Author/Study (15%) – Paper (10 points) PowerPoint (5)
For this assignment, you will do an author study on author Jeff Trippe and his three children’s novels: The Pride of the Panthers, Onward to Planet Kopius, and Far from My Own Shore ISBN: 9781941091104
Here are the major components:
In the assignment folder, please include a paper in APA style:
• Biography of author. (Provided in Canvas)
• List of major works of author
• Summaries and critiques of 3 major works from author.
• Literary analysis of resilience comparison/contrast of the three novels.
• One-page lesson plans for using each of these 3 works in a language arts setting (aligned to CPALM standards, complete with title, objectives, materials needed, activities, and notes sections). Include ideas for appropriate accommodations for English language learners and students with varying abilities/cultural backgrounds.
• One creative response to one of the three novels For example-: Readers Theatre, Read aloud, Book Talk, Game, etc.
• Citations and references in APA Style
• Power point (you upload with paper in Canvas assignment folder.
Jeff Trippe Excellent Unsatisfactory
Resilience Literary Analysis Compare/contrast his 3 novels for resilience literary analysis. Integrate books you read for your literature log. Does not compare/contrast resilience factors among the 3 novels. Does not mention any books with resilience theme read for Literature log.
Paper is in APA Style Paper is in APA style with cover page, running head, bold face headings, reference citations in text with matching reference page with at least four sources. Paper does not follow APA format. Student does not use APA style citations in text aligned with reference page of minimum 4 sources. Student copies other’s works without adequate citation.
List of major works Includes list of 3 major novels One or more major work is missing
Summaries and critiques Three major works from author are summarized and critiqued and clear evidence that candidate has studied the works Summaries and critiques are vague, do not clearly provide evidence that candidate has read/studied the works.
Culturally Responsive( ESOL 1.1.d.) Understands and applies knowledge about the effects of racism, stereotyping, and discrimination in teaching and learning of ELLs from diverse backgrounds and at varying English proficiency levels. No multicultural authors from your experience or your literature log who use resilience theme are mentioned/
ELL language Accommodations (ESOL 2.3.B) Literature and teaching strategies include both experiences with L1 and L2 languages Literature and teaching strategies include experiences with only L2 language
Three lesson plans
One creative activity such as
Readers theatre, read aloud,
Book talk, multimedia, etc. Lesson plans are at least 1 page each; CPALM Standards, objectives (with indicators), ideas for accommodations for all learners, including English language learners. One creative activity using multimedia is included. Lesson plans incomplete, missing some element for lesson plan; Sunshine State Standards are inappropriate; fewer than three lessons; and one creative activity inadequate or inappropriate accommodations for all learners, including English language learners. Student does not use any multimedia.
The Author’s Craft
Resilience Analysis Essay clearly articulates similarities and differences between the three Jeff Trippe novels; how other authors you have read relate to resilience and content learning of LAE3210 (specific content) Essay is vague or incomplete; missing a clear discussion of similarities or differences between Jeff Trippe’s 3 novels does not provide evidence of connection to resilience, other children’s books you have read and content learning in LAE3210
PowerPoint PowerPoint is professional with pictures and multimedia and economy of print. Power/Point is a copy of your paper with no regard for visual art.
It is mostly print with few pictures, diagrams and multimedia links.
Author Study Paper Format in APA Style Check List
This assignment is not a critical task, so you get only one submission – no remediation. Use this checklist to insure you have an excellent , complete paper in APA style.
APA free online guide
https://www.youtube.com/watch?v=qzKlb7E7ERc (Links to an external site.)Links to an external site.
APA Style Explained on YouTube 2.35
_____ No Abstract required (more commonly for literature review or research study)
_____ Running Head with page numbers
_____ APA text citations (e.g. Stanley and Corona (2017) developed an approach to analyzing characters’ resilience based on five factors…
_____Reference page of 3-5 sources matching text citations
(e.g. Stanley, N. & Corona, J. (2017) A novel idea -reading for resilience. Jacksonville, Fl:
Silent E Publishing.
_____Sections of paper in bold face headings:
Biography of author. (Provided in Canvas)
List of major works of author
Summaries and critiques of 3 novels from author (in book store and UNF reserve library)
Literary analysis of resilience comparison/contrast of the three novels.
One-page lesson plans for using each of these 3 works in a language arts setting (aligned to CPALM standards, complete with title, objectives, materials needed, activities, and notes sections). Include ideas for appropriate accommodations for English language learners and students with varying abilities/cultural backgrounds.Onelesson should be creative response to one of the three novels For example-: Readers Theatre, Read aloud, Book Talk, Game, movie, drama etc.
Use this lesson plan format with steps in bold face headings:
Lesson Plan #1
Lesson Objective: After reading the book, The Pride of the Panthers, by Jeff Trippe and participating in the lesson, the students will be able to engage effectively in collaborative discussions such as in groups, one-on-one, and teacher-led with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Students would also be able to write a one-page summary of the story stating the main idea, containing the characters from the story and events occurring according to the story.
• LAFS.4.RF.4.4 – Fluency-Read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• LAFS.K12.L.3.6- Vocabulary- Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
• LAFS.4.SL.1.1- Comprehension- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
– The book, The Pride of the Panthers, by Jeff Trippe
– Overhead projector
– Outline of the chapters (setting, characters, main events and main ideas)
– Questions for prompting the students
– Map showing proximity of Maine to Florida
– Pictures showing the climate of Maine
– Explanation of the sport of hockey and equipment required using pictures and words
Introduce the Lesson: I will tell the students that we will be reading the book The Pride of the Panthers by Jeff Trippe. I will explain to the students that we will be discussing the story in segments, therefore they should listen/read with understanding so that they are able to contribute to the discussions and later, and be able to write a well-constructed summary.
Present the Content: Experience- I will have the students read the story as assigned, either in reading groups and/or individually. Students will be advised to make notes, if necessary, to remember important details of the story. Reflect-Upon completion of reading the book we would have discussed all previous chapters of the story in segments, therefore, now we will discuss the ending.
Provide Practice and Feedback: I will use the outline and questions that I constructed of the story to lead a discussion. This is necessary to ensure that all students understand the main ideas of the story and recall the events accurately. We will have an open discussion. Questions will be posed, students will be called upon, and clarifications will be made if necessary.
Summarize the Lesson: I will discuss the experience of reading the book and talk about the events and characters of the book, The Pride of the Panthers. I will then open the discussion, allowing students to give their reflections on the book.
Assess Student Learning: I will assess their understanding by listening to the discussions and asking open-ended questions. I will offer help with getting to the main ideas by using prompting to have students come up with the correct details and events when needed. I will offer feedback for the one-page summary once it is turned in for grading.
ESOL Accommodations: A map could be used to show where Maine is, in respect to Florida. Also pictures of the climate and surroundings could be used to help ELL students, as well as all students, to understand how Maine differs from Florida. Pictures could also be used to explain words and things that are unfamiliar. Students would be seated close to the teacher, if this book is read aloud. Difficult words would be written on the board and explained prior to getting to them in the chapters. Individual groups would be given previews and explanations of events upcoming that may be unfamiliar. Students may be paired in groups with high achievers, to ensure that all students comprehend.
Jeff Trippe Author Power Point Directions Checkliat
_____ PowerPoint is professional with pictures and multimedia and economy of print.
_____ The purpose is to entertain and entice your reader to want to read and teach creatively with the books.
_____ Power Point is not just a copy of your paper with no regard for visual art. (An unsatisfactory Power Point, known as a data dump, is mostly print with few pictures, diagrams and multimedia links.)
_____Power Point is 7 to 10 slides using recommended content and organization that follow:
_____ Slide 1 – Title: Photo of author, date of birth. (see Jeff Trippe biography in Canvas)
_____ Slide 2 – Blurb on Author 1: Why we would want to read him? What are his famous books or songs? Why is he significant?
_____ Slide 3 – Biography of Author 1: Information on childhood, adult life, most interesting facts about author (e.g. award winning songwriter wrote a book on the lawsuits of famous people)
_____ Slide 4 – Writer’s Craft: Realistic Fiction -brief explanation
_____Slide 5– Comparison/Contrast of authors’ craft (Venn Diagram or other chart may be used) Compare two of Jeff’s novels regarding resilience
_____Slide 6 – Interesting, fun ways a teacher might teach the author and /or resilience
_____Slide 7 – Websites, videos and resources for teachers to teach about the author and/or related authors/books for teaching resilience.
(You may use more slides, but do not exceed 10 slides total)