Title of Unit Responsibility Grade Level 2nd

Curriculum Area Reading/ELA Time Frame Three 30 minute segments

Developed By Diandra Walker
Identify Desired Results (Stae !"
Content Standards
State#Local Standards
ELACC2RL2 Re!ount stories" in!luding #ables and #olktales #rom di$erse !ultures" and determine their !entral message" lesson" or
moral%
ELACC2RL3 Des!ribe ho& !hara!ters in a story respond to ma'or e$ents and !hallenges%
ELACC2RL( )se in#ormation gained #rom the illustrations and &ords in a print or digital te*t to demonstrate understanding o# its
!hara!ters" setting" or plot%
ASCA Standards
+,A-%- De$elop positi$e attitudes to&ard sel# as a uni.ue and &orthy person
+,A2%/ )se e0e!ti$e !ommuni!ations skills
+,1-%2 )nderstand !onse.uen!es o# de!isions and !hoi!es
Tec$noloy Standards
-% Creati$ity and inno$ation ,tudents demonstrate !reati$e thinking" !onstru!t kno&ledge" and de$elop inno$ati$e produ!ts and
pro!esses using te!hnology% a% Apply e*isting kno&ledge to generate ne& ideas" produ!ts" or pro!esses b% Create original &orks as a
means o# personal or group e*pression
2% 2% Communi!ation and !ollaboration ,tudents use digital media and en$ironments to !ommuni!ate and &ork !ollaborati$ely"
in!luding at a distan!e" to support indi$idual learning and !ontribute to the learning o# others% a% 2ntera!t" !ollaborate" and publish
&ith peers" e*perts" or others employing a $ariety o# digital en$ironments and media
Understandins %ssential &uestions
'verarc$in Understandin 'verarc$in Topical
2denti#ying key ideas and details &ithin a story help use to
determine their !entral message" lesson" or moral%
3no& ho& to !ommuni!ate e0e!ti$ely &ith others through listening
and speaking
3no& ho& and &hy one should make good !hoi!es
3no& ho& to de$elop an attitude #or sel#4&orth
5o& !an &e learn li#e lessons
#rom some o# the stories &e
read6
5o& does the author help us to
understand the #eelings o# a
!hara!ter6
5o& !an pi!tures help us to
understand the elements o# a
story6 7!hara!ter" setting" plot8
Related (isconceptions
Reading doesn9t tea!h li#e lessons
5earing is the same as listening
2llustrators dra& pi!tures 'ust so students &ill ha$e something to
look at
)no*lede
,tudents &ill kno&:
S+ills
,tudents &ill be able to:
,ome stories are &ritten to help tea!h us morals
The e$ents in a story" &ords" thoughts" and a!tions o# a !hara!ter
are all things that help us to understand the !hara!ter
2llustrations !an help us to understand &hat &e read
Retell a story and determine the moral 7lesson8
Des!ribe !hara!ters and ma'or e$ents in a story
)se illustrations to help des!ribe story elements
Apply lessons that they ha$e learned #rom the te*t to e$eryday
li#e
Assessment %vidence (Stae ,"
-erformance Tas+ Description
Goal )se in#ormation #rom a story to retell the story" determine the moral" and understand !hara!ters
Role 2n#ormation gatherers and !reators
Audience 2
nd
graders at ;organ
Situation
,tudents are !ollaborating &ith others !reate a list o# ad'e!ti$es that des!ribe a !hara!ter using in#ormation
#rom a story% A#ter using the in#ormation to !reate their list" students &ill use te!hnology to display the
in#ormation to others%
-roduct#-erforman
ce
Wordle &ord &eb to des!ribe the !hara!ter based on in#ormation #rom the te*t
Standards
State#Local Standards
ELACC2RL2 Re!ount stories" in!luding #ables and #olktales #rom di$erse !ultures" and determine their !entral
message" lesson" or moral%
ELACC2RL3 Des!ribe ho& !hara!ters in a story respond to ma'or e$ents and !hallenges%
ELACC2RL( )se in#ormation gained #rom the illustrations and &ords in a print or digital te*t to demonstrate
understanding o# its !hara!ters" setting" or plot%
ASCA Standards
+,A-%- De$elop positi$e attitudes to&ard sel# as a uni.ue and &orthy person
+,A2%/ )se e0e!ti$e !ommuni!ations skills
+,1-%2 )nderstand !onse.uen!es o# de!isions and !hoi!es
Tec$noloy Standards

Learnin -lan (Stae ."
Day !/
To begin the lesson" the media spe!ialist &ill play a .ui!k game o# <,imon ,ays= &ith students to
obser$e their listening skills% During the game" students &ill ha$e to a!ti$ely listen to be sure
that they hear the &ords <,imon ,ays= be#ore !ompleting an a!ti$ity% >n!e students are !aught
!ompleting tasks in &hi!h they did not hear those &ords the tea!her &ill stop them and ask
them the .uestion <&hy is it important that &e are al&ays a!ti$ely listening6= ,tudents may
begin to gi$e responses &hi!h !orrespond &ith the game and in that !ase the tea!her &ill
prompt them by asking about situations in the !lassroom% ,tudents &ill also be asked <5o& does
listening in the s!hool display responsibility6= <What are some other &ays &e !an be responsible
at s!hool6=
The media spe!ialist &ill then in#orm the students that &e &ill be reading a story about a little
boy named R? and his e*perien!e &ith listening" #ollo&ing dire!tions" and being responsible in
s!hool% The media spe!ialist &ill tell students to be sure to listen #or key ideas and details that
help to support the !entral lesson o# the story% The ;, &ill then read the story The Worst Day
of My Life Ever by ?ulia Cook% During the reading" the ;, &ill stop at !ertain points to !he!k #or
understanding% A#ter the reading" students &ill parti!ipate in a book talk and dis!uss the topi! o#
responsibility" ho& it &as/&as not demonstrated in the book" and other &ays &e !an
demonstrate it% The ;, &ill model this pro!ess as &ell as ha$e the #ollo&ing senten!e #rames on
the board to assist students &ith their thinking
@2 agree &ith that idea" and 2Ad like to add%%%%@
@2Ad like to build on BBBBBBBBBBAs thinking%@
@2 donAt really agree &ith BBBBBBBBBB about that% 2Am thinking that%%%%@
@That makes me think%%%%@

The ;, &ill obser$e student !on$ersations and responses to assess their kno&ledge% To !lose out
the lesson" the ;, &ill pi!k out some o# the !ommon !omments/ideas among students and
!reate a !ir!le map highlighting e$erything they kno&/learned about responsibility and allo&
students to add on as unit !ontinues%
Day ,/
To begin the lesson students &ill play a game o# <,illy Dire!tions=% The tea!her &ill hand out
numbered dire!tion !ards C ha$e students !omplete the tasks% Ask the #ollo&ing .uestions a#ter
the game
4 Why do you think mistakes &ere made during the game6
4 What &as harder to do6 Listen or #ollo& instru!tions6
A#ter playing the game" the tea!her and students &ill re$ie& &hat they read the pre$ious day
and dis!uss ho& the !hara!ter responding to the e$ents in the story% ,tudents &ill use a !hart to
&rite do&n the name o# the !hara!ter" e$ents in the story" and the &ords/a!tions o# the
!hara!ter as the tea!her reads the story aloud #or a se!ond time &hile stopping to dis!uss
important in#ormation% 7Chart seen belo&8
Chara!ter E$ents Words" Thoughts" and A!tions
o# the !hara!ter
A#ter re!ording in#ormation on their !hart" students &ill respond to the literature by !omparing
the !hara!ter to themsel$es% <5o& does the !hara!ter in the story remind you o# yoursel#6=
To !lose out the lesson students &ill play <,illy Dire!tions= again i# time permits% Ask the
students i# it &as easier the se!ond time%
Day .
The students and tea!her &ill re$ie& the in#ormation dis!ussed the pre$ious day% The tea!her
&ill then ask the students to share some o# the &ays the !hara!ter reminded them o#
themsel$es% A#ter students ha$e had time to share the tea!her &ill tell the students to use the
in#ormation #rom their !harts and &hat they &rote in their responses to use as many ad'e!ti$es
as they !ould to des!ribe the !hara!ter% ,tudents &ill be gi$en time to &ork on this
independently and then gi$en the opportunity to !ollaborate &ith other students to !ompare%
A#ter students ha$e !reated their lists o# ad'e!ti$es to des!ribe the !hara!ter" they &ill use a
Web 2%0 tool 7Wordle8 to !reate a &ord &eb to display on a Response to Literature Wall%