Running Head: DID MODEL PROJECT 1

DID Model Project

Sara Glenn and Joy Rohrbaugh

Coastal Carolina University

EDIT 704

August 2, 2018
DID MODEL PROJECT 2

Part 1: Getting to Know the Learners

As the media specialists at our schools, we work with every student and teacher. Lessons

ideally result from a collaboration with the classroom teacher and a mutual selection of

performance objectives, strategies, and assessments. Lessons will often be repeated for each

class in a specific grade level and need to be adaptable for different groups of students.

The first step in getting to know the students is speaking to the classroom teacher. The

media specialist should take this opportunity to ask questions about students’ use of technology,

familiarity with Chromebooks, Google Docs, Google Classroom, breakout games, and digital

breakouts. The media specialist should find out if there are students with any special needs,

language or cultural diversities and solicit suggestions on how these and any required

accommodations should be met. The media specialist should also solicit feedback on this group

of students’ preferred learning styles and intelligences, as well as their past performance with

group work and challenging tasks. The collaborating teachers should decide where lessons will

be conducted, how many sessions or how much time will be needed, and decide on the logistics

for who is responsible for each part.

If the media specialist has not worked with this group of students, she may want to

schedule a time to observe the class during a typical English Language Arts class to see how

technology is currently utilized, how the classroom and students’ technology use is managed,

observe students’ engagement level, seating, and develop a better understanding of students’

capabilities, personalities, strengths, and challenges.

DID MODEL PROJECT 3

In addition to a classroom observation, the media specialist should plan to quickly survey

and assess students on their familiarity with breakout games and digital breakouts. She may also

choose to send out a Google form with these two questions to students in order to assess their

adeptness with Google classroom. The media specialist should use this data to inform her

decision about whether students will work independently, in partners, or in small groups to

complete the figurative language digital breakout.

Part 2: Performance Objectives and Lesson

The performance objectives for this unit are:

● Students will be able to recognize figurative language in writing, review and use that

knowledge to complete four breakout puzzles with a group, write a paragraph using at

least three examples of figurative language, and correctly identify at least three examples

of figurative language in a classmate’s writing.

The South Carolina English-Language Arts sixth grade standards addressed and used to

determine the performance objectives for this unit are as follows:

● Transact with text in order to formulate logical questions based on evidence, generate

explanations, propose and present conclusions, and consider multiple perspectives.

● Construct knowledge, applying disciplinary concepts and tools, to build deeper

understanding of the world through exploration, collaboration, and analysis.

● Develop a plan of action by using appropriate discipline-specific strategies.

● Organize and categorize important information, revise ideas, and report relevant findings.
DID MODEL PROJECT 4

● Acknowledge and value individual and collective thinking; use feedback from peers and

adults to guide the inquiry process.

● Employ past and present learning in order to monitor and guide inquiry.

● Assess the processes to revise strategies, address misconceptions, anticipate and

overcome obstacles, and reflect on completeness of the inquiry.

● Participate in discussions; ask and respond to probing questions to acquire and confirm

information concerning a topic, text, or issue.

This unit addresses many levels of Bloom’s taxonomy throughout the lessons and project.

Students first work on the first level of Bloom’s taxonomy, Remembering, by learning to define,

label, and identify figurative language in the general education English-Language Arts

classroom. They apply that knowledge, the third level in Bloom’s Taxonomy, in the first

breakout puzzle in this unit assessment. Students have to identify and count the number of times

figurative language appears in a puzzle to unlock the first lock.

For the final assessment, students are working at the top level of Bloom’s Taxonomy,

creating their own examples of figurative language in a paragraph. Afterwards, they are also

evaluating a classmate’s paragraph to identify figurative language in his/her paragraph and

coming to a conclusion as to whether or not the classmate successfully used at least three

examples of figurative language in the paragraph. If time allows, the students should work

together to analyze, critique, support, and defend their use of figurative language and make

changes to their writing as they deem appropriate. This peer-to-peer support and feedback

allows students to grow and develop their understanding of figurative language in a lower risk
DID MODEL PROJECT 5

manner since students will receive input and feedback prior to submitting their paragraph for a

grade.

The lesson plan chosen for this lesson is one used by instructors for South Carolina’s

Program of Alternative Certification for Educators (PACE). It is designed to help pace out the

lesson so that time is used wisely, so it is perfect for this activity-filled lesson. Also, the flexible

description areas of this lesson enable teachers to collaborate together more easily. All aspects of

the lesson, from hook to guided and independent practices to materials needed are included so

that collaborating teachers are in synch about what is going to happen.

Part 3: Teaching and Learning Strategies

This unit is a collaboration between general education sixth grade English-Language Arts

teachers and the media specialist. The regular classroom teacher shared a Google slide

presentation that she created and used to teach figurative language. The media specialist then

used the conversations with the teacher and the materials shared to create a digital breakout and a

final assessment task for the class.

The media specialist activates students’ prior knowledge by asking if any students have

previously participated in a breakout game or escape room. She uses a breakout box with locks

to hook and engage students’ curiosity and competitive nature in attempting to solve the puzzle.

The media specialist then uses the Google slide presentation shared by the classroom teacher to

connect with and review what students have been learning in English-Language Arts. She

models solving a puzzle that is part of another digital breakout to demonstrate how breakout

puzzles work. The media specialist and classroom teacher then utilize peer collaboration and
DID MODEL PROJECT 6

group work in allowing students to work on the breakout challenge together. Both teachers

observe, monitor, and provide scaffolded assistance as needed.

After the digital breakout, the teacher will ask students to work independently and write a

paragraph on the topic of their choice, using figurative language. The teacher will ask students

to use at least three examples of figurative language in their writing. Students will then trade

papers with a partner, identify each example of figurative language, and assess whether

figurative language was used accurately in the paragraph. This peer collaboration may result in

changes to each student’s writing as they collaborate and critique both their own writing and that

of their partner. The teacher will collect the written paragraphs to both informally and formally

assess students’ grasp of figurative language and their ability to identify and use it in their own

writing.

Part 4: Present and Analyze Technologies Used

In this lesson, technology will be used throughout, as students and teachers in Greenville

County Schools are comfortable with using Google Apps for Education before middle school.

Google Drive will be used to help the teacher, the media specialist, and students share materials

and links. For the digital breakout activity, Google Docs, Sheets, Forms, and Sites will be used.

The teacher will share her original figurative language presentation through Google Slides, so

that the media specialist can review with students and create a slide presentation for this lesson,

which will be projected on the classroom’s Promethean board. Students will complete the digital

breakout using their Chromebooks, so that each student can turn in individual results.
DID MODEL PROJECT 7

Three ways to add technology to this lesson in the future would be by using Google

Docs, Google Classroom, and Padlet. As students’ comfort with Google Docs grows throughout

the year, the final assessment could be completed digitally. Students could write their paragraphs

on a template shared through Google Classroom, then after sharing and critiquing a partner’s

paragraph, these assessments could be turned in through Classroom. For the exit ticket, to

incorporate more technology, students could write and post their ideas in a shared Padlet, rather

than writing them down on paper.

DID MODEL PROJECT 8

Figurative Language Lesson Plan

Name​ Sara Glenn and Joy Rohrbaugh

Subject and Grade Level​ Reading/ELA 6th Grade
Unit Title​ Figurative Language

​Standard(s) Reading Literary Text 6-RL.9.1​ Determine the figurative and connotative
meaning of words and phrases as they are used in text; analyze the impact of
specific word choice on meaning and tone.
9.2 Analyze the author’s word and convention choices and draw conclusions
about how they impact meaning and tone.
Objective(s) Students will be able to recognize figurative language in writing, review and
use that knowledge to complete four breakout puzzles with a group, write a
paragraph using at least three examples of figurative language, and correctly
identify at least three examples of figurative language in a classmate’s
writing.
Instructional Design
Include what the teacher will be doing AND what the students will be doing in each Pacing
segment of the instructional design​.
Hook Teacher will ask students if they have participated in a breakout 5 min.
game or escape room challenge. Teacher will bring a breakout
box with locks and describe how a breakout works. Teacher will
explain that students are going to work in a group to use what they
have learned about figurative language to “break” locks and solve
a digital breakout.
Presentation/ Teacher will review figurative language (learned in a previous 10 min.
Demonstration lesson) so that students will have this information fresh in their
memories. Then the teacher will guide students through the steps
of accessing the digital breakout website.
Guided Practice Teacher will allow the class to go through a sample digital “lock” 5 min.
from another breakout together.
Independent Students will solve the four puzzles included in the digital 30 min.
Practice breakout, and they will fill out the Google Form which allows
them to “escape.”
Presentation/ Teacher will show students the final assessment form, on which 5 min.
Demonstration they will write their own paragraphs using at least three forms of
figurative language. There will be a list of figurative language
ideas on the board for reference and the Google slide presentation
DID MODEL PROJECT 9

with figurative language examples will be shared with students.

Independent Students will write their paragraphs, and then they will trade 25 min.
Practice papers with a partner to verify each other’s use of at least three
forms of figurative language.
Closure Students will turn in their paragraphs for grading by the teacher. 10 min.
After a short discussion, each student will fill out an exit ticket on
a post-it naming one way figurative language makes writing more
interesting.
Lists to include
Materials Chromebooks, Promethean board, Google Sites, Google Forms, Google
Sheets, Google Docs, Google Slides, digital breakout, figurative language
final worksheet, breakout lock/box
Assessments Formal​ The digital breakout will be turned in virtually for evaluation, and
the students’ written paragraphs will be turned in as a formal assessment.
Informal​ Student observations, success in completing the parts of the
digital breakout, peer collaboration, peer assessment
DID MODEL PROJECT 10

Final Assessment:
DID MODEL PROJECT 11

Screenshots of digital breakout site:

DID MODEL PROJECT 12
DID MODEL PROJECT 13

Color Lock Clue Using Google Slides: