Allison Ballard

Comprehensive Instructional Design Packet

MEDT 7490
University of West Georgia
BallardInstructional Design MEDT 7490
Client Information: Janice Murray
Title of Client: English Language Arts Department Chair
Email Address: jmurray@fultonschools.org
Organization: Renaissance Middle School

Instructional Problem
My client for this plan is Janice Murray at Renaissance Middle School in Fulton County.

Janice is the English Language Arts Chairperson. The instructional problem that was presented to

me in my conversation with her is Visual Literacy in the Language Arts Classroom as it relates to

the particular grade level. Often content meetings are not beneficial to teachers due to the fact

that teachers are unaware of standards. Members of the English Language Arts Department often

times find themselves in conflicts as they relate to relevant content.

Instructional Design Process

We will create visuals that will help to explain comprehension of The Diary of Anne

Frank. The Diary of Anne Frank is a novel read by all sixth graders. English Language Arts

Power Standards are those standards in particular that teachers must teachers. This will educate

all English Language Arts Teachers. A series of infographics explains comprehension of The

Diary of Anne Frank. These standards will be unpacked as well as condensed in student

friendly language. These artifacts are presented through visual aid. This way teachers and

students are aware of the problems with Visual Literacy in the Language Arts Classroom.

I decided to utilize a Diary of Anne Frank lesson. We meet during our common 90 minute

planning. Many students have problems with reading comprehension. Therefore, we found that
the use of visual literacy allows students the opportunity to connect with the text. Many students

believe that the Holocaust is a myth and that problems during this time did not happen. Students

in this case have the opportunity to learn about this historical event in history within his/her

Social Studies Class.

To assist students with the understanding of this historical time in history we utilized

PowerPoint Presentations as a primary source for visualizations. Students were also given photo

stories, interview transcripts, print resources and videos. During the common 90 minute planning

each teacher should collaborate and develop a common lessons to cover as much information as

possible so that students gain a deeper understanding of the subject.

The backwards design model is the model I chose to introduce. This model allows the

students to preview materials they will need to complete the assignments. Students will complete

a journal entry shows that there is evidence of learning about the holocaust has occurred. By

removing the graphics I knew that students had to think critically and connect with the text in

order to comprehend. Backward Design is a method of setting and designing goals before

choosing forms of assessment. This is why students engage in a series of pre-requisite skills

before producing the visual aids.

Redesigned Lesson

1. For this lesson students will do the following: Students will access the

Weebly course and go through brief mini-lessons about Holocaust, Nazis, Adolf

Hitlers regime, Anne Frank, Amsterdam, and etc. Students will complete journal

entries explaining his/her understanding of each topic.

2. Students will then be given an opportunity to complete a collaborative activity

demonstrating his/her understanding.

 In this project students will:
Learn about historical events through a time line
Understand how events in Europe during the Nazis rise in power and the

subsequent Holocaust impacted the lives of real people

Develop empathy for people, Jewish and non-Jewish, who were directly

affected by the Holocaust.

Improve content area reading
Learn to do online research

3. Students will learn new information about the life of Anne Frank. Students read

and discuss and write about Annes Diary. Students will view pictures of Anne

Franks life and read excerpts from and behind the story of her diary. Students

will write their reactions and draw pictures to the diary.

4. The items listed above include tools for assessment, evaluation and reflection. For

the others, the teacher evaluates students discussions and written activities.

Terms to be covered in the Weebly:

Culture: Students learn how to understand multiple perspectives that

derive from different cultural vantage points.

Time, Continuity, and Change: Students study how the world has

changed in order to gain perspective on the present and the future.

People, Places, and Environments: Students utilize technological

advances to connect to the world beyond their personal locations. The

study of people, places, and human-environment interactions assists

learners as they create their spatial views and geographic perspectives of

the world.
 Individual Development and Identity: Students learn to ask questions

such as Why do people behave as they do? What influences how people

learn, perceive, and grow?

Individuals, Groups, and Institutions: Students study interactions

among individuals, groups, and institutions.

Power, Authority, and Governance: Students study how people create

and change structures of power, authority, and governance.

Civic Ideas and Practices: Students study the ideals, principles, and

practices of citizenship in a democratic republic

I. Subordinate Skills:
Students should already have some knowledge of Holocaust, Adolf Hitler and

the Nazi Party from 6th Grade Social Studies Classes.

Students should have an understanding of who Anne Frank is as a historical

figure.
Students should have a basic understanding of how to search online via

Weebly and Edmodo for assignment instructions.

Instructional experiences may be impacted by grade, age, special education

accommodations, prior knowledge, reading level, as well as religion.

II. Learner Analysis

1. General characteristics that may impact the instructional experience

include:
 30 sixth grade gifted middle school students comprised of 14 boys and 16

girls
4 of the students are special education learners
Learners ethnicity 20 White, 3 African American, 3 Asian, 2 Hispanic

and 2 Multi-Racial
Average age of the students -11- 12 years old
100% currently perform at or above 6th grade level

2. Prerequisite knowledge, skills, or experience:

Students all read at or above grade level (on a 6th grade level).
Students have a positive and exciting attitude about Anne Frank due to the

recent field trip to the Anne Frank Museum.

Students are familiar with utilizing the schools iPads, chromebooks,

Windows based PCs, and resources in the teachers classrooms, with

traditional seating, but prefer to use iPads due to students daily use across

multiple subject areas.

Students frequently utilize the technology resources independently. They

infrequently require teacher assistance with device usage.

Students have access to use technology resources in their classroom,

library media center, computer lab.

3. Instructional experiences may be impacted by grade, age, special education

accommodations, prior knowledge, reading level, as well as religion.

The course will be blended; 50% online and 50% printed instructional materials

Direct Instruction

Demonstration or modeling.

Direct student attention to fundamental elements.

 Explain new concepts or terms ahead of time, or else students will not be able to

follow your demonstration.

Questions and Discussion

Reflection Questions

Journal Entries

Questions to gain are to gain information

Questions are asked to stimulate thought.

Independent Student Work

Enrichment -to deepen students current understanding of content or skills.

Skill development- to introduce or practice new skills.

Exploration -to incorporate student interest or provide opportunities for student

discovery.

Instructional content varies in modes of delivery.

Delivery of instruction includes:

Photo stories

Timelines

Interview transcripts

Print resources

Videos

Web links
 In class libraries

Assessment

Multimedia Project : Diary of Anne Frank

Teacher Name: A Ballard

Student Name: ________________________________________

CATEGORY 4 3 2 1
Presentation Well-rehearsed with Rehearsed with fairly Delivery not smooth, Delivery not smooth
smooth delivery that smooth delivery that but able to maintain and audience
holds audience holds audience interest of the attention often lost.
attention. attention most of the audience most of the
time. time.
Sources Source information Source information Source information Very little or no
collected for all collected for all collected for source information
graphics, facts and graphics, facts and graphics, facts and was collected.
quotes. All quotes. Most quotes, but not
documented in documented in documented in
desired format. desired format. desired format.

Content Covers topic in- Includes essential Includes essential Content is minimal
depth with details knowledge about the information about OR there are several
and examples. topic. Subject the topic but there factual errors.
Subject knowledge is knowledge appears are 1-2 factual
excellent. to be good. errors.

Originality Product shows a Product shows some Uses other people\'s Uses other people\'s
large amount of original thought. ideas (giving them ideas, but does not
original thought. Work shows new credit), but there is give them credit.
Ideas are creative ideas and insights. little evidence of
and inventive. original thinking.

Attractiveness Makes excellent use Makes good use of Makes use of font, Use of font, color,
of font, color, font, color, graphics, color, graphics, graphics, effects etc.
graphics, effects, effects, etc. to effects, etc. but but these often
etc. to enhance the enhance to occasionally these distract from the
presentation. presentation. detract from the presentaion content.
presentation content.

Explanation
Embedding multimedia resources into meaningful tasks can scaffold learners'

understanding of concepts, demonstrate practical skills, and, where learners are creating the

multimedia, enable and foster creativity. Additional benefits include catering to learning

preferences, and enhancing student accessibility. All of these factors are key in enabling open

learning (i.e. learning that is self-determined, independent and interest-guided), especially in

flexible, blended or distance programs for scholars. Multimedia enhances education outcomes

and opportunities for learners to become more engaged and flexible in distance learning

environments. Learners are able to demonstrate practical skills and foster his/her won creativity.
Multimedia can be used for many purposes including demonstrations (which is what we use it

for in our English Language Arts Class) as well as for storytelling. A further benefit of

multimedia is that it can offer a culturally inclusive way to share and celebrate success.

ARCL Visual and Literacy Competency

The goal of this instructional plan is for educators and students to familiarize themselves

with Visual Literacy in the English Language Arts Classroom. The above plan will introduce

learners with various platforms for connecting with the text visually.

Performance Standards for this unit are:

1. ELAGSERL1: Cite textual evidence to support analysis of what the text explicitly states

as well as inferences drawn from the text.

2. ELAGSE6RL3: Describe how a particular storys or dramas plot unfolds in a series of

episodes as well as how characters respond or change as the plot moves towards a

resolution.

3. ELAGSE6RL6: Explain how an author develops the point of view of the narrator or

speaker in a text.

This assignment addressed the following ACRL Visual and Literacy Competency

Standard:

Standard 1: Visuals are important in media presentation to encourage students to retain

information. This standard was implemented by adding visuals to support written text.
 Reflection

This particular assignment was tedious as there were many requirements. However, I

learned a vast amount of information that will prove beneficial for both my short term as well as

long term professional goals.

Please click on the links below for artifacts:

https://www.emaze.com/@AWTCIOTW/untitled
https://www.smore.com/app/pages/preview/es8an