Marc Abramiuk phd Dissertation, former Maya Mountains Archaeological Project ...
MCU - ELA Grade 4 - Emma Demastrie
1. This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Page 1 of 17
“Moonwalking” with Genre: A Thematic
Study of Literary Genres
English Language Arts, Grade 4
This is a thematic unit exploring man’s relationship to the moon through the study of literary genre. Students will read texts from several
literary genres includingfolktales, science fictionstories, and expository texts. They will study the elements of each genre, and analyze how the
subject of the moon is discussed and interpreted throughthese different genres. They will also engage in a multi-faceted study of the first moon
landing, includingan analysis of the obstacles the astronauts faced (and hadto overcome) in orderto achieve their goals. The unit will conclude
with students writing their own science fiction texts about the moon.
*Unit created by EMMA DEMASTRIE, using materials from Scott Foresman Reading Street: Common Core.
2. This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Page 2 of 17
Table of Contents
Unit Plan ……………………………………………………………………………………………..………………………………………………….……3
Week One Lessons …………………………………………………………………………………………………………………………..……………6
Week Two Lessons ………………………………………………………………………………………………………………………………..…......8
Week Three Lessons …………………………………………………………………………………………………………………………………...10
Week Four Lessons………………………………………………………………………………………………….…………………………………..13
Unit Resources…………………………………………………………………………………………………………………………..………………..14
CEPA …………………………………………………………………………………………………………………………………..………………….…...15
3. This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Page 3 of 17
Stage 1 DesiredResults
ESTABLISHED GOALS G
*Reading Literature
CCSS.ELA.RL.4.1 – Refertodetailsand
examplesinatextwhenexplainingwhatthe
textsaysexplicitlyandwhendrawing
inferencesfromthe test.
CCSS.ELA.RL.4.9 – Compare andcontrast the
treatmentof similarthemesandtopicsand
patternsof eventsinstories,myths, and
traditional literature fromdifferentcultures.
*Reading Informational Text
CCSS.ELA.RI.4.1 – Referto detailsand
examplesinatextwhenexplainingwhatthe
textsaysexplicitlyandwhendrawing
inferencesfromthe text.
CCSS.ELA.RI.4.3 – Explainevents,procedures,
ideas,orconceptsin a historical,scientific,or
technical text,includingwhathappenedand
why,basedonspecificinformationinthe text.
CCSS.ELA.RI.4.7 – Interpretinformation
presentedvisually,orally,orquantitatively
(e.g.incharts,graphs, diagrams,time lines,
animations,orinteractive elementsonWeb
pages) andexplainhowthe information
contributestoan understandingof the textin
whichitappears.
CCSS.ELA.RI.4.9 – Integrate informationfrom
twotextson the same topicin orderto write
or speakaboutthe subjectknowledgably.
*Writing
CCSS.ELA.W.4.3 – Write narrativestodevelop
Transfer
Students will be ableto independentlyusetheir learningto… T
Analyze andinterpretscientificandhistorical contentthroughthe readingandunderstanding
of textsfromvariousliterarygenres.Studentswillbe able tomake connectionsamong
differentliterarygenres,andthe treatmentof the same subject matterbythese different
genres,togaina deeperunderstanding of content. Thisdeeperunderstandingwillthenallow
studentstosynthesize andcreate theirowncontent-basedfictionandnon-fictiontexts.
Meaning
UNDERSTANDINGS U
Students will understandthat…
U1. Differentliterarygenres cangive us
differentpresentationsandinterpretationsof
the same subjectmatter.
U2. The studyof one subject (inthiscase,the
moon) throughthe readingof different
literarygenresallowsforadeeper
understandingof thatsubject.
ESSENTIAL QUESTIONS Q
EQ1: What makesthe moon sofascinatingto
so manypeople?
EQ2: What can we learnaboutthe moonby
readingdifferenttypesof fictionandnon-
fictiontextsaboutit?
EQ3: What can ancientfolktalesaboutthe
moonteach usabout man’srelationshipto
the moonthroughouthistory?
EQ3: What are the risksof walkingonthe
moon?
EQ4: How do the achievementsof the first
“moonwalkers”influence ourowngoalsand
dreams?
Acquisition
Students will know… K
K1. The moonhas beena source of both
fascinationandinspiration topeople
throughouthumanhistory.
K2. The moonis a dangerousplace forhuman
beingsbecause of itslackof an atmosphere.
There isno oxygenandlimitedgravity, making
it extremelydifficultforpeople toexplore.
Students will be skilled at… S
S1. Comparingandcontrastingthe treatment
of similarthemesandtopicsinbothfiction
and non-fictiontexts.
S2. Interpretingvariousgraphicsourcesin
expository text.
S3. Providingwritten answerstoan array of
questions aboutatextby(a) recallingrelevant
4. This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Page 4 of 17
real or imaginedexperiencesoreventsusing
effectivetechnique,descriptive details,and
cleareventsequences.
CCSS.ELA.W.4.5 – With guidance andsupport
frompeersand adults,developand
strengthenwritingasneededbyplanning,
revising,andediting.
CCSS.ELA.W.4.7 – Conduct shortresearch
projectsthatbuildknowledgethrough
investigationof differentaspectsof atopic.
CCSS.ELA.W.4.8 – Recall relevantinformation
fromexperiencesorgatherrelevant
informationfromprintanddigital sources;
take notesand categorize information,and
provide alistof sources.
CCSS.ELA.W.4.9 – Draw evidence fromliterary
or informational textstosupportanalysis,
reflection,andresearch.
CCSS.ELA.W.4.10 – Write routinelyover
extendedtimeframes(time forresearch,
reflection,andrevision) andshortertime
frames(asingle settingora day or two) fora
range of discipline-specifictasks,purposes,
and audiences).
*Speakingand Listening
CCSS.ELA.SL.4.1 – Engage effectivelyina
range of collaborative discussions(one-on-
one,ingroups,and teacher-led) withdiverse
partnerson Grade 4 topicsand texts,building
on others’ideasandexpressingtheirown
clearly.
CCSS.ELA.SL.4.4 – Reporton a topic or text,
tell a story,or recountan experience inan
organizedmanner,usingappropriatefactsand
K3. The 12 astronautswho walkedonthe
moon,alongwiththe over460,000 others
whoworkedonthe Apolloproject, were
courageouspeople who have influencedmany
othersto achieve theirowndreams.
informationand (b) gatheringstrongtext
evidence,tosupport writtenanalysis,
reflection,andresearch.
S4. Engagingincollaborative discussions
abouta textwithclassmatesandthe teacher,
buildingon others’ideasandexpressingtheir
ownideasclearly.
S5. Reportingorally onatopic or text,tellinga
story,or recountinganexperienceinan
organizedmanner,usingappropriatefactsand
relevant,descriptive detailstosupportmain
ideasor themes.
S6. Writingfictional narrativesthat develop
real or imaginedexperiencesorevents
throughthe use of effectivetechnique,
descriptive details, cleareventsequences,and
properlanguage conventions.
5. This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Page 5 of 17
relevant,descriptive detailstosupportmain
ideasor themes;speakclearlyatan
understandablepace.
*Language
CCSS.ELA.L.4.2 – Demonstrate commandof
the conventionsof standardEnglish
capitalization,punctuation,andspellingwhen
writing.
CCSS.ELA.L.4.4 – Determine orclarifythe
meaningof unknownandmultiple-meaning
wordsand phrasesbasedonGrade 4 reading
and content,choosingflexiblyfromarange of
strategies.
CCSS.ELA.L.4.6 – Acquire anduse accurately
grade-appropriate general academicand
domain-specificwordsandphrases,including
those that signal precise actions,emotions,or
statesof being(e.g., quizzed,whined,
stammered) adthat are basic to a particular
topic(e.g., wildlife,conservation and
endangered whendiscussinganimal
preservation).
Stage 2 – Evidence
Evaluative Criteria AssessmentEvidence
see CEPARubric CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS): PT
Studentswill writetheirown Science FictionStoryaboutthe moon.The storymusthave one or
more characters that have to overcome achallenge facedeitherwhile onthe moonorwhile
travelingtothe moon. Studentsmustfollowthe basicstoryelementstoconstructa narrative
that has a problemtobe solved,followedbyrisingaction,aclimax,fallingaction,andfinally,a
solutionthatmakessense andconcludesthe storyeffectively. Studentsmustuse detailsand
descriptionstoenhance theirwritingandplace readersinthe centerof the action. The story
mustalso include (1) atleastone mythabout the moonthat was presentedinthe folktalesthey
6. This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Page 6 of 17
readand (2) factual informationaboutthe moonandspace travel that theyhave learnedfrom
theirreadingsoverthe pastthree weeks. Studentswill documentthe informationtheyused
fromthe readingselectionsbycreatinga Reference Listwithpage numbers thatwill be
includedwiththe story.
In additiontothe storyand reference list,studentsmustdesigna Covertoaccompany their
story.The covermustprovide a visual representationof the storythatwill drawreadersinand
influencethemtoreadit.
Lengthrequirements: The story mustbe a minimumof 3 hand-writtenpages.
Languagerequirements: The storymustbe writtenfollowingEnglishlanguageconventions
includingproperspelling,punctuation, andcapitalization.Inaddition,the storymustbe
organizedproperly intoparagraphs.
Reading StreetWeeklyBalanced
Tests (computer-based,CCSS-aligned,
withmultiple choice,drag-and-drop,
and constructedresponse questions)
OTHER EVIDENCE: OE
Reader Response Journals– dailytext-basedwritingassignments
Research & Inquiry Assignments – weeklyresearchprojects
Homework Assignments,TeacherObservations, and Notesfrom ClassDiscussions
Stage 3 – Learning Plan
7. This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Page 7 of 17
Summary of Key Learning Events and Instruction
*WEEK ONE – Folktales
Lesson1: The goal of thislessonistointroduce the conceptof studyingone subjectthroughthe readingof textsfromdifferentliterarygenres.
Studentswill engageinacollaborative discussionwiththe teacherandtheirclassmatesthatexploresandattemptsto answerthe following
question: Whatmakesthemoonso fascinatingtoso many people? Studentswill workwithapartnertoconstruct theirownconceptmap (top-
downweb) basedonthisquestion.Theywill thenexplaintheirconceptmapsto the class,after whichthe studentsandteacherwill work
togethertotake elementsof eachpair’smapto create one unifiedclassconceptmapthatwill guide study.Studentswill continue toaddideas
to the conceptmap throughoutthe week.
Lesson2: The goal of thislessonistoestablishthe weeklycenterroutinesandintroduce targetedvocabularyandcomprehensionskillsforthe
week. Studentswill breakinto three differentiatedsmall groupsandtravel to three classroomcenters. *CenterOne (partnerwork): Thiscenter
will require studentstolookup the definitionsfor7 vocabularywords inthe dictionaryand fill outspecialized“WordOrganizers”foreachone
(organizersincludewritingthe definitionandpartof speechof eachword,creatinga sentence using the word,listingthe synonymsand
antonymsforthe word,and drawinga cartoon usingthe word).The wordshave beenidentifiedfromthisweek’sreadingselections. *Center
Two (independentwork): Thiscenterwill require studentstowrite intheirReaderResponse Journals.Theymustanswerthisprompt: Have
yourfamily or friendsever told youa story aboutsomething innaturethatyouknowismadeup,but youstill like it? Whatwasthe story about?
Whatdid youlike aboutthestory?Doesit providecomforttoyou?Does it explainsomething in naturethatyou didn’tknowtheanswerto?All
ReaderResponsesmustbe one-pageminimuminlength.Withtime left, studentsmayshare theirresponseswithothersintheirgroup. *Center
Three (TeachingTable): Atthiscenter,the teacherwill introduce thisweek’scomprehensionskill andstrategy,whichisPlotandSequence of
Events.Differentiatedinstructionwill be providedtoeachgroupas theyreadand discuss the Mexicanfolktale“The MoonCheese.”
Lesson3: The goal of thislessonis introduce studentstofolktalesandhave themreadan “originstory”folktale aboutthe moon. The lessonwill
beginwithawhole-groupdiscussionledbythe teacheraboutthe genre of folktales.Folktalesare stories, oftenuniquetospecificcultures(but
can be similarintheme totalesfromothercultures) thatwere passeddownfromgenerationtogenerationby storytelling.Folktalesoftenhave
animalsascharacters, andoftenteacha lessonormoral.Theycan alsobe myths,legends or“originstories,”meaningtheyattempttoexplain
somethinginnature thatishard to explain.Formanythousandsof years,humansdidnothave the science andtechnologytoexplainwhythings
were,sotheymade up storiesaboutthem.These storiesprovidedcomfortandconnectionforpeople,andwere passeddownovermany
generations.Today,we readandstudythemas folktales.Studentsare giventime to“turnandtalk” to a neighborabouta storytheymay have
beentoldbya familymemberorfriendthatwassimilartoa folktale.Afterthis,studentswill be assignedapartnerbythe teacherand will
partnerread the Chinese folktaleentitled“Howthe MoonCame To Be.”Studentswill be givenalistof guidedreadingquestionstohelpthemas
theyread.Whentheyfinishreadingthe folktale,theywill answerthe followingquestionsintheirReaderResponse Journals: (1) List,in order,
the thingsYa La andNi Wo do to shootthenightsun outof the sky.(2) If youwere Ya La andNi Wo, wouldyouhavelistenedto thewise man?
Why or why not?Use evidencefrom the text tosupportyouranswer.*Homework: Interviewafamilymemberorfriendaboutastory that was
8. This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Page 8 of 17
toldto themabouthow somethinginnature came tobe.
Lesson4: The goal of thislessonistohave small group,differentiateddiscussionsabout“Howthe Moon Came To Be.”The lessonwillbegin
withby briefly discussingthe 7vocabularywordsstudentsstudiedinLesson2(bound,peddling,quarters,atmosphere,craters,immigrants,
engineer).Forthe remainderof the lesson,studentswill be travelingtothree differentcentersfor furtherstudy.*CenterOne (partnerwork):
Studentswill workwithapartnerintheirgroup (or theymaywork inone collective group) tocollaborativelywritetheirownfolktale aboutthe
moon.Theymustcreate theirownimaginarystory,usinghumansoranimals,toexplainthe originof the moon.Studentswill share their
folktalesatthe endof class.*CenterTwo (independentwork): Studentswill readthe informational text“The Moon:OurNeighborinSpace.”
Thentheywill answerthe followingquestionsintheirReaderResponse Journals: (1) Why is Neil Armstrong’sfootprintfromhis1969 moonwalk
still on the moon?(2) What role doesthe atmosphere play onEarth?(3) CompareandcontrastEarthandtheMoonusingevidencefromthe text.
Differentiation forthisactivity will be providedinthe formof havingstrugglingreaderslistentoanaudioversionof the text. *CenterThree
(TeachingTable): The teacherwill leadsmallgroup,differentiateddiscussionsabout“Howthe Moon Came To Be.” Studentswilldosome close
readingof targetedsectionsof the textandwill analyze the plotandtheme of the story. Withtime leftaftercentershave beencompleted,
studentswill share theircollaborative folktalesaboutthe moontothe class. *Homework: Take the interviewof yourfamilymemberorfriend
and write a summaryof the story theytoldyou.
Lesson5: The goal of thislessonisto connectall the lessonsfromWeekOne.The lessonwillbeginwithstudentssharingtheirsummaries
writtenfromthe interviewstheydidwithfamilymembersorfriendsregardingastorythat waspasseddownto them. Theywill “turnandtalk”
to a neighborandshare theirstoriesbefore afewstudentsare chosentoshare theirstorieswiththe whole class. Next, the teacherwillreview
the conceptmap withthe class,alongwiththe questionof the week: Whatmakesthemoonso fascinatingtoso many people? Anynew
informationandideasofferedbystudentswill be addedtothe map. Thiswill leadintoabrief classdiscussiononsome factsaboutthe moon
that studentslearnedfromyesterday’sreadingof “The Moon:Our NeighborinSpace.”Moonfacts will be listedonthe board andevaluatedfor
theircontributiontomakingthe moonsucha fascinatingsubject tostudy.Afterthisdiscussion, studentswill take ashortcomprehension
assessmenton“Howthe Moon Came To Be,”followedbythe readingof anotherMexicanfolktaleentitled“RabbitandCoyote”(withapartner
chosenbythe teacher).Studentswill thencreate aVennDiagramposterthatcomparesandcontrasts thisfolktale with“The MoonCheese”that
theyreadearlierinthe week. Posterswill be displayedaroundthe roomandstudentswill doa“gallerywalk”tovieweachposter.
*WEEK TWO – Science Fiction
Lesson1: The goal of thislessonistointroduce the questionof the week,whichis: Whatarethe risks of walkingonthe moon? The students
will workwiththe teachertocreate a conceptmap (top-downweb) thathighlightssome of the possible risksof walkingonthe moon.
Throughoutthe week,studentswill addtothe conceptmap as theyreadand discussthe textselections. Aspartof thisconceptdiscussion,
studentswill alsobe introducedtosome moon-relatedvocabularyforthe week,includingthe words crater,astronomers,probes,andlaunch –
througha teacherread-aloudof a shortscience fictiontextentitled“Moonbase of the Future.”Next,studentswill breakintodifferentiated
9. This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Page 9 of 17
groupsto read one of three LeveledReaders.Studentswillreadthe leveledtextsintheirsmall groupsandanswerthe 4 questionslistedatthe
endintheirReaderResponse Journals. (Note:The Below-Level andAdvanced-Level Readersare realisticfictionstoriesandthe On-Level Reader
isa science fictionstory.) Thislessonwill endwitheachgroupsharingout,givinganoral summaryof theirtextto the class.
Lesson2: The goalsof thislesson are todiscussthe genre of science fiction,introduce the classroomcentersforthe week, andbeginreading
the Main Selection,ascience fictionstoryentitled“Moonwalk.”First,studentswillbe introducedtothe elementsof the science fictiongenre.
Science fictionstoriesare made-upstoriesthatoftentell aboutlifeinthe future orinanotherworld.Some science fiction,like “Moonwalk,”
includesrealisticlaws,theories,andbeliefsof science.Othertypesof science fictioninventfantasticelementsthatare nottrue at all. Following
thisdiscussion, studentswill breakintothree differentiatedsmallgroupsandbegintheircenterrotations.*CenterOne (partnerwork): This
centerwill require studentstolookupthe definitionsfor 8 vocabularywordsfromthe story in the dictionary andfill outspecialized“Word
Organizers”foreachone (organizersinclude writingthe definitionandpartof speechof eachword,creatinga sentence usingthe word,listing
the synonymsandantonymsforthe word, and drawinga cartoon usingthe word).*CenterTwo(independentwork): Atthiscenter,students
will beginreading“Moonwalk.”Theywillonly readthe firsthalf of the story,frompages294 – 301 intheirReadingStreettextbooks. Reading
will be differentiated forstrugglingreaders byhavingthemlistentoan audiorecordingof the text,trackingthe textastheylisten,while all other
readerswill silentreadthe text.All readerswill be givenalistof guidedreadingquestions toconsultastheyread.Whentheyfinishreading,they
will answerthe followingquestionintheirReaderResponseJournals: Basedonwhatyou’vereadso faraboutthesituationGerry andVern are
in, whatlessonsmightthe authorbetryingto sharewith you,thereader?*CenterThree (TeachingTable): Atthiscenter,the teacherwill
introduce thisweek’scomprehensionskill andstrategy,DrawingConclusionsandMonitoring/Clarifyingforunderstanding.Instructionwill be
differentiatedthroughthe use of the “EnvisionIt!”cartoonsinthe ReadingStreetprogramandthe creationof a graphicorganizerto explainthe
skill.All studentswill furtherexplore theseskillsby readinganddiscussingashortinformational textentitled“The Manin the Moon.”
*Homework: Brainstorma listof 10 questionsaboutthe dangersone mightencounteronamoonwalk. These questionswill be usedasa
startingpointforresearchregardingthe dangersof walkingonthe moon. For example,Iknowthatthere are huge craterson the moon andthat
the moonhas no atmosphere.Some possiblequestionscouldbe Howmightthemoon’ssurfacemakeit risky to walkon themoon?Why might
the lack of atmosphereonthemoonbedangerous?Whatpreparationscanpeopletaketostay safewhen walkingonthemoon? You mayuse
these three questionstostart,but youmustcome upwithat least7 more of yourown.
Lesson3: The goal of today’slessonisto finishreadingthe sciencefictionstory“Moonwalk”andto continue practicingthe week’s vocabulary
and comprehensionskills.The lessonwill beginbyhavingstudents“turnandtalk” to a neighboraboutthe researchquestions theycame upwith
for homeworkregardingthe dangersof walkingonthe moon.Theywill share anddiscusstheirquestions witheachother.Next,asawhole class,
we will addto the conceptmap any newinformationwe have learnedfromreadingthe firsthalf of “Moonwalk.”Thenstudentswillbreakinto
theirdifferentiatedsmallgroupsfora newroundof centerwork.*CenterOne (partnerwork): Atthiscenter,studentswillcontinuereading
“Moonwalk.”Theywill readthe secondhalf of the storywitha partner fromtheirgroup,pages302-306 in theirReadingStreettextbooks.
Readingwill be differentiatedforstrugglingreadersbyhavingthemlistentoanaudiorecordingof the text,trackingthe textastheylisten,while
all otherreaderswill partnerreadthe text.All readerswillbe givenalistof guidedreadingquestionstoconsultastheyread.Whentheyfinish
10. This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Page 10 of 17
reading,theywill answerthe followingquestionintheirReaderResponseJournals: Afterbeingrescued,do youthinkVernwill treat Gerry
differently?Useevidencefromthe text tosupportyouranswer.*CenterTwo(independentwork): Atthiscenter,studentswill conductonline
researchaboutthe dangersof walkingonthe moon.Before theygeta computerandbegintheirresearch,theywillgenerate a researchplanby
identifyingkeywordsthatwill guide theirsearchforrelevantinformation.Theywillalsocome upwithcriteriaforevaluatinginternetsourcesfor
theirvalidity.Forexample, moon,astronauts,moonwalk,anddangers are strongkeywordswithwhichtobeginaWebsearch.In evaluating
internetsources,Websitesthatendin.govand.eduare the mostreliable andvalid,sothose shouldbe lookedatfirst.Studentswill use a“two-
columnnotes”template torecordtheirnotes,separatingthemintomainideasanddetails. *CenterThree (TeachingTable): Atthiscenter,the
teacherwill reviewthe SelectionVocabularywordsfrom“Moonwalk,”whichare: rille, runt,trench,loomed,staggered,summoning,taunted,
and trudged.Next,the teacherwill introduce the vocabulary strategyof usingsynonymsas contextcluestohelpstudentsfigureoutthe meaning
of unknownwordsinatext.Studentswill practice thisstrategybyreading anddiscussingashortinformational textentitled“Gone tothe
Moon.” *Homework: Complete apage fromyour ReadingStreetworkbook thatprovidesfurtherpractice usingthe vocabularywordsincontext.
Lesson4: There are two majorgoalsfor thislesson.The firstistoguide studentsthroughananalysisof the science fictionstory“Moonwalk.”
The secondis to read and explore the pairedselection,aninformational textentitled“A Walkonthe Moon.” The lessonwill beginwithawhole-
classdiscussionof “Moonwalk.”The teacherwill choose afewpassagesforstudentstore-readaspart of a close readingstudyfocusingonthe
relationshipbetweenthe twobrothersinthe story. Afterthe classdiscussionof “Moonwalk,”studentswill getintotheirdifferentiatedsmall
groupsfor some centerwork.*CenterOne (partnerwork): Atthiscenter,students willworkwithapartnerfromtheirgroup to answerthe five
“ThinkCritically”questions for“Moonwalk”(page 306 inthe ReadingStreettextbook).Theywill first“turnandtalk”to discussthe answersto
these questionsorally,before writingdowntheiranswerstoquestions#3,4, and 5 intheirReaderResponse Journals.*CenterTwo
(independentwork): Atthiscenter,studentswillcontinuewiththeirinternetresearchonthe risksanddangersof walkingonthe moon,using
two-columnnotestoorganize mainideas anddetails. *CenterThree (TeacherTable): Atthiscenter,the teacherwill introduce the genre of
expositorytextstostudentsbeforeleadingthe small groupinaclose readinganddiscussionof text“A Walkon the Moon.” Expositorytextsgive
informationaboutatopic.Thisparticularexpositorytextgivesinformationonthe firstmoonlanding,whichtookplace onJuly16, 1969. The text
includesgraphicsourcessuchasphotographsand charts,and the informationisorganizedwithsubheadingsthatseparate eachmainideaor
section.The organizationof expositorytextscanhelpstudentsbetterunderstandwhattheyare reading. *Homework: Use yourtwo-column
notesgatheredfromyourinternetresearchtocreate a reporton the risksand dangersof walkingonthe moon.The reportmust containat least
three mainideas,eachof whichwill be one paragraph,fora total of three paragraphs. Each paragraph shouldhave detailsthatsupportthe main
idea.The reportmay be typedor hand-writtenandmustinclude alistof internetsourcesused.
Lesson5: The goal of thislessonistowrap up the week’slessonsandassessstudentsontheirlearning.The teacherwillbeginthe lessonwitha
whole-classreviewof the conceptmap.Studentswillrevisitthe question, Whataretherisksanddangersof walkingonthe moon? andaddany
newinformationtheyhave learnedfromthe readingsaswell astheirinternetresearchonthe topic.Next,studentswill“turnandtalk”to a
neighboraboutwhatthey’ve learnedaboutthe week’scomprehensionskill(drawingconclusions) beforesharingouttothe class.The same
“turn and talk”processwill be done forthe SelectionVocabularybefore sharingoutandprovidinganylast-minuteclarifications.Finally,students
11. This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Page 11 of 17
will take the ReadingStreetBalancedAssessmentonthe computer.The assessmentconsistsof multiple choice anddrag-and-dropquestionson
the two maintexts,followedbytwoconstructedresponse questions.(Note: Studentshave beenworkingwithagraphicorganizerall yearthat
has beenteachingthemhowtobreakdownand organize theirconstructedresponses.Theywillall have accesstothese organizerstouse for
theirresponses.Thisassignment willbe scaffoldedforsome students,andthe graphicorganizerallowsforeasyscaffolding.)
*WEEK 3 – ExpositoryText
Lesson1: The goal of thislessonistointroduce the questionof the week,whichis: Howdo the achievementsof othersinfluenceourgoalsand
dreams?Before thisquestionisexploredhowever,studentswill thinkmore broadlyaboutthisquestion: Whatdoesittake to achieveourgoals
and dreams? The studentswill workwithapartnerto brainstorma listof qualitiesthatapersonmusthave to achieve theirdreams.Eachpairof
studentswill thenpresenttheirlisttothe class.Next,the whole classwill workwiththe teachertocreate a conceptmap (top-downweb) that
connectsthese qualitieswithhowtheyinfluenceustoachieve ourowndreams.Throughoutthe week,studentswill addtothe conceptmap as
theyreadand discussthe textselections.Aspartof thisconceptdiscussion,studentswillalsobe introducedtosome moon-relatedvocabulary
for the week,includingthe words missions,weightlessness,feeble, andnauseous –througha teacherread-aloudof ashort informationaltext
entitled“Life withoutGravity.”Next,studentswill breakintodifferentiatedgroupstoreadone of three LeveledReaders.Studentswill readthe
leveledtextsintheirsmallgroupsandanswerthe 4 questionslistedatthe endintheirReaderResponse Journals.(Note: All the LeveledReaders
thisweekare expositorytexts.) Thislessonwill endwitheachgroupsharingout,givinganoral summaryof theirtexttothe class. *Homework:
Thinkaboutsome people whose achievementshave inspiredyou.Theycouldbe athletes,musicians,authors,worldleaders –evenafamily
memberorfriend.Brainstormalistof 5-10 questionsyouwouldwanttoask themabouthowtheyachievedtheirdreams.Forinstance,Iam
veryinterestedinspace travel,soIwouldlike towrite aboutthe firstwomantoflya space shuttle.A possible inquiryquestioncouldbe Why
wasit an achievementforthe first womantofly a spaceshuttle?
Lesson2: The goalsof thislessonare todiscussthe genre of ExpositoryText,introduce the classroomcentersforthe week,andbeginreading
the Main Selection,entitled“The ManWho Wentto the Far Side of the Moon.” First,studentswillshare some of theirquestionsfromlast
night’shome workwitha partner.Theywill thenshare some of theirquestionswiththe whole classandaddany newinformationtothe
conceptmap. Next,the teacherwill reviewthe elementsof ExpositoryText.ExpositoryTextstell aboutreal people,places,things,andevents.
Theyofteninclude textfeaturesandgraphicsources,suchascharts, captions,andillustrations. Studentswillthenbreakintothree differentiated
small groupsand begintheircenterrotations.*CenterOne (partnerwork): Thiscenterwillrequirestudentstolookupthe definitionsfor 7
vocabularywords fromthe story inthe dictionary andfill outspecialized“Word Organizers”foreachone (organizersinclude writingthe
definitionandpartof speechof each word,creatinga sentence usingthe word,listingthe synonymsandantonymsforthe word,anddrawinga
cartoon usingthe word).*CenterTwo(independentwork): Atthiscenter,studentswillbeginreading“The ManWho Wentto the Far Side of
the Moon.” Theywill only readthe firsthalf of the story today,frompages450 – 459 intheirReadingStreettextbooks.Readingwillbe
differentiatedforstrugglingreadersbyhavingthemlistentoanaudiorecordingof the text,trackingthe textas theylisten,while all other
readerswill silentreadthe text.All readerswill be givenalistof guidedreadingquestionstoconsultastheyread.When theyfinishreading,they
12. This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Page 12 of 17
will answerthe followingquestionintheirReaderResponseJournals: Onpage455, whatopiniondoesMichaelCollins giveaboutnotbeing
chosen to walkonthe moon?Howcanyoutell that thisis anopinion?Usetext evidenceto proveyouranswer. *CenterThree (TeachingTable):
At thiscenter,the teacherwill introducethisweek’scomprehensionskill andstrategy,UsingGraphicSourcesandBackgroundKnowledge.
Instructionwill be differentiatedthroughthe use of the “EnvisionIt!”cartoonsinthe ReadingStreetprogram.All studentswill readanddiscussa
short expositorytextentitled“The OtherSide of the Moon.”*Homework: Complete the “SleuthWork”activityonpages12-13 inthe Reading
Street Sleuth magazine.
Lesson3: The goal of today’slessonistofinishreading the ExpositoryText“The ManWho Wentto the Far Side of the Moon” and continue
practicingthe week’svocabularyandcomprehensionskills.The lessonwill beginbyhavingstudents“turnandtalk”to a neighboraboutthe
“sleuthwork”theydidforhomework.Theywill share anddiscusstheir workwitheachother,withsome studentssharingouttothe whole class.
Thenstudentswill breakintotheirdifferentiatedsmall groupsforanewroundof centerwork. *CenterOne (partnerwork): At thiscenter,
studentswill continue reading“The Man WhoWent to the Far Side of the Moon.” Theywill readthe secondhalf of the story witha partner,
whichison pages 460 – 465 intheirReadingStreettextbooks.Readingwill be differentiatedforstrugglingreadersbyhavingthemlistentoan
audiorecordingof the text,trackingthe textas theylisten,while all otherreaderswill partnerread.All readerswill be givenalistof guided
readingquestionstoconsultastheyread.Whentheyfinishreading,theywill answerthe followingquestionintheirReaderResponse Journals:
Whatdo youthinkis the author’simpliedpurposeforwritingthis text? Why do youthink shefocusedonMichael Collins? Rememberthatimplied
means“notexplicitly stated.”*CenterTwo (independentwork): Atthiscenter,studentswillconductonlineresearchaboutthree peoplewho
have inspiredandinfluencedthemtoachieve theirdreams.Theywilluse the questionstheybrainstormedasa guide fortheir research.Instead
of doinga Websearch,whichtheydidlastweek,thisweekstudentswill use twoonline databasesfortheirresearch.One database is called
“BiographyInContext”andthe otheris “EncyclopediaBritannicaOnline.”Bothdatabasesare accessible throughthe school website.Most
studentshave usedthese databasesbefore inLibrarySkillsclass.Once theyare inthe database,theywill use a“two-columnnotes”template to
record theirnotes,separatingthemintomainideasanddetails. *CenterThree (TeachingTable): Atthiscenter,the teacherwill reviewthe
SelectionVocabularywordsfrom“The Man Who Wentto the Far Side of the Moon,”whichare: capsule,horizon,module,astronauts,hatch,
lunar,and quarantine.Next,the teacherwill introduce the vocabularystrategyof usingcontextclues tohelpstudentsunderstandmultiple-
meaningwords.Studentswill practice thisstrategyby readinganddiscussingashortexpository textentitled“TravelersinSpace.”*Homework:
Complete apage fromyour ReadingStreetworkbookthatprovidesfurtherpractice usingthe vocabularywordsincontext.
Lesson4: There are two majorgoalsfor thislesson.The firstistoguide studentsthroughananalysisof the expositorytext“The Man Who Went
to the Far Side of the Moon.” The secondisto read andexplore the pairedselection,anexcerptfromanonline directoryentitled“195 Days in
Space.”The lessonwillbeginwithawhole-classdiscussionof the MainSelection.The teacherwillchoose afewpassagesforstudentstore-read
as part of a close readingstudyfocusingonMichael Collins’srole inthe Apollo11 missiontothe moon.Next,studentswill getintotheir
differentiatedsmall groupsforsome centerwork.*CenterOne (partnerwork): Atthiscenter,studentswill workwithapartnerfromtheirgroup
to answerthe five “ThinkCritically”questionsfor“The Man Who Wentto the Far Side of the Moon” (page 464 in the ReadingStreettextbook).
Theywill first“turnand talk”to discussthe answerstothese questionsorally,before writingdowntheiranswers toquestions#1, 2, and 5 in
13. This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Page 13 of 17
theirReaderResponse Journals.*CenterTwo(independentwork): Atthiscenter,studentswill continue withtheir online databaseresearchon
three people whohave influencedthemtoachieve theirdreams,usingtwo-columnnotestoorganize mainideasanddetails.*CenterThree
(TeacherTable): Atthiscenter,the teacherwill introduce the sub-genre of the onlinedirectory,whichis atype of expository text.Directories
have large amountsof informationthat are organizedforyou.Online directorieshave linkstodifferentWebsitesthatyoucanuse to find
informationonatopic.Topics inonline directoriesare listedasunderlinedlinksthat,if youclickonthem,will take you tospecificinformationon
a topic.Online directoriesalsohave searchenginesthatyoucantype keywordsintowhenresearchingatopic. The teacherwill thenlead
studentsthrougha close readingof “195 Days inSpace,”an excerptfroman online directory. *Homework: Use yourtwo-columnnotes
gatheredfromyouronline database researchtocreate a reporton three people whohave influencedyourgoalsanddreams.The reportmust
containat leastthree paragraphs,one foreach personyouresearched.Eachparagraph shouldhave detailsaboutthatperson,howhe/she
achievedtheirdreams, andhowhe/she hasinfluencedyou toachieve yours.The reportmaybe typedorhand-written. (Note:If youchose to
researcha familymemberorfriendasone of your three people,youmayinclude informationyoulearnedfromtalkingtothem orinterviewing
them.However,atleasttwoof the people youchose shouldhave been researchedinthe online database.)
Lesson5: The goal of thislessonistowrap up the week’slessonsandassessstudentsontheirlearning.The teacherwillbeginthe lessonwitha
whole-classreviewof the conceptmap.Studentswillrevisitthe question Howdo theachievementsof othersinfluenceourdreams? andaddany
newinformationtheyhave learnedfromthe readingsaswell astheirinternet database researchonthe topic.Next,studentswill “turnandtalk”
to a neighboraboutwhatthey’ve learnedaboutthe week’scomprehensionskill, graphicsources,beforesharingouttothe class.The same “turn
and talk”processwill be done forthe SelectionVocabularybefore sharingoutandprovidinganylast-minuteclarifications.Finally,studentswill
take the ReadingStreetBalancedAssessmentonthe computer.The assessmentconsistsof multiple choice anddrag-and-dropquestionson the
twomain texts,followedbytwoconstructedresponse questions.(Note: Studentshave beenworkingwithagraphicorganizerall yearthathas
beenteachingthemhowtobreakdownand organize theirconstructedresponses.Theywill all have accesstothese organizerstouse fortheir
responses.Thisassignmentwill be scaffoldedforsome students,andthe graphicorganizerwe use allowsforthis.)
*WEEK 4: CEPA Work
Lesson1: The weekwill beginwithawhole-classdiscussionthatreviewsthe differentwaysall three literarygenreswe’vestudiedoverthe past
three weeks –Folktales,Science Fiction,andExpositoryText –approachthe subjectof the moon.Studentswill compare andcontrastthe
differentwayseachgenre teachesusaboutthe moonand aboutman’s relationshiptoit. Theywill thencreate,withapartner,theirowngraphic
source (diagram,list,cartoon,etc.) thataccuratelyand effectivelyillustratesthese similaritiesanddifferences.Posterswillbe hungaroundthe
classroomandstudentswill doa “gallerywalk”toviewanddiscusseachother’swork.
Lesson2: Studentswill be introducedtothe CEPA tasksusingthe strategyof “I Do, “We Do,” “You Do” to slowlyrelease the responsibilityof the
workto them. The teacherwill beginbymodelingthe prewritingprocess.Theywill beginbypre-writing,brainstormingstoryideaswitha
partner.Next,theywill completeagraphicorganizerthatrequiresthemtolayout the plotelementsof theirstory,includingsetting,characters,
15. This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Page 15 of 17
List of Unit Resources
*Week One Resources
FOLKTALES:
“How the Moon Came to Be: A Chinese Legend”retoldbyJanM. Mike;illustratedbyAndreaArroyo
“The Moon Cheese: A Tale fromMexico”retoldbyJan M. Mike;illustratedbyDominicCatalano
“Rabbitand Coyote”bySusanMcCloskey;illustratedbyLeovigileoMartinez
EXPOSITORY TEXT:
“The Moon: Our NeighborinSpace”byDonnaLatham-Levine
*Week Two Resources (Note: All text is found in ReadingStreet Volume4.2, pages288 – 315 unlessotherwisestated.)
SCIENCE FICTIONSTORIES:
“Moonwalk”by BenBova;illustratedbyPeterBollinger
“To the Moon!” byJesse McDermott;illustratedbyVictorKennedy –leveledreader
REALISTIC FICTIONSTORIES:
“Stuart’sMoon Suit” byCarol Talley;illustratedbySeanO’Neill –leveledreader
“Life on Mars: The Real Story” byJohannaBiviano;illustratedbyEricReese – leveledreader
EXPOSITORY TEXT:
“A Walkon the Moon” byJudyNayer
*Week Three Resources (Note: All text is foundin ReadingStreetVolume4.2, pages444 – 473 unlessotherwisestated.)
EXPOSITORY TEXT:
“The Man Who Wentto the Far Side of the Moon: The Story of Apollo11 AstronautMichael Collins”byBeaUusmaSchyffert
“195 Days inSpace”– online directoryexcerpt(21st
CenturySkillsbuilding)
“Earth’s ClosestNeighbor”byTessMason – leveledreader(EarthScience)
“One Giant Leap”by SharonFranklin – leveledreader(Space andTechnology)
“The Mysteriesof Space”byGini Douglass – leveledreader(EarthScience)
16. This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Page 16 of 17
Curriculum Embedded Performance Assessment (CEPA)
Student Instructions
Overthe past three weeksyouhave beenreadingandstudyingavarietyof textsaboutthe moon.For thisassignment,you will writeYOUROWN Science Fiction
Story aboutthe moon.The story musthave one or more characters that have to overcome achallenge facedeitherwhile onthe moonorwhile travelingtothe
moon. Follow the basicplotelementstoconstructa narrative thathas a problemtobe solved,followedbyrisingaction,aclimax,fallingaction,andfinally,a
solutionthatmakessense andconcludesthe storyeffectively. Use detailsanddescriptionsthatmake yourwritingcome tolife andputthe readerinthe center
of the action. Use yourimaginationandhave funwithit!
Your story mustincludethe following:
(1) One or more mythsabout the moonfromthe folktalesyou’ve read
(2) Factual informationaboutthe moonandspace travel that you’ve learnedfromyourreadingsoverthe pastthree weeks.
You will documentthe information youuse fromthe readingselectionsbycreatinga Reference List withpage numbersthatwill be includedwiththe story.
*In additiontothe story andreference list, youmustalsodesignaCoverto accompany your story.The covermustprovide avisual representationof the story
that will drawreadersinandinfluence themtoreadit.
Length requirements: Your story mustbe a minimumof 3 hand-writtenpages. Final draftsmayalsobe typed.
Languagerequirements: Your story mustbe writtenfollowingEnglishlanguage conventionsincludingproperspelling,punctuation, andcapitalization.In
addition, itmustbe organizedproperly intoparagraphs.
*Work for yourstory will be completedaccordingtothe followingschedule: (1) complete agraphicorganizer, (2) turnyour organizerintoarough draftof your
story,(3) have yourdraft reviewedbybotha peerANDa teacher(withthe possible writingof asecondor thirddraftif needed),and(4) type or write yourfinal
draft.
Standardsassociatedwiththis CEPA:
CCSS.ELA.W.4.3 – Write narrativestodevelopreal orimaginedexperiencesoreventsusingeffectivetechnique,descriptive details,andclear eventsequences.
CCSS.ELA.W.4.5 – With guidance andsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,andediting.
CCSS.ELA.L.4.2 – Demonstrate commandof the conventionsof StandardEnglishcapitalization,punctuation,andspellingwhenwriting.
17. This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
(CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Page 17 of 17
CEPA RUBRIC
4 3 2 1
PLOT
A strong, flowing narrative that
effectively describes the setting,
characters, problem, risingaction,
climax, fallingaction, and
solution.
Narrativedescribes most of the
basic plot elements.The story
flows well overall but is not
totallyeffectivein describingthe
setting, characters, problem
and/or solution.
Narrativedescribes some ofthe
plot elements but is missinga
consistent flowof events that
pushes the story forward,
includinga proper problem
and/or solution.
Narrativeis weak and
underdeveloped. Fewif any of the
plot elements are described, and it
lacks events that pushthe story
along. The story is lackinga well-
developedsetting, characters,
problem, andsolution.
DETAILS and
DESCRIPTIONS
Specific details andimaginative
descriptions that use the 5 senses
are incorporatedeffectively
throughout the story.
Some nice details anddescriptions
are included, but they are not
incorporatedthroughout. There is
room in the storyformore
specific, multi-sensory
descriptions in certainparts.
A few details anddescriptions
are included, but the writingis
not multi-sensoryor specific
enough to make the storycome
alive.
No details or descriptions are
includedin the story. Thewritingis
vague andrudimentary.
MOON ELEMENTS
(myths/facts)
Myths andfacts about themoon
are well-chosen andused
effectively in thestory. A
complete referencelist with page
numbers is included.
Both myths andfacts about the
moon are includedbut are not
used in the most effective way in
the story. A referencelist with
page numbers is included.
Story is missingeither a myth
about the moonor some facts
about the moon. A reference list
may or may not be included.
Story does not include any myths
or facts about the moon.No
reference list is included.
PLANNING and
REVISION
Student fully participates in the
planningandrevisionprocess by
completinga graphic organizer
during the planningprocess and
submittingat least onerough draft
that is revisedandedited
effectively.
Student completes most of the
planningandrevisionprocess by
using a graphic organizerfor
some of the story planning and
submittinga rough draft that is
revisedandedited with some
effectiveness.
Student partiallycompletes a
graphic organizer andsubmits an
incompleterough draft for
revision andediting. The
revision is weak anddoes not
make significant improvements
to the story.
Student does not participate in the
planningandrevisionprocess. No
graphic organizer is used, and
student does not submit a rough
draft for revisionandediting.
CONVENTIONS
Student follows all English
language conventions,including
proper organizationofparagraphs,
sentence structure,wordusage,
capitalization, andpunctuation.
Student follows English language
conventions most of thetime, but
there are occasional errors in
organization, sentencestructure,
word usage, capitalization,and
punctuation.
Student follows some English
language conventions,but there
are enough significant errors in
organization, sentencestructure,
word usage, capitalization,and
punctuationthat interfere with
the narrative.
Student does not followEnglish
language conventions.It is clear
little to noattempt was made to
followthem. There are errors in
organization, sentencestructure,
word usage, capitalization,and
punctuationthroughout the story.
COVER
Cover is beautifully illustrated, is
full of creative touches and
original details, andeffectively
represents the story.
Cover is nicely illustratedwith
some unique details, andit
effectively represents thestory.
Cover has been illustratedbut is
lackingdetail and/or color. It is
not effective in representingthe
story.
Cover is incomplete, carelessly
drawn, and/or is not submittedat
all.
