Dr Seuss lesson plan2 by 3UYFPmEM


									                                                                                          Kari Dawson
                                                                                           EDIT 2000
                                                                                     November 11, 2005

Lesson Title: Rhyming with Dr. Seuss

Annotation: Our class will study the works of Dr. Seuss, specifically One Fish, Two Fish, Red
Fish, Blue Fish, in order to learn about rhyming words. Through reading his books and using the
Dr. Seuss interactive website, the students will learn how to recognize rhyming words, both
orally and visually. Additionally, students will be able to differentiate between rhyming words and
non-rhyming words. Students will complete worksheets on rhyming words and use the web
resource, Seussville, to obtain mastery of rhyming. The website will further clarify our discussion
on rhyming, and will give the students an opportunity to practice their rhyming skills.

Grade Level/QCC Objectives:
Language Art Objectives:
   Topic: Listening/Speaking
    Standard: Recognizes rhyming words
   Topic: Reading
    Standard: Recognizes rhyming words (e.g., CVC words, word families, etc.)
   Topic: Listening/Speaking
    Standard: Listens to a variety of literary forms, including stories and poems.
   Topic: Reading
    Standard: Reads selected sight words.
Technology Objectives:
   Topic: Basic Skills
    Standard: Operates basic technology tools and applications.
   Topic: Basic Skills
    Standard: Identifies basic technology tools.

Technology Connection:
Seussville Interactive Learning Website: http://www.seussville.com/
                                                                                         Kari Dawson
                                                                                          EDIT 2000
                                                                                    November 11, 2005


1. How will you gain the learners’   attention? I will begin the lesson my demonstrating what
rhyming words are. For example, I will begin with the word “ had” then list some of the words
that rhyme with had. After we have generated a class list, we will begin reading Dr. Seuss’
One Fish, Two Fish, Red Fish, Blue Fish (or some other Dr. Seuss book that contains rhyming).

2. How will you inform the learners of the objective of your lesson? Once we have generated the
class list of words they rhyme with “ had,” I will then explain the objectives of the lesson. I will
explain to my students that we will be learning about different words that rhyme, and we will
learn how to differentiate between rhyming and non-rhyming words.

3. How will you stimulate recall of prior learning? After discussing what rhyming words are, and
reading the One Fish, Two Fish, Red Fish, Blue Fish, I will ask them to recall the discussion we
had with words that rhyme with the word “ had” and ask them if they can come up with other
words that rhyme. Their responses will help me gage whether or not they are grasping the
concept of rhyming words. As we read the story, I will also have them listen for word endings
that rhyme, such as -ish, -ink, -op , -ad etc. Once we finish reading the book, I will ask them to
repeat as many words as they can remember that had those word endings.

4. What stimulus will you present and how will you present it? I will first present my students will
Dr. Seuss’    One Fish, Two Fish, Red Fish, Blue Fish as both a visual and auditory stimulus.
The colorful pictures and fun language of the book will create interest and excitement for my
students, thereby engaging them in the lesson. I will further engage my students using the
Seussville website. Once again, the interactive format of the website will engage the students as
it offers many fun games, thereby enhancing their learning.

5. How will you provide guidance to the learners? Because much of the lesson will be done as a
class, I can gage whether students are having problems or not through class discussion. If one
student seems to be having more difficulty, I will work with the child individually, or partner that
student up with another student who appears to be grasping the concept well. I will also
periodically ask my students if there are any questions, or ask if anyone is confused.
                                                                                         Kari Dawson
                                                                                          EDIT 2000
                                                                                    November 11, 2005

6. How will you elicit performance from the learners?
I will elicit performance from my students by leading a class discussion and activity on rhyming.
I will question individual students to ensure that everyone participates. Additionally, students will
complete a written activity on rhyming with a partner, in which students have to identify rhyming
word pairs; and complete the different activities, also with a partner, on the Seussville website.

7. How will you provide feedback during the performance? I will provide feedback to my
students by answering any questions and addressing any concerns of my students. I will also
monitor my students as they complete the worksheets and the games on the internet, and
provide my students with specific feedback on their performance. If I see students who are still
struggling, I will help that student individually.

8. How will you assess the performance? I will asses the performance of my students with the
completion of the worksheet and the interactive games. I can use both of these to see whether
or not the student has an understanding of rhyming words, and if the student can differentiate
between words that rhyme and words that do not rhyme.

9. How will you enhance retention and transfer? After we have completed the thematic lesson,
the following day, I will have a final discussion and ask my students what they have learned. I
will ask if my students can give me an example of a pair of rhyming word. The students can then
act as the teacher and decide whether the pair of rhyming words is correct. I will then hold up
pictures of different objects and ask my students to identify whether or not they rhyme. In order
to promote transfer, I will use this discussion as an introduction into our next language arts unit.

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