Here is the Worksheet: Nursery Rhyme Worksheet (as the students would see it)
ONCE UPON A TIME…
DIRECTIONS:
Use the video we viewed in class-as well as the “Humpty Dumpty” story we read aloud- as a model, and revise a classic nursery rhyme by re-telling it from a different character’s point of view.
YOU MUST:
- Choose one classic children’s nursery rhyme
(An extensive list can be found at http://www.zelo.com/family/nursery/index.asp)
- Select one character within the rhyme you chose, and consider their viewpoint of the story
- Re-write the entire rhyme in prose form-depending upon the tale you choose, this will mean that the end product will look very different from the original
(Remember, prose is a written form characterized by full sentences and paragraphs.)
- Type the finished product
- It must be at least two pages in length.
- It must be typed in 12 point font.
YOU MAY:
- Choose to write an alternative ending and/or twist to the original tale.
- Design a cover-page using whatever creative means you feel represent your story.
DUE DATE:
- The due date for this assignment is 2/25- that is TWO weeks from today.
GRADING:
- This assignment will be worth 30 points of your total grade.
- You will be graded on
- Grammar, punctuation, and spelling(15 points)
- Cohesiveness and Flow of story (Does it have a beginning, middle, and end? Is the story easy to read/is it organized? Do you maintain a consistent focus?)(10 points)
- Following guidelines (5 points)
Here is my rationale:
“Behind the scenes thinking”
The teaching context: The grade level that I would consider this assignment for would be 9th grade. Although it is more of a creative writing assignment, I think it could also be introduced within a poetry unit. Most nursery rhymes are a type of poetry, and because students are familiar with them (in most cases), it would be a great way to introduce poetry (in a less intimidating way) to the class.
I chose this animated video clip, because I felt that it was a good example of the type of finished product that I could be expected from the students upon completion of the assignment. The video was humorous, and I felt that it would catch the students’ interest. I was also interested in this clip, because it was produced in a different medium (than the assignment), and that could spark the students’ creativity, and their own ideas for the project.
After completing the assignment, I would like the students to be able to take character perspectives into account when reading literature. I believe this is an important ELA skill to learn, because it enables the students to achieve a deeper understanding of the works that they encounter. From a writing standpoint, I would like the students to demonstrate an ability to write creatively with a consistent well-organized focus. The students should also be able to exhibit a good understanding of the grammar and rules of English.
This is an individual project, and would be completed mostly outside of classroom time. However, I would give my students time to begin brainstorming project ideas immediately after it is assigned. I would designate classroom time for students to communicate their initial ideas with their peers. This time would be structured, and would most likely occur within 2-3 days after assigning the project.
I have found many examples of these types of stories on-line, and would read at least one of them aloud to the students (in addition to the viewing of the video). I would be careful not to give the students too many examples, because I would not want to inhibit their own ideas.
The three standards that I found that this assignment fulfills are:
- ELA9W1- The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.
- ELAA9C1- The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
- ELA9LSV1- The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student
- d. Actively solicits another person’s comments or opinions.
- e. Offers own opinion forcefully without domineering.
- g. Gives reasons in support of opinions expressed.
