Bibi Blocksberg STUDY GUIDE - Toronto International Film Festival

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Appendix Seven: Story Writing Rubric Name: CATEGORY 1 2 3 4 Writing Process Introduction Creativity Setting Dialogue Problem/Conflict Characters Action Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing and editing). Works hard to make the story wonderful. First paragraph has a "grabber" or catchy beginning. The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used their imagination. Many vivid, descriptive words are used to tell when and where the story took place. There is an appropriate amount of dialogue to bring the characters to life and it is always clear which character is speaking. It is very easy for the reader to understand the conflict the main characters face and why it is a problem. The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately. Several action verbs (active voice) are used to describe what is happening in the story. The story seems exciting! Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing and editing). Works and gets the job done. First paragraph has a weak "grabber." The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used their imagination. Some vivid, descriptive words are used to tell the audience when and where the story took place. There is too much dialogue in this story, but it is always clear which character is speaking. It is fairly easy for the reader to understand the conflict the main characters face and why it is a problem. The main characters are named and described. Most readers would have some idea of what the characters looked like. Several action verbs are used to describe what is happening in the story, but the word choice doesn't make the story as exciting as it could be. Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by. A catchy beginning was attempted but was confusing. The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. The reader can figure out when and where the story took place, but the author didn't supply much detail. There is not quite enough dialogue in this story, but it is always clear which character is speaking. It is fairly easy for the reader to understand the conflict the main characters face but it is not clear why it is a problem. The main characters are named. The reader knows very little about the characters. A variety of verbs (passive voice) are used and describe the action accurately but not in a very exciting way. Student devotes little time and effort to the writing process. Doesn't seem to care. No attempt was made to catch the reader's attention in the first paragraph. There is little evidence of creativity in the story. The author does not seem to have used much imagination. The reader has trouble figuring out when and where the story took place. It is not clear which character is speaking. It is not clear what problem the main characters face. It is hard to tell who the main characters are. Little variety seen in the verbs that are used. The story seems a little boring. YOUTH LEARNING BIBI BLOCKSBERG STUDY GUIDE PAGE 20
Appendix Eight: Seven Lives of Witches Game What you need: • At least five players • A ball • A funny nickname for each player Where you can play: Indoors (gym) or outdoors. Every player chooses a nickname and introduces himself or herself to the other players. One player throws the ball high up in the air and shouts one of the nicknames. The person with this nickname tries to catch the ball as quickly as possible. The others all run away as far as they can. As soon as the “catcher” has got the ball, he or she calls out, “Hex! Hex!” and the others are not allowed to move anymore. The player who got the ball now takes three steps towards the person standing closest to him or her. They then throw the ball at that person. If it hits him or her, the other person loses one of their seven lives. If he or she doesn’t hit anybody, the person holding the ball loses one of his lives. End of game: A person who has lost all of their seven lives cannot play any longer. The game ends when only one player has one or more of their lives left. YOUTH LEARNING BIBI BLOCKSBERG STUDY GUIDE PAGE 21
Page 1 and 2: Bibi Blocksberg STUDY GUIDE From th
Page 3 and 4: Message to the Educator The Youth L
Page 5 and 6: Lesson Outline 1. Character Educati
Page 7 and 8: 4. Groups share their definitions w
Page 9 and 10: Lesson Three: Bibi Blocksberg Time
Page 11 and 12: Lesson Four: Bibi Blocksberg Film R
Page 13 and 14: Procedure: • Lead class discussio
Page 15 and 16: Appendix Two: Student Question-and-
Page 17 and 18: Appendix Four: Film Review Template
Page 19: Appendix Six: Bibi’s Next Big Adv
Page 23 and 24: Appendix Ten: Audacity Recording In
Page 25 and 26: Appendix Twelve: Bibi Blocksberg Ch

Bibi Blocksberg STUDY GUIDE - Toronto International Film Festival

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