Identify three children’s books with one common central focus (i.e., a topic such as the solar system, life cycles, the civil rights movement, etc.).

Identify three children’s books with one common central focus (i.e., a topic such as the solar system, life cycles, the civil rights movement, etc.).

Follow template and see attachment for rubric.

As a teacher, you will be using childrens literature in your classroom to serve many purposes, such as
teaching particular content, developing specific skills, and addressing cross-curricular needs. For this task,
think broadly about the role that childrens literature plays in helping students appreciate how the literature
that they are exposed to can help them understand mathematics, science, history, culture, geography, etc. in
different ways. You will present ways in which childrens texts promote cross-curricular understanding and
appreciation. Your focus will be on how childrens literature can be used to foster conversations and
connections for students in the classroom and what teaching practices you can use and take forward with you
into your own classroom.
Your submission must be your original work. No more than a combined total of 30% of the submission and no
more than a 10% match to any one individual source can be directly quoted or closely paraphrased from
sources, even if cited correctly. The originality report that is provided when you submit your task can be used
as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that
will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric
aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Identify three children’s books with one common central focus (i.e., a topic such as the solar system, life
cycles, the civil rights movement, etc.). Cite the books according to APA style. Each book must meet the
following criteria:
be appropriate for an elementary or middle-level (grades K8) classroom
not contain religious instruction
Note: The children’s books should have depth and breadth of content which will enable you to
incorporate those books into a learning segment in part B.
B. Using the attached “WGU Connected Learning Segment Overview Template,” create a cross-curricular
learning segment overview with three lessons that does the following:
be designed to support students when interacting with children’s literature (e.g., motivate and engage
students)
incorporate all the books from part A (at least one book per lesson)
relate to one central focus
be appropriate for elementary or middle-level students
contain three different subjects (i.e., math, social studies, science)
1. Complete the “General Information” section of the attached template.
2. Complete the “Lesson Information” sections for each of the three lessons in the attached template.
Each lesson must incorporate at least one book identified in part A.
3. Complete the Reflection section of the attached template by explaining how the learning segment was
designed to support students (e.g., motivating and engaging students) when interacting with children’s
literature. Use evidence-based research or resources in the course of study to support your
explanation, and include any necessary in-text citations.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or
summarized.
D. Demonstrate professional communication in the content and presentation of your submission.

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