Joseph Bruchac Author Study
April 5-27, 201X
By Ima Sample

Scenario

The purpose of this two week unit was to introduce the 4^th grade students to writer, story teller and poet, Joseph Bruchac. The students read many examples of his writing, and at least one of his novels. This author study was intended to introduce the students to different Native American nations, their traditions and their stories, as they will be studying the different nations in a Social Studies unit later in the year.

Introduction

The unit was incorporated within the school's standards for the scheduled Guided Reading time. One hour and thirty minutes were spent on this unit each day for two weeks. As an introduction I went to the library to search out a variety of books. The students were able to put their top four or five choices on a sticky note. From there, I was able to build the literature circles based on book choices and Guided Reading Levels. Six different novels were intensely studied throughout this unit.

Methods

The unit includes whole-group, small-group and individual work incorporated into the district, school and classroom's balanced literacy plan. The lessons included Shared Reading, Guided Reading, Group Reading, Independent Reading and use of the writing process.

Activity

The students will participate in literature circles to study the works of Joseph Bruchac. The final activity will be a celebration of his accomplishments and our reading strategies.

Materials

Original Resources

• Weekly chart (Blown up for students)
• Student Reading Strategies Packets (Week 1)
• Novel Quiz (1 per student)
• Final Novel Test (1 per student)
• Spelling activities chart (Blown up for students)
• "Library check-list" (One list of students and their book numbers)
• Creative Book Report Choices and Rubric
• Photos of charts used

Outside Resources

• Graphic Organizers and Activities for Differentiated Instruction in Reading by Nancy L. Witherell and Mary C. McMackin. (Grades 4-8)
• Books found at six local libraries (and book sales):
• Joseph Bruchac novels (The Journey of Jesse Smoke, Skeleton Man, Code Talker, The Dark Pond, Eagle Song, Whisper in the Dark) One for each student - will vary depending on the number of students in each group (approx. 5-6 copies of each book)
• Joseph Bruchac picture books (Fox Song, Crazy Horse's Vision, Four Wishes, A Boy Called Slow, etc.)
• Other Bruchac novels for free reading
• Daily 6 Writing workbooks (students each have one)
• Smart board or projector (laptops)
• Chart paper and markers (use during mini-lessons)
• Sticky notes

Technology used

• Smart board or projector
• Laptops (one per student)

Helpful Websites

• Joseph Bruchac's web site - Information about the author
• Scholastic
  • An interview with the Joseph Bruchac
  • Resources for discussion groups
• Abenaki Indian Fact Sheet - Information about the author's heritage
• Native Languages of the Americas - Background information for Native American nations study

Purpose

To participate in an "Author Study" in order practice reading strategies such as Predicting, Character Development, Making Connections, Questioning, Themes etc. in order to learn about Joseph Bruchac and meet the Illinois State Standard, the learner will "2.B.2a respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts".

Objectives

• TLW read and discuss a novel written by Joseph Bruchac.
• TLW complete all of the reading strategies (Character Development, Context Clues, Questioning, Identifying Problem and Solution, Inferring the Theme, Making Connections, Forming Opinions and Predicting) found in their novel packet each week.
• TLW develop and write three extended reading responses in order to demonstrate their knowledge of their novel, the reading strategies and the writing process.
• TLW earn a total of at least 53out of a possible 66 points on the first packet, and 62out of a possible 78 points on the second packet in order to achieve "Meets" standards.
• TLW participate in video "Book Talks" to discuss the reading strategies they used while reading.
• TLW give complete answers for all 5 questions on the formative assessment (quiz) in order to demonstrate their comprehension and reading skills.
• TLW give complete and developed answers for all 6 questions (a score of at least 24) on the final test in order to demonstrate comprehension of the novel and reading strategies.
• TLW develop a "Creative Book Report" to represent their understanding of the novel they read.

Procedures (Lesson plans over a course of two weeks.)

Guided Reading Group Lesson Plans (Every day)

Accommodations

These guided reading groups are based on student choice and reading level. Accommodations can be made to provide support within group dynamic and reading abilities. In addition, Packet pages can be adapted depending on ability level. Each worksheet has an intermediate and advanced edition. English language learners and students needing support in reading fluency or understanding can play fluency games during their guided reading time. Intermediate students can practice dialogue and higher level thinking strategies throughout their group time in guided reading. Students who are in the gifted program can take on individual projects with other Joseph Bruchac novels. As students learn more about Joseph Bruchac, individual research also may be added to enrich activities.

Assessment

• Did the student listen and participate during each whole-group and small group lesson?
• Did the student work cooperatively with others in their group?
• Did the student achieve at least 53/66 points on the first packet and 62/78 points on the second to achieve "Meets" standards?
• Did the student answer all 5 questions completely on the quiz?
• Did the student answer all 6 questions and achieve at least 24 points on the final test?
• Did the student follow directions and complete 3 spelling activities each week?
• Did the student meet all of the standards found on the Packet Rubric and Creative Book Report Rubric?

Closure/Review activity

Students will watch their video "Book Talks". They will design and share a creative book report of their choice to demonstrate their reading strategies and understanding of their novel. The students were able to "check-out" other Bruchac books at the end of the unit as well.

Teacher Focus

Stay organized with charts and time. Guided Reading time should be structured so students can focus on their strategies and comprehension skills. Take advantage of time with groups. Make sure each learns something about Joseph Bruchac through reading his novels!

Reflection

My students absolutely loved this unit. They could not wait to share their books and wanted to read each other's books at the end of the unit. I believe this had a lot to do with book choice and the balanced literacy approach. The students clearly saw the enjoyment and purpose for reading these novels. I especially think the culminating activity was a huge success. The students seemed extremely excited to share their "Creative Book Reports". The choice aspect throughout this whole unit gave students empowerment over their own work and understanding. This was a vital part of gaining the interest from such a diverse group of learners, especially the gifted students.

My classroom management was based on a very organized and structured time. Every moment of the hour and thirty minutes were used wisely and with purpose. The students were not given busy-work, but rather meaningful activities to help them understand and enjoy their novel. I made sure students were on-track by hand picking groups of students who work well together; and using charts with times to help students self-manage and stay focused. In addition, I introduced the unit by having the students develop what they think a group "looks like" and "sounds like". We made a chart and hung it up in the back of the room. I was able to use this paper to encourage students to build community, and feel comfortable sharing their ideas with their groups.

I also think my knowledge and application of assessment was useful throughout this unit. Sometimes,Reading and Writing can be very subjective subjects. My use of rubrics set high expectations for students and allowed them to self-reflect and set their own goals. That being said, if I were to do this unit again, I would want to find more ways to help students self-manage. A few students had a difficult time completing the entire packet by the end of the week. I would want to meet with particular students and come up with a self-management chart or system to help students understand which parts of their novel packet should be completed each day.

Overall, I feel my development and organization of this unit were well-received and demonstrate my knowledge of a balanced literacy plan. I feel that this unit exemplifies my philosophy for studying literature, as well as incorporating culture into the classroom. I am proud of every aspect of my unit, as well as my students who made it memorable and a huge success.