Instructional Design Plan

Running Head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN
Comprehensive Instructional Design Plan

Cati Rhodes
University of West Georgia
Instructional Design Plan
Description of the Client and the Instructional Problem

Emma Hoerger is a sixth grade Special Education teacher at Lee Middle School in
Sharpsburg, Georgia. She has taught sixth grade for eleven years and seventh for one. Mrs.
Hoerger teaches two language arts collaborative classes, one social studies collaborative class,
and one resource language arts support class to ten special education students. Mrs. Hoerger is
always attempting to find new, innovative strategies to incorporate in both her resource class and
her collaborative classes in hopes of reaching her special education students.
A major issue that ELA teachers face in Coweta County is that our textbooks are
completely out-of-date, and this generation of students that we teach are incredibly
technologically savvy; they often are more knowledgeable with technology than their teachers.
Mrs. Hoerger uses every resource and website you can imagine to find useful tools for her
classroom, but she has discovered that when she uses the latest technology, she captures her
students interest and attention, a feat that is often incredibly difficult to achieve.
One portion of our sixth grade ELA standards that is usually difficult for the special
education students to fully grasp is the understanding and application of figurative language such
as similes, metaphors, hyperboles, idioms, etc. These concepts are often confusing to many sixth
graders because these expressions are not literal and make our language even more complex to
these young learners. The goal for this instructional design plan is to incorporate technology and
digital media in a figurative language unit in hopes of sparking the students interest, gaining
their attention, and increasing their learning.
Description of the Instructional Design Model and the Lesson
The ADDIE model guided the creation of this instructional plan. The separate steps are as
follows:
Analysis - Mrs. Hoerger teaches ten special education students with various learning disabilities
and deficits. A struggle that appears each year with our sixth grade students is comprehending
figurative language and applying it. This concept is not covered in any of the schools outdated
textbooks, and Mrs. Hoergers students prefer using technology when learning new material and
completing assignments. All of Coweta Countys third through twelfth grade students were
issued Chromebooks and are at least familiar with the basics of how to use it.
Design - This lesson will begin with Mrs. Hoerger providing her students with the a figurative
language graphic organizer, artifact 1. Mrs. Hoerger will also use a presentation on Google Slides
to teach the four main types of figurative language, artifact 2. She will instruct the students using
this tool while they fill in their graphic organizer with the same information. Once the students
have filled in their graphic organizers, Mrs. Hoerger will answer any questions and will then
show the following instructional video: https://www.youtube.com/watch?v=OPjAiUbdl14 Once
Mrs. Hoerger feels that her students have a solid understanding of the four types of figurative
language, they will first create an idiom poster using www.pixton.com. Her students have
received instruction on this program before, but she will most likely need to provide assistance as
needed. The drawing should include the definition for idioms, an example of one, and a picture
that correlates to the example. After the students have created their drawings, Mrs. Hoerger will
continue instruction and review on all four types of figurative language. They will complete a
post-it note activity where the whiteboard will be separated into four sections- similes,
metaphors, hyperboles, and idioms. The students will write an example of each of the terms and
will then place their post-it notes in the correct categories on the whiteboard. As a class, they will
discuss the answers and make any necessary corrections. Her students will then use
www.piktochart.com to create an infographic that teaches the four main types of figurative
language. It should include the terms, definitions, examples, and pictures. Mrs. Hoerger will use
rubrics, artifacts 5 and 6, to assess both the idiom drawing and the figurative language
infographic.
Development - The students will create an idiom poster using www.pixton.com, artifact 3. The
poster should show the understanding of what idioms are by using an example of an idiom to
create the literal interpretation along with what the figure of speech actually means. The students
will also create an infographic using www.piktochart.com, artifact 4, where they must define
each figurative language term and create their own original examples for them. This assignment
determines their knowledge of the four types of figurative language.
Implementation - Mrs. Hoerger will deliver the information for the figurative language unit over
a period of three days, providing remediation as needed. She will show her students several
examples, using pictures and videos from the internet, of each of the four main types of
figurative language.
Evaluate - Mrs. Hoergers students will submit their idiom drawing and figurative language
infographic on Google Classroom, and each assignment will be assessed with the rubrics,
artifacts 5 and 6. The students knowledge of figurative language will also be assessed on their
final exam on December 16.
Standards Addressed
Georgia Common Core Standards addressed in this instructional design plan consist of
the following:
ELAGSE6RL4: Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of a specific word choice on
meaning and tone.
ELAGSE6SL5: Include multimedia components (e.g., graphics, images, music, sound) and
visual displays in presentations to clarify information.
ELAGSE6L2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
ACRL Visual and Literacy Competency Standards addressed in this comprehensive
design plan:
Standard Two
The visually literate student finds and accesses needed images and visual media effectively and
efficiently.
Performance Indicators:
1. The visually literate student selects the most appropriate sources and retrieval systems for
finding and accessing needed images and visual media.
e. Selects the most appropriate image sources for the current project
3. The visually literate student acquires and organizes images and source information.
a. Retrieves or reproduces the needed image using appropriate technologies or systems (e.g.,
download functions, copy and paste, scanning, cameras).
Standard Five
The visually literate student uses images and visual media effectively.
1. The visually literate student uses images effectively for different purposes.
a. Plans for strategic use of images and visual media within a project
b. Selects appropriate images and visual media aligned with a projects purpose
c. Integrates images into projects purposefully, considering meaning, aesthetic criteria, visual
impact, and audience.
2. The visually literate student uses technology effectively to work with images.
c. Edits images as appropriate for quality, layout, and display (e.g., cropping, color, contrast)
4. The visually literate student communicates effectively with and about images
b. Presents images effectively, considering meaning, aesthetic criteria, visual impact, rhetorical
impact, and audience.
Standard Six
The visually literate student designs and creates meaningful images and visual media.
1. The visually literate student produces visual materials for a range of projects and scholarly
uses.
a. Creates images and visual media to represent and communicate concepts, narratives, and
arguments (e.g., concept maps, presentations, storyboards, posters)
b. Constructs accurate and appropriate graphic representations of data and information (e.g.,
charts, maps, graphs, models)
d. Aligns visual content with the overall purpose of project
3. The visually literate student uses a variety of tools and technologies to produce images and
visual media.
a. Experiments with image-production tools and technologies
c. Develops proficiency with a range of tools and technologies for creating images and visual
media
Explanation of Artifacts
I utilized the Dual Coding Theory when creating artifacts 1 and 2 because I used both text
and images to deliver the information to the students. Another two concepts I incorporated in my
plan were the multimedia principle and the temporal contiguity principle. The graphic organizer
that I created for Mrs. Hoerger to give to her students to take notes on and the Google Slides
presentation both follow the contiguity principle because they are formed in a simple and easyto-follow manner with every section on each of them following the same layout. My hopes were
that the students would not have difficulty locating needed information. The multimedia
principle and the Dual Coding Theory appeared throughout the unit because there was both
necessary, simplified text as well as many images and videos used to instruct the students and in
their performance-based tasks.
Reflection
The only challenge I faced when creating this plan was that I teach all gifted students
while Mrs. Hoerger teaches special education. My brain seems to remain on the advanced,
enrichment track, so this plan forced me to rethink the way I planned for Mrs. Hoerger to instruct
her students, the timeline, and the expectations on their tasks. Even though that was a challenge
for me, I feel that developing this instructional plan was beneficial for both Mrs. Hoerger and
myself. I also teach this concept to my gifted students, so it was helpful for me to break it down
and think more deeply about the instruction and the students performance tasks while
emphasizing the utilization of multimedia. I think it was helpful to Mrs. Hoerger because even
though she teaches special education students, they enjoy using technology to complete tasks.
Even though the tasks of creating an online poster and infographic are often thought to be more
for advanced type learners, I truly believe that Mrs. Hoergers students will appreciate the
challenge and the opportunity to learn new online programs.
Artifact 1:
Figurative Language Terms

Terms
Definition
Examples
Simile
Metaphor
Idiom
Hyperbole
Artifact 2:
Figurative Language Presentation
Artifact 3:
10

Artifact 4:
11
12
13
Artifact 5:
Name:___________________________________________ Date: _____________________

Idiom Poster with Pixton Rubric
Does Not Meet
Expectations
3 points
Meets
Expectations
7 points
Exceeds Expectations
10 points
Content
1 or less of the 3
elements of the
poster are
correct.
2 out of the 3
elements of the
poster are correct.
Correctly used an idiom; the

picture portrays what the
idiom literally says; the
explanation of the idiom is
correct.
Mechanics
3 or more
mechanical
errors.
1 or 2 mechanical
errors
No mechanical errors.
Appearance/ Effort
Difficult to read;
not neat, seems
unorganized
Basic images
included with little
to no creativity.
Neatly completed; easy to

read and understand;
creative
Total
Total Points: _______
Artifact 6:
14
Name:___________________________________________ Date: _____________________

Figurative Language Infographic with Piktochart Rubric
Does Not Meet
Expectations
3 points
Meets
Expectations
7 points
Exceeds Expectations
10 points
Content
1 or 2 of the
types of figurative
language are
correctly
described &
portrayed.
3 of the types of
figurative
language are
correctly
described &
portrayed.
All 4 of the types of

figurative language are
correctly described &
portrayed.
Mechanics
3 or more
mechanical
errors.
1 or 2 mechanical
errors
No mechanical errors.
Appearance/ Effort
Difficult to read;
not neat, seems
unorganized
Some images
included with little
to no creativity.
Neatly completed; easy to

read and understand;
several images included;
creative
Total
Total Points: _______
References
15
ACRL Visual Literacy Competency Standards for Higher Education. (2011, October). Retrieved
November 29, 2016 from http://www.ala.org/acrl/standards/visualliteracy
Flocabulary- Figurative Language. (2012, November 15). Retrieved November 30, 2016 from
https://www.youtube.com/watch?v=OPjAiUbdl14

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Running Head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Comprehensive Instructional Design Plan