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This excellent lesson celebrates Dr. Seuss’ birthday
K, 1, 2
Title – Dr. Seuss Lesson
By – Kayla Smith
Primary Subject – Language Arts
Grade Level – K-2
- 1.1.3. Learning to Read Independently
- A. Identify the purposes and types of text (e.g., literature, information) before reading.
- B. Preview the text formats (e.g., title, headings, chapters, and table of contents).
- C. Use knowledge of phonics, word analysis (e.g., root words, prefixes, and suffixes), syllabication, picture, and context clues to decode and understand new words during reading.
- E. Acquire a reading vocabulary by identifying and correctly using words (e.g., antonyms, synonyms, categories of words). Use dictionary when appropriate.
- G. Demonstrate after reading understanding and interpretation of both fiction and nonfiction text.
- H. Demonstrate fluency and comprehension in reading.
- 1.3.3. Reading, Analyzing and Interpreting Literature
- A. Read and understand works of literature.
- B. Identify literary elements in stories describing characters, setting, and plot.
- C. Identify literary devices in stories (e.g., rhyme, rhythm, personification).
- 1.4.3. Types of Writing
- A. Write narrative pieces (e.g. stories, poems, plays).
- B. Write informational pieces (e.g., descriptions, letters, reports, instructions) using illustrations when relevant.
- 1.5.3. Quality of Writing
- B. Write using well-developed content appropriate for the topic.
- C. Write with controlled and/or subtle organization.
- 1.6.3. Speaking and Listening
- A. Listening to others.
- B. Listen to a selection of literature (fiction and/or nonfiction).
- D. Contribute to discussions.
- E. Participate in small and large group discussions and presentations.
- Students will be able to produce Cat in the Hat hats.
- Students can identify and list the some basic facts on Dr. Seuss.
- Students will produce an illustration and paragraph about Sue Snue.
- Students can sign their name and write a note to Dr. Seuss.
Cross-curricular Integration: Writing, Art
Materials: Colored construction paper, Crayons, Staples, Who are You, Sue Snue , Pencils, Markers
- Begin with a brief discussion about Dr. Seuss and his birthday.
- Question the students about their prior knowledge to this subject.
- Perform the art activity of making Dr. Seuss hats.
- Create these by using construction paper and stapling the pieces together to fit the student’s head.
- Read Who are You, Sue Snue?
- Using the children’s cognitive skills, have a class discussion and question session based on the literature being read.
- Upon completion of the story, instruct the students to draw a picture of what they would be if they were in Sue Snue’s situation.
- Tell the students to write a sentence or two to caption their drawing.
- Activate their affective skills by inviting each student to express how they felt about the book, while presenting their pictures and ideas.
- Students will use their psychomotor skills to act out their favorite scene in the book.
- After each individual has gone, move on to the next activity.
- Create a Birthday card for Dr. Seuss.
- Invite the children to use crayons and markers to draw pictures or add notes beside their name.
Extension: I would send a letter home to the parents saying that we have been celebrating Reading Across America all week long. Included in the letter would be a listing of various websites that go along with theme of Dr. Seuss’s Birthday. I would encourage the parents to get involved with these websites as much as they can with their child. Some favorites of mine are: www.seussville.com , http://www.nea.org/grants/886.htm , and www.carolhurst.com .
Assessment: I will observe the students during the introductory class discussion by questioning their prior knowledge of Dr. Seuss. I will also monitor students’ reactions to the book and all activities throughout the lesson. Finally, I will evaluate the children’s art, reading, and writing skills through the various art activities.
Special Needs Adaptations: For a student that is visually impaired, I would seat this child in the front of the classroom, so that he or she can see any visuals more clearly.
- One computer: Instead of using the websites as my extension idea, I would introduce Dr. Seuss by viewing
- , and
- . These are just a few of my favorite Seuss websites that the children would find fascinating and motivate them to continue with the day’s lesson.
- Six computers: Divide the students up into six equal groups. By using the previous sites we just used in the introduction, the groups will have to create a PowerPoint presentation on Dr. Seuss. Each member must do at least one page and the group, as a total, must produce 7 slides. They must be creative and use sounds, visuals, clip art, colors, and factual information for each slide. They will present their work as a group and be graded on how well they work as a team.
- Each child has a computer: Instruct each student to email you at a certain email address about what they learned from their day about Dr. Seuss. They must include three things that they didn’t know prior to entering class. Additionally, they must state how the day went in their mind. Examples would include why they liked this or that part of the lesson. This will familiarize the students with the computer, while providing feedback for me to use as the teacher.
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