Assignments for
ED 324 Children’s Literature
Spring 2004-2005
2
ED324 Children’s Literature and Writing
Louise A. Auclair, CSC Ph.D.
Spring 2005
CARD FILE/DATA BASE
Each card or entry should include the following: title, author/illustrator, publisher, copyright
date, genre, grade or interest level, awards, multicultural (if applicable), skill(s) that could be
taught, and brief comment. The card file or database should be presented in a professional
manner. (NB. Data Base should not be presented in a chart format.)
Include at least 3 books for each of the following groups: Traditional Fantasy, Modern
Fantasy, Contemporary Realistic Fiction, Historical Fiction, Poetry, Biography, and Information.
The total number of books included in this project should be a minimum of 25.
Total points = 25
RUBRIC
Category
Number of
Items
Labels
Presentation
Total Points: 25
The card file or
database contains
25 or more titles.
(5 points)
Each entry
includes all of the
required
categories. The
information is
correct and
complete.
(17points)
The file or
database is
attractive and well
organized
according to
required
categories. The
writing is legible
or the print is
clear.
(3 points)
The card file or
database contains
25 titles.
(5 points)
Most entries
include all the
required
categories.
However, less than
5 entries have 1 or
2 sections missing
or incorrect
information.
(12-16 points)
The file or
database is
attractive but not
all entries are
organized
according to
specifications. The
writing is legible
or the print is
clear.
(2-3 points)
The card file or
database contains
20-24 titles.
(3-4 points)
More than 5
entries have
incomplete or
incorrect
information.
(6-11 points)
The card file or
database contains
19 or less titles.
(1-2 points)
More than 10
entries contain
incomplete or
incorrect
information.
(1-5 points)
The file or
database is poorly
organized and not
attractive. Some
of the entries are
not legible.
(1 points)
The file or
database is poorly
organized,
unattractive, and
most entries are
not legible.
(.5 point)
3
ED324 Children’s Literature and Writing
Louise A. Auclair, CSC Ph.D.
Spring 2005
INTERNET ACTIVITY
The Internet is a set of computers around the world that are connected to one another. It
can be a valuable learning tool. The purpose of this activity is to spend an hour using Internet in
order to become familiar with ways that it can be useful in the area of children’s literature. Here
are a few sites to help you get started.
Prepare a brief report on your experience. Be sure to list the sites you examined and
indicate what you have learned as a result of your time on-line. (10 points)
POSSIBLE SITES TO VISIT:
The Children’s Literature Web Guide:
(http://www.ucalgary.ca/~dkbrown/index.html)
Carol Hurst’s Children’s Literature Site: (http://www.carolhurst.com)
Jan Brett:
(http://www.janbrett.com)
Scholastic Books:
(http://www.scholastic.com)
Children’s Authors:
(http://falcon.jmu.edu/~ramseyil/biochildhome.htm)
Award Winners:
(http://www.ala.org/alsc/newbery.html)
Kathy Schrock
(http://www.discoveryschool.com)
Refer also to English Language Arts and Reading on the Internet: A Resource for K-12 Teachers
by James C. Greenlaw & Jazlin V. Ebenezer.
RUBRIC
Category
Number of Sites
What Was Learned
Spelling, Grammar,
etc
Total Points: 10
The report indicates that
3 or more sites were
reviewed. The sites
visited are clearly
identified.
(3 points)
The report discusses in a
clear and specific
manner what was
learned, observed, etc.
during the time spent on
this activity.
(5 points)
The report is written in a
clear and interesting
manner. There are no
errors in spelling and
grammar.
(2 points)
The report indicates that
2 sites were reviewed.
The sites visited are
clearly identified.
(2 points)
The report indicates that
one site was reviewed.
The site visited is
clearly identified.
(1 point)
The discussion lacks
substance. In some
instances the
information is very
general and vague.
(4-2 points)
The discussion barely
addresses what was
learned or does not
address it at all.
(1 point)
The report is written in a
clear and interesting
manner. There are a
few errors in spelling
and grammar.
(1 point)
The report is not written
in a clear and interesting
manner. Writing skills
need improvement.
(0 point)
4
ED324 Children’s Literature and Writing
Louise A. Auclair, CSC Ph.D.
Spring 2005
Modified Writing Lesson Plan
Topic: Title of the book you will use
Grade:
Overview



Nature of the School
Nature of the Class
Students Involved in the Lesson
Curriculum Area/Topic/Description/Length of Lesson
Rationale of Lesson
Why is this lesson important at this time?
Curriculum Frameworks/Proficiencies/How Met
Identify the standard, the proficiency standards, and how each will be met.
Planning
Overall Instructional Goal: What do you want your students to learn?
Instructional Objectives:
Objectives indicate exactly what each student is expected to be able to do as a
result of the instructional experience. They must be written in measurable terms
and include the proper classification. (cognitive, psychomotor, affective) Include
the four key components: audience, behavior, condition, criteria for success.
Instructional Resources/Materials:
Indicate all the materials you will use. Try to include some form of technology
Instructional Strategies (Teaching the Lesson)
Procedures & Activities:
(Include Time Frame for each section, questions to be asked, the stages of
the Writing Process, and cognitive closure)
5
Preparation of materials, classroom environment, etc.
Indicate what has to happen prior to starting the lesson.
Indicate how you will transition children into the lesson.
Indicate where the lesson will take place and how children will be brought to
focus on the lesson.
Stage 1: Prewriting
“Getting Ready to Write”
Motivation/Hook
Write an effective motivation that will be an attention-getter, a hook to
alert the students that learning is to begin
Choose a Topic
Teacher chooses a topic or helps students to brainstorm a list of 3 to 5
topics. Then the students choose the one that interests them the most and
that they know something about.
Consider Purpose
Is the purpose to entertain, to inform, or to persuade?
Consider Audience
Students or teacher decide who the audience will be. Ex. self, classmates,
younger children, parents, children’s authors, pen pals, other.
Consider Form
Determine whether the writing will be a story, a letter, a poem, a journal
entry, etc. Will the form be descriptive, expository, letter or journal,
narrative, persuasive, or poetry?
Brainstorming/Gather and Organize Ideas
Engage in activities to gather and organize ideas. Possible activities
include: drawing, clustering (creating a web), talking with classmates,
reading, or role-playing.
Stage 2: Drafting
Explain that students now write a rough draft, that is, they pour out their ideas on
paper. They should concentrate on content rather than mechanics. Advise
students to label their draft by writing ROUGH DRAFT at the top of their paper
and to skip every other line when they write to leave space for revisions.
Stage 3: Revising




After finishing the rough draft students need to distance themselves from their
writing for a day or two. Then direct them to do the following:
Reread the Rough Draft
Make additions, substitutions, and deletions.
Share writing in with a partner or a small Writing Group (teacher may also
participate)
Participate constructively in discussion about classmates’ writing.
Making the necessary revisions
6
Stage 4: Editing




(Putting writing piece in its final form)
Explain the following:
Getting Distance (again take some time away from the writing piece)
Proofreading
Locate and mark possible errors. It’s time to look at the mechanics or
writing: capitalization, punctuation, spelling, sentence structure, usage,
and formatting specific to poems, scripts, letters, or other writing forms.
Rubric
Create a rubric to assist students with the proofreading process.
Correcting Errors
Once all possible corrections have been made, student can meet with
teacher for additional proofreading.
Stage 5: Publishing
Students now prepare the final copy of their writing piece.
They publish their writing in an appropriate form.
They share the finished writing with an appropriate audience.
Cognitive closure can be incorporated in this stage.
Anticipated Problems
Enhanced Plan
Remedial Plan
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Writing Assisted Process
(15 POINTS)
Student will present his/her lesson plan to a peer for review. The peer will receive the 15
points mentioned above based on the quality and completeness of the feedback given on the plan.
7
Scoring Rubric
OVERVIEW:
Topic
Nature of School
Class
Learners/Group/Format
Curriculum, Description Length
Rationale
Curriculum Standard
Proficiencies
How Met
Comments from Reviewer:
PLANNING: (Before the Lesson)
Instructional Goal
Instructional Objectives/%/Classif.
Instructional Resources
Comments from Reviewer:
Complete
3
3
3
3
3
3
3
3
(7 POINTS)
2
3
2
INSTRUCTIONAL STRATEGIES: (Teaching the Lesson)
Procedures & Activities
Preparing the Environment
3
Identifying New Vocabulary
Development of the Lesson
Stage 1: Prewriting
*Motivation/Hook
3
*Gathering & Organizing
7
Ideas/Brainstorming/
*Topic
3
3
*Purpose
3
*Audience
3
*Form
Stage 2: Drafting
Stage 3: Revising
Stage 4: Editing
Rubric
Stage 5: Publishing
Time Frame Included in Each Stage
Anticipated Problems
Enhanced Plan
Remedial Plan
Comments from Reviewer:
(24 POINTS)
Incomplete
Needs
Improvement
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
1
2
1
1
-
(54 POINTS)
2
1
2
4
1
1
2
2
2
2
1
1
1
1
3
3
3
2
2
2
1
1
1
5
3
3
3
3
3
3
2
2
2
2
2
1
1
1
1
1
1
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Name of Reviewer:
____________________________________________
This section will be attached to the lesson plan and rubric. The student who wrote
the lesson will receive points for the feedback he/she gave on whoever’s lesson plan
he/she reviewed.
WRITING ASSISTED PROCESS
Peer review and feedback
Total
(15 POINTS)
15
Feedback on the lesson plan was
quite complete.
14-9
Feedback was
incomplete.
8-1
Feedback
needs
improvement.
Comments were helpful in
assisting the writer to improve
the lesson.
Comments were
fairly helpful.
Comments
were not very
useful.
(100 POINTS)
9
Author/Illustrator Project
The Situation:
You are meeting with other teachers from your grade level in order to determine which
authors/illustrators you will study with your students during the coming year. All of you have a
favorite author/illustrator but it is impossible to study each one this year. Consequently, you must
narrow your choices to three authors/illustrators.
The Task:
Each one of you will choose an author/illustrator and prepare a 8 to 10 page report that will
culminate in a creative presentation of your findings to the group. Your task is to present this
author/illustrator with so much “passion” that you will convince the group to choose yours as one
of the three authors/illustrators to study this year. As part of your argument you need to show
strong evidence that the author/illustrator’s work will support some of the skills/concepts that are
taught at your grade level.
Your report will include 5 parts:
1.
Brief introduction of the author/illustrator highlighting how some of his/her life
experiences have influenced his/her works
2.
Analysis, discussion, and comparison of several of the author’s/illustrator’s works (a
study of a minimum of four books is required). See information below to assist you
with areas to address in your analysis, discussion, and comparison.
3.
Strong persuasive statement indicating why your person should be one of the three
choices. Be sure to include proof and/or ideas supporting your claim that the works
of this individual will be useful to strengthen or teach some of the skills/concepts
your students learn at this grade level.
4.
List of the author’s/illustrator’s works
Include in your report a list of the books created by this author or illustrator. Be sure to
use an appropriate bibliographic format. If your list is longer than eight or ten titles, a
bibliography copied from a book or taken from the Internet is acceptable.
5.
Reference list of where you learned about the author/illustrator and his/her works.
(You must include a minimum of 5 sources and at least two of them from printed
materials other than the internet)
Guidelines for part 2 of your paper:
Become familiar with as many of the illustrator’s or the author’s works as possible. In the
analysis/discussion section of your paper, make reference to as many of the works as you can to
support your information. If you have an:
Illustrator: Analyze the artist’s use of the visual elements---line, color, shape and texture.
Compare some of the books. Does the artist use a similar style in all his/her works, or does the
style change with the subject matter of the text? Compare earlier works with later ones. Are there
any changes in the use of the visual elements, style, or media? Draw some generalizations about
the illustrator’s works.
Author: Analyze the author’s style of writing. Are all his/her books written in a similar
fashion? Do they all belong to the same genre? Which genre does he/she seem to favor? Discuss
the content of some of the books. What age level would enjoy these books? Does the author use a
similar style, setting, theme, etc. in all of his/her works? Explain. Discuss the development of
some of the characters. Compare earlier works with later ones. Draw generalizations about the
author’s works.
10
The Process Stages for the Assignment:
1st Phase and Edit
1.
2.
3.
4.
Read to find information on your author/illustrator.
Write a rough draft of part 1 where you introduce your author/illustrator highlighting how
some of his/her life experiences have influenced his/her works.
Complete a peer review
Directions:
Share part 1 on the life experiences of your author/illustrator with a peer. The role of the
listener/reviewer is to determine whether your information is well organized, interesting, well
written, and relates to the individual’s life experiences and how they have influenced his/her
works.
Using the feedback received, revise part 1. Save the comments given by your peer so that
you will be able to include then with your finished product.
2nd Phase and Edit
5.
6.
7.
8.
Read/study several of the authors works to help you with content for the analysis and
comparison of his/her works, and to formulate your supporting statement. Research on what
others say about the books can also be useful to strengthen your analysis.
Write a rough draft of part 2 - your discussion, analysis, and comparison of your
author/illustrator’s works.
Once you have completed the analysis section, move to the peer review. Share your paper
with your peer in order to receive feedback. See rubric
Once you have received feedback from the reviewer, revise this part of your paper. Save the
comments given by your peer so that you will be able to include them with your finished
product.
3rd Phase and Edit
9.
10.
11.
Write a rough draft of your strong persuasive statement indicating why your person should be
one of the three chosen.
Share your information with the same peer to receive feedback. See rubric
Revise this section based on the feedback you received. Save the comments given by your
peer so that you will be able to include them with your finished product.
4th Phase and Edit
12.
13.
14.
15.
Include the list of the author’s/illustrator’s works
Include your references
Complete a 4th and final peer review which will now focus on the mechanics of writing. See
rubric
Made any further revisions.
5th Phase Submit your final product.
Grading Criteria:
(40 points)
See the attached rubric
1.
Introduction
2.
Analysis
3.
Strong convincing statement
4.
List of author/illustrator’s works
5.
References
6.
Mechanics
Oral Presentation:
(10 points)
Share some of your findings with the class in a creative way either by preparing a brief commercial, a
brochure, a newsletter, or other mode of publicity of your choice. The use of technology and audiovisuals
aids is highly recommended.
11
Rubric – Written Report
Illustrator/Author Project
Category
Excellent
Good
Satisfactory
Needs
Improvement
Introduction
Information is well
organized and
contains pertinent
information.
Information is
well organized
but contains
limited info.
Information is
organized but
lacks depth.
Information is
disorganized and
lacks depth.
(5 points)
All questions are
addressed and
answered.
(15 points)
+
More than 4 books
are discussed,
analyzed,
compared
(5 points)
Strong persuasive
statement.
(5 points)
The list of
illustrator’/author’s
books is quite
complete and
follows a
bibliographic
format.
(3 points)
All references (5
or more) are
accurately
documented.
(5 points)
Report has no
misspellings or
grammatical
errors.
(4 points)
Most questions
are addressed
and answered.
(10-14 points)
+
4 books are
discussed,
analyzed,
compared
(4 points)
Good persuasive
statement.
(3-4 points)
The list of books
is complete but
does not follow a
bibliographic
format.
(2-3 points)
Many questions
are not addressed
completely.
(5-9 points)
+
3 books are
discussed,
analyzed,
compared
(3 points)
Weak persuasive
statement.
(1-2 points)
The list of books
is incomplete.
0-1 points)
Most questions
are not addressed.
+
(1-4 points)
2 or less books are
discussed,
analyzed,
compared
(0-2 points)
(2 points)
References (less
than 5) are
accurately
documented.
(3-4 points)
Report has no
more than two
misspellings
and/or
grammatical
errors.
(1.5 points)
Presentation is
good and fairly
creative.
(6-9 points)
(1 points)
References are
not accurately
documented.
(0 point)
References are not
included.
(1-2 points)
Report has no
more than 5
misspellings
and/or
grammatical
errors.
(1 points)
Presentation is
good but not very
creative.
(3-5 points)
(0 point)
Report has six or
more spelling
errors and/or
grammatical
errors.
Analysis,
Discussion,
Comparison
Persuasive
Statement
List of Books
References
Mechanics
Oral
Presentation
(See other rubric for
more details)
(2 points)
Presentation is
clear, interesting,
and creative.
(10 points)
Total Points: 50
Poor statement
0-1 points
The list of books
is omitted.
(0 point)
Presentation is fair
and not creative.
(1-2 points)
12
Rubric – Oral Presentation
Illustrator/Author Project
Category
Excellent
Good
Satisfactory
Needs
Improvement
Organization
Student presents
information in
logical,
interesting
sequence which
audience can
follow. (2 pts)
Student
demonstrates full
knowledge by
answering all
questions with
explanations and
elaboration.
(2 pts)
Student’s visuals
explain and
reinforce the
presentation and
are very creative.
(2 pts)
Student maintains
eye contact with
audience, seldom
returns to notes.
Stands and
presents in a
professional
manner. (2 pts)
Student presents
information in
logical sequence
which audience
can follow.
Audience has
difficulty
following
presentation
because student
jumps around.
(1 point)
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
(1 point)
Student’s visuals
are scarce and
lack creativity.
Audience cannot
understand
presentation
because there is no
sequence of
information.
(0 point)
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Subject
Knowledge
Visuals
Eye Contact
&
Posture
Elocution
Student uses a
clear voice and
correct, precise
pronunciation of
terms so that all
audience
members can
hear presentation.
(2 pts)
Total Points: 10
(1.5 points)
Student is at ease
with expected
answers to all
questions, but
fails to elaborate.
(1.5 points)
Student’s visuals
relate to the
presentation and
are fairly creative.
(1.5 points)
Student maintains
eye contact most
of the time but
frequently returns
to notes. Posture
lacks
professionalism.
(1 point)
Student
occasionally uses
eye contact, but
reads most of the
report. Posture
lacks
professionalism
(1.5 points)
Student’s voice is
clear. Student
pronounces most
words correctly.
Most audience
members can hear
presentation.
(1 point)
Student’s voice is
low. Student
incorrectly
pronounces terms.
Audience
members have
difficulty hearing
presentation.
(1 point)
(1.5 points)
(0 point)
Student has no
visuals to
accompany the
presentation.
(0 point)
Student reads all
of the report with
no eye contact.
Posture is poor.
(0 point)
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for
students in the
back of class to
hear.
(0 point)
13
Oral Presentation Evaluation Form
By Peers
Name of Student: ____________________________________________
Date:______________
Category
Organization
Subj. Knowledge
Visuals
Eye Contact
Elocution
Comments:
Excellent
(2 pts)
Good
(1.5 pts)
Satisfactory
(1 pt)
Needs
Improvement
14
Author/Illustrator Project
Peer Review Rubric
Student:__________________________
Reviewer: ________________________
Author/Illustrator: _________________________________
Phase 1: Biographical information on the author/illustrator

Introduction
Comments:

Highlights how some of his/her experiences have influenced his/her works
Comments:

Information is clear, interesting
Comments:
Phase 2: Analysis of the individual’s works
Illustrator:
# of books included in the discussion
Analysis of artist’s use of visual elements:
___ line, color, shape, and texture
___ compares books, compares earlier and more recent books
___ discusses illustrators style and how it changes or doesn’t change
___ discusses changes in the use of the visual elements, style, or media
___ makes generalizations and/or conclusions about the illustrators works
15
Author:
# of books included in the discussion
Analysis of the author’s style of writing; are they all similar
___ addresses types of genres
___ discusses the content of the books
___ indicates the age levels this author writes for
___ compares style, setting, theme, characters, etc. in his/her books
___ compares earlier works with more recent works
___ makes generalizations and/or conclusions about the illustrators works
Phase 3: Persuasive statement
Statement is strong and convincing ____
Statement is sort of convincing
____
Statement is weak
____
Phase 4: List of author/illustrator’s works
 List is complete and or substantial _______
 List seems to be weak or very incomplete ________
 List not included ___________
List of references
Number included: ______
___ from printed materials
___ from the internet
Mechanics
____ spelling
____ punctuation
____ new paragraphs for each new topic
____ subjects and predicates agree
____ style, report is well written and the ideas flow nicely
Agree _______
Disagree ______ Why?
Other comments or suggestions:
16