A World of Color

"I am fascinated by the period in a child's life when he or she, for the first time, leaves home to
go to school. I should like my books to bridge that great divide."

Eric Carle

By: Nancy Rodriguez

Childrens Literature

LAE 4416
 INTRODUCTION:
I chose to do this assignment on Eric Carle
because he is one of my favorite authors and
illustrators since I was a young girl. Eric Carle
has won many awards such as the Japan Picture
Book Award, Presented by Mainichi Newspaper

for Lifetime Achievement, 2000 and the Outstanding

Friend of Children, Pittsburgh Childrens Museum, 1999
for his more than seventy beautifully illustrated books.
Many of his books such as The Very Hungry Caterpillar,
The Grouchy Ladybug, and Brown Bear, Brown Bear,
What Do You See? have been best sellers and he has not
only illustrated most of these books, but he has also
written them. Although Eric Carle is one of my favorite
authors, I have not read but only his most popular
books such as The Very Hungry Caterpillar, Brown Bear
Brown Bear What do You See?, and A House for Hermit Crab. I decided that this
would be the perfect opportunity to read some of his other wonderful books.
This author study is intended for second graders and can be done over the
course of one week.

LIST OF AWARDS:

Kurt Vonnegut Jr. Literature Award presented by the Indianapolis-Marion

County Public Library, 2008
Honorary Degree from Bates College, Lewiston, ME, 2007
The NEA Foundation Award for Outstanding Service to Public Education,
2007
John P. McGovern Award in Behavioral Sciences, Smithsonian Institution,
2006
Laura Ingalls Wilder Award from the Association for Library Service to
Children, American Library Association, 2003
Honorary Degree from Niagara University, Niagara, NY, 2002
Officers Cross of the Order of Merit of the Federal Republic of Germany,
2001
Honorary Degree from College of Our Lady the Elms, Chicopee, MA, 2001
 Outstanding Friend of Children, Pittsburgh Childrens Museum, 1999
Regina Medal, Catholic Library Association, 1999
The 1995 David McCord Childrens Literature Citation, Framingham State
College + The Nobscot Reading Council of the International Reading
Association, 1995
Silver Medal from the City of Milano, Italy, 1989
Eric Carles The Very Hungry Caterpillar won the following awards:
New York Times Ten Best Picture Books of the Year, 1969
American Institute of Graphic Arts award, 1970
Best Children's Books of England, 1970.
Selection du Grand Prix des Treize, France, 1972
Brooklyn Museum Art Books for Children, 1973, 1976, 1977
Nakamori Reader's Prize, Japan, 1975
Eric Carles Pancakes, Pancakes won the following awards:
American Institute of Graphic Arts award, 1970
Child Study Association book list citation, 1970
Eric Carles 1,2,3 to the Zoo won the following awards:
International Childrens Book Fair first prize for picture books, 1970
Deutscher Jugendpreis, 1970

GUIDING QUESTIONS:
Do Eric Carles illustrations tell the story?
Do you think Eric Carles stories would be the same without his
illustrations?
Is there a recurrent theme in his books?
How does Eric Carle create the illustrations in his books?

ABOUT ERIC CARLE:

Eric Carle was born in the United States, in Syracuse, New York to be specific,
in the year 1929. His parents were German immigrants and in 1935 when Eric
Carle was six years old, they decided to move back to Germany. During this
time, Germany was under Nazi rule and everything was about discipline, there
was no room for creative art and that was Eric Carles love. Fortunately, one of
his high school teachers exposed him to many forms of art and one of them
was abstract art. After graduating from high school, Eric Carle decided to
pursue his love for art and studied at the Akademie der bildenden Knste in
Stuggart, Germany. After living in Germany for many years, he finally returned
to the United States. In New York City, he was hired by the New York Times to
work in the promotion department and it was through this job, in the late
1960s, that he was offered the opportunity to illustrate a childrens book. Bill
Martin Jr. had seen a lobster Eric Carle had illustrated for an ad and liked it, so
he called Eric Carle to illustrate his book, Brown Bear, Brown Bear, What Do
You See? And it was after this experience that Eric Carle began to create books
for children. After several years, Eric Carle has illustrated and written over
seventy books and has co-founded, with his wife Barbara, The Eric Carle
Museum of Picture Book Art in Amherst, MA. Eric Carle creates his
illustrations with white tissue paper that he hand-paints with different colors.
Eric Carle gathers ideas to create his beautiful artwork from his memories of
walking with his father admiring natures beauty.

VISIT THESE WEBSITES FOR MORE INFORMATION ABOUT ERIC CARLE:

Blogger (2010) Retrieved May 23, 2010 from
http://ericcarleblog.blogspot.com/
o This is Eric Carles blog where you can find up to date information
about him and his work and upcoming events.
Eric Carle Collection (2008) Retrieved June 15, 2010 from
http://doddcenter.uconn.edu/findaids/Carle/MSS20000092.html
o This website contains a list of awards that Eric Carles books have
won around the world.
Carol Hurst Childrens Literature Site (2010) Retrieved May 25, 2010 from
http://www.carolhurst.com/newsletters/24dnewsletters.html
o In this website, you will find some information about Eric Carle and
his most popular books.
Scholastic (2010) Retrieved May 25, 2010 from
http://www2.scholastic.com/browse/article.jsp?id=3234
o Here you can view a short video where Eric Carle talks about his first
idea for a book and how he illustrates his books.
The Official Eric Carle Web Site (n.d.) Retrieved May 25, 2010 from
http://www.eric-carle.com/bio.html
o In this website, you will find information about Eric Carle and his
books, from how he creates his illustrations to lesson plans and
activities for his books. The site also contains Eric Carles biography
answers to frequently asked questions.

INTRODUCTORY LESSON PLAN

To introduce students to Eric Carles work I will ask them if they know who Eric
Carle is. To students some background knowledge of Eric Carls work; I will read
them one of Eric Carles bestselling books, The Very Hungry Caterpillar. After
reading to the students, they will watch a video on this website: http://www.eric-
carle.com/short_video.html where Eric Carle talks about how he started to
illustrate books and also talks about his book, The Very Hungry Caterpillar. After
viewing the video, students will be handed circles of different colors in which they
are to write facts they learned about Eric Carle and his books at the end of each
lesson and turn them in at the end of the unit.

ANNOTATED BIBLIOGRAPHY
The Very Hungry Caterpillar (Penguin Book, USA, 1994)
The hungry caterpillar eats its way through different
types of food and not surprisingly has a stomach ache.
The caterpillar finally full and satisfied forms a cocoon
and falls asleep, when it awakes, it is a beautiful
butterfly! I chose this book because it will help
children understand the life cycle of a caterpillar.

Does A Kangaroo Have a Mother, Too? (HarperCollins,

2000)
This book shows children that all animals from
kangaroos to monkeys have a mother just as they do.
This is a great book for children to learn the names of
animals and their babies. The illustrations are beautiful
and colorful tissue paper.

The Honeybee and the Robber (Penguin Group, USA, 2000)

The book tells the journey of a bee that leaves the beehive
to look for nectar. A long the way the story comes to life
when children pull tabs and the pictures move and
pictures pop up. The bee finds a flower and retrieves the
nectar when it returns home the bees are surprised by a
robber, a bear! It is up to the bee to save the honey and
the bee hive. I chose this book because it sends a message
of not giving up, even if you are small never give up. The
book contains some pop up illustrations and tabs that
children can pull and make the illustration move.
 Mister Seahorse (Penguin Group, USA, 2004)
As Mrs. Seahorse is getting ready to lay her eggs, Mr.
Seahorse offers to help. Now Mr. Seahorse is taking care of
the eggs and as he waits for them to hatch, he swims
around the sea and meets other fish who are also caring for
their eggs. I thought this was a great book to show students
that fathers can also take the role of a mother and give
students an insight to the sea life. The book contains
collage illustrations with pages that have a hide and seek
feature.
The Very Lonely Firefly (Penguin Group, USA, 1999)
This is the story about a lonely firefly that is in the
search of friends. As he looks out for another firefly,
he confuses headlights, lanterns, and even an owls
eyes for a firefly! I chose this book not only because
it contains colorful pictures, as all of Eric Carles
books do, but also because it is about a insect that is
hardly seen around and I would like my students to learn about such great
insects. The book contains colorful illustrations and on the last page, the firefly
light up.
Draw Me a Star (Penguin Group, USA, 1998)
It begins with the step by step directions of how to draw a
star as the book explains along with its illustrations how
the universe came to be with its people, animals, and
nature. I chose this book because of its beautiful colors
that captivate the readers attention and because it
explains in beautiful illustrations the questions all children
ask, Why? and How?As all of Eric Carles books, this
book also contains tissue paper collage illustrations.
Walter the Baker (Simon & Schuster Childrens Publishing, 1998)
After a baker bakes some not very tasteful rolls, he is
forced to create a new kind of roll in which the sunlight can
shine three times or he will be banished from the town.
After several attempts, in despair, he throws the dough up
in the air and his son notices what he has made, they put in
the oven and out comes a pretzel that the Duke and
especially the Duchess like. I chose this book because it
tells the story of how the pretzel was invented and I think
that students will enjoy reading. Also because it is one of
the books that is not about an animal as most of Eric Carles books are.
A House for Hermit Crab (Simon & Schuster Childrens Publishing,
2002)
Hermit crab is growing and he needs a new shell. He explores
the ocean floor for a new home, once he finds one he
encounters new friends and they become his neighbors. I
chose this book because it talks about growing up and making
friends. The book has colorful illustrations.

1, 2, 3, To the Zoo (Penguin Group, USA, 1998)

The first book that Eric Carle illustrated is a counting book
with beautiful illustrations of all types of animals. Children
can help the conductor count the animals on the train as
they are on their way to the zoo. I chose this book because
it is the first book that Eric Carle illustrated and so students
can compare his first book to his latest works. The book
only contains illustrations and very limited words.

Pancakes, Pancakes! (Simon & Schuster Childrens Publishing,

1998)
How do you make pancakes? This beautifully illustrates the
process of a pancake from cutting the wheat to putting on
the strawberry jam. I chose this book because it explains
what ingredients are needed to make pancakes and not
only that, but it shows students where the ingredients
come from. The book contains many colorful tissue collage
illustrations.

Roosters Off to See the World (Simon & Schuster Childrens

Publishing, 1999)
Rooster sets out on a trip to see the world. On his way other
animals join him on his journey. But when night falls, the
animals become homesick and begin to leave wishing
rooster a safe journey. When rooster sees himself alone, he
decides to return home. I liked this book to read to students
because it introduces students to number sets and addition and subtraction. It
has colorful collage illustrations.

From Head to Toe (HarperCollins, 1999)

This is a fun book that makes children move from head to
toe! Every page has a new animal with a new movement
that children can imitate. I thought this book would be
great to read to students because it will make them move
and be active. The book contains beautiful, colorful collage
illustrations.

10 Little Rubber Ducks (HarperCollins, 2005)

10 little ducks are on their way to far away countries on a
cargo ship, but a big wave throws them off the ship! Each
rubber duck takes a different direction and come across
different animals. I chose this book because I can teach
my students the cardinal directions with it. The book
contains very colorful, collage illustrations.

OBJECTIVES FOR UNIT

Throughout the week, the students will be exploring several of Eric Carles books.
Students will become familiar with Eric Carles writing style and illustrations as
well as the process Eric Carle uses to create his illustrations. Students will also
create their own Eric Carle books and stories that will be published around the
classroom. Students will also write a friendly letter to Eric Carle. Everyday
students will be introduced to the lessons with one or two facts about Eric Carle
or one of his books that they can add to their caterpillar of facts that will be
turned in at the end of the unit.
Lesson #1Draw Me a Story
1A. Sunshine State Standards: 1B. Goal 3 Standards

LA.2.1.6.2 The student will listen to, read, and
discuss familiar and conceptually challenging
text.
LA.2.1.6.3 The student will use context clues
to determine meanings of unfamiliar words
Standard 2 - Effective Communicators
Florida students communicate in English and other
languages using information, concepts,
prose, symbols, reports, audio and video recordings,
speeches, graphic displays, and
computer-based programs.

Standard 4 - Creative and Critical Thinkers

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. Objectives (behavior, content, condition and criteria)

Students will:

Listen to and analyze text without looking at the illustrations-Analysis

Use context clues to determine the meanings of unfamiliar words-Evaluation
Illustrate the text-Application
Assessment & Evaluation (related to language needs and its impact on academic performance)

Initial: Ask students what characteristics they remember about Eric Carles The Very Hungry Caterpillar.
As a class, we will discuss the characteristics such as bright, colorful illustrations.

Informal: While listening to the story, students will write unfamiliar words and write what they think the
meaning is based on context clues. Students will create a chart where they will name one side PICTURES
and another NO PICTURES. They will use this chart to compare their experience listening and looking at
the illustrations of The Very Hungry Caterpillar and their experience listening to 10 Little Rubber Ducks
without illustrations. After the lesson, I will ask students to recall two facts that they learned and write
it on their caterpillar of facts .

Formal: Students will have to illustrate the text that is on two of the pages in the story by using the
known style of Eric Carle. Students will turn in their drawings. (Students would have already been
exposed to his illustrations in The Very Hungry Caterpillar in the introductory lesson.)
4. Introduction to Lesson: 5. Materials

First I will provide students with some facts about Eric Carle so 10 Little Rubber Ducks by Eric Carle
they can add them to their caterpillar of facts such as did 2 sheets of paper for each student
you know that: 1, 2, 3, to the Zoo was the first book Eric Carle A pencil for each student
illustrated? Then I will ask one student to come up to the Crayons
front of the class, this student will be given a paper with an Markers
Color pencils
abstract drawing. The student will describe the drawing to the
class and the class will have to listen carefully so they can
draw the abstract drawing without looking at it. After they
have finished drawing, the student in front of the classroom
will show them the original abstract drawing so they can
compare it to theirs. We will discuss how they felt having to
rely on their listening skills to draw. Then I will tell them that
we will try the same thing, not looking at the illustrations, as I
read them an Eric Carle book, 10 Little Rubber Ducks.

6. Technology Integration

I will display multiple texts from pages of the story on the smartboard so that students can read the text
without the illustrations and draw the illustration for two pages of their choice.

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

1. When we discuss the characteristics of Eric Carles books, I will write down students responses
on the board and review them after the discussion is finished.
2. After reading the book, I will ask students to share some of the words they wrote down, that
they were unfamiliar with and what they thought they meant, we will discuss their meanings
and how they used context clues to find the meaning.
3. Before students create their comparison charts, I will ask them probing questions such as:
Was it hard to follow the story without looking at the illustrations?
Do the illustrations make the story more interesting?
I will walk around the classroom and provide assistance to those who need it.
4. After students are finished, I will read the book to the students again but this time showing
them the illustrations.
8. Differentiated Instruction (ESOL - Special Education - Diverse Learners)

Linguistic learners will benefit from listening to the story.

Visual learners will benefit from being shown the text that is on the pages on the smartboard.

Kinesthetic learners will benefit from the comparison chart and the drawings.

Students with special needs will be given extra time to complete the assignments, will sit next to a peer
for positive reinforcement, or at the back of the classroom to avoid distractions and have one on one
time with the me if needed.

ESOL Related Language and Learning Principles

Make sure that you clearly establish and discuss how the lesson relates to one or more of the
language learning principles for English language learners:

InteractionStudents will sit next to a role model peer and they will discuss any unfamiliar
words and I will assist them when needed.
ComprehensibilityStudent will have a peer interpret the text shown on the smartboard.

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

Content: What should I teach next or Students: Who still need support with this
reteach? Next, I would teach have
content? They will have one on one time with me to
students analyze Eric Carles books to
review the information they did not understand.
identify their recurrent theme.

Plan #2I Spy A Theme

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

LA.2.1.6.2 The student will listen to, read, and
discuss familiar and conceptually challenging
text.
LA.2.1.6.9 The student will determine
meanings of unfamiliar words by using a
dictionary and digital tools.
LA.2.2.1.4 The student will identify an
authors theme, and use details from the text
to explain how the author developed that
theme;
Standard 4 - Creative and Critical Thinkers
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.
Standard 8 - Cooperative Workers
Florida students work cooperatively to successfully
complete a project or activity.
2. Objectives (behavior, content, condition and criteria)

Students will:

Read, discuss, analyze text -Analysis

Identify the recurrent theme in Eric Carles books-Analysis
Use an online dictionary-Application
Assessment & Evaluation (related to language needs and its impact on academic performance)

Initial: Have students break into groups and look at a variety of Eric Carles books and analyze them.
They will read, discuss, and write the similarities they encounter in Eric Carles books on a sheet of
paper.

Informal: I will walk around the classroom and observe students as they discuss their findings among
their group and with me as well about Eric Carles books. After the lesson, I will ask students to recall
two facts that they learned and write it on their caterpillar of facts .

Formal: Students will turn in their papers where they wrote down their findings and I will evaluate their
findings.

4. Introduction to Lesson: 5. Materials

First I will provide students with some facts 10 Little Rubber Ducks by Eric Carle
about Eric Carle that they can add to their The Honeybee and the Robber
caterpillar of facts. Then I will ask students if The Very Hungry Caterpillar
they know what a theme is. After discussing The Very Lonely Firefly
what it means I will sing to students and Pancake, Pancake
encourage students to sing along, Teddy Bear, 1,2,3 To The Zoo
Teddy Bear, Teddy was his name-O, and Bears. I Mr. Seahorse
will ask students to tell me what recurrent From Head To Toe
theme the songs have. Roosters Off To See the World
A House for Hermit Crab
Does A Kangaroo Have a Mother Too?

6. Technology Integration

I will display the songs on the smartboard for students to read the lyrics and sing along with me.
7. Teacher Presentation or Facilitation: (includes reviews and practice)

1. ( I will have Eric Carle books displayed around the class as well as other decorations that
may it noticeable that our theme is studying about Eric Carle). I will write the word
theme on the smartboard, and ask them if they know what it means.
2. After listening to their responses, I will go onto the following website to read them the
dictionary meaning of the word theme,
http://kids.yahoo.com/reference/dictionary/english/entry/theme (this will be displayed
on the smartboard).
3. Then I will display three songs on the smartboard and students and I will sing them
together.
4. I will ask them if they hear a theme in the songs we sang, if they talk about the same
topic, I will ask them:
1. What are three songs about?
2. Do they talk about one animal in particular?

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

Linguistic learners will benefit from listening and discussing the texts among their groups.

Visual learners will benefit from reading and looking at the illustrations in the books and being shown
the online dictionary on the smartboard.

Kinesthetic learners will benefit from writing down their findings.

Students with special needs will be given extra time to complete the assignments, will sit next to a peer
for positive reinforcement, or at the back of the classroom to avoid distractions and have one on one
time with the me if needed.

ESOL Related Language and Learning Principles

Make sure that you clearly establish and discuss how the lesson relates to one or more of the
language learning principles for English language learners:

Comprehensibility-I will ask them questions throughout the lesson to make sure they
comprehend and the will sit next to a peer who will translate.
Making connections with:
a) Contentsing songs that have a recurrent theme so that they can transfer that
knowledge to the lesson.

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

Content: What should I teach next or Students: Who still needs support with this
reteach?
content? Go over the information that the student did
Have them create their own story
not understand and explain it to them using a different
with a nature theme.
strategy.
Lesson Plan #3Dear Mr. Carle
1A. Sunshine State Standards: 1B. Goal 3 Standards

LA.2.4.2.4 The student will write Standard 2 - Effective Communicators

communications, including friendly letters and
thank-you notes.
LA.2.5.1.1 The student will demonstrate
legible printing skills.
Florida students communicate in English and other
languages using information, concepts,
prose, symbols, reports, audio and video recordings,
speeches, graphic displays, and
computer-based programs.

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

Students will:
Use correct punctuation and spelling-Application
Use the correct format and components to write a friendly letter-Application
Compose a friendly letter by using legible writing-Synthesis

Assessment & Evaluation (related to language needs and its impact on academic performance)

Initial: Ask students if they know the format and components of a letter, we will discuss them as a class
and then I will show them an example of a friendly letter on the smart board.
Informal: I will display a friendly letter with errors and have students go up and fix the errors; I will assist
the students who need help.
Formal: Students will turn in their friendly letters for Eric Carle and I will make corrections to their
letters, if necessary.
4. Introduction to Lesson: 5. Materials

I will provide students with facts about Eric Carle that they Paper
can add to their caterpillar of facts. Then I will tell students Pencil
that they are going to review how to write friendly letters
because they are going to write a letter to Eric Carle.

6. Technology Integration

I will display a friendly letter with errors for students to correct on the smartboard.
7. Teacher Presentation or Facilitation: (includes reviews and practice)

1. I will ask students if they remember the components of writing a letter. As we are reviewing
these, I will be putting these on the smartboard creating an example of a friendly letter for them
to follow.
2. After reviewing the components, I will display a letter on the smartboard that contains errors
and have students go up and correct it. I will assist students if they need assistance.
3. As a class, we will discuss what they have learned about Eric Carle and go to his official website
to the Answers to Frequently Asked Questions section so that students know a little more
about Eric Carle and get ideas for questions they may have to include in their letters.
4. Students will then write their letters to Eric Carle.
5. When students are finished they will turn it in to me and I will check the letter for correct format
and punctuation so that they are ready to send out.

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

Linguistic learners will benefit from the discussions and reviews.

Visual learners will benefit from looking at the letter examples displayed on the smartboard.

Kinesthetic learners will benefit from writing the letter.

Students with special needs will be given extra time to complete the assignments, will sit next to a peer
for positive reinforcement, or at the back of the classroom to avoid distractions and have one on one
time with the me if needed.

ESOL Related Language and Learning Principles

Make sure that you clearly establish and discuss how the lesson relates to one or more of the
language learning principles for English language learners:

Comprehensibility-Students will have an opportunity to demonstrate their comprehension by

going up to the smartboard and correcting the errors on the friendly letter.
Making connections with:
a) Content-Students will review what they have learned about Eric Carle and his books
b) Student interest-Students will have the opportunity to write to Eric Carle about their
favorite book and or ask him questions.

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

Content: What should I teach next or
reteach? Have students create
illustrations like that of Eric Carles
Students: Who still needs support with this
content? Review one on one the format and
components of a friendly letter and have them apply it
with my help
CULMINATING ACTIVITY
For a culminating activity, I would have the students watch a slide show on his
official website: http://www.eric-carle.com/slideshow_paint.html that
demonstrated the process in which Eric Carle paints the tissue paper. After
viewing the slide show, they will view another slide show at the following link:
http://www.eric-carle.com/slideshow_paint.html where Eric Carle
demonstrates how he creates his illustrations and students will follow Eric
Carle to create their very own illustrations (student will already be provided
with the painted tissue paper to create their illustrations). After having created
their illustrations as a class, we will discuss the following questions among
others:

Do Eric Carles illustrations tell the story?

Do you think Eric Carles stories would be the same without his
illustrations?
Is there a recurrent theme in his books?
How does Eric Carle create the illustrations in his books?
Where students can share what they have learned throughout the unit.
Students work will be displayed in the cafeteria for all the school to see.

FEAP REFLECTION
The first time I read the description for this assignment, it did not seem
very time consuming, however as soon as I began to work on it I found this
assignment to be very challenging and that it was going to take a lot more time to
complete. I was excited to be able to study my favorite illustrator but having to
plan lessons for students to learn about him was a lot more difficult than I
expected. There was a lot of planning to make sure students will become familiar
with Eric Carle as an illustrator and as a writer.

In the completion of this assignment, I have to say that the FEAP I grew on
most was planning. I had to gather information about Eric Carle from different
sources and it was not easy finding all the information in one spot. Although there
were several sources that provided such information, I wanted to provide the
most accurate information and gather it from reliable sources. I spent a lot of
time thinking how I could present this information to my student in lessons that
were interesting and fun at the same time. I tried to have lessons that involved
technology, the smartboard to be exact, because students really enjoy it. I also
had to plan how students would use the books in different ways. I want the
students to use the books in different ways. I want them to analyze Eric Carles
books and find out for themselves if his illustrations tell or are the illustrations
and the text both essential to comprehend his books. I also included a lesson for
students to analyze the books and find the recurrent theme, which I believe to be
an important skill that students will need throughout their school years.

As for content, there are activities in that students will be presented with
new terminology and they will be provided with the terms definition so that they
can have a better understanding of the lesson. For example, many students may
not know the word theme and they will be provided with the definition as well as
an activity in which they will practice the skill of identifying the theme and or
main topic. Students will be able to share what they have learned through our
discussions and through their creation of the caterpillar of facts. The students
will read and analyze Eric Carles books in groups and identify the recurrent
theme in his books.

I think that another FEAP in which I grew in throughout this assignment,

was technology. The FEAP states that the teacher candidate uses technology to
construct teaching materials and learning activities. I have incorporated the use of
the smartboard throughout the unit. I have included activities where students will
interact with the smartboard to practice and apply their knowledge of writing a
letter. Students will also learn how to look up the definition on an online
dictionary through the use of the smartboard.
 Works Cited
Blogger (2010) Retrieved May 23, 2010 from

http://ericcarleblog.blogspot.com/

Carol Hurst Childrens Literature Site (2010) Retrieved May 25, 2010 from
http://www.carolhurst.com/newsletters/24dnewsletters.html
Eric Carle Collection (2008) Retrieved June 15, 2010 from
http://doddcenter.uconn.edu/findaids/Carle/MSS20000092.html
Scholastic (2010) Retrieved May 25, 2010 from

http://www2.scholastic.com/browse/article.jsp?id=3234

The Official Eric Carle Web Site (n.d.) Retrieved May 25, 2010 from

http://www.eric-carle.com/bio.html