African+Children's+Book

African Children’s Book

Dear Author,

As your editor, I have decided that it is time to stretch your wings and try something new. Your expertise in early African civilizations is going to be put to a new use – I’m asking you to write a children’s book. Below you will find the necessary materials and resources for the creation and grading of a children’s book. Use the resources to aid your planning and to ensure that your book meets all the qualifications set for publication. Since we have been approached by an educational company, the book must also include the following pieces of information. However, the company was careful to explain that they did not want anything that was similar to a list or outline. They want a plot with characters and action so plan accordingly.

__Civilizations in Africa__ I. The Kush a. Setting b. A little history c. Skills and Money d. Society

II. The Axum a. Setting i. Founded by? b. Money and Skills c. Society and Religion

III. Islam a. Arrival in Africa b. Area of Influence and Control c. Belief System

IV. Ghana a. Setting b. Government c. Economy

V. Mali a. Setting b. Founding and Economy c. Mansa Musa

VI. Songhai a. Setting b. Leaders and Power

Describe the Societies in East Africa. (when, where, whats important?)

Describe the “States and Stateless Societies” of South Africa. (when, where, and whats important?)

Resources

** Grading Rubric for the Children’s Picture Storybook **
 * ** 3 ** |||| ** 2 **  |||| ** 1 **  ||
 * ** Cover ** |||| Title and illustration on cover clearly relate to the story and entice readers to pick up the book. |||| Title and illustration clearly relate to the story. || Title and illustration are poorly done or do not relate to the story. ||
 * ** Text ** |||| The font and legibility of the text do not interfere with or disrupt communication of ideas to the reader in any area of the work. |||| The font and legibility of the text interfere with but do not disrupt the communication of ideas to the reader. || The font and legibility of the text interfere with and disrupt the communication of ideas to the reader. ||
 * ** Grammar and Spelling ** |||| There are no grammar or spelling errors anywhere in the work. |||| One or two grammar or spelling errors occur in the work. || Three or more grammar or spelling errors occur in the work. ||
 * ** Use of Literary Devices ** |||| Three different literary devices are used in the work. |||| Two different literary devices are used in the work. || One or no literary devices are used in the work. ||
 * ** Plot Development ** |||| All five areas of the plot (exposition, rising action, climax, falling action, and resolution) are present and are clearly developed. |||| One of the five areas of the plot (exposition, rising action, climax, falling action, and resolution) is not present and/or is not clearly developed. || Two or more of the five areas of the plot (exposition, rising action, climax, falling action, and resolution) are not present and/or are not clearly developed. ||
 * ** The Illustrations’ Support of the Plot ** |||| The illustrations help present the plot throughout all areas in the work. |||| The illustrations help present the plot in a majority of areas throughout the work. || The illustrations help present the plot in only a minority of areas throughout the work. ||
 * ** Execution of Illustrations ** |||| Illustrations are neat and visually pleasing throughout the entire work. |||| Illustrations are neat and visually pleasing throughout a majority of the work. || Illustrations need more details and attention to visual appearance. ||

** Plot Pitch Template ** Use the template below as a guide for organizing the text of your story.

• This template is a suggestion of how the text of a 14-page children’s picture storybook could be organized. It does not include the illustrations.

• Boxes 1 and 8 are one-page spreads.

• Boxes 2 through 7 represent two-page spreads.

Introduce characters. Establish the setting. || 2 Introduce the main conflict. || 3 Actions taken to deal with the conflict. Resulting complications. || 4 Actions taken to deal with the conflict. Resulting complications. || Actions taken to deal with the conflict. Resulting complications. || 6 Climax. Presentation of the correct action for solving the conflict. || 7 Examination of the main character’s feelings. || 8 Resolution. (“Tuck in” the main character.) ||
 * 1
 * 5

Children’s Picture Storybook—A work written for children that uses both text and illustrations to present a simple plot. Most picture books average 30 pages, consisting of 14 to 16 two-page spreads. A spread is the two pages of an open book.
 * Tips for Writing a Children’s Picture Storybook **
 * Definition **
 * Format **
 * Text **

• The text of a children’s book should be organized into simple sentences and short paragraphs. • The use of active verbs will keep the story vivid in the reader’s mind. • Children’s book authors employ literary tools to help make the story more vivid in the reader’s mind. Rhythm, alliteration, repetition, refrains, onomatopoeia, simile, personification, rhyme, and imagery are commonly used devices. • Consider ending each page with a question or other method that sparks the reader’s curiosity for what will happen next. • Repeating a phrase throughout the story will help hold your reader’s attention. • Use a question at the end of the page to help move your reader to the next page.
 * Illustrations **

• Some picture books have an illustration on the front cover that presents the main conflict or point of the story.

• The illustrations are usually created after the text has been written.

• Illustrations serve as a partner to the text.


 * Characterization **

• The main character should have one or two easily identifiable dominant traits.

• Present the traits of your characters through both the illustrations and text.

• Young children should be able to easily identify with the dominant traits.

• Avoid using text to present detailed descriptions of what the characters look like. Let the illustrations present the physical details of the character.


 * Conflict **

• Limit your story to just one conflict that the main character must overcome. • The main character should be able to deal with the main conflict in concrete terms. • The main character should resolve the conflict him- or herself. • Four of the most common types of conflict are individual vs. individual, individual vs. society, individual vs. nature, and individual vs. self. • Some of the most common concerns of children include acceptance by others, family dynamics, physical growth (especially size and looks), and fear of the unknown (e.g., learning something new, participating in a new activity, going to a new place, getting lost).
 * Plot **

• A solid, well-developed plot is essential to creating a good children’s book. • The resolution of the conflict should teach a lesson. However, the lesson should not be told in a didactic way but instead be presented indirectly through the plot. • Jump right into the main conflict of the story. • Flashbacks should be used with great caution. They can confuse younger children.