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Name: Catherine Strempel

Student Number: 212078775

Tutorial Group: Thursday 12pm

Assignment 2: Literature Based Plan

Year level - Grade 5

Text - Bridge to Terabithia - All summer Jess Aarons has been training so he can be the fastest runner in the fifth
grade. And he almost is, until the new girl in school, Leslie Burke, beats him in the big race. After initial hesitation, the
two become close friends and spend most days in the woods behind Leslie's house, where they invent an enchanted
land called Terabithia. A terrible storm happens, making it dangerous to go to Terabithia, but Leslie decides to go by
herself while Jess is away for the day. Tragedy strikes when Jess returns home to find that Leslie drowned in the creek.
Jess is now faced with the devastating reality that his best friend is gone, but her legacy remains. The strength that
Leslie has given him, along with love and support from his family, gives Jess the strength to deal with his grief
(Paterson, 1977).
Links to the Australian Curriculum: In Level 5 English, students read literary texts exploring themes of
interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Students also express
understanding of content as it unfolds and connect ideas from these texts to the own experiences and present
circumstance, being able to justify their point of view. Another important area in the curriculum is Interpersonal
Development. At level 5, students are encouraged to join in a variety of classroom activities investigating the
similarities and difference in the principles, values and beliefs of a wide range of people and groups. The start to
ponder what this could mean for their own experience of building and sustaining relationships with different people
(AusVELS 2014).

Over the period of this four week lesson sequence the teacher will be reading the entire book, Bridge to
Terabithia, to the class. This will happen after the front loading activities have been completed. Before each
explicit teaching session, the appropriate chapters will have been read to the whole class. These chapters will
be read during allocated silent reading or during the last session of the day when the class usually has
independent reading or finishing off time. Students are also encouraged to read independently at home or in
free time during school.
I have not included these sessions in my explicit teaching sessions, but have made reference to their
occurrence.
Sequence One: FRONT LOADING

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Teaching
Focus 1
The idea of
friendship as
it is a main
theme in
Bridge to
Terabithia

Strategic Questions

Teaching

Strategic Questions

-Based on the front cover,

what do you think this
book is about?
-What are some themes
which could come up in
the book?
>Aim: get students to
talk about friendships.
-How would you define
the term friendship?
-Do you think friendships
are important? Why or
why not?
-Have you chosen the
friends you have now?
Explain your answer.
-Have you ever been
friends with someone
who is different than you
are? How were you
different from your
friend? Did this make
your friendship harder?
- How have your friends
made you feel good?
-How have your friends
made you see things in a
different way

Whole Class
Activities
Class discussion
about front cover.
Predicting what
they think the
story is about and
themes that
might be covered
or discussed in
the text
(use examples of
strategic
questions and
issues that could
be raise)

Follow on
activities
Based on the
class discussion
(predicting
themes and what
might happen in
the text), in pairs
students write
their own blurb
for the story.

Assessment

Resources

Teacher acts as a
guide for students
during discussion,
but does not correct
or interrupt
students answers.
Teacher is listening
to students to
determine whether
they understand and
are thinking critically
about the concept of
friendship.

Whole Class

Follow on

Assessment

Resources

Bridge to
Terabithia by
Katherine
Paterson
Pens and paper

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Focus 2
Introduce the
idea of grief
and loss as
this will be a
theme
explored in
Bridge to
Terabithia

-After reading the blurb,

have your predictions of
what the text is about
changed?
-What do you think the
tragedy might be in the
book?
-What helped you get
through a difficult time,
event or circumstance?
-Have you ever lost a
loved one? (could be a
pet, family member or
friend)
-What are some helpful
ways to deal with grief
and loss?

Activities
Read the blurb on
the back of the
book.
Based on the
blurb, have their
predictions about
the book
changed?
Ask strategic
questions to
explore the idea
of grief and loss,
getting students
to think critically
and drawing from
own experiences
where
appropriate.

activities
Based on the front
cover and blurb,
get students to
independently
create a Y-Chart
describing how
the illustration
looks, feels and
sounds like
>now that
students have a
slightly deeper
understanding of
what is to come in
the text, the
cover art may
take on a different
tone than
previously
expressed when
there was no
context given.

Teacher again acts

as a guide through
the class discussion
as this can be an
emotional subject,
its important to be
sensitive and to
ensure it is a safe
setting for students
to be vulnerable.
Teacher is listening
and determining
whether students
are critically thinking
and engaging in
higher order thinking
as they explore the
concepts and
drawing on their
own experiences for
analysis and
comparison.

Bridge to
Terabithia
Pens and paper

Sequence Two: Must include at least two explicit teaching sessions. You may also use the format above for any
other sessions that you need to include.
Explicit Teaching Session 1 - Comprehension question work sheet
Introduction

After reading the first three chapters of the text to students, each student will answer a comprehension
worksheet with a mixture of both lower and high order thinking questions.
Students are to work independently to complete these activity sheets.
Appendices B: Comprehension activity sheet Chapters 1 - 3

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Elaboration

Practice
Review

Resources

Before giving students their worksheet, have a discussion about the chapters you just read together.
Ask questions about the text. Questions should range from closed /lower order thinking (eg How many sisters
does Jess have?) to open/higher order thinking (eg How is Jesss family different or similar to your own?)
Higher order thinking or open questions may lead to a bit more of a class discussion than lower order, which
is fine. But dont let students get too off track.
Explain what is required of students answering the questions independently.
In this task you are checking students comprehension of the text as it unfolds therefore they will not be
referring back to the book for help.
AusVELS links: (ACELY1699)
1. Students are given comprehension activity sheet
2. Independently students work on the questions for set amount of time
3. After time allocated is finished, get students to come back together to discuss answers
As a whole class, discuss answers. For lower order thinking or closed questions there will only be one or two
correct answers. For more open or higher order thinking questions there may be several answers and more
room for discussion for differing opinions. Allow space for all students to share that wish to.
- Bridge to Terabithia By Katherine Paterson
- Comprehension Questions Activity Sheet
- Pens or pencils

Explicit Teaching Session 2- Story Star

Introduction

Students are introduced to the idea of a Story Star whereby they will map out key points and questions to be
covered from their knowledge of the text such as Who? What? Where? When? How? and Why? covering
different parts of the text. Get students to focus on the chapters of the text you have read in class (By this
lesson you will have read chapters 1-6).
The purpose of the activity is to be made clear to class In pairs, students are to use their knowledge of the
text to create their own questions for their Story Stars which they will then give their partner to answer, and
they are to answer their partners in return. They will then each make a Story Star poster using their
questions and answers.

Elaboration

Linking new to known concepts; re-teaching if necessary

First, demonstrate a Story Star on the board (can be IWB or normal whiteboard)

Practice

After you have done a couple (eg Who and Where) get students to help you come up with the other
questions to finish off the example story star.
This helps students comprehend what you require them to do for the task and also gets their minds thinking
of ideas before they even start their own story star.
Make sure to clarify that the example on the board is not to be copied. Students are to come up with their
own questions and they can be about anything to do with the text within the chapters you have read
together as a class.
Students are to make a rough draft and get their partners to answer their questions on the rough draft. They
can revisit the text at any point if they need help coming up with questions or answers. Once this has been
checked by the teacher, students are to make their good copy, creating a poster that will be displayed in the
classroom.
Appendices A Story Star
Independent practice
1. Students are paired up.
2. Students can either sit with their partner or work on their own as they create their six questions to be
answered by their partner.
3. Students swap questions with their partner and answer as many of the questions as they can.
4. Once both partners have answered questions they edit each-others work, critiquing where needed
even suggesting more complex questions if they feel its too easy, before taking it to the teacher who
will do the final edit.
5. The teacher then checks their work
6. The pair can create their story star, combining their questions and answers on their poster. Students
can decorate their posters as much as they would like if they wish to use the internet to find picture
of characters and places from the movie to add more to their poster than they can
AusVELS links: (ACELY1705)

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Review
Each pair is given the opportunity to share their Story Stars with the whole class.
Pairs discuss their questions and answers but also any difficulties they faced while creating their Story Star
together, and how they overcame them in order to finish their poster.
Students will also receive peer review on their presentations.

Resources

AusVELS Links: (ACELY1796)

IWB or normal Whiteboard
Paper
Poster paper
Pens
Textas
Computers/iPads (if students want pictures from the internet to stick on their posters
Printer
Glue
Scissors

Explicit Teaching Session 3 - Character Trading Cards

Introduction

The aim of this lesson is to apply what students have already learned about character development and
create their own character studies (Owens, n. d. n. p - session 5).
To start the lesson get students to so a quick think, pair, share with the person next to them about some of
the characters in the book. This will get students thinking about what they already know and may also get
some new ideas from their partner.
Next, introduce the app Trading Cards.
The aim of this app is for students to answer comprehension questions to create a character trading card
which they can then print off and keep or trade with other students is they wish.

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Students will not have used this app before so a tutorial from the teacher will need to happen first.

Elaboration

Start lesson with Think, pair, share exercise to get students minds thinking which will be needed for the task
that will follow.
Ask specific questions that pairs need to answer. Eg Who is your favourite character and why?, What do
you think is going to happen next?, Could you predict how the story might end?
Through this quick activity, students are able to draw upon their prior knowledge and also could be
reminded of parts of the book or characters that they had forgotten or not paid attention to, as their partner
shares their thoughts and ideas.
Next, introduce the app Trading Cards.
Building upon prior knowledge already gained from the previous two explicit teaching sessions, students
independently use the app Trading Cards to create their own character cards based on the main characters
in the text (by the time you reach this explicit teaching session you will have read chapters 1- 9 so the
students will have a wide range of characters to choose from).
Do a demonstration on the IWB or an iPad or computer of how to use the app first. Ask Students to help you
with some of the questions so they start to think about what type of questions they will be answering and
drawing on the information and knowledge they already have.
Let students know that they can revisit the text where needed.

Practice

Independently students use iPads and/or computers to create their character trading cards
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/
1. Students enter their name
2. Type in the name of the character they will be writing about
3. Select fictional person

Review

Resources

4. Answer Description questions provided (eg What does Jess look like? How does Jess act?)
5. Continue on to Insights questions followed by Development questions, then Memorable
interactions and finally students complete the Personal Connection section where they say whether
they like the character or not and why, and if they remind them of anyone they know.
6. Students can repeat this with as many different characters as they like or can fit into the allocated
time of the lesson.
7. Students print off their cards and stick them together
Get students to share with their original Think, Pair, Share partner the cards they have created. Encourage
students to see what is similar and what is different.
Have a whole class discussion about the activity Was it easy? Was it difficult? Did they need to refer to the
text or did they do it all from memory? How many characters trading cards were they able to complete?
(There are a lot of different sections that the trading card app offers if this has been an activity students
enjoyed, you can always revisit it and instead of choosing fictional person, students could pic another area
to do there is even one where they get to create their own card entire from scratch)
- IWB
- iPads/computers
- internet
- printer
- scissors and glue

Sequence 3: Developing a multimodal response

Using the text Bridge to Terabithia by Katherine Paterson, students will respond to a key theme presented in the book by
creating a play. In small groups of 5-6 students (depending on class size - aim to have 3 groups), each group will be given a
different theme to be the focus of their play, such as friendship, courage, or family.

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Students will first look at the key theme they have been given within the text, Bridge to Terabithia, drawing out as much
information and examples from characters and situations within the story as they can find. Then students may choose to do
further research on their topic to gain more understanding or inspiration for their play. Students may also wish to find out
more information on how to write a script before they begin to write their own.
The content and preparation of this assessment will be cross-curricular; in art they can work on set design, costumes and
props, in drama they can work on their acting and developing their character roles as well as performing in front of an
audience, in history they can research other writers (eg C.S Lewis) or famous plays (eg Macbeth) mentioned in the text,
looking for inspiration and further exploration into fantasy literature and play writing (Folens, 2012, p 7).
This task will be used as the students major assessment for the term and will culminate with a performance in front of their
peers towards the end of term. Each group will be given the assessment criteria sheet (Appendices C) so they can see what
will be required of them to gain full marks. Each group will be assessed on their creativity and effort made eg props and
costumes - as well as presentation such as remembering lines, projection of voice, keeping in character along with any
music, lighting or special effects they include.
This type of task is able to cover and involved a wide range of learners as it involved visual, audio and gestural expression
and learning. It also means that each student is included by being given a specific role to do (script writer, main character,
director, prop design etc) and able to develop their skills in different ways. AusVELS states that in The Arts focusing on
Drama student learn about ways to design, improvise, represent, interpret, make and present arts works that communicate
feelings and their interests and understanding of themselves, their relationships and other people (AusVELS 2014). By giving
students the opportunity to investigate and explore ideas which they can then relate back to themselves and present in their
own creative way is incredibly empowering for students.
Students will be provided with resources from the arts department for things like set design, costumes and even music and
special effects. They will also be encouraged to use resources and materials from home. Time will be allocated for any

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research that students may wish to undertake computers/internet, as well as books will be provided and visits to the school
library can also be arranged.
AusVELS links: (ACELY1704), (ACELY1700), (ACELT1612), (ACELY1816)

Part 2: Rationale (1000 words)

The sequences I have chosen are aimed at grade 5 based upon Level 5 English standard for AusVELS. The text I have chosen
is Bridge to Terabithia by Katherine Paterson (1977). This well-known fictional novel has been used in middle years
classrooms for years as it provides a multifaceted story that students enjoy and engage with. In a paper written by Bryson
Kent, Patersons novel is described as a highly symbolic, multi-layered story that dives into the themes of family, friends,
fantasies, bullying, loneliness, identity, life and even death (n. d. p 2). These themes are relevant to students in middle years
as they will be facing, may face in the future or have already gone through some, if not all, of the challenges and issues that
come with the themes raised in the book. With such a heavy theme as death being a large focus of the book, it is no wonder
there have been controversies over the years about including Bridge to Terabithia in middle years classrooms however, the
way in which Patterson presents this topic is with gentleness and sensitivity, while not wanting to skip over the challenge that
we will all face at some point in our lives the death of someone we love. It is for this reason that I was drawn to this book in
the first place. Paterson presents a fictional novel that has a balance of fantasy as well realistic life challenges and students
can learn from the way the characters deal with these life changing circumstances and continue to move forward,
irrespective of the hardship they have faced. Literature has the ability to not only entertain, but to educate us and to guide us
through the true hardships and difficulties of life. Winch (2010, p 570) refers to the connection made in literature between
place and identity explaining that children often associate their identity as linked to or with a particular place. These places
often secret places, like in Bridge to Terabithia become part of the characters growth and psychological development
throughout the text. Children can identify with these places and account it with their own place (Winch, 2010, p 570) which

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draws them further into the text and helps to further develop their understanding of the world around them. This is where the
idea of developing proficient readers is so significant. When a student engages in strategies such as activating relevant, prior
knowledge (schema) before, during and after reading text it means that they are making connections (text-to-self, text-totext and text-to-world) which is very important. Proficient readers also create sensory images (such as visual pictures) from
the text both during and after reading. Along with these images they make inferences and draw conclusions from information
both specifically stated and inferred within the text (Eyres, 2014, n. p.). The reason why Bridge to Terabithia is such a
wonderful novel for middle years classrooms is because it requires students to encompass all of these skills, pushing them to
become proficient readers.
The ability to be a proficient reader is necessary the further on students get into their literacy education. Students need to be
able to think and examine texts for themselves, synthesizing what they read and determining for themselves what the most
important idea and themes are in a text (Eyres, 2014 n.p.). Winch (2010, p 97) looks at the Locus of Meaning exploring the
idea that the meaning of a text may be seen as clear and explicitly explained within the text, hidden within the text and the
reader needs to decode the meaning, or perhaps open to interpretation by the readers own imagination and the
cultural/social context of the day. With this in mind, both the front loading and explicit teaching session encouraged students
to explore the meaning of the text for themselves, as well as drawing from their peers interpretations and inferences.
Smiths four levels of comprehension were included within the sequences as students were asked to identify, remember, and
recall details from the text (Literal level). Students also predicted, concentrated on main ideas/further details, made contrasts
and drew conclusions (Interpretive or inferential level), followed by analysis of text (critical level) and finally applying
information in a new situation and responding emotionally (creative level) which was achieved by the multimodal response
(Winch, 2010, p 97).
It was with consideration of the AusVELS standards for Level 5 English as well as other curriculum domains such as the Arts,
Interpersonal Development and Personal Learning that this literacy based sequence was developed. AusVELS (2014)

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indicates that in Level 5 English literacy, students should be able to explain their comprehension of content as it is revealed
in formal and informal situations, along with connecting their own experiences and present, justifying their point of view.
Further explained, this means that students should be asking clarifying questions to understand the meaning presented,
expressing constructive feedback that keeps conversation going, evaluating ideas expressed and suggesting tentative
inferences (ACELY1699). Within the literacy framework for reading and viewing, it is also expected that Level 5 students are
enabled to become self-directed, self-assured, independent readers. Students should be able to engage with unbroken
periods of time allocated to such activities as silent reading, while developing skills such as skimming, scanning, note-taking
and summarising. They should also be able to find personal connections within the text, relating it back to their own emotions
and ideas (ACELY1702) (AusVELS 2014). When looking to other areas of the curriculum, such as the Arts (eg drama), it was
evident that some of the skills and standards required of Level 5 students could be, and should be, incorporated into the
literacy based sequences. As explained in sequence 3, the focus on drama enable students to work on communicating their
feelings, their understanding of self, as well as peer relationships and every challenges faced in life, through a creative and
expressive medium. This is also linked with English, focus on writing/literacy, as students plan, draft and publish imaginative,
informative and persuasive multimodal texts, choosing appropriate text structures (such as script writing for a play), as
well images and sound appropriate for their use and audience (ACELY1704) (AusVELS 2014). Students are also able to draw
from these experiences as they plan, rehearse and deliver presentations for defined audiences and purposes incorporating
accurate and sequenced content and multimodal elements(ACELY1700), according to Level 5 English literacy, focusing on
speaking and listening (AusVELS 2014)

Students will have access to hard copies of the text, Bridge to Terabithia, as well as having a class copy which the teacher will
read from during the times indicated earlier. There is also a movie available which could be played during one of the literacy
sessions not specifically outlines in the teaching sequence. Or certain scenes can be used, rather than reading the chapters
out loud. By giving students an option how they engage with the text it means that a range of learners are being considered.

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Some students may find the text challenging from a reading level, while others may find it quite easy. Others may have
trouble concentrating for long periods of time, therefore watching the scenes from the movie may be easier for them to stay
focused. Tasks involving group work have been chosen as they enable every student to contribute what they know and are
learning, without the sole weight being placed on them. The play for the 3 rd sequence caters for a wide range of learners
(such as visual and audial), as well as giving the chance for each student to participate and have a vital role in the production
and performance of their play.

References

Eyres A, 2014, Tutorial week 2, Teaching Literacy to Middle Years, notes taken by C. Strempel, Deakin University

Folens, 2012, Bridge to Terabithia: Novel Notes, Reading Zone: English Language Programme for Primary Schools, Folens
Publishers, Tallaght, Dublin. Retrieved 26 th September 2014
<http://primary.folensonline.ie/programmes/novel_notes/media/Novel_Notes_Bridge_to_Terabithia_v1.3.pdf>

Kent L. B, n.d. Bridge to Terabithia: Rationale, review of Bridge to Terabithia by Katherine Paterson, Sacco, Miami University, Oxford, Ohio. Retrieved 26 th
September 2014
<http://www.ncte.org/library/nctefiles/involved/action/rationale_bridgetoterabithia.pdf>

Owens, L, n.d. Exploring Friendship with Bridge to Terabithia; Lesson Plan, International Reading Association, retrieved 26 th
September 2014

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<http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-friendship-with-bridge-981.html?tab=4#tabs>

Victorian Curriculum and Assessment Authority 2014, AusVELS, Level 5, viewed 26th September 2014
<http://ausvels.vcaa.vic.edu.au/Level5?layout=1&d=E&d=id&d=pl&d=tp>

Winch, G, Ross Johnston, R, March, P, Ljungdahl, L & Holliday, M 2010, Literacy Reading writing and Childrens Literature,
Fourth Edition, Oxford Press, South Melbourne.
Appendices
Appendices A Story Star

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Appendices B - Comprehension Questions Chapters 1-3 activity sheet (Folens, 2012, pp 10-12)
Bridge to Terabithia - Chapter 1

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1. Who is Miss Bessie? How do you know?
_____________________________________________________________________________________________________________________
2. How many sisters does Jess have? Name them.
______________________________________________________________________________________________________________________
3. What news does May Belle share with Jess in the bean patch?
______________________________________________________________________________________________________________________
4. How is Jesss family different to your family?
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
5. How do you think Jess feels at the end of chapter 1? Why do you think that?
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
Bridge to Terabithia - Chapter 2
1. Who is Leslie Burke?
_________________________________________________________________________________________________________________________
2. What does Jess like to draw?
_________________________________________________________________________________________________________________________

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3. How do you think Jess feels about not being able to show his
drawings to his father?
_________________________________________________________________________________________________________________________
4. How important do you think it is for Jess to have Miss Edmunds
in his life?
_________________________________________________________________________________________________________________________
5.Why do you think Jess seems uninterested in making friends
with Leslie?
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Bridge to Terabithia - Chapter 3
1. How many children are in Mrs Myers class?
___________________________________________________________________________________________________________________________
2. How is Leslie shown to be different to the other children on her first day of school?
___________________________________________________________________________________________________________________________
3. Why are the boys surprised by the results of Jesss heat?
___________________________________________________________________________________________________________________________
4. If you were Jess, how would you feel after the race?
___________________________________________________________________________________________________________________________
5. Why do you think Jess tries to avoid Leslie?

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___________________________________________________________________________________________________________________________
6. Imagine you are Jess. Write a diary entry for the day of the big race, after he lost to Leslie.
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
Appendices C Assessment Rubric for multimodal response
Student Name:__________________________________
Name:___________________________________
AusVELS/
Expectations
Use interaction skills,
varying conventions of
spoken interactions such
as voice volume, tone,
pitch and pace,
according to group size,
formality of interaction
and needs and expertise
of the audience
(ACELY1816)
Plan, rehearse and
deliver presentations for
defined audiences and
purposes incorporating
accurate and sequenced
content and multimodal
elements

Grade: _____________________

Teacher

Above the expected level of

achievement
Demonstrates highly competent
use of appropriate interaction
skills, varying conventions of
spoken interactions such as voice
volume, tone, pitch and pace,
according to group size, formality
of interaction and needs and
expertise of the audience

At the expected level of

achievement
Demonstrates appropriate
interaction skills, varying
conventions of spoken interactions
such as voice volume, tone, pitch
and pace, according to group size,
formality of interaction and needs
and expertise of the audience.

Below the expected level of

achievement
Does not or rarely shows
effective use of interaction
skills, variations of spoken
interactions such as voice
volume, tone, pitch and pace,
according to group size,
formality of interaction and
needs and expertise of the
audience

Is highly involved in the planning,

rehearsing and deliverance of the
role play and effectively selects
and sequences appropriate
content and multimodal elements
for the audience and purpose.
Continually makes appropriate

Is competently involved in the

planning, rehearsals and
deliverance of the role play. Selects
and sequences appropriate content
and multimodal elements for the
audience and purpose. Makes
appropriate choices for modality

Is limited in participation of
planning, rehearsing and
deliverance of the role play.
Rarely shows or fails to show
ability to select and sequence
appropriate content and
multimodal elements for the

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(ACELY1700)

choices for modality and

emphasis.

and emphasis

audiences and purpose. Does

not make appropriate choices
for modality and emphasis

Appropriate engagement
with selected theme
from text

Enthusiastically engages with

and critically analyses key theme
given to group (selected by
teacher) from Bridge to
Terabithia

Accepts key theme given to group

by teacher and engages with
theme to a satisfactory level

Personal Performance
Appropriate
presentation, using skills
such as voice projection
and eye contact when on
stage.

Presents in a professional
manner ensuring voice projection
is used through all speaking parts
and eye contact is maintained
throughout the performance,
engaging the audience

Presents in an appropriate way

ensuring voice projection is used
and eye contact is made when on
stage, involving the audience.

Involvement in
preparation, including
level of participation and
team work

Fulfils own role in preparation for

role play and assists others
where appropriate demonstrating
high levels of participation.
Works well as part of the team.

Shows appropriate levels of

participation and fulfils designated
role to prepare and perform the
role play. Works well as part of the
team.

Does not engaged

appropriately or
enthusiastically with theme
chosen for group and thus does
not deliver satisfactory analysis
of key theme
Attempts to present
appropriately or is
inappropriate in presentation.
Does not project voice well
enough for the audience to
hear and has little to no eye
contact when on stage
Does not participate all of the
time or is disengaged with the
group, not assisting in
preparation of role play. Does
not work well as part of the
team.

(Dickson, 2014)
Teachers Comments:
___________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________

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(I have changed a few elements of the assessment rubric provided by Marsha, but I have essentially kept it the
same as it fit exceptionally well with what I already had planned for my 3 rd session.)

Appendices D Additional lessons as part of sequence

Lesson One
Lesson Two
Lesson Three
Lesson Four
Lesson Five

After reading about Terabithia for the first time, students draw what they imagine the fantasy land to
look like.
Looking at where Terabithia is in relation to Leslies house, students create a map to their own special
place
Students pretend to be a news report whose job it is to interview of one the main characters about the
tragedy of Leslie drowning.
Students get to create their own character and write them into the story in whatever way they want.
After the book has been finished, students can write a book report (including if they recommend it, if it
was easy or difficult to read etc)