The Children's Book Project
Review Publish Date: 2021-03-25 08:08:54
Reviewer: INFOhio Reviewer
Rubric Version: Reviews Review Rubric Version 0.92
Endorsements
Flexible Learning Endorsement |
Summary: This well-developed lesson for 9-12 grade students, is an opportunity for learners to engage in a variety of methods to write their own children's picture books. Several robust resources are noted which enhance the overall layout of this lesson. Students utilize a picture book guide, story map and plot diagram as resources to create their own children's book. Students have the option to learn bind their books in a nice, presentable manner for publication.
Usability
Meets
Expectations
Flexibility and Adaptability
Meets
Expectations
Inclusive Teaching
Meets
Expectations
Research-Based Strategies
Meets
Expectations
Usability : 4/6 Top
a. Materials follow Web Content Accessibility Guidelines.
b. Material(s) are not overly resource intense that would require consistent high-speed internet access, such as large video files and multiple high-resolution photos.
Reviewer Notes: Contains clear cut handouts that are easily viewable/readable c. The visual design of materials is clean and coherent, lending itself to ease of learning.
Flexibility and Adaptability: 4/6 Top
d. Materials are flexible to allow students to access and complete work online or offline as needed.
Reviewer Notes: Handouts compliment this lesson nicely and can be viewed online or printed for in-person learning e. Materials can support and/or facilitate learning in hybrid and/or online delivery methods.
f. Teacher supports, documentation, and/or guides for effective use are present.
Reviewer Notes: From theory to practice, Diana Mitchell explains why lesson plans that focus on children's literature are so successful in the classroom: "When picture books appear in the secondary classroom, students behave differently. They paw over books, oohing and ahhing at the illustrations, the colors, and the topics. Enthusiasm creeps into their talk. They become unabashedly interested in books...(Teaching Ideas that Spark Learning (book by Diana Mitchell).
Opportunity for differentiation based on student needs through noted extension activities. Inclusive Teaching: 3/6 Top
g. Content is presented with an objective view on topic and is free of bias.
h. Content creates student experiences that enable all children to reach empowering and rigorous learning outcomes regardless of their race or income.
Reviewer Notes: Students are presented with rigorous questioning that allows for group interaction. Students are reflecting on real-world experiences to drive the content of their books. i. Content cultivates an awareness and acceptance of a variety of ages, cultures, races, religions, and gender roles and identities.
Reviewer Notes: Students are invited to bring their own backgrounds and perspectives to their writing. Research-Based Strategies: 10/14 Top
j. Content builds on prior learning
Reviewer Notes: Ample opportunities for brainstorming k. Content leads to further learning by gradually removing supports and requiring advanced skills and concepts.
Reviewer Notes: Students brainstorm ideas together, talk through posing questions to develop their stories, and reflect on each other's writings. l. Content provides for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection.
Reviewer Notes: Students are given opportunities to engage in 8 lessons that are highly structured and allow for in-depth discussion and questioning. Protocols are clearly outlined and outcomes are noted on the rubric for this project. m. Content engages students through discussion questions and other supports that build toward independence.
n. Uses technology and media to deepen learning and engage students.
Reviewer Notes: Great online and printable resources noted.
Learners have a robust list of tips for writing their own story books. o. Content includes options for differentiation to meet needs of all learners.
p. Instructional approaches used are reflective of best practices and research on what works in education.
Reviewer Notes: Common Core Standards noted
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
1.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2.
Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4.
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5.
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6.
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
12.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). |
Usability
Flexibility and Adaptability
Inclusive Teaching
Research-Based Strategies
|
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Endorsements
The Accelerating Learning endorsement indicates that the material meets or exceeds expectations for both the Standards Alignment and Research-Based Strategies indicators.