Laura Houston Instructional Plan Fall 2011 Stage 1 Established Goals: ELA3R3 The student uses a variety of strategies

to gain meaning from grade-level text. The student a. Reads a variety of texts for information and pleasure. n. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry). ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks). Understandings: Students will be able to: identify literary elements of common genres. experience and develop interest in literature, which includes multicultural, gender, and ethnic diversity. improve comprehension by interpreting, analyzing, synthesizing and evaluating written text in order to categorize text into literary genres. Essential Questions: Why does language follow rules? What happens when we dont follow these rules? How can understanding the rules of grammar and usage enhance our understanding of what others are communicating? How can reading help us to explore and understand our world? How can readers determine the genre of texts?

Stage 2 Performance Tasks: Students will be assigned a genre of literature. They will be given a bookmark for their genre. They will list the title of the book and author. They will fill in the components that make the book the specific genre. In groups students will read selected chapter books from a variety of genres. After completion, students will share with their classmates what type of genre the book is and why. Other Evidence: Formative Assessment: When reading selfselected texts, the student will name the genre of the text being read when asked by the teacher. Summative Assessment: The teacher will prepare cards with different genres and the definitions written on them. In small groups the students will play a matching game matching the genre with the correct definition.

Learning Activities: Diagram a genre comparison chart. Are there different genres that have similar components? Create an acrostic poem using the genre you enjoy reading the most. Challenge yourself using vocabulary words you have learned in this unit. Invent a board game for a fantasy text the class has read and write a speech to a board game company telling them why it should be on the market. This speech should be at least two paragraphs. Please note the importance of learning about fantasy genre. If you could have a magic power of one of the characters in a fantasy text, what power would you choose and how would you use it. Show yourself and your new power by making a poster and write your explanation. Compare and contrast two fantasy texts you have read this year. Create a Venn diagram to see how the books are alike and different.