Client

Elizabeth Lewis, 7th grade ELA teacher at Central Middle School

email: elizabeth.lewis@carrollcountyschools.com

Instructional Problem

Mrs. Lewis’ students struggle to identify the different types of figurative language within texts.
Her students need to be able to be fluent in identifying and understanding different types of
figurative language. Mrs. Lewis has asked me to include the following types of figurative
language: simile, metaphor, personification, onomatopoeia, hyperbole, idiom, alliteration,
allusion and imagery.

ASSURE Instructional Design Model

A — Analyze

Mrs. Lewis teaches co-taught English and Language Arts. Many of the learners are performing

below grade level and need extra help with figurative language.

S — Standards

Standard: ​CCSS.ELA-LITERACY.RL.7.4

Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g.,
alliteration) on a specific verse or stanza of a poem or section of a story or drama

Objective: Students will become more fluent in identifying and understanding different types of
figurative language in order to better understand text.

S — Select

This lesson will incorporate strategies with technology. Students will first view a powerpoint that

incorporates Mayer’s principles, students will then brainstorm with a partner to come up with

their own examples for each type of figurative language. After students compile their examples
they will work with their partner to create an infographic displaying their examples. An

infographic will be designed to display in the classroom and given to students for review.

U — Utilize

Students will view the powerpoint on Mrs. Lewis’ promethean board while taking notes on

paper. After completion of notes and discussion, students will then use their chromebooks to

complete the infographic. Students will then share their completed infographic with Mrs. Lewis

through the Google Classroom platform.

R — Require learner participation

Students will be required to participate in notetaking and infographic creating.

E — Evaluate and revise

Students will complete an assessment online using Illuminate. Illuminate is the testing platform
that Mrs. Lewis district uses to assess student learning, gather data and organize data. Upon
completion of lesson and assessment, I will conference with Mrs. Lewis to go over the data from
assessment and revise the lesson where needed.

Re-designed Lesson

The lesson will be divided into three sections: direct instruction, student work and evaluation.
The direct instruction will take place using the powerpoint (Artifact 1) created for Mrs. Lewis.
During the planning process, Mrs. Lewis and I collaborated to ensure the definitions and
examples used were the correct ones she wanted used for her students. The powerpoint goes over
the types of figurative language, they are clear and easy to read without any excess
information/details, examples are included for each term and an image to help students. Students
will take notes during the powerpoint and Mrs. Lewis will engage in discussion about the
examples listed.

After the powerpoint is completed, students will begin an infographic project with a partner or
independently (students will decide). Students will collaborate to come up with their own
examples of each type of figurative language. Once the students have completed brainstorming,
they will begin creating an infographic with their information. These will be printed for students
to keep in their notebooks as a study device. I have also created an infographic for Mrs. Lewis to
display in her classroom (Artifact 2) with terms and definitions.

The final portion of this lesson will be the assessment students will take for Mrs. Lewis to check
for mastery. Students will complete their quiz on their Chromebooks using Illuminate. The quiz
(Artifact 3) will be uploaded to Illuminate. Based on the results of this assessment, Mrs. Lewis
will be able to remediate or accelerate students. After completion of the lesson and assessment,
Mrs. Lewis and I will meet again to evaluate the lesson and discuss what changes need to be
made and what was successful in the lesson.

The ARCL Visual Literacy standards addressed in this lesson are, Standard One

The visually literate student determines the nature and extent of the visual materials needed,
Standard Five The visually literate student uses images and visual media effectively and
Standard Six The visually literate student designs and creates meaningful images and visual
media.

Reflection

This project was an eye opening experience on approaching technology to enhance instruction. It
definitely requires more work to produce better powerpoints, media and projects but the outcome
is a better lesson and better comprehension of material. It was challenging to find safe images to
use and it limited part of my vision for some of slides because I couldn’t find safe images to use
so I had to rework and change some of the examples. I used a Google image search and used the
“safe for reuse” filter to narrow down image results. I included the location of images at the end
of the powerpoint presentation.

A. (2016, November 22). ACRL Visual Literacy Competency Standards for Higher Education.
Retrieved November 19, 2017, from http://www.ala.org/acrl/standards/visualliteracy