Introducing Keith Graves as a feature author/Illustrator
Preparing:
1. Request library loans for a class set of Chicken Big. Create a space for the books to “live” and for future sketches and
stories inspired by Graves’ work to be displayed.
Generating excitement:
2. Illustrator board (illustrators who are either wearing a mask or their picture could be turned over. Each illustrator
will have a few clues underneath their shielded picture. Keith Graves’ clues: 1. This author/illustrator lives in Austin,
Texas. 2. We have many of his books in our classroom library. 3. He has a silly illustrating style and his latest book
has a talking chicken in it.
3. If the class is unable to guess the author (many of my children will do some research on their own time!), then I will
put down several copies of the following books: The Stinky Cheese Man, Chicken Little, and Chicken Big. As a class,
we can do the research together to see which of our author/illustrators fit within the set of criteria. Explain that we
will learn more about Keith Graves, his style, and learn to talk about books in a readerly way. In this process, we will
learn how to incorporate his ideas, as well as others’, into our own writing. This study will also enhance how we
think and talk about our reading.
Steeping with Keith Graves’ work:
4. Show them copies of Chicken Big and Chicken Little. Explain that to fully appreciate Chicken Big, we need to read
the traditional tale first. Read Chicken Little.
5. Visit Keith Graves’ website and explore. I will allow this during independent reading time on a rotating basis as well.
6. Show the class the Keith Graves’ PowerPoint. This will help the children connect with our feature illustrator/author.
7. Pass out small sketch books to the class. Let them know that Keith Graves has SO many great drawings in his books,
and he will surely inspire us all to draw! (reference his quote about drawing over and over again)
8. Book Flood with all of his illustrated books. I like to send out a letter to paents about now to let them know about
the study. Many of them may want to make a special trip to the library or the book store when they find out their
child’s favorites. (I will be sure to have some cartoon writing paper in the writing center for those who will want to
“try on” Graves’ technique.)
Analyzing Visual Images and Design in Chicken Big:
9. Hand out the class set of Chicken Big. Begin by having the children explore the cover/back. Let them talk about what
they see and predict. They may make connections to other texts. Many will say, “I have seen this before.”, and this
will be our chance to say, “Yes! Now we get to learn something new together.” Continue the first time reading
following Serafini’s guide (in syllabus)
10. Let the children use the books from the flood (Chicken Big included) to sketch something that made them laugh,
inspired them, or even something that surprised them. Allow children to share out sketches.
11. 2nd reading (following Serafini’s guide). With my class, I envisions this over the course of days.
Extending our thinking:
12. When the reading is complete, allow the children to discuss ways they could respond to the illustrations/story. Help
them generate a list, which could include: writing a letter to Keith Graves, creating reviews for the class library (or
even the school library), make recommendation posters to hang up outside the classroom. Create lists of Keith
Graves’ peritext features for a class tool that could be included in writing folders as a way to extend our own writing,
send Keith Graves an email asking for a class skype interview. .