Module 2: Task 2

Elisabeth Marquez

Fifth Grade Monthly Outline Analysis:

1. What are the big literacy ideas covered in the outline?
The main literacy ideas covered within the outline revolve around the study of historical fiction.
Other elements incorporated within this unit of study include: making inferences and predictions
based on details given in the reading in order to learn about history. Additionally, students will be
analyzing diverse character traits, settings, and events to further their understanding of history
through reading. Moreover, students are learning about another literary genre which includes and
reconstructs events that occurred in the past.
Main Ideas of Outline

Historical Fictions (kind of genre)

Making Inferences
Making Predictions
Using Context
Analyzing character traits
Analyzing setting descriptions
Analyzing events/plot

2. If we were going to split the 4 weeks up into smaller learning segments or smaller units
based on similar concepts how would you divide the 4 weeks?
The way that I would break down the four weeks would be based on the different aspects of
historical fiction. For example, the initial teaching point would be discussing what a historical
fiction is and how it allows us to learn about the past through reading. Other things that would be
discussed would be how setting and time play an active role in the literary genre. Essentially,
setting the foundations with the broad elements that classify a text as historical fiction. The
following learning segment would be discussing main characters and supporting characters.
Features such as character traits and appropriate describing words would be focused on. The

preceding unit would leaning unit would be students demonstrating their knowledge of
identifying things like setting, events, and character traits.
Divided Learning Segment Example
5th Grade Historical Fiction Unit
LS 1: Historical Fiction Overview
Explaining what historical fiction is
Explaining how time and setting play a role in creating historical fiction
Explaining how characters differ with time periods and settings (comparing and contrasting
different historical fiction books or pieces).
LS 2: Historical Fiction Characters

Helping students describe characters and setting

Creating lists of tier 2 words to help students describe characters and setting
Visualizing the setting and characters of the text
Character versus the setting
Physical versus inner traits
LS 3: Characters Continued

Explaining main characters and supporting characters in relation to time and setting.
The relationship amongst characters with the main character
Different conflicts brought forth by the main character or other characters (explaining what
conflicts are and the different kinds)
Discussing the bigger picture of the book, What does the author want us to know and take away
from his or her writing?
LS 4: Overview
Application of skills learned in the previous learning segments

3) Pick one of the smaller learning segments (up to 3 days). Pick a 3 day chunk that has a
concept that students can easily apply on day 3. It needs to address reading comprehension
(understanding text). Identify the Common Core Literacy Standard or Standards that
align to it.
LS 2: Historical Fiction Characters

Helping students describe characters and setting

Creating lists of tier 2 words to help students describe characters and setting
Visualizing the setting and characters of the text
Character versus the setting
Physical versus inner traits

In this segment students will be learning about the differences between inner and physical
characteristics. Students will have worked with describing the books setting and historical time
period. Now, students will have the opportunity to work on how to appropriately detail the
characters of a book. For instance, students will learn the difference between outside and inside
traits such as brown curly hair versus being courageous (what is seen versus what is
said/actions). For an aligned activity, students would create a poster/venn-diagram for The
Watsons go to Birmingham for the main character. Based on details from the book, students will
draw an illustration of the main character as they visualize them to be. The poster will also be
comparing the main characters inner and outer traits. Students will additionally include the time
period and setting that this book is set in as well as asking the main character one question.

Common Core Standard Alignment:

CCSS.ELA-LITERACY.RL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on
specific details in the text (e.g., how characters interact).
CCSS.ELA-LITERACY.RL.5.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their
approaches to similar themes and topics.

4) Using the Bloom's Chart identify the level that is most aligned with the Standard in your
learning segment.
Blooms Taxonomy:
2 Understand: Construct meaning from instructional messages including oral, written, and
graphic communication.
2.2 Exemplifying
2.6 Comparing

Module 2: Task 3
1) Think about an assessment, exit ticket, or an activity that students will do on Day 3 to
demonstrate their understanding of the 3 day unit. Write a 2-3 sentence description of the
activity and a description of how you will assess students' work. You do not need to make a
rubric right now.
An activity that would demonstrate their understanding at the end of the three day unit would be
to create a poster or foldable about the main character of the historical fiction books they have
been reading in class. The included historical fiction books included in the outline are: Soldiers
Heart, Behind Rebel Lines, and The Watsons go to Birmingham.
An example of how this activity could look like:

Photo Credit: https://s-media-cache-ak0.pinimg.com/736x/87/7f/41/877f41d8b3e9706926f9a1b0ef01c14c.jpg

Students would be asked to draw how they visualize the main character or any other character
from the book to be. Students would include the name of the character their drawing represents
and the title of the book. On the front flap, students can also write around their character drawing
some physical descriptions. In the inside, students will use descriptive words to tell about the
characters inner personality traits. On the left and right flaps, students will be asked to write
their favorite scene of the book, time period, one question they would like the character to
answer, and to explain the difference in inner and outer character traits.
For this activity, I would assess students in how complete their drawing of their chosen character
is, whether or not they included physical and inner character trait descriptions, wrote about their
favorite scene, and explained the difference between character traits.

2) After you have chosen a Bloom's level describe activities that students would complete
each day of a learning segment/unit that will last 2-3 days. Each day should have 2
sentences of details. If you are having students read texts list the specific texts that they
will read.
Day One: Students will create their own character traits of themselves. Students will describe
their different traits using words that we have made a list of (tier two words). Students would
then partner share their finished product.
Day Two: The teacher would continue to read, The Watsons go to Birmingham. Students will
then summarize some of the character traits read in the book. Moreover, students will begin to
describe the setting/time period more in detail within their reading journals. Students will also
answer the question, Why is it important for characters in our reading to have different traits?
Day Three: Students would complete a foldable or posters of a character from, The Watsons go
to Birmingham. Students will include a drawing, question, descriptive trait words, and answering
journal questions.

3) The level that you identified using the Bloom's Chart (step 4, Task 2) must be the
minimum level of thinking in each of your lessons. Write 2 persuasive, argumentative
sentences that justify how your activities align or go beyond the Bloom's level that you
identified.
My activities in this particular learning segment align with level two in Blooms taxonomy chart.
This is because they ask the student to compare, summarize, and explain the different character
traits of characters in genres such as historical fiction. I also believe that my activities go beyond
this level because I am having students think about the why of character traitswhy they are
important in any book that we read. Moreover, I have students think about thinking about
character traits in relation to themselves.