MEDT 7490 Assignment 6 Amanda Fox

Client Description:

Name: Vanessa Peavy.

Ms. Peavy is a fourth grade teacher at Benefield Elementary. She is entering her third year

teaching. For the last two years she has been in charge of grade level science plans

Email Address: Vanessa_peavy@gwinnett.k12.ga.u

Instructional Problem:

After reviewing data from our third and fourth quarter district assessments, fourth grade

teachers, myself included, identified ELA as our weakest overall content area, so we pulled our

weakest standards and analyzed them thoroughly. We walked away with a clear understanding of

what the standards said, but without resources or lessons to help with instruction. After speaking

with Vanessa, the standard we decided to focus on was the one she felt students struggled with

the most in her class, which had an impact across content areas, and a standard that was

misunderstood before.

Standard: AKS 16

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,

diagrams, time lines, animations, or interactive elements on web pages) and explain how the

information contributes to an understanding of the text in which it appears.

While we worked hard to interpret charts, graphs, timelines, and diagrams, very little

instructional time was spent on interactive web elements and animations. The lessons from last

year also lacked the rigor required that would lead students to explain how the image contributes

to textual understanding. The goal is to address at least one of these major deficiencies.
MEDT 7490 Assignment 6 Amanda Fox

Instructional Model:

I used the ADDIE model of instructional design. I chose this model because of the

process. Beginning by analyzing the needs of the student, or client, allows more research before

a goal is set. This makes the work relevant because it addresses an immediate and clear need.

Step 1: Analysis:

This part of the process took place during summer planning. The fourth grade team pulled

District Assessment data and identified the four standards that students scored the lowest on for

ELA. The second step of this process happened with Ms. Peavy individually. We spoke at length

about her strengths and struggles as a second year teacher. Having planned Science only, she felt

as though she was not familiar enough with the ELA standards, so she did not know what visuals

would be appropriate.

Step 2: Design:

This part of the design process began earlier this summer when the team sat down together

to analyze the standard. We found that we did a lot of work analyzing certain types of images,

but did not address the entire standard. Fourth grade did not provide enough examples from each

type of image and we did not guide students towards a deeper understanding by teaching them to

reflect on how the images contribute to understanding. I also decided on the strategy I wanted to

use, lesson objectives, and media type during this step.

Instructional Strategy: I will use document-based questions to help students analyze images and

understand how images can add to meaning.

Lesson Objectives:

1. Students will interpret information presented visually

2. Students will explain how the information contributes to an understanding of the text.
MEDT 7490 Assignment 6 Amanda Fox

Media: Video using PowToons & Piktochart

Delivery Options: This will be done whole group for the mini-lesson, collaboratively for the turn

and talk, and then independently. Teacher may project Piktochart whole group, have lap tops at

each group with it displayed, or provide handouts if technology is not available.

Step 3: Development:

Course Materials Created:

I decided to create a PowToons video that helps explain the first amendment to the United

States constitution. I chose this because it has been challenging for students in the past, it is a

fourth grade social studies standard, and it is a standard that would benefit from visual support

given the complicated language of the text. Because the first amendment is content heavy, I

decided to break it down into the 5 main freedoms contained in the amendment.

The next artifact I made was a Piktochart giving examples and non-examples of the 5 freedoms

included in amendment 1. I did this to provide real world examples of these concepts in action.

For the assessment piece, I composed a constructed response question.

Step 4: Implementation:

This will take part in the classroom next school year. This will serve as the introductory

lesson for this standard.

Step 5: Evaluation:

Success will be determined by student assessment results. The goal will be for 100% of the

students to obtain mastery of the standard. The final evaluation will be a constructed response

question, graded using a four point rubric. A score of 3 is meeting and a score of 4 is exceeding.

Formative assessments include share-outs and graphic organizers.

MEDT 7490 Assignment 6 Amanda Fox

Lesson Description:

Original Lessons:

The first lesson conducted last school year for this standard required students to choose their

favorite source and explain why they liked it. The sources were not specified except that they

had to do with the three branches of government. The second lesson from the 2016-2017 school

year required students to analyze various documents about Harriett Tubman to help determine

her most important achievement. The first lesson did not seem to address the standard at all. The

second lesson did require students to use sources to expand understanding, it wasnt explicitly

taught.

Needed Changes:

These weaknesses show the need for explicit instruction. While the content in the artifacts

are focused on the first amendment, the actual lesson is about interpreting information and

knowing how that information contributes to understanding.

For this initial lesson, the focus will be on interpreting the information and then beginning to

think about how it helps us comprehend accompanying text.

New Lesson:

I will use the lesson plan format from Better Learning Through Structured Teaching: A

Framework for the Gradual Release of Responsibility, 2nd Edition, by Douglas Fisher & Nancy

Frey

Workshop Mini-Lesson Day 1

Connection:
We have done a lot of work analyzing single images

Teaching Point/Purpose:
MEDT 7490 Assignment 6 Amanda Fox

Today I am going to teach how to analyze other forms of media, in order to help us expand our
understanding of a text.

Teaching:
The teacher will think aloud through__________
For homework last night, you were required to read the first amendment. You than read it
again, this time jotting down anything you noticed about the text and any questions that
arose.
Take a moment now to re-read the text and look over your homework notes.
(teacher should be doing the same thing, looking over his or her notes on the text)

Chart student responses:

Noticings Wonderings Evidence
Possible responses: What does petition mean?
The language sounds old

Now we are going to watch a short video about the first amendment. While I watch the video,
I am going to look specifically for answers to the questions we charted on the wonderings side.
By analyzing another source, I will be able to add to my understanding of the first
amendment.
Watch Video: https://www.youtube.com/watch?v=sm8duGjI53U all the way through

Now I am going watch the video again, this time, I am looking for potential answers for the
wonderings/questions I had about the text. If I find evidence, I will record under the column on
my graphic organizer. My wondering was, what does the word petition, mean? No I am
going to re-watch the video looking for clues to that question.

Model: Watch video while recoding clues:

Examples:
Noticings Wonderings Evidence
Possible responses: What does petition mean? Making requests
The language sounds old Letters to politicians
Formal grievance (what
does that mean?)

Based on the evidence from the video, a petition sounds like a type of request to people in
government.
MEDT 7490 Assignment 6 Amanda Fox

Notice how looking for evidence to help answer one question lead me to another question,
what is a formal grievance? When we look at resources carefully, often times we walk away
with more questions than answers, and thats okay.

Mini Active Engagement:

Now its your turn. Choose one wondering you have to focus on as we watch the video again
Take 20 seconds to decide on your question.
Remember to record any evidence you find, or additional questions you may have.
Turn & Talk: What evidence or answers were you able to find.
Share-out and record responses on class chart.

Active Engagement:
Now lets try this again, using a different source. Remember, we are looking for answers to
our wonderings. By analyzing the resource closely, we can add to our understanding of the
first amendment.
Each group has a copy of a Piktochart created about the first amendment. Analyze it carefully,
looking for evidence and answers. Be sure to record your findings on you graphic organizer
and feel free to add additional noticings and wonderings as well.
https://magic.piktochart.com/output/23431539-first-amendment

SW spend remaining time exploring chart and recording findings. If it is not possible to have
print out, project Piktochart for students.

Link: Today and every day, we can use images provided to help us better understand what we
read

Conferring and Small Group Work: Modify next steps based on noticings.
Teacher will walk around conferring as needed with students who are struggling with finding
evidence, or knowing what question to focus on.

Mid-Workshop Teaching Point:

What can we do it we dont find the specific piece of information we are looking for? (re-
reading text and modifying questions)
Share: Who found answers or evidence from the Piktochart that added to their understanding
of the first amendment? (1 share-out)
Closing: (Have student is mind who struggled with finding evidence. If they agree, allow
volunteer to share out and allow class to share suggestions and help.)

Evaluation/Assessment:

Constructed Response:

After reading the first amendment, and then analyzing the video and Piktochart, explain

how the additional resources contributed to your understanding of the first amendment. Use
MEDT 7490 Assignment 6 Amanda Fox

examples from your own analysis to support your answer.

This would be the assessment tool, graded using a rubric. I would suggest modeling

constructed responses several times before using one as an assessment.

Artifact Explanation:

I decided to create a PowToons video that helps explain the first amendment to the United

States constitution. I chose this because it has been challenging for students in the past, it is a

fourth grade social studies standard, and it is a standard that would benefit from visual support

given the complicated language of the text. Because the first amendment is content heavy, I

decided to break it down into the 5 main freedoms contained in the amendment.

The next artifact I made was a Piktochart giving examples and non-examples of the 5

freedoms included in amendment 1. I did this to provide real world examples of these concepts

in action.

While most students are familiar with videos, the PowToon is different in that it combines

video and comic book elements. By guiding them through the analysis of this visual, the teacher

is help students develop skills needed to analyze several types of visuals. The Piktochart may be

new to many students. Instead of a summary of each freedom, students are provided with

examples and non-examples. Examples are given often to illustrate concepts, but by providing

non-examples, the teacher is requiring students to think about what the freedoms mean in the real

world and how people can abuse them.

I paid close attention to design elements and tried to achieve unity, even though not all the

slides were not the same. I made sure there was consistency in the characters and not too many

graphics. I also adjusted timing for the PowToon to improve rhythm. For the Piktochart, I made

sure not to overuse graphics and used complimentary colors.

MEDT 7490 Assignment 6 Amanda Fox

ACRL Visual and Literacy Competency Standards

Standard 1.2

c. Identifies different image and visual media types and materials (e.g., paintings, prints,

photographs, born-digital images, data models)

d. Articulates ways images can be used to communicate data and information (e.g., charts,

graphs, maps, diagrams, models, renderings, elevations)

This lesson requires students to identify the type of media we are using and then

communicate how the images add to their understanding of freedoms guaranteed by the first

amendment. Piktocharts are not commonly used in early elementary classrooms, so this may be a

new media type for fourth graders. Part d of this standard overlaps with the original ELA

standard that is the focus for this lesson. It addresses the aspect of the standard where students

need to not only comprehend the images, but must also understand how they contribute to their

understanding of a text. In this case the text is the First Amendment.

Reflection:

Before this course, I would have made a graphic organizer and gone through the amendment

point by point as students recorded important facts. We would then work together to put the

amendment in our own words. I was missing the step where I made sure students had an overall

understanding of the concepts BEFORE breaking it down. I was also missing an engagement

piece and gradual release. By creating these artifacts for Ms. Peavy, I see how easy it can be to

skip instructional steps. I made sure to utilize several chapters in White Space is Not Your

Enemy, but I found chapter 4 specifically helpful. By reviewing by work against the "sins," I was

able to redesign for a better anesthetic. I removed unneeded bullet points, eliminated busy
MEDT 7490 Assignment 6 Amanda Fox

backgrounds, and limited my number of fonts.

Challenges: I think my biggest challenge was deciding which media to use. I use primary

documents often in the classroom, but I find that I can use them too early. What I mean is that I

provide the primary source before students have the chance to wrap their minds around bigger

concepts. Front loading can work, for example when I give students a copy of a speech prior to

hearing it or knowing the context. Sometimes however, it can be overwhelming. I think this is

because historical primary documents tend to be written formally, using difficult vocabulary, and

using unfamiliar language. I see now that sometimes background knowledge needs to be built.

Comics, videos, and other images can help with that. Another challenge I faced was narrowing in

on the problem. Oftentimes teachers know that a standard isn't being taught well, but it is

difficult to pin point where the problem is and oftentimes there are several.

The feedback from my client was very positive. She said she was excited about using the

resources! She loved the ADDIE method and suggested we use it to help us with science

standards students struggled with last year. She liked the way the amendment was broken down.

I am very happy about that because it took a lot of thought to figure out how to explain the

freedoms. I did not want to overwhelm students, but I did not want to water it down either.

This process will help me in the future several ways. First, I know now that I am capable of

making the resources I can't find elsewhere. That alone is huge! Secondly, I feel excited about

the potential collaboration that could take place when I have my own media center one day

(God-willing.) This could be a regular process I move through with teachers to help them

generate and use resources!

MEDT 7490 Assignment 6 Amanda Fox

References:
(n.d.). Retrieved July 13, 2017, from
https://www.constituteproject.org/constitution/United_States_of_America_1992
A. (2016, November 22). ACRL Visual Literacy Competency Standards for Higher Education.
Retrieved July 12, 2017, from http://www.ala.org/acrl/standards/visualliteracy
Fisher, D., & Frey, N. (2014). Better learning through structured teaching. Alexandria, VA:
ASCD.
Frey, N. (2009). Teaching visual literacy: using comic books, graphic novels, anime, cartoons,
and more to develop comprehension and thinking skills. Thousand Oaks: Corwin Press.
Hagen, R., & Golombisky, K. (2017). White space is not your enemy: a beginners guide to
communicating visually through graphic, web & multimedia design (3rd ed.). Boca Raton,
FL: CRC Press, Taylor & Francis Group.
McGriff, S. (2000, September). Instructional System Design (ISD): Using the ADDIE Model
[PDF]. Penn State.