I have attached the lesson plan template, and a copy of the lesson plan template you completed for me in Unit 3. You will develop a Five-day Instructional Unit that incorporates key elements of effect

I have attached the lesson plan template, and a copy of the lesson plan template you completed for me in Unit 3. You will develop a Five-day Instructional Unit that incorporates key elements of effect
Purdue University Global School of Education General Lesson Plan Template (This template may be modified as needed to fit district or school lesson plan formats.) Grade Level:       Subject / Content area:       Unit of Study:      Lesson Title:       Be certain to attach any handouts, activities, templates, PPT decks that will be utilized with this lesson. Central Focus for the learning segment: What is the central focus or big idea of the lesson? Content Standard(s): State Standards (CCLS, NGSS, etc.) List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part(s).       Sub standard for today’s lesson: Technology What technology will be used during the lesson and how will it support student learning? Learning Objectives: Thinking Skill – What cognitive process(es) will students be engaged in during the lesson? Refer to Bloom’s Taxonomy or Depth of Knowledge. Content – What content will students have access to during this lesson? Refer to the standards referenced above. Product –What will students know and be able to do by the end of the lesson? Language Development: Language Objectives – What will students be expected to utilize when illustrating or demonstrating understanding? Vocabulary – What key or new vocabulary is essential in the lesson? Materials/Resources: Provide a list of the materials and resources you will use as sources of input for the students during this lesson. At least one resource must be technology used for instructional purposes that is supported by the ITSE standard(s) referenced above. Context: Knowledge of Students: Prior learning and Prerequisite Skills: What prior knowledge do students need to use and build upon to be successful? Misconceptions: Identify common misconceptions regarding the concepts that are addressed in the lesson. Explain how your plans linked student’s prior academic learning and personal/cultural/community assets to new learning.       Plan Details: Write a detailed plan that describes the procedure of your class session including anticipatory set, model of instruction / input, guided practice, checking for understanding, independent practice, conceptual/skill development, activities, questions, and closure. .           Differentiation and planned universal supports: What will you use for the whole class, individuals, and/or students with specific learning needs? How will you address the needs of GATE, EL, or students with special needs during this lesson? Students with IEP or 504 must be included indicating necessary supports to achieve the learning objectives. What will their groupings look like and at what point in the lesson will you work with them, detailing as well what the other students will be doing independently.       Type of Student Assessments and what is being assessed: How will you know whether students are making progress towards the learning goal(s) and how will you assess the extent to which they have met the goal(s)? You must describe how the assessment is aligned with the stated objectives, which objective(s) it is assessing, how the strategy provides evidence of student understanding, and how you will provide feedback to the student    Evaluation Criteria and/or Rubric:       Relevant theories and/or research best practices:       APA References: Parent communication: In what ways will you communicate with parents the unit of study? I does not need to occur in all five of the lessons, but must be included at least once. RS 5.29.19 Revised for this course.
I have attached the lesson plan template, and a copy of the lesson plan template you completed for me in Unit 3. You will develop a Five-day Instructional Unit that incorporates key elements of effect
Purdue University Global School of Education General Lesson Plan Template 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 formats 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 technology will allow students to access class instruction shared by their teacher. The technologies facilitate communication with teachers and students, the organization of curricular calendars, and the incorporation of video and graphics into the course presentations. Learning Objectives: Thinking Skill: The student will be engaged in remembering, understanding, and analyzing cognitive processes. Content: The student has access to a variety of literary 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. Product: The student will be able to polish their reading, increase comprehension of text and vocabulary, connect and read independently The student, at the end of the day, will be able to Explain how a specific aspect of text illustration contributes to what is conveyed by the text in the story, Draw a conclusion and support textual evidence, Summarize the story, Determine the moral and central message, Decode and identify the meaning of common prefixes and suffixes, Distinguish the literal and non-literal meaning of words and phrases, Use homographs and homophones. Language Development: Language Objectives: The student are expected to read a variety of literary texts to be able to illustrate or demonstrate understanding Vocabulary: Main Idea, homographs, homophones, author craft, plot, first-person point of view. 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. Misconceptions: Reading the text once and reading every word is enough. Some students are just not good at language acquisition. Child ability to understand written texts only begins when they are able to read the word in the text. If a child has strong oral language, they have most of what they need to learn to read. The student’s mastery of reading skills will be integrated into reading literary text relating to culture and allowing the student to interpret the texts in their language for easy comprehension before interpreting it back to what the instructor expects them to interpret the text.       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 students the character in the text or 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 the students to practice as a group and later present their work to their colleagues. Self-reflect activities such as writing notes on what the student understands from the text will be crucial for knowing whether the student understands 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, 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 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 class reading of the text will be done in a slow phase by allowing 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 toward the learning goal by evaluating them through assessing the extent to which students have met the goal. The formative assessment will be incorporated to gauge whether the student understands the state objective. The yellow highlighter assessment will assess students’ understanding of the text-based resources since the student will highlight the most important text. 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 student will be asked to come up with three summaries of 100 to 300 words. This assessment method will be crucial in letting the student remember different details as they refine their understanding. The assessment of student work through the outlined formative assessment will help the instructor understand the knowledge gap and provide necessary feedback to the student. Evaluation Criteria or Rubric: Explained how specific text illustration contributes to what is conveyed by the text in the story Drew a conclusion and supported the textual evidence Summarized the story and determined the moral and central message Distinguished the literal and non-literal meaning of words and phrases Identified the meaning of common prefixes and suffixes Used homographs and homophones Relevant theories or research best practices: Constructive learning theory, connectivism learning theory, cognitive theory, and behaviorism learning theory.      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 Farell, M.(2021, November 9). Literacy Myths and Misconceptions. Blog. https://blogs.learnquebec.ca/2021/11/literacy-myths-and-misconceptions/ Schunk, D. H. (2012). Learning theories an educational perspective sixth edition. Pearson. Parent communication: Share a report with parents asking them to participate in the student’s education, or contact them directly to review student progress. RS 5.29.19 Revised for this course.