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

Making inferences based on text.

Understanding character: conflict, development, cause and effect, traits, exc..
Text to text connections
Historical fiction/Time lines

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: What is historical fiction? What clues, descriptions, words, does the authors
use to help us understand the time?
Week 2: Non-fiction text that connects to the historical fiction selection
Week 3: Time lines (Start building, can finish in week 4)
Week 4: Understanding Characters; make portraits.

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.).

Readers use evidence from text to create a time line of historical events in the story.
Readers make predictions about course of events over time.
Readers make predictions about characters behavior over time.

CCSS.ELA-Literacy.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
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.

2.2 Exemplifying

Continue your work from Task 2 in the same document.

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.

Day 3: Exit ticket.

 I will have students make a prediction of what will happen next in the story and how
the character might react.
They will be required to write down their prediction, and text based evidence that they
used to make their inferences.

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
Book/Entire class selection: Heroes of the Surf, by Elisa Carbone, Nancy Carpenter
(Illustrations)

Day 1: Students will make a time line on this day. The teacher will provide on or two
examples from the book as a model and then the students will make their own
independently at their desks. On the timeline students will have text quotes, and page
numbers from where they got their information.
Day 2: Class will continue to read book. There will be a mini lesson on making
predictions of events based on what has happened, what is happening, and what
might. Students will learn to consider all aspects when predicting future events. Class
will use sticky notes to make predications of what will happen next. They will also do
a turn and talk with their reading partner.
Day 3: Teacher will do a mini lesson on characters behavior/actions over time.
Teacher will refer to her timeline that she made and discuss a certain character and
how they behaved during an event, and later how some behaviors may have
changed. Teacher will ask students to get out their time lines and pick a character
and add some of their behaviors over the course of the book to their timeline. As an
exit ticket for the day teacher will require students to make a prediction of what will
happen next, how will a certain character react (their choice), and why they think that.
Student will be required to have text quotes and evidence to make their predictions.
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 feel like my activities align with Apply on the Blooms Chart. Students are
learn how to make predictions, analyze their reading, and then make a
prediction on their own. This is beyond simply finding clues in a text, they
have to reach deeper and consider what will happen next, or how someone
might evolve over time. Students apply their knowledge by making
predictions.