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
Presentation

________________________________________

Well-rehearsed with
smooth delivery that
holds audience
attention.

Rehearsed with fairly

smooth delivery that
holds audience
attention most of the
time.

Delivery not smooth, Delivery not smooth

but able to maintain and audience
interest of the
attention often lost.
audience most of the
time.

Sources

Source information
collected for all
graphics, facts and
quotes. All
documented in
desired format.

Source information
collected for all
graphics, facts and
quotes. Most
documented in
desired format.

Source information
collected for
graphics, facts and
quotes, but not
documented in
desired format.

Very little or no
source information
was collected.

Content

Covers topic indepth with details

and examples.
Subject knowledge is
excellent.

Includes essential
knowledge about the
topic. Subject
knowledge appears
to be good.

Includes essential
information about
the topic but there
are 1-2 factual
errors.

Content is minimal
OR there are several
factual errors.

Originality

Product shows a
large amount of
original thought.
Ideas are creative
and inventive.

Product shows some

original thought.
Work shows new
ideas and insights.

Uses other people\'s Uses other people\'s

ideas (giving them
ideas, but does not
credit), but there is
give them credit.
little evidence of
original thinking.

Attractiveness

Makes excellent use

of font, color,
graphics, effects,
etc. to enhance the
presentation.

Makes good use of

font, color, graphics,
effects, etc. to
enhance to
presentation.

Makes use of font,

color, graphics,
effects, etc. but
occasionally these
detract from the
presentation content.

Use of font, color,

graphics, effects etc.
but these often
distract from the
presentaion 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