Author Study - Lesson Plan 2

LESSON PLAN # 2
1A. Sunshine State Standards:
The student will:
LA.2.6.2.3 - analyze and select appropriate facts and communicate information in a simple report that includes, a title, a main, and supporting details
1B. Goal 3 Standards
Standard 1 Information Managers
2. Objectives (behavior, content, condition and criteria)
Students will:
Recall information from a previously lesson. (Knowledge)
Apply the information that they receive from the computer to create a biography. (Application)
Summarize what they have learned by writing in their reading logs. (Comprehension)

3. Assessment & Evaluation (related to language needs and its impact on academic performance)

Initial – The initial assessment will come from the discussion about what they remember from the last lesson.

Informal- The informal assessment will come from the discussion after literacy centers.

Formal- The formal assessment will come when the students create the letters to the author, the biographies about the author, and the reading logs.


4. Introduction to Lesson:
The teacher will point out to the students the literacy centers around the classroom. The teacher will tell the students that at each literacy center they will find fun and interesting things all having to do with the author and illustrator Bill Peet.
5. Materials
· Bill Peet books
· Posters
· Projects the students completed last lesson
· Read along books with cd/cassette
· Early illustrations done by Bill Peet
· 1 computer per group
· Reading logs
· Paper
· Pencils
· Bell



6. Technology Integration
Computers for the students to use to do research on Bill Peet.




















7. Teacher Presentation or Facilitation: (includes reviews and practice)
The teacher will ask the students some questions to see what they remember about him/his work from the last lesson.
Questions like:
Did Bill Peet write and illustrate all the books that they saw in the previous lesson?
Did he write non-fiction or fiction stories?
What were some of the books that Bill Peet wrote?
What did he like to write about in his stories?
Do they have anything else that they remember that they would like to discuss?
After the discussion, the teacher will break apart the students into groups of four and send them to different literacy centers. The literacy centers will contain books by the author, read along books with cd or cassette, students finished projects from the previous lesson, and illustrations he made in the early years. The teacher will give 10-15 minutes at each literacy center. Each literacy center will have different information about the author. There will be five literacy centers in total. When the teacher rings the bell it signals to the students to switch to the next literacy center. The teacher will ring the bell for the last time to signal that the class needs to come back together for a discussion. The teacher will ask the class some questions to get the discussion started.
Questions:
What they think that they learned about Bill Peet and his style of writing?
Did they notice any similarities in his stories?
What they found interesting?
What they liked about his work and what if anything they did not like?


Teacher Presentation Continued…
After the class finishes the discussion the teacher will have the students stay in their groups and use the computers (1 per group) to find information about Bill Peet on the internet. The students are to take the information that they acquire online and write a biography about the life of Bill Peet. It should include a title that they make up other than his name and important facts about his life.
The biography should at least include most of the following:
(the information below will be written on the whiteboard for the groups to see while working)
Anything from his childhood that influenced him into becoming a writer and an illustration.
When he started his career?
Where he gets his inspiration?
What are some things that you discovered about Bill Peet?
How old was Bill Peet when he started to write and illustrate?
What were some examples of works that he created?
What was his first job as a writer or illustrator?
Were there certain things that he enjoyed creating over others?
The teacher needs to be monitoring the group to see if any group needs assistance. After the groups have spent 20 minutes on the biography the teacher will ring the bell to signal to the students that their work time has ended and that they need to turn their attention back to the teacher. The teacher will have the students go back to their regular seats.

The teacher will tell the students know that they have all of that information they will be writing a letter to author. They can include anything that they wish but that each student needs to create their own letter. This is not a group effort.
Some ideas they could use can be:
· They can tell him how they feel about his work.
· They can tell him about charterers that they liked.
· They can ask questions about certain books.
· They can ask why he ended a book a certain way.

They are able to ask or say whatever they would like to while writing the letter.
(These ideas will be written on the board for the students to view)
After the students have spent 15-20 minutes working on the letter to the author the teacher will for the last time ring the bell and ask the students to remain seated. The teacher will go around and pass out the reading logs that they wrote in during the previous lesson. Tell the students that they will be writing in their journals and that it can be whatever they found to be interesting about the days lesson or facts that they learned about Bill Peet. It is their free time to write whatever they want as long as it pertains to Bill Peet. After the class has had 5 minutes to write in their journal the teacher will pick up the journals. The teacher will respond in the student’s journal.









8. Differentiated Instruction (ESOL - Special Education - Diverse Learners)
The ESOL students will be paired into groups with students that are more capable. The teacher will also provide extra assistance if it is required. The teacher will provide directions for the student in their first language. If there are students in the classroom that speak the same language, they could be paired together to help one another.
The advanced students will be paired with students that might need extra help. This will benefit them because they
The special education students will be paired into groups with students that are more capable. Pairing the special education students with other students will help to give them another understanding on the lesson other than the one the teacher has given. The teacher will also provide extra one on one assistance if it is required.
Multiple Intelligences
The Interpersonal students will benefit from the interactions they have with others during the group work on the biography and the discussions. They will also enjoy the literacy centers.
The Intrapersonal students will benefit from writing in their reading log and writing the letter to the author.
The Verbal-Linguistic students will benefit from the discussion with the class and writing the biography. They will also benefit from the reading log and writing the letter.
The Bodily-Kinesthetic students will benefit from the literacy centers. They will be able to move around the room while changing centers.
Learning Styles
The auditory learners will benefit from hearing the group and class discussion and listening to the audio books in the literacy centers
The visual students will benefit from the literacy centers.




Follow-up Reflection (completed after the lesson has been taught)


Content: What should I teach next or reteach?


Students: Who still needs support with this content?