| SUBJECT AREA | GRADE LEVEL | TIME TO COMPLETE |
| Interdisciplinary | Fifth and Sixth | Second Term |
| AUTHOR'S NAME | SCHOOL ADDRESS | PHONE, E-MAIL |
|
Kareen Merfeld Todd Giles | Freedom Elementary Loon Lake Road Freedom, NH | 539-2077 freedom@worldpath.net |
FRAMING QUESTION
How do you become a published author?
WORKPLACE OR COMMUNITY CONTEXT
We have a published author right here in freedom. The following people can be used as
resources.
Carol Foord
Kim Severence
Suggested Professionals:
Authors
Illustrators
Artists
Publisher
Editor
Bookstore Owner
THE PROJECT
OVERVIEW
The students will research, write, and illustrate a children's book.
ALIGNMENT WITH NEW HAMPSHIRE CURRICULUM FRAMEWORKS
Below, list the frameworks and describe which component of your project addresses each
framework.
FRAMEWORK
Social Studies
Curriculum Standard 16
* Students will demonstrate the ability to employ historical analysis, interpretation,
and comprehension to make reasoned judgments and to gain an understanding, perspective,
and appreciation of history and its uses in contemporary situations.
How is it addressed in your project
Students will anlayze, Interpret and communicate a historical topic.
FRAMEWORK
Science
Curriculum Standard 2c
*Students will demonstrate an increasing ability to analyze.
synthesize, and communicate scientific information using technology.
How is it addressed in your project
Students will research, analyze, synthesize, and communicate scientific information.
FRAMEWORK
Language Arts
Curriculum Standard 2
*Students will demonstrate the interest and ability to write effectively for
a variety of purposes and audiences.
How is it addressed in your project
Students will write effectively for a young audience.
FRAMEWORK
Language Arts
Curriculum Standard 6
*Students will demonstrate competence in using the interactive language process
of reading, writing, speaking, listening, and viewing to communicate effectively.
How is it addressed in your project
Students will produce a nonfiction children's book.
Framework
Art
Curriculum Standard 3
*Students will explore prospective content for works of art.
How is it addressed in your project
Students will illustrate their nonfiction children's book.
TIMELINE
Project Step or Supporting Activity
Introduction of activity
| week 1 |
Description Bring both classes together and explain the project to them. The due dates for the proect are also given at this time. Explain how to do the research and where to find information. Read books as examples and give suggestions for appropriate topics. Students select their topics and are given approval from teacher. Discuss research techniques. |
| week 2 | Research topic and take notes |
| week 3 | Write a rough draft of story from the notes |
| week 4 | Final typed draft of story is due and rough sketches for illustrations. |
| week 5 | Final illustrations are due. |
| week 5 | Final copy of completed book is due including: covers, title page, author information, story summary, and bibliography. |
PROJECT RESOURCES
ASSESSMENT
IMPLEMENTATION PLAN
This will be implemented during November and December.
We will meet two to three times on an as needed basis.
Rubric - assessment points
| Points Possible | Self Assessment | Teacher's Assessment | |
| The title is clear and informative | ____ | ____ | ____ |
| The main theme is clear when you first look at it. A title helps to identify the theme. | ____ | ____ | ____ |
| There is a clear theme throughout the book. | ____ | ____ | ____ |
| The theme is appropriate to the assignment and is cleverly evident. | ____ | ____ | ____ |
| The story line supports the presentation of the material and is interesting to the intended audience. | ____ | ____ | ____ |
| Concepts are used correctly. | ____ | ____ | ____ |
| Concepts are supported with accurate details. | ____ | ____ | ____ |
| The student uses appropriate information in the writing. | ____ | ____ | ____ |
| The information in the book is accurate and shows that the student thoroughly understands the concepts. | ____ | ____ | ____ |
| There is a wholeness about the book. It does not seem like a collection of information. | ____ | ____ | ____ |
| The story flows logically. | ____ | ____ | ____ |
| Details used are relevan and enrich the story. | ____ | ____ | ____ |
| It is clear that the core concepts relevant to the assignment are understood. | ____ | ____ | ____ |
| The proper format is followed. | ____ | ____ | ____ |
| Writing is of high quality. | ____ | ____ | ____ |
| Higher-order t hinking skills such as association, integration, synthesis, analysis, and/or evaluation is evident. | ____ | ____ | ____ |
| Appropriate vocabulary, language mechanics, and complete sentences are used. | ____ | ____ | ____ |
| References are properly made. | ____ | ____ | ____ |
| The writing is organized and focused. | ____ | ____ | ____ |
| The purpose of the writing is clearly carried out. | ____ | ____ | ____ |
| The writing is neat and presentable. | ____ | ____ | ____ |
| The book is creative and interesting. | ____ | ____ | ____ |
| Drawings use the space of the paper well. | ____ | ____ | ____ |
| Drawings are neat and presentable. | ____ | ____ | ____ |
| Visuals such as drawings, diagrams, or pictures are used in an appropriate way to add information and interest. | ____ | ____ | ____ |
| Space, shape, textures, and colors privide information and add to the overall effectiveness of the book. | ____ | ____ | ____ |
| The concepts and supporting information are presented accurately through the drawings. | ____ | ____ | ____ |
| The artwork is creative and interesting. | ____ | ____ | ____ |
| The quality of the artwork is high. | ____ | ____ | ____ |
| Accurate details of color, pattern, texture, and/or other physical characteristics are shown. | ____ | ____ | ____ |
| A text accompanies the drawings and explains the concepts that the drawing is intended to show. | ____ | ____ | ____ |
S: This work is especially eloquent.
T: Overall, this work is excellent. It accomplishes its purpose and communicates well witht he intended audience. There is a clear, focused theme for the whole piece, and each component supports it. There is a controlled, logical sequence with a clear plan for the entire piece and for each of its components. The supporting details enhance the quality of the main ideas, and they are woven into the work and do not appear to be "stuck on" or list-like. Accurate and appropriate information from a variety of sources is used in the proper quantity and in the proper locations. It is clear that the student understands the core curriculum related to this project. The sources are properly referenced. The author's own thinking is clearly evident. Diagrams, pictures, and other graphics are of high technical quality and make the text more clear and interesting. The proper format is used throughout. There are very few, if any, mechanical errors; none of which interfere with the meaning. The work is very neat and presentable.
U: This work is generally as good as that receiving a rating of T, but it is uneven with some relatively less developed areas.
V: This work is generally similar to that receiving a rating of W, but it has one or two areas which are relatively better developed.
W: The work is weak. It does not accomplish its purpose well nor does it communicate effectively with the intended audience. The theme for the entire piece is not clear. The components do not support the theme well. The entire piece is not well organized. The components appear to be "stuck on" or list-like. Supporting details are lacking and/or inaccurate. It is not clear that the student understands the core curriculum related to this project. Sources are not well referenced. The author's own thining is not evident. Diagrams, pictures, or other graphics are of poor technical quality and do not add much clarity or interest. The proper format is not used. The work contains errors which interfere with the meaning. The work is not neat and presentable.
X: The work is extremely weak in most or all areas.
DRAWING
S: The drawings are striking in how realistically the student has drawn the object(s).
The detail is amazing. A very precise scale is used consistently. Labels are used to help convey information.
The principles of artistic composition are employed well in this drawing.
T: The drawings show the detail of the structure of the object(s). The student has drawn the object(s) to a scale. Enough views of the object(s) are drawn to provide the viewer with a complete picture of the structures under study. Accurate details of color, pattern, and texture are shown. If appropriate, the relationship between the object(s) and its/their environment is shown. Lables are used accurately to provide needed information. The drawings are neat and presentable, and the space of the paper is used well.
U: The drawings are like those receiving a rating of T, except one or two important elements which are not excellent.
V: The drawings are like those receiving a rating of W, except one or two important elements are well done.
W: The drawings do not show much detail of structures. The drawings are not done to a consistent scale. Details of color, pattern, and texture are not used well. Labels are incorrect or lacking. The drawings are not neat.
X: The drawings are very poorly dane.