Task 3

Kelsey Ross
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.
For the exit ticket for Day 3 I will give each student three post it notes. I will
label three main events in Charlottes Web on the board. Then, I will have my
students write characters emotions to the response on the corresponding
event and stick it on the board to the corresponding event. Students must
use tier 2 vocab (not sad/mad/happy etc). I will assess that students use the
correct emotion and at least three emotions listed for each event.
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.
Day 1: Students will describe in a character Do/Think/Feel/Say chart
and record how the character responds to a major event/challenge in
Charlottes Web. While reading the story, the students will record at
least three things that the character is doing, thinking, feeling, and
saying during that event.
Day 2: Students will write a double entry on what they observe on how
a character responds to a major event/challenge in Charlottes Web
versus how they would react to the same major event/challenge. The
students need to include reasons and explanations of the characters
and their own response to a particular event. Students need to have at
least five sentences explaining this in the double entry.
Day 3: Students will do a play and be given roles and scripts to study
and practice acting out different major events and have a
verbal/linguistic/kinetic way of understanding how a character
responds during major events/challenges. Students will practice and
use emotion during the class play. Each student will be assigned a role
and time to perform in the play. Afterwards, students will do the post-it
exit ticket to record the emotions of the characters for the
corresponding events in the story.

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.
Deconstructing- Students will analyze and break apart text to determine the
point of view, underlying emotions, and responses of characters as they
relate to events in the story. Students will do so by recording what the
character does, thinks, feels, and says during an event, describe in a double
entry on exactly how the character reacts to an event versus how they would
react, and perform in a play in the same events to fully analyze the
characters point of view.