Task 2

1) What are the big literacy ideas covered in the outline?

The literacy ideas that are covered in this outline are mainly focusing on characters.
The students are learning what characters are, how to pull out the main characters
in a text, character traits, comparing characters or others in the text and to self,
and also using text evidence to support theories about characters.
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?
I think I would focus on the main characters and character traits. Its important that
the students are able to pick out the main characters in a text. After they have
chosen the main characters, we will talk about character traits and its importance.
During week one, we would read the text and use Post-it notes to jot down
character names, throughout the week as we read, we will decide who the main
characters are. By the end of week one, the students will have a good concept of
who the important characters are in the text.
As we start week two, we will use the information we learned from the previous
week, and evidence from the text to write down specific things about each
character, such as what they look like, what they like to do/play, if they have pets,
etc. This will help the students to get to know the characters a little better, and may
allow them to relate to the characters.
After learning about the characters, in week three, the students will learn about
character traits. We will look back through the text and pick out important traits that
we notice about the characters.
Finally, on week four, students will combine all that they learned about characters
and their traits to create a paragraph describing each one of the main characters.
The students can use evidence from the text to help them write their paragraph.
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. You may
need the Standards here (Links to an external site.).
Day one- Students will read text and use Post-it notes to list major events that the
character goes through and how they react.
Day two- Students will write a couple sentences explaining what challenges the
characters faced in the text and how they responded.

Day three- Students will use information gained from the text to illustrate the
characters.
CCSS. ELA-Literacy. RL2.3 Describe how characters in a story respond to major
events and challenges
CCSS. ELA-Literacy. RL 2.7 Use information gained from the illustrations and words
in a print of digital text to demonstrate understanding of its characters, setting, or
plot
4) Using the Bloom's Chart here (Links to an external site.) identify the
level that is most aligned with the Standard in your learning segment. This
chart may look familiar depending who you took for ELED 3111 a few
semesters ago.
Differentiating , recalling

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.
As an exit slip, I will ask students to get out a sheet of notebook paper and write
down 3 major events that happened in the text, 2 character descriptions, and
1question that they have about this topic that they just learned. By doing so, I will
have a better understanding of how each student is doing during this lesson. If
students do have any questions, I will make sure to answer them one-on-one to
make sure they succeed.
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- After reading text (Charlottes Web) as a class, I will break students up into
groups. Students will compare their Post-it notes. As a group, they will create a
poster with the major events from the story. Under each event, they will list all the
characters that were involved.

Day two- Students will be split up into new groups and will present their sentences
about the challenges the characters face, and they will come up with a solution to
these problems. I will ask the students to write a paragraph describing what the
characters should do to resolve the conflict.
Day three- Students will work individually to create any character from the book
that they choose. They must use information gained from the text to illustrate their
character.
3) The level that you identified using the Blooms 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 Blooms level that you identified.
My students are using information that they gained from reading the text to
illustrate the characters.
My students are determining main events and challenges that the characters faced
and explaining how they react.