Storybook Group Project - How to Create a Good Reputation?

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  1. How does ZERO planning sound? Lessons and resources for an entire year of 8th grade English placed in your hands? Included in this bundle is ABSOLUTELY EVERYTHING that you'll need to make it from August to June! The resources provided can be used in any order that you prefer - follow the pacing guid
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  2. Provided in this bundle are 7 separate activities on the subject of CREATING REPUTATIONS. Handouts are student friendly and ready to pass out; parental involvement is a theme throughout the unit and required on homework assignments. Digital Citizenship (online reputations) are discussed, and there i
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Provided here are directions and a rubric for a fun group project. Groups may have up to 4 people. They will create a storybook (meant for elementary school readers) to teach children about creating good reputations and avoiding bad reputations. Groups can also choose to write about the dangers of being online, online bullying, or having a positive/negative digital reputation.

Begin by looking at examples of real books designed for this age group. Each person in the group will have a job; for example, editors, authors, illustrators, and floaters. Provide about a week of work time in class. Conduct a Gallery Walk once the books are finished, and each team will have a chance to view the books created by other teams and grade each other using the project rubric.

If you have the materials available, take students through the publishing phase to finalize their books; for example, color printers, real bindings, cart stock, or lamination.

Total Pages
2 pages
Answer Key
Rubric only
Teaching Duration
1 Week
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to see state-specific standards (only available in the US).
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.


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