ENM2 — ENM2 TASK 2: LEARNING SEGMENT OVERVIEW
CHILDREN’S LITERATURE — C970
PRFA — ENM2
COMPETENCIES
152.3.4 : Evaluating Children’s Literature
The candidate recommends appropriate texts in children’s literature that align with instructional goals to
meet the individual learning needs of students.
152.3.5 : Interacting with Children’s Literature in the Classroom
The candidate creates cross-curricular learning experiences that support, motivate, and engage students
when interacting with children’s literature.
INTRODUCTION
As a teacher, you will be using children’s 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 children’s 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 children’s texts promote cross-curricular understanding and
appreciation. Your focus will be on how children’s 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.
REQUIREMENTS
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.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless
specified in the task requirements. All other submissions must be file types that are uploaded and submitted
as attachments (e.g., .docx, .pdf, .ppt).
TASK OVERVIEW SUBMISSIONS EVALUATION REPORT
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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 Help write my thesis – APA style. Each book must meet the
following criteria:
• be appropriate for an elementary or middle-level (grades K–8) 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.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! -_. * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg,
wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
GENERAL TEACHING DISPOSITIONS AS INDICATED IN THE WGU TEACHERS COLLEGE CODE OF ETHICS:
NOT EVIDENT
The submission demonstrates
consistently unprofessional or
unethical behavior or disposition as outlined in the WGU
Teachers College Code of Ethics.
APPROACHING
COMPETENCE
The submission demonstrates
behavior or disposition that conflicts with the professional and
ethical standards outlined in the
COMPETENT
The submission demonstrates
behavior and disposition that
align with the professional and
ethical standards outlined in the
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A. CHILDREN’S BOOK:
B. CONNECTED LEARNING SEGMENT OVERVIEW: HOLISTIC:
B1. CONNECTED LEARNING SEGMENT OVERVIEW: GENERAL INFORMATION:
B2. CONNECTED LEARNING SEGMENT OVERVIEW: LESSON 1:
WGU Teachers College Code of
Ethics.
WGU Teachers College Code of
Ethics.
NOT EVIDENT
3 children’s books are not
identified.
APPROACHING
COMPETENCE
The 3 children’s books identified
do not have 1 common central
focus, or 1 or more of the books
do not meet both of the given
criteria.
COMPETENT
The 3 children’s books identified
have 1 common central focus,
and each book meets both of the
given criteria.
NOT EVIDENT
A cross-curricular connected
learning segment overview is
not provided.
APPROACHING
COMPETENCE
The cross-curricular connected
learning segment overview does
not use the “Connected Learning
Segment Overview Template” or
does not adhere to 1 or more of
the given criteria. Or any part of
overview is incorrect.
COMPETENT
The cross-curricular connected
learning segment overview uses
the “Connected Learning Segment Overview Template” and
adheres to all the given criteria.
All parts of the overview are
correct.
NOT EVIDENT
None of the elements in the
“General Information” section of
the “WGU Connected Learning
Segment Overview Template”
are identified.
APPROACHING
COMPETENCE
1 or more of the elements in the
“General Information” section
are missing, inaccurate, or inappropriate for the chosen learning segment.
COMPETENT
Each of the elements in the “General Information” section is identified, and all elements are accurate and appropriate for the chosen learning segment.
NOT EVIDENT
None of the elements in the
“Lesson 1 Information” section
of the “WGU Connected Learning Segment Overview Template” are identified.
APPROACHING
COMPETENCE
1 or more of the elements in the
“Lesson 1 Information” section
are not aligned or are missing,
inaccurate, or inappropriate for
the chosen learning segment. Or
COMPETENT
Each of the elements in the “Lesson 1 Information” section is
identified, and all elements are
aligned, accurate, appropriate for
the chosen learning segment. The
lesson uses at least 1 book from
part A.
9/20/22, 6:18 PM WGU Performance Assessment
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B2. CONNECTED LEARNING SEGMENT OVERVIEW: LESSON 2:
B2. CONNECTED LEARNING SEGMENT OVERVIEW: LESSON 3:
B3. REFLECTION:
C. SOURCES:
the lesson does not use at least 1
book from part A.
NOT EVIDENT
None of the elements in the
“Lesson 2 Information” section
of the “WGU Connected Learning Segment Overview Template” are identified.
APPROACHING
COMPETENCE
1 or more of the elements in the
“Lesson 2 Information” section
are not aligned or are missing,
inaccurate, or inappropriate for
the chosen learning segment. Or
the lesson does not use at least 1
book from part A.
COMPETENT
Each of the elements in the “Lesson 2 Information” section is
identified, and all elements are
aligned, accurate, and appropriate for the chosen learning segment. The lesson uses at least 1
book from part A.
NOT EVIDENT
None of the elements in the
“Lesson 3 Information” section
of the “WGU Connected Learning Segment Overview Template” are identified.
APPROACHING
COMPETENCE
1 or more of the elements in the
“Lesson 3 Information” section
are not aligned or are missing,
inaccurate, or inappropriate for
the chosen learning segment. Or
the lesson does not use at least 1
book from part A.
COMPETENT
Each of the elements in the “Lesson 3 Information” section is
identified, and all elements are
aligned, accurate, and appropriate for the chosen learning segment. The lesson uses at least 1
book from part A.
NOT EVIDENT
An explanation of how the learning segment was designed to
support, motivate, and engage
students when interacting with
children’s literature is not
provided.
APPROACHING
COMPETENCE
The explanation inaccurately or
incompletely addresses how the
learning segment was designed
to support students when interacting with children’s literature.
Or the explanation is not supported by evidence-based research or resources in the
course of study.
COMPETENT
The explanation accurately and
completely addresses how the
learning segment was designed
to support students when interacting with children’s literature.
The explanation is supported by
evidence-based research or resources in the course of study.
NOT EVIDENT APPROACHING
COMPETENCE
COMPETENT
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D. PROFESSIONAL COMMUNICATION:
SUPPORTING DOCUMENTS
WGU Connected Learning Segment Overview Template Guide.pdf
WGU Connected Learning Segment Overview Template.docx
The submission does not include
both in-text citations and a reference list for sources that are
quoted, paraphrased, or
summarized.
The submission includes in-text
citations for sources that are
quoted, paraphrased, or summarized and a reference list; however, the citations or reference
list is incomplete or inaccurate.
The submission includes in-text
citations for sources that are
properly quoted, paraphrased, or
summarized and a reference list
that accurately identifies the author, date, title, and source location as available.
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive
errors in mechanics, usage, or
grammar. Vocabulary or tone is
unprofessional or distracts from
the topic.
APPROACHING
COMPETENCE
Content is poorly organized, is
difficult to follow, or contains errors in mechanics, usage, or
grammar that cause confusion.
Terminology is misused or
ineffective.
COMPETENT
Content reflects attention to detail, is organized, and focuses on
the main ideas as prescribed in
the task or chosen by the candidate. Terminology is pertinent, is
used correctly, and effectively
conveys the intended meaning.
Mechanics, usage, and grammar
promote accurate interpretation
and understanding.
General Information
Teacher Education Candidate Name: Date Developed:
Connected Learning Segment Title:
Descriptive title for your connected learning segment Period/Time Estimate:
Grade Level: Number of Students:
Central Focus:
The central focus is a topic such as the solar system, life cycles, or the civil rights movement.
Lesson 1 Information
State/National Academic Standard:
Subject: Learning Objective(s):
(behavior, condition, criteria) Overview of Strategies and Learning Tasks: Description of Formative and Summative Assessment:
Lesson 2 Information
State/National Academic Standard:
Subject: Learning Objective(s):
(behavior, condition, criteria) Overview of Strategies and Learning Tasks: Description of Formative and Summative Assessment:
Lesson 3 Information
State/National Academic Standard:
Subject: Learning Objective(s):
(behavior, condition, criteria) Overview of Strategies and Learning Tasks: Description of Formative and Summative Assessment:
Reflection
Explain 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.
Help write my thesis – APA References
(Include citations for any books, resources, or scholarly source/textbook/course support, etc.)
