The Next Stargirl Venture Jerry Spinelli Jerry Spinelli is looking to write another novel.

. After the success of Stargirl, he is looking for young writers to help him in his next venture. Jerry is open minded about what the next adventure and so he is leaving a lot of the ideas up to the young eager minds of Patersons 6J class. Your task is to write a story for Jerry Spinelli, this can be an adventure story, a romantic story, a story that talks about lifes issues (like peer pressure, bullying, etc.), it could be a heroic adventure, a personal realization story, etc. You must submit to the publisher (Ms. Boote): your story, a visual representation of the story and a reflection (Your Journal). You will be writing these stories individually. Details of each component are explained below. Story- Using your knowledge plot formation and character development, write a story that uses your creativity and uses excellent description to paint a picture in your readers mind. Some ideas for a story include: - action adventure - science fiction - romance - personal realization story - story that discusses lifes issues - Your own creative idea (please run the idea by the publisher (Ms. Boote)) When you hand your final story into the publisher, make sure that you include: -Plot lines (first plot outline and any changes that you might have made to the story throughout the writing processthe publisher must see this work in process) -Character profiles- of at least 2 characters -Rough drafts- make sure that your drafts include your editing. -Good copy of your story Visual Representation- We create images in our own heads as we read, so lets bring your story to life in a unique way. The visual representation is up to you in how you create it, as long as it fills the requirements (found on the rubric). It is important that your visuals help the reader experience the story on another level as well as for further enjoyment. Some ideas include: - Cover of your book (front and back covers) - Diorama of one key scene - 2 pictures throughout the story - Any other creative ideas- approved by editor

Reflection- Each of you has the opportunity to express what they have learned, what worked well or didnt work well in the writing process, how did this experience help you understand story plot lines better, etc. The reflection should include references from your daily writing process journal entries (which will be handed in the Journal) and should answer the following questions: - Working with others: o How did your group work enhance your learning? How did your participation affect your story/ writing process? peer reviews o Based on your own contributions to the peer reviews, how would you change or improve your involvement for the next group work setting? Writing experienceo Why did you make the choices you made? Character choice? Plot choices? Editing choices? o What did you learn about plot development? About character profiles? About the 5 plot elements? o What did you learn from the peer review process? Visual Representation o What type of representation did you choose for your story? o Why did you choose that form of representation for your story? o How does it represent your story?

Task Rubric
-

Level
-

4
Excellent

3
Proficient

2
Adequate

1
Limited *

Insufficient / Blank *

Criteria
Revision and Editing (2.2.2.3, 2.3.1.2, 4.1.1.1-.2, 4.1.2.1-.2, 4.2.1.1-.5, 4.2.2.1, .3) Visual Representation (3.4.1.2, 4.3.1.1) Accurately and consistently identifies and uses proper grammatical elements and proper spelling Select memorable and captivating visuals that enhance the story Includes rich and detailed character development and plot elements that are organized in a way that engages the audience Communicates an insightful and perceptive reflection into the process, thinking, learning process, and group dynamics that were a part of the unit Reasonably and frequently identifies and uses proper grammatical elements and proper spelling Select effective and interesting visuals that supports the story Includes thorough and specific character development and plot elements that are organized in a way that interests the audience Communicates an appropriate and relevant reflection into the process, thinking, learning process, and group dynamics that were a part of the unit Simply and occasionally identifies and uses proper grammatical elements and proper spelling Select simplistic and relevant visuals that are appropriate for the story Includes superficial and partial character development and plot elements that are organized in a way that is straight forward for the audience Communicates an obvious and predictable reflection into the process, thinking, learning process, and group dynamics that were a part of the unit Vaguely and rarely identifies and uses proper grammatical elements and proper spelling Visuals lack visual appeal and vaguely relates to the story Includes vague and/or irrelevant character development and plot elements that are organized in a way that does not engage the audience Communicates unrelated and few if any connections into the process, thinking, learning process, and group dynamics that were a part of the unit
No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.

Written Storyincluding plot outline(s), character profile(s) (2.1.3.1, 2.2.3.3, 2.3.2.1, 3.3.1.1, 3.3.2.1, 3.3.4 3.3.6 4.1.3 4.3.2) X3 Reflection (1.1.1.2, 2.2.1.2, 2.2.2.1, 2.2.3.3, 4.1.2.1, 5.2.1.2, 5.2.2.2, 5.2.3.1) X2

Grade: ____________/ 28
* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.