Trade Book RTL Assignment
Rubric: Trade Book RTL Assignment
Name: ________________________Book: _________________________Points Earned: ___/100
There are two (2) artifacts for each of the assigned trade books.
| Personal Response (Artifact #1) | Possible Points |
| Personal Connection: Makes connection to self, someone you know, other book/story, movie or media, and/or life experiences, etc. This can be a comparison of similarities or description of differences or details that remind you of someone or something from your life. It is NOT a summary of the book or description of the characters in the book. | /0-4 |
| Reference Citation and Explanation: Uses one reference (page number and quote) from book for explanation of your personal connection. This gives specific example to substantiate your thoughts, feelings, insights, etc. | /0-10 |
| Literary Element Reference Citation and Explanation: Includes one specific literary element of the work: (plot, characters, setting, theme, point of view, symbols and imagery) This is the element of the story that you found related to something personal from your life experiences, knowledge, beliefs, etc. You must name the literary element you are referencing. | /0-10 |
| Length of Response: Length of response is a minimum of one page and a maximum of three pages (approximately 250 words per page) | /0-4 |
| Standard English: Uses Standard English and correct grammar – no errors/typos | /0-2 |
| Total points | /0-30 |
| Classroom Connection: Lesson Plan using Graphic Organizer(Artifact #2) | |
| Template: Uses RTL lesson plan template to create curriculum connection to book that includes complete and appropriate details of all elements in the template; content is appropriate for grade levels 1st through 6th and for selected subject area.
You must use the same grade level for every RTL assignment and at least three subject areas. For example, ALL of your lesson plans might be for fifth grade level – 6 of the lesson plans might be for science, 1 lesson might be for math and 1 lesson might be for history. This would meet the requirements of ALL lesson plans being for one grade level (5th) and for the plans to be for at least three different subject areas – science (6 plans), math (1 plan), and history (1 plan). |
/0-4 |
| Benchmark/standard: Must use at least one standard or benchmark.
Once you use a standard for a lesson plan, you may not use that specific standard/benchmark again for future lesson plans in this course. The same grade level is used for ALL lesson plans. The grade level should be between 1st grade and 6th grade. |
/0-4 |
| All elements of lesson related to stated learning objective: That is, if your learning objective (standard/benchmark) is about teaching/learning vocabulary words (maybe meaning and correct use in sentences) then the materials, graphic organizer, activities, etc must all be about learning vocabulary.
At least three different subject/curriculum areas must be used in lesson plans. For example, six (6) lesson plans may be for mathematics, but two lesson plans must be for a subject/curriculum area other than mathematics. |
/0-8 |
| Materials: Includes list of materials needed to teach lesson and examples of any worksheets or handouts used; submit copy of completed graphic organizer in separate document | /0-2 |
| Time: Includes time needed to teach lesson (maximum of one hour) | /0-1 |
| Introduction: Includes at least one activity to introduce lesson; activity length is three to five minutes and is NOT instruction; is appropriate to focus attention, motivate, interest, or in some way gain attention of students for upcoming instruction | /0-4 |
| Body of Lesson: Includes sequential description of activities to teach the lesson (minimum of one activity) It must include what the teacher will do AND what the students will do during the lesson to meet the learning objective. | /0-8 |
| Description of use of Graphic Organizer: Includes description of the type of graphic organizer and of how the graphic organizer would be used (how would teacher/librarian use the organizer with students?) Remember this must relate to the stated learning objective. That is, if the learning objective is to show sequencing of events in a story then the type of graphic organizer and the activity using the graphic organizer should assist in teaching students to sequence events in a story. | /0-8 |
| Completed Graphic Organizer: Includes completed graphic organizer with book connections and suggested real life connections added (not just a blank graphic organizer) The completed graphic organizer may be completed as either a model for the teacher to demonstrate the use of the graphic organizer for students to follow or it may be completed as you imagine a student might complete the graphic organizer as an activity. | /0-10 |
| Appropriate selection and use of Graphic Organizer: Graphic organizer is appropriate for making connections between the book and real life for the students. Is not a type of graphic organizer used in a previous RTL. The selection makes sense within the context of the stated purpose, grade level, and subject area. For example if your learning objective is about identifying the theme, then the use of the graphic organizer should assist students to identify the theme. | /0-4 |
| Assessment: Includes assessment activity (minimum of one activity) that has not been used in a previous RTL assignment; may be formal or informal assessment Use at least one assessment that is utilized before students leave the classroom. If you use a quiz or question/answer as assessment you must include at least 2 sample questions. Remember these questions must relate to the learning objective. That is, if the learning objective is to use a map to locate specific locales in the setting of the story or to draw a map that reflects setting descriptions in the story, then the assessment should be related to using and/or creating maps. | /0-4 |
| Closure: Includes closure activity (minimum of one activity) that summarizes, reviews lesson content or otherwise brings focus to content and purpose of lesson (that is, related to the learning objective) If the learning objective is being able to write a paragraph about character development, then the closure should be about skills needed for paragraph writing and/or ways to identify and document character development. | /0-4 |
| Sources used: Lists source(s) for ideas used to create this artifact – web sites, books, teacher manuals, etc. (Answers the question: Where did you find/locate activities, graphic organizer, and ideas to create the lesson plan?) Must use at least one source other than the tradebook to develop the lesson plan | /0-4 |
| Original Content: Lesson plan does not repeat learning objective, activities, graphic organizer, or assessment used in prior work you submitted as lesson plan in this course. That is, once you use a standard/benchmark, activity, graphic organizer or type of assessment, you may not use those in future lesson plans. | /0-5 |
| Standard English: Uses Standard English and correct grammar – no errors/typos Your submission is error free. | /0-2 |
| Total points | /0-70 |
