Create a Dear Abby type column for at least three events that the author can use advice. You will write as if you are the author stating your problem and you will respond with your advice just like Dear Abby (Wagner). 
Create 3 PostSecret postcards from the author's point-of-view. Your post-card should express some deep feeling, regret, dream, or secret that you imagine the author would send to Post Secret (this was the website that inspired the app Whisper, FYI). These are typically very creative and colorful (I think this may be a Hatfield original). 
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| They never spell it right. |
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| I really love this one that is made out of an old book. |
Mitchell says, "We learn a lot about people by what
they keep in their closets, what they
have on their walls, what they select
to put in a room." Create a space that would be fitting or meaningful to the author. Draw it or write about
it, making sure to include an explanation
of why you designed the
room as you did.
10. A Piece of Art 
I am envious of the student art that Ms. Diggs has in her room. If you are an artist, I would love something colorful and creative to hang in my room. It will have to demonstrate the theme, events, and/or author in some fashion. Here are a few examples of student creations based on literature. 
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CATEGORY
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4
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3
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2
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1
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Spelling and Capitalization
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Spelling and
capitalization were checked by another student and are correct throughout.
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Spelling and
capitalization were checked by another student and were mostly correct.
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Spelling and
capitalization were mostly correct, but were not checked by another student.
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There were many
spelling and capitalization errors.
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Content/Facts
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Facts were accurate
for all events reported on the timeline.
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Facts were accurate
for almost all events reported on the timeline.
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Facts were accurate
for most (~75%) of the events reported on the timeline.
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Facts were often
inaccurate for events reported on the timeline.
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Fonts and Colors
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The use of font styles
and colors is consistent and shows a logical pattern. It helps organize the
material.
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The use of font styles
and colors is consistent and shows a logical pattern for the most part. It
helps organize the material somewhat.
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The use of font styles
and colors is consistent, but is not used effectively to organize.
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The use of font styles
and colors is not consistent OR detracts from the organization.
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Graphics
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All graphics are
effective and balanced with text use.
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All graphics are
effective, but there appear to be too few or too many.
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Some graphics are
effective and their use is balanced with text use.
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Several graphics are
not effective.
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Readability
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The overall appearance
of the timeline is pleasing and easy to read.
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The overall appearance
of the timeline is somewhat pleasing and easy to read.
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The timeline is
relatively readable.
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The timeline is
difficult to read.
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Title
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The timeline has a
creative title that accurately describes the material and is easy to locate.
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The timeline has an
effective title that accurately describes the material and is easy to locate.
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The timeline has a
title that is easy to locate.
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The title is missing
or difficult to locate.
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Learning of Content
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The student can
accurately describe 75% (or more) of the events on the timeline without
refering to it and can quickly determine which of two events occurred first.
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The student can
accurately describe 50% of the events on the timeline without refering to it
and can quickly determine which of two events occurred first.
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The student can
describe any event on the timeline if allowed to refer to it and can
determine which of two events occurred first.
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The student cannot use
the timeline effectively to describe events nor to compare events.
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Time Use
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Classroom time was
used to work on the project. Conversations were not disruptive and focused on
the work.
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Classroom time was
used to work on the project the majority of the time. Conversations were not
disruptive and focused on the work.
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Classroom time was
used to work on the project the majority of the time, but conversations often
were disruptive or did not focus on the work.
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Student did not use
classroom time to work on the project and/or was highly disruptive.
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Software Learning
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The student knows how
to use the software and can accurately and clearly answer almost any question
related to how to perform certain functions.
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The student knows how
to use the software and can accurately and clearly answer many questions
related to how to perform certain functions.
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The student knows how
to use some parts of the software and can accurately and clearly answer a few
questions related to how to perform certain functions.
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CATEGORY
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4
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3
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2
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1
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Score
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Design/Composition
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Student applies design
principles (such as unity, contrast, balance, movement, direction, emphasis,
and center of interest) with great skill.
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Student applies design
principles (such as unity, contrast, balance, movement, direction, emphasis,
and center of interest) with fair skill.
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Student tries to apply
design principles (such as unity, contrast, balance, movement, direction,
emphasis, and center of interest) but the overall result is not pleasing.
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The student does not
appear to be able to apply most design principles to his/her own work.
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Color Choices
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Choice and application
of color shows an advanced knowledge of color relationships. Color choice
enhances the idea being expressed.
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Choice and application
of color shows knowledge of color relationships. Colors are appropriate for
the idea being expressed.
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Choice and application
of color shows knowledge of color relationships. Colors are, however, NOT
appropriate for the idea being expressed.
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Student needs to work
on learning color relationships and using that knowledge in his/her work.
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Time/Effort
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Class time was used
wisely. Much time and effort went into the planning and design of the mask.
It is clear the student worked at home as well as at school.
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Class time was used
wisely. Student could have put in more time and effort at home.
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Class time was not
always used wisely, but student did do some additional work at home.
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Class time was not
used wisely and the student put in no additional effort.
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Planning and Explanation
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Student can describe
in detail at any point during the painting process how s/he envisions the
final product and how they intend to reach their goal. Very focused and
goal-oriented.
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Student can somewhat
describe how s/he envisions the final product and can describe some of the
steps s/he will use to reach the goal. Focused with some planning.
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Student can describe
how s/he envisions the final product but finds it difficult to describe how
s/he will reach that goal. Has set a goal, but let\'s things evolve in
somewhat random manner.
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Student has thought
very little about the project. Is present but is not invested in the product.
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Drawing
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Drawing is expressive
and detailed. Shapes, patterns, shading and/or texture are used to add
interest to the painting. Student has great control and is able to experiment
a little.
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Drawing is expressive
and somewhat detailed. Little use has been made of pattern, shading, or
texture. Student has basics, but had not \"branched\" out.
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Drawing has few
details. It is primarily representational with very little use of pattern,
shading or texture. Student needs to improve control.
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The drawing lacks
almost all detail OR it is unclear what the drawing is intended to be.
Student needs to work on control.
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Sources of Inspiration
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The student expressed
the theme of the book through the artistic presentation.
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The student did not
present the theme of the book, but used a direct quote.
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CATEGORY
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4
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3
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2
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1
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Salutation and Closing
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Salutation and closing
have no errors in capitalization and punctuation.
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Salutation and closing
have 1-2 errors in capitalization and punctuation.
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Salutation and closing
have 3 or more errors in capitalization and punctuation.
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Salutation and/or
closing are missing.
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Grammar & spelling (conventions)
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Writer makes no errors
in grammar or spelling.
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Writer makes 1-2
errors in grammar and/or spelling.
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Writer makes 3-4
errors in grammar and/or spelling
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Writer makes more than
4 errors in grammar and/or spelling.
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Ideas
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Ideas were expressed
in a clear and organized fashion. It was easy to figure out what the letter
was about.
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Ideas were expressed
in a pretty clear manner, but the organization could have been better.
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Ideas were somewhat
organized, but were not very clear. It took more than one reading to figure
out what the letter was about.
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The letter seemed to
be a collection of unrelated sentences. It was very difficult to figure out
what the letter was about.
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Capitalization and Punctuation
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Writer makes no errors
in capitalization and punctuation.
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Writer makes 1-2
errors in capitalization and punctuation.
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Writer makes 3-4
errors in capitalization and punctuation.
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Writer makes more than
4 errors in capitalization and punctuation.
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Grammar & spelling (conventions)
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Writer makes no errors
in grammar or spelling.
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Writer makes 1-2
errors in grammar and/or spelling.
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Writer makes 3-4
errors in grammar and/or spelling
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Writer makes more than
4 errors in grammar and/or spelling.
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Content Accuracy
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The letter contains at
least 4 accurate facts about the topic.
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The letter contains 3
accurate facts about the topic.
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The letter contains 2
accurate facts about the topic.
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The letter contains 1
accurate facts about the topic.
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Neatness
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Letter is typed,
clean, not wrinkled, and is easy to read with no distracting error
corrections. It was done with pride. A \"Dear Abby\" type graphic
of yourself is added, as well as the look of a newspaper column.
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Letter is neatly
hand-written, clean, not wrinkled, and is easy to read with no distracting
error corrections. It was done with care. A \"Dear Abby\" picture
of some sort with a newspaper column look.
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Letter is typed and is
crumpled or slightly stained. It may have 1-2 distracting error corrections.
It was done with some care. No graphic or does not have the appearance of a
newspaper column.
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Letter is typed and
looks like it had been shoved in a pocket or locker. It may have several
distracting error corrections. It looks like it was done in a hurry or stored
improperly. No graphic or appearance of a newspaper column.
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CATEGORY
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4
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3
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2
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1
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Clarity and Neatness
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Storyboard is easy to
read and all elements are so clearly written, labeled, or drawn that another
student could create the presentation if necessary.
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Storyboard is easy to
read and most elements are clearly written, labeled, or drawn. Another person
might be able to create the presentation after asking one or two questions.
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Storyboard is hard to
read with rough drawings and labels. It would be hard for another person to
create this presentation without asking lots of questions.
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Storyboard is hard to read
and one cannot tell what goes where. It would be impossible for another
person to create this presentation without asking lots of questions.
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Use of Time
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Used time well during
each class period (as shown by observation by teacher, and documentation of
progress in journal) with no adult reminders.
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Used time well during
most class periods (as shown by observation by teacher, and documentation of
progress in journal) with no adult reminders.
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Used time well (as
shown by observation by teacher and documentation of progress in journal),
but required adult reminders on one or more occasions to do so.
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Used time poorly (as
shown by observation by teacher and/or documentation of progress in journal)
in spite of several adult reminders to do so.
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Spelling & Grammar
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No spelling or
grammatical mistakes on a storyboard with lots of text.
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No spelling or
grammatical mistakes on a storyboard with little text.
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One spelling or
grammatical error on the storyboard.
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Several spelling
and/or grammatical errors on the storyboard.
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Content
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All content is in the
students\' own words and is accurate.
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Almost all content is
in the students\' own words and is accurate.
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At least half of the
content is in the students\' own words and is accurate.
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Less than half of the
content is in the students\' own words and/or is accurate.
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Required Elements
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Storyboard included
all required elements as well as a few additional elements.
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Storyboard included
all required elements and one additional element.
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Storyboard included
all required elements.
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One or more required
elements was missing from the storyboard.
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