Instructor Guide
Revised: May 2006
SOLO Software
Writing
Productivity Tool
Draft:Builder
Outline
By Susan H. Kenney
Table of
Contents
Estimated
Time to Complete Course Wrap-Up
Module
Objective .........................................................................................
Methodology..............................................................................................
2
References.................................................................................................
2
Instructional
Materials.................................................................................
3
Equipment.................................................................................................
3
Review
Previous Lesson...................................................................................
4
Sharing
Insights.........................................................................................
4
Hook-
Japanese Kanji Simulation Activity......................................................
5
Sharing
Insights.........................................................................................
5
Insert Topic...............................................................................................
8
Small Group
Practice...................................................................................
9
Formative
Assessment...................................................................................
10
Independent
demonstration ......................................................................
10
Course
Course Wrap-Up & Evaluations........................................................
11
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Estimated
Time |
35 minutes |
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Following is a suggested time
plan for this module. The instructor is encouraged to adapt it as
needed. |
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Topic |
Time |
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Review previous lesson |
2 minutes |
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Hook- Japanese Kanji |
8 Minutes |
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Insert Topics &
Subtopics |
7 minutes |
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Small Group Practice |
10 minutes |
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Formative Assessment |
5 minutes |
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Hook for next lesson |
3 minutes |
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Module Goal |
This module is one of 6 modules
in a series to introduce the learner to the written production software
called SOLO. This
software is to be used to help struggling writers follow the writing
process. After
completing all six modules, teachers with special needs will be able to
train students to use this software to complete written language
assignments and prepare for the Direct Writing portion of the Virginia
Standards of Learning (SOL), The focus of this module is for
the learner to be able to create an outline on a topic with a minimum
of four subtopics using the Draft:Builder portion of SOLO. |
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When this module is
successfully completed, given a topic and a computer with the software
program called Draft:Builder by Don Johnston, the participant will be
able to: t
Open Draft:Builder and t
Use it to create an outline |
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t
Instructor presentation t
Instructor Modeling t
Small group
“Hands-On”
practice t
Individual
“Hands-On” demonstration |
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t
Participant Guide t
Examples t
Handouts Tab Items: –
Simulation – Japanese
Kanji Activity –
Presentation Handouts t
Reference –
Don Johnston Website t
Distributed Items (to be
provided by instructor): –
Draft:Builder Tutorial –
Course Evaluations |
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t
Laptop with SOLO Software t
Projector t
Desktop computer with SOLO
Software for each participant |
Review
of Previous Lesson
and Japanese Kanji Activity
Review
Previous
Lesson
(Time:
2 minutes)
|
|
Review
Previous Lesson |
|
Show slide Draft:Builder-2.
Note:
the
number of positive experiences to the number of difficulties.- |
Learners respond ·
Review Information remembered ·
Ask questions ·
Respond to prompts on the screen |
Japanese Kanji
Activity
(Time: 8 minutes)
Japanese Kanji
Activity
|
Pass
out: Japanese
Kanji handouts and pencils to every one - no erasers.
Blank sheet stapled on top-
¼ the handouts should have English
translation. Tell:
Here is quiz.
Please don’t look at it until so
instructed. Note:
the
number of learners who can’t resist looking!)
Give: 2 minutes to read the
directions- Read
directions out loud: Tell: Papers will be evaluated
for both neatness and accuracy. Separate
papers. Begin now! Show: Slide 7
Slide
7 Ask:
questions on the slide. Say:
Often
our students feel that way when they look at a quiz or an activity that
is supposed to be simple! Show: Slide 8
Slide
8 Facilitate
Discussion:
Compare responses with student experiences. Say: Japanese students would begin
immediately. The
symbols are elementary … in his/her head. Many of our students with
Special Needs see English as the symbols only.
A paper with English symbols is almost as
frustrating! When
given the audio to accompany the words… it makes sense and
they can begin the assignment, too!
|
·
Read the directions when given
the cue. ·
Begin Assignment ·
Comment about simulation
experience. Respond
to points on the slide. Discuss
experiences compared to knowledge of student responses to written
assignments. ·
Discussion continues. |
Introduction to Draft:Builder
Draft:Builder
(Time:
7 minutes)
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Insert Topics
& Subtopics |
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Show slides 9 -- 11 |
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Model: Create a file in Draft:Builder Circulate: Trouble Shoot misconceptions,
questions, & erroneous actions. Show slides 12 -- 14 Slide
12 Model: Insert topic in Draft:Builder Circulate: Trouble Shoot misconceptions,
questions, & erroneous actions.
Slide
13
Slide
14 Model: Insert subtopics in
Draft:Builder Circulate: Trouble Shoot misconceptions,
questions, & erroneous actions. |
After watching the instructor
go though each step, learners will follow the steps to create a file in
Draft:Builder. After watching the instructor
go though each step, learners will follow the steps to create an
outline in Draft:Builder. |
Small
Group Practice
(Time:
10 minutes)
|
Show slide 15
Slide 15 Say:
Find a partner and create an
outline. I will be
around to help if you have any questions. Circulate: Trouble Shoot misconceptions,
questions, & erroneous actions. Say: Please share your outlines. Include any difficulties
you had as well as solutions you found. Make Comments when needed Answer questions. Ask:
Are there any other questions or comments? |
Learning partners will:
Create several outlines.
Discuss the process as they work.
Ask questions if needed. Partners will take turns
sharing about the practice session. |
Formative
Assessment
(Time: 5 minutes)
|
Show slide 16
Slide 16 Say: Now it is time try it on your
own. Follow the
directions on this slide. |
Learners will complete an
outline independently and submit it to the instructor. The outline must be completed
with Draft:Builder. It
must have one topic with 4 related subtopics.
Feedback will be given at the
beginning of the next lesson. |
Lesson Wrap-up
and Hook for the
Next Module
(Time:
3 minutes)
|
Show slides 17
– 20
Slide 17 Note- This time is
allotted for Review of the lesson, resource identification, and
instructor feedback. Review each
slide, field questions, and reveal more information that will be
covered in the next class.
Slide 18
Slide
19 Say: Here are some online
resources. If you
have questions, (703)706-4500 ext. 2627 Email- acat@acps.k2.va.us
Slide 20 Say: See you tomorrow. We will learn how to add
notes to our outlines in preparation for writing a draft. |
Learners will ask questions and
make comments. |
