Ginger Hall

1st Grade Author Study:

Tommie dePaola
RDLG 537
Dr. Anthony
December 16, 2014

Introduction Lesson on the Author: Tomie dePaola

Lesson Topic: The teacher will introduce the Author Tomie dePaola and his books to the
class.
Essential Question: Can the students actively listen and engage in a discussion about
Tomie dePaola and the concept of an Author Study?
Standards: CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
Learning Objectives and Assessments:
Learning Objectives

Assessments

The students will be able to comprehend

what an author study is.

The teacher will call on various students for

responses to questions about an author
study.

The students will familiarize themselves

with Tomie dePaola and his work.

The teacher will observe the students

during the class discussion.

Materials: Tomie dePaola Biography, Book: Strega Nona

Prior Knowledge: The students might have read one of Tomie dePaolas books
Hook: The teacher will have all of the books from the Author Study on display. She will
introduce Tomie dePaola and explain they are beginning an Author Study.
Instructional Plan:
1. The teacher will have the children gather on the carpet to begin showing the
books.
2. The teacher will explain the terms Author and Illustrator. She will then tell them
they will be discussing Tomie dePaola and explain how he does both (author &
illustrate) for most of his books.
3. The teacher will then show some of the books they will be covering during their
Author Study. She will then explain in a simplistic way what an author study is.
4. The teacher will then read the class Strega Nona, one of his most popular stories.
5. She will pass around the books and let the children explore through them. She will
tell the children to pay close attention to all of the illustrations.
6. The teacher will then refocus the class. She will begin a discussion about the
illustrations and the types of stories they thought these books told.
7. The teacher will then conclude the lesson by sharing a few facts about Tomie
dePaola from his Biography. She will show them a picture of him as well.

Closure: Students will be excused from the carpet to do individual reading.

Lesson 1: Story Elements

Book: Big Anthony
Lesson Topic: The teacher will read aloud Big Anthony to the students and focus on
story elements including setting, characters and main events.
Essential Question: Can the students demonstrate their understanding by discussing
and answering questions based on setting, characters and main events?
Standards:
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
Learning Objectives and Assessments:
Learning Objectives

Assessments

The students will be able to both ask

and answer questions about key details
that occurred in the story.

The teacher will know who is comprehending

by probing the students for responses
throughout the reading

The students will be able to

demonstrate their comprehension by
participating in pair share with their
neighbor and by completing a
worksheet.

The teacher will observe the students during

a pair share with their neighbors where they
will discuss the story elements; also by
critiquing the worksheet they complete.

Materials: Book: Big Anthony, Worksheet

Prior Knowledge: The students will have previously, briefly covered story elements.
Hook: The teacher will show the students the cover of the book and see if anyone is
previously familiar with the story. The teacher will give them a hint, saying that the story
is about a little boy who gets into a lot of mischief and to keep that in mind as we read
the story!
Instructional Plan:
1. The teacher will have the children gather on the carpet to listen to the read aloud.
2. The teacher will read through the book, stopping a few times throughout the story
to ask the students questions about the text including characters, setting and
important events.

3. The teacher will call on various students to answer her questions. She will also
encourage students to ask questions of their own.
4. Once finished reading the story, the teacher will model a pair share with a
student to show discussion of important events that occurred throughout the story.
5. The teacher will then instruct the children to do a pair share with their neighbor
and discuss other events they found important during the story.
6. After a brief discussion, the teacher will use the chime to have the students
refocus.
7. The teacher will then ask the students to share any comments or questions they
had during their discussions.
8. If time allows, a worksheet will be handed out where the students will be able to
record the various story elements discussed.
9. The teacher will then conclude the read aloud and excuse the children from the
carpet so they can begin their next subject.
Differentiation: When the students are asked to pair share with their partners, if the
teacher over hears students who are struggling, she can gently assist clues that will
steer the students in the right direction to get to the answer. The teacher will allow all
students the opportunity to get to the answer by allowing an adequate response wait
time. She can also ask the more advanced pairs to join other pairs who appear to be
having difficulty.
Questions: When the teacher first presents the cover to the students, she will have
them start thinking what the story could be about. She will probe the students for
responses throughout the reading.
Classroom Management: The teacher will use the chime if necessary to gain all the
students attention as they gather on the rug to listen to the story. She will also instruct
them to partner up with their closest neighbor instead of allowing them to choose their
own partners for the pair share.
Closure: Students will be transitioned in a calm, orderly manner to their next subject.

Lesson 2: Problem & Solution

Book: Little Grunt and the Big Egg
Lesson Topic: The teacher will read aloud Little Grunt and the Big Egg to the students
and focus the problems and solutions that occur throughout the story.
Essential Question: Can the students show their understanding by discussing and
completing activities based on the problems and solutions in the story?
Standards:
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
Learning Objectives and Assessments:
Learning Objectives

Assessments

The students will be able to both ask and

answer questions about problems &
solutions that occurred in the story.

The teacher will know who is comprehending

by probing the students for responses
throughout the reading

The students will be able to participate

successfully in a turn and talk with their
neighbor and then complete a
corresponding worksheet.

The teacher will observe the students during

the turn and talk where they will discuss
problem and solutions; also by critiquing the
worksheet they complete.

Materials: Book: Little Grunt and the Big Egg, Worksheet

Prior Knowledge: The students will have previously covered several important key
elements of a story, including character, setting and main events.
Hook: The teacher will show the students the cover of the book and ask the class to
share their ideas on what they think the book could be about. The teacher will then
introduce the terms Problem and Solution. She will instruct the students to keep those
words in mind as we read the story.
Instructional Plan:
1. The teacher will gather the students on the carpet and explain the terms Problem
and Solution.
2. The teacher will then read through the book.
3. She will stop at several points to discuss the various problems the main character
comes across.

4. The teacher will stop after a specific problem and instruct the students to do a
turn and talk with their neighbor to briefly discuss the possible solutions they
think might happen.
5. The teacher will allow 2-3 students to share how they think the problem will be
resolved.
6. The teacher will then finish reading the story.
7. The teacher will create an anchor chart where the class will come up with a list of
problems and solutions the characters encountered throughout the story.
8. The teacher will then explain that the students will be filling out their own
Dinosaur Egg Worksheets where they will be writing down a problem and
solution from the story they thought was important.
9. The teacher will pass out the worksheet and allow several minutes for students to
complete. She will offer assistance and input as needed.
10. Once the students have finished, the teacher will have some of the students to
share their completed problem and solution worksheets. She will ask them to
explain why they thought that problem/solution was most important to them.
11. She will then collect all worksheets.
Differentiation: When the students are asked to turn and talk with their partners, if the
teacher over hears students who are struggling, she can gently assist clues that will
steer the students in the right direction. The teacher will also assist when students are
filling out the worksheet. For early finishers, they will be instructed to take out a book and
quietly read until everyone has finished.
Questions: When the teacher first presents the cover to the students, she will have
them start thinking about the various problems that might occur throughout the story.
Classroom Management: The teacher will use the chime if necessary to gain all the
students attention as they gather on the rug to listen to the story. She will also instruct
students to partner up with their closest neighbor instead of allowing them to choose
their own partners for the turn and talk.
Transitions: As the students are finishing up their snacks, the teacher will introduce the
book and will be refocus their attention. At the end of the lesson, the teacher will
transition the class into writing workshop.
Closure: The teacher will collect all of the worksheets. She will hang them up in the
room for students to refer to.

Lesson 3: Retelling
Book: Strega Nona
Lesson Topic: The teacher will read the book Strega Nona with the students and
practice retelling the story.
Essential Question: Can the students demonstrate their comprehension by retelling a
story from beginning to end?
Standards:
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
Learning Objectives and Assessments:
Learning Objectives

Assessments

The students will be able to retell the

key details of a story.

The teacher will call on students after the

individual reading to retell their story for the
class.

The students will be able to

demonstrate their comprehension by
participating in the group retelling
activity.

The teacher will observe the students during

the group activity where they will be
responsible for retelling a piece of the story.

Materials: Book: Strega Nona, Retelling Anchor Chart

Prior Knowledge: The students will have previously learned about various story
elements including important events, characters and settings. They will have also read
Strega Nona during the author introduction lesson.
Hook: The teacher will show students the cover of the book and ask them if anyone
remembers reading the story. She will ask them if they remember any important details,
or story elements from the book. The teacher will then explain that these details are the
key to retelling any story and to keep that in mind as we read.
Instructional Plan:
1. The teacher will hold up the book and explain they are going to take a picture walk
through the book to spark their memories. She will stop whenever we come
across an important story element that will help us to retell the story.

2. Once finished, the teacher will display her anchor chart and go over that
characters, setting, main events, problem and solution are all important to story
elements that can help us retell the story.
3. The teacher will then ask the students to take a seat on a letter on the outer edge
of the carpet, this way the class will be seated in an open circle.
4. The teacher will then explain that we are going to go around the circle, each
person adding another important aspect of the story that helps us to retell it. If a
child feels uncomfortable answering or wants to pass they can just state so.
5. Once we have successfully retold the story, the students will be instructed to get
their book boxes.
6. They will individually read a book for a few minutes keeping in mind the
importance of retelling the story once they have finished.
7. The teacher will then call all the students back to the carpet and ask if anyone
wants to retell their story to the class.
8. After several students have shared their stories with the class, the teacher will
close the lesson by repeating a final time what retelling is and what key details
must be included in a retelling.
Differentiation: The teacher will allow all students the opportunity to answer any
questions by allowing an adequate response wait time. She will also gently assist any
students who need further clarification during independent reading.
Questions: When the teacher first presents the cover to the students, she will ask them
to recall any details from the story they remember. This will lead to a discussion of what
retelling a story actually consists of.
Classroom Management: The teacher will use the chime if necessary to gain all the
students attention as they gather on the rug to listen to the story. She will make eye
contact with anyone who is not using proper carpet manners and will ask student to sit
properly as needed.
Closure: Students will be transitioned in a calm, orderly manner to their next subject.

Lesson 4: Character Development

Book: Tonys Bread
Lesson Topic: To show how a character can change or evolve over the course of a
story.
Essential Question: Can the students decipher the main characters traits as they
develop over the course of the story?
Standards:
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the
senses.
Learning Objectives and Assessments:
Learning Objectives

Assessments

The students will be able to actively participate

in a class discussion about characters and
their traits.

The teacher will observe students and

carefully listen to responses during the
class discussion.

The students will be able to complete graphic

organizers based on specific character traits
exhibited in the story.

The teacher will collect and review all

student graphic organizers.

Materials: Book: Tonys Bread, Graphic Organizer

Prior Knowledge: The students will have previously learned about main characters and
character traits.
Hook: The teacher will display some of the Tomie dePaola books they have covered in
class. The teacher will ask the students to share a character they found memorable. The
teacher will then further probe for specific character traits of that character.
Instructional Plan:
1. The teacher will gather the students on the carpet and tell them that today we will
be looking at character traits again today. Today though, we will be looking at how
a character can change or develop over the course of the story.
2. The teacher will then show the class the book Tonys Bread. The teacher will give
the students a little sneak peak of the story, saying how the main character is a
man named Tony. She will go on to explain that Tony changes throughout the
story and to keep that in mind as we read.

3. The teacher will then read through the book.

4. She will stop several times throughout the book, once in the beginning, once in
the middle and once at the end, to discuss how Tonys character is developing.
5. The teacher will then finish reading the book.
6. She will then explain that the students will be filling out some web graphic
organizers based on the story and Tonys character traits. She will show the
students an enlarged version and model how the proper way to fill it out.
7. The teacher will then excuse the students from the carpet to return to their seats.
8. The teacher will then pass out the graphic organizer worksheet. There will 2 webs
to complete, Tony at the beginning & Tony at the End. The students will have to
come up with different character traits Tony exhibited at the specific parts of the
book to fill both webs in.
9. The teacher will allow several minutes for students to complete. She will offer
extra support as needed.
10. Once the students have finished, the teacher will ask the students to return to the
carpet with their graphic organizers. The teacher will then complete a class
organizer for each, based off answers shared by the students.
11. The teacher will conclude the discussion by restating how characters, like Tony,
can have their character traits change or evolve over the course of the story
12. The teacher will then have the students hand in their worksheet before returning
to their seat.
Differentiation: The teacher will offer extra assistance to students struggling to
complete the worksheet. For early finishers, they will be provided a 3 rd organizer, Tony in
the Middle, where they can complete a web for Tonys character traits in the middle.
Questions: The teacher will probe students to use more descriptive language and
support from the text when describing characters and their traits.
Classroom Management: The teacher will use the chime if necessary to gain all the
students attention throughout the lesson.
Transitions: The students will be called to the carpet at the conclusion of the previous
lesson. They will be excused from the carpet after handing in their graphic organizers at
the end of the lesson.
Closure: The teacher will finish collecting all graphic organizers and display them in the
room.

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Mini Lesson 1: Finding the Lesson

Book: The Art Lesson
Lesson Topic: To find the central message or lesson of the story.
Essential Question: Can students figure out the central message or lesson of a story?
Standards: CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
Learning Objectives and Assessments:
Learning Objectives

Assessments

The students will be able find the central

message or lesson of a story.

The teacher will listen to student responses

during the discussion following the read
aloud.

The students will be able to demonstrate

their comprehension by sharing with the
class the lesson from their book.

The teacher will call on students after the

individual reading to share the lesson from
their story.

Materials: Book: The Art Lesson, anchor chart

Prior Knowledge: The students will have previously been learning about various story
elements including important events, problems and solutions.
Hook: The teacher will show students the cover of the book and ask someone to read
the title. She will then begin a discussion about the word lesson and what it means.
Instructional Plan:
1. The teacher will hold up the book and slowly read it out loud to the class.
2. As they get closer to the main lesson of the story, the teacher will stop for brief
moments of discussion to keep the students thinking about what the main lesson
could be.
3. Once the story is over, the teacher will lead the class in a discussion about what
the over arching lesson was of the story.
4. She will create a small anchor chart to reinforce what a lesson is.
5. The teacher will then instruct the students to get their book boxes and read a story
individually for several minutes. She will reinforce that students should be looking
for the main lesson of their book as they read.
6. The teacher will call the students back to the carpet and allow several students to
share their lessons.
Closure: Students will be transitioned in a calm, orderly manner to their next subject.

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Mini Lesson 2: Making Predictions

Book: Bill and Pete
Lesson Topic: What is a prediction and how do we make them as we read.
Essential Question: Can students make predictions as they read through a story?
Standards: CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details
in a text.
Learning Objectives and Assessments:
Learning Objectives
The students will be able demonstrate how
predictions are made when reading.

Assessments
The teacher will listen to student
responses throughout the read aloud as
well as at the sharing portion.

The students will show their comprehension The teacher will observe students during
by sharing their predictions with a
partner reading.
classmate.
Materials: Book: Bill and Pete, anchor chart
Prior Knowledge: The students will have previously been covering story elements
including character, setting and central lesson.
Hook: The teacher will ask students if they have ever heard the word predict before. She
will allow any students with a response to share their thoughts. She will then show a
small anchor chart that will introduce the word prediction.
Instructional Plan:
1. The teacher will hold up the book and slowly read it out loud to the class.
2. The teacher will stop at several points throughout the story and ask the class to
make a prediction about what they think is going to happen next. She will make it
clear that a prediction does not always have to come true, that it is only a guess
based on what the reader thinks.
3. Once finished reading, the teacher will have a brief discussion with the class
4. When the story is over, the teacher will lead the class in a discussion about how
the class made predictions while reading.
5. The teacher will then instruct the children to get their books boxes and break into
pairs for a pair share.
6. The teacher will explain that they will be choosing one book (a brand new story)
between the pair to reading chorally together. They will be instructed to make
predictions and discuss them together as they read through the book.
7. She will quickly review and leave the anchor chart on display for reference.

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8. The teacher will call the students back to the carpet and allow several pairs to
share the predictions they made when reading. The teacher will further probe the
students by asking them if the predictions they made were correct or incorrect.
Closure: Students will be transitioned in a calm, orderly manner to their next subject.

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Culminating Project
Book: The Hunter and the Animals
A Wordless Picture Book
For my Author Study Culminating Project, I wanted to tie together not only all of
Tomie dePaolas books but also the literature skills we practiced throughout the unit.
With that being said, I choose to use a wordless picture book, The Hunter and the
Animals, as the foundation for the project. One of the main focuses of the entire Author
Study is on dePaolas illustrations and how they add another layer of visual literacy to the
story. This book lends itself perfectly to an exploration of illustration and presents the
new idea that pictures can be used to tell a story just as effectively as text.
For the actual project, the teacher will have the students gather on the carpet
where they will have a discussion about the illustrations they have looked at so far. The
teacher will then ask the class if they think in order to be a book, you must use words or
text to tell the story. The teacher will then introduce the wordless picture book to the
class and the idea that a story can be told through only using pictures. The teacher will
then read the story to the class, slowing turning each page and allowing every child to
see the details of the illustrations. The book will help the students confront the
misconception that all books need text in order to tell a story. The teacher will remind the
students to keep in mind everything we previously talked about including story elements,
problems, solutions, character traits, important events and the central lesson. As they
move through the story, the teacher will allow students to share their thoughts and make
predictions. When they finish the book, the class will engage in a discussion about the

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story and what they thought happened, this will help the students practice their retelling
abilities as well.
Once the discussion concludes, the teacher will excuse the students back to their
seats to begin the activity portion. Each student will be given a large cutout in the shape
of the Hunter from the story. In the torso, there will be a worksheet where the students
will have to provide various responses based on the story, for instance name a character,
a setting, a main event, the problem, the solution and the central lesson. Students will fill
out the worksheet based on the information they gathered from the illustrations in the
book. They will be given the creative freedom to come up with their own character
names and interpret the story as they choose. The students will be able to color in his
face, arms and legs once finished with the writing portion. Once all students have
finished, the teacher will then collect the Hunter cutouts and display them on a bulletin
board in the classroom.

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The Books!

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