WGU D688 Task 1 | Latest 2025/26 Update with complete solutions.
A. Choose a piece of award-winning children’s literature with a positive cultural representation that
aligns with a K-6 level reading standard.
We Are Water Protectors- Carole lindstrom and Michaela GOADE
Caldecott medal, Jane Adams award
EL.2.3.3-C: retell key details
EL.2.2.3-C: describe how main characters respond to major events and challenges
1. Create a one-day K-6 lesson plan that addresses vocabulary, comprehension, or critical thinking
(or more than one if applicable) based on the reading standard and the piece of literature chosen in
Part A.
Note: You may use the "Direct Instruction Lesson Plan Template" provided in the Supporting
Documents section below, but it is not required.
a. Explain how you will have students explore the positive cultural representations or
perspectives, or both, depicted in the literature from part A.
b. Provide pre-, during-, and post-reading prompts to stimulate dialogue.
c. Explain how you will use prompts to elicit and build on student responses throughout
this lesson plan.
d. Incorporate instructional strategies that encourage the use of text features.
General information
Lesson title: water protector comprehension activity
Subjects: ELA
Grade/level/setting: 2nd grade/beginner/general classroom
Prior knowledge
General story structure (settings, characters, problem, solution)
General knowledge of what Indigenous groups/tribes are.
Standards and objectives
State/national academic standard: EL.2.3.3-C: retell key details
EL.2.2.3-C: describe how main characters respond to major events and challenges
Learning objective: given a graphic organizer, students can accurately recall the major problem,
solution, characters and setting in the story “We Are Water Protectors” with 80% accuracy (⅘
correct).
, Assessment
Summative - students are given graphic organizers and graded using the following rubric:
-identifies main characters
-includes setting and major events
-identifies problem
-identifies solution
-includes correct major details from text
Formative - check in with each table group to gauge understanding/comprehenstion of the story,
clarify any confusion with review or discussion
Ask comprehension questions during reading to gauge comprehension at various points of the
story.
thumbs up/thumbs down non-verbal check-ins periodically throughout the activity.
Materials
Graphic organizer
Writing utensil
Instructional strategies and learning tasks
Vocab lesson + handout
Provide the following vocabulary words and definitions handout to the class
1. Rally – A big meeting where people come together to show support or share ideas.
Example: People had a rally to protect the trees.
2. Sacred – Something very special or holy that people respect a lot.
Example: The river is sacred to their community.
3. Ancestors – Family members from a long time ago, like great-great-grandparents.
Example: Our ancestors lived many years before us.
4. Nourish – To help something grow by giving it what it needs, like food or care.
A. Choose a piece of award-winning children’s literature with a positive cultural representation that
aligns with a K-6 level reading standard.
We Are Water Protectors- Carole lindstrom and Michaela GOADE
Caldecott medal, Jane Adams award
EL.2.3.3-C: retell key details
EL.2.2.3-C: describe how main characters respond to major events and challenges
1. Create a one-day K-6 lesson plan that addresses vocabulary, comprehension, or critical thinking
(or more than one if applicable) based on the reading standard and the piece of literature chosen in
Part A.
Note: You may use the "Direct Instruction Lesson Plan Template" provided in the Supporting
Documents section below, but it is not required.
a. Explain how you will have students explore the positive cultural representations or
perspectives, or both, depicted in the literature from part A.
b. Provide pre-, during-, and post-reading prompts to stimulate dialogue.
c. Explain how you will use prompts to elicit and build on student responses throughout
this lesson plan.
d. Incorporate instructional strategies that encourage the use of text features.
General information
Lesson title: water protector comprehension activity
Subjects: ELA
Grade/level/setting: 2nd grade/beginner/general classroom
Prior knowledge
General story structure (settings, characters, problem, solution)
General knowledge of what Indigenous groups/tribes are.
Standards and objectives
State/national academic standard: EL.2.3.3-C: retell key details
EL.2.2.3-C: describe how main characters respond to major events and challenges
Learning objective: given a graphic organizer, students can accurately recall the major problem,
solution, characters and setting in the story “We Are Water Protectors” with 80% accuracy (⅘
correct).
, Assessment
Summative - students are given graphic organizers and graded using the following rubric:
-identifies main characters
-includes setting and major events
-identifies problem
-identifies solution
-includes correct major details from text
Formative - check in with each table group to gauge understanding/comprehenstion of the story,
clarify any confusion with review or discussion
Ask comprehension questions during reading to gauge comprehension at various points of the
story.
thumbs up/thumbs down non-verbal check-ins periodically throughout the activity.
Materials
Graphic organizer
Writing utensil
Instructional strategies and learning tasks
Vocab lesson + handout
Provide the following vocabulary words and definitions handout to the class
1. Rally – A big meeting where people come together to show support or share ideas.
Example: People had a rally to protect the trees.
2. Sacred – Something very special or holy that people respect a lot.
Example: The river is sacred to their community.
3. Ancestors – Family members from a long time ago, like great-great-grandparents.
Example: Our ancestors lived many years before us.
4. Nourish – To help something grow by giving it what it needs, like food or care.
