Running head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Comprehensive Instructional Design Plan

Connie L. Hinely
University of West Georgia
MEDT 7490

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Client Information:
Mrs. Tammy Wheeler is a fourth grade teacher at May Howard Elementary School in
Savannah, Georgia. Her email address is tammy.wheeler@sccpss.com. Mrs. Wheeler has been
teaching elementary school for twenty-three years. She has a strong English and Language Arts
(ELA) background and thoroughly enjoys teaching Social Studies. In the past few years, her
administrator has asked her to teach Special Education Students in a self-contained classroom.
The use of visual literacy will be beneficial to all of her students.
Instructional Problem:
Mrs. Wheeler teaches in Savannah Chatham County Public School System. This district
makes use of Academic Coaches who have taken many months to create units for ELA
instruction. Each unit is created based on a theme. For the third marking period, the theme for
ELA is centered on Responsibility and it is focused on Our World of Water. Although the
students seem to enjoy this unit, Mrs. Wheeler is not impressed with the suggested activities.
In the past, students have researched facts about water and ways to conserve water. They
have also researched several third world countries who are not as fortunate as we are with their
water supply. Their culminating project has been to create a public service announcement
regarding information they have learned. They have done this by creating a poster. Mrs. Wheeler
would like this Special Public Service Announcement to be re-designed by creating it using
digital tools. An additional goal Mrs. Wheeler and I have together is to help her students feel
more comfortable using Google Classroom.

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

ELAGSE4W2: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly using multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
c. Link ideas within categories of information using words and phrases. (e.g., another, for
example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
e. Provide a concluding statement or section related to the information or explanation
presented.
Students will have the opportunity to read some of the required literature during the
sacred reading time. However, when students come to the technology lab, they can conduct
research on the third world countries and add this information to a google doc in their Google
Classroom. During the first two marking periods, while students visit the technology lab, they
will be learning how to use different digital tools to aid in this particular unit. They will include
designing infographics, comic strips, animoto videos and iMovie trailers. Students will be given
the choice to use one of these digital tools to create an authentic presentation to share what they
have learned about their unit, Our World of Water. The following are two examples of
possibilities of artifacts that could be created in the re-designed unit.

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Infographic Example created in Google Draw:

Animoto Video:
The following is a link to an Animoto that I created also. It is a quick, simple way to create a
digital narrative that will show information learned.
https://animoto.com/play/0wGsrgg8wlrCkxCUtxo7Mg

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Comic Strip created in Make Belief Comics:

Mrs. Wheeler also needed a re-designed evaluation method. Because we decided we

wanted to integrate technology into the unit, I created a rubric for the authentic artifacts. All
rubrics will include standard evaluation along with technology evaluation. Before the students
begin their design, the rubrics will be uploaded to the Google Classroom and reviewed so
expectations are clear.

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

The following rubrics are examples of rubrics for the two artifacts attached in this redesigned lesson. As time permits, I will continue to add more to the Google Classroom.
Comic Rubric
Name: _______________________________________________

Category

Content is
always
correct;
Ideas and
concepts are
always
clearly
explained
and
understood.
Captions are
always
related to the
scenes and
the
connections
are always
easy to
understand.

Content is
usually
correct;
Ideas and
concepts are
usually
clearly
explained
and
understood.
Captions are
Usually
related to the
scenes and
the
connections
are usually
easy to
understand.

Content is
sometimes
correct;
Ideas and
concepts are
sometimes
clearly
explained
and
understood.
Captions are
Sometimes
related to the
scenes and
the
connections
are
sometimes
easy to
understand.

Content is
seldom
correct;
Ideas and
concepts are
seldom
explained
and
understood.

Content is
rarely
correct;
Ideas and
concepts are
rarely
explained
and
understood.

Captions are
seldom
related to the
scenes and
the
connections
are seldom
easy to
understand.

Captions are
Rarely
related to the
scenes and
the
connections
are rarely
easy to
understand.

Characters/Setting The main

characters are
clearly
identified,
and their
actions and
dialogue are
always wellmatched.
Landscape
and props are
always
related to the
theme or
purpose of
the comic and

The main
characters are
usually
identified,
and their
actions and
dialogue are
usually wellmatched.
Landscape
and props are
usually
related to the
theme or
purpose of
the comic and

The main
characters are
sometimes
identified,
and their
actions and
dialogue are
sometimes
well-matched.
Landscape
and props are
sometimes
related to the
theme or
purpose of
the comic and

The main
characters are
seldom
identified,
and their
actions and
dialogue are
seldom wellmatched.
Landscape
and props are
seldom
related to the
theme or
purpose of
the comic and

The main
characters are
rarely
identified,
and their
actions and
dialogue are
rarely wellmatched.
Landscape
and props are
rarely related
to the theme
or purpose of
the comic and
fail enhance

Content:
Contains 3 facts
about water and
2 ways to
conserve water

Captions

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Spelling,
Punctuation,
and Grammar

enhance
understanding
of the scene.

enhance
understanding
of the scene.

enhance
understanding
of the scene.

fail to
enhance
understanding
of the scene.

understanding
of the scene.

There are no
spelling,
punctuation,
or grammar
errors.

There are 13 spelling,

punctuation,
or grammar
errors.

There are 45 spelling,

punctuation,
and
grammar
errors.

There are
more than 5
spelling,
punctuation,
and
grammar
errors.

The comic
book cannot
be
understood
because
there are too
many
spelling and
grammar
errors.

Infographic Rubric
Name: _______________________________________________

Category
Content:
Contains 3
facts about
water and 2
ways to
conserve
water

Images

Text

Content is
always
correct;
Ideas and
concepts are
always
clearly
explained
and
understood.
Images are
always
related to the
scenes and
the
connections
are always
easy to
understand.

Content is
usually
correct;
Ideas and
concepts are
usually
clearly
explained
and
understood.
Images are
Usually
related to the
scenes and
the
connections
are usually
easy to
understand.

Content is
seldom
correct; Ideas
and concepts
are seldom
explained and
understood.

Content is rarely
correct; Ideas
and concepts are
rarely explained
and understood.

Images are
seldom
related to the
scenes and
the
connections
are seldom
easy to
understand.

Images are rarely

related to the
scenes and the
connections are
rarely easy to
understand.

Text is

Text is

Content is
sometimes
correct;
Ideas and
concepts are
sometimes
clearly
explained
and
understood.
Images are
Sometimes
related to the
scenes and
the
connections
are
sometimes
easy to
understand.
Text is

Text is not

Text is not

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Spelling,
Punctuation,
and
Grammar

detailed,
related to the
image and in
close
proximity to
the image.

somewhat
related to the
image. It is
in close
proximity to
the image.

somewhat
related to the
image
however it is
not close to
the image it
discusses.
This makes
the
infographic
confusing.

There are no
spelling,
punctuation,
or grammar
errors.

There are 13 spelling,

punctuation,
or grammar
errors.

There are 45 spelling,

punctuation,
and
grammar
errors.

related to the
image
however it is
related to the
theme. A
better
selection of
text would
increase
understanding
of
infographic.
There are
more than 5
spelling,
punctuation,
and grammar
errors.

evident.

The comic book

cannot be
understood
because there are
too many
spelling and
grammar errors.

ACRL Visual and Literacy Competency Standards

Standard Five
The visually literate student uses images and visual media effectively.
Performance indicators:
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
d. Uses images for a variety of purposes (e.g., as illustrations, evidence, visual models,
primary sources, focus of analysis)

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

e. Uses images for subject-specific and interdisciplinary research, communication, and

learning
2. The visually literate student uses technology effectively to work with images.
a. Uses appropriate editing, presentation, communication, storage, and media tools
and applications to prepare and work with images.
b. Determines image file format, size, and resolution requirements for a project, and
converts images accordingly
c. Edits images as appropriate for quality, layout, and display (e.g., cropping, color,
contrast)
d. Uses images for a variety of purposes (e.g., as illustrations, evidence, visual
models, primary sources, focus of analysis)
e. Uses images for subject-specific and interdisciplinary research, communication
and learning.
3. The visually literate student uses problem solving, creativity, and experimentation to
incorporate images into scholarly projects.
a. Experiments with different ways of integrating images into academic work
b. Uses visual thinking to clarify and solve problems

The re-design of the lesson addresses ACRL standard five. Several learning objectives
were addressed within this standard. Many of the twenty-first century learning skills were used
including problem solving, creativity, and experimentation when designing new artifacts.
Students were encouraged to manipulate images to better fit and suit the needs of the project.
Students were also asked to make appropriate selections of images so the proper meaning could

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

10

be portrayed in the message. Students were required to use both images and text to convey their
meaning.
After reviewing literature on the subject of integrating visual literacy to aid with writing
instruction, I realized many students benefit from visuals. When students use images to aid in
their thought processes, they are better able to elaborate their ideas. This encourages them to
narrate their thoughts and put words into writing (Franco & Unrath, 2015). Students often benefit
when they are given visuals, or create their own using comics or photos, and then asked to put
these images in a certain order. Once the images are arranged in an order, they can create their
own narrative on the images. Creativity and collaboration are engaged when using projects as
these, which are twenty-first century skills we should be encouraging in our classrooms
(Hitchcock, Rao, Chang & Yuen, 2016).
Brief Reflection:
This was a great opportunity to share with another teacher what we have been
experiencing this summer. When I originally approached my peer about possibly working with
her, I was worried she might be offended that I wanted to change her teaching. However, she was
thrilled that we would be working to improve her knowledge of Google Classroom while
implementing more technology with a unit that she has found boring in the past. The theories
that we have learned this summer have been applied by using visuals and text in order to convey
complete understanding of standards. Again, this is an assignment I thoroughly enjoyed and will
share with other teachers in the fall.

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

11

References
Franco, M.J., & Unrath, K. (2015). The art of engaging young men as writers. Art Education,
68(3), 26-31.
Frey, N., & Fisher, D. (2008). Teaching visual literacy: Using comic books, graphic novels,
anime, cartoons, and more to develop comprehension and thinking skills. Thousand Oaks,
CA: Corwin Press.
Golombisky, K., & Hagen, R. (2010). White space is not your enemy: A beginner's guide to
communicating visually through graphic, web & multimedia design. Amsterdam: Focal
Press/Elsevier.
Hitchcock, C.H., Rao, K., Chang, C.C., & Yuen, J.L. (2016). TeenACE for science: Using
multimedia tools and scaffolds to support writing. Rural Special Education Quarterly,
35(2), 10-23.