Childrens Literature Author Study

Children’s Literature Author Study

Author(s):
Suzanne M. Trainor


Grade Level: 4

Timeframe: 2 weeks

Lesson Description or Explanation
Students will work in partners to research a popular children’s literature author. They will explore biographical information about the author as well as immerse in the author’s writing. The lesson will culminate with each pair creating a powerpoint presentation that will be presented to the rest of the class.


Indiana Curricular Standards

Language Arts Standards:

4.2.2- Analysis of grade level appropriate nonfiction and informational text, use appropriate standards when reading for different purposes

4.5.3 – Research application: write or deliver a research report that has been developed using a systematic research process and that:
• includes information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors)
• demonstrates that information gathered has been summarized
• organizing information by categorizing it into multiple categories or includes information gained through observation

ISTE Standards
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
Assessments
Formative/Summative
Formative: Students will be evaluated by kidwatching throughout the duration of the project. Special attention will be paid to how well they are working with their partner. Is one student dominating the work? Are they working cohesively or choosing to divide and conquer? Are they respecting each others’ ideas and compromising when necessary?

Summative: A rubric will be created to grade students on their final powerpoint presentation.

Prior Knowledge
Curricular Knowledge or Skills:
- general research knowledge, such as note taking
- reading of picture books
- presenting findings to a large group
Technology Knowledge:
- use of search engine

Technology

Internet Resources: (please list URLs) – any search engine

Hardware: desktop computer, capability to project work onto large screen for entire class to view

Software: PowerPoint

Procedure

Week One: Assignment of author and initial research
- Students will be strategically paired and assigned an author to study from a list of famous authors of children’s literature. Each will be given a worksheet asking general biographical information such as the name, age, hometown, topics covered, etc. They will also be given a packet in which they will review works the author has written, as well as compare and contrast them to one another. Students will work during the first week to use internet search engines to find the biographical information requested. The entire class will also go to the school library, where they may find works completed by their author and work together to review the material. Sufficient time will be given during this week to complete the given handouts, and this information will be used to create the powerpoint presentation during week two.

Week Two: Powerpoint Presentations
- Week two will begin with a trip to the computer lab. Teacher will spend time teaching the large group the basics of using Powerpoint software using the large projection screen, inviting students to practice the skills being discussed on their own computers as they move along. After this overview is conducted, students will be given time throughout the week to work in the classroom, in pairs, to complete their own PowerPoint presentations about their author and his or her books. (In my particular classroom, there are 6 computers in the classroom available for student use.) Ideally, presentations would be completed and ready to be presented to the class by Friday afternoon. This is flexible, however, as using Powerpoint is completely new to these students. If more time is discovered to be necessary, it will be given.
-
Differentiated Instruction

ESL ESL/ENL students will be paired with non-ESL/ENL partner for assistance with translation if necessary.
ESL/ENL specialist will be on hand during initial Powerpoint introduction so students receive best possible understanding of software.
Websites may be translated using Google feature during research process.

Challenge/Extend
Students who prove to be proficient in the basic use of Powerpoint software may be invited to extend their presentations to include effects such as sounds and animations. Students will only be graded on the basics but may explore as deeply as they like or are able.

Special Needs
Partner work also addresses the possibility of special needs. For example, students with physical disabilities may still participate in the oral presentation of the Powerpoint as well as give input into how it is created. Windows applications may be enacted to allow voice commands or other such assistance as necessary.