Fantasy

Due Date: 11:59 p.m. EST, Sunday of Unit 5 Points: 100 Overview: Introducing children to the wonderful world of fantasy is an exciting adventure that captivates children’s imaginations! Many elements create a children’s fantasy book. Understanding these elements can help educators bring these stories to life through the use of storytelling strategies, graphic organizers, and other language arts activities. Educators can also teach students the elements of the fantasy genre so students can use their imaginations to create their own stories. For this assignment, you will select a fantasy book to evaluate and then answer a set of questions. There are 10 questions included, each worth 10 points. TIP: Use your time during your library visit to view the children’s modern fantasy section and consider a title for this assignment. Instructions:

First, prepare for this assignment by reviewing the fantasy resources provided in the unit and think about how each of the authors used elements of fantasy in their story. Select a fantasy book to use for this assignment (either from the library or from the ones provided for you in the unit).

Then, in the assignment link in Blackboard, you will complete the following for the story you chose:

• Share which fantasy book you chose and why you chose it. Then, provide a brief summary of the book.

• Describe the elements that make it fit into the fantasy genre. • Consider the seven (7) elements below and give specific examples that describe the elements

as they apply to the book. If an element does not apply, describe why it does not apply.

o Magic: An example of magic is the Cheshire Cat's ability to disappear in Alice and Wonderland by Lewis Carroll.

o Otherworlds: An example of otherworlds is the chocolate factory in Charlie and the Chocolate Factory by Ronald Dahl.

o Universal Theme: (good versus evil, love, friendship, perseverance) An example is the friendship between Charlotte and Wilbur in Charlotte's Web by E.B. White.

o Heroism: An example is Pippi Longstocking in The Adventures of Pippi Longstocking by Astrid Lindgren

CHS203 – Children’s Literature and Language Arts

Unit 5 Assignment: Fantasy Elements

o Special Character Types: (fairies, giants, ogres, dragons, witches, unicorns and centaurs). An example is Tinkerbell in Peter Pan by J. M. Barrie.

o Talking Animals/Animals That Act Like People (anthropomorphism): An example is the toy rabbit in The Velveteen Rabbit by Margery Williams

o Fantastic Objects: An example is Dorothy's red slippers in The Wonderful Wizzard of Oz by L. Frank Baum

• Describe a Language Arts Activity to do with children based on the book that you chose. Explain how and why you would do the activity to extend the learning from the book.

Requirements:

• Use your own words and include the in-text citation for any resources you may use when answering some of these questions.

o For example, if you are citing your textbook, use the in-text citation: (Kiefer & Tyson, 2019) and the reference: Kiefer, B. Z., Tyson, C. A., Parsons Barger, B., Patrick, L. & Reilly-Sanders, E. (2019). Charlotte Huck’s children's literature: A brief guide (3rd ed.). New York, NY: McGraw-Hill Education.

• Be sure to use appropriate paragraph breaks and keep your writing free from spelling and grammatical errors.

Be sure to read the criteria below by which your work will be evaluated before you write and again after you write.

Assignment Question Rubric

Each question of the assignment will be graded using the following criteria:

CRITERIA Deficient Needs Improvement Satisfactory Proficient

(0% - 59%) (60% - 79%) (80% - 89%) (90% - 100%)

Content (40%)

Subject matter is minimally addressed. Opinions are offered, but arguments lack scholarly backing.

Subject matter is adequately addressed. Arguments are partially supported by scholarly research.

Subject matter is fairly well addressed. Arguments are supported by scholarly research but could be further elaborated with specific details.

Subject matter is thoroughly addressed. Arguments are well elaborated and fully supported by scholarly research and specific examples.

Structure and Flow (40%)

Flow is poor. Paragraphing is inappropriate. Transitions are minimal or absent. Significant redundancy is evident.

Flow is adequate. Paragraphs may be too long or too short. Transitions are minimal, and redundancy is evident.

Flow is good. Paragraphing is mostly appropriate. Transitions are present, and redundancies are minimal.

Flow is excellent. Paragraphing is clear, and transitions are smooth and consistent. Inappropriate redundancies are absent.

Clear and Professional Writing and APA Format (20%)

Errors impede professional presentation; writing and formatting guidelines are not followed.

Numerous errors exist that interfere with a professional presentation.

Writing and formatting guidelines are being followed but have a few errors that do not impede professional presentation.

Writing and formatting guidelines are being followed and are clear and professional. APA compliant with no to minimal errors when applicable.