Barbara Park

I choose Barbara Park, because she is author of the infamous Junie B. Jones. However I did not realized she had written so many other books as well. As I began to search her name I came up with more than a dozen other books she has written. This surprised me because I thought she had only written about Junie B. Jones. I wanted to know more about her because she is very famous with children in elementary school. I am very excited to learn more about her background and why she writes about what she writes about.

About the Author

Barbara Park is most famous for her books about a first grader named Junie B. Jones, but she has also written one picture book, and thirteen middle school age books as well.

Barbara Park was born April 27, 1947 and grew up in Mount Holly, New Jersey. As a child she loved to go to the Long Island beach with her family. She loved to make people laugh as a child all the way until she was in high school, which is when she actually got an interest in reading.

After high school she attended Rider University for two years, then later transferred to the University of Alabama where she graduated with a degree in teaching. Right after she graduated she married her, now, husband Richard, whose job was moved to Arizona, which is where they moved. She loved the area, but missed the beaches during the hot summer. They later built a house in Long Island where she used to go as a child to the beach. Together they have two sons, Steven and David who have now already graduated from college.

When asked about when she started writing she said, “as a kid I had absolutely no interest in writing at all. In fact, for me, a writing assignment was more upsetting than finding out my mother was cooking liver and onions for dinner… Anyway, I'm happy to report that in high school, I developed a love for reading that continues to this day. And I think it was this love of reading that made me eventually try to write a book of my own.” (Park, 2003)

When asked about how long it takes her to write a book she basically said that its depends on the topics in the book, like in some she has to balance the humor and sadness, so it takes longer than it would just to write a humorous story like Junie B. Jones.

She has received more than forty awards for her books, including twenty-five Children’s Choice Awards.

Some titles she has written are Operation: Dump The Chump, Mick Harte Was Here, The Graduation of Jake Moon, which are all middle school age books, and of course Junie B. Jones books which are more for elementary age children.

www.randomhouse.com ß use this website for more information, and interviews with Barbara Park

"Barbara Park." Major Authors and Illustrators for Children and Young Adults, 2nd ed., 8 vols. Gale Group, 2002. Reproduced in Biography Resource Center. Farmington Hills, Mich.: Thomson Gale. 2007.

Photograph provided by Random House.

Annotated Bibliography

Barbara Park’s Books

1. Skinny-Bones

Alex wants to be a baseball player, and a size large, but those are things he’s not. However he is hilarious and finally at the end realizes what he should do which is to write comedy.

2. Don’t Make Me Smile

Charlie Hickles tries to deal with the divorce of his parents.

3. The Graduation Of Jake Moon

Jake is having a hard time dealing with his grandfather’s progression through the Alzheimer’s disease.

4. The Kid in the Red Jacket

Ten year old Howard and his family move to a new state and he has to make new friends. When he gets there a five year old has chosen him to be her friend.

5. Almost Starring Skinnybones

Alex is almost a big star in his own TV commercial, but his plans for stardom go wrong.

6. Mick Harte Was Here

Phoebe’s brother Mick Harte died in a bicycle accident, all because he wasn’t wearing his helmet.

7. My Mother Got Married: And Other Disasters

Charlie has a hard time dealing with his mother marriage and he has gained a stepbrother, and a stepsister.

8. Maxie, Rosie, and Earl: Partners in Grime

These three are awaiting their fate outside the principal’s office, when the fire alarm goes off and the run for the dumpster!

9. Junie B. Jones and the Stupid Smelly Bus

Junie B. just started kindergarten, and she doesn’t like riding the bus, so she decides not to.

10. Rosie Swanson: Fourth-Grade Geek For President

Rosie is running for president, against the two most popular kids in the fourth grade.

Some guiding questions are:

1. Do all of her books have some kind of humor in them?

2. Are some of her characters the same in different books?

3. What book most interests you?

4. Does she have a set theme that she uses in all of her books?

5. Does she write about the same theme?

Grade Level: 5^th

Introductory Lesson Plan

I will have the students discuss some authors they have heard of. Then I will mention Barbara Park, which they should have all heard of if they have read a Junie B. Jones book. Even though this lesson is for fifth grade I will read aloud a Junie B. Jones book a week before I even start the lesson, because I think that they will find her humorous. After that I will explain that we will start reading a new book by Barbara Park that will be more at their reading levels, and interest levels.

Lesson Plan #1

1a. Sunshine State Standards:

LA.5.2.1.7

The student will identify and explain an authors use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects.

1b. Goal 3 Standards:

Standard 4: Florida students use creative thinking skills to generate new ideas, make the best decision, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.

2. Objective:

Using the book we are reading in class, the learner will explain how Barbara Park uses words to help us to understand how the characters feels.

3. Assessment & Evaluation:

Initial:

I will show them the cover of the book and ask them what they think it will be about. I am looking for answers like “a boy who is skinny”, or “a boy who plays baseball.”

Informal:

While we are reading I will frequently stop and ask them “what has happened,” or “what do you think is going to happen next”, or what kind of language is Barbara Park using to help us understand how he feels.”

Formal (Post):

The students will write a short story using the same kind of language that Barbara Park uses to help the reader know the feelings of the characters, then they will post their story on www.blogger.com, and leave comments for their classmates.

4. Introduction to Lesson:

First I will ask them questions like what do you think this book will be about? Then I will read to them the back of the book so they have an idea about what it will be about.

5. Materials:

Skinnybones By Barbara Park

6. Technology Integration:

http://www.teachertube.com/view_video.php?viewkey=49dc31f244c24a0abb43

This video explains the different types of Figurative Language that we will see in the books we read.

They will also be using the internet for their blog.

7. Teacher Presentation or Facilitation:

I will begin by asking what they think the book will be about, and let them give me some ideas. Then I will read them the back of the book to give them an idea of what it is going to be about. Then I will begin to read them the book. I will only read only a chapter or two, depending on how long the chapters are. While I am reading to them I will ask them questions about the book, and include questions about the language in the book, and point out when Barbara Park uses language that can’t be taken literally. Then I will explain to them about figurative language. I will show the teachertube.com video to them at this time. After they have seen the video, I will have them begin writing a short story using figurative language.

8. Differentiated Instruction:

Kinesthetic Learners: These children will get a lot out of actually writing the short story, and planning about how to add in figurative language in their story.

Visual Learners: These students will get a lot out of the video I show them, because they will be able to see in written form what exactly it is.

Auditory Learners: These students will learn best from the reading of the book. Then the verbal asking them to pick out the figurative language in the book.

High Achievers and Gifted: These students can write longer short stories, or come up with their own idea of a way to use figurative language.

ESOL: These students may work with a translator, if needed, but still must write their own story.

ESE: These students may have extra time if they need it to write their story.

9. Justification:

Children need to know what figurative language is, and how to use it. That is why I am having them pick it out while we are reading the book, and then use it to write a story. I think that they will benefit from having to do something with it more than one time. They need to use it more often to know how to use it and more importantly what it is.

Lesson Plan #2

1a. Sunshine State Standards:

LA.5.2.1.4

The student will identify an authors theme, and use details from the text to explain how the author developed that theme.

1b. Goal 3 Standards:

2. Objective:

The learner will identify the theme in his or her book, and then explain how they think Barbara Park developed that theme.

3. Assessment & Evaluation:

Initial: I will explain to them what a theme is and ask questions like have you ever have a themed birthday party, just to get them to understand hat a theme is.

Informal: I will give the students some short stories to read and have them write down what they think the theme in the short story is.

Formal (Post): In essay form the children will write what the theme is in their book, and explain how they think Barbara Park came up with that idea, then they will need to post it on their blog on www.blogger.com, then they will need to leave comments for their classmates.

4. Introduction to Lesson:

I will start by giving the students a few examples of a theme. I will do this in whole group discussion.

5. Materials:

The Kid in the Red Jacket

Mick Harte Was Here

The Graduation of Jake Moon

My Mother Got Married: And Other Disasters

All by Barbara Park

6. Technology Integration:

The children will need the internet to find out why Barbara Park wrote about that theme in their books. They will also be using their blog to post what they find.

7. Teacher Presentation or Facilitation:

I will first start by explaining what a theme is then, we would do an activity where the students come up o the board and pick which word they think is the theme in the passages that I give them.

When all, or most of the students have finished their book, they will come to me in center time, and I will explain to them that they need to identify what the theme is in their book, and find out how Barbara Park developed that theme. If they can’t find out then they should just come up with their own idea of how they think she came up with it. However they must make an attempt to find out how she came up with the idea. I will have booked a computer lab or picked a time when they could all search the internet and try to find out.

8. Differentiated Instruction:

Kinesthetic Learners: These children would learn best from doing the activity where they are identifying the theme. Maybe if I have them come up and choose what they think the theme is by having magnets with different words on them.

Visual Learners: These students would learn best by seeing the words on the board, and choosing the one they think is right.

Auditory Learners: These children will learn best by talking with their classmates about what they think the theme is.

High Achievers and Gifted: These students are going to have a more difficult book to read which is My Mother Got Married: And Other Disasters.

ESOL: These students may work with a translator, if needed, they will also be reading a less difficult book, which is Mick Harte Was Here.

ESE: These students will be reading a less difficult book as well, which will be The Kid In The Red Jacket.

9. Justification:

Children need to know how to pick out a theme and especially in a novel. I am giving them different examples of stories and passages that they can identify the theme in. They need a lot of examples because they can’t learn with only one example.

Lesson Plan #3

1a. Sunshine State Standards:

LA.5.2.1.6

The student will write a book report, review, or critique that identifies the main idea, character(s), setting, sequence of events, conflict, crisis, and resolution.

1b. Goal 3 Standards:

2. Objective:

The learner will write a review of the book they read independently, and say whether they would recommend the book or not, they must also include the main idea, character or characters, setting, events, crisis, and the resolution.

3. Assessment & Evaluation:

Initial: We will have a review of what characters, setting, events, crisis, main idea, and resolution are.

Informal: I will have them write a short story and make sure they have all the components of a story, then post it on their blog, and leave comments for their classmates.

Formal (Post): The students will write their review and post it on their online blog at www.blogger.com, and leave comments for their classmates.

5. Introduction to Lesson:

The introduction to this lesson will be a review on what the parts on a literary work are.

5. Materials:

The Kid in the Red Jacket

Mick Harte Was Here

The Graduation of Jake Moon

My Mother Got Married: And Other Disasters

Skinnybones

All by Barbara Park

6. Technology Integration:

The students will be posting on their blog a review of the book they read on www.blogger.com.

7. Teacher Presentation or Facilitation:

I will begin with the review of literary elements, which they should already know. Then we will make a literary elements chart on the board using the book Skinnybones that we are reading in class. Then I will have the students write a short story and post it on their blog, they must include most of the literary elements. Then I will have them read each other’s stories, and leave comments. Then I will have them write their reviews and post them on their blog, and then they will need to comment on each other’s blogs.

8. Differentiated Instruction:

Kinesthetic Learners: These students will learn by doing the blog.

Visual Learners: These children will learn best by making a literary elements chart.

Auditory Learners: These children will get the most out of the lesson while they are talking with their peers about the activities.

High Achievers and Gifted: These students are going to have a more difficult book to read which is My Mother Got Married: And Other Disasters.

ESOL: These students may work with a translator, if needed, they will also be reading a less difficult book, which is Mick Harte Was Here.

ESE: These students will be reading a less difficult book as well, which will be The Kid In The Red Jacket. They may also have more time to write their review.

9. Justification:

Students should know how to write a review, it is a practical life skill.

Lesson Plan #4

1a. Sunshine State Standards:

LA.5.3.2.1

The student will draft writing by using a prewriting plan to focus on the main idea with ample development of supporting details, elaborating on organized information using descriptive language, supporting details, and word choices appropriate to the selected tone and mood.

1b. Goal 3 Standards:

2. Objective:

The learner will create a brochure, power point presentation, or a newsletter highlighting Barbara Park’s life, and some of her books.

3. Assessment & Evaluation:

Initial: We will do an activity where we will prewrite just to get used to prewriting.

Informal: The students will submit their prewriting plan to me for their brochure, power point, or newsletter.

Formal (Post): The students will turn in their biographies of Barbara Park.

4. Introduction to Lesson:

We will begin by me giving the students different writing prompt, and having them prewrite about that topic.

5. Materials:

Laptops

6. Technology Integration:

Computers

7. Teacher Presentation or Facilitation:

First I am going to have the students choose 3 writing prompts from a list I will have provided, then I will have them prewrite, just to get used to prewriting. Then they will do a prewrite for their projects. This will be submitted to me to make sure it is ok, then they will begin their research. Then I am going to have them go get their laptops, and I am going to explain to them how we have been reading books written by Barbara Park, and how we are going to learn a little more about her life. Then I will tell them to search on google.com about Barbara Park. I will also give them some of the websites I used for this like randomhouse.com. Then I will tell them they have to choose to do a newsletter, brochure, or a power point presentation.

8. Differentiated Instruction:

ESOL: These children can have help from a translator if they need it.

9. Justification:

Students should know how to use some of the most frequently used Microsoft programs, and should know how to research, and how to prewrite. It will help them get all their ideas together.

Culminating Activity

I will have them write their favorite part in one of the books in a letter to Barbara Park, they will have to write what made it their favorite. They can either choose I read to them or the one they read themselves and I will post it on my website for my class, and then if I can I will try to send them to Barbara Park.

FEAP Reflection:

I have decided on three different FEAP’s that I think I have used a great deal while doing this project. One of them is Human Development and Improving, an indicator of this is “uses previously acquired knowledge to link new knowledge and ideas to already familiar ideas.” I used this one by knowing something about Barbara Park, and then I researched about her and learned more about her, and linked together about what I already knew to what I was learning. The second indicator is “uses multiple activities to engage and motivate students at appropriate developmental levels.” I used this by having different books for each different learning group.

The next FEAP I used was Planning. The first indicator I used was “plans and conducts lessons with identified student performance and learning outcomes.” I did this by having different books that are easier and harder for the different levels of the students. The next indicator I used is “assists students in using the resources available to them.” I did this by being available to help them when they are researching about the author for their projects. The last indicator I used is “helps students develop concepts through a variety of methods.” I did this by using different ways to help the students understand about not only the author we are studying but also about any author they want to know about.

The last FEAP I used was Continuous Improvement. The first indicator was “shows evidence of reflection and improvement in his/her performance in teaching/learning activities.” I did this by having my classmates help me by giving me comments and I took their ideas to make my final product better. The next indicator I used was “ learns from peers and colleagues and develops professional relationships.” I did this by the same way as the last one, by giving and receiving comments on my work and others work. The last one I used was “participates in the design of personal and professional plan to guide his/her own improvement.” I did this by planning how I was going to do my author study and then improving as I went on.

Bibliography

Barbara Park. (2007). Retrieved february 12, 2009, from Eduational Paperback Association: http://www.edupaperbacks.org/showauth.cfm?authid=38

Barbara Park. (2009, February 3). Retrieved February 3, 2009, from Wikipedia: http://en.wikipedia.org/wiki/Barbara_Park

House, R. (2004). Authors and Illustrators. Retrieved February 12, 2009, from Teachers at Random: http://randomhouse.com/teachers/authors/results.pperl?authorid=23194

Meet the Writers. (1997-2009). Retrieved february 12, 2009, from Barnes & Noble: http://www.barnesandnoble.com/writers/writerdetails.asp?cid=968076#interview

Park, B. (2003). Junie B. Jones. Retrieved January 31, 2009, from Random House Children's Books: http://ww.randomhouse.com/kids/junieb/author.html

Patricia M. Newman. (2005, October). Retrieved February 12, 2009, from Patricia M. Newman: http://www.patriciamnewman.com/parkb.htm

Sachs, A. (2005, October 20). U.S. Retrieved January 31, 2009, from Time: http://time.com/time/columnist/sachs/article/0,9565,1120742,00html

Monday, April 27, 2009

Barbara Park Author Study

Culminating Activity

FEAP Reflection:

Bibliography

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