Understanding Author & Illustrator

Created by:

Andreana Nylander

Title/Role:

Kindergarten Teacher

Organization/School Name:

Children's House Montessori

Location:

South Dakota

Grade Level:

Type of Lesson:

Lesson in a unit

Type of Schedule:

Fixed

Collaboration Continuum:

Intensive

Content Area:

Language Arts

Content Topic:

Authors & Illustrators

Standards for the 21st-Century Learner

Skills Indicator(s):

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

1.1.2 Use prior and background knowledge as context for new learning.

Dispositions Indicator(s):

2.2.4 Demonstrate personal productivity by completing products to express learning.

3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.

Responsibilities Indicator(s):

2.3.1 Connect understanding to the real world.

Self-Assessment Strategies Indicator(s):

1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.

1.4.4 Seek appropriate help when it is needed.

4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed.

Scenario:

As a final project in a unit about authors and illustrators students will work with the classroom teacher and librarian to write and illustrate a book of their own. Students begin this lesson after having multiple encounters with hearing what an author/illustrator is from both the classroom teacher and librarian. They will have completed many tasks such as finding author and illustrator names on book covers and identifying each. They will then move into being an author/illustrator of their own book. This will require students to search their own topics and use resources available to them within the classroom and library with the support of the classroom teacher and librarian.

Overview:

Students will be able to identify and explain the job responsibilities of an author and an illustrator and to better connect with this concept, they will become an author/illustrator. Essential questions: What is an author? What is an illustrator? What relationship do an author and illustrator have? How do an author and illustrator affect one another? What type of job do you have in kindergarten that is affected by someone else’s work?

Final Product:

Students will create and present their own book using a media of their choice (computer, handwritten) and they will defend their choices.

Library Lesson:

These are the tasks/learning goals students will need to accomplish while in the library: What an author is; What an illustrator is; How an author and illustrator work together to tell a story; Where the names of the author and illustrator can be found on the cover of a book and on the inside of the book; How working together is so important when working towards the same goal

Estimated Lesson Time:

120 minutes

Assessment

Product:

Students will be assessed on the quality of their work through the use of a rubric which guided them in having a cover page with the author/illustrators name displayed correctly, at least 6 pages and pictures that can be defended to represent the words on each page. The students will also be assessed when they present their stories to the class by both teachers, separately. The teachers will be listening for specific phrases as to what an author does and what an illustrator does. The teachers will compare notes together once they have heard all the children read their stories aloud.

Process:

The teacher and librarian will conference with each student about the progress of their book at different times. They will be listening for the child to explain what an author does, what an illustrator does, how they work together, and what their reasoning was for presenting their book the way they did.

Student self-questioning:

Students will be asking themselves the following questions throughout the unit: Do I know what an author is? Do I know what an illustrator is? Am I following the directions of the assignment? I am doing my best work, or rushing through the get done? Am I able to defend the illustrations of my own book? Am I using the resources around me to help me complete this project? The teachers will be able to assess students by conferencing with them and asking them these same question at the time of presentation.

Instructional Plan

Resources students will use:

Dataset (ie. lists, tables, databases)

Still image (i.e.paintings, drawings, plans, and maps)

Physical Object

Resources instructor will use:

Laptop

White board

Smart board

Instruction/Activities

Direct instruction:

The teacher and librarian will work together ahead of time to select a few book examples. They will show students the different books and review what an author and illustrator do. Students will engage with a smartboard (if available) to decide if the text of a book and its illustrations support one another. They will discuss how important the author and illustrator's relationship is, and how they have to trust one another to be able to tell a story. They will then be introduced to the process of writing and illustrating their own books.

Modeling and guided practice:

The librarian and classroom teacher will help model and guide the students by assisting them while they brainstorm topics to write about. They will direct them to resources they might use in both the classroom and the library. They will also be sure to help students have a vision for their books, including illustrations, before they begin writing.

Independent practice:

Students will be meeting one on one with either the classroom teacher or the librarian to discuss their story along with explaining their ideas for their illustrations. They will show their rough drafts to the teachers and use what has been modeled to them in order to demonstrate learning. When students are ready to move onto their final draft, they will discuss with the teachers what their illustrators are going to be and this will give them practice defending their work.

Have you taught this lesson before:

Yes

Strategies for differentiation:

Some students are going to be much stronger writers than others, therefore each child needs to be pushed accordingly. The purpose is to have students fully understand what an author and illustrator do, how important their relationship is, and how kindergartners can build these same kind of important relationships in their own lives. Therefore, it is important that each child be allowed to work at their own pace and held to standards that are achievable for them.

AASL/Common Core State Standards Crosswalk

English Language Arts:

CC.K.W.1 » English Language Arts » Text Types and Purposes » 1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is ...). (K)

CC.K.W.2 » English Language Arts » Text Types and Purposes » 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K)

CC.K.W.3 » English Language Arts » Text Types and Purposes » 3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (K)

CC.K.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (K)

CC.K.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (K)

CC.K.SL.3 » English Language Arts » Comprehension and Collaboration » 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K)

CC.K.L.4 » English Language Arts » Vocabulary Acquisition and Use » 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. (K)

CC.K.R.I.4 » English Language Arts » Craft and Structure » 4. With prompting and support, ask and answer questions about unknown words in a text. (K)

CC.K.R.L.4 » English Language Arts » Craft and Structure » 4. Ask and answer questions about unknown words in a text. (K)