheorypractice.cast.org/. Chapters 4 & 5

Prensky, M. (n.d.). Digital Natives [Video blog post]. Retrieved from

https://www.youtube.com/watch?v=jRR76Mz9NII

TPACK.ORG. (n.d.). Retrieved from http://tpack.org/