Author Study

by amberrod328
Last updated 7 years ago

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Author Study

MINI LESSONFocus: Organization-Finding words and illustrations that describe how the main characters are feeling. Purpose: After this lesson, students will be able to describe the emotions felt by the main characters. Students will find and explore words and illustrations that describe the emotions and personality of the main characters in the story. Students will learn that an emotion can be described without saying what the emotion is. Students will learn that illustrations are effective in describing emotions. State Standards: "CCSS.ELA LITERACY.W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing."Materials Needed: "A Sick Day For Amos McGee" by Philip C. Stead, Paper, Writing Utensils.Introductory statement of purpose: "Today we are going to explore words that the author uses to describe how a character is feeling. We are also going to look at the illustrations and see how they contribute to emotions of the characters. How do illustrations strengthen the voice of the characters? How does the author make you understand how the character is feeling without actually telling you how they are feeling? Think about these as I read a loud A Sick Day for Amos McGee."Connection to prior knowledge: When writing, students often need to create emotions felt by a character in a story. This lesson will show students words, phrases and illustrations they can use to make their writing more effective. Modeling, demonstration, or student involvement "Teacher will read a lout A Sick Day for Amos McGee and ask students to think about how the characters are feeling on each page. After the read aloud, teacher will go back to page 11 and reread. Teacher will ask how the character is feeling on this page. They will record words they heard that describe the characters emotions. Teacher will reinforce the fact that the author never actually stated that the character is sick-he used other words to describe it. Students will share some of these words. Then students will discuss: How does the illustration describe the characters feelings? How does it make the writing more effective? Teacher will ask students to record words they hear that describe how the characters are feeling. Then, teacher will ask students to look at the illustration and ask students to discuss with a partner: what are the animals doing in the picture that show how they are feeling? How can you tell just by looking at the picture that they are sad/worried? How does this make the writing more effective? Students will share their responses. "Independent Writing Time (comments to make or things to observe): Students will write down three sentences where they will describe an emotion without actually saying the emotion. Some emotions may be happy, sad, excited, tired, or loved. Example: Sad: I am crying a river. My smile has turned upside down. My heart is breaking in two. "

BiographyPhilip C. Stead is the author of the Caldecott Medal winning book A Sick Day for Amos McGee, also named a New York Times Best Illustrated Book of 2010 and a Publishers Weekly Best Children’s Book of 2010, illustrated by his wife, Erin E. Stead. Together with Erin, he has created several other children's books. Philip, also an artist, has written and illustrated several of his own books. Philip lives with his wife Erin in Michigen. Philip and Erin also sell art prints of there work here!


Six Trait Lessons1. Organization-After reading "A Home for Bird" ask students to rewrite the end of the story. Ask students to think about the ending and what happens to the bird and how he ends up being a cuckoo clock. What else could the bird have been? Did he come alive at the end? Discuss with students what makes a good ending and why.2. Voice-After reading "A Home for Bird" asks students to create a personal diary written by toad. The diary would be written by dates, and contain Toad's struggles and concerns. Include where they went on their journey and dialogue between Toad and Bird. Discuss with students how a personal diary can help develop voice. 3. Conventions-While reading "Bear Has a Story to Tell" ask students to search for punctuation being used in the story. When a student comes to a period, question mark, etc. teacher will record it on an anchor chart. Afterward, class will discuss what makes punctuation important and why it is used. For independent practice, students will edit a peer's writing for conventions. 4. Presentation-After reading "Bear Has a Story to Tell" ask students to create a newsletter about one of the story characters going into hibernation. Students will explore what a well presented newsletter looks like. Teacher will show an example of a well presented and poorly presented newsletter and share why presentation is important when writing a newsletter and other important writing pieces. 5. Voice-After reading "A Sick Day for Amos McGee" students will write about a time they were sick and had someone care for them. Or, write about a time they cared for someone else. They will compare and contrast their story with the story of Amos and his animal friends. They will discuss how Amos felt when his friends came to see him and compare it to how they felt in a similar instance. 6. Ideas-After reading "Creamed Tuna Fish and Peas on Toast" have students investigate why the author chose to write this book and how he thought of the idea. Next, have students write a journal entry about a meal they dislike and never want to eat, just like Wild Man Jack. Since the book is a rhyme scheme, have students come up with a sentence or two that rhymes that explains their dislike of a certain meal. 7. Word Choice-After reading "Creamed Tuna Fish and Peas on Toast" have students get into groups of 4 or 5. Each student will be assigned to a word, adjective, noun, preposition and verb. Students will come up with funky food ideas such as the one that is the book title. 8. Sentence Fluency-After reading "Creamed Tuna Fish and Peas on Toast" have students get into the same groups of 4 or 5. Each student will come up with a sentence or phrase that contributes to a story about the food they made up. Teacher will assign criteria to the words for each student. For example, first student will have to write a sentence that starts with "I wonder if...," student two will write a question, student three will write a quote, and so on. 9. Word Choice-After reading "A Sick Day for Amos McGee," teacher will ask students to share which words jumped out at them during the read. There will be a list of about 15 words. Each student will choose one of those words and draw an illustration to go along with the word. They will write an interesting sentence that includes the word underneath their drawing. 10. Conventions-While reading aloud "A Home for Bird," have students clap when they think there is a capital letter. Before reading, teacher will model this by having a student read aloud a passage and teacher will clap at the appropriate time. For independent practice, students will get into partner groups and clap when they believe their is a capital of a peer's writing.

Philip SteadAuthor and Illustrator

Click HERE to watch an interview of Philip Stead

ReflectionI really enjoy Philip's writing because his stories contain more complex messages written in the form of children's stories. So everyone can relate, even kids. In his story "Bear Has a Story to Tell" it is about Bear, who keeps trying to talk to his friends but they are all busy hibernating. I can definitely relate to that. Sometimes you just want to get a hold of someone to talk to whether it's important or just a silly story, and when everyone you know is too busy for you it gets frustrating. He writes in a fun way but there is always a sort of conflict in his writing. I can relate to each of the conflicts in his story. Whether it is being too sick to go to work or your mom wanting to make your least favorite meal for dinner. They are just heart warming stories using cute animal characters that really make you smile when you read about them. Philip uses a lot of the friendship theme in his stories. He tells tales about courage and love, and even real conflict that students can all relate to. I think these texts would go perfectly in a classroom. The stories are well told, and although they have a happy ending most contain a conflict within them. Students can relate to the journey Toad goes through to find a home for his friend. Students can relate to helping someone in need. Even if they did not have a happy ending, these books can give them hope. The characters are humble and compassionate, and even a little silly. Although the themes in each book are similar, the characters within each have their own tale to tell. Each of them go through something that they need to solve. These are themes students should be exposed to. Each book has a clear beginning, middle and end. Each has a climax and conclusion. I see all of the 6+1 traits beautifully shown in each. Not to mention the illustrations are gorgeous, and make the story come to life. I would include each of these texts in my classroom and others by this author.

LIST OF BOOKS Attached Here



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