robert munsch

ROBERT MUNSCHBy Deb Boettcher

Robert Munsch was born in Pittsburgh, Pennsylvania on June 11, 1945. He was the fourth of ninechildren. Mr. Munsch claims to have done poorly in elementary school and spent his timedaydreaming and writing poetry. He attended a Catholic High School and decided to study tobecome a Catholic priest. To escape attending classes in philosophy Mr. Munsch worked part-time in an orphanage. He discovered he like working with kids in daycare situations and wentback to school and earned his M.A. in early childhood education. While working as a studentteacher he created his first story, “Mortimer.” For ten years he continued to tell stories tochildren during their naptimes.

Mr. Munsch and his wife moved to Canada after finding themselves out of work. They both wereemployed at the University of Guelph in Ontario. A children’s librarian encouraged him topublish his stories. “Mud Puddle” was his first published book. Mr. Munsch finally quit his joband became a full-time writer. He became Canada’s best-selling author and has published over 35books. He continues to use “real kids” as characters in his books.

Mr. Munsch’s BooksAaron’s Hair Mud PuddleAlligator Baby Murmel Murmel MurmelAndrew’s Loose Tooth Pigs!Angela’s Airplane PlayhouseA Promise is a Promise Purple Green and YellowDavid’s Father Ribbon Rescue50 Below Zero Show and TellFrom Far Away Something GoodGet me Another One Stephanie’s PonytailGet Out of Bed The Boy in the DrawerGood Families Don’t The DarkI Have To Go The Fire StationJonathan Cleaned Up… The GiantLove You Forever The Paper Bag PrincessMakeup Mess Thomas’ SnowsuitMillicent and The Wind Up, Up, DownMMM, Cookies Wait and SeeMoira’s Birthday We Share EVERYTHINGMore Pies Where is Gah-Ning?Mortimer

Munschworks, The First Munsch CollectionMunschworks 2, The Second Munsch TreasuryMunschworks 3, The Third Munsch TreasuryMunschworks Grand Treasury

Websites

http://www.robertmunsch.com/

Books What’s New Biography Kid’s ArtPoems Photos Class Pictures Something SpecialStorytime With Robert Munsch Mail Robert Class Visits

http://www.spaghettibookclub.com/author.php3?first=100&first_letter=m&grade=10 books reviewed by students: Thomas’ Snowsuit The Paper Bag Princess Stephanie’s PonytailRibbon Rescue MMM Cookies Love You ForeverGet Out of Bed Andrew’s Loose Tooth 50 Below ZeroPurple, Green, and Yellow

http://www2.scholastic.com/teachers/authorsandbooks/authorstudies/authorhome.htmlHit “M” for Munsch and then “Interview Transcript.”

Room Environment

There will be enlarged characters from Robert Munsch’s books hanging from the ceiling in theroom. Some examples would be Stephanie, Andrew, Thomas, Elizabeth, Michael, Sheila, Julie,David, Megan, Mortimer, Murmel, Robin, Tyya, Jule Ann, Jillian, Aaron, Amanda, and Jerimah.Using the opaque projector will enable me to enlarge these to the size that would be most effective.

Bulletin Board – “Who Is Munsch?” There will be photographs of Robert Munsch, which havebeen copied from his website. Biographical information will be displayed on the bulletin board.There will be an area for students to display additional information that they locate on his officialwebsite or from the Scholastic interview.

Bulletin Board – This will contain book covers copied from Robert Munsch Books. I had many ofthem scanned and have set up a picture file for this material. This will allow me to copy the coversin color. I will also display a list of books written by Robert Munsch.

Bulletin Board – This board would deal with the main illustrator of Robert Munsch books,Michael Martchenko. Biographical information would be displayed along with a list of books hehas illustrated.

An additional area would be reserved in the room where the students could display their bookreports and original stories.Book Rack /Tubs – A collection of Robert Munsch books would be arranged in a book rack or inindividual tubs near the bulletin board, “Who Is Munsch?” There will be a rack of booksillustrated by Michael Martchenko, preferably ones that have not been written by RobertMunsch.

Lesson Plan #1

LESSON PLAN TITLE: Who Is Munsch?

CONCEPT/TOPIC TO BE TAUGHT: Brainstorming/Readers Theater

STANDARDS ADDRESSED:

Reading/LiteratureA.4.1 Use effective reading strategies to achieve their purposes in reading.

A.4.3 Read and discuss literary and nonliterary texts in order to understand human experiences.

A.4.4 Read to acquire information.

Oral LanguageC.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety ofpurposes.

C.4.2 Listen to and comprehend oral communications.

C.4.3 Participate effectively in discussion.

Media/Technology StandardsA.4.2 Identify and use common media formats

B.4.1 Define the need for information.

GENERAL GOALS: The students will develop an understanding and enthusiasm for Robert Munsch and hisliterature.

SPECIFIC OBJECTIVES: The students will be able to state various facts about Robert Munsch. They willbegin to participate in group discussions by conveying their own thoughts and become attentive listeners whileothers are speaking. They will acquire information about Robert Munsch’s official website for future exploration.

REQUIRED MATERIALS:Munsch Characters – suspended from ceiling (Might include Stephanie, Andrew, Mortimer, Thomas, Rene,Christopher, Elizabeth, Murmel, Tyya, Brigid, and Jule Ann.)Bulletin Board – “Who’s Robert Munsch?” (Photos of Robert Munsch)LCD ProjectorScreenChart PaperMarkersCopies of Readers Theater Script – “Invitations to Munsch”Rebus Story – Biography of Robert MunschAudio Tape of Munsch

ANTICIPATORY SET (LEAD-IN): Prior to activities I will have many of the characters from Robert Munschbooks suspended from the ceiling. There would also be a bulletin board containing several humorous photos ofRobert Munsch. These would have been copied from his official website. I would have the students sit in a U-

shaped on the floor near the bulletin board. The chart paper would be sitting on an easel near the bulletin board. Iwould point to the pictures of Robert Munsch and ask students if they know who he is.

STEP-BY-STEP PROCEDURES:1. Lead-In2. I would ask the students to begin brainstorming a list of Robert Munsch’s books. I would then

List the titles given to me on the chart paper. I’m assuming that the students are already familiar with some ofhis books. I would remind them to use their attentive listening skills when others are speaking.

3. We would then discuss and list reasons why his books are so popular. The students could also discuss whyhis books are so enjoyable and what they like best about the books they have read.

4. Use “Invitation to Munsch,” a Readers Theater Script (Found in Invitation to Munsch –Raczuk and Smith,1996, p.17.). Copies will be distributed to the students and parts will be assigned. We will read the scriptthrough once. The second reading will be with more expression.

5. Read a rebus story, which gives biographical information about Robert Munsch (Found in Invitation toMunsch Raczuk and Smith, 1996, p.16.).

6. Use LCD Projector to project Robert Munsch official website. Show the various areas dealing withbackground on books, poems he has written to children, samples of class photos and children’s art sent tohim, and instructions for emailing him.

7. Students will listen to audiotape of one of Robert Munsch’s books – We Share Everything!

CLOSURE: Students will discuss what they liked best about the book and share personal experiences.

ASSESSMENT BASED ON OBJECTIVES: Observations during discussion and reflections.

ADAPTATIONS (For Students With Learning Disabilities): Many of the oral activities would help to encouragethe students with special needs to participate and develop their speech and language skills within a whole groupsituation.

EXTENSIONS: Students would be allowed to revisit the Readers Theater Script, the rebus story, and the officialwebsite. They could also begin to explore other books by Robert Munsch that are displayed in the classroom.

TROUBLESHOOTING: I would have paper printouts and diagram sketch of Robert Munsch official websiteand information contained there in case we have a problem with the computers.

Lesson #2

LESSON PLAN TITLE: What Ya Know?!?

CONCEPT.TOPIC TO BE TAUGHT: KWL/Acquiring Knowledge on Computer



A.4.3 Read and discuss literary and nonliterary texts in order to understand human experience.


WritingB.4.1 Create or produce writing to communicate with different audiences for a variety of purposes.

B.4.3 Understand the function of various forms, structures, and punctuation marks of standard American Englishand use them appropriately in communications.




Media/TechnologyB.4.3 Locate and access information sources.

B.4.5 Record and organize information.

B.4.6 Interpret and use information to solve the problem or answer the question.

NETS1. Basic operations and concepts

2. Technology communications tools.

3. Technology research tools.

GENERAL GOALS: The student will develop an understanding and enthusiasm for Robert Munsch and hisliterature.

SPECIFIC OBJECTIVES: The students will be able to state various known facts about Robert Munsch. Thestudents will be able to express what they would like to learn about Robert Munsch. They will acquireinformation about Robert Munsch from exploring his official website.REQUIRED MATERIALS:KWL ChartMarkersComputersPaper/PencilsDie-Cut paper Shapes

ANTICIPATORY SET (LEAD-IN): Students will be given die-cut shapes that represent one of Munsch’s books.Each shape will reflect something of significance about one of Munsch’s books. Some examples of the shapescould be an airplane, tooth, boy, girl, dragon, crayon, birthday cake, pie, pig, fire truck, and crown. The studentswill then locate another student with the same die-cut shape. These will be partners for the day’s activities.

STEP-BY-STEP PROCEDURES:1. Lead-In2. Students will sit with their partners at the front of the room. The students will be instructed to think back to

yesterday and what we have learned about Robert Munsch.3. We will then begin to fill in the KWL chart on the easel in front of the group. Students will be reminded to

use their good listening skills and raise their hands rather than shouting out answers. Each student will begiven the opportunity to provide information for our chart.

4. We will then move on to discussing what we would like to know about Robert Munsch. These ideas will beadded to our KWL chart.

5. Students will then be instructed to look at their die-cut shapes and see which book they will be looking attoday. Instructions will be given as to how they will work with their partners. One student will take on therole of the recorder and will take notes on the background information they find. The other student will be thecomputer technician. These roles will also be written on the shapes so there will be no disagreements. The

students will be told that at a later date they will be switching roles, so that everyone gets the opportunity tobe the computer technician and recorder.

6. Students will be given a list of printed questions. They will be directed to read over their questions and askfor further clarification. I will then instruct them to move quietly to the computer lab. They will sit in pairs ateach computer, which has been preset at Robert Munsch’s official website.

7. Students will move quietly to the computer lab. They will be instructed to go to the section “background onbooks.” They will click on the particular book title written on their di-cut shapes and begin looking forinformation, as it is located.

8. After answering the questions, students will be allowed to explore other parts of the website. They can addadditional interesting information to their printed sheet. Students will be allowed about thirty minutes for thisactivity.

9. Student will return to the classroom and sit down around the easel and the KWL chart. We will shareinformation located on the website and additional entries on the KWL chart.

CLOSURE: Students will be given the opportunity to share what they liked best about today’s activities.

ASSESSMENT BASED ON OBJECTIVES: Students will be evaluated on contributions made to KWL chart andhow well questions were answered and shared with group. Students will be observed during computer time to seehow well they performed their roles and cooperated with their partner.

ADAPTATIONS (For Students With Learning Disabilities): Depending on the special needs they would beplaced with a student with higher skills to allow assistance with necessary skills. The oral activities would help toencourage special needs students to participate and develop their speech and language skills within a whole groupand partner situation.

TROUBLESHOOTING: In case there was a problem with the computer lab accessibility, information would beavailable in paper form prior to this activity. Students would then be instructed to look over their informationsheets and answer questions on the printed sheet.

Lesson Plan #3

LESSON PLAN TITLE: What Is An Illustrator?

CONCEPT/TOPIC TO BE TAUGHT: Common Elements/Role of Illustration in Literature






SPECIFIC OBJECTIVES: The students will come to understand what the role of an illustrator is in literature.The students will realize how important illustrations are in literature. The students will be able to recognizehumor in Michael Martchenko’s illustrations.

REQUIRE MATERIALS:LCD Projector

ScreenSlide Presentation – Power PointDrawing PaperCrayons/Colored PencilsBooks

ANTICIPATORY SET (LEAD-IN): As the students enter the room they will view a new bulletin board. It willcontain the words “What Is An Illustrator?” Several pictures of other authors/illustrators will be featured on thebulletin board, such as Eric Carle and Jan Brett. Students will be asked to take a few moments to look at thebulletin board.

STEP-BY-STEP PROCEDURES:1. Ask the students, “What Is An Illustrator?”2. Students will have a few minutes to discuss their ideas with the person next to them.3. They will share their responses with the class in an orderly fashion. They will raise their hands and wait to be

called on. A definition will be written on the white board.4. I will then refer to the other illustrators displayed on the bulletin board. I will ask the students what we have

learned about these people in the past. We will talk about the illustrators and their techniques.5. I will then tell the students that we are going to learn about a new illustrator, Michael Martchenko. As I

display his picture on the bulletin board I will give a short biography of Martchenko.6. I will move to the LCD projector and begin the slide presentation. While showing the slides we will talk

together about what we are seeing and what makes his illustrations appealing. This should lead to evidence ofMartchenko’s humor and what is funny about his drawings.

7. Students will then pair up with their partner from yesterday. They will be given a copy of the book they didbackground information on. I will ask them to look through the book together and see if they notice anythingabout the pictures. They will have about ten minutes to look through the books.

8. We will then discuss what they discovered in the drawings. I will point out that many of Martchenko’sillustrations are done with pencil and water colors before they are printed for the books.

9. I will have the students think of a funny situation they might have experienced. They will then make theirown one-page illustration. I will allow them to use pencils, colored pencils, and crayons.

10. As they complete their illustrations we will display them on the white board. Students will be allowed to lookat other books containing Michael Martchenko’s illustrations while they are waiting for everyone to finish.

CLOSURE: Students will walk around and view the illustrations on the board. I will state that we havediscovered how illustrations can help create humor in a book. I will tell them that tomorrow we will explore whatother techniques make a book funny.

ASSESSMENT: The students will be observed as they examine books with their partners and participate in oraldiscussion. The illustrations will be used to see how well they understood the assignment and completed the task.

TROUBLESHOOTING: I would use books to show illustrations in case there were problems with the LCDprojector. I could also have paper copies of the slides.

Lesson #4

LESSON PLANS TITLE: What Makes A Book Funny?

CONCEPT/TOPIC TO BE TAUGHT: Writing Activity/Choral Reading



A.4.2 Read, interpret, and critically analyze literature.




Oral LanguageC.4.1 Orally communicate opinions, and ideas effectively to different audiences for a variety of purposes.



Media/TechnologyA.4.1 Identify and use common media formats.


SPECIFIC OBJECTIVES: The students will be able to identify what makes a book funny through writing andsharing of ideas.

REQUIRED MATERIALS:Paper/PencilsOverheadTransparency – “What Makes a Book Funny?”Overhead MarkersBook – Stephanie’s Ponytail

ANTICIPATORY SET (LEAD-IN): Prior to this activity I will send a note home to parents informing them thatwe are planning a “crazy hair” day. Students will be encouraged to come to school with an interesting hairstylewithout any indication of what is planned. The classroom computers will be set on Robert Munsch’s officialwebsite.

STEP-BY-STEP PROCEDURES:1. Ask the students “What makes a book funny?”2. Students will have three minutes to write or draw their ideas on the topic.3. They will then share their responses, while making a list of ideas on the overhead. (Some examples might

include what characters say and do, their appearances, silly actions, and nonsense words.)4. Show students the cover of Stephanie’s Ponytail. Ask them to make predictions about the story and possible

characters.5. Explore expressions on characters’ faces. (Questions – “Why do you think they look that way?” “What might

they be thinking?”)6. Read aloud to students some information about where Munsch got his idea for this story. (Mention that he is

a storyteller first and a writer second. He usually makes up stories for the kids he is working or talking with.)7. Read aloud Stephanie’s Ponytail.8. Have students discuss which parts they thought were funny. Relate items to previous list on overhead and

add new ideas (Like unexpected problems that arise, characters’ expressions, etc.).

CLOSURE: Students will participate in a choral reading. As I read the narrative text, the students will respondin appropriate places with dialogue.

ASSESSMENT: Written/drawn ideas on topic—“What makes a book funny?” and observations during questionand response segments.

ADAPTATIONS (For Students With Learning Disabilities): Adjustments were made for special needs studentsby allowing them to draw their ideas instead of writing for three minutes. The development of their speech andlanguage skills would be encouraged by the oral activities.

Lesson #5

LESSON PLAN TITLE: What Makes A Book Funny? Part II

CONCEPT/TOPIC TO BE TAUGHT: Comparing Literature/Writing Activity







B.4.2 Plan, revise, edit, and publish clear and effective writing.





LanguageD.4.1 Develop their vocabulary words, phrases, and idioms as a means of improving communications.


SPECIFIC OBJECTIVES: Students will be equipped to compare and contrast two Robert Munsch books.Students will then be able to write their own class book.

REQUIRED MATERIALS:

Paper/PencilsColored Pencils/CrayonsOverheadTransparency – “What Makes A book Funny?”Overhead MarkersBooks – Stephanie’s Ponytail and Aaron’s HairSTEP-BY-STEP PROCEDURES:1. Review the transparency “What Makes a Book Funny?” from yesterday.2. Show students the cover of Aaron’s Hair. Ask them to make predictions about story and possible characters.3. Do a picture walk through the book recalling questions from yesterday.4. Read aloud to students the information about Munsch’s ideas for this story.5. Read aloud Aaron’s Hair.6. Using overhead and transparency compare and contrast the two books and how they are funny.7. Have students work together to create their own class story or book. All students will be given the

opportunity to contribute ideas for the story.8. Teacher and students will then work through the editing of their first draft.9. Students will work together to create illustrations for each page of the story.

CLOSURE: Students will read their class book together. They will send a copy of their book to Robert Munsch,along with pictures of their class on “crazy hair” day.

ASSESSMENT BASED ON OBJECTIVES: Students will be observed during the compare and contrastdiscussion and the creation of their class book.

Lesson # 6 and #7

LESSON PLANS TITLE: Learning More About Robert Munsch Writing Style

CONCEPT/TOPIC TO BE TAUGHT: Independent Reading/Partner Choral Reading






WritingB.4.3 Understand the function of various forms, structures, and punctuation marks of standard American Englishand use them appropriately in communications.


C.4.2 Listen to and comprehend oral communication.


Media/TechnologyA.4.1 Use common media and technology terminology and equipment.

A.4.2 Identify and use common media formats.

B.4.3 Locate and access information sources.

B.4.6 Interpret and use information to solve the problem or answer the question.

D.4.1 Participate productively in workgroups or other collaborative learning environments.


SPECIFIC OBJECTIVES: Students will become more familiar with Munsch’s writing style by reading as manybooks from the collection as possible. Students will develop an understanding of audio equipment and computerlistening to books.

REQUIRED MATERIALS:Computer Lab (with headphones)Audio/CD PlayersAudioTapes/Compact DiscsPaper/PencilCollection of Munsch BooksOverheadOverhead Transparency – What Makes A Book Funny?

ANTICIPATORY SET (LEAD-IN): Review the “What Makes A Book Funny?” overhead transparency fromyesterday. Tell the students that they will spend the next two days reading other books written by Robert Munsch.They will be reminded to look for what makes the books funny. Explain that these items will be added to thetransparency later.

STEP-BY-STEP PROCEDURES:1. Lead-In2. Select another Robert Munsch title and read the background information on the book.3. Have students select a book. They will work on their own or with partners. Some of the students will use

computers and audio/CD players to listen to their books. Other students will read the books on their own.The second day the remaining students will use the technology.

4. Students will record the title and at least three main points about the book. They are instructed to look for“what makes the book funny” and certain characteristics of Munsch’s writing style.

5. Students will spend as much time as is possible reading Munsch books over the next two days.

CLOSURE: Students will share thoughts on the books they have read and add other information to the chart.

ASSESSMENT BASED ON OBJECTIVES: Students will be observed as they interact with each other and thetechnology equipment. Students will be observed on how well they work and read together with their partners oron their own. Their responses will be noted and critiqued.

TROUBLESHOOTING: If there is a problem with computer lab the students will be able to continue this activityusing the collection of books and audio/CD equipment.

Lesson #8

LESSON PLANS TITLE: Book Responses on Website

CONCEPT/TOPIC TO BE TAUGHT: Analyze Book Responses










A.4.2 Identify and use common media formats.

B.4.2 Develop information-seeking strategies.

B.4.7 Communicate the results of research and inquiry in an appropriate format.

C.4.2 Appreciate and derive meaning from literature and other creative expressions of information.

D.4.2 Use information, media, and technology in a responsible manner.

NETS

1.) Basic operations and concepts


SPECIFIC OBJECTIVES: The students will be able to use website to view and read book responses of RobertMunsch books. Students will be able to compare and contrast the various forms of book responses.

REQUIRED MATERIALS:Computer LabPaper/PencilsOverhead ProjectorOverhead Transparency – Book Response to Andrew’s Loose Tooth

ANTICIPATORY SET (LEAD-IN): I will display a sample book response – Andrew’s Loose Tooth on theoverhead projector. We will explore the text and illustration. I will explain to the students that this book responsewas written by a second grade student. I will that I found this really neat website that I want them to look attoday.

STEP-BY-STEP PROCEDURES:1. Lead-In2. Students will move quietly to the computer lab. The computers will be preset on the required website –

http://www.spaghettibookclub.com/author.php3?first=100&first_letter=m&grade=.3. I will explain that there are ten Robert Munsch books reviewed by students in the second grade. I want them

to click on one and begin reading the response. They are to continue reading through the available bookresponses.

4. If anyone get through early they can log on to an additional website –http://www2.scholastic.com/teachers/authorsandbooks/authorstudies/authorhome.html. Once they log on they will hitM for Munsch and then “Interview Transcript.” They can look through the interview with Robert Munschand see if they can discover additional information about the author or his books.

5. This activity will take about 30 to 45 minutes.

CLOSURE: Students can share their reactions to the book responses. They will be respectful listeners whileothers are speaking and exhibit good manners. We will add information to our KWL chart about Robert Munsch.

ASSESSMENT BASED ON OBJECTIVES: The students will be observed during the session in the computerlab and evaluated on their contributions during the group discussion.

TROUBLESHOOTING: If there would be a problem with the computer lab I would have paper copies of theresponses available for student viewing.

Lesson #9

LESSON PLANS TITLE: My Book Response

CONCEPT/TOPIC TO BE TAUGHT: Book Response Format


Reading/LiteratureA.4.1 Use effective reading strategies to achieve their purpose in reading.






Oral LanguageC.4.2 Listen to and comprehend oral communications.


A.4.4 Use a computer and communications software to access and transmit information.

B.4.7 Communicate results of research and inquiry in an appropriate format.

C.4.2 Appreciate and derive meaning from literature and other creative expressions of information.


SPECIFIC OBJECTIVES: Student will become familiar with book response format. Students will respondindividually to one of Robert Munsch’s books.

REQUIRED MATERIALS:Collection of Robert Munsch BooksAlpha SmartsOverhead ProjectorOverhead Transparency – “What We Can Write About Books”Paper/Pencil

ANTICIPATORY SET (LEAD-IN): Students will look through the collection of Robert Munsch books that aredisplayed on the book rack or tubs. They will select one that they have already read and want to discuss in a bookresponse. More than one student can select the same book.

STEP-BY-STEP PROCEDURES:1. Lead-In2. Review chart – “What We Can Write About Books.” Discuss each type of response and what is needed in a

quality response.3. Students will reread the book.4. They will then write a book response using paper and pencil for first draft.5. They will meet with the teacher to edit their written material.6. Students will use Alpha Smarts for their final draft.7. Student will illustrate their book response.

CLOSURE: Students will display their book responses on an available area in the room. As time permits theycan read each others responses.

ASSESSMENT BASED ON OBJECTIVES: The 6-traits writing rubric will be used to assess the students work.

ADAPTATIONS (Students With Special Needs): A tape recorder could be used for students with special needsrather than paper and pencil. They could give their response verbally rather than in written form.

TROUBLESHOOTING: If the Alpha Smarts were not available, students would write their book response byhand.

Lesson #10

LESSON PLANS TITLE: “Robert Munsch’s Fingerprints”

CONCEPT/TOPIC TO BE TAUGHT: Repetitive Phrases/Writing Style


Reading/Literature

A.4.1 Use effective reading strategies to achieve their purposes in reading.










LanguageD.4.1 Develop their vocabulary words, phrases, and idioms as a means of improving communications.

Media/TechnologyA.4.1 Use common media and technology and equipment.

A.4.2 Identify and use common media format.

A.4.3 Use a computer and productivity software to organize and create information.

B.4.3 Locate and access information sources.

B.4.7 Communicate the results of research and inquiry in an appropriate format.

C.4.2 Appreciate and derive meaning from literature of personal interestNETS3. Technology productivity tools

4. Technology communications tools


SPECIFIC OBJECTIVES: Students will become familiar with Robert Munsch’s style of writing via books.Students will be able to state “fingerprints” of Robert Munsch writing style and locate substantial support inbooks. Students will create their own “Munsch-style” story.

REQUIRED MATERIALS:Collection of Robert Munsch BooksRecording SheetPencilsAlpha SmartsColored Pencils/Crayons“What Makes A Book Funny?” ChartWhite BoardMarkers

ANTICIPATORY SET (LEAD-IN): See if students can identify a book is written by Robert Munsch fromreading just a small portion of the book.

STEP-BY-STEP PROCEDURES:1. Lead-In2. Ask the students what they think makes a Robert Munsch book. Have them brainstorm in small groups at

least four ideas. Examples might be repetitive phrases, using characters from other books, familiar problems,sound words, unexpected events, kids as main characters, NNNOOO, or WHAP, WHAP, WHAP.

3. Students will return to large group and share their ideas and record on white board.4. They will form groups of two or three students and become “reading detectives.” They will then select four

or five ideas (“fingerprints”) and attempt to locate evidence in previously read books. They will record theirfindings on a recording sheet.

5. Return to large group and discuss the supporting material they discovered in their books.6. Review the information compiled on the white board and “What Makes A Book Funny?” chart. Have the

students use this information to create their own “Munsch-style” stories.

EXTENSIONS: It might be necessary to allow an extra day for the writing activity. Students would beencouraged to work through the editing process and us the Alpha Smarts for their final draft. On the additionalday they would be able to illustrate their story and present it to the class.

ASSESSMENT: Students would be observed working in small groups and during discussion. The informationon their recording sheets would be a good form of assessing their ability to stay on task. The 6 Traits Rubricwould be used to evaluate the final draft of their stories.

ADAPTATIONS (For Students With Learning Disabilities): It could be possible for students to work in pairs oncreating their own stories. Special needs students could also use the tape recorder for developing their stories.These could be left as an oral presentation or their stories could be typed on the Alpha Smarts. They could drawtheir own illustrations first before writing their stories if that would help the creative process.

TROUBLESHOOTING: If the discussion requires additional time it would be wise to leave the story writing toanother day. If some students complete the activity early, they could revisit Robert Munsch official website.They could read poems written for kids or listen to additional stories. They might be encouraged to create theirown poem.

COMPARISON WEB

BOOK INFORMATION

Name____________________

Title of Story__________________________________________________

Author_______________________________________________________

Setting_______________________________________________________

_____________________________________________________________

_____________________________________________________________

Characters_____________________________________________________

_____________________________________________________________

_____________________________________________________________

What happened first in the story?

_____________________________________________________________

_____________________________________________________________

Second:

_____________________________________________________________

_____________________________________________________________

Third:

_____________________________________________________________

_____________________________________________________________

Last:

_____________________________________________________________

_____________________________________________________________

Was there a problem?

____________________________________________________________

What was the problem?

____________________________________________________________

____________________________________________________________

Read All About It!

Title_____________________________________

Author___________________________________

This book was about___________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

My favorite character was_______________________________________

_____________________________________________________________

I like this book because_________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

This picture shows what I like best about the book.

I would recommend this book because_____________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Name_____________________________ Date______________________

KWL

WHAT DO I KNOW? WHAT DO I WANT TO KNOW?

WHAT HAVE I LEARNED?

CLASSROOM MANAGEMENT:

1. Students will work in various group situations – large, small, partners, and individually.

2. Students will be reminded to be respectful listeners when others are talking. They will be encouraged to sharethoughts and ideas with others and to work in a cooperative manner. It will be stressed that part of theirassessment for these activities will be determined by how well they can work in various group situations.

3. Computer time will need to be scheduled at times when there are open time periods. If it proves necessaryother teachers will be contacted about using some their scheduled time slots. It would be necessary to havetwo thirty-minute periods allotted for some of the activities so that there would be adequate work time whilein the lab. The time frame for the various activities might need to be adjusted according to computeravailability. Flexibility would be the key here.

4. Learning stations would be incorporated in the classroom for listening /reading books, editing writingactivities, and using Alpha Smarts. Students could be working on illustrations or reading additional materialwhile others are going through the editing process or using Alpha Smarts.

5. Students would also be encouraged to participate in peer editing. Before their final draft they would berequired to meet with the teacher; however, fellow students could provide feedback while working with theediting process.

6. This author study would be implemented over a two-week period. Students would work on the study on adaily basis. If there are outside conflicts with the schedule, the next lesson could be delayed until thefollowing day. This might mean that the actual study would last more than ten days.

7. It would be helpful to elicit the help of parent volunteers or student aides during the computer time andwriting activities. This would insure that students remain on task and provide additional hands to helpstudents with difficulties in the process.

8. I have personal copies of Robert Munsch books. There are also copies of some of his books in our schoollibrary. I would ask teachers to loan me additional copies they might have in their rooms. I have used theSouth Central Library System in the past. This has worked out effectively. I usually plan ahead and putbooks on hold. I am then able to receive the books required before actually needing them for a lesson. In thefuture I would provide Rhonda Belmonte with a book list and request that she purchase a supply of RobertMunsch books when there is money allotted for new purchases.

9. There might also be money in the Title I budget to allow for the purchase of additional copies of Munschbooks. Our PATT (Parents and Teachers Together) organization often helps with purchasing additional itemsfor the classrooms. That might be another avenue for obtaining extra books.

SUMMARY:

This unit was not designed for my students or classroom since I teach Title I Math. I am working with a secondgrade classroom for Project Write. I actually designed this unit for them and was focused on trying to helpimprove their word choice. I selected Robert Munsch because of his repetitive phrases, sound words, andinteresting terminology. He is basically fun to read. I felt that I could also incorporate this into my summerschool classes, which deal with “Cooking with Literature.”

I have to admit that literature is definitely my passion. I am hoping to be teaching Reading and Language Arts inthe future. I believe very much in doing anything that excites students and turns them on to reading.

My main concern with using Robert Munsch was the readability level of his books. I was sure that some of thestudents would struggle with his text. Because of his humorous writing style and “kid” characters, I felt it wasimportant to use him as my selected author. The adaptations I made were using the audio equipment and storyreading on his official website. My reading to the class and the choral readings would enable the students withdifficulties to become engaged in the activities and meet with success.

I also felt it was important to select partner groupings when working on the computer. This would allow studentswith high and low computer knowledge to work together in a positive situation. The taking on different roleswould also address the issue skill levels.

I expect that the students will be very enthusiastic about the books and information on the author. I also feel thatthey will become engaged in most of the activities. The only problem I foresee is possibly the writing activities.Many of the students have not experienced enough practice in creative writing. I do feel that Robert Munsch’sliterature will help motivate them. It would help if they can find some relationship to the various characters.

I also believe that this author study will help enrich the language arts curriculum. The basal textbooks have theirplace in the curriculum; however, they don’t see to “inspire” the students like an effective author study can.When students become excited about reading it also affects their oral and written language as well. We all knowthat the same skills and strategies can be taught and reinforced using trade books along with the regularcurriculum.

I am hoping that it will encourage other teachers to incorporate author studies into their curriculum. It would benice to also have teachers sharing their units with each other. It might be nice to see more helping hands out thereor cooperation among the teachers. Sometimes we become too set in our ways and are afraid to take a risk. Wecan’t inspire our students if we don’t inspire ourselves first.

RESOURCES

http://teachers.net/lessons/posts/1517.html - Robert Munsch author study

http://www.annickpress.com/ai/martchenko.html – Michael Martchenko biography

Kasper, Joanne. Circling with Robert Munsch. Saskatchewan Teachers’ Federation; 1998.http://www.stf.sk.ca/teaching_res/library/teach_mat_centre/mc/P11233/P11233.htm

Raczuk, Helen & Smith, Marilyn. Invitation to Munsch. U-Otter-Read-It, Canada, 1996.

robert munsch

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