Reading Enrichment Unit

Title of Unit Curriculum Area Developed By

Chrysanthemum English, Language Arts, Reading Janet Leahr

Grade Level Time Frame

2nd 1 hour

Identify Desired Results (Stage 1) Content Standards

ELACC2RL1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Understandings
Overarching Understanding

Essential Questions
Overarching Topical

Students will understand that.. -Teasing hurts others - A persons name is a unique characteristic - Names carry value and meaning

Is being unique a good quality? What happens when we ostracize those who are different?

-How does teasing make the other person feel? -What can you do when someone teases you? - What can you do when someone teases others?

Related Misconceptions

Ignoring teasing will make it stop.

Knowledge
Students will know

Skills
Students will be able to

-The main character -The conflict -The setting -The resolution - Vocabulary

Explain through written word and verbal response -Who the main character is? -What the primary conflict is? -Why the conflict developed? -How the conflict was resolved? -Students will be able verbally define the meaning of 3 vocabulary words from the text Reflect through written word - Who picked out their name? - What their name means (or what it means to them) - One reason why they like their name Reflect through art work - Their favorite part of the book

Assessment Evidence (Stage 2) Performance Task Description

Students will identify appropriate behaviors related to mutual respect and inclusiveness Students roles will be that of reflective listeners, creators of art, and Role self reflective analyzers of their own names. Audience Second grade students Situation Student will come to the Media Center for a literature lesson
Goal Product/Performan

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)