Ashley Martinus

Author Study Unit: Patricia Polacco Literature Circle/ Advertisement Poster

I. Standard: 4.RL. 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). 4.RL. 2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. II. Objective/Benchmark: TLW work within groups to read and create an advertisement poster for their chosen book. TLW summarize a work of literature and represent it accurately and creatively by means of visual representation. III. Anticipatory Set: A. Have students form into their literature circles. Once they have done this, have the whole class look to the Author Study area in the back of the room and quickly introduce as many Patricia Polacco books as possible (ones you have not read as a class, and that have not been used before). Call students by groups to pick ONE book to read in their circle. B. Present a challenge to students: tell them to role play that they work for an advertising agency and it is their job to sell the book that they chose! They will need to create a poster that sells their books and makes other students want to read it! IV. Input: A. Task Analysis Day 1 1. TLW need to know how to read at a third or fourth grade level. TLW need to be able to summarize key information in a text. 2. First TTW engage in the anticipatory set. 3. TLW take turns within their literature circle reading the book of their choice. 4. TLW work as a team to come up with the summary of the book and write their ideas for their poster on paper, and then get it checked with the teacher before they can make their poster. Day 2 5. TLW create their poster. 6. TTW put the posters up around the author study area in the room. 7.TLW vote on the book that looks most interesting to them (cannot be their own).

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readers

8. TLW read the book of their choosing and then rate it in their notebook and on the classroom graph.

B. Thinking Levels: 1. Knowledge- TLW recall elements of a story and retell it by using a visual representation. 2. Comprehension- TLW summarize the story of their choosing. 3. Application- TLW construct a poster depicting the story. 4. Analysis-TLW focus on the theme and motive of the story in their posters. 5. Synthesis-TLW discuss ideas and work as a team to design and develop an advertising pitch for their posters. 6. Evaluation-TLW rate and compare different works of literature. C. Learning Styles:

Existential: Maintain a Readers Notebook that is attuned to the human condition. Interpersonal: Participate in partner and group discussions. Intrapersonal: Reflect thoughts, feelings, and ideas in the Readers Notebook. Visual-Spatial: Create a visual representation. Musical: The teacher will play music while students work in groups. Logical-Mathematical: Use a graphic organizer to sort out the elements of a story. Verbal-Linguistic: read and piece together the summary of the story.

D. Differentiated instruction and Strategies: Students will be grouped by ability level for their literature circles. Books will be grouped in four different parts of the room and students will be directed to books that contain their reading level. Within the literature groups, students will have different jobs, and these jobs can be rotated. Students will be in groups of 4, and the jobs will be: Reader reads the story, may choose to popcorn with another student if they are willing. Predictor This student will make inferences as to what they think the theme or moral of the story is, and to look for foreshadowing as to what is going to happen next. (This student writes these thought down in their readers notebook. Summarizer-ties it all together and explains what the story was about. (writes it in their readers notebook).

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Connector- The job for this student it to connect how the story relates to our daily lives, or to Particia Polaccos other works. E. Methods and Materials: 1. Ways of presenting: Group work. 2. Materials needed: Several titles by Patricia Polacco. Poster materials: poster paper, construction paper, and visuals found at www.patriciapolacco.com Readers notebooks. V. Modeling: TLW work within groups to read and create an advertisement poster for their chosen book. TLW summarize a work of literature and represent it accurately and creatively by means of visual representation. VI. Checking for understanding: A : Questioning for understanding: What was the purpose of your story? Who would relate to it best (young children, older children, etc)? How could you grab someones attention to read this book? What would make you want to read it? B. Formative assessment: Students comprehension will be assessed through their readers notebooks, and their blueprint for their posters. VII. Guided Practice: TLW work within groups to read and create an advertisement poster for their chosen book. TLW summarize a work of literature and represent it accurately and creatively by means of visual representation. VIII. Independent Practice: Students will be writing in their readers notebooks independently, rating and reflecting about their stories. IX. Closure: TLW reflect in their readers notebook. X. Assessment: TTW asses the students participation and understanding based on formative assessment during the lesson, and from the discussion at the end of the lesson. Students will also be turning in their readers notebook every Friday to be graded. (Grades to be based on a rubric following the guidelines of completion and effort). XI. Reflection (To be completed after the lesson has been taught):

Ashley Martinus