“The more that you read, the more things you will know. The more that you learn, the more places you'll go.” - Dr. Suess
Chris Van Allsburg Author Study Unit!
*This is a unit that I wrote for a graduate level class. I have not yet had the chance to implement it with a real class of students, but I have had a blast reading Chris Van Allsburg books with students in the 2nd-4th grade level in the past, and was excited and inspired to create this unit.
Unit Overview and Rationale
This unit is targeted to a third grade classroom. Students respond best when they are introduced to various Language Arts concepts through authentic literature. The authentic literature introduced in Reader's Workshop should be accessible to all, and include rich text and layers of meaning. Chris Van Allsburg has written a variety of texts that will appeal to students of all levels and provide an authentic basis to explore a variety of Language Arts concepts. Chris Van Allsburg's books also appeal to students who are interested in visual art, because the illustrations are intimately connected to the text and are meaningful and rich in detail, allowing students to infer meaning from the illustrations in collaboration with the text. For this reason, this unit will engage students who have a strong visual intelligence and create a pathway for them to approach the text with excitement and understanding. This unit addresses many different lessons that are aligned with common core grade level standards, but does so through authentic, rich text. The unit as a whole introduces students to higher order thinking and the making of text-to-text connections. These books will give the students a context in which to study the writing style of one particular author. Each individual lesson will provide either the introduction or repeated practice of an important grade level common core Language Arts concept. The use of rich language and details in Chris Van Allsburg's writing will serve as a mentor to the written and spoken language of the students.
Topic
Author study: How do Chris Van Allsburg’s books, together and separately, help us to understand language and storytelling? Specifically, how do the details and language of Chris Van Allsburg’s show us ways to engage in reading and writing and model an exciting use of language?
Enduring Understandings
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Essential Questions
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Content Standards
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.
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
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.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
CCSS.ELA-Literacy.RF.3.4a Read grade-level text with purpose and understanding.
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
CCSS.ELA-Literacy.L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
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.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
CCSS.ELA-Literacy.RF.3.4a Read grade-level text with purpose and understanding.
CCSS.ELA-Literacy.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
CCSS.ELA-Literacy.L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
Some Highlights of the Lesson Map!
The Stranger
Students will understand that good readers engage in questioning during and after reading, and refer to the text and illustrations for clues to answer their questions. Students will create a piece of persuasive writing about who "the stranger" is, using details and evidence from the text to support their reasoning.
Just a Dream
Students will learn the importance of creating believable characters that change and evolve, will use textual evidence to determine character traits. Students will create a story map that represents how a character changes and evolves, using descriptive and sophisticated words and supported by textual evidence.
Ben's Dream
Students will identify the textual and illustration clues that Chris Van Allsburg uses in his stories, and will infer aspects of meaning and plot. Students will compare and contrast the aspects of theme, setting, plot and character of Ben’s Dream to Just a Dream using a Venn Diagram. Students will create a group “Map It” poster for Ben’s Dream.
In addition to these lessons, we will read together and learn from:
The Garden of Abdul Gasazi
The Mystery of Harris Burdick
The Wretched Stone
Jumanji
and Zathura
To obtain a copy of this Unit in its entirety, please send me an email!
Students will understand that good readers engage in questioning during and after reading, and refer to the text and illustrations for clues to answer their questions. Students will create a piece of persuasive writing about who "the stranger" is, using details and evidence from the text to support their reasoning.
Just a Dream
Students will learn the importance of creating believable characters that change and evolve, will use textual evidence to determine character traits. Students will create a story map that represents how a character changes and evolves, using descriptive and sophisticated words and supported by textual evidence.
Ben's Dream
Students will identify the textual and illustration clues that Chris Van Allsburg uses in his stories, and will infer aspects of meaning and plot. Students will compare and contrast the aspects of theme, setting, plot and character of Ben’s Dream to Just a Dream using a Venn Diagram. Students will create a group “Map It” poster for Ben’s Dream.
In addition to these lessons, we will read together and learn from:
The Garden of Abdul Gasazi
The Mystery of Harris Burdick
The Wretched Stone
Jumanji
and Zathura
To obtain a copy of this Unit in its entirety, please send me an email!