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

Goal Role Audience Situation Product/Performance Standards

Students will identify appropriate behaviors related to mutual respect and inclusiveness Students roles will be that of reflective listeners, creators of art, and self reflective analyzers of their own names. Second grade students Student will come to the Media Center for a literature lesson Graphic organizer, Reflective Artwork, Reflective Writing ELACC2RL1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Other Evidence
Through class discussion, students will give evidence that they empathize with the main character and understand the primary themes introduced in the book.

Learning Plan (Stage 3)

Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will you hook students at the beginning of the unit? The students have had the book Chrysanthemum read to them previously. They are familiar with the main theme of the book. -On three large cards print out the following vocabulary words from the text. Envious, Discontented, Wilted. - Ask the students if they know what these words mean - Explain the meanings of these words - Explain that they are important words in the book, and why - Ask students to listen for other words that are new to them. - Read aloud the book Chrysanthemum - Discuss the topical questions with the class - Discuss new vocabulary with the class

What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge? How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work? How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

Students will discuss the books theme with each other and the teacher Students will complete a graphic organizer portion of the worksheet to help reflect and recall important facts. Through guided discussion, students will reflect on weather they have teased a person because of their name. Students will complete each component of the worksheet including the graphic organizer, connection through written reflection, and connection through art work sections. How will you tailor and otherwise Each student will complete the I think my name is perfect.. personalize the learning plan to optimize portion of the work sheet. This portion of the worksheet will allow the engagement and effectiveness of ALL students to reflect on their own name and individuality. students, without compromising the goals Each student will choose their favorite part of the book and construct of the unit? a drawing to illustrate that part of the book. How will you organize and sequence the Activities will be broken into three segments. learning activities to optimize the 1. Hook and introduction engagement and achievement of ALL 2. Reading and discussion students? 3. Recall & Reflection through use of a graphic organizer From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8 (ppk)