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 internet 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 learning? 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.