Construction Performance Exercise

Running head: CONSTRUCTION PERFORMANCE EXERCISE 1

Student name

Institution

CONSTRUCTION PERFORMANCE EXERCISE 2

Introduction

Mimicking the sounds of animals is one of the best ways through which children can

learn to associate the right sounds with the right animals. Emulating animal behaviors also

contribute to the children’s understanding of the flow of the story. The short story “Henny

Penny” is based on the concept of animal sounds to explain the adventures of Henny Penny the

hen as she interacts with other animals. The story helps children to learn how the various animals

sound. The take home quiz developed in this essay can be used to gauge at least 50 fifth-grade

students’ understanding of the narrative. The quiz consists of short answer questions, true and

false questions, an acting activity, multiple choice questions, and an essay on the story “Henny

Penny.”

Take Home Quiz

1. Instructions: for each of the following questions, give a short answer in prose format

with an appropriate explanation of the logic behind your answer.

a. In the short story “Henny Penny,” the author uses a unique naming pattern to identify

the characters. Describe the stylistic device that he employs in the naming pattern.

Explain its effects on advancing the message of the story.

b. Define another stylistic device related to sounds that the author uses in the story and

explain its effects on the message and relevance of the story.

Learning outcomes: after answering these questions, the following are the learning

outcomes that are expected of each student:

 The student should be able to identify and analyze the various stylistic devices

that are related to sounds that are commonly used in short stories, children’s

storybooks, and other pieces of literature. Such stylistic devices include

CONSTRUCTION PERFORMANCE EXERCISE 3

onomatopoeia, alliteration, rhyme, consonance, assonance, and repetition among

others.

 Answering the questions should also help the student to be able to actively

analyze the stylistic devices used in the development of literature in compliance

with assessments being part of the instructions (McMillan, Hellsten, Kelly,

Klinger, & Noonan, 2014).

2. Instructions: for each of the questions below indicate whether the statement is true or

false. In question (a), give reasons for your response and in question (b), explain the

answer and give the appropriate examples.

a. The author uses animation to convey the communication between the animals in the

story.

b. The author uses basic English words and avoids vocabularies that may be hard for

children or individuals whose first language is not English to understand.

Learning outcomes: the two questions will help the students achieve the following

learning outcomes:

 To understand the effectiveness of using vocabulary to convey messages to

different audiences

 To identify the presence of narrative features such as animation and mimicking in

the development of stories

 To be able to classify a story according to the level of understanding of the

English language

 To explain the reasons for making choices in literature analysis.

CONSTRUCTION PERFORMANCE EXERCISE 4

3. Instructions: read and understand the story “Henny Penny” (Henny Penny, 2016). Then,

in a group of three to five people, select the characters that you would like to imitate from

the story, and practice the words that the respective characters say. Also, select a narrator

for the story and perform the following matching activity.

Activity: This activity allows the set of three to five students to understand the story

“Henny Penny,” plan on how to play it out, allocate the character roles to different team

members, and select an appropriate audience to act the story out to. The audience can be

a class full of children who can understand the narrative, but the group can also be

creative enough to make a video of the acting and upload it on a popular website or social

media platform through which the children can access the play.

4. Instructions: for each of the following questions, there are four alternatives available for

you to choose from. Select the best choice that best answers the question.

i. “Good morning to you, my pretty friends,” called Foxy Loxy, smiling slyly upon

them all (Henny Penny, 2016). This is an excerpt from the short story Henny

Penny, and the author uses the adverb slyly to describe Foxy’s smile. Which of the

following words is furthest in meaning from the adjective sly?

a. Cunning

b. Surreptitious

c. Wicked

d. Happy

ii. Which of the following statements is true from the story?

a. Henny Penny is bald

CONSTRUCTION PERFORMANCE EXERCISE 5

b. According to Henny Penny and many other characters, the sky had no signs of

falling

c. Foxy Loxy lived in a cage

d. The king was eventually told that the sky was falling.

Learning outcomes:

 The first question enables the students to understand some of the vocabularies that

the author uses in the story. One such vocabulary is the word sly that the author

uses to describe Foxy Loxy, and the question allows the students to obtain the

synonyms of the word (Henny Penny, 2016). Therefore, the question allows the

students to demonstrate the knowledge of a specific word used in the story. The

question also allows students to place the excerpt in its right context in order to

obtain meaning from the statement.

 The second question enables the student to display an understanding of the

aspects of the story. The aspects under scrutiny in the story include Henny

Penny’s body features, the signs in the sky, the dwelling places of the various

animals in the story, and the main message of the story. Therefore, the question

helps the students to read the story conclusively and understand its aspects, the

author’s main message, and the central theme running through the story.

5. Instructions: the short story is suitable for use teaching the young children about

animals, their sounds, and what they do. Your task is to create an essay that displays your

understanding of the story. The essay should be original, in your own words, but must

incorporate direct quotations from the story with the proper in-text citations. All the cited

materials should be appropriately referenced in either APA or MLA style.

CONSTRUCTION PERFORMANCE EXERCISE 6

Learning outcomes: the essay seeks to allow the student to demonstrate an

understanding of the elements of the story including:

 The theme of the story

 Stylistic devices employed in the story

 The language that the author uses

 The symbols used in the story

Question: Based on your understanding of the story, develop an essay having a minimum

of 750 words that demonstrates your understanding of the theme of the story and how the

author uses different elements to contribute to the central theme. The essay should also

demonstrate your ability to relate the concepts to the main message that the author is

trying to pass. Ensure that your essay consists of the following elements, which you can

choose to use as the headings of the various sections of the paper:

 A comprehensive introduction of the story, summarizing it in as few words as

possible

 A detailed analysis of the themes that appear in the story

 A detailed analysis of the stylistic devices that the author uses in the story

 An analysis of the language and grammar elements in the story and how they

contribute to the central theme and the message of the story

 A detailed elaboration of the symbolism that the author utilizes

 A conclusion summarizing the major points, relating them to the central theme,

and discussing the effectiveness of the elements that the author uses in the story.

Rubric:

The following grading rubric applies to the essay:

CONSTRUCTION PERFORMANCE EXERCISE 7

Total

Points

Introduction

Instructions

not

followed

Requirements

not met

Requirements

partially met

Requirements

fully met

Analysis of

the stylistic

devices

Instructions

not

followed

Requirements

not met

Requirements

partially met

Requirements

fully met

Analysis of

the language

and grammar

Instructions

not

followed

Requirements

not met

Requirements

partially met

Requirements

fully met

Analysis of

the symbols

and their

meanings

Instructions

not

followed

Requirements

not met

Requirements

partially met

Requirements

fully met

A relevant

conclusion

Instructions

not

followed

Requirements

not met

Requirements

partially met

Requirements

fully met

Mechanics

(paper

format,

referencing

style,

grammar, and

flow of

thought)

Instructions

not

followed

Requirements

not met

Requirements

partially met

Requirements

fully met

Total Points

CONSTRUCTION PERFORMANCE EXERCISE 8

References

Henny Penny. (2016).

McMillan, J. H., Hellsten, L., Kelly, I. W., Klinger, D., & Noonan, B. (2014). Classroom

Assessment: Principle and Practice for Effective Standards- Based Instructions, 6th

edition. London, UK: Pearson Education.

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