RUNNING HEAD: Comprehensive Instructional Design Plan 1

Comprehensive Instructional Design Plan

Jennifer D. White

University of West Georgia

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Client and Instructional Problem

My client is B.J. Herndon. She has been teaching at Telfair County Elementary School

for ten years. She currently teaches 3rd grade language arts. This August she is will be starting

her 8th year teaching 3rd grade language arts. Her contact information is

[email protected]. Her Georgia teacher ID is 706464.

Instructional Problem

In speaking with Mrs. Herndon, she stated her students typically have poor assessment

results during her identifying nouns lesson. She teaches common nouns, proper nouns, abstract

nouns, concrete nouns, singular nouns, and plural nouns. She stated her students struggle with

identifying the various types of nouns even though they are introduced prior to 3rd grade. She

stated she has been seeing the low performance for years and would like to change her lesson so

students can get a better understanding of the different noun types. Mrs. Herndon also stated that

her students have a hard time correctly spelling plural nouns because of the various plural noun

rules. Mrs. Herndon believes visuals for the students to see will help with learning and

understanding.

Instructional Model

The re-designed lesson will be developed using the Backward Design instructional

model. The Backward Design model consists of three stages, which are identifying desired

results, determine acceptable evidence, and plan learning experience and instruction. Grant

Wiggins and Jay McTighe developed this framework because they believed teachers should

consider learning goals and how students will be assessed before they consider how to teach the

content.
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In stage 1 of the Backward Design model, we must consider the learning goals of the

lesson. This lesson falls under the ELAGSE3L1 standard.

ELAGSE3L1 - Demonstrate command of the conventions of Standard English

grammar and usage when writing and speaking

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in

general and their functions in particular sentences.

In this lesson, the learner will define common and proper nouns. The learner will identify

common and proper nouns in speaking and writing. The learner will define abstract and concrete

nouns. The learner will identify abstract and concrete nouns in speaking and writing. The

learner will define singular and plural nouns. The learner will identify singular and plural nouns

in speaking and writing. Finally, the learner will know the plural noun rules and successfully

write and speak plural nouns.

In stage 2 of the Backward Design model, we must determine acceptable evidence. We

must determine the assessments and performance tasks students will complete to show

understanding and learning. In the lesson, students will complete an assessment where they will

identify noun types in sentences. Students will be given the opportunity to identify nouns in

practice sentences that will be similar to the assessment. Students will also practice writing

plural words prior to the assessment.

In stage 3 of the Backward Design model, we must plan learning experiences and

instruction. We must determine how to teach by creating instructional strategies and learning

activities. The lesson will be introduced by a brief video about nouns. The lesson will be taught

by lecture along with the use of the created artifacts. These artifacts will be presented on the
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white board. Students will also be given a personal copy of the artifacts so they can follow along

and take handwritten notes on the artifact.

Re-designed Lesson

In order to help Mrs. Herndon introduce the visuals into this lesson, a BrainPop video

about types of nouns will be viewed by the students as an introduction to the lesson. Two

artifacts were created to help the students with the learning goals of the lesson. The first artifact

is an infographic that defines common nouns, proper nouns, abstract nouns, concrete nouns,

singular nouns, and plural nouns. The infographic also gives three examples of each type of

noun. This infographic will be given to students at the beginning of the lesson so they can make

handwritten notes on the infographic. The second artifact is also an infographic. The

infographic lists the common plural noun rules. It also gives three examples for each rule. The

infographic will be given to each student prior to the introduction of plural noun rules. Students

will be encouraged to refer to the infographics during lecture and guided-practice. The artifacts

were created using a graphic design tool called Canva. All images included on the infographic

were made available through Canva, so there should be no issues with copyright.

Methods to Assess/Evaluate Lesson

After lecture and practice problems are complete, students will complete an assessment.

The assessment will be divided into three sections. On the first section, ten sentences will be

provided and the students must identify the nouns and determine if they are proper or common.

The second section will have ten sentences with the noun already identified. The students must

determine if the noun is abstract or concrete. The final section will list 20 singular words and the

students will write the correct plural form of the noun. The results of the assessment will help
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Mrs. Herndon determine if students met the learning goals and if the infographics played a role

in enhancing learning for the students. She will look at assessment results from prior years to

determine if student learning was enhanced.

Support of Artifacts

The infographics created for this lesson consist of printed words and pictures, which

means it is a form of multimedia instructions. According to Mayer (2014), “The rationale for

multimedia instruction is that people can learn more deeply from words and pictures than from

words alone” (p. 385). Multimedia instruction should activate verbal and nonverbal channels to

process information. The verbal channel uses ears to begin information processing. The

nonverbal channel use eyes to begin information processing. These infographics allow students

to activate both channels to begin to define and identify nouns. This lesson is better with the use

of visuals because they help the verbal channel from being overloaded. According to Mayer

(2014), “The learner’s capacity for information processing in each channel in the working

memory is extremely limited” (p. 389). Therefore, we must design instruction that activates both

the verbal and nonverbal channels.

ACRL Visual Literacy Competency Standards

This comprehensive plan addresses several of the ACRL Visual Literacy Competency

Standards. The use of infographics to make meaning of noun identification aligns with Standard

3, Performance Indicator 1, and Learning Outcomes a-c of the ACRL Visual Literacy

Competency Standards. ACRL defines Standard 1 as

“The visually literate student interprets and analyzes the meanings of images and visual

media.
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Performance Indicator 1: The visually literate student identifies information

relevant to an image’s meaning

Learning Outcomes a.) Looks carefully at an image and observes content and

physical details b.) Reads captions, metadata, and accompanying text to learn

about an image c.) Identifies the subject of an image” (ACRL, 2011).

The use of infographics to enhance learning processes aligns with Standard 5, Performance

Indicator 1, and Learning Outcome e of the ACRL Visual Literacy Competency Standards.

ACRL defines Standard 5 as

“The visually literate student uses images and visual media effectively.

Performance Indicator 1: The visually literate student uses images effectively for

different purposes.

Learning Outcome e.) Uses images for subject-specific and interdisciplinary research,

communication and learning” (ACRL, 2011).

Visual literacy skills are essential for students to effectively interpret meaning of visual media.

This comprehensive plan helps to address some of the standards, which should be incorporated

in instruction to ensure students gain skills need to “effectively find, interpret, evaluate, use, and

create images and visual media” (ACRL, 2011).

Reflection

This assignment was a little challenging to complete since it is summer. There are no

teachers at the school so I had to communicate with my client by telephone and text messages. I

feel like it would have been a little easier to re-design the lesson and better understand Mrs.
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Herndon’s needs if I would have been able to sit down and talk to her face-to-face. I also was

hesitant to contact Mrs. Herndon because this is her vacation time, and I am sure school was the

last thing she wanted to think about. Overall, I enjoyed completing this assignment. Of course,

my favorite part was creating the artifacts. I hope Mrs. Herndon is able to use them when she

teaches identifying nouns again.

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Artifact #1
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Artifact #2
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Resources

ACRL Visual Literacy Competency Standards of Higher Education. (2011). Association of

College and Research Libraries (ACRL). Retrieved from

http://www.ala.org/acrl/standards/visualliteracy

Mayer, R.E. (2014). Multimedia Instruction. In J.M. Spector, M.D. Merrill, J. Elen, & M.J.

Bishop (Eds.), Handbook of Research on Educational Communications and Technology

(pp. 385-399). New York, NY: Springer Science & Business Media.