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Grade: Elementary
Subject: Literature
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Author Study for Kindergarten Students
Internet Scavenger Hunt
by:Kathleen Waack and Lori Fegley
WHY DO THIS?
encourage students to become life-long readers
to develop a love of being read to and "reading"
ESSENTIAL LEARNINGS
cooperative/collaborative worker
effective communicator
technology literate
CONTENT
develop vocabulary (author, illustrator, title)
make a connection between selected books and the authors who wrote them
authors are real people with families, hobbies, etc.
use technology as an educational tool to develop an awareness of authors
use technology as an educational tool to participate in activities at each author's web site
PRACTICE ACTIVITIES AND INSTRUCTIONAL STRATEGIESFirst Author: Jan Brett
http://www.janbrett.comDay 1:
Go to the Jan Brett home page_activities_Hear Jan Brett speak about books_Meet Jan Brett
Read aloud and discuss: The MittenThinking skills: predicting story events by observing the borders of each page
Day 2:
Go to the Jan Brett home page_activities_Hear Jan Brett speak about books_The Hat
Read aloud and discuss: The Hat
Distribute Jan Brett color packet. Color THE HAT page with emphasis given to the empty border around the color sheet. Additional pages may be colored as students have free time throughout the week. (Additional pages include: HEDGIE AND THE SPRING BIKE RIDE, THE BEAR FROM THE MITTEN, and I LOVE MY TEACHER).
Color Jan Brett bookmarksThinking skills: extending thinking by completing a border to predict future story events
Day 3:
Go to the Jan Brett home page_About Jan Brett
view picture and read biography of Jan Brett
Go to the Jan Brett home page_Hear the (month) Hedge a gram
Read aloud and discuss: Armadillo RodeoThinking skills: inductive reasoning allowing the children to use biographical information to determine Jan Brett's writing/illustrating style
Day 4:
Read aloud and discuss: Berloiz the Bear
Go to the Jan Brett home page_Activities_Jan Brett Alphabet
*explore the alphabet letters/characters
*discussion of initials; focus on Jan Brett's initials; *explore each students' initials using Jan Brett's alphabet picturesThinking skills: comparing and contrasting of individual initials with those of classmates
Day 5:
Read aloud and discuss a Jan Brett book selected by the students
Using the Jan Brett Alphabet (see Day 4), students will discuss and work cooperatively to match the letters/characters to the correct book
Using the Jan Brett Alphabet (see Day 4), students will put the alphabet in sequential order
During weekly library time, show the students where the Jan Brett books are located in the library
Write a class email to Jan BrettThinking skills: classifying characters according to book; sequencing the letters of the alphabet
Second Author: Marc Tolan Brown
http://www.pbs.org/wgbh/arthur/Day 1:
Show various Arthur dolls leading into a discussion; who had the idea of creating Arthur?
View and discuss: Marc Brown video
Read aloud and discuss: Arthur's Nose
Day 2:
Show "Arthur" doll
Go to the Arthur home page; click on the character of Arthur_ MORE ABOUT ME; this will give biographical information about Arthur; compare to biographical information about Marc Brown; discuss reality and make believe
Go to the Arthur home page; click on the character of Arthur_ MY THEME SONG and listen to it
Read and discuss: Arthur's Eyes
Color Arthur bookmarksThinking skills: comparing and contrasting changes in Arthur's appearance using the books and the dolls
Day 3:
Show "D.W." doll; review initials and what names D. W. represents
Go to the Arthur home page; click on the character of D.W._ MORE ABOUT ME; this will give biographical information about D.W.; compare to biographical information about Marc Brown; review reality and make believe
Go to the Arthur home page; click on the character of D.W._ MY COLORING BOOK to see coloring pages available for printing
Read aloud and discuss: D.W. All Wet
Choose another character from the story; click on that character on the home page and explore activitiesGraphic organizer:
distribute a prepared activity sheet with one circle per student; each circle will contain the first and last name of each student; the students are to trade papers and autograph their initials in the circle that contains their nameThinking skills:
*classifying skills are demonstrated by matching initials with names
*decision making skills are demonstrated as the students choose which circle to write their names in
Day 4:
Show "Baby Kate" doll
Go to the Arthur home page; click on the character of Baby Kate_ MORE ABOUT ME; this will give biographical information about Baby Kate; compare to biographical information about Marc Brown; review reality and make believe
Go to the Arthur home page; click on the character of Baby Kate_ "GLOOBA! (COLOR ME!)" to see coloring pages available for printing
Read aloud and discuss: Arthur's Baby
Spinner Game: using an Arthur spinner, introduce the concepts of who? when? where? why? how? what if? from the story
Choose another character from the story; click on that character on the home page and explore activitiesDay 5:
Read aloud and discuss: Arthur's Family Vacation
Spinner Game: using an Arthur spinner, review the who? when? where? why? how? what if? from the story
Choose another character from the story; click on that character on the home page and explore activitiesGraphic organizer: the students will draw a picture of their families on a circular piece of paper; this is one lens of Arthur's glasses and is the beginning of a project which will be continued the following day
Day 6:
Read aloud the book and view the video of: Arthur's New Puppy
Discuss similarities and differences between the two mediums
Go to the Arthur home page; click on the character of Pal_ MORE ABOUT ME; this will give biographical information about Pal; compare to biographical information about Marc Brown; review reality and make believe
Did Arthur need or want a new puppy? Discuss needs versus wants
Choose another character from the story; click on that character on the home page and explore activitiesGraphic organizer: students will demonstrate their understanding of wants
and needs by selecting pictures from magazines and catalogs to represent
each categoryThinking skills: comparing and contrasting the book and the video
Day 7:
Show Francine doll
Go to the Arthur home page; click on the character of Francine_ MORE ABOUT ME; this will give biographical information about Francine; compare to biographical information about Marc Brown; review reality and make believe
Go to the Arthur home page; click on the character of Francine_ MY COLORING BOOK to see coloring pages available for printing
Read aloud and discuss: Arthur and the True Francine; how is Francine different from D.W., Mother, Father, Baby Kate, and Pal? (introduce the concept of family versus friends)
Choose another character from the story; click on that character on the home page and explore activities
Spinner Game: using an Arthur spinner, review the who? when? where? why? how? what if? from the storyThinking skills: classifying characters as family or friends
Day 8:
Choose another character from the story; click on that character on the home page and explore activities
Read aloud and discuss: Arthur's Tooth; make a list of all of Arthur's friends found in this story
What Comes Next? activity from this location:
Teacher's Corner_Activities Index_Language and Literacy Skills
Activities_What Happened Next?
Construct three or four rebus sentences based on the story; arrange
in sequential orderGraphic organizer: the students will draw a picture of friend(s) on a circular piece of paper; this is the other lens of Arthur's glasses and is the conclusion of the project which was begun on Day 5
Thinking skills: sequencing story events
Day 9:
Go to the Arthur home page; click on the remaining characters_ MORE ABOUT ME; this will give biographical information about the remaining characters; compare to biographical information about Marc Brown; review reality and make believe
Read aloud and discuss: Arthur's Birthday; focus on the concept that both friends and family were attending his birthday celebration
Repeat What Comes Next? activity from this location:
Teacher's Corner_Activities Index_Language and Literacy Skills
Activities_What Happened Next?
Construct three or four rebus sentences based on the story; arrange
in sequential order
Add the "family" lens and the "friend" lens to create "Arthur's glasses"
Thinking skills: sequencing story events
Day 10:
Kids' Choice: read aloud and discuss another Arthur book
Spinner Game: using an Arthur spinner, review the who? when? where? why? how? what if? from the story
Repeat What Comes Next? activity from this location:
Teacher's Corner_Activities Index_Language and Literacy Skills
Activities_What Happened Next?
Construct three or four rebus sentences based on the story; arrange
in sequential order
Graph favorite character
Distribute pieces of an Arthur puzzle; assemble it cooperatively
Following sequential directions, each student will create their own drawing of Arthur; compile into class book
Introduce Arthur Living Books
During weekly library time, show the students where the Marc Brown books are located in the library
Write a class email to Marc BrownGraphic organizer: teacher prepared graph of favorite characters
Thinking skills: sequencing story events; problem solving while assembling a puzzle; decision making when selecting favorite character
Third Author: Eric Carle
http://www.eric-carle.comDay 1:
Go to Eric Carle's web site. What do you see? Have you seen this anywhere before? Discuss that the caterpillar was created by Eric Carle and this is his home page on the internet.
Locate the section called: ANSWERS TO FREQUENTLY ASKED QUESTIONS. Discuss the following questions from the list.
Do you have brothers and sisters? a wife? children? pets?
What is your favorite color?
Do you have any hobbies?
When did you decide to start writing and illustrating books?
When did you decide to grow your beard?
Students complete a graphic organizer with data about their families, pets, and favorite color
Read aloud and discuss: The Very Hungry Caterpillar
Students will brainstorm different ways to construct a caterpillar. Three choices will be offered and students may select one to make. (snow, clay, egg cartons, cupcakes, sponge painting)Thinking skills:
*comparing and contrasting student family data with Eric Carle's data
*decision making and inventing when creating individual caterpillars
Day 2:
Return to Eric Carle's web site_ANSWERS TO FREQUENTLY ASKED QUESTIONS. Discuss the following questions from the list.
Did you scribble when you were a little boy?
Did you ever want to be anything other than an artist?
How did you get interested in art?
View and discuss Eric Carle: Picture Writer video
Construct cooperative collages
Distribute a large piece of paper to each student. Each student will cover the entire paper with a repetitious drawing/pattern. Fold and cut into 1/4's. Trade a piece with three other students. Use the four pieces to create
a collage.
Thinking skills:
*inductive reasoning is demonstrated as the students try to
emulate Eric Carle's artistic style
*compare and contrast completed collages
Day 3:
Return to Eric Carle's web site_ANSWERS TO FREQUENTLY ASKED QUESTIONS. Discuss the following questions from the list.
What comes first, the story or the pictures?
How do you make your pictures?
How long does it take to make a book?
Read aloud and discuss: Mixed Up Chameleon (colors change)
Show the flip book Pog where new animals are created by combining halves of two different animals. (Pog = pig + dog).
Draw an animal on a full sized sheet of paper. Fold and cut in 1/2. Trade with a classmate. Combine halves to create a new animal. Decide on a name for the new creature.Thinking skills: demonstrating problem solving skills by creating and naming a new animal
Day 4:
Return to Eric Carle's web site_ANSWERS TO FREQUENTLY ASKED QUESTIONS. Discuss the following questions from the list.
Why do you use small creatures in your book most of the time?
Do you ever use computers?
Read aloud and discuss: Brown Bear, Brown Bear, What Do You See?
Emulate Eric Carle's writing style by rewriting this story as a class book using school personnel. Include quick cam pictures.Thinking skills: extending by creating a similar story
Day 5:
Return to Eric Carle's web site_ANSWERS TO FREQUENTLY ASKED QUESTIONS. Discuss the following questions from the list.
Can you come to our school and meet us?
What is your favorite book you have written?
How can I get in touch with Eric Carle?
Read aloud and discuss a Eric Carle book selected by the students
During weekly library time, show the students where the Eric Carle books are located in the library
Write a class letter or email to Eric Carle
Eric Carle
P.O. Box 485
Northampton MA 01060 USAThinking skills: decision making in selecting a book; extending knowledge of Eric Carle's writing and illustrating style by writing a letter to him
ASSESSMENT OPTIONS
During center time, observe students' ability to locate web site icons on the desktop, go to the site, and explore
Observe during weekly library times, the students' comfort level in locating books written by the authors we have studied
Creating class books written and illustrated by students
*ABC book based on characters, etc. from the books we have read;
one page per student featuring a quick cam picture of the author/
illustrator
*Write a class story based on the who? when? why?, etc. spinner game; partners work cooperatively to create a page; assemble into a class book
Interactive Bulletin Board: based on knowledge of writing and illustrating styles, students will be able to match books with authors
Parent Communication Letters: after each author study, send a letter explaining the author study, list of books (* the ones read in class); include the email address of each author and highlight suggested links to visit.
*Jan Brett Link: All About Letters to Kids
*Marc Brown Links: Parents Corner; click on the character of
D.W._My Art Studio; click on the character of Francine_
The Un-Matching Game
*Eric Carle Link: Complete list of Eric Carle books and related activities
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