There are many of children's books out there, but it's important to evaluate children's literature critically before introducing it. Suffice it to say that not all books are created equal. Students read many types of literature throughout school. To appreciate a variety of literature and to complete assignments involving these works, students need to understand how to read critically. Learn how to read literature critically to evaluate and interpret an author’s work. In literature, readers must pay attention to plot, or the events that take place to create meaning. The plot takes place in the setting, which also adds to the meaning of the story. When reading, ask yourself how the setting adds to the different situations and important events of the story. In most plots, characters are introduced and usually depict traits of human nature. Characters may represent only a few traits, or they may represent very complex conflicts and emotions. A character can be the narrator, or a person (or more than one person) who tells the story. The narrator or narrators will see events from a certain perspective and have attitudes toward the events and other characters. This is called point of view, and this perspective is a key issue in figuring out the meaning of the work. Fiction will have figurative language, too, which will be used to describe and understand characters. Fiction attempts to represent reality in some way. Often, reality is represented in different ways through symbols and codes of human meaning and systems. Fiction, for example, may represent every day events and stick closely to place and time. Then again, fiction may represent moral or spiritual aspects through symbols, characters, or improbable events. Authors use fiction to offer a complex understanding of the world. As you read fiction, try to notice the differences and similarities between the world the author creates and the world you inhabit. Critical thinking in literature also develops a keen awareness of the use of language, not merely from the aesthetic point of view but keeping in mind today’s world and its developments, the inevitable political point of view. Students realize that language is not a neutral phenomenon explaining some already existing reality but words weave layers of meanings creating and generating their own reality. Examining Figurative Language Figurative language, sometimes difficult to teach, can be taught easily with games. Students can learn how to analyze figurative language by middle school, whether it occurs in prose or poetry. Types of figurative language and their definitions. Alliteration is the repetition of consonants in the first letter of words Hyperbole is an exaggeration Idiom means sayings or expressions that have figurative meaning Imagery involves using one or more of the five senses (sight, touch, taste, hearing, and smell) to describe characters, places or things in literature or poems Metaphor is the comparison of two unlike thing ...

1. There are many of children's books out there, but it's important
to evaluate children's literature critically before introducing it.
Suffice it to say that not all books are created equal. Students
read many types of literature throughout school. To appreciate a
variety of literature and to complete assignments involving
these works, students need to understand how to read critically.
Learn how to read literature critically to evaluate and interpret
an author’s work.
In literature, readers must pay attention to plot, or the events
that take place to create meaning. The plot takes place in the
setting, which also adds to the meaning of the story. When
reading, ask yourself how the setting adds to the different
situations and important events of the story.
In most plots, characters are introduced and usually depict traits
of human nature. Characters may represent only a few traits, or
they may represent very complex conflicts and emotions. A
character can be the narrator, or a person (or more than one
person) who tells the story. The narrator or narrators will see
events from a certain perspective and have attitudes toward the
events and other characters. This is called point of view, and
this perspective is a key issue in figuring out the meaning of the
work.
Fiction will have figurative language, too, which will be used to
describe and understand characters. Fiction attempts to
represent reality in some way. Often, reality is represented in
different ways through symbols and codes of human meaning
and systems. Fiction, for example, may represent every day
events and stick closely to place and time. Then again, fiction
may represent moral or spiritual aspects through symbols,
characters, or improbable events. Authors use fiction to offer a
complex understanding of the world. As you read fiction, try to
notice the differences and similarities between the world the
author creates and the world you inhabit.

2. Critical thinking in literature also develops a keen awareness of
the use of
language, not merely from the aesthetic point of view but
keeping in mind today’s
world and its developments, the inevitable political point of
view. Students realize that
language is not a neutral phenomenon explaining some already
existing reality but
words weave layers of meanings creating and generating their
own reality.
Examining Figurative Language
Figurative language, sometimes difficult to teach, can be taught
easily with games. Students can learn how to analyze figurative
language by middle school, whether it occurs in prose or poetry.
Types of figurative language and their definitions.
Alliteration is the repetition of consonants in the first letter of
words
Hyperbole is an exaggeration
Idiom means sayings or expressions that have figurative
meaning
Imagery involves using one or more of the five senses (sight,
touch, taste, hearing, and smell) to describe characters, places
or things in literature or poems
Metaphor is the comparison of two unlike things
Personification is giving human qualities or characteristics to an
animal, an object or an idea
Using Literature Circles
As students talk about books with a small group of peers, they
gain a greater enjoyment of reading and see themselves as
successful readers (Daniels, 2006; Gilles, 1990).
Literature circles are small, student-led discussions that afford
students a way to critically think and reflect while reading a
literary work. Teamwork is the focal point of this approach.
Allowing students to discuss a text meaningfully with each

3. other is critical in providing students opportunities to practice
and develop the ability to construct meaning and critically
think. The goal of literature circles is to establish more than one
interpretation of a book, story, or poem, so that there is no one
right answer. This strategy provides a structured setting for
students to have fun sharing experiences and also motivates
students to read.
Selecting books that spark students' interests and make them
want to discuss and respond is a key component of successful
literature circles. A good literature circle book touches
something within the reader's heart and mind and compels
response. You can use some fairly simple criteria to help you
find such books. For example, consider these three questions:
"Does the book succeed in arousing my emotions and will it
arouse children's emotions? Is the book well written? Is the
book meaningful?" (Monson, 1995, p. 113).
In addition to content, consider a book's layout -- number of
pages, size of print, inviting space on the page, use and
placement of illustrations. These can be crucial deciding
factors for students as they choose a book.
It's important to accept that the first few times, you may not be
able to find "perfect" literature circle books -- sometimes you
just have to start with what you can find. Teach students how to
make good book choices. Selecting a book that holds their
interest and gives them something worth discussing with others
is part of becoming a critical reader. There are several simple
strategies for students to use as they choose a book that's right.
Commonly known as the "five finger rule" or the "rule of
thumb," one strategy is to pick up a book and begin to read
anywhere. If you come to a word or place in the text that is
hard, put up a finger. If you get to the end of a page or two and
all five fingers are extended, the book may be too difficult for
you. Another process (Ohlhausen & Jepsen, 1992) guides
students to identify books that are "Too Easy," "Just Right," and
"Too Hard."

4. Reference
Daniels, H. (2006). What’s the next big thing with literature
circles? Voices from the Middle, 13(4), 10-15.
Giles, C. (1990). Collaborative literacy strategies: We don’t
need to have a circle to have a group. In K. Short & K. Pierce
(eds.), Talking about books: Creating literate communities (pp.
55-68). Portsmouth, NH: Heinemann.
Monson, D. (1995). Choosing books for literature circles. In
B.C. Hill, N.J. Johnson, & K.L. Schlick Noe. (Eds.). Literature
circles and response. Norwood, MA: Christopher-Gordon
Publishers, Inc., 113.
Ohlhausen, M.M. & Jepsen, M. (Winter 1992). Lessons from
Goldilocks: Somebody's been choosing my books but I can
make my own choices now!The New Advocate, 5 (1), 36.
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Description:
Total Possible Score: 25.00
Distinguished - The paper is well organized with the introductio
n that provides sufficient background on the topic, thesis statem
ent,
and the conclusion that is logical, smoothly flows from the body
of the paper.

5. Proficient - The paper is organized with the introduction that pr
ovides background on the topic, thesis statement, and the
conclusion that is logical but not quite smooth.
Basic - The paper is organized with the introduction and the con
clusion, but the introduction and/or the conclusion require
improvement.
Below Expectations - The paper is loosely organized with the in
troduction and the conclusion, and the introduction and/or the
conclusion require much improvement.
Non-Performance - The introduction and the conclusion are eith
er nonexistent or lack the components described in the assignme
nt
instructions.
Distinguished - Comprehensively analyzes the application of the
se management concepts to a place of work. The analysis is full
y
supported by scholarly sources.
Proficient - Analyzes the application of these concepts to a plac
e of work. The analysis is supported with scholarly sources but
minor details are missing.
Basic - Partially analyzes the application of these concepts to a
place of work. The analysis is minimally supported with scholar
ly
sources and/or relevant details are missing.
Below Expectations - Attempts to analyze the application of the
se concepts to a place of work; however, the analysis is not
supported with scholarly sources and/or significant details are
missing.

6. Non-Performance - The analysis of the application of these conc
epts to a place of work is either nonexistent or lacks the
components described in the assignment instructions.
Distinguished - Identifies specific examples and thoroughly exp
lains how each applies to the functions practiced in the workpla
ce.
Proficient - Identifies specific examples and explains how each
applies to the functions practiced in the workplace. The exampl
es
Minor details are missing.
Basic - Identifies examples and partially explains how each appl
ies to the functions practiced in the workplace. The examples ar
e
not specific or relevant details are missing.
Below Expectations - Identifies examples and attempts to explai
n how each applies to the functions practiced in the workplace;
however, the examples are not specific and significant details ar
e missing.
Non-Performance - The identification of examples and explanati
on of how each applies to functions practiced in the workplace a
re
either nonexistent or lack the components described in the assig
nment instructions.
Distinguished - Employs persuasive information from credible s
ource(s) to develop an ample analysis or synthesis of the topic.
Viewpoints of experts are scrutinized thoroughly.
Proficient - Employs applicable information from credible sourc
e(s) to develop an analysis of the topic.

7. Basic - Identifies applicable information from credible source(s)
, but may neglect the application of such information toward the
analysis of the topic.
Below Expectations - Displays information from external source
(s), but such information may lack credibility and/or
relevance. Neglects the application of such information toward t
he analysis of the topic.
Non-Performance - The assignment is either nonexistent or lack
s the components described in the instructions.
MGT330.W5A1.08.2014
Organization: Introduction, Thesis Statement, and Conclusion
Total: 2.00
Analyzes the Application of These Management Concepts to a P
lace of Work Total: 9.00
Identifies Specific Examples and Explains How Each Applies to
the Functions
Practiced the Workplace
Total: 8.00
Critical Thinking: Evidence Total: 1.00
Integrative Learning: Connections to Experience Total: 1.00
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Distinguished - Creates meaningful correlations among experien
ces outside of the classroom to demonstrate an understanding of
the given field of study and to broaden one's own viewpoints.
Proficient - Compares life experiences and academic knowledge
to distinguish differences and similarities while acknowledging
perspectives other than one's own.
Basic - Recognizes correlations between life experiences, acade
mic texts, and ideas perceived as similar and related to one's ow
n
interests.
Below Expectations - Briefly comments about the connections b
etween one's life experiences and academic texts.
Non-Performance - The assignment is either nonexistent or lack
s the components described in the instructions.
Distinguished - Displays meticulous comprehension and organiz
ation of syntax and mechanics, such as spelling and grammar.
Written work contains no errors and is very easy to understand.
Proficient - Displays comprehension and organization of syntax
and mechanics, such as spelling and grammar. Written work
contains only a few minor errors and is mostly easy to understan
d.
Basic - Displays basic comprehension of syntax and mechanics,
such as spelling and grammar. Written work contains a few erro
rs
which may slightly distract the reader.

9. Below Expectations - Fails to display basic comprehension of sy
ntax or mechanics, such as spelling and grammar. Written work
contains major errors which distract the reader.
Non-Performance - The assignment is either nonexistent or lack
s the components described in the instructions.
Distinguished - Accurately uses APA formatting consistently thr
oughout the paper, title page, and reference page.
Proficient - Exhibits APA formatting throughout the paper. How
ever, layout contains a few minor errors.
Basic - Exhibits limited knowledge of APA formatting througho
ut the paper. However, layout does not meet all APA requireme
nts.
Below Expectations - Fails to exhibit basic knowledge of APA f
ormatting. There are frequent errors, making the layout difficult
to
distinguish as APA.
Non-Performance - The assignment is either nonexistent or lack
s the components described in the instructions.
Distinguished - The length of the paper is equivalent to the requ
ired number of correctly formatted pages.
Proficient - The length of the paper is nearly equivalent to the r
equired number of correctly formatted pages.
Basic - The length of the paper is equivalent to at least three qu
arters of the required number of correctly formatted pages.
Below Expectations - The length of the paper is equivalent to at
least one half of the required number of correctly formatted pag

10. es.
Non-Performance - The assignment is either nonexistent or lack
s the components described in the instructions.
Distinguished - Uses more than the required number of scholarl
y sources, providing compelling evidence to support ideas. All
sources on the reference page are used and cited correctly withi
n the body of the assignment.
Proficient - Uses the required number of scholarly sources to su
pport ideas. All sources on the reference page are used and cited
correctly within the body of the assignment.
Basic - Uses less than the required number of sources to support
ideas. Some sources may not be scholarly. Most sources on the
reference page are used within the body of the assignment. Citat
ions may not be formatted correctly.
Below Expectations - Uses an inadequate number of sources tha
t provide little or no support for ideas. Sources used may not be
scholarly. Most sources on the reference page are not used withi
n the body of the assignment. Citations are not formatted
correctly.
Non-Performance - The assignment is either nonexistent or lack
s the components described in the instructions.
Written Communication: Control of Syntax and Mechanics
Total: 1.00
Written Communication: APA Formatting Total: 1.00
Written Communication: Page Requirement Total: 1.00

11. Written Communication: Resource Requirement Total: 1.00
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