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Dr. Seuss.docx - MCSD Teacher Librarians

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Dr. Seuss.docx - MCSD Teacher Librarians Powered By Docstoc
					Grade Level: 2nd

Lesson Name: Dr. Seuss

Cycle: 10

Date: February 11 to March 2, 2011




                                     Lesson Preparation
Standard: #5 – Student who is an independent learner is information literate and appreciates
literature and other creative expressions of information.

       Benchmarks/Skills: Develops creative products in a variety of formats.

       Objectives/Tasks: Students will listen to And to Think That I Saw it on Mulberry Street by Dr.
                         Suess and discuss it.
                         Students will write their own version of, And to Think That I Saw it on
                          Mulberry Street.


                                              Objectives
Content Objective (What will students learn?) The students will learn biographical information about
Dr. Seuss.
The students will write their own version of, And to Think I Saw it on Mulberry Street.

Language Objective (How will students use language to demonstrate they have learned the content?)
The students will understand what the words/phrases mean in the story (sternly, keen, “stop turning
minnows into whales”, charioteer, fleet, Rajah (king or prince in India), Aldermen (council members).

                              Connections to Students’ Experience
Prior Knowledge (personal experience) Ask students what they see on their way to school or on their
way home.

Prior Learning (school experience) The students would have read stories by Dr. Seuss or had stories
read to them previously by classroom teacher, teacher librarian, or guest reader.

                                     Strategies Incorporated
Learning Strategies (mental processes and plans to use to help comprehend, learn, and retain info.)


                                      Key Vocabulary Focus
      Words/phrases from the story (sterny, keen, “stop turning minnows into whales”, charioteer,
       fleet, Rajah (king or prince in India), Aldermen (council members).
                   Materials Needed    – charts, models, objects, visuals, manipulatives, texts
       And to Think That I Saw it on Mulberry Street by Dr. Suess, worksheet, paper, pencils,
        crayons, projector, website www.seussville.com
                                                              Preparation
       Reserve computer lab
                                                    Teach (Motivate to Input)
               Objectives: State and Interact
               Activate Prior Knowledge (personal experience)
               Link to Prior Learning (school experience)
               Build Background (limited experience)
               Teach with Modeling and Hands on Materials/Manipulatives
Tell students they will be celebrating Dr. Seuss and ask them if they have a favorite book written by him. Share.
Share biographical info. with students (www.seussville.com)
Introduce And to Think That I Saw it on Mulberry Street by Dr. Seuss. (First book written by Dr. Seuss)
Have students predict the story.
Read aloud .
Discuss – Have students think about what they might see on their way home from school. What could look almost like
that item in their imaginations?



                                    Practice and Apply (Guided to Independent)
               Interaction (flexible grouping)
               Meaningful Activities and Techniques
               Strategies (scaffolding, questions)
               Academic Tasks (step by step)
               Feedback
Share www.seussville.com – Mulberry Street section to watch the parade and give students some ideas.
Model writing assignment – And to Think That I Saw it on (name of street your school is on) Street. Students will fill in
the blanks and draw a picture to support their sentences.

                                            Review and Assess All Learning
               Review and Assess Objectives and Key Vocabulary
               Assessment Options: Individual, group, written, oral (multiple authentic opportunities)
               Feedback
Share writing assignment with partner.
Share with class.
Review vocabulary from story.

				
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