Locker Author unit plan

Doreen Cronin/Author StudyRachel Locker

Summer ‘08

Worms, Spiders and Flies, Oh My!

Introduction:

It was sort of an accident on how I became a fan of Doreen Cronin’s

books. I was browsing through the bookstore and my eyes caught a colorful

display that focused on, Duck for President. I opened the book and was intrigued

with the Cronin’s humorous take on animal’s ambitions. I bought the book and

kept my eyes open for more of Doreen’s stories of critter “go-getters.” A few

weeks later I was discussing this great new book I found with a friend, she

informed me that Doreen Cronin has actually written quite a few books including

the hilarious, Diary of a Worm. I could not believe it! I had heard that story

several times and was not aware that this was the same woman who wrote my

favorite new book! I then rushed home to do some research and found that The

Diary of a Worm was not the only book that Cronin had written about a creepy-

crawly; she had also written, Diary of a Spider and Diary of a Fly, as well! I could

not wait to get all three books and implement them into classroom lessons!

Worms, Spiders and Flies, Oh My! Will be a comprehensive unit plan that

will allow a classroom of fourth grade students have hands on experiences along

with learning the necessary skills to become narrative writers. This unit plan is

also appropriate for grade levels 3 through 5 and will take approximately one

week to complete.

Guiding Questions:

What is the author trying to express through the human-likeness of her

characters? What style of writing does the author use? How does perspective

shape the story?

About the Author:

Doreen Cronin

Doreen Cronin was born and raised in Merrick, Long Island New York. Her

family of a Mom, Dad, two brothers and a sister valued humor. Doreen claims

that she gets her sense of humor from her father who always seemed to have

something funny to say even in the worst of times. Cronin was also inspired to

follow in her father’s footsteps and become a Police officer. After she decided

that being a Police Officer was too dangerous for her, she decided to work in

publishing. A few years of working in publishing made her feel brave enough to

try to go to law school; but after her father passed away, she decided to put her

thoughts of law school aside. Doreen was very sad from the loss of her father. In

that time of depression, she found some divine inspiration to write her first book:

Click Clack Moo, Cows that Type. She said writing the book made her laugh, like

her father used to do. After writing that book, Cronin felt better and went to law

school. In the mean time at law school, her book was published and even won an

award! Since then, she is living in New York City with her husband and two

daughters and continues to write innovative and hilarious books for us all to

laugh along with.

For more information about the author see the following:

Doreen Cronin’s Official Website- www.DoreenCronin.com

Doreen Cronin Bio- www.simonsays.com/subs/pdfs/kids/Cronin.pdf

Book Sense- www.booksense.com/people/archive/c/croninlewin.jsp

Introductory Lesson Plan:

When students arrive in the morning they will each be seated at their

usual group tables. Each table will have a petry dish housing their new table

mascot, either a spider, fly, or worm. The class will be presented with bell work:

“Do Now: work as a group to observe, identify and then name the new guest at

your table.”

The class will then have a discussion on their feelings about these critters.

Key questions for discussion: What do you like about your new friend, what do

you not like, what frightens you, what do you think it does, where do they see this

critter in the wild? After the class discussion, each group will and then they will

each introduce their tiny guests to the class. After introductions, the class will

have a discussion on how they could find out more about their new friends

through literature. Make a list of all the different types of resources that could be

used to find out more about our new friends. Then ask students which resource

from our list could give us the most accurate first-hand perspective of what a day

in the life of our new friends is like, (diary). Explain to students that we were lucky

enough to have uncovered diaries of each of the species of new friends and that

we will start reading more about their daily life tomorrow. (Show students each

book to evoke excitement.)

Annotated Bibliography:

Click Clack, Moo Cows that Type

Click, Clack, Quackity-Quack

In this book, Cows can type and that causes a major dilemma for Farmer Brown. The Cows are leaving notes of demands and pretty soon the rest of the Farm starts to catch on and make demands on Farmer Brown, as well. Who could fix this problem that Farmer Brown is facing? It is up to Duck to solve the typewriting dilemma but he has some demands of his own before the problem can be solved.

This book is a great ABC book that has a great story attached. The Cows on Farmer Brown’s Farm are typing again and they have a note for Duck to show everyone. The note is read one letter at a time to reveal a funny message from the cows.

Giggle, Giggle, Quack

Click, Clack, Splish, Splash

Duck for President

Dooby Dooby Moo

It’s Farmer Brown’s motley crew up to mischief again. While Farmer Brown is on vacation and leaves his brother, Bob, in charge of the animals. With strict instructions to watch out specifically for Duck, being the most mischievous of all; Bob falls peril to the tricks of all the animals on the farm…especially Duck.

A book to practice counting can even carry yet another tale of Farmer Brown’s sneaky farm animals. While Farmer Brown is asleep, Duck plans a fishing trip for the rest of the farm animals. The book follows the animals, one by one, sneak past snoozing Farmer Brown.

Duck is tired of living and working on the farm. He has big dreams and plans to follow them. This book chronicles Duck’s rise to presidency and quick resignation. So maybe life on the farm wasn’t as bad as he thought.

Farmer Brown’s farm animals want to compete in a talent show in this story. First prize is a trampoline and everyone is prepared with a talent. All Duck can think about is that grand prize of a trampoline…not his talent.

Wiggle

Diary of a Worm

Diary of a Spider

Diary of a Fly

This is a new character from Doreen Cronin for a younger audience. Wiggle is a dog that promotes dancing! The rhymes invite the reader to come along and move with them to the story. This funny and rhythmic tale will sure to excite any toddler.

Ever wonder what a day would be like in the life of a worm? Well, if you read Cronin’s book of a diary of a worm you would find that it is kind of similar to one of that of a human’s. Of course there are some differences, like his head looks like his butt! This book is great to get children thinking about perspective and realize that these creepy-crawlies are kind of fun!

This diary of a spider reveals these scary creatures in a much more positive light along with explaining much of what they do out in the wild. This spider goes to Gym class, hangs out with his grandparents and even has a best friend who is a fly! Although he is scared of human and their big shoes, he still is trying to learn to be do normal things spiders do, like spinning webs and scaling walls.

Almost being swatted by humans is the least of this fly’s problems. She has 327 brothers and sisters that are driving her crazy! Luckily this Fly is friends with a Spider who keeps her sane. Even though life is tough for this Fly, she still has hopes to be a superhero and she’s not going to stop till she fulfills her dream. This book is great to inspire children; no matter what the odds may be, you should still do your best to follow your heart and fulfill your dreams.

Lesson Plans:

Lesson Plan 1-

1A. Sunshine State Standards:LA. 4.2.1.5 Respond to, discuss and react on various literature selections, connecting text to self, personal connection, text to world, social connection. SC.4.N.1.4 Attempt reasonable answers to scientific questions and cite evidence in support.

1B. Goal 3 Standards

1. Information Managers: Apply information Evaluate information

2. Objectives Students will:

Students will label the different parts of a spider, independently given 15 minutes during class (Knowledge)

Students will describe the spider in terms of personality, independently given 15 minutes of class time. (Comprehension)

Students will gain a humanistic perspective on creatures that are not human.

3. Assessment & Evaluation Initial Student will demonstrate prior knowledge during a class discussion of spider’s anatomy, what they do and what a spider might have to say if they met one, as an initial assessment. I will keep track of participation on a student checklist.

Informal Students will complete a “Who am I?” worksheet that will display their knowledge of was covered in the lesson.

FormalStudents will complete a culminating activity for the unit that requires making a diary in the same style of the author focused on in the unit. Students will be required to do research and apply the factual information in a creative, first-hand account from an animal of their choice.

4. Introduction to Lesson:“ Student’s who received a spider yesterday; would you please have one of your group member’s bring your new friend to the front of the

5. Materials Diary of a Spider, By Doreen

Cronin 25 “Who am I?” worksheets 5 boxes of crayons

room.” Wait for 2 groups to bring up their spider. “ Thank you. Ok now you are going to come up two groups at a time and take a good look at this spider. What does she look like? What is she doing? What could she be thinking?” Call groups up two at a time. “ Did you think about what she or he may be thinking? Okay well let’s learn more what spiders may be thinking about. We are going to read a Diary of a Spider!”

2 live spiders

6. Technology Integration: An overhead projector will be used to display worksheet.

7. Teacher Presentation or Facilitation: (includes reviews and practice) “ Student’s who received a spider yesterday; would you please have one

of your group member’s bring your new friend to the front of the room.” Wait for 2 groups to bring up their spider. “ Thank you. Ok now you are

going to come up two groups at a time and take a good look at this spider. What does she look like? What is she doing? What could she be thinking?”

Call groups up two at a time. Allow students to observe the spiders.“ Did you think about what she or he may be thinking?”(Allow students to discuss what they think the spider may be thinking and what they saw.)

“Okay well let’s learn more what spiders may be thinking about. We are going to read a Diary of a Spider!”

Read aloud of, Diary of a Spider. Discuss the story, the characters, were predictions accurate? Pass out “Who am I?” worksheets “ Okay class, now it is time to put your knowledge to good use. This spider

on the page does not know anything about itself! It has amnesia! Using the information that we just learned from a spider’s diary, write down what this spider does, sees, eats, and may act like on a daily basis. Good luck, Please use your crayons to give your spider some color to give him or her some personality!”

Walk around and check for accuracy of scientific truths. Pace the room observing for 15 minutes.

“Alright class, that’s all the time we have for giving this spider back his or her memory. Would any one like to share what their spider is like? (Allow 2 to 3 to share)

“Ok, please pass your spiders in. I will display them all later on a class web!”

“ In the Diary of a Spider, we learned about spider’s friend, Fly. Tomorrow we’ll be reading the Fly’s diary! Great job today class!

8. Differentiated Instruction

Student’s that may require some extra time can bring home their spiders to work on. Dictionaries will also be made available to ESOL students, along with more time to look at the storybook on their own. Reading this book connects to student’s interests and will meet the language learning principles because of the content. The content of the book being read informs students with real facts but also appeals in a fictional sense. Language learners will be inspired to read on.

Lesson Plan 2-

1A. Sunshine State Standards:

LA.4.4.1.1 Write narrative based on real or imagined ideas, events, or observations that include characters, settings, plots, sensory details, a logical series of events, and a context to enable the reader to imagine the world of the event or experience


2. Effective Communications:

Convey ideas and emotions.


Students will be able to analyze structure of first-hand perspective of text given 10 minutes of class discussion. (Analysis)

Students will be able to write a letter using knowledge of structure and content from text given 15 minutes of independent work. (Application)


3. Assessment & Evaluation:

Initial

A class discussion about writing in a first hand perspective will be conducted while I keep track of vocal participation. Students will be required to produce a list of possible forms of literature in first-hand perspective.

Informal Students will be required to produce a letter after reading text that will be evaluated on effort, creativity, and use of first hand perspective.


4. Introduction to Lesson:“Alright, it’s Fly’s turn to shine today. One person from each group, please bring up your Fly to the front of the class.” Allow groups to bring up their flies. “Alright, now I will call up your groups to get a good look at these flies.” Call groups up two at a time; allow five minutes for observation.

5. Materials

Diary of a Fly, by Doreen Cronin

6. Technology Integration: none

7. Teacher Presentation or Facilitation: (includes reviews and practice)

“Alright, it’s Fly’s turn to shine today. One person from each group, please bring up your Fly to the front of the class.” Allow groups to bring up their flies.

“Alright, now I will call up your groups to get a good look at these flies.” Call groups up two at a time; allow five minutes for observation.

“Now that we all have seen the flies and have become acquainted with them, lets talk more about the book we are about to read. The Diary of a Fly is written in what is called, First-hand perspective. First-hand perspective means that it is written from the Fly’s point of view. What other book that we recently read is written in first-hand perspective?” Allow students to answer (Diary of a Spider).

“So we know that diaries are obviously in a first hand perspective, but what other resources can we find that are written in first-hand perspectives? You will want to get out a piece of paper and write these down.” Allow students to discuss different forms of writing in first-hand perspective, check for understanding and participation using checklist.

“Great, you’ve all come up with some great uses of the first-hand perspective. Are you all ready to read this fly’s perspective through his diary? Alright then, lets get started.”

Read aloud of “Diary of a Fly” After reading, allow students to voice reactions to text.

“Now class, we’ve seen our flies in front of the class…do you think they could really write a diary?” Allow students to react. “ Well, a fly didn’t really write this book, and the spider didn’t really write her diary either. It was Doreen Cronin. You see it’s possible to write in a first-hand perspective even if it’s not really yours. The author took on the persona of a fly using her factual knowledge and created a story in the first hand perspective of a Fly with some wit and creativity.”

“You are all now going to do the same thing that this author did with the diaries. You are going to write a letter for the perspective of a Fly to a friend, Caterpillar from Catahoulah. You will use your observations of the fly, your newfound familiarity with the creature and your own creative knowledge. Write about one special day in the life of the Fly. You are the Fly, be the Fly…any questions? Alright then, please take out your writing notebooks and get started.”

Pace the room checking for understanding and answer any questions students may have. Allow students to get out of their seat and re-examine the fly if need be. Allow 15 minutes of writing time.

“Alright class, I need you to pass all your letters in. We will edit them after lunch. For tomorrow, we have our last little critter to examine, the worm!

8. Differentiated Instruction:

By giving students the chance to also write their thoughts during class discussion, I am allowing ESOL students and ESE students who may be hesitant to participate vocally the chance to still receive credit. ESOL and ESE students will be given the opportunity to re-examine the book after the read aloud for a deeper understanding.All students are using higher order thinking skills in terms of analyzing the language of the first-hand perspective and applying them to their own work.

Lesson Plan 3-


LA.4.3.3.2The student will include persuasive techniques


8. Cooperative Workers: Assume assigned roles in a

LA.B.2.2.5The student creates narratives in which ideas, details, and events are in logical order and relevant to the story line.

group Contribute to group goals Motivate and energize group


Students will work in groups to prepare a Public Service Announcement, during 20 minute of class time. (Synthesis)

Students will independently employ their content knowledge to group work time. (Application)


3. Assessment & Evaluation:

Initial Student’s content knowledge and group work will be observed and evaluated with a student checklist.

Informal Student will produce a PSA that will be evaluated for content knowledge, creativity and group effort according to a class rubric.


4. Introduction to Lesson:

“ Today, we are focusing on the Worm! I have worms for everyone today!” Bring plates of 2 to 3 worms to each table. “ Take the time to get acquainted with these new friends while I read us our last Diary. The Diary of a Worm”

5. Materials

Diary of a Worm, by Doreen Cronin Worms Microphone Stereo

6. Technology Integration: Microphone and Stereo

7. Teacher Presentation or Facilitation: “ Today, we are focusing on the Worm! I have worms for everyone today!”

Bring plates of 2 to 3 worms to each table. “ Take the time to get acquainted with these new friends while I read us

our last Diary. The Diary of a Worm” Read aloud of Diary of a Worm. Discuss story with class. “After reading all these diaries and actually having these creatures as

class pets, it’s hard to think that any one could not like them and even worse, hurt them!”

“It is now your job to work in groups to create a public service announcement to show the world, or at least our school, how cool these little creatures are!”

Count off by fives to create groups “Now that you have your groups, you must use your knowledge acquired

from the stories we’ve read about these creatures to persuade people to not fear our new friends. Let people know that they have family and friends just like us and hopes and dreams as well. You will have 20 minutes to work as a group to create a 30 second PSA. You will then present your PSA to the rest of the class. You can use visuals, you can take an excerpt from one of the diaries, just be creative and persuasive! You can all get started now.”

Walk around and observe student’s participation and content knowledge. Record on student checklist.

Answer questions. Ask questions of student’s work. “Time is up. It is now time to present your PSAs! I am so excited to see

what you all have come up with! Your group will come to the front of the room and use the microphone to perform your PSA. Group one, please come up to the front of the room, your first!”

Proceed with group 2,3, 4 and five. Keep track of student’s work with rubric.

“Great job class, I think you all have done a wonderful job presenting your knowledge to make others more aware of these creatures and how they have feelings too. I have some good news, if your group would like, I have asked our Principal if you perform at lunchtime for the rest of the school! It is completely up to your group if you would like to participate. Obviously, it would be for a good cause; treating all creatures with humanity!”

“After lunch, I will be explaining your final project for this unit. I know you are all excited to find out what it may be… Again, great job class! I am so proud of you all!”

8. Differentiated Instruction:

ESOL students will benefit from the group work and the help of their peers. All ESOL and ESE will have extra time with all three books to make connections with content and their PSA. Also, by doing the PSA students are able to express themselves even if they don’t use the spoken word. The content of this lesson relates to the language learning principles because I feel it appeals to student interest and higher order thinking skills. The creativity needed and the content use gives way to the higher order connections needed to give way to language learning principles.

Lesson Plan 4-


LA.A.2.2.5: Student reads and organizes information for a variety of purposes including making a report, conducting interviews, taking a test, and performing an authentic task.

1B. Goal 3 Standards1. Information managers:

Locate and collect information

Interpret and explain concepts and ideas

Apply information Evaluate

information2. ObjectivesStudents will:

Student will independently demonstrate their researching skills by collecting data about the author, Doreen Cronin, given 20 minutes of computer time. (Application & Synthesis)

Students will independently write an informative expository paragraph about Doreen Cronin during 15 minutes of class time. (Application)

3. Assessment & EvaluationInitialStudent prior work from the unit will be evaluated and prove that students are ready to move on.

Informal

Students will produce a short expository paragraph about the author of the three books read in the unit that will be evaluated on content. (See class rubric)

Formal

Students will complete a culminating activity for the unit that requires making a diary in the same style of the author focused on in the unit. Students will be required to do research and apply the factual information in a creative, first-hand account from an animal of their choice.

4. Introduction to Lesson:“Computer time! I know how much you all love visiting the computer lab, so today we will be spending some time working on the computers with a mission in mind. I will explain more once we get down there. Lets line up”

5. Materials

Access to 25 computers

6. Technology Integration

Students will be using computers to do research on an author.

7. Teacher Presentation or Facilitation: (includes reviews and practice)

“Computer time! I know how much you all love visiting the computer lab, so today we will be spending some time working on the computers with a mission in mind. I will explain more once we get down there. Lets line up”

Lead students to computer lab and wait till they are all seated independently at a computer.

“ As you all know from our discussion yesterday, our final project requires some research. Today we are going to be practicing our research skills. Although for your project, you will all be researching different animals; today, you will all be researching one author: the author of the three books we have just read, Doreen Cronin. You all will be using the internet today to find out more about Doreen Cronin. It is your job to use the search engine to find information about this author and weed out what is important and what isn’t; just like you will be doing for your final project.”

“Does everyone remember how to use the search engine?” Allow students to raise their hands to answer, call on a student who has not participated much in the past lessons.

“Yes, key words. Key words will help you find what you are looking for; like Doreen Cronin, or Cronin Bio. It is up to you to use the information you find about this author to write me a short paragraph. In this paragraph you will need at least 5 facts about Doreen Cronin’s life along with three other

books she has written. You will have twenty minutes for research, so you should get started…now.”

Pass out pencils and paper for students to write down their information, urge them to use it!

Walk around and assist students, monitor use of computers and internet. Give 10, 5 and 2-minute warnings. “Alright, now let’s head back to the room to have a quick discussion about

Doreen Cronin and write our paragraphs. Lead students back to the room, wait for them to take their seats. “Alright, now what did you learn about this fabulous author?” Go around

the room asking students at random. “Well, it seems that we’ve learned a lot about the author of those great

books we’ve just read, remember I will be collecting your paragraph about Cronin to make sure your researching skills are up to par for your final project; so make sure you use all the information you’ve learned and present it in a clear an organized manner. Alright, get started.”

Students will use the remaining class time before lunch to work on their paragraph; once they are done they will hand in their work. Students who finish early will be advised to silently read one of the other books by Cronin that have been taken from the library.

Differentiated Instruction

ESOL students will be provided with a dictionary throughout the lesson and a paraprofessional will aid students in the computer lab. ESE students will also be aided by a paraprofessional and both ESOL and ESE students will be given extra time in the lab and on their paragraph if need be. Gifted students will have the option of writing two paragraphs, the second focusing on other literature by the author.

Culminating Activity:

Students will be asked to create a diary similar to the three they have read

in class. After studying the style of writing and understanding the concept of

writing from a first-hand perspective of another being; students will be asked to

choose an animal they fear and write a diary from their perspective. It will be

required that factual information be incorporated to the diary along with a work-

cited page. The point of this activity is to familiarize students with different

creatures along with practicing their narrative writing in a perspective other than

their own. Students will have two weeks to complete this assignment and it is

required to be at least 8 pages with illustrations. Student’s work will be evaluated

for content, creativity, and effort/creativity according to a 3-point rubric.

Class Rubric

Class

Rubric

1 2 3

Legibility Student’s work is

neat and easily

readable.

Student’s work is

somewhat neat and

easily readable.

Student’s work is not

neat and difficult to

read.

Content Student’s work is

full of factual

information that is

relevant to the

subject.

Student’s work is

somewhat full of

factual information

that is relevant to the

subject.

Student’s work

contains little to none

factual information

that is relevant to the

subject

Creativity Student’s work Student’s work shows Student’s work shows

shows effort and

thought.

somewhat of an effort

and some thought.

little effort and little

thought.

Participation Checklist

Intro

Lesson

Lesson

1

Lesson

2

Lesson

3

Lesson

4

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

Student 19

Student 20

Student 21

Student 22

Student 23

Student 24

Student 25

Work-cited:

“Bloom’s Taxonomy” Retrieved June 7, 2008

http://www.officeport.com/edu/blooms.htm

“Doreen Cronin” Retrieved June 1, 2008

www.DoreenCronin.com

“Rubric” Retrieved June 17,2008

www.rubistar.com

FEAPs Reflection:

Creating a complete unit plan was a large undertaking. As I prepare

to become a teacher, assignments such as the Author Unit Plan, are

designed to strengthen my skills as an educator. I believe that the

completion of this assignment given in my Children’s Literature course has

improved my skills so much that I have accomplished some of the Florida

Educator’s Accomplished Practices.

I believe that by creating the unit plan, I have accomplished the

FEAP of Continuous Improvement. I have used my own prior knowledge

along with information I have picked up along the way of this assignment

to create three, full comprehensive lesson plans. I have also reflected on

my work several times. My goal is to make my unit plan as professional,

effective and accurate as possible. I will constantly be revising and

improving my work so that it can be the best it can be; thus meeting the

Florida Practice of Continuous Improvement.

The second practice I believe that I have accomplished is Critical

Thinking. Whether it be from my future students or from myself, I am

always promoting the process of critical thinking. My lesson plan provides

numerous opportunities for students to be critical thinkers. Promoting

higher order thinking is essential for connections to be made. In my lesson

plan, I used every moment possible in my unit plan to pose questions,

provide information, and present dilemmas that would spark critical

thinking. I definitely see why this practice is so important to accomplish

and that is why I insured the completion of it throughout the process of this

assignment.

Lastly, I believe that this assignment has aided my skills in the

practice of Knowledge of Subject Matter. Of course, it is essential to know

what you are teaching; but this assignment made me go dig deeper than I

have before. I had to learn background information and strategies that I

had never really had to implement before. I also learned about ten great

books that I could use in several different ways in the future. This

assignment was really beneficial in requiring me to keep up to date on

literature and how to integrate it into the classroom, all allowing me to

complete this Florida Practice for Educators.

Although I still have a way to go, I believe that this assignment has

furthered my development as a future Florida Educator. What makes this

assignment so unique compared to others in the past is that it required

more research, creativity and to complete a unit from beginning to end.

This assignment may have been a lot of hard work, but it was well worth

what I have gained from it. Now, I am one unit closer to becoming an

effective Florida teacher!

Documents

Locker Author unit plan