Instructional Module/Training Plan Template

AET/520 Version 3

University of Phoenix Material

Part I: Vital Information

Author

Jessica DeFrancesco

Instructional Topic

English Literature

Instructional Module/Training Plan

Title

The Northwest Valley Community College

English Literature 101

Learning Setting

The learning setting occurs mainly in class. If students are

unable to make it to the campus or would rather do online class
they can do online.

Audience

College students ranging in age, sex, and education background

Delivery Modality (online, hybrid,

face-to-face, and so forth)

Mostly the learning will occur face to face. Classes can also be
conducted online. If a student is willing they can do a
combination of both if the professor allows
With students participating in classroom learning, classes
will be 1 hour per session
Each session will reoccur three times a week, Monday,
Wednesday, and Friday
The course will be for a semester
One semester will take place from September to January
Another will be from January to June
Then there will be a summer semester where the classes
will be two hours each but still three days a week from
June to August

Total Time Allotment

Online students will follow a similar set of rules but there

will be some obvious differences
Classes will be based on a number of times the student
participates on an online forum
The semesters will be in weeks rather than in months

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Students will have the option to go to class year round

Hybrid students can work with the instructor to make up a
schedule that suits them and goes into alignment with the
students life style.
Instructional Module/Training Plan
Goal

By evaluating the way that students learn the teacher can better
assess how to teach them and future students. Material should
be absorbed and applied accurately, and the teacher should
think that the students are getting the most out of the lessons.
The students papers and test scores should show how much
they are learning and how they are retaining what they are
learning. The teacher should be able to make the students want
to learn by their teaching style and by their performance as a
teacher.
Online students will be taught based on how well they participate
and how they handle online assessments. They may have to
write a final paper or take a final multiple choice quiz to track
their comprehension. Once again the performance should
determine where the course should go in the future and what the
professor should do.
The goal is for students to get a better grip on the English
Literature that was the foundation for much of the writing today.
Students will see how far the world, technology, and writing has
come since these classic writings occurred.

Two Performance-Based Objectives

Students should comprehend the material and be able to apply it

effectively in tests and in discussions. The students should be
comfortable with the material and remember the stories well
enough to tell the difference between authors. Students will be
able to write a poem that is rhythmic and know how to read and
understand Shakespeare. Students will also understand the
mechanics of plays and will become familiar with play
terminology. The students will also be required to write a play
including stage directions, acts, and scenes. The acting out and
successful execution of the student made plays will act as 60%
of the students final grade and will take place the last 2 weeks of
class.

Summative Assessment Description

By assessing the way that the students learn the teacher can
better assess how to teach them and the classes that follow.
Material will be absorbed and applied accurately and the teacher
can feel that the students are getting the most out of the lessons.
The students papers and test scores will show how much they
are learning. The teacher will teach effectively and be able to
make the students want to learn by their teaching style and by
their performance as a teacher. Thus, there should be limited
students dropping classes and student enthusiasm and
attendance will be up.
Surveys will be given to students at the start and end of class to

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see what they initially expected and what they got from the class.
The surveys will also show what the students have read and
what they would like to read in the course. The surveys will show
what needs to be tweaked in the class and what the students
liked and did not like about the course.

Instructional Module/Training Plan Template

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Part II: Development

Attention Getter

Detailed Input of Content

On the first day of class, students will be encouraged for the

first half of the class (30 mintues) to write a short story
depicting how they got to that classroom. The stories will
then be shared as a form of a discussion for the remaining
duration of class (30 minutes). From there, the discussion
will turn to how each of the writers that will be studied wrote
what they knew and what they experienced just like the
students did. By starting the class with such an activity,
students will see that writing is more than just putting words
to paper. Students will also see the journeys that their
classmates went on and how everyone got to the same
class.
The class will cover all major eras of literature including
medieval, renaissance, the enlightenment period, the
romantic period, the Victorian period, the realistic period,
war writings, modern, and post modern. Each week will
cover a different era and at the end of the week there will be
a test or essay to gauge the students understanding and
progress. Students will learn different interpretations of
literature, which include plays, poems, short stories, and
biographies. They will be encouraged to read, perform, and
write things similar to what they learn. Students will also be
able to accurately identify the era the pieces came from.
They will also note the differences in styles of writing based
on the eras they were written. They will see how the
languages and slang changed over the years and how the
way people saw the world changed based on the way they
wrote about it.

Part III: Implementation

Instructional Strategies

Students will be taught as a whole initially. Lessons will be

given in lecture format and questions and answers will be
encouraged. For the more challenging or more interesting
weeks the students will be broken into groups. One
assignment may include students discussing the differences
between war in medieval period writing and war during the
war writings of the civil and world wars and the manner the
stories were written.
Lessons will be done according to how many classes there
are in the course and there will be one lesson per class
period, lesson flow permitting. Students will be taught the

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basics of English Literature with the assumption that they

have no previous knowledge of the subject matter. Each
student will be encouraged to take notes during class, and
as they complete their readings.
At the conclusion of class students will each pick an
assignment from a list of assignments to see what they want
to do in their final assignment. The assignment will cover an
element that was discussed in class and the result will show
the students final comprehension of said assignment.
Formative Assessment

Closure

Materials and Resources

Students will be assessed based on their abilities

demonstrated from assessing their test scores. They will
also be assessed on their ability to participate. These
assessments can help the professor to evaluate the
students progress and knowledge of the material learned in
class.
Fill in
The goal is for students to excel in the class and to learn the
material. The course was designed for students to learn in
the best way possible. Design plans were adapted so that
students could get the most from the material and the
manner in which it was presented. Rubrics will show what
students should be learning or should be scoring on their
tests and assignments. Grading will follow the guidelines of
the rubric and students will be graded accordingly.
Performance based objectives are measured by how the
audience behaves and how they seem to be performing in
class. Objectives are made based on how students react in
class with what they are given and what they are learning.
In a classroom, there will be textbooks, individual story
books when applicable, a blackboard, tests, group work,
and in class questions.
Books would be online; homework would be in the form of
papers and discussion questions.
Listings of helpful web resources will be given so students
can follow along at home of know where to go for resources.
Videos of plays and biography videos can be shown so
students can see what is going on or see what the authors
world might have looked.

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