Author Study - Lesson Plan # 3

LESSON PLAN # 3
1A. Sunshine State Standards:
The student will:
LA.2.4.1.2 - compose simple stories, poems, riddles, rhymes, or song lyrics.
1B. Goal 3 Standards
Standard 4 Creative and Critical Thinkers
2. Objectives (behavior, content, condition and criteria)
Students will:
Demonstrate their understanding of the author’s writing style by creating a story.(Application)
Demonstrate their understanding of the illustrator’s style by creating a storyboard. (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 when the teacher is asking the student questions about the author’s writing style.

Informal- The informal assessment will take place when the teacher observes the students working in their groups on the writing and illustration project.

Formal- The formal assessment will come from the finished stories and illustrations. The final reading log entry will serve as a formal assessment.

4. Introduction to Lesson:
The students will be shown a couple minutes of the Disney movie The Sword and the Stone.
5. Materials

· Disney movie – the Sword in the Stone
· TV
· DVD or tape player
· Computer
· Screen
· Images of storyboards
· Bell
· Paper
· Pencils
· Crayons and markers
· Reading logs
· Literacy center material


6. Technology Integration
· Television
· DVD or tape player
· Computer

















7. Teacher Presentation or Facilitation: (includes reviews and practice)
The teacher will ask the class:
Does anyone know what movie we just watched?
Does anyone know why I just showed you some of this movie? (if students do not know ask the next question)
Can anyone think of who was responsible for the illustrations/ images in the movie?
The teacher can then start into a discussion with the class on how Bill Peet was the only man at Disney that ever created a whole storyboard for a movie. The discussion can then turn to what a storyboard is after some students (if any) know/ try to answer. The teacher will then use the computer to show examples of a storyboard up on the screen for all to see. The teacher will explain that the storyboard is something that authors/illustrators use to put together their books. The teacher will then break apart the class into groups of five and tell the students that they will be working on short story that will follow the style of Bill Peet and after they have created the story they will need to create a storyboard for the book. The storyboard can be a two pages or longer. A discussion will start about what his style is like. The teacher will ask the students what they have noticed about his books (both the written story and illustrations).
Some questions the teacher could ask:
What were some similarities in his writing that they have observed?
What were some of the similarities that they discovered in his drawing?
What were some of the common themes in his writings? (Discuss the friendship, cooperation, understanding, acceptance, being happy with who you are, courage, and making the right choices themes)
Does he use the same type of animal in lots of his books?
Does he use the same setting/location or does he change it around?
The questions and answers will be written on the board for the students to reference.




Teacher Presentation continued…
The students will be told that they will have 30-35 minutes to work on their stories. The teacher needs to be walking around to the groups to check on their progress while they work on their stories to see if help is required. Make sure that the students are aware of the time. Tell them when they have 15, 10, and 5 minutes left. When the time is up the teacher will ring the bell to signal to the class that it is time to stop working and to direct their attention back to the teacher. The teacher will have the students start the work on the storyboards. The teacher will again tell the students that the pictures should be something that relates to their story and they should create at least two pictures. The teacher will tell the students that they can take the time that they will now be given to finish the work on the story or if they have already finished they can move onto the illustrations. When they finish the story move onto the illustrations. For the students that finish ahead of time they will be given a chance to go back to the literacy centers from the previous lesson. The students will be given 30 minutes to work on the illustrations. The teacher needs to be walking around to the groups to check on their progress while they work on their illustrations to check if the students understand the project. After the allotted time is up the teacher will ring the bell to signal to the students that it is time to direct their attention to the teacher. The groups will then present their stories and the illustrations. After all the presentations the teacher will tell the students to go back to their regular seats. The teacher will walk around and pass out the students reading logs for them to reflect on the lesson. They will have 10-12 minutes for this free writing and time to decorate the front of their reading log. After the allotted time the teacher, will walk around and pick up the reading logs. 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 some extra help after the lesson 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 special education students will be paired into groups with students that are more capable. The teacher will also provide some extra help from the teacher after the lesson if it is required.
The advanced students will be paired with students that might need extra help. This will give these students the extra challenge without giving them extra busy work.
Multiple Intelligences
The Interpersonal students will benefit from the interactions they have with others during the group work and discussions, the class discussions, and the presentation part of the lesson.
The Intrapersonal students will benefit from the reading log, watching the video, and viewing the examples of the storyboard.
The Verbal-Linguistic students will benefit from the writing of the story, the discussion between group members, the discussions of the whole class, and the reading log.
The Bodily-Kinesthetic students will benefit by presenting their projects.
The Spatial students will benefit from the creation of a project especially the illustrations.

Learning Styles
· The auditory learners will benefit from hearing the group and class discussion and listening to the other presentation.

The visual students will benefit from watching the presentation, the video, and the examples of a storyboard. They will also benefit for creating the illustrations and the writings on the board.








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?