Beruflich Dokumente
Kultur Dokumente
Jennifer D. White
My client is B.J. Herndon. She has been teaching at Telfair County Elementary School
for ten years. She currently teaches 3rd grade language arts. This August she is will be starting
her 8th year teaching 3rd grade language arts. Her contact information is
Instructional Problem
In speaking with Mrs. Herndon, she stated her students typically have poor assessment
results during her identifying nouns lesson. She teaches common nouns, proper nouns, abstract
nouns, concrete nouns, singular nouns, and plural nouns. She stated her students struggle with
identifying the various types of nouns even though they are introduced prior to 3rd grade. She
stated she has been seeing the low performance for years and would like to change her lesson so
students can get a better understanding of the different noun types. Mrs. Herndon also stated that
her students have a hard time correctly spelling plural nouns because of the various plural noun
rules. Mrs. Herndon believes visuals for the students to see will help with learning and
understanding.
Instructional Model
The re-designed lesson will be developed using the Backward Design instructional
model. The Backward Design model consists of three stages, which are identifying desired
results, determine acceptable evidence, and plan learning experience and instruction. Grant
Wiggins and Jay McTighe developed this framework because they believed teachers should
consider learning goals and how students will be assessed before they consider how to teach the
content.
Comprehensive Instructional Design Plan 3
In stage 1 of the Backward Design model, we must consider the learning goals of the
In this lesson, the learner will define common and proper nouns. The learner will identify
common and proper nouns in speaking and writing. The learner will define abstract and concrete
nouns. The learner will identify abstract and concrete nouns in speaking and writing. The
learner will define singular and plural nouns. The learner will identify singular and plural nouns
in speaking and writing. Finally, the learner will know the plural noun rules and successfully
must determine the assessments and performance tasks students will complete to show
understanding and learning. In the lesson, students will complete an assessment where they will
identify noun types in sentences. Students will be given the opportunity to identify nouns in
practice sentences that will be similar to the assessment. Students will also practice writing
In stage 3 of the Backward Design model, we must plan learning experiences and
instruction. We must determine how to teach by creating instructional strategies and learning
activities. The lesson will be introduced by a brief video about nouns. The lesson will be taught
by lecture along with the use of the created artifacts. These artifacts will be presented on the
Comprehensive Instructional Design Plan 4
white board. Students will also be given a personal copy of the artifacts so they can follow along
Re-designed Lesson
In order to help Mrs. Herndon introduce the visuals into this lesson, a BrainPop video
about types of nouns will be viewed by the students as an introduction to the lesson. Two
artifacts were created to help the students with the learning goals of the lesson. The first artifact
is an infographic that defines common nouns, proper nouns, abstract nouns, concrete nouns,
singular nouns, and plural nouns. The infographic also gives three examples of each type of
noun. This infographic will be given to students at the beginning of the lesson so they can make
handwritten notes on the infographic. The second artifact is also an infographic. The
infographic lists the common plural noun rules. It also gives three examples for each rule. The
infographic will be given to each student prior to the introduction of plural noun rules. Students
will be encouraged to refer to the infographics during lecture and guided-practice. The artifacts
were created using a graphic design tool called Canva. All images included on the infographic
were made available through Canva, so there should be no issues with copyright.
After lecture and practice problems are complete, students will complete an assessment.
The assessment will be divided into three sections. On the first section, ten sentences will be
provided and the students must identify the nouns and determine if they are proper or common.
The second section will have ten sentences with the noun already identified. The students must
determine if the noun is abstract or concrete. The final section will list 20 singular words and the
students will write the correct plural form of the noun. The results of the assessment will help
Comprehensive Instructional Design Plan 5
Mrs. Herndon determine if students met the learning goals and if the infographics played a role
in enhancing learning for the students. She will look at assessment results from prior years to
Support of Artifacts
The infographics created for this lesson consist of printed words and pictures, which
means it is a form of multimedia instructions. According to Mayer (2014), “The rationale for
multimedia instruction is that people can learn more deeply from words and pictures than from
words alone” (p. 385). Multimedia instruction should activate verbal and nonverbal channels to
process information. The verbal channel uses ears to begin information processing. The
nonverbal channel use eyes to begin information processing. These infographics allow students
to activate both channels to begin to define and identify nouns. This lesson is better with the use
of visuals because they help the verbal channel from being overloaded. According to Mayer
(2014), “The learner’s capacity for information processing in each channel in the working
memory is extremely limited” (p. 389). Therefore, we must design instruction that activates both
This comprehensive plan addresses several of the ACRL Visual Literacy Competency
Standards. The use of infographics to make meaning of noun identification aligns with Standard
3, Performance Indicator 1, and Learning Outcomes a-c of the ACRL Visual Literacy
“The visually literate student interprets and analyzes the meanings of images and visual
media.
Comprehensive Instructional Design Plan 6
Learning Outcomes a.) Looks carefully at an image and observes content and
physical details b.) Reads captions, metadata, and accompanying text to learn
The use of infographics to enhance learning processes aligns with Standard 5, Performance
Indicator 1, and Learning Outcome e of the ACRL Visual Literacy Competency Standards.
“The visually literate student uses images and visual media effectively.
Performance Indicator 1: The visually literate student uses images effectively for
different purposes.
Learning Outcome e.) Uses images for subject-specific and interdisciplinary research,
Visual literacy skills are essential for students to effectively interpret meaning of visual media.
This comprehensive plan helps to address some of the standards, which should be incorporated
in instruction to ensure students gain skills need to “effectively find, interpret, evaluate, use, and
Reflection
This assignment was a little challenging to complete since it is summer. There are no
teachers at the school so I had to communicate with my client by telephone and text messages. I
feel like it would have been a little easier to re-design the lesson and better understand Mrs.
Comprehensive Instructional Design Plan 7
Herndon’s needs if I would have been able to sit down and talk to her face-to-face. I also was
hesitant to contact Mrs. Herndon because this is her vacation time, and I am sure school was the
last thing she wanted to think about. Overall, I enjoyed completing this assignment. Of course,
my favorite part was creating the artifacts. I hope Mrs. Herndon is able to use them when she
Artifact #1
Comprehensive Instructional Design Plan 9
Artifact #2
Comprehensive Instructional Design Plan 10
Resources
http://www.ala.org/acrl/standards/visualliteracy
Mayer, R.E. (2014). Multimedia Instruction. In J.M. Spector, M.D. Merrill, J. Elen, & M.J.
(pp. 385-399). New York, NY: Springer Science & Business Media.