Question

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.