Doreen Cronin/Author Study

Rachel Locker
Summer ‘08

Worms, Spiders and Flies, Oh My!

Introduction:

It was sort of an accident on how I became a fan of Doreen Cronin’s

books. I was browsing through the bookstore and my eyes caught a colorful

display that focused on, Duck for President. I opened the book and was intrigued

with the Cronin’s humorous take on animal’s ambitions. I bought the book and

kept my eyes open for more of Doreen’s stories of critter “go-getters.” A few

weeks later I was discussing this great new book I found with a friend, she

informed me that Doreen Cronin has actually written quite a few books including

the hilarious, Diary of a Worm. I could not believe it! I had heard that story

several times and was not aware that this was the same woman who wrote my

favorite new book! I then rushed home to do some research and found that The

Diary of a Worm was not the only book that Cronin had written about a creepy-

crawly; she had also written, Diary of a Spider and Diary of a Fly, as well! I could

not wait to get all three books and implement them into classroom lessons!
 Worms, Spiders and Flies, Oh My! Will be a comprehensive unit plan that

will allow a classroom of fourth grade students have hands on experiences along

with learning the necessary skills to become narrative writers. This unit plan is

also appropriate for grade levels 3 through 5 and will take approximately one

week to complete.

Guiding Questions:

What is the author trying to express through the human-likeness of her

characters? What style of writing does the author use? How does perspective

shape the story?

About the Author:

Doreen Cronin

Doreen Cronin was born and raised in Merrick, Long Island New York. Her

family of a Mom, Dad, two brothers and a sister valued humor. Doreen claims

that she gets her sense of humor from her father who always seemed to have

something funny to say even in the worst of times. Cronin was also inspired to

follow in her father’s footsteps and become a Police officer. After she decided

that being a Police Officer was too dangerous for her, she decided to work in

publishing. A few years of working in publishing made her feel brave enough to
try to go to law school; but after her father passed away, she decided to put her

thoughts of law school aside. Doreen was very sad from the loss of her father. In

that time of depression, she found some divine inspiration to write her first book:

Click Clack Moo, Cows that Type. She said writing the book made her laugh, like

her father used to do. After writing that book, Cronin felt better and went to law

school. In the mean time at law school, her book was published and even won an

award! Since then, she is living in New York City with her husband and two

daughters and continues to write innovative and hilarious books for us all to

laugh along with.

For more information about the author see the following:

Doreen Cronin’s Official Website- www.DoreenCronin.com

Doreen Cronin Bio- www.simonsays.com/subs/pdfs/kids/Cronin.pdf

Book Sense- www.booksense.com/people/archive/c/croninlewin.jsp

Introductory Lesson Plan:

When students arrive in the morning they will each be seated at their

usual group tables. Each table will have a petry dish housing their new table

mascot, either a spider, fly, or worm. The class will be presented with bell work:

“Do Now: work as a group to observe, identify and then name the new guest at

your table.”

The class will then have a discussion on their feelings about these critters.

Key questions for discussion: What do you like about your new friend, what do

you not like, what frightens you, what do you think it does, where do they see this
critter in the wild? After the class discussion, each group will and then they will

each introduce their tiny guests to the class. After introductions, the class will

have a discussion on how they could find out more about their new friends

through literature. Make a list of all the different types of resources that could be

used to find out more about our new friends. Then ask students which resource

from our list could give us the most accurate first-hand perspective of what a day

in the life of our new friends is like, (diary). Explain to students that we were lucky

enough to have uncovered diaries of each of the species of new friends and that

we will start reading more about their daily life tomorrow. (Show students each

book to evoke excitement.)

Annotated Bibliography:

Click Clack, Moo Cows that Type

In this book, Cows can type and that causes a major dilemma
for Farmer Brown. The Cows are leaving notes of demands and
pretty soon the rest of the Farm starts to catch on and make
demands on Farmer Brown, as well. Who could fix this problem that
Farmer Brown is facing? It is up to Duck to solve the typewriting
dilemma but he has some demands of his own before the problem
can be solved.

Click, Clack, Quackity-Quack

This book is a great ABC book that has a great story
attached. The Cows on Farmer Brown’s Farm are typing
again and they have a note for Duck to show everyone. The
note is read one letter at a time to reveal a funny message
from the cows.
 Giggle, Giggle, Quack

It’s Farmer Brown’s motley crew up to mischief again. While

Farmer Brown is on vacation and leaves his brother, Bob, in charge
of the animals. With strict instructions to watch out specifically for
Duck, being the most mischievous of all; Bob falls peril to the tricks
of all the animals on the farm…especially Duck.

Click, Clack, Splish, Splash

A book to practice counting can even carry yet
another tale of Farmer Brown’s sneaky farm animals. While
Farmer Brown is asleep, Duck plans a fishing trip for the rest
of the farm animals. The book follows the animals, one by
one, sneak past snoozing Farmer Brown.

Duck for President

Duck is tired of living and working on the farm. He

has big dreams and plans to follow them. This book
chronicles Duck’s rise to presidency and quick resignation.
So maybe life on the farm wasn’t as bad as he thought.

Dooby Dooby Moo

Farmer Brown’s farm animals want to compete in

a talent show in this story. First prize is a trampoline and
everyone is prepared with a talent. All Duck can think
about is that grand prize of a trampoline…not his talent.
 Wiggle

This is a new character from Doreen Cronin for a

younger audience. Wiggle is a dog that promotes
dancing! The rhymes invite the reader to come along and
move with them to the story. This funny and rhythmic tale
will sure to excite any toddler.

Diary of a Worm

Ever wonder what a day would be like in the life of a

worm? Well, if you read Cronin’s book of a diary of a worm you
would find that it is kind of similar to one of that of a human’s. Of
course there are some differences, like his head looks like his
butt! This book is great to get children thinking about
perspective and realize that these creepy-crawlies are kind of
fun!

Diary of a Spider

This diary of a spider reveals these scary creatures in a

much more positive light along with explaining much of what
they do out in the wild. This spider goes to Gym class, hangs
out with his grandparents and even has a best friend who is a
fly! Although he is scared of human and their big shoes, he still
is trying to learn to be do normal things spiders do, like spinning
webs and scaling walls.

Diary of a Fly

Almost being swatted by humans is the least of this fly’s

problems. She has 327 brothers and sisters that are driving her
crazy! Luckily this Fly is friends with a Spider who keeps her
sane. Even though life is tough for this Fly, she still has hopes to
be a superhero and she’s not going to stop till she fulfills her
dream. This book is great to inspire children; no matter what the
odds may be, you should still do your best to follow your heart
and fulfill your dreams.
Lesson Plans:

Lesson Plan 1-

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

LA. 4.2.1.5
Respond to, discuss and react on 1. Information Managers:
various literature selections, • Apply information
connecting text to self, personal
• Evaluate information
connection, text to world, social
connection.
SC.4.N.1.4
Attempt reasonable answers to
scientific questions and cite
evidence in support.
2. Objectives
Students will:
• Students will label the different parts of a spider, independently given
15 minutes during class (Knowledge)
• Students will describe the spider in terms of personality, independently
given 15 minutes of class time. (Comprehension)
• Students will gain a humanistic perspective on creatures that are not
human.

3. Assessment & Evaluation

Initial
Student will demonstrate prior knowledge during a class discussion of spider’s
anatomy, what they do and what a spider might have to say if they met one, as
an initial assessment. I will keep track of participation on a student checklist.

Informal
Students will complete a “Who am I?” worksheet that will display their knowledge
of was covered in the lesson.

Formal
Students will complete a culminating activity for the unit that requires making a
diary in the same style of the author focused on in the unit. Students will be
required to do research and apply the factual information in a creative, first-hand
account from an animal of their choice.

4. Introduction to Lesson: 5. Materials

“ Student’s who received a spider • Diary of a Spider, By Doreen
yesterday; would you please have Cronin
one of your group member’s bring • 25 “Who am I?” worksheets
your new friend to the front of the
room.” Wait for 2 groups to bring up • 5 boxes of crayons
their spider. “ Thank you. Ok now • 2 live spiders
you are going to come up two
groups at a time and take a good
look at this spider. What does she
look like? What is she doing? What
could she be thinking?” Call groups
up two at a time. “ Did you think
about what she or he may be
thinking? Okay well let’s learn more
what spiders may be thinking about.
We are going to read a Diary of a
Spider!”

6. Technology Integration: An overhead projector will be used to display

worksheet.
7. Teacher Presentation or Facilitation: (includes reviews and practice)
• “ Student’s who received a spider yesterday; would you please have one
of your group member’s bring your new friend to the front of the room.”
• Wait for 2 groups to bring up their spider. “ Thank you. Ok now you are
going to come up two groups at a time and take a good look at this spider.
What does she look like? What is she doing? What could she be
thinking?”
• Call groups up two at a time. Allow students to observe the spiders.“ Did
you think about what she or he may be thinking?”(Allow students to
discuss what they think the spider may be thinking and what they saw.)
• “Okay well let’s learn more what spiders may be thinking about. We are
going to read a Diary of a Spider!”
• Read aloud of, Diary of a Spider.
• Discuss the story, the characters, were predictions accurate?
• Pass out “Who am I?” worksheets
• “ Okay class, now it is time to put your knowledge to good use. This spider
on the page does not know anything about itself! It has amnesia! Using the
information that we just learned from a spider’s diary, write down what this
spider does, sees, eats, and may act like on a daily basis. Good luck,
Please use your crayons to give your spider some color to give him or her
some personality!”
• Walk around and check for accuracy of scientific truths. Pace the room
observing for 15 minutes.
• “Alright class, that’s all the time we have for giving this spider back his or
her memory. Would any one like to share what their spider is like? (Allow 2
to 3 to share)
• “Ok, please pass your spiders in. I will display them all later on a class
web!”
• “ In the Diary of a Spider, we learned about spider’s friend, Fly. Tomorrow
we’ll be reading the Fly’s diary! Great job today class!

8. Differentiated Instruction

Student’s that may require some extra time can bring home their spiders to work
on. Dictionaries will also be made available to ESOL students, along with more
time to look at the storybook on their own. Reading this book connects to
student’s interests and will meet the language learning principles because of the
content. The content of the book being read informs students with real facts but
also appeals in a fictional sense. Language learners will be inspired to read on.
 Lesson Plan 2-

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

LA.4.4.1.1
Write narrative based on real or 2. Effective Communications:
imagined ideas, events, or
observations that include • Convey ideas and emotions.
characters, settings, plots, sensory
details, a logical series of events,
and a context to enable the reader
to imagine the world of the event or
experience

2. Objectives
Students will:

• Students will be able to analyze structure of first-hand perspective of text

given 10 minutes of class discussion. (Analysis)

• Students will be able to write a letter using knowledge of structure and

content from text given 15 minutes of independent work. (Application)

• Students will gain a humanistic perspective on creatures that are not human.

3. Assessment & Evaluation:

Initial
A class discussion about writing in a first hand perspective will be conducted
while I keep track of vocal participation. Students will be required to produce a list
of possible forms of literature in first-hand perspective.

Informal
Students will be required to produce a letter after reading text that will be
evaluated on effort, creativity, and use of first hand perspective.

Formal
Students will complete a culminating activity for the unit that requires making a
diary in the same style of the author focused on in the unit. Students will be
required to do research and apply the factual information in a creative, first-hand
account from an animal of their choice.

4. Introduction to Lesson: 5. Materials

“Alright, it’s Fly’s turn to shine
today. One person from each • Diary of a Fly, by Doreen Cronin
group, please bring up your Fly to
the front of the class.” Allow groups
to bring up their flies. “Alright, now I
will call up your groups to get a
good look at these flies.” Call
groups up two at a time; allow five
minutes for observation.

6. Technology Integration: none

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

• “Alright, it’s Fly’s turn to shine today. One person from each group,
please bring up your Fly to the front of the class.” Allow groups to bring
up their flies.
• “Alright, now I will call up your groups to get a good look at these flies.”
Call groups up two at a time; allow five minutes for observation.
• “Now that we all have seen the flies and have become acquainted with
them, lets talk more about the book we are about to read. The Diary of
a Fly is written in what is called, First-hand perspective. First-hand
perspective means that it is written from the Fly’s point of view. What
other book that we recently read is written in first-hand perspective?”
Allow students to answer (Diary of a Spider).
• “So we know that diaries are obviously in a first hand perspective, but
what other resources can we find that are written in first-hand
perspectives? You will want to get out a piece of paper and write these
down.” Allow students to discuss different forms of writing in first-hand
perspective, check for understanding and participation using checklist.
• “Great, you’ve all come up with some great uses of the first-hand
perspective. Are you all ready to read this fly’s perspective through his
diary? Alright then, lets get started.”
• Read aloud of “Diary of a Fly” After reading, allow students to voice
reactions to text.
• “Now class, we’ve seen our flies in front of the class…do you think they
could really write a diary?” Allow students to react. “ Well, a fly didn’t
really write this book, and the spider didn’t really write her diary either.
It was Doreen Cronin. You see it’s possible to write in a first-hand
perspective even if it’s not really yours. The author took on the persona
of a fly using her factual knowledge and created a story in the first
hand perspective of a Fly with some wit and creativity.”
• “You are all now going to do the same thing that this author did with the
diaries. You are going to write a letter for the perspective of a Fly to a
friend, Caterpillar from Catahoulah. You will use your observations of
the fly, your newfound familiarity with the creature and your own
creative knowledge. Write about one special day in the life of the Fly.
You are the Fly, be the Fly…any questions? Alright then, please take
out your writing notebooks and get started.”
• Pace the room checking for understanding and answer any questions
students may have. Allow students to get out of their seat and re-
examine the fly if need be. Allow 15 minutes of writing time.
• “Alright class, I need you to pass all your letters in. We will edit them
after lunch. For tomorrow, we have our last little critter to examine, the
worm!
8. Differentiated Instruction:

By giving students the chance to also write their thoughts during class
discussion, I am allowing ESOL students and ESE students who may be hesitant
to participate vocally the chance to still receive credit.
ESOL and ESE students will be given the opportunity to re-examine the book
after the read aloud for a deeper understanding.
All students are using higher order thinking skills in terms of analyzing the
language of the first-hand perspective and applying them to their own work.

Lesson Plan 3-

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

LA.4.3.3.2
The student will include persuasive 8. Cooperative Workers:
techniques • Assume assigned roles in a group
LA.B.2.2.5
• Contribute to group goals
The student creates narratives in
which ideas, details, and events • Motivate and energize group
are in logical order and relevant to
the story line.

2. Objectives
Students will:

• Students will work in groups to prepare a Public Service Announcement,

during 20 minute of class time. (Synthesis)

• Students will independently employ their content knowledge to group work

time. (Application)

• Students will gain a humanistic perspective on creatures that are not human.
3. Assessment & Evaluation:

Initial
Student’s content knowledge and group work will be observed and evaluated
with a student checklist.

Informal
Student will produce a PSA that will be evaluated for content knowledge,
creativity and group effort according to a class rubric.

Formal
Students will complete a culminating activity for the unit that requires making a
diary in the same style of the author focused on in the unit. Students will be
required to do research and apply the factual information in a creative, first-hand
account from an animal of their choice.

4. Introduction to Lesson: 5. Materials

“ Today, we are focusing on the • Diary of a Worm, by Doreen Cronin

Worm! I have worms for everyone • Worms
today!” Bring plates of 2 to 3 • Microphone
worms to each table. “ Take the
• Stereo
time to get acquainted with these
new friends while I read us our last
Diary. The Diary of a Worm”

6. Technology Integration: Microphone and Stereo

7. Teacher Presentation or Facilitation:
• “ Today, we are focusing on the Worm! I have worms for everyone today!”
Bring plates of 2 to 3 worms to each table.
• “ Take the time to get acquainted with these new friends while I read us
our last Diary. The Diary of a Worm”
• Read aloud of Diary of a Worm. Discuss story with class.
• “After reading all these diaries and actually having these creatures as
class pets, it’s hard to think that any one could not like them and even
worse, hurt them!”
• “It is now your job to work in groups to create a public service
announcement to show the world, or at least our school, how cool these
little creatures are!”
• Count off by fives to create groups
• “Now that you have your groups, you must use your knowledge acquired
from the stories we’ve read about these creatures to persuade people to
not fear our new friends. Let people know that they have family and friends
just like us and hopes and dreams as well. You will have 20 minutes to
work as a group to create a 30 second PSA. You will then present your
PSA to the rest of the class. You can use visuals, you can take an excerpt
from one of the diaries, just be creative and persuasive! You can all get
started now.”
• Walk around and observe student’s participation and content knowledge.
Record on student checklist.
• Answer questions. Ask questions of student’s work.
• “Time is up. It is now time to present your PSAs! I am so excited to see
what you all have come up with! Your group will come to the front of the
room and use the microphone to perform your PSA. Group one, please
come up to the front of the room, your first!”
• Proceed with group 2,3, 4 and five. Keep track of student’s work with
rubric.
• “Great job class, I think you all have done a wonderful job presenting your
knowledge to make others more aware of these creatures and how they
have feelings too. I have some good news, if your group would like, I have
asked our Principal if you perform at lunchtime for the rest of the school! It
is completely up to your group if you would like to participate. Obviously, it
would be for a good cause; treating all creatures with humanity!”
• “After lunch, I will be explaining your final project for this unit. I know you
are all excited to find out what it may be… Again, great job class! I am so
proud of you all!”
8. Differentiated Instruction:

ESOL students will benefit from the group work and the help of their peers. All
ESOL and ESE will have extra time with all three books to make connections with
content and their PSA. Also, by doing the PSA students are able to express
themselves even if they don’t use the spoken word. The content of this lesson
relates to the language learning principles because I feel it appeals to student
interest and higher order thinking skills. The creativity needed and the content
use gives way to the higher order connections needed to give way to language
learning principles.

Lesson Plan 4-

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

1. Information managers:
LA.A.2.2.5: Student reads and organizes • Locate and collect
information for a variety of purposes including information
making a report, conducting interviews, taking • Interpret and
a test, and performing an authentic task. explain concepts
and ideas
• Apply information
• Evaluate
information
2. Objectives
Students will:

• Student will independently demonstrate their researching skills by

collecting data about the author, Doreen Cronin, given 20 minutes
of computer time. (Application & Synthesis)

• Students will independently write an informative expository

paragraph about Doreen Cronin during 15 minutes of class time.
(Application)
3. Assessment & Evaluation
Initial
Student prior work from the unit will be evaluated and prove that students are
ready to move on.

Informal

Students will produce a short expository paragraph about the author of the three
books read in the unit that will be evaluated on content. (See class rubric)

Formal

Students will complete a culminating activity for the unit that requires making a
diary in the same style of the author focused on in the unit. Students will be
required to do research and apply the factual information in a creative, first-hand
account from an animal of their choice.

4. Introduction to Lesson: 5. Materials

“Computer time! I know how much you all love
visiting the computer lab, so today we will be • Access to 25 computers
spending some time working on the
computers with a mission in mind. I will
explain more once we get down there. Lets
line up”

6. Technology Integration

Students will be using computers to do research on an author.

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

• “Computer time! I know how much you all love visiting the computer lab,
so today we will be spending some time working on the computers with a
mission in mind. I will explain more once we get down there. Lets line up”
• Lead students to computer lab and wait till they are all seated
independently at a computer.
• “ As you all know from our discussion yesterday, our final project requires
some research. Today we are going to be practicing our research skills.
Although for your project, you will all be researching different animals;
today, you will all be researching one author: the author of the three books
we have just read, Doreen Cronin. You all will be using the internet today
to find out more about Doreen Cronin. It is your job to use the search
engine to find information about this author and weed out what is
important and what isn’t; just like you will be doing for your final project.”
• “Does everyone remember how to use the search engine?” Allow students
to raise their hands to answer, call on a student who has not participated
much in the past lessons.
• “Yes, key words. Key words will help you find what you are looking for; like
Doreen Cronin, or Cronin Bio. It is up to you to use the information you
find about this author to write me a short paragraph. In this paragraph you
will need at least 5 facts about Doreen Cronin’s life along with three other
books she has written. You will have twenty minutes for research, so you
should get started…now.”
• Pass out pencils and paper for students to write down their information,
urge them to use it!
• Walk around and assist students, monitor use of computers and internet.
• Give 10, 5 and 2-minute warnings.
• “Alright, now let’s head back to the room to have a quick discussion about
Doreen Cronin and write our paragraphs.
• Lead students back to the room, wait for them to take their seats.
• “Alright, now what did you learn about this fabulous author?” Go around
the room asking students at random.
• “Well, it seems that we’ve learned a lot about the author of those great
books we’ve just read, remember I will be collecting your paragraph about
Cronin to make sure your researching skills are up to par for your final
project; so make sure you use all the information you’ve learned and
present it in a clear an organized manner. Alright, get started.”
• Students will use the remaining class time before lunch to work on their
paragraph; once they are done they will hand in their work. Students who
finish early will be advised to silently read one of the other books by
Cronin that have been taken from the library.
Differentiated Instruction

ESOL students will be provided with a dictionary throughout the lesson and a
paraprofessional will aid students in the computer lab. ESE students will also be
aided by a paraprofessional and both ESOL and ESE students will be given extra
time in the lab and on their paragraph if need be. Gifted students will have the
option of writing two paragraphs, the second focusing on other literature by the
author.

Culminating Activity:

Students will be asked to create a diary similar to the three they have read

in class. After studying the style of writing and understanding the concept of

writing from a first-hand perspective of another being; students will be asked to

choose an animal they fear and write a diary from their perspective. It will be

required that factual information be incorporated to the diary along with a work-

cited page. The point of this activity is to familiarize students with different

creatures along with practicing their narrative writing in a perspective other than

their own. Students will have two weeks to complete this assignment and it is

required to be at least 8 pages with illustrations. Student’s work will be evaluated

for content, creativity, and effort/creativity according to a 3-point rubric.

Class Rubric

Class 1 2 3

Rubric
Legibility Student’s work is Student’s work is Student’s work is not

neat and easily somewhat neat and neat and difficult to

readable. easily readable. read.

Content Student’s work is Student’s work is Student’s work
 full of factual somewhat full of contains little to none

information that is factual information factual information

relevant to the that is relevant to the that is relevant to the

subject. subject. subject

Creativity Student’s work Student’s work shows Student’s work shows

shows effort and somewhat of an effort little effort and little

thought. and some thought. thought.

Participation Checklist

Intro Lesson Lesson Lesson Lesson

Lesson 1 2 3 4
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24

Student 25
Work-cited:

“Bloom’s Taxonomy” Retrieved June 7, 2008

http://www.officeport.com/edu/blooms.htm

“Doreen Cronin” Retrieved June 1, 2008

www.DoreenCronin.com

“Rubric” Retrieved June 17,2008

www.rubistar.com

FEAPs Reflection:

Creating a complete unit plan was a large undertaking. As I prepare

to become a teacher, assignments such as the Author Unit Plan, are

designed to strengthen my skills as an educator. I believe that the

completion of this assignment given in my Children’s Literature course has

improved my skills so much that I have accomplished some of the Florida

Educator’s Accomplished Practices.

I believe that by creating the unit plan, I have accomplished the

FEAP of Continuous Improvement. I have used my own prior knowledge

along with information I have picked up along the way of this assignment

to create three, full comprehensive lesson plans. I have also reflected on

my work several times. My goal is to make my unit plan as professional,

effective and accurate as possible. I will constantly be revising and

improving my work so that it can be the best it can be; thus meeting the

Florida Practice of Continuous Improvement.

 The second practice I believe that I have accomplished is Critical

Thinking. Whether it be from my future students or from myself, I am

always promoting the process of critical thinking. My lesson plan provides

numerous opportunities for students to be critical thinkers. Promoting

higher order thinking is essential for connections to be made. In my lesson

plan, I used every moment possible in my unit plan to pose questions,

provide information, and present dilemmas that would spark critical

thinking. I definitely see why this practice is so important to accomplish

and that is why I insured the completion of it throughout the process of this

assignment.

Lastly, I believe that this assignment has aided my skills in the

practice of Knowledge of Subject Matter. Of course, it is essential to know

what you are teaching; but this assignment made me go dig deeper than I

have before. I had to learn background information and strategies that I

had never really had to implement before. I also learned about ten great

books that I could use in several different ways in the future. This

assignment was really beneficial in requiring me to keep up to date on

literature and how to integrate it into the classroom, all allowing me to

complete this Florida Practice for Educators.

Although I still have a way to go, I believe that this assignment has

furthered my development as a future Florida Educator. What makes this

assignment so unique compared to others in the past is that it required

more research, creativity and to complete a unit from beginning to end.

This assignment may have been a lot of hard work, but it was well worth

what I have gained from it. Now, I am one unit closer to becoming an

effective Florida teacher!