Unwrap Your Kindness!
Kevin Henkes: An Author Study for 1st
Grade
LAE 4416
Children’s Literature
Introduction:
I have chosen Kevin
Henkes to develop an author study on because I have always enjoyed and felt a
connection to his books. Henkes books are geared towards young readers, and are
adaptable to a variety to lessons. Aside from using for academic lessons,
Henkes books also teach lessons about character and treating others with
respect and kindness always. The characters in Henkes books are all creative
and different from many other characters in stories. I like this because it
allows students to “unwrap their kindness” because of the example Henkes
produces for students with kindness elements in his books. I have chosen to
complete the author study in first grade because I feel the books best relates
to students of that age group. Also the books provide important life lessons
that students should be taught at a young age. The unit will last about three
days. The unit however will be one that can continuously be referred to
throughout the year; for lessons on character and how to treat others.
Guiding
Questions:
1. What
experiences caused Henkes to become a writer?
2. What
are the general themes in Henkes books?
3. What
lessons can be learned in Henkes books that are helpful for students?
4. What
type of genre of books does Henkes write?
About
the Author:
Kevin
Henkes was born in November 1960. Henkes was born in Racine, Wisconsin. His
love for art and creativity started at a young age, when Henkes would often
visit The Charles A. Wustum Museum of Fine Arts. The museum was local to Henkes
so it was easy access, making going to the museum often doable. Henkes says he
grew up always wanting to be an artist, and he would go to the library and pick
out books for the illustrations.
Henkes
began work on his first book while he was still in high school, and was accepted
for publication at the age of just 19. Henkes had already graduated high school
when first picked up for publication and was an Art Major at the University of
Wisconsin. Since being picked up at 19, Henkes has continued to illustrate and
author stories. Henkes has worked on 15 books since his first many of which
have won him awards and serious recognition.
Henkes
says that books are often the very first connection to art a child has and that
is why he desires to keep books current and appealing to the eyes of children. He
says that as a child books were one of the most important things to him, and he
wants to create that for other children. Henkes continues to work on children books
because he says it’s the only real job he has ever had in the past 30 years and
the only one he wants. Henkes currently resides in Madison, Wisconsin.
For more information please visit: www.kevinhenkes.com
Books
by Kevin Henkes
A Weekend with Wendell
Imagine having a bossy friend come and stay at your
house for the weekend. He constantly makes all the rules while playing games
and does not care about what you have to say. This is what happens to Sophie
when Wendell comes to stay with her and her family for a weekend while his
parents are out of town. Sophie asks her parents when Wendell is going to leave,
unable to take his way or the highway attitude. I would use this book with my
students for the important lesson of treating other the way you would like to
be treated. The book also shows the important lesson of sharing and being
patient and kind with others.
Bailey Goes Camping (1997)
Have you ever wanted to do something
but could not because you were too young? Feeling disappointed by the fact he
is too young to go camping with some other members of his family, Bailey
becomes sad. That is until Bailey realizes just because he cannot go camping in
the wild does not mean he cannot go camping at all. With the attitude that
nothing will ruin his fun, and with the help of his parents Bailey is able to
go camping right where he is. I would use this book in the classroom to teach
students to always use their imagination and to make the most of any situation
that comes their way!
Birds (2009)
Animals are all around us everywhere
we go; especially birds! The unique things about birds too is sometimes when we
are outside and cannot see them we can usually always hear them! The story does
a great job of showing how birds are everywhere and they can always be heard. I
would use this book in my classroom with my students twice during the year. I
would use it on a cold or rainy day when students could not go outside, and use
the book to transform my classroom into the outside. I would also read the book
to the students on a regular day and afterwards take the class outside and pay
attention to all the bird and animal sounds they hear.
Chester’s Way
(1997)
Everyone does things a certain way
and does not think about changing their ways sometimes. What is one thing you
do a certain way that you would not want to change? Chester and Wilson are
friends who do things a certain way. From the way they cut their sandwiches to
the way they rode their bikes, they did things a certain and the same way. All
of this changed however when Lily moved into the neighborhood. Lily did things
a different way than Chester and Wilson and the boys had to learn that sometimes
it’s okay to be different. I would use this book in my classroom to show
students that it is okay to be different and there are many different ways to
do a similar thing. The book does a great job of teaching that just because two
people do not do something the same way does not mean one of them is wrong.
Chrysanthemum
(2008)
Everyone has been made fun of at
least once in their life. Many times what we are made fun of for is things we
cannot change. That was the case for Chrysanthemum; she was made fun of because
of her name. I would use this book to teach students to always be kind to one
another and not judge someone simply because they are different from you.
Circle
Dogs (2001)
Shapes are everywhere! With two
circle dogs living in a big square house it is hard to ignore that variety of
shapes in this book! I would use this book as an introduction to a math lesson
on various shapes. The book does a great job of creatively showing different
geometric shapes and friendship still.
Good-bye
Curtis (1995)
Being kind to others throughout life
and always showing consideration goes a long way. Curtis who has been
delivering mail for 42 years learns this. Curtis has always been kind to everyone
and is finally retiring. On his last day on the job each mailbox Curtis stops
at is filled with surprises for Curtis! I would use this book for making
predictions with students about what will be in each mailbox. I would also use
this book to teach students how kindness can mean so much to people and goes a
long way!
Grandpa and
Bo (1986)
Every share a special memory with a
grandparent or a loved one? That is just
what happened to Bo when he spent a summer with Grandpa. They went fishing,
walking, and made things together. They did everything together and enjoyed
every moment. I would use this story to teach students to cherish moments with
loved ones, and have them journal about any special memories they have with
their family.
Jessica (1998)
Imaginary friends; a threshold for
many children’s imagination! But are there times where parents are wrong and an
imaginary friend they think their child has is a real person? Ruthie always
tells her parents of Jessica and how they do everything together. Yet Ruthie’s parents have a hard time
believing Jessica is real. For this book I would ask students to recall if they
ever had an imaginary friend. I would also use the book to remind students to
always tell the truth. I would also have the students write a creative story
about an imaginary character.
Julius,
the Baby of the World (1990)
Siblings, a huge part of life that
many children must deal with. Lilly is soon going to be an older sister to
Julius. Lilly however is not excited! She thinks her little brother is going to
be disgusting! For this book I would first ask all my students if any of them
have siblings. For the students who did not I would tell them to imagine how
they would feel if they did.
Kitten’s
First Full Moon (2004)
What a night? The moon is finally
full and for the first time for curious kitten. Thinking it is a bowl of milk
in the sky kitten becomes hungry and tries to eat it. Continuously failing kitten
finally learns to moon is not milk. I would use this book as an introductory book
on the moon cycle. I would ask the students what shapes they see on the moon,
and to create a lunar log showing the changes in the moon every single night.
Lilly’s
Big Day (2006)
With Mr. Slinger getting married
Lilly finally has the chance to be a flower girl; something she has always
wanted more than many of her dreams! Lilly cannot wait for the wedding and
neither can the reader once they begin the book and realize they are invited to
the wedding too. I would use this book to teach students rolls. How each person
can play different parts in events and how each part is important for making
things work.
Shelia
Rae, the Brave (1987)
Shelia Rae thinks she is very brave
and tells herself just that. There was nothing she was afraid of nothing at
all. This all changed however when one day when Shelia Rae found herself lost. Luckily
for Shelia Rae she had some loving help nearby and realized it is okay to not
always be brave. I would use this book to teach students that it is okay to
sometimes be afraid and that does not make anyone a less of a person. I would
then share a list of all my fears with my students and ask my students to make
a list of their fears. I then would try to help each student conquer one fear
(within reason).
So Happy (2005)
A thirsty seed, a lost rabbit, and a
bored boy all get their desires fulfilled and come into contact in an unlikely
way. The rain brought rain to the seed, fear to the rabbit, and fun to the boy.
I would use this book to teach students how all thing are connected and how fun
can be made from anything as long as we use our imaginations. I would then have
the class write a play together and act it out to show fun and creativity with
the students.
Lesson
Plan Introduction
The lesson study is based upon
kindness. It is my goal to ensure that my students grasp the idea of always
being kind and having an open to whatever comes their way. Kindness and
positivity are very important character qualities for students to develop in
life at an early age.
To begin, I will write the word
kindness in the middle of a huge piece of sheet paper. I would then ask the
students what they think it means to be kind and write their answers on the
board around the word kindness on the paper. I would then hang up the sheet of
paper in the classroom and have to remain there during the entire study. As the
lesson continued I would allow students to let me know if they think anything
should be added to the sheet, and I would add it in a different color.
Next, as we continue reading I will
ask students why kindness is important in life and how the author does the job
of teaching kindness throughout his stories. I will ask each student to write
down one time they were kind, one time they were mean, one time someone was
kind to them, and one time they felt someone was mean to them. I will then ask
the students why they think Kevin Henkes writes the type of books he does. Upon
their answers I will have students watch a video at http://www.kevinhenkes.com/ where they can meet Kevin Henkes and get an idea about who
he is. The video will serve as insight for the students to understand Kevin
Henkes.
Lesson
Plan One: Why Kindness?
|
Subject:
|
Language Arts
|
|
Grade Level:
|
First Grade
|
|
Title of Lesson:
|
Accepting Differences
|
|
Day:
|
Two
|
|
Standards:
|
·
S.L. 1.
1 – Participate in collaborative conversations with diverse partners about grade
one topics and texts with peers and adults in small and large groups.
·
RI. 1.
8- Identify the reasons an author gives to support points in a text.
|
|
Objectives:
|
1.
Students
will integrate information from the story to information about the classroom
procedures and policies on bullying.
2.
Students
will evaluate the story Chrysanthemum
and the characters and recognize which of their classroom bullying procedures
are broken.
3.
The students
will discuss as a class two positive ways to eliminate bullying.
|
|
Materials:
|
Book: Chrysanthemum
Classroom procedures list
|
|
Before Reading:
|
I will open by asking the students
if they have ever been bullied for something that they cannot control. Their
expected responses would be yes they have been bullied before. I would then
ask students how being bullied made them feel. Their expected response would
be upset, sad, hurt, etc. I would ask students if they are worried about
being bullied or if they have ever bullied someone else even if they did not
mean to. The expected response of the students would be yes they are worried
about being bullied and yes they have bullied before. I will inform the
students we are going to use Kevin Henkes book Chrysanthemum to learn about how bullying can make people feel
and why it is important not to bully one another.
|
|
During Reading:
|
During reading students will
listen to the way bullying affected Chrysanthemum and made her change the way
she felt about herself. I will periodically stop to ask students about how
the bullying is changing the way Chrysanthemum feels about her name and if
how the other students are acting to her is kind.
|
|
After Reading:
|
I will put the kindness procedure
list at the front of the classroom and ask the students what procedures were
broken during the story. I will mark down on the board each procedure that
was broken. Once the students have gone through all the procedures, the
students will come up with a plan for how each procedure could be fixed. The
students will also come up with a plan to avoid breaking each kindness
procedure.
|
|
Adaptations:
|
ESOL: Students will have the use
of a bi-lingual dictionary. Students will be grouped with a classmate or
teacher who can help translate ideas.
Special Education: Students will
receive a copy of the book to use. Students will receive a copy of procedures
in front of them that is the same copy being used at the front of the room.
Diverse Learners: Students will
receive a copy of procedures that are listed at front of the room. Students
will be notified of book that is going to be read prior to the day, to allow
time to read the story ahead. Students will be able to write alternatives
rather than speaking them orally in a discussion with the class.
|
|
Assessment:
|
Students will be assessed by their
ability to share ideas and communicate their opinions. Students will be
assessed on a scale of 1-3 on their ability to stay on task and actively
participate with the class. 1 will be the highest grade a student can receive
for paying attention gives respect to classmates and giving input. 3 is
lowest grade student can receive and this is if student does not participate,
disrespects classmates, and is disruptive to the classroom environment.
|
Lesson Plan Two: Dealing With Change.
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Subject:
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Language Arts
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|
Grade Level:
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First
|
|
Title of Lesson:
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Dealing With Change
|
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Day:
|
Three
|
|
Standards:
|
RI. 1. 7- Use the illustrations and
details in a text to describe its key ideas.
W. 1. 1- Write opinions pieces in
which they introduce the topic or name the book they are writing about, state
an opinion, supply a reason for the opinion, and provide some sense of
closer.
|
|
Objectives:
|
1.
Students
will make inferences about the context of the story due to its cover and
illustrations within the text.
2.
Prior to
reading students will write their predictions about what the text is about.
3.
During
and after reading the story students will write what is actually happening in
the story in comparison to what they predicted to happen.
|
|
Materials:
|
Julius
the Baby of the World by Kevin
Henkes
Paper
Pencil
Color Pencils
|
|
Before Reading:
|
I will show the book the cover of
the book and ask them what they think it about. I expect the students to say
a sleeping baby and a funny character. I will then turn the pages one by one
only showing the students the illustrations (having the words covered by
post-its). The students will write on their paper what they think is going on
in the story, from only seeing the illustrations. I will lead the class in a
short discussion about what the class thinks the story will be about.
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During Reading:
|
The teacher will read aloud the
story to students this time using both the sentences in the story and the
illustrations. The teacher will have the students write next to their
previous predictions what they think the story is about this time. During the
story the teacher will stop and ask the students if they have any siblings,
if Lilly is being to mean about Julius, why do they think Lilly hates Julius,
and as Lilly’s opinion changes about Julius why do they think it happened.
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After Reading:
|
The teacher and student will
discuss as a class their previous predictions about the story based solely
off of the illustrations and what the story was truly about. The teacher will
then ask the students if any of them have ever had to deal with change in
their life before. The teacher will expect the students to say yes. The
teacher will then ask the students if dealing with change with a bad attitude
like Lilly did at first makes it any better. The teacher will expect the
students to say no. The teacher will then have the students write three to
four sentences about one time they had to deal with change and how it made
them feel.
|
|
Adaptations:
|
ESOL: Students will have the use
of a bi-lingual dictionary. Students will be grouped with a classmate or
teacher who can help translate ideas.
Special Education: Students will
receive a copy of the book to use. Students will receive a computer or an
assistant to help them write their predictions and opinions. Students will
also be given word options to use to describe what they are trying to explain
is happening in the story.
Diverse Learners: Students will
receive a copy of the book the class is reading. Students will be notified of
book that is going to be read prior to the day, to allow time to read the
story ahead. Students will be able to write predictions and differentiations
with extended time.
|
|
Assessment:
|
Students will be assessed on their
predictions. Students will be expected to have pre-reading predictions simply
based off of illustrations. Students will also be expected to have what
really happened in the story in comparison to their predictions. Students
will be graded off their completion of ideas and opinions.
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Lesson
Plan Three: Kindness is Brave
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Subject:
|
Language Arts
|
|
Grade Level:
|
First
|
|
Title of Lesson:
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Kindness is Brave
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|
Day:
|
Three
|
|
Standards:
|
SL. 1. 6- Produce complete
sentences when appropriate to ask and situation.
RF. 1. 2- Demonstrate
understanding of spoken words, syllables, and sounds (phonemes).
|
|
Objectives:
|
1.
The
student will use complete sentences to outline Sheila’s meaning of bravery in
the story.
2.
The
students will rewrite the story from their perspective and interpretation.
3.
Students
will use various words and sentences to describe what they are afraid of and
how they are also brave.
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Materials:
|
Book: Sheila Rae, the Brave by Kevin Henkes
Paper
Pencil
|
|
Before Reading:
|
The teacher will ask the students
to predict what the book is about. The teacher will then ask what the
students think bravery means and what it means to be brave. The student will
call on four to five students for oral answers, but will also have each
individual student write their answer on paper.
|
|
During
Reading:
|
During
reading the teacher will stop and ask the students if what Sheila is doing in
the story is truly brave. The teacher will also ask the students throughout
the story if Sheila teasing people for being a “scaredy-cat” is kind or not. The
class will talk about if being mean is brave or shows fear. The teacher will
ask the students if they have ever been lost and were afraid when they were.
|
|
After
Reading:
|
The
teacher will ask the students what they think would have happened in the
story if Louise had not have been following Sheila Rae home. The students
will then write different ways Shelia Rae and Louise were both brave
throughout the story. The teacher and students will discuss why it is not
kind to make fun of someone for their fears. The students will then in their
journals write about what they are afraid of and how they are also brave.
|
|
Adaptations:
|
ESOL: Students will have the use
of a bi-lingual dictionary. Students will be grouped with a classmate or
teacher who can help translate ideas.
Special Education: Students will
receive a copy of the book to use. Students will receive a computer or an
assistant to help them write their predictions and opinions. Students will
also be given word options to use to describe what they are trying to explain
is happening in the story.
Diverse Learners: Students will
receive a copy of the book the class is reading. Students will be notified of
book that is going to be read prior to the day, to allow time to read the
story ahead. Students will be able to write about their fears and how they
are brave with extended time.
|
|
Assessment:
|
Students
will be assessed by the content of what they write in their journal. The
teacher will look for proper sentence structure and completion of ideas that
are on topic. Students will also be assessed based on their ability to
participate and stay on topic during class. The students’ definition of
bravery will not be assessed on if they are “correct” but if they show
complete thought in relation to the reading.
|
Culminating
Activity:
It is my goal after completing this author study and
reading the books complied in my annotated bibliography that students will have
a better understanding of how to write opinions and what kindness means and is.
I want students to be able to express kindness that they want within themselves.
I also want students to be able to show empathy and respect to those all around
them.
Students will write a letter to Kevin Henkes which
should include the following:
·
The students personal definition of
kindness
·
2 examples of how Kevin Henkes shows
kindness and builds kindness in his stories
·
3 examples of how Kevin Henkes has
helped them become a more kind person
·
One question asking an interesting fact
about Kevin Henkes life
The students will complete the following steps:
·
Using the web to find the proper address
to mail their letter to Kevin Henkes to
·
Write a first draft
·
Have a peer conference with a classmate
·
Have a teacher review of the letter
·
Draw a picture to accompany the letter
·
Write final draft of the letter
I will provide an envelope for each student and have
the students copy the final address to mail the letter onto the front of the
envelope. I will already have the schools address written on the envelopes as
the return address. The letters will then be mailed to Kevin Henkes.
Reflection:
Originally I chose Kevin Henkes because of my love for his
book Chrysanthemum. I had been read
his story in school growing up and my mom, who is a first grade teacher, has
his books in her classroom. As I continued to read about Henkes however, and
discovered more of his story I was astounded with how much I enjoyed his books!
I was very pleased that this unit not only taught about Kevin Henkes books but
also about how to be kind, face your fears, share with others, and be willing
to accept change. I have learned that I find it crucial for students to learn
character in accompany with traditional academic processes. I address FEAP .10 in
this aspect because with planning not only did I have the right mindset for background
knowledge, I also incorporated the correct materials for students to learn. With
that I also made the correct accommodations for my ESE and ESOL students by providing
them with additional materials, or the services they needed to properly help them
effectively learn.
As a child I had to encounter many situations in life that
required me to be kind, deal with changes, respect others, and be brave.
Looking back I wish I would have had more lessons like Kevin Henkes teachers
throughout my childhood. Kevin Henkes seems to understand the realty that
children face, yet he approaches each situation with a silver lining. Kevin
Henkes has different types of stress and environments which can be distracting
to students, yet Henkes seems to manage to show students each situation can be
faced and made positive. Henkes books also deals with all different types of
families, family members, and characters which can be diverse for students. With
this I was able to meet FEAP .8. With the experiences I had growing up as a child
and my desire to have lessons like Henkes teaches; I have the conditions knowledge
that allows me to effectively instruct my students. With group discussions and other
methods of communicating the ideas in Henkes books, I looked at the topic of each
book used in a lesson and figured a method to accompany that book, based off my
goal for my students within the lesson.
I wanted to use Kevin Henkes books as an opportunity to
teach students traditional academic lessons, but also unique character traits;
traits that are often said to be important but never directly show to students.
I feel Henkes books show students how different traits are important and how to
better their selves as individuals.
References:
Books, G. (n.d.). Kevin Henkes Official Site.
Retrieved from Kevin Henkes: http://www.kevinhenkes.com/
Inc., S. (2013). Kevin Henkes. Retrieved from
Scholastic: http://www.scholastic.com/teachers/contributor/kevin-henkes
Wisconsin Authors and Illustrators. (n.d.). Retrieved from CCBC: http://www.education.wisc.edu/ccbc/authors/henkes/main.asp
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