Running head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Comprehensive Instructional Design Plan

Natalie Johnson
University of West Georgia
MEDT 7490

Running head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Client Description
Client X is a 1st Grade teacher at Generic Name Elementary School. The clients full
name, e-mail address and work place are being withheld because they can be classified as
personally identifiable information (PII).
Instructional Problem
Client X would like help with creating more visual aids for the classroom. Client X
shared a lesson plan that posed a few problems. A problem students face is understanding
irregular verbs. Client X has shown YouTube videos and Microsoft PowerPoint presentations for
students, but would like another form of reference and presentation. Another problem students
face is remembering spelling words. Client X gives a weekly spelling test on Fridays. Though
most students pass the spelling tests, other students still struggle. After Client X expressed
concerns, I suggested we create visual aids that were appropriate with the content.
Lesson Description
The lesson plan description is outlined in the following table listed below. The table
identifies the standards subject, formula, description and student-friendly understanding.

Standards Subject
Phonics/Phonemic

Standards Formula
ELA1RF1.3

Standards Description
Know and apply grade-level phonics and word

I CAN Statements
I can read commonly misspelled

Awareness
Reading

ELACC1RF4

analysis skills in decoding words

Students will read with sufficient accuracy and

words.
I can demonstrate understanding of

Grammar

ELACCL.1.1. d

fluency to support comprehension

Use verbs to convey a sense of past, present

what I read by answering questions.

I can identify irregular verbs.

Writing

ELACCW1.7

and future
With guidance and support from adults, use a

I can write using correct punctuation

variety of digital tools to produce and publish

and capitalization.

writing, including in collaboration with peers

Running head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Visual aids to support instruction will be created to enhance students understanding. The
table listed below identifies the standards, the problem, and the instructional strategy used to
support instruction.

Standards Subject
Phonics/Phonemic

Standards Formula
ELA1RF1.3

Awareness

Reading

ELACC1RF4

Standards Description

Problem

Know and apply grade-level

Students do not

Students will recognize

phonics and word analysis

understand how to

parts and sounds that

skills in decoding words

identify parts and

compose a word in

sounds that create

infographic and

Students will read with

words.
Students cannot

PowToon presentation.
Students will practice

sufficient accuracy and

fluently identify words.

reading fluency with

fluency to support
Grammar

Writing

ELACCL.1.1. d

ELACCW1.7

Solution

infographic and

comprehension
Use verbs to convey a sense

Students do not

PowToon presentation.
An infographic about

of past, present and future

understand irregular

verbs will be created to

With guidance and support

verbs and verb tense.

Students are continuing

simplify understanding.
Students will compose

from adults, use a variety of

to practice proper

sentences from

digital tools to produce and

sentence structure

irregular verbs

publish writing, including in

collaboration with peers

Running head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Artifact 1 (Link https://magic.piktochart.com/output/15171454-irregular-verbs)

Running head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Artifact 1 (cont.)

Running head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Artifact 1 (cont.)

Running head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Artifact 2 (PowToon presentation picture)

Assessment of Lesson
Client X will administer a spelling test at the end of the week to assess students
understanding of the assigned words. Students will complete an irregular verb matching activity.
After completing the activity, students will compose ten sentences using the words from the
matching activity. I have included a sample of the matching activity and rubric that will used to
grade students sentences.

Running head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Irregular Verb Matching Activity (Worksheet courtesy of Teachers Pay Teachers)

Sentence Rubric (Rubric courtesy of Teachers Pay Teachers)

Running head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Explanation
When creating the visual artifacts for this lesson, I applied dual coding theory and a few
of Mayers multimedia principles. Dual coding theory states when words and images are shown
together, learners will retain the information at a much greater rate. I applied the multimedia and
spatial contiguity principles. Mayers multimedia principle states people learn from words and
pictures, not just words alone. Mayers spatial contiguity principle states people learn better
when pictures and words are near rather than far away from each other. When creating visuals, it
is important to remember the pictures should be related to the text. The artifacts created for this
lesson can be used to enhance instruction for students.
ACRL Visual and Literacy Competency Standards
The following ACRL Visual and Literacy Competency Standards were addressed when
creating appropriate artifacts:
Standard Three: The visually literate student interprets and analyzes the meanings of
images and visual media.
Standards Four: The visually literate student evaluates images and their sources.
1. The visually literate student evaluates the effectiveness and reliability of
images as visual communications
d. Evaluates the use of visual signs, symbols, and conventions to convey
meaning
2. The visually literate student evaluates the aesthetic and technical
characteristics of images.
3. The visually literate students evaluate textual information accompanying
images.

Running head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Standard Five: The visually literate student uses images effectively.
4. The visually literate student communicates effectively with and about images.
c. Discusses images critically with other individuals, expressing ideas,
conveying meaning, and validating arguments.
The artifacts created for this lesson will allow students to observe will teacher solicits
input. It would be beneficial if students expressed what they thought the graphics were
conveying.
Challenges
There were not many challenges when completing this assignment. The biggest
challenge was not being able to communicate with my client face-to-face.

Running head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

References
Fisher, D. & Frey, N. (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. (2013). White space is not your enemy: A beginners guide to
communication visually through graphic, web & multimedia design (2nd edition). New
York, New York: Focal Press.
Hartford, U. of. 12 Principles of Multimedia Learning. Retrieved July 26, 2016, from University
of Hartford: Faculty Center for Learning Development,
https://www.hartford.edu/academics/faculty/fcld/data/documentation/technology/presenta
tion/powerpoint/12_principles_multimedia.pdf