RUNNING HEADER: METAPHOR VIRTUAL UNIT

Metaphor Virtual Unit

Brittany Slusarczyk Spatz
University of Maryland, University College

RUNNING HEADER: METAPHOR VIRTUAL UNIT

Standards Selection
This unit has been created to target the following Common Core
State Standard:
CCSS.ELA-LITERACY.W.9-10.3.D
Use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences, events,
setting, and/or characters (Common Core State Standards
Initiative, 2015).
This standard was selected as it is one of the most powerful tools to

enhance student creative writing. While many schools are moving

away from an emphasis on literature or creative writing in favor of
informational texts, the cognitive advantages to developing
students abilities in the figurative language area serve as powerful
tools, helping students think more deeply in other contexts.
For example, utilizing sensory language and salient details
forces students to analyze their own ideas more deeply, challenging
them to know their characters and settings more intimately and
think more critically. Similarly, comparative forms of figurative
language such as similes and metaphors teach students to analyze
the nuances in images, creating powerful connections among
disparate ideas.
While high school students are often assumed to have
mastered the basic building blocks of figurative language, this is
often misleading. Furthermore, while students may be able to spout

RUNNING HEADER: METAPHOR VIRTUAL UNIT

the definitions to these terms, their application, if not practiced

consistently, wanes in the upper grades.
In order to ensure that students master these skills and begin
thinking more deeply about their words and writing, the standard is
being deconstructed to provide students with one teaching point at
a time. Therefore, the main focus of this unit will be teaching
students to create salient metaphors. While this is only one tool that
can be employed to reach this standard, it provides the basic
building blocks for several other forms of figurative language.
Furthermore, metaphors provide flexibility for extension, unlike their
more easily spotted counterparts, the simile.

Triad Roles
This following unit is designed to be provided to students in a
ninth grade English class. These students will be part of an
asynchronous virtual environment that includes technological supports
to foster student achievement. All students are expected to be
supported by a learning coach who will oversee the daily completion of
work, advocate for additional assistance, and collaborate with the
student and teacher to monitor unit progress (Connections Education,
2015). The instructor will work individually with students to monitor
progress and provide remediation.

RUNNING HEADER: METAPHOR VIRTUAL UNIT

Differentiation & Interventions

The unit is designed to be individualized and student-centered,
two cornerstones of virtual learning (Wicks, 2010). To meet the unique
needs of all learners, several opportunities for differentiation have
been included in the unit. Furthermore, opportunities for timely
feedback and remediation have also been built into the unit to help all
students succeed.
The units structure is designed to provide a large amount of
student control over lesson pacing (Horn & Staker, 2015). This is
created by allowing students to access all lesson materials at the start
of the unit. Therefore, students may move forward throughout the
process or may work more slowly due to academic needs and
individual conditions such as illness, athletic training or personal
challenges (Torre, 2013).
Virtual Conferencing will be used to provide individualized and
timely feedback. Furthermore, virtual conferencing will provide the
instructor with insight necessary to evaluate student understanding
and create remedial lessons if necessary. These lessons will be
constructed as part of a needs-based intervention, and will include reteaching, providing additional examples, using shared graphic
organizers, and curating additional resources.
While all students will be expected to matriculate through the
same series of lessons, additional differentiation has been built into the

RUNNING HEADER: METAPHOR VIRTUAL UNIT

lesson through the provision of supplemental materials and external

links. These links will provide students with the opportunity to easily
access additional information or find new inspiration.

Technology
Canvas
A linear unit will be created using Canvas, the Learning
Management System that is provided by the virtual school. This
platform has been selected to allow students to navigate through the
material in a consecutive form. Furthermore, Canvas has been selected
to allow for fluid transfer of the Tier 2 vocabulary that has been
fostered in the school (Marzano & Simms, 2013). Since Canvas
terminology is used consistently throughout the secondary program,
students will have a better chance of successfully navigating the
required components of the unit. Similarly, learning coaches have
received extensive training regarding Canvas, allowing them to provide
more support.
Canvas will be used to provide the majority of instruction and
assessment. First, lessons will be created and delivered using the
module features. For example, videos will be embedded in lesson
modules. Similarly, written instructions and examples will be posted in
modules. Canvas monitoring tools will be used to ensure that students
accessed all appropriate materials.

RUNNING HEADER: METAPHOR VIRTUAL UNIT

For assessments, the quiz feature of Canvas will be used to

gauge the prior knowledge of students. The accompanying tools will be
used to aggregate student data on an individualized level in a timely
manner. Similarly, an interactive example has been created on Canvas
to provide students with an opportunity to move through the
metacognitive steps required when creating a strong metaphor.
By using the Canvas survey feature, students are able to receive
a series of instructions. They can then submit their responses following
the instruction. This format was selected to eliminate toggling between
instructions and assignment. Furthermore, this format allows the
instructor to easily ascertain student understanding. Finally, the
Canvas survey feature provides an opportunity for retakes, providing
struggling students with additional opportunities for success.

PicLits
The web 2.0 tool that was selected for this unit is PicLits. This
program allows students to select an inspirational image from a wide
selection. Once an image is picked, students can then add text from a
pre-selected list to their images. Students can also freestyle or type
in any words that they want. The words may be moved around the
image to enhance the effect of the combination of visual and text.
PicLits describes the finished product as a combination of words
placed on a photograph to capture the essence, story and meaning of

RUNNING HEADER: METAPHOR VIRTUAL UNIT

the picture (PicLits, 2015). This program has been selected for several
reasons, first it highlights the visual nature of figurative language,
specifically metaphors. Similarly, the wide-range of visuals provides
new and different inspiration for students. This is important because it
allows students to practice the application of their skills in a different
context. Finally, PicLits contains a social media-like sharing feature that
allows students to publish their work. Students will share these
published links with their peers as part of the co-construction of new
knowledge.
PicLits will require very few additional skills, as it is an extremely
accessible tool. Students will be required to create an account. Once
the account is made, students may navigate through the site as they
create their metaphors.

Conference Scheduling
Doodle will be used to allow students to schedule time for 1:1
video conferences. Students will sign up to meet with their teacher
when they see the appropriate signal in the lesson. Doodle will enable
students to access their teacher when it is most appropriate, providing
additional control over the pacing of the lesson (Horn & Staker, 2015).
Furthermore, Doodle allows for the flexibility required to accommodate
the various schedules of virtual students and their learning coaches
(Wicks, 2010).

RUNNING HEADER: METAPHOR VIRTUAL UNIT

Video Conferencing
Video conferencing over Skype will enhance the learning
environment of each student. Skype has been selected as most
students have grown accustomed to it through past academic and
personal use; learning coaches have also received training regarding
Skype setup and expectations.
Video conferencing will build a rapport between the teacher and
students, allowing them to connect on a more personal level.
Conferences will also be used to track student progress, as the
instructor can easily monitor student work and quickly remediate any
issues. Furthermore, sessions will provide quick and formative data
regarding each students progress.
Video conferencing also allows students who struggle articulating
their thoughts in writing to share their ideas orally. This
accommodation will be applied for students based upon need.

Badge Tracking Google Doc

A Google Doc will be shared with each student and
learning coach. This document will contain spaces for
badges to be placed, acknowledging the completion of
each task. Sharing this document will all parties will allow progress
transparency. While, more information regarding the instructional

RUNNING HEADER: METAPHOR VIRTUAL UNIT

philosophy behind the use of badges and a game-like atmosphere can

be found in the Instructional Materials Rationale, a sample of document
has been included below.
PreReqs
10 pts

Lesson
1
10 pts

Lesson
2
10 pts

Lesson
3
10 pts

Lesson
4
10 pts

Final Assessment
50 pts

90% on
Parts of
Speech and
To Be Verb
on Canvas

Accurately
defined
metaphor in
own words

Accurately
applied
definition to
an example

Completed
steps on
Canvas to
create a
metaphor

Used PicLit
to create an
appropriate
metaphor
and posted
link

Created two appropriate

metaphors and explained
how they enhance an
authentic piece of writing
(grade based on Metaphor
Rationale Rubric)

Instructional Materials Rationale

All original instructional materials have been created in
accordance with the research in e-Learning and the Science of
Instruction (Clark & Mayer, 2011). This methodology respects the idea
that all knowledge is constructed by way of two processing channels:
visual/pictorial and auditory/verbal (Clark & Mayer, 2011). Furthermore,
it recognizes that humans have a limited capacity regarding the
amount of information that can be processed at any given time (Clark
& Mayer, 2011). Finally, these materials respect the need for learners
to actively engage during learning in order to organize and integrate
new information (Clark & Mayer, 2011). This approach was adhered to
by following the below-mentioned principles:

RUNNING HEADER: METAPHOR VIRTUAL UNIT

10

1. Use Words and Graphics Rather Than Words Alone (Clark &
Mayer, 2011, p. 67)
a. When applicable, words and graphics have been
combined in instructional materials in order to increase
comprehension as learning gains result from combining
text and relevant graphics in e-lessons (Clark & Mayer,
2011, p. 67).
b. Since metaphors are highly visual by nature, this
method was also applied to the web 2.0 tool, PicLits, to
encourage learners to engage in active learning by
mentally representing the material in words and in
pictures and by mentally making connections between
the pictorial and verbal representations (Clark & Mayer,
2011, p. 71). More information regarding this correlation
can be found in the previous Technology section.
2. Removal of Extraneous Materials
a. Since Clark & Mayer (2011) advocate that learners have
a limited capacity for processing, extraneous materials
such as background noise, unnecessary objects, and
distracting decorations have been eliminated from
instructional materials.
3. Present Words as Audio Narration Rather than on-Screen
Text
a. To develop a more human relationship while conveying
information in virtual lessons, audio has been used for
instruction as often as possible. These mini-lessons

RUNNING HEADER: METAPHOR VIRTUAL UNIT

11

have been previously recorded to respect the fact that

the psychological advantage of using audio
presentation is a result of the incoming information
being split across two separate cognitive channels
words in the auditory channel and pictures in the visual
channelrather than concentrating both words and
pictures in the visual channel (Clark & Mayer, 2011, p.
115-6). These narrations have also been condensed to
be effective (Clark & Mayer, 2011). Furthermore, in
lessons where audio recordings are used, only a few
written cues are included (Clark & Mayer, 2011). While
some assume that adding more modalities enhances
learning, according to the dual-channels of learning,
additional information actually causes less information
to be retained (Clark & Mayer, 2011).
4. Limit Information to One Topic
a. Many educational advocates, including Clark & Mayer
(2011), have suggested that learning objectives should
be narrowed to one main topic at a time. Therefore,
while this unit will provide ample opportunities for
learning, it will revolve around one essential literary
component: the metaphor. More information regarding
the selection and rationale for this component can be
found in the Standards Selection section of this paper.
5. Personalize Materials (Clark & Mayer, 2011)

RUNNING HEADER: METAPHOR VIRTUAL UNIT

12

a. In order to create more of a connection between

learners and instructor, a conversational style of
writing (including using first- and second-person
language) and a friendly human voice (Clark & Mayer,
2011, p. 179) have been used in all instructional
content. This is especially important to create a greater
connection in a virtual setting, where students do not
have face-to-face contact with their instructor.
6. Break Lessons into Parts and Provide Pretraining (Clark &
Mayer, 2011)
a. Lesson segmenting has been used to provide ample
opportunities for students to learn valuable components
of the unit. Furthermore, it has been developed to
provide pre-training to struggling students, including
ESL students. Since students will be moving at a selfpaced time in accordance with their instructional coach,
it is important that materials be segmented. This will
provide clear breaks in lesson materials, encouraging
appropriate pauses and signaling segment completion.
7. Gaming Inspiration
a. While the unit is not a game, it will include badges that
are earned at the completion of each essential
component. This will help to provide a scaffolded
structure that follows a linear sequence of skills. For
example, students will need to follow the path of the

RUNNING HEADER: METAPHOR VIRTUAL UNIT

13

unit in order to receive their badges. Therefore,

students will move sequentially through leveled
opportunities, allowing each step to develop additional
skill components. Badges will also allow for greater
individualization as students may achieve badges at a
faster or slower pace. This will provide learning coaches
with the flexibility necessary in their homes or learning
environments. Finally, badges provide extrinsic rewards
for students, helping encourage attention to detail and
component completion.
b. Gaming structure has also encouraged the incorporation
of interactive components, described in the Technology
section, as an additional way to engage learners.
8. Incorporate Worked Examples (Clark & Mayer, 2011)
a. Worked examples, or step-by-step demonstration of
how to perform a task or solve a problem (Clark &
Mayer, 2011, p. 224) have been incorporated to allow
for the acquisition of new tasks. These will be
supplemented by modeled examples or a
demonstration of how to complete a task, usually
accompanied with examples (Clark & Mayer, 2011,
226). Both elements are designed to help provide
metacognitive information to students, cluing them into
the thought process used by an expert and facilitating
their own processes. Worked examples have also been

RUNNING HEADER: METAPHOR VIRTUAL UNIT

14

incorporated as research shows that learning is more

efficient with a greater initial reliance on worked
examples[as] working memory is relatively free to
borrow and reorganize new knowledge (Clark & Mayer,
2011, p. 227).
9. Provide Opportunity for Transfer
a. Since students must be able to transfer literary skills
throughout a wide-range of examples and in a number
of contexts, worked examples, mentioned above, also
allow opportunity for transfer, as in progressing
through a series of faded worked examples, the learner
gradually assumes more and more the mental work until
at the end of the sequence he or she is completing full
practice problems (Clark & Mayer, 2011, p. 230). This
will allow students to apply the concepts discussed to a
wide-range of stimuli. It will also allow them to both
10.

identify and create metaphors in their own work.

Create Authentic Opportunities
a. Finally, a skill is only truly learned if a student can apply
it to his or her own work in an authentic context.
Therefore, through conferencing, students will need to
apply their new knowledge to a previous piece of
writing. Furthermore, they will need to explain how they
have applied their skills. This component has been

RUNNING HEADER: METAPHOR VIRTUAL UNIT

15

included as part of instruction in order to ensure that

skills can be used practically and authentically.

Metaphor Unit
Prerequisite
The creation of metaphors is contingent upon some essential
prerequisite knowledge. The essential components necessary for
creating a metaphor are:
1. Knowledge of to be verbs
2. Understanding of parts of speech
3. Knowledge of technology tools being used in the lesson
To guarantee that all students have the prior knowledge to be
successful in this unit, students will be provided with two quizzes
created using Canvas. These quizzes will be designed to ensure that
students understand to be verbs and the parts of speech.
Since this unit requires a number of technological components, a
resource page will also be created. This resource page will contain links
and screencasts explaining the various types of technology
implemented during this project. Students and learning coaches will be
directed to review the materials; they are not expected to watch all the
videos and/or access all the resources at this time. Instead, they are
expected to open the document to help them understand where their
resources are and to preview the content of each link.

RUNNING HEADER: METAPHOR VIRTUAL UNIT

16

Following the completion of pre-requisites, students will use

Doodle to schedule a conference with the instructor. Data regarding
student understanding will be aggregated by Canvas and reviewed
during a virtual conference with the teacher. Those who score 90% or
greater on both quizzes will be provided with a badge and may
immediately move on to Lesson 1. If the student has not successfully
mastered the material, the teacher will either provide additional digital
resources or provide 1:1 intervention during the virtual conference.
Upon the completion of remedial work, students will be expected to
schedule another conference using Doodle. Once again, results will be
reviewed together.
Since this material is essential to understanding the unit,
students will be expected to master the prerequisite information before
proceeding to the main lessons in the unit.
Lesson 1: Introduction
The first lesson in the unit is designed to introduce students to
the concept of metaphors. By the end of the lesson, it is expected that
students will be able to define metaphor based upon the provided
resources. Students will begin the lesson by watching an instructional
video that has been created based upon the Literacy Devices (2014)
definition of metaphor. This video matches the instructional materials
expectations outlined above.

RUNNING HEADER: METAPHOR VIRTUAL UNIT

17

To better support visual learners, an infographic will also be

included to supplement the video. This infographic also aligns with the
design principles outlined by Clark & Mayer (2011). Students who are
struggling or students who need more examples following the video
can refer to this infographic for further instruction.

RUNNING HEADER: METAPHOR VIRTUAL UNIT

18

To ensure that students can define metaphor, they will be

expected to create a short response explaining what a metaphor is in
their own words. Students will submit this assignment on Canvas. Upon
submitting the assignment, students who accurately defined metaphor
will be given a Badge on their Badge Tracking Google Docs, signaling
the completion of Lesson 1. Students who cannot accurately define
metaphor will be immediately notified by the instructor, who will
provide feedback explaining why the definition is inaccurate. Students
will be expected to resubmit a newand correctdefinition in order to
receive the Lesson 1 Badge.

RUNNING HEADER: METAPHOR VIRTUAL UNIT

19

Lesson 2: Metaphor Identification

This lesson is designed to expose students to a wide-range of
metaphors. By the end of the lesson, students will be able to apply the
definition of a metaphor to a pre-constructed example. Students will
begin by watching a video created to introduce them to common
metaphors. Since they are high school students, these metaphors will
be based upon pick up lines that the instructor heard in her former
brick-and-mortar school. This video will once again adhere to the
design
principles listed

above.

Following the video, students will

watch
two YouTube clips featuring two
metaphors from The Fault in
Our Stars (Green, 2012). Finally, students
will read two literary metaphors which are accompanied
by a brief explanation written by the
instructor, explaining why she loves these
passages.

RUNNING HEADER: METAPHOR VIRTUAL UNIT

20

Canvas will be used to ensure that

students access all resources. Furthermore,

Canvas will provide the instructor with insight regarding the amount of
time each student spent on each resource, highlighting the preferred
learning style of each student. These Canvas features will also be used
to hold student accountable for classroom work.
Following this exposure, students will need to submit one
metaphor into the Lesson 2 assessment. Then, students will briefly
explain how the metaphor meets the expectations of their definitions
from last lesson. Following the update, students who have adequately
explained how the definition of a metaphor applies to their selection
will receive the Lesson 2 Badge. Remediation will once again be
provided on an individualized basis to help students who are struggling
to apply the definition to an example. Struggling students will continue
revising their responses based upon teacher feedback. If students are

RUNNING HEADER: METAPHOR VIRTUAL UNIT

21

unable to articulate their thoughts in writing, students may also video

conference to allow the instructor to better understand the struggling
students thought process. An oral response may be used in lieu of the
Canvas assessment if necessary.

Lesson 3: Guided Practice

During lesson 3lesson plan attached in Appendix Astudents
will move through a worked example in order to create an original
metaphor. The example includes the metacognitive process that the
instructor went through as she was creating her metaphor. The
example also breaks the process down into replicable steps that
students can use when creating additional metaphors. Students will log
into Canvas to access the survey. They will read the instructions
provided and submit their thoughts where appropriate. Following the
submission of this assignment, the instructor will review student
responses.
Students who were able to successfully create metaphors will
receive a badge and be granted permission to move to the next lesson.
Students who are struggling will be provided feedbackthrough
additional questioning and promptingand will return to the survey.
The survey will be kept open for students to submit additional
responses. This will allow individual progress to be tracked. Students
who resubmitted will schedule a virtual conference using Doodle to

RUNNING HEADER: METAPHOR VIRTUAL UNIT

22

explain their changes. Upon completion, struggling students will

receive badges.

Lesson 4: Application in New Contexts

In order to ensure that students can transfer their knowledge to a
wide-range of contexts, students will use PicLits to create metaphors
that are inspired by the provided images. Students will go to PicLits;
those who do not know how to do this may return to the resource page
from the prerequisite lesson. Once on PicLits, students will create an
account and a pen name that ends with the class code. On PicLits,
students will select an inspirational image. Then, using the words
provided or their own words, students will create a metaphor that is
inspired by the image.
Upon completing their PicLits, students will select the Share
option to publish their PicLits to the web. Students will then return to
the discussion area in Canvas. In the discussion area, they will post
their PicLits. Students will also be expected to comment on at least two
other PicLits that have been submitted by their peers. When students
post their PicLits, the instructor will review them to ensure that each
contains an appropriate metaphor inspired by the image. If any
students do not meet expectations, they will be contacted individually
to receive feedback. When students meet the expectations, they will
be provided with their badges and sent to the final lesson.

RUNNING HEADER: METAPHOR VIRTUAL UNIT

23

Lesson 5: Authentic Application

Now that students can define and create metaphors, they will
need to apply this skill to an authentic task. Students will return to any
piece of writing that they are currently developing in our writing
workshop. Students will apply the technique of using a metaphor at
least two times in their work. Following this addition, students will go to
Canvas and open their final survey. In the survey students will copy
and paste the new metaphors that they have included. Then, they will
write a rationale explaining why they included the metaphor, why it
counts as a metaphor, and what it does to enhance the piece of
writing. Student submissions will be graded according to the rubric
below.
Metaphor Rationale Rubric
Skill

Incomplete

Emerging

Basic

Advanced

First
Metaphor:
Construction
(10 pts)

Student did
not create a
metaphor

Student
created a
metaphor that
was clich or
inappropriate

First
Metaphor:
Rationale
(15 pts)

Student did
not include a
rationale

Student
attempted a
metaphor but
a major error
prevented it
from being
correct (ie.
including like
or as)
Rationale did
not explain the
reasoning
behind the
metaphor

Student
successfully
created a
metaphor,
powerfully
combining two
elements to
add poignant
description
Rationale
explained the
metaphor and
how it
enhances the
larger piece.

Second
Metaphor:

Student did
not create a

Student
attempted a

Rationale
explained
metaphor but
did not explain
how the
metaphor
connected to
the larger
piece
Student
created a

Student
successfully

RUNNING HEADER: METAPHOR VIRTUAL UNIT

Construction
(10 pts)

metaphor

Second
Metaphor:
Rationale
(15 pts)

Student did
not include a
rationale

TOTAL:
50

metaphor but
a major error
prevented it
from being
correct (ie.
including like
or as)
Rationale did
not explain the
reasoning
behind the
metaphor

metaphor that
was clich or
inappropriate

Rationale
explained
metaphor but
did not explain
how the
metaphor
connected to
the larger
piece

24
created a
metaphor,
powerfully
combining two
elements to
add poignant
description
Rationale
explained the
metaphor and
how it
enhances the
larger piece.

This rubric has been selected to not only assess a students

ability to create a metaphor in an authentic context but also to ensure
that literary devices are being used to enhance the larger piece of
literature. This process undermines the reflective nature of writing, by
encouraging students to think about each word and image that is
included in a piece. Finally, it is designed to prevent the including a
literary device merely to meet a requirement, as it requires that the
addition be purposeful and well contemplated.
The rubric will be the final badge component, and its points will
be combined with the earned points from the entire lesson to calculate
a final grade.

RUNNING HEADER: METAPHOR VIRTUAL UNIT

25

Appendix A: Sample Lesson

Lesson 3: Guided Practice

Anticipated Time: 40 minutes

Standard: CCSS.ELA-LITERACY.W.9-10.3.D
Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters (Common Core State Standards Initiative, 2015).
Objective:

Using Canvas, students will be able to complete the metaphor

guided practice activity.

By following the survey steps, students will be able to create a

metaphor that adds appropriate descriptive characteristics.

Lesson Procedure:
Students will log into Canvas.
Students will open the Lesson 3 Module.
Students will move sequentially through the survey, submitting a
response at the end of each step.
Students will complete the following on the survey:
1) Select an object

RUNNING HEADER: METAPHOR VIRTUAL UNIT

26

2) Select characteristics to highlight

3) Brainstorm objects with similar characteristics
4) Create an original metaphor
Students will submit their surveys.
Students will schedule a virtual conference with their teacher via
Doodle.
Students will conference with the teacher regarding responses.
Students in need of additional help will receive individualized feedback
such as:
repeated directions, use of a graphic organizer to assist the
creation of new metaphors, guiding questions, thought prompts,
oral completion of assignment or viewing additional models.
Students will receive a badge upon lesson completion.

Assessment:
Formative assessments
-Submitted responses in Canvas
-Individual assessment via video conferencing
-Acknowledgment of master with badge on shared Google doc

Survey example:

RUNNING HEADER: METAPHOR VIRTUAL UNIT

27

RUNNING HEADER: METAPHOR VIRTUAL UNIT

28

RUNNING HEADER: METAPHOR VIRTUAL UNIT

29

Works Cited
Clark, R., & Mayer, R. (2011). e-Learning and the science of instruction:
Proven guidelines for consumers and designers of multimedia
learning. (3 ed.). San Fransico: Pfeiffer. Retrieved from
http://books.google.com
Common Core State Standards Initiative. (2015). Writing: Grades 9-10.
English Language Arts Standards. Retrieved from
corestandards.org/ELA-Literacy/W/9-10/
Green, J. (2012). The fault in our stars. New York: Penguin.
Horn, M. & Staker, H. (2015). Blended: Using disruptive innovation to
improve schools. San Francisco, CA: Jossey-Bass.
Literary Devices. (2014). Metaphor. Definitions and Examples of
Literary Terms. Retrieved from literarydevices.net/metaphor
Marzano, R. J., & Simms, J. A. (2013). Vocabulary for the common core.
Bloomington, IN: Marzano Research Laboratory
Torre, D. (2013). Virtual charter schools: Realities and unknowns. The
Journal of Distance Education/Revue de l'ducation
Distance, 27(1). Retrieved
from http://www.jofde.ca/index.php/jde/article/view/838
Wicks, M. (2010). National primer on K-12 Online learning. Washington
DC: iNacol. Retrieved from:
http://www.inacol.org/cms/wpcontent/up
loads/2012/11/iNCL_NationalPrimerv22010-web1.pdf

RUNNING HEADER: METAPHOR VIRTUAL UNIT

30