Chris Van Allsburg ONLINE RESOURCES PACKET AuthorStudy Grade 4 Copyright © 2010 Pearson Education, Inc., or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce these pages, in part or in whole, for classroom use only, the number not to exceed the number of students in each class. Notice of copyright must appear on all copies. For information regarding permissions, write to Pearson Curriculum Group Rights & Permissions, One Lake Street, Upper Saddle River, New Jersey 07458. ISBN 13: 978-0-66364-176-5 1 2 3 4 5 6 7 8 9 10 14 13 12 11 10 Resources Chris Van Allsburg ASSESSMENT AND PROGRESS MONITORING Monitoring Student Progress Reading Passage from Just a Dream by Chris Van Allsburg (Pre-Assessment Prompt) Reading Passage from Just a Dream by Chris Van Allsburg (Post-Assessment Prompt) Rubric: Elements to Include in an Informative or Explanatory Text LESSON RESOURCES Lesson 1: Things We Notice and Things We Wonder about Chris Van Allsburg Books Lesson 3: Chris Van Allsburg—Biography Chris Van Allsburg—Facts Lesson 4: Chris Van Allsburg—Publishing Timeline Connective Words and Phrases for Linking Ideas Checkpoint 1: Reader’s Notebook Entry Lesson 5: Attributes of Books by Chris Van Allsburg Lesson 6: Character Analysis Lesson 7: Character Traits Lesson 8: Checkpoint 2: Reader’s Notebook Entry Lesson 11: Checkpoint 3: Reader’s Notebook Entry Model for Checkpoint 3: In-depth Description of a Setting Lesson 16: Checkpoint 4: Reader’s Notebook Entry Model for Checkpoint 4: In-depth Description of an Event Lesson 17: Venn Diagram Monitoring Student Progress 1/3 Monitoring Student Progress Student Name/I.D. Number Pre-Assessment Introduce the topic clearly Group related information in paragraphs or sections Include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension Develop the topic with facts, definitions, concrete details, quotations, or other information and examples Link ideas within categories of information using words and phrases (e.g., another, for example, also, because) Use precise language and domain-specific vocabulary Provide a concluding statement or section Week 1 Introduce the topic clearly Group related information in paragraphs or sections Include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension Develop the topic with facts, definitions, concrete details, quotations, or other information and examples Link ideas within categories of information using words and phrases (e.g., another, for example, also, because) Use precise language and domain-specific vocabulary Provide a concluding statement or section Author Study: Chris Van Allsburg Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Monitoring Student Progress 2/3 Monitoring Student Progress Student Name/I.D. Number Week 2 Introduce the topic clearly Group related information in paragraphs or sections Include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension Develop the topic with facts, definitions, concrete details, quotations, or other information and examples Link ideas within categories of information using words and phrases (e.g., another, for example, also, because) Use precise language and domain-specific vocabulary Provide a concluding statement or section Week 3 Introduce the topic clearly Group related information in paragraphs or sections Include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension Develop the topic with facts, definitions, concrete details, quotations, or other information and examples Link ideas within categories of information using words and phrases (e.g., another, for example, also, because) Use precise language and domain-specific vocabulary Provide a concluding statement or section Author Study: Chris Van Allsburg Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Monitoring Student Progress 3/3 Monitoring Student Progress Student Name/I.D. Number Week 4 Introduce the topic clearly Group related information in paragraphs or sections Include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension Develop the topic with facts, definitions, concrete details, quotations, or other information and examples Link ideas within categories of information using words and phrases (e.g., another, for example, also, because) Use precise language and domain-specific vocabulary Provide a concluding statement or section Post-Assessment Introduce the topic clearly Group related information in paragraphs or sections Include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension Develop the topic with facts, definitions, concrete details, quotations, or other information and examples Link ideas within categories of information using words and phrases (e.g., another, for example, also, because) Use precise language and domain-specific vocabulary Provide a concluding statement or section Author Study: Chris Van Allsburg Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Pre-Assessment 1/1 Writing an Informative or Explanatory Text Sometimes authors write about events that are true. Sometimes they write about things that could not happen in real life. A modern fantasy is a story that seems as if it could be true, but has some happenings that could not occur in real life. Read the passage from the beginning of Just A Dream by Chris Van Allsburg. Is there anything in this passage that makes you think this book could be a fantasy? Write an informative or explanatory text to examine this topic and convey ideas and information clearly. Explain your thinking by introducing your idea and using facts, details, and examples from the text to support your thinking. Be sure to link ideas together. Think carefully about the words you will choose to inform your reader of your thinking. Be sure to end your writing with a concluding statement or section related to your explanation. Author Study: Chris Van Allsburg Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Pre-Assessment 1/2 Reading Passage from Just a Dream by Chris Van Allsburg As usual, Walter stopped at the bakery on his way home from school. He bought one large jelly-filled doughnut. He took the pastry from its bag, eating quickly as he walked along. He licked the red jelly from his fingers. Then he crumpled up the empty bag and threw it at a fire hydrant. At home Walter saw Rose, the little girl next door, watering a tree that had just been planted. “It’s my birthday present,” she said proudly. Walter couldn’t understand why anyone would want a tree for a present. His own birthday was just a few days away, “And I’m not getting some dumb plant,” he told Rose. After dinner Walter took out the trash. Three cans stood next to the garage. One was for bottles, one for cans, and one for everything else. As usual, Walter dumped everything into one can. He was too busy to sort through garbage, especially when there was something good on television. The show that Walter was so eager to watch was about a boy who lived in the future. The boy flew around in a tiny airplane that he parked on the roof of his house. He had a robot and a small machine that could make any kind of food with the push of a button. Walter went to bed wishing he lived in the future. He couldn’t wait to have his own tiny plane, a robot to take out the trash, and a machine that could make jelly doughnuts by the thousands. When he fell asleep, his wish came true. That night Walter’s bed traveled to . the future. Walter woke up in the middle of a huge dump. A bulldozer was pushing a heap of bulging trash bags toward him. “Stop!” he yelled. The man driving the bulldozer put his machine in neutral. “Oh, sorry,” he said. “Didn’t see you.” Walter looked at the distant mountains of trash and saw half-buried houses. “Do people live here?” he asked. Author Study: Chris Van Allsburg Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Pre-Assessment 2/2 Reading Passage from Just a Dream by Chris Van Allsburg “Not anymore,” answered the man. A few feet from the bed was a rusty old street sign that read FLORAL AVENUE. “Oh no,” gasped Walter. He lived on Floral Avenue. The driver revved up his bulldozer. “Well,” he shouted, “back to work!” Walter pulled the covers over his head. This can’t be the future, he thought. I’m sure it’s just a dream. He went back to sleep. But not for long . Walter’s bed returned to the present. He was safe in his room again, but he felt terrible. The future he’d seen was not what he’d expected. Robots and little airplanes didn’t seem very important now. He looked out his window at the trees and lawns in the early morning light, then jumped out of bed. He ran outside and down the block, still in his pajamas. He found the empty jelly doughnut bag he’d thrown at the fire hydrant the day before. Then Walter went back home and, before the sun came up, sorted all the trash by the garage. Excerpt from Just a Dream by Chris Van Allsburg. Copyright © 1990 by Chris Van Allsburg. Reprinted by permission of Houghton Mifflin Harcourt Publishing Company. All rights reserved. Author Study: Chris Van Allsburg Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Post-Assessment 1/1 Writing an Informative or Explanatory Text We have been studying the works of Chris Van Allsburg.