ABOUT THE AUTHOR
Telling stories are what Robert Munsch does, and loves best. Robert Munsch was born on June 11, 1945 in Pittsburgh, PA. The first time he stood in front of a group of children as a student teacher at a nursery school in 1972, his cheerful, animated presentation grasped hold of the imaginations of his listeners and he hasn't let go since.
Before he is finishing with his creation which is the book, Munsch spends up to three years telling, reviewing and modifying the story in front of his captivated audiences. Munsch has published dozens of books in both Canada and the United States. His first efforts, The Mud Puddle and The Dark, were published in 1979 and the runaway bestseller Love You Forever was first published in 1986. He creates characters that are loved, courageous, stubborn and endearing children, while his story lines tend to challenge conventions and stereotypes.Robert Munsch lives in Ontario, Canada, and continues to perform his own tales. He often goes to a location without notice—for day care centers, schools, and libraries
Robert Munch has created several books that are very captivating. The list is endless but here is some of my favorite.
Daily Lesson Plan Template:
Daily Lesson Plan Template:
CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
CCSS.ELA-Literacy.SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
CCSS.ELA-Literacy.SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.
1. The effective educator creates a culture of high expectations for all students by promoting the importance of education and each student’s capacity for academic achievement.
2. The effective educator demonstrates deep and comprehensive knowledge of the subject taught.
3. The effective educator exemplifies the standards of the profession.
(2) The Educator Accomplished Practices. Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices. Each of the practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility.
(a) Quality of Instruction.
1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:
a. Aligns instruction with state-adopted standards at the appropriate level of rigor;
b. Sequences lessons and concepts to ensure coherence and required prior knowledge;
c. Designs instruction for students to achieve mastery;
d. Selects appropriate formative assessments to monitor learning;
e. Uses diagnostic student data to plan lessons; and
f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.
3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
a. Deliver engaging and challenging lessons;
b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;
c. Identify gaps in students’ subject matter knowledge;
d. Modify instruction to respond to preconceptions or misconceptions;
e. Relate and integrate the subject matter with other disciplines and life experiences;
f. Employ higher-order questioning techniques;
g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding;
h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;
i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and
j. Utilize student feedback to monitor instructional needs and to adjust instruction
2. Objectives:
Students will be able to make connections between different Robert Munsch literatures
Students will develop their abilities to view, listen to, read, comprehend, and respond to a variety of contemporary and traditional grade-level-appropriate texts in a variety of forms.
Students will be able to complete a brainstorming web with group memebers.
Students will be able to show understanding of the lesson with final project.
Students will be able to make connections between different Robert Munsch literatures
Students will develop their abilities to view, listen to, read, comprehend, and respond to a variety of contemporary and traditional grade-level-appropriate texts in a variety of forms.
Students will be able to complete a brainstorming web with group memebers.
Students will be able to show understanding of the lesson with final project.
Introduction to Lesson:
Robert Munsch was born in Pittsburgh, Pennsylvania. He graduated from Fordham University in 1969 with a Bachelor of Arts degree in history and from Boston University in 1971 with a Master of Arts degree in anthropology.
He studied to become a Jesuit priest, but decided he would rather work with children at orphanages and daycare centers. In 1973, he received a Master of Education in Child Studies from Tufts University. In 1975 he moved to Canada to work at the preschool at the University of Guelph in Guelph, Ontario. He also taught in the Department of Family Studies at the University of Guelph as a lecturer and as an assistant professor. In Guelph he was encouraged to publish the many stories he made up for the children he worked with.
One of Munsch's best-known books, Love You Forever was listed fourth on the 2001 Publishers Weekly All-Time Best-selling Children's Books list for paperbacks at 6,970,000 copies (not including the 1,049,000 hardcover copies). The Munsches have since become adoptive parents of Julie, Andrew, and Tyya.
Robert Munsch is a renowned author who has been presented many awards and honors and was even made a Member of the Order of Canada in 1999. He is one of my favorite children’s authors.
5. Materials, Resources, Websites:
Paper
Pencil
Envelopes
25 author books
6. Technology Integration
Teacher:
Students:
http://www.lauracandler.com/filecabinet/literacy/PDFLC/reflect.pdf http://www.lauracandler.com/filecabinet/literacy/PDFLC/responseq.pdf http://www.lauracandler.com/filecabinet/literacy/PDFRead/Lit_Circle_Discussion.pdf http://www.lauracandler.com/filecabinet/literacy/PDFRead/CharacterMap.pdf
Lesson One:
After the introduction students will work in groups to find the answers and create a brainstorming web about our author. The teacher will create a web on smart board to guide the students and give them a visual on what they are to do. The teacher will create a web with another author so that the students know what they are expected to do. She will guide them with the whole group and when she finishes her demonstration the students will go in groups and create their own web on Robert Munch.
After students have gathered all of their information the Teacher will then show them a YouTube video clip Robert Munsch.
http://www.youtube.com/watch?v=_knScBe0qro
Note:
Student’s final project will be writing a letter to Robert Munsch. The students need to know information about Robert Munsch in order to write him, the students need to know him as much as possible. The students will also see a video clip of him reading some stories to children so that they can see how animated he is when reading and become personal with him.
Lesson Two:
The teacher will show the video that she presented in the last lesson for a fresher on our Author. After viewing the video students will then be selected into a literature circle group. In each group there will be three students; a recorder, a reader, and a speaker. The teacher will have at least 25 books that each group can select from. Each group will pick three books to read in their literature circles. Each student will have a job and will be graded on the information that they have gathered. Each student will have the opportunity to play each role with each different book they read. After the students have read all three books, they will than present to the class their findings. Each student will also complete the following information independently and with their groups and turn it in for a grade for this lesson. This will show the teacher whether the students participated or not.
Lesson Three:
Students will be selected to work with partners to create their own Robert Munsch book. They will research the internet on what needs to be included in a book.
Write it next:
The teacher will model how to transfer work from the plan sheet to writing paper correctly. Discuss with each child to assess their readiness to move on with the process. Talk to them about what will be needed to go to the next step on creating a book. Give visuals and examples.
Then Model how to add details to drawings, sound out words, use the word wall, and use of writing conventions. All these things can be incorporated into their books. Also help them find resources of materials they can incorporate into their books.
The teacher will model how to transfer work from the plan sheet to writing paper correctly. Discuss with each child to assess their readiness to move on with the process. Talk to them about what will be needed to go to the next step on creating a book. Give visuals and examples.
Then Model how to add details to drawings, sound out words, use the word wall, and use of writing conventions. All these things can be incorporated into their books. Also help them find resources of materials they can incorporate into their books.
Publish It: Have children put covers on their books, write a title and color the pages of their books. After they have finished their books we will come together as whole group and read our stories. A copy of these stories will be mailed to Robert Munch.
Lesson Four:
Each student will write a letter to the author Robert Munsch. They will include their books they created, what books they have read from the author and ideas for future books. The teacher will teach the students what is incorporated in a formal letter.
A letter has six major parts; the teacher will talk about the six major parts and model for them on how to properly write a letter. Each student will create their rough draft of the letter and turn it in. First Date, Second Dear ________, Third Greeting, Fourth Purpose for writing, fifth Thanks, and sixth Signature
Also the teacher will discuss: A letter begins with the date in the upper right hand corner of the page. Remember to find a place that will give you enough room to end the date on the right hand side. If they miss, they need to erase and do it again.
Under that, “Dear ...” make sure to end with a comma.
On the next line, the first sentence is our greeting. This is our way of saying hello to the person!
Some examples are: How are you? Good day to you sir, thank you for your wonderful books!
Then the students will write their greeting statement individually.
After this, we move on to our reason for writing
Our last line is our thank you line.
Then the students will write their greeting statement individually.
After this, we move on to our reason for writing
Our last line is our thank you line.
Lesson Five:
Student will correct any errors they may have and complete their final paper. The teacher will then show them how to address an envelope and mail in their letters. The teacher will talk about the different components of an envelope and what needs to be included and why. Each student will input their own materials and will stamp their letter. They will give their finish product to the teacher and the teacher will then mail out the letter
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