Module 2

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

Students are focusing on characters, and learning how to study
characters. This will push students to formulate new ideas 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?
Week 1- the teacher will do an interactive read aloud with the
class. The students will take notes about the main character on a
sticky note or in their
readers notebooks while listening to the
story.
Week 2- the teacher will have the class work together to come
up with the character traits of the main character. Have the students
work in groups pairs to draw a picture of the character (inside and
outside character traits).
Week 3- the teacher will place students in small groups or pairs.
In each
group they will read a story together. After reading the
story they will come
up with the characters inside and outside
character traits. They will use text evidence to write about how the
character acts in different situations.
Week 4- the students will work independently. They will pick a
either the book read in the interactive read aloud or the book they
read with their
group previously. The will complete a character web
about the character.
They will then take that information and
complete a compare and contrast foldable comparing the character
and themselves.
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.
CCSS.ELA-Literacy. RL.2.3- Describe how characters in
story respond to
major events and challenges.
Tuesday- Readers list facts/ character traits about characters in a
story

Wednesday- Readers list and think about characters reactions in

different
situations in stories.
Thursday- Readers learn to make personal connections to the
characters, and compare and contrast actions and traits.
4. Using the Blooms Chart identify the level that is most aligened
with the standard in your learning segment
Aligned level: Exemplifying 2.2
Task 3
5. 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 2-3 sentence description of the activity and
a description of how you will assess students work.
Have the students take the information that they found when
comparing them to a character. As an exit ticket the students will write
about how the
character reacted to a specific event and how they
would have reacted to that same event. The students will be
assessed by how accurate the event they
character went through
was, and if they completed the exit ticket with useful information.
6. After you have chosen a Blooms 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 1- Students are going to work in pre-assigned groups and
read a teacher
assigned book (depending of groups reading level).
In the groups after they
read the book they will make a character
web with character traits.
Day 2- in the same group from the previous day, and using the
same book the
students will talk with their group about the
character traits they came up
with. They will also talk about
events that main character went through.
While talking about the
events they will compare the how the character
reacted to the
event to how they would react to the event.
Day 3- independently the students will pick a book in their
reading level to
read. After they read the book they will make
their own character web. They
will also write a few short
sentences comparing and contrasting themselves
to the character.

7. 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.
The students in these lessons and unit are finding character
traits in a text
using specific details. The students are also using the
text to compare and
contrast specific events in the text to their own
lives and how they would
handle the situation the character had to
handle.