Multi-Text StudyRE 4030Fall 2008

The Misadventures of Maude March By Audrey Couloumbis

Pony Express! By Steven Kroll

Unit by: Emily Howell, Jordan Stone, Kasey Yow, and Karen Wolski

Why we chose The Misadventures of Maude March…….

We chose for our students to read The Misadventures of Maude March, because this is an exciting book full or mystery and suspense. This book also shows the strength and courage of two young women, which can be very inspiring for young readers. When using an adventurous and exciting book in the classroom, students are very likely to be excited and engaged in their reading.

Also, the Pony Express and the coming of the West are important to United States history. Pony Express! By Steven Kroll, is a wonderful informational text that includes both text and beautiful pictures. This book is most likely written more on a third grade level, which is fun since the fictional text for this unit is somewhat a more difficult text to read. The best part of this book, is the detailed map included on the last page. The written history is somewhat brief, which makes it readable and enjoyable for this age group.

With both of these books, you will be able to incorporate stimulating activities that will spark the interest of all students. There are a lot of history aspects that can be researched and looked at during or after the books are completed. For example, this unit corresponds to the social studies objective 1.07- “Analyze the past movement of people,

goods, and ideas within and among the United States, Canada, Mexico, and Central America and compare it to movement today.” It was important for us to pick books that would really engage our students, and that we could expand upon easily. Not only do these texts and activities meet numerous Language Arts objectives for fifth grade, but also many other objectives in different subject areas.

Texts

Couloumbis, Audrey. The Misadventures of Maude March. New York: Random House Books, 2005.

Reading Level: 5th grade

Kroll, Steven. Pony Express! New York: Scholastic, 1996. Reading Level: 4th grade

North Carolina Standard Course of StudyGrade 5

Unit ActivityVocabulary Activities

Vocabulary Activities, I Poem

Vocabulary Activities, Read aloud, Read independently, ABC book, I Poem

Vocabulary Activities, ABC Book

Independent reading (internet workshop and books)

NC Language Arts Grade 5Objective 1.01 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives, and etymologies (word origins) to assist comprehension.

Objective 1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.

Objective 1.03 Increase reading and writing vocabulary through: wide reading.word study.word reference materials. content area study. writing process elements. writing as a tool. debate. discussions. seminars. examining the author's craft

Objective 1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, on-line reference tools) to identify and comprehend unknown words.

Objective 1.05 Read independently daily from self-selected

Journal, DED, Character sketches, What I noticed about the area activity, I Poem

K-W-L, what I noticed about the area, DED, journal, discussion, read aloud, predictions

Read aloud and independently, internet workshop

DED, Author Craft, notice about areas, journals

materials (consistent with the student's independent reading level) to:

increase fluency. build background knowledge.

expand and refine vocabulary

Objective 2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, question).

Objective 2.02 Interact with the text before, during, and after reading, listening, and viewing by:

making predictions. formulating questions. supporting answers from textual information, previous experience, and/or other sources. drawing on personal, literary, and cultural understandings. seeking additional information. making connections with previous experiences, information, and ideas

Objective 2.03 Read a variety of texts, such as:fiction (tall tales, myths). nonfiction (books of true experience, newspaper and magazine articles, schedules). poetry (narrative, lyric, and cinquains). drama (plays and skits).

Objective 2.04 Identify elements of fiction and nonfiction and support by referencing the text to determine the:

plot development.author's choice of words. effectiveness of figurative language

(e.g., personification, flashback). tone.

Discussion, read aloud, journal, DED, Discussion Director

DED, journaling, discussions, I Poem

Journaling, DED, Character Sketches, Discussion Director, ABC Book

Journal, DED, K-W-L, Discussion Director, predictions

Author Craft, journal, Character Sketch, vocabulary Activity, I Poem

Internet activity, I Poem, Wanted Poster

Objective 2.09 Listen actively and critically by:

asking questions. delving deeper into the topic. elaborating on the information and

ideas presented. evaluating information and ideas. making inferences and drawing

conclusions. making judgments.

Objective 3.02 Make connections between texts by recognizing similarities and differences based on a common lesson, theme, or message

Objective 3.05 Integrate main idea and supporting details from multiple sources to expand understanding of texts.

Objective 4.02 Use oral and written language to: formulate hypotheses. evaluate information and ideas. present and support arguments. influence the thinking of others.

Objective 4.06 Compose a draft that elaborates on major ideas and adheres to the topic by using an appropriate organizational pattern that accomplishes the purpose of the writing task and effectively communicates its content

Objective 4.10 Use technology as a tool to enhance and/or publish a product.

Social Studies Standards:

Reading, internet workshop, wanted poster, I Poem

Reading, internet workshop, I Poem

ABC book, journaling, DED, Wanted Poster, Character Sketch, What happened in the area, I Poem

DED, ABC book, Character Sketch, Journal, What happened in the area, Wanted Poster, I Poem

DED, K-W-L, ABC Book, Character Sketch, Wanted Poster, I Poem

Objective 3.02 Examine how changes in the movement of people, goods, and ideas have affected ways of living in the United States.

Objective 3.03 Identify examples of cultural interaction within and among the regions of the United States.

Objective 3.05 Describe the religious and ethnic impact of settlement on different regions of the United States.

Objective 4.02 Explain when, where, why, and how groups of people settled in different regions of the United States.

Objective 4.03 Describe the contributions of people of diverse cultures throughout the history of the United States.

Additional Unit BooksFictionFuchs, Bernie. Ride like the wind: A Tale of the Pony Express. Blue Sky Press, 2004.The riders of the Pony Express are known for their bravery and for being legendary heroes. Beautiful oil paintings accompany. This book in particular is about a young heroic rider named Johnny Free and his pony, JennySoo. This book becomes very fast paced and action-filled when Johnny Free and his pony meet up with a group of Paiute warriors.

Moss, Marissa. True Heart. New York: Scholastic Inc, 1999.This book is about a 16 year old girl who must take on the responsibility of raising her siblings because of her parents’ death. She takes on a job at a railroad to earn money for her family. This book is good for teaching responsibility and also giving children a perspective of what it was like to live in the West during this time period.

Non-FictionRaabe, Emily. The Gold Rush: California or Bust. New York: The Rosen Publishing Group, Inc. 2003.This book tells the story of the 1848 discovery of gold at Sutter’s Mill, California. This discovery of gold began a large movement of people to California from many different places around the world.

Coerr, Eleanor. Buffalo Bill and the Pony Express. HarperTrophy, 1996This book is written on a second or third grade level. This adventurous and illustrated chapter book is perfect for incorporating with this unit. This book is informational as well as entertaining. Buffalo Bill and the Pony Express explain that the Pony Express was the first real way of mail transportation.

Raabe, Emily. The Gold Rush: California or Bust. New York: The Rosen Publishing Group, Inc. 2003.This book tells the story of the 1848 discovery of gold at Sutter’s Mill, California. This discovery of gold began a large movement of people to California from many different places around the world.

Brill, Marlene Targ. Bronco Charlie and the Pony Express. Carolrhoda Books, 2004.Reading level: 2nd-4th

This is the story of the youngest rider in the Pony Express. The account of Julius Miller, or “Bronco Charlie” is an exciting and inspiring journey for young readers. Oil painting illustrations are also included, which look very real!

Harnees, Cheryl. They’re Off! The Story of the Pony Express. Aladdin, 2002.In the 1860’s when the North and South were about to be divided by war, the East and West were united through a venture called the Pony Express. Over ten days in the month of April, about 500 horses and 80 men delivered mail between California and Missouri. The Pony Express gives much characterization to the West.

Poetry

Fuchs, Bernie. Home on the Range: Cowboy Poetry Dial, 1997.Reading Level: Grades 3 +This book includes 19 poems about cowboy life. There are clever rhymes in these poems and the words flow beautifully. Students will enjoy one of these poems each day as they complete this unit!

Rhodes, David. “We’re the Riders”, 1998.This would be a great poem to put up on the wall or read multiple times when carrying out this lesson in the classroom. The words are somewhat simple, but this poem about the pony express is beautiful.

We're The Ridersby Dave Rhodes

It's a thankless life we lead‘cause nobody knows our names.

We are silhouettes on the hillsand shadows on the plains.

What we carry runs the nationand we execute our duty well.We're the Pony Express riders,

the boys that carry the mail.

We've been shot at and ambushed,chased down and almost kilt,

soaked through and frozed,survived heat that made us wilt.

The food is a little scarceand the pay is hardly scale.

We're the Pony Express riders,the boys that carry the mail.

We're all excellent horsemenand the mustang is our ride . . .the wilder and faster the betterto get the job done in stride.

An oath we all took in earnestand made a promise not to fail.We're the Pony Express riders,

the boys that carry the mail.

You could say that we are braveand we have all been scared,

but mostly we're just too youngto know what should be feared.

Racing time and the telegraphout here on the lonely trail . . .we're the Pony Express riders,the boys that carry the mail.

©Copyright 1998, David E. Rhodes

***All of the books listed above will be available to students for reading on their own time. These books

will further expand their knowledge and understanding of history and the Pony Express and

the West.

The Misadventures of Maude MarchLiterary Packet Outline

Week OneBefore Reading: Day One (Small group and Individual)

Students will have the opportunity to view pictures, books, articles, and vocabulary relating to the West and the Pony Express. Complete area worksheet below.

“What I Noticed About These Areas” activity (Individual) K-W-L on Pony Express (Individual and the discuss in

whole group setting) Predictions of Story Elements (Individual)

Day TwoChapters 1-3 (pages 1-17)

Discuss ABC book assignment (Whole group) Begin Character Sketcher (Individual)

Day ThreeChapters 4-7 (pages 18-35)

Discussion Director (Small group) Vocabulary (Individual)

Day FourChapters 8-11 (pages 36-56)

Double Entry Diary (Individual) Continue to work on vocabulary activities (Individual)

Day FiveChapters 12-14 (pages 57-77)

Author’s Craft Begin Internet Workshop (In pairs)

Week TwoDay SixChapters 15-17 (pages 76- 93)

Read Pony Express! By Steven Kroll (whole group) I Poem (Whole group and Individual)

Day SevenChapters 18-20 (pages 94-11)

Continue Internet Workshop (In Pairs) Vocabulary

Day EightChapters 21- 23 (pages 112-128)

Response Journal

Artistic RepresentationDay NineChapters 24- 26 (pages129-147)

Vocabulary

Day TenChapters 27-30 (pages 148-167)

Start Wanted Poster (Individual)

Week ThreeDay ElevenChapters 31-33 (pages 168-186)

Wanted Poster (complete and share with small group)

Day TwelveChapters 34-37 (pages187-208)

Vocabulary (Individual)Day ThirteenChapters 38-40 (pages 209-225)

Finish Internet Workshop (In pairs)

Day FourteenChapters 41-43 (pages 226-242)

Finish all vocabulary activities (Individual)

Day FifteenChapters 44-47 (pages 243-265)

Week FourDay SixteenChapters 48-51 (pages 266-290)

After Reading: Day Seventeen (Whole Group) Vocabulary Assessment Story Element Predictions Complete the “L” in the K-W-L ABC book completed Share wanted posters

The Misadventures of Maude March

Audrey Couloumbis

“In a little while all interest was taken up in stretching our necks and watching for the "pony-rider"--the fleet messenger who sped across the

continent from St. Joe to Sacramento, carrying letters nineteen hundred miles in eight days! Think of that

for perishable horse and human flesh and blood to do! The pony-rider was usually a little bit of a man,

brimful of spirit and endurance. No matter what time of the day or night his watch came on, and no matter whether it was winter or summer, raining, snowing,

hailing, or sleeting, or whether his "beat" was a level straight road or a crazy trail over mountain crags and

precipices, or whether it led through peaceful regions or regions that swarmed with hostile Indians, he must be always ready to leap into the saddle and be off like the wind! There was no idling-time for a pony-rider on

duty.” ~Mark Twain~

What I Noticed About These Areas

Area One

Area Two

Area Three

K-W-LYou will be completing a K-W-L on The Pony Express. Think about what you know, what you want to know, and finally what you have learned. Use the following words to help you create questions that you would like to be answered in the “w” column.

WHO, WHAT, WHEN, WHERE, WHY, and HOW

KWhat I think I KNOW

WWhat I want to KNOW

LWhat I LEARNED

After you read Pony Express! By Steven Kroll, and you have a better understanding of the topic, go back the “K” column and see if any of the ideas that you had written down prior to reading were incorrect. If any of your ideas do not match the text’s information, rewrite your statements to make them correct. Finally, go to the “L” column and finish writing in what you have learned after reading this book.

Before You Read: Look carefully at the front and back covers of the book. Write down your predictions about the following statements and/or questions.

Setting (Time and Place) When and Where do you think this book takes place? ________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________

Characters (The people, animals, or objects around which the action of the story is centered) Who do you believe the main characters in the book will be? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Problem(s) and Solution(s) (What goes wrong in the story and how is it solved?) What do you predict will be the biggest or most significant problems in this book? How will those problems be solved? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Write down any other questions or predictions…_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ABC BOOKChoose 1 or 2 items from the

chart below to create pages for an alphabet book for all to share. Each page should include a large capital letter, an illustration or some artistic impression, and a paragraph (at least 5 sentences) explaining your letter representation. Design your page with an interesting format and type font. Your page should

be vertical. The following are examples you may use but are not limited to:

AAtrociousAdventureAlleyAprons

BBonnetBoardwalkBuggyBlizzard

CCandleholderCottonwoodChickens

DDirection E

Eggs

FFlannelFlapjacks

GGallop

HHankiesHobble

IIndependenceInvitation

JJail

KKin

LLicoriceLength of Rope

MMercantileMarriage

NNewspaper

OOregon Trail

PPantryParcelsPeddlerParlor

QQuick

RRabidReverend

SScarvesSnakesSaddlebags

TTartansTwine

UUmbrella V

Violets

WWhippedWirewormTeXas

partY

influenZa

Character SketcherYour job as Character Sketcher is to identify the character’s

actions (traits) and explain or prove these traits, identify the character’s goal (which is what the character wants to accomplish or achieve), identify the problem and solution in the reading, and complete a sketch or illustration of the character.

You need to be aware that the character traits you will choose will be implied character traits. In other words, they are not directly stated in the passage. You really want to use descriptive words for the character traits. You do not want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page to help you.

Sometimes the solution to your character’s problem will not be in the section of the book you are reading. If this is the case, you will need to come up with a possible solution for your character’s problem. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper. The next page gives you an example of how your paper may look with the character information.

Character’s name: Maude March

Section and title of the book you are reading: ______________________________________________________________________________________________________________________

Implied Character Traits

1.(trait)_____________________ p.______ Par._______Explanation or proof of trait:

______________________________________________________________________________________________________________________

2.(trait)_____________________ p.______ Par.________Explanation or proof of trait:

______________________________________________________________________________________________________________________

3.(trait)_____________________ p._______ Par.________Explanation or proof of trait:

______________________________________________________________________________________________________________________

Discussion DirectorThe Misadventures of Maude March

Your job as “Discussion Director” is to involve the students in your group by

Character Goal:____________’s goal is to _____________________________________________________________________________________________________________________________.

Problem: _________________’s problem is _____________________________________________________________________________________________________________________________.

Solution or possible solution: _____________________________________________________________________________________________________________________________.

thinking and talking about the section of the book you have just read. You are going to ask questions that help the students in your group think about the reading. Your questions should require students to discuss their interpretations of the text and connect background experience and knowledge with the text. You want all students involved in the discussion and talking about the issues that come up during the reading.

Your job as “Discussion Director” Is to come up with 5 thinking questions. Your teacher really wants you to help the students in your group go back to the book to find their answers if they don’t know them. You need to write down:

The questionsYour answers to your questionsThe page numbers where the

students can reference the text to justify responses to the questions.

***Use the record chart on the next page to help you organize your thoughts and questions!!!

Discussion Director Record ChartThe Misadventures of Maude March

***Please Do at least 5 !!!!!!***

Question Answer Page # 1.

2.

3.

4.

5.

6.

7.

Vocabulary (Week 1)

You will complete the following chart with child-friendly definitions for these words. Then, you are invited to complete a set of daily vocabulary activities to go with these words.

Word Meaningstunningp. 1

 

angrilyp. 11 admiredp. 16

   

preparingp. 25

   

kindnessp. 37

 

Vocabulary ActivitiesWEEK 1

Word Networks What people, things, situations, or words come to mind

when you think about the word stunning?

Synonyms and Antonyms

Synonym Word Antonym

preparing

Stunning

kindness

admired

Sentence Stems/Idea Completions The student admired the teacher because __________

_____________________________________________________.

The new bike Sherry received for her birthday was stunning because ______________________________ _______________________________________________.

Double Entry Diary

You are invited to complete a Double-Entry Diary for this portion of the book. Remember to write down the quotation or

passage number with the page number/s on the left side of your paper. On the right side of your paper, write your

response or personal reaction and connections to what you wrote in the left columns.

Quotation or Passage from the book

Page # Your response, reaction, or connection to the text

Author’s CraftAudrey Couloumbis chooses her words very carefully, making use of several different fun and interesting literary devices. They appeal to the reader’s sense of humor by using such figurative language. Find two examples of each

listed below. Then explain how each adds meaning to the passage or story as a whole.

Page number / ExampleWhat does this passage add to the story?

Page number/ ExampleWhat does this passage add to the story?

Onomatopoeia: A word that imitates the sound it represents.

“The screen door whacked shut behind us, and we were greeted by a volley of shots.” (p.1)

Simile: A comparison that includes the words like or as.“The lid on the teapot rattled and a spoon fell to the floor, but Maude did not turn back to pick it up. “---who shot your poor aunt down like a rabid dog.” (p.20)

Name__________________________________

Internet Workshop on The Misadventures of Maude March

Directions: You will need to open up an internet page and type in the URL box the following address: http://www.randomhouse.com/kids/maudemarch/

Once you have opened this page you need to complete the following questions.

HISTORY: Using the History tab you need to read this article and find out about how Audrey Couloumbis began writing. If you need to take notes on the back of this paper, feel free to do so. Answer the following question, and be prepared to talk about what you read during this article.

1. What TV show inspired Audrey Couloumbis to start writing her books? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

ABOUT THE AUTHOR: Using the About the Author tab, you need to read the article telling us information about the author who wrote the book we just read, The Misadventures of Maude March. Take notes if you need to; be prepared to discuss our author during our internet workshop.

2. Where was Audrey Couloumbis originally born? ___________________ _____________________________________________________________ _____________________________________________________________

ACTIVITIES: Under the Activities tab, you need to take a look at the different activities you create within this website. You will need to open the different activates, and be familiar with each one for our discussion. Make sure you take good notes for our chat about our internet workshop.

3. What three activities can you create by using this website? What do they deal with?

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

“I Poem” Write an I Poem from the point of view of one character from The Misadventures of Maude March. Try to get inside your character; help the reader identify with the character’s thoughts, actions, emotions, and personality. If possible, include personification and similes in your poem. You may wish to use the format presented below. Or, you may want to use your own format.

FIRST STANZAI am (two special characteristics you have)I wonder (something you are actually curious about)I hear (an imaginary sound)I see (an imaginary sight)I want (an actual desire)I am (the first line of the poem repeated)

SECOND STANZAI pretend (something you actually pretend to do)I feel (a feeling about something imaginary)I touch (an imaginary touch)I worry (something that really bothers you)I cry (something that makes you very sad)I am (the first line of the poem repeated)

THIRD STANZAI understand (something you know is true)I say (something you believe in)I dream (something you actually dream about)I try (something you really make an effort to do)I hope (something you actually hope for)I am (the first line of the poem repeated)

Vocabulary (Week 2)

You will complete the following chart with child-friendly definitions for these words. Then, you are invited to complete a set of daily vocabulary activities to go with these words.

Word Meaningruinedp. 96

 

unlikelyp. 97

poundingp. 113

   

worriedp.125 

   

shakingp. 133

 

Vocabulary ActivitiesWEEK 2

Word Networks What people, things, situations, or words come to mind

when you think about the word worried?

Synonyms and Antonyms

Synonym Word Antonym

ruined

shaking

Worried

pounding

Sentence Stems/Idea Completions The girl’s heart was pounding when she turned the

corner because __________________________________________________________________________.

The horse was unlikely to win the race because ______ _______________________________________________________________________________.

Learning Log/ Response JournalWhen Aunt Ruthie is shot and suddenly passes away, the girls are very quickly on their own. Have you ever been in the position of being alone. Do you like to be alone? They learn to have more responsibility and have to be brave. Write some descriptive words to show how you would have felt and acted at a time like this. Explain.

______________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Artistic Representation

You have chosen two examples of similes. Please artistically represent one of your comparisons that you chose. You may use any artistic medium. Here are some options: colored pencils, watercolors, markers, crayons, construction paper, collage, etc.)

http://www.legendsofamerica.com/photos-RMGS-product/Pony%20Express%20wanted%20poster.jpg

Create a wanted Poster!

Use one of the following characters:o Henry Browno William Doolino Billy the Kid o Jesse Jameso Doc Holiday

You will complete an artistic representation of the character and then complete the following information for your character:

WantedCharacter Name

Early DaysHow Career Began

Place Last SeenPhysical Description

Hobbies/InterestsActsLikes

DislikesHang OutsWanted For

***Please be as creative as possible on this assignment!****

Vocabulary Week 3

You will complete the following chart with child-friendly definitions for these words. Then, you are invited to complete a set of daily vocabulary activities to go with these words.

Word Meaningfinishingp. 171

 

wantedp. 178

shruggedp. 193

   

gatheredp. 211 

   

wonderingp. 223

 

Vocabulary Activities

WEEK 3Word Networks

What people, things, situations, or words come to mind when you think about the word wondering?

Synonyms and Antonyms

Synonym Word Antonym

wondering

shrugged

wanted

finishing

Sentence Stems/Idea Completions They all gathered around the dinner table because

___________________________________________________.

Sam wanted to finish first in the race because ____________ _______________________________________________________________________________.

Final Vocabulary AssessmentMultiple Choice: Circle the best answer.

1. If something happens to you unexpectedly, this is an example of being:

Stunned Staggered Kind Unsure

2. If you are upset or mad, this is an example of being:

Angry Stupid Happy Glad

3. The teacher was pleased with her students when they did all of their work quietly since she was not feeling well, this is an example of being:

sad bored admired nothing at all

4. My mom knew that dinner was really big, so she took a lot of time:

preparing drinking eating big

5. If you are being very nice to someone that is an act of being:

pleased kind horrible mean

6. If you messed up your sister’s science fair project, which vocabulary word would that match:

clean. kind break

ruined7. The horse in last place was ____________ to win 1st place in the race:

likely unlikely surprised glad

8. During the girls speech her heart was beating really fast, what other word could be used:

going doing nothing pounding running

9. If you are scared about a test, you are showing it by which of the following:

groaning jumping for joy yelling because you are mad worried

10. The ground was rumbling due to the earthquake, which word best describes the underlined word:

nothing moving trembling shaking

11. If you are trying to complete something, what is another word for complete:

finish win working be done with

12. Making a wish list for your Birthday or Christmas describes what other word:

check nothing at all want gift

13. Raising my shoulders in doubt, explains what action?

Running Shrugging Jumping Shaking your head

14. The class went outside and collected apples for the apple pie they were making, this is an example of:

Dropping Picking up Doing nothing at all Gathering

15. As I was watching the play, I was _________ what would happen next?

Guessing Wondering Thinking Daydreaming

Rubric

Name_____________________________The Misadventures of Maude March

Grading Rubric

0Did Not

Do

1Poor

2Below

Average

3Average

4Exceptional

Daily Reading Log(filled in, complete, parent signature)

In Class Participation

(made influences during discussion

and commented/reflected)

K-W-L(Is it complete and thorough? How

much work was put into it?)

“What Did I Notice About These Areas”

Character Sketch(How well is it

written? Descriptions? How

much effort is reflected in this

work?)Vocabulary Activities

(complete, thorough)Double Entry Diary

(complete, effort, details)

Author’s CraftInternet Workshop(Is it complete? Is it well-written? Was there effort put into

it? Did you do it correctly and in

order?)I Poem

(Is it well-written? Are grammar and

spelling correct? Is it creative?)

Wanted Poster(complete, creative,

well written, grammar, accurate)

Journal(At Least one entry a

day, at least 5 sentences per entry,

well thought out)

Total: ________/48

ABC Book:is every letter in the book? (10 points):3-5 sentences written about each letter (10 points):picture included on each letter’s page (10 points):grammar/spelling (5 points):creativity and effort(5 points)

Total: ______/40