This assignment is worth 75 points and due date is TBD.  
Here’s what you need to do:

• Select a quality novel appropriate for students in Grades 3-6.  The book can be the winner or honor book of a Newbery Medal, Coretta Scott King Award, Batchelder Award, The Pura Belpre‛ Award, Boston Globe-Horn Book Award, International Reading Association Children’s Book Award, or an ALA Notable Children’s Book.  If the book does not meet the above criteria, please see me and we will discuss options.

You can find a list of these award-winning books at
http://www.ala.org click on awards and scholarships in the bar at the top of the page then click on book/media awards, which is along the side of the page then click on Newbery Medal. Finally, click on Newbery Medal and honor books, 1922-present
Repeat this process for each award.

• Next, you will choose an informational text which will accompany your novel. This text may be an informational trade book or biography. You may choose this text to launch the unit, read aloud, or investigate information. The above ALA website will also be beneficial to you as you search for quality nonfiction text. The Sibert Medal and ALA Children’s Notable Books for nonfiction will be excellent resources.

• In addition, you will develop an Internet workshop. You will locate a child-friendly website and develop at least three questions to guide your students through the workshop. Also, www.Yahooligans.com is a very useful and child-friendly search engine which may be beneficial as you develop your Internet workshop. It may be helpful to reference the following articles on designing an Internet workshop:
  • Frye, E., Trathen, W., & Koppenhaver, D. (2010). Internet workshop and blog publishing: Meeting student (and teacher) learning needs to achieve best practice in the century social studies classroom. The Social Studies, 101(2), 1-8.
  • http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/RT/2-    02_Column/index.htmlhttp://www.lite.iwarp.com/Ctadmin/actone.html

• Prepare an integrated literature packet (which addresses the multi-texts) for students with a cover sheet for the packet that includes: the titles of the books and the authors, some creative and artistic representation, and a meaningful quotation which represents the novel in some capacity. Include in the packet activities that:

• involve students BEFORE, DURING, and AFTER READING in activities that include:  reading/writing, research, drama/poetry/performance, viewing/visually representing
• explore characterization,  elements of narrative literature, author’s craft, authentic student responses, and student questioning 
• integrate literature/language arts with informational text, such as social studies, mathematics or science through an Internet workshop and nonfiction trade book.
• include lists of 5-7 Tier 2 vocabulary words  and develop the vocabulary activities for EVERY section of your unit. Also, include the final assessment of those words.
• include the Internet Workshop

PLEASE NOTE:  There are often Internet resources for these books.  You are welcome to explore those resources, and you may even decide to use some of the suggested activities, in addition to the activities YOU DEVELOP.  However, you need to cite any sources for ideas that are not yours. The activities that you have experienced and will continue to experience with Peter and the Starcatchers are activities that you should consider using—if they are appropriate for the novel that you have chosen. Those activities are ones that you will know from your own experience.  You should be able to describe and develop those well.

• Include an outline of the packet: section, book used, page #s, and activities included in each section. Also include the participation structure used: individual, small group, whole group or a combination of these. Please use a variety of structures.

• Include a rubric with the student packet.  The rubric should provide a list of assignments and criteria as well as points for each.

• Provide full references for the unit texts, identify the reading levels of the books, and write a one-page explanation describing why you chose the books and what you hope students will learn by reading these books and participating in the related activities. (See below...)

  For example, one of the reasons that I might choose the book Bud, Not Buddy is that it provides a context for students to read and think about a time in our history known as The Great Depression, specifically related to the themes of family and relationships, hope, survival, and racism. This book also inspires a wonderful connection to learning about the music genre of Jazz. The companion nonfiction text is Kids During the Great Depression. This book is written on a 3rd grade reading level and provides most 5th grade students with opportunities to learn about the causes and effects of The Great Depression with a focus on children during this time in history.

• Prepare a complete reference list for at least 8 additional unit books: fiction, nonfiction, and poetry related to the unit theme.  Give the title, author, illustrator, copyright date, publisher, and a one sentence description of each book and how it relates to the novel that is the center of your unit. In addition, include a brief statement which explains how allowing students to self-select books from these additional resources will expand the depth of their knowledge, awareness and understanding of culture, and lead to personal growth.

• Prepare a chart with the North Carolina Language Arts Standard Course of Study items that relates to the activities in your unit for the specific grade level you chose (3, 4, 5, or 6).  Choose at least 4 items to correlate to your unit activities.

For example:

RUBRIC