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The Power of A Story: Cynthia Rylant

“Let’s never forget ….the POWER of what a story can do” (Rylant 1985)

Robyn Myers

June 2010

Mrs. Fletcher

Children’s Literature
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Introduction:

Cynthia Rylant is a well rounded author. She has written a variety of books for all

ages from infants to adults. Rylant has written books in both English and Spanish. Her

books include both fiction and nonfiction and poetry. She published a novel called Missing

May that won the 1993 Newbery Medal and the Boston Globe-Horn Book Award. Another

popular book called A Fine White Dust that was the 1987 Newbery Honor book. She won

the Caldecott Honors medal for The Relatives Came (1985) and When I Was Young In the

Mountains (1988) and many other medals to follow.

After researching Cynthia Rylant, I was inspired. I love to write and the fact that her

first published book When I Was Young in The Mountains, only took her 1 hour to write

amazes me. I love her younger children’s books. Henry and Mudge, Poppleton and Mr.

Putter and Tabby all provide her readers stories of adventure and a wide range of characters

that teach children about friendship and family. The stories that she write include amazing

illustrations that jump off of the page and story lines that keeps her audience wanting more.

Cynthia Rylant books include animals a lot. She loves animals and this can be known

through reading her books. Family and friendships are also important to her which inspires

most of her writings. My intended audience would be a class of 2nd graders. These books

will prep them for reading chapter books. This author study would take 3 days to complete!
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Having children read books written by Cynthia Rylant won’t just take them on an

adventure, but they will be able to relate and bring life to the characters in her books.

Guided Questions:

1. Are there any similarities in the authors’ books?

2. Is there a similar theme throughout the authors’ books?

3. Does the author seem to be writing from personal experience?

4. Why do you think the author chooses to write the books that she writes?

5. Do you have anything in common with the Author?

About the Author:

Who is Cynthia Rylant? Cynthia Rylant is an author, illustrator and Newbury Medal

winner. She has been a librarian and a teacher. When she was working in the library, she

spent hours and hours reading books, which is when she decided that she wanted to become

an author herself. An interesting fact is that the first book that she ever published took only

one hour for her to write. She has written a variety books that children of all ages can enjoy.

Since publishing her first book, she has written over 200 children’s books.

She was born in Virginia. When her parents divorced, she and her mother moved in

with her grandparents. Cynthia wrote her first book in 1982 called When I Was Young in

the Mountains, which is based off of her life living in Appalachia. Growing up, she had no

electricity or running water, but still managed to be inspired to write her first book and

several others to follow that were set in Appalachia as well. Appalachia: The Voices of
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Sleeping Birds and Silver Packages: An Appalachian Christmas Story are two other stories

that she wrote based on Appalachia where she grew up.

Rylant’s books focus on the importance of friendships and families. Her series Henry

and Mudge, is about a boy named Henry and his dog. They do everything together and

Henry never goes anywhere without Mudge by his side.

“I think the best writing is that which is most personal, most revealing. Because we

all, I think, long mostly for the same things and are afraid mostly of the same things and we

all want someone to write about all of this so we won’t feel too crazy or alone. –Cynthia

Rylant, (Holtze 1989)

References:

1. [Link] - this website

provides students and teachers with the history of Cynthia Rylant. It includes her favorite
characters and influences on her writing.

2. [Link] This website includes information

on the author as well as books that she has written.

3. [Link] This website has a letter to

children from Cynthia Rylant. It includes many ‘fun facts’ about herself as a child and
why she loves to write!

4. [Link] - This website provides

readers with background knowledge about Cynthia Rylant. It includes information that
includes, but is not limited to her likes, animals, before she was a write and growing up.

5. [Link] – This is a GREAT website. For students, it provides them

with a biography of Cynthia Rylant, books and activities they can do. For parents and
teacher it provides lesson plans for the classroom as well as activities!
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Annotated Bibliography:
Henry And Mudge: Take the Big Test– Henry and Mudge are best friends and do everything
together. One day Henry and Mudge are on a walk when they see a dog answering to
commands. Henry realizes that Mudge does not know how to ‘Sit, Stay, or Heel.’ Will
Mudge pass the Test?

I chose this book because I love the story line, and I believe that the illustrations are fantastic.
They bring the story to life.

Henry And Mudge: And The Tall Tree House– In this adventure, Henry builds a tree house
with his Uncle Jake. There is just one problem, Mudge can’t climb trees. What will Henry do
to get Mudge in the Tree House?

I chose this book because it shows the true friendship between Henry and Mudge. Students
who read this book will be able to see the distance that Henry is willing to go for his best
friend and the importance of friendship. Again the illustrations bring the characters to life.
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Henry And Mudge: And Mrs. Hopper’s House– Henry and Mudge are staying at Mrs.
Hoppers house across the street while Henrys parent’s go to a dance. Mrs. Hoppers house is
very dark and scary. To Henry and Mudges surprise they find the house full of things for
them to do together!

I chose this book because I love the story line. Things aren’t always what they seem.
Again, Henry and Mudge go on an adventure together. This book is full of colorful
illustrations that tell a story!

Henry And Mudge: And Annie’s Perfect Pet– Annie is Henry’s cousin and she loves
Mudge. She decides that she wants a pet of her very own. Henry, Mudge and Annie try to
figure out what the best pet for Annie would be!

I chose this book because it introduces Henry’s cousin. It will be used to teach the students
that Rylant incorporates family into her stories because they are important to her as an author.

Henry And Mudge: And the Sneaky Crackers– Henry and Mudge become spies in this
adventure. Henry buys a spy kit and during his investigating, he finds a clue that says
“Who are you?”. Join Mudge and Henry on their secret adventure!

I chose this book because I think it is just an all around fun book. Children love to read
about spies and adventure. This one will be sure to catch their attention with it’s story
line, illustrations and the ending!

Henry And Mudge: And the Forever Sea– Henry and Mudge spend the day at the beeach
with Henry’s father. In this adventure Mudge loves the beach, but what happens with he
encounters the soft sand and the salty ocean?

I chose this book because it takes place at the beach. Some students will be able to relate
to it because they have been to the beach. Other students who have never been will get to
experience the beach through the story!
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Henry And Mudge: In the Family Trees– Mudge gets to go on a family reunion with
Henry and his parents for the first time. He’s curious as to what they will be like and if
they will even like him!

I chose this book because Rylant introduces Henry’s family and the things that they do
together. Students will once again be able to see Rylant’s love for her family through her
story.

Henry And Mudge: Under the Yellow Moon– Henry and Mudge know just almost
everything about each other. When fall comes they have fun playing in the leaves, but
this fall is special. They learn new things about each other.

I chose this book because it shows how two people can be best friends and still have a lot
to learn about each other. I feel that students will be able to relate to this book. Also, the
illustrations are excellent.
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Puppy Mudge: Takes A Bath- Meet Mudge! Mudge and Henry are playing and get muddy!
Mudge needs to take a bath and he is no where to be found! Will Henry find Mudge and how
will Mudge feel about taking a bath?

This book is geared towards a younger reading level. This book will be used to show students
how Cynthia Rylant took the same 2 characters from her Henry and Mudge books and ‘made
them younger’ to appeal to a younger audience. This will be used to compare and contrast the
stories and illustrations.

Puppy Mudge: Wants to Play- Henry is reading a book and ignoring Mudge. Mudge does
everything he can to get Henrys attention. He chews up his shoe, sits on his lap and even
sits on the book. Does Mudge ever get Henrys attention?

Mudge is again a puppy in this book which will introduce the students to a different style
of writing from Rylant and students will understand that is the same characters, just easier
reading to reach a different audience.
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Introduction to Lesson:
 Classroom setup with Materials: Posters on wall of Rylant’s books, quotes, centers,
and a variety of her books will be placed around the classroom when the students walk in,
power point and Book Henry And Mudge: And Annie’s Perfect Pet
 I will have the students quietly walk around the classroom and observe the materials
around the class.
 Once students are back at their desk, ask them:
 Blooms Knowledge
 What do you think we will be learning about this week?
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 Do you know who Cynthia Rylant is?

 Have any of you ever read Henry and Mudge books before? If so which ones?
 Have you read any other books written by Cynthia Rylant?
 I will explain to the students that we will be doing an author study and tell them what it is
and the purpose of the author study.
 For a hook, explain to the students that we are going to be going on a journey in which
we will learn about life and some of the writings of Cynthia Rylant.
 Tell the students that for this week we are going to become journalist, authors, illustrators
and book detectives.
 Show a short power point on the life, inspirations, books and background information on
Cynthia Rylant. Explain to the students that the power point is only to introduce them to
Cynthia Rylant, but they will be discovering who she is by simply reading some of her
books doing detective work.
 Read the students the book Henry And Mudge: And Annie’s Perfect Pet
 Ask Guided Questions: What are some feelings, emotions, thoughts they have about the
book? Can you relate to Henry and Mudge? Do you have a friendship with anyone like
the friendship between Henry and Mudge? Where do you think Rylant found inspiration
to write this book?
 Explain to the students that Cynthia Rylant writes about things that are important to her.
Based on Henry And Mudge: And Annie’s Perfect Pet, what can we tell about Rylant?
 This week the students will become journalist. Ask students if they know what a
journalist does. Tell the students that during each lesson, they will be learning ‘Fun
Facts” about Cynthia Rylant and they are going to write down 2 or more fun facts
everyday that they learned about her and the books that we read written by her.
 I will bring a close to the lesson by going to [Link] and reading a letter to
the students from Cynthia Rylant.

Lesson Plan 1 Inside the Authors Head

1A. Sunshine State Standards: 1B. Goal 3 Standards

 LA.[Link]: The student Standard 1 - Information Managers

will determine the author’s Florida students locate, comprehend, interpret,
purpose in text and ask clarifying evaluate, maintain, and apply information,
questions (e.g., why, how) if
concepts, and ideas found in literature, the arts,
meaning is unclear.
 LA.[Link]: The student symbols, recordings, video and other
will record the author’s and titles graphic displays, and computer files in order to
of works. perform tasks and/or for enjoyment.
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2. Objectives (behavior, content, condition and criteria)

 The students will record a list of books written by the author as they read them.

 The students will learn about Cynthia Rylant by reading her books.

 The students will understand that authors write about what they love and relate too.

 The students will discover the author’s purpose by reading and discussing her books.
3. Assessment & Evaluation (related to language needs and its impact on academic performance)

Initial-
Blooms Knowledge:
Ask the students how many of them have previously read Henry and Mudge books. This will
give the teacher the background knowledge of how many students are familiar with Rylant’.
Ask the students: Why do authors write? What do authors usually write about?

Informal:
Blooms Comprehension: Teacher will circulate through the classroom during center time to
ensure that each student is able to follow and understand the directions and help when needed.
Blooms Comprehension: After center time, when students and teacher are in the reading corner,
teacher will once again ask guided questions to ensure student learning.

Formal –
Blooms Application: The worksheet that the students fill out during center time will be turned in
and graded on completion and accuracy. Students will also be graded on their participation and
ability to stay on task and work cooperatively in their groups.

4. Introduction to Lesson: 5. Materials

Tell the students that today they will  Worksheets for centers
become book detectives, but first we  10 Henry and Mudge books + additional
will read a new book! duplicate copies for a total of 25.
 Pencils
The teacher will ask the students: Do
 Power Point Presentation
you have a best friend? What are things
that best friends do together?
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This will set the students up for the

Henry and Mudge books that we will
read this day. It will keep their attention
and they will be able to relate it to their
personal experiences.

6. Technology Integration

Power Point Presentation

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7. Teacher Presentation or Facilitation: (includes reviews and practice)

1. Read Henry and Mudge to the class.

2. Guided questions: Do you feel Henry and Mudge are best friends? Do the illustrations in
the book help to tell the story better?
3. Tell the students we are going to be book detectives today. What do you think a book
detective’s job is?
4. The students will divide into groups of 4 and go to one of the centers in the classroom.
The centers will have 5 Henry and Mudge books. The students will each pick a book and
review the book. Worksheets will be on the table with questions for them to answer.
What is the Title, Author and illustrator of the book you chose? Who are the main
characters in the book? What adventure do Henry and Mudge go on? What is the
resolution? What is the setting? Why do you think that Cynthia Rylant chose to write a
book series about a boy and his dog? What do you think inspired her?
5. After filling out the sheet, the students will compare answers. They will see a similarity
in each book. Henry and Mudge are the main characters. They always go on adventures
to different places, etc…
6. After the centers, students will come to the floor with the teacher and discuss what we
just learned. What reoccurring theme did we see throughout the Henry and Mudge
books? What can we learn about the author? Do you think that the author is writing
from her personal experience?
7. Teacher will check for understanding.
8. Fun Fact: Cynthia Rylant grew up in the mountains with No electricity or running water.
She also has 2 dogs and a cat.
9. Have an open discussion about what it must be like to grow up with no electricity or
running water.
10. Have students return to their desk to enter at least 2 fun facts they learned about Cynthia
Rylant today.
11. To bring closure to the lesson, I will ask the students if there is anything in their life that
they would write a story about.
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8. Differentiated Instruction (ESOL - Special Education - Diverse Learners)

ESOL and ELL learners will be able to work in small groups

We will have an open discussion that will provide the students with examples of what life was
like for Rylant.

The teacher will read aloud to the class asking guided questions and using think a-louds
throughout the reading process which will allow for an informal assessment on their learning.

ELL and ESOL students will also be given extra time to answer questions and to complete the
assignments.

Students will be filling out worksheets will be handed out and for this lesson.

This lesson does not necessaily require students to read the book in order to answer the
questions. Most of the answers can come from looking at the illustrations.

The books are about a boy and his dog who are best friends, this will show students that we can
be different and still get along and enjoy doing the same things together. Our cultures can be
different and that is great because it allows us to enjoy and do new things that we may never
have had the opportunity to do before.

Interpersonal and Verbal-Linguistic Learners will learn from group discussion

Visual-Spatial Learners will learn from studying the illustrations in the books and the short
power point.

Follow-up Reflection (completed after the lesson has been taught)

Content: What should I teach next Students: Who still needs support with this
or reteach? content?

Next, students will be taught the power

of illustrations. How illustrations can Will have one on one time with the teacher. Together
bring characters to life, but they can we will compare and contrast books reviewed today.
also prevent us from imagining what Again, guided questions will be asked.
the characters look like on our own.
Teach the students how illustrations Teacher will point out the similarities between the
can sometimes tell a story without author and her books.
words.
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1A. Sunshine State Standards: 1B. Goal 3 Standards

LA.[Link]: The student will listen to, read,

and discuss familiar and conceptually Standard 1 - Information Managers
challenging text Florida students locate, comprehend, interpret,
evaluate, maintain, and apply information,
LA.[Link]: The student will identify and concepts, and ideas found in literature, the arts,
describe the elements of story structure, symbols, recordings, video and other
including setting, plot, character, problem, graphic displays, and computer files in order to
and resolution in a variety of fiction; perform tasks and/or for enjoyment..
LA.[Link]: The student will use explicitly
stated information to answer a question;

2. Objectives (behavior, content, condition and criteria)

Students will:

 The students will listen to books written by Cynthia Rylant.

 The students will answer guided question giving specific details when needed.
 The students will be able to identify characters, themes, plots and resolutions that reoccur
through the author’s series Henry and Mudge.
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3. Assessment & Evaluation (related to language needs and its impact on academic performance)

Initial
Blooms Knowledge: The students will listen to Henry and Mudge book on CD and answer
questions about the story they just heard.

Blooms Comprehension: The students will verbally answer questions to access back ground
knowledge of illustrations, theme, plots and settings that they have read and noticed throughout
the authors books.

Informal
Blooms Analysis: The students will have a discussion about things that Rylant loves compared
to the things that she writes about in her books. Students should show an understanding that
Rylant’s books are from her personal experiences.

Formal –
Blooms Application: The students will write down 2 or more ‘fun’ facts about the author in
their journal. Students will write a 1 paragraph summary of the book they heard on CD
including, the theme, characters, plot and the resolution.
4. Introduction to Lesson: 5. Materials

 What are some fun things that you  Book and Book on CD of - Henry and
like to do when you aren’t in Mudge: And the Great Grandpas
school?  Several Henry and Mudge books
 Today we are going to learn about
things that Cynthia Rylant loved to
do when she was a kid and see if
you have anything in common!

6. Technology Integration

Henry and Mudge book on CD

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[Link] Presentation or Facilitation: (includes reviews and practice)

 Students will listen to the Book on CD while teacher holds the book up and show
illustrations during the playing of the CD.
 After the students have listened to Henry and Mudge: And The Great Grandpas on CD,
the teacher will ask the students to come to the “Reading Corner” of the room.
 Ask the students: What are some Henry and Mudge books that we have read so far?
Besides Henry and Mudge, have we been introduced to any other characters? Who are
they? Start a small discussion about the characters we have met and the importance that
they serve in the books. Why do you think Cynthia Rylant chose to include those
characters into her stories?
 Fun Fact: When Cynthia Rylant was a little girl she use to spend hours playing outside.
She said one of her favorite games to play was cops and robbers. She used to read comic
books (Do any of you like to read comic books?) She loved cats, dogs, pajama parties,
and the Beatles. (Do any of you know who the Beatles are?) As a child, she said that she
was not very creative and preferred to play outside. (Do any of you share any common
interest with Rylant?) Have a small group discussion with the class about Rylant’s
hobbies and growing up.
 Now that we know a little bit about the past of Rylant, do we see anything that she loves
in the books that we have read so far?
 Teacher will hold up some books from the Henry and Mudge Series that the students
have been reading.
 Explain to the students what reoccurring is again. Ask them if they have noticed any
reoccurring themes, plots, characters in her books? Henry and Mudge, always going on
adventures, normally out doors, Henry teaches Mudge new things, etc…are all good
answers.
 Students will be asked to quietly return to their desk and put on the journalist caps. They
will need to write down at least 2 fun facts that we learned about the author today and of
write a 1 paragraph summary of Henry and Mudge: And the Great Grandpas. The
summary needs to include, plot, themes, summary, characters and resolution.
 To bring close to the lesson, I will have the students talk about their favorite stories we
have read by her so far.
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8. Differentiated Instruction (ESOL - Special Education - Diverse Learners)

 Linguistic AND Interpersonal- Group discussion

 We will move out of the desk and sit in a group, many students will like this since it is
out of their ‘natural’ element (the desk).
 Listening to a book on tape will benefit also benefit the students instead of them doing
the reading.

For the ELL and ESOL learners:

 Most of this lesson will consist of open discussion. These learners will be given extra
time to ask questions and contribute to the class discussion.
 They will not need to do any reading since the book will be listened to on CD.
 They will be asked to compare their life to that of the author.
 Since they are being asked to compare their life to the authors, they will be able to share
common interest which some students ‘love to share personal stories’.

Follow-up Reflection (completed after the lesson has been taught)

Content: What should I teach next Students: Who still needs support with this content?
or reteach? Students will be given one on one time with the teacher
Next, the students will create their and discuss in detail the guided questions during the
own story using the same discussion.
techniques that Cynthia Rylant
uses in her stories.
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Lesson 3 Be the Author

1A. Sunshine State Standards: 1B. Goal 3 Standards

LA.[Link] - generating ideas from Standard 4 - Creative and Critical

multiple Thinkers
sources (e.g., text, brainstorming, webbing, Florida students use creative
drawing, writer’s notebook, group thinking skills to generate new
discussion, ideas, make the best decision,
other activities). recognize and solve problems
through reasoning, interpret
LA.[Link]: The student will prewrite by symbolic data, and develop
determining the purpose (e.g., to entertain, efficient techniques for lifelong
to inform, to communicate) and the learning.
intended audience of a writing piece; and

2. Objectives (behavior, content, condition and criteria)

Students will: create a web that will allow them to brainstorm for new ideas.

Students will: Create a story of their own.

Students will: be able to create a book in the same style as Cynthia Rylant.
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3. Assessment & Evaluation (related to language needs and its impact on academic performance)

Initial
Blooms Knowledge: Students will answer questions about themselves including interests and
activities outside of school.
Blooms Analysis: Students will compare what they already know about Rylant to themselves.

Informal
Blooms Applications: Students will brainstorm for ideas that will be used to create a story in the
same style as Cynthia Rylant.

Formal
Blooms Synthesis: Students will create a story of their own in the same style as Cynthia Rylant.
Blooms Knowledge: Students will write down 2 or more Fun Facts about Rylant that they
learned during this lesson.

4. Introduction to Lesson: 5. Materials

 Has anyone in here ever written a  Paper

book or a story? What was it  Pencils
about?  Henry And Mudge: And the Forever Sea
 If you were to write a book, what
are some things that you would
include about yourself? Ie…
Baseball, soccer, school, playing
outside?

6. Technology Integration

 Teacher will play music while the students are writing.

 Smartboard
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7. Teacher Presentation or Facilitation: (includes reviews and practice)

 Start the lesson with a story Henry And Mudge: And the Forever Sea
 Use think alouds throughout the story, make predictions, point out illustrations and
discuss the resolution.
 Fun Fact: Cynthia Rylant lives in Cape Cod, Fl
 When we finish the story, tell students that today we are going to become an author!
What do they think that means?
 Have an open discussion with students and ask them to recall personal interests of Rylant
and how she incorporates them into her stories. Have students recall the settings,
adventures that Henry and Mudge go on and any other characters that she added.
 Activity: Students will need to create 2 or more characters of their own, an adventure that
they will go on, create a setting and a resolution.
 Teacher will draw a web on the board to show students how to brainstorm. (This will
help them get ideas to get started.)
 Students will have the opportunity to talk to their neighbor in order to get ideas and see
what they are doing.
 Teacher will circulate the classroom to check for understanding and assist students when
needed.
 To bring the lesson to a close, the students will share their story ideas with the class.

8. Differentiated Instruction (ESOL - Special Education - Diverse Learners)

Open discussion will benefit interpersonal learners.

Visuals will help the Visual learners.

Students with special needs and ESOL students will have the opportunity to work one on one
with the teacher. They will also have the option of working with a classmate. During open
discussion, they will be given extra time to respond and share ideas.

This activity will provide students with interaction and the ability to make connections between
the text and their personal life.
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Follow-up Reflection (completed after the lesson has been taught)

Content: What should I teach next Students: Who still needs support with this content?
or reteach?
 For the next lesson, the
students will write a rough  If needed, teacher will sit down with a small group
draft page by page of their of students or students individually and help them
story. brainstorm for ideas.
 At this point it should  We will also discuss the facts that we have learned
include the title as well and about Cynthia Rylant.
teacher will check it for
errors.
 They will also illustrate it
either at home or during
class.
 They will listen to a book
on tape without seeing
illustrations and learn how
illustrations can be
important to help tell the
story.
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CULMINATING ACTIVITY:
1. This first part should take about 5-10 minutes:
2. Students will take all of their ‘fun facts’ from the week and share some of the facts
with their classmates. They should have at least 6 Fun Facts written on a piece of
paper. This will be turned in for a grade.
3. Next, we will review the guided questions from the overall unit:
 Are there any similarities in the authors’ books?
 Is there a similar theme throughout the authors’ books?
 Does the author seem to be writing from personal experience?
 Why do you think the author chooses to write the books that she writes?
 Do you have anything in common with the Author?

This is an informal assessment and students should be able to answer the questions with 99%
accuracy.

4. 10-15 minutes: Now the students will take out their completed book. At this point,
the students should have completed their books. They will have the opportunity to
share their completed book with the class. While sharing their books, they should
explain how their book is similar to that of Cynthia Rylants.
5. The book will be turned in for a formal assessment. The teacher will check to see that
the book has a Title, Author, Illustrator, creative, there is a theme, at least 2
characters, and a resolution.
6. I will bring closure to the unit by having the students discuss their favorite books by
the author and their experience with the author study.
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Florida Education Accomplished Practices Reflection:

The author study was an experience that I will never forget. It was tough, but it was also
one that I will take with me into my teaching career. This unit was just one example of what I
could do to incorporate an author study in my classroom. Not only will my students benefit from
the activities in the lesson, but they will also take away knowledge of an author and a respect for
all that goes into the writing process. Throughout the unit, I have included activities that include
working together, discussion, applications, analysis, synthesizing, etc…The students will
defiantly benefit from their experience, as well as I! When I teach, I think it would be neat to put
students in groups and let them work together to complete an author study. I think this would be
beneficial for 5th and 6th graders. As a future educator, I think this author study will definitely be
useful.
The Florida educational accomplishment principle for communication states that the pre-
professional teacher recognizes the need for effective communication in the classroom and is in
the process of acquiring techniques which they will use in the classroom. I believe that an
effective teacher is a teacher that allows students to ask questions, communicate, find answers
and discover new ways of learning. Every child learns differently and through communication
we can learn what ways are most effective for teaching them. When I begin teaching, I will give
my students multiple opportunities to participate. I will make sure that every student knows that
they have a voice and their opinion and ideas are important. I feel that children are often limited
in their own learning. As a teacher, not only will I teach what is required, but I will also
communicate with my students and find out what is important to them and what they are
interested in learning. Through communicating, I believe that I will understand where my
student’s interests are and be able to incorporate their interests into my everyday lesson plans.
The Florida education accomplishment principle relating to the learning environment, the
pre-professional teacher understands the importance of setting up effective learning
environments and has techniques and strategies to use to do so including some that provide
opportunities for students input into the processes. As a teacher, I plan to use many different
techniques and strategies in my lessons. I will give students the opportunity to be the teacher, I
will use manipulative where applicable, I will allow time for questions and open discussion, I
will make sure that my students feel safe and comfortable at all times, I will have my students
tell me ways that they learn best and I will use many different techniques during my lesson to
make sure that I reach all types of learners.
I understand that as a teacher, my students aren’t the only ones doing the learning, but I
am learning as well. Every year students change. It’s important that there is always an open line
of communication and high comfort levels. I realize that my students will spend most of their
waking moments with me and it is up to me to make sure that they are learning and applying
what they learn. It is up to me as the teacher to make sure that they are happy and their needs are
being met. Education is the most important part of growing up. It includes so much more than
just what we teach in the curriculum. While we are teaching our students reading, writing and
arithmetic, we are doing much more than teaching them the basics. We are teaching them how
to survive in the real world. We teach them about life and change through History. We teach
them about communication through reading and writing. We teach them problem solving
through math. We teach them to experiment through Science.
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As a teacher, it’s important that we are always ready for what comes our way. Ready for
technology in the classroom, ready for the child that lacks self-confidence and the student that
always wants to help and everything in between.

Resources:
Including the 10 books included in the Annotated Bibliography, the following websites were used to gather
information for the unit.

1. [Link] (2010), Retrieved on June 03, 2010.

[Link]

2. [Link] (2010), Retrieved on May 19, 2010.

[Link]

3. “Cynthia Rylant." 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

4. [Link] (1998), Retrieved on June 03, 2010.

[Link]

5. Wikipedia (2010), Retrieved on June 10, 2010.

[Link]
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