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

The big literacy idea in this lesson outline is that students will use a variety of
literary skills to go into detail about a character. They also describe how characters
in any particular story respond to major events and challenges.
Use information gained from illustrations and words in print or digital text to
demonstrate understanding of its characters, setting, or 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?
Week 1:
For three days I would strive to focus on not only identifying who the main
characters are but also record differentiating details about the character through
text
Week 2:
For 3 days my students would create anchor charts of what the characters are
thinking or feeling. The week would focus on emotion words and also describe the
situation that lead to that.
Week 3:
On week 3, my students would have to focus on the characters action. Their actions
would have to rely on descriptive words from the text and from their own prior
knowledge.
Week 4:
Students create concepts about characters based on evidence from the text,
comparing and contrasting character in the form of a paragraph.

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.).
CCSS.ELA-LITERACY.RL.2.3

Describe how characters in a story respond to major events and challenges.

I choose week 4 for this task. Compare and contrasting is a great supplement to learning
the significance of a main character. For example identifying the main character and their
actions.
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.

Understand- summarize
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.
For the last real assignment or exit ticket, they will need their journals. In their journals I
would most likely ask the students to write down 3 facts of the character they wrote. A
situation in which the main character was faced with a dilemma and the actions they took
to solve it. I would also ask them to write down a part of the text or book that they found to
be unclear. They could present this to the class.

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.
a. Create- planning
i. Day 1- The students could create a chart for three characters from the story. As
they read along they could pause and write down something that they did that
could potentially have a negative or positive effect.

ii. Day 2- they observe how character responds to a major event then they
themselves have to envision how they themselves would react to the same major
event with at least 4 sentences explaining their thought
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.

a. Create planning
i. Students will be creating characters which will add emphasis on creativity and
derive from everything they have learned. Also when they are reading their
chosen text they will be relating on a personal level.