Literature Across the Curriculum Rubric

Course Title: LTCY 421/444/ AND LTCY 421/444/G

Reading Instruction in Middle/Secondary Schools

Performance Level: Level II

Title of Student Performance: Literature-Based Instruction: Using Quality Literature in the Content Areas

LTCY 421/444 New Teacher Standards

Standard 1: Designs/Plans Instruction
Standard 3: Implements/Manages Instruction

Teacher Work Sample Standard(s) Addressed:

· Contextual Factors: The teacher uses information about the learning-teaching context and student individual addresses to set learning goals, plan instruction and assessment.

· Design for Instruction: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

Disposition Statement (INTASC)

4.21: The teacher values the development of students' critical thinking, independent problem solving, and performance capabilities.

7.22: The teacher believes that plan must always be open to adjustment and revision based on student needs and changing circumstances.

LTCY 421/444G - KY Experienced Teacher Standards Addressed:

Standard 3:
Designs/Plans Instruction
The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Standard 5:
Implements/Manages Instruction
The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Materials:

adolescent literature

Rationale:

The purpose of this assignment is to allow you to take a piece of quality adolescent literature, identify key literary elements, and find connections to your particular curricular area. Public school teachers need to know how to use other print materials to enhance and extend textbook learning.

Product/Task (identified):

You will be expected to develop a "Literature Across the Curriculum" (chapters 3, 7) theme based on a piece of quality adolescent literature. This project may look something like this: http://www.pampetty.com/novelunit.htm

Performance Criteria:

1. Go to the Literature List (http://edtech.tph.wku.edu/~ppetty/421literature.htm) and select a book. It would be nice if you selected something you have not read before so that you could learn a new piece of literature, but even if you have read the book before you won't be able to do this assignment unless you read it again.

2. View the novel unit for an example: http://www.pampetty.com/novelunit.htm.

3. Each theme or novel unit will be different and unique based on the book you select and the curricular area in which you choose to focus.

4. Each novel unit should contain the following headings:

Personal Response to Book
Literary Elements
Curriculum Connections

5. The Curricular Connections need to be STRONG - they should relate to a central THEME in the book or REOCCURRING elements.

Scoring Rubric:

Criteria	Level 1	Level 2	Level 3	Level 4
Personal Response to Book	Very few clearly expressed ideas; very few insightful comments about the characters or theme of the book.	Some clearly expressed ideas; some insightful comments about the characters or theme of the book.	Many clearly expressed ideas; many insightful comments about the characters or theme of the book.	Many clearly expressed ideas; many insightful comments about the characters or theme of the book on the first attempt and without extra assistance.
Literary Elements	Very few clearly identified literary elements.	Some clearly identified literary elements.	Many clearly identified literary elements.	Many clearly identified literary elements on the first attempt and without extra assistance.
Curriculum Connection(s)	Weak curriculum connections to book. Little depth of content.	Moderate curriculum connections to book. Some depth of content	Strong curriculum connections to book. Appropriate depth of content	Strong curriculum connections to book. Appropriate depth of content on the first attempt and without extra assistance.
Resources	Low quality of VERY few on-line and print materials for this theme.	Some quality of a few on-line and print materials for this theme.	Excellent quality of many on-line and print materials for this theme.	Excellent quality of many on-line and print materials for this theme on the first attempt and without extra assistance.
Grammar – overall professionalism of paper	Several grammar errors; very little attention paid to overall professionalism of paper.	A couple of grammar errors; some attention paid to overall professionalism of paper.	No grammar errors; outstanding attention paid to overall professionalism of paper.	No grammar errors; outstanding attention paid to overall professionalism of paper on the first attempt and without extra assistance.