It’s Okay to be Different and Todd Parr Is!

-An author study by Ginnie Anderson-

Introduction
For my author study I chose Todd Parr. I think he is an amazing writer

who is able to take an issue or situation and make a great book about it. I just

recently discovered Todd Parr’s work a little less than a year ago, but still have

not found a book by him that I haven’t loved! I would use this author study with

lower elementary students such as kindergarten through second grade.

This author study will take place every morning for one week. I am hoping

to spend 1-2 hours each morning.

Guiding Questions

Some guiding questions I want to research are:

o How many books has Todd Parr written and how did he come up
with his writing style.
o When did Todd Parr know that writing is what he was meant to do?

About the Author

Todd Parr grew up in a small town in Wyoming. He always loved to paint

and wanted to be an artist until he failed an art class in high school which

crushed his dreams. After several years of doing many other things he went back

to his dream of becoming an artist. Once again Todd didn’t have the best of luck

with his work in galleries and had the opportunity to display his work in Wolfgang

Puck’s restaurant in San Francisco. It was then after this that he began to have

merchandise in Macy’s, designing children’s clothing, creating children’s book,

and more.

For more information, visit http://www.toddparr.com/todd/bio.html.

 Introductory Lesson Plan

To get things going in my classroom I will chose the first book that I ever

read of Todd’s, “It’s Okay to be Different”, aloud to the class. During the book

there are many funny lines such as “It is Okay to eat macaroni and cheese in the

bathtub” so I will stop here and ask the class if anyone has ever done this before.

I will continue to read and stop through the pages and ask the students questions

about the book. After reading the entire book I will have the students go back to

their seats and write one sentence on how they are different and draw me a

picture.

The students will then be told that over the week, they will be reading

more books from this series, and get to learn about the author. I will give them a

brief summary of Todd’s life and how he got to where he is today and then at the

end of the series they students will give me their personal opinion of Todd’s life

and success.
 The following is a list of books written and illustrated by Todd Parr, along
with any awards these books may have received.

We Belong Together 2007- Awesome book about adopted children and their new
family. Never uses the word adoption, but focuses on the joys of being adopted.

Do’s and Don’ts 2004- Todd teaches us things we should do in life and certain
things we shouldn’t do.

Black and White 2001- Todd teaches us in this book how some things in life are
black and some are white. Great for young children.

The Feeling Book 2000- a book of feelings. Todd lists the many different feelings
we have and teaches us to share these feelings with someone we love.

It’s Okay to be Different 2001- a book of how it is okay to be different from others.

The Peace Book 2004- Todd does a great job trying to teach young children the
sense of peace in this book by saying things like helping your neighbor.

Otto goes to school 2005- Otto goes to school for the first time and has many
fears that young children do. This book is great for the beginning of the year.

Big and Little 2001- Todd does comparison with things that are big and little,
such as big tree/ little leaf.

Funny Faces 2002- a book of many different funny faces that children love to
make.

The Family Book 2003- a book where children are introduced to many different
types of families.
 Lesson Plan 1

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

LA.A.1.1.1.The student uses the
reading process effectively…
predicts what a passage is about
based on its title and illustrations.
2. Objectives
Goal 1 – Information Managers/ 2. Interpret
and explain concepts and ideas in
information/ 2. Retell and sequence main
ideas and information…demonstrates
meaning of ideas using pictures, graphics,
acting role-play.

 The student will be able to identify the different types of feelings that are
introduced in the book, Do’s and Don’ts.
 The student will be able to design his or her own version of do’s and don’ts
using synthesis
3. Assessment & Evaluation
Initial- The teacher will introduce the author study unit plan of Todd Parr, by
reading the book Do’s and Don’ts to the class.
Informal –Students will discuss the book, as a class, after book has been read,
and the teacher will ask for any questions the students may have about whether
or not something is a “Do” or a “Don’t”. Integrating Todd Parr the author, the
teacher will ask what they think of the author, Todd Parr, and maybe why he
chose this topic to write about- which will promote higher ordered thinking.

Formal- The teacher will tell the students that they will now act as the author of
the book, and illustrate and create their own version of Do’s and Don’ts and will
decorate their books with crafts provided by the teacher.

4. Introduction to Lesson: 5. Materials

The teacher will start the lesson in - Do’s and Don’ts by Todd Parr
the front of the class chewing - Construction paper
gum, shirt untucked, and shoes - Markers
untied. The teacher will then ask - Colored pencils
the students if they notice - Glue
anything different about him/her - Scissors
today.
6. Technology Integration- The teacher can use the overhead projector as a projection
example of how to go about creating students’ own version of Do’s and Don’ts.

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

1) The teacher will welcome the class and explain that they are going to learn about
a very interesting author named Todd Parr.
2) The teacher will ask if anyone has ever heard of Todd Parr and if they have what
do they know.
3) The teacher will call the students over to the reading rug and at this time is when
the teacher will be chewing the gum, have her shirt untucked and shoes untied.
4) The teacher will ask the students if they notice anything different about her today
and hopefully they will be able to point out what is different and then the teacher
will be able to start the book.
5) The teacher will read the book, Do’s and Don’ts and while reading the book point
out certain areas that the students may have done.
6) After reading the story the students will be told to go back to their seats and that
they will create their own books of Do’s and Don’ts as if they were Todd Parr.
7) The teacher will pass out all needed materials and tell the students that they are
going to create a book containing three do’s and three don’ts.
8) After the students finish their books they will go in front of the class and present
their books.

8. Differentiated Instruction

For the auditory learners in the classroom, I will be reading the story aloud for them to
follow along, as well as verbally voicing directions.

For the visual learners, I will use the overhead projection to show examples of what is to
be done with either the caterpillar or the butterfly when decorating, as well as where to
write the sentence when they are done illustrating their work of art.

For the kinesthetic learners, the hands on activity of creating their own character from
the story will stimulate their minds and imagination, satisfying ADD or ADHD students
that may need to get up and move around to collect materials for their project.

I will pair up ESOL students with fluent bilingual speaking students to help guide them
along with directions, if I cannot do so myself.

For ESE students, I will have adequate room for them to maneuver in and create their
individual projects in, and will provide them with the necessary materials to use at their
desk area, eliminating too much hassle for them to collect things to use for their project,
such as students with wheel chairs.
 Lesson Plan 2

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

LA.1.4.1 The student develops and Goal 1 – Information Managers/ 2.
demonstrates creative writing. Interpret and explain concepts and ideas
in information
2. Objectives
The Student will write a letter to the Author, Todd Parr- using synthesis

3. Assessment & Evaluation

Initial- The teacher will ask the class if anyone could tell us about the book Do’s
and Don’ts that was read the day before. The students will be told that Todd Parr
not only writes his books but he also does his own drawings. The teacher will tell
the students some interesting facts about Todd Parr.
Informal – Students will have small group discussion groups (groups of 4 or 5),
on their thoughts about Todd Parr and what kind of a writer he is.

Formal – Students will then, individually, write a one page letter to Todd Parr,
asking him questions about his books, his life, why he chose to start writing and if
he know that is what he wanted to do since the first grade, telling him about
themselves and how much they love to read and write, and what they, as
students, would do if they could write any book, what would it be about and why.
After the letters are written, the teacher will check for correct spelling,
punctuation, and grammar.

4. Introduction to Lesson: 5. Materials

The teacher will ask the students - Colored paper

the following questions: - Pencils
- Do you remember the story - Markers
that we read yesterday?
- What was your favorite do?
What was your favorite
don’t?
- Do you remember who wrote
that story?
- Who is Todd Parr?
6. Technology Integration – The teacher will use the overhead projector to show
an example of how their letter should look.
7. Teacher Presentation or Facilitation: (includes reviews and practice)

1) Students will be given a colored piece of lined paper, a pencil, and different
colored markers to decorate their letter to Todd Parr.
2) Students will address the following topics in their letter- no less than three
sentence need to be written for each topic:
- Questions about his book that we read in class.
- Questions about his life, why he chose to start writing and if know that
is what he wanted to do since he was in the first grade.
- Students telling him about themselves and how much they love to read
and write.
- What the students would do if they could write any book. What would it
be about and why?
3) After the letters are written, the teacher will check for correct spelling,
punctuation, and grammar.

8. Differentiated Instruction

For the auditory learners in the classroom, I will be reading directions aloud for
them to follow along with.

For the visual learners, I will use the overhead projection to show examples of
what their letter should look like.

For the kinesthetic learners, writing the letter will be a fun and interactive way to
express their thoughts and questions toward Mr. Carle.

I will pair up ESOL students with fluent bilingual speaking students to help guide
them along with directions, if I cannot do so myself.

For ESE students, I will have adequate room for them to maneuver in and create
their individual projects in, and will provide them with the necessary materials to
use at their desk area, eliminating too much hassle for them to collect things to
use for, and in, their letter, such as students with wheel chairs.
 Lesson Plan 3

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

LA.A.2.2.5. reads and organizes - Information managers
information for a variety of purposes, - Cooperative workers
including making a report, conducting
Interviews, taking a test, and performing
an authentic task.

2. Objectives
Students will review several pieces of Todd Parr’s work, TLW complete the story
given to them by the teacher about the author’s work by filling in the blanks.

3. Assessment & Evaluation

Initial- Students will complete a KWL chart as a class about the author Todd Parr.
Informal – Students will fill in a story made by the teacher with information about the
author work that they have learned.

Formal – Students will share their findings by finishing the KWL chart in groups of two
and presenting their charts to the class.

4. Introduction to Lesson: 5. Materials

- The teacher will read the book
The Peace by Todd Parr to
introduce the authors work to the
students!
- The Peace Book by Todd Parr
- Story fill-in-the-blank worksheet
- Several Todd Parr books
- paper
- pencils
- KWL chart
- KWL chart ( I per group)

6. Technology Integration – N/A

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

1) The teacher will welcome the class and tell the students that this is going
to be the final lesson on the author Todd Parr.
2) The teacher will read the book The Peace Book by Todd Parr.
3) The teacher will start the KWL chart with what the students have already
learned about Todd Parr from the previous two lessons.
4) The students will fill in the know part of the KWL and the teacher will ask
them what they would still like to learn about Todd Parr.
5) The teacher will tell the students that they will be looking at several pieces
of Todd Parr’s work and then completing a fill-in-the-blank worksheet.
6) The students will complete the worksheets and then break up into small
groups to complete the learned section of the KWL chart.
7) The students will turn in their worksheet for review and present the
learned section of the KWL to the class.
8) As a whole class, review the KWL chart as a closure to the author study.

8. Differentiated Instruction

For the auditory learners in the classroom, I will be reading directions aloud for
them to follow along with.

For the visual learners, I will use the overhead projection to show examples of
what their letter should look like.

For the kinesthetic learners, writing the letter will be a fun and interactive way to
express their thoughts and questions toward Mr. Carle.

I will pair up ESOL students with fluent bilingual speaking students to help guide
them along with directions, if I cannot do so myself.

For ESE students, I will have adequate room for them to maneuver in and create
their individual projects in, and will provide them with the necessary materials to
use at their desk area, eliminating too much hassle for them to collect things to
use for, and in, their letter, such as students with wheel chairs.
 Culminating Activity

The students will collect all their work and explain their book and drawing

to the class. They will read the book, describe what they have drawn, and talk

about why they wrote about what they did. The class will have the chance to

question each other and give positive feedback about their work. The books and

drawings will be hung around the classroom.

Works Cited:

Parr, T Retrieved June 1, 2008, from Todd Parr Web site:

http://www.toddparr.com/todd/

More Books by Todd Parr:

 Reflection

I really enjoyed working on this assignment. At first I was trying to figure

out who in the world I could choose and actually be interested in the project, but

once Todd Parr came to mind I knew I would enjoy it. I like this assignment

because I believe this is something that I will be able to use in my future

classroom. Todd Parr is an amazing author in which I think every teacher should

own at least one of his books. The main EAP’s I feel I gained the most

knowledge on was knowledge of subject matter, communication, and lesson

planning.

Knowledge of subject matter was probably the most important EAP for this

assignment because if I didn’t know what I was talking about then how am I

suppose to compose a lesson plan to teach to my students. The teacher must

have a basic understanding of the subject field and understand that the subject is

linked to other disciplines and can be applied to real world integrated settings. A

few key indicators I found important were communicates knowledge of subject

matter in a manner that enables students to learn. This is very important because

if I am unclear of what it is I want from the students then they will not know what

to do. Increase subject matter knowledge in order to integrate the learning

activities, and uses the materials and technologies of the subject field in

developing learning activities for students are also very important indicators

because bring other subjects matters and technology into the lesson plan only

broadens the students knowledge about a particular subject.

 Communication is also another important EAP. Communication is very

important in every aspect of life because without communication we would have

no way of knowing what is going on around us. According to the EAP’s, the

teacher recognizes the need for effective communication in the classroom. This

is extremely important because if the teacher does not see the need for effective

communication in the classroom then neither will the students. One key indicator

I feel is important is that the teacher encourages students in a positive and

supportive manner. While constructing my lesson plan to do with my student I

made sure that I was using encouraging phrases and never be negative. Another

key indicator is provides opportunities for students to receive constructive

feedback on individual work and behavior. I will make sure that when students

are doing things correctly throughout the lesson that I provide them with

necessary positive feedback. Lastly, establishes positive interaction in the

learning environment that uses incentives and consequences for students.

Lastly, planning is another important EAP I feel this assignment touched

on. A teacher must recognize the importance of setting high expectations for all

students, interprets the information and modifies plans accordingly. While making

this lesson plan I had to think of the many different students I may have in my

classroom and make sure that this is something they can all participate in. One

key indicator I found important was that the teacher identifies student

performance outcome for planned lessons. If there is no outcome identified then

how is the student to know what goal they are working toward. Another key

indicator is that the teacher plans activities that utilize a variety of support and
enrichment activities and materials. This is important because if there are not a

variety of materials then certain students may not benefit from the activity. For

example, a visual learner will not benefit from just hear about something; s/he

must see the information to learn efficiently. Lastly, the teacher assesses and

interprets information from multiple sources.

This assignment has taught me so much more than just about becoming a

future teacher. I have gained a better understanding on three very important

FEAPS. I know that when it comes my time to be a full teacher in the classroom

that I will be able to look back on this lesson and get some very good ideas and

insights for my classroom. I also feel that as being a future teacher that I will be

able to follow all the FEAPS provided to me in order to be the best teacher

possible.