Author Study P. Polacco

Painting Friendship and Family Traditions

Author Study Portraying Patricia Polacco

By Joy Hoffmann

Children’s Literature

July 2012

3rd Grade

“Honey is sweet, “and so is knowledge, but knowledge is like the bee that made that sweet honey, you have to chase it through the pages of a book.” (Taken from Thank you, Mr. Falker and The Bee Tree)--- Patricia Polacco

Author study portraying Patricia Polacco Hoffmann

Introduction

Before beginning my Author Study on Patricia Polacco I had only read 2 of her books,

Thank you, Mr. Falker and My Rotten Redheaded Older Brother. I felt I could relate to both

books, helping struggling readers in the classroom and having a rotten older brother I felt a

kinship. When I did some research and learned Patricia grew up with her grandparents on a

farm I was hooked, as I spent a good portion of my childhood with my grandparents along with

my mom and dad. I believe strong family ties are priceless. It is the best gift anyone can receive.

I have many family stories to tell; knowing Patricia Polacco started her writing career at age 41 it

proves it is never too late, maybe even for me!

Guiding Questions

What factors influence and inspire the authors writing style.

What are some similarities amongst the books the author has written?

How does the authors own life shape what she writes?

How can we apply what we read into our own lives?

About the Author

Author, illustrator, storyteller, and historian, of Russian, Ukrainian, and Irish decent; these

are some words that describe Patricia Polacco. Born in Michigan on July 11, 1944 Patricia grew

up in a divorced family; which in that era was rare. She lived on a farm with her mother, brother

and grandparents; who were prolific storytellers, a gift Patricia acquired listening to them weave

magical tales, not really knowing if all were true. She quotes, “this was the most magical time of

my life.” At the age 5 when her grandmother died, Patricia and her family moved to a diverse

neighborhood in Oakland California.

Patricia grew-up having difficulty reading and was unfortunately teased by her classmates.

It wasn’t until the age of 14 that Patricia learned she had dyslexia. With the help of a wonderful

teacher; who she wrote the book Thank you, Mr. Falker, she was able to read and write as well

as her classmates. Patricia Polacco studied at Ohio State University where she majored in Fine

Arts and received her PhD. in Art History specializing in Russian and Greek painting.

At the age of 41 Patricia Polacco started writing her first children’s book and to date has

written and illustrated over 49 stories. Patricia has received over 75 awards and honors for her

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writing and illustrations including the Authors Hall of Fame, Parents Choice Honors, The

Children’s Literature and Social Responsibility Award, and the Golden Kite Award.

Patricia is also a philanthropist and devotes her talents to inner city projects that promote

peaceful resolutions of conflicts and encourages art and literacy programs. For more information

you can visit her website at http://www.patriciapolacco.com/ .

Annotated Bibliography

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Pink and Say (1994)

Pink and Say is a wonderful Historical fiction book that breathes life into the Civil War. The story begins with a wounded 15 year old soldier left for dead, until he is found by Pinkus Aylee, a black slave fighting for the Union. The two become friends and teach each other lessons of courage, bravery, and friendship. This book teaches the harsh reality of war in a way children can understand. Say passes on the story of his Hero Pink to his children and grandchild. The story is re-told by the author Say is her great-great grandfather. I would envision a lesson on the Civil War and heroism would be two great lessons that could be taught from this book. Students could also write an obituary for one of the characters.

When Lightning Comes in a Jar (2002)

A family reunion! Trisha can hardly wait for the fun to begin; her whole family is coming to visit. There is always, food, fun and games, storytelling and this year her grandma promised something new, lightning in a jar. This will become a new tradition to pass on to future generations to come. This is a great book to share and explain family traditions.

Thank you, Mr. Falker (1998)

Trisha is excited to start school; she will finally learn to read! But reading is harder than she thought and doesn’t come easy. Trisha struggles with reading and math, letters, words, and numbers are all jumbled. Trisha is teased by her classmates and called stupid; she starts to believe it until a special teacher helps her to become a great reader. This is a true story of how Patricia Polacco struggled through reading. Character lessons about friendship and bullying are two stand oute from this book.

http://www.patriciapolacco.com/


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My Rotten Redheaded Older Brother (1994)

If you are a little sister, you might be able to relate to this book. There is nothing worse than having an older brother that can do everything better than you can and letting you know it; from running the fastest, climbing the highest, and spitting the farthest. But when Patricia wishes upon a star she is sure to do something better than her brother. She finds out how lucky she is to have a rotten redheaded older brother.

The Bee Tree (1993)

The Bee Tree is a fun story that brings the whole neighborhood together to chase a bee in search of its honey tree. Mary Ellen’s grandfather teachers her in a unique way that reading a book can be just as fun and exciting as the great bee chase. “Honey is sweet, “and so is knowledge, but knowledge is like the bee that made that sweet honey, you have to chase it through the pages of a book.”

The Butterfly (2000)

The Butterfly is a historical fiction book that is set during WWII near Paris France. Monique thinks she sees a ghost in her room when it is actually a girl her age hidden in the basement with her family from the Nazis’ because they are Jewish. The two girls become friends and secretly meet each night until they are discovered and the families are forced to flee in fear the Nazis’ learn their secret. This is a touching story that the author retells about her own family heritage; a tribute to her Aunt Marcel and Cousin Monique.


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Christmas Tapestry (2002)

Jonathon Jefferson Weeks wasn’t pleased when his family moved from their home in Tennessee to Detroit Michigan. His father was a pastor and was called to rejuvenate a rundown church. Just when things started looking up, a massive snowstorm struck days before Christmas and caused a large gaping hole in the church wall, would service be canceled? Jonathon and his father went into town; through chance circumstances they find a beautiful tapestry to cover the wall. Just as the tapestry is woven together, the story weaves a heartfelt tale of faith, perseverance, and love. Through a series of coincidences the Weeks family ends up being a part of a true Christmas miracle, reuniting a husband and wife separated by the reality of World War II.

The Graves Family (2003)

When a unique family moves into the neighborhoods creepiest, and spookiest house that is painted blood red the neighbors aren’t very accepting. Only Sarah and Seth are willing to get to know the neighbors and help them make friends. The inside of the house is filled with spiders, bats, and dead plants. All seems doomed for the Graves Family until the arrival of Christopher Joel, who is judging the Best Decorated House Award. A few great science lessons about bats, spiders, and the Venus fly trap are ways to integrate this book into a lesson. Creating a menu that Mrs. Graves might have if she opened a restaurant would be a fun writing lesson that would heighten the imagination juices of every students!


Introductory Lesson Day 1

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Aunt Chip and the Great Triple Dam Affair (1994)

Television takes over the town of Triple Creek and everyone uses books in a new way; plug holes, fix leaky roofs, prop up buildings and shore up the dam. Townsfolk watch TV 24 hours a day; it’s even how school is taught. Everyone has forgotten how to read. The only one who is upset is Eli’s Aunt Chip; the town thinks she is crazy! Aunt Chip and the Great Triple Creek Dam Affair is an amusing story that gives insight to the future if we become too dependent on Television.

Some Birthday! (1991)

Have you ever thought your birthday would be forgotten? Trisha is spending her birthday with her dad, brother, cousin, and grandparents. Dad suggests going on a trip to one of the scariest places, the Clay Pit Bottoms where a monster lives, not even mentioning her birthday! She can’t believe everyone has forgotten. Some Birthday turns out to be a very memorable birthday not only to Trisha but the whole family.

http://www.goodreads.com/book/photo/443629.The_Graves_Family


To begin the Patricia Polacco author study I will pose the question to the table groups,

“What do you think an Author Study is?” Each group will work together to come up with ideas of

an Author Study. I will display various books written by Patricia Polacco. While each group

spokesperson shares their thoughts I will write the ideas on chart paper. After each group

shares I will give them the premise of the Author Study and compare thoughts. I will give some

background knowledge of the Authors life and show part of this YouTube video clip

http://www.youtube.com/watch?v=II8Qq_QYT9Y&feature=related from reading rockets. Next I

will pass out her books to the table groups. Each group will be asked to do a 5 minute picture

walk through their book and share with the class what they have learned from just looking at the

pictures: characters, theme, setting and other thoughts about the book. I will show Jane

Kaczmarek reading Thank you, Mr. Falker. http://www.youtube.com/watch?v=abN2aP_Dzd0

Last I will discuss the upcoming lessons we will complete over the week studying the works of

Patricia Polacco and read the first 2 books; Some Birthday and Aunt Chip and The Great Triple

Creek Dam Affair. Each day we will create a chart for each book read that includes the

characters, setting, problem, what attempts were made to solve the problem ,was and how the

problem was solved and the theme of each book. We will keep your thoughts and predictions

during your group picture walk in an Author Study folder to compare after each book is read.

1A. Sunshine State Standards:

LA.3.4.2.4: The student will write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations)

LA.3.1.7.1: The student will identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make and confirm predictions, and establish a purpose for reading.

1B. Goal 3 Standards

Standard 1 – Information Managers: Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for the enjoyment.

Standard 4- Creative and Critical Thinkers: Florida students use creative thinking skills to generate new ideas, make the best decision, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.

Standard 5- Responsible Workers: Florida students display responsibility, self-esteem, sociability, self-management,

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3rd Grade Patricia Polacco Author Study Day 2 Thank-you/Friendly Feel- good Letters

http://www.youtube.com/watch?v=abN2aP_Dzd0

http://www.youtube.com/watch?v=II8Qq_QYT9Y&feature=related


integrity, and honesty.

Standard 10 - Multiculturally Sensitive CitizensFlorida students appreciate their own culture and the cultures of others, understand the concerns and perspectives of members of other ethnic and gender groups, reject the stereotyping of themselves and others, and seek out and utilize the views of persons from diverse ethnic, social, and educational backgrounds while completing individually and group projects.

2. Objectives (behavior, content, condition and criteria)

Students will demonstrate the ability to complete and analysis the story structure/comparison chart with 90% accuracy

Students will communicate clearly in a written form conveying thoughts and feelings to another individual with 85% accuracy.

3. Assessment & Evaluation (related to language needs and its impact on academic performance)

Initial: Students will be working in table groups during the picture walk and be initially assessed for participation and understanding.

Informal: Students will complete the story structure / comparison chart and share in the class discussion their findings. Students will be observed sharing their feelings and ideas about the books.

Formal: Students will complete a choice assignment; Thank-you or friendly letter to someone who helped them in their life or an upbeat friendly letter to a coach, substitute teacher, non-friend, or the elderly. Student will be assessed according to the rubric they are provided.

Introduction to Lesson:

As in the in the introductory lesson we will read 2 more Patricia Polacco books and complete a chart for each book. We will discuss how they are relevant to our lives. We will review the book Thank-you Mr. Falkner read by Jane Kaczmarek. We will write a letter to someone in your life that has made an impact or helped you out OR write a friendly letter to brighten someone’s day. Discuss having the power to change someone’s life with words, for the good or bad. Just as this summer we saw boys make the wrong choice and bully a bus attendant they can make a change with their words in an apology letter.

Materials Comparison chart Thank you, Mr. Falker My Rotten Redheaded Older Brother Pink and Say Paper Pencils Letter rubric

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6. Technology Integration

Document camera

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

1. Read the next 2 books My Rotten Redheaded Brother and Pink and Say. While reading, do a think aloud, asking think aloud questions about the book. These two books are from different times in history, one present day and the other during the Civil War. How are things different today? Do you think Pink would be treated the same way today as he was in the 1860’s?

2. Students will take out their structure and comparison charts out of their folders and complete chart in table groups, just as in the previous day. Teacher will float around room checking for understanding, answering questions, and guiding those in need.

3. After students have completed their charts, the Doc camera will be used to fill in another chart using student’s ideas in a whole group discussion. Students will share their thoughts about the book and compare and contrast books, guided by the teacher. Questions, ideas and explanations are encouraged at this time. Identify ways characters are helpful and ways they are not?

4. Review Thank you, Mr. Falker and its theme. Ask: Did anyone ever so something to help you with something difficult? Like Mr. Falker did for Trisha, help her learn to read when she was struggling. Or do you know someone who needs cheering up; someone who was bullied like Tricia, a soldier like Pink who is a hero, or an elderly person who doesn’t have a family?

5. You are going to choose to write a thank you letter or a friendly letter to someone in your life that has helped you or a cheer up letter to someone who you know or might not know like a soldier, someone you see at lunch that sits alone or someone in a nursing home.

6. First, I will model writing a Thank you letter.

A. Your address/ school address in the upper right hand corner with the date right below

B. Greeting ( Hi Mr. Bus Driver, or Dear Mrs. Harris,)

C. The body of your letter will include what you want to thank the person for, how this has helped you, and how it made you feel.

D. Closing Sincerely,

Mrs. Hoffmann (Your Name)

7. Understand your words are powerful, they can make someone’s day good or bad. Your actions and words impact your family, friends, and others around you. Turn them into something great!

8. Decide what letter you what to write and who you would like to write it too. More Examples: substitute teacher, coach, the elderly, past teachers, someone who was bullied, custodian, or a neighbor.

9. Students will begin to write and teacher will pull small group of students that are struggling to the back table to guide.

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8. Differentiated Instruction (ESOL - Special Education - Diverse Learners)

Students will work in small Kagen groups pairing high with low on story chart.

My lower level students will work at the back table in a small group with the teacher for extra help organizing their letter.

Lesson clearly links ELL’s past learning and new concepts using a structure chart.

Plenty of time for clarification during grand discussion.

Provide oral and visual cues during the lesson



LA.3.2.1.5: The student will respond to, discuss, and reflect on various literary selections (e.g., poetry, prose, fiction, nonfiction), connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts)

LA.3.3.1.2: The student will prewrite by determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece

LA.3.4.1.1: The student will write narratives based on real or imagined events or observations that include characters, setting, plot, sensory details, and a logical sequence of events


Standard 1 - Information ManagersFlorida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.Standard 4- Creative and Critical Thinkers: Florida students use creative thinking skills to generate new ideas, make the best decision, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.


Students will demonstrate the ability to complete and analysis the story structure/comparison chart with 90% accuracy

Students will evaluate their own life to create a story snap shot that others will enjoy Students will demonstrate the components or a good story. ( Characters, setting, plot, problem/resolution

and apply a life lesson as in Patricia Polacco books with 85% accuracy

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3rd Grade Patricia Polacco Author Study Day 3 Story Snapshot



Initial: Students will complete the story structure / comparison chart and share in the class discussion their findings. Students will be observed sharing their feelings and ideas about the books.

Informal: After viewing the modeling of a friendly letter students will be assessed informally their capabilities or brainstorming and correctly applying the graphic web organizer to initialize the thought process.

Formal: Students will write a snapshot narrative story about an event in their life such as in P. Polacco’s The Bee Tree, and Lightning in a Jar. Students are required to stay on topic and include characters, setting, plot, and logical sequence. Students will be assessed according to the rubric provided.

4. Introduction to Lesson:

Once again we will be reading 2 more books from Mrs. Polacco’s collection and completing our comparison chart. Think of an event that happened in your life such as the reunion in Lightning in a Jar, or the chase of the bee in The Bee Tree. Think about the components of a good story; things that you can relate to or have firsthand knowledge of. Think about a lesson learned from your event that may teach someone else a lesson.

5. Materials

Comparison chart The Bee Tree Lightning in a Jar Story web organizer rubric Paper Pencil Colored Pencils for illustrations

6. Technology Integration Smart board, Document camera

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1. Read the next 2 books Lightning in a Jar and The Bee Tree. While reading, do a think aloud, asking think aloud questions about the book.


3. After students have completed their charts, the Doc camera will be used to fill in another chart using student’s ideas in a whole group discussion. Students will share their thoughts about the book and compare and contrast books, guided by the teacher. Questions, ideas and explanations are encouraged at this time. Where does P.Polacco get her ideas for her books? How does Grandpa help Mary Ellen understand that reading is important?

4. Ask: Think about 1 event in your life that was fun, exiting, special, or just memorable to you. We are going to write a snapshot story of an event in your life like Mary Ellen in the Bee Tree chasing the bee to find the honey tree, or the reunion in Lightning in a Jar, or competing with an older brother in My Rotten Redheaded Older Brother (which I can relate too). Can anyone think of another event in a story we read?

5. Model the snapshot story staring with a story web. Let’s think of an event that happened here at school. Students will come up with ideas as a group, guided b the teacher. The teacher will fill in the story web organizer of setting, characters, and problem, prompted by student’s ideas.

6. After web is complete teacher will model the writing of the story, modeling how to use the web as a guide. Remember to incorporate a life lesson in your story such as if you lie all the time, the story will reflect no one woll believe you if you tell the truth.

7. Students will write and illustrate their own story using the story web as an organizational tool.

8. Teacher will gage who needs extra help and bring those students to the back table.

9. As students finish teacher will be available to check for errors and make suggestions for correction. Students will create a final copy with an illustration.

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Students will work in small Kagen groups pairing high with low on story chart.

My lower level students will work at the back table in a small group with the teacher for extra help organizing their letter.

Lesson clearly links ELL’s past learning and new concepts using a structure chart.

Plenty of time for clarification during grand discussion.

Visuals and Modeling are provided through out the lesson.

Story web aides in the organization of thoughts and ideas.



LA.3.1.7.2: The student will identify the author's purpose (e.g., to inform, entertain, or explain) in text and how an author's perspective influences text

LA.3.1.7.7: The student will compare and contrast elements, settings, characters, and problems in two texts

LA.3.2.1.4: The student will identify an authors theme, and use details from the text to explain how the author developed that theme

LA.3.6.4.1: The student will use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, websites); The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes.


Standard 1 - Information ManagersFlorida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.Standard 2 - Effective CommunicatorsFlorida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs.


Standard 5- Responsible Workers: Florida students display responsibility, self-esteem, sociability, self-management, integrity, and honesty.

Standard 8 - Cooperative WorkersFlorida students work cooperatively to successfully complete a project or activity.

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3rd Grade Patricia Polacco Author Study Day 4 /5 Photo Story 3 2 day lesson


Standard 9 - Effective LeadersFlorida students establish credibility with their colleagues through competence and integrity and help their peers achieve their goals by communicating their feelings and ideas to justify or successfully negotiate a position which advances goal attainment.


Students will demonstrate the ability to complete and analysis the story structure/comparison chart with 100% accuracy.

Students will be able to identify and evaluate the Authors purpose, characters, theme, setting, and plot while comparing and contrasting two texts from the Patricia Polacco Collection with 85% accuracy.

Students will work cooperatively in groups of two using technology to enhance their understanding and learning.


Initial: Students have had previous experience with photo story 3 but pairing a strong tech student with a less experienced one is critical for a productive learning outcome. Students will be observed on their pre writing and picture selection skills that are to be used in their recording for their photo story.

Informal: Students will be assessed through guided instruction as needed making sure students include Author’s Purpose, characters, setting, plot and theme; using their structure chart to complete task.

Formal: Students will be assessed on working cooperatively and based upon the completion of their photo stories. A rubric will be provided at the beginning of the lesson of all expectations and an explanation of the requirements.

Student unable to master photo story will create and be assessed upon a compare/contrast photo book with writing authors purpose, writing, style, theme, etc…4. Introduction to Lesson:

Once again we will be reading 2 more books from Mrs. Polacco’s collection and completing our comparison chart. After we complete our charts we will have 9 books to compare and contrast. We will be taking a trip to the computer lab to create our photo story 3 activities. We can search pictures in books through a variety of websites such as Amazon and Barnes and Noble. I will pair you in groups of two to complete this project.

5. Materials

Comparison Chart The Butterfly Christmas Tapestry Computer Rubric and check list Windows Photo story 3 program Scanner Microphones Mobil laptops for culminating activity day

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6. Technology Integration Computers, Windows photo story 3, scanner, microphone, document camera, lap

tops for culminating activity


1. Read the next 2 books The Butterfly and Christmas Tapestry. While reading, do a think aloud, asking think aloud questions about the book.


3. After students have completed their charts, the Doc camera will be used to fill in another chart using student’s ideas in a whole group discussion. Students will share their thoughts about the book and compare and contrast books, guided by the teacher. Questions, ideas and explanations are encouraged at this time. Students should be very familiar with this process at this time.

4. Remind students of the previous photo story 3 project and review the steps to create. We will be creating another photo story using our story chart to help us tell about 2 of her stories we read. Included in the photo story will be the Authors Purpose, a summary of the stories, the setting, plot, what elements are necessary to make a great story, and how has the author influenced your writing. A rubric will be provided along with a check of list in case you can’t remember all the information that should be included in your photo story.

5. Students will be working in groups of two to create the photo story, finding pictures an line or scanning pages from the book. Teacher will show students that on Amazon they have books that include some text and pictures. Students can use these in incorporate into their photo story. A parent volunteer will also be on hand to help students scan pages.

6. Students will have to create a dialogue and use the check list as a guide to incorporate into their photo story. Students can choose to do an entire book themselves or both can talk in both books but the dialogue must be written cooperatively. One student will not write dialogue for one book while the other does the other book. This is a group project.

7. If students don’t finish story they will save their work in a folder to complete during centers or during our Smorgasbord Day.

8. Teacher and volunteer will guide students through the photo stories process.

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Students will work in small Kagen cooperative learning groups pairing high with low on story chart

Ell students may choose to complete their photo story in their native language.

Students are encouraged to relate the books to their life in the photo story making relevant text connections.

Repeat and summarize all important points and ask students to repeat information.



LA.3.3.5.3: The student will share the writing with the intended audience.

LA.3.5.2.2: The student will plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion.


Standard 1 - Information ManagersFlorida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.Standard 2 - Effective CommunicatorsFlorida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs.


Standard 6 - Resource ManagersFlorida students will appropriately allocate time, money, materials, and other resources.

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3rd Grade Patricia Polacco Author Study Day 6 Family Poster Activity



Students will demonstrate the ability to complete and analysis the story structure/comparison chart with 100% accuracy.

Students will analyze their family survey to complete their poster using the pictures and information provided, including all information; pictures and text, with 90% accuracy.

Students will present family poster during the Polacco Party using proper voice and eye contact with the audience.


Initial: Students will demonstrate the ability to complete and analysis the story structure/comparison chart with 100% accuracy

Informal: Students will read their family survey and be informally assessed completing an initial lay out for their family poster including pictures and text.

Formal: Students will be assessed during their presentation on neatness of poster, proper voice and eye contact during presentation.

4. Introduction to Lesson:

This is our last day to complete our comparison chart reading The Graves Family. We will start our family posters using the surveys that you and your families completed. If you have pictures, stickers to use that are great, if not I have magazines and stickers to use. Because P.Polacco used families as her main source of information and inspiration we will be creating a poster of traditions, events, and activities in your own life to share with the class.

5. Materials

Comparison Chart The Graves Family Completed Family Survey along with pictures from

families Stickers Magazines Colored Pencils/Markers Poster board Scissors Glue Construction paper

6. Technology Integration Document Camera

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1. Read the last book The Graves Family. While reading, do a think aloud, asking think aloud questions about the book.

2. Students will take out their structure and comparison charts out of their folders and complete chart in table groups, just as in the previous days. Teacher will float around room checking for understanding, answering questions, and guiding those in need.

3. After students have completed their charts, the Doc camera will be used to fill in another chart using student’s ideas in a whole group discussion. Students will share their thoughts about the book and compare and contrast books, guided by the teacher. Questions, ideas and explanations are encouraged at this time.

4. We will now be using the family surveys to create our Family Poster Activity. I have an example that showcases my family and traditions, activities, and books.

5. I will pass out your supplies provided by your families and you are welcome to use any of the supplies I have available, stickers, construction paper for a background for your pictures, markers, colored pencils, and magazines.

6. Make sure you include text along with your pictures explaining each event or activity. Include names as if they were characters in your story. Layout your pictures and text before gluing, you want everything to fit neatly on the poster. Be Creative! You will be sharing your project with the class and others.


Students will work in small Kagen cooperative learning groups pairing high with low on story chart

Students that are hands on learners will be able to explore their creativity creating their poster.

Visuals and modeling are provided

Break down information into smaller steps or key components and monitor the students comprehension as lesson is presented.

Culminating Activity Day 7

Culminating Activity

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Day 7: Smorgasbord Day, completing all projects for tomorrow’s celebration. Once complete students may choose other books from the Patricia Polacco collection and complete a summary of the book, compare and contrast to other books we have read. Other books on hand include: Thundercake, The Keeping Quilt, The Lemonade Club, Mrs. Katz and Tush, I Can Hear the Sun, My Ol’ Man, and The Graves Family Goes Camping. They also can take an AR test on these books.

An informal assessment will be given this day in the form of an exit slip:

1. Which book by Patricia Polacco did you enjoy the most and why?2. What is the inspiration for her writing?3. What character did you think was most like you?4. Describe how you could use one of her life lessons in your life?5. Rate the Author study: Circle one

I enjoyed it a lot and would like to do another one It was OK but would rather not do anotherDidn’t like it at all


Patricia Polacco Party! Day 8

The culminating activity will include Mrs. Hoffmann’s 3rd grade class, invited guests: Families,

friends, principle, assistant principals, and our buddy readers from Mrs. W’s Kindergarten Class.

Students will share their photo story 3 and snapshot stories in small groups stationed around

the room. Students will talk to visitors about Patricia Polacco’s books; how family and traditions

are incorporated in her stories, what influences her writing, how our actions and words impact

our friends and families life, good or bad, and how they can apply it to life. Visitors can meander

though each exhibit asking questions of the Patricia Polacco experts. It’s their time to show what

they know. Then the class will feast on some of the foods from Patricia Polacco’s books, such

as; jello, biscuits and honey, tea and favorite foods of students supplied by their families. When

everyone has their snack students will present their family poster to the group.

Works Cited

Polacco, Patricia. "Transcript from an interview with." Reading Rockets. Web. 18 June 2012.

http://www.readingrockets.org/books/interviews/polacco/transcript/

"Utah Education Network." 2004. Web. 29 June 2012. http://www.uen.org

Polacco, Partricia http://www.patriciapolacco.com/

http://rubistar.4teachers.org/index.php

Reflection

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http://rubistar.4teachers.org/index.php

http://www.patriciapolacco.com/

http://www.uen.org/

http://www.readingrockets.org/books/interviews/polacco/transcript/


Within this author study the main FEAPS standards I implemented were planning, human

development a safe and cooperative learning environment, and communication. I feel planning

and reflection is critical in the implementation of any lesson. I underestimated the time and

effort that went into the planning of this lesson. Many hours of research had to be completed

before starting to plan lessons. Prior knowledge of the material was essential to be able to teach

students about the works of Patricia Polacco just as engaging prior knowledge into student’s

lessons.

Recognizing the human development and learning styles of my student’s plays an important

role in making the lessons comprehensible to all students. I wanted to incorporate lessons that

were unique, exiting and touched upon different styles of learning. I felt the Photo story 3 tapped

into the child that had a linguistic style. The whole group activities presented on the document

camera works well for auditory and visual learners. Working on individual writing is conducive to

the intrapersonal learners, while interpersonal learners work well during the cooperative group

work such as the story structure chart. I felt the family poster activity played to the strengths of

the kinestic learners. Incorporating the story structure chart, the web organizer and teacher

facilitated small group instruction is helpful to all students but is very beneficial to lower level

learners.

Within a positive learning environment students are welcomed to asked questions and

contribute during grand discussions about Patricia Polacco writing style, themes and how her

books can relate to their own lives. Students are able to share and talk about information

communicating in small groups prior to the whole group discussion. During whole group all

students will feel comfortable sharing information as they have collaborated with classmates

and will be well informed with information to share.

Communication with families via the family survey letter brings parents and caregivers the

opportunity to be a part of their child’s education. Open communication between teacher and

parent establishes a foundation that shows the child their education is important and sets the

example; “We are all in this together.” Immediate feedback during the writing process; thank you

letter and snapshot story, provides opportunity for students to receive constructive feedback on

their individual work. It also provides me with the opportunity to gage whether I need to revisit or

re-teach certain writing skills.

I felt the culminating activity; The Patricia Polacco Party was a great way to showcase all of

the student’s activities and projects. It is their opportunity to show what they know. Teaching

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skills they learned is a higher order skill; being able to analyze, evaluate, and communicate the

information to others is essential. It is also a great way for me as a teacher to assess their

knowledge of the topic. I also wanted to bring the lesson to a close revisiting all these essential

question discussed in the introductory lesson. I hope as a teacher I will be able to implement

this author study to my class.

Appendices

Family Letter

Dear Families,

This coming week we will be studying the works of Patricia Polacco. Her books richly integrate family and friends through traditions, events, and hardships. We will be discussing how family activities and traditions help strengthen our relationships with each other and how they can affect how we grow and learn. Please help your child complete this family survey by November 9th. Your child will use this survey to complete a family poster to share with the class. You can include family pictures and stickers that correspond to events and family traditions, as these will enhance your child’s poster.

We will be having our Patricia Polacco Party on Tuesday November 20th at 1:30pm. Our class would welcome your company as we share our activities, projects and Patricia Polacco stories with you. Feel free to bring in a favorite food your family enjoys to the party. We will be serving; jello, biscuits, honey, and tea, all part of Patricia Polacco’s traditions.

Family Survey

1. Describe your favorite place to go as a family. For example; “We go to Grandma’s every Sunday.” Or “We go to the Everblades games and we wear our sports gear.”

2. What is your favorite family meal? It can be a tradition, holiday, or just every Sunday we have pasta, garlic bread, and a salad.

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3. What is your favorite book to read as a family? Example; “My family reads My Daddy and Me by Jerry Spinelli every Father’s Day.”

4. Describe your favorite weekend activity as a family. Example; “We go bowling every Saturday morning.” Or “We watch a movie a home and make popcorn every Friday night.”

5. Describe 2 family traditions. It can be a holiday, vacation, or something you do together as a family regularly.

6. Do you have a family motto? If you do we would like to hear about it. My family has 2mottos; always tell the truth and treat others how you would like to be treated.

Thank you for taking the time to help your child complete this survey. Hope to see you Tuesday November 20th for our Patricia Polacco Party!

Sincerely,

Mrs. Hoffmann

Story Structure Chart

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Title Theme Characters Setting Summary Problem Solution

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Story Web Graphic Organizer

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Letter-Writing: Thank you/Friendly letter rubric

Teacher Name: Mrs. Hoffmann

Student Name: ________________________________________

CATEGORY 4 3 2 1

Salutation and Closing

Salutation and closing have no errors in capitalization and punctuation.

Salutation and closing have 1-2 errors in capitalization and punctuation.

Salutation and closing have 3 or more errors in capitalization and punctuation.

Salutation and/or closing are missing.

Grammar & spelling (conventions)

Writer makes no errors in grammar or spelling.

Writer makes 1-2 errors in grammar and/or spelling.

Writer makes 3-4 errors in grammar and/or spelling

Writer makes more than 4 errors in grammar and/or spelling.

Ideas Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about.

Ideas were expressed in a pretty clear manner, but the organization could have been better.

Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about.

The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about.

Capitalization and Punctuation

Writer makes no errors in capitalization and punctuation.

Writer makes 1-2 errors in capitalization and punctuation.

Writer makes 3-4 errors in capitalization and punctuation.

Writer makes more than 4 errors in capitalization and punctuation.

Content Accuracy

The letter contains at least 5 accurate facts about the topic.

The letter contains 3-4 accurate facts about the topic.

The letter contains 1-2 accurate facts about the topic.

The letter contains no accurate facts about the topic.

Story Writing: Snapshot Story rubric

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Student Name: ________________________________________

CATEGORY 4 3 2 1

Organization The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.

The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.

The story is a little hard to follow. The transitions are sometimes not clear.

Ideas and scenes seem to be randomly arranged.

Spelling and Punctuation

There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.

There is one spelling or punctuation error in the final draft.

There are 2-3 spelling and punctuation errors in the final draft.

The final draft has more than 3 spelling and punctuation errors.

Characters The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately.

The main characters are named and described. Most readers would have some idea of what the characters looked like.

The main characters are named. The reader knows very little about the characters.

It is hard to tell who the main characters are.

Setting Many vivid, descriptive words are used to tell when and where the story took place.

Some vivid, descriptive words are used to tell the audience when and where the story took place.

The reader can figure out when and where the story took place, but the author didn’t\'t supply much detail.

The reader has trouble figuring out when and where the story took place.

Problem/Conflict It is very easy for the reader to understand the problem the main

It is fairly easy for the reader to understand the problem the main

It is fairly easy for the reader to understand the problem the main

It is not clear what problem the main characters face.

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characters face and why it is a problem.

characters face and why it is a problem.

characters face but it is not clear why it is a problem.

Solution/Resolution The solution to the character\'s problem is easy to understand, and is logical. There are no loose ends.

The solution to the character\'s problem is easy to understand, and is somewhat logical.

The solution to the character\'s problem is a little hard to understand.

No solution is attempted or it is impossible to understand.

Illustrations Original illustrations are detailed, attractive, creative and relate to the text on the page.

Original illustrations are somewhat detailed, attractive, and relate to the text on the page.

Original illustrations relate to the text on the page.

Illustrations are not present OR they are not original

Patricia Polacco Photo Story


Student Name: ________________________________________

CATEGORY 4 3 2 1

Voice - Consistency

Voice quality is clear and consistently audible throughout the presentation.

Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation.

Voice quality is clear and consistently audible through some (70-84%)of the presentation.

Voice quality needs more attention.

Images Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors.

Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors.

An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical.

Little or no attempt to use images to create an appropriate atmosphere/tone.

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Uses Complete Sentences

Always (99-100% of time) speaks in complete sentences.

Mostly (80-98%) speaks in complete sentences.

Sometimes (70-80%) speaks in complete sentences.

Rarely speaks in complete sentences.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Content Shows a full understanding of the topic. Comparing and contrasting stories, states theme, authors purpose, characters, setting, and plot

Shows a good understanding of the topic. Comparing and contrasting stories, states theme, authors purpose, characters, setting, and plot

Shows a good understanding of parts of the topic, only including 4 of the following; Comparing and contrasting stories, states theme, authors purpose, characters, setting, and plot

Does not seem to understand the topic very well including less than 4 of the following; Comparing and contrasting stories, states theme, authors purpose, characters, setting, and plot

Family Poster


Student Name: ________________________________________

CATEGORY 4 3 2 1

Quality of Construction

The poster shows considerable attention to construction. The items are neatly trimmed. All items are carefully and securely attached to the backing. There

The poster shows attention to construction. The items are neatly trimmed. All items are carefully and securely attached to the backing. A few barely noticeable

The poster shows some attention to construction. Most items are neatly trimmed. All items are securely attached to the backing. A few barely noticeable stray

The poster was put together sloppily. Items appear to be just \"slapped on\". Pieces may be loose or hanging over the edges. Smudges, stains, rips, uneven edges, and/or stray

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are no stray marks, smudges or glue stains. Nothing is hanging over the edges.

stray marks, smudges or glue stains are present. Nothing is hanging over the edges.

marks, smudges or glue stains are present. Nothing is hanging over the edges.

marks are evident.

Creativity Several of the graphics or objects used in the collage reflect an exceptional degree of student creativity in their creation and/or display

One or two of the graphics or objects used in the collage reflect student creativity in their creation and/or display.

One or two graphics or objects were made or customized by the student, but the ideas were typical rather than creative (.e.g, apply the emboss filter to a drawing in Photoshop).

The student did not make or customize any of the items on the collage.

Attention to Theme

The student gives a reasonable explanation of how every item in the poster is related to the assigned theme. For most items, the relationship is clear without explanation.

The student gives a reasonable explanation of how most items in the poster are related to the assigned theme. For many of the items, the relationship is clear without explanation.

The student gives a fairly reasonable explanation of how most items in the poster are related to the assigned theme.

The student\'s explanations are weak and illustrate difficulty understanding how to relate items to the assigned theme.

Time and Effort Class time was used wisely. Much time and effort went into the planning and design of the collage. It is clear the student worked at home as well as at school.

Class time was used wisely. Student could have put in more time and effort at home.

Class time was not always used wisely, but student did do some additional work at home.

Class time was not used wisely and the student put in no additional effort.

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Documents

Author Study P. Polacco