Dr Seuss Plans

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Dr Seuss Plans

  1. 1. Dr. Seuss Celebration: Practicum Special ProjectFor my practicum special project, I was in charge of preparation and partial delivery of our two-week Dr.Seuss Celebration in March. This included developing lesson plans for each grade level, creating relatedbulletin boards and displays, and designing support activities and materials to promote Dr. Seussthroughout the library and the school.Dr. Seuss Hero Cards and Bulletin Board: The overarching theme in the library program this year washeroes. Each quarter, Peggy incorporated a new genre of heroes into the library (such as animal heroes,superheroes, etc.). To integrate the Dr. Seuss unit into this theme, I selected seven “heroes” found in Dr.Seuss stories and created short narratives about why they are heroes. These were displayed on the herobulletin board in the hallway and on the cards that assign students to tables each time they come to thelibrary. This was a great way to get kids interested in the Dr. Seuss unit right away.(See picture ofbulletin board below.)Dress Like Dr. Seuss Week: To get the whole school talking about Dr. Seuss, I decided that the middleweek of our unit would be Dress Like Dr. Seuss Week, with each day’s suggested clothing wouldcorrespond to a specific Dr. Seuss Book. I made two announcements during the school-wide morningmeeting in the cafeteria to get it on everyone’s radar, made bookmarks with the week’s clothing for kidsto take home with them the week before, and created a bulletin board in the hallway with examples ofwhat they could wear during the week. While I was only there to see one of the days, Peggy informedme that it seemed to be a pretty big success – even the principal got involved. If I were to do this again, Iwould probably switch out Thursday’s “Wear a Thneed Day” for something else. I thought that with TheLorax movie coming out, more kids would know what a thneed was, but it seemed to just confuse them.I was very impressed by the kids that did get it, and wore some very creative thneeds! (See picture ofbulletin board below.)Guess How Many game: Over the past couple years, Peggy had collected a bunch of little Dr. Seuss gifts,including tote bags, pencils, erasers, stickers, socks, markers, etc. She thought we could have a guessinggame for kids to win the prizes. The younger students (K-2) guessed how many eggs were in a big jar(playing off Horton Hatches the Egg) and the older students (3-5) guessed how many stars were on theposterboard (playing off of The Sneetches). They each made a guess during the first week of the unit,and the top 4-6 students from each class got prizes the next week. Not only was it fun for them, but itworked an important math skill (estimation) into the library lesson! (See picture of star poster below.)
  2. 2. Lesson PlansWhen: March 8th – 21stBRIEF OVERVIEW:Extra materials/activities: Dr. Seuss hero cards (Sam, the Fish, Mack the Turtle, Horton, The Lorax, kid in Lorax, Dr. Seuss himself) Guess How Many Game (Stars on poster board; Eggs in jar) Dress like Dr. Seuss Week Bulletin Board -- o Monday: stripes (Cat in the Hat) o Tuesday: wacky socks (Fox in Socks) o Wednesday: wacky outfits (Wacky Wednesday) o Thursday: thneed (anything knitted - Lorax) o Friday:anything green (Green Eggs and Ham) Dr. Seuss Heroes Bulletin BoardKindergarten: Read Cat in the Hat Design a New Hat for the cat Dr. Seuss Birthday Cards1st Grade: Read Green Eggs and Ham Rhyming words Matching Game Dr. Seuss Birthday Cards2nd Grade: Read Yertle the Turtle Design their own turtle Dr. Seuss birthday cards3rd Grade: Read Horton Hatches the Egg Create their own combination animal4th Grade/5th Grade: Read the Lorax Dr. Seuss Jeopardy
  3. 3. Grade level: KindergartenLength of Lesson: 2 (20 min) periodsPurpose: To celebrate Dr. Seuss’s birthday, practice using the “text-to-self” reading comprehensionstrategy, and use creativity to imagine a new hat design.Learning Outcomes: Students will… … know about Dr. Seuss’s contributions to the literature world. … access their background knowledge to make connections from the text to their own lives. … use their imaginations to re-design the Cat’s hat.Common Core Reading Standards for Literature: Key Ideas and Details (1): With prompting and support, ask and answer questions about key details in the text. Range of Reading (10): Actively engage in group reading activities with purpose and understanding..Materials: Day 1 Cat in the Hat book Jar of eggs Birthday cardsInstructional Procedures: Day 1 Focusing event: Introduce Dr. Seuss (Who has ever heard of Dr. Seuss? Who was he? (discuss) This week is his birthday, and if he was still alive, he would be 108 years old! Kids all over the country are celebrating his birthday this week by reading his books. Today we’re going to read one of his most popular books. Many of you may have read this one before: Cat in the Hat.) Direct attention toward hero theme(This year in library we’re talking about heroes. As we’re reading, see if you can think of who might be a hero in this story.) Input from you: Read the book.Check for Understanding: During the book: Should the kids have let the Cat into the house? Why or why not? Would you have let him in?
  4. 4. What should the kids have done when the Cat came in? What would you do? After the book: Should they have told their mother about their day? Would you have? Who do you think is a hero in this story? What was your favorite part of the story?Closure: After reading the book, bring over the jar of eggs and explain guessing game. Bring out birthday cards. Read the card aloud. Have students choose one of the cards and write and / or draw their favorite part of the story.These will be displayed around the top of the non-fiction bookshelves.Materials: Day 2 Hat presentation Crayons and hat outlineInstructional Procedures: Day 2 Focusing event: Review last week (What book did we read last week? Why did we read it? Who remembers what the Cat’s hat looks like?) Discuss “imagination” (One of the things Dr. Seuss used most when he wrote his stories was his imagination. What is an “imagination”?) Introduce activity (Today we’re going to use our own imaginations to design a new hat for the Cat. He’s been wearing the same hat for more than 50 years. What could his new hat look like?) Look at pictures of different hats Activity: Create new hats for the Cat. Staple thin paper strips to hat to fit around student’s head.Closure: Have each student share their new hat with the rest of the class.
  5. 5. Grade level: 1st GradeLength of Lesson: 2 (20 min) periodsPurpose: To celebrate Dr. Seuss’s birthday, practice questioning the text to increase readingcomprehension, and play with rhymesLearning Outcomes: Students will… …understand how to recognize a rhyme. …become more comfortable pausing in reading to question the text. …know about Dr. Seuss’s contributions to the literature world.Common Core Reading Standards for Literature and Foundational Skills: Key Ideas and Details (1): Ask and answer questions about key details in the text. Craft and Structure (4): Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Phonics and word recognition (3b): Decode regularly spelled one-syllable words.Materials: Day 1 Green Eggs and Ham book Jar of eggs Birthday card print-outsInstructional Procedures: Day 1 Focusing event: Introduce Dr. Seuss (Who has ever heard of Dr. Seuss? Who was he? (discuss) This week is his birthday, and if he was still alive, he would be 108 years old! Kids all over the country are celebrating his birthday this week by reading his books. Today we’re going to read one of his most popular books… many of you may have read this one before: Green Eggs and Ham). Direct attention toward hero theme (This year in library we’re talking about heroes. As we’re reading, see if you can think of who might be a hero in this story.) Input from you: Read the book.Check for Understanding: During the book: Who knows what it means when 2 words rhyme?
  6. 6. Which words on this page rhyme? Why do you think the man in the hat does not want green eggs and ham? Would you like to try green eggs and ham? After the book: Who in this story might be a hero? Why do you think so? What about now—do you think you might try green eggs and ham? What was your favorite part of the story?Closure: After reading the book, bring over the jar of eggs and explain guessing game. Bring out birthday cards. Read the card aloud. Have students choose one of the cards and write and / or draw their favorite part of the story.Materials: Day 2 Green Eggs and Ham Bingo cards Bingo markers Candy (for bingo winners)Instructional Procedures: Day 2 Focusing event: Review last week (Who remembers what book we read last week? Why did we read it? Do you remember what it’s called when the end of two words sound the same? ) Use book to point out pictures of “house”, “fox”, “car”, and “train” and review rhymes (What rhymes with this picture? etc.) Guided Practice: Rhyming Bingo: At tables, pass out the bingo cards and markers. Explain rules of Rhyming Bingo (I will say a word,you find that word on the card, and place a marker on it. When you get five in a row, call BINGO)Check for understanding: What’s a word that rhymes with [word]? (Ask this after each word to increase understanding of rhyme).Closure: Who didn’t get a chance to make a birthday card last week?
  7. 7. Grade Level: 2nd GradeLength of Lesson: 2 (20 min) periodsPurpose: To celebrate Dr. Seuss’s birthday and the strengths of our differences and to practice makingconnections from text-to-self and text-to-world to increase reading comprehension.Learning Outcomes: Students will… …know about Dr. Seuss’s contributions to the literature world. …access background knowledge to make connections. …explore characteristics of good leadership and bad leadership …gain appreciation for diversity.Common Core Reading Standards for Literature: Key Ideas and Details (1): Ask and answer such questions such as who, what, where, when, why, and how, to demonstrate understanding of key details. Key Ideas and Details (3): Describe how characters in a story respond to major events and challenges.Materials: Day 1 Yertle the Turtle book Egg Jar Birthday card print outsInstructional Procedures: Day 1 Focusing Event: Introduce Dr. Seuss (Who has heard of Dr. Seuss? Who was he? (discuss) This week is his birthday, and if he was still alive, he would be 108 years old! Kids all over the country are celebrating his birthday this week by reading his books. Today we’re going to read one of his stories: Yertle the Turtle.) Direct attention toward hero theme (This year in library we’re talking about heroes. As we’re reading, see if you can think of who might be a hero in this story.) Input from You: Read the story.Check for Understanding: During the book: How do you think Yertle got to be king?
  8. 8. What makes a king great? How would you feel if you were Mack at the bottom of the stack? Why do you think all the other turtles listened to Yertle? After the book: Was Yertle a good king? Who was the hero in this story? What was your favorite part of this story?Closure: After reading the book, bring over the jar of eggs and explain guessing game. Bring out birthday cards. Read the card aloud. Have students choose one of the cards and write and / or draw their favorite part of the story.Materials Needed: Day 2 Turtle print-outs Scissors GlueInstructional Procedures: Day 2 Focusing event: Review last week (Who remembers what book we read last week? Why did we read it? Was Yertle a good king?) Direct attention toward uniqueness of turtles (Let’s look at the pictures again (**page with the moon). What do you notice about the turtle shells? They all look different don’t they? Just like all of us look different, so do the turtles of the pond. But just because we look different doesn’t mean that we should treat each other differently, does it? Dr. Seuss was big on celebrating what makes each of us unique and recognizing that no one is better than anyone else. So today we are going to make our own group of diverse turtles for the turtle pond.) Guided Practice: Students create turtles by cutting out the pieces, designing a shell, and gluing the pieces together.Closure: Is there anyone who didn’t get to make a birthday card last week?
  9. 9. Grade level: 3rd GradeLength of Lesson: 2 (20 min) periodsPurpose: To celebrate Dr. Seuss’s birthday, practice questioning the text to increase readingcomprehension, and use their imaginations to create something new.Learning Outcomes: Students will… …know about Dr. Seuss’s contributions to the literature world. …increase their comfort with pausing while reading to ask questions to increase their understanding of the story. …explore concepts of responsibility and loyalty. …use their imaginations to create a new animal hybrid.Common Core Reading Standards for Literature: Key Ideas and Details (1): Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Key Ideas and Details (3): Describe characters in the story (their traits, motivations, feelings) and explain how their actions contribute to the sequence of events. Craft and structure (6): Distinguish their own point of view from that of the narrator or those of the characters.Materials: Day 1 Horton Hatches the Egg book Sneetches star poster boardInstructional Procedures: Day 1 Focusing Event: Introduce Dr. Seuss (Who can tell me who Dr. Seuss was? What are some of the books he wrote? (discuss) This week is his birthday, and if he was still alive he would have been turning 108 years old! Kids all over the country are celebrating his birthday this week by reading his books. We are going to celebrate to by reading Horton Hatches the Egg.) Direct attention toward hero theme (In the library this year, we’re learning about heroes, so see if you can spot who the hero of this story is.) Input from You: Read the book.Check for Understanding:
  10. 10. During the book: Why does Horton stay on the nest even in the rain and cold? How could we describe Mayzie? (page with the mountain) What do you think Horton’s thinking here? After the book: How could we describe Horton? Is he a hero? Would you be as faithful as Horton?Closure: Bring over the Sneetches poster and explain the guessing game.Materials: Day 2 Horton Book White paper ScissorsInstructional Procedures: Day 2 Focusing Event: Review last week (Who can tell me what book we read last week? Why did we read it?) Introduce concept of creative creature-blends (Who remembers what comes out of the egg at the end? (discuss – show page with Elephant Bird). If this story was a non-fiction book, would this have happened? No, it wouldn’t have, but Dr. Seuss liked to play with what could really happen and imagine new things. Let’s pretend we’re scientists. If we discovered this Elephant Bird, what would we call it?) Activity: Brainstorm what traits a blended creature might include (wings/scales/feathers/fur /legs/antlers/ears/mouths/beaks/stripes/spots/color) Have students create their own creature by combining different traits of animals and then naming it.Closure: Students tape their new animals in the big nest on the pole.
  11. 11. Grade level: 4th and 5th GradeLength of Lesson: 2 (20 min) periodsPurpose: To celebrate Dr. Seuss’s birthday, share their knowledge of Dr. Seuss with each other, andpractice making text-to-self and text-to-world connections to increase reading comprehension.Learning Outcomes: Students will… …know about Dr. Seuss’s contributions to the literature world. …access background knowledge and use it to increase understanding of the story. …share their knowledge of Dr. Seuss and his books with each other.Common Core Reading Standards for Literature: 4th grade Key Ideas and Details (1): Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Key Ideas and Details (3): Describe in depth a character setting, or event in a story drama, drawing on specific details in the text.Common Core Reading Standards for Literature: 5th grade Craft and structure (4): Determine the meaning of words and phrases as they are used in a text, including figurative language such metaphors and similes.Materials: Day 1 The Lorax SneetchesStar poster boardInstructional Procedures Focusing Event: Introduce Dr. Seuss (Who can tell me who Dr. Seuss was? What are some of the books he wrote? Does anyone know what’s special about this week? (discuss) This week was Dr. Seuss’s birthday and if he were still alive, he would be 108 years old! He published more than 60 books in his lifetime and students all over the country are celebrating his birthday by reading some of these. Today we’re going to read The Lorax, which is also coming out as a movie this week! ) Direct attention toward hero theme (Who can remind me of the theme for library this year? Be watching out for who in this book might fit the bill of a hero.) Input from You: Read the book
  12. 12. Check for Understanding: During the book: What’s a Lerkim? Was it okay for the Once-ler to chop down a Truffula Tree? How would you describe the Once-ler? What’s going to happen if the Once-ler and his family keeps chopping down the trees? What’s the factory doing to the environment? After the book: Did everyone need a thneed? What does this remind you of? What in our society does “everyone need”? What do you think the boy is going to do? What would you do? Who’s a hero in this story?Closure: Explain next week’s activity, suggest to read up on Dr. Seuss books during the week. Explain theSneetchesposterboard.Materials: Day 2 Dr. Seuss Jeopardy Powerpoint Paper to keep score Candy for winnersInstructional Procedures: Day 2 Focusing Event: Review last week (What did we read last week? Why did we read it? What did I say we were going to do this week?) Activity: Explain Jeopardy rules (The captain of each table is your spokesperson. This is the person who will give me your team’s answer. When it’s your team’s turn, you will select a category. I will read the question aloud, you will have 30 seconds to discuss, then your spokesperson will give me your answer. If it’s wrong, the first team I see with their hand raised will get a chance to answer. Play goes around till time is up. Team with the highest score wins.) Play Jeopardy gameClosure: Candy to the winning team.
  13. 13. Photos:Dress Like Dr. Seuss Week Bulletin BoardDr. Seuss Hero Bulletin Board (to correspond to the Hero Table cards): the background stays the samethroughout the year; I just added the Dr. Seuss characters/explanations.
  14. 14. Posterboard I created for the 3rd-5th graders. They guessed how many stars were on the board. Theclosest 5 in each class got a Dr. Seuss-related prize.Some of the turtles in the 2nd Grade Turtle Pond
  15. 15. Pillar of hybrid animals created by the 3rd graders.
  16. 16. Close up of some of the hybrid animals created by the 3rd graders

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