Lucas Author Study 1
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Enter the World of Chris Van Allsburg
An author study on Chris Van Allsburg By: Marie Lucas Children’s Literature October 30, 2008
"The inclination to believe in the fantastic may strike some as a failure in logic, or gullibility, but it's really a gift.".....Chris Van Allsburg
Introduction Rationale: I was interested in studying Chris Van Allsburg because as a child, Jumanji was my favorite movie and I still enjoy it to this day. Upon further research I found out that he also wrote and illustrated The Polar Express, which is also a movie I enjoy. After more research I decided that Chris Van Allsburg is definitely the author/illustrator I will do my author study on. His unique style is captured in each one of his books. His books portrays themes such as greed, faith, imagination, the environment, and even what effect too much television can have on someone. He portrays these themes in a dark, yet subtle way, so children and adults alike can appreciate what happens. His life-like illustrations make his stories more than believable; it almost feels as though you are a participant in the story. rd
Grade level: 3 grade Time frame: minimum of two weeks.
Guiding Questions 1. What point is the author trying to make in the story? 2. What influences did Chris Van Allsburg have in his life for his stories? 3. What influences did Chris Val Allsburg have in his life for his illustrations? 4. What other information, not in the text, can you gather from the illustrations that tells what is happening in the story? 5. What unique characteristic do you see in each of the books that lets you know that this book was written and illustrated by Chris Van Allsburg?
About the Author Chris Van Allsburg was born in Grand Rapids, Michigan on June 18, 1949, second to his sister, and was raised by his mother and father. His father
ran a creamery with his three uncles where they bottled milk and made other products and delivered it to homes around town. Chris remembers living in three different homes in the Grand Rapids area and these homes are where he got his ideas of illustrations for some of his books. Chris was very interested in building model toy cars and boats in his elementary years. He also loved going to art class which he only had twice a week. He loved showing his skill at drawing and his peers looked to Chris in admiration. This was his passion until he reached the upper grade levels and he felt that drawing wasn’t as admirable any longer. The kids were concerned with sports and other physical activities to which Chris gave into. Sixth grade was the last time he took an art class and he took an interest in mathematics and science instead. When Chris was a senior in high school an admissions officer came to his school to interview students for admittance to the University of Michigan if they had good grades and test scores. When it was Chris’s chance for the interview he wasn’t sure what he wanted his focus of study to be. It was right there in that office that Chris decided to become an art student. It seemed unlikely that Chris would be accepted into the College of Art and Design since his records showed no history of art classes. Chris ended up telling the officer, “… because my artistic skills were so advanced, I studied art privately on Saturdays, rather than take high school classes. I told him I’d been studying privately for some years and was currently doing oil painting.” Even though this wasn’t true, the officer was impressed and wanted to know more about Chris and his artistic abilities and knowledge. The determining question which got Chris into the college was a question on what he thought about Norman Rockwell, which Chris also gave him a fabricated answer. Chris became an art student after graduating high school with a focus on sculpture. Now he could finally use his skills he learned as a child when he built model cars and boats. He received his degree in sculpture and went on to graduate school at the Rhode Island School of Design. After receiving his degree there he met his wife, Lisa and they got married. Chris showed some of his sculptures in art shows and this was his primary interest. In his spare time he enjoyed drawing in a little room of his and Lisa’s apartment. Lisa thought his drawings were good enough to be illustrations for a book. The editor at Houghton Mills publishing company agreed, but he also thought that the illustrations should be for a book
written by Chris. Chris’s first book was called The Garden of Abdul Gasazi which won the Caldecott Honor Medal just a year after it was written in 1980. Since then Chris has written and illustrated 15 children’s books. He is the winner of two Caldecott Medal awards for Jumanji and The Polar Express, both of which have been made into major motion pictures. He has also received the Boston Globe Horn Book Award for The Garden of Abdul Gasazi, The Polar Express, and The Mysteries of Harris Burdick. Jumanji also won the National Book Award and he was also awarded the Regina Medal for lifetime achievement in children’s literature. The most recent book that has been made into a major motion picture is Zathura. Presently, Chris lives in Providence Rhode Island with his wife and their two daughters Sophia and Anna. He says that his daughters often serve as the characters illustrations for his books, even if the characters are boys. He works in his third floor studio.
Introductory Lesson Plan I want to introduce the unit on Chris Van Allsburg by having a read aloud of Jumanji. Questions will be asked during the book to keep student interest and to help them recognize certain things about the illustrations. We will have a whole group discussion after reading the book. I want to know what each child found interesting about the book and they can make these connections with other books by Chris Van Allsburg.
Books by Chris Van Allsburg: Jumanji – 1981 – When two children are left home alone for an afternoon boredom sets in. That is until they find a board game under a tree with a note attached that reads, “Free game, fun for some but not for all. P.S. read instructions carefully.” After reading the instructions they find out that someone has to win the game for it to be over. They don’t know what to expect when they start playing the game, that is until they roll the die and land on a space that says “Lion
attacks, move back two spaces” and a real lion appears in the room. This happens throughout the game with their entire house turning into a jungle. They can’t stop playing the game until someone wins or else they might not come out alive. Their goal is to end the game before their parents come back home, but can they do it? The Mysteries of Harris Burdick – 1984 – This book begins with an introduction that must be read to understand what follows. The introduction pulls you into the mystery of Harris Burdick by telling the reader a story of Mr. Wender’s who once worked for a publishing company. He received a call from Harris Burdick one day, thirty years ago, and Mr. Burdick wanted to show Mr. Wender’s fourteen illustrations he had from fourteen different stories. Harris Burdick left the illustrations, with only the title of the story they came from on each one, and was never seen again. This book shows only the illustrations and the titles of work, leaving it up to the reader’s imagination as to the story behind the illustrations. The Polar Express – 1985 – The Polar Express is a Christmas story that shows a little boys everlasting faith in Santa Claus. He is chosen, among other children, to ride the Polar Express to the North Pole. When asked what gift he would like, the little boy chooses the Reindeer’s bell and it is granted to him. Only those who believe can hear the bell’s jungle. This story shows the children’s ride to the North Pole and the unfortunate loss of the boy’s bell. When he arrives back home from the train ride he finds the bell under his Christmas tree when his parents pick it up and say that it’s broken. The little boy and his sister can still hear the jingle of the bell and even in his old age, when he is giving his account of the story, he can still hear the bell because he believes in Santa Claus and the spirit of Christmas.
The Stranger – 1986 – Late one summer evening Mr. Bailey is driving his truck home when he thinks he struck a dear. Turns out, he hit a man. The man loses all consciousness and his memory. This strange man goes home with Mr. Bailey and lives with his family. He helps with the harvest and seems to be enjoying his stay with the Bailey family. Mr. Bailey finds it strange that his trees stay the same summer color all year around while other trees on the other land change colors with the seasons. When the stranger blows on a leaf, it turns from green to a beautiful golden brown. When the stranger decides to leave one day after seeing a flock of geese flying south for the winter, Mr. Bailey still notices something strange about his trees. Summer lasts one week longer on the Bailey farm than anywhere else.
Two Bad Ants – 1988 – This is the tale of two ants who want to find delicious crystals for the queen ant. They go inside the house that sits in front of their own home and greedily find comfort in a sugar bowl. This tale takes the reader on an adventure through what the kitchen is like through an ant’s perspective. They go through many kitchen dangers such as being poured in coffee out of the sugar container; getting caught in the toaster; a spin in the garbage disposal; and a visit to the electrical outlet. The two ants learn their lesson when they go back home to rejoin the other ants.
Just a Dream – 1990 – This is a story about a little boy named Walter who likes to imagine the future of airplanes that can land on the roof of your house and robots that run around and do all the work humans normally do. He is a boy who wouldn’t think twice about littering and scoffs at the idea of recycling. He even makes fun of the little girl next door who receives a little tree for her birthday. One night Walter dreams of the future but it is nothing like he imagined. All of the forests have been chopped down, trash litters the streets, the oceans are lifeless, and black smoke fills the air. Walter is awakened by this nightmare and he decides to change his ways. He now recycles and even plants a tree in his yard. After this, he is taken to another dream future where his and the little girl’s tree stand tall and people mow their lawns with powerless mowers. Walter’s visions of the future are changed forever. The Wretched Stone – 1991 – This is an account of the events on the Rita Anne ship after a mysterious glowing stone is found on an island. The crew loses their ability to play their instruments and even turn into monkeys after staring at the illuminating light for such a long time. A terrible storm seems to be the end of the ship and the crew but all are rescued and the stone is sent to the bottom of the ocean. The crew returns to normal, along with everything else, except their fondness of bananas. The stone serves as an obvious metaphor for the modern day television and what happens to us if we watch too much of it.
The Sweetest Fig – 1993 – Monsieur Bibot is a prissy French dentist who doesn’t even appreciate his only companion, his dog Marcel. He is furious when he receives two figs as payment from a patient and doesn’t believe the woman when she tells him that the figs have the power to make his dreams come true. Bibot enjoys one of the figs before bedtime only to wake up and realize that his dream is coming to life. He is walking outside in his underwear and the Eifel Tower is bent over like rubber. He realizes that the figs really do have a magical power and attempts to control his dreams so that he dreams he is the richest man on earth. Marcel gets to the fig before Bibot does and Bibot wakes up to realize he is a dog and it is Marcel who is now the master. Zathura – 2002 – Leaving off from Jumanji, it is now 20 years later when brothers Danny and Walter discover a box in the park with two board games; a jungle themed game and a space themed game. They take the games home and Danny is primarily interested in the one about space. He opens the game and starts playing only to see a giant meteor fall through their living room and a black, star lit sky shows through the once before ceiling. They play the game to reach their destination; the planet Zathura. But they don’t get there until they go through these crazy space adventures. Probuditi! – 2006 – Calvin and his friend Rodney are mesmerized after attending a magic show where they witness a woman hypnotized into thinking she is a chicken. They go home and attempt to recreate the spinning disc that was used at the hypnotizing device. They even go so far as to put it to use on Calvin’s sister, Trudy, into making her think she is a dog. She actually gets on all fours and drinks from the water bowl as a real dog would. The kids get worried
though when they can’t remember the magic words to turn Trudy back into her original being. Trudy gets the last laugh when we discover that she was only humoring the boy’s hypnotist show.
Lesson Plan #1 1A. Sunshine State Standards:
1B. Goal 3 Standards
The student uses writing processes effectively.
Standard 1: Information Managers
(LA.B.1.1) Standard 8: Cooperative Workers The student responds critically to fiction, nonfiction, poetry, and drama. (LA.E.2.1) 2. Objectives The student will analyze the illustrations and their titles in the Mysteries of Harris Burdick. (Analysis) The student will write a story according to his/her interpretation of one of the illustrations and share it with the class. (Synthesis)
3. Assessment & Evaluation a. Initial: The students will “look” at a “read aloud” of the Mysteries of Harris Burdick. They will answer questions about the illustrations. The teacher will evaluate students on their participation and their interpretation of the illustrations. b. Informal: The students will form pairs and talk about the illustrations and their interpretations together. The teacher will watch for cooperation. She will listen to the student’s ideas and evaluate them based on the detail of their interpretations. She will also listen to how students come to their conclusion for what an illustration is about. c. Formal: In pairs, the students will create a story about one of Mr. Burdick’s illustrations. They will share their story with the class. Students will be graded on creativity and collaboration. 4. Introduction to Lesson: Remind students about the author we are studying.
5. Materials
Talk about what we found interesting in the other books by Chris Van Allsburg and tell them to pay attention to those things in the book we are reading for today.
6. Technology Integration N/A
The Mysteries of Harris Burdick book
Copies of the illustrations
7. Teacher Presentation or Facilitation: 1. The teacher will have all students sit on the carpet. 2. The teacher will lead a discussion on the author being studied. She will tell them to remember the things they found interesting in the books and illustrations and remind them to pay attention to the book for those same things. 3. The teacher will open the book and read the introduction to the book. 4. The teacher will show each illustration and read the title to each one. 5. The teacher will ask questions for each illustration such as:
What significance do you think this title has for the illustration?
What objects do you notice in the illustration?
What was Mr. Burdick thinking when he drew this?
What feelings do you get from this picture?
6. The teacher will put the students in pairs and give one copy of one illustration to each group. 7. The teacher will tell the students to analyze the illustration and interpret what it means and the story behind it. She can remind them to think about Harris Burdick and maybe think about what he intended the story to be about. 8. The teacher will walk around and listen to the students discuss their ideas. 9. The teacher will then tell the students to put their ideas to paper and write a story to go along with the illustration. 10. The teacher will give the students 20 minutes to work on their story. 11. The teacher will call one group up at a time to share their story and illustration with the class.
8. Differentiated Instruction ESL students will benefit by the illustrations of the story. The illustrations will allow them to make up their own story without struggling and being restricted to understanding the story only through the English language. They will also benefit by working with another student that they feel comfortable working with. Slow learners will benefit by working with another student. If they need to, they can take the illustration home and finish their story.
Lesson Plan #2 1A. Sunshine State Standards:
1B. Goal 3 Standards
The student uses listening strategies effectively.
Standard 1: Information Managers
(LA.C.1.1.1) Standard 2: Creative and Critical The student visualizes and illustrates ways in which shapes can be combined, subdivided, and changed. (MA.C.2.1.2) The student understands and applies media, techniques, and processes. (VA.A.1.1.4)
Thinkers
2. Objectives The learner will listen to Two Bad Ants and demonstrate their understanding by answering questions. The learner will analyze furniture and other objects around the room with a magnifying glass and sketch what they think an ant’s perspective would be. The learner will make an illustration of an ant’s perspective of an object, not already in the book, but imitating Chris Van Allsburg’s style. 3. Assessment & Evaluation a. Initial: The students will listen to a read aloud Two Bad Ants by Chris Van Allsburg. The students will answer questions before, during, and after the read aloud. The teacher will evaluate students based on their participation in answering questions. b. Informal: Each of the students will take a magnifying glass around the classroom and look at furniture, materials, and any objects they can find. They will sketch the objects they find interesting. The students will be graded on staying on task. c. Formal: The students will illustrate a picture of one of the objects they saw with the magnifying glass. They will relate their illustrations to the story and make sure it looks like an object from an ant’s perspective. The students will be graded on creativity and completion of the assignment. 4. Introduction to Lesson:
5. Materials
The teacher will show the students a variety of objects
17 magnifying glasses
the students are used to such as a hat, a block, a
Paper
marker, etc. She will ask students to observe the size
Pencils
of the objects. She will then show the students a small,
Coloring utensils
fake ant and ask the students to observe the size of the
objects compared to the ant. 6. Technology Integration N/A 7. Teacher Presentation or Facilitation: 1. The teacher will have the students sit on the carpet to prepare for the read aloud. 2. The teacher will introduce the lesson. 3. The teacher will read the book and ask questions such as:
If we were to see this object, what do you think it would be?
How do you think Chris Van Allsburg knows what these appliances would look like from an ant’s perspective?
What would be different from an ant’s perspective?
What objects look really big to humans?
Do you think the ants would go on this adventure again?
4. The teacher will let the students know that they are going to use magnifying glasses to look at objects. 5. The teacher will distribute the magnifying glasses and tell the students that they have 15 minutes to go around the room and sketch things of interest to them in a magnified version. 6. After 15 minutes, the teacher will have the students sit at their desks with their sketches out. 7. The teacher will tell the students to choose their favorite sketch and make a real illustration that could be in a book of the object in the ant’s perspective. 8. The teacher will remind the students to include at least one ant in their illustration.
8. Differentiated Instruction ESL students will benefit because they are able to look at the illustrations in the book and see when I point to a small ant and then point to the larger object. They will be able to analyze this in their head and understand what is going on in the story. They also benefit by using a magnifying glass to look at objects of their choice. This allows them to relate to the story. They also get to draw, which is good for them because they won’t have to struggle with English writing. Slow learners will benefit because they will be able to bring their illustration home to finish it. Kinesthetic learners will be able to move around the room and work with hands on objects to ground their learning.
Lesson Plan #3 1A. Sunshine State Standards:
1B. Goal 3 Standards
The student uses listening strategies effectively.
1. Information Managers
(LA.C.1.1.1)
2. Creative and Critical Thinkers
The student writes to communicate ideas and information effectively. (LA.B.2.1.2) The student understands the need for protection of the natural systems on Earth. (SC.D.2.1.1) The student understands and applies media, techniques, and processes. (VA.A.1.1.1)
2. Objectives
The learner will gain insight into the Authors writing style and his beliefs by listening to a read aloud of Just a Dream.
The learner will demonstrate his/her understanding of Just a Dream by answering questions and discussion.
The learner will explore outside and gather materials and devise a plan for constructing their sculptures.
The learner will demonstrate his/her creativity and understanding of the authors artistic talents by constructing a sculpture out of recycled materials.
The learner will come to an understanding of what the sculpture means to him/her and describe what they made and its significance to him/her.
3. Assessment & Evaluation a. Initial: The students will listen to a read aloud of Just a Dream by Chris Van Allsburg. They will answer questions about the story and Chris Van Allsburg's beliefs. The students will be evaluated on participation. b. Informal: The students will sketch an object they wish to sculpt. The students will go for a nature walk outside and pick up any recyclable materials or trash that they find that can go toward building their sculpture. The students will be evaluated on their participation and staying on task. c. Formal: The students will refer to their sketches when building their sculpture. They will be asked to give an explanation for why they are building what they chose to build and what it means to them. They will present their sculpture to the class and tell the class what the sculpture signifies. Students will be graded on effort and their presentations. 4. Introduction to Lesson: Discussion: What do you think the world will be like in
5. Materials
Recycled materials
the future? What is the world like in your dreams?
6. Technology Integration N/A
17 bags
Glue
Tape
String
7. Teacher Presentation or Facilitation: 1. The teacher will have the students sit on the carpet. 2. She will introduce the lesson. 3. She will have a read aloud of Just a Dream. 4. She will ask questions throughout the book such as:
Why are the pictures so beautiful if they signify an ugly and polluted future?
What things do you think harm the earth?
What do you or your family use that harms the earth?
Do you recycle?
What is one way you can help the earth?
5. The teacher will tell the students that they need to think of something they can sculpt that is meaningful to them. 6. The teacher will ask the students to sketch what they would like to sculpt. 7. The teacher will tell the students that that will make their sculpture out of recycled materials. 8. The teacher will distribute bags so students can put their materials in it. 9. The teacher will lead the class on a nature walk outside. 10. The teacher will make sure students stay on task. 11. Once back inside, the teacher will have the students display their materials on their desks. 12. The students will go to the back of the room and gather other materials that they can use for their sculpture to be held together. 13. The teacher will observe the students while they are building their sculptures and make sure the students are staying on task and referring to their sketches. 14. The teacher will instruct the students to place their sculptures on the back table to dry or settle. 15. The teacher will have the students write a paragraph on the significance of their sculpture. 16. The teacher will have each student present his/her sculpture and explain the significance of it to the class.
8. Differentiated Instruction ESL students will benefit by the illustrations in the story. They will have their peers to help them pick up trash if needed. They will know what to do once back in the classroom because they will see what other students are doing with their trash. If the student has a lot of difficulty with the English language he/she is able to draw the significance of their sculpture instead of writing it out. Kinesthetic learners benefit by moving outside and picking up trash.
Culminating Activity: The students work will be put together in a portfolio. For the Mysteries of Harris Burdick I will bind their illustrations together into a booklet. For Two bad ants I will also bind their illustrations together into a booklet. For Just a Dream, the student’s sculptures will be on display in the back of the room with their paragraph on what it signifies. The final booklet will be a collection of students writings on what they learned about Chris Van Allsburg, what they found most interesting, what changed about themselves, etc. These books and sculptures will be available in the classroom for the rest of the year. The student’s final grade will be on their final writing for what they learned from the lesson.
Works Cited: Van Allsburg C. (2004). Chris Van Allsburg. Retrieved October 2, 2008 from website: http://www.chrisvanallsburg.com/home.html
FEAPS Reflection: While creating this unit plan I had to do a lot of planning. Planning for the profession teacher entails that the professional teacher sets high expectations for all students and uses concepts from a variety of concept areas. The professional teacher plans individually with students and with other
teachers to design learning experiences that meet students’ needs and interests. The teacher continues to seek advice/information from appropriate resources (including feedback), interprets the information, and modifies plans. Comprehensible instruction is implemented in a creative environment using varied and motivating strategies and multiple resources. Outcomes are assessed using traditional and alternative approaches. Upon reflection, the teacher continuously refines learning experiences. One of the indicators I practiced for this unit plan was, “Plans activities that utilize a variety of support and enrichment activities and materials.” I did this when I made the Just a Dream lesson plan. The students are able to use their imagination to find recyclable materials that will help them build a structure. The nature walk adds variety to the lesson because it brings the children out of their normal learning environment. In Two Bad Ants the students are able to see things from a different perspective with magnifying glasses, which none of the students have probably been exposed to before. Another indicator that corresponded with the planning FEAP was, “Assists students in developing skills in accessing and interpreting information.” When I show the story the Mysteries of Harris Burdick the students will need help interpreting the pictures. I will walk around the classroom and help any of the students who need help. They also might need help connecting the introduction of the story to the pictures and the captions. Another FEAP I was able to practice with this lesson plan was Critical Thinking which says: The professional teacher uses a variety of performance assessment techniques and strategies that measure higher-order thinking skills in students and provides realistic projects and problem-solving activities which will enable all students to demonstrate their ability to think creatively. One of the indicators that I used for this lesson plan was, “Poses problems, dilemmas, and questions in lessons.” Before, during, and after each book I will ask the student’s questions that will help them pay attention and that foster higher order thinking skills. Another indicator I practiced was, “Conducts lessons that include open ended projects and other activities that are creative and innovative.” Each of my lesson plans includes an activity that allows the students to think creatively. One of the projects that are open ended is the sculpture where the students can choose what they would like to build. The last FEAP I would like to address is Communication which states: The professional teacher constantly seeks to create a classroom that is accepting, yet businesslike, on task, and that produces
results. She/he communicates to all students high expectations for learning, and supports, encourages and gives positive and fair feedback about their learning efforts. The teacher models good communication skills and creates an atmosphere in the classroom that encourages mutual respect and appreciation of different cultures, linguistic backgrounds, learning styles, and abilities. The first indicator that I was able to address in my unit plan was, “Establishes interaction routines for individual work, cooperative learning, and whole group activities.” For each of my lesson plans the students participated in whole group activities when we had a read aloud. For Two Bad Ants the students worked individually when they used magnifying glasses and when they made their own illustration of a magnified object from an ant’s perspective. In Just a Dream the students worked cooperatively when they were building their sculptures and when they looked for trash. Another indicator that I would like to address is, “Challenges students in a positive and supportive manner.” For all of the lessons I will do this for my students. For the Mysteries of Harris Burdick I will challenge them to write their own story and let them know that imagination is important to they should just write about whatever comes to their mind. For Just a Dream I will challenge my students to build a sculpture with Chris Van Allsburg as their inspiration. Since this activity is open for them to build whatever they want, they will know that I support their creativity.
An author study on Chris Van Allsburg By: Marie Lucas Children’s Literature October 30, 2008
"The inclination to believe in the fantastic may strike some as a failure in logic, or gullibility, but it's really a gift.".....Chris Van Allsburg
Introduction Rationale: I was interested in studying Chris Van Allsburg because as a child, Jumanji was my favorite movie and I still enjoy it to this day. Upon further research I found out that he also wrote and illustrated The Polar Express, which is also a movie I enjoy. After more research I decided that Chris Van Allsburg is definitely the author/illustrator I will do my author study on. His unique style is captured in each one of his books. His books portrays themes such as greed, faith, imagination, the environment, and even what effect too much television can have on someone. He portrays these themes in a dark, yet subtle way, so children and adults alike can appreciate what happens. His life-like illustrations make his stories more than believable; it almost feels as though you are a participant in the story. rd
Grade level: 3 grade Time frame: minimum of two weeks.
Guiding Questions 1. What point is the author trying to make in the story? 2. What influences did Chris Van Allsburg have in his life for his stories? 3. What influences did Chris Val Allsburg have in his life for his illustrations? 4. What other information, not in the text, can you gather from the illustrations that tells what is happening in the story? 5. What unique characteristic do you see in each of the books that lets you know that this book was written and illustrated by Chris Van Allsburg?
About the Author Chris Van Allsburg was born in Grand Rapids, Michigan on June 18, 1949, second to his sister, and was raised by his mother and father. His father
ran a creamery with his three uncles where they bottled milk and made other products and delivered it to homes around town. Chris remembers living in three different homes in the Grand Rapids area and these homes are where he got his ideas of illustrations for some of his books. Chris was very interested in building model toy cars and boats in his elementary years. He also loved going to art class which he only had twice a week. He loved showing his skill at drawing and his peers looked to Chris in admiration. This was his passion until he reached the upper grade levels and he felt that drawing wasn’t as admirable any longer. The kids were concerned with sports and other physical activities to which Chris gave into. Sixth grade was the last time he took an art class and he took an interest in mathematics and science instead. When Chris was a senior in high school an admissions officer came to his school to interview students for admittance to the University of Michigan if they had good grades and test scores. When it was Chris’s chance for the interview he wasn’t sure what he wanted his focus of study to be. It was right there in that office that Chris decided to become an art student. It seemed unlikely that Chris would be accepted into the College of Art and Design since his records showed no history of art classes. Chris ended up telling the officer, “… because my artistic skills were so advanced, I studied art privately on Saturdays, rather than take high school classes. I told him I’d been studying privately for some years and was currently doing oil painting.” Even though this wasn’t true, the officer was impressed and wanted to know more about Chris and his artistic abilities and knowledge. The determining question which got Chris into the college was a question on what he thought about Norman Rockwell, which Chris also gave him a fabricated answer. Chris became an art student after graduating high school with a focus on sculpture. Now he could finally use his skills he learned as a child when he built model cars and boats. He received his degree in sculpture and went on to graduate school at the Rhode Island School of Design. After receiving his degree there he met his wife, Lisa and they got married. Chris showed some of his sculptures in art shows and this was his primary interest. In his spare time he enjoyed drawing in a little room of his and Lisa’s apartment. Lisa thought his drawings were good enough to be illustrations for a book. The editor at Houghton Mills publishing company agreed, but he also thought that the illustrations should be for a book
written by Chris. Chris’s first book was called The Garden of Abdul Gasazi which won the Caldecott Honor Medal just a year after it was written in 1980. Since then Chris has written and illustrated 15 children’s books. He is the winner of two Caldecott Medal awards for Jumanji and The Polar Express, both of which have been made into major motion pictures. He has also received the Boston Globe Horn Book Award for The Garden of Abdul Gasazi, The Polar Express, and The Mysteries of Harris Burdick. Jumanji also won the National Book Award and he was also awarded the Regina Medal for lifetime achievement in children’s literature. The most recent book that has been made into a major motion picture is Zathura. Presently, Chris lives in Providence Rhode Island with his wife and their two daughters Sophia and Anna. He says that his daughters often serve as the characters illustrations for his books, even if the characters are boys. He works in his third floor studio.
Introductory Lesson Plan I want to introduce the unit on Chris Van Allsburg by having a read aloud of Jumanji. Questions will be asked during the book to keep student interest and to help them recognize certain things about the illustrations. We will have a whole group discussion after reading the book. I want to know what each child found interesting about the book and they can make these connections with other books by Chris Van Allsburg.
Books by Chris Van Allsburg: Jumanji – 1981 – When two children are left home alone for an afternoon boredom sets in. That is until they find a board game under a tree with a note attached that reads, “Free game, fun for some but not for all. P.S. read instructions carefully.” After reading the instructions they find out that someone has to win the game for it to be over. They don’t know what to expect when they start playing the game, that is until they roll the die and land on a space that says “Lion
attacks, move back two spaces” and a real lion appears in the room. This happens throughout the game with their entire house turning into a jungle. They can’t stop playing the game until someone wins or else they might not come out alive. Their goal is to end the game before their parents come back home, but can they do it? The Mysteries of Harris Burdick – 1984 – This book begins with an introduction that must be read to understand what follows. The introduction pulls you into the mystery of Harris Burdick by telling the reader a story of Mr. Wender’s who once worked for a publishing company. He received a call from Harris Burdick one day, thirty years ago, and Mr. Burdick wanted to show Mr. Wender’s fourteen illustrations he had from fourteen different stories. Harris Burdick left the illustrations, with only the title of the story they came from on each one, and was never seen again. This book shows only the illustrations and the titles of work, leaving it up to the reader’s imagination as to the story behind the illustrations. The Polar Express – 1985 – The Polar Express is a Christmas story that shows a little boys everlasting faith in Santa Claus. He is chosen, among other children, to ride the Polar Express to the North Pole. When asked what gift he would like, the little boy chooses the Reindeer’s bell and it is granted to him. Only those who believe can hear the bell’s jungle. This story shows the children’s ride to the North Pole and the unfortunate loss of the boy’s bell. When he arrives back home from the train ride he finds the bell under his Christmas tree when his parents pick it up and say that it’s broken. The little boy and his sister can still hear the jingle of the bell and even in his old age, when he is giving his account of the story, he can still hear the bell because he believes in Santa Claus and the spirit of Christmas.
The Stranger – 1986 – Late one summer evening Mr. Bailey is driving his truck home when he thinks he struck a dear. Turns out, he hit a man. The man loses all consciousness and his memory. This strange man goes home with Mr. Bailey and lives with his family. He helps with the harvest and seems to be enjoying his stay with the Bailey family. Mr. Bailey finds it strange that his trees stay the same summer color all year around while other trees on the other land change colors with the seasons. When the stranger blows on a leaf, it turns from green to a beautiful golden brown. When the stranger decides to leave one day after seeing a flock of geese flying south for the winter, Mr. Bailey still notices something strange about his trees. Summer lasts one week longer on the Bailey farm than anywhere else.
Two Bad Ants – 1988 – This is the tale of two ants who want to find delicious crystals for the queen ant. They go inside the house that sits in front of their own home and greedily find comfort in a sugar bowl. This tale takes the reader on an adventure through what the kitchen is like through an ant’s perspective. They go through many kitchen dangers such as being poured in coffee out of the sugar container; getting caught in the toaster; a spin in the garbage disposal; and a visit to the electrical outlet. The two ants learn their lesson when they go back home to rejoin the other ants.
Just a Dream – 1990 – This is a story about a little boy named Walter who likes to imagine the future of airplanes that can land on the roof of your house and robots that run around and do all the work humans normally do. He is a boy who wouldn’t think twice about littering and scoffs at the idea of recycling. He even makes fun of the little girl next door who receives a little tree for her birthday. One night Walter dreams of the future but it is nothing like he imagined. All of the forests have been chopped down, trash litters the streets, the oceans are lifeless, and black smoke fills the air. Walter is awakened by this nightmare and he decides to change his ways. He now recycles and even plants a tree in his yard. After this, he is taken to another dream future where his and the little girl’s tree stand tall and people mow their lawns with powerless mowers. Walter’s visions of the future are changed forever. The Wretched Stone – 1991 – This is an account of the events on the Rita Anne ship after a mysterious glowing stone is found on an island. The crew loses their ability to play their instruments and even turn into monkeys after staring at the illuminating light for such a long time. A terrible storm seems to be the end of the ship and the crew but all are rescued and the stone is sent to the bottom of the ocean. The crew returns to normal, along with everything else, except their fondness of bananas. The stone serves as an obvious metaphor for the modern day television and what happens to us if we watch too much of it.
The Sweetest Fig – 1993 – Monsieur Bibot is a prissy French dentist who doesn’t even appreciate his only companion, his dog Marcel. He is furious when he receives two figs as payment from a patient and doesn’t believe the woman when she tells him that the figs have the power to make his dreams come true. Bibot enjoys one of the figs before bedtime only to wake up and realize that his dream is coming to life. He is walking outside in his underwear and the Eifel Tower is bent over like rubber. He realizes that the figs really do have a magical power and attempts to control his dreams so that he dreams he is the richest man on earth. Marcel gets to the fig before Bibot does and Bibot wakes up to realize he is a dog and it is Marcel who is now the master. Zathura – 2002 – Leaving off from Jumanji, it is now 20 years later when brothers Danny and Walter discover a box in the park with two board games; a jungle themed game and a space themed game. They take the games home and Danny is primarily interested in the one about space. He opens the game and starts playing only to see a giant meteor fall through their living room and a black, star lit sky shows through the once before ceiling. They play the game to reach their destination; the planet Zathura. But they don’t get there until they go through these crazy space adventures. Probuditi! – 2006 – Calvin and his friend Rodney are mesmerized after attending a magic show where they witness a woman hypnotized into thinking she is a chicken. They go home and attempt to recreate the spinning disc that was used at the hypnotizing device. They even go so far as to put it to use on Calvin’s sister, Trudy, into making her think she is a dog. She actually gets on all fours and drinks from the water bowl as a real dog would. The kids get worried
though when they can’t remember the magic words to turn Trudy back into her original being. Trudy gets the last laugh when we discover that she was only humoring the boy’s hypnotist show.
Lesson Plan #1 1A. Sunshine State Standards:
1B. Goal 3 Standards
The student uses writing processes effectively.
Standard 1: Information Managers
(LA.B.1.1) Standard 8: Cooperative Workers The student responds critically to fiction, nonfiction, poetry, and drama. (LA.E.2.1) 2. Objectives The student will analyze the illustrations and their titles in the Mysteries of Harris Burdick. (Analysis) The student will write a story according to his/her interpretation of one of the illustrations and share it with the class. (Synthesis)
3. Assessment & Evaluation a. Initial: The students will “look” at a “read aloud” of the Mysteries of Harris Burdick. They will answer questions about the illustrations. The teacher will evaluate students on their participation and their interpretation of the illustrations. b. Informal: The students will form pairs and talk about the illustrations and their interpretations together. The teacher will watch for cooperation. She will listen to the student’s ideas and evaluate them based on the detail of their interpretations. She will also listen to how students come to their conclusion for what an illustration is about. c. Formal: In pairs, the students will create a story about one of Mr. Burdick’s illustrations. They will share their story with the class. Students will be graded on creativity and collaboration. 4. Introduction to Lesson: Remind students about the author we are studying.
5. Materials
Talk about what we found interesting in the other books by Chris Van Allsburg and tell them to pay attention to those things in the book we are reading for today.
6. Technology Integration N/A
The Mysteries of Harris Burdick book
Copies of the illustrations
7. Teacher Presentation or Facilitation: 1. The teacher will have all students sit on the carpet. 2. The teacher will lead a discussion on the author being studied. She will tell them to remember the things they found interesting in the books and illustrations and remind them to pay attention to the book for those same things. 3. The teacher will open the book and read the introduction to the book. 4. The teacher will show each illustration and read the title to each one. 5. The teacher will ask questions for each illustration such as:
What significance do you think this title has for the illustration?
What objects do you notice in the illustration?
What was Mr. Burdick thinking when he drew this?
What feelings do you get from this picture?
6. The teacher will put the students in pairs and give one copy of one illustration to each group. 7. The teacher will tell the students to analyze the illustration and interpret what it means and the story behind it. She can remind them to think about Harris Burdick and maybe think about what he intended the story to be about. 8. The teacher will walk around and listen to the students discuss their ideas. 9. The teacher will then tell the students to put their ideas to paper and write a story to go along with the illustration. 10. The teacher will give the students 20 minutes to work on their story. 11. The teacher will call one group up at a time to share their story and illustration with the class.
8. Differentiated Instruction ESL students will benefit by the illustrations of the story. The illustrations will allow them to make up their own story without struggling and being restricted to understanding the story only through the English language. They will also benefit by working with another student that they feel comfortable working with. Slow learners will benefit by working with another student. If they need to, they can take the illustration home and finish their story.
Lesson Plan #2 1A. Sunshine State Standards:
1B. Goal 3 Standards
The student uses listening strategies effectively.
Standard 1: Information Managers
(LA.C.1.1.1) Standard 2: Creative and Critical The student visualizes and illustrates ways in which shapes can be combined, subdivided, and changed. (MA.C.2.1.2) The student understands and applies media, techniques, and processes. (VA.A.1.1.4)
Thinkers
2. Objectives The learner will listen to Two Bad Ants and demonstrate their understanding by answering questions. The learner will analyze furniture and other objects around the room with a magnifying glass and sketch what they think an ant’s perspective would be. The learner will make an illustration of an ant’s perspective of an object, not already in the book, but imitating Chris Van Allsburg’s style. 3. Assessment & Evaluation a. Initial: The students will listen to a read aloud Two Bad Ants by Chris Van Allsburg. The students will answer questions before, during, and after the read aloud. The teacher will evaluate students based on their participation in answering questions. b. Informal: Each of the students will take a magnifying glass around the classroom and look at furniture, materials, and any objects they can find. They will sketch the objects they find interesting. The students will be graded on staying on task. c. Formal: The students will illustrate a picture of one of the objects they saw with the magnifying glass. They will relate their illustrations to the story and make sure it looks like an object from an ant’s perspective. The students will be graded on creativity and completion of the assignment. 4. Introduction to Lesson:
5. Materials
The teacher will show the students a variety of objects
17 magnifying glasses
the students are used to such as a hat, a block, a
Paper
marker, etc. She will ask students to observe the size
Pencils
of the objects. She will then show the students a small,
Coloring utensils
fake ant and ask the students to observe the size of the
objects compared to the ant. 6. Technology Integration N/A 7. Teacher Presentation or Facilitation: 1. The teacher will have the students sit on the carpet to prepare for the read aloud. 2. The teacher will introduce the lesson. 3. The teacher will read the book and ask questions such as:
If we were to see this object, what do you think it would be?
How do you think Chris Van Allsburg knows what these appliances would look like from an ant’s perspective?
What would be different from an ant’s perspective?
What objects look really big to humans?
Do you think the ants would go on this adventure again?
4. The teacher will let the students know that they are going to use magnifying glasses to look at objects. 5. The teacher will distribute the magnifying glasses and tell the students that they have 15 minutes to go around the room and sketch things of interest to them in a magnified version. 6. After 15 minutes, the teacher will have the students sit at their desks with their sketches out. 7. The teacher will tell the students to choose their favorite sketch and make a real illustration that could be in a book of the object in the ant’s perspective. 8. The teacher will remind the students to include at least one ant in their illustration.
8. Differentiated Instruction ESL students will benefit because they are able to look at the illustrations in the book and see when I point to a small ant and then point to the larger object. They will be able to analyze this in their head and understand what is going on in the story. They also benefit by using a magnifying glass to look at objects of their choice. This allows them to relate to the story. They also get to draw, which is good for them because they won’t have to struggle with English writing. Slow learners will benefit because they will be able to bring their illustration home to finish it. Kinesthetic learners will be able to move around the room and work with hands on objects to ground their learning.
Lesson Plan #3 1A. Sunshine State Standards:
1B. Goal 3 Standards
The student uses listening strategies effectively.
1. Information Managers
(LA.C.1.1.1)
2. Creative and Critical Thinkers
The student writes to communicate ideas and information effectively. (LA.B.2.1.2) The student understands the need for protection of the natural systems on Earth. (SC.D.2.1.1) The student understands and applies media, techniques, and processes. (VA.A.1.1.1)
2. Objectives
The learner will gain insight into the Authors writing style and his beliefs by listening to a read aloud of Just a Dream.
The learner will demonstrate his/her understanding of Just a Dream by answering questions and discussion.
The learner will explore outside and gather materials and devise a plan for constructing their sculptures.
The learner will demonstrate his/her creativity and understanding of the authors artistic talents by constructing a sculpture out of recycled materials.
The learner will come to an understanding of what the sculpture means to him/her and describe what they made and its significance to him/her.
3. Assessment & Evaluation a. Initial: The students will listen to a read aloud of Just a Dream by Chris Van Allsburg. They will answer questions about the story and Chris Van Allsburg's beliefs. The students will be evaluated on participation. b. Informal: The students will sketch an object they wish to sculpt. The students will go for a nature walk outside and pick up any recyclable materials or trash that they find that can go toward building their sculpture. The students will be evaluated on their participation and staying on task. c. Formal: The students will refer to their sketches when building their sculpture. They will be asked to give an explanation for why they are building what they chose to build and what it means to them. They will present their sculpture to the class and tell the class what the sculpture signifies. Students will be graded on effort and their presentations. 4. Introduction to Lesson: Discussion: What do you think the world will be like in
5. Materials
Recycled materials
the future? What is the world like in your dreams?
6. Technology Integration N/A
17 bags
Glue
Tape
String
7. Teacher Presentation or Facilitation: 1. The teacher will have the students sit on the carpet. 2. She will introduce the lesson. 3. She will have a read aloud of Just a Dream. 4. She will ask questions throughout the book such as:
Why are the pictures so beautiful if they signify an ugly and polluted future?
What things do you think harm the earth?
What do you or your family use that harms the earth?
Do you recycle?
What is one way you can help the earth?
5. The teacher will tell the students that they need to think of something they can sculpt that is meaningful to them. 6. The teacher will ask the students to sketch what they would like to sculpt. 7. The teacher will tell the students that that will make their sculpture out of recycled materials. 8. The teacher will distribute bags so students can put their materials in it. 9. The teacher will lead the class on a nature walk outside. 10. The teacher will make sure students stay on task. 11. Once back inside, the teacher will have the students display their materials on their desks. 12. The students will go to the back of the room and gather other materials that they can use for their sculpture to be held together. 13. The teacher will observe the students while they are building their sculptures and make sure the students are staying on task and referring to their sketches. 14. The teacher will instruct the students to place their sculptures on the back table to dry or settle. 15. The teacher will have the students write a paragraph on the significance of their sculpture. 16. The teacher will have each student present his/her sculpture and explain the significance of it to the class.
8. Differentiated Instruction ESL students will benefit by the illustrations in the story. They will have their peers to help them pick up trash if needed. They will know what to do once back in the classroom because they will see what other students are doing with their trash. If the student has a lot of difficulty with the English language he/she is able to draw the significance of their sculpture instead of writing it out. Kinesthetic learners benefit by moving outside and picking up trash.
Culminating Activity: The students work will be put together in a portfolio. For the Mysteries of Harris Burdick I will bind their illustrations together into a booklet. For Two bad ants I will also bind their illustrations together into a booklet. For Just a Dream, the student’s sculptures will be on display in the back of the room with their paragraph on what it signifies. The final booklet will be a collection of students writings on what they learned about Chris Van Allsburg, what they found most interesting, what changed about themselves, etc. These books and sculptures will be available in the classroom for the rest of the year. The student’s final grade will be on their final writing for what they learned from the lesson.
Works Cited: Van Allsburg C. (2004). Chris Van Allsburg. Retrieved October 2, 2008 from website: http://www.chrisvanallsburg.com/home.html
FEAPS Reflection: While creating this unit plan I had to do a lot of planning. Planning for the profession teacher entails that the professional teacher sets high expectations for all students and uses concepts from a variety of concept areas. The professional teacher plans individually with students and with other
teachers to design learning experiences that meet students’ needs and interests. The teacher continues to seek advice/information from appropriate resources (including feedback), interprets the information, and modifies plans. Comprehensible instruction is implemented in a creative environment using varied and motivating strategies and multiple resources. Outcomes are assessed using traditional and alternative approaches. Upon reflection, the teacher continuously refines learning experiences. One of the indicators I practiced for this unit plan was, “Plans activities that utilize a variety of support and enrichment activities and materials.” I did this when I made the Just a Dream lesson plan. The students are able to use their imagination to find recyclable materials that will help them build a structure. The nature walk adds variety to the lesson because it brings the children out of their normal learning environment. In Two Bad Ants the students are able to see things from a different perspective with magnifying glasses, which none of the students have probably been exposed to before. Another indicator that corresponded with the planning FEAP was, “Assists students in developing skills in accessing and interpreting information.” When I show the story the Mysteries of Harris Burdick the students will need help interpreting the pictures. I will walk around the classroom and help any of the students who need help. They also might need help connecting the introduction of the story to the pictures and the captions. Another FEAP I was able to practice with this lesson plan was Critical Thinking which says: The professional teacher uses a variety of performance assessment techniques and strategies that measure higher-order thinking skills in students and provides realistic projects and problem-solving activities which will enable all students to demonstrate their ability to think creatively. One of the indicators that I used for this lesson plan was, “Poses problems, dilemmas, and questions in lessons.” Before, during, and after each book I will ask the student’s questions that will help them pay attention and that foster higher order thinking skills. Another indicator I practiced was, “Conducts lessons that include open ended projects and other activities that are creative and innovative.” Each of my lesson plans includes an activity that allows the students to think creatively. One of the projects that are open ended is the sculpture where the students can choose what they would like to build. The last FEAP I would like to address is Communication which states: The professional teacher constantly seeks to create a classroom that is accepting, yet businesslike, on task, and that produces
results. She/he communicates to all students high expectations for learning, and supports, encourages and gives positive and fair feedback about their learning efforts. The teacher models good communication skills and creates an atmosphere in the classroom that encourages mutual respect and appreciation of different cultures, linguistic backgrounds, learning styles, and abilities. The first indicator that I was able to address in my unit plan was, “Establishes interaction routines for individual work, cooperative learning, and whole group activities.” For each of my lesson plans the students participated in whole group activities when we had a read aloud. For Two Bad Ants the students worked individually when they used magnifying glasses and when they made their own illustration of a magnified object from an ant’s perspective. In Just a Dream the students worked cooperatively when they were building their sculptures and when they looked for trash. Another indicator that I would like to address is, “Challenges students in a positive and supportive manner.” For all of the lessons I will do this for my students. For the Mysteries of Harris Burdick I will challenge them to write their own story and let them know that imagination is important to they should just write about whatever comes to their mind. For Just a Dream I will challenge my students to build a sculpture with Chris Van Allsburg as their inspiration. Since this activity is open for them to build whatever they want, they will know that I support their creativity.
