Running Head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN 1

Comprehensive Instructional Design Plan

Emma Hoerger

University of West Georgia

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Description of the Client and the Instructional Problem

Cati Rhodes is a English/Language Arts teacher at Lee Middle School in Sharpsburg,

Georgia. She as taught 6th, 7th, and 8th grades, but has spent the last four teaching 6th grade.

Mrs. Rhodes has also taught regular and special education, as well as gifted. This year, she is the

sole 6th grade ELA gifted teacher. Mrs. Rhodes is constantly trying to incorporate technology

with her students; many times she finds that they know more than she does when it comes to new

programs and ways to maneuver through the cyber world.

The primarily problem that many ELA teachers have in our county is the fact that there is

no recently adopted textbook. The last ELA 6th grade textbook adoption was over 12 years ago.

Teachers are constantly trying to explore new ways of getting the necessary content to the

students. Mrs. Rhodes is always on the internet, Amazon, Teachers Pay Teachers etc, trying to

find the latest, up to date strategies to increase her students learning. A large part of 6th grade

ELA curriculum is for students to make inferences to draw conclusions. Inferences can be a very

difficult topic for students at this age group to grasp as they like answers to be in black and

white, not gray as inferences are. They struggle with understanding that there is not necessarily a

right or wrong answer, but their answer can be correct if they are able to defend their answer

with evidence. This design of an instructional plan is geared to increase student confidence with

inferences by using a medium they see everyday, television commercials. This instructional

lesson should be used in advance of the required state standard of an argumentative paper.

Knowing how to persuade others to believe one thing of another is key in an argumentative

paper. However, students first have to know how to accurately convince others using supportive

information. By beginning with this lesson, students will be able to draw conclusions and make

inferences to support their ideas, and ultimately, their position for their paper.
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Description of the Instructional Design Model and the Lesson

The instructional design model that helped guide me through the development of this

comprehensive plan is the ADDIE model. Each individual step is outlined as follows:

Analysis - Mrs. Rhodes teaches 100 students who are labeled gifted/talented or

considered advanced. She is looking for up to date ways to teach how to make accurate

inferences. Although the teaching of inferences are in the state standards, there is not

county or state mandated material to use. Mrs. Rhodes finds that most of her students

prefer to work individually to create their own materials. Every student is issued a

Chromebook and knows to how accurately use available programs.

Design - The first step of the lesson is for students to watch the Youtube video, How to

Identify Ethos, Logos, and Pathos by Shmoop

https://www.youtube.com/watch?v=gf81d0YS58E. The students should take notes on

each of the persuasive techniques. Mrs. Rhodes will then have a class discussion and

find print advisements representing each of the three areas of rhetoric. Once it is felt that

the students have a clear understanding of the three areas, the students will individually

create a Piktochart representing each pillar of persuasion. The students in Mrs. Rhodes

class have previously completed Piktocharts, so they are familiar with the design process.

The students should search the internet for different examples of print advertisement that

represent ethos, pathos, and logos. After the students have successfully created their

Piktocharts, Mrs. Rhodes will locate different television commercials that represent each

area of rhetoric. The discussion should consist of what area of persuasion is being

protrayed, and the students should be able to defend their answers with evidence. Being

able to defend themselves is key when it comes to persuading others. After Mrs. Rhodes
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feels that students can accurately identify the three areas, the students will then create a

Prezi with one commercial representing ethos, pathos, and logos. They will write a

paragraph defending why they feel the commericals they choose are an accurate dipitions

of each pillar. The students have previously used Prezi within the classroom, so they

should have an accurate understanding of how to use the program.

Development - The students will create an infographic using Piktochart, artifact 1. The

infographic should consist of a basic understanding of the definition of pathos, logos, and

ethos, as well as at least three examples of print advertisement using each persuasive

technique. The students will also create a Prezi, artifact 2, demonstrating understanding

of how each pillar of persuasion is used in television commercials. The students will

select one commercial they feel represents each area. The student must then defend and

draw a conclusion as to why they feel that either pathos, logos, or ethos, or a combination

thereof, was used.

Implementation - On the day the lessons are taught, expected over four days, Mrs.

Rhodes will have already found examples of each areas to present to the class, both in

print and television commercials. This lesson revolves around active internet, so it is

hopeful that the internet will have a good connection.

Evaluate - The students will submit both their Piktochart and their Prezi through Google

Classroom. Each artifact will be scored using a rubric, artifacts 3 and 4. It is hoped that

this lesson plan will enhance students knowledge, so that they are more prepared to

begin their argumentative essays. Students will also be required to take a brief quiz using

Google Forms, artifact 5, through Google Classroom. The quiz will show if students

achieved the level of learning that is desired.

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Standards Addressed

Georgia State Standards addressed in this comprehensive design plan:

CCSS.ELA-LITERACY.RI.6.7 - Integrate information presented in different media or formats

(e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic

or issue.

CCSS.ELA-LITERACY.RI.6.8 - Trace and evaluate the argument and specific claims in a text,

distinguishing claims that are supported by reasons and evidence from claims that are not.

CCSS.ELA-LITERACY.W.6.1 - Write arguments to support claims with clear reasons and

relevant evidence.

CCSS.ELA-LITERACY.W.6.1.B - Support claim(s) with clear reasons and relevant evidence,

using credible sources and demonstrating an understanding of the topic or text.

CCSS.ELA-LITERACY.W.6.1.C - Use words, phrases, and clauses to clarify the relationships

among claim(s) and reasons.

CCSS.ELA-LITERACY.SL.6.2 - Interpret information presented in diverse media and formats

(e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue

under study.

CCSS.ELA-LITERACY.SL.6.3 - Delineate a speaker's argument and specific claims,

distinguishing claims that are supported by reasons and evidence from claims that are not.

CCSS.ELA-LITERACY.SL.6.5 - Include multimedia components (e.g., graphics, images, music,

sound) and visual displays in presentations to clarify information.

ACRL Visual and Literacy Competency Standards addressed in this comprehensive

design plan:

Standard Six
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The visually literate student designs and creates meaningful images and visual media.

Performance Indicators:

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

Standard Four

The visually literate student evaluates images and their sources.

Performance indicators:

1. The visually literate student evaluates the effectiveness and reliability of images as visual

communications.

b. Assesses the appropriateness and impact of the visual message for the intended audience

c. Critiques persuasive or manipulative strategies that may have been used in image production

to influence interpretation

d. Evaluates the use of visual signs, symbols, and conventions to convey meaning
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Explanation of Artifacts

I used the Dual Coding Theory to help guide my plan for artifacts 1 and 2. Using both a

small amount of words and pictures to get the basic information of common rhetoric to the

students. Although many of the principles of multimedia learning are represented, I feel the

most obvious three are the signaling, multimedia, and the temporal contiguity principles. Both

the infographic and the Prezi are laid out in a basic but understandable way. The signaling

principle is represented because only the important words describing each pillar were included in

the infographic. By having the each section follow the same layout and pattern, the temporal

contiguity principle is represented. Since each section has the same layout, the reader knows

where to find only the important information; there is no need to scan to find the information.

Finally, the multimedia principle is portrayed by using both simple, fragmented sentences along

with images: the key word, a brief description for name association and basic images that relate

to the specific area of persuasion.

Reflection

Overall, I thought this lesson plan was very beneficial, not just for Mrs. Rhodes, but also

for myself. As a special education teacher, it is sometimes hard to think out of the box and

challenge my students. By trying to look at this lesson plan through the eyes of gifted students, it

challenged me to think on a higher level. Although I should always be doing that, I sometimes

get too caught up on teaching to the standards, not specifically to the students. After completing

these activities, I am excited to believe that my students could easily complete this activities.

Unfortunately, that would require getting my co-teacher on board...not the easiest thing to do as

she is scared of everything technology!

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Artifact 1:
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Artifact 2:
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http://prezi.com/fiquhjadswid/?utm_campaign=share&utm_medium=copy

Artifact 3:

Name:_____________________________________________ Date:
_____________________
Pathos, Logos, and Ethos Piktochart Rubric

Does Not Meet Meets Exceeds Expectations

Expectations Expectations 9 points Total
3 points 6 points

Content 1 element of Only 2 elements of 3 elements of persuasion

persuasion each represented; not represented; accurately portrays
represented; did not accurate showing how each element is related to
portray accurate relationship of element advertisements
relationship to advertisements

Grammar/Spelling 3 or more 1 or 2 grammatical No grammatical errors/No spelling

grammatical and/or and/or spelling errors errors
spelling errors

Appearance Difficult to read; Basic images Aesthetically pleasing; easy to read

seems unorganized portrayed with no and understand
creativity

Effort Student was off task; Student completed Evident student put forth full effort
wasted time; did not assignment but was and used time wisely
work to best of ability not on task to best of
ability

Total Points: _______

Teacher Commentary:
____________________________________________________________________________
____________________________________________________________________________
____

Artifact 4:
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Name:_____________________________________________ Date:
_____________________
Pathos, Logos, and Ethos Prezi Rubric

Does Not Meet Meets Exceeds Expectations

Expectations Expectations 9 points Total
3 points 6 points

Content 1 element of Only 2 elements of 3 elements of persuasion

persuasion each represented; not represented; accurately defends
represented; did not accurate in defending how each element is related to
portray accurate the relationship of commercial
relationship between element to
idea and commercial; advertisements
no evidence to
defend

Grammar/Spelling 3 or more 1 or 2 grammatical No grammatical errors/No spelling

grammatical and/or and/or spelling errors errors
spelling errors

Appearance Difficult to read; Basic images Aesthetically pleasing; easy to read

seems unorganized portrayed with no and understand
creativity

Effort Student was off task; Student completed Evident student put forth full effort
wasted time; did not assignment but was and used time wisely
work to best of ability not on task to best of
ability

Total Points: _______

Teacher Commentary:
____________________________________________________________________________
____________________________________________________________________________
____

Artifact 5:

https://goo.gl/forms/pX5FkfvaQ8RNP3XE2
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References

How to Identify Ethos, Logos, and Pathos. (2014, September 30). Retrieved November

26, 2016, from https://www.youtube.com/watch?v=gf81d0YS58E

12 Principles of Multimedia Learning. (n.d.). Retrieved November 27, 2016, from

https://www.hartford.edu/academics/faculty/fcld/data/documentation/technology/presenta

tion/powerpoint/12_principles_multimedia.pdf