Dr Seuss plan

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					                            UNIT OVERVIEW Term Two 2008
School Name: Cooyar State School

UNIT TITLE: Horton hears a who? ( What was Dr. Seuss on about?)

KLA’s: English, The Arts, Technology

Year level(s): 4-7

Duration of unit: 9 Weeks

                                Identify Curriculum

                                     Ways of Working

   •   Identify the relationship between audience, purpose and text type
   •   Identify main ideas and the sequence of events, and make simple inferences
   •   Recognise and select vocabulary to describe subject matter
   •   Construct simple literary and non – literary texts by planning and by using prior
       knowledge and experience to match an audience and purpose
   •   Reflect on and identify how language elements in texts represent people,
       characters, places, events and things in similar and different ways
   •   Reflect on learning to identify new understandings and future applications
   •   Identify and analyse the purpose and context for design ideas
   •   Generate designs that match requirements
   •   select resources, techniques and tools to make products
   •   plan production procedures by identifying and sequencing steps
   •   select and develop ideas for arts works considering different audiences and
       different purposes using arts elements and languages
   •   create and shape arts works by organising arts elements to express personal and
       community values, beliefs and observations

                              Knowledge and understanding
       •   Purposes for reading and viewing are identified and are supported by the
        selection of texts based on an overview that includes skimming and scanning
        titles, visuals, headings, font size, tables of contents, indexes and lists

        •   Readers and viewers draw on their prior knowledge of language and texts
            when engaging with a text
        •   The purpose of writing and designing includes entertaining, informing and
        •   The purpose of speaking and listening includes informing, presenting simple
            arguments, negotiating relationships and transactions in personal and
            community contexts
        •   In presentations, speakers make meaning clear through the selection and
            sequencing of ideas and information and the use of visual aids
        •   Resources have particular characteristics that make them more suitable for a
            specific purpose and context
        •   Dramatic action is structured through storytelling, improvisation and extended
        •   Still and moving images, sound and words are selected to construct media
        •   Media techniques and practices, including layout, storyboard and manipulation
            of images, sounds and words are used to create media texts

                                             Context for learning
(The context for learning gives brief background information about the unit, sets the scene, provides the focus for
learning, and explains why this unit is important for students. The context for learning captures the intent of the
KLA/s, as described in the Learning and assessment focus. The context for learning is likely to be relevant,
important and interesting to students. Students’ prior learning has been considered.)

Overview and background of Unit
Dr. Seuss wrote fantastic stories. They have appealed to generations of children and continue
to do so. But what was he really saying? Were his stories simply non – sensical fun? Or was
he trying to convey a different, perhaps deeper message about the world and our changing
values? In this unit, the children will look at various Dr. Seuss texts including his little known
poetry. They will analyse the texts according to context, characters, discourse and
stereotypical elements. They will also look at the illustrations (multiliteracies) and ascertain
what they mean and why they too appear extraordinary and strange. Students will also be
required to identify the relationship between the text and the audience, who the text was
intended for and how that relationship differs after the reading of the text or if it does. As this
unit focuses around written texts, it is important to include English Essential Learnings when
thinking about assessment tasks. What is more, in linking the assessment to the context of the
unit, it has been my aim to make them relevant, interesting, and important to students whilst still
giving them the opportunity to learn new ideas and consolidate prior knowledge,
understandings and enthusiasm. It is not my intent to over analyse Dr. Seuss books and in
doing so taking all the fun and magic from them. I still want the students to enjoy what they are
reading but also develop and understanding that perhaps beneath all the fun and nonsense, Dr.
Seuss may have actually been on about something important.

English Context for Learning

    1. Students use their imagination and creativity to interpret and construct English
       texts that share ideas about their experiences, and to make sense of familiar
       topics in real and imagined worlds
   2. They identify how people, characters, places, events and things are represented in

   3. They see a place of English in people’s work and community lives

Why are stories told? Who reads or listens to stories?

• Listen to oral story telling and share opinions of narratives, including reasons for or
against enjoyment and appreciation.
• In small groups, discuss ideas, information and representations found in
narrative/s and follow up these discussions with larger groups.
• Record ideas, information and representations and maintain reading journals.
• Identify contextual cues that assist with comprehension and apply reading and
viewing strategies.
• Listen to an invited author/illustrator and prepare questions to explore their texts; ,
and/or investigate websites, e.g.
• Research an author and write three to five questions that explore why the story
was told and who it was intended for? (Dr Seuss – Independent Work)

Teaching focus & opportunity to gather evidence of learning

• Students are able to identify main ideas and the sequence of events, and make
• Active listeners identify the topic, main ideas and opinions, retell information
accurately, ask clarifying questions and volunteer information.
• Readers and viewers draw on their prior knowledge of language and texts when
engaging with a text.
• Comprehension involves using language elements and contextual cues to
interpret, infer from and evaluate texts in personal and community contexts.

What do stories include?

• Brainstorm and construct a concept map by exploring: i.e. what are the parts of a

narrative; what does it look like; what does it sound like; what can a narrative do;
who is a narrative for?
• Expand the concept map using technical terms (metalanguage).
• Explore language elements, including punctuation such as direct and reported
speech, and vocabulary using retrieval charts and/or top-level structure.
• Identify and discuss the structure of narratives, including orientation, complication
and resolution, and develop charts that describe characters, settings and plots,
including problems and resolutions.
Teaching focus & opportunity to gather evidence of learning
• Punctuation marks, including commas, apostrophes and speech marks, signal
meaning in texts.
• Auditory, spoken, visual and nonverbal elements add meaning to the subject
matter and focus the audience’s attention.
• Narratives have structural features that set the scene, introduce and describe
characters and plot (orientation), describe events or actions leading to a problem
(complication), and describe how and why a problem is solved (resolution)

Interpreting and appreciating narratives
What do we need to know to appreciate a narrative? How are narratives constructed?

• Explore narratives according to purpose, audience, subject matter and structure by
focusing on key


Who was it written by?
Why is the narrative written and/or recorded like this (e.g. font size & shape or sound &


Who is the intended audience?

Subject matter

What is the narrative about?
What are its main ideas?


What parts or stages of the text are doing different jobs?
How are language elements used in each part or stage? (e.g. sequencing people and
events in time and space using action verbs, such as went collecting, and text
connectives, such as then, after).
What vocabulary is used and how does it match the audience and purpose?
What nouns, verbs, adjectives, adverbs and prepositional phrases are used to elaborate
• Storytelling to peers, and practise ”think aloud” while reading and viewing. Discuss
what the characters look like; how they make you feel; how the characters behave and
what details are shared or conveyed that provide a mental image/picture?
• Choose an episode or chapter and read it to a partner and then explain why this
episode or chapter was chosen.
• Identify how aspects of narratives, such as characters and setting, are developed
through language elements, e.g. building tension and suspense.
• Identify how the structure of narratives, including plot, setting and characters assist
comprehension, and how figurative language can describe settings and characters.
• Write a letter to an author and give a justified opinion about the narrative by making
use of information and ideas from the text.

Teaching focus & opportunity to gather evidence of learning

• Students are able to identify the relationship between audience, purpose and text type.
• Students are able to make judgments and justify opinions using information and ideas
from texts, and recognise aspects that contribute to enjoyment and appreciation.
• Purposes for reading and viewing are identified and are supported by the selection of
texts based on an overview that includes skimming and scanning titles, visuals,
headings, font size, tables of contents, indexes and lists.
• Text connectives signal how things, ideas and information are related.
• Time connectives and tense are used to locate characters or action in time.
• Sentences can indicate what is happening (verbs), who or what is taking part (nouns),
what it looks like (adjectives), and the circumstances surround the action (prepositional
phrases and adverbs).
What are representations?
• Interview a chosen character from a well-known narrative, have the students work
in pairs — one to be the character, the other the reporter (questions are to be
related to the narrative). This interaction can be recorded and played back to give
the students a chance of reflecting and/or used as evidence for assessment.
• Identify representations of people, characters, places, events and things and
explore how vocabulary is used to create these representations, including
identifying different and similar interpretations.
• Use an extract from a narrative and create a role play, distinguishing between direct
 and reported speech. Teaching focus & opportunity to gather evidence of learning
• Students are able to recognise and select vocabulary and distinguish between literal
and figurative language.
• Students are able to interpret how people, characters, places, events and things
have been represented and whether aspects of the subject matter have been included or
• Writers and designers can adopt different roles, and make language choices
appropriate to the audience.
• Words and phrases, symbols, images and audio affect meaning and interpretation.
• Texts users make choices about grammar and punctuation, to make meaning.
• Auditory, spoken, visual and nonverbal elements add meaning to the subject
matter and focus the audience’s attention

ICT Context for Learning

   1. Students use their imagination and creativity to make sense of the designed
      world as they investigate products used in everyday situations and identify how
      these meet needs and wants
   2. They develop an understanding of characteristics of a range of resources.
   3. They see the place of Technology in people’s work and community lives

The Arts Context for Learning

   1. Students use their creativity, imagination and senses to express their ideas,
      experiences and feelings through Drama.
   2. They begin to develop their aesthetic understandings of the arts elements and
   3. They create their own arts works, and present and respond to their own and
      others’ arts works, considering particular audiences and particular purposes.
   4. They see a place of the arts in people’s work and community lives.

                              School Priorities (Deep understandings)

       (School priorities are identified that are particularly valued by this school community or by school
                                sectors (e.g. literacy, numeracy, values education).
The foci this year are Guided writing and Speaking. In looking at what would be valid and
appropriate in relation to this unit, it is my intention to engage the students in tasks which
enable them to use the skills they already have in regards to writing and speaking but also
provide and environment in which to build on these. The assessment task may seem ‘easy’,
yet in planning them, I took into account the school context and the fact that Literacy levels
within my class were not particularly high. I also wanted to incorporate poetry into the
curriculum as I believe it has fallen away over the past few years. Dr Seuss has written some
fantastic poetry and it is my intention to expose the children to fun, engaging works in an effort
to entice them to study it further. This year we have also focused on the introduction of specific
Values education programs and teachings in an effort to help our student’s better deal with
conflict, bullying and school life. In looking at the works of Dr Seuss, links can be made to this.
    •   That the work of Dr Seuss is a guide to Modern Life and through this multi layered text
        type, we can understand difference, diversity and other values
    •   Through Guided speaking and writing lessons, students will work at a higher level to
        produce quality assessment tasks which display evidence of the Essentials but also the
        Values Framework
    •   These books can be used to teach children of all ages about life's challenges and
        occasional pitfalls, and goals and aspirations.
Additionally, we are making a conscious attempt to include deeper ICT integration in all our
units. In accordance not only with the Essentials but also the Smart Classrooms initiative, we
have tried to include ICT rich tasks which in turn will be assessed. These tasks have been
designed in conjunction with our ICT Smart Classrooms Mentor teacher. (Michael Boyle)
Finally, it is my intention to expose the children to all KLA’s during their time in my classroom.
In choosing such a fanciful topic I believe lends itself beautifully to the Arts syllabus and thus
the focus in this unit is Media and Drama elements of the KLA.

                                      Develop Assessment
(The types of assessment include assessment instruments (e.g. projects, essays, tests) and assessment
strategies (e.g. focussed observation, peer assessment) designed to assess the identified Essential Learnings.
The context and structure of assessments reflect the varied needs, abilities, interests and experiences of
students. Assessments provide a variety of ways to assess demonstrations of student learning i.e. one type
is not used exclusively (e.g. test). What will be assessed describes evidence that will be observed in student
work. This includes descriptions of how the task-specific assessable elements will be demonstrated in student
work. Strategies are identified to facilitate a shared understanding of the Essential Learnings (e.g. social
moderation, cross marking, common assessment). The timing and duration of assessment are identified and
reflect that meaningful assessment can occur before, during and after learning. Overall, the assessment will
provide sufficient evidence of student learning to inform consistent and appropriate judgments.)

Type of Assessment                    What will be Assessed                  When will it be assessed

        1. Oral Language                          •   Oral language                  •   Bi – weekly. 2
           Presentation                               features of speech                 students per week
                                                      including                          over the term
                                                      articulation, tone,
            Students will be
                                                      timbre of voice,
            required to select a
                                                      pace and volume.
            Dr. Seuss story or
                                                      Dynamics and
            poem and present it
                                                      intonation will
            to the Junior room.
                                                      also be assessed
            Student's will also be
                                                  •   Worksheet or
            required to come up
                                                      student designed
            with a worksheet or
                                                      activity –
            activity for the
            younger students to
                                                      alignment with
                                                      book or chosen
                                                      text and student

                                                  •   Student                        •   Mid term
        2. Author study and                           understanding of
           analysis of a text                         content and
                                                      context, possible
                                                      stereotypes and
        3.   M100W list text                        •    Student                           •   End of term
             composition                                 understanding of
                                                         sight words and
                                                         their usage.
    •   Using the M100W,
                                                    •    Composition and
        students compose a story
                                                         text writing skills
        like Dr. Seuss did.
                                                    •    Understanding of
    ( Green Eggs and Ham)
                                                         verse and what
    Try to write in verse and
                                                         non sensical
    make non – sensical

                                                    •    Illustrations                     •   End of term
        4. Illustrate text and
           scan onto                                •    Ability to scan
           computer to make                              document and
           into                                          make into PP or
           PowerPoint/movie                              Movie

                                                    •    Design and
5. Cat in the Hat hat parade                             management of                     •   Week 3-4
and design project                                       digital portfolio

                                                    •    Completion of
                                                         task and
                                                         publication as

                                          Make Judgements
The purpose of assessment is identified. (e.g. diagnostic, assessment for learning, formative, summative) Task
specific assessable elements have been identified for assessment that aligns with the Assessable elements of the
relevant KLA’s. The assessment conditions are varied enough to produce meaningful information about student
learning in a variety of contexts. When applicable, task specific descriptors of quality are identified. These include
statements of desirable features in student work or the conditions under which assessment will occur.

               Purpose of Assessment                                            Assessable Elements

    1. Understanding of elements of Oral                                  •    Oral language features of speech
       Language                                                                including articulation, tone, timbre of
                                                                               voice, pace and volume. Dynamics and
                                                                               intonation will also be assessed
                                                                          •    Worksheet or student designed activity
                                                                               – appropriateness, alignment with book
                                                                               or chosen text and student interest

                                                                          •    Student understanding of content and
                                                                               context, possible discourse, stereotypes
    2. Analysis of author’s purpose and text                                   and setting.

    3. M100W list text composition                                        •    Student understanding of sight words
                                                                               and their usage.
                                                                          •    Composition and text writing skills
                                                                          •    Understanding of verse and what non
                                                                               sensical means

    4. Illustrate text and scan onto computer to                          •    Illustrations
       make into
                                                                          •    Ability to scan document and make into
    PowerPoint/movie                                                           PP or Movie

    5. Cat in the Hat design and digital portfolio                        •    Design elements
                                                                          .    Completion of task (see matrix)
Sequence Learning
Learning Experiences and teaching            Adjustments for needs of                Resources
            strategies                              learners

    Week One (Setting the scene)

•   Set the scene by wearing “Cat in the                                    •   Cat in the Hat hat
    Hat” funny hat and ask children which
    character I am representing

•   Wear funny bright socks and have
    children determine which book
•   (“ The Foot Book”) I am referring to                                    •   Funny socks

•   Brainstorm as many Dr. Seuss books
    or poems as possible
                                              •   Give visual clues or
                                                  more oral clues to        •   Blackboard
•   List books and poems on board and in
                                              •   Abbreviations for
                                                  SWD, less writing
                                                                            •   Blackboard
•   Brainstorm any particular characters,
    storylines, rhymes, settings              •   Clues so SWD can

•   Class excursion to see “Horton Hears a    •   Notice given to ASD       •   Permission slips, risk
    Who”                                          student for preparation       assessment forms,
                                                                            •   Parent helpers list, bus
                                                                                booking, lunch and movie
                                                                                ticket booking, bus, snack
•   Play “Memory tray” Place about 20         •   Smaller amount of         •   Items, tray
    themed items from Dr. Seuss books on          items to remember
    a tray. Cover it up once they’ve
                                              •   Small group activity
    examined everything and then play             away from rest of
    memory game. Children                         class
•                                             •   More items for G&T
    must also guess what                          students
    book or poem each item
    relates to.

•   Play twister in honour of “The Foot
                                                                            •   Twister

•   Pre unit activity – Children complete
    “My Favourite Book” activity at the
    beginning of the unit and again at the
    end to see if there are any changes
                                                                            •   Activity sheet

•   Read various books and poems by Dr.
    Seuss to the whole class and discuss      •   Guided writing for
    setting, characters, textual features         SWD
•   Children bring in items from childhood     •   Show pictures for        •   Various books
    including Dr. Seuss toys, movies and           visual learners
    books and discuss                          •   Open ended
                                                   questioning and story
                                                   prediction for older
                                                   and G&T students
•   Book boxes: Combine art and book
    reports. Students cover a box with
                                                                            •   Various items, place to
    paper and then decorate it with words,
                                                                                display them
    drawings, cut-outs, etc. that represent
    the book. The book boxes may hold
    items or tasks related to the book.
    These items may be used to dramatize
    the book or other students might write
    questions or comments about the book
    and put them in the boxes. Arrange for                                  •   Boxes, art materials
    a Book Box Exhibit with boxes created
    by several groups displayed.

      Week Two (Author study)

•   Brainstorm anything that the children
    know or have read about Dr. Seuss          •   Assign roles for SWD     •   Blackboard
    and his books                                  so that they can still

•    Setting the stage: Set up an author
     centre or author corner. Include a
     photograph of the author, a display of
     her/his books, posters, realia, maps, a                                •   Assigned area for this
     bulletin board, etc. Add student work                                      activity. Theme related
     as it is completed. Youngsters enjoy                                       items
     being involved in the planning of these
     author units. They might write to the
     publisher requesting materials such as
     posters featuring the author's books.
     Encourage them
    to take leadership roles

                                               •   Complete list may be
•   Complete works: Provide an                     abbreviated or
    overview of the complete works of the          pictures added for       •   List of complete works
    author. As you read a book, discuss it         interest and to break
    within the context of the complete             up so many words and
    collection.                                    dates etc

•    Authors as individual people and as
Study the author's life. Personalize the       •   TA assistance and
author units by focusing on the author's           extended time to do
motivation for writing as a career and for         this                     •   Research materials
writing each book. Why did the author          •   Abbreviated list of          including books and
write this particular book? Why did s/he           requirements for SWD         internet search engines,
choose this writing style? These                                                computers, USB to save
illustrations? These words? How has the                                         work
author's writing style or choice of genres
changed? Youngsters enjoy exploring the
experiences that shaped the authors' lives
and thinking and inspired them to share
their joys, struggles, defeats,
and triumphs with their readers. Seemingly
minor connections often hold great
significance for people of all ages. Even
adults get excited when they have the
same birthday or grew up in the same area
as an author. These personal connections
establish stronger and longer lasting ties
with the author.

•   Birthdays: On an author's birthday,
                                                                         •   Calendar
    declare that day "Dr. Seuss Day."
    Have a read-a-thon featuring the
    author's books. Also, students might
    design cards and/or write letters to the
    authors. Students will be interested in
    which authors have birthdays on the
    same day as theirs.

•   Interviews: Role play a possible
    interview with the author or a character   •   Work with TA and in   •   Area to write and design
    from the book. Or pretend that one             small scaffolded          interview questions,
    character is interviewing another              groups                    chairs to conduct
    character                                                                interview

•   Author boxes: with the focus on the
    author.                                    •   Lessen requirements   •   Boxes, art materials
                                                   and content for SWD

•   Art: Study the art techniques used in
    the book. Research. Then experiment                                  •   Dr. Seuss books for
    with those techniques. Add the results                                   reference, art books and
    to the Author Centre                                                     research facilities to look
                                                                             for ‘like’ artistic styles

•   Mobiles: Design a
•   mobile to introduce, promote, or
    represent a book or author.

                                                                         •   Art equipment
•   Place mats: Pretend that an author or
    several authors are coming for lunch.
    Design place mats to honour your
    guests. Use fabric, yarn, etc. (This
    would make a great culminating activity
    at the end of the year or semester to                                •   Placemat proforma and
    review all the authors studied.) This                                    art materials
    activity was inspired by The Dinner
    Party by Judy Chicago which features
    a place setting for each of thirty-nine
    women form history.
   •   Author quilt or mural: Quilts and                                         •   Quilting experts (Shirley,
       murals make good culminating                                                  Lorraine, Sandra?)
       activities. A quilt might feature one       •   TA or more teacher            materials
       square per author.                              assistance

   •   Cloze activity relating to basic author                                   •   Cloze activity
       points of interest
                                                   •   Standardised version
                                                       for SWD

   •   Note taking of some key author points
                                                   •   SWD not required to
                                                       write as much as other    •   Blackboard, theme books
                                                       students. A
                                                       photocopied sheet
                                                       with info given to them
                                                       for highlighting

Week Three – “The Cat in the House”

   •   Brainstorm as tho what the children
       think or remember the text to be about      •   Prompting with visual
                                                       clues for SWD

   •   Discuss rainy day activities and create
       a rainy day bulletin board by having the
       children list their favourite thing to do   •   TA assistance with        •   Blackboard
       on a rainy day. Have them place their           raindrop ideas            •   Raindrop cut outs
       ideas on a cut out raindrop. Place                                        •   Pencils etc
       these raindrops around a house and a
                                                                                 •   Heading
       picture of the cat in the hat. Title the
       board “Fun in the Rain”

   •   Play a few rainy day games and
       brainstorm according to the cats
       personality in the book which games he
       would have liked to play
                                                                                 •   Rainy day games book

   •   Collect various pictures of hats and
       where they might be worn. Design a
       hat and its purpose for an impromptu        •   TA help with              •   Magazine hat pics
       fashion parade for the junior class.            PowerPoint                •   Art materials for hat
       Students create a digital portfolio of                                        designing
       their hat in design stages through to                                     •   Computers
       completion. Publish as a PowerPoint
       and use as mini assessment piece

                                                   •   Prompting and
   •    Discuss in small groups “home” rules           reminders as to role
        for being at home when parents are             they are given in the     •   Group badges
        gone. Collate                                  group. E.g. what the      •   Planning sheets
        rules. Discuss questions like “Have            speaker’s role is.
        you ever been                                  What the organiser’s
       left at home alone?”                            role is
       Why/Why not? Discuss times when it
took lots of courage to tell your parents
         Discuss what you would do if a
         stranger came to your house.

   •   Count and list the various objects the
                                                                                 •   Objects from the book
       cat can
   balance. Have a relay race
   balancing some of the objects
    from the book

   •   Tell the story from the Cat in the Hat’s
       perspective. How would it be different?                                   •   Guided writing book
                                                  •   Help with writing retell

   •   Ask students to design and label a                                        •   Paper, ideas list on
       machine that would clean up the mess                                          blackboard
       made by the cat in the hat.

   •   Cat in the Hat word find                                                  •   Word find sheet

   •   Cat in the Hat comprehension sheet         •   Modified sheet             •   Comprehension sheet

   •   Hat Acrostic poem and art decoration       •   Modified sheet             •   Acrostic poem sheet

   •   Align sight words in book with M100W
       list and have children check them off      •   Help with Acrostic         •   M100W list and cards
       while reading the book to them                                            •   Cat in the Hat book

   •   Play mini Bingo game with some of the      •   Help with knowing          •   Bingo game cards
       words                                          Sight words for SWD

   •   Re write the story as a script and
                                                                                 •   Planning pages
       assign parts in small groups. Act out      •   TA help with game          •   Scripts
       book as a play.

                                                  •   Help from TA or
                                                      teacher (guided
   • Rewrite a different ending                       lesson?) to transfer
   to the story. Have children do this in small                                  •   Planning pages
                                                      book text into play        •   Guided writing book
   groups and                                         script
   them discuss all the alternatives and
    present most favoured to the class.

                                                    •   Help with retell

    •   Miscellaneous Activities – include a                                    •   Various activity sheets
        dot-to-dot and maze sheet

    •   Cooking – Cat in the hat treats                                         •   Cooking ingredients
        (1 Ritz cracker, 2 red and 2 white          •   Help with icing task    •   Utensils
        gummy lollies and white frosting.) or
        Fruity pancakes toped with red fruit and
        whipped cream

    •   Cooking: “Cat in the hat” cake. (multi –                                •   Ingredients
        layered cake) Group work for each           •   Assistance in working   •   Utensils
        layer.                                          in group
        Share with junior room

    •   Hat Toss
        (Cut a hole in the top of a box – cut off
                                                                                •   Oversized hat
        the bottom so the balls can be
        retrieved. Make a flared hat to fit the                                 •   Balls
        hole. Toss balls into hat)                                              •   prizes

Week Four – Green Eggs and Ham

    •   Set the scene by having a green eggs
        and Ham breakfast. Before the
        breakfast read “Green Eggs and Ham”
        then ask how we could change the
        colour of the food. Get various
        suggestions. Prepare the food. Discuss
        how it tastes.

Green Eggs-travaganza!


4 eggs
3 teaspoons of mayonnaise
1 teaspoon of mustard
1/4 teaspoon of salt
1/4 teaspoon of pepper
2 drops of green food colouring
What You'll Need

knife, medium-size mixing bowl, spatula,
medium-size saucepan, serving plates

1. Place the eggs in a saucepan and cover with
cold water. With an adult's help, cook over high
heat until the water starts to boil. Then turn the
heat to low and simmer (low boil) for 10

2. Place the cooked eggs in cold water. When
they are cool enough to touch, crack the
eggshells all over by rolling them on a hard
surface. Peel away the shells carefully and cut
the eggs in half width wise.

3. Remove the yolks from the eggs and place
them in a mixing bowl. Add the mayonnaise,
salt, pepper, and mustard.

4. Stir the egg mixture with a spatula until it is
creamy. Add green food colouring until you
reach the desired shade.

5. Scoop the egg mixture back into the egg
whites. Place the eggs on top of individual ham
rounds and serve with toast points if desired.

Feeds 4 hungry green-egg lovers. (Double or
triple quantities if you're serving this as fun
finger food at an eggs-travagant party!)

    •   Make a list of Green food. Use healthy
        food triangle to
        see where they fit. Make a collage of
    these food from magazines

    •    Discuss and draw up lifecycles of
         animals who also lay eggs. Discuss
         reptiles and amphibians. Venn diagram
         to compare them. Have children
         research one particular species of one
         of these and present to class. (Science

    •    Eggshell art –
        Eggshell Mosaics

    •    Egg art activities –

    •    Batik eggs, Crayon resist dyeing,
         onion skin dyeing – see sheets in
         planning folder

Egg Carton Critters
With 1 egg cup and 8 pipe cleaners

To make your own spider, simply cut one cup
out of an egg carton. Shape eight pipe cleaners
into legs, as shown below. Place four legs on
each side of the cup. Secure the pipe cleaners
to the inside of the cup with tape. Then draw a
face using coloured markers or crayons.

With 2 egg cups, 5 pipe cleaners, and a cork

To make your own camel, simply cut two egg
cups out of an eggcarton. Shape pipe cleaners
into legs, as shown below. Secure the pipe
cleaners to the inside of the cups with tape.
Stick the end of another pipe cleaner into the
wide end of a cork to form the camel's head
and neck. Using coloured markers or crayons,
draw a face on the cork. Then poke a hole in
the front of the egg carton with the remaining
end of the pipe cleaner and knot or tape it
securely on the inside of the carton.

With 3 egg cups and a rubber band

To make your own bat, simply cut three egg
cups out of an egg carton. Cut out the front side
of each of the end cups, as shown. Using
coloured markers or crayons, draw a face on
the centre cup. Poke a hole through the top of
the centre cup and thread a rubber band
through it. Now you can dangle your bat in front
of unsuspecting friends and family members.

With 5 egg cups and 2 pipe cleaners

To make your own caterpillar, simply cut five
egg cups from an egg carton. Poke two holes in
the top of the first egg cup with a pipe cleaner
(or you may use a toothpick). Thread the pipe
cleaner through the holes to form the
caterpillar's antennae as shown. Then, using
coloured markers or crayons draw a face on
the front of the first carton and stripes along the
caterpillar's back!
                                              •   S
        e sheets in folder for more Moulded
        Cardboard art projects

Egg Drop – Science

What It's All About
Pathfinder had to change its speed gradually
when it landed to avoid shocks that could have
damaged its delicate instruments. If the
spacecraft changed speed too abruptly, as in a
crash landing, the force would have damaged
or destroyed it. The spacecraft used several
methods to slow itself down for landing. The
last step in the slow-down sequence used
airbags to reduce the abrupt change of speed
on impact with the ground. When the lander hit
the ground, the air in the bags absorbed the
force of impact by compressing. It did this in
less than a tenth of a second. That seems like
a short time, but it was long enough to "break
the fall" and reduce the force of impact. The
compressed air bounced back and made the
lander bounce as well, but the bounces got
smaller until the lander came to a stop.

What You Need

  •     Cardboard cut to an equilateral
      triangle about 30 centimetres (12
      inches) on each side
 •      Marshmallows, cotton balls, bubble
      wrap, balloons, and other cushioning
 •      Raw egg—in its shell
 •      Tape and glue
What to Do
1. Score and fold each corner of the

triangle to the centre of the side across from it.
The result will be a tetrahedron: four equal
triangles connected together. It will look like the

 basic shape of Pathfinder, with one triangle flat
on the table and three triangles folded upward
like flower petals.

2. Unfold the tetrahedron and turn it over.

3. Glue or tape your cushioning material to all
four outer sides.

4. Turn the tetrahedron right side up again and
tape the egg inside.

5. Tape the "spacecraft" closed.

6. Drop your spacecraft from a reasonable
height. Try standing on a chair or table, for

7. Retrieve the spacecraft and open it carefully.

8. If your egg was broken, add some more or a
different type of cushioning and try again. If it
was not, experiment with greater heights and
see what happens.

What Happened?



The cushioning materials act like Pathfinder's
airbags, "breaking the fall" into a series of
bounces instead of one big, sudden stop. By
slowing the change of speed in the actual
collision, it reduces the force your spacecraft
"feels" when it hits the ground.

    •   Retell the story changing the
        characters and items in the story –
        Group work

Week Five – Oh the Places you’ll go

    •   Choices/Making Decisions
        Older Students - Dr. Seuss talks
        about the perils of "a most useless
        place—The Waiting Place." Ask
        students what they think he means by
        this statement. Why is it important to
        make proactive decisions instead of
        waiting for something to happen? Have
        students share examples of times in
        their lives when they made a decision
        and a time when they might have
        avoided making one. Ask them to
    discuss the consequences of both.
•   Younger Students - Show examples
    of the many times in the book where
    Dr. Seuss talks about choices. Explain
    how we make decisions all day long.
    Brainstorm with the class a variety of
    scenarios where they would have to
    make a decision. For example, ask
    students if they would ever talk to a
    stranger. Why, or why not? Discuss
    how decisions can have repercussions.

•   Challenges
    For All Students - Dr. Seuss makes
    reference to "Life's Great Balancing
    Act" when writing about life's
    challenges. Ask students to write a
    journal entry about a time in their life
    that presented them with a great
    challenge. Why was it so challenging
    and how did they overcome the
    obstacle? You may want to hold a
    discussion about role models, such as
    news personalities, celebrities, or
    historical figures, who have

been faced with challenges and found a
way to rise to the occasion.

•   Careers
    For All Students - Ask community
    members to come to class and share
    the particulars of their profession. Have
    students rotate from room to room to
    learn about a variety of professions.
    Ask students to further research those
    careers in which they have the most

•   Cumulative Activity
    Host a Career Day, where younger
    students come to school dressed as
    what they want to be when they grow
    up. Older students can present one or
    two possible professions they may
    want to explore after graduation. Have
    them share their reasons for choosing
    that path and the steps involved in
    achieving their goal.

•   Oh, the Places You'll Go!
    For All Students - Ask students to
    select a special place they would like to
    visit, such as a museum, a national
    landmark, a capital city, or a country.
    Have students research their selected
    place by using library resources and
    the Internet, including location, climate,
    culture, history, etc. Students can write
    either a report or a press release
    announcing interesting facts about their
    selected place. On a world

map, measure the mileage to and from
each location and use push-pins to denote
all the places they'll go!

•   Webquest
•   See sheet, info and matrix in folder

•   The teacher will read Oh! The Places
    You'll Go! by Dr. Seuss. The teacher
    will lead a discussion about the book.
    What is the theme of the book? What
    are some of the obstacles Dr. Seuss
    mentions? What are some of the good
    things along the road? What are some
    things we all should know? How does
    this relate to you personally?
     Children, in small groups, will develop
    a Venn diagram comparing/contrasting
    the two writings. Groups will share with
     Children will draw a picture of their
    personal interpretation of the poem or
    Children will create maze that is a
    visual representation of a past or future

•   Travel Tag activity (Sheet)

•   Oh the Places you’ll go Sheets

•   Oh the places you’ll go floor maze

•   Oh the places you’ll go mural – Using
       photos from magazines, on line
       national geographic etc

Week Six – Horton hears a who and Horton
hatches an egg

   •   Caterpillar Prints
   •   Rainforest/Jungle scenes
                                               Use Feedback
Strategies are explicitly identified to show how and when to provide feedback to students. These
include formal teacher feedback (e.g. report cards, grades), informal teacher feedback (e.g.
annotated work, one-on-one conferencing), and feedback from others (e.g. peer evaluation, self
The student feedback strategies will enable all students to reflect on the strengths and
weaknesses of their work.
The selected feedback processes are frequent, continuous and educative.
At the end of the unit, teachers identify what worked well. This is an opportunity to self-reflect and
take opportunities to improve student learning.
There are processes for planning flexibly in response to student assessment evidence.

                               Ways to monitor learning and assessment