Dr. Seuss Misc.doc

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					                   Dr. Seuss Unit Table of Contents

1. Unit Calendar

2. Content Background Information

3. Key Concepts

4. Materials

5. Unit Lesson Plans

   A. Day 1- Horton Hears a Who!

   B. Day 2- The Foot Book

   C. Day 3- Yertle the Turtle

   D. Day 4- Station Day

   E. Day 5- Cat in the Hat

   F. Day 6- The Lorax

   G. Day 7- And to Think I Saw it all on Mulberry Street

   H. Day 8- Bartholomew and the Oobleck

   I. Day 9- Station Day

   J. Day 10- The King’s Stilts

6. Overall Assessment

7. Evaluation of Unit

8. Annotated Bibliography

   A. Student References

   B. Teacher References

   C. Audiovisual Materials
            Content Background

        On or around March 2nd or every year the National Education Association celebrates the

event called, Read Across America. March 2nd is also the birthday of Theodor Seuss Geisel, who

better known by all of us as Dr. Seuss. Seuss was born in 1904 in Springfield, Massachusetts. He

attended Dartmouth College and after finishing there he moved to England to attend Oxford

University where he dropped out again and toured Europe instead.

        After getting married Seuss decided to start a career as a cartoonist and did

advertisement for Standard Oil. When World War II came around he shifted his attention to

creating political cartoons. Soon he was offered a job doing illustration for a collection of

children’s sayings called, Boners. From there he went on to write his first book, And to Think I

Saw it on Mulberry Street, and it took 27 times before he was finally able to get it published.

        When Seuss died on September 24, 1991, he had written and illustrated 44 children’s

books. These books have been published in 15 different languages and sold over 200 million

copies. His books have turned into children’s television specials, a Broadway musical, and a

major motion picture. He has warmed the hearts of readers across the world for generations.

For these reasons Seuss’s birthday has been celebrated as the day to Read Across America.

        Seuss’s books are filled with all kinds of rhythm and rhyme that make reading his books

wonderfully enjoyable. The illustrations help enhance the reading and his books are also full of

creativity and originality. It is because of these elements that his books are a great teaching tool in the

primary grades.
       In this unit his works are used for the purpose of enhancing literacy, as well as the

enjoyment in literacy. The central Minnesota standard that is tying the unit’s purpose together

states this, “The student will actively engage in the reading process and use of variety of

comprehension strategies to understand the meaning of texts that have been read or listened

to.” I believe that actively engaging your students in the reading or learning process is a

beautiful way of teaching students, and Dr. Seuss’s literature can do just that for us.
Key Concepts

    Enjoyment in reading.

    Writing in complete sentences with capital letter and ending punctuation mark.

    Being able to generate rhyming words.

    Writing short personal narratives

    Guided creative writing

    Creating posters to advocate for the environment.

    Looking at physical properties

    Creating our own maps

    Creating Dr. Seuss Characters

    Using art projects to enhance learning
                 All Materials Needed for Dr. Seuss Unit Plan

   Horton Hears a Who!
                Horton Hears a Who! by Dr. Seuss
                30 Cotton Balls
                30 Green Pipe Cleaners
                150 Colored Tissue Paper sized approximately 5 by 5 inches
                30 Pieces of Lined paper
                30 Pieces of Blue Construction Paper sized 8 ½ by 11 or large
   The Foot Book
                The Foot Book by Dr. Seuss
                Rhyming Feet, 7 copies of each foot word
   Yertle The Turtle
                Yertle the Turtle by Dr. Seuss
                60 paper plates
                Markers
                30 Pieces of Green Construction Paper sized 8 ½ by 5 ½
   Station Days
                Technology Station
                      o About five or six computers or laptops that connect to the
                Art Station
                      o 30 Pieces of Red Construction Paper sized 18 by 24
                      o 30 Pieces of White Construction Paper sized 18 by 24
                      o Glue
                      o Scissors
                Social Studies Stations
                      o 30 Pieces of Blank Paper (either white or cream colored) sized 8 ½
                         by 11 or larger
                      o A Compass Rose for them to look at
                Math Station
                      o 3 Cat in the Hat Style Hats
                      o Tags with Point Value Attached to the Hats
                      o Tape line on the Floor
                      o Small Bean Bag
                Reading Station
                      o Classroom Dr. Seuss Library Books
                Language Arts Station
                      o 30 Pieces of Lined Writing Paper with Space for Illustrations sized
                        8 ½ by 11 or larger
   Cat in the Hat
                 Cat in the Hat by Dr. Seuss
                 30 Pieces of Scratch Paper
                 30 Pieces of Large Light Blue Construction Paper cut into Raindrop Shapes
                 30 Pieces of Lined Writing Paper
                 The Cat in the Hat Word Find
   The Lorax
                 The Lorax by Dr. Seuss
                 10-15 Pieces of Poster or Tag Board
                 Markers
                 Scrap Paper
                 The Lorax Coloring Sheets
   And to Think I Saw it all on Mullberry Street
                 And to Think I Saw it on Mulberry Street by Dr. Seuss
                 Fill in the Blank Writing Activity
   Bartholomew and the Oobleck
                 Bartholomew and the Oobleck by Dr. Seuss
                 1 ½ Cup of Cornstarch
                 1 Cup of Water
                 Green Food Coloring
                 Clear Mixing Bowl and Spoon
                 Lab Coat (optional)
                 Science Glasses (optional)
                 Directions for Students to Make Oobleck at Home
   The King’s Stilts
                 30 Pieces of Yellow construction Paper sized 18 by 24
                 Scrap Paper Bucket
                 Sequence
                 A Stapler
                 Glue
                 King/Queen Writing Paper
                                     Overall Assessment

       When it comes to the overall assessment for this unit I am going to begin by looking at

the unit objectives and purpose. First to check for growth in literacy I will be looking at each

student individually. Were they trying their best? Were they able to follow directions on capital

letters, and ending punctuation? Did they show originality and creativity? And secondly, I will

be checking to see if their enjoyment in literacy is enhanced. This one may be harder to check

for but I think that I will see it if they are enjoying the time they have in the reading center, if

they look forward to the new Dr. Seuss book of the day, and whether they are happy or not

when they have spare time to read.

       Along with the assessing the unit objectives I will be doing a lot of checking on student

participation, how they are working in teams (at centers, or during lessons), and student

behavior. Assessment of this kind will all have to be done through observation and taking notes

of what I see.

       Finally, I will be checking for overall growth in each individual. Every student is unique in

their own way, and therefore, they cannot have their growth assessed in the same way. For

some it may be in how they are working with those around them, others it may come in reading

or writing accuracy and fluency, and still others it may come in comprehension. In conclusion,

when I am doing this unit I will know each of my students and their needs and how they will

grow during the course of this unit.
Evaluation of Dr. Seuss Unit Plan

       After completing this unit with my students I will be asking myself multiple questions in

reflection on what was successful in the unit it and what was not. One of the key parts in

making a unit is reflection. In reflecting you can see what worked well with your students and

what did not and change it for future classes. A unit is never perfect and can always be changed

to best fit the needs of the students in your class.

       Some of the questions I will be asking myself include the following:

      Did my students make any gains in literacy?

      Did my students find enjoyment in the literature?

      Were my students actively engaged in the learning?

      Were the means of comprehension strategies used beneficial to the students?

      Was their creative writing skill enhanced?

      Was the knowledge of using a capital sentence where needed and the use of end

       punctuation improved or apparent in their writing?

      Did the centers become too chaotic that they were distracted from the actual learning?

      Was the use of the centers beneficial to the students’ academic and developmental


      Did I communicate the goals and/or objectives clearly with the students?
      Were my student behavioral objectives and consequences communicated clearly?

       I will also need to be communicating with my students both during and after the unit on

what is working well with them and what is not. They may be able to talk with me about things I

did not notice from the teacher side of things. Some of my end of the unit questions could be

used as a class activity. Like graphing what lesson (or book) they liked best. From there I can

start a discussion about what they learned, what was confusing to them, and what changes

they may like to see.