2. Select Possible Titles for Your Reading

Author Study

Name______

We will begin an author study project. Your assignment is to select an author and read THREE books by that author. In addition, you will research the life of the author. The purpose of this project is to become an EXPERT on an author and some of his or her works. You will be provided with some class time which should be matched by at least 20 minutes of reading time per day at home.

Steps: 1. Select an author. 2. Select possible titles for your reading. 3. Get the author and title approved by your parents and teacher. 4. READ! READ! READ! 5. Research the author. Use the author research page as a guide. Be prepared to present your author information to the class by writing a biography of your author. 6. As you complete each book, complete a book project from the project menu. You should choose a different project for each book. 7. Type a friendly letter to the author. 8. Create a tri-fold display board (provided by Johnson) showcasing all you have learned about your author and his/her writing style. 9. Prepare a speech to showcase what you have learned.

You will be shown examples of completed projects as well as ways to complete individual components in class in the coming weeks.

Important Dates:

Parent signature page (know your 3 books) Friday, Dec. 19 Author Biography Friday, Jan. 23 First book/project completed Wednesday, Feb. 18 Letter to Author Friday, Feb. 27 Second book/project completed Tuesday, March 17 Third book/project completed Friday, April 10 Speech Monday, April 20 Display board Wednesday, April 22 Author Study Showcase Thursday, April 23 Scoring Guide

Name: ______Component Points Possible Points Earned Book Selection/Parent 2 Signature Page Author Biography 10 Book Project 1 10 Book Project 2 10 Book Project 3 10 Friendly Letter to 10 Author Speech 28 Costume, Props, & 20 Display Board TOTAL 100

*1 Point will be deducted per day for each late assignment.

Author Study Parent Signature Page Name______

Date______DUE DATE______

Choose three books that you will use to complete the author study following these guidelines:

 One book can be a reread  Fiction  All three books are by the same author (but don’t have to be a series)  Choose books that will be “just right” for you

Author ______Books that you have previously read by this author:

Books you plan on reading as part of this reading project:

Parent Signature______

Teacher’s signature______

Parent signature page (know your 3 books) Friday, Dec. 19 Author Biography Friday, Jan. 23 First book/project completed Wednesday, Feb. 18 Letter to Author Friday, Feb. 27 Second book/project completed Tuesday, March 17 Third book/project completed Friday, April 10 Speech Monday, April 20 Display board Wednesday, April 22 Author Study Showcase Thursday, April 23

Author Research Checklist to Prepare for Author Biography

It is time to start researching your author and preparing both your informal oral research presentation and your author biography. Mrs. Neltner will work with students in library class each week until the due date, and any remaining work should be completed at home. Use this sheet to keep track of the information that you gather. Make sure you RECORD your works cited information as you research. Use at least TWO sources. This form is only to record the research. You must also type your biography in paragraph form or as a bulleted list after you have collected the information.

1. Author______

2. Date/place of birth______

3. List of published books (at least 5)

______

4. Ten facts about your author (family, awards, childhood, hobbies, other jobs, school experience, personality, how he/she gets ideas for books, etc.)

1. ______2. ______

3. ______

4. ______

5. ______

6. ______

7. ______

8. ______

9.______

10.______Works Cited 1. ______Authors on the Web This list may help you as you research for your Author Biography. More sites are linked in the Author Study folder of the class websites.

1. http://people.ucalgary.ca/~authors.html An alphabetical directory of children’s book and authors and illustrates and illustrators on the web, writing tips from children’s book authors, tips for young writers from children’s book authors, geographical directory of children’s authors and illustrators on the web, and multiple listings links for children’s book authors and illustrators on the web.

2. http://www.mvr3.k12.mo.us/technology/resources/authors.html Visit the following “official sites” of children’s book authors for biographical information, book reviews, and book activities.

3. http://www.mcelmeel.com/curriculum/authorlinks/

4. http://www.djusd.k12.ca.us/harper/jboston/AuthorsandillustratorsontheWe b.htm

5. http://www.scholastic.com/librarians/ab/biolist.htm

Author Study Project Menu After reading each book, select one project to complete from the menu below. You should choose a different project for each book you read. Detailed directions are on the following pages. See the attached “Author Study Book Project Rubric” for scoring information.

1. Time Capsule 2. A New Cereal on the Shelf 3. Souvenirs 4. Detective on the Case 5. Story Quilt 6. Comic Strip Time Capsule Imagine that the main character or subject of your book made a time capsule to let future generations know about his or her life. What would the character or person have included? Create a time capsule and write a description of each item inside. Materials: shoe box, white construction paper, 3- by 5-inch index cards, markers or colored paper, found objects Directions: 1. Brainstorm a list of important people, places, objects, and events in the character’s life.

2. Imagine that you are that character and you are creating a time capsule. Refer to the list of important people, places, objects, and events you made (step 1 of directions) to give you ideas about the objects you might include. The objects you choose can represent the people, places, and events that were important to the person. They can also represent the person’s interests or aspects of his or her personality. You may include actual objects or drawings of them if the objects are unavailable. Include at least five objects or drawings.

3. For each item, write a short paragraph from the character’s perspective about why you included it. Write each explanation on an index card and attach it to the appropriate object.

4. Decorate a shoe box in a way that represents the character. You might cover it in paper and draw on it, glue pictures on it like a collage, or otherwise decorate it. Write the title, author, and your name on the box. A New Cereal on the Shelf

If you could invent a cereal based on the book you read, what would it be? After you think of a name and shape for your cereal, you’ll design a cereal box for it.

Materials: empty cereal box, white or light-colored paper, scissors, markers or crayons, construction paper, glue, tape Directions: 1. Think about what you will name your cereal. Choose a name that sounds enticing and that relates to the story in some way. Then, choose a shape for the cereal, as well as colors and ingredients that also relate to the book. For example, for Harry Potter and the Sorcerer’s Stone, you might invent a cereal called Wizard Wands, a toasted oat cereal in the shape of miniature lightning bolts.

2. Cover an empty cereal box with white or light-colored paper. Or you might want to write and draw on appropriate-sized sheets of paper and then glue them onto the box. Write a rough draft and draw sketches before moving on to your final copy. Here are the guidelines for each side of the box:

Front Write the name of your cereal and draw a picture to go with it. You might draw characters or other pictures to help sell your product. Make your cereal box look appealing and fun. Look at actual cereal boxes for ideas. Back Design a game that is based on the story. It can be a puzzle, a word game, or any other fun activity that might be found on the back of a cereal box. Make sure it includes information from the book. Right Side Under the heading “Ingredients,” list the main characters and write a sentence about each one. Then describe the setting (place and time). Left Side Write a summary of the book. Describe the main problem and the solution. Top Write the title and the author of the book and your name.

Souvenirs

Have you ever bought a souvenir to remind you of a place you’ve visited? After you finish your book, you’ll choose three important places or events from it. For each place or event, you’ll explain its importance and design a souvenir. Materials: 3- by 5-inch index cards (or paper cut that size), white paper, markers or colored pencils. Directions: 1. List the important places and events in the book. Write a sentence about each, explaining why it is important.

2. Circle the three items on the list that you feel are the most important in the book. Design a souvenir to represent each of the circled items. Think about the souvenirs you’ve seen in gift shops: T-shirts, key chains, paperweights, mugs, magnets, statuettes, postcards, bumper stickers, and so on. Sketch your design and then draw and color a final copy. Draw each one on a separate sheet of paper.

3. Next, consider the following questions: Why did you choose the three items that you circled? Why are they important to remember? Why should others learn about them? How do your souvenirs represent the places or events that you chose? Write a paragraph that explains the significance of each.

4. Revise each paragraph and then copy a final version onto an index card (one index card per souvenir). Detective on the Case ***This project is best suited for a mystery story. ***

You have just landed a job as a detective! Now that the mystery in your book has been solved, your job is to file an official case report for your agency’s records. You’ll need to review the case and accurately fill in the information. Make the report look as official as you can by designing your own case report form. Be sure it includes the information listed below.

Materials: lined paper

Directions: 1. At the top of your case report, write the name of your detective agency, the book title, and author. Then, write the location and the approximate time of the mystery (in other words, the setting).

2. Write a brief description of the mystery. What was the problem? What needed to be solved?

3. Look through the book to find clues that helped solve the mystery. Make a list of at least three of them. Beside each, write the information the clue revealed in the end.

4. Who was involved? Make a list of the main characters. Beside each character, note any suspicious behavior that occurred at any point in the story. Write whether any additional information was revealed about each character at the end of the story.

5. Finally, describe how the mystery was solved. If any detectives deserve special mention, explain why here.

6. Sign and date your report. Story Quilt Can you think of any objects that have special meaning to you? Do they remind you of a person or an important event? Now, think about the book that you just read. Were there any significant objects in the story? In literature, these objects are called symbols. They are symbolic of something important. For this project, you’ll make a quilt that shows four symbols from the book. Materials: scratch paper, large square sheet of white construction paper, ruler, markers or colored pencils, scissors, wrapping paper (optional) Directions: 1. Measure and draw light pencil lines to divide the white paper square into thirds across and lengthwise. This will create nine equal squares for your paper quilt.

2. Look through your book to help you remember objects that were important to the story. These objects should represent something significant, like a person or an event. List at least six of them.

3. Circle four objects from the list you would like to include on your quilt. Sketch each object on the scratch paper.

4. On your scratch paper, write a few sentences explaining why each object is important. What does it symbolize or represent? Revise your sentences to make them stronger.

5. Locate the four squares in the corners of the quilt. Draw one object in each square. Leave room in the same square to copy your revised sentences about the object. It is a good idea to draw and write in pencil first and then trace over it with pen or thin marker.

6. Write the title and author of the book in the center square.

7. Cut wrapping paper in to squares that are the same size as those on the quilt. Glue a wrapping paper square in each of the blank squares. (If wrapping paper is not available, cut squares of colored paper and draw simple patterns or designs on them. Glue these in the blank squares.)

Comic Strip

For this project, you’ll create a comic strip based on a part of the book you read. Your comic strip should include illustrations as well as text. Look at real comic strips for ideas.

Materials: large sheets of white construction paper, thin markers or colored pencils, ruler

Directions: 1. Choose an important or exciting part of the book that you would like to retell in your comic strip. Find a part that will allow you to include action and dialogue. Write a one-paragraph summary of this part of the book and glue it to the back of your comic strip.

2. Refer to your summary as you sketch your comic strip. Decide what you will include in each panel. Your comic strip should include about eight panels in all. If you have difficulty drawing the characters, you may draw stick figures. Make sure to give them some identifiable characteristics so that the reader can tell them apart. Also make sure that the sequence of events is clear and easy to follow.

3. Position a sheet of white construction paper horizontally and draw eight boxes of equal size. (You might need to make some larger and some smaller, depending on what you will include in each.) Draw and write in pencil first, then copy over with pen or thin marker. Keep the illustration s and text as neat as possible. Then, color your comic strip.

4. Give your comic strip a title. Write your name, the book title, and the author’s name on your project.

Letter to Author

 Include a date and greeting.

 First Paragraph: Introduce yourself and explain why you chose him/her as the author to study.

 Second Paragraph: Tell the author the title of the first book of his/her that you read. Explain what you liked about the book specifically and ask any questions that you have for the author about that book. These may include: How did you get your idea for writing this book? Why did a character do or say a specific thing? Were the characters or events based on your life in any way?

 Third Paragraph: Include a closing that asks your author any other questions you have that you did not find in the research or that you have not addressed in the other parts of the letter. This may include: How did you become interested in writing? How do you get your ideas for writing? What was your favorite subject in school? What are your hobbies? When is your next book going to be published?

You may mail or email this letter to your author. If you get a response, you may include that on your presentation board for author study!

Author Study Speech Guidelines

Dear Parents –

Attached you will find outlines to help your child develop the speech for the Author Study project. Students have a choice as to the type of speech they will give: “character talk” or “author talk”. Outlines of each type of speech are attached to help guide this portion of the project.

When practicing the speech, students should keep in mind the following points:  effective pacing (Don’t speak too fast!)

 voice volume (Make sure you are loud enough for your audience to hear you.)

 speak clearly (Speak so that your listeners can understand each word. No mumbling!)

 body language (Stand with your feet planted firmly on the floor. Remember to stand up straight. Try your best to keep your hands and body still from wiggling and jiggling around!)

 organize your thoughts (Avoid saying “uh,” “um,”, or other fillers.)

 eye contact (Look at your audience when you are speaking. Avoid looking at the ground.)

Students should not worry if the speech is less than one minute in length. If needed, teachers will be prepared to ask questions to help fill up this time frame.

If you have any questions, please feel free to contact us. Thank you so much for helping to make this a successful project for your child.

Sincerely,

Mrs. Kaufman

Mrs. Shadwell

Mrs. Snider

Author Talk Outline (3rd grade Author Study)

Please use this outline as a guide. You may certainly add or delete information as you wish. You should speak in first person as if you are the author and dress as your author for the presentation.

1) Introduction:(Often you can find author information at the back of the books.)

a) “Good afternoon. My name is _(Author Name)_. I was born in (city) in the (year) . I decided to become an author because ______. 2) Body/support

a) Name one interesting fact about your author that others may not realize.

b) What books did your author read when he/she was young?

c) Why did your author decide to write children’s books?

d) Name some of his/her most famous books?

e) Did your author also do the illustrations?

f) How many books has your author published?

3) Conclusion

a) Explain any connections you found among the 3 books that you read.

i) ______

ii) ______

iii) ______

4) Thank them for their kind attention!!

Character Talk Outline (3rd grade Author Study)

(In this version of the speech, pretend to be the character you chose to dress as. Try to write your speech from the perspective of your character.)

I. Introduction

A. Introduce yourself as the character from the book you chose to dress up as. B. Tell where you live, the time period (if not the present), and a little bit of background information about yourself (family members, pets, close friends, or any other information that was important in the books you read).

II. Body/Support

A. Tell about an especially exciting or interesting thing that happened in one of the books you read.

B. Tell what you were thinking as that happened.

III. Conclusion

A. Tell the audience where they can read about more of your adventures.

Example from Tales of a Fourth Grade Nothing, by Judy Blume: “Good evening! My name is Peter Hatcher, and I live with my family in an apartment in New York City. I love my family, but my little brother, Farley Drexel (who we call Fudge for short), is a real pain. For example, Fudge has always been interested in Dribble, my pet turtle that I won at a birthday party. He is under strict orders from my parents and me to stay away from Dribble. Did that stop him? No way! One day, he swallowed my pet turtle whole! Seriously, what kind of person swallows a live turtle? He got in big trouble for that incident, but not enough, if you ask me. Now you can see what I live with, and that is just one way that Fudge ruined everything while I was in fourth grade. If you want to hear more about my life with Fugde, you should read Tales of a Fourth Grade Nothing, by Judy Blume.” Oral Presentation Rubric : Author Study Project

Student Name: ______

CATEGORY Score of 4 Score of 3 Score of 2 Score of 1 Neatness, The hand written letters The hand written letters The hand written letters The hand written letters are clearly formed and are clearly formed and are readable. There are are somewhat readable. Visuals & the spacing between the spacing between some differences in There are many Costume words is equal, which words is usually equal. letter shape and form, differences in letter (x5) makes the text very OR The typed letters slant, and spacing that shape and form. Spacing easy to read. OR The are in a font that makes make some words makes some words hard typed letters are in a the text easy to read easier to read than to read. OR The typed font that makes the text and the spacing others. OR The typed letters are in a font that very easy to read and between words is letters are in a font that makes the text the spacing between usually equal. The makes the text somewhat readable. The words is equal. The writer uses visuals such readable. Spacing spacing between words writer uses visuals such as the book organizers, between words is is unequal making some as the book organizers, friendly letter, author unequal making some words hard to read. The friendly letter, author biography, and book words easier to read writer tries to use the biography, and book illustrations well. The than others. The writer visuals such as the book illustrations very well. presentation and visuals uses visuals such as organizers, friendly The presentation and relate to each other. the book organizers, letter, author biography, visuals clearly relate to The display board is friendly letter, author and book illustrations but each other. The display complete and inviting biography, and book the reader is confused board is eye-catching for the audience. The illustrations but the by them. The display and inviting for the costume and props add reader may not board is missing pieces audience. The costume to the presentation. understand how they and is not inviting for the and props enhance the are related. The display audience. Costume is presentation. board is complete or missing from the mostly complete. The presentation. costume is suitable for the presentation or the costume is sparse. Speaking The speaker uses very The speaker uses The speaker uses The speaker needs to effective pacing, effective pacing, somewhat effective work on pacing, volume, (x5) volume, and volume, and pacing, volume, and and expression. The expression. The expression. The expression. The speaker's words are not speaker's words are speaker's words are speaker's words are clear making it difficult clear and very easily clear and easily somewhat clear making for the audience to hear understood. The understood. The some of the and understand. The speaker's thoughts are speaker's thoughts are presentation understood speaker's thoughts are well organized. The organized. The speaker by some of the not organized. The speaker looks directly at maintains eye contact audience. The speaker looks down at the audience and uses with the audience most speaker's thoughts lack the floor and body body language to of the time and uses some organization. The language is not inviting enhance the correct body language. speaker looks at the for the audience. presentation. audience some of the time. Body language is somewhat distracting for the audience and takes away from the presentation. Speech Content The sequence of the The sequence of the The sequence of the The sequence of the presentation helps the presentation helps the presentation helps the presentation lacks (x2) audience to follow the audience to follow most audience to follow some sufficient detail for the content. The speaker of the content. The of the content. The audience to follow the understands the content speaker understands speaker understands content. The speaker and can answer the content and can the content and can has a basic questions about it. answer most questions answer some questions understanding of the about it. about it. content but cannot answer questions. Display Board/Presentation

The product you will create for your Author Study will be a tri-fold display board that includes the following:  A title (author’s name) and picture of the author should be displayed. This should be neatly done and organized in a way that invites people toward your project.

 A neat, final copy of your author’s biography must be displayed on the board. A list of author websites will be provided to assist you in your research. You may write your bio as ten bulleted points OR you may write your information in paragraph form.

 The titles of all three of your books must be neatly and creatively displayed. Include a neatly drawn and colored illustration of the covers of the books. Under each title/cover, rate the book on a scale of how much you enjoyed it with 1, 2, 3, 4, or 5 stars. (1 star being the worst and 5 being the best)

 A copy of the three book projects that you completed must be displayed on or next to the board.

 A copy of the friendly letter written to your author must be displayed.

 You are considered to be an expert on your author and his/her writing style. You will be presenting the information about your author, the books you read, and answering questions from visitors. Come dressed like your author or a popular character from his/her books. You may also include any props that will add to your presentation’s quality. Costumes should be ready 1 week prior to the showcase.

 Prepare a 1 minute to 1 minute and 30 second speech for your presentation showcasing what you have learned. This information can be about your author and/or the books you read.