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Comprehensive Instructional Design Plan

Charles Abel

University of West Georgia

MY CLIENT:
Jill Tolbert

jill.tolbert@cobbk12.org
(678) 313-7762

My client is Jill Tolbert a 6th grade teacher at Barber Middle School in Acworth, Georgia.
Mrs. Tolbert teaches 6th grade on level math, Adv. Math, and has one extended learning time
(ELT) class. This instructional design packet will assist Mrs. Tolbert with her extended learning
class. The ELT class remediates or accelerates students in math, reading, language arts and test
preparation. Every year the county has a standardized assessment over the skills the students
have learned in all the content areas. These assessments are known as the Georgia Milestones
assessment program. The main purpose of Georgia Milestones is to inform efforts to improve
student achievement by assessing student performance on the standards specific to each course
or subject/grade tested (Ga. Department of education). The Georgia Milestones is a
comprehensive summative assessment given to students in grades 3-8. These assessments
measures how well students understand the skills over the state curriculum in each content area
and providing feedback to identify strengths and weaknesses.

INSTRUCTIONAL PROBLEM:
With the Georgia milestones assessments a teacher sometimes feels that students know
the curriculum and feel comfortable that they will excel with a proficient score. Yet in reality the
scores are much lower than anticipated. Here lies the problem, it is hard for a student to answer a
question if they do not know what the question means. Most of the time it is the higher order

thinking words that students have in every content area that they do not understand its meaning.
These higher order words are not commonly used in daily conversations, at home or even in
school. Children from families on welfare heard about 616 words per hour, while those from
working class families heard around 1,251 words per hour, and those from professional families
heard roughly 2,153 words per hour. Thus, children being raised in middle to high income class
homes had far more language exposure to draw from (American educator).

Barber Middle School is a low income, high transient population with over 50% on free or
reduced lunch.

Description of the re-designed lesson

12 Powerful Words Poster from Larry Bell Closing the Achievement Gap
Trace
Analyze
Infer
Evaluate
Formulate
Describe
Support
explain
Summarize
Compare
Contrast
predict

List in steps
Break apart
Read between the lines
Judge
Create
Tell all about
Back up with details
Tell how
Give me the short version
All the ways they are alike
All the ways they are different
What will happen next

The re-designed lesson that I will be doing deals with these 12 power words. I am going
to put students into groups of four so that each child is going to make a comic strip over three
words. Direct vocabulary instruction has an impressive track record of improving students
background knowledge and the comprehension of academic content. (Marzano p. 69)
Students will encounter words in context so that more than once to learn them. Instruction of
new words enhances learning those words in context, one of the best ways to learn a new word is
to associate an image with it. So having the students make a comic strip on the 12 power words
are critical to new content produces.

The methods to assess/evaluate the lesson

COMIC RUBRIC
NAME________________
PERIOD__________

GRADE:____/15

Criteria

The student will


define 4 of the
power words

The
student
defined no
words

The
student
defined 1
word

The
student
defined 2
words

The
student
defined 3
words

The
student
defined 4
words

The student will


give an example
of all 4 words

The
student
gave no
examples

The
student
gave 1
example

The
student
gave 2
examples

The
student
gave 3
examples

The
student
gave 4
examples

The
student
made no
scenes

The
student
gave 1
examples

The
student
gave 2
examples

The
student
gave 3
examples

The comic
contains
no dialog

The
comic
contains
2 dialog

The comic
contains 4
dialog

The comic
contains 6
dialog

The comic
contains
8 dialog

The student made


at least 3 scenes

The comic
contains 8 dialog
boxes

An explanation supported by your own learning in this class as of why you think the artifact(s)
you developed is the right solution. You can also use supporting literature, for example, the
articles you reviewed for project 5.
How your plan address one or more of the ACRL Visual and Literacy Competency Standards
you discussed in Module 5.
My plan deals with having both words and pictures next to each other.

REFECTION:

One challenge I faced in the completion of this design project is stepping outside of my
comfort zone working with vocabulary. Language arts is my least favorite of all the academic

disciplines so if I can enjoy making comics I feel that the students will also. I thought that this
would be an easy assignment but and it will be fun for the students if I can get the computers.

References:

Georgia Milestones Grade 6 EOG Georgia Department of Education.

Larry Bells Closing the Achievement Gap: 12 Powerful Words in Action)


Hart, B. & Risley, T.R. The Early Catastrophe: The 30 Million Word Gap by Age 3 (2003, spring).
American Educator, pp.4-9..http://www.aft.org//sites/default/files/periodicals/TheEarlyCatastrophe.pdf

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