Beyond Reading: Voices for Our Youth



CURRICULUM UNIT COVER PAGE Unit Title:Beyond ReadingGrade Level(s):7th Subject/Topic Areas:English Language Arts: Literature (non-fiction)Key Words:Autobiography, biography, literary non-fiction/creative non-fiction, chronological order, figurative language, fiction, mood, perspectiveDesigned by:Brittany Horton, M.A. Candidate, Curriculum & Instruction, Reading & Literacy Concentration Time Frame:4 weeksBrief Summary of Unit (including curricular context and unit goals):In this project-based literacy unit, students will examine the genre of non-fiction. They will uncover the essential features of autobiographies and biographies in order to develop their informational and creative writing skills. Students will engage in multiple readings of short samples of autobiographies and biographies to become familiar with the writing perspective, voice, and points of view explicitly different in both forms of non-fiction. Students will write a short autobiography and conduct preliminary practice interviews with their peers. In addition, students will learn about key differences in informational text and literary non-fiction while working with multimedia technologies to design an illustrated storybook. Working in cooperative learning groups, students will collaborate and distribute work responsibilities to their peers in an effort to complement the diverse learning and intelligence types in the classroom. In the final culminating task, students are required to complete an illustrated storybook serving as a biographical account of residents interviewed at a nursing facility in the local school community. The interviews will be recorded, and students will craft the interviewee responses into a creative non-fiction text with vivid and colorful illustrations and narration depicting the interviewee’s history and past. Students will be divided into multiple groups, and they will be assigned one individual for interviewing. Thus, one classroom may create 5 total books depending upon classroom size. The unit concludes with students presenting their illustrated non-fiction storybooks to their assigned resident as a small gift and token of appreciation. *Please view hard copy for more complete version of curriculum unit!Materials & Resources Book sample selections of biographies & autobiographies KWL ChartArt supplies: markers, crayons, colored pencils, construction paper, scissors, glue sticks, sketchpad drawing paperManila folders for student portfoliosAudio recording devices (approx. 5-7)Various images/illustrations from picture booksGuidelines for illustrated biography projectComputer lab access Graduate Course: ETE 651.01: Curriculum Theory & Development Professor:Dr. Helj? Antola CroweGraduate School:Bradley University, Department of Teacher Education STAGE 1 – IDENTIFY DESIRED RESULTSEstablished Goals:The Illinois State Standards listed below are applicable to the desired results and understandings for the Beyond Reading curriculum…Literacy:CCSS.ELA-Literacy.W.7.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event SS.ELA-Literacy.W.7.2.bDevelop the topic with relevant facts, definitions, concrete details, quotations, or other information and SS.ELA-Literacy.W.7.3.aEngage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and SS.ELA-Literacy.W.7.3.bUse narrative techniques, such as dialogue, pacing, a description, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.7.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.SL.7.5Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient SS.ELA-Literacy.L.7.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.What essential questions will be considered?What is identity? What elements define our identity?What encompasses the literary genre of non-fiction?How do we approach writing biographies?How much “art” can we incorporate into non-fiction?How can illustrations influence our perceptions?How does writing and reading literature help us understand ourselves and others?How does literature convey empathy? What understandings are desired?Students will understand that … Knowing your audience is essential to writing any form of literature. Narrative writing should contain descriptive language and an organized plot. Writing is a process that requires multiple stages of planning and preparation.Illustrations have the powerful potential to guide or misguide understandings. A biography is more than just an individual life story, but a reflection of history, culture, a language, and a pattern of thinking.What key knowledge and skills will students acquire as a result of this unit?Students will know … The differences between autobiographical and biographical writing. Methods of probing for information via effective interviewing strategies.Key terms relevant to non-fiction: autobiography, biography, literary non-fiction, chronological order.Writing styles and techniques to transform non-fiction into creative non-fiction. Revision is an effective writing method to make writing clearer and stronger. Peer collaboration on project-based learning can strengthen the design and delivery of a project as multiple intelligences contribute their skills to a shared effort. Students will be able to … Design pictorial representations of an interview for biographical publication using multimedia graphic editing and drawing tools. Compose appropriate, open-ended interview questions to be used in an exploratory interview session.Collaborate with peers to write a biographical account of their interviewee. Develop literary graphical organizers to brainstorm, organize, and synthesize interviewee responses. Sequence the order of events in a biography. Differentiate perspectives and point of view in an autobiography and biography. STAGE 2 – DETERMINE ACCEPTABLE EVIDENCE What evidence will show that students understand?PERFORMANCE TASKS:Mirrors of Me – Students will write their autobiography in chronological order, detailing certain significant events and incidents in their life history. Students will practice writing in first-person point of view while using clear transitions and precise language. Students can also construct a linear timeline of significant events in their lives. Note: Students are free to choose what to include and exclude in their autobiography, but their writing must demonstrate understanding of autobiographical content information and stylistic approaches. Windows to You - As a preliminary practice for the final culminating project, students will be required to interview a peer in their classroom. Students will develop their own interview questions, and act as journalists and reporters taking notes of the most relevant and significant information from their peer responses. After the interviews, students will be required to write a short reflection paper detailing their peer’s responses. The reflection paper will require students to use an alternative point of view and perspective different from autobiographical writings. Note: Teacher should include a modification if class size has uneven number of students (possible teacher interview, collaborative group interviews, guest speaker interview). Sketchpad 4.0 – Students will practice using multimedia technology in the classroom to create pictures and graphics from prompts the teacher provides. The teacher will need to provide students access to the computer lab to work on this online activity. Students will be required to draw a central image depicting their interpretations of an art or writing prompt. Students can include text on the drawing, download the image (.pdf, .jpeg, .png, etc), and print it out (preferably in color). The students will store this image in their portfolio for later reflection. Note: Some students, if they prefer, can opt to draw an illustration with classroom art supplies instead of using the online art program tool. This program is an online, free, and downloadable tool so students can access it outside of the classroom for extended practice. What other evidence needs to be collected in light of Stage 1 Desired Results?Additional Evidence 1Writing Prompt:Describe the key differences in speech, content, and presentation between the autobiography & biography reading samples read in class. Additional Evidence 2Quiz:Quiz on the characteristics of non-fiction vs. literary/creative non-fiction; biography vs. autobiography.Additional Evidence 3Peer Review:Students will give their Windows to You reflection papers to the interviewee they introduced in the biography. Students will edit and evaluate their peer’s work following a written rubric. Student Self-Assessment and Reflection:Students will self-assess their Mirrors of Me autobiography. They should reflect on the guidelines maintained in an assessment rubric (mechanics, grammar, presentation, organization, transition, content, etc.). Students will keep their Mirrors of Me autobiography in a writing portfolio to refer back to throughout the Beyond Reading curriculum. Students will self-assess their peer reviewer’s comments and evaluations on the Windows to You biography assignment. In other words, Student A writes a short biography about Student B. Student B peer reviews/edits that biography about him/herself. Then, Student A receives that evaluation from Student B, and considers the suggestions made in the edits. Student can agree/disagree to the peer reviewer’s comments. Through a short response prompt, students will reflect on their autobiography, the biography they wrote for their peer, and their Sketchpad 4.0 drawing. They can assess the strengths and weaknesses of both papers and consider how their illustration from Sketchpad 4.0 influences how an audience perceives an event/moment. What understandings or goals will be assessed through this task? UnderstandingWhen coupled with creative non-fiction, illustrations can establish the mood, convey emotions, provide support to the plot, supplement the message or writing content, and allow opportunities for the audience to consider and challenge their own interpretations. GoalThe goal of the tasks is for students to become more effective written communicators. Students should learn how to flush out and develop their ideas to communicate main points and provide accurate and relevant details. Through what authentic performance task will students demonstrate understanding?Task Overview:Illustrated Biography – Students will write and design an illustrated storybook narrating the significant life events of a resident interviewed at a nursing care center. Students will be dispersed into small groups and bused to the local nursing care center in the school’s community. They are required to interview a resident living in the facility. The teacher will have already sought permission and residents to be interviewed through communication with the facility. Students will be required to record (audio) the interviews, take journalistic notes, and process the information shared during the interview for the storybook. The biography will address key facts and details from the interviewee’s responses. Students will have the option to use the Sketchpad 4.0 drawing platform (computer lab access), or draw and design their own illustrations by hand. Students’ storybooks will then be presented as gifts to the elderly at the end of the curriculum unit. 16833855016500What student products and performances will provide evidence of desired understandings?What understanding will be assessed through this authentic task?Understanding:Student exposure to the nursing home community can help them begin to understand and develop empathy and compassion for various populations or groups in America. Students will also uncover how exposure additionally has the potential for generating concern for the conditions and experiences of others. While nursing homes can be great facilities to care for the aging, oftentimes residents may feel forgotten, neglected, or even cast aside by their placement in these care facilities. The understanding that will be assessed includes having a discussion afterwards about the significance of the interviews, written and illustrated biographies, and the students’ attitudes toward the elderly population. This curriculum and authentic task has implications for promoting affective education, or the development of students’ personality, emotions, and attitudes. By what criteria will student products and performances be evaluated? Interview questions must probe into the background and history of the interviewee, with an emphasis on the significance of a singular event in interviewee’s life. Student illustrations should center on certain key aspects of the written narration. Illustrations are neat and decipherable. Pictures should also reveal student creativity and attention to details. Student drafts show a clear progression of thought, ideas, and improvement. The completed illustrated biography is well-structured with a clear beginning, middle, and end. Students use a variety of sentence structures and colorful language (sensory details). STAGE 3 – PLAN LEARNING EXPERIENCES Understanding by DesignWHERETOInclude a numbered list and put the WHERETO element letters on it. Begin with a mystery activity where students must guess the individual that short writing samples (biographies) are describing. The biographies should include well-known historical figures mixed with popular celebrities (actors, singers). For fun, the teacher could also write a short writing sample about him/herself to include in the mystery activity as an interesting outlier. HSegue to Essential Questions to discuss “identity” and the various elements that encompass individual identity. Student responses will be written on board in a mind map style. WShare with students the culminating project at the end of the curriculum—an illustrated story book in the genre of creative non-fiction designed from student interviews of residents in a local nursing home. W Students will learn the key terms and vocabulary words throughout the curriculum when appropriate and applicable in given situations. EStudents will be exposed to a number of short passages in the genres of autobiography and biography to become familiar with the key similarities and differences in how the authors presented their subjects. ESort information learned in a Venn diagram and other graphic organizers to help students visualize and organize elements regarding biographies and autobiographies, non-fiction and creative non-fiction. E, RWhole-class discussion of facts found from autobiography and biography samples distributed in class. To juxtapose, a follow-up discussion of literary elements identified in creative non-fiction samples (figurative and sensory language). E, OThe teacher will provide a writing guide to prepare students for their first writing assignment, a short autobiography paper. Modifications to assignment will be discussed (students are free to include/exclude information about themselves). E, TStudents create an outline to structure the content, organization, and transitions in their autobiography. O, RPresent students with analytic rubrics for assessing their own autobiographies. Students must determine whether their autobiography meets the expectations distinctly described. E-2Introduce journalistic interviewing strategies for students to understand the process of retrieving information from others. EHave students consider questions someone may ask when writing a biography of another person. Write responses on board. Encourage a diversity of various questions. E, THave students choose from questions on board to pose to their peer. Students will interview their peers and take notes based on the shared responses (modifications: guest speaker, teacher interview). EStudents will write a short biography reflecting on the information they learned from their peers. Students must follow guidelines from the handout about writing biographies. E, E-2, ODiscussion question: How did your approach with writing the autobiography and biography differ? RGive writing prompt and K-W-L chart (Know, Want to Know, Learned) for self-assessment of biographies. K-W-L chart can be stored in students’ portfolios. E, R, E-2Ask another Essential Question, “How can illustrations influence our perceptions?” RDisplay multiple images to students and discuss the mood, emotions, and ideas the pictures alone convey to audiences. E, R Show students how to use the online tool, Sketchpad 4.0. Students design illustrations from art prompts from teacher. Modification to lesson provided for students who prefer drawing by hand. E, TDivide students into different learning groups for illustrated storybook final project. TRe-state the final, project-based learning activity and the guidelines and rubric. Discuss the significance of project to aging community. W, E, OStudents develop interview questions for the residents at the nursing home. Questions can be borrowed from previous biography assignment. EStudents use an audio recorder to record the interviews and collaborate with other students in their group to outline the sequence and main points for the illustrated storybook. T, OHave students combine their talents and individual interests to write and design their illustrated biography. Students can assign responsibilities and tasks amongst themselves—writers, editors, illustrators/designers, etc. TThe teacher will provide additional opportunities for students to access technology to use the drawing platform. Or, students can opt to draw freely by hand. TAt conclusion of unit, students will review and finalize their product. Teacher will help students bind their books to present to the individuals they interviewed for the biographies. E-2Students read biographies to the residents they interviewed. E-2Conclude the unit with a discussion and writing prompt on students’ attitudes towards the final project. What did they learn? Did they feel that project was significant? How were they able to contribute individually to the project? Refer to Essential Questions as closing to curriculum to gauge what students have learned and understood. Use this moment to consider the transferability of student skills and understandings developed in this curriculum unit. E-2, TMondayTuesdayWednesdayThursdayFridayHook students with mystery biography reading activities. Students read clues and solve the people being described. Ask students Essential Question about “identity” and introduce some key vocabulary terms.1305560217805101Discuss the final project-based learning activity and formative tasks with students. Introduce short samples of autobiographies, biographies, and creative biographies for guided discussions.Analyze components of non-fiction types and complete Venn diagram to compare and contrast. 1341120206375202Juxtapose major contents of non-fiction with examples of creative/literary non-fiction. Provide writing example for autobiography paper. Distribute guidelines/rubric for completing autobiographies.Students brainstorm and create outline for autobiographies, structuring the content, organization, and transitions in their paper. Students work on writing autobiography.1675765105410303Homework: Autobiography. Volunteers can read their autobiographies to class if desired. Self-assessment of autobiographies.Introduce journalistic interviewing strategies and types of questions. Consider questions used in interviews. Whole class brainstorming process. 136842551739404Imagine yourself as a reporter. Students begin interviewing a fellow peer using questions generated as a class. Students use peer responses to begin writing a biography report in class. Complete for homework. Discussion question about differences in writing an autobiography vs. biography. 1259840-10795505Students share biographies with the peer they interviewed. Peer review of biographies. Students assess their peer review comments. K-W-L Chart!1314201118082606Quiz on biographies vs. autobiographies. Essential Question: Influence of illustrations on perceptions.Peer group work: Examine various images and share ideas among group members about mood, emotions, and ideas conveyed through illustrations. 1334135317500707Consider impact of pictures and illustrations if used in biographies. Computer lab: Sketchpad 4.0 program instruction. Students navigate the various functions and editing tools used in the program. Students learn how to save finished pictures on program and upload to a word processor. 167576510795808Computer lab: Sketchpad 4.0 program instruction and extended practice. Art Prompt #1: Teacher gives students a theme or idea, and students draw an image depicting their interpretations of theme/idea.Students can opt out of computer program if they prefer drawing by hand to complete art prompt. 13684258890909Computer lab: Sketchpad 4.0Art Prompt #2: Students receive a small writing prompt and must draw an image to represent their interpretations of that prompt. Creativity encouraged!!Remind students about next week’s visit to nursing center for main project.11836402286010010Students divided into collaborative groups. Students develop interview questions with peers to be posed to residents at local nursing care center. 115961422021211011Students hone in on interviewing strategies and skills. Nursing home visit. Interviews conducted with few residents. Audio recordings of interview. Student note takers. Student artists illustrating interviewee. 125498111353212012Students combine talents and interests to begin writing and designing their illustrated biography. Students refer to guidelines for their biographies. Students collaborate and work on outline of biography. 15976604508513013Continue working on project at home. Students continue working in class on writing the first draft and creating ideas for the illustrations. Teacher will check on students’ progress throughout class period. 132143525844514014Drafts of narration and illustrations as homework. Opportunities for groups to continue crafting and designing their storybooks. First drafts due. Homework: Students begin designing illustrations on Sketchpad 4.0 at home during weekend. 12090403746515015Computer lab: Students can use the Sketchpad 4.0 software to continue illustrating their biographies. Students make revisions to draft and receive approval from teacher on drafts. 123825014160516016Continue working on project at home with Sketchpad 4.0 program. Computer lab: Sketchpad 4.0 for graphic designing and pictorial representations of biography. Students can use word processing software to type storyline and insert images from Sketchpad 4.0. 125476017272017017Designs of illustrations due! Final day computer lab! Final edits to illustrations made. Students review their completed product and make final adjustments! Receive teacher approval.1612900230201180018Teacher receives proofs of student groups’ illustrated biographies. Teacher will bind the materials in a book-style fashion. Student assessment of their completed project! Strengths, weaknesses, etc. Nursing home visit. Students present (and read!) the biographies to the resident they interviewed. 1309370-5715190019Conclude curriculum with comprehensive discussion referencing Essential Questions.Answer writing prompt. 120205536576020020-638175478155Past00Past78232003128010Present0Present535912987217Birth00Birth551903305230Birth020000Birthright3473173Present020000PresentStudent Autobiography: Timeline of Life Events4983480209550**Source: Taylor, M. 4000020000**Source: Taylor, M. -5334007210425Students are not required to read these books. Instead, the teacher will draw samples from a selection of biographies exposing the content (birth, childhood and upbringing, education, significance of individual to society), point of view or writing perspective, and examples of figurative/sensory language. The teacher will also scan and copy illustrations from the books to help students understand impact of pictures on molding individual perception(s). Thus, some children’s books are included in this list due to presence of colorful, symbolic, and moving illustrations. 00Students are not required to read these books. Instead, the teacher will draw samples from a selection of biographies exposing the content (birth, childhood and upbringing, education, significance of individual to society), point of view or writing perspective, and examples of figurative/sensory language. The teacher will also scan and copy illustrations from the books to help students understand impact of pictures on molding individual perception(s). Thus, some children’s books are included in this list due to presence of colorful, symbolic, and moving illustrations. 29813254552950Nelson Mandela by Kadir NelsonWho Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell by Tanya Lee StoneSonia Sotomayor: A Judge Grows in the Bronx by Jonah WinterChasing Freedom by Nikki GrimesHarvesting Hope: The Story of Cesar Chevez by Kathleen KrullI Am Malala: How One Girl Stood Up For Education and Changed the World by Malala Yousafzai and Patricia McCormickX: A Novel by Ilyassah Shabazz?and?Kekla MagoonSteve Jobs by Walter Isaacson00Nelson Mandela by Kadir NelsonWho Says Women Can’t Be Doctors? The Story of Elizabeth Blackwell by Tanya Lee StoneSonia Sotomayor: A Judge Grows in the Bronx by Jonah WinterChasing Freedom by Nikki GrimesHarvesting Hope: The Story of Cesar Chevez by Kathleen KrullI Am Malala: How One Girl Stood Up For Education and Changed the World by Malala Yousafzai and Patricia McCormickX: A Novel by Ilyassah Shabazz?and?Kekla MagoonSteve Jobs by Walter Isaacson-53276544831000289687044767500Biography Options for Mystery Hook Activity & Reading Samples Name __________________________________________Date: ____________________K-W-L Chart Directions: Use the chart below to share what you know, what you want to know, and what you have learned about biographies and autobiographies. What I KnowWhat I Want to KnowWhat I LearnedOnline Tool: Sketchpad 4.0 Screen Capture -46672514414500 1304925292735Sketchpad 4.0 is a great online resource for beginners to design pictures, text, and graphics. It has many advanced functions and tools (pencil, text, shapes, clip art, add your own image, eraser, fill mode, blend, outlines, layers, resize and zoom, calligraphy, crayon, graffiti, paint brush, etc.) set on an interface that is easy to navigate for even beginners. Users can alter the colors as a solid fill color, gradient, or pattern for shapes and text. Unlike the typical Paint program, Sketchpad 4.0 provides more artistic options which make it easier for users to customize their works! After completion, users can print or even save their works in multiple file formats, including a PDF! Students can even practice using Sketchpad 4.0 at home as it is a downloadable, free, and malware-free program! Sketchpad 4.0 is a very interactive tool with endless possibilities for students to practice their creativity, and can be a great tool for students to use in an English Language Arts class to understand how illustrations can be significant in helping readers uncover or decipher reading material. 00Sketchpad 4.0 is a great online resource for beginners to design pictures, text, and graphics. It has many advanced functions and tools (pencil, text, shapes, clip art, add your own image, eraser, fill mode, blend, outlines, layers, resize and zoom, calligraphy, crayon, graffiti, paint brush, etc.) set on an interface that is easy to navigate for even beginners. Users can alter the colors as a solid fill color, gradient, or pattern for shapes and text. Unlike the typical Paint program, Sketchpad 4.0 provides more artistic options which make it easier for users to customize their works! After completion, users can print or even save their works in multiple file formats, including a PDF! Students can even practice using Sketchpad 4.0 at home as it is a downloadable, free, and malware-free program! Sketchpad 4.0 is a very interactive tool with endless possibilities for students to practice their creativity, and can be a great tool for students to use in an English Language Arts class to understand how illustrations can be significant in helping readers uncover or decipher reading material. -46672549276000center0Image made in Sketchpad 4.04000020000Image made in Sketchpad 4.0Final ProjectBeyond Reading: Illustrated BiographiesIntroduction: It is now time to put your understanding and creativity to the test! You will transform into journalists, authors, and illustrators! You will write and design illustrated biographies that will be presented to residents at the local nursing home in the school’s community. You are required to create rich, open-ended interview questions to ask the resident you have been assigned to. The teacher will provide audio recording devices to help you capture the interview sessions. It is important that you work together with your peers to create a cohesive and well-developed biography. Designate peers for different work responsibilities: writer, illustrator, interviewer, etc. Combine your ideas, talents, and strengths! You can refer back to your previous writings and outlines for assistance in the structure of the biography. Please use this final project as a way to demonstrate your understanding of the key components of literary/creative non-fiction biographies (i.e., audience, mood, figurative language, chronological order, etc.). This worksheet serves to help you complete your illustrated biographies. Ensure that you meet all of the requirements before submission! You will have approximately two weeks to finish this project! Refer to the requirements and checklist below to help you complete this assignment! RequirementsBasic Requirements:Page Count: 10-20 pagesPictures: 10-15 illustrations All student names are listedIncludes a creative title Biography Contents:Chronological order is consistent.Includes relevant facts pertaining to biographical information: birth, childhood (upbringing), education, hobbies, interests, and favorite things are included (food, music, places, etc.). Uses proper point of view and writing perspective.Demonstrates a clear beginning, middle, and end. Uses creative and figurative language appropriately to describe and reveal the resident. Incorporates a significant experience or event. Demonstrates clear writing, organization, and development appropriate to biographical accounts. Illustrations are appropriate to the narration and offer readers a better interpretation of biography. ReferencesAu, K.A. (1998). Conceptual change from the perspective of multicultural education. In B. Guzzetti & C. Hynd (Eds.), Perspectives on conceptual change: Multiple ways to understand knowing and learning in a complex world (pp. 117-132). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.Ball, C. (2016). Sparking passion: Engaging student voice through project-based learning in learning communities.?Learning Communities Research and Practice, 4(1), 1-8.?Banks, J.A. & McGee Banks, C.A. (2007).?Multicultural education: Issues and perspectives?(6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.?Boughton, S. (1988). Great lives. New York, NY: Doubleday Books for Young Readers. Buckmiller, T. & Kruse, J. (2015). Writing the book...literally: The convergence of authentic intellectual work (AIW) and project-based learning (PBL).?Journal of University Teaching and Learning Practice, 12(3), 1-13.?Campbell, L., Campbell, B., & Dickinson, D. (2004). Teaching and learning through multiple intelligences (3rd ed.). Boston, MA: Pearson Education, Inc. Cox, C. (2008).?Teaching language arts: A student-centered classroom?(6th ed.). Boston, MA: Pearson.?Duke, N. (2016) Project-based instruction: A great match for informational texts.?American Educator, 40(3), 4-11.?Fang, Z. (1996). Illustrations, text, and the child reader: What are pictures in children’s storybooks for? Reading Horizons, 37(2), 130-142. Galda, L., & Short, K. (1993). Children's books: Visual literacy: Exploring art and illustration in children's books. The Reading Teacher, 46(6), 506-516. Goertzel, V., Goertzel, M.G., Goertzel, T.G., Hansen, A. (2004). Cradles of eminence: Childhoods of more than 700 men and women (2nd ed.). Scottsdale, AZ: Great Potential Press, Inc. Lam, S., Cheng, R., & Ma, W. (2009). Teacher and student intrinsic motivation in project-based learning. ?Instruction Science, 37(6), 565-578.?Malu, K. (2013). Exploring children's picture storybooks with adult and adolescent EFL learners.?English Teaching Forum, 3, 10-18.?Martinez, M. & Teale, W. (1989). Classroom storybook reading: The creation of texts and learning opportunities.?Theory Into Practice, 28(2), 1260135.?McGraw-Hill Companies. (2016). Writing assessments and evaluation rubrics: Grade 7. Columbus, OH: Glencoe/McGraw-Hill Morrow, L.M. (2003).?Organizing and managing the language arts block: A professional development guide. New York, NY: The Guilford Press.?Pinnell, G. & Fountas, I. (2011).?The continuum of literacy learning, grades preK-8: A guide to teaching?(2nd ed.).Portsmouth, NH: Heinemann.?Schiro, M.S. (2013). Curriculum theory: Conflicting visions and enduring concerns (2nd ed.). Thousand Oaks, CA: Sage.?Smith, J. & Wiese, P. (2006). Authenticating children's literature: Raising cultural awareness with an inquiry-based project in a teacher education course.?Teacher Education Quarterly, 33(2), 69-87.?Taylor, M. (2016, May 10). 30 biographies that encourage a growth mindset. Retrieved from . Wiggins, G., & McTighe, J. (2005) Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.? ................
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