Bianca CernigliaMarch 18, 2011Author StudyMr. Alton Woodman

Table of ContentsIntroduction…………………………………..…pg 3

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Objectives…………………………………….....pg 3

Overview/Book Summaries………………...…...pg 3

Biography……………………………....…...….pg 11

Concept Webs………………………….…...….pg 13

Activities……………………………….………pg 16

Culminating Activity……………….…………..pg 17

Lesson Plans………..…………………………..pg 18

Favorite Lines…………………………..………pg 28

Resources………………..………………..……pg 29

Assessment/Evaluation…………....……………pg 28

Title: Story time with Robert Munsch!

Duration: 5 Weeks

Disciplines: Literacy, Art, Social Studies

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Grade Level: 2nd Grade

Description of school and students:

Public School 76, also known as The Bennington School located in Bronx, N. PS

76 is one of 25 elementary schools in New York City Geographic District #11. It is a

public school that serves 1102 students in grades K-5.

This author study will be taught to a general education class comprised of 28

students, 12 of who are English Language Learners. The reading levels range from D to

P.

Objectives:

o Stephanie’s Ponytail - Students will appreciate Robert Munsch’s humor, language and learn the importance of individuality.

o I Love You Forever - Students will identify literary techniques unique to Munsch’s writing style (including repetition and onomatopoeia, as well as others).

o I’m So Embarrassed - Students will be able to make connections with situations Robert Munsch’s characters experience in their every lives.

o The Paperbag Princess – Students will be able to define what it means to stereotype and make connections to their lives.

o Purple, Green and Yellow – Students will become aware of the theme of peer pressure with a kind moral undertone.

o From Far Away – Students will become familiar with the struggles of adapting to a new place.

Overview & Book Summaries

This unit allows for an incredible amount of text-to-text, text-to-self, and text-to-

world connections. Robert Munsch’s books all send across strong messages through

creative, funny, and dramatic stories. This unit is great for second graders because it

address certain issues that they may not typically understand, however, with the aid of

Munsch’s stories these issues will become easy for them to understand and talk on the

subject. Students will learn about individuality, repetition, exaggeration, stereotyping,

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family values, sequencing, cultural differences, and moral issues. Munch’s books are

engaging, entertaining and have an incredibly intelligent undertone that second graders

will easily pick up on!

In Stephanie’s Ponytail, a little girl is determined to go against originality. She

arrives at school with a hairdo wilder than the day before. And each time, the group of

“copycats” gets larger and larger. Stephanie grows angrier and eventually threatens to

shave her head! The twisted ending is surprising, a skill that Munsch masters in most of

his works. The book also includes repetition, another technique unique to Munsch’s style.

In Stephanie’s Ponytail, the repetition begins as Stephanie tells her mother that she wants

a ponytail coming right out the back of her head. When she goes to school with the

ponytail, the other kids tell her it is “ugly, ugly, very ugly.” Stephanie replies that she

likes her ponytail. The next day, the other kids have a ponytail just like Stephanie’s. This

pattern repeats three times as Stephanie moves her ponytail in different directions, with

her classmates still copying her. By showing what Stephanie does, thinks, and says makes

her a memorable character, therefore, making Stephanie’s Ponytail a memorable story.

The watercolor illustrations are cartoon-like and bring this story to life. Students will find

Munsch’s language hilarious! They will also learn to value in the final lesson in the end,

which states the importance of individuality and independent thought. As Stephanie

repeated throughout the story, “It’s my ponytail and I like it!” Munsch’s choice of

italicizing and bolding certain words of phrases in these books show the effects of

exaggerated speech. Aside from repetition being a dominant writing style for Munsch,

this particular book presents themes of individuality. The themes of individuality help

children “value their own uniqueness.” It is important for children to be able to make

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their own decisions, have individual preferences, and know their special talents. Munsch

puts certain words in bold to emphasize repetition and onomatopoeias.

In Purple, Green, and Yellow, a young girl named Brigid who loves to color,

convinces her mother to buy her markers instead of crayons because all of the kids in

school are using them. At first, Brigid asks her mom for 500 washable markers. Brigid

colors pictures with “lemons yellower than lemons, roses redder than roses, and oranges

oranger than oranges.” She then gets tired of them and asks for a set of 500 scented and

ultimately, 500 super-indelible-never-comes-off-till-you're-dead-and-maybe-even-later

markers! Brigid is having a ton of fun with her markers until she takes the coloring a little

too far. She paints on herself with her permanent markers! Her mother even takes her to

the doctor but nothing will remove the color. Students will again enjoy Munsch’s

outrageous plot, hilarious language, repetition, and surprise ending!

This is a great story with underlying themes of peer pressure with a kind moral

undertone. The uses of exclamation points add a lot of feeling and exaggeration to the

story. The humorous use of rhythmic repetition, “super-indelible-never-comes-off-till-

you're-dead-and-maybe-even-later coloring markers,” is a great approach to getting

children’s attention. The pictures are colored from top to bottom, side to side, with

markers, obviously. The illustrations are fantastic and correlate with what is written on

the right hand side of the page. It is effective for students to see rhythmic repetition in

writing because it is designed so that students read naturally by observing possible uses

of written language themselves. For example, the phrases “lemons that smelled like

lemons, roses that smelled like roses…” By showing students repeated phrases in writing

they then are able to generalizations on their own. By letting children read these repeated

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rhymes they are more able to recognize them in their environment and relate them to

pictures. The first letter on each new page is bolded and colored a bright color to

reinforce reading from left to right, which is very important for young readers. At the end

of the story Bridig is invisible, this can be used as a way to prompt students for a creative

writing assignment that would address how they would feel being invisible.

I’m So Embarrassed! is about a boy named Andrew who has a mother that always

seems to embarrass him. His mother wants to take him to the mall but he is hesitant to go

because he knows she will embarrass him. She promises Andrew that she will not

embarrass him, and he agrees to go because he needs new shoes. Unfortunately for

Andrew, this trip to the mall is no different. His mother puts spit into her hands and then

uses it to smooth our Andrews hair, in front of everyone! Andrew and his mother meet

his aunt at the mall who gives him endless hugs and kisses, embarrassing Andrew ever

more. His mother then showed his baby picture to his teacher and Andrew was horrified!

Eventually, Andrew meets his friend Taylor-Jae at the mall and he asks his mother is they

can shop by themselves. Andrew ends up realizing that Taylor-Jae has the same problem.

His mother embarrasses him as much as Andrews mother does to him. The two boys

decide that it is time that they get back at their mothers for ALWAYS embarrassing them.

They announce to the entire mall that their mothers snore and blame it on their fathers!

The mothers are now the ones with the embarrassed red faces, the tables had turned.

Similar to other Munsch illustrations, this book is very bright and filled with live

colors on every page. The illustrations are over the top. The facial expressions on the

boys and their mothers are expressive and animated to really show how they feel. This

book is an outstanding way to help students to understand and express their emotions. It

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not only shows what happens to the character and also shows how they feel. Literature

that shows students they are not “alone” contributes to their emotional growth. It shows

students that they share feelings and experiences similar to others, and how to deal with

emotions. This book showed a common childhood experience to help children express

and share heir feelings, similar to those that the character feels.

Love you forever begins when the mother had just had a new baby and she rocks

him back and forth singing: I’ll love you forever, I’ll like you for always, as long as I’m

living, my baby you’ll be. As this baby grew he ran around the house making a mess,

taking food out of the refrigerator, books off the shelves, and even flushed his mothers

watch down the toilet. But around bedtime, when the baby was eventually tired and

asleep, the mother would take him into her arms and sing to him. The little boy continued

to grow, and by the time he was 9 he never wanted to eat dinner at the table, take a bath,

and even said bad words. When it was bedtime, the mother would go into his room and if

he was asleep, she would take him into her arms, rock him, and sing him the same song.

Once he was a teenager he wore weird clothes and listened to odd music, but when he

was asleep his mother would hold him and sing, just as she always had. Eventually, the

mother got to old and singing and rocking became harder for her. The son was now the

one who sang and rocked his elderly, sick mother to sleep. The roles were then reversed.

The son had now become a father and carried on his mother’s tradition to his new family!

This book would help students lead naturally into reading. This is a story that

parents would share with their children as their “bedtime story.” Therefore, the setting of

this book is very appropriate since it predominantly takes place in the bedroom. It has

been proven that repetition help children generalize about speech and print. The adult

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reading this story could point to words, especially the repeated phrases, to show children

how to read from left to right and allowing the child to chime in and read words he or she

recognizes. The song in Love You Forever was written after Munsch and his wife born

two children who were dead. He said it was his song to his two babies. It was only a song

for a while until Munsch realized he could make a story around it. Since this book has so

much meaning behind it, Munsch shares with his readers something that was very

emotional and heart wrenching for him. Munsch’s regular publisher did not think that this

was an appropriate children’s book so he published this book with another publisher. A

short time after everyone was buying this book. Munsch thinks that this is his best book

because it has sold over 15,000,000 copies. This book differs from most of Munsch’s

books because it is so incredibly personal and shows a different side of him. Munsch adds

realism to this story by saying the boy is mischievous and the mother as loving. The

colored pencil illustrations are essential to the story because they add rich detail to the

mother and her son.

From Far Away is about a six-year-old girl named Askar and her family who left

Beirut in order to join their father who was living in Canada. They left Beirut because

there was a war going on there and the family was afraid. This book shows Askar’s

adjustment to North America. School is very difficult because she doesn’t speak English

and is not familiar with the rules. In the book she gets frightened by Halloween skeleton

and even pees on her teacher lap because she was so scared! Eventually Askar and her

family adjusted to their new lives in Canada. This story teaches students that being scared

is normal and overcoming fears is possible. The fact that this books it told in first person

makes it easier for students to relate to and understand Askar’s feelings. Literature is

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known to sometimes help students cope with fears because reading about characters that

have similar fears puts children at ease. Children will subconsciously be facing their fears

when they are able to read and speak about common fears mentioned in books without

being fearful. Books such as From Far Away are incredibly supportive of children

battling their fears. This is a difficult theme for this book to take on, however, the

message seems to be communicated very successfully.

The Paper Bag Princess is a fairytale that is by far original. Elizabeth is a princess

who lives inside the castle and always wears very fancy clothes. The Princess and Prince

Ronald are about to get married when a dragon brings down her castle, burns all of her

pretty clothes, and takes Ronald with him. The princess decided to dress herself in a

paper bag and go rescue her Prince Ronald. When Princess Elizabeth finally finds the

Prince he tells her that she is dirty, she smells funny, and her hair looks bad. He then tells

her to come back when she looks like a real princess. They do not end up happily ever

after but the Princess however, takes away from the typical princess stereotype. Munsch

uses very specific vocabulary to make this story come alive. For example he refers to the

prince as “Bum,” as a way to put him in his place. The princess is trying to explain that

you don’t always have to do what society expects of you.

This is one of the books that have broken away from sex-role stereotypes.

Children’s literature now includes females that are more active and competent and males

that are allowed to cry and be emotional. It is important that men and women are depicted

as being equal, sharing similar emotions, jobs, and lifestyles. The fact that after the price

told the princess to come back when “you are dressed as a real princess,” supports this

anti –sex-role expectations. The princess was not pleased with how the prince was not

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accepting of her therefore; they did not go through with the marriage. It was important for

Munsch to make this princess into a tough character because it proves to young children

that females have just as much strength and power as do males. The illustrations are very

simple in this story, watercolor and pen, reflecting the story line. Like all of Munsch’s

books, the facial expressions on the characters offer so much about their personality and

feelings to readers.

Most of Munsch’s books are those that are used in read-alouds, shared reading, or

acting out the story. Young children really enjoy humor when reading because verbal

humor of puns and riddles are valued. Children especially respond to exaggeration in

words or illustrations. They enjoy being told about pranks and jokes being played on

other characters because they feel as though they are in on the joke as well. Munsch’s

books are versatile because his characters are outgoing and funny, his language is

dramatic and exaggerated, stories are easy to relate to, and illustrations match and

compliment the narrative perfectly. Munsch makes sure that the plot, setting,

characterization, theme, and style in his books all blend together and compliment each

other. His books are great for children ages 3 to 7 because those students are able to

follow simply plots and are beginning to develop and understand what a story is all about.

Children at this age are at an important stage for language development and growth. They

are known to respond to rhythm and repetition in language, something Munsch does in all

six of these stories. Munsch’s books are representative of traditional literature because

they contain refrains. Refrains are great for children within this age group because it

encourages students to repeat the refrains, clap to the rhythm, and to participate more.

Munsch chose to vary his main characters in every book as a way to prevent females

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looking more powerful than males and vice versa. It is very important to show equal roles

of both sexes, especially to an audience of children as early as kindergarten. Literature

has a tremendous effect on the development of our imagination, which is why Munch’s

far-fetched and outrageous stories are pieces of literature that extend the imagination and

make up a great unit of study!!!

Biography

Robert Munsch was born in Pittsburgh, Pennsylvania in 1945 and grew up with 8

brother and sisters. When Munsch was in elementary school he barely passed. He

graduated from eighth grade without academic growth or success. It is evident school was

not Munsch’s “thing” because throughout these years he would spend his time writing all

types of poetry. High School was not much easier for Munsch. He had no friends and

therefore, read a lot of books that mad him decide on becoming a priest. While he was

studying to become a priest he would go to orphanages and worked in a daycare, where

he realized that that was what he wanted to do. He discovered in daycare that he had a

storytelling and writing talent. It was the only thing that would get all of the children’s

attention and keep them quiet. He read stories aloud to children for ten years until he

realized that he had a talent. Munsch’s wife’s boss over heard him telling one of his

stories aloud and was the one who convinced him to publish them. After this his

storytelling spread all over Canada but Munsch still visited daycares because he enjoyed

visiting and reading to them. In 1979 and 1980, Munsch’s wife delivered two stillborn

babies, which encouraged him to produce one of his best-known books, Love You

Forever. Munsch is known for his manic storytelling manner. He is also known to use

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exaggerated expressions and is great at acting out voices! He makes up his stories in front

of viewers and improves them through frequent telling. His stories do not have one single

main character. The characters are based on the children who he first told these stories to

and his three children. Munsch has written over 50 books and is known to be a bestselling

author in both the United States and Canada. There are still a number of unpublished

stories. Stephanie’s Ponytail, Purple, Green, and Yellow, I’m So Embarrassed, Love You

Forever, From Far Away, and The Paper Bag Princess are a few of my favorite childhood

books growing up, that I decided to include as part of this author study.

Activity 1 Title: Munsch’s Wacky Styles!Purpose: To identify common themes, styles, and language in Robert Munsch’s books. Content area: English Language ArtsMaterials:

From Far Away I’m So Embarrassed Stephanie’s Ponytail

Procedure:

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1. The teacher will call students to the meeting area with their reading notebook out.

2. Teacher will tell students to divide a page in their notebooks into 3 parts labeled; Themes – Styles – Language.

3. Teacher will explain that students are to take notes while reading each story and then make comparisons and place them under the appropriate category.

4. Teacher will reread From Far Away, I’m So Embarassed, and Stephanie’s Ponytail

5. Teacher will ask students to share their similarities amongst the three books.

6. Teacher will record responses on the class’ chart with the three sections labeled.

7. Teacher will call students back to their seats and encourage them to draw their favorite scene from one of the three books.

8. Students will include examples of a theme from the book, the style of the author and language he uses on their drawings.

Evaluation: Teacher will evaluate and assess their students understanding of the commonalities amongst three of Robert Munsch’s books by collecting the student’s writer’s notebooks and seeing what they each found after reading. Teacher will also assess every students drawing and examples of the themes, style, and language taken from the book they chose.

Activity 2 Title: Ten Important Sentences!Purpose: To sequence the most important events in I’m So Embarrassed by using ordinal numbersContent area: English Language ArtsMaterials:

I’m So Embarrassed Cut-outs of embarrassed smiley faces Markers

Procedure:9. Teacher will read aloud I’m So Embarrassed to the class.10. The teacher will re-read the book but this time by conducting a choral

reading.11. Teacher will then conduct a class discussion about the main sequence

of events in the story.12. After students have a general idea of the main sequence of events, they

are to list the events on their embarrassed smiley face using ordinal numbers, and then place them in sequential order.

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13. After the ten main sentences are copied onto ten faces, students will consult with one another to make sure their order of events is correct.

14. As a class, students will tape their smiley faces, in sequential order, on the board that will be checked by the teacher when completed.

Evaluation: Teacher will evaluate and assess their students understanding of sequencing of events and ordinal numbers by asking students, for homework, to list ten activities they do during their weekend and compare it to ten activities they do during the week, using ordinal numbers.

Culminating Activity:

The culminating activity for this author study will be called “Munsch’s

Fingerprints,” in which the students will express how they’ve mastered identifying

characteristics of Munsch’s writing, as well as the literary devices he most often utilizes.

The students will be encouraged to brainstorm a class list of these different

characteristics. Examples include using NNNNNOOOOOO, repetition of funny parts,

kids as characters, problems kids can relate to, using characters from other books in a

story, using onomatopoeia, and having the unexpected happen. The students will act as

“reading detectives” and choose 4 of these “fingerprints” to locate and support in the

books that they have read throughout the unit. They will record this information in large

precut fingerprints, to be posted on a class bulletin board. The students will come

together as a class to create the beautiful bulletin board, and have a party celebrating their

appreciation for Robert Munsch as an author and storyteller.

Lesson Plan 1Grade: 2nd Type of Setting: P.S. 76, The Bennington School, in a second grade classroom that consists of 29 students. Purpose: Students will demonstrate their understanding of sequencing and learn the meaning and definition of hyperbole and repetition.

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Vocabulary Termsa. sequencingb. hyperbolec. repetition

Skills: a. Students use prior knowledge of sequencing and are familiar with other

Robert Munsch books. Objectives:

a. Students will demonstrate their understanding of sequencingb. Students will learn the meaning of hyperbole and repetitionc. Students will be able to identify repeated and exaggerated phrases

Pre-Assessment:Students have read Robert Munsch before and are familiar with sequencing and repetition.Lesson Presentation:Set- Induction: The teacher will come into the classroom with a wacky hairstyle and hold a class discussion on different hairstyles for boys and girls. Procedure:

1. The teacher will read the book, Stephanie’s Ponytail, to the class.2. While reading, teacher and students will find examples of repeated and

exaggerated phrases.3. Teacher will play an audio recording of Munsch reading aloud Stephanie’s

Ponytail so that repetitions and exaggerations will be more easily identifiable for students.

4. Teacher will re-read Stephanie’s Ponytail and ask students to join in on the repeated and/or exaggerated phrases.

5. After completing the book, the teacher will hold a grand conversation with the class and will discuss what happened in the book and will then define sequencing, repetition, and hyperbole.

6. Students will be broken up into 3 groups and each group will be responsible for one of Stephanie’s 3 ponytail positions.

7. Teacher will give each group a head shape and removable ponytail.8. On the head, students are to write any repetitions or hyperboles that are mentioned

during the part of the book that corresponds with Stephanie’s type of ponytail.Closure: Students will volunteer to share their different ponytail positions, in the order that Stephanie has them in the story, and the repeated phrases and hyperboles their group found.

Material and Resources: Stephanie’s Ponytail Blackboard Chalk Head shape Removable ponytail Makers Crayons

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Scissors Glue

Follow-Up Activity: The teacher will explain to the students that it is okay Stephanie wanted to be different and that some of her classmates wanted to be like her. Teacher will ask student if there is a right or a wrong and when should we do what others do and should we not do what others do.

Evaluation/Assessment: The teacher will evaluate and assess the students on whether or not they were able to ask appropriate questions, if student was engaged in the lesson, and if the student could identify repetition and exaggeration in sequential order.

Differentiated Learning: The lesson is beneficial to all different types of learners. Visual learners will benefit from this lesson, because students are able to visually see different examples of repetition and exaggeration. Visual learners will also be able to identify the plot and sequencing of the story based on the position of Stephanie’s ponytail. Auditory learners will benefit from this lesson as well, because they are able to listen to the phrases and make connections to the text.

StandardsREADINGtandard 1: Students will read, write, listen, and speak for information and understanding.• Identify a conclusion that summarizes the main idea, with assistanceStandard 2: Students will read, write, listen, and speak for literary response and expression.• Engage in purposeful oral reading in small and large groups• Use previous reading and life experiences to understand literature, with assistance• Make predictions and draw conclusions and inferences about characters, with

assistance• Recognize the value of illustration in literary text• Use specific evidence from stories to describe characters and relateStandard 3: Students will read, write, listen, and speak for critical analysis and evaluation.• Evaluate the content by identifying, with assistance

- the author’s purposeStandard 4: Students will read, write, listen, and speak for social interaction.• Share reading experiences to build relationships with peers or adults; for example, read

together silently or aloud• Respect the age, gender, position, and cultural traditions of the writer• Recognize the types of language (e.g., formal and informal vocabulary) that are appropriate to social communicationWRITINGStandard 1: Students will read, write, listen, and speak for information and understanding.• Support explanations with evidence from text

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Standard 2: Students will read, write, listen, and speak for literary response and expression.• Create clear, well-organized responses to stories read or listened to, supporting

understanding of genres, characters, and events with details from the story, with assistance

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.• Analyze and evaluate the author’s use of plot and character in written and visual textLISTENINGStandard 1: Students will read, write, listen, and speak for information and understanding.• Acquire information and/or understand procedures• Identify essential details, with assistance• Determine a sequence of steps given, with assistance• Identify main ideas and supporting details, with assistance• Interpret information by drawing on prior knowledge and experience, with assistance• Collect information, with assistanceStandard 2: Students will read, write, listen, and speak for literary response and expression.• Identify elements of character, plot, and setting to understand the author’s message,

with assistance• Connect literary texts to previous life experiences to enhance understanding• Identify the author’s use of repetition and rhymeStandard 3: Students will read, write, listen, and speak for critical analysis and evaluation.• Evaluate the speaker’s style of delivery by using criteria such as volume and tone of

voiceSPEAKINGStandard 1: Students will read, write, listen, and speak for information and understanding.• State a main idea with supporting examples and details, with assistanceStandard 2: Students will read, write, listen, and speak for literary response and expression.• Describe charactersStandard 3: Students will read, write, listen, and speak for critical analysis and evaluation.• Explain the reasons for a character’s actions, considering the situation• Express an opinion or judgment about a character and plot in a variety of works, with

assistance• Discuss the impact of illustrations and titles in evaluating ideas, information, and

experiences

LESSON PLAN 2Grade: 2nd

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Type of Setting: P.S. 76, The Bennington School, in a second grade classroom that consists of 29 students. Purpose: Students will apply the idea of stereotyping and the role that they play in the stories, movies, and their everyday lives. Vocabulary Terms

a. Stereotypingb. Mediac. Brainstorming

Skills: a. Students can make text-to-self connections and understand gender roles.

Objectives:a. Students will understand that representations made by the media are not

always accurate.b. Students will understand the concept of stereotyping.c. Students will be able to identify their own perceptions of various stereotypes.

Pre-Assessment:Students have been introduced to stereotypes by brainstorming characters that they have met from fairy tales and Disney movies.

Lesson Presentation:Set- Induction: The teacher will ask students to brainstorm a list of character traits that describe males and females. Their responses will be recorded on a T-chart provided by the teacher. Procedure:

1. The teacher will define stereotyping to the class based on the traits they came up with.

2. Teacher will leave the definition visible during the entire lesson.3. The teacher will ask for examples from Disney movies and other popular

children’s books that do not fit into the typical stereotypical role. 4. The teacher will ask for students to keep the traits they came up with on the T-

chart in mind while reading The Paper Bag Princess, by Robert Munsch.5. The teacher will tell students they will be asked to compare the Princess and

Prince traits after the read aloud to the chart they constructed.6. While reading, teacher will exaggerate certain parts where stereotypes are not

“typical”7. After the read aloud teacher will ask students if the traits of the Princess and

Prince seemed matched what the media portrays them as. 8. Based on the students’ responses teacher will cross off the male and female traits

on the T-chart that contrast the male and female the just learned about in the story.9. Teacher will then reinforce that stereotyping is all around us based on the class’s

ideas and what the book explained.10. Teacher will ask questions such as:

a. How is Elizabeth different from the stereotype females that we talked about earlier?b. How is Prince Ronald different from the handsome princes in movies such as Snow White or Cinderella?c. Are The Paper Bag characters like anyone that you know? In what ways

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are they like real people?d. What do you think of these characters? Do you like them? Why?

11. Teacher will explain the activity that follows the read aloud.12. Teacher will tell students they are to make their own Paperbag Princess and

decorate their Princess based on how the story described her. 13. Teacher will tell students to write 5 words from the book that described the

Princess that contrast the stereotypical ideas/traits of a Princess on the Princess’ paper bag.

14. Teacher will call students back to their seats. 15. Teacher will hand out a paper princess, a brown paper bag that will resemble the

one from the story, markers, etc. 16. Teacher will ask students to be very creative. 17. Teacher will have students share their Paper Bag Princesses’ with the class and

the 5 traits they chose as well.Closure: Students will volunteer to share their Paper Bag Princesses’ with the class and the 5 traits they chose to describe her. Teacher will once again ask students to define stereotyping.

Material and Resources: The Paper Bag Princess Poster board Markers Princess cut out Paper bag dresses Scissors Glue

Follow-Up Activity:Teacher will explain that it is ok to cross over stereotypical lines because not everyone acts how society perceives them to. Teacher will explain that is doesn’t make an individual any less of a person if they do not fall into the typical male/female categories. Evaluation/Assessment:Teacher will ask students to free write what the feel about “stereotypes.” Do they think they are fair? Unfair? By doing so, teacher will assess their understanding of stereotyping and how the media affects it.Differentiation: This lesson will benefit many types of learners. It will allow those who are creative to express their artistic sides. It will allow those who are more intrapersonal learners to reflect on the lesson in their journals. It will allow those who are interpersonal to share ideas about stereotyping with their classmates and be able to hear their ideas as well. Auditory learners will benefit from the mini lesson, read aloud, and class discussion as well.

StandardsREADING

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Standard 1: Students will read, write, listen, and speak for information and understanding.• Relate data and facts from informational texts to prior information and experience,

with assistance• Compare and contrast information on one topic from two different sources, with

assistance• Use graphic organizers to record significant details from informational texts, with

assistanceStandard 2: Students will read, write, listen, and speak for literary response and expression.• Select literature on the basis of personal needs and interests from a variety of genres

and by different authors, with assistance• Engage in purposeful oral reading in small and large groups• Recognize differences among the genres of stories, poems, and plays, with assistance• Relate characters in literature to own lives, with assistance• Use previous reading and life experiences to understand literature, with assistanceStandard 3: Students will read, write, listen, and speak for critical analysis and evaluation.• Compare characters in literary worksStandard 4: Students will read, write, listen, and speak for social interaction.• Respect the age, gender, position, and cultural traditions of the writerWRITINGStandard 1: Students will read, write, listen, and speak for information and understanding.• Connect personal experiences to new information from school subject areas, with assistanceStandard 2: Students will read, write, listen, and speak for literary response and expression.• Use resources such as personal experiences to stimulate own writingStandard 3: Students will read, write, listen, and speak for critical analysis and evaluation.• Express opinions and make judgments that demonstrate a personal point of view, with

assistanceStandard 4: Students will read, write, listen, and speak for social interaction.• Respect the age, gender, social position, and cultural traditions of the recipientLISTENINGStandard 1: Students will read, write, listen, and speak for information and understanding.• Interpret information by drawing on prior knowledge and experience, with assistanceStandard 2: Students will read, write, listen, and speak for literary response and expression.• Use note taking and graphic organizers to record and organize information and ideas

recalled from stories read aloud, with assistanceStandard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

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• Form a personal opinion about the quality of texts read aloud, on the basis of criteria, such as characters and plot

Standard 4: Students will read, write, listen, and speak for social interaction.• Respect the age, gender, social position, and culture of the speakerSPEAKINGStandard 1: Students will read, write, listen, and speak for information and understanding.• Express an opinionStandard 2: Students will read, write, listen, and speak for literary response and expression.Standard 2: Students will read, write, listen, and speak for literary response and expression.• Compare literary texts and performances to personal experiences and prior knowledge, with assistanceStandard 3: Students will read, write, listen, and speak for critical analysis and evaluation.• Explain the reasons for a character’s actions, considering the situation• Express an opinion or judgment about a character and plot in a variety of works, with

assistance• Discuss the impact of illustrations and titles in evaluating ideas, information, and

experiences• Use personal experience and knowledge to analyze new ideasStandard 4: Students will read, write, listen, and speak for social interaction.• Respect the age, gender, social position, and cultural traditions of the listener when

speaking

LESSON PLAN 3Grade: 2nd Type of Setting: P.S. 76, The Bennington School, in a second grade classroom that consists of 29 students. Purpose: Students will identify the symbolism in the book and learn about different genres.Vocabulary Terms

a. Fictionb. Non-fictionc. Tall taled. Sequencee. Symbolismf. Exaggeration

Skills: a. Students can sequence events in a story.b. Students read with help from context clues.c. Students read to find the BIG ideas.

Objectives:

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a. Students will examine the difference between fiction, non-fiction, and Tall Tale.

b. Students will be able to explain the term “exaggeration.”c. Students will be able to identify and label events in sequential order.d. Students will be able to define the term “continuity”e. Students will be able to discuss the idea of unconditional lovef. Students will be able to examine symbolismg. Students will practice note-taking skills

Pre-Assessment:Students have been reading for meaning and looking for “BIG ideas.” They have been working on digging deeper into reading to find deeper meaning.

Lesson Presentation:Set- Induction: In a short paragraph have students explain the difference between “like” and “love.” Procedure:

1. Show the class the cover of Love You Forever by Robert Munsch and ask them what the picture has in common with the title.

2. Share the student answers to the Do Now and discuss the differences.3. Draw a chart on the board and ask the children to copy:

Baby Behavior

2 yr. Old Behavior

9 Yr. Old Behavior

Teenage Behavior

Adult Behavior

4. Teacher will ask the children to take notes in the chart while listening to the story. This chart will function as the summary of the story and show sequence.

5. Teacher will read aloud Love You Forever.6. Teacher will ask the students how they would classify the story - is it a non-

fiction, realistic fiction, Tall Tale (exaggeration)? 7. Teacher will ask: At what point in the story did the author change the genre from

realistic fiction to Tall Tale? 8. Teacher will ask: When does the story revert back to realistic fiction? Why does

the author blend the two genres? 9. Teacher will try to get the children to realize that the author's purpose is to show

that the mother would have liked to pick up her grown son but could not. 10. Teacher will explain what symbolism is.11. Teacher will then explain that this is the symbolism of her unconditional, eternal

love for her son.12. Ask the students why the author ends the story this way. Explain the word

“continuity” and show how it applies to the ending.

Closure: Ask the children to write a summary of this story based on the notes that they took (the chart). Teacher will have some students share their summaries. Follow-up: Have the students to write an essay explaining a tradition that has been passed along in his/her family. Encourage students to be creative with their projects

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because they will be displayed on the bulletin board.

Material and Resources: Love You Forever Reading Journals Pencils/Pens Markers/crayons Writers Notebooks

Evaluation/Assessment:Teacher will ask students to write about what they learned today. They are to include any text to self connections and use vocabulary learned in this lesson. Students will be assessed based on their understanding and connections made amongst the ideas raised during the lesson. Differentiation: For those students who struggle with writing will be encouraged to draw pictures that illustrates their understanding. They will also be given a copy of the book to refer to while writing about this lesson in their writer’s notebook. For enrichment students will be asked to choose another book from the same genre and write about symbolism in that book.

Standards:READINGStandard 1: Students will read, write, listen, and speak for information and understanding.• Recognize and use organizational features of texts, such as page numbers and chapter

headings/subheadings, to locate information, with assistance• Relate data and facts from informational texts to prior information and experience,

with assistance• Compare and contrast information on one topic from two different sources, with

assistance• Identify a conclusion that summarizes the main idea, with assistance• Use graphic organizers to record significant details from informational texts, with

assistanceStandard 2: Students will read, write, listen, and speak for literary response and expression.• Engage in purposeful oral reading in small and large groups• Recognize differences among the genres of stories, poems, and plays, with assistance• Relate characters in literature to own lives, with assistance• Explain the difference between fact and fiction, with assistance• Use specific evidence from stories to describe characters and relate sequences of

events, with assistance• Use knowledge of story structure and story elements to interpret stories, with

assistance• Use graphic organizers to record significant details to compare and contrast characters

and events in stories, with assistance

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• Summarize main ideas and supporting details from literary text, both orally and in writing, with assistance

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.• Evaluate the content by identifying, with assistance

- the author’s purpose- important and unimportant details- whether events, actions, characters, and/or setting are realistic

• Compare characters in literary worksStandard 4: Students will read, write, listen, and speak for social interaction.• Share reading experiences to build relationships with peers or adults; for example, read

together silently or aloudWRITINGStandard 1: Students will read, write, listen, and speak for information and

understanding• Take notes to record facts by following teacher directions, with assistance• State a main idea and support it with facts, with assistance• Use organizational patterns, such as time/order, for expository writing• Connect personal experiences to new information from school subject areas, with

assistanceStandard 3: Students will read, write, listen, and speak for critical analysis and evaluation.• Express opinions and make judgments that demonstrate a personal point of view, with

assistanceLISTENINGStandard 1: Students will read, write, listen, and speak for information and understanding.• Determine a sequence of steps given, with assistance• Identify main ideas and supporting details, with assistance• Interpret information by drawing on prior knowledge and experience, with assistanceStandard 2: Students will read, write, listen, and speak for literary response and expression.• Identify elements of character, plot, and setting to understand the author’s message,

with assistance• Identify the author’s use of repetition and rhyme• Use note taking and graphic organizers to record and organize information and ideas

recalled from stories read aloud, with assistanceSPEAKINGStandard 1: Students will read, write, listen, and speak for information and understanding.• Provide simple directions• Express an opinion• Ask questions• Summarize, with assistance• Provide a sequence of steps• Describe a problem and suggest a solution

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• State a main idea with supporting examples and details, with assistance

Favorite Quotes

Stephanie’s ponytail “It’s my ponytail and I like it!”

- This quote is repeated throughout the book and makes it clear that Stephanie likes being her own, unique individual. It also reinforces that it is ok to be different, the main theme of the book.

Purple, Green and Yellow “Super-indelible-never-comes-off-till-you're-dead-and-maybe-even-later coloring markers.”

- I love Robert Munsch’s outlandish use of language in all of his books. However, this quote might be the most bizarre, which is why it’s my favorite! It allows readers to sense the severity behind these markers

I’m So Embarrassed "Our moms snore like grizzly bears and blame it on our dads!"

- This quote is when the sons “turn the tables” on their mothers and embarrass them! This quote made me laugh out loud because the mothers finally felt how their sons did when they were embarrassed.

Love You Forever “I’ll love you forever, I’ll like you for always, as long as I’m living my baby you’ll be.”

- Robert Munsch is famous for this quote. This quote sends such a strong message that is carried through families. It is repeated at every stage of the boys life and he carries this tradition when he has his own family.

From Far Away “I didn’t know how to say I’m sorry but the big tear that ran out of my eye said it.”

- This quote explains the theme within this book. It explains the cultural struggle that the Canadian girl had to overcome after she came to America. I felt her uncomfortably through this quote, which was happily followed by her adjustment to a new culture.

The Paper Bag Princess "You smell like ashes, your hair is all tangled and you are wearing a dirty old paper bag. Come back when you are dressed like a real princess."

- I felt that this quote challenged the ideal image of a princess. It went against typical stereotypical female traits. I like how the princess wasn’t fazed by it and simply called off her engagement with the prince.

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AUTHOR STUDY RUBRIC

Satisfactory1

Good2

Very Good3

Excellent4

Score

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Understanding You understanding very few of the author’s styles and cannot identify main ideas.

You understand some of the author’s styles but struggle coming up with the main ideas.

You understand most of the author’s style and main idea from each book/lesson.

You understand all of the author’s style and main idea from each book/lesson and make many connections

Participation You have trouble staying involved in lessons and do not share ideas during lessons.

You are somewhat involved in lessons but rarely share your ideas during lessons.

You are involved in every lesson and often share your ideas during lessons.

You are actively engaged and enthusiastic in every lesson and always share ideas during each lesson.

Creativity Your creativity does not match correct understanding.

You have trouble demonstrating your understanding creatively.

You demonstrate understanding through creativity.

You fully demonstrate understanding through creativity.

Connections You struggle understanding and applying text-to-text, text-to-self, and text-to-world connections to books.

You make some text-to-text, text-to-self, and text-to-world connections to few books.

You make text-to-text, text-to-self, and text-to-world connections to most books.

You make text-to-text, text-to-self, and text-to-world connections to each book.

Works CitedMunsch, Robert. Stephanie’s Ponytail. Buffalo, NY: Annick Press Ltd., 1996. 24. Print.

Munsch, Robert. Purple, Green and Yellow. Toronto, CN: Annick Press Ltd., 1992. 32. Print.

Munsch, Robert. I’m So Embarrassed. New York, NY: Cartwheel Books., 2006. 32. Print.

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Munsch, Robert. Love You Forever. Ontario, CN: Firefly Books Ltd., 1986. 32. Print.

Munsch, Robert. From Far Away. Buffalo, NY: Annick Press Ltd., 1995. 24. Print.

Munsch, Robert. The Paper Bag Princess. Buffalo, NY: Annick Press Ltd., 1992. 32. Print.

Giorgis, Cyndi, and Joan I. Glazer. Literature for Young Children: Supporting Emergent Literacy, Ages 0-8. Boston: Allyn and Bacon/Pearson, 2009. Print.

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