KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: ___Lauren Chiarchiaro _________________________ Date:

___2/317____________________
Cooperating Teacher: __Mrs. Reidinger - Smith________________________________ Coop. Initials: ________________
Group Size: _____Whole/Small____________ Allotted Time: _____30 min______ Grade Level: _____3____________
Subject or Topic: ______Unit - Author Study_______________________________ Section: _____________________

STANDARD: (PA Common Core):

CC.1.3.3.G - Explain how specific aspects of a text's illustrations contribute to what is conveyed
by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

I. Performance Objectives (Learning Outcomes)

- The third-grade students will be able to analyze the relationship between author and illustrator by writing
a story then illustrating.

II. Instructional Materials

- The Moose Belongs to Me by Oliver Jeffers
- The Day the Crayons Came Home by Oliver Jeffers
- Story Worksheet
- Anchor Chart
- Oliver Jeffers Power Point

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
- Prerequisite Skills
- The third-grade students know how to behave and participate during a read aloud.
- The third-grade students know how to work and clean up when using art supplies.
- Key Vocabulary
- Author
- Illustrator
- Content
- In this lesson, the teacher will discuss the relationship between author and illustrator by creating
an anchor chart. The teacher will also discuss Oliver Jeffer's artistic inspirations and his process.
The students will then write their own story (at least four lines) based on a time they were proud of
themselves. Once they are finished, they will switch papers with a partner and illustrate the other
story. Finally, the students will present their story and illustrations to the class discussing how the
picture conveys the story.

IV. Implementation

A. Introduction
- The teacher will begin the lesson by making an anchor chart with the students.
- The teacher will discuss the relationship between the author and the illustrator.
- When the anchor chart is finished, the teacher will read The Moose Belongs to Me and The Day
the Crayons Came Home.

B. Development
- When one story is finished, the teacher will talk about how the illustrations supported the story.
- When both books are finished, the teacher and students will compare and contrast in a
discussion the illustrations in both books.
- The teacher will also introduce the students to Oliver Jeffers artists process in a power
point.
- The teacher will then explain the activity.
- "Now that we know the relationship between the author and illustrator and a little about
Oliver Jeffer's artistic processwe are going to write our own story. Once you finish
 your story, you will switch papers with a partner and they will illustrate what you have
written.
- While writing the prompt on the board, "I want you to write about a time in your life where you
were proud of yourself. For example, you were proud when you studied really hard and got a good
grade on a test or when you helped a friend."
- "You will have 10 minutes to write you story. Please write as much detail as you can in
your story, but you must write at least four sentences."
- "Once 10 minutes is up, you will switch your story with a partner and in the empty
space above the lines where you wrote your story, you will illustrate. You will also have
10 minutes to complete the drawing. You may even try to mirror Oliver Jeffers
illustrating style!"
- "Please make sure to write your name on the author line if you wrote the story and write
your name on the illustrator line if you drew the picture."
- The teacher will hand out the papers to the students allowing them to work.

C. Closure
- Once all students are finished, the teacher will ask volunteers to come up with their partner and
share their stories and illustrations with the class.

D. Accommodations / Differentiation -
- DM, AM and JC will have bullet points instead of lines for their story to help with organization.

E. Assessment/Evaluation plan
1. Formative
- The teacher will take anecdotal notes while students are working.
- They must describe the relationship between author and illustrator.
2. Summative
- There is no summative assessment for this lesson.

V. Reflective Response

A. Report of Students Performance in Terms of States Objectives (Reflection on students performance written
after lesson is taught, includes remediation for students who failed to meet acceptable level of achievement)

B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)

VI. Resources

Original