This unit plan aims to teach 7-8 year old students about the Dr. Seuss book "The Sneetches" over the course of a week. The plan involves listening to an audio version of the story, reading the story, playing interactive games to learn about the characters and author, and performing a reenactment of the book for parents on Friday. Technology like the smart board, computer, and video camera will be used to enhance learning and record the performance. The objective is for students to understand the story, characters, and lesson by the end of the week with 100% accuracy through multi-sensory activities.
This document provides summaries of several Dr. Seuss books that can be used to teach history, including Yertle the Turtle about tyranny and fascism, The Sneetches about discrimination, The Butter Battle Book about escalating conflict, and The Lorax about environmentalism and industrialization. It also includes links to additional resources on using Dr. Seuss's political cartoons and books to teach about World War II, the Cold War, anti-Semitism, and other historical topics.
Dr. Seuss, whose real name was Theodor Seuss Geisel, was one of the most famous children's book authors of all time. He wrote over 44 children's books using rhyme and silliness to make reading fun and teach important messages. Some of his most well known books are The Cat in the Hat, Green Eggs and Ham, Horton Hears a Who!, and How the Grinch Stole Christmas. Dr. Seuss books have sold over 600 million copies worldwide and have been translated into over 20 languages. He is celebrated for making reading enjoyable for children and using his stories to address issues like diversity, environmentalism, and equality.
Sneetches questions for philosophical discussionHank Maine
This document contains questions for philosophical discussion about differences and prejudice using the story of the Star-Bellied Sneetches and Plain-Bellied Sneetches from Dr. Seuss's book. The questions explore what makes the Sneetches different, how they treat each other, and whether it is right to treat those who are different differently. They also discuss what truly makes something different, if differences justify unequal treatment, and when it may be acceptable to treat things or people differently.
Brian kayser classroom spaces, writing, and udlbkayser
This document summarizes Brian Kayser's approach to creating an inclusive classroom environment using principles of Universal Design for Learning (UDL). Some key points:
- He removed desks and added comfortable seating to encourage collaboration and choice.
- Students use various technologies like Google Docs, blogs, comics tools and video/audio recording to demonstrate their learning in different ways.
- Projects encourage sharing work through blogs, Ustream broadcasts and pen pals to give students authentic audiences.
This document provides information for rising 9th grade students transitioning to Monticello High School. It outlines the transition activities taking place from December to August. These include a curriculum expo in December, Health Science Academy applications due in January, meeting with 8th grade counselors from January to March to register for classes, and a parent-student orientation in August. The document then reviews graduation requirements, the course registration process, teacher recommendations, typical 9th grade schedules, and elective pathways and clubs available at Monticello High School.
Three little pigs, Marvin, Browny, and Piglet, each build houses to escape from a hungry wolf. Marvin builds his house from straw, which the wolf easily blows down. Browny builds his from sticks, which also gets blown down. Piglet builds his brick house, which withstands the wolf's attempts to enter. Eventually, Piglet outsmarts and traps the wolf, rescuing his brothers. They rebuild stronger brick houses and live happily ever after.
This unit plan aims to teach 7-8 year old students about the Dr. Seuss book "The Sneetches" over the course of a week. The plan involves listening to an audio version of the story, reading the story, playing interactive games to learn about the characters and author, and performing a reenactment of the book for parents on Friday. Technology like the smart board, computer, and video camera will be used to enhance learning and record the performance. The objective is for students to understand the story, characters, and lesson by the end of the week with 100% accuracy through multi-sensory activities.
This document provides summaries of several Dr. Seuss books that can be used to teach history, including Yertle the Turtle about tyranny and fascism, The Sneetches about discrimination, The Butter Battle Book about escalating conflict, and The Lorax about environmentalism and industrialization. It also includes links to additional resources on using Dr. Seuss's political cartoons and books to teach about World War II, the Cold War, anti-Semitism, and other historical topics.
Dr. Seuss, whose real name was Theodor Seuss Geisel, was one of the most famous children's book authors of all time. He wrote over 44 children's books using rhyme and silliness to make reading fun and teach important messages. Some of his most well known books are The Cat in the Hat, Green Eggs and Ham, Horton Hears a Who!, and How the Grinch Stole Christmas. Dr. Seuss books have sold over 600 million copies worldwide and have been translated into over 20 languages. He is celebrated for making reading enjoyable for children and using his stories to address issues like diversity, environmentalism, and equality.
Sneetches questions for philosophical discussionHank Maine
This document contains questions for philosophical discussion about differences and prejudice using the story of the Star-Bellied Sneetches and Plain-Bellied Sneetches from Dr. Seuss's book. The questions explore what makes the Sneetches different, how they treat each other, and whether it is right to treat those who are different differently. They also discuss what truly makes something different, if differences justify unequal treatment, and when it may be acceptable to treat things or people differently.
Brian kayser classroom spaces, writing, and udlbkayser
This document summarizes Brian Kayser's approach to creating an inclusive classroom environment using principles of Universal Design for Learning (UDL). Some key points:
- He removed desks and added comfortable seating to encourage collaboration and choice.
- Students use various technologies like Google Docs, blogs, comics tools and video/audio recording to demonstrate their learning in different ways.
- Projects encourage sharing work through blogs, Ustream broadcasts and pen pals to give students authentic audiences.
This document provides information for rising 9th grade students transitioning to Monticello High School. It outlines the transition activities taking place from December to August. These include a curriculum expo in December, Health Science Academy applications due in January, meeting with 8th grade counselors from January to March to register for classes, and a parent-student orientation in August. The document then reviews graduation requirements, the course registration process, teacher recommendations, typical 9th grade schedules, and elective pathways and clubs available at Monticello High School.
Three little pigs, Marvin, Browny, and Piglet, each build houses to escape from a hungry wolf. Marvin builds his house from straw, which the wolf easily blows down. Browny builds his from sticks, which also gets blown down. Piglet builds his brick house, which withstands the wolf's attempts to enter. Eventually, Piglet outsmarts and traps the wolf, rescuing his brothers. They rebuild stronger brick houses and live happily ever after.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Three little pigs, Marvin, Brownie, and Piglet, each build houses to escape their poor mother. Marvin builds his house of straw, which is blown down by the Big Bad Wolf. Brownie builds his of sticks, suffering the same fate. Only Piglet's brick house stands strong against the Wolf. Through his clever tricks, Piglet eventually defeats the Wolf and rescues his brothers, allowing the three pigs to live happily ever after in their brick homes.
Three little pigs, Marvin, Brownie, and Piglet, each build houses out of different materials to escape from a hungry wolf. Marvin's house of straw and Brownie's house of sticks are easily blown down by the wolf. However, Piglet's brick house stands strong against the wolf's blows. Through his clever tricks, Piglet is able to outwit the wolf and rescue his brothers, and they all rebuild safe houses of brick.
After World War II, the U.S. economy was strong with many jobs and consumer demand for American products. More people pursued higher education as the G.I. Bill provided benefits to veterans and the economy demanded more skilled workers. The Baby Boom led to a surge in births between 1943 to 1960. Major infrastructure projects like the Interstate Highway System and advances in civil rights expanded opportunities for women and minorities in the postwar period.
Learning and Experiencing World War II Part 2bkayser
Auschwitz was a Nazi concentration camp in Poland from 1940 to 1945 where an estimated 1.1 million people were murdered, including men, women, and children who were Jewish, Gypsies, homosexuals, intellectuals, and others. Many also died from starvation, disease, and mistreatment at the camp.
The document discusses D-Day stories and contains links to pages about a B-26 bomber, Cherbourg, France, Normandy beaches, and a D8 bombsight that were involved in the Allied invasion of Normandy on June 6, 1944.
Abraham Lincoln believed keeping the Union together was more important than punishing the South after the Civil War. Robert E. Lee later became president of Washington College and advocated for reconciliation between the North and South. Frederick Douglass fought for civil liberties, human rights, and voting rights for freed slaves through his powerful voice.
Jane Addams was a political activist and social reformer in the late 19th/early 20th century. She is known for founding Hull House in Chicago in 1889, which helped immigrants and children through social services and education programs. The document discusses Jane Addams' background and accomplishments, including winning the Nobel Peace Prize, as well as messages from friends concerned with the well-being of children and workers.
This 3-line document lists amendments to the U.S. Constitution but provides no details about them. It references the 13th, 14th, and 15th Amendments, but gives no information on what each amendment covers or what it changed.
The document discusses words derived from the Latin root "ten" which means to hold or keep. It provides examples of how each word relates to containing, continuing, entertaining or obtaining something and keeping it within limits, across time, or as one's own. The words discussed are contain, continue, entertain, entertainer, obtain, and obtained.
This document defines and provides examples of various prefixes and words including "log", "analogy", "apologize", "biology", "dialog", "legislator", and "privilege". It also defines the meaning of the prefixes "bio", "apo", and "di".
This document discusses the meanings and origins of words related to stepping or moving in various ways. It explores prefixes like "de", "re", and "di" and how they modify the base words "grade", "gress", and "gradu" to mean things like downgrading status, regressing backwards, digressing to another topic, or moving aggressively. The document is an analysis of linguistic roots and how prefixes alter a word's definition.
The document defines and provides examples for words related to being straight, correct, or governed by rules such as "reg", "rect", "rig", "direct", "directive", "regulation", and "regulator". It also defines the suffix "-ion" as a noun marker and the prefix "-in" as meaning "not".
The document discusses prefixes and suffixes related to sending or putting things. It defines words starting with "mit", "admit", "commit", and "dismiss", which involve sending, allowing entry, putting in charge, and sending away. The prefixes "dis" and "com" are explained to mean not/opposite and together, respectively. The suffix "-ed" is noted to form the past tense of verbs.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Three little pigs, Marvin, Brownie, and Piglet, each build houses to escape their poor mother. Marvin builds his house of straw, which is blown down by the Big Bad Wolf. Brownie builds his of sticks, suffering the same fate. Only Piglet's brick house stands strong against the Wolf. Through his clever tricks, Piglet eventually defeats the Wolf and rescues his brothers, allowing the three pigs to live happily ever after in their brick homes.
Three little pigs, Marvin, Brownie, and Piglet, each build houses out of different materials to escape from a hungry wolf. Marvin's house of straw and Brownie's house of sticks are easily blown down by the wolf. However, Piglet's brick house stands strong against the wolf's blows. Through his clever tricks, Piglet is able to outwit the wolf and rescue his brothers, and they all rebuild safe houses of brick.
After World War II, the U.S. economy was strong with many jobs and consumer demand for American products. More people pursued higher education as the G.I. Bill provided benefits to veterans and the economy demanded more skilled workers. The Baby Boom led to a surge in births between 1943 to 1960. Major infrastructure projects like the Interstate Highway System and advances in civil rights expanded opportunities for women and minorities in the postwar period.
Learning and Experiencing World War II Part 2bkayser
Auschwitz was a Nazi concentration camp in Poland from 1940 to 1945 where an estimated 1.1 million people were murdered, including men, women, and children who were Jewish, Gypsies, homosexuals, intellectuals, and others. Many also died from starvation, disease, and mistreatment at the camp.
The document discusses D-Day stories and contains links to pages about a B-26 bomber, Cherbourg, France, Normandy beaches, and a D8 bombsight that were involved in the Allied invasion of Normandy on June 6, 1944.
Abraham Lincoln believed keeping the Union together was more important than punishing the South after the Civil War. Robert E. Lee later became president of Washington College and advocated for reconciliation between the North and South. Frederick Douglass fought for civil liberties, human rights, and voting rights for freed slaves through his powerful voice.
Jane Addams was a political activist and social reformer in the late 19th/early 20th century. She is known for founding Hull House in Chicago in 1889, which helped immigrants and children through social services and education programs. The document discusses Jane Addams' background and accomplishments, including winning the Nobel Peace Prize, as well as messages from friends concerned with the well-being of children and workers.
This 3-line document lists amendments to the U.S. Constitution but provides no details about them. It references the 13th, 14th, and 15th Amendments, but gives no information on what each amendment covers or what it changed.
The document discusses words derived from the Latin root "ten" which means to hold or keep. It provides examples of how each word relates to containing, continuing, entertaining or obtaining something and keeping it within limits, across time, or as one's own. The words discussed are contain, continue, entertain, entertainer, obtain, and obtained.
This document defines and provides examples of various prefixes and words including "log", "analogy", "apologize", "biology", "dialog", "legislator", and "privilege". It also defines the meaning of the prefixes "bio", "apo", and "di".
This document discusses the meanings and origins of words related to stepping or moving in various ways. It explores prefixes like "de", "re", and "di" and how they modify the base words "grade", "gress", and "gradu" to mean things like downgrading status, regressing backwards, digressing to another topic, or moving aggressively. The document is an analysis of linguistic roots and how prefixes alter a word's definition.
The document defines and provides examples for words related to being straight, correct, or governed by rules such as "reg", "rect", "rig", "direct", "directive", "regulation", and "regulator". It also defines the suffix "-ion" as a noun marker and the prefix "-in" as meaning "not".
The document discusses prefixes and suffixes related to sending or putting things. It defines words starting with "mit", "admit", "commit", and "dismiss", which involve sending, allowing entry, putting in charge, and sending away. The prefixes "dis" and "com" are explained to mean not/opposite and together, respectively. The suffix "-ed" is noted to form the past tense of verbs.