Author Study Unit Project: Joanna Cole

Day 1- Introductory Activities

Duration of Computer Center

20 minutes for each group of four

Materials

• Computers
• Smart Board
• Notebooks
• Pencils

Common Core Standard(s)

• LAFS.K12.SL.2.5- Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

 Objectives

• The students will have twenty minutes to explore “The Magic School Bus website”.
• Students will write in their notebook what they observed on the website. With supporting details students explain the theme of the website. Or additional tools/resources that is available on the page.

Procedures

Teacher Model:

• I would first explain to the class that they will be placed in groups of four to access the computers in the classroom.

• Then I will show the class on the Smart Board how to get on the website.

• Once I show the class the steps needed to get on the website, then I would explain to the students what they will be doing on while on the page.

• The directions are students will have about fifteen minutes to go on the website and participate in any activities or observed the site. Then the last five minutes on the computers students will write in their notebooks.

• What should be included in the notebook:

-Write down any information about the author such as about her childhood, or books

-The games or activities that was available 

- What environment choices was on the page

• Once all of the groups had a chance to go onto the computers, then I will have a group discussion about the website.

• I will ask students if they thought the website was fun and entertaining.

• Next I would ask students to raise there hands and give me a thumbs up if they have every read a Magic School Bus book. Or a have a thumbs down if any students have never heard or read the book.

• I would tell the class about the author who is Joanna Cole. Discuss about her childhood, adulthood, career and of of course mention her books. \

• Next I would call on students to see if they had any additional information that they saw from the website

• Students will then work in their groups and orally discuss their results in their notebooks.

• An Assessment would be that I would circulate the classroom to ensure students are on task during the group discussing.

• Another Assessment would be to check  the notebook results

Title, Author, Copyright

Genre, Pages

Theme

Summary

Awards

Personal Response to the Book

Classroom Use

Teacher thinking notes

The Magic School Bus Inside Ralphie: A Book About Germs

Written by: Joanna Cole

Illustrated by: Bruce Degen

Copyright: 1995

Genre: Non- Fiction

Pages:30

Theme: Sickness, Germs, Human Body

Summary: Ralphie is sick and the class goes to visit him at home. Instead have a surprising field trip inside Ralphie body to determine why he is sick.

Awards: No awards

Personally I did like reading this book. I don’t like germs and the book shows a closer look of the infection. I think the book is relatable to every person because everyone gets sick or have at least been sick with a cough or flu.  Students will be able to make connections

Classroom Use:  In the class the topic of germs is important to discuss with students. To limit the increase spread of germs I think teachers could use this book to better explain why everyone needs to try and be germ free. I witness in a class that every student was responsible for a task each day. Such as in groups one person is in charge of wiping the tables, one person reminds other members to wash their hands.etc. In the class the teacher told me her class had perfect attendance throughout the whole year.

Teacher Thinking Notes: First explain the importance of being germ free and giving each student their task for the week.

The Magic School Bus Gets Baked In A Cake: A Book About Kitchen Chemistry

Written by: Joanna Cole

Illustrated by: Bruce Degen

Copyright: 1995

Genre: Non-Fiction

Pages:31

Theme:  Cooking, Baking, Cake

Summary: Ms. Frizzle birthday is approaching. Her class wants to surprise her with a party but forgets her birthday cake. The class takes a trip to a bakery and make Ms. Frizzle a cake.

Awards:  No

This book was fun and creative. I liked that the students tried to surprise Ms. Frizzle for her birthday. With this book, I liked that students worked together to create a birthday cake for Ms. Frizzle. This book reminded me when I was elementary school. I remember when the teacher birthday was approaching everyone was giving the teacher little handmade gifts or items.

Classroom Use: As an fun activity I would have students to create a in class cookbook. I would bring in materials to help students to make their creations. Such as making a Jell-O pie or s`mores. In students workbooks they are required to write down the steps and the ingredients needed to complete each creation. Once the item is completed students then draw the finished product.

Teacher Thinking Notes: First ask parents if they what to volunteer any materials/food for the class cookbook. Also make sure with parents that their child doesn’t have any allergies.

The Magic School Bus Going Batty: A Book About Bats

Written by: Joanna Cole

Illustrated by: Bruce Degen

Copyright: 1996

Genre: Non-Fiction

Pages:30

Theme: Mystery, Bats

Summary: Ms. Frizzle class has been learning about bats. Ralphie thinks Ms. Frizzle is a vampire and whats to prove to everyone that she is a night creature.

Awards:

I already used this book in a classroom and it was fun! I brought the book out to students around October which is Halloween theme. In the school I was at the focus was on Autumn time of the year. The students really like to know more about nocturnal animals. I have to admit that I learned more about bats also while reading the book.

Classroom Use: First I would have students to read the book. Then as a whole group I would have students to complete a Smart Board activity slideshow. After the activity I would ask students any questions or concerns. Then the last twenty minutes of the class I would let students watch the video link to the book.

https://www.youtube.com/watch?v=ICVLfJr_Fy8

Teacher Thinking Notes: First I would make sure that every student feels comfortable talking about bats. The main focus is to make sure no student is afraid or scared of the bat theme book.

The Magic School Bus: In the time of the dinosaurs

Written by: Joanna Cole

Illustrated by: Bruce Degen

Copyright: 1994

Genre: Non-Fiction

Pages:43

Theme: Journey, adventure

Summary: Ms. Frizzle class travels back in time to the Triassic period. Then search for Maiasaura egg but go through a big journey on their quest back in time.

Awards: No Awards for this book

This book I thought was a good review of the time of the dinosaurs. Because in the general education classroom teachers briefly talk about dinosaurs. I think it would be interesting to have students to imagine that they was in the time of the dinosaurs. There are many higher level questions that could be asked towards students.

Classroom Use:  I would create groups of four to six groups. Then assign each group a dinosaur and students are responsible of creating a creative project. Students have to explain to the class  what dinosaur they had, living habits, food habits and any other interesting facts .

Teacher Thinking Notes: I would already have the list of dinosaurs for each group to randomly select.

The Magic School Bus Lost in the Solar System

Written by: Joanna Cole

Illustrated by: Bruce Degen

Copyright: 1990

Genre: Non-Fiction

Pages:40

Theme: Journaey, Space, Planets

Summary: Ms. Frizzles travels in space with her students to explore the solar system.

Awards: No

I loved this book when I was school. I remember it was my science book that I can recall learning about the planets and space.  In elementary school I remembered that we made big planets in groups out of paper mache. Overall I remember it was fun learning about the topic then creating our planets in class. So when I see this book I always will have that memory.

Classroom Use:  Have students to be assigned a planet. Then have students to create their planet out of different materials and have students to display their planets in the classroom.

Teacher Thinking Notes: Ensure students have prior knowledge about space and the planets before starting creating their planet.

The Magic School Bus Explore the Senses

Written by: Joanna Cole

Illustrated by: Bruce Degen

Copyright: 1999

Genre: Non-Fiction

Pages:47

Theme: Adventure, Travel, discover

Summary:  To explore the five senses, Ms. Frizzle and her class goes on a field trip. On this trip the students travel in an animal eye, ear, mouth, nose. As well as in a human body to examine the ear, eye, nose and mouth.

Awards: No awards

I selected this book because I did an lesson plan on the five senses. Students don’t realize how the human body senses have a major function with everything that we do daily. During a activity I was able to see students explore their senses.

Classroom Use:  In the classroom it would be a good activity to do mini experiments related to discovering or exploring their five senses.  

Teacher Thinking Notes: Before doing the activity or experiment read the book to students first.

The Magic School Bus: Inside the Human Body

Written by: Joanna Cole

Illustrated by: Bruce Degen

Copyright: 1989

Genre: Non- Fiction

Pages:40

Theme: Digestive System, Stomach, The Human Body

Summary: Ms. Frizzle class gets an experience of a lifetime by seeing all of the major parts in the body. Plus seeing how the human body works in the inside.

Awards: No

At the end of the book I liked that there was a seven question mini test that students could take to reflect on the book information. I think the human body is a whole in its self because there is a lot of things going on in the body. I think the book was creative and found simple words or phrases to help a younger audience to understand how the body really works.

Classroom Use: Similar to the  picture in the book on page thirty five. I think creating a huge chart of the human body and having students to label and fill in the parts of the body. Will help students to know what are the different parts of the body while being able to identify and locate then in the process.

Teacher Thinking Notes: A pre- lesson should be related to the five senses to make connection to the human body functions

The Magic School Bus: Inside a Beehive

Written by: Joanna Cole

Illustrated by: Bruce Degen

Copyright: 1996

Genre: Non- Fiction

Pages:47

Theme: Bees, Beehive, Honey

Summary: Once again Ms. Frizzle takes her class on a field trip. Her class is transformed into bees to fully experience the life or day of a Honey Bee. Also how bees help people every day and produces honey.

Awards: No

After reading this book, I know I will appreciate Bees a little more than I do now. The book really describes and visually shows how important Bees are in our society. How Bees help flowers to make seeds. Or how Bees help make food by pollinate many crops.

Classroom Use: In the classroom teachers could take the overall message from the book and display that towards students. Which is walking a mile in someone else shoes or related to the book in a bees job. I would have students to really think about the message then as a homework assignment I would have students to go home and think about someone else and all of the hard work that they do. For example it could be a brother or sister because they take care of you a lot or a mom, dad, grandmother even the bus driver who gives you a ride to school everyday. Then students will write a short narrative essay.

Teacher Thinking Notes: provide an example essay to help student fully understand the homework assignment

The Magic School Bus: On the Ocean Floor

Written by: Joanna Cole

Illustrated by: Bruce Degen

Copyright: 1992

Genre: Non-Fiction

Pages:46

Theme: Journey, adventure, Ocean

Summary: Ms. Frizzle takes the class on another field trip but this one is in the Ocean. The students learn about different creatures that live in the Ocean.

Awards: No Awards for this book

I thought the book provided plenty of facts and additional information about the Ocean floor and all of the amazing unique creatures that live within the water. I like this book also because it’s my dream to go scuba diving and the book allows me to take that journey through reading.

Classroom Use: I think it would be a fun activity to assign students each a creature that lives in the Ocean. Or students could have any plants that are in the Ocean. Students could do research on the their topic.  Some topics would be Coral Reef, Jellyfish, Crabs, Sharks or claims.

Teacher Thinking Notes: Once student complete their research assignment. Students will present a oral presentation.

The Magic School Bus: Inside the Earth

Written by: Joanna Cole

Illustrated by: Bruce Degen

Copyright: 1987

Genre: Non- Fiction

Pages:40

Theme: Discovery, Journey

Summary: Ms. Frizzle takes her class on a field trip to learn about different rocks and  about the formation of Earth

Awards: No

I thought the book was interesting because personally I didn’t know much about rock collection, or the different layers of rock in the ground. I think for students the book would be informational as well easy to understand the concept.

Classroom Use: I think a foldable would be great for students to create. This would help students have the prior knowledge towards the reading material. So that students can write down each key vocabulary word that is mention in the book and have students to make connections. Such as drawing a picture of the word, defining it and create a sentence with the word included.

Teacher Thinking Notes:  Before asking students to create the vocabulary foldable. Create a sheet with the vocabulary words place onto it to help students.Example: Fossil, Sandstone, Soil,  Limestone,

Day 2- Virtual Field Trip to Egypt

Materials

Class Set of the book- Ms. Frizzle Adventures to the Ancient Egypt

Pencil

Workbooks

Website for Virtual Field Trip to the Nile River:

http://videos.howstuffworks.com/discovery/28707-assignment-discovery-uses-of-the-nile-river-video.htm

Common Core Standard(s)

SS.2.E.1.2: Recognize that people supply goods and services based on consumer demands.

LAFS.2LAFS.RL.3.7: Use information gained from the illustration and words in a print or digital text to demonstrate understanding of its characters, settling or plot

 Objectives

Students will read Ms. Frizzle adventures in Ancient Egypt, and then take a                    virtual field trip to the Nile River. Students will be able to complete their work             books by the end of the virtual field trip.

Procedures

Teacher Model:

• I would have different centers within the classroom for this activity.
• Then I would place students in groups
• I would explain to the class the activity and task that is require of them to complete.

Guided Practice:

• Before students would start to read I will ask the class background information about the Ancient Egypt.

-For example has anyone ever heard of Ancient Egypt?

• Then I would break the students into their groups. Each group has a set of directions to follow.

• Students are to read the book that is provided then once everyone is done in the group students will have a discussing.

• During this time the first group will go to the computers and start their journey on a virtual field trip to the Nile River.

• I will be working with students who are having trouble reading the book. Or understanding the activity in general.

•  Each group will have an opportunity to go on the computers, read the book.

Independent Practice:

• Students will be completing their workbook.
• The workbook includes activities and questions regarding the book and the virtual field trip.

Assessment of learning outcomes

I will check and grade student’s workbooks, and provide feedback to each

student.

Technology Integration

• The Virtual Field Trip to the Nile River

Accommodations and modification for ELLs

• Provide book in translation if its available
• Provide hands on activity with modeling
• Established procedures for group work

Accommodations and modification for ESE

Level 1-3

Ensure oral directions/ key points are understood

Level 4-5

Implement proximity control

CATEGORY

4

3

2

1

Comprehension

Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Vocabulary

Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.

Stays on Topic

Stays on topic all (100%) of the time.

Stays on topic most (99-90%) of the time.

Stays on topic some (89%-75%) of the time.

It was hard to tell what the topic was.

CATEGORY

4

3

2

1

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Sources

All sources (information and graphics) are accurately documented in the desired format.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Graphic Organizer

Graphic organizer or outline has been completed and shows clear, logical relationships between all topics and subtopics.

Graphic organizer or outline has been completed and shows clear, logical relationships between most topics and subtopics.

Graphic organizer or outline has been started and includes some topics and subtopics.

Graphic organizer or outline has not been attempted.

Organization

Information is very organized with well-constructed paragraphs and subheadings.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized. 8