Sample Assignments
Sample Assignments
Folktales Comparative Reflections
Read/watch the folktales specified and write a 1- paragraph COMPARATIVE reflection for each set that includes the criteria listed in the Grading Rubric (*Alternative for Content Warning-CW-Fairytales: Find 2 of the same fairytales of your choice told either in different ways, from different cultures, in different mediums, or from different storytellers and compare them). You should include at least one sentence discussing similarities, one sentence discussing differences, one sentence making a text-to-self, text-to-text, or text-to- world connection, and one thoughtful discussion question (consider why, how, compare/contrast, and cause/effect questions that cannot be answered with simply yes/no or be easily answered with a simple Google search). You should use at least 1 direct quote or description of an image (if picture book or film) to back up your ideas. Your quote should be integrated into a sentence and use properly formatted MLA in-text citations.
Purpose of Assignment: Explore ways in which stories evolve and change depending on who tells them (artists, children’s writers, adult storytellers, women, men, people of varying cultures), who the targeted audience is (adults, children, women, men, varying cultures/time periods, etc.), and how one tells them (children’s books, original transcribed oral tales, films, etc.).
CORE Competencies: Global and Cultural Understanding, Integration, Creativity, Analysis, Inquiry
Rubric:
Discusses similarities through thoughtful comparative analysis: 30%
Discusses differences through thoughtful comparative analysis: 30%
Uses at least 1 direct quote (or image if film/picture book) from EACH story: 10% Incorporates quotes/images seamlessly into sentences and uses MLA in-text citations: 5%
Makes at least 1 connection to self, world, or other text: 5%
Asks at least 1 thoughtful and open discussion question: 20%
Yeh-Shen (Duan Chengshi, retold by Gina Sabella), Cinderella (Grimm)
Sun, Moon, and Talia (*CW: Sexual Assault) (Basile), The Sleeping Beauty
Trailer (Disney), Maleficent Trailer (Disney)
Selkies, Sex, and the Supernatural (Heddle), Song of the Sea (Moore, in-class
film)
East of the Sun and West of the Moon (Andrew Lang), West of the Moon,
Chapter 1 (Margi Preus)
Orpheus and Eurydice (Virgil and Ovid), Hadestown Trailer (Anais Mitchell)
Midterm Literary Circle Group Autoethnography/Presentation
Introduction:
You have been assigned a Literary Circle middle grade novel to read this semester. You will meet with your Literary Circle group to discuss elements of literary craft, literary theories, and human and societal development in relation to your book. You will write a group essay on your book using the directions below in the form of a multi-faceted autoethnography. An autoethnography is a method of research combining autobiography and cultural studies.
Directions:
As a group, you will write a multi-faceted autoethnography. Use both argumentative research and autoethnographical research methods within the context of reader-response theory to interpret how this text may impact children’s belief systems and identity formations, as well as how it personally impacted you and your group members’ belief systems and identity formations when transacting the text with your experiences. A good essay will include a combination of ALL of the following:
-Psychological/developmental/sociological research
-Literary theory research
-Personal analyzation regarding your transactions with the text
-Elements of literary craft that impacted your reading
You should have an argument. You should include quotes as evidence—both from yourselves and from external sources. You should have a thesis statement, evidence with quotes from research and from yourself and your group members, an introduction, body paragraphs, and a conclusion.
Include a 5-minute PowerPoint/Google Slide/Canva Slideshow presentation in your submission. You will present this to the class the class after midterms are due.
1 submission per group.
Minimum 5 sources.
5-10 pages for essay.
5-minute presentation.
Points may be deducted for poor collaboration or added for exceptional leadership.
Main Research Question/Prompt: How can your children’s novel affect belief system and identity formation when one uses Reader-Response theory to transact with the text?
I recommend this structure:
Paragraph 1: Intro and thesis statement
Paragraph 2: Methods (literary theory, autoethnography, psych research, and why you used those methods)
Paragraph 3: Group Member 1 Reader-Response/Narrative Empathy strategies used/elements of literary craft
Paragraph 4: Group Member 2 Reader-Response/Narrative Empathy strategies used/elements of literary craft
Paragraph 5: Group Member 3 Reader-Response/Narrative Empathy strategies used/elements of literary craft
Paragraph 6: Group Member 4 Reader-Response/Narrative Empathy strategies used/elements of literary craft
Paragraph 7: Findings and outcomes (similarities/differences amongst autoethnographical research/main take aways when comparing 4 group members response to the same scene/story, psychological/sociological research/what will happen societally when children are exposed to this book)
Paragraph 8: Conclusion (summary of study)
Rubric:
Thoughtful autoethnographical analysis using reader-response theory: 20% Well-analyzed psychological/sociological research: 20%
Use of evidence from multiple sources: 10%
Essay Structure: 20%
Writing Craftsmanship/Grammar: 10%
Works Cited: 10%
Presentation: 10%
*Points may be adjusted for collaboration after Collaboration Survey
CORE Competencies Addressed: Analysis, DEI, Global and Cultural Understanding, Communication, Inquiry, Collaboration
Final Story Draft
Introduction:
This semester we have studied children’s literature for children ages 3-14. For our final project, you will try your hand at writing a children’s story yourself.
Directions:
You will write either the first chapter (about 5 pages) of a middle grade novel (ages 8-12 or 10- 14) OR a complete picture book (ages 3-8). We will critique your first drafts in class and you will be graded on your participation in those critiques. You will also be graded on various elements of literary craft (voice, stakes/tension/struggle, innovation, thematic understatement, character agency, other elements), innovation, and craftsmanship/grammar. If you choose a picture book, you do not need to include illustrations. Your story should have themes—raise questions for children—without being moralistic.
If you choose a picture book, you should have a complete plot/narrative arc—no “concept” picture books or board books (ABCs, 123s, facial expressions, colors, food groups, etc.). You may include sparse “illustrator notes” to make your plot make sense if needed. Your story should have a title.
If you have an excused absence for the critique days, please write your critiques for each student and email them to me so I can send them to the correct students and so you can receive credit for critiques.
Rubric:
Voice: 15%
Character Agency: 15%
Stakes/Tension/Struggle: 15%
Thematic Presence and Understatement (thematic but not moralistic): 15%
Other Elements of Literary Craft (imagery, figurative language, dialogue, internal monologue, perspective, pacing, rhythm, etc.): 10%
Innovation: 10%
Craftsmanship/Grammar: 20%