November 10, 2015

To: Ms. L. Kilczewski, teacher, Plaza Middle School

From: Mr. J. Reed Jr., editor, Young Readers Division, Amazon Kindle

RE: e-Anthology and Storytelling Festival for Young Readers

The editors here at Amazon Kindle are excited about a new e-anthology called Storytelling through the Ages: World Mythology and Folklore for Young People and need digitally-illustrated, original myths, fables, folktales, fairy tales, tall tales, legends, and epic poems which take characteristics of these traditional literature genres and update the content for today’s young readers. Winning entries will be included in our e-anthology and read at our Storytelling Festival for area elementary grade students. Entries can be no longer than 2 ½ typed, double-spaced pages with 12 point font and 1-inch margins.

As you know, storytelling entertains, transfers cultural beliefs, and/or informs human curiosity about naturally occurring phenomena. The folklore in Storytelling through the Ages needs to reflect these purposes. Make sure your story records elements of a particular culture and reflects appropriate cultural values. You will choose a culture (ideally one to which you already belong, e.g. Polish, Norwegian, Chinese, Irish, Hawaiian) and imbed several cultural elements into your story. Cultural elements can be expressed in a variety of ways including setting, characters’ names, illustration details, etc.

All good tales will successfully incorporate the following, which enhances the chance for the work to be selected for e-publication:

__My story is entertaining and clear because it uses the storytelling elements of conflict, plot, and narrative structure

___My characters are interesting, believable, and typical of my genre because I focus on a central heroic figure whose journey is appropriate for the literary genre (i.e. a mythological hero challenges a god; an epic hero goes on a journey; or a folk tale hero faces a set of three magical elements)

___My moral or lesson transfers appropriate cultural beliefs/teachings

___My setting reveals my chosen culture because I have included details from that culture’s history, traditions, rituals, food, clothing, dance, art, music, theater, literature, and/or language.

Need more ideas/guidance? Here are some suggestions--

Choose a natural object, and write an original story explaining how and why someone was transformed into the object. Suggestions: a butterfly, a diamond, a giraffe, a lobster, a mosquito, an octopus, a violet, a water lily, a weeping willow, a whale.

Create a myth to preserve a truth. (Example: A recent government report suggested that one way to keep people away from a dangerous radioactive materials site in the far future might be to create a myth about it. Following this vein of thought, create a myth that reveals a truth you think our present world needs to help people cope with the problem you've identified.)

Throughout the world, people have told imaginative stories to explain the cycle of seasons. Write your own origin myth explaining why the seasons change as they do in your chosen culture’s part of the world.

Criterion / 7-8 Sophisticated / 6-5 Competent / 4-3 Adequate / 2-1 Minimal
B: Organization
Story has an interesting plot with a definite conflict. / i. makes sophisticated use of organizational structures that serve the context and intention effectively
ii. effectively organizes opinions and ideas in a coherent and logical manner with ideas building on each other in a sophisticated way
A central conflict and resolution support a coherent, consistent series of events; story has an interesting, original plot; advanced narrative structures may be included, such as foreshadowing or flashback. / i. makes competent use of organizational structures that serve the context and intention
ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other
A main conflict and resolution are present; story has a series of events but may lack complications or situations that create interest or suspense. / i. makes adequate use of organizational structures that serve the context and intention
ii. organizes opinions and ideas with some degree of coherence and logic
The story is merely a series of events; a central conflict and resolution may be missing, resulting in an ineffective plot. / i. makes minimal use of organizational structures though these may not always serve the context and intention
ii. organizes opinions and ideas with a minimal degree of coherence and logic
The narrative has no apparent organization. The narrative structure is difficult to understand resulting in a confusing story.
C: Producing Text
Characters are well developed and representative of traditional literature. / ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating clear awareness of impact on an audience
iii. selects extensive relevant details and examples to develop ideas with precision.
Perceptively chosen detail, description, and dialogue develop complex characters; characters are typical of folklore or mythology; attention to dynamic character development of a definite protagonist(s) is evident; the use of traditional genre’s features enhances character development, such as hubris, metamorphosis, journey, enchantment or quest. / ii. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience
iii. selects sufficient relevant details and examples to develop ideas.
Characters are typical of mythology or folklore; thoughtful detail and description help to develop sufficient characterization; a definite protagonist exists but dynamic character development may not be evident. / ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating adequate awareness of impact on an audience
iii. selects some relevant details and examples to develop ideas.
Characters are included and are adequately developed through some meaningful details, descriptions, or dialogue; a protagonist does emerge. / ii. makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience
iii. selects few relevant details and examples to develop ideas.
Characters are included but are minimally developed through few meaningful details, descriptions, or dialogue; a definite protagonist does not emerge.
Self Assessment
Teacher Assessment
Criterion / 7-8 Sophisticated / 6-5 Competent / 4-3 Adequate / 2-1 Minimal
C: Producing Text
Story has a definite setting in the chosen culture and a definite, culturally-appropriate lesson or moral is revealed. / ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating clear awareness of impact on an audience
iii. selects extensive relevant details and examples to develop ideas with precision.
Story has a definite setting that is representative of chosen culture and is established with extensive descriptive details from history, traditions, rituals, food, clothing, dance, art, music, theater, literature, and language.
Reader has a clear understanding of a perceptive and culturally-appropriate lesson, moral, theme; plot and characters are clearly used to support theme. / ii. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience
iii. selects sufficient relevant details and examples to develop ideas.
Story has a setting that is representative of folklore or mythology with sufficient description.
Story is interesting and engaging with a thoughtful lesson, moral, or theme; story is developed around events in the plot supporting the theme. / ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating adequate awareness of impact on an audience
iii. selects some relevant details and examples to develop ideas.
Story has an adequate setting that is representative of folklore or mythology but lacks full description.
Story is adequate but a clear lesson, moral, or theme may not fully emerge; story is developed around events in the plot, not necessarily theme. / ii. makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience
iii. selects few relevant details and examples to develop ideas.
Setting is evident but is only mentioned with limited or minimal details.
Story may be a series of events that may lack description; a clear lesson, moral, or theme does not emerge or is not supported by plot and characters.
D: Using Language:
Sensory images and vivid word choice along with
standard English grammar, usage, and mechanics result in a clear, precise and effective imagery. / i. effectively uses a varied range of appropriate vocabulary and sentences.
The story successfully weaves in sensory language and vivid details. The writer’s word choice develops or enhances his or her voice. A variety of sentence structures enhance the rhythmic flow of the prose.
iii. uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is effective
iv. spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective
Grammar, usage and mechanics are correct. / i. uses a varied range of appropriate vocabulary and sentences.
The story includes sensory language and descriptive details. The writer’s word choice is effective. Variety sentence types add fluency.
iii. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication
iv. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication
Some errors in grammar, usage, or mechanics cause distractions / i. uses an adequate range of appropriate vocabulary and sentences.
The story needs more sensory language and descriptive details. The writer’s word choice needs improvement. Sentences may need more variety.
iii. uses grammar, syntax and punctuation with some degree of accuracy; errors sometimes hinder communication
iv. spells/writes and pronounces with some degree of accuracy; errors sometimes hinder communication
Multiple errors in grammar, usage, or mechanics create distractions / i. uses a limited range of appropriate vocabulary and sentence types.
The story lacks sensory language, descriptive details and a variety of sentence types. The writer’s word choice is vague or confusing.
iii. uses grammar, syntax and punctuation with limited accuracy; errors often hinder communication
iv. spells/writes and pronounces with limited accuracy; errors often hinder communication
Significant errors in grammar, usage, or mechanics create confusion and misunderstanding

Storytelling through the Ages Rubric

Reflective Cover Letter

(To be completed in class)

1)  Which story element (plot, conflict, setting, or character) do you feel is the strongest in your story? Why?

2)  What theme do you hope the upper elementary school students will understand?

3)  What have you learned about the creation and purpose of traditional literature, and how have you used this knowledge to write your own story?

4)  What elements of culture have you embedded in your story? How?

5)  What do you like best about your story?

6)  What could still be improved?