Module 2

Task 2: Analyzing a Unit and Unpacking Verbs

1) What are the big literacy ideas covered in the outline?
-The big literacy ideas covered in this outline deal with characters. Character traits, behaviors
and what characters are. Students learn now to pick out the main characters in a text and find all
the important information about the character.
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 would focus on the main characters and characters traits during this unit. It is important for
students to be able to pick out the main characters and understand who they are and what they
are like. During week one I would focus on finding out who the characters are and who are the
main characters. During week two I would have the students write down facts about each
character and what they are like. During week three I would identify those main characters and
find out what their character traits are. During week four I would have the students combine their
character information and create a paragraph describing each character using the facts they wrote
down.
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.
- Day one-The students will write down major events that the character encounters.
-Day two- Students will write an explanation of challenges that the character goes through.
-Day three- Students will create an illustration of character based on the information they
gathered.
CCSS.ELA-Literacy.RL.2.3
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 or digital text to
demonstrate understanding of its characters, setting, or plot

4) Using the Bloom's Chart 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

Task 3: Beginning with the end in Mind

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 an exit slip on day 3 I would have the students write down two sentences describing one
character in the text and a major event that occurred in the text. This will allow me to check for
an understanding on the unit material.

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- We will read the text Judy Blume and I will have the students work with partners to
write down major events that occurred in the text for the characters.
-Day two- The students will work with partners to identify challenges the characters face and
ways they can resolve them.
Day three- Students will create their own characters independently and will write and illustrate
them.
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.
- The students are using the information they learned from reading the text to create illustrations.
- The students are determining the main events and challenges the characters faced throughout
the text.