You are on page 1of 2

Story Structure Report Card to Parent

Dear Parents, We think of your childs learning and development with respect to the development of an ongoing story. This is why we have included Freytags Plot Pyramid as a reference below for what this development might look like given the learning activities in the classroom. This report card reflects one chapter and that development. We understand that your child is a dynamic individual, constantly changing, thinking and acquiring new skills. We look forward to building on that narrative with them. If you have any questions about this report, or rather chapter, please see your childs teacher directly.

CHAPTER 1:

STUDENTS NAME GROWS IN UNDERSTANDING OF OTHER CULTURES [TITLE CAN BE GENERATED BY THE TEACHER AND THE STUDENT] SOCIAL STUDIES 10 [CAN BE STATED AS CLASS, THE UNIT OR TOPIC NAME] RECONCILING THE IMMIGRANT EXPERIENCE IN THE 1800S [CAN BE STATED AS THE OVERARCHING CONCEPT FOR THE UNIT(S)] MS. TRACY SMITH & KATIE HOLMES [TEACHER & STUDENTS NAME]

SETTING:

CONFLICT:

POINT OF VIEW:

INTRODUCTION (CONTAINING INTENTIONS OF THE COURSE & LEARNING ACTIVITIES): _____________________________________________________________________________________ _____________________________________________________________________________________ HOW HAS THIS STUDENT RESPONDED TO CRISIS/LEARNING CHALLENGES OVERALL? _____________________________________________________________________________________ _____________________________________________________________________________________ HOW THE STUDENT HAS GROWN IN UNDERSTANDING OF CONCEPTS: _____________________________________________________________________________________ _____________________________________________________________________________________ WHAT DIRECTION THE STUDENT CAN NOW TAKE: _____________________________________________________________________________________ _____________________________________________________________________________________

Story Structure Report Card to Parent


THE TERMS WORK IN RELATION TO [STUDENTS] LEARNING [in Socials 10]
Components of a Story as the principles to Evaluate IE Guiding Questions for this terms report: What [student name] and [teachers name] have concluded: Teachers response with respect to the students learning: Students response: Reconciling the 2 Views: Teachers response with respect to the students learning: Students response: Reconciling the 2 Views: Teachers response with respect to the students learning: Students response: Reconciling the 2 Views: Teachers response with respect to the students learning: Students response: Reconciling the 2 Views:

Introduction Hero/heroic quality Setting

To what extent has the student transcended beyond the basic understanding of the concept to something that is wonderful, or heroic? What has the students identified as mysterious about the topic?

Organization of the plot rising action conflict is presented

What tools does the student use best for learning? What binary opposites can they identify within the topic? What metaphors has the student made within the topic?

Characterization appealing to the human emotion

What is the moral of the story within this topic? What connections has the student made to the material in this course with their own life/what they see in the world?

Conflict person vs. person person vs. him/herself person vs. society person vs. environment Resolution

What does the student understand the conflict(s) to be in this unit?

falling action conclusion

Conventions

To what extent has each student gained distance and perspective? To what degree did their shifts in thinking change? What did those shifts look like? What skills the student now possesses: deductive reasoning skills abstract thinking proper paragraph writing Quantitative Marks for this Term: Tests/Quizzes: Essays: Projects:

Teachers response with respect to the students learning: Students response: Reconciling the 2 Views:

You might also like