patnode author study unit

8/14/2019 Patnode Author Study Unit

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Frog in My Throat, Toad in My Heart!Author Study Arnold Lobel

INTRODUCTION

My name is James Patnode and I chose to do my author study on Arnold Lobel. His

writing struck me as easy to read, yet cognitively bound to the reader. His stories come

with a moral, without imposing a right or wrong judgment. His characters deal with

decisions and conditions that can be found throughout childhood, not just primary

grades. Arnolds writing focuses on building character in its readers and I would use that

in a first or second grade classroom. The study I have developed would take about a

week, but my culminating activity will have affects on students far beyond one week.

ABOUT THE AUTHOR:

Arnold Lobel was born in Schenectady, New York where he was raised by his

grandparents. Arnold had no siblings and was very sick during his childhood and

missed a great deal of school up until second grade. He developed a passion for

drawing while sick at home and became quite good. During second grade he found his

talent as artist could be used to make friends and he did. Showing classmates his

illustrations and telling stories became a way for Mr. Lobel to connect with the people

around him. Lucky for us his passion did not die. His health improved in high school and

after graduation he went on to attend Pratt Institute of Art in Brooklyn where he met his

wife Anita. After Arnold graduated from Pratt he worked as an advertising illustrator, but

did not find fulfillment in that career so he became a freelance artist. Soon hebegan

writing and illustrating his own work that lead him to creating Frog and Toad are

Friends, a Caldecott Honor winner in 1970 and he also won a NewberyAward for Frog


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and Toad Together in 1972. Outside of Frog and Toad, Arnold won a Caldecott Medal

for Fables in 1980.

Arnold left us nearly a hundred books before he passed away in 1987 from

cardiac arrest. Arnold once said, "I know how to draw pictures. With writing, I don't really

know what I'm doing. It's very intuitive." In fact he was known to create the drawing first,

as this helped him find inspiration for the words. His illustrative youth was developed in

sickness and isolation and his fantastic stories of personal strength and fortitude were in

no doubt a product of his childhood. He expressed the joys of friendship with Frog and

Toad and in turn gave the childrens literary world a brilliant foundation to work from.

Arnold did not write from the Dolch List, but rather his experiences. His writing is the

epitome of adjustable, whether you want to simply read a wonderfully illustrated book

to young children that are sure to keep their attention or you want to delve into the

deeper moral code of his stories the choice is yours. Either way the stories are timeless

and effective.

For further information about the author see the following websites:

Educational Paperback Association, EPA Top 100 Author Biographies,http://www.edupaperback.org/showauth.cfm?authid=242

Emints National Center, Author Study: Arnold Lobel,http://www.emints.org/ethemes/resources/S00001652.shtml

Parents Choice, Arnold Lobel Biography,http://www.parentschoice.org/article.cfm?art_id=35&the_page=editorials

ANNOTATED BIBLIOGRAPHY

Quick note, I chose all of these books for primarily the same reason, they easily attach

to the soul and the mind.
http://www.edupaperback.org/showauth.cfm?authid=242http://www.emints.org/ethemes/resources/S00001652.shtmlhttp://www.parentschoice.org/article.cfm?art_id=35&the_page=editorialshttp://www.parentschoice.org/article.cfm?art_id=35&the_page=editorialshttp://www.emints.org/ethemes/resources/S00001652.shtmlhttp://www.edupaperback.org/showauth.cfm?authid=242


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Frog and Toad Togethercontains five short stories that deal with variousprincipals of life. The first story, A List, would be an excellent way tointroduce sequencing. I chose this book because it is the cornerstone ofhis work.

Frog and Toad All Yearcontains 5 short stories about the earths seasons.I chose this book because it would be a great way to introduce seasonsand the events that occur during them.

Days with Frog and Toadcontains five short stories that deal with variousprincipals of life. I chose this book because I am a big fan of the way heshows young children how to make wiser decisions without it seemingunnatural.

Small Pigis about a woman who cleans her pigs pen and the pig is veryunhappy with being clean so he runs away to find another home. I chosethis book because it contains a great message; dont try to changezebras stripes.

A Treeful of Pigsis about a farmer who keeps putting off taking careof his pigs. I chose this book because of its great message, lazybones make lies run wild.

Mouse Talescontains seven short stories told by a Papa Mouse to hisseven sons as they get ready for bed. I chose this book because as a


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male teacher it demonstrates the kind of care I hope to represent. Plus, the mouselooks like Arnold Lobel.

Mouse Soupcontains four short stories that comprise to make one bigone. The stories are told by a mouse to a cat that is getting ready to makesoup out of him. This book is very clever and the illustrations arewonderful. This book is an excellent way to teach children aboutsequencing.

Uncle Elephantis a story about a boy who loses his parents and stays with

his uncle for a while. The story is broken down into nine short stories andeach includes their own message. I chose this book because the elephantsmokes cigars. No, again Arnold delivers the types of lessons in life thatchildren can relate to.

Owl at Homecontains five short stories about lifes challenges. I chose thisbook because the main character is very self centered and teacheschildren self reliance and how sometimes we create our own problems.

Grasshopper on the Roadcontains six short stories that make up one bigone. The story is about a grasshopper who decides he wants to take anadventure and runs into some of lifes challenges on the way. I like thisbook because the high character of the grasshopper is evident as hedeals with the encounters on the road.

Ming Lo Moves a Mountainis a story about a man who lives under amountain with his wife but doesnt like the problems that come with itso he tries to move the mountain; the moral is sometimes we needto change. I chose this book because it was recommended by awebsite and turned out to be very good and the illustrations arebeautiful.


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Fablestell exactly what it says, twenty short fables with an explanation oftheir meaning at the end of each one. This is Arnold Lobel in a nut shell, Ihave a story, I have beautiful illustrations, but most of all I have a lessonfor you.

GUIDING QUESTIONS:

What types of characters did Arnold Lobel use to create his stories?

What happened in Arnold Lobels life that led him into writing and illustrating?

What gave Arnold Lobel inspiration to write a story?

OBJECTIVES:

#1) After reading Arnold Lobels biography, which I will write in the students language,

they will create an Arnold Lobel Fly Facts center board. Fly Facts will be cut outs of flies

with truths about Arnold Lobels life written on them. Frogs love flies and it symbolizes

we love Arnold Lobel and everything he has to offer.

#2) Focus on how Arnold Lobels illness led him into drawing and storytelling in his

young life, students will create two illustrations and tell 2 stories that match their

pictures.

#3) Focusing on Arnold Lobels inspiration coming from his illustration students will

have the opportunity to choose from three images created by Arnold Lobel from the

book Fables, then they write their own story they feel matches the picture.

Sunshine State Standards:

Creation and Communication: The student creates and communicates a range ofsubject matter, symbols, and ideas using knowledge of structures and functionsof visual arts. (VA.B.1.1)1. knows how subject matter, symbols, and ideas are used to communicate meaning inworks of art.


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4. uses the elements of art and the principles of design to effectively communicateideas.

Reading Comprehension Standard: The student uses a variety of strategies tocomprehend grade level text.

LA.1.1.7.8 - identify the authors purpose in text and ask clarifying questions (e.g., why,how) if meaning is unclear; andLA.1.1.7.9 - self monitor comprehension and reread when necessary.

Creative Standard: The student develops and demonstrates creative writing.LA.1.4.1.1 - write narratives that include a main idea based on real or imagined events,characters, and a sequence of events.

Listening and Speaking Standard: The student effectively applies listening andspeaking strategies.LA.1.5.2.5 - communicate effectively when relating experiences and retelling stories

read and heard

Activity #1 Fly Facts About Arnold Lobel

1A. Sunshine State Standards:Creation and Communication: The studentcreates and communicates a range ofsubject matter, symbols, and ideas using

knowledge of structures and functions ofvisual arts. (VA.B.1.1)4. uses the elements of art and the principlesof design to effectively communicate ideas

1B. Goal 3 StandardsEffective Communicators02 Florida studentscommunicate in English and

other languages usinginformation, concepts, prose,symbols, reports, audio andvideo recordings, speeches,graphic displays, and computer-based programs.

Critical and Creative Thinkers04 Florida students use creativethinking skills to generate newideas, make the best decision,recognize and solve problems

through reasoning, interpretsymbolic data, and developefficient techniques for lifelonglearning.


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2. ObjectivesStudents will:

Identify facts about Arnold Lobel after reading his biography.

Create a concept map and center board to organize facts.

3. Assessment & Evaluationa. Initial

How many of you know the author Arnold Lobel? Who has heard of Frog and Toad?

b. Informal

After reading his biography what can you tell me about him? Do any of you have anything in common with him?

c. Formal

Students will individually create concept map, evaluation will be doneagainst the biography making sure they have at least five details.

Students as a group will create a center board for Arnold Lobel. Evaluationagain will be done against biography, all facts must be present.Participation will also be recorded.

4. Introduction to Lesson:We have had the pleasure of reading somefantastic books by many great authors, butthis week we are going to learn about one ofmy favorites.

5. Materials

Enough Arnold Lobelbooks for every child

Construction Paper

Glue Frog and Toad Cut Out Fly Cut Outs

Pencils

6. Technology Integration We will visit anyone of the three sites listed toenhance lesson.


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

1. Set up table with Arnold Lobel books2. Tell students, we have had the pleasure of reading some fantastic books

by many great authors, but this week we are going to learn about one ofmy favorites.3. Tell students some initial facts about author.4. Allow students to select a book from the table and look and read through

them for about twenty minutes.5. Pass out biography and allow students about fifteen minutes to read.6. Tell students to take out a piece of paper so they can create a concept

map on facts about Arnold Lobel.7. Go over biography with students; ask if any of them have anything in

common with Arnold Lobel? Explore answers.8. Create concept map with students. Model outcome on whiteboard.

9. Tell students, now we are going to write these facts on flies because weknow how frogs and toads love flies and we know how readers love facts.10. Write all the facts on flies, each student will have one fact to write on the

fly.11. The flies along with the Frog and Toad cut out will then be glued on the

author study center board.

8. Differentiated Instruction

ESOL and ESE students will be given partners as needed.

ESOL and ESE students can have stories and biography read withpartners if necessary.

9. Follow-up Reflection (completed after the lesson has been taught)a. Content: What should I teach next orreteach?

b. Students: Who still needs supportwith this content?

Activity #2 If You Were Sick

1A. Sunshine State Standards:Listening and Speaking Standard: The

student effectively applies listening andspeaking strategies.LA.1.5.2.5 - communicate effectively whenrelating experiences and retelling stories readand heard

1B. Goal 3 StandardsEffective Communicators

02 Florida studentscommunicate in English andother languages usinginformation, concepts, prose,symbols, reports, audio andvideo recordings, speeches,graphic displays, and computer-based programs.


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Critical and Creative Thinkers04 Florida students use creativethinking skills to generate newideas, make the best decision,recognize and solve problemsthrough reasoning, interpretsymbolic data, and developefficient techniques for lifelonglearning.


Create a drawing of their favorite animal and give an oral presentation tothe class.


Who has a favorite animal or animals? What is it?

b. Informal

Draw two separate pictures of your favorite animal or animal

c. Formal Students will give oral presentation on their two pictures than give an oral

presentation on the picture, evaluation will be based on participation.

4. Introduction to Lesson:Based on our fly facts we know that Mr. Lobel

was very sick when he was young and useddrawings to pass time but he also used thosedrawings to tell stories and make friends.

5. Materials

Crayons and Pencils

Paper

6. Technology Integration We will visit anyone of the three sites listed toenhance lesson.


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1. Tell students, based on our fly facts we know that Mr. Lobel was very sickwhen he was young and used drawings to pass time but he also used

those drawings to tell stories and make friends.2. Ask students, what would you draw if you were sick? Put a list on thewhiteboard with the students name. Explore answers.

3. Ask students, what did Mr. Lobel do with his drawings when he went backto school? Explore answers. Lead them into, he told stories about hispictures to help make friends.

4. Ask students, how many of you have ever told a story? Explore answers.5. Tell students, well today you are going to draw to pictures of your favorite

animal and then tell a story about it.6. Allow students to draw two pictures anyway they want when all students

are finished get volunteers to come up and tell their stories.

7. If students first story does not have a setting, encourage them to providea setting in there next story as well as drawing a setting in their picture ifone is not present.

8. When everyone has finished writing gather them at the reading circle andread from Frog and Toad.

9. Define the elements of a Frog and Toad story, character, setting, problem,solution, and outcome.

**** I did not explain the elements of storytelling before because I wanted them tohave the same experience he had when he told his stories, I will use this to buildinto my next activity.****


ESOL and ESE students will be given partners as needed.

ESOL and ESE students will be given extra time to create pictures and telltheir stories as needed

9. Follow-up Reflection (completed after the lesson has been taught)a. Content: What should I teach next orreteach


Activity #3 What Was He Thinking?

1A. Sunshine State Standards:Creation and Communication: The studentcreates and communicates a range ofsubject matter, symbols, and ideas using

1B. Goal 3 StandardsEffective Communicators02 Florida studentscommunicate in English and


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knowledge of structures and functions ofvisual arts. (VA.B.1.1)knows how subject matter, symbols, and

ideas are used to communicate meaning inworks of art.

Creative Standard: The student developsand demonstrates creative writing.LA.1.4.1.1 - write narratives that include amain idea based on real or imagined events,characters, and a sequence of events.

other languages usinginformation, concepts, prose,symbols, reports, audio andvideo recordings, speeches,graphic displays, and computer-

based programs.

Critical and Creative Thinkers04 Florida students use creativethinking skills to generate newideas, make the best decision,recognize and solve problemsthrough reasoning, interpretsymbolic data, and developefficient techniques for lifelonglearning.

2. ObjectivesStudents will: Interpret an illustration of Arnold Lobels and create a story thatmatches the picture they have chosen.


What do you think about before you start writing? Does looking at pictures help your creativity?

b. Informal What do you see in this picture? What do you think might be happening in this picture?

c. Formal Students will write a story about a picture they have chosen. Evaluation

will be done based on the story including the characters name, setting,problem, solution, and outcome

4. Introduction to Lesson:Who remembers the elements of an ArnoldLobel story? Very Good! Who can tell mewhat inspires Arnold Lobel to write a story?

5. Materials

At least three illustrationsby Lobel

Paper and Pencil

6. Technology Integration We will visit anyone of the three sites listed to enhancelesson.


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1. Who remembers the elements of an Arnold Lobel story? Very Good! Whocan tell me what inspires Arnold Lobel to write a story?

2. Ask students what they think about before they write a story or sentence.Ask students if they think looking at a picture helps with creativity? Leadthem towards looking at pictures in detail. Provide example by askingthem to tell you about the forest and write them down on the board. Whenthey are done provide a picture of the forest and ask them to tell you againabout it comparing it to their previous list of details.

3. Show students an illustration by Lobel and ask them what they see. Besure they generate character and setting. Then ask them what might behappening. Be sure they generate problem, solution, and outcome. Modelstory they have created on the board.

4. Tell students they are now going to chose an Arnold Lobel illustration and

write a story about it. Each story should contain a character, setting,problem, solution.


ESOL and ESE students will be given extra time to create stories asneeded.



Culminating Activity: A Dedication to Frog and Toad

1A. Sunshine State Standards:Creation and Communication: The studentcreates and communicates a range ofsubject matter, symbols, and ideas usingknowledge of structures and functions ofvisual arts. (VA.B.1.1)1. knows how subject matter, symbols, and

ideas are used to communicate meaning inworks of art.4. uses the elements of art and the principlesof design to effectively communicate ideas

Reading Comprehension Standard: Thestudent uses a variety of strategies tocomprehend grade level text.

1B. Goal 3 StandardsEffective Communicators02 Florida studentscommunicate in English andother languages usinginformation, concepts, prose,symbols, reports, audio and

video recordings, speeches,graphic displays, and computer-based programs.

Critical and Creative Thinkers04 Florida students use creativethinking skills to generate newideas, make the best decision,


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LA.1.1.7.8 - identify the authors purpose intext and ask clarifying questions (e.g., why,how) if meaning is unclear

Creative Standard: The student develops

and demonstrates creative writing.LA.1.4.1.1 - write narratives that include amain idea based on real or imagined events,characters, and a sequence of events.

recognize and solve problemsthrough reasoning, interpretsymbolic data, and developefficient techniques for lifelonglearning


Create an illustration and a story that matches the drawing.

Identify characters, setting, problem, solution, and outcome.


What does every Frog and Toad story contain?b. Informal

Read Frog and Toad story with teacher and identify characters, setting,problem, solution, and outcome

c. Formal Students will create Frog and Toad story using their own animals.

Evaluation will be based on illustrations and story containing elements ofArnold Lobel story.

4. Introduction to Lesson:So far we have learned facts about ArnoldLobels life, what led him to becom ing anillustrator and a storyteller, what providesinspiration for him and his writing style withFrog and Toad. Now it is our turn to write astory dedicated to Frog and Toad using our

favorite animals.

5. Materials

Frog and Toad Book

Crayons

Writing Journals andPencils

6. Technology Integration NA


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1. So far we have learned facts about Arnold Lobels life, what led him tobecoming an illustrator and a storyteller, what provided inspiration for him,

and his writing style with Frog and Toad. Now it is our turn to write a storydedicated to Frog and Toad using our favorite animals.2. Tell students, but first I want to review the elements of an illustration. Tell

them the only main components of an illustration our character andsetting. Provide examples.

3. Tell students, now I want to review the parts of a Frog and Toad story.Read two Frog and Toad tales identifying character, setting, problem,solution, and outcome.

4. Tell students, now its almost your turn using the list of animals we madefrom our story telling time we are going to write an adventure story. Modelthe story form on the board for students.

5. None of your stories should be in t he same place as mine or have thesame problems. Some characters may be the same but you will use yourfavorite animal and one other just like I did on the board. Follow the samesequence and if you have any problems I will try to help you think of asolution. Remember to use your drawing to help you create your story.


ESOL and ESE students will be provided extra time to create illustrationand story.

ESE students may be provided picture ideas to help them develop their

story.



ReflectionPlanning an author study unit on Arnold Lobel proved to be very exciting and

informative for me. I chose him based on a recommendation by a resource official and itproved to be one of the more rewarding times I have had with literature. His writing style

isnt persuasive as most literature tends to become in the classroom, it leads the reade rinto thinking about moments and the decisions we make. For me it was very mature andat the same time identifiable by children as young as five. Arnold Lobel supplied me withan abundance of books that I could easily create a yearlong project to in an effort tobuild student character and classroom production. This assignment also allowed me touse a wealth of Competencies from the selection of FEAPS.

Communication for this the study unit allowed me to (2c. Acquires and adaptsroutines for individual work, cooperative learning, and whole group activities. I really


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enjoyed planning the activities for this lesson. The creation of the fact flies I think willhelp students develop skills that allow them to see what it is like working together. As foractivities two and three they will make it possible for students to see how each otherinterprets things differently and how thinking out loud and communicating your ideascan lead to greater depth. The culminating project gave students the opportunity to work

individually and reflect on everything they had learned over the course of the authorstudy.Critical Thinking, the use of the biography and learning about Arnold Lobels own

character, setting, problem, solution, and outcomes let me (4a. identified strategies,materials, and technologies that he or she will use to expand student thinking abilities,as I have not previously done. This was accomplished through completing conceptmaps, illustrations, and original writings. Arnold Lobel afforded me the material to (4b.pose problems, dilemmas, and questions in lessons that would enrich any students life.Not only were they able to learn he was very sick as a child but they learned how heovercame that problem. They learned that having a picture of something can helpprovide greater detail for your story and even provide a story when there wasnt one

before. All this made me more aware of how important building with the blocks we havea tying them together can enrich a lesson greatly.Human Development and Learning, During this unit I (7a. recognized

developmental levels of students and identifies differences within a group of students.This was done by providing students with extra time for activities, but mainly during myassessments. I believe the assessments I set forth will allow for a great deal ofinteraction on the level of the students. All the questions I asked can be answered indepth by all students and build towards deeper understanding of their learning. I wouldalso be able to adjust outcomes by providing assistance where it is needed withoutsacrificing the objective. Furthermore, the activities worked well together. They (7b. usepreviously acquired knowledge to link new knowledge and ideas to already familiarones. Creating the root of the author study based on his biography really opened up alot of doors. Students were able to see similarities they had with the author as well ashow to adjust ones situation with the tools they have.

I definitely learned a large share of my current understanding of childrensliterature from this project, as I actually had to create it twice. But that was not all bad;because of it I was able to learn even more about how to connect a child with an author.Arnold Lobel was an impressive writer, not just for the roads he left us, but for the pathshe chose. This unit permitted with the chance to create activities to share with myfuture students that will allow them to see the tremendous gifts he left the classroomand the childrens literature world.

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