Aisha Langham

May 24, 2016

Module 2
Task Two
1) What are the big literacy ideas covered in the outline?
The big literacy ideas covered in the second grade outline
are identifying the main character and being able to
determine physical traits, internal traits, and characters
actions and behaviors.
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 One: This week would be focused solely on learning
what a character is and who all can be a character.
Week Two: This week would be focused on getting to know
the character by how they act and how people may perceive
they attitude.
Week Three: This week would be focused on physical traits of
a character and describing in detail things that make a
character stand out.
Week Four: This week would be focused on creating theories
about a character and understanding why they may be the
way they are.
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.
I would choose week four, days Monday through Wednesday
and the standard would be
CCSS.ELA-LITERACY.RL.2.3:
Describe how characters in a story respond to major events
and challenges.

4) Using the Bloom's Chart

Understanding, interpreting, constructs meaning from
instructional messages, including oral, written, and graphic
communication
Task Three
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.
In order for students to exit the class they must come up
with a compare and contrast graphic organizer. In the
graphic organizer students must compare and contrast
themselves to a character that we have discussed in 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.
Understanding: Students will create their own character. On
huge pieces of paper students will draw their characters and
give them the physical characteristics of their choice. One
day two, students will then make their character come to life
by giving them internal traits and the reason behind why
they are the way they are.
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.
I believe is goes beyong Blooms level because students are
no longer just reading a book and using what the author says
about the character. We are now creating our own characters
and making them come to life. We hacve to do more than

just read what a person has wrote, we have to be creative.