Through the
Eyes of Doug Cushman
An Author Study
on a Man Who Makes Characters Come to Life.
Written by
Cassandra Schnell
Summer 2013
"A good character will almost write a book by himself
with a little nudge or two from the author." – Doug Cushman
PART 1
INTRODUCTION:
In preparing
for this author study, I had not a clue who I wanted to choose to create this
unit plan on until I came across Doug Cushman on Professor Slick’s list. Doug
Cushman is a renowned illustrator and writer who captivates you through his
books. I was totally drawn in as soon as I went to his website and viewed his
work. Doug writes for young readers, therefore this unit plan will focus on
students in grades second through third. The author study unit plan on Doug
Cushman will expand over a two week period. I am excited to complete this unit
plan and read some of Doug Cushman’s books because in the fast paced world we
live in today, it is easy to forget what it is like to be a child and read
children’s books, and really get in tune with characters in a story.
ABOUT THE AUTHOR:
Doug Cushman
was born in Springfield, Ohio on May 4, 1953. He moved to Connecticut with his
family when he was thirteen. Doug has had a love for writing and illustrating
since he was a young boy, “I’ve been writing stories and drawing pictures as
long as I can remember. Like most book illustrators, I grew up looking at comic
strips and comic books. My favorite strip was Pogo written and drawn by the
great Walt Kelly.” In junior high Doug would make his own comic books, where
his teachers were hero’s battling villains; he would sell them to his peers for
five cents a book.
After high school, Doug attended
Paier School of Art which is located in Connecticut, in 1971-1975. Following
graduation Doug became an apprentice to book illustrator Mercer Mayer from 1975
to 1977, where he designed and painted Mayer’s mass market books. Doug
illustrated his own first picture book in 1978, and since then has illustrated
over one hundred and twenty-five books, and has written thirty or so himself.
Doug Cushman now has a home in
Redding, California and also in Paris, France. When he isn’t writing or
illustrating he enjoys cooking, kayaking, painting, playing guitar, traveling
Europe and the USA, and visiting schools around the United States. At the
schools Doug gives seminars and invites the students to draw with him as he
encourages them to ask him questions. He is currently a member of Society of
Children’s Book Writers and Illustrations, National Cartoonists Society, and
Mystery Writers of America. He has received many honors and awards, some of
them being the Rueben Award for Book Illustration, National Cartoonists Society
in 1996, the New York Times Children’s Books Best Sellers, and the Christopher
Award in 2005,
For additional information on Doug Cushman:
Doug Cushman’s official website: http://www.doug-cushman.com/A_Little_About_Me.html
An article from
WordPress: http://kathytemean.wordpress.com/2011/04/09/illustrator-saturday-doug-cushman/
A Biography and
list of Doug’s illustrations and books: http://www.answers.com/topic/doug-cushman-children-s-author
Patricia Newman’s website in which interviews Author’s and then
publishes various articles in regional parenting magazines : Doug Cushman : http://www.patriciamnewman.com/cushmanD.html
A blog about
Doug Cushman : http://scbwi-sa-retreat-2012.blogspot.com/2012/09/doug-was-born-on-may-4-1953-in.html
Contact Doug
Cushman at his twitter account : https://twitter.com/decushman
Books written
and illustrated by Doug Cushman
 Copyright: 1987
64 pages
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Aunt Eater
Loves a Mystery
Be it a
stolen bag, a mysterious black shadow on the wall, a thief next door, or the
disappearance of a cat, Aunt Eater is ready to solve the mystery! Aunt Eater
sure loves a good mystery and in this exciting book for children she gets to
the bottom of four peculiar happenings. This is an easy to read children’s
mystery book with colorful illustrations that will help the readers visualize
the story without completely giving away the mystery.
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 Copyright: 2004
32 pages
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Space Cat
Space Cat and his trusty sidekick, Earl the robot, are
forced to land their rocket on an unknown planet when a space rock hits their
fuel tank. Will they ever be able to blastoff again? Doug Cushman’s
illustrations are engaging with bright colors, which instantly makes the book
appeal to young readers.
|
 Copyright:
1999
32 pages
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The Mystery of the Monkey's
Maze
Seymour
Sleuth is the world’s greatest detective, who travels to the rain forests of
Borneo with his sidekick Abbot Muggs. Seymour Sleuth must figure out who is
trying to prevent Dr. Irene A. Tann, the famous explorer, from discovering
the Black Flower of Sumatra, which is believed to be a cure for the hiccups.
This clever mystery book’s pages are lined to look like real notebook pages,
which have dated entries, clues, and drawings. This is a great book to
introduce deductive reasoning for students.
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 Copyright: 1993
32 pages
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The ABC
Mystery
In this full
color rhyming mystery book, a detective is on the trail of a very sneaky
thief! Every letter of the alphabet has its own page that moves the mystery
along. Come along for this engaging book and see if the detective can catch
the thief!
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 Copyright: 2000
64 pages
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Inspector Hopper
A missing ladybug….A boat
dissapearance….A rat thief stealing seeds! Who better to solve these
happenings than Inspector Hopper! Inspector Hopper, solves three separate
mysteries in this book with the assistance of the ever hungry beetle named
McBugg.
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 Copyright: 2003
64 pages
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Inspector Hopper’s Mystery Year
In his second collection of exciting adventures, Inspector
Hopper realizes that mysteries can happen anywhere and at anytime. Inspector
Hopper and his faithful sidekick McBugg find that there are mysteries in
every season of the year: music that was stolen for a summer show, a haunted
pumpkin, a missing doctor in the winter, and a spring disappearance! Young
readers will be completely engaged with this colorful mystery book!
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 Copyright:2012
44 pages
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Pigmares
After
watching monster movies before bed, a young pig is in for some spooky fun! From Mummy Pigs, to Frankenswine and
Werehogs, Cushman uses literary monsters and classis horror movies to put a
spin on creepy classics through 18 single pages poems in Pigmares.
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 Copyright:2004
32 pages
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Mystery at the Club Sandwich
When Lola loses her marbles, she hires private eye Nick
Trunk to find them for her. Although Nick Trunk is a great detective, he only
has two clues to go off of, ostrich feathers and peanut butter… lots of
peanut butter. Young readers will be
so intrigued by the storyline and illustrations that they won’t want to put
the book down until they find out if Nick can crack the case!
|
 Copyright: 1996
32 pages
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The Mystery
of King Karfu (Casebook of Seymour Sleuth)
Young readers
travel to Egypt with the world famous detective, Seymour Sleuth, and of
courses his trusty sidekick Abbott Muggs, to solve the case of the missing
Stone Chicken of King Karfu. After interviewing suspects and uncovering clues
will they catch the culprit?
|
 Copyright:1995
32 pages
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Mouse and
Moles and the All-Weather Train Ride
Mouse and
Mole return in this book to take a long train ride across the country. While
on the train, and during stopovers the two encounter many different kinds of
weather. The story is great for learning about weather because at the bottom
of every page is an explanation of the science behind rain, wind, lightning,
thunder, and snow.
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Unit Plans
Language Arts: Grades
2-3
Lesson Plans
Guiding
questions:
1. What are
mystery books, and how do they relate to Doug Cushman?
2. Who is Doug
Cushman, and why is he significant to children’s literature?
3. What makes Doug
Cushman an interesting and unique children’s book author/illustrator?
4. Is there a
common theme for Cushman’s books?
5. What inspires
Doug Cushman to write/ illustrate?
6. Does Doug
Cushman write in more than one genre?
Student
Objectives:
«
Students will become familiar with Doug Cushman’s works and will
be able to discuss the characters, plot, and settings with and during whole group
discussion.
«
Students will learn about Doug Cushman’s life and his journey to
becoming a children’s book writer and illustrator using a variety of sources.
«
Students will create their own illustrations and will write a
letter to Doug Cushman stating why they should be a part of his next book.
«
For a culminating activity students will create their own mystery
books sequel’s for one of Cushman’s books, using Doug Cushman’s writing style.
Common Core Standards:
CCSS.ELA-Literacy.RL.3.7 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)
CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or
texts, supporting a point of view with reasons.
CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories, dramas,
and poems when writing or speaking about a text, using terms such as chapter,
scene, and stanza.
CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of view
from that of the narrator or those of the
CCSS.ELA-Literacy.W.3.7 Conduct short research projects that
build knowledge about a topic.
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
Lesson
#1
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1A. Common Core
Standards
CCSS.ELA-Literacy.W.3.7 Conduct short research projects
that build knowledge about a topic.
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
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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 enjoyment.
Standard 8 -
Cooperative Workers
Florida students work cooperatively to successfully
complete a project or activity.
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2. Objectives
Students will participate in a group research activity
Students will use the class computers to conduct research
on Doug Cushman
Students will answer a list of questions about Doug
Cushman’s life and accomplishments.
Time : 1 day
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3. Assessment &
Evaluation
Informal: Teacher will circulate classroom and check on
students as they are researching with their group.
Formal: Students will provide the teacher with correct
answers to their assigned questions.
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4.
Introduction: Teacher
Speaks “Good morning class! I have some exciting news for you, for the next
week or two we will be learning all about an amazing Children’s book author
and illustrator, Doug Cushman! You will learn all about his life and how and
when he became a writer and illustrator. We will take a look at many of the books
Doug has written and illustrated and then eventually you will all be making
your own sequel to one of his books!”
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5. Materials,
Resources, Websites
Smart board, class computers
The
websites that the students may use but are not limited to when researching :
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6. Technology
Integration
Teacher:
The
teacher will turn on the smart board and pull up a list of questions about
Doug Cushman.
§
Doug Cushman currently
lives in two places… he lives in California and also has a home in
_________________________.
§
Doug Cushman would make comic books in junior high and would
sell them to his friends for how much money?_________________
§
Doug Cushman has written many _____________ books that are
exciting and suspenseful.
§
Doug Cushman attended college at _____________.
§
Doug Cushman is currently a member of the National __________
society.
§
Doug Cushman has written and or illustrated over _________
books.
Students:
Students are to work with their group and
each group may use one class computer to research the answers. They will be
given 15 -20 minutes to find as many answers as possible.
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7. Teacher
Presentation or Facilitation and Student Activities
Lesson procedures:
Direct
instruction:
Teacher explains that the students will be in groups and are to research
information about the author Doug Cushman and answer the questions provided
to them.
Guided
Practice: The
students’ desk’s are already in groups of 4-5. To begin the unit the teacher
will turn on the smart board and pull up a list of questions about Doug
Cushman. The teacher will explain to the students that they will work their
group and each group may use one class computer to research the answers.
Students will be given 15-20 minutes to
conduct their research. ELL/
ESE students will be given additional time to complete research if needed.
After
the students’ time is up, the teacher will call students back to their desk
groups (if they are still on the computer). The teacher will go to each group
and ask them to give her the answer. If a group has the wrong answer, then
she will go to the next group to see if they can help their peers out with
the correct answer.
The
teacher explains to the students that they will need to know this information
for their activities as they continue to learn about Doug Cushman.
The
teacher then ends the introductory lesson with a book by Doug Cushman,
showing the illustrations and pausing for time to make predictions as the
story is read. ELL
student- If needed teacher will get a
copy of the book in students language and allow student to listen to the book
at this time using the class headphones.
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Specific
Accommodations:
ESE Students:
Teacher will check for constant
understanding. Student may have additional time to complete research on the
computer.
ELL Student: Student will listen to Doug
Cushman book in their native language if needed.
Teacher will use gestures when giving
instructions and will make direct eye contact with student.
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Lesson
#2
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1A. Common Core
Standards
CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories,
dramas, and poems when writing or speaking about a text, using terms such as
chapter, scene, and stanza.
CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of
view from that of the narrator or those of the
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1B.
Goal 3 Standards
Standard 2 -
Effective Communicators
Florida students communicate in English and other
languages using information, concepts, prose, symbols, reports, audio and
video recordings, speeches, graphic displays, and computer-based programs.
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2. Objectives
Students will listen as the teacher reads aloud different
Doug Cushman books over the time span of three days.
Students will read Doug Cushman books on their own for
homework.
After spending three days reading a variety of Doug
Cushman’s books students will create their own animated book review using the
school computer.
Time : 4 days
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3. Assessment &
Evaluation
Initial assessment: Teacher will explain assignment and
make sure students understand how to complete it.
Informal assessment: Teacher will have students write down
their favorite part of the book they read for homework the night before.
Teacher will observe students in the computer lab and
answer questions as needed.
Formal assessment: Teacher will grade students on their
completion of their book reviews. Teacher will make sure students have
addressed all items on the checklist for the book review.
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4. Introduction:
The teacher will explain to the class that over the next
three days they will be reading a variety of books written by Doug Cushman.
Each day the teacher will read two books aloud. The students are to choose a
Doug Cushman book from the class library or the school library to take home
with them each night as homework. On the fourth day they will be choosing a
book written by Doug Cushman, and they will be creating a book review online
using an avatar.
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5. Materials,
Resources, Websites
Class Library of Doug Cushman books, Class computers.
http://www.voki.com/ - This is the site the students will use to create their book
review.
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6. Technology
Integration
Teacher:
This is an example I made of a short book review of the
book Pigmares students will be
required to make their review more in depth.
Teacher will have students save their book review on the
desktop of the computer they are using. Once the students have saved their
review s the teacher will go to each computer and put all of the students
reviews on her flash drive, and will review and grade them on her own
computer.
Students:
Students will be using the website http://www.voki.com/ to create a book review on one of Doug
Cushman’s books.
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7. Teacher
Presentation or Facilitation and Student Activities
Lesson procedures
Direct
instruction:
On day four the teacher will explain how to make an animated book review
using the Voki website. ELL/ESE
Student- teacher will review directions again one on one.
Guided
Practice: The
teacher will explain that students are to choose a book written by Doug
Cushman. It can be a book they enjoyed or a book they did not enjoy. The
teacher will show the class her example, and explain that they will have to
add more information then she added (it was made to just be used as an example).
http://www.voki.com/pickup.php?scid=8306242&height=267&width=200
The
teacher will explain to the students that they must include the following information
in their review:
Check
list:
·
State the book’s title and copyright and that it was written and
illustrated by Doug Cushman.
·
State the books genre.
·
State the theme of the book ( the subject of topic, general
subject matter)
·
Give a short summary of the book; discuss the plot, setting, and
characters.
·
State whether you enjoyed reading the book, or if you did not
enjoy it state why.
·
State whether you would or wouldn’t recommend this book to your
classmates.
Independent
Practice: The teacher will allow students to take about 25-30 minutes to
write their review out on paper. Then the teacher will take the students to
the school computer lab to create their animated review. ELL/ ESE students will be
allowed to work with a partner to create their review if necessary.
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Specific
Accommodations:
ESE Students:
The
teacher will check for understanding of how to complete the assignment.
Depending on the students exceptionality appropriate accommodations will be
made. The teacher will review one on one how to create the book review.
Student may work with partner if necessary. Extra time.
ELL Student: The teacher will review one on
one how to create a book review. Student will be allowed to work with another
student in the creation of the animated book review or student will be
allowed additional time to complete the assignment.
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Lesson
#3
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1A. Common Core
Standards
CCSS.ELA-Literacy.RL.3.7 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)
CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or
texts, supporting a point of view with reasons.
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1B.
Goal 3 Standards
Standard 5 -
Responsible Workers Florida students display responsibility, self-esteem,
sociability, self-management, integrity, and honesty.
Standard 6 -
Resource Managers
Florida students will appropriately allocate time, money, materials, and other resources. |
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2. Objectives
Students will understand how illustrations can help convey
the author’s purpose for a book.
Students will create their own illustrations and compose a
letter to Doug Cushman persuading him to use their illustrations. They will
support their letter with reasons why they believe their illustrations would
work for one of his books.
Time : 2 days
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3. Assessment &
Evaluation
Initial assessment: Teacher will gauge how much students
know about illustrations relating to a book through a class discussion.
Teacher will look for student participation.
Informal assessment: Teacher will give students points
toward the assignment (or will take away points) for self-management and
responsibility while the students travel around the school and outdoors
during their sketching.
Formal assessment: Students will submit their letters and
illustrations to the teacher for grading. Teacher will use rubric to grade.*
see rubric.
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4. Introduction:
The teacher will read out loud a quote from Doug Cushman.
The quote explains that Doug enjoys drawing what he sees around him, on the
streets, in a café, wherever he is. The teacher will explain that they are
going to go on a walk around the school and outside and the students are to
draw whatever they see. The teacher then explains to the students that one they
are finished with their drawings they will be writing a letter to Doug
Cushman explaining why he should use their illustrations in his next book,
and what they think the book should be about.
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5. Materials,
Resources, Websites
White drawing paper, White construction paper, colored
pencils, markers, crayons, smart board
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6. Technology
Integration
Teacher: Teacher will use the smart board to pull up Doug Cushman’s
official website http://www.doug-cushman.com/
. The teacher will then read the quote on the website and will click on the
sketches tab, to show students sketches that Doug Cushman has made.
Students: The
students will be allowed to use the class computers to view additional
sketches and illustrations that Doug Cushman has created before going on the
school/outside walk.
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7. Teacher
Presentation or Facilitation and Student Activities
Day 1 Direct instruction: Teacher will explain that the students will be creating their own sketches and illustrations and will then be creating a letter to Doug Cushman on why he should use their illustrations in his next book. Guided Practice: The teacher will have a class discussion on how illustrations can create the mood in a story, and emphasize aspects of a character or the setting. The teacher will then pull up Doug Cushman’s official site and will read the following quote out loud from the site: “One of my most favorite activities is to wander the streets of Paris and sketch what’s around me, in the cafes, on the streets… Just about any place!” The teacher will also read his quote: "A good character will almost write a book by himself with a little nudge or two from the author." The teacher speaks “ Alright class so after reading those quotes from Doug Cushman, can anyone guess what we are going to be doing today?.......We will be acting just like Doug Cushman and will sketch out either a setting, or characters (or both if you wish) for a potential book written by Doug!”
The
teacher explains to the students that they will be taking a walk around the
school and outside and they are to bring paper and a pencil and make sketches
of things they see along the way. While sketching they should think of how
they can incorporate their illustrations to a story line, they should include
either a setting with some sort of scenery or characters. Students can be creative and can make unique
characters by looking at things along the way that inspires them.
Teacher
will allow students 15 minutes to get in groups and view Doug Cushman
illustrations on the class computers, or using the class library before going
on the walk.ESE/ELL
students will walk toward the head of the class so the teacher can assist the
students if necessary
Independent
practice:
Students will sketch their drawings. When they get back to the classroom the
teacher will explain to the students that they will choose their favorite
sketch and will create a one page illustration. They are to re-draw the
sketch on good construction paper.
Day 2
Direct instruction: Teacher will explain to the class that today they will be finishing up their illustrations and will be writing a letter to Doug Cushman. Guided Practice: If any student is not finished with their illustration, they will complete it before they start their letter. The teacher will explain that the students must state why they think their illustration would be good for Doug’s “next” bookStudents should include things such as :The setting of their illustration, discuss that characters that they made (if they chose to draw characters), what genre the book would be, what they think the story should be about, what time period the book would take place in.
When
completed the student should type the letter before submitting it to the
teacher for grading.
Independent
Practice:
Students will complete their illustrations and their letters.
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Specific
Accommodations:
ESE Students: Student
does not have to type up the letter if it is a difficult task. Depending on
the students exceptionality, the student will be able to work one on one with
the teacher to create the letter.
ELL Student: The
teacher will check for understanding regularly. Translation dictionary will
be provided if needed when creating the letter to Doug Cushman. Student will
walk toward the front of the group when walking around the school in case the
student has questions about the sketching process or any other questions
about the assignment.
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CATEGORY
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4
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3
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2
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1
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Neatness
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Letter is typed,
clean, not wrinkled, and is easy to read with no distracting error
corrections. It was done with pride.
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Letter is neatly
hand-written, clean, not wrinkled, and is easy to read with no distracting
error corrections. It was done with care.
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Letter is typed and is
crumpled or slightly stained. It may have 1-2 distracting error corrections.
It was done with some care.
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Letter is typed and
looks like it had been shoved in a pocket or locker. It may have several
distracting error corrections. It looks like it was done in a hurry or stored
improperly.
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Grammar & spelling (conventions)
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Writer makes no errors
in grammar or spelling.
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Writer makes 1-2
errors in grammar and/or spelling.
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Writer makes 3-4
errors in grammar and/or spelling
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Writer makes more than
4 errors in grammar and/or spelling.
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Capitalization and Punctuation
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Writer makes no errors
in capitalization and punctuation.
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Writer makes 1-2
errors in capitalization and punctuation.
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Writer makes 3-4
errors in capitalization and punctuation.
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Writer makes more than
4 errors in capitalization and punctuation.
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Sentences & Paragraphs
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Sentences and
paragraphs are complete, well-constructed and of varied structure.
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All sentences are
complete and well-constructed (no fragments, no run-ons). Paragraphing is
generally done well.
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Most sentences are
complete and well-constructed. Paragraphing needs some work.
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Many sentence fragments
or run-on sentences OR paragraphing needs lots of work.
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Ideas
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Ideas were expressed
in a clear and organized fashion. It was easy to figure out what the letter
was about.
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Ideas were expressed
in a pretty clear manner, but the organization could have been better.
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Ideas were somewhat
organized, but were not very clear. It took more than one reading to figure
out what the letter was about.
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The letter seemed to
be a collection of unrelated sentences. It was very difficult to figure out
what the letter was about.
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Illustration
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Illustration is
expressive and detailed. Characters, colors, and or a setting is used to add
interest to the illustration.
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Illustration is
expressive and somewhat detailed. Student somewhat includes characters, colors,
and or a setting for the illustration. Student has basics, but had not
\"branched\" out.
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Illustration has few
details. It is primarily representational with very little inclusion of
characters, colors, or a setting. Student needs to improve.
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The drawing lacks
almost all detail OR it is unclear what the drawing is intended to be.
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Time management
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Class time was used
wisely. Much time and effort went into the planning and design of the mask
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Class time was used
wisely. Student could have put in more effort for the assignment.
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Class time was not
used wisely. Student shows little effort in the assignment.
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Class time was not
used wisely and the student put in no effort.
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Culminating
activity
Students
will be creating their own mystery books sequel’s for one of Cushman’s books,
using Doug Cushman’s writing style.
Students
will have access to a variety of books Doug Cushman has written in my class
library. Students may also choose to get a book from the school library. Students
are to choose a book and analyze it. Students will then create a short sequel
to the book they have chosen. Students should use Doug Cushman’s writing style
in their work. The sequel must be at least 6 pages or more, students should
write in complete sentences and the book should follow the same writing style
that the book they chose by Doug Cushman. Students may choose to add
illustrations to their sequel for extra credit however the intent of this
activity is to show the understanding of Doug Cushman’s writing style. Once
finished with their books the teacher will have the student books laminated and
the students will attach the pages together to have a completed sequel.
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Works Cited
Common Core State Standards Initiative. (2012). Retrieved from Core Standards:
http://www.corestandards.org/
Create Speaking Avatars and Use Them As An Effective
Learning Tool. (2013). Retrieved from
Voki: www.voki.com
Doug Cushman.
(2013). Retrieved from Doug Cushman: http://www.doug-cushman.com/
Rubistar: Create Rubrics for your Project-Based
Learning Activities. (2008).
Retrieved from Rubistar: http://rubistar.4teachers.org/
Reflection
I am very glad that I chose to
study Doug Cushman from professor Slick’s list of authors. I did not know much
about Doug Cushman before this assignment, and although this author study was a
lot of work and took a lot of time I am so happy that I was able to participate
in it. I have learned how important it is to make sure our students know not
only about literature books, but about the mind behind the book, the author.
What surprised me about myself with this project was how interesting I found it
to be. I loved learning about Doug and how he became an illustrator and writer.
I never have really taken the time to learn about authors until this project,
and I am very grateful that this assignment was a part of this course and I
know for a fact that I will conduct many author studies in my future classroom!
I am really excited about my ideas for this
project and cannot wait to actually try some of them out in my classroom, the
one I liked the most was the animated book review. I think by incorporating
technology with the book review it will increase engagement among students.
Students are able to make their own avatar and choose the hair color and
clothes and then are able to type in what they want the avatar to say about the
book they read. Another way to really make the students avatars come to life is
by actually recording the student’s voice as they recite their book review,
which was another option that the site offered.
If I were to give someone advice
about this project it would be to take it seriously and really get involved. I
truly feel that this project was so beneficial to me as a future teacher. I
would suggest that future students who will be participating in this project
really take the time and learn about the author they are studying and really
put thought into how to incorporate the author into lesson plans. At the end of
this project I feel a great sense of accomplishment and gratitude for getting
the chance to learn about author studies!
FEAP
REFLECTION
The
FEAP’s that I used were assessment, diversity, and technology. The assessments that I used were a mix of
initial, informal, and formal. It is important that we as teachers remember
that we must assess our students to see what they have actually learned and to
see if any further instruction on a certain topic needs to be covered.
Assessments only work properly if we teach our students what we are going to
assess them on. I feel that my assessments match my lessons properly in this project.
I addressed diversity by making accommodations for ELL students as well as ESE
students. Differentiation is a MUST when teaching in classrooms today. Students
learn very differently and it is our job to make sure we can teach to every
student. This can happen by making accommodations for students who need them.
Today we live in a world full of technology which is why it is important to
make sure our students are tech savvy. I had my students researching Doug
Cushman and his works as well as his life experiences, I also had my students
create animated book reviews, and students were to use computers to type up
their finished letters.
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