iPad Lesson- Fairy Tale Book

Step 4 - Assessments

 

Formative assessment:

  • Story planning (see Step 3)
  • Story board (see Step 3)

Summatie assessment and rubric

  • Directions:

    Choose one of the fairy tales that we have read. Rewrite the fairy tale from the point of view of the villain. Your goal is to make us feel bad for the villain. You will then make your story into a children’s book by using the book template on Pages.

     

    Steps to complete this project:

  • Use the story planning document to plan out how you will change the story for your villain’s point of view.

  • On a separate sheet of paper, write out your story following your planning.

  • Once you have your story, use the storyboard document to plan out what will be on each page of your story.

  • Open up pages and use the book template to put your story together. Use copyright free images or upload your own drawings to use for your story pictures. 

  • Share your document with your teacher so it can be printed on a color printer.


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    Reading: Literature Standard 3

    Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

    Effectively provides an advanced story of how and why the villain has certain interactions during the fairy tale. Ideas are thoroughly supported with original events and reflect a sophisticated understanding of the fairy tale.

    Effectively provides a story of how and why the villain has certain interactions during the fairy tale. Ideas are well supported and reflect a clear understanding of the fairy tale.

    Provides an story of how and why the villain has certain interactions during the fairy tale. Ideas are supported and reflect a developing understanding of the fairy tale. At times, ideas may lack clarity.

    Does not provide a full story of how and why the villain has certain interactions during the fairy tale. Ideas lack support and reflect a limited understanding of the fairy tale. Ideas may be minimal or unclear. 

    Writing Standard 3

    Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

    Composes a creative and highly-developed narrative. Writer utilizes advanced organizational and idea development strategies to mimic a children’s book.

    Composes a creative and well-developed narrative. Writer utilizes effective organizational and idea development strategies to mimic a children’s book.

    Composes a developing narrative. Writer utilizes basic organizational and idea development strategies. Writing reflects a developing understanding narrative technique and development to mimic a children’s book. At times, details or structure may lack clarity.

    May not compose a developing narrative. Writer may utilize ineffective organizational and idea development strategies. Writing reflects a limited understanding narrative technique and development to mimic a children’s book. Details or structure may be unclear.

    Writing Standard 4

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

    Produces clear and coherent writing in which the writer utilizes advanced organizational and idea development strategies. Writing reflects a sophisticated understanding of task, purpose, and audience. 

    Produces clear and coherent writing in which the writer utilizes logical organizational and idea development strategies. Writing reflects a clear understanding of task, purpose, and audience. 

    Produces generally clear writing in which the writer utilizes basic organizational and idea development strategies. Writing reflects a developing understanding of task, purpose, and audience. At times, ideas, organization, or style may lack clarity or consistency. 

    May not produce clear writing. The writer utilizes ineffective organizational or idea development strategies. Writing may reflect a limited understanding of task, purpose, and audience. Ideas, organization, or style may be unclear or inconsistent. 

    Writing Standard 6
    Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

    Effectively and responsibly uses technology to produce and publish writing and interact and collaborate with others. Use of technology reflects a sophisticated understanding of technology’s impact on publication and collaboration. 

    Responsibly uses technology to produce and publish writing and interact and collaborate with others. Use of technology reflects a clear understanding of technology’s impact on publication and collaboration.  

    Attempts to responsibly use technology to produce and publish writing and interact and collaborate with others. Use of technology reflects a basic understanding of technology’s impact on publication and collaboration. 

    May not use technology responsibly to produce or publish writing or to interact or collaborate with others. Use of technology reflects a limited understanding of technology’s impact on publication and collaboration.