Children's Literature Assignments with Points

| Schedule with assignment explanations | List of assignemtns and points without scoring guide |

Activity -

Your
Points
Points

Book readings -
Information for each book read is to be recorded in an electronic file.
At least fifty books (50) are required with at least 30 distributed across the categories in the book readings genre table.
Book reading genre table - Must include - The book title in the appropriate category written beside a number in the table. One book from each of the required readings list (contemporary realistic fiction, historical fiction, modern fantasy, nonfiction, and nonfiction biography) must also be included. The selection of these books will place you in a group for a group activity related to the genre of the book.


Quality literature - Books on the class lists are acceptable. Books not considered quality are Walt Disney Books, Sesame Street, Golden Books, Berenstain Bears, Nancy Drew/Hardy Boys, Care Bears, Sweet Valley Twins/High, Baby-sitters Club, Ninja Turtles, Goose Bumps, Peanuts, most Dr. Seuss, and books written for TV shows and movies. If you are not sure of the quality of a particular book, discuss it with an instructor.

Scoring guide -----
Book readings by genre outline - 50 points
Completed assignment, with quality books (defined above) in the appropriate category, Points will be subtracted for missing entries or books placed in a wrong category. Approximately two points per error.

Scoring guide -----
Electronic file with book notes, genre and story elements information. - 50 points
Evaluated on the quality and/or accuracy of information included. Points will be subtracted for missing entries or lack of required information for each entry. Approximately two points per error.

 

50

50

Educational Philosophy Theory -
It is important to have an educational philosophy and know its key ideas. To either create one or review one you have there are seven focus questions for you to reflect upon and write your responses. Reflect on what is important to you and jot down your main ideas, before you spend time thinking about mine.

My response to these questions, because I believe it is important to share an understanding of what I try to use to guide my pedagogical decision making. My ideas have evolved over the years and these documents are a result of many hours or struggle of thinking about learning, education, and teaching.
Scoring guide -----
Well done with something of quality. (20)
Appears to have some thought behind answers with some depth and all parts complete. (18)
Appears to be thrown together with short answers or missing parts. (16)

  20

Crow Boy analysis activity (on reserve in library) or another picture book, complete the activity worksheet, submit it, and share in class what you learned that might help you teach literature.

Scoring guide -----
Used ideas from both story and pictures to answer the questions with multiple explanations. (20)
Used ideas from both story and pictures to answer the questions with one explanation or narrowly defined explanation. (18)
Used ideas from either the story or pictures to answer the questions with multiple explanations. (16)
Used ideas from either the story or pictures to answer the questions with one explanation or narrowly defined explanation. (14)

  20

Create a survey - to give to students at the beginning of the year. You can select categories and questions from the samples or create or find others. After you create your survey, then complete it as if you were one of your students.

Scoring guide -----
Well done with something of quality. (20)
Appears to have some thought behind answers with some depth and all parts complete. (18)
Appears to be thrown together with short answers or missing parts. (16)

  20

Chapter 1 Learning about children and their literature. What is children's literature? What is quality literature? ---> Description of children's literature for introductory part of curriculum pieces and anchor of curriculum content ---> see curriculum parts and pieces below

  see below

Chapter 2 Reading and Literature Relationship of quality literature to motivate reading and life long love of literature. ----> Very good source for goals, assumptions, and philosophical ideas to include in parts and pieces of a curriculum.

  see below

Historical research

Scoring guide -----
Stated a questions related to children's literature and gave a reasonable response supported with examples of children's literature. (20)
Stated a questions related to children's literature, referenced supported with examples of children's literature, but didn't example how related to each book. (19)
Stated a questions related to children's literature and gave a reasonable response supported with examples, but didn't include reference to any children's literature books or pieces. (18)
Stated a questions related to children's literature, but a weak response and/or support with only one or no examples of children's literature. (17)
Not sure what the question is or what changed. A weak response and/or support with only two examples of children's literature. (16)
Didn't complete. (00)

  20

Motivation - responses to literature and analysis on how to use a child developmental theory to match literature and learners

Responses to literature and their uses. Example external response in the form of picture, comment, written, body language; might relate to an inferred internal response.

Scoring guide -----
Identified at least three categories of questions that could be asked children when reading literature, accurately included sample questions, and suggested answers for a specific story. (20)
Did not include one of the following: identification of three categories of questions that could be asked children when reading literature, accurately included sample questions, and suggested possible answers for a specific story. (18)
Did not include two of the following: identification of three categories of questions that could be asked children when reading literature, accurately included sample questions, and suggested possible answers for a specific story. (16)
Dind't complete ( 0)


Using developmental theory to motivate students with literature -

Scoring guide -----
Identified a developmental theory, explained how to use it to plan experiences for students or to interpret student's responses to literature, and inculded five or more appropriate examples of books or stories. (20)
Identified a developmental theory, explained how to use it to plan experiences for students or to interpret student's responses to literature, and inculded less than five appropriate examples of books or stories. (19)
Identified a developmental theory, close to an explanation of how to use it to plan experiences for students or to anticipate student responses to literature, and examples which were right on. (19)
Identified a developmental theory, included explanations of how to use it to select books to match the needs of students or to anticipate student responses to literature, and required examples, but the examples didn't exactly fit the theory. (19)
Identified a developmental theory, explained how to use it to plan experiences for students or to anticipate student responses to literature. And no appropriate examples of books or stories were included. (18)
Identified a developmental theory, did not explain how to use it to plan experiences for students or to interpret student's responses to literature, and less than 5 examples, but those used were right on. (18)
Identified a developmental theory, explanation of part of the theory, not how to use it to plan experiences for students or to interpret student's responses to literature, and not five or more examples of books or stories. (17)
Identified a developmental theory, inaccurate explanation of the theory or its use for how to use it to plan experiences for students or to interpret student's responses to literature, and may have or did not include examples of books or stories. (16)
Anyting handed in, but worse than the explanations above. (15)
absent or didn't hand in ( 0)

 

20

20

Read aloud, student interview, and written reflection of interview

Scoring guide -----
Prepared for a variety of ideas to explore the listener's responses, read aloud, let the listener respond, listened to what the listener wanted to talk about, questioned and probed until confident student's external response was close to their internal response, clarified and increased the listeners understanding of this story and literature in general through discussion or activity that included ideas of story or genre elements as described on the reflection notes. (50)
Reflection describes how you prepared for a variety of ideas to explore the listener's responses, read aloud, let the listener respond, listened to the listener, questioned and probed to try and see if the student's external response matched their internal response, talked about or did an activity so the listener might have understood the story better. May have included ideas of story or genre elements. 46)
Reflection describes how you read aloud, asked the listener some questions, questioned and probed to understand if the student's response was correct, talked about or did an activity so the listener might understood the correct answer. May have included ideas of story or genre elements. (43)
Reflection describes how you read aloud, asked the listener literal questions, told the listener if this or her response was correct, may have talked about why it was the correct answer. (40)

  50

Chapter 11 Multicultural or International book

Scoring guide -----
Selected literature that was multicultural, selected an activity to use to focus students' learning on characteristics of quality multicultural literature, and explained a plan that should have students connect the characteristic to how the literature was written. (20)
Selected literature that was multicultural, selected an activity to use to focus students' learning on characteristics of quality multicultural literature, and explained a plan that may or may not have students connect the characteristic to how the literature was written. (19)
Selected literature that was multicultural and mentioned in the plan to focus students' learning on characteristics of quality multicultural literature, but did not include the ideas for literature in the activity. (18)
Selected literature that was multicultural and an activity to use to focus students' learning on characteristics of quality multicultural literature, but did not include a goal in the plan as to what students might learn about quality multicultural literature. (18)
Selected literature that was multicultural. The activity selected might or might not focus students' learning on characteristics of quality multicultural literature, but an expanation on how a connection to the characteristics of quality multicultural literature was not included. (16)
Selected literature could be considered not multicultural. The activity selected might or might not focus students' learning on characteristics of quality multicultural literature, but an explanaton on how a connection to the characteristics of quality multicultural literature was not included or probably would not achieve the desried results. (15)
Not handed in ( 0)

  20

Chapter 3 genre activity

Scoring guide -----
Critical analysis and interpretation of a book - Describes a procedure to facilitate learning and communicating critical interpretations of a piece of literature using genre and or story elements. Includes an example with multiple possible suggestions for the book (teaching guide). Uses four story elements or quality characteristics of genre and explanations to support the interpretive claims. (40)
Identifies a book. Describes a procedure to use with the book that includes tasks with references to genre or story elements. Includes an example answer key for the book. Uses four story elements or quality characteristics of genre and some explanations to support the interpretive claims. (37)
Identifies a book. Describes a procedure to use with the book maybe includes tasks with references to genre or story elements. Includes a partial answer key for the tasks. Uses some story elements or quality characteristics of genre and some explanations to support the interpretive claims of which some may be inaccurate. (35)

  40

Chapter 16 Controversial books discussion

  see below

Chapter 5 - Picture book
Part 1
- Activity picture book chart activity Caldecott

Scoring guide -----
Selected picture book(s) has quality attributes. A plan identifies an appropriate number of literature attributes or story elements for students to explore, describes an activity with opportunities for students to learn by analyzing and evaluating attributes or elements of the picture book, and includes examples of what students might do to demonstrate what they learned (answer key) by the activity. Identify how the intended learnings fit literature curriculum goals. (40)
Selected picture book(s) has quality attributes to fit literature curriculum goals. A plan identifies an appropriate number of literature attributes or story elements for students to explore. Has an activity for the book. However, doesn't explain how students will analyze and evaluate the identified attributes or elements of the picture book. Includes examples of what students might do to demonstrate what they learned (answer key) by the activity. (39)
Selected picture book(s) has quality attributes. A plan identifies some appropriate literature attributes or story elements for students to explore, describes an activity with opportunities for students to learn by analyzing and evaluating attributes or elements of the picture book, and includes examples of what students might do to demonstrate what they learned (answer key) by the activity. Some of the intended learnings do not fit literature curriculum goals or the explanation needs more on how they fit picture book. (38)
Selected picture book(s) has quality attributes. An appropriate number of literature attributes or story elements for students to explore may not have been identified with sufficient opportunities for students to learn by analyzing and evaluating attributes or elements of the picture book, and doesn't include examples of what students might do to demonstrate what they learned (answer key) by the activity. Some of the intended learnings may not fit literature curriculum goals or there is no explanation as to how they fit. (36)
Selected picture book(s) has quality attributes. Little or no literature attributes or story elements were identified with sufficient opportunities for students to learn by analyzing and evaluating attributes or elements of the picture book, and describe what students might do to demonstrate what they learned (answer key) by the activity or how it fits with literature curriculum goals. (34)
Selected picture book(s) doesn't have quality attributes., no identification of anything else. (20)
Absent or didn't hand in. ( 0)

  40

Chapter 5 - Picture book
Part 2
- elements of Art picture book critique and conclusions

Scoring guide -----
Selected picture book with quality art. Identified quality attributes of art or elements of art (line, shape, color, form, space, rhythm, balance, emphasis, contrast, unity, chiaroscuro) for students to analyze or evaluate. Included a plan with opportuntities for students to learn (activity), and how students might respond (answer key). Described how it fit literature goals with respect to art. (40)
Selected picture book with quality art. Identified quality attributes of art or elements of art (line, shape, color, form, space, rhythm, balance, emphasis, contrast, unity, chiaroscuro) for students to analyze or evaluate. Included a plan with some opportuntities for students to learn (activity), and how students might respond (answer key). Need more information. Described how it fit literature goals with respect to art. (38)
Selected picture book with quality art. Identified quality attributes of art or elements of art (line, shape, color, form, space, rhythm, balance, emphasis, contrast, unity, chiaroscuro) for students to analyze or evaluate. Included a plan with some opportuntities for students to learn (activity), and how students might respond generally, but not specific - no answer key. (36)
Selected picture book with quality art. Identified quality attributes of art or elements of art (line, shape, color, form, space, rhythm, balance, emphasis, contrast, unity, chiaroscuro) for students to analyze or evaluate. Need a better match to an activity (opportunity for studens to learn), and include more information on how students might respond and how it could fit literature goals with respect to art. (36)
Selected picture book has quality art. Identified idea(s) that may fit with art, but did not identify attributes of art or elements of art (line, shape, color, form, space, rhythm, balance, emphasis, contrast, unity, chiaroscuro) for students to analyze or evaluate. Art attributes were not included in the activity (opportunity for students to learn), Need a better match to an activity (opportunity for studens to learn), and include more information on how students might respond and how it could fit literature goals with respect to art. (34)
Includes a summary with a recommendation for the book. Needed to select a picture book with quality art and identify quality attributes of art or elements of art (line, shape, color, form, space, rhythm, balance, emphasis, contrast, unity, chiaroscuro) that could be used in an activity that provides opportunities for students to learn, how students might resond and how it could fit literature goals with respect to art. (20)
Absent or didn't hand in. ( 0)

  40

Chapter 6 - Traditional fantasy activity

Scoring guide -----
The selection is a traditional fantasy or folk tale. The activity identifies a sufficient number of elements of traditional fantasy for the grade level to present a convincing argument that the book or stories should be categorized in this genre or its quality. Appropriate references from the book or stories are included as examples for a specific goal. (40)
The selection is a traditional fantasy or folk tale. The activity identifies sufficient elements of traditional fantasy for the grade level to present a convincing argument that the book or stories should be categorized in this genre or its quality for the assignment. Some good references from the book or stories are included as examples for the goal. Additional specific examples or more on how it all will fit together would be helpful. (39)
The selection is a traditional fantasy or folk tale. The activity identifies a sufficient number of elements of traditional fantasy for the grade level to present a convincing argument that the book or stories should be categorized in this genre or is quality and a literature goal is identified. There was no answer key or sufficient examples from the book or stories included. (36)
The selection is a traditional fantasy or folk tale. The activity identifies a sufficient number of elements of traditional fantasy for the grade level to present a convincing argument that the book or stories should be categorized in this genre or is quality and examples from the book or stories are included, but not threaded to literature goal. (36)
The selection is a traditional fantasy or folk tale. The activity could have included sufficient number of story elements or characteristics of traditional fantasy for the grade level. Did not include examples of how the book would be used to provide opportunities for students to learn about this genre, story elements, or quality literature to meet literatue goals. Need more explanation or examples from the book included. (34)
Absent or didn't hand in. ( 0)

  40

Chapter 4 - Poetry activity

Scoring guide -----
Select assigned number of quality pieces of poetry to put into your personal collection, shared them, identified quality attributes (answer key) and indicated how the activity threaded to goals or outcomes in a literature curriculum. (40)
Select assigned number of quality pieces of poetry to put into your personal collection, shared them, identified quality attributes (answer key) and close to indicating how the activity threaded to goals or outcomes in a literature curriculum. (39)
Select assigned number of quality pieces of poetry to put into your personal collection, shared them, identified some quality attributes in each piece (answer key?), however, needed more to know how the activity would thread in a literature curriculum. (37)
Select assigned number of quality pieces of poetry to put into your personal collection, shared them, identified some quality attributes in each piece, however not enough for an answer key. Also needed more to know how the activity would thread in a literature curriculum. (35)
Select assigned number of quality pieces of poetry, or less, to put into your personal collection, shared them, did not identify attributes in each pieces (answer key) or how the activity would thread in a literature curriculum. (32)
Not sure selected assigned number of quality pieces of poetry to put into your personal collection, shared some, did not identify attributes in each pieces (answer key) or how the activity would thread in a literature curriculum. (30)
Absent or didn't hand in. ( 0)

  40

Curriculum Parts and Pieces (year plan) - Can be completed by individuals or as a group -

  1. Cover Page
  2. Table of contents (optional),
  3. Definition of literature -the purpose of a definition is to identify what literature will be included in the curriculum or year plan
  4. Belief statements / assumptions / or philosophy about literacy, how it is achieved, what motivates its development, and how to facilitate it.
  5. Principle procedures or goals divided into two categories 1. teacher (what teacher will do examples - read aloud everyday..., how to choose books or censorship procedure...
    2. student goals for a year or total K-8 literature program/ curriculum
  6. Four sample activities with outcomes and scoring guides. These four activities could be the class activities for the different genre. They should be able to be used by students to develop skills to understand, analyze, interpret, extend, and evaluate literary elements, characteristics of genre, quality literature, and aesthetic values.

Scoring guide -----
Piece 1 - Definition for literature in a literature curriculum includes oral and written language (verbal and nonverbal) visual arts, music, dance, theater, and film (including television, video, and technology) which expands the kinds of experiences offered to student and increase the possibility and likelihood for students' achieving literacy and reading. (20)
The definition for literature in a literature curriculum includes literature in the form of oral, written, and visual representations of books. Such limitation restricts the kinds of experiences given to students and decreases the possibility and likelihood for students to achieve literacy as well as learning to read. (20)
The definition for literature in a literature curriculum includes literature written and visual representations of books. Such limitation restricts the kinds of experiences given to students and decreases the possibility and likelihood for students to achieve literacy as well as learning to read. (20)
The definition for literature in a literature curriculum includes written and oral language: books, stories, and poems. Such limitation restricts the kinds of experiences given to students and decreases the possibility and likelihood for students to achieve literacy as well as learning to read. (20)
The definition for literature in a literature curriculum includes written language: books, stories, and poems. Such limitation restricts the kinds of experiences given to students and decreases the possibility and likelihood for students to achieve literacy as well as learning to read. (20)
Definition would be okay, but there are some inconsistencies. Such as define as written, but include stories with pictures. Or define as reading and comprehension or story... and include something less - isolated picture, anything can learn from... Or doesn't fit with goals. (17)
The definition for literature doesn't fit with other parts of the definition or other parts of the definition include inconsistencies. (15)
Some ideas about literature. No definition for literature and not a lot of other consistent information. (14)
Not included. ( 0)

Piece 2 -
Beliefs and or assumptions express the importance of positive emotional student responses with respect to student choice and involvement with literature for positive responses to attain literacy and efficacy in understanding literature. Comprehensive goals include - story elements, variety of genre, analysis and critical responses, appreciation of literature, and communication of experiences with others. (20)
Beliefs and or assumptions express the importance of literature to attain literacy and efficacy in understanding literature. Comprehensive goals include - story elements, variety of genre, analysis and critical responses, appreciation of literature, and communication of experiences with others. Might also want to add something about importance of positive emotional student responses with respect to student choice and involvement with literature for positive responses to attain literacy and efficacy in understanding literature. (19)
Beliefs and or assumptions express the importance of positive emotional student responses with respect to student choice and involvement with literature for positive responses to attain literacy and efficacy in understanding literature. Comprehensive goals include - story elements, variety of genre, analysis and critical responses, appreciation of literature, and communication of experiences with others. The wide variety of literatue doesn't match a more narrow definition of literature. Need to be consistent. (18)
Beliefs and or assumptions express the importance of positive emotional student responses with respect to student choice and involvement with literature for positive responses to attain literacy and efficacy in understanding literature. Goals are missing essential ideas of literature - story elements, variety of genre, analysis and critical responses, appreciation of literature, and communication of experiences with others. (18)
Comprehensive goals include - story elements, variety of genre, analysis and critical responses, appreciation of literature, and communication of experiences with others. Beliefs and or assumptions lack statements about the importance of positive emotional student responses with respect to student choice and involvement with literature for positive responses to attain literacy and efficacy in understanding literature. (18)
Beliefs and or assumptions express the importance of positive emotional student responses with respect to their involvement with literature so students attain literacy. Need to explain how teachers develop those positive responses with beliefs and or assumptions with respect to student choice and involvement with literature to attain literacy and efficacy in understanding literature. Comprehensive goals include - story elements, variety of genre, analysis and critical responses, appreciation of literature, and communication of experiences with others. (17)
Beliefs and or assumptions express the use of activities for students with books for students to attain literacy. Does not include beliefs and or assumptionsthat express the importance of positive emotional student responses with respect to student choice and involvement with literature for positive responses to attain literacy and efficacy in understanding literature. Comprehensive goals include - story elements, variety of genre, analysis and critical responses, appreciation of literature, and communication of experiences with others. (16)
Philosophy, beliefs and or assumptions are not included. ( 0)

Piece 3 - goals, principled procedures or combination of both
Comprehensive and include: developmentally appropriate, necessity of the affective domain to achieve literacy, high level of understanding of story elements (at least seven of the usual), and different types of genre that can be used in the critical evaluation of literature and stories. (20)
Comprehensive and include: developmentally appropriate, necessity of the affective domain to achieve literacy, high level of understanding of story elements (at least seven of the usual), and different types of genre. Didn't include goals that reach critical evaluation of literature and stories. (19)
Goals are missing one of the following: developmentally appropriate, necessity of the affective domain to achieve literacy, high level of understanding of story elements (at least seven of the usual), and different types of genre that can be used in the critical evaluation of literature and stories. (19)
Goals are missing two of the following: developmentally appropriate, necessity of the affective domain to achieve literacy, high level of understanding of story elements (at least seven of the usual), and different types of genre that can be used in the critical evaluation of literature and stories. (18)
Goals are okay: developmentally appropriate, include necessary kinds of information or activities with interactions for learning about literature in a manner that might develop positive dispositions necessary to achieve literacy. Should be more comprehensive: include story elements - mention at least the usual seven, include the different types of genre, and the level of understanding should also suggest a critical level of evaluation of literature and stories. (16)
Goals are a list: included story elements and some genre - need to include ideas of how to be developmentally appropriate, with necessary kinds of information or activities with interactions for learning about literature in a manner that might develop positive dispositions necessary to achieve literacy. Should be more comprehensive: more types of genre, the level of understanding should be suggest, and a critical level of evaluation of literature and stories. (16)
Goals are generally to enjoy a variety of genre. Need to include developmentally appropriate information or interactions that is developmentally appropriate for learning about literature in a manner that might develop positive dispositions necessary to achieve literacy. Like: story elements, types of genre, and how to analyze and critically evaluate literature and stories. (16)
Includes cover page, list of contents (optional), definition of literature, and list of activities. No goals for literature (year or program) to guide student learning in their readings and activities. (10)

Piece 4 - Total document with three activities -
Activities for required number of books. Describes procedures to use with each book. Tasks are likely to provide opportunities for students to learn or apply literature goals (genre, story elements, critical interpretations, quality, ...). Includes suggestions and a teaching guide with examples (answer key) for each. Activity outcomes or objectives in plans thread to curriculum goals. (40)
Activities for required number of books. Describes a procedure to use with each book. The tasks could provide opportunities for students to learn or apply literature goal ideas (genre, story elements, critical interpretations, quality...). Need better threading of curriculum goals to activity goals in plans. Includes suggestions and a teaching guide with with examples (answer key) for each. (36)
Activities for required number of books. Describes a procedure to use with each book. Some do not include tasks with references to literature goals (genre, story elements, critical interpretations, quality...). May or may not includes an answer key for the tasks. Need better threading of curriculum goals to activity goals in plans. Includes some explanations to support learning claims. (34)
Activities are less than the required number of books. Describes a procedure to use with each book. Some do not include tasks with references to literature goals (genre, story elements, critical interpretations, quality...). May or may not includes an answer key for the tasks. Need better threading of curriculum goals to activity goals in plans. Includes some explanations to support learning claims.(30)
Didn't include ( 0)

 

20

20

20

40

Chapter 7 - Modern fantasy activity -

Scoring guide -----
The selection is an approved modern fantasy. The activity identifies a sufficient number of story elements or characteristics of modern fantasy for students to use to present a convincing argument that the book or stories should be categorized in this genre or as quality fiction or as quality elements. Examples with appropriate references from the book or stories are included. Modern fantasy worksheet included some powerful inferences. (40)
The selection is an approved modern fantasy. The activity identifies a sufficient number of story elements or characteristics of modern fantasy for students to use to present a convincing argument that the book or stories should be categorized in this genre or as quality fiction or as quality elements. Examples with appropriate references from the book or stories are included. Modern fantasy worksheet included some powerful inferences. No thread to goal. (39)
The selection is an approved modern fantasy. The activity could allow for identification of sufficient number of story elements or characteristics of modern fantasy for students to use to present a convincing argument that the book or stories should be categorized in this genre or as quality fiction or as quality elements. No answer key with examples to show what might be achieved. Modern fantasy worksheet included some powerful inferences. (38)
The selection is an approved modern fantasy. No activity to allow for identification of sufficient number of story elements or characteristics of modern fantasy for students to use to present a convincing argument that the book or stories should be categorized in this genre or as quality fiction or as quality elements. No answer key with examples to show what might be achieved. Modern fantasy worksheet included some powerful inferences. (36)
The selection is an approved modern fantasy. The activity might allow for identification of sufficient number of story elements or characteristics of modern fantasy for students to use to present a convincing argument that the book or stories should be categorized in this genre or as quality fiction or as quality elements. No goal or answer key with examples to show what might be achieved. Modern fantasy worksheet included some powerful inferences. (35)
The selection is an approved modern fantasy. The activity might allow for identification of sufficient number of story elements or characteristics of modern fantasy for students to use to present a convincing argument that the book or stories should be categorized in this genre or as quality fiction or as quality elements. No goal or answer key with examples to show what might be achieved. Modern fantasy worksheet not included. (30)
Absent or didn't hand in. ( 0)

  40

Chapter 8 - Realistic fiction activity -

Scoring guide -----
Book selection is quality realistic fiction. Activity identifies elements of realistic fiction or story elements for students to use to present a convincing argument of the books quality as a story or member of this genre. Includes answer key or appropriate references to the book to use as examples. Threaded to a literature program yearly goal. (40)
Book selection is quality realistic fiction. Activity identifies elements of realistic fiction or story elements for students to use to present a convincing argument of the books quality as a story or member of this genre. Includes answer key or appropriate references to the book to use as examples. Need more information in the plan to know how it threads to literature program yearly goals. (38)
Selection is quality realistic fiction. Activity identifies elements of realistic fiction or story elements for students to use to present a convincing argument of the books quality as a story or member of this genre. Does not include answer key or appropriate references to the book to use as examples. Doesn't include a literature program yearly goal to which it could be threaded. (36)
Selection is quality realistic fiction. Activity identifies some elements of realistic fiction or story elements for this genre. Includes answer key or appropriate references to the book to use as examples. Includes a literature program yearly goal to which it could be threaded. However, the literatue elements of the plan are not as comprehensive or the threading isn't complete. (36)
Selection is quality realistic fiction. Activity doesn't identify sufficient elements of realistic fiction or story elements for students to use to present a convincing argument of the books quality as a story or member of this genre. Does not include answer key or appropriate references to the book to use as examples. Doesn't include a literature program yearly goal to which it could be threaded. (30)
Absent or didn't hand in. ( 0)

  40

Chapter 9 - Historical fiction activity -

Scoring guide -----
The selection is quality historical fiction. Includes goals, a plan, and examples from the book that show how students can be provided opportunities to learn the goals including historical fiction. (40)
The selection is quality historical fiction. Activity and examples could thread to literature and historical fiction goals for the activities and book. However, no literature goals were included to know what the expectations related to literature are for student achievement with the activity. (38)
The selection is quality historical fiction. Literature goals and historical fiction goals are included. Plan and examples is missing or significant parts of it are missing to know if the activities could provide opportunities to learn the literature goals. Described several historical and non historical examples included in the book. (35)
The selection is quality historical fiction. Includes goals, a plan?, and examples from the book that show how students might be provided opportunities to learn the goals, but not historical fiction related. An activity is described with examples from the book to achieve the non historical goal. Need more information in a plan, activity, or key for historical goal. (35)
The selection is quality historical fiction. Literature goals are included. There is no activity that provides students with opportunities to achieve the goal. Identifies examples of historical information and includes them with literature examples from the the book. Examples or plan did not provide enough information to know for sure how the goals might be achieved. (32)
The selection is quality historical fiction. An activity is included. Missing literature goals, plan, and examples (key) to know what literature opportunities the activity might provide students to learn. Described literature elements and maybe historical fiction elements included in the book. (34)
Absent or didn't hand in. ( 0)

  40

Nonfiction activity - Biography or Autobiographical and Nonfiction, but not informational -

Scoring guide -----
The selection is nonfiction and approved. The activity identifies a sufficient number of elements of nonfiction for the selected grade so students can use them to present a convincing argument that the book or stories should be categorized in this genre and or is quality nonfiction. An activity is described and completed with appropriate references from the book or stories to use with students to achieve a literature goal for nonfiction. (40)
The selection is nonfiction and approved. The activity could provide students oppportunities to learn literature goals. However, the literature goals are not referenced or are incomplete. An activity is described and completed with appropriate references for the book or stories to use with students. (38)
The selection is nonfiction and approved. The activity may provide opportunities of students to identify elements of nonfiction or how and why the piece should be categorized as nonfiction or quality nonfiction. However, more information needs to be included with references from the piece to use with students to know specifically how the outcomes would be accomplished. (35)
The selection is nonfiction and approved. The activity may provide opportunities of students to identify elements of nonfiction or how and why the piece should be categorized as nonfiction or quality nonfiction. However, a literature goal needs to be included along with information and references from the piece to use with students to know specifically what literature goals for nonfiction may be achieved. (30)
Absent or didn't hand in. ( 0)

Scoring guide -----
The book selected is biographical or autobiographical and quality. An activity was described with information that included: literature goals related to biography, appropriate grades, procedures to facilitate learning, and samples of how it might be completed with appropriate references from the book to achieve the literature goals related to biography. (40)
The selection is biographical and approved. The activity includes goals and opportunities for students to use elements of biography or how and why the piece should be categorized as biography or quality nonfiction. However, more information needs to be included with references from the piece (or answer key) to use with students to know specifically how the literature goals related to biography may be achieved. (38)
The selection is questionable as a biographical work. The plan seems to include appropriate goal, for nonfiction biography, and the activity may have opportunities for students to use elements of biography or how and why the piece should be categorized as biography or quality nonfiction. However, more information needs to be included with references from the piece to use with students to know specifically what and how the literature goals related to biography may be achieved (answer key). (34)
The selection is biographical and approved. The plan includes appropriate goal, for nonfiction biography, but the activity ma not have opportunities for students to use elements of biography or how and why the piece should be categorized as biography or quality nonfiction. More information needs to be included with references to the activity that include specific information to be used for the book that threads to the literature goals related to biography (answer key). (33)
The selection is biographical and approved. The activity dosn't includes goals for students to use elements of biography or how and why the piece should be categorized as biography or quality nonfiction. Additionally more information needs to be included with references from the piece to use with students to know specifically what and how the literature goals related to biography may be achieved (answer key). (30)
Absent or didn't hand in. ( 0)

 

40

40

Quizzes - Total = 12 chapters * 15 points each = 180
if the average of all quizzes percentage is greater than 79 then don't need to take a comprehensive final (200 points) and get an added Bonus of 30 points

 

210

Total points: If you qualify for the 100 points above you DO NOT have to take the short answer part of the final if you are satisfied with a final grade calculated by taking the sum of all the points listed above this line and divide by 1000 to get your percentage or use the point to grade conversion chart... column with 1000.
If you qualify to take final then divide total points earned by 900 and use the conversion chart for 900 to calculate your grade before the short answer essay.
  1 000

Dr. Robert Sweetland's Notes ©