Design Document for

[English 11-Semester A /Creating MLA Citations for Research

By Paige Nicole Jacobson
Purpose of the Course The purpose of this semester long, third in sequence high- school course, is
to continue to hone critical thinking, reading comprehension, and writing
skills while studying the works of American writers.
Audience Description

Major Course
Objectives (Terminal)

This course is geared for 11th grade high school students who have
successfully passed English 9 and English 10. Students will vary in terms of
ability, with the majority of students possessing a Lexile that correlates with
a seventh-grade reading level (or higher). Some students will be operating
at an elementary reading level and will need accommodations. Students in
the course will know how to use a computer and navigate the web.

A. Write expository five-paragraph essays with a focus on

thesis, conventions, and content.

B. Read and analyze fictional and non-fictional works.

C. Summarize, paraphrase, and synthesize ideas from course

readings.

D. Practice research skills and apply the research process to

composition

E. Practice critical thinking skills while reading, discussing

and writing about literature.

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Course Enabling
Objectives

1. A. EA#1- Write practice thesis statements

EA#2- Write practice topic sentences for three body
paragraphs
EA#3- Write an introductory paragraph that contains 100% of
the following elements: a hook, avoidance of plot summary,
pertinent background information, a solid transition and a
thesis statement.
EA#4: Peer edit student compositions using the Conventions
and Usage Checklist, demonstrating command of the
conventions of standard English usage
2. B. EA#1- Read and comprehend three works of American
non-fiction
EA#2- Read and comprehend ten American poems
EA#3- Read and comprehend one American novel (The
Great Gatsby)
EA#4: Read and comprehend five American short stories
EA#5: Explain and evaluate authors purpose in course
reading selections
EA#6: Identify and analyze (in writing and in synchronous
discussions) major literary elements (theme, symbolism,
allegory, etc.) in selected course works.
EA#7- Compare and contrast course readings and authors.

3. C. EA#1: Write one- page summaries of selected works

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EA#2:FINAL
Explain the

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purpose of a summary.

EA#3: Recall strategies for summarizing information.

RLO Enabling
Objective

Students will be able to create accurate MLA citations without

using an online generator.

Learning Assessment
for Course

The course will culminate in a final quiz that assesses all of the above
objectives, and content related to the objectives and standards.

Learning Assessment
for RLO

1. Multiple-choice and True and False Asesssment

2. One quick multiple-choice check for understanding
assessment

Instructional Delivery The method of delivery will be through an LMS (D2L). The course will be
asynchronous.
method for Course
(overall)
Instructional Strategy Tutorial with drill/practice
for RLO
Media

Text, graphics (photos, drawings and screenshots), video

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508 Accommodations

The color schemes/contrasts will follow the ADA recommendations to

accommodate color blind learners
The pace of presentation will be learner controlled
Audio narrative will support all text, audio can be turned on and off
The transcript for the entire RLO will be provided for download
Images will have alt text descriptions for sight-impaired viewers

At no time will video, audio and text compete for the viewers
attention

Video and audio elements will be subdued and not overwhelming

for those with sensory sensitivities.

Course Structure
Description

The course has 8 units. Each unit has 3-4 modules, broken up by week.
There are about 75 lessons total. The unit that the RLO would be in would
be Unit 8, The Great Gatsby, Module 4. It would be done AFTER students
read the book and read various literary critiques. The RLO would be
completed BEFORE they compose their own annotated bibliography.
Students would also complete a RLO on parenthetical citations directly after
this RLO.

Seat Time of Course

75 days/one hour each day, approximately

Seat Time of RLO

45 minutes

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RLO Outlinel

I. Introduction
A. Provide a brief reminder of what a Works Cited/bibliography
citation is and what MLA format is.
B. Review WHY we cite in the first place. Briefly explain that we also
use parenthetical citations, but that is a separate lesson.
C. Ask two brief check for understanding questions where students
have to identify a citation and correctly choose the answer to why
we cite our research sources. Emphasize giving credit and avoiding
plagiarism. Both questions will be multiple-choice, and each
response option will provide feedback.

II. TutorialA. Screenshare the official MLA Formatting and Style Guide
for citations and go through basic formatting rules. This will
also be available as a pdf document at the beginning of Part
IV-Practice

III- Scenarios-show examples of kinds of sources students are most

likely to encounter for their annotated bibliographies. Note: all
examples are electronic sources. Model how to create a citation
for a works cited page for each example.
A. Scenario #1- how to cite an online article from a database
B. Scenario#2- how to cite an online article from the web
C. Scenario#3- how to cite an online book review from a database
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D. Scenario#4- how to cite an entire website

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RLO Flowchart

Attached separately

Screens/Pages in RLO 17
Knowledge Checks or [Mod 4 estimated number of knowledge checks or other interactions]
Other Assessments or
_x___Dichotomous (T/F, Y/N, etc.)
Practices for RLO
__x__Multiple Choice (one)
____Multiple Select
Drag and Drop
____Custom describe; if appropriate, supply flowchart in an Appendix
and reference it here.
____Other describe
Rollovers/click events
____Rollovers
___5_Click Events
RLO Navigation

Paging buttons (Home, Save Work, Back, Progress)

Menu (will only pop up if clicked)

Resources links (includes PDF of MLA handout)

Exit screen

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Screen Layouts for

RLO

Basic content format

Introduction/Exit Slide Format

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Development Tools
for RLO

Ubutu, Audacity, PicMonkey.

Ownership

Nicole Jacobson will create the course, but other certified English teachers
in the English Department at Agora Cyber Charter School will maintain and
modify the course.

Development Time of
entire course and
RLO

The RLO itself will take 10-15 hours to develop.

Support requirements None required. Students would need access to the D2L LMS. The designer
has access to all materials and is a subject-expert.
for RLO and course
Project
Sign-off [optional]

Please sign below indicating agreement with the proposed course plan and
approving start-up of the storyboard and development phases.

Paige N Jacobson
Instructional Designer

9/5/16
Date

Project Manager/Sponsor

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Date

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