Make Your Own Book

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Performance Task – Making Your Own Book
Adapted from task by Barbara Hoffman and Aileen Journo
Degania School, Jordan Valley
Grade Level
4
Number of
pupils
27
Level
Stage
Foundation
Targeted Domain
Class Description: Strong class of 2 native speakers, 7 children who could
already read at the beginning of the year, several weak learners who receive
remedial help once a week.
1
Presentation
Standards
Pupils present information about personal topics, orally and in writing,
using basic organizational skills.
Pupils use basic vocabulary and simple syntax.
Targeted Unit Benchmark
Presenting information on limited content, supported by visual aids.
Assessment Tools
for Targeted Domain
Name of Unit
Unit 3 “Time for a Party”
Pupil-teacher checklist
From the course book Read It in English p. 26 (Neuman and Nevo,
1997)
Educational Goal of Unit
1. To provide pupils with a meaningful purpose to use their newly acquired writing skills
2. To build confidence and enjoyment in the early stages of reading and writing
Number of Lessons in Unit: 8
Summary of Previous Lessons
Pupils have spent two lessons learning to read a simple text that was very clearly illustrated in the course
book. This text will serve as a model for writing and illustrating their own story.
Description of the task
Number of Lessons: 3-4
Lesson Goals
The children will be able to write and illustrate an original short story by:

using a given repetitive structure

using the vocabulary for numbers, animals and location phrases (such as "on the hat")
Assessment Goals
Appropriate vocabulary and illustrations (understood the task), effort, neat handwriting, work handed in on time
Lesson Description
The teacher writes a sample sentence from the original text on the board. S/he then deletes words to be replaced.
Pupils brainstorm to find alternatives. New sentences are then written on the board. The variables are time
(number), animal and location. The teacher explains the task orally and devotes time to cover page (title and
author).
Pupils write four sentences in their notebook based on the sentence
“At __________o’clock, the _______________is ______ ________ __________.” After work is checked, the
sentences are written and illustrated in book form, the teacher hands out a blank book for pupils to copy and
illustrate their stories.
36
Teacher’s Notes
Background
The instructions are given orally and in L1.
This task can be undertaken following intensive work on any simple story with a
repetitive structure. We worked on a story called “The Frog.” After learning the
vocabulary, reading the story, working on phonics and guided writing, the pupils
composed their own story. The task involved substituting parts of the original sentence:
“At (number) o’clock, the (animal) is (location phrase).”
Task
Pupils write their own book based on a story read in class. Each page of the book
contains one sentence, which they illustrate accordingly.
Audience
Fellow classmates. Pupils exchange ready-made books and practice reading the different
stories.
Procedure
Step 1
The class brainstorms 4 vocabulary lists:
1. numbers (in their written form)
2. animals
3. locations (for example, on the tree, in the water)
4. simple verbs describing what each animal can do (jump, run, swim)
Pupils’ suggestions are noted on the board.
The teacher explains the importance of the cover page (title and author).
Step 2
The pupils choose an animal and compose four sentences with changes in the time and
location. This way each pupil writes her/his own book using the same format, but with
his/her own ideas. The sentences are written in the pupil’s notebook. Teacher gives
feedback to enable improvements before “publication.”
Step 3
Pupils receive a blank book format to copy their notes. They illustrate each page and
assess their books according to the checklist. The teacher assesses pupils' final version
with the same checklist.
Step 4
Pupils read each other’s books. They then sign their name on the last page of each book
read.
37
The _____________
At two o’clock the snake
By ______________
is on the hat.
At _______ o’clock the ______
At _______ o’clock the ______
is ____ ______
is ____ ______
_________.
_________.
At nine o’clock the snake
is in the pond.
The End
Swim, snake, swim.
Teacher Comments
Pupil Checklist

.‫ כתבתי כותרת ושם‬

.‫ משפטים‬4 ‫ כתבתי לפחות‬

.‫ השתמשתי במילים שלמדנו‬

.‫ כתב ידי יפה וברור‬

.‫ ציירתי ציורים מתאימים‬

.‫ הגשתי את העבודה בזמן‬

.‫ עשיתי כמיטב יכולתי‬

‫ קראתי וחתמתי על ספרים‬
.‫של חברים‬
38
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