Preparing for Author Visits: Get Acquainted Lesson Plan

Originally developed by: Susan A. Jacobs.

Editor’s note: This lesson is presented in a clean web format so teachers can read and use it more easily. The instructional content remains in its original form.

Lesson details: Grade 5, Language Arts; Grant C. Madill Elementary.

Title III Technology Literacy Challenge Grant

Learning Experience

Learning Context | Procedure | Instructional/Environmental Modifications | Time Required | Resources | Assessment Plan | Student Work | Reflection

Learning Context

Purpose or Focus of Experience

The purpose of this Learning Experience is to allow the students to become fully knowledgeable about an author prior to having the author visit and present at school.

Connection to NYS Standards

English Language Arts

Standard 1 –Students will read, write, listen, and speak for information and understanding.

• READING Read from informational texts such as: age-appropriate online and electronic databases and web sites.
• LISTEN and Read to collect and interpret data, facts, and ideas

Standard 2- Students will read, write, listen, and speak for literary response and expression.

• READING Read, view, and interpret imaginative texts and performances, such as : short stories and poems.
• Read to identify ways in which characters change and develop throughout a story.
• READ and LISTEN Compare characters in literature to people in own lives.
• Recognize that the same story can be told in different genres.

Standard 3- Students will read, write, listen, and speak for critical analysis and evaluation.

• READING Read to analyze and evaluate information, ideas, opinions, themes, and experiences from the following: books, electronic resources.
• LISTEN Recognize how one’s point of view contributes to forming an opinion about information and ideas.
• WRITING Write the following to analyze and evaluate ideas, information, themes and experiences: persuasive texts and book reviews.

Standard 4- Students will read, write, listen, and speak for social interaction.

• WRITING Write the following to establish, maintain, and enhance personal relationships: Friendly electronic messages (e-mail).

Technology

Standard 5 Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

1. Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.

• Use a computer system to connect to and access needed information from various Internet sites.

Essential Question

What can I discover about author and illustrator Eileen Christelow?

How do anthropomorphic characters enhance Eileen Christelow’s picture books?

Can there always be two sides to a story? Can I explore the world of story adaptations?

Content Knowledge:

Declarative

• Author
• Illustrator
• Characteristics of Eileen Christelow as an author and illustrator
• Anthropomorphic

Procedural

• Connect and read information from a web site and gather notes from this reference.
• Read a picture book and construct support for a story from a different point of view.
• Write an introduction for a building guest and present this orally.

Procedure

1. The students worked in pairs in the computer lab to connect to Eileen Christelow’s web site, www.christelow.com, to find out about her school program. This allowed them to see what they could expect on the day of her visit. The children went on to research more information on Eileen’s background and the background of her books to gain an understanding of the type of author she is. Information was printed for reference.
2. The students listened to What Do Authors Do? and What Do Illustrators Do? They better understand where authors and illustrators are coming from and how to evaluate their favorite.
3. The students read Jerome Camps Out. Discussion took place about how Jerome handled his problem, how they handle similar situations, and how bullies must feel. From this discussion the students were asked to think about the story from Buster the bully’s point of view. The young authors began their journey into writing a story adaptation. Jerome Camps Out—Buster’s Side. The final copies were prepared on a word processor and presented to Eileen Christelow during her visit.
4. The students enjoyed this so much that they decided to decorate our door for Eileen Christelow’s visit to go along with their side of the story.
5. Now they are ready for the big day EXCEPT— We need to write an introduction for a building guest. The students used their reference sheets from the web site to write a brief introduction using factual information. The students gave oral presentations and voted on the top two. These students introduced Eileen Christelow at the assemblies held during her visit.

Instructional/Environmental Modifications

Limited number of computers required the students to pair up. The reading level of these books varies from 2^nd through 4^th, but activities can be adapted up or down.

Time Required

6 – 40 minute class periods

Resources

1. www.christelow.com Computers with Internet access required
2. What Do Author’s Do? by Eileen Christelow
3. What Do Illustrators Do? by Eileen Christelow
4. Jerome Camps Out by Eileen Christelow

Assessment Plan

Writing rubric

4 3 2 1

Student Work

Oral Presentation

During this section of the experience the students needed to address the following areas: a brief welcome, 2 pieces of factual information on Eileen Christelow, background on ‘What Authors Do’, and a conclusion which is open ended( leads to Eileen’s presentation).

Reflection

Eileen Christelow is an author and an illustrator of picture books geared toward a primary group. However, I believe it is very important for all children to have an opportunity to listen to the presentation given by visiting authors. We needed to expose the fifth graders to some technology, writing and art experiences in preparation for this author and illustrator. We found an avenue to journey down opening doors for the fifth graders. For example the children wrote e-mail messages to Eileen to prepare for her visit. In addition we would like to collaborate with the Art teacher to participate in a door decorating exercise based on the book we did a project on. They were probably more interested in the presentation having done this prior research, writing and reacting.

Note for web readers: This lesson was originally formatted for print and has been converted to web headings and lists for readability while keeping the wording intact.