The purpose of this Assignment is twofold. First, you will create an effective assessment tool to be used by students to show mastery of the learning objectives in your Five-day Instructional Unit. Se

The purpose of this Assignment is twofold. First, you will create an effective assessment tool to be used by students to show mastery of the learning objectives in your Five-day Instructional Unit. Se
Purdue University Global School of Education General Lesson Plan Template (This template may be modified to fit district or school lesson plan formats.) Grade Level: Grade 3      Subject / Content area: English Language and arts Unit of Study: Reading      Lesson Title: Literary Texts      Attach any handouts, activities, templates, or PPT decks that will be utilized with this lesson. Central Focus for the learning segment: Understanding and using literary text, Content Standard(s): Standard 3-1: The student will read and comprehend a variety of literary texts in Print and nonprint format Substandard for today’s lesson: Technology: 1. Google classroom, such as Google Drive, Google Slides, and google docs. 2. Tablets or computer 3. Projector The technologies will enable students to access class instruction shared by their instructor. The technologies help with communication with teachers and students, to organize curriculum calendars, and to enhance presentations and lessons with media and visuals. Learning Objectives: Thinking Skill: The student will be able to read, understand text, and distinguish figurative languages such as simile, metaphor, and personification. Content: The student will be able to read texts such as fiction, literary, nonfiction, poetry, and drama. Category of fiction texts includes Read book chapters, adventure stories, historical fiction, contemporary realistic fiction, picture books, folktales, legends, fable, tall tales, myths, and fantasy. The category of literary nonfiction includes: reading personal essays, autobiographical and biographical sketches, and speeches. Category of poetry includes The student reading narrative poems, lyrical poems, humorous poems, and free verse. Product: The student, by the end of the class lesson, will be able to Analyze the details that support the expression of the main idea is given literary text Analyze a given literary text to make, revise and confirm predictions and draw the conclusion Analyze the text to determine first person point of view Analyze the relationship among characters, setting, and plot in a given literary text Analyze the effects of the author’s crafts. Be able to classify works of fiction and characteristic of poetry. Language Development: Language Objectives: The student are expected to read and analyze a literary text, analyze the author’s craft and creative dramatic Vocabulary: Key vocabulary first person point of view, figurative language, metaphor, personification, main idea, stanza, rhyme, scheme, and repetition. Materials/Resources: The resources that the student will use include Google Drive and Docs, the projector, laptop or tablet, mark pen, and various texts such as fiction, picture books, folktales, legends, fable, biographical sketches, and lyrical poems. Context: Knowledge of Students: Prior learning and Prerequisite Skills: Students prior reading skills and comprehension Misconceptions: Reading the text once is enough; the student has to read every word; student assume their eyes keeps them reading fast, and if the student skims or read too rapidly, their comprehension will drop. The student will integrate the communities’ stories and poems, allow the student to read literary books that relate to their culture, and interpret their language.       Plan Details: The learning model will include reading and writing, whereby the student will be encouraged to take notes and focus on the written word. The visual and auditory learning styles will be integrated so that learners can understand how to analyze text extract, listen to other students read, and present their analysis of the text. Anticipatory set incorporated includes giving the character in the text a specific popular show’s name or allowing the student to act as a character in the novel while they read. The instructor will guide the student on how to analyze text, poems, pictures, and folk tales and allow the student to ask a question before allowing them student to practice as a group and later present their work to their colleague. Self-reflect activities such as writing notes on what the student understands from the text will be crucial for knowing whether the student understood the text. Charades and hangman activities will be incorporated to motivate the student to act out words from reading and let the rest of the class guess or allow a student to write a vocabulary from the text. The concept will encourage the student to engage in the class material, enabling the instructor to understand whether the student understands the chapter.     Differentiation and planned universal supports: The lesson will be presented considering student learning styles whereby three learning styles such as visual, auditory, and reading and writing, will be incorporated. Students facing difficulty reading English material will be allowed to translate the materials to their language for them to understand the text better and interpret it as expected. The audiobooks, props, puppets, and flannel board pieces will be incorporated for Ell’s students. The reading sentence will be done in a slow phase and allow time after each sentence for students to assimilate the material. The instructor should record the stories in the tape recorder, podcast, and book on CD. The think-pair-share concept will be incorporated for the student, whereby GATE students will be mixed with other normal students. The aim is to encourage the student to think individually about the reading material, allow them to share their ideas with a classmate, and build oral communication.       Type of Student Assessments and what is being assessed: The instructor will learn whether students are making progress to the learning goal by evaluating them to assess the extent to which they have met the goal. The formative assessment will be incorporated to gauge whether the student understands the state objective. The highlighter assessment will assess students’ understanding of the text-based resources through this solo and small group exercise. The student will read the extract given and highlight sentences that stick out as important or interesting. One minute’s paper can be integrated to ask the student about confusing areas and what questions they have about the lesson. The three summaries varied by length will be crucial in letting the student remember different details as they refine their understanding. The assessment of student work through the outline formative assessment will help the instructor understand the knowledge gap and provide necessary feedback to the student. Evaluation Criteria or Rubric: 1. Understand the main idea and determine first person point of view 2. Distinguish Figurative language and sound devices 3. Recognize the characteristic of poetry 4. Analyze cause and effect relationship in literary text 5. Read independently for an extended period Relevant theories or research best practices:       APA References: South Carolina Department of Education. (2008, August 1). South Carolina academic standards for English language arts: Retrieved from https://static1.squarespace.com/static/5c1d35191137a65972107b0f/t/5c26b5d5f950b760dd3cc7c0/1546040791404/SC+English+Standards+2008+Version.pdf Parent communication: Will share a report with parents seeking their involvement in the student education or contact them directly to discuss student progress and invite them to participate in the unit study. RS 5.29.19 Revised for this course.