U
Grade 3
English Language Arts
Unit 8: Author Study
Time Frame: Approximately three weeks
Unit Description
Student will select an author and conduct research about that author’s life and work. Students gain valuable insight by reading a variety of authors and their works and by conducting an in-depth investigation. This unit provides opportunities to learn what the author writes, how the author writes the prose, and why the author chooses a particular technique, voice, and sense of audience. As students learn familiar authors’ styles, assignments to write a description of the author and a persuasive essay about why the authors’ works are recommended reading will provide an opportunity to demonstrate their expertise. Vocabulary instruction is ongoing throughout the school year and is relevant to the unit being studied.
Student Understandings
Students will become experts about particular author’s subjects, techniques, and intents. Students will become critics through short persuasive compositions, such as a multi-paragraph essay, a review, or a critique written for other students about why the authors’ works should be read.
Guiding Questions
1. Can students explain what the author is trying to convey in a particular work?
2. Can students explain how the author wrote a particular work?
3. Can students differentiate between a work that is well-constructed and one that is not?
4. Can students give reasons this author’s works should be read?
5. Can students explain how their writing has changed as a result of reading this author’s works?
Unit 8 Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)
|Grade-Level Expectations |
|GLE # |GLE Text and Benchmarks |
|04. |Demonstrate knowledge of the meanings of common prefixes and suffixes (ELA-1-E1) |
|GLE # |GLE Text and Benchmarks |
|05. |Use reference aids such as dictionaries, thesauruses, synonym finders, and reference software to determine word |
| |meanings, word choices, and pronunciations (ELA-1-E1) |
|06c. |Determine meanings of unfamiliar words using a variety of strategies, including identification of base words and |
| |root words (ELA-1-E1) |
|08a. |Identify story elements including theme (ELA-1-E4) |
|08c. |Identify story elements including character traits, feelings, and motivation (ELA-1-E4) |
|12. |Demonstrate oral reading fluency of at least 110 words per minute in third grade text with appropriate pacing, |
| |intonation, and expression (ELA-1-E7) |
|13. |Read texts, chapter books, and informational materials silently at independent reading level (ELA-1-E7) |
|20. |Explain the author’s viewpoint using information from the text (ELA-7-E3) |
|23. |Incorporate grade-appropriate vocabulary and information when writing for an intended audience and/or purpose |
| |(ELA-2-E2) |
|24a. |Develop compositions of two or more paragraphs using writing processes such as selecting a topic (ELA-2-E3) |
|24f. |Develop compositions of two or more paragraphs using writing processes such as creating a final draft for |
| |publication (ELA-2-E3) |
|27a. |Write for various purposes, including informal letters using appropriate letter format (ELA-2-E6) |
|27b. |Write for various purposes, including book reports and informational compositions that include main ideas and |
| |significant details from the text (ELA-2-E6) |
|29a. |Use standard English punctuation, including commas to separate phrases in a series (ELA-3-E2) |
|29b. |Use standard English punctuation, including commas to separate parts of addresses (ELA-3-E2) |
|30. |Capitalize the first word in direct quotations and proper adjectives (e.g., American flag, Mexican food) (ELA-3-E2) |
|31a. |Write using standard English structure and usage, including avoiding run-on sentences (ELA-3-E3) |
|31b. |Write using standard English structure and usage, including using verbs in the future tense (ELA-3-E3) |
|31c. |Write using standard English structure and usage, including making subjects and verbs agree in sentences with simple|
| |and compound subjects and predicates (ELA-3-E3) |
|32e. |Apply knowledge of parts of speech in writing, including using first-, second-, and third-person pronouns correctly |
| |(ELA-3-E4) |
|41. |Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts) |
| |(ELA-4-E4) |
|45a. |Locate information using organizational features of a variety of resources, including electronic information such as|
| |pull-down menus, icons, keyword searches, passwords, and entry menu features (ELA-5-E1) |
|46. |Locate information from multiple sources, including books, periodicals, videotapes, Web sites, and CD-ROMs |
| |(ELA-5-E2) |
|49. |Complete simple outlines with main topics and subtopics that reflect the information gathered (ELA-5-E3) |
|ELA CCSS |
|CCSS# |CCSS Text |
|Reading Standards for Literature |
|RL.3.5 |Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, |
| |scene, and stanza; describe how each successive part builds on earlier sections. |
|Writing Standards for Informational Text |
|W.3.1a |Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| |a. Introduce the topic or text they are writing about, state an opinion, and |
| |create an organizational structure that lists reasons. |
|W.3.1b |Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| |b. Provide reasons that support the opinion. |
|W.3.1c |Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| |c. Use linking words and phrases (e.g., because, therefore, since, for |
| |example) to connect opinion and reasons. |
|W.3.1d |Write opinion pieces on topics or texts, supporting a point of view with reasons. |
| |d. Provide a concluding statement or section. |
|W.3.10 |Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames ( a |
| |single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
|Language Standards |
|L.3.6 |Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and |
| |phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went |
| |looking for them). |
Sample Activities
Activities one through four should be included in each unit of the third grade ELA Comprehensive Curriculum. They are designed to establish routine and to promote reading and writing literacy.
Activity 1: Drop Everything and Read! (D.E.A.R.) (Ongoing) (GLEs: 12, 13)
Materials List: a wide variety of trade books, author studies articles, meet the author articles, classroom sets, and chapter books at various reading levels, student library books
Independent reading occurs any time a student reads alone and may take place at various times of the day. It is important to include this activity daily. Drop Everything And Read is a way to make this part of the daily schedule. D.E.A.R. is a designated time reserved in the classroom schedule for both students and teachers to “drop everything and read.” As D.E.A.R. time approaches, have students place content materials in their desks and take out independent reading material. Have students read silently or softly to a partner until designated time is over. Independent reading supplements the standard reading program by encouraging students to read with sufficient accuracy and fluency to support comprehension. D.E.A.R. time provides opportunities for students to read with purpose and understanding with rereading as necessary according to a variety of student interests and their abilities. D.E.A.R. should not take the place of regular guided reading instruction. Provide a wide selection of books and articles featuring various authors. Student fluency should reach and may exceed 110 words per minute as required by grade level expectation for third grade.
Note: Although students should be given freedom to make their selections for independent reading, monitor to ensure that students have made choices within their readability level.
Activity 2: Daily Edits (Ongoing) (GLEs: 29a, 29b, 30, 31a, 31c; CCSS: W.3.10, L.3.6)
Materials List: list of sample incorrect sentences, with errors in punctuation and grammar, overhead projector, transparencies, board or sentence strips (optional)
Building a foundation for Standard English usage is critical for student success in writing. Provide opportunities for students to examine sentences and determine capitalization, punctuation, usage, grammar and run-on mistakes. Mini-lessons will create opportunities for students to master punctuation, capitalization, usage and grammar rules in writing and speaking. Require students to speak in complete sentences when discussing what corrections are needed. Time may be allowed for guided practice and for follow-up with independent practice using similar sentences. Sentences such as the following that use facts about authors will enhance the author studies in this unit.
Sample Errors:
• e. b. white wrote charlotte’s web
• patricia polacco is my favorite author said bill
• the emperors egg is a nonfiction book by martin jenkins, commented sue
• the foot book by dr seuss is my favorite book of all time exclaimed jodi
• dr suess uses the title dr to honor his father
• tar beach is a great book by faith ringold
Activity 3: Writing Journal (Ongoing) (GLEs: 23, 24a, 31a, 31b, 31c)
Materials List: student journals, pencils, journal prompts
Have students designate a special section of their writer’s notebooks for making daily journal entries. Plan writing activities that allow students to review and practice avoiding run-on sentences, using verbs in the future tense, and making subjects and verbs agree. In addition, encourage students to use sentences with simple and compound subjects and predicates. These sentences should include grade-appropriate vocabulary and information when writing for an intended audience and/or purpose. Allow students to make monthly, six weeks, or nine weeks section covers for each section of the journal. Journals may also be sectioned by themes corresponding to units in the comprehensive curriculum. Variations will make writing journals unique to each classroom while accomplishing the goal of daily writing. Ideas for journal writing include prompts related to holiday themes, friendly letters, opinion pieces on a specific topic or text, supporting a point of view with reasons, free writes, and diary entries.
2013-2014
Activity 4: (CCSS: W.3.1a, W.3.1b, W.3.1c, W.3.1d)
This is an extension of Activity 3. During the author study unit, journals may be used as learning logs (view literacy strategy descriptions) to record student’s thoughts and reflections about information from class discussions. Give journal assignments that include opinion pieces on topics or texts students are writing about, and instruct them to support a point a view with reasons. Once the topic is introduced, have students state an opinion, then create a fact chart or organizational structure. Direct them to list reasons that support their opinions. Model using linking words (e.g. because, since, for example, therefore) to connect opinions and reasons. Also, model writing a concluding paragraph. Monitor student progress by randomly selecting several students to read their writing with the entire class. Reteach by modeling shared sentences when necessary.
Activity 5: Vocabulary Activities (Ongoing) (GLEs: 04, 05, 06c; CCSS: L.3.6)
Materials List: paper, vocabulary list, vocabulary chart, index cards with vocabulary words, index cards with definitions, reference aids
Plan vocabulary activities that provide opportunities to practice skills and reinforce learning of new lists of words. Direct students to use context clues to expand and develop vocabulary knowledge, to help understand text, and aid in reading comprehension.
This lesson uses the vocabulary self-awareness (view literacy strategy descriptions) strategy to increase student understanding of new information, especially new topics. It is essential to assess their background knowledge of a concept. This awareness is valuable for students because it highlights their understanding of what they know, as well as what they still need to learn, in order to fully comprehend the reading.
Game Suggestion: Vocabulary Self-Awareness
Before reading about a particular author, give students a list of vocabulary words and have them complete a vocabulary self-awareness (view literacy strategy descriptions) chart that will help them access their current knowledge of the words. The words are used as a springboard for reference throughout the author study unit. Students do not receive definitions or examples at this stage. They rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—” (don’t know). After reading the story and being exposed to other information, students return to the chart and add new information to it. Reference aids may be used if necessary. The goal is to replace all check marks and minus signs with plus signs. Provide many opportunities for students to revisit their vocabulary charts to revise their entries.
Vocabulary Self-Awareness Chart
|Word |+ |√ |-- |Example |Definition |
|pen name |+ | |-- |Theodor Seuss Geisel (Dr. Seuss) |a name in place of an author’s real name |
|sources | | |-- | | |
|literary style | | |-- | | |
|memoir |+ | | |The Story of My Life by Helen Keller |a story of someone’s life written by them |
|reviews | | |-- | | |
|series | |√ | |television series |what we see on TV every week |
Game Suggestion: Vocabulary Concentration
Materials: set of teacher-made vocabulary cards (e.g., pen name, Dr. Seuss, Memoir, a story of someone’s life written by them)
Provide time for students to play games of concentration in pairs or small groups. This game is played with sets of cards that have pairs of matching images (definitions/words). Players mix up the cards and spread the cards out in front of themselves making sure the cards are facing down. Half the deck should have a word (e.g. pen name), and the other half of the deck should have a definition that corresponds to it (e.g., a name in place of an author’s real name).
To play, provide pairs of students with a deck of teacher-made vocabulary cards that reflect the information learned in the vocabulary self-awareness lesson. Instruct students to place their set of teacher-made cards face down. Next, one student in each group turns over two cards. If these cards match, the cards remain face-up. If they don't match, the cards are turned face down again and players must remember where those cards are (thus the “concentration” part of the game). The object of the game is to match the words with the corresponding definition. Each player will have one chance to “concentrate” and remember where the matching definition or example was placed. When all cards have been turned over, the student with the most matches wins. The winner is allowed to shuffle and place cards face down the next time the game is played.
Activity 6: Authors to Explore (GLEs: 13, 20)
Materials List: writer’s notebooks, Internet, Author Research Criterion BLM, additional book reviews from a variety of sources (e.g., newspapers, magazines, online, etc.), guest speakers (optional)
Throughout the year, students have established favorite authors or series of books and have recorded the titles and authors names in their writer’s notebooks. Arrange for access to the Internet in order to explore information about authors. Provide book reviews from a variety of sources and the student book reviews link, . Information from newspapers, magazines, bookstores and online may be shared with the class.
Assist students in establishing criteria for selecting an author to research, and make notations about the author’s life using the Author Research Criterion BLM. Remind students to pay attention to how the author’s personal experiences are reflected in his or her writings. Bring in guest speakers to discuss authors they find most interesting and why. For example, students can examine the life of Patricia Polacco at and read about how her childhood friends were the inspiration for many of her books; they can locate information about Beverly Clearly and how she developed her much-loved Ramona, Henry, and Beezus characters. Other possibilities include Joanna Cole’s science titles The Magic School Bus series; Gail Gibbons’ engaging nonfiction books found at ; Jean Fritz’s works at ; the poems of Langston Hughes; and various history books.
Place students in small groups, have them identify the life experiences reflected in different titles, and discuss the books. Because students tend to make connections only with the main character or main idea of a story, model making various connections to the settings, illustrations, nonfiction text features, and dialogue in various stories. Also, point out similar elements in different books by the same author. Direct students to record notes about connections in their journals, then discuss them with a partner.
Teacher Note: If book reviews from newspapers and bookstores are not accessible for students given their current reading levels, teacher support will be needed in order for students to use these materials effectively.
Activity 7: Plan Ahead (GLEs: 45a, 46, 49)
Materials List: Simple Blank Outline Form BLM, computers, Microsoft Powerpoint, KidPix® or similar software, writer’s notebooks, Oral Presentation Rubric BLM (see
Unit 7)
This activity will incorporate the use of the anticipation guide (view literacy strategy descriptions). This strategy activates the students’ prior knowledge about a topic and helps the students set a purpose for reading about a particular topic.
Give students a list of statements about a topic before they read and learn about the topic. Have the students respond to the given statements.
Use the following teaching process:
1. Review the content and create statements that the students will respond to. The statements do not have to be factually accurate but should create the opportunity for students to focus their attention on the content. The statements can be written as “true” or “false” or “yes” or “no” or “agree” or “disagree” to elicit a reaction from the students.
2. First give the statements to the students. (handout, overhead, or interactive whiteboard) The students will read independently and be prepared to explain their response to the statements.
3. Next, pair students up and have them compare their before reading and responding responses. Allow them to discuss freely at this point.
4. Conduct a whole class discussion. Then have students begin their research on the topic related to the anticipation guide statements.
5. Stop often to allow students to think about and reconsider their pre-lesson response.
6. Conduct a follow-up discussion to give the students the opportunity to clarify any misconceptions and discuss lingering questions about the concept.
Provide pre-conference time and a series of mini-lessons on how to locate and summarize important information using the Simple Blank Outline Form BLM or other organizing tools. Have students develop questions they want to research about the author's life or literary style. Students may ask things such as these:
• How and when did you get started writing children’s books?
• What other jobs do you have or have you done besides writing books?
• Do you have brothers and sisters? children? pets?
• What is a favorite book you’ve written? Why?
• What sorts of things have influenced the themes in your books?
• How do you get a book published?
Students may work in pairs to create a KidPix® slide or Powerpoint presentation to present their research. All student-created slides and Powerpoint presentations may be later assembled to create a class slide show. Prompt students to refer to the biography unit to guide their inquiry into the life of the author.
Activity 8: Guide Student Research (GLEs: 23, 27b, 49)
Materials List: Simple Blank Outline Form BLM, Multi-Paragraph Writing Rubric BLM, Internet, author study books from the library, author pages from basal or children’s magazines. Optional materials: poster-sized paper, mobile materials
Provide additional guidance and support as students continue to research a variety of sources about the author’s life, experiences, and interests in order to learn more about what inspires the writer in his or her writing. Direct students to organize their notations, categorize them, and construct a simple outline. A Simple Blank Outline Form BLM is available to use as a sample. Students may choose to work with partners who share similar interests or work independently. Provide students with a variety of authors to research. Give time and direction for gathering enough information on a particular author and the author’s works in outline form to begin an author study. Guide students through organizing information in outline form, then writing a multi-paragraph composition about the author. Require students to make a poster, mobile, or other project to publicize the author of their choice. Outlines should include the following biographical information about the author:
➢ inspirations—people, other authors, books, events, etc.
➢ awards and education
➢ special interest information students may find
Completion of the activity will provide an opportunity for students to create biographies of their favorite authors. These biographies can be in paragraph or booklet form. Suggested sites with information about authors are as follows:
•
•
•
•
Use the Multiparagraph Writing Rubric BLM for assessment.
Activity 9: Look for Themes (GLEs: 8a, 8c, 24f, 49; CCSS: RL.3.5)
Materials list: Internet, research from Activity 8, Simple Blank Outline Form BLM, Theme Web BLM, pictures of authors, clippings, drawings, etc.
Encourage students to use author’s information websites such as the ones listed below to find a theme or motivation for the author’s works. Many authors use events from their own lives, situations, and the world around them to create new books. Require students to make a list of the author’s works chosen and organize them by theme using The Theme Web BLM. Direct students to create a simple outline using the Simple Blank Outline Form BLM graphic organizer (view literacy strategy descriptions) to help them plan a review for the theme of a selected author’s works. Have students study the author’s illustrations when possible and the various settings and characters from his or her books to look for elements that illustrate or reveal a theme. Conduct discussions about some of the situations and problems the author has lived through and ways the author solved the problems. Use the collected information to compose a report that focuses on a theme developed by the author. Direct students to follow the writing process of prewriting, drafting, editing, and revising. Remind students to support their ideas/points with references to specific elements in the author’s stories, dramas, or poems that support their points about an author’s theme. Prompt students to use terms such as chapter, scene, and stanza when appropriate. Students may also wish to include pictures, clippings, drawings, or the actual titles as props and part of their written report and also for later use during oral presentations.
Sample websites:
Activity 10: Book Review (GLEs: 8a, 8c, 24f, 32e; CCSS:W.3.1a, W.3.1b, W.3.1c, W.3.1d)
Materials list: Book Rating System BLM, book (for teacher to model writing a book blurb), writer’s notebook/journal, board/chart paper/overhead projector
Instruct students in the process of determining whether they would recommend an author’s works. A Book Rating System BLM is available in the blackline resources section. Direct students to use split-page notetaking (view literacy strategy descriptions) for choosing and organizing specific details for each story they read and for use later to compare stories. Following is an example of split-page notetaking for The Paper Bag Princess by Robert Munsch:
Sample Split-Page Notes for The Paper Bag Princess by Robert Munsch
| |
|Characters |Elizabeth —princess |
| |Ronald—prince |
| |Dragon—fire-breathing |
|Setting |—forest |
| |—cave |
| | |
|Plot |—fire-breathing dragon comes along |
| |—burns Elizabeth’s castle |
| |—burns Elizabeth’s clothes |
| |—took Ronald for dinner |
After completing the split-page notes, have students state an opinion about the author’s point of view. Require students to include the following:
• reasons that can be supported with examples from the text
• linking words and phrases (e.g. because, therefore, since, for example) to
connect their opinions with reasons and to provide a concluding statement or
section in their writing.
Next, inform students that a book review is written to inform the reader of its subject matter and to entice a reader to read it. Select a book to read aloud, then model how to write a book blurb that includes only big ideas and a few important details. Point out that a book blurb or summary should not give away all important elements of the story. Show examples of details that are too specific, and add details that may be missing from the blurb or summary. Make sure students understand the difference between retelling (a full description of what happens in a story) a story and summarizing (brief information which contains the authentic meaning of the complete story) for a book blurb. Direct students to think, pair, and share what they have learned about book blurbs.
Next, direct students to select several short narratives and to write summaries of them in their journals. Allow time for students to exchange their summaries with classmates. Review and discuss the assignment to ensure all students understand.
Then collaborate with students to develop a rubric for writing and evaluating a book review. Make copies to distribute and review with students. Direct students to think of and make notes about two or more reasons an author’s works might be worth reading. Review each student’s notes. Explain that the reasons will be the starting point for a multiparagraph review of the author’s work. Each reason will become the topic sentence of a paragraph in a book review.
Conduct a mini-lesson that reviews first-, second-, and third-person pronoun usage. Provide samples using the basal reading series or a trade book. A three-column chart drawn on the board will help students distinguish between pronouns as they are identified. Review and provide time for students to practice using pronouns correctly.
Take students through the writing process as they compose a multiparagraph book review. Have students include a biographical sketch of the author in their reviews.
Activity 11: My Favorite Author—A Thematic Approach (GLEs: 08a, 08c, 41)
Materials list: several titles by the same author (choose several different authors’ works to make available for students); Optional materials: yarn, coat hangers or paper clips for mobiles, plaster, watercolors, paper, paint brushes, materials to make and decorate hats, eggs (insides removed with shell in tact), tempera paint, felt or material for poetry quilts, food or party items
Divide students into small groups and assign different titles by the same author for students to study. Require students to read and discuss the book in their groups. Have students brainstorm a list of themes central to that specific story. Following are suggested activities that correlate with Applemando’s Dream by Patricia Polacco:
• Make dream mobiles depicting an actual dream or a dream from the book.
• Discuss background to build motivation for work with the theme, for instance:
➢ Why do we dream?
➢ What part of the brain is responsible?
➢ Do our dreams have meaning?
• Make plaster masks to mount on student-drawn watercolor paintings of their dreams.
• Write dream poems or dream stories.
Point out to students that they can, and should, ask questions of authors as they read. Instruct students to use the process of Questioning the content (QtC) (view literacy strategy descriptions) which prompts them to think of content at a higher level while reading information they are expected to learn. Students and teachers work cooperatively in this process. Guide students towards understanding and learning the content they are reading. The context is used to confirm word recognition and understanding. Rereading is used as a fix-up strategy when necessary. In addition, determine the main idea of the content being read. Recount key details and explain how they support the main idea.
Begin by providing students with a copy of the types of questions they are expected to ask about the content. Read over the questions with students. Use on-level informational text or a web source such as to model the QtC process. Once students have demonstrated some confidence in questioning the text they are reading, put students in pairs. Monitor their conversations. QtC is an interactive literacy strategy with the goal of making the questioning process automatic for students to use independently. Following is a sample QtC for Tar Beach by Faith Ringgold:
Questioning the Content
|Goal Query |
|Initiate discussion about Faith What is the content about? |
|Ringgold’s book Tar Beach What is the overall message? |
|What is being talked about when |
|the word beach is used? |
| |
|Focus on content’s message It says the little girl enjoys a picnic |
|on tar beach. What does it mean? |
|Why was this word chosen? |
| |
|Link Information How does that connect with what was said |
|earlier? |
|What information has been added here that |
|connects or fits in with __________? |
| |
|Identify problems with understanding Does that make sense? |
|Is this explained clearly? Why or why not? |
|What do we need to figure out or find out? |
| |
|Encourage students to refer to the text Did the content tell me that? |
|to find support for interpretations and |
|answers to questions Did the source provide the answers to that? |
| |
After the class chooses one author for study, have student groups choose one title from that author and brainstorm a list of thematic activities to correspond to that title. Ideas for thematic activities that correspond to specific titles from one author, such as Patricia Polacco, may include the following:
• making hats—Chicken Sunday
• painting eggs with colors and patterns—Rechenka’s Eggs
• making poetry quilts that celebrate family tradition and love, or writing letters to a particularly special mentor in their lives (e.g., coach, teacher, family member, etc.)—Meteor!, Thank You Mr. Falker or The Keeping Quilt
Instruct groups to develop an activity that exemplifies the book they have selected to read and study. Provide time and assistance to groups as needed. Then have student groups present completed activities and tell about the book they chose to read. Once an author study is complete, the class may choose to study another favorite author and repeat the same thematic activity approach.
Guide students in planning culminating activities for the entire class to enjoy. An example would be to plan a birthday party to celebrate the birthday of a chosen author and use one of the author’s books as the theme for the party. Students may plan to enjoy a popcorn party in honor of Tomie dePaola based on the theme of The Popcorn Book. Celebrate on the birth date if possible. Have students make invitations and thank you cards, etc. during center time. With so many authors for study, the opportunities are endless
Activity 12: Author Letters (GLEs: 27a)
Materials list: author information, list of questions for favorite authors, list of authors’ addresses, writer’s notebook, Letter Writing Rubric BLM, Optional materials: computer/Internet, art supplies, camera
Direct students to compile lists of their favorite authors and a list of questions they would like to ask their favorite authors. In addition, have students share with the author how his/her own writing has changed as a result of reading his/her work. Remind students to include examples in their writing to illustrate this improvement. For example, the student might include more idioms now because they make his/her stories a little funnier. Require students to write letters to authors and email or post their letters. Give each student the Letter Writing Rubric BLM prior to writing to their favorite author. Monitor students as they use the writing process—prewrite, drafts, edits and revision, and final drafts. Share any author responses with the class, and create a bulletin board display of the original student letters and author responses. Continue to compile a list of authors’ addresses to add to the writer’s notebook for future reference. Selected author address sites include
the following:
•
•
•
Students may also create illustrated bookmarks that feature one of their favorite books and include it with the letters to the authors. Also, pictures of students with their favorite books by a particular author may be taken and mailed to the author along with letters and bookmarks.
Sample Assessments
General Guidelines
Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:
General Assessments
• Students will contribute to a class discussion of favorite authors and compile a list of favorite authors for reference during the author study unit.
• Students will develop an activity that exemplifies a book they have selected to read and study.
• Students will complete at least two book reviews for works by favorite authors.
Activity-Specific Assessments
• Activity 7: Powerpoint or KidPix® presentations will be delivered to the class and scored using an oral presentation rubric.
• Activity 8: Simple outlines and other organizing tools will be completed and used to write multiparagraph compositions about authors.
• Activity 10: Students create a book review based on a favorite book selection. Students will present the book review orally.
• Activity 12: Students will write letters to their favorite authors to share their thoughts about the author’s works and ask questions that may have developed through their research. Letters will be scored using the Letter Writing Rubric. Replies will be shared with the class and displayed with original letters.
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Sample Anticipation Guide Statements
Anticipation Guide Statements
1. Patricia Polacco grew up in New York State.
True _____ False _____
2. Gail Gibbons mostly writes fiction books for adults.
Yes _____ No ______
3. Dav Pilkey’s stories are very funny.
agree _____ disagree _____
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