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Language Arts Connection #5

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Language Arts Connection #5


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Links on this page: Fiction Writing Assignment – Student Sheet

National Education Standards Met:

language discipline

Objective: To have students use the knowledge they have gained during the Global Climate Change unit to create a work of fiction for a specific audience.

Goal: Students will:

  • Consider the information they have on Global Climate Change.
  • Consider an audience to whom they will direct their work of fiction.
  • Create a work of fiction.

Standards met: LA1, LA2, LA3, LA7, LA8, LA9, LA11

Procedure:

  • Students will use the students sheet to begin developing a work of fiction.
  • Assist students as appropriate.

Assessment:

  • Use attached grading rubric to assess student work.

Fiction Writing Assignment – Student Sheet

In this lesson you will be asked to project into the future and develop a fiction based upon the limited facts you have obtained.

It is the year 2100. Based upon everything you have learned throughout this unit answer the following questions:

  1. How has the landscape of your hometown or other specific geographic location changed due to changes in climate:

 

 

  1. How does this change effect the following:
    • The way people recreate
    • The way people eat
    • The way people travel
    • The make-up of the average family
    • What people drink

 

  1. What might be a dramatic adaptation that people need to make in order to live in this potentially different climate/

 

Follow the steps below to create the structure for your work of fiction

  1. Consider who you would like your reading audience to be: Think about age, gender and tone.


  1. Decide upon a central character for your story. Is your central character a hero or a villain?

 

  1. Decide upon a central setting for your story.

 

  1. Decide what will happen in the beginning, middle and end of your story.

 

  1. Decide if your story will have a moral or didactic purpose.

 

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Student name:___________________________________

Standards to Use When Developing Rubrics with Students

 

Scoring Rubric for Expressing Ideas Clearly

4

Clearly and effectively communicates the main idea or theme and provides support that contains rich, vivid, and powerful detail.

 

3

Clearly communicates the main idea or theme and provides suitable support and detail.

 

2

Communicates important information, but not a clear theme or overall structure.

 

1

Communicates information as isolated pieces in a random fashion.

 

 

Scoring Rubric for Effectively Communicating for a Variety of Purposes

4

Clearly communicates a purpose in a highly creative and insightful manner.

 

3

Uses effective techniques to communicate a clear purpose.

 

2

Demonstrates an attempt to communicate for a specific purpose but makes significant errors or omissions.

 

1

Demonstrates no central purpose in the communication or makes no attempt to articulate a purpose. 

 

 

Scoring Rubric for Creating Quality Written Products

4

Clearly communicates a purpose in a highly creative and insightful manner.

 

3

Uses effective techniques to communicate a clear purpose.

 

2

Demonstrates an attempt to communicate for a specific purpose but makes significant errors or omissions.

 

1

Demonstrates no central purpose in the communication or makes no attempt to articulate a purpose. 

 

 

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