Lesson Plan Format Patricia Polacco Author Study By: Kasey Will Lesson Plan Format 1. INTRODUCTION: I have chosen to do my author study on Patricia Polacco because while researching different authors I found that she is learning disabled. Patricia Polacco has dyslexia, I find it very honorable that even though she has a learning disability she has worked through it and become a very well known children’s author. My intended audience is 2 nd grade and the unit will last a whole week. 2. GUIDING QUESTIONS: a. How many books has Patricia Polacco written and illustrated? b. What was the first book she wrote? c. Are all of her books based from her own personal experiences? d. Who was her inspiration for writing? 3. ABOUT THE AUTHOR: Patricia Polacco was born in Lansing, Michigan in 1944. She lived on a farm with her mother and grandparents, after her parents were divorced at the age of three. Patricia spent her summers with her father and the school years with her mother. She makes it clear on her website that she gets all of her inspiration for her books from her grandparents. It wasn’t until the age of 14 when Patricia learned how to read and was diagnosed with dyslexia, consequently she didn’t do well in school. Patricia pushed herself all through school and went on to get a PhD in art history. Surprisingly she didn’t start writing books until she was 41 years old and has written over 150 books. She now resided with her son and family in Oakland, California. Lesson Plan Format 4. INTRODUCTORY LESSON PLAN: On the viz-cam I will put a picture of a document of what a dyslexic person would see while trying to read. I would ask a series of questions such as: 1. Can you read what this says? 2. Could you imagine seeing words like this all the time? 3. Could you write books if you saw words like this all the time? Patricia is a famous children’s author and has dyslexia. Then explain what an author study is and that we will be doing one on Patricia Polacco. Lesson Plan Format 5. ANNOTATED BIBLIOGRAPHY of AUTHORS WORK: A family from Russia immigrated to the United States. The mother plans to make a quilt from a basket of worn clothes, and thinks it will remind them of the ones they left behind in Russia. The quilt ends up becoming something that gets passed down from one generation to the next. The quilt tells a story of a families love and endurance. A girl named Trisha moves to a new town and finds out her new class at her new school is known as the “The Junkyard.” When she meets her new teacher and classmates she quickly realizes they each are special in their own way. Lesson Plan Format This is a touching story about two best friends, Marilyn and Traci, in Ms. Wichelman’s fifth grade class. The year is going great until Traci notices Marilyn is losing weight and is constantly tired. Marilyn has leukemia. Traci, Ms. Wichelman, and the rest of the class let Marilyn know they are there for her. A girl named Mary Ellen is devastated when her family’s house burns down. All five of her dolls were inside, and lost them all. Her mother decides to make her a new doll and fills Mary Ellen’s heart with joy. Betty Doll then becomes Mary Ellen’s companion, she was by her side through out her life, as well as her children and grandchildren. When Mary Ellen finds out she has cancer she writes a note to her daughter, Tricia letting her know the whole story of Betty Doll as well as her love to Tricia. Lesson Plan Format When Trisha's family moves from Union City to Battle Creek, her older brother makes her life miserable. He embarrasses her at school with rude, gross behavior and they fight over which is better, ice hockey or ballet. Trisha triple dares him in front of his friends to perform in her ballet recital. He has to accept, but does so only on the condition that she play on his ice-hockey team in the upcoming game. She learns the hard way how brutal the sport is, but manages to make the winning goal. Then it is her brother's turn to live up Marmee, Meema, and the children are like any ordinary family. They live in a beautiful house, they cook dinner, laugh, and dance together. Other people don’t see them as normal. People wonder how you can have two moms and no dad, but they teach people it’s ok to be different. They have all that a family needs. Lesson Plan Format This is a story about a girl and a horse. The girl is introduced to a lady named Mrs. Mack, who teachers her how to ride and love a horse named Penny. The Graves family goes on their annual camping trip and take along their animals including; bats, spiders, and venus flytrap. While camping they discover a fire breathing dragon. Patricia’s family forgot her birthday. Patricia’s dad had already made plans to go to the Clay Pit also known as the scariest place on earth. To Patricia’s surprise they didn’t really forget her birthday, they had a party up at the Clay Pit, with cake and presents. Lesson Plan Format This is a story about a little girl named Emma Kate who has an imaginary friend. Emma Kate and her imaginary friend do everything together. They walk to school, sit, sleep at each others house, do homework, and got their tonsils out together. Lesson Plan Format 1A. Sunshine State Standards: 1B. Goal 3 Standards LA.126.96.36.199: The student will respond to various literary selections (e.g., biographies, poetry, Creative and Critical Thinkers fables, folk tales, legends), connecting text to self (personal connection), text to world (social Cooperative Workers connection), text to text (comparison among multiple texts); LA.188.8.131.52: The student will compose simple stories, poems, riddles, rhymes, or song lyrics. LA.184.108.40.206: The student will draw a picture and use simple text to explain why this item (food, pet, person) is important to them. 2. Objectives (behavior, content, condition and criteria) The student will recall facts previously learned about the author Patricia Palacco. Students will: construct a visual and written representation about a family heirloom, that has been passed down after reading “The Keeping Quilt”(evaluation) The student will make predictions about Patricia Polacco’s book “The Keeping Quilt” Lesson Plan Format 3. Assessment & Evaluation (related to language needs and its impact on academic performance) Initial –Remind students about the presentation about Patricia Polacco the previous day. Ask students to recall any information about Patricia Polacco. Hold a class discussion about what the students learned about the author. Informal – The teacher will walk around the classroom to ensure student’s understand the directions and will assist when necessary. Formal – The teacher will evaluate student individual’s written/drawn representation of their family heirloom. 4. Introduction to Lesson: 5. Materials Personal Story: o Book “The Keeping Quilt” o Paper On the viz-cam I will show my father’s snake o Pencil puzzle ring that was passed down from my o Crayons grandfather. I will explain what it is and why it o Markers is meaningful to my family. o Construction paper o 18 rubrics o 18 printed copies of the book “The Keeping Quilt” Lesson Plan Format 6. Technology Integration : Viz-Cam 7. Teacher Presentation or Facilitation: (includes reviews and practice) Signal for silence Turn on the viz-cam “Does anyone know what an heirloom is?” “Does anyone have a family heirloom in there house?” Call on a few students to share Show the students my father’s snake puzzle ring on the viz-cam Explain it’s importance “This ring was passed down from my grandfather to my father. This ring is important to my family because my grandfather passed away at a young age , he died before me and my brothers were born. My grandfather had this ring custom made just for him. When it was given to my father it was not put together and for many many years he did not know how to put it back together. Just recently we finally figured out how to put it together correctly.” We are going to read the book “The Keeping Quilt” by Patricia Polacco” Pass out printed copies of “The Keeping Quilt” Walk through the book and have the students make predictions The teacher will read the book aloud and the students will follow along While reading stop to check for comprehension by asking questions When finished reading ask the students to think silently about a family heirloom they know of or something that means a lot to them and their family. Lesson Plan Format “I am going to pass out a piece of construction paper, you will draw a picture of the item that that is important to your family and other the other side you will write a paragraph explaining what the item is and why it is of importance.” Pass out the construction paper and all other materials necessary Give students ample time to complete The teacher will walk around the room to assist students when needed. When the students have finished they will stand at their desk and share their item and read their paragraph. After the each student is finished with their family heirloom representation we will attach each of the students work together to make a class quilt. The class quilt will be hung in the classroom “Thank you for being such great workers!” 8 Differentiated Instruction : (ESOL - Special Education - Diverse Learners) ESOL – These students will benefit from having directions and book translated into the students Native Language. ESE- Theses students will draw a picture of their family heirloom. Kinesthetic learners- I will pass around my father’s puzzle ring so they can see and touch it. The student will be drawing and writing about their item. Oral learners- These students will benefit from listening to the story being read aloud. Visual Learners- I am bringing in an example of something that is meaningful to my family. These students get to visually see what an example of an important family item as well as benefit from seeing the pictures in the book “The Keeping Quilt” Lesson Plan Format Follow-up Reflection (completed after the lesson has been taught) Content: What should I teach next or Students: Who still needs support with this content? reteach? Lesson Plan Format 1A. Sunshine State Standards: 1B. Goal 3 Standards LA.220.127.116.11: The student will respond to various Creative and Critical Thinkers literary selections (e.g., biographies, poetry, fables, folk tales, legends), connecting text to Cooperative Workers self (personal connection), text to world (social connection), text to text (comparison among multiple texts); 2. Objectives (behavior, content, condition and criteria) Students will recall being teased like Patricia Polacco did in the book “Rotten Richie and the Ultimate Dare.” Students will: create their own non-fiction story with a setting, main idea, and characters 3. Assessment & Evaluation (related to language needs and its impact on academic performance) Initial – The teacher will ask the students about experiences with teasing/ prior knowledge to what teasing is Informal –The teacher will walk around the classroom to make sure that students understand the directions and staying on task. Formal – The teacher evaluates individual stories the students created that include a setting, main idea, characters, and illustrations. 4. Introduction to Lesson: 5. Materials o Book “Rotten Richie and the Ultimate Dare” Ask the students who has siblings o 18 pencils Ask the students if they have ever been teased by o Markers a friend or sibling o Crayons Read the book “Rotten Richie and the Ultimate o 18 blank story boards Dare” o 18 rubrics 6. Technology Integration : No technology needed for this lesson Lesson Plan Format 7. Teacher Presentation or Facilitation: (includes reviews and practice) Signal for silence Introduce the book “Rotten Richie and the Ultimate Dare” Ask the students “Who has had an experience being teased by a sibling or friend?” Arrange the students into 9 groups of 2 students. The students will partner read “Rotten Richie and the Ultimate Dare” Explain to the students one student will read 2 pages then the other student will read 2 pages and that will continue until they are finished. When the students are finished they will discuss what they read with their partner. The teacher will walk around to assist students when needed Give ample time for students to finish reading. When the students have finished the book ask them to think silently about an experience they have had with being teased by a sibling or friend. Explain to the students they will be constructing their own story about an experience with teasing. Show the students the storyboard sheets with 8 squares. The students will make their own story that must include a setting, main idea, characters, and illustrations. Go over what a setting and main idea are Pass out all materials necessary The teacher will walk around the classroom to assist students when needed. Allow ample time for students to work on their stories. When the students are finished with their stories the students will each share their story with the class. The students will be graded using a rubric. Lesson Plan Format 8. Differentiated Instruction (ESOL - Special Education - Diverse Learners) ESOL- I will group ESOL student who speak the same language so they can help each other. ESE- I chose to partner read so students can help each other when needed. Kinesthetic learners- These students will benefit by having the book in their own hands to read. Visual learners- These students will benefit from having the directions written out so they can see and read them themselves if needed. Oral learners- These students will benefit from hearing their partner and themselves reading the book. Follow-up Reflection (completed after the lesson has been taught) Content: What should I teach next or Students: Who still needs support with this content? reteach? Lesson Plan Format 1A. Sunshine State Standards: 1B. Goal 3 Standards LA.18.104.22.168: The student will compose simple Creative and Critical Thinkers stories, poems, riddles, rhymes, or song lyrics. LA.22.214.171.124: The student will respond to various literary selections (e.g., biographies, poetry, fables, folk tales, legends), connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts); 2. Objectives (behavior, content, condition and criteria) The student will be able to recall their favorite birthday celebration and write a paragraph describing it. 3. Assessment & Evaluation (related to language needs and its impact on academic performance) Initial – finding the students experiences connected to the text. Informal – The teacher will walk around the classroom to assist students when needed. Formal – The teacher will assess an individual written/drawn representation about the student’s favorite birthday celebration. 4. Introduction to Lesson: 5. Materials o Book “Some Birthday” Put on a party hat o Party hat Tell a personal story about when I was a little girl o 18 pencils and thought my family didn’t care about my o Construction paper birthday. o Markers o Crayons Lesson Plan Format o Colored pencils 6. Technology Integration : No technology needed 7. Teacher Presentation or Facilitation: (includes reviews and practice) Signal for silence Put on party hat Tell personal story about as a little girl I believed my family didn’t care about my birthday, but it turned out to be one of the most memorable. We are going to read the book “Some Birthday” Have all the students sit on the reading carpet The teacher will read “Some Birthday” as a read aloud. Show the book to the students and have them make predictions from looking at the cover Read the book After reading ask the students to silently think about their favorite birthday celebration “You will be writing a paragraph about your birthday celebration and illustrating it. Pass out all necessary materials The teacher will walk around to assist students if needed Allow ample time for students to complete their paragraph and drawing Once the students are done with their paragraph and drawing they will share their favorite birthday celebration with the rest of the class. Lesson Plan Format 8. Differentiated Instruction (ESOL - Special Education - Diverse Learners) ESOL- These students will benefit from having the book translated in their native language ESE- These students will benefit from making a representation of their favorite birthday celebration in a drawing. Kinesthetic learners- Will benefit by drawing and making their own representation of their favorite birthday celebration. Visual learners- These students will benefit from having the directions written out, and seeing the other student’s representation. Oral learners- These students will benefit from hearing the teacher read the book aloud. Follow-up Reflection (completed after the lesson has been taught) Content: What should I teach next or Students: Who still needs support with this content? reteach? Lesson Plan Format 6. CULMINATING ACTIVITY : The students will put together all of their work that was written thought out the author study as a book. Each student will make a cover slip for their book and attach it how they choose. During the first activity the class made a class quilt, a picture will be taken of it as well as each student will write a letter to Patricia Polacco telling her which book was their favorite and what they learned about her. The teacher will collect all of the letters and the picture of the class quilt and send them to Patricia Polacco. 7. WORK CITED: Kidsreads.com - Patricia Polacco. (n.d.). Kidsreads.com. Retrieved July 13, 2010, from http://www.kidsreads.com/authors/au-polacco-patricia.asp PATRICIA POLACCO .COM. (n.d.). PATRICIA POLACCO .COM. Retrieved July 10, 2010, from http://www.patriciapolacco.com/ Welcome to CPALMS. (n.d.). Welcome to CPALMS. Retrieved July 10, 2010, from http://floridastandards.org/index Lesson Plan Format 8. FEAPS REFLECTION : While doing this assignment I quickly realized it was a lot more difficult than I anticipated. I envisioned learning about a children’s book author and planning three lessons around three of their books. When I learned the lessons must be about the author I quickly realized this was going to be a lot harder than expected. Though out my author study project the first FEAP I learned about was planning which states plans, implements, and evaluates effective instruction in a variety of learning environments. The indicators that best represent my experience though doing this assignment are as follows. 10.7 Accesses and interprets information from multiple sources. During my project I searched the internet for as much information on Patricia Polacco and checked out many of her books so I could get to know as much as I could about the author. 10.13 Helps students develop concepts through a variety of methods. It was important that I focused mainly on writing. The students were asked to recall certain memories or events and write about them. Patricia Polacco’s books are written from experiences she had as a child then made them into stories. Another FEAP I learned about was Critical Thinking which states uses appropriate techniques and strategies, which promote and enhance critical, creative, and evaluative thinking capabilities of students. The indicators that best represents my experience through doing this assignment are as follows. 4.2 Identifies strategies, materials, and technologies, which she/he will use to expand students’ thinking abilities. Throughout my lessons the students are asked to recall different experiences and write about them. I just technology to show students my own personal experiences to get them engaged. 4.3 Has strategies for utilizing discussions, group interactions and writing to encourage student problem solving. During one of my lessons I chose partner reading, the students really benefit from listening to each other read and helping when needed. The students are also given the opportunity to share their work with their classmates. In conclusion, this assignment was definitely not as easy as I had anticipated. This whole semester has been a different experience for me, I have had to learn how to not only think of writing one lesson plan but able to plan an entire unit, which is no easy task for me.