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Semester Project
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[[file:MilesMason_SemesterProject.docx]]
Norsworthy, Montie

Peevy, Traci

//Author Study: Mo Willems//
//Next Generation Sunshine State Standards:// LA.1.6.2.4: The student will identify authors, illustrators, or com posters with their works. LA.1.2.1.5: The student will respond to various literary selections, identifying the characters, setting, and sequence of events and connecting text to self, text to world, text to text. LA.1.1.7.2: The student will use background knowledge and supporting details from text to verify the accuracy of information presented in read selections. LA.1.1.7.7: The student will identify the text structures an author uses. LA.1.1.6.5: The student will relate new vocabulary to prior knowledge. LA.1.1.6.2: The student will listen to, read, and discuss both familiar and conceptually challenging text.
 * Grade Level: 1**
 * Standards**

//NCTE/IRA Standards for the English Language Arts// 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information)

Willems, M. (2003). //Don’t Let the Pigeon Drive the Bus!// New York: Scholastic. This book opens with the bus driver asking the reader to not let the pigeon drive the bus. The pigeon enters, asking to be allowed to drive the bus. He uses a variety of ways to try to convince the reader to allow him to drive the bus, including asking nicely, giving examples of others who drive buses, pouting, and begging. When the bus driver comes back, the Pigeon notices a semi-truck in the background, a thought bubble showing his focus changing to a new vehicle to drive.
 * Annotated Bibliography**

This is Willems first book in the Pigeon series and a Caldecott Honor Book. It sets the stage for Willems simple, but extremely expressive illustrations, and Pigeon’s temperament, which mirrors that of many young children when asking for something.

Willems, M. (2004). //Knuffle Bunny//. New York: Scholastic. In this cautionary tale, Trixie and her dad go on an errand to the laundromat. On the way home, she realizes she left her beloved stuffed rabbit Knuffle Bunny there, but is unable to express this to her dad. When they get home, Mom immediately sees that Knuffle Bunny is missing. The family races back to the laundromat, where, after much searching, they locate Knuffle Bunny. Trixie is so excited and relieved, she says her first words: Knuffle Bunny!

Another Caldecott Honor Book, the unique illustrations are a drawings of characters and their belongings on top of black and white photographs of Willems’ own Brooklyn neighborhood.

Willems, M. (2004). //The Pigeon Finds a Hot Dog!// New York: Scholastic. Pigeon is excited to eat the delicious hot dog he found, but duckling delays his enjoyment when he asks a barrage of questions about hot dogs. Pigeon becomes increasingly annoyed at the innocent questions the duckling asks. Finally, the duckling suggests that they split the hot dog, and they both enjoy it.

This story lends itself to a lesson on descriptive language, as the pigeon uses many interesting adjectives to describe the hot dog to the duckling. The duckling and the pigeon are also very different characters, which lends to the adjective theme.

Willems, M. (2006). //Don’t Let the Pigeon Stay Up Late!// New York: Scholastic. The book opens with the unnamed man asking the reader not to let the pigeon stay up late while he goes to brush his teeth. Pigeon, of course, tries every trick in the book to convince the reader he should stay up late. He says he’s not tired, he should be able to watch an educational television show, and asks for a glass of water. Until he finally falls asleep.

Willems illustrations really show the emotion of the pigeon in this story. The reader can see the pigeon become increasingly more tired as his eyes are more hooded and he lets out bigger and bigger yawns. This book is also great for making connections, as the pigeon’s excuses are ones used by many children.

Willems, M. (2007). //Knuffle Bunny Too//. New York: Scholastic. The second Knuffle Bunny book is a case of mistaken identity. Now in preschool, Trixie is excited to take her beloved stuffed animal to show and tell. She is annoyed to see that Sonja, a girl in her class, has a similar version of Knuffle Bunny. Due to their arguments about the pronunciation of Knuffle, the bunnies are taken away by the teacher and returned at the end of the day. At 2 am, Trixie realizes she was given Sonja’s bunny. The two families meet to exchange bunnies in the middle of the night. Sonja and Trixie become best friends, sharing their bunnies the next day at school.

Illustrations are similar to the first Knuffle Bunny book. This story lends itself to a compare and contrast activity with the first Knuffle Bunny book, and making connections to how students met their best friends.

Willems, M. (2007) //My Friend is Sad!// New York: Scholastic. In the Elephant and Piggie book, Piggie notices that Gerald is sad, so he tries to cheer him up with by dressing as a cowboy, then clown, the robot. Piggie knows Gerald loves all these things, but he seems to be getting more and more sad. Finally, Piggie dejectedly walks towards Gerald, who is ecstatic to see his friend. Gerald tells her all of those things were not as fun without his best friend.

This story has a great message about friendship. Piggie thinks about what Gerald would like and tries to make him happy. Gerald shows that the important thing is spending time with his friend.

Willems, M. (2007). //There is a Bird on Your Head!// New York: Scholastic. Two birds build a nest and hatch their eggs on Gerald’s head, which he finds very upsetting. Piggie narrates the progression of events for her friend, delighting in the experience that Gerald is freaking out about. When Piggie suggests Gerald ask the birds to leave his head, Gerald follows he advice and is thrilled when they fly off his head only to land on Piggie’s head.

This is one of my favorite Elephant and Piggie books. It lends itself to expressive reading and would make a great Reader’s Theater script. The message is a bit different in this one, instead of focusing on friendship, it teaches one to ask for what they want.

Willems, M. (2008). //I Love My New Toy!// New York: Scholastic. In this Elephant and Piggie book, Piggie is very excited about her new toy. When Gerald throws it in to the air, it splits in half when it hits the ground. Piggie is mad at Gerald and sad about her toy, while Gerald feels terrible. A squirrel walks up and admires Piggie’s break and snap toy, demonstrating how it breaks apart and snaps back together. Piggie apologizes to Gerald, asking him if he would like to play with his new toy. Gerald says no, he wants to play with his friend.

As always, Piggie and Gerald share an important message of friendship and expressing their feelings. A common theme of the Piggie books is represented: spending time with your friends is the most important part of friendship.

Willems, M. (2008). //Pigeon Wants a Puppy!// New York: Scholastic. Pigeon is always asking for something, and this time it is a puppy. He tries several tactics to convince the reader that he should get one, including expressing how much he loves puppies, promising to take care of it, and finally, demanding one. When he comes face to face with a puppy, he sees just how much bigger it is than him. Pigeon changes his mind and decides he would rather have a walrus.

Willems uses speech bubbles to show characters talking. In addition, big, bold, and at times, red highlighted letters add feeling to pigeons request. Willems also shows Pigeon’s emotions through how he draws his eyes.

Willems, M. (2009). //Elephants Cannot Dance!// New York: Hyperion Books for Children. Piggie wants to dance with Gerald, but he claims that elephants cannot dance. She convinces to let her teach him, but he cannot keep up with her. He throws a tantrum, which the other animals think looks like new, cool dance moves. They ask him to show him how to do the moves for the Elephant.

There is a lot of movement in this book about dancing, which Willems shows with lines near the appendage that is moving. Children can see a new way to add details to their illustrations with this technique.

Willems, M. (2009). //Naked Mole Rat Gets Dressed.// New York: Scholastic. While all of the other naked mole rats prefer to stay naked, Wilbur loves clothes. The other mole rats cannot understand this, but Wilbur asks “Why not?” The rest of the naked mole rats bring the matter to Grand-pah, “the oldest, greatest, and most naked mole rat ever.” After hearing about Wilbur, Grand-pah proclaims that it is ok to wear clothes, or not to. Whatever feels right to you. The story ends with Wilbur opening a clothing store.

The theme of the story is “why not?” Wilbur asks why he shouldn’t wear clothes and is given no good reason by the other mole rats. Grand-pah responds by saying that wearing clothes doesn’t hurt anyone, is fun for some mole rats, and he wished he had tried it earlier.

Willems, M. (2010). //Cat the Cat Who is That?// New York: Scholastic. In this pattern book, Cat the Cat meets new animal friends who have names that are similar to Cat the Cat (i.e. Fish the Fish and Duck the Duck). At the end, Cat the Cat comes face to face with a unfamiliar creature, that the illustrations show she is frightened of. However, the a brief interaction shows that this creature is a new friend.

This would be a great book for beginning readers due to its simple, repetitive pattern. It also has a wonderful message of “don’t judge a book by its cover.”

Willems, M., Muth, J.J. (illustrator) (2010). //Country Dog, City Frog.// New York: Hyperion Books for Children. This book begins in spring as a city dog makes friends with a country frog, with the frog teaching the dog country games. In the summer, the dog returns the favor by teaching the frog city games. By fall, the frog is too tired for games, so the friends decide to remember the fun they’ve had. City dog cannot find his friend in winter, and the next spring he is still waiting as he meets a country chipmunk.

Muth’s water colors to accompany Willems text give this book a different feel than his other books. It is more subtle and subdued, but still touching and endearing.

Willems, M. (2010). //We are in a Book!// New York: Hyperion Books for Children. Gerald and Piggie, after Gerald feels like someone is looking at him, discover that they are in a book. The two friends enjoy making the reader say “banana,” but Gerald panics when he realizes that the book will end. Piggie calms him down by suggesting they ask the reader to read the book again. As Piggie says “thank you,” with a wink on the very first page, it appears the plan is successful.

This Elephant and Piggie book is a Theodor Seuss Geisel Honor Book. Willems, as usual, uses humor, but what is unique is the characters realizing that they are actually in a book. Many discussions about this fact can be held with youngsters.

Willems, M. (2011). //Hooray for Amanda and her Alligator!// New York: Balzer and Bray. In six and a half surprising stories of two surprising friends, Amanda and her stuffed alligator surprise each other, support each other, and make new friends. Amanda has a surprise tickle for Alligator, explains why he was in the bargain bin, and introduces him to the love of reading. Alligator also learns about jealousy from a new stuffed animal Amanda brings home.

The layout of this picture book is different than many of Willems other books. It is split in chapters, and it includes a table of contents. This is another great book for Reader’s Theatre, lending itself to expressive reading, especially as there is quite a bit of dialogue.

Willems, M. (2012). //The Duckling Gets a Cookie!?// New York: Hyperion Books for Children. In this Pigeon book, Duckling asks for asks for and immediately receives a cookie. This enrages Pigeon, who asks for things all the time, but never gets what he asks for. Duckling explains that he asked nicely, but Pigeon goes on and on about all the things he has asked for, but not received. When Duckling says he got the cookie for Pigeon, Pigeon is touched. The ending shows that maybe Duckling’s intentions were not as honorable as he leads Pigeon to believe.

It is fun to see Pigeon’s jealousy, and can be related to a bit of sibling rivalry. The little duckling seems so innocent, but is really sneaky, which many older siblings can relate to. The retrospective of all the Pigeon books included in the narrative is another engaging aspect of this story.

Mo Willems was born on February 11, 1968. Mo Willems’ parents are from the Netherlands, which is a small country in Europe. His parents moved to New Orleans, Louisiana, which is where Mo grew up. When he was a child, Mo loved to tell stories, draw, and read cartoons, especially the Peanuts cartoons. The reason he liked the Peanuts cartoons so much is because the main character, Charlie Brown, is always unhappy. Mo thought that having an unhappy kid is pretty realistic. As he got older, Mo liked to act in plays and do stand up comedy. He even did stand up comedy in London, England after he graduated from high school! Mo attended college in New York City. First, he studied movies and how they are made, but then he switched to studying animation. Animation is when movies and shows are made by recording a series of drawings, computer pictures, or photographs, like cartoons. After college, Mo made his own films, but they weren’t movies you would see in the movie theater. Companies would pay him to make the movies, and then they would show at film festivals. Later, Mo wrote for a show you probably watched when you were a young child: //Sesame Street//. The people at Sesame Street hired him because he was so funny, then they taught him to write for children. Mo was happy because he could write funny stuff //and// make more animated movies. He was very good at his job, earning 6 Emmys, which are awards for television shows. Besides //Sesame Street,// Mo created a show for Nickelodeon called //The Off Beats// and one for Cartoon Network called //Sheep in the Big City.// Even though Mo loved telling stories through animated movies, he thought it was a lot of hard work and a little boring. Mo worked on //Sesame Street// for nine years, and then he was ready for a new challenge. He decided he would write children's books. Even though he spent a lot of time on the books, he realized they weren’t very good. While he was writing the not very good books, he was doodling a lot. He saved his doodles, which were little pictures of the pigeon. Mo didn’t know that the pigeon would be a great character for books until a publisher told him so! His first book for children was //Don’t Let the Pigeon Drive the Bus!// which was a New York Times Bestseller and won a Caldecott Honor. Besides books about the pigeon, Mo also writes a series of easy readers about good friends Gerald and Piggie. Some people have wondered why Gerald has a name, but Piggie doesn’t. Mo says that Piggie does have a name: “Piggie.” Gerald was named after Mo’s favorite singer, Ella Fitzgerald. If you say Elephant Gerald really fast it sounds like you are saying Ella Fitzgerald. Several of the books from the //Elephant and Piggie// series have won Theodor Suess Geisel Medals and Honors because they are such good books for beginning readers. Another series of books written by Mo Willems are the Knuffle Bunny books. These books are based on his real life and star his daughter Trixie and her favorite stuffed animal, Knuffle Bunny. Two of the Knuffle Bunny books won Caldecott Honors, too. Some people wonder if the K in Knuffle Bunny is silent or not. Mo says you can say it however you want, but Knuffle is a Dutch word for snuggle and is pronounced with the K. Mo Willems lives in Massachusetts with his wife, daughter, and dog. He is very busy writing books, making sculptures, giving interviews and touring the country to visit children at schools and libraries. //References// __[]__ __[|http://mowillemsfaq.blogspot.com]__
 * Biography**

//Vocabulary:// pleading, bribing, character trait //Introduction:// //Read Aloud: Don’t Let the Pigeon Drive the Bus!// //After Reading://
 * Unit Plan**
 * //Day One: Introduction to Mo Willems//**
 * Project pictures of Mo Willems on to the white board and have some of his books displayed in the classroom. Ask students if they have read any of the books on display and to share their opinion about them.
 * Read the Mo Willems biography to students and explain that will be learning about Willems and the books he writes in the next two weeks. Tell students we will start with the first children’s books he published.
 * Set the purpose for reading as thinking about how you would describe The Pigeon and why.
 * While reading, encourage children to interact with the story.
 * Ask students what connections they can make to the pigeon. Are there times they or someone they know have acted similar to The Pigeon to get what they wanted?
 * Have students turn and talk to someone near them: What words would you use to describe The Pigeon? Give examples from the story that make you say that.
 * Students return to their desk to make a list of words to describe The Pigeon in their Author Study Notebook.

//Introduction:// //Work Time:// //After Reading//
 * //Day Two: Pigeon Literature Circles//**
 * Explain to students that today they will be working in small groups to see how the pigeon acts in other books. Just like yesterday, they will read a pigeon book and then think of words to describe The Pigeon, maybe using the same words as yesterday (if they have evidence from the book), or different words.
 * Split the class into groups 3-4 students and assign them one of the following books: //Don’t Let the Pigeon Stay Up Late!, Pigeon Finds a Hot Dog!, Pigeon Wants a Puppy!//
 * Students read the story, stopping to discuss words to describe The Pigeon when appropriate. After reading, students should discuss any new words they would add to their list from yesterday and check mark words that would describe The Pigeon in both books.
 * Bring students back together to discuss The Pigeon in other books. Did he act the same? Did you think of other words to describe him? Why?
 * Make a class chart of words to describe The Pigeon. Tell students in the next session, they will learn to draw The Pigeon.

//Before Reading:// //Read Aloud: Duckling Gets a Cookie?!// //After Reading://
 * //Day Three: Pigeon Wrap-Up//**
 * Project the page [|__**//http://www.pigeonpresents.com/activities/pigeon_draw01.pdf//**__] to show students how Mo Willems draws The Pigeon.
 * Have students practice drawing The Pigeon in their Author Study notebook while you read the directions.
 * Select a few illustrations of The Pigeon from books that have him showing different emotions. Ask students how they think The Pigeon feels in each illustration. What does Mo Willems do in his illustrations to show those emotions?
 * Explain to students that this is Mo Willems’ most recent book. Set the purpose for students to look at how the illustrations help show the reader how both The Pigeon and Duckling are feeling.
 * While reading, stop in places to look closely at how the illustrations support the story. Ask students what specifically Willems does to highlight how the characters are feeling.
 * Students draw The Pigeon showing a certain emotion. Remind them of the things Mo Willems does to show the emotions so they can try those strategies in their own illustration. Students should not tell anyone what emotion they are portraying.
 * Ask volunteers to come up and show their illustration. Students guess what emotion is being shown and the clues that made them think so.
 * Finish by brainstorming a list of ways that The Pigeon books are alike. Pose the question: What makes it a Pigeon book?

//Vocabulary:// tantrum, cautionary, mistaken identity //Before Reading:// //During Reading: Knuffle Bunny: A Cautionary Tale// //After Reading://
 * //Day 4: Knuffle Bunny//**
 * Ask students to think about a time when they lost something that was very important to them. What did they do to find it? How did they feel when it was lost?
 * Have students try to explain how what they lost and how the felt without using words.
 * Explain to students that in today’s Mo Willems book, Trixie loses her favorite stuffed animal, but has a hard time telling her dad because she doesn’t talk yet. Set the purpose for listening as looking closely at the illustrations to see how Willems portrays Trixie’s emotions.
 * Make a chart during the read aloud with words to describe how Trixie is feeling throughout the story. Use details from the story to support answers.
 * Have some scenarios written on cards for a game of charades. While playing, remind students to really think about the emotions someone would feel in the scenario and what you would do with your face/body to portray the emotions.

//Before Reading:// //During Reading:// //After Reading://
 * //Day Five: Knuffle Bunny, Too//**
 * Ask students their opinion about Mo Willems as an illustrator. Do they think he is a great artist, or just ok? What do they like/not like about his illustrations and why.
 * Explain to students that the first two Knuffle Bunny books were awarded Caldecott Honor Medals because of the illustrations. Show students some other familiar books that have been awarded the Medal.
 * Set the purpose for reading as taking a close look at the illustrations. What makes them different or interesting?
 * Compile a list of what Willems does in his illustrations that makes them stand out from other books.
 * Have students design an illustration that is in a similar style to Willems. Have some black and white photocopies of scenes of different neighborhoods. Students draw the characters, then cut them out, and paste them on to the background. Remind students about the strategies Willems uses to show emotion in his characters.
 * Students should also write a short story to go along with their illustration.
 * Finish by brainstorming a list of ways that Knuffle Bunny books are alike. Compare the Knuffle Bunny books to The Pigeon books.

//Vocabulary:// optimist, pessimist, fluency //Before Reading:// //During Reading: My Friend Is Sad// //After Reading://
 * //Day 6: Elephant and Piggie//**
 * Project [|__www.pigeonpresents.com__] on to the whiteboard, and explore the character profiles of Gerald and Piggie from the Elephant and Piggie series. Students should notice how they are alike and different.
 * Have students think about their best friend and how they are alike and different. Discuss what makes people friends. What do friends do together or feel about each other?
 * Students should pay close attention to how Gerald and Piggie act that show they are best friends.
 * Make a list of things from the story that show the two characters are best friends. Students should include reasons why those things show friendship.
 * In their Author Study notebooks, students should make a connection with Gerald and Piggie and write about a time they were sad and their friend cheered them up or vice versa.

//Before Reading:// //During Reading:// //After Reading://
 * //Day 7: Elephants Cannot Dance//**
 * Plan a reader’s theatre performance with another adult (parent volunteer, aid, another teacher) for the book //Elephants Cannot Dance//. Perform for the class.
 * Explain the important parts of reader’s theatre after the performance: you don’t have to memorize, you should read with meaning and in a voice loud and clear enough for the audience to hear and understand you.
 * Divide students into reader’s theatre groups and assign an Elephant and Piggie book and roles. Tell students they will practice today and they will perform at our Author Study celebration at the end of the week.
 * Allow students time to practice their performance, with reminders about fluent reading.
 * Have students write in their Author Study notebook their opinion of reader’s theatre and why. They should also write down any things they want to remember for their particular performance.
 * Project [|__www.pigeonpresents.com__] in front of the room and play a few rounds of the Elephant and Piggie Dancing Game.

//Before Reading:// //During Reading:// //After Reading://
 * //Day 8: Cat the Cat//**
 * Explain to students that today’s story is another series by Mo Willems, about a Cat named Cat the Cat.
 * Tell students that Cat the Cat is going to meet some new friends and make a list of predictions for the names of the animals she will meet.
 * Check off any of the predicted animals that Cat the Cat meets.
 * Make observations about the animal’s names, and what they think the name of the last “unidentifiable” animal will be.
 * Have students make their own “Cat the Cat” book in their Author Study notebook. They can use Cat the Cat as their main character, or make up their own.
 * Students can share their Cat the Cat story with a few classmates.

//Before Reading:// //During Reading:// //After Reading://
 * //Day 9: Amanda and Her Alligator//**
 * Discuss the subtitle that says “6 1/2 surprising stories about friendship.” Why do students think there are 6 1/2 stories? What does 1/2 mean?
 * Explain to students that they will figure out what the 1/2 means and if it is truly half of a story.
 * Ask students how they can figure out if the half story is really a half. Use their strategies during the read aloud to determine if it is half.
 * At the end of the story, ask students if they think Willems should have used the term “half” to describe the shortest chapter. Why or why not?
 * Ask students to think about all of the Mo Willems books that we have read in the past few weeks. Make a list of words or phrases to describe him as an author/illustrator. What do all or most of his books have in common?


 * //Day 10: Celebration//**
 * Invite parents and administration to join the class for a Mo Willems celebration.
 * Provide refreshments (with the help of parent volunteers), including foods mentioned in the books, like hot dogs and chocolate chip cookies (with and without nuts).
 * Students will perform their Elephant and Piggie reader’s theatre.
 * Students will poll the class and attendees of the celebration by asking a question related to the books, like:
 * Do you prefer cookies with or without nuts?
 * What is your favorite type of hot dog?
 * What is your favorite Mo Willems book/character?
 * Do you like to dance?
 * Do you have a favorite stuffed animal?
 * What do you do with your best friend.
 * Students will make a graph with the results from their poll question.
 * Students will share their Author Study notebook with their parents/other adults attending the celebration.