540 benchmark

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Grand Canyon University *

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540

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English

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Apr 3, 2024

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Running Head: <TITLE OF YOUR P BENCHMARK APER> 1 Benchmark - Cross-Disciplinary Unit Narrative <Title of Your Paper> Your Name Imarii Stevens-Sheppard Grand Canyon University: <Course Code> S EC-540 1 2 / 1 /2021 Date

TITLE OF YOUR PAPER BENCHMARK 2 Benchmark - Cross-Disciplinary Unit Narrative <Title of Your Paper> This first paragraph is your introduction (Approximately 150 words) . Begin with a strong grabber/intro statement go get the reader’s attention, and end with a focused purpose statement for the paper. The Purpose Statement is similar to a thesis statement, only slightly different. The main ideas of the overall essay must be included in your introduction paragraph. From those main ideas, the Purpose Statement provides the purpose, scope, and direction of the paper. For this interdisciplinary narrative benchmark, I will showcase which standards and strategies that I will imple ment into my future classroom. I will be explaining different strategies that could be utilized to improve student literacy in the classroom as well as instructional strategies to make sure students are able to comprehend and accomplish learning standards. Unit Description and Rationale The theme of thi s unit is to have students understand the themes of marriage, relationships and gender within Pride and Prejudice by Jane Austen. Students should be able to understand how the lives of women at the time affected their ability to have their own goals and pursue their own relationships. Alongside the novel, students will also be able to draw connections of the themes within the non-fiction novel Pride and P rejudice and Zombies. This novel will be implemented to maintain student interest and see the same themes conveyed in different ways. This method is in alliance with the Texas EL A learning response standard, “ Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. (Section B ) write responses that demonstrate understanding of texts, including comparing texts within and across genres” (IXL, 2021).

TITLE OF YOUR PAPER BENCHMARK 3 Students will be able to accomplish the learning objective of being able to find similar themes across multiple pieces of texts and be able to recognize similar themes ac ross literary works. This is in alliance with the Texas literacy standard, “ Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding” (LiteracyTA, 2019). Learning Opportunities To give students opportunities to master academic language, by having students to compete a warmup activity where I will project three key symbol s/characters from the novel onto the board and students would then have to explain how that character or symbol is relevant to the novel. After that is completed, students would then have to explain what theme that the symbol/character is most relev ant to. Collaboration In order to facilitate collaboration methods in the classroom, I will have s tudents engage in group discussions answering questions based on what they have read. Students will also be abl e to work in small groups to complete learning assignments and engage i n small group reading time, where as a group they will read an analyze supplementary texts and later share what they found with the class. Support A way that educators can support literacy across content areas is by incorporating a library into the classroom. According to Kimberly Tyson , “ When students are provided with well-designed classroom libraries, they interact more with books, spend more time reading, exhibit more positive attitudes toward reading, and exhibit higher levels of reading achievement

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TITLE OF YOUR PAPER BENCHMARK 4 (NAEP, 2002 as cited in Tyson, 2021 ). This m ethod can be used in any classroom no matter the content area as it gives students direct access to books that can be read during free time. Differentiation The lessons within the unit will support differentiated instruction by allowing students to learn concepts through different instructional strategies. This could be implemented through different assignments that will allow students to share their own cultures and ideas in accordance to the learning topics. This will also be done by incorporating texts with varying reading levels. For example, some students may find it difficult to read along through the or iginal writing format of Pride and Prejudice so to combat this, different edited versions of the novel could be read in the classroom. This is another reason why I chose to implemen t the novel Pride and Prejudice and Zombies, as it shares to overall same story with a lower reading level that all students can read along to. Strategies Promoting equity in the classroom, is very important especially when working in a more diverse student environment. Each child in the classroom has their own respective background, culture and story that should be respected no matter what. So, to make sure that my classroom runs smoothly and makes sure all students are respected, there are t w o strategies that I will implement. The first strategy would be to make sure that my classroom standards and expectations are made perfectly clear. This is important because “It is an educator’s responsibility to set the standards for the way a classroom will run, which must be done both very clearly and very early on in the learning process” ( DiFranz a, 2021 ). Lastly, I would analyze the demographic of my classroom and try to arrange the novels I choose and assignments that I create to reflect what my students would be interested in and would allow them to express themselves and what they are interested in. Cultural Diversity

TITLE OF YOUR PAPER BENCHMARK 5 Expanding on cultural diversity in the classroom is something that is very important to me, as I want all of my future students to feel accepted and represented in the classroom. Students are more likely to engage in reading and assignments when the contents of a lesson are reflective of them or allow them to share a part of themselves. In this unit, marriage and relationships are two major themes in the novel . An assignment that I could implement would be to allow students who have unique marriage cultures to allow them to share with the class how their marriage culture differs from the one being read about. As well as allowing students to discuss their own relationships and how they think their lives would be different if they lived in the time of the novel. Implementing sma ll things like this can make any student feel appreciated. Resources A few resources that can enhance student learn ing in this unit is through videos where students can visually see how society worked at the time or by incorporating virtual field trips where students can travel back in time and see things firsthand. Video representation can help students connect what they are reading to actuality and can help them further explain learning concepts. First Heading

TITLE OF YOUR PAPER BENCHMARK 6 References DiFranza, A. (2021, September 14). 4 practices to promote equity in the classroom . Northeastern University Graduate Programs. Retrieved December 1, 2021, from https://www.northeastern.edu/graduate/blog/equity-in-the-classroom/. IXL. (2021). Texas 9th Grade Learning Arts Standards. Retrieved November 17, 2021, from https://www.ixl.com/standards/texas/ela/grade-9 LiteracyTA. (2019). Texas 9th grade reading standards. Retrieved November 17, 2021, from https://www.literacyta.com/literacy-standards/texas/reading/9 Tyson, K. (2021, November 23). 25 ways schools can promote literacy and independent reading . TeachThought. Retrieved December 1, 2021, from https://www.teachthought.com/literacy/independent-reading/. Begin this paragraph with a strong topic sentence. After your topic sentence, make your first claim. The following sentences will be scholarly information to support the claim you are

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TITLE OF YOUR PAPER BENCHMARK 7 making. Your next paragraph is your second claim, followed by scholarly supports of that claim. Continue this pattern until you have made the claims necessary for this one heading. Paragraphs are 4 to 6 sentences in length. Your concluding sentence should transition to your next heading and set of claims. Second Heading Begin this paragraph with a strong topic sentence picking up the transition from the paragraph above. Build your claims one sentence at a time using scholarly supports for each claim (same structure as your above paragraph) Paragraphs are 4 to 6 sentences in length. Continue with headings Continue building your paper in this manner. Use as many headings as needed to make your claim while supporting it with scholarly sources, using the sentence format and structure as noted. In many cases your headings can be directly related to the prompts in the assignment. Some prompts may not be deep enough to support an entire heading, in this case see where you can combine prompts under one heading. Conclusion This paragraph is just as important as any other paragraph in this essay. Make it strong and end with a solid summary of the ideas you have shared. This is NOT the place to begin new topics – if you have not talked about it in the essay, do not include it here. (Approx.150 words).

TITLE OF YOUR PAPER BENCHMARK 8 References Here you will include your references page. This must be a separate page from your paper. Your reference page should be formatted per APA guidelines. All references listed on this page should be referenced in your paper. If it is in this space and not in your paper, consider where you will need to use citations in your paper. Formatting tip. After writing out your APA resource. Highlight the entire reference. Hold down the control button and tap the “T” key. This will format the hanging indent necessary for proper formatting.

540 benchmark

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