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A Week in the Life of Dr. Seuss
Rachel Palmer
LAE 4416 Children’s Literature
June 20th, 2014
Introduction
I chose Theodor
Seuss Geisel for my author study. I have
loved Dr. Seuss since I was a child and truly enjoy his uniqueness in creating
a story. Rereading Dr. Seuss as an adult I was surprised to learn that my
interest for him has not weakened. Dr. Seuss is able to entertain the youngest
of children to the oldest of adults. His fun sense of character is portrayed
through his books and into the reader. I
have always loved that Dr. Seuss is able to make a story into an animation in
the readers mind. His use of colors and characters within a story is as much
enjoyable as the actual story being read! I think Dr. Seuss is a great author
to incorporate into lessons because of his ability to engage students into
reading. Dr. Seuss is a well known author and someone that is celebrated in the
education system. Therefore I chose him to focus on this study. I chose to
create this Author Study for 2nd grade students and to be used during the 5
week days of Dr. Seuss week.
Background Information
When thinking of Dr. Seuss most wouldn’t imagine he had another
name! Theodor Seuss Geisel is his real name and although he claimed he is
saving his real name for his one day novel, it’s quite a funny story as to why
he is now Dr. Seuss. When Dr. Seuss was in college he got in trouble for
breaking rules. As punishment, the dean said he could no longer have his part
of drawing cartoon characters in the Jack-O-Lantern,
which was the Dartmouth
College
Dr. Seuss met a young girl name Helen Palmer at Oxford College US
When he was 24 and living in New York
Dr. Seuss’ first
children’s book was And to Think That I
saw It on Mulberry Street in 1937. This book was denied by many
publishers stating the characters were strange and children wouldn’t
understand. Just when Dr. Seuss was ready to throw out the book he ran into a
college friend who just became a publisher and he signed a contract that day!
Thirteen children’s books later, in 1957, Dr. Seuss’ wrote The Cat in the Hat. Although Dr. Seuss never gave an answer to the
popular question of, “How do you come up with your ideas?” Dr. Seuss did give
an explanation for The Cat in the Hat. Dr.
Seuss was worried children we’re not learning to read. So he knew if he created
an engaging book children would enjoy, they would read! Dr. Seuss was right and
has yet to fail at engaging children into reading, by making the theme of his
books fun! Dr. Seuss is able to engage children into reading by creating books
that follow a theme of bright, imaginary, fun, and by choosing a list of
rhyming words to create the entire story!
Although Dr. Seuss never said what inspired his ideas and books,
it is thought that the fact that Dr. Seuss and Helen cannot have children is
part of his inspiration. Dr. Seuss wrote his first children’s book the same
year Helen found out she could not have children. Therefore, it is thought that
writing books for children is Dr. Seuss’ way of coping with this terrible news.
For more information
on Dr. Seuss visit his website at http://www.seussville.com
Awards
Academy Award
“Gerald
McBoing-Boing” (Best Cartoon, 1951)
Emmy Award
“Halloween is Grinch
Night” (Best Children’s Special , 1977)
Emmy Award
“The Grinch Grinches
the Cat” (Best Children’s Special, 1982)
“How the Grinch
Stole Christmas!” and “Horton Hears a Who!”, 1971.
Pulitzer Prize
Dr. Seuss received
this award for a lifetime of contribution to children’s literature. This was
Dr. Seuss’ most valuable award.
Caldecott Honor Award, “McElligot’s Pool”,
1947
Caldecott Honor Award, “Bartholomew and
the Oobleck” in 1949
Caldecott Honor Award, 1950, and the
Laura Ingalls Wilder Award, 1980, for “If I Ran the Zoo”
Oscar
“Gerald
McBoing-Boing”, “Hitler Lives” and “Design for Death”
Legion of Merit Award
“Why We Fight” movie series.
Famous Quotes by Dr. Seuss |
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Annotated Bibliography
10 books
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Title, copyright
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Summary
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Personal response
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Classroom implications
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And to Think That I Saw It on
 Vanguard Press
1937
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This book
is over 75 years old but the story still engages reader today! The story is
about Marco who walks home from school everyday. His father tells him to keep
his eyes open for what he can see. So everyday when he gets home he tells his
father what he saw, but his imagination really created it! He sees Zebras and
chariots and crazier things! On Mulberry Street Marco really only see’s a
horse and wagon but he takes what he sees and turns into more! This story is
a great example of Dr. Seuss’ way of taking a story and turning it into
entertainment with the rhyming and illustrations.
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This is Dr. Seuss’ first published
children’s book. I think reading this book as an adult I am able to see how
Dr. Seuss had his theme of imaginative characters, fun colors, and rhyming
throughout and kept that theme through ever one of his books. I think that is
a true talent to know your place and be comfortable enough to never leave.
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This fun story could be used in the classroom by
taking the moral of the story, use your imagination, and having children
create their own short story. I would give the children a general topic such
as a day at the park. I would then ask them to use Dr. Seuss’ To Think I Saw it on Mulberry Street
as their inspiration and write their own story with their imagination! We
could then share our stories in class and discuss the differences between
everyone’s imaginations.
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Dr. Seuss’s ABC
Random House
1963
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This book
goes through the alphabet letter by letter. It discusses the big letter (A)
and the little letter (a). While going through the alphabet it talks about
things that start with that letter and provides a short sentence with the
letter! The illustrations in this book are perfect for keeping children
engaged in the alphabet!
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I truly
love this book and the way Dr. Seuss took the alphabet and made it fun for
the children to learn. Even as an adult who knows the alphabet I love to read
the story because of Dr. Seuss’s illustrations and alliterations.
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This book
is perfect for kindergarten! Children are able to learn the alphabet through
hearing it, writing it, visuals, and repetition! This book provides all of
the above for the reader. I would use this book in the classroom to simply
read to the children every morning. We could read a letter a day or read the
entire story every day. I think this book would be perfect for morning time
because we would be practicing our alphabet while having a little fun!
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The Sneetches and Other Stories
Random House
1961
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This
story is about the characters Dr. Seuss invented called The Sneetches. There
were two kinds of sneetches, star bellied and plain belly sneetches. The star
bellied sneetches did not like the plain bellied sneetches. The plain bellied
sneetches were always sad. One day Sylvester came along and said he could
give the plain bellied sneetches stars! They all agreed and received their stars. They showed the original star bellied
sneetches they were just like them! But then they decided star bellies were
no longer cool. So the star bellied sneetches paid 10 dollars each and took
away their stars. The story goes on to show it doesn’t matter if you have
stars or not, you are you!
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This is
one of my all time favorite stories of Dr. Seuss. It tells of a real story
that we still struggle with today. Children today are influenced by what they
see, bullying is stronger then ever, and we must do something to fix it. This
story tells the story of being different and trying to make yourself like
others. But in the end we learn that it doesn’t matter if we have stars or
not, we are all the same. This is such an important message that I think
should be delivered in the classroom!
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I have
actually created a lesson based upon this book before. I think this book
could be altered to be used in every classroom for the lesson of diversity.
One way a teacher could use this book to teach diversity would be to read the
book to the class, then have the class read the book in groups or pairs.
After reading the book twice have a class discussion about the lesson within
the book of diversity. Talk about how the sneetches continued to change their
bellies thinking it would help them fit in, but it never did... I would then
have the students write a page about the lesson they have learned from this
book. I would have them choose to be the star bellied sneetch or the plain
bellied sneetch and tell me why. They
would then have to explain why after going through many processes of
transformation they are still the same. Being you is great!
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The Cat in The Hat
Random House
1957
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This is
one of Dr. Seuss’s most popular books! The story is of two children at home
on a cold rainy day. They are bored and not sure what to do, and all of the
sudden a cat in the hat appears! He entertains them by doing silly things
such as putting a cake on the top of his hat! The family’s pet fish is not so
happy and always telling the children the cat must go! In the end the children have had fun and
now have a new friend for the rainy days of no sun!
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Like all
Dr. Seuss books, I enjoy this one! I like how the book teaches the reader
about imagination and the fun you can have. The illustrations in The Cat in
The Hat are some of Dr. Seuss’s trademark illustrations. This book created
the trademark of a cat in a hat for him!
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I have
used this book in kindergarten for a lesson on CVC words. This book could
also be used to introduce rhyming words. For a rhyming lesson you could read
the book and have a special thing the children do every time they hear a word
that rhymes with cat. This will give
the children a good lesson on repetition of rhyming. For CVC words you could
have children clap the letters for each CVC word that is present in the book.
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One Fish Two Fish Red Fish Blue
Fish
Random House
1960
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This book
is a silly, engaging, counting book for children. The book count s the
different kinds of fish such as one fish, two fish, fish that drive, red
fish, and so on! The book is a great book for beginning readers because of
the illustrations and simple words!
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I
personally read this book to my son weekly. He loves fish but also loves to
look at the different kinds of fish I am talking about. He is only two, but
knows when I am talking about the fish driving, or the red fish. I love Dr.
Seuss’s way of encouraging children to read by making the illustrations and
wording simple.
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This book
could be used in pre-school or possibly kindergarten when learning to count
to five or learning colors. A fun
activity you could do in the classroom would be to give children a graphic
organizer with the different images of fish throughout the book and have them
write out the fish they see. Such as a red fish and they would write red
fish! This would encourage reading as well as practice in writing.
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Horton Hears A Who
Random House
1954
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This
story is about Dr. Seuss’s famous elephant, Horton. Horton meets a “small
speck of dust” while he is playing in the water. He learns that this small
speck of dust is in fact a small town with a mayor calling his name! He then decides he must protect the people
of this town from his world. So he carries them through the jungle protecting
them from kangaroos, monkeys, and eagles! All along he is telling everyone a
person is a person no matter how small! He finds out they are actually who’s
from whoville and they are very appreciative of his protection! Horton accidentally looses them in a patch
of clovers but then finds them, thank goodness!
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I love
the moral of this story; no matter how small you are you are a real person!
Dr. Seuss did a wonderful job of showing how an elephant, something so large,
can care for something so small.
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This
story would be a great story to read the first week of school in
kindergarten. I have learned through practicum hours that kindergarten
children must be taught things we may think they already know. One thing they
must be taught is how to treat others. The moral of this story, A persons a
person no matter how small, is a great moral to teach to kindergarteners.
This will help them understand their peers may be different, maybe even
smaller, but they are a person as well and must be respected and treated the
same!
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Green Eggs and Ham
Random House
1960
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This book
is about Sam I Am who is trying to convince his friend to eat green eggs and
ham! His friend does not want green eggs and ham so Sam I Am comes up with
many ways to try to convince him. Such as in a box with a fox!
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One of my
all time favorite Dr. Seuss books! I love the storyline, the humor, and the
rhyming throughout. It never fails to amaze me how Dr. Seuss was so talented
to create a story with complete rhyming words. I love that every sentence
rhymes and that this is helping the children learn to read. One of the many
reasons I love Dr. Seuss is because of his simplicity of words and his way of
encouraging the reader that they can read!
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This book
would be great when teaching rhyming in kindergarten or possibly first grade.
I would read this story to the children and after each page or sentence
discuss the rhyming words. I would write on the board the words that rhyme
and dissect them to see what makes them rhyme. I would then let the children
think of other words that may rhyme with the given word. For example if the
word we were working with was box and fox, I would have them list other words
that rhyme and write them on the board as well.
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Oh, The Places You’ll Go!
Random House
1990
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This
story is about following your dreams. It teaches the reader that although you
may hit many bumps in the road, still follow your dreams because that is where
you belong!
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I love
the message of this story. After my first practicum my intern teacher gave me
this book as a gift and it made me tear up while reading it to my
kindergarteners because it is such a thoughtful, inspirational message to
give someone. Even though I was scared and was not sure if I even done a good
job. It gave me confidence that the dream I was following was the right one,
because that’s what my heart told me!
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This book
I will read to my class every year! I plan to tell them my personal story
with the book and explain to them that this book can be their inspiration to
be the best they can be! I will read this book at the end of the year before
they leave for summer. After reading the book I will ask for a raised hand to
share their dreams for the next year and we will talk about how following
your dreams will lead you to them! Never give up!
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The Lorax
Random House
1971
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This
story is about the lorax, who is a creature whose green, tree filled land was
taken away from him. It was taken away by once-ler coming in and chopping
down the trees to make a thnead! The once-ler gets greedy and chops down all
the trees and then the Lorax is left with no trees! The Lorax becomes very
upset and knows he do something. He find a trufulus tree seed and knows he
must give it water and air and protect them from all.
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This is a
wonderful story to give the reader the perspective of earth when it comes to
our environment. This story can help open the reader’s eyes onto what we are
doing to our earth to have things we think we need. I think this story is
made for children and adults to read.
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I would
use this story in a 5th grade classroom when teaching about the
environment and the effects we have on it. I would read this book as a class
and I would then have the class choose one thing they think is negatively
effecting our environment and research it. I would then have them either
create a visual or write a paper to tell me how the topic they choose is
negatively affecting our earth and three things we can do to change it.
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How The Grinch Stole Christmas
Random House
1957
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This is a
famous story by Dr. Seuss about a character named The Grinch who is from
whoville but leaves and lives in the mountains because he is different and feels
unwelcome. Until one day Cindy Lou learns about The Grinch and knows she must
help him. Cindy Lou does all she can to invite The Grinch to Christmas in
Whoville and in the end she succeeds.
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My
absolute favorite story of all time. I love Christmas and anything that
relates to it, but more the Christmas I love the story behind this book. It
teaches us that no matter what we look like, how act or treat others we have
a heart too. All people want is to feel loved and Cindy Lou made that happen
for the Grinch. It is a story that makes me think of bullying and the effects
it has on children. I think many children may feel like the Grinch and it is
our job to recognize it and fix it.
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I have
used this book in the classroom before during “The Grinch Day” I read this
story to the class and then discussed the importance of accepting others
despite their differences and the effects it may have on people when we treat
them badly. I think this book is a perfect book to read to elementary
children because it gives them an age appropriate story to relate to.
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Standards
LAFS.2.RL.3.7: Use information gained from the
illustrations and words in a print or digital text
to
demonstrate understanding of its characters, setting, or plot
LAFS.2.RI.3.7 Explain how specific images
contribute to and clarify a text.
LAFS.2.RF.3.3 Know and apply grade-level phonics
and word analysis skills in decoding words.
LAFS.K12.W.2.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
Objectives
After reading Dr. Seuss’ biography
and timeline as a class, students will be able to take key events from his life
and create an acrostic poem with 100% participation.
After reading of Dr. Seuss’s Oh The Thinks You Can Think the student
will take on the roll of Dr. Seuss and
“use their thinks” to create a world with people, animals, and things
inside of it with 100% participation.
After reading The Cat in the Hat by Dr. Seuss students will write their own
version of the rainy day story by including 10 CVC words,
alliterations, rhyming, and at least two illustrations with 100% participation.
After reading The Sneetches, working in pairs, and participating in the group
collaboration students will gain a larger understanding of the importance of
our actions upon others with 100% participation.
Student will wrap up the week of Dr. Seuss with a gallery walk
of their Dr. Seuss work. Student’s will have discussions, and leave written
comments for each students work and will discuss the unique, Dr. Seuss like,
things they see in the work.
Assessments
Students will create an acrostic poem
based upon Dr. Seuss and the information they have gained from his biography
and timeline given.
Students will create their own world
through inspiration of The Thinks You Can
Think by Dr. Seuss.
Students will write their own version
of The Cat in the Hat while including
10 CVC words, alliteration, rhyming, and 2 illustrations.
Student’s will take on the role of a
star bellied sneetch and a plain bellied sneetch and will write one paragraph
explaining their feelings being each and the importance of treating others
fairly.
Guiding Questions
1. What lesson is Dr. Seuss trying to teach you?
2. What adjectives would you use to describe Dr. Seuss’ work?
3. Why is it important to treat others fairly?
4. Why was it important for you to use your imagination this week?
Day 1:
Introductory Lesson
Materials:
·
Smartboard
o
Timeline and biography
·
Pencil
·
Paper
·
Personal electronic devices
Standards:
LAFS.K12.W.2.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
LAFS.2.RL.3.7: Use information gained from the
illustrations and words in a print or digital text
to
demonstrate understanding of its characters, setting, or plot
Objective:
After reading Dr. Seuss’ biography
and timeline as a class, students will be able to take key events from his life
and create an acrostic poem with 100% participation.
Procedure:
1.
Begin the unit on Theodor Seuss
Geisel, better known as Dr. Seuss by asking students for a show of hands of who
has heard of Theodor Seuss Geisel. After the few, or possibly no, show of hands
ask for a show of hands of who has heard of Dr. Seuss.
2.
Explain that Dr. Seuss’s real name is
Theodor Seuss Geisel and that we are going to be learning about him and his
life this week.
4.
Discuss what the children noticed
about the read aloud of The Cat in The
Hat. *possible topics: rhyming, illustrations, CVC words, alliterations etc.
5.
Explain that all of the things
discussed are what create Dr. Seuss’s style of writing and illustration that we
are familiar with today.
6.
Explain that today we will be
completing a webquest on www.seussville.com. Have them follow your instructions until you give permission
for independent work.
8.
Ask them to click on author at
the top of the page
9.
Working independently, have them read
the biography for Dr. Seuss and review the timeline provided.
10. Ask them to fill
out the handout provided to them which asks the questions; Why do you think Dr.
Seuss and his wife moved to New York?, Do you think the publishers were right
about Dr. Seuss’s way of illustrating and writing?, What do you think the Cat
in the Hat is such a popular illustration for Dr. Seuss.
11. After everyone is
finished with their web quest ask them to put away their devices.
12. Ask for a show of
hands of who remembers what an acrostic poem is. Let the children with a hand
raised explain their idea of the poem. *The final answer should explain that it
is a poem created by using the first letter of a word to create each sentence.
13. Model an acrostic
poem on the board for the students by writing out D R S E U S S.
14. Allow the
children to form into think pair share and discuss their ideas for an acrostic
poem on Dr. Seuss for two minutes.
15.Ask the students
to return to their seats and write Dr. Seuss out on their paper as shown on the
board.
16. Remind the
students each sentence will begin with the beginning letters they have written
down.
17.Explain that they
are going to write an acrostic poem based upon the information we have just
read about Dr. Seuss. They may use any information they like.
18. When all students
are finished let students share their poems with the class.
Assessments:
Teacher will look for 100%
participation in group discussions and think pair share.
Teacher will assess 100% completion
of acrostic poems.
Day 2: Lesson Plan
Materials:
Smartboard
Paper
Crayons
Markers
Colored pencils
Scrap paper
Glue
Scissors
Alphabet letter cut outs
Oh the thinks you can think by Dr.
Seuss
Copies of Oh the thinks you can think
by Dr. Seuss
Standards:
LAFS.2.RL.3.7: Use
information gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting,
or plot
LAFS.K12.W.2.4 Produce
clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
LAFS.2.RI.3.7 Explain how specific images
contribute to and clarify a text.
Objective:
After reading of Dr. Seuss’s Oh The Thinks You Can Think the student
will take on the roll of Dr. Seuss and
“use their thinks” to create a world with people, animals, and things
inside of it with 100% participation.
Assessments:
Initial: Discuss the style of Dr. Seuss’s
imagination and his ability to create an imaginary world full of people and
things that are not known to us. Ask students why they think this appeals to so
many readers and has made Dr. Seuss as well known as he is today.
Informal: Assess students during the
brainstorming period for participation as well as the writing process for
consistent work ethic.
Formal: Collect the students created world
and paragraph at the end of the lesson and assess for 5 colors, characters,
thinks, and a name for their world.
Implementation of Technology:
Use of Smartboard
Use of doc cam
Procedure:
1.
Explain to students that today we
will be continuing our education on Dr. Seuss.
2.
Review work from yesterday and
discuss Dr. Seuss’s style of writing and illustrations that were discussed.
3.
On the smart board, show the students
the read aloud of Oh The Thinks You Can
Think https://www.youtube.com/watch?v=S3kfSQJ4avM
4.
Hand out copies of the book and re read
it as a class.
5.
Discuss the book and how Dr. Seuss
invented a world by creating people, places, and things that are not real, but
are fun to read about.
6.
Explain that today they will be
taking on the role of Dr. Seuss and creating their own world by using the book
as their inspiration.
7.
Ask them to first think of a name for
their world
8.
Then have them write down 5 colors
from the book that they want to use in their world
9.
Ask them to choose one “Think” from
the book to use within their world.
10.Have them create
at least three characters they would like inside their world (using the colors
and “think” as inspiration)
11. After reviewing
as a class the task that they have finished; colors, thinks, characters, name
of world, and idea of what their world is like have them draw their world! They
may use all supplies on the table including pencil, markers, crayons, colored
pencil, glue, scissors, scrap paper, and alphabet letter cut outs.
12.Give them 20
minutes to create their world. While they are working circulate the room and
discuss with the student their ideas and explanation for their work.
13. After they have
finished allow them to form into pairs and discuss their world with each other
14.Finally, have them
write a paragraph below their picture explaining their world and the
characteristics of it!
Accommodations:
ELL ½: Provide ELL student with
translation dictionary, translated story, electronic translator, ELL pier, and
exemption from the paragraph assessment with full completion of drawing
creation.
ELL ¾: Provide ELL student with
translation dictionary, ELL pier, and extended time for completion.
ESE: Provide ESE students with
extended time for completion of assignment. Provide all accommodations listed
on IEP.
Day 3: Lesson Plan
Materials:
Cat in the Hat by Dr. Seuss
Copies of Cat in the Hat
Smartboard
Paper
Pencil
Standards:
LAFS.K12.W.2.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
LAFS.2.RL.3.7: Use information gained from the
illustrations and words in a print or digital text
to
demonstrate understanding of its characters, setting, or plot
LAFS.2.RF.3.3 Know and apply grade-level phonics
and word analysis skills in decoding words.
LAFS.2.RI.3.7 Explain how specific images
contribute to and clarify a text.
Objective:
After reading The Cat in the Hat by Dr. Seuss students will write their own
version of the rainy day story by including 10 CVC words,
alliterations, rhyming, and at least two illustrations with 100% participation.
Assessments:
Initial: Review CVC words,
alliterations, and rhyming with examples for each. Ask students for examples as
well.
Informal: During the writing
process circulate the room and through observation assess the child’s
understanding and progress of assignment.
Formal: At the end of the lesson collect
children’s writing and assess for 10 CVC words, alliterations, rhyming, and
illustrations.
Implementation of Technology
Use of the smartboard
Procedure:
1.
Begin by reviewing the lesson
yesterday and discussing how we learned about Dr. Seuss’s way of creating a
world with his imagination.
3.
Discuss the video and have the
students discuss what they have learned since day one when we watched this
video. *Possible topics could be his use of illustrations, why he created the
cat in the hat, and rhyming
4.
Hand out the copies of The Cat in the Hat and explain that
today we will do a choral reading of the book.
5.
Have the students read along with you
as you read the book to them
6.
Discuss Dr. Seuss’s way of telling
the story with illustrations and his use of CVC/rhyming words throughout the
story.
7.
Explain to the students that when Dr.
Seuss created this book he was given the challenge of using a minimal amount of
words! Therefore he chose many three letters words to use.
8.
Explain that today they will again
become their own version of Dr. Seuss and will be writing their own version of The Cat in the Hat.
9.
Explain to them that they will begin
their story with “On a cold rainy day….”
10.They may create
the story into whatever their imagination creates. However, they must use at
least 10 CVC words, alliterations, rhyming, and must draw at least two
illustrations for the book.
11. Give the students
35 minutes to write their story. While they are working circulate the room and
discuss with the student their ideas for their story.
12. After each child
has finished their story and illustrations allow them to share within their
table group their story. Allow 15 minutes for the children to communicate with
their peers.
Accommodations:
ELL ½: Provide ELL student with
translation dictionary, translated story, electronic translator, ELL pier, and
a two sentence requirement for writing assignment.
ELL ¾: Provide ELL student with
translation dictionary, ELL pier, and extended time for completion.
ESE: Provide ESE students with
extended time for completion of assignment. Provide all accommodations listed
on IEP.
Day 4: Lesson Plan
Materials:
Smartboard
Pencil
Paper
Stars
Video
The Sneetches by Dr. Seuss
Copies of the Sneetches
Standards:
LAFS.2.RL.3.7: Use information gained from the
illustrations and words in a print or digital text
to
demonstrate understanding of its characters, setting, or plot
Objective: After reading The
Sneetches, working in pairs, and participating in the group collaboration
students will gain a larger understanding of the importance of our actions upon
others with 100% participation.
Assessments:
Initial: Review lessons
from the week on Dr. Seuss. Have an open discussion of Dr. Seuss and the things
we have learned about and from him. Make a list of these things on the board
for visual assessment.
Informal: During the lesson
check for teamwork, positive influences, and participation with partners and
classmates.
Formal: At the end of the lesson collect
children’s paper containing the paragraph explaining what they have learned
about their actions upon others and the importance of treating people equally
and with respect.
Implementation of Technology:
Smartboard
Procedures:
1.
Begin lesson by opening up a
discussion about the things we have learned about Dr. Seuss. Discuss how we
feel he treated others, his feelings about children, and why we think Dr. Seuss
wrote children’s books.
2.
After completing the list discuss the
things on the board. Talk about the theme throughout Dr. Seuss’s books
regarding treating others, and things fairly. Discuss The Lorax.
3.
Discuss how we treat each other on a
day to day basis. Give generic examples of things we may do that are not kind,
whether we realize them or not.
5.
After viewing the video discuss the
moral of the story, discuss how we think the original plain bellied sneetches
felt, discuss how the original star bellied sneetches felt, discuss the process
of transforming their bellies, discuss the ending of the story and how we think
all of the sneetches felt.
6.
Provide a hand out for students to
form into pairs and re-read The Sneetches
7.
Have a class discussion about the
different privileges the star bellied sneetches had throughout the book and
write them on the board.
8.
Now divide the class into two groups,
straight down the middle of the class. Give one half of the class stars and the
other half nothing.
9.
Explain to them that they are taking
the role of the sneetches in the story.
10. Talk about the
privileges provided to the star bellied sneetches and talk about how the plain
bellied sneetches feel.
11.Have the students
switch roles and repeat.
12.After all students
have taken each role have a class discussion about how they each felt with each
role. *star bellied sneetches felt happy, plain bellied felt sad, left out. In
the end they all felt the same because it did not matter whether they had a star
or not, they were all equal.
13.Discuss how this
lesson may have been about sneetches, but this is how children and adults feel
as well. Explain that the stars may represent a cool pair of shoes, or book bag
and explain that although we are all different, we are all the same inside. We
must respect and be kind to others because we do not ever want them to feel
like a plain bellied sneetch.
14. Ask the students
to write a paragraph to explain their thoughts and feelings about this lesson.
Remind them that Dr. Seuss made an effort to incorporate this moral into most
of his stories, because it is so important!
Accommodations:
ELL ½: Provide ELL student with
translation dictionary, translated story, electronic translator, ELL pier for
group work, and a two sentence requirement for writing assignment.
ELL ¾: Provide ELL student with
translation dictionary, ELL pier for group work, and extended time for
completion.
ESE: Provide ESE students with
extended time for completion of assignment. Provide all accommodations listed
on IEP.
Day 5: Culminating Activity
Materials:
Gallery wall
Completion of weeks work
Paper
Pencil
Objective:
Student will wrap up the week of Dr. Seuss with a gallery walk
of their Dr. Seuss work. Student’s will have discussions, and leave written
comments for each students work and will discuss the unique, Dr. Seuss like,
things they see in the work.
Procedure
1. Wrap up the week of
Dr. Seuss by reviewing all things we have learned about Dr. Seuss. Review 5
interesting facts about him
a. His first book was And to Think That I Saw It on Mulberry
Street.
Green Eggs and Ham contains only 50 different words.
He wrote and illustrated
44 children’s books.
He claims all of his
stories come straight from his imagination
He wanted to write
children’s books to help children learn to read. Therefore he used rhyming
words and CVC words.
2.
Discuss the main themes of Dr. Seuss; imagination, rhyming,
alliterations, CVC words, illustrations, bright colors, and treating others
fairly.
3.
Explain your appreciation and happiness for all of their hard
work this week and for using their imaginations!
4.
Explain to them the areas on the wall where their art has been
hung has their name next to it as well as a piece of bright colored paper.
Explain that today they will be walking around to see their classmates work.
They will have 3 minutes at each “station”. They should view the work shown and
write 1 positive opinion and 2 things they see that remind them of Dr. Seuss’
style.
5.
Remind them no negative comments will be accepted and
consequences will be present if they are found.
6.
Allow the children to complete the gallery walk. Make the
experience joyful for them, talk to the children about the art they are
viewing. Ask them questions such as; what they see, what Dr. Seuss did that
reminds them of this, do you think Dr. Seuss would like this work, explain what
you think the artist created.
7.
After the gallery walk has been completed allow the children a
few minutes to have a group conversation about the art, what they have learned,
about Dr. Seuss, and their excitement about this week!
8.
Wrap up the day by going over the guiding questions for the
week. Have an open discussion allowing all children to communicate.
a. What lesson is Dr.
Seuss trying to teach you?
b. What adjectives would
you use to describe Dr. Seuss’ work?
c. Why is it important to treat others fairly?
d. Why was it important
for you to use your imagination this week?
9.
Hang all art work on the hallway wall for others to enjoy!
Assessments:
Assess students for
100% participation throughout gallery walk as well as positive comments and
reflections. Also look for engaging conversation during guiding questions
discussion.
FEAP Reflection
7,8,9,10,12
Before beginning this author study I had a love for all of Dr.
Seuss’ work. I love Dr. Seuss’ ability to make stories fun for children to read
by using his imagination and allowing them to use their imagination while
reading. When beginning this author study I thought I knew a lot about Dr.
Seuss however, I have learned more then I could imagine not only about him as
an author and illustrator but about creating an author study as well. I truly
enjoyed the process of studying Dr. Seuss and finding out why and how he was
the person he was. I did not realize how old his work was, I think it is a true
talent to have created work over 70 years ago and it is still well known today.
While I have learned a great amount about
Dr. Seuss I have also learned a great deal about creating an author study and
the uses of one. During the process I implemented
many of the Florida Educator Accomplished Practices into my work. The FEAPS
that I worked on were human development and learning, knowledge of subject
matter, learning environments, planning, and technology.
Throughout
the study it was important that I scaffold the lessons for all levels of
children that will be in the classroom. I made sure to link prior knowledge before
beginning lessons and I also made sure to create many different types and
levels of activities to ensure all children were engaged.
Knowledge of Subject matter is the FEAP that
I felt I worked the most on. I spent many days and hours studying Dr. Seuss and
learning about his life, his style, his themes, and the morals he taught. I
knew after all of this learning I needed to portray that onto my students! I
was able to take my knowledge and turn it into fun activities that allow the
children to learn about Dr. Seuss as well.
The learning
environment is something that is important every lesson of every day. The
learning environment should always feel safe and engaging for the students.
While creating the lessons I made thought into using techniques that would
incorporate all of the students needs during activities. Another part of the
learning environment that I incorporate would be allowing the children to be
accountable for their own behavior. During the gallery walk the children were
told they must only leave positive comments and if otherwise occurred there
would be consequences.
There were many
hours of planning during this author study. While creating the lessons I knew I
must plan for different levels of engagement as well as different levels of
learning. I allowed students to see the resources that are available to them by
showing them multiple sources of each story. I also made sure to plan for the
assessments the children would be completing in order to ensure I met all of
the needs for the students before the assessment was given.
Lastly, I
incorporated technology into each lesson. For each lesson I used the smartboard
and sometimes use the doc cam in order to enlarge the copies being used. The
smartboard was used to show students examples of each story we worked with. I
believe using technology within the lesson engages the students and can be used
a form of a hook.
References
And To Think That I Saw It On Mulberry
Street | Dr. Seuss Books | SeussvilleR. (n.d.). Retrieved from
http://www.seussville.com/books/book_detail.php?isbn=9780394944944
Dr. Seuss - Awards. (n.d.). Retrieved from
http://theodorseussgeisel.weebly.com/awards.html
Dr. Seuss Biography. (n.d.). Retrieved from
http://www.drseussart.com/biography.html
Dr. Seuss Biography. (n.d.). Retrieved from
http://www.biography.com/people/dr-seuss-9479638#awesm=~oHAzICUreJx5ei
Seussville. (n.d.). Retrieved from http://www.seussville.com/author/SeussBio.pdf
Theodor Seuss Geisel - "Dr.
Seuss" Biography.
(n.d.). Retrieved from http://www.catinthehat.org/history.htm
Theodor "Ted" Seuss Geisel. (2014). The Biography.com website. Retrieved
09:24, Jun 22, 2014, from http://www.biography.com/people/dr-seuss-9479638.
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