1. Afton Thompson
EDTECH 506
Justification Paper
Final Project
Fall Semester 2013
13 December 2013
Justification Paper
Final Project
Project Description
Students will be reviewing grammar concepts throughout this unit as a means to completing
the Four Level Analysis, an extensive review and examination of parts of speech, sentence
structure, and other components of grammar. Being able to complete the Four Level Analysis
independently is a required skill for the next grade level, as the Four Level analysis will gain in
involvedness and complexity
User Assumptions
The audience for this unit of instruction and the graphics created therein, are 7 th grade
Language Arts students at a variety of ability levels. Most students rank on the proficient level
for language usage and grammar skills demonstrating correct use of grammar concepts and
recall. Approximately 20% of the student population ranks below proficiency with limited use
of concepts or knowledge.
The graphics created for this unit of instruction were designed to in part to introduce lesson
topics to students or to aid them in comprehending the lesson material. A few graphics were
used as informational graphics to break up the monotony of note taking. Graphics were also
created to help students understand the grammatical concepts presented in lessons. Graphics
included in the unit will assist students who are not considered proficient in language usage or
grammatical concepts with their recall and understanding of skills.
Graphic Descriptions (listed in the order of appearance in the unit)
1. Four Level Analysis Flow Chart showing required elements of each stage of the analysis
process. This flow chart is color coded for information-readiness and ease of use.
2. Four Level Analysis example each step of the analysis and examination process. This is a
black and white informational graphic that students will complete as they go through
the lessons.
3. Parts of Speech graphic used to introduce Lesson 1 uses two talking heads in place of
the “E” in speech.

2. 4. Color Coded Parts of Speech graphic will help students visualize the parts of speech that
make up sentences. Each part of speech is colored a different color.
5. Parts of a Sentence informational graphic also use elements of color to depict the
separation of subjects and predicates in a sentence. A blue and purple color scheme is
used.
6. Prepositional Phrases graphic is long and rectangular, similar to a film or picture strip.
This graphic shows variations of prepositional phrases using repetition in color and
graphics.
7. Dependent and Independent Clause informational graphic is used to depict the function
and differences of independent and dependent clauses. A maroon and pine green color
scheme is used to differentiate text and examples.
8. Types of sentences organizational flow chart uses rectangle shapes, arrows, and color to
organize the information about each type of sentence into smaller chunks that are
easier for students to understand.
9. Lesson 5 header graphic introduces the topic. It’s meant to look like a chalkboard, with
the letters “Putting it all” succinctly separated, and the letters in the word “together”
joined for symbolism.
10. Completed example of the Four Level Analysis for student use to check their work upon
completion of each stage of the analysis. The corrections are done in red text, with the
original black text.
Design Process
Typography was used in the design of the interjection and preposition graphics during
Week 4 of the course. These graphics are used in Lesson 1: Parts of Speech. I've
designed each one to help students remember concepts concerning each
representation. For the preposition character, I've designed it to provide a visual cue by
changing the font color and size (Lohr, 2008, pp. 242). This would help students
remember that prepositions mean the position of things in relationship to their objects.
I used this concept as well as type categories of repetition, contrast, and proximity
(Lohr, 2008, pp. 214-215) to create the Interjections character. I felt using these
concepts would show an interjection's relationships to the words around it. In the third
line of text, I inserted the word interjection directly between two of the blahs and
smashed the text together. Text colors of grey, white, and black are used to contrast
one another, drawing attention to certain concepts.
Shape was used in the design of the Personal Pronouns graphic used in Lesson 1, the
Types of Sentences informational graphic used in Lesson 2, and the Four Level Analysis
flow chart used in the Goal page of the unit of instruction. The Personal Pronoun graphic
will serve as an opening visual to students, and clearly illustrates the use of shape
through the use of rectangular containers used to house information and by the use of
text color (Lohr, 2008, pp. 252). Shape was also used in the design process of the Types
of Sentence graphic to contain the informational text in much of the same way as the
aforementioned image. For this image I also used horizontal alignment to show that the

3. text on the left is primary, or most important, and the text on the right is secondary
(Lohr, pp. 128). I used proximity to show that each item in the image is relative to each
other, therefore placing them each equidistant from one another (Lohr, pp. 133). I've
also put this in a table format with two distinct columns to make the information clear,
and easy to understand (Lohr, pp. 135). Shape is also demonstrated in the Four Level
Analysis flowchart as containers of information. Circles, squares, and rectangles are used to
differentiate from topic title, topic concepts, and topic content. The use of organization was also
used in the design of this graphic so that the content was information-ready and user friendly.
This graphic was designed to help learners understand what to look for and analyze during each
phase of the Four Level Analysis process.
Selection techniques were used in the design of the Clauses informational graphic
presented in Lesson 3: Phrases and Clauses of the unit of instruction. This image will
help my students understand the essential differences between independent and
dependent clauses because the ideas are clear and presented in a logical sequence.
From a design standpoint, I used two key elements required in this week's design:
selection principle and concepts in figure-ground. Figure-ground is what the learner
should be paying attention to (figure) and what they shouldn't (ground) (Lohr, 2008, pp.
102). In my image, I'm drawing the learner's attention to the shadowed text. According
to Lohr, this helps the learner focus on what is really important in the image. Actions I
used to accomplish this were by adding contrast in my heading, creating a centered
alignment for my text examples and a left alignment pattern for the informational text. I
also used repetition by repeating text colors and patterns (pp. 110). Selection principle
and figure-ground work in tandem--both are to draw the learner's attention to key
elements of the design, whether they be images or text. I demonstrated the use of
selection principle in nearly the same way as I did for figure-ground. What I wanted the
learner to pay attention to, I boldfaced or used color to create contrast in order to
emphasize figure-ground. By doing this, I am better able to select text that summarizes
the key points of instruction (Lohr, 2008, pp. 111).
Color and depth is demonstrated in the Parts of Speech graphic activity used in Lesson
1, and the Subjects and Predicates informational graphic used in Lesson 2: Parts of a
Sentence. The Subjects and Predicates graphic serves as an introductory image to help
students identify subjects and predicates (simple and complete) in sentences. The ability
to do this is an important component of the 4-Level Analysis. The Color Coded Parts of
Speech image will help students identify parts of speech in sentences, another
component of the 4-Level Analysis process. Both images use the principle of white space
to separate text groupings. White space is also used to separate headings and subheadings from informational text (Lohr, 2008, pp. 272). Both images also use scale to
differentiate from headings and informational text. The headings in the Subjects and
Predicates image are in boldfaced capital letters with a colored gradient background.
The heading in the Color Coded Parts of Speech image is a much bolder, bigger font than
the informational text included in the rest of the image (Lohr, 2008, pp. 271). I am also
using color principles to connect parts to a whole in each image (Lohr, 2008, pp. 270). In

4. the Color Coded Parts of Speech image, I use color to help the students connect each
word in a sentence to its part of speech. In the Subjects and Predicates image, I am
using color to differentiate subjects (in purple) and predicates (in blue), making their
identification easier.
Organization principles are used in the Types of Sentences graphic used in Lesson 4 of
the unit of instruction. This image will be an introductory image to the Types of
Sentences, and will be taught after we've learned about independent and dependent
clauses. For this image, I used horizontal alignment to show that the text on the left is
primary, or most important, and the text on the right is secondary (Lohr, pp. 128). I used
proximity to show that each item in the image is relative to each other, therefore
placing them each equidistant from one another (Lohr, pp. 133). I've also put this in a
table format with two distinct columns to make the information clear, and easy to
understand (Lohr, pp. 135).
Color and space techniques were used in the design process of the informational
graphic on adverbs. This graphic will be used in Lesson 1 of the unit of instruction. For
this graphic, I used the element of space to separate portions of my text so that each
question was grouped together (Lohr, pp. 272). I thought this would be easier for
students to mentally digest. I also tried to apply concepts of space and balance into my
graphic by making sure that the information was balanced symmetrically (Lohr, pp. 275)
by ensuring that the questions were stacked on the left with the informational text and
examples on the right. Because the formatting of these are the same or equal, they are
considered symmetrical.