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He was the fourth of nine children. Mr. Munsch claims to have done poorly in elementary school and spent his time daydreaming and writing poetry. He attended a Catholic High School and decided to study to become a Catholic priest. To escape attending classes in philosophy Mr. Munsch worked parttime in an orphanage. He discovered he like working with kids in daycare situations and went back to school and earned his M.A. in early childhood education. While working as a student teacher he created his first story, “Mortimer.” For ten years he continued to tell stories to children during their naptimes. Mr. Munsch and his wife moved to Canada after finding themselves out of work. They both were employed at the University of Guelph in Ontario. A children’s librarian encouraged him to publish his stories. “Mud Puddle” was his first published book. Mr. Munsch finally quit his job and became a full-time writer. He became Canada’s best-selling author and has published over 35 books. He continues to use “real kids” as characters in his books. Mr. Munsch’s Books Aaron’s Hair Alligator Baby Andrew’s Loose Tooth Angela’s Airplane A Promise is a Promise David’s Father 50 Below Zero From Far Away Get me Another One Get Out of Bed Good Families Don’t I Have To Go Jonathan Cleaned Up… Love You Forever Makeup Mess Millicent and The Wind MMM, Cookies Moira’s Birthday More Pies Mortimer
Mud Puddle Murmel Murmel Murmel Pigs! Playhouse Purple Green and Yellow Ribbon Rescue Show and Tell Something Good Stephanie’s Ponytail The Boy in the Drawer The Dark The Fire Station The Giant The Paper Bag Princess Thomas’ Snowsuit Up, Up, Down Wait and See We Share EVERYTHING Where is Gah-Ning?
Munschworks, The First Munsch Collection Munschworks 2, The Second Munsch Treasury Munschworks 3, The Third Munsch Treasury Munschworks Grand Treasury Websites
Books What’s New Poems Photos Storytime With Robert Munsch
Biography Class Pictures Mail Robert
Kid’s Art Something Special Class Visits
10 books reviewed by students: Thomas’ Snowsuit The Paper Bag Princess Ribbon Rescue MMM Cookies Get Out of Bed Andrew’s Loose Tooth Purple, Green, and Yellow Hit “M” for Munsch and then “Interview Transcript.” Room Environment
Stephanie’s Ponytail Love You Forever 50 Below Zero
There will be enlarged characters from Robert Munsch’s books hanging from the ceiling in the room. Some examples would be Stephanie, Andrew, Thomas, Elizabeth, Michael, Sheila, Julie, David, Megan, Mortimer, Murmel, Robin, Tyya, Jule Ann, Jillian, Aaron, Amanda, and Jerimah. Using the opaque projector will enable me to enlarge these to the size that would be most effective. Bulletin Board – “Who Is Munsch?” There will be photographs of Robert Munsch, which have been copied from his website. Biographical information will be displayed on the bulletin board. There will be an area for students to display additional information that they locate on his official website or from the Scholastic interview. Bulletin Board – This will contain book covers copied from Robert Munsch Books. I had many of them scanned and have set up a picture file for this material. This will allow me to copy the covers in color. I will also display a list of books written by Robert Munsch. Bulletin Board – This board would deal with the main illustrator of Robert Munsch books, Michael Martchenko. Biographical information would be displayed along with a list of books he has illustrated. An additional area would be reserved in the room where the students could display their book reports and original stories. Book Rack /Tubs – A collection of Robert Munsch books would be arranged in a book rack or in individual tubs near the bulletin board, “Who Is Munsch?” There will be a rack of books illustrated by Michael Martchenko, preferably ones that have not been written by Robert Munsch.
opinions. Murmel.Lesson Plan #1 LESSON PLAN TITLE: Who Is Munsch? CONCEPT/TOPIC TO BE TAUGHT: Brainstorming/Readers Theater STANDARDS ADDRESSED: Reading/Literature A.2 Listen to and comprehend oral communications. Elizabeth. A.1 Orally communicate information. Mortimer. C. Rene.4 Read to acquire information.3 Read and discuss literary and nonliterary texts in order to understand human experiences.4. Media/Technology Standards A.4.2 Identify and use common media formats B.1 Define the need for information.4. There would also be a bulletin board containing several humorous photos of Robert Munsch. REQUIRED MATERIALS: Munsch Characters – suspended from ceiling (Might include Stephanie. Andrew.4.3 Participate effectively in discussion. Brigid.4. Thomas. The students will develop an understanding and enthusiasm for Robert Munsch and his SPECIFIC OBJECTIVES: The students will be able to state various facts about Robert Munsch. They will acquire information about Robert Munsch’s official website for future exploration.4. GENERAL GOALS: literature. They will begin to participate in group discussions by conveying their own thoughts and become attentive listeners while others are speaking. Oral Language C. These would have been copied from his official website. and Jule Ann.) Bulletin Board – “Who’s Robert Munsch?” (Photos of Robert Munsch) LCD Projector Screen Chart Paper Markers Copies of Readers Theater Script – “Invitations to Munsch” Rebus Story – Biography of Robert Munsch Audio Tape of Munsch ANTICIPATORY SET (LEAD-IN): Prior to activities I will have many of the characters from Robert Munsch books suspended from the ceiling. Tyya. C. A. and ideas effectively to different audiences for a variety of purposes.4.4. I would have the students sit in a U- .1 Use effective reading strategies to achieve their purposes in reading. Christopher.
TROUBLESHOOTING: I would have paper printouts and diagram sketch of Robert Munsch official website and information contained there in case we have a problem with the computers. . Writing B. 6. Show the various areas dealing with background on books. 4. structures. I would then List the titles given to me on the chart paper.). We would then discuss and list reasons why his books are so popular. and punctuation marks of standard American English and use them appropriately in communications.3 Understand the function of various forms. 5. samples of class photos and children’s art sent to him. Copies will be distributed to the students and parts will be assigned. I would remind them to use their attentive listening skills when others are speaking. The students could also discuss why his books are so enjoyable and what they like best about the books they have read. EXTENSIONS: Students would be allowed to revisit the Readers Theater Script. Students will listen to audiotape of one of Robert Munsch’s books – We Share Everything! CLOSURE: Students will discuss what they liked best about the book and share personal experiences.16. STEP-BY-STEP PROCEDURES: 1. A. and instructions for emailing him. 7. poems he has written to children. Use LCD Projector to project Robert Munsch official website. 1996.). ASSESSMENT BASED ON OBJECTIVES: Observations during discussion and reflections. We will read the script through once. which gives biographical information about Robert Munsch (Found in Invitation to Munsch Raczuk and Smith. Lesson #2 LESSON PLAN TITLE: What Ya Know?!? CONCEPT. They could also begin to explore other books by Robert Munsch that are displayed in the classroom.4. The chart paper would be sitting on an easel near the bulletin board. I’m assuming that the students are already familiar with some of his books. A.1 Use effective reading strategies to achieve their purposes in reading.4. p. p.4. ADAPTATIONS (For Students With Learning Disabilities): Many of the oral activities would help to encourage the students with special needs to participate and develop their speech and language skills within a whole group situation. the rebus story.” a Readers Theater Script (Found in Invitation to Munsch –Raczuk and Smith. The second reading will be with more expression. Lead-In 2. B. 1996.4 Read to acquire information.TOPIC TO BE TAUGHT: KWL/Acquiring Knowledge on Computer STANDARDS ADDRESSED: Reading/Literature A.17. and the official website.3 Read and discuss literary and nonliterary texts in order to understand human experience. Read a rebus story. I would ask the students to begin brainstorming a list of Robert Munsch’s books.shaped on the floor near the bulletin board.4. I would point to the pictures of Robert Munsch and ask students if they know who he is. 3.1 Create or produce writing to communicate with different audiences for a variety of purposes.4. Use “Invitation to Munsch.
pie. C. Lead-In 2. The other student will be the computer technician. and ideas effectively to different audiences for a variety of purposes.Oral Language C.4. 3.3 Participate effectively in discussion.4.6 Interpret and use information to solve the problem or answer the question. They will acquire information about Robert Munsch from exploring his official website. tooth. boy.2 Listen to and comprehend oral communications. STEP-BY-STEP PROCEDURES: 1. crayon. Students will then be instructed to look at their die-cut shapes and see which book they will be looking at today.5 Record and organize information. dragon. NETS 1. Technology research tools. Students will be reminded to use their good listening skills and raise their hands rather than shouting out answers. opinions. Each shape will reflect something of significance about one of Munsch’s books. and crown. girl. Some examples of the shapes could be an airplane. B. The students will be instructed to think back to yesterday and what we have learned about Robert Munsch. B. These roles will also be written on the shapes so there will be no disagreements. birthday cake. We will then move on to discussing what we would like to know about Robert Munsch. The students will then locate another student with the same die-cut shape. Students will sit with their partners at the front of the room.4.3 Locate and access information sources.1 Orally communicate information. Technology communications tools.4. REQUIRED MATERIALS: KWL Chart Markers Computers Paper/Pencils Die-Cut paper Shapes ANTICIPATORY SET (LEAD-IN): Students will be given die-cut shapes that represent one of Munsch’s books. 4. The .4. We will then begin to fill in the KWL chart on the easel in front of the group. Each student will be given the opportunity to provide information for our chart. The student will develop an understanding and enthusiasm for Robert Munsch and his SPECIFIC OBJECTIVES: The students will be able to state various known facts about Robert Munsch. Media/Technology B. These ideas will be added to our KWL chart. 3. These will be partners for the day’s activities. 5. The students will be able to express what they would like to learn about Robert Munsch. Instructions will be given as to how they will work with their partners. Basic operations and concepts 2. pig. One student will take on the role of the recorder and will take notes on the background information they find. fire truck.4. C. GENERAL GOALS: literature.
1 Orally communicate information. 8. They will be directed to read over their questions and ask for further clarification. C. Lesson Plan #3 LESSON PLAN TITLE: What Is An Illustrator? CONCEPT/TOPIC TO BE TAUGHT: Common Elements/Role of Illustration in Literature STANDARDS ADDRESSED: Oral Language C. Students would then be instructed to look over their information sheets and answer questions on the printed sheet. information would be available in paper form prior to this activity. CLOSURE: Students will be given the opportunity to share what they liked best about today’s activities. TROUBLESHOOTING: In case there was a problem with the computer lab accessibility. 7.” They will click on the particular book title written on their di-cut shapes and begin looking for information. students will be told that at a later date they will be switching roles. opinions. 9. Student will return to the classroom and sit down around the easel and the KWL chart. The students will be able to recognize humor in Michael Martchenko’s illustrations. ADAPTATIONS (For Students With Learning Disabilities): Depending on the special needs they would be placed with a student with higher skills to allow assistance with necessary skills. We will share information located on the website and additional entries on the KWL chart. The students will develop an understanding and enthusiasm for Robert Munsch and his SPECIFIC OBJECTIVES: The students will come to understand what the role of an illustrator is in literature. C.4.4. so that everyone gets the opportunity to be the computer technician and recorder. and ideas effectively to different audiences for a variety of purposes.2 Listen to and comprehend oral communications. students will be allowed to explore other parts of the website. They will be instructed to go to the section “background on books. Students will be observed during computer time to see how well they performed their roles and cooperated with their partner. REQUIRE MATERIALS: LCD Projector . They will sit in pairs at each computer. After answering the questions. Students will be given a list of printed questions. as it is located.6.4. Students will be allowed about thirty minutes for this activity. ASSESSMENT BASED ON OBJECTIVES: Students will be evaluated on contributions made to KWL chart and how well questions were answered and shared with group. GENERAL GOALS: literature.3 Participate effectively in discussion. They can add additional interesting information to their printed sheet. The students will realize how important illustrations are in literature. I will then instruct them to move quietly to the computer lab. Students will move quietly to the computer lab. which has been preset at Robert Munsch’s official website. The oral activities would help to encourage special needs students to participate and develop their speech and language skills within a whole group and partner situation.
CLOSURE: Students will walk around and view the illustrations on the board. While showing the slides we will talk together about what we are seeing and what makes his illustrations appealing. They will raise their hands and wait to be called on. I will then tell the students that we are going to learn about a new illustrator. A definition will be written on the white board. I will then refer to the other illustrators displayed on the bulletin board. As I display his picture on the bulletin board I will give a short biography of Martchenko. 3. Students will then pair up with their partner from yesterday. I will state that we have discovered how illustrations can help create humor in a book. I could also have paper copies of the slides. 8. I will move to the LCD projector and begin the slide presentation. ASSESSMENT: The students will be observed as they examine books with their partners and participate in oral discussion. I will ask the students what we have learned about these people in the past. The illustrations will be used to see how well they understood the assignment and completed the task. We will then discuss what they discovered in the drawings. 10. Students will be asked to take a few moments to look at the bulletin board. colored pencils. 9. We will talk about the illustrators and their techniques. . “What Is An Illustrator?” 2. As they complete their illustrations we will display them on the white board.1 Use effective reading strategies to achieve their purposes in reading. I will allow them to use pencils. They will then make their own one-page illustration.4. Michael Martchenko. This should lead to evidence of Martchenko’s humor and what is funny about his drawings. They will have about ten minutes to look through the books. Lesson #4 LESSON PLANS TITLE: What Makes A Book Funny? CONCEPT/TOPIC TO BE TAUGHT: Writing Activity/Choral Reading STANDARDS ADDRESSED: Reading/Literature A. I will have the students think of a funny situation they might have experienced. and crayons. They will share their responses with the class in an orderly fashion.Screen Slide Presentation – Power Point Drawing Paper Crayons/Colored Pencils Books ANTICIPATORY SET (LEAD-IN): As the students enter the room they will view a new bulletin board. STEP-BY-STEP PROCEDURES: 1. It will contain the words “What Is An Illustrator?” Several pictures of other authors/illustrators will be featured on the bulletin board. 5. Ask the students. 4. They will be given a copy of the book they did background information on. 7. 6. Students will be allowed to look at other books containing Michael Martchenko’s illustrations while they are waiting for everyone to finish. such as Eric Carle and Jan Brett. Students will have a few minutes to discuss their ideas with the person next to them. TROUBLESHOOTING: I would use books to show illustrations in case there were problems with the LCD projector. I will ask them to look through the book together and see if they notice anything about the pictures. I will point out that many of Martchenko’s illustrations are done with pencil and water colors before they are printed for the books. I will tell them that tomorrow we will explore what other techniques make a book funny.
C.) 4. Read aloud to students some information about where Munsch got his idea for this story. 3. and ideas effectively to different audiences for a variety of purposes. Students will have three minutes to write or draw their ideas on the topic. STEP-BY-STEP PROCEDURES: 1.4. 8.2 Listen to and comprehend oral communications. Ask the students “What makes a book funny?” 2. (Some examples might include what characters say and do. etc. SPECIFIC OBJECTIVES: The students will be able to identify what makes a book funny through writing and sharing of ideas.4. A. (Mention that he is a storyteller first and a writer second. They will then share their responses.4. He usually makes up stories for the kids he is working or talking with. GENERAL GOALS: The students will develop an understanding and enthusiasm for Robert Munsch and his literature.4. A. while making a list of ideas on the overhead. Media/Technology A. Explore expressions on characters’ faces. and nonsense words.4. Show students the cover of Stephanie’s Ponytail. Oral Language C. (Questions – “Why do you think they look that way?” “What might they be thinking?”) 6. Have students discuss which parts they thought were funny. Relate items to previous list on overhead and add new ideas (Like unexpected problems that arise. interpret.3 Read and discuss literary and nonliterary texts in order to understand human experiences. characters’ expressions.). silly actions. The classroom computers will be set on Robert Munsch’s official website. Read aloud Stephanie’s Ponytail.) 7.1 Create or produce writing to communicate with different audiences for a variety of purposes. 5. C. Writing B.4.1 Identify and use common media formats. their appearances.4.4.2 Read. Ask them to make predictions about the story and possible characters.4 Read to acquire information.3 Participate effectively in discussion. and critically analyze literature.1 Orally communicate opinions.A. . Students will be encouraged to come to school with an interesting hairstyle without any indication of what is planned. REQUIRED MATERIALS: Paper/Pencils Overhead Transparency – “What Makes a Book Funny?” Overhead Markers Book – Stephanie’s Ponytail ANTICIPATORY SET (LEAD-IN): Prior to this activity I will send a note home to parents informing them that we are planning a “crazy hair” day.
1 Use effective reading strategies to achieve their purposes in reading.CLOSURE: Students will participate in a choral reading. The students will develop an understanding and enthusiasm for Robert Munsch and his SPECIFIC OBJECTIVES: Students will be equipped to compare and contrast two Robert Munsch books. the students will respond in appropriate places with dialogue.3 Participate effectively in discussion. The development of their speech and language skills would be encouraged by the oral activities. edit.4.4 Read to acquire information. REQUIRED MATERIALS: . phrases. and publish clear and effective writing.1 Develop their vocabulary words. revise.1 Create or produce writing to communicate with different audiences for a variety of purposes.2 Listen to and comprehend oral communications. B.4.4. Language D. and idioms as a means of improving communications.4. As I read the narrative text. A.4.2 Plan. and punctuation marks of standard American English and use them appropriately in communications.4.4. C. opinions. and critically analyze literature. C. GENERAL GOALS: literature. B.3 Understand the function of various forms. ASSESSMENT: Written/drawn ideas on topic—“What makes a book funny?” and observations during question and response segments. interpret.3 Read and discuss literary and nonliterary texts in order to understand human experiences.2 Read. ADAPTATIONS (For Students With Learning Disabilities): Adjustments were made for special needs students by allowing them to draw their ideas instead of writing for three minutes. structures.4.1 Orally communicate information. Students will then be able to write their own class book. Writing B. and ideas effectively to different audiences for a variety of purposes. Lesson #5 LESSON PLAN TITLE: What Makes A Book Funny? Part II CONCEPT/TOPIC TO BE TAUGHT: Comparing Literature/Writing Activity STANDARDS ADDRESSED: Reading/Literature A. A.4. A.4. Oral Language C.4.
interpret.2 Read. 3. 7. .4. Using overhead and transparency compare and contrast the two books and how they are funny. A. C. Do a picture walk through the book recalling questions from yesterday. 8. Writing B. Review the transparency “What Makes a Book Funny?” from yesterday.4. A.4 Read to acquire information. Students will work together to create illustrations for each page of the story. and punctuation marks of standard American English and use them appropriately in communications. opinions. C.4. structures.4.4.3 Understand the function of various forms. Ask them to make predictions about story and possible characters. along with pictures of their class on “crazy hair” day. Teacher and students will then work through the editing of their first draft. ASSESSMENT BASED ON OBJECTIVES: Students will be observed during the compare and contrast discussion and the creation of their class book.1 Orally communicate information. Read aloud to students the information about Munsch’s ideas for this story.4. and critically analyze literature. Read aloud Aaron’s Hair. 2.Paper/Pencils Colored Pencils/Crayons Overhead Transparency – “What Makes A book Funny?” Overhead Markers Books – Stephanie’s Ponytail and Aaron’s Hair STEP-BY-STEP PROCEDURES: 1. Lesson # 6 and #7 LESSON PLANS TITLE: Learning More About Robert Munsch Writing Style CONCEPT/TOPIC TO BE TAUGHT: Independent Reading/Partner Choral Reading STANDARDS ADDRESSED: Reading/Literature A. A. 5.1 Use effective reading strategies to achieve their purposes in reading. Oral Language C.3 Participate effectively in discussion. 6.3 Read and discuss literary and nonliterary texts in order to understand human experiences. They will send a copy of their book to Robert Munsch. Have students work together to create their own class story or book. and ideas effectively to different audiences for a variety of purposes. 9.4. Show students the cover of Aaron’s Hair. CLOSURE: Students will read their class book together.2 Listen to and comprehend oral communication. All students will be given the opportunity to contribute ideas for the story. 4.4.
They will work on their own or with partners. They will be reminded to look for what makes the books funny.4. Explain that these items will be added to the transparency later. Students will spend as much time as is possible reading Munsch books over the next two days. The students will develop an understanding and enthusiasm for Robert Munsch and his SPECIFIC OBJECTIVES: Students will become more familiar with Munsch’s writing style by reading as many books from the collection as possible. GENERAL GOALS: literature. Lead-In 2. ASSESSMENT BASED ON OBJECTIVES: Students will be observed as they interact with each other and the technology equipment.1 Use common media and technology terminology and equipment. Other students will read the books on their own.4.Media/Technology A. D.6 Interpret and use information to solve the problem or answer the question. B.2 Identify and use common media formats. 4. Students will develop an understanding of audio equipment and computer listening to books.4. 5. Students will record the title and at least three main points about the book. Some of the students will use computers and audio/CD players to listen to their books. A. CLOSURE: Students will share thoughts on the books they have read and add other information to the chart.4.3 Locate and access information sources.4. They are instructed to look for “what makes the book funny” and certain characteristics of Munsch’s writing style.1 Participate productively in workgroups or other collaborative learning environments. TROUBLESHOOTING: If there is a problem with computer lab the students will be able to continue this activity using the collection of books and audio/CD equipment. The second day the remaining students will use the technology. Tell the students that they will spend the next two days reading other books written by Robert Munsch. Select another Robert Munsch title and read the background information on the book. Students will be observed on how well they work and read together with their partners or on their own. Their responses will be noted and critiqued. REQUIRED MATERIALS: Computer Lab (with headphones) Audio/CD Players AudioTapes/Compact Discs Paper/Pencil Collection of Munsch Books Overhead Overhead Transparency – What Makes A Book Funny? ANTICIPATORY SET (LEAD-IN): Review the “What Makes A Book Funny?” overhead transparency from yesterday. . STEP-BY-STEP PROCEDURES: 1. B. Have students select a book. 3.
NETS 1.4.4. B. interpret. Media/Technology A.4.4.1 Orally communicate information. .Lesson #8 LESSON PLANS TITLE: Book Responses on Website CONCEPT/TOPIC TO BE TAUGHT: Analyze Book Responses STANDARDS ADDRESSED: Reading/Literature A. C.4.4. media. opinions. C.) Basic operations and concepts GENERAL GOALS: literature.4. A. Students will be able to compare and contrast the various forms of book responses.2 Develop information-seeking strategies.4.1 Use common media and technology terminology and equipment.7 Communicate the results of research and inquiry in an appropriate format.4 Read to acquire information.2 Use information.4. A.3 Read and discuss literary and nonliterary texts in order to understand human experiences.3 Participate effectively in discussion.1 Use effective reading strategies to achieve their purposes in reading.2 Read. and technology in a responsible manner. and ideas effectively to different audiences for a variety of purposes. A.4.2 Listen to and comprehend oral communications. and critically analyze literature.4. B. A. C.4. D.2 Identify and use common media formats.2 Appreciate and derive meaning from literature and other creative expressions of information. Oral Language C. The students will develop an understanding and enthusiasm for Robert Munsch and his SPECIFIC OBJECTIVES: The students will be able to use website to view and read book responses of Robert Munsch books.4.
com/teachers/authorsandbooks/authorstudies/authorhome. Once they log on they will hit M for Munsch and then “Interview Transcript.4. A. TROUBLESHOOTING: If there would be a problem with the computer lab I would have paper copies of the responses available for student viewing.com/author. I will that I found this really neat website that I want them to look at today. A. 3. ASSESSMENT BASED ON OBJECTIVES: The students will be observed during the session in the computer lab and evaluated on their contributions during the group discussion.4. Lead-In 2.4. . I will explain to the students that this book response was written by a second grade student.spaghettibookclub. We will explore the text and illustration. Writing B.1 Create or produce writing to communicate with different audiences for a variety of purposes.4. and critically analyze literature. If anyone get through early they can log on to an additional website – http://www2. 4. interpret.scholastic. I will explain that there are ten Robert Munsch books reviewed by students in the second grade. This activity will take about 30 to 45 minutes.php3?first=100&first_letter=m&grade=.REQUIRED MATERIALS: Computer Lab Paper/Pencils Overhead Projector Overhead Transparency – Book Response to Andrew’s Loose Tooth ANTICIPATORY SET (LEAD-IN): I will display a sample book response – Andrew’s Loose Tooth on the overhead projector. They will be respectful listeners while others are speaking and exhibit good manners.4 Read to acquire information.1 Use effective reading strategies to achieve their purpose in reading. We will add information to our KWL chart about Robert Munsch.2 Read. Students will move quietly to the computer lab. They are to continue reading through the available book responses. STEP-BY-STEP PROCEDURES: 1.” They can look through the interview with Robert Munsch and see if they can discover additional information about the author or his books. CLOSURE: Students can share their reactions to the book responses. 5.html. Lesson #9 LESSON PLANS TITLE: My Book Response CONCEPT/TOPIC TO BE TAUGHT: Book Response Format STANDARDS ADDRESSED: Reading/Literature A. The computers will be preset on the required website – http://www. I want them to click on one and begin reading the response.
6.2 Appreciate and derive meaning from literature and other creative expressions of information. Review chart – “What We Can Write About Books.4. 5. . 7.” Discuss each type of response and what is needed in a quality response.2 Plan.4. GENERAL GOALS: literature.4. TROUBLESHOOTING: If the Alpha Smarts were not available. Oral Language C. C. B.B.3 Understand the function of various forms. Students will use Alpha Smarts for their final draft.4. They will select one that they have already read and want to discuss in a book response. Students will reread the book. edit.4. The students will develop an understanding and enthusiasm for Robert Munsch and his SPECIFIC OBJECTIVES: Student will become familiar with book response format. and publish clear and effective writing.4. They will then write a book response using paper and pencil for first draft. They will meet with the teacher to edit their written material.2 Listen to and comprehend oral communications. Student will illustrate their book response. REQUIRED MATERIALS: Collection of Robert Munsch Books Alpha Smarts Overhead Projector Overhead Transparency – “What We Can Write About Books” Paper/Pencil ANTICIPATORY SET (LEAD-IN): Students will look through the collection of Robert Munsch books that are displayed on the book rack or tubs. revise. More than one student can select the same book. Media/Technology A. and punctuation marks of standard American English and use them appropriately in communications.4 Use a computer and communications software to access and transmit information. Lead-In 2.1 Use common media and technology terminology and equipment. structures. B. Students will respond individually to one of Robert Munsch’s books. 3. ADAPTATIONS (Students With Special Needs): A tape recorder could be used for students with special needs rather than paper and pencil. 4. ASSESSMENT BASED ON OBJECTIVES: The 6-traits writing rubric will be used to assess the students work. They could give their response verbally rather than in written form. CLOSURE: Students will display their book responses on an available area in the room. A.4. As time permits they can read each others responses. STEP-BY-STEP PROCEDURES: 1. students would write their book response by hand.7 Communicate results of research and inquiry in an appropriate format.
1 Use effective reading strategies to achieve their purposes in reading.2 Plan. C.3 Use a computer and productivity software to organize and create information. A.7 Communicate the results of research and inquiry in an appropriate format. B.4 Read to acquire information.4.1 Orally communicate information.2 Appreciate and derive meaning from literature of personal interest NETS 3. A. Language D.4.1 Use common media and technology and equipment.4. B.Lesson #10 LESSON PLANS TITLE: “Robert Munsch’s Fingerprints” CONCEPT/TOPIC TO BE TAUGHT: Repetitive Phrases/Writing Style STANDARDS ADDRESSED: Reading/Literature A. and idioms as a means of improving communications. A.2 Identify and use common media format.4. and critically analyze literature. A. C.18.104.22.168 Read and discuss literary and nonliterary texts in order to understand human experiences. and publish clear and effective writing.4. and punctuation marks of standard American English and use them appropriately in communications. Oral Language C. phrases.1 Develop their vocabulary words.4. structures.3 Locate and access information sources.3 Understand the function of various forms.4.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. Writing B. C. revise.4. Technology productivity tools 4.3 Participate effectively in discussion.2 Listen to and comprehend oral communications.4.4. B. and ideas effectively to different audiences for a variety of purposes. opinions.4. edit. B. interpret. Technology communications tools . Media/Technology A.2 Read.4. A.4.
Have them brainstorm in small groups at least four ideas. They might be encouraged to create their own poem. Return to large group and discuss the supporting material they discovered in their books. kids as main characters. unexpected events. Students will be able to state “fingerprints” of Robert Munsch writing style and locate substantial support in books.” They will then select four or five ideas (“fingerprints”) and attempt to locate evidence in previously read books. They will record their findings on a recording sheet. They could draw their own illustrations first before writing their stories if that would help the creative process. 6. REQUIRED MATERIALS: Collection of Robert Munsch Books Recording Sheet Pencils Alpha Smarts Colored Pencils/Crayons “What Makes A Book Funny?” Chart White Board Markers ANTICIPATORY SET (LEAD-IN): See if students can identify a book is written by Robert Munsch from reading just a small portion of the book. They could read poems written for kids or listen to additional stories. ADAPTATIONS (For Students With Learning Disabilities): It could be possible for students to work in pairs on creating their own stories. Lead-In 2. using characters from other books. ASSESSMENT: Students would be observed working in small groups and during discussion. On the additional day they would be able to illustrate their story and present it to the class. 4. Students will return to large group and share their ideas and record on white board.GENERAL GOALS: The students will develop an understanding and enthusiasm for Robert Munsch and his literature. They will form groups of two or three students and become “reading detectives. WHAP. SPECIFIC OBJECTIVES: Students will become familiar with Robert Munsch’s style of writing via books. EXTENSIONS: It might be necessary to allow an extra day for the writing activity. familiar problems. 3. Have the students use this information to create their own “Munsch-style” stories. TROUBLESHOOTING: If the discussion requires additional time it would be wise to leave the story writing to another day. Ask the students what they think makes a Robert Munsch book. The information on their recording sheets would be a good form of assessing their ability to stay on task. These could be left as an oral presentation or their stories could be typed on the Alpha Smarts. Review the information compiled on the white board and “What Makes A Book Funny?” chart. NNNOOO. . STEP-BY-STEP PROCEDURES: 1. If some students complete the activity early. sound words. Special needs students could also use the tape recorder for developing their stories. or WHAP. Examples might be repetitive phrases. 5. Students would be encouraged to work through the editing process and us the Alpha Smarts for their final draft. they could revisit Robert Munsch official website. WHAP. Students will create their own “Munsch-style” story. The 6 Traits Rubric would be used to evaluate the final draft of their stories.
COMPARISON WEB BOOK INFORMATION Name____________________ Title of Story__________________________________________________ Author_______________________________________________________ Setting_______________________________________________________ _____________________________________________________________ _____________________________________________________________ Characters_____________________________________________________ _____________________________________________________________ .
_____________________________________________________________ What happened first in the story? _____________________________________________________________ _____________________________________________________________ Second: _____________________________________________________________ _____________________________________________________________ Third: _____________________________________________________________ _____________________________________________________________ Last: _____________________________________________________________ _____________________________________________________________ Was there a problem? ____________________________________________________________ What was the problem? ____________________________________________________________ ____________________________________________________________ .
.Read All About It! Title_____________________________________ Author___________________________________ This book was about___________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ My favorite character was_______________________________________ _____________________________________________________________ I like this book because_________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ This picture shows what I like best about the book.
I would recommend this book because_____________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Name_____________________________ Date______________________ KWL WHAT DO I KNOW? WHAT DO I WANT TO KNOW? WHAT HAVE I LEARNED? CLASSROOM MANAGEMENT: .
I selected Robert Munsch because of his repetitive phrases. I would ask teachers to loan me additional copies they might have in their rooms. Students would also be encouraged to participate in peer editing. I am working with a second grade classroom for Project Write. SUMMARY: This unit was not designed for my students or classroom since I teach Title I Math. It will be stressed that part of their assessment for these activities will be determined by how well they can work in various group situations. editing writing activities. partners. There are also copies of some of his books in our school library. It would be necessary to have two thirty-minute periods allotted for some of the activities so that there would be adequate work time while in the lab. Learning stations would be incorporated in the classroom for listening /reading books. That might be another avenue for obtaining extra books. 2. 9. 8. If there are outside conflicts with the schedule. Before their final draft they would be required to meet with the teacher. small. The time frame for the various activities might need to be adjusted according to computer availability. I am then able to receive the books required before actually needing them for a lesson. Students would work on the study on a daily basis. Students will be reminded to be respectful listeners when others are talking. This has worked out effectively. He is basically fun to read. the next lesson could be delayed until the following day.1. I actually designed this unit for them and was focused on trying to help improve their word choice. I have used the South Central Library System in the past. In the future I would provide Rhonda Belmonte with a book list and request that she purchase a supply of Robert Munsch books when there is money allotted for new purchases. 6. I usually plan ahead and put books on hold. Students could be working on illustrations or reading additional material while others are going through the editing process or using Alpha Smarts. sound words. and interesting terminology. This author study would be implemented over a two-week period. 3. They will be encouraged to share thoughts and ideas with others and to work in a cooperative manner. Our PATT (Parents and Teachers Together) organization often helps with purchasing additional items for the classrooms. 5. I felt that I could also incorporate this into my summer school classes. This might mean that the actual study would last more than ten days. and using Alpha Smarts. which deal with “Cooking with Literature. It would be helpful to elicit the help of parent volunteers or student aides during the computer time and writing activities.” . and individually. I have personal copies of Robert Munsch books. There might also be money in the Title I budget to allow for the purchase of additional copies of Munsch books. Computer time will need to be scheduled at times when there are open time periods. fellow students could provide feedback while working with the editing process. Students will work in various group situations – large. however. 4. If it proves necessary other teachers will be contacted about using some their scheduled time slots. This would insure that students remain on task and provide additional hands to help students with difficulties in the process. 7. Flexibility would be the key here.
It would help if they can find some relationship to the various characters. We all know that the same skills and strategies can be taught and reinforced using trade books along with the regular curriculum.com/ai/martchenko. Marilyn. they don’t see to “inspire” the students like an effective author study can.Robert Munsch author study Michael Martchenko biography http://www. however.html – Kasper.sk. The only problem I foresee is possibly the writing activities. Invitation to Munsch. I was sure that some of the students would struggle with his text. I also felt it was important to select partner groupings when working on the computer. My main concern with using Robert Munsch was the readability level of his books. I am hoping that it will encourage other teachers to incorporate author studies into their curriculum. Joanne. When students become excited about reading it also affects their oral and written language as well. 1996. This would allow students with high and low computer knowledge to work together in a positive situation. Sometimes we become too set in our ways and are afraid to take a risk. My reading to the class and the choral readings would enable the students with difficulties to become engaged in the activities and meet with success. The basal textbooks have their place in the curriculum. We can’t inspire our students if we don’t inspire ourselves first. The taking on different roles would also address the issue skill levels.net/lessons/posts/1517.I have to admit that literature is definitely my passion. It would be nice to also have teachers sharing their units with each other. Helen & Smith. It might be nice to see more helping hands out there or cooperation among the teachers. Because of his humorous writing style and “kid” characters. I do feel that Robert Munsch’s literature will help motivate them. Circling with Robert Munsch. I am hoping to be teaching Reading and Language Arts in the future.htm Raczuk. I also feel that they will become engaged in most of the activities. http://www. . The adaptations I made were using the audio equipment and story reading on his official website. Many of the students have not experienced enough practice in creative writing.annickpress. U-Otter-Read-It. 1998.stf.ca/teaching_res/library/teach_mat_centre/mc/P11233/P11233. Saskatchewan Teachers’ Federation. I felt it was important to use him as my selected author. RESOURCES http://teachers. I expect that the students will be very enthusiastic about the books and information on the author. I also believe that this author study will help enrich the language arts curriculum. I believe very much in doing anything that excites students and turns them on to reading.html . Canada.
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