Author Study

Children's Author by Accident: Jerry Spinelli

By: Brittany Kehrer

Introduction: I have chosen Jerry Spinelli as my author study choice because I have read some of his books before.  I remember enjoying reading books by this author when I was in middle school.  I also read his book Stargirl in high school, it was a required book at my school.  My audience for this author study would be for students in grade 4 because I  believe that he writes most of his books for this age.  I am going to include a brief overview of the authors entire life.

About the Author:  Jerry Spinelli was born and still lives in Norristown, PA (Jerry Spinelli, 2014).  At the age of 16 he wrote and published his first poem which was about a football game (Jerry Spinelli, 2014).  He based his books off of his early life experiences and  his children's lives (Jerry Spinelli, 2014).  He started out writing adult books but did not get picked up by any publishing companies until he wrote a book about a thirteen year old boy and went to a children's publishing company (Jerry Spinelli, 2014).  He has written over 30 books.  He has won the Newbery Medal with his books Maniac Magee and The Wringer (Stargirl, 2010).  Stargirl was a New York Times best seller and ALA top ten best books for young adults (Stargirl, 2010).  Jerry Spinelli has also won many awards in Massachusetts, Maine, Kentucky, Maryland, Iowa, Texas, New Jersey and Arizona (Stargirl, 2010).

Guiding Questions:

What are the similar themes that Jerry Spinelli writes about in his books?

How does the author make the characters so believable and how do the characters change throughout the book?

Annotated Bibliography:

Fourth Grade Rats by Jerry Spinelli is about a boy named Sud's and his time in Fourth Grade as a Rat.  The main characters in the book include Mrs. Simms the fourth grade teacher, Joey is Sud's bestfriend ,and Judy is Sud's crush.  Sud's doesn't want to be a rat because he wants to be a third grade angel again.  Joey starts bullying people and gets attention from Sud's crush Judy.  Sud's must decide if he is going to  be a rat or act like one.  He begins to act like a rat by saying no to his mom and soon decides that he doesn't want to be a rat.  I choose the book because I would use this book to teach students about doing what is right and not giving in to peer pressure.  The author writes from a 4th grade students perspective on issues that many children go through. 

The Library Card by Jerry Spinelli is about four people's lives and obstacles that they face and how the library card changes their lives.  Mongoose is involved in crime, Brenda is addicted to the TV, Sonseray is a homeless boy, and April just moved to a new home.  I would teach this book because it teaches children about the library and it involves an adventure that would keep students interested.  I think the book also talks about children overcoming obstacles in their life and how it can get better.

Loser by Jerry Spinelli is about a boy named Donald that does not fit in at school.  However, once he starts fourth grade he becomes accepted by his peers because his teacher understands him.  I would teach this book because there are many children in school that feel invisible and this would be a book they could relate to.  It teaches children that it is alright if other people do not understand you but that it is important to always be yourself.

Who Put That Hair in My Toothbrush? by Jerry Spinelli  is about Greg and Megin and their disagreements as brother and sister.  They both try to get revenge on each other and it even becomes violent.  Eventually they make a truce and realize how much they really like each.  I would teach this book because many children go through disagreements with their siblings and it is something they can relate to.  I think students would find the pranks funny and it would spark their interest.

Maniac Magee by Jerry Spinelli is about a boy that lost his parents at a young age.  There are many legends told about Maniac Magee.  He is the first while boy to live in an all black town.  I would teach this book because it talks about two towns one is primarily white and the other is primarily black.  Maniac Magee helps to eliminate the divide between the two towns.  This book could also be used to teach about homelessness and issues of illiteracy. 

Wringer by Jerry Spinelli is a book about a boy named Palmer that must decide between becoming a wringer and doing what he thinks is right.  When children turn 10 in Palmer's town they become a wringer that hurts pigeons.  Palmer does not want to join a gang but ends up becoming a wringer.  Will he continue to do something that he doesn't believe in to belong or will he go against his town?  I would teach this book because it talks about a boy overcoming his fears.  The book is also very violent and graphic which will keep many of the students interested.  The book is also about gangs which is something that some children may relate to. 

Report to the Principal's Office by Jerry Spinelli is a book about the first day of middle school and the story follows four students that must report to the principal's office.  The students start their first year at the middle school and everything is different.  Each student goes through different problems.  I would have my students read this book because it is about change that they will be experiencing in a couple of years in Middle School.  At the end the students actually are excited to go to school the next day.

Jake and Lily by Jerry Spinelli is about two twins that are very close yet start to move away from each other when they turn 11.  The twins are the same in many ways but are also very different.  One of the siblings wants to make new friends and the other sibling wants things to stay the way they are.  This book could help children going through change in their life.  I would teach this book because it talks about siblings who are really close that move apart and start lives on their own.  This is something that many children experience and will be able to relate to.  Bullies are also talked about in the book which is a problem that many children face in school.  Many siblings feel that they are very different from one another and this book helps children understand that is fine.  This book could also be used to 

Do The Funky Pickle by Jerry Spinelli is about a boy named Eddie.  He really likes a girl named Sunny and wants to ask her to the school dance.  He starts a plan to get her attention and it does not go as planned.  I would teach this book because it talks about issues that children go through such as having a crush and wanting to ask someone to a school dance.  The book also includes humor that students will really enjoy.

Knots in My Yo-Yo String by Jerry Spinelli is a book about Jerry Spinelli's life.  The book talks about the crazy and embarrassing life experiences that Jerry had in K-12th grade.  The book talks about how Jerry Spinelli was not an early reader like some students.  I would have my students read this book because it teaches them a little bit about the authors life.  It also teaches children that even famous authors go through the same problems that they are going through.  The book also includes a lot of humor and teaches children that just because they are going through a rough time right now doesn't mean that they can't achieve their dreams.

Introductory Lesson Plan:

·         I am going to read a paragraph from each book that the students can choose to read by Jerry Spinelli. 

·         I will provide the students with a short summary about each book. 

·         I will also show the students a video about the book if one is available. 

·         I will have 5 copies of each book and students can choose which book that they want to read. 

·         I will put  every student's name on a popsicle stick and I will choose them at random. Students can choose what book they want to read when I have chosen their name.  If the book that they want to read is already taken they must choose a different book.

·         Students will meet with their book group and will take turns reading the first chapter out loud.

Activities:

Name:      Brittany Kehrer                                   Level:    4th grade                         Date: 6/20/14

Content: Main characters                                                                                                                              

                                                                                                                                                                       

Daily Lesson Plan

1. Standards LAFS.4.RL.1.3 Describe in depth a character, setting, or event in a story, drama, drawing on specific details in the text. LAFS.K12.SL.1.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.	Big Idea/ Essential Question Character changes in the book Bio Pyramid
2. Objectives                                                         Students will: use the Bio Pyramid worksheet to complete information about a character from the book that they read. Students will: participate in an online discussion about a characters changes throughout the book.
3. Assessment & Evaluation Formative Students will complete a Bio Pyramid about an author of their choice.  Students will select a character of their choice from the book and will answer the questions using the appropriate number of lines. Summative Students will participate in an online discussion about the different characters in the book answering the following question: Choose a character from a book and discuss the changes that the character went through. Students will write one initial discussion and must reply to another students discussion for full credit. Students must achieve at least an 88% proficiency.
4.  Introduction to Lesson: I will show the students the technology that we are going to use on the overhead called Schoology.  I will show them how to write a discussion post and how to reply to another person on the website.	5. Materials Copies of Bio Pyramid Pencils Jerry Spinelli books
6. Technology Integration Students will participate in an online discussion about the characters in the book.  Students will choose one character from the book and discuss the changes that the character went through in the book.  Students must write one initial discussion and respond to at least one classmate's initial response.
7. Teacher Presentation or Facilitation: (includes reviews and practice)   Show evidence of Differentiated Instruction by highlighting or using bold type. I will first go over the directions for the first assignment and explain to the students that you must answer the question about the character underneath the blanks and that you can only write one word in each blank.  Make sure to think it through before writing it down.  Students be given a Bio-Pyramid worksheet to complete individually  Students must choose a character and complete the different levels of the pyramid by answering the questions and writing one word in the blanks provided I will then correct the worksheets and explain the directions for the discussion.  Each person must go on the website Schoology and put in the access code 8HV7D-3C6CC to complete the discussion.  Students will be placed in discussion groups.  Students must write at least 5 sentences for each paragraph.  Each student will be graded on grammar/spelling and the content provided.  Make sure to answer the question fully and to add a new idea to your friend's discussion post as well. Students will participate in an online discussion answering the following question: Choose a character in the book and discuss the changes that the character went through.  Each student must write at least one initial discussion post and must respond to at least one other student.
Specific accommodations, interventions, notes, etc… Visual learners will benefit from using a graphic organizer to organize their thoughts Interpersonal learners will benefit from discussing with others on the online discussion Intrapersonal learners or students that don't speak up in class will be given a different form of communication that may allow them to participate more Linguistic learners will benefit from writing their answers in the discussion forum If the school is not a Bring Your Own Device school I will have the students take turns using the class computers and any other tablets/devices that I have available in the classroom When I give the students directions for the two assignments I will orally go over it in front of the class and ask the students if they have any questions.  I will also provide a hard copy for all of the students

	3	2	1
Grammar/Spelling	The student wrote grammatically correct sentences with most words spelled correctly.	The student wrote some grammatically correct sentences with some words spelled correctly.	The student wrote few grammatically correct sentences with few words spelled correctly.
Content	The student included all of the important content needed in the discussion.	The student included most of the important content needed in the discussion.	The student included some of the important content needed in the discussion.
Completeness	The student completed an initial discussion and commented on at least one other student's post.	The student completed an initial discussion but did not comment on another student's post.	The student replied to another student's post but did not complete an initial post.

Name:      Brittany Kehrer                                   Level:    4th grade                                Date:  8/21/14

Content: Write Sequel of book                                                                                                                      

                                                                                                                                                                       

Daily Lesson Plan

1. Standards LAFS.K12.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. LAFS.K12.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.	Big Idea/ Essential Question Write sequel of book Use video recorder
2. Objectives                                                         Students will: work in a group and write a story about what the sequel would be like for the book they read Students will: record their story using a voice recorder.
3. Assessment & Evaluation Formative Students will work in a group to complete a hand written sequel to the book that they read.  The group will turn it in for the teacher to check before they start recording the story. Summative Students will work in a group to voice record the sequel they created to the book they read.  Students will achieve  at least 77% accuracy.
4.  Introduction to Lesson: I will show the students the video recorders and I will demonstrate how to use them in front of the class.	5. Materials Voice recorders Paper Pencils Computers Jerry Spinelli books
6. Technology Integration Students will use a voice recorder to record their story Students will edit and publish their story on the internet to show with their families
7. Teacher Presentation or Facilitation: (includes reviews and practice)   Show evidence of Differentiated Instruction by highlighting or using bold type. Students will work together in a group to discuss what they think will happen to the characters and plot in a next book The group will write and come up with a sequel for the book that they all read The group will hand in the story and I will look it over and write improvements or corrections on it As a group the students will record the story using a voice recorder The group will upload the video to the computer and will edit and publish it for their parents to view online.
Specific accommodations, interventions, notes, etc… ·         Linguistic learners will benefit from writing out the story ·         Auditory learners will benefit from listening to the recorded story ·         I will provide both oral directions and written directions

Rubric

	3	2	1
Fluency	The speaker read the story with fluency.	Some of the story was read with fluency.	The speaker did not read the story with fluency.
Content	The recording included the changes between the main characters, setting and plot.	The recording included some changes between the main characters, setting and plot.	The recording did not include the changes between the main characters, setting and plot.
Language	The recording included appropriate academic language.	The recording included some appropriate academic language.	The recording did not include appropriate academic language.

Name:    Brittany Kehrer              Level:    4th grade                     Date: 6/21/14

Content: Similar themes in two books                                                                                                           

                                                                                                                                                                       

Daily Lesson Plan

1. Standards LAFS.K12.R.3.9 Analyze how two or more texts address similar themes of topics in order to build knowledge or to compare the approaches the authors take. LAFS.4.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed.	Big Idea/ Essential Question Similar themes in two books Venn Diagrams
2. Objectives Students will: discuss the themes of both books and begin to discuss the differences and similarities with a partner. Students will: complete a Venn Diagram chart about the similarities and differences between the two books.
3. Assessment & Evaluation Formative I will walk around the room and monitor the discussions between the partners.  I will answer any questions that the students have.  I will ask:  What are the themes in the book, What does the book teach you about life and What are the major obstacles the characters face in the book? Summative Students will work with a partner to complete a Venn Diagram about the similarities and differences between the books that they read.  Students will complete the Venn Diagram by using complete grammatically correct sentences.  Students will achieve at least a 77% proficiency.
4.  Introduction to Lesson: As a class I will draw a Venn Diagram on the board and I will ask the students to come up with two movies that they would like to compare.  Students will give me the answers and I will write it on the board as a class.	5. Materials Books Venn Diagram worksheets Pencils Expo Markers Whiteboard
6. Technology Integration Students will present their Venn Diagrams with the class using the overhead.  Students will learn how to zoom in and out of the overhead and how to display it for the class.
7. Teacher Presentation or Facilitation: (includes reviews and practice)   Show evidence of Differentiated Instruction by highlighting or using bold type. Students will be placed in pairs with another student that read a different book Students will discuss the themes and characters in the book coming up with similarities and differences Each group will complete a Venn Diagram bulleting at least 5 similarities and 5 differences in each book.  Students will write in grammatically correct sentences Students will share their Venn Diagrams on the overhead in front of the class
Specific accommodations, interventions, notes, etc… Visual learners will benefit from using a graphic organizer Linguistic learners will benefit from writing the answers in complete sentences Interpersonal learners will benefit from working with a partner

	3	2	1
Grammar/Spelling	The students have written grammatically correct sentences.	Most of the sentences are grammatically correct.	Some of the sentences are grammatically correct.
Completeness	Five bullet points are included under each section.	Four-Three bullet points are included under each section.	Two-One bullet points are included under each section.
Content	The students have included all the similarities and differences directly from the book.	The students have included many similarities and differences directly from the book.	The students have included some similarities and differences directly from the book.

Culminating Activity:

Name:  Brittany Kehrer                                   Level:    4th grade                                              Date: 6/20/14

Content: Letter about book idea                                                                                                                    

                                                                                                                                                                       

Daily Lesson Plan

1. Standards LAFS.4.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases. d. Provide a concluding statement or section related to the opinion presented LAFS.K12.W.2.4 Produce clear and coherent writing in which the development, organization, and styles are appropriate to task, purpose, and audience.	Big Idea/ Essential Question What topic or idea would you like Jerry Spinelli to write about in his next book? Writing a letter with an introduction, three main paragraphs and a conclusion paragraph
2. Objectives Students will:  write a letter to author Jerry Spinelli explaining a book that they think he should write in the future, students will write an opinion piece with an introduction, three main paragraphs and a conclusion. Students will: complete a sandwich writing template including the introduction sentence, three main reasons and the conclusion sentence. Students will: mail their completed letters by addressing the envelop including the authors address and name and the schools address including a stamp.
3. Assessment & Evaluation Formative Students will hand in their completed sandwich writing template with the introduction sentence, three main reasons and the conclusion sentence.  I will look them over and write comments to give back before they start writing their letter. Summative Students will write a letter to Jerry Spinelli about a book topic that they would like him to write about in the future.  Students will write a five paragraph essay including an introduction paragraph, three main supporting paragraphs and a conclusion paragraph.  A rubric is provided below.  Students will achieve at least an 80% proficiency on the assignment.
4.  Introduction to Lesson: Students will watch a video on Jerry Spinelli to get some background knowledge about his life. https://www.youtube.com/watch?v=Fv8uUevERTE Visual learners will benefit from watching and listening to the video	5. Materials Sandwich writing template Paper Pencils Envelops Stamps Computers White paper/lined paper
6. Technology Integration The technology integration is having the students watch a video on Jerry Spinelli https://www.youtube.com/watch?v=Fv8uUevERTE Students will also use the computer to type up their letters
7. Teacher Presentation or Facilitation: (includes reviews and practice)   Show evidence of Differentiated Instruction by highlighting or using bold type. Students will be given a sandwich writing template and will be asked to fill in information about the introduction paragraph, three main ideas and the conclusion paragraph.  Visual learners will benefit from using a graphic organizer.  Linguistic learners will benefit from writing the words. I will collect the graphic organizers and look them over as a formative assessment The next day students will be given a blank piece of paper and their graphic organizer with notes written on it from me Students will begin to write their letter to Jerry Spinelli by hand After students have completed their first drafts I will have them hand them in for me to look over I will review the drafts and hand them the copy of their draft with corrections from me Students will be given a presentation by me about how to properly head a letter and how to label the envelop properly Students will use the computers to type up their final drafts and they will be given envelops to label themselves After all of the letters and envelops are complete I will send them out to Jerry Spinelli
Specific accommodations, interventions, notes, etc… Students that need additional assistance will be given a pre-labeled envelop to put their letter in Students can also hand write their letters if they have good handwriting and want to challenge themselves I will scaffold their learning by looking over their letters and making comments and corrections on them Students that are intrapersonal learners or quiet in class will be given the opportunity to communicate through writing Linguistic learners will benefit from writing the letter Visual learners will benefit from watching the video Students will be given oral and written directions for the letter Visual learners will benefit from using a graphic organizer to organize their thoughts

Rubric

	3	2	1
Introduction	The author included an introduction sentence, three main ideas and a concluding sentence.	The author included most of the important parts in the introduction.	The author did not include the important parts in the introduction.
Main ideas	The author included three paragraphs about three reasons why they choose that idea or topic with five sentences in each paragraph.	The author included most of the important parts of each main paragraph.	The author did not include the important parts of each main paragraph.
Conclusion	The author included a concluding sentence, the three main ideas and an ending sentence.	The author included most of the important parts to the conclusion.	The author did not include the important parts of the conclusion.
Grammar/Spelling	Most of the letter is spelled correct.	Some of the letter is spelled correctly	Few parts of the letter are spelled correctly
Audience	The author wrote to the appropriate audience.	The author wrote some of the letter to the appropriate audience.	The author forgot to write to the appropriate audience.

Technology:

I have created a discussion forum for my students to use on the program called Schoology.  I have attached the link below.  Students can log on to the website provided below and will fill in the access code 8HV7D-3C6CC. 

https://www.schoology.com/course/124523769/materials/discussion/view/124523813

Works Cited

Jerry Spinelli. (2014, June 4). Retrieved from Scholastic: http://www.scholastic.com/teachers/contributor/jerry-spinelli

Stargirl. (2010). Retrieved from Random House: http://www.randomhouse.com/teachers/catalog/display.pperl?isbn=9780679886372

Reflection:

FEAP 7: Drawing upon well established human development/learning theories and concepts and a variety of information about students, the pre professional teacher plans instructional activities.

Uses previously acquired knowledge to link new knowledge and ideas to already familiar ideas

I used strategies and activities that I have learned in my college classes in my lesson plans.  I have also read the books included in my lessons to link the knowledge gained into my planning.  I have learned about the Bio-Pyramid strategy in my RED class and incorporated it into one of my lesson plans.  I have also used my previous lessons to expand upon in the upcoming ones. 

Uses multiple activities which engage and motivate students at appropriate developmental levels

In each of my lesson plans I incorporated multiple activities that students would be engaged in.  I have included having the students work in groups to keep them motivated.  I have also incorporated students using new technology and audio tape equipment.  I have included videos that I think would get my students interested in the lesson.

FEAP 8 The pre professional teacher has basic understanding of the subject field and is beginning to understand that the subject is linked to other disciplines and can be applied to real-world integrated settings.  The teacher's repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge.

Uses the materials and technologies of the subject field in developing learning activities for students.

I have included a graphic organizer that is used in many language arts classrooms.  I have also incorporated a program called Schoolology that is used in many different schools for students to complete discussions, quizzes and tests.  Nowadays many students in the upper grades use the computer to upload and complete assignments.  It is important to have students use the computer to become knowledgeable about how to use it for school.

Develops short and long term personal and professional goals relating to knowledge of subject matter

I have created short term goals on what I want my students to achieve each day during each lesson.  The goals are included in my standards, objectives and rubrics.  My long term goals include having my students do well on the end of the year state assessments.  Another long term goal is having me become a more effective teacher. 

FEAP 9 The pre professional teacher understands the importance of setting up effective learning environments and has techniques and strategies to use to do so including some that provide opportunities for student input into the processes.  The teacher understands that she/he will need a variety of techniques and work to increase his/her knowledge and skills.

Monitors learning activities by providing feedback and reinforcement to students

I have included opportunities for students to hand in drafts of their work so that I can provide students with feedback and corrections.  I have also given students opportunities to work with other students in a group to complete assignments.  This allows students to give each other feedback on the assignment that they are working on.  I have also given students a hard copy of directions to reinforce what I am asking the students to do. 

Uses learning time effectively, maintains instructional momentum, and makes effective use of time for administrative and organization activities.

I have planned activities to take the entire time of class.  I have created additional activities that students can complete if the assignments are completed early.  I have organized the activities so that they become more difficult as time progresses.  I have also planned the activities to make the most use of our time by planning everything in advance.  I have created all of the information required and pre planned everything that I could to make the activities run as smooth as possible.

FEAP 10 Recognizes the importance of setting high expectations for all students, the pre professional teacher works with other professionals to design learning experiences that meet students' needs and interests.  The teacher candidate continually seeks advice/information from appropriate resources (including feedback), interprets the information, and modifies her/his plans appropriately.  Planned instruction incorporates a creative environment and utilizes varied and motivational strategies and multiple resources for providing comprehensible instruction for all students.  Upon reflection, the teacher continuously refines outcome assessment and learning experiences.

Plans and conducts lessons with identified student performance and learning outcomes.

I have identified what proficiency I would like my students to achieve on each activity.  I have also determined the directions that I want my students to follow.  I have included a rubric for each activity describing what I will grade my students on so that they know what I expect from them.  I have included the standards which state what I would like students to understand at the end of the lesson.

Assists students in using the resources available to them

I have provided my students with the appropriate materials needed to complete the assignments.  I have given students the books, computers, audio recorders, worksheets and everything else that they would need to succeed.  I also walk around the class to assist the students and to answer any questions that they have about the materials.  I will also demonstrate to the students how to use the required technology.

FEAP 12 The pre professional teacher uses technology as available at the school site and as appropriate to the learner.  She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources.  The teacher also uses technology to manage, evaluate, and improve instruction.

Uses technology in lesson and material preparation

I used the computer and Microsoft word to create and plan my lessons.  I also used a program called Schoology to create and monitor the online discussion.  I have also used the internet to find videos that I would play for my class.  I have also downloaded an editing software for my students to use with their video recordings.

Teaches students to use available computers and other forms of technology

In my lessons students are told to use the computers to type up their letters.  Students also can use the computers and other devices available to participate in the online discussion forum.  If students are done with their assignments they can also research more information on the topic using the class computers.  Students will also use an audio recording device to record their stories.  Students will also use editing software on the computers to edit the audio recording that the group made.