ELA.03

STANDARDS

ELA Standards aligned specifically to the Cornerstone Product:

RL.2.3: Describe how characters in a story respond to major events and challenges.

W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; report science observations.)

W.2.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

ELA Standards that support the Cornerstone Process:

RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

L.2.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.2.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

SL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

REQUIRED KNOWLEDGE AND EXTENSIONS

PRIOR KNOWLEDGE

In order to be successful with this Cornerstone, students will need to know how to read to identify character traits of historic activist to channel their leadership qualities in order to take action in their own communities. Through careful research throughout Unit 5, students will learn about different problems in communities around the world and identify action steps different activist took to change or solve their community problems. Students will use their knowledge to identify their own school or neighborhood community problems, determine action steps to take and use the action steps to solve or change the problems in their communities. 

PLACEMENT

BEFORE

This task can be embedded within the unit by allowing students to research and gather information on historic and modern activists from around the world, their character traits, values, and how they the activist cultivated change for their community. Students will identify a school or neighborhood problem and taking action to solve or change the problem should occur at the end of the unit of study. This will allow time for students to receive targeted instruction on synthesizing multiple information sources, and identifying key action steps to support a resolution or change to their community problem.

DURING

AFTER

The culminating activity for this Cornerstone is for students to identify a school or neighborhood problem, identify action steps to solve or change the problem in the community, and take action by using action steps to create change or solve the problem in their school or neighborhood community.

PLANNING

PLANNING

To plan for this Cornerstone, read the summary, consult the rubrics and lesson plans, and utilize student work provided.

INSTRUCTIONAL APPROACH

By the end of Unit 5, students are expected to know about different historic and modern activists from around the world.  Students will read, research, and analyze the character traits that embody great leaders that created change in their communities in order to identify a problem in their community; determining various action steps to change or solve their problem. Second graders will use the AGOPPE Research Model (Ask Questions, Gather Information, Organize Information, Prepare Information, Present Information, and Evaluate Information) in order to identify their school or neighborhood problem, determine action steps, and take action to solve or change the problem in their communities. Teachers will facilitate students' learning throughout the research process. Student choice and appropriate teacher scaffolding will foster student engagement in the Cornerstone.

BACKGROUND INFORMATION

Teachers should enter this Cornerstone with command of the subject material, specifically the information related to the unit at hand.