Wednesday, August 27, 2014

Patricia Polacco Author Study

published on: 2/1/2006

Contributing Teacher(s): Chantel Riley

Subject Area: Communication Arts/Writing/Research

Grade Range: Lower Elementary (K-3)

Materials Needed:

  • List of web-sites
  • Collection of Patricia Polacoo books, Patricia Polacco booklist
  • Scoring guides for assessments
  • Assessment Grid (tic-tac-toe) activity sheet
  • Internet access
  • Paper, or Microsoft Word for journal entries etc.
  • Inspiration Software
  • Graphic organizers
  • Student reflective assessment

Objective:

  • Students will be able to identify author''s purpose using text details and research.
  • Students will be able to write in various forms for specific purposes.
  • Students will identify information in written text to complete an organizer.
  • Students will compare/contrast between texts, self, & world.
  • Students will understand how to identify character traits in and across texts.
  • Process Standards:

    • Goal 1.5 comprehend and evaluate written, visual and oral presentations and works
    • Goal 2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences
    • Goal 1.8 organize data, information and ideas into useful forms (including charts, graphs, outlines)
    • Goal 1.6 discover and evaluate patterns and relationships in information, ideas and structures
    • Goal 2.4 present perceptions and ideas regarding works of the arts, humanities and sciences
    • Goal 3.1 identify problems and define their scope and elements
    • Goal 3.5 reason inductively from a set of specific facts and deductively from general premises

    Content Standards:

    • Communication Arts 2. Reading and evaluating fiction, poetry and drama
    • Communication Arts 3. Reading and evaluating nonfiction works and material (such as biographies, newspap...)
    • Communication Arts 4. Writing formally (such as reports, narratives, essays) and informally (such as outlines, notes)

      G.L.E.:

      Time Allowance: Approximately 2 weeks

      Description: This is an inquiry-based unit focusing on author''s purpose summarizing/note taking using technology.

      Comments: This author study features renowned children’s illustrator, and storyteller extraordinaire: Patricia Polacco. Patricia Polacco has an excellent website that can be used in and of itself as a launching pad for connecting technology and literature. There are other sites listed to guide students in their research of Ms. Polacco. In addition, because P.P.has so written and illustrated so many books, the students will enjoy reading them and researching such topics as: disabilities, civil war, religion, and many other social issues. The lessons in the unit can be adapted below and above third grade level, as well as used with or without the technology component.


      Classroom Component:

      Essential Questions:

      Can learning more about authors increase your understanding of their books?

      Can learning more about authors help you understand theme of their books and their reason for writing them?

      If we study multiple books by one author can we make connections to increase our understanding?

      Can studying authors help you become a better writer?

      Criteria For Success (How will you know students have gained the understanding of the concepts?)

      Students will choose (3) of the following criteria to demonstrate understanding of the unit:

      journal entries character trait diagram comparison chart
      book rating system book summary(s) research report
      interview model own author’s note

      Engage: Day1

      Students meet P.P. by going to her official website www.patriciapolacco.com. Students use *Inspiration to create a web with biographical information about P.P. Students will view video clips, illustrations, and view commentary about Polacco to gather information for their webs.

      Exploration Days 2,3, and 4:

      Students will read some of Patricia Polacco’s literature (see PP booklist). During this time students will engage in conversations through partnerships about: re-occurring characters, their traits, and the “Big-Ideas” or themes behind her books. Model *note-taking strategies using ‘smartboard’ or chart paper. Pose essential questions to guide their thinking. Students keep track of their thoughts and ideas with reading journals.

      Explanation: Day 5 and 6

      Students will be involved in an analysis of their exploration work by giving a small presentation of their favorite PP book. Students should provide a *summary of the plot and note, the theme, and their view of the “authors’ purpose for writing the book. Students should use the graphic organizer to help with this task. Students will also participate in a class discussion and reflection on the essential questions noted at the beginning of the unit.

      Extension Day 7, 8, 9:

      During this time, students should use the “Tic-Tac-Toe” square to choose three activities that will allow them to do inquiry-based research on Patricia Polacco and her work. Students should refer to resource page for web-sites and links to guide their study.

      Compare/Contrast

      Make a comparison chart that compares yourself to P.P. You must compare at least 3 things.

      Analysis

      Construct

      Complete a character trait diagram that shows the thoughts, feelings, actions, and physical appearance of the main character of 3 P.P. books.

      Application

      Examine

      After reading 3 P.P. books, write a journal entry telling a fellow reader what the theme (big-idea) of each book was. Use details to support your thinking.

      Analysis

      Imagine

      Pretend you are P.P. Write a different ending to (1) of her books. In an author’s note, tell why you chose that ending.

      Synthesis

      Recommend

      Read (3) of your favorite P.P. Design a book rating system for them and write a short review telling why you gave them that rating.

      Evaluation

      Construct

      Several of P.P.’s books have an object that the story is about. Make a model of something found in one of P.P.’s books and write a summary.

      Application

      Interview

      Read the TFK interview with P.P. Develop your own interview “Top 5 Questions for PP.”

      Application

      Compose

      Go to P.P.’s official website & read about her life. Write a journal entry or short paragraph about her life. Choose a bookthat goes with your piece.

      Synthesis

      Research

      P.P. has a learning disability called dyslexia. Read her book Thank you Mr. Faulker & her online biography. Research this disability and report your findings.

      Analysis

      Choose (3) activities to complete for the Patricia Polacco Author study. Use the resources page for websites and materials. Complete the reflection activity after you have finished your projects.

       

      chart

       

      Self-Assessment Checklist

      Student Name:_____________________________

      Date: _________________

      • How I found and used Information from the recommended Internet sites.
        • I said things in my own words.
        • I wrote down where I got my information.
      • What I talked about was important information to share.
        • I focused on one main idea.
        • I told facts.
        • I supplied several details.
        • I knew a lot about my topic.
        • I was able to correctly answer most questions from my class.
      • How I Spoke to Others I stood up straight.
        • My voice was easy to hear.
        • I did not talk too fast.
        • My voice showed I was interested, not bored.
      • How I Organized My Presentation
        • I used a story board or graphic organizer to organize my ideas.
        • I put main ideas at the beginning of my presentation.
        • I gave some details for each main idea.
        • I talked about the most important thing I learned.
        • I told my opinion or why this topic was important to me.

       

      Critical Thinking Scoring Rubric

      4 Consistently does all or most of the following:

        • Accurately and thoroughly interprets literary elements
        • Thoughtfully analyzes and evaluates major elements
        • Draws meaningful, warranted conclusions
        • Supports inferences with text-based details
        • Questions and prompts show wide variety of thinking skills

      3 Does most or many of the following:

        • Accurately interprets literary elements
        • Analyzes and evaluates major elements of li

          Essential Questions:

          Can learning more about authors increase your understanding of their books?

          Can learning more about authors help you understand theme of their books and their reason for writing them?

          If we study multiple books by one author can we make connections to increase our understanding?

          Can studying authors help you become a better writer?

          Criteria For Success (How will you know students have gained the understanding of the concepts?)

          Students will choose (3) of the following criteria to demonstrate understanding of the unit:

          journal entries
          character trait diagram
          comparison chart
          book rating system
          book summary(s)
          research report
          interview
          model
          own author’s note

          Engage: Day1

          Students meet P.P. by going to her official website www.patriciapolacco.com. Students use *Inspiration to create a web with biographical information about P.P. Students will view video clips, illustrations, and view commentary about Polacco to gather information for their webs.

          Exploration Days 2,3, and 4:

          Students will read some of Patricia Polacco’s literature (see PP booklist). During this time students will engage in conversations through partnerships about: re-occurring characters, their traits, and the “Big-Ideas” or themes behind her books. Model *note-taking strategies using ‘smartboard’ or chart paper. Pose essential questions to guide their thinking. Students keep track of their thoughts and ideas with reading journals.

          Explanation: Day 5 and 6

          Students will be involved in an analysis of their exploration work by giving a small presentation of their favorite PP book. Students should provide a *summary of the plot and note, the theme, and their view of the “authors’ purpose for writing the book. Students should use the graphic organizer to help with this task. Students will also participate in a class discussion and reflection on the essential questions noted at the beginning of the unit.

          Extension Day 7, 8, 9:

          During this time, students should use the “Tic-Tac-Toe” square to choose three activities that will allow them to do inquiry-based research on Patricia Polacco and her work. Students should refer to resource page for web-sites and links to guide their study.


          Compare/Contrast

          Make a comparison chart that compares yourself to P.P. You must compare at least 3 things.

          Analysis

          Construct

          Complete a character trait diagram that shows the thoughts, feelings, actions, and physical appearance of the main character of 3 P.P. books.

          Application

          Examine

          After reading 3 P.P. books, write a journal entry telling a fellow reader what the theme (big-idea) of each book was. Use details to support your thinking.

          Analysis

          Imagine

          Pretend you are P.P. Write a different ending to (1) of her books. In an author’s note, tell why you chose that ending.

          Synthesis

          Recommend

          Read (3) of your favorite P.P. Design a book rating system for them and write a short review telling why you gave them that rating.

          Evaluation

          Construct

          Several of P.P.’s books have an object that the story is about. Make a model of something found in one of P.P.’s books and write a summary.

          Application

          Interview

          Read the TFK interview with P.P. Develop your own interview “Top 5 Questions for PP.”

          Application

          Compose

          Go to P.P.’s official website & read about her life. Write a journal entry or short paragraph about her life. Choose a bookthat goes with your piece.

          Synthesis

          Research

          P.P. has a learning disability called dyslexia. Read her book Thank you Mr. Faulker & her online biography. Research this disability and report your findings.

          Analysis

          Choose (3) activities to complete for the Patricia Polacco Author study. Use the resources page for websites and materials. Complete the reflection activity after you have finished your projects.


           

          chart

           


          Self-Assessment Checklist

          Student Name:_____________________________

          Date: _________________

          • How I found and used Information from the recommended Internet sites.
            • I said things in my own words.
            • I wrote down where I got my information.
          • What I talked about was important information to share.
            • I focused on one main idea.
            • I told facts.
            • I supplied several details.
            • I knew a lot about my topic.
            • I was able to correctly answer most questions from my class.
          • How I Spoke to Others I stood up straight.
            • My voice was easy to hear.
            • I did not talk too fast.
            • My voice showed I was interested, not bored.
          • How I Organized My Presentation
            • I used a story board or graphic organizer to organize my ideas.
            • I put main ideas at the beginning of my presentation.
            • I gave some details for each main idea.
            • I talked about the most important thing

              For additional information contact :
              Chantel Riley
              Fairview Elem.
              Jennings
              (314) 653-8070
              EMAIL:
              riley@jenningsk12.net

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