The Colors of Us Book Review Analysis Essay Discussion
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
The Colors of Us Book Review Analysis Essay Discussion
First Book Review
Uncle Peter’s Amazing Chinese Wedding written by Lenore Look * Illustrated by Yumi Hoe
Prompt:
Select a children’s book that depicts multicultural awareness and plan a web around the book. Use the example that has been provided for you. Use your imagination and let it run. I have always found that creating a curriculum around a story or theme can be expanded in so many different ways.
This assignment supports student learning objectives 1, 2, 3,4, & 6.
Book Review 1 (adobe handout)
Sample Book Review 1
Instructions
Submit in the diagram format provided in the example for both Book Review 1 and Sample Book Review 1 include the narrative, examples, and conclusion.
If you are unable to do so, then please submit in a narrative format completing each area as described. Provide the title of the book, author, year, and brief narrative of the book, along with a minimum of 4 examples under each of the following:
Social Studies, Thinking Skills, The Arts, Food Experiences and/or Science, and Language. In conclusion, why does this book meet the criteria and why you would incorporate this book in your lesson planning?
Role of Equity and Diversity in Early Childhood Education
Introduction to this week’s module:
Family worshiping at a Buddhist Temple
Let’s summarize what we learned last week. As per the book, you learned that all children have the right to attend a high quality ECE program regardless if they have a disability or special health care needs. The caveat would be that the IEP team needs to determine that it is the least restrictive environment. G
ender in young children is evolving and young children learn about their gender and that of others. You will read how gender is a social justice issue and what programs can do to help children and the bias that is often felt by teachers towards boys in an ECE program.
The ideas that can better serve boys and how to create an environment that is supportive of healthy gender development. Encouraging understanding of the differences between gender and sexual orientation and handling that bias in the classroom.
This week we will read about different religious beliefs and specifically the most practiced religions in the U.S., what we can do to support children who have religious differences in the classroom, how biases are formed, stereotyping, intersecting identities as well as racialization, and how nonverbal bias can be every bit as harmful as verbal.
This week you have specific chapters that need to be read. I have also provided you with a power point that includes notes and a narrative of the power point presentation.
Don’t forget you will have the group discussion question to answer and respond to two other students who answered the opposite question and the First Book Review assignment is due.
After successfully completing this learning module, students will be able to explain:
Understand the representation of religions and most practiced
Articulate how a teacher can support a child’s religious affiliation
Explain why communication is key when dealing with religious differences
Create activities that support and share religious diversity of children and families
Define stereotype threat
List characteristics of implicit bias
Explain how people learn about and categorize others
Describe how stereotypes develop and why they persist
Discuss the effects of stereotypes
Investigate ways to uncover the stereotypes that we hold and apply that to practices that will reduce discrimination with children and families
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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