Sunteți pe pagina 1din 35

LASALLIAN LEARNING MODULE

Teacher/s: Gail D.Inumerable Term Module: 3rd Term

Year/Level: 6 Title: Writing as a Creative Process

Subject: Language Time Frame: January March 2014

CONTENT STANDARD The learner demonstrates of language structure and conventions in analyzing and reflecting on written narratives. Moreover, the learner uses these language techniques in expressing oneself creatively and in preserving his/ her cultural heritage.

PERFORMANCE STANDARD The learner use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events in writing a story. (adapted from: http://www2.mcrel.org/compendium/standardDetails.asp?subjectI D=36&standardID=10

Term 3 Module 5 Writing as a Creative Process

Page 1

RELATED LASALLIAN GUIDING PRINCIPLES The answer to the focus problem responds to the following principles of the Five Way test: 1. Challenge pupils to realize their full potential by speaking and writing to express their creativity. 2. Bring Christian perspectives to bear on human understanding of skills and values among pupils. 3. Encourage differentiation, diversity and synergy amongst pupils through the appreciation of ones uniqueness. 4. Ensure that pupils translate knowledge into something useful in actual practice for the betterment of society and the church by writing culturally-inspired narratives 5. Prepare pupils to participate responsibly in the world of work, family, community, nation and the Church by familiarizing them with real-life situations and challenges ;

Term 3 Module 5 Writing as a Creative Process

Page 2

CONTENT Theme: Creative Writing Grammar Points I. Nouns A. Possessive Form of Nouns II. Pronouns A. Possessive Pronouns III. Adjectives A. Kinds of Adjectives 1. Descriptive Adjectives 2. Limiting Adjectives B. Order of Adjectives C. Comparison of Adjectives III. Adverb A. Kinds of Adverb 1. Manner 2. Time 3. Place 4. Degree 5. Frequency B. Comparison of Adverbs Writing A. Writing a Story Speaking A. One-Man Play

BLENDED TOOLS Face-to-Face eLearning

Term 3 Module 5 Writing as a Creative Process

Page 3

Examples: Group/ pair discussions Games Picture analysis

Use of apps (e.g., productivity, assessment, presentation) eBook reading, writing and annotation (for PEARL) interactive websites

STAGE 1: ESTABLISHING DESIRED RESULTS TRANSFER GOAL(S): If the students learn creative writing strategies and proper language forms and conventions, they will be able to write their own story that mirrors traditional beliefs and practices and transports creative thoughts from ones imagination into writing.

BIG IDEA/ENDURING UNDERSTANDING (EU): OVERARCHING EU: TOPIC EU: Students will understand the relevance of written forms of Students will understand that using modifiers will help convey literature in venting ones individuality as well as sense of ideas vividly and accurately whether in writing or in speaking. belongingness in the society.

ESSENTIAL QUESTION(S):

Term 3 Module 5 Writing as a Creative Process

Page 4

OVERARCHING EQ: 1. How can written output be a creative form of human expression? 2. How can one write a narrative that reflects national identity and preserves culture?

TOPIC EQ: 1. How are possessives different from plurals? 2. How can different types of adjectives help in making stories more interesting? 3. How can adverbs help make verbs more accurate?

COMPETENCIES use possessive forms of nouns and pronouns to show ownership use adjectives to compare nouns or pronouns arrange adjectives in a series use adverbs to compare verbs, adjectives or other adverbs utilize modifiers to make creative writing output more vivid and accurate write a narrative coherently SPECIFIC OBJECTIVES By the end of the unit, the students will be able to: Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Assess their levels of understanding (K, P, and U) through a pre-test Introduce creative writing materials Enthuse creative writing skills. Share ones insight regarding another persons statement Consolidate Initial answers to Essential Questions Complete sentences by forming the possessive case of nouns Page 5

Term 3 Module 5 Writing as a Creative Process

Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Activity 18 Activity 19 Activity 20 Activity 21 Activity 22 Activity 23

Identify the rules in forming the possessive case of nouns Answer guided, independent, online and pair exercises Restate the different rules in forming the possessive form of the noun Sharing ones thoughts about a famous saying Using personal pronouns to complete sentences Differentiate possessive pronouns from possessive adjectives Share ones insight on how can possessive pronouns help achieve sentence fluency. Answer online exercises and Activity Sheet 1 (K and P, Possessive Forms of Nouns and Possessive Pronouns Identify the elements of a story Identify adjectives and its kinds Use appropriate adjectives to describe vividly nouns Answer guided and independent exercises Describe a character using multiple adjectives Answer guided and independent exercises about sequencing of adjectives Compare and contrast nouns Share ones insight how ones skill in comparing can be used in real life Answer guided practice and Activity Sheet no. 2 (K and P, Kinds of Adjectives, Sequencing Adjectives, and Degrees of Comparison Page 6

Term 3 Module 5 Writing as a Creative Process

Activity 24 Activity 25 Activity 26 Activity 27 Activity 28 Activity 29 Activity 30 Activity 29

Identify adverbs in a story Analyze how adverbs and adjectives differ in modifying words Answer guided and independent exercises Compare demonstrated actions (in form of a game) using adverbs Answer guided and independent practice and Activity Sheet 3 (K and P- Kinds of Adverbs, U- Different Modifiers Writing a Story (*Instructions and Rubric written in this module) Answer the Essential Questions Answer the post test

STAGE 2: DETERMINING VALID EVIDENCE/ASSESSMENT PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING Students will independently use their learning to write a story.

GRASPS NARRATIVE OF TRANSFER TASK You are a young member of National Commission for Culture and the Arts who wants to help in preserving his/her culture. You are challenged to write a myth or a legend that reflects a tradition in a locality in the country. Your narrative should be make use of descriptive language that will catch the readers interest and is appropriately written for them.

Term 3 Module 5 Writing as a Creative Process

Page 7

ASSESSMENT TOOLS KNOWLEDGE: PROCESS: UNDERSTANDING: PERFORMANCE:

Use modifiers (adjectives and adverbs), possessive forms of nouns and pronouns in constructing sentences and completing paragraphs orally and in writing

Utilize possessive forms of nouns and pronouns to show ownership

Distinguish the difference between adjectives and adverbs and can help translate to appropriately and accurately traditions into stories describe words Construct sentences and paragraphs that express oneself creatively and imaginatively

Make a generalization as to which among the three stories is suitable for the target audience and is written smoothly, rich with appropriate descriptive details

Write a publishable story reflecting ones culture Perform a scene in the written creative output

RELATED FACET(S) OF UNDERSTANDING: Explanation Explain what creative writing is and how it is different from other types of text (e.g. personal narrative writing, persuasive writing) Interpretation Make meaning out of traditional beliefs and practices to be able to form ones identity Application- Use creative writing skills in writing a story Perspective- Recognize ones uniqueness EmpathyRealize ones capability to relate the experiences of others to ones own. Self-knowledge Trace ones progress in writing and produce his/her own creative writing output.

Term 3 Module 5 Writing as a Creative Process

Page 8

STAGE 3: LEARNING PLAN FLOW LESSON PROPER Introduction Activity 1. Administer a pre-test. Activity 2. Present the following pictures to the students.

Term 3 Module 5 Writing as a Creative Process

Page 9

Term 3 Module 5 Writing as a Creative Process

Page 10

Then, ask them the following questions? a. What are stories for? b. How can you say that a story is well-written? c. What do you think are the qualities that writers need to possess for them to come up with a good story?

Activity 3. After gathering students responses, facilitate, 40-in-1 Story Writing Challenge to kindle their creative flair in writing. Be guided by the following procedures. a. Give the first student a blank paper. b. After the teacher says WRITE, the student will start writing a story until the teachers says, STOP. (20 seconds only) c. Then, he/she will pass on the paper to the student seated after him/her. d. The student needs to hear the teachers cue before he/she can start or stop writing. e. This procedure continues until the last student writes his/her part. Term 3 Module 5 Writing as a Creative Process Page 11

f. A volunteer will read the story in front of the class. After reading the 40-in-1 Output, tell the students to come up with a title. Then ask them the following questions. a. Is the story good? Why or why not? b. What makes it good? What suggestions can you give to improve the story? Activity 4. To further motivate the students, present the following quotation from Toni Morrison and let them share their insights.

Toni Morrison is an American novelist, editor, and professor. Her novels are known for their epic themes, vivid dialogue, and richly detailed characters. Among her best known novels are The Bluest Eye, Sula,Song of Solomon and Beloved. http://en.wikipedia.org/wiki/Toni_Morrison

If there's a book you really want to read, but it hasn't been written yet, then you must write it.
Activity 5. After consolidating their answers, present the essential questions. 1. How are possessive forms different from plural forms? 2. How can different types of adjectives help in making stories more interesting? 3. How can adverbs help make the verbs be more exact? 3. How can written output be a creative form of human expression? 4. How can one write a narrative that reflects national identity and preserves culture?

Interaction Term 3 Module 5 Writing as a Creative Process Page 12

Activity 6. To introduce possessive form of nouns, present the following pictures and let the students complete the phrases that show ownership beside each picture.

_________________ wand Answer: Harrys/ Harry Potters wand

____________________ scarf Answer: Grus scarf

_____________________ mjolnir Answer:Thors Mjolnir

Term 3 Module 5 Writing as a Creative Process

Page 13

__________________ vacation Answer: minions vacation

After the activity, ask the following questions. a. What change/s in the noun was/were made to indicate ownership? b. If the noun is singular, how should you frame its possessive form? What if the noun is plural? Activity 7. Give another set of pictures with captions and ask them to transform these phrases into their possessive forms.

badges of Russell

badges of Russell

coat and tie of the editor-inchief


Page 14

Term 3 Module 5 Writing as a Creative Process

Then have a follow-up discussion about possessive form of nouns on Unit 1, Lesson 4, p. 2-4 of 8 Activity 8. Generalization: Let the students watch the video, Possessive nouns Monster song from EDROCKER.COM http://www.youtube.com/watch?v=AlET-srn-Tc

Let some students say what they have learned by: a. Stating a rule in forming the possessive form of nouns b. Answer the question: How can your knowledge of possessives help you in conveying your ideas clearly? Activity 9. Application: For the students to realize a deeper connection between the topic and life itself, ask the students to interpret the following quotation from Lao Tzu.

Be content with what you have;rejoice in the way things are. When you realize there is nothing lacking,the whole world belongs to you.

Activity 10. Book, Online and Pair Exercises Guided Practice 1: Answer Unit 1, Lesson 4, p. 4 of 8 (A) Independent Practice 1: Answer Unit 1, Lesson 4, p. 5-6 of 8 (B and C)

Term 3 Module 5 Writing as a Creative Process

Page 15

Independent Practice 2: Using Popplet, let the students to draw illustrate their family tree, then they will exchange MLDs with their seatmate and let him/her interpret the relationship between members of the family (at least 5 sentences showing this relationship) by writing at least 5 sentences showing relationship/s between and among family members below the family tree. Refer to the example below. This is a downloaded activity from busyteacher.org

1. Bart is Homers and Marges son. 2. Patty is Selmas sister. 3. Abraham is Homers father. 4. Jackie is Maggies grandmother. 5. Ling is Barts cousin.

Online Exercises 1 http://www.better-english.com/grammar/possplu.htm This activity will help them to distinguish possessives from plurals. http://www.myenglishgrammar.com/english/exercise-10-possession.html This activity will test the students knowledge about the use of () and (s)

Term 3 Module 5 Writing as a Creative Process

Page 16

Activity 11. Present the following fictional characters and complete the captions that show ownership.

This is my gown. It is _____________.

That is Iron Mans exoskeleton. It is _____________.

That is Smurfs village. It is ___________________________.


Term 3 Module 5 Writing as a Creative Process Page 17

Ask the following question: a. What do you call the words that you have supplied on the blanks?

Activity 12.For the students to realize the difference between possessive pronouns and possessive adjectives, let them watch a video, , http://www.youtube.com/watch?v=CWxrJI_Tna8 entitled, Whose Puppy is it? Take not of how the sentences were constructed. It is mine. It is my puppy It is yours. It is your puppy. It is his. It is his puppy. It is hers. It is her puppy. It is ours. It is our puppy. Guide Questions: a. Do the highlighted words modify another word? b. How do we call possessives that are being followed by a noun and modify it? Have a follow-up discussion regarding possessive pronouns. Term 3 Module 5 Writing as a Creative Process Page 18

Activity 13. Generalization: Let the students watch the video, http://www.youtube.com/watch?v=zj1D92SnsDs, entitled, Cycle 2, Possessive Pronouns and Adjectives Song

Let the students complete the following line:

We use possessive pronouns to__________________________________

Activity 14. Online Exercise 1: http://www.myenglishpages.com/site_php_files/grammar-exercise-possessive-pronouns.php#.UsjUaGHFb7E This activity will help the students see the difference between a possessive pronoun and a possessive adjective. Online Exercise 2: http://www.softschools.com/quizzes/grammar/possessive_pronouns/quiz436.html

Independent Practice 1: Answer Activity Sheet No. 1 about Possessive Forms of Nouns and Possessive Pronouns (K and P).

Term 3 Module 5 Writing as a Creative Process

Page 19

GS ENGLISH DEPARTMENT

ACADEMIC YEAR 2013-2014

Activity 15. Philippine Literature is a reflection of how imaginative Filipinos are. Below is a legend that was handed down by our forefathers. How Butterflies Came To Be There once lived an old woman who tended a fine flower garden by the shore of a lake. The fisherfolk who lived in a nearby village loved her dearly, and would often visit her to exchange their fish for lovely flowers. They somehow knew there was something magical about her, for her house seemed mysteriously bright at night (no, she didn't have any electricity), and some even saw a few dwarfs assisting what appeared to be a beautiful young woman... but only at night, never during the day. One time, a young couple visited the village. They were proud and hated anything ugly. They chanced upon the old woman's flower garden at the edge of the lake, and entered it to gather some bouquets. The old woman asked them to leave, but instead of obeying, the young man and woman made fun of her because they found her ugly. To punish them, the old woman touched them with a cane and said that since they like only beautiful things, they will be turned into the most beautiful insects. So the next time you see two lovely butterflies hovering near some flowers, you'll remember that haughty young couple.

Viloria, Manuel. How Butterflies Came To Be. Accessed [January 17,2013]. Available from http://folktales.webmanila.com/folktales/animals/?butterflies

After the students read the selection, ask them to identify some of the elements of the story (setting, characters and conflict), the moral and the part of the story where Philippine culture was reflected. Activity 16. Identifying Adjectives Let the students locate the different adjectives in the story. Then, answer the questions that follow. a. What does each describing word modify?

20 | Page

GS ENGLISH DEPARTMENT

ACADEMIC YEAR 2013-2014

b. Do the describing words add sensory image to the noun being described? Or do they just point out the nouns being described? Have a follow-up discussion about adjectives on Unit 2, Lesson 5, pages 2-3/10 Activity 17. Generalization In pairs, ask the students to work on another version of the story by changing the adjectives that they have identified. They may refer to the list of adjectives below. Appearance Appearance Contd. glamorous gleaming gorgeous graceful grotesque handsome homely light long magnificent misty motionless muddy old-fashioned plain poised precious quaint shiny smoggy sparkling spotless stormy Condition Condition Contd. impossible inexpensive innocent inquisitive modern mushy odd open outstanding poor powerful prickly puzzled real rich shy sleepy stupid super talented tame tender tough Feelings (Bad) Feelings (Bad) Contd.

adorable adventurous aggressive alert attractive average beautiful blue-eyed bloody blushing bright clean clear cloudy colorful crowded cute dark drab distinct dull elegant excited

alive annoying bad better beautiful brainy breakable busy careful cautious clever clumsy concerned crazy curious dead different difficult doubtful easy expensive famous fragile

angry annoyed anxious arrogant ashamed awful bad bewildered black blue bored clumsy combative condemned confused crazy, flipped-out creepy cruel dangerous defeated defiant depressed

grumpy helpless homeless hungry hurt ill itchy jealous jittery lazy lonely mysterious nasty naughty nervous nutty obnoxious outrageous panicky repulsive scary selfish

21 | Page

GS ENGLISH DEPARTMENT

ACADEMIC YEAR 2013-2014

fancy filthy

strange ugly ugliest unsightly unusual wide-eyed

frail gifted helpful helpless horrible important

uninterested vast wandering wild wrong

disgusted disturbed dizzy dull embarrassed envious evil fierce foolish frantic frightened grieving Sound

sore tense terrible testy thoughtless tired troubled upset uptight weary wicked worried Time

Feelings (Good) Feelings (Good) Shape Contd. agreeable amused brave calm charming cheerful comfortable cooperative courageous delightful determined eager elated enchanting encouraging energetic enthusiastic excited exuberant fair faithful happy healthy helpful hilarious jolly joyous kind lively lovely lucky nice obedient perfect pleasant proud relieved silly smiling splendid successful thankful broad chubby crooked curved deep flat high hollow low narrow round shallow skinny square steep straight wide

Size

big colossal fat gigantic great huge immense large little mammoth massive miniature petite puny scrawny short small tall teeny teeny-tiny tiny

cooing deafening faint harsh high-pitched hissing hushed husky loud melodic moaning mute noisy purring quiet raspy resonant screeching shrill silent soft

ancient brief Early fast late long modern old old-fashioned quick rapid short slow swift young

22 | Page

GS ENGLISH DEPARTMENT

ACADEMIC YEAR 2013-2014

fantastic fine friendly funny gentle glorious good Taste/Touch

thoughtful victorious vivacious witty wonderful zealous zany Taste/Touch Contd. melted nutritious plastic prickly rainy rough scattered shaggy shaky sharp shivering silky slimy slippery smooth soft solid steady sticky tender tight uneven weak wet wooden yummy Touch Quantity

squealing thundering voiceless whispering

bitter delicious fresh juicy ripe rotten salty sour spicy stale sticky strong sweet tart tasteless tasty thirsty fluttering fuzzy greasy grubby hard hot icy loose

boiling breezy broken bumpy chilly cold cool creepy crooked cuddly curly damaged damp dirty dry dusty filthy flaky fluffy freezing hot warm wet

abundant empty few heavy light many numerous substantial

23 | Page

GS ENGLISH DEPARTMENT

ACADEMIC YEAR 2013-2014

Taken from: http://www.keepandshare.com/doc/12894/adjective-list Let the some pairs present their work and let them complete the line below.

The use of adjectives makes a piece of writing___________________________.


Activity 18. Guided Practice 1: Unit 2, Lesson 1 page 5/10 (A) Independent Practice 1: Unit 2 Lesson 1 page 5-6/10 (B and C)

Activity 19. Challenge the students to give as many adjectives that they can to describe Percy Jackson. Now, using at least 2 among the given adjectives, ask some students to describe Percy in a phrase.

ex. the young adventurous wizard

24 | Page

GS ENGLISH DEPARTMENT

ACADEMIC YEAR 2013-2014

After describing Percy Jackson, ask the students the following questions: a. Can you please classify each adjective that you have chosen? Specifically, what do each word describe? b. How were you able to organize the adjectives that you have chosen? Lead the students in recognizing the sequence of adjectives and have a follow-up discussion on Unit 2, Lesson 6, pages 2-3/11 Activity 20. Guided Practice 1: Unit 2, Lesson 6, pages 3-4/11 (A) Independent Practice 1: Unit 2, Lesson 6, page 4/11 (B) Unit 2, Lesson 6, page 10/11 (V)

Activity 21. Present the pictures of Harry, Hermione and Ron.

Ask the students to choose an adjective that will describe the three characters and then compare them. After giving their answers, lead them in realizing the rules on how to express comparison in terms of degree. Then, have a follow-up discussion on Unit 2, Lesson 6, page 5/11 Activity 22. Generalization: Let some students say what they have learned by: a. Letting them watch, Schoolhouse Rock: Grammar - Unpack Your Adjectives Music Video (http://www.youtube.com/watch?v=NkuuZEey_bs)

25 | Page

GS ENGLISH DEPARTMENT

ACADEMIC YEAR 2013-2014

b. Stating a rule in forming the comparative and superlative degrees of adjectives c. Answering this question: Where can you use your knowledge in comparing? Activity 23 Guided Practice 1: Answer Unit 2, Lesson 6, page 6/11 Online Exercises Let the students answer the online exercises below about identifying and using different kinds of adjectives. http://www.myenglishgrammar.com/english/exercise-3-adjectives.html http://www.softschools.com/quizzes/grammar/adjective/quiz219.html http://www.softschools.com/quizzes/grammar/adjectives/quiz328.html Independent Practice 1: Answer Activity Sheet No. 2 about Adjectives (K, P and U) Activity 24 Present the short selection, Northwind and the Sun. Then, provide the definition of an adverb and let them locate the adverbs themselves. Later on, lead them in classifying each adverb by asking questions. One morning, the Northwind and the Sun saw a man walking down a country road. He was wearing a new coat. That young man looks very pleased with his new coat, said the Northwind. But I could easily blow it off his back if I wanted to. I dont think you could, said the Sun. But let us see who of us can take off the coat. The Northwind began to blow hard. People had to chase after their hats. Leaves were blown helplessly from the trees. The Northwind blew so mightily, but it was no use. The man just pulled his coat more tightly about him. My turn now, cried the Sun and he gave out his heat gently at first. Insects hummed happily and flowers bloomed beautifully. The birds began to sing cheerfully. Then, the Sun shone more strongly. Soon, the man began to feel very hot. How hot it is! he exclaimed, and he took off his coat. Questions: a. How can you describe the characters in the story? b. Upon knowing the definition of an adverb, locate the adverbs in the story.

26 | Page

GS ENGLISH DEPARTMENT

ACADEMIC YEAR 2013-2014

c. What question does each adverb answer about the verb, adjective or other adverbs that it modifies?

Have a follow-up discussion about the different kinds of adverbs on Unit 3, Lesson 1 pages 4-10/18 Activity 25 Generalization Review what adjectives are and present the poem, Mr. Adverb and Miss Adjective. Then, using a Venn diagram, let the students compare and contrast the two parts of speech Mr. Adverb and Miss Adjective were having a major feud. She said telling people how and when to do everything is rude. Mr. Adverb totally disagreed. If she didnt work so slowly, then there would not be such a need to tell her to work more quickly. Oh, why dont you just pay heed. Miss Adjective was furious. She was just plain raving mad. You are a horrible, crazy, bossy man. Why do you have to be so bad? Mr. Adverb didnt understand.

27 | Page

GS ENGLISH DEPARTMENT

ACADEMIC YEAR 2013-2014

Work more carefully, cautiously, and correctly. Everything seemed so unplanned. Arrive promptly, punctually, frequently, or, You might have to be canned. Miss Adjective was agitated, and wanted to be free. To be bossed around was unacceptable, so she issued a stern decree. Stop bothering me at work Mr. Adverb or I certainly will flee. Mr. Adverb didnt believe her threat. He thought she was going mental. She needs to think more clearly, and stop being so descriptively judgemental. Miss Adjective became anxious, annoyed, and angry at this awful and wicked man. It was way past the time to execute her daring plan. Quickly, decisively, and bravely

28 | Page

GS ENGLISH DEPARTMENT

ACADEMIC YEAR 2013-2014

she ran defiantly out the workplace door. That domineering, demonic dictator will boss her cruelly no more. by - Christopher Rudolph After comparing and contrasting, ask the students how the modifiers: adjectives and adverbs help one in writing. Activity 26. Guided Practice 1: Unit 3, Lesson 1 pages 10-14 /18 (A-E) Activity 27 Facilitate a modified charades game. 3 students will demonstrate the action that is written on the piece of paper that they have chosen. Then, ask the students to compare the actions shown then, let them realize the rules in comparing adverbs. A discussion can be found on Unit 3, Lesson 4, pages 3-5/12 Activity 28 Let the students watch the video, http://www.youtube.com/watch?v=kKw1j7sZni0 entitled Adverb Song. Then do the following series of activities. Guided Practice 1: Unit 3, Lesson 4 page 6/12 Online Exercises 1: http://www.myenglishgrammar.com/english/exercise-4-adverbs.html http://www.softschools.com/quizzes/grammar/adverbs/quiz567.html http://www.softschools.com/quizzes/grammar/adjective/quiz237.html Independent Practice 1: Answer Activity Sheet No.3 about Adverbs.

29 | Page

GS ENGLISH DEPARTMENT

ACADEMIC YEAR 2013-2014

Integration Activity 29 For the Final Output Making, divide the class into groups of four. Tell them that each student should have a part in doing the project, writing a legend or a tale reflecting Philippine culture. To help them decide on what legend or tale to write, they will visit famous museums in Laguna. Then, they are going to choose a thing, an artifact or a person that they has been displayed/featured in the museum. Their CRITERIA 4 3 2 1 choice will be the Main Idea Main/Topic idea is Main/Topic idea is Main/Topic idea Main/Topic idea is subject of their creative clear. somewhat clear. is not really clear. not present at all. output. Major and minor Major character Major and minor Lacking minor characters well established and characters characters. In writing the Final established. minor presented. presented. Output, each group will be given a writing plan sheet. It includes: a. Characters Profile b. Sequence of Events Graphic Organizer Then, after organizing their story, they will be given a template for the final output. The students will be graded using the rubric below. Making a Story Book Rubric Group Grade

30 | Page

GS ENGLISH DEPARTMENT

ACADEMIC YEAR 2013-2014

Organization

Details make the legend interesting

It has well-ordered sentences (beginning, middle, and end) that keep to the topic. It utilizes several transitions Exciting details make the reader "picture" the scene. At least 3 sensory details.

Sentences keep to the topic, but the order is weak. It utilizes enough transitions. Some details help the reader understand what is going on. It has some sensory details

Some parts do not keep to the topic. It utilizes a few transitions.

Topic and story are confusing for the reader. It lacks transitions.

Fluency

The story has complete sentences that are varied in style and length. The sentences flow together. It has no more than one misspelling, no fragments or runon sentences and correct capitalization, end marks The illustrations help present the plot throughout all areas in the work.

Conventions

Illustrations

Presentation

The book is neat; the illustations are colored and the story

Details are not enough to help the reader understand the story. It has a few sensory details. The story has The story has complete short complete sentences that are sentences. It varied in length. does not flow Some of the together in most sentences flow places. together. It has no more It has several than 3 misspelling and misspellings, no fragments or runmore than one on sentences; fragment or run-on correct end and correct marks. capitalization. The illustrations The illustrations help present the help present the plot in a majority of plot in only a areas throughout minority of areas the work. throughout the work. The illustrations The book is neat are colored and has few are the story is legibly illustrations and

No details are used.

There are incomplete sentences. The story does not flow together at all. It has many spelling and sentence errors, primarily simple sentences and has many errors with capitalization and end marks. The illustrations do not help present the plot throughout the work.

The book is neat but has no illustrations; the story is is hard to

31 | Page

GS ENGLISH DEPARTMENT

ACADEMIC YEAR 2013-2014

is legibly written.

written.

the story is legibly read and understand written.

Individual Grade Story CRITERIA Writing Process

Plot Development

4 Devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing) and works hard to make the story wonderful All five areas of the plot (exposition, rising action, climax, falling action, and resolution)

3 Devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing) and gets the job done

2 Devotes some time and effort to the writing process but is not very thorough and does just enough to get by

1 Devotes little time and effort to the writing process and doesnt seem to care

One of the five areas of the plot (exposition, rising action, climax, falling action, and resolution) is not

Two of the five areas of the plot (exposition, rising action, climax, falling action, and

Threeof the five areas of the plot (exposition, rising action, climax, falling

32 | Page

GS ENGLISH DEPARTMENT

ACADEMIC YEAR 2013-2014

are present and are clearly developed.

present and/or is not clearly developed.

resolution) are not present and/or are not clearly developed. The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his/her imagination. There is a frequent errors in usage may obscure meaning and an inconsistency in the use of punctuation, capitalization, and spelling.

Creativity

The story contains many creative details and/or descriptions that contribute to the readers enjoyment. The author has really used his/her imagination.

The story contains a few creative details and/or descriptions that contribute to the readers enjoyment. The author has used his/her imagination.

action, and resolution) are not present and/or are not clearly developed. There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Conventions

There are some The errors are errors in usage frequent and and sentence severe and formation meaning is but no systematic often obscured pattern of errors is displayed. There is adequate use of punctuation, capitalization, and spelling. http://www.readwritethink.org/files/resources/lesson_images/lesson1022/GradingRubric.pdf http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2012/05/TaskItemSpecifications/EnglishLanguageArtsLiteracy/ELARubrics.pdf

There are few, if any, errors in usage and sentence formation, effective and consistent use of punctuation, capitalization, and spelling.

Illustration CRITERIA Drawing Process

4 Devotes a lot of time

3 Devotes sufficient time and effort to

2 Devotes some time and effort to the

1 Devotes little time and

33 | Page

GS ENGLISH DEPARTMENT

ACADEMIC YEAR 2013-2014

The Illustrations Support of the Plot

and effort to the drawing process and works hard to make the illustrations wonderful The illustrations help present the plot throughout all areas in the work.

the drawing process and gets the job done

drawing process but is not very thorough and does just enough to get by

effort to the drawing process and doesnt seem to care

The illustrations help present the plot in a majority of areas throughout the work. Illustrations are neat and visually pleasing throughout a majority of the work. The illustrator uses line, color, and shape to create a stylistic look in most of the illustration.

The illustrations help present the plot in only a minority of areas throughout the work.

Execution of Illustrations

Style

Illustrations are neat and visually pleasing throughout the entire work. The illustrator uses line, color, and shape and selects best options to create a unified style in the illustration

A few illustrations need more details and attention to visual appearance.

The illustrations DO NOT help present the plot in only a minority of areas throughout the work. Most illustrations need more details and attention to visual appearance.

The illustrator consciouslyincorporate line, color, and shape to create a unified stylistic look in some of the illustration.

The illustrator needs guidance to use line, color, and shape to create a unified style in an illustration.

Taken and adapted from: http://www.rcampus.com/rubricshowc.cfm?sp=true&code=U682BC& http://www.readwritethink.org/files/resources/lesson_images/lesson1022/GradingRubric.pdf http://isite.lps.org/lfast/web/documents/BookIllustrationRubric.pdf

Note: Each student will get 2 scores, 1 from the group score and another from their individual score. Therefore, each will get a maximum of 40 points for the project ( group score 24, individual score 16).

34 | Page

GS ENGLISH DEPARTMENT

ACADEMIC YEAR 2013-2014

Activity 30 Have a final answer on the Essential Questions Activity 31 Administer the post test

35 | Page