Dr. Seuss Study Guide

7/27/2019 Dr. Seuss Study Guide

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THE GUIDEFOR EDUCATORS

612.874.0400 I www.childrenstheatre.org

612.874.0400 | www.childrenstheatre.org

School Group Sales 612.872.5166 I [email protected]


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Dr. SeuSS GUIDE FOR EDUCATORS PAGE 2

CONTENTS

Abot This Gid

Intodction

Abot O Sason

Bfo Yo Show

At Yo Show

Aft Yo Show

That Vocablay

Acadmic Standads Statmnt

Additional Acadmic Standads

Abot D.Sss

Th Cat in th Hat

Sss Lgacy

Onlin rsocs

Bibliogaphic rsocs

Laning Activity (P-K-2nd Gad)

Laning Activity (3d-5th Gad)

Additional Activitis

Svy

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About This Guide

Welcome to the 2012-2013 Student Matinee season at Childrens TheatreCompany. We are glad you are joining us (or thinking about it) for a seasonof mighty deeds and fearless action, small victories and inspiringachievements, fueled by kids and filled with heroes.

Childrens Theatre Company is committed to creating theatre experiencesthat educate, challenge, and inspire young people. It is our hope thatby presenting significant themes that affect young peoples lives in ourcommunity, we can help to foster dialogue and active participation inimportant areas.

A theatrical experience can be a gateway into a greater understandingof life. While your students may walk into a Student Matinee expecting afun break from their daily routine, it is our hope that they walk away havingglimpsed a significant truth about the world and how we live in it.

This study guide is designed to help you and your students get the mostout of your theatre experience. We have included all the information youneed to select and schedule your show, as well as suggested activities toexpand your theater experience beyond the show. Feel free to select theideas that work best with your classroom and curriculum needs. We wouldappreciate knowing which activities you used and how they worked foryou. Please complete the survey at the end of this guide to help improvefuture study guides.

To reserve tickets to any of our 2012-2013 Student Matinees please visitour website, childrenstheatre.org. Our Student Matinee section contains all

the information you need including order forms, performance calendars,price charts, and subsidy applications.

You can also contact Nina Stultz in School Group Sales at 612-872-5166 [email protected] for more information and to reserve tickets.


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Introduction

This guide is designed to help you and your students get the most out of your theater

experience. We have included all the information you need to select and schedule your show,

as well as suggested activities to expand your theater experience beyond the show. Feel

free to select the ideas that work best with your classroom and curriculum needs. We would

appreciate knowing which activities you used and how they worked for you. Please complete

the survey at the end of this guide to help improve future guides.

About the 2012-2013 Season

Welcome to the 2012-2013 season at Childrens Theatre Company our 47th year of

bringing great theatre experiences to the young people of our region. We are so glad

to have you with us.

This season, we are proud to feature eight diverse productions, including a world premiere

pirate musical, Buccaneers, Dr. Seuss times two with The Cat in the Hatand How the GrinchStole Christmas, a brand-new Pinocchioby CTC favorite Greg Banks (A Wrinkle in Time,

Romeo & Juliet), the time-travel story about Jackie Robinson based on Dan Gutmans Jackie

and Meand a fully reimagined Alice in Wonderland. We are thrilled to continue work for our

earliest learners with The Biggest Little House in the Forestand launch summer programming

with our popular adaptation of Laura Numeroffs much-beloved If You Give a Mouse a Cookie.

Our mission is to educate, inspire and challenge our audiences, particularly our young

people. Theatre is a powerful tool it brings voice to people and problems, starts dialogues

about important subjects, allows us to examine issues with new perspective, uses storytelling

to animate life in new ways, makes us laugh, cry and sing. Theatre is also a process it

involves democracy and collaboration, teamwork and problem-solving, and it is made all thericher by the various people and ideas that come together to create it. We hope you enjoy

this season, we hope you share CTC with colleagues and friends, and we hope you bring

your own family in to take part in one of our productions.

Before Your Show

Find out what your students know about the subject matter in the story. Have they read any

other books by Dr. Seuss?

Have they seen a lm or television program based on a Dr. Seuss story? Have they seen a

production performed on stage before?

Create a classroom display about the show you will be seeing. You can include the

information from this guide, newspaper reviews, and related books. Invite students to make

connection with stories they know and bring in those materials to add to the display.


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At Your Show

As audience members, your students have an import role to play in the show.Using basic theater etiquette will help ensure a wonderful performance foreveryone.

Students can play their role by:

Making bathroom trips before or after the show, or during intermission

Remaining seated throughout the performance

Giving their full attention to the activities on stage

Responding appropriately to activities on stage by laughing at things that are funnyand responding to actors if asked

Showing appreciation for the actors by applauding

Showing respect for the actors and audience by not talking with neighbors ormaking inappropriate comments

Giving the actors a standing ovation at the end of the performance

After Your Show

Have students reect on the performance and how all the individual elements cametogether to create the show.

What did the sets (backdrops, scenery) look like? How did they help establish thedifferent scenes in the play?

What did the costumes (clothing, makeup, wigs) tell you about each character?

What was the funniest part in the play?

What did your students learn from the play?

What questions or conversations did the play bring up for your students?

What role did the audience play in the production?

If you were an actor, what role would you want to play?

There are lots of people who make a play who are not actors. What kinds of thingsdo you think they do?


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Theater Vocabulary

Actor:A person who performs a role in the play.

Audience:The group of people that watch and respond to the play.

Backstage:The area of the stage that cannot be seen by the audience.

Blocking:The planned way actors move on stage.

Cast:The group of actors who portray the roles in the play.

Character:The role, or personality, the actor portrays.

Costume:The clothes worn by the actors on stage.

Design:The creative process of developing and implementing how the play willlook and feel. Costumes, lighting, sets, and make-up are all designed.

Director:The person who oversees the entire process of bringing the play to life onstage.

Dress Rehearsal:The nal practice performances when the play is done in fullcostume and with all of the technical elements (light, sound, effects) in place.

House:The area where the audience sits.

Performance: The live event shared by the cast and the audience.

Play: A story written for the stage.

Playwright:A person who writes stories for the stage.

Prop:Any item on the stage used (carried, moved, manipulated) by the actors.

Scene:A section of a play, also called an act.

Set:The physical environment that creates the time, place, and mood of the play.

Stage Manager:The person who coordinates all aspects of the play duringproduction and performance.


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Academic Standards StatementChildrens Theatre Companys school programs provide quality learning experiences for yourstudents. Our Teachers Guides provide a variety of lesson plans and educational activities which

are grounded in best practices for literacy and arts education and are strategically aligned with

the Minnesota K-12 Academic Standards.

The Minnesota K-12 Academic Standards identify the knowledge and skills that are to be

mastered by all students by the end of a grade level and guide educators in the design ofcurricula. Individual Childrens Theatre Company school programs will address standards for

children Kindergarten through eighth grade in the following learning areas:

Language Arts

Reading

Mathematics

Social Studies

Visual and Theater Arts

The following English Language Arts and Arts content standards can be experienced byattending any school matinee and using the Teachers Guide. Additional information on how

specic lesson plans align with the Minnesota K-12 Academic Standards can be found in many of

our Teachers Guides.

Language Arts

Reading Benchmarks: Literature K-5

Key Ideas and Details: 0.1.1.1; 1.1.1.1; 2.1.1.1; 0.1.2.2; 1.1.2.2; 2.1.2.2; 0.1.3.3; 1.1.3.3; 2.1.3.3;3.1.2.2; 4.1.2.2; 5.1.2.2; 3.1.3.3; 4.1.3.3; 5.1.3.3

Craft and Structure: 0.1.6.6; 1.1.6.6; 2.1.6.6; 3.1.5.5; 4.1.5.5; 5.1.5.5; 3.1.6.6; 4.1.6.6; 5.1.6.6Integration of Knowledge and Ideas: 0.1.7.7; 1.1.7.7; 2.1.7.7; 0.1.9.9; 1.1.9.9; 2.1.9.9; 3.1.7.7;

4.1.7.7; 5.1.7.7Reading Benchmarks: Foundational Skills K-5Phonics and Word Recognition: 0.3.0.3; 1.3.0.3; 2.3.03; 3.3.0.3; 4.3.0.3; 5.3.0.3

Writing Benchmarks K-5

Text Types and Purposes: 0.6.3.3; 1.6.3.3; 2.6.3.3; 3.6.3.3; 4.6.3.3; 5.6.3.3Production and Distribution of Writing: 0.6.5.5; 1.6.5.5; 2.6.5.5; 3.6.4.4; 4.6.4.4; 5.6.4.4; 3.6.5.5;4.6.5.5

Research to Build and Present Knowledge: 0.6.7.7; 1.6.7.7; 2.6.7.7; 0.6.8.8; 1.6.8.8; 2.6.8.8;3.6.7.7; 4.6.7.7; 5.6.7.7; 4.6.9.9; 5.6.9.9

Speaking, Viewing, Listening, and Media Literacy Benchmarks K-5

Comprehension and Collaboration: 0.8.1.1; 1.8.1.1; 2.8.1.1; 0.8.2.2; 1.8.2.2; 2.8.2.2; 0.8.3.3;1.8.3.3; 2.8.3.3; 3.8.1.1; 4.8.1.1; 5.8.1.1; 3.8.2.2; 4.8.2.2; 5.8.2.2

Presentation of Knowledge and Ideas: 0.8.4.4; 1.8.4.4; 2.8.4.4; 0.8.5.5; 1.8.5.5; 2.8.5.5; 3.8.4.4;

4.8.4.4; 5.8.4.4

...continued on next page


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Academic Standards Statement...continued from previous page

ArtsTheater Arts K-3Artistic Foundations: 0.1.1.4.1Artistic Process: Create or Make: 0.2.1.4.1; 0.2.1.4.2

Artist Process Perform and Present: 0.3.1.4.2Artist Process Respond and Critique: 0.4.1.4.1

Visual Arts K-3Artistic Process: Create or Make: 0.2.1.5.1

Theater Arts 4-5Artistic Foundations: 4.1.1.4.2; 4.1.2.4.1; 4.1.3.4.2

Artistic Process: Create or Make: 4.2.1.4.1Artist Process Perform and Present: 4.3.1.4.1Artist Process Respond and Critique: 4.4.1.4.1;

Visual Arts 4-5Artistic Process: Create or Make: 4.2.1.5.1

Coding SystemEach anchor standard has a benchmark identied by a four-digit code.

For example, in the code 5.2.8.8The 5 refers to grade ve;

The 2 refers to the substrand, Reading Standards for Informational Text K-5;The rst 8 refers to the eighth CCR anchor standard, Delineate and evaluate the argument

and specic claims in a text, including the validity of the reasoning as well as the relevance

and sufciency of the evidence;The second 8 refers to the benchmark for that standard, Explain how an author uses

reasons and evidence to support particular points in a text, identifying which reasons andevidence support which point(s).

For additional informationhttp://education.state.mn.us


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Additional Academic Standards

Grade K-2, Library & Technology

Strands Sub-

Strands

Standards Benchmarks

IV. Responsible Use

of Technology and

Information

The student will use resourcesand learn independently and incollaboration with others.

2.The student will collaborateto share knowledge, informa-tion, and technology use.

Grades K, Mathematics

Strands Sub-

Strands

Standards Benchmarks

K.3.Geometry andMeasurement

1. Recognize and sort basic twoand three dimensional shapes; usethem to model real world objects.

2. Sort objects using charac-teristics such as shape, size,color and thickness

Grade K-2nd, Social Studies

Strand Sub-Strand Standards Benchmarks

V.Geography A1. Concepts ofLocation

The student will use direc-tional and positional words

to locate and describepeople, places and things.

1. Students will describe thelocation of people, places

and things by using posi-tional words.

VII.Governmentand Citizenship

A2. Civic Values,Skills, Rights andResponsibilities

The student will under-stand the importance ofparticipation in civic lifeand demonstrate effectivecivic skills.

4. Students will explain thatpeople have diverse view-points and that speakingand listening to others isimportant.


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Born on March 2, 1904, in Springeld, Massachusetts, Theodor Geisel published his rstchildrens book, And to Think That I Saw It on Mulberry Street, under the name of Dr. Seussin 1937. If you want to pronounce the name the way his family did, say Zoice,not Soose.Seuss is a Bavarian name, and was his mothers maiden name: Henrietta Seusss parentsemigrated from Bavaria (part of modern-day Germany) in the nineteenth century. TheodorSeuss Geisel known as Ted to family and friends began signing his work under themock-scholarly title of Dr. Theophrastus Seuss in 1927 as a magazine cartoonist. Heshortened that to Dr. Seuss in 1928.

After a year of scraping by, Ted stumbled into the careerthat would make him famous: advertising. For a 1928issue of Judge magazine, Seuss drew a cartoon in whicha knight says, Darn it all, another dragon. And just afterId sprayed the whole castle with Flit! Flit was a popularinsecticide at the time and the wife of an advertisingexecutive saw the cartoon and asked her husband to hire

Seuss to write ads for Flit.

In a typical Flit cartoon ad, Seuss used the phrase,Quick, Henry, the Flit! and the Father (Henry) lookedfor the Flit to save the day. Dr. Seusss ad campaign wasa hit. Quick, Henry, the Flit! became a catchphrasethat everyone knew. Seuss went on to create ads formany other products, large and small and for the nextthirty years, advertising would remain his main source ofincome. tchanged all that.

About Dr. Seuss

The Cat in the HatThe Cat in the Hat(1957) was actually Seusss thirteenth childrens book. Seuss wrote TheCat in the Hat because he was worried that children were not learning to read. He waschallenged to write a story that first grade children could not put down.

The book was an immediate hit. Published in March of 1957, The Cat in the Hatsold nearlya million copies by the end of 1960. The books runaway success inspired Seuss to foundBeginner Books, a division of Random House that would publish books designed to helpchildren learn to read. In the fall of 1958, The Cat in the Hat Comes Backand four other

titles launched the Beginner Books series, which would soon include P. D. Eastmans Go,Dog. Go!(1961), Stan and Jan Berenstains The Big Honey Hunt(the first Berenstain Bearsbook, 1962), and Seusss own Green Eggs and Ham(1960). This book is his best-sellingtitle. The Cat in the Hatis in second place, followed by two more Beginner Books: One fishtwo fish red fish blue fish(1960) and Hop on Pop(1963).


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The Cat in the Hatand How the Grinch Stole Christmas...continued from previous page

Though many of his inspirations were mysteries even to him, Seuss based two of his

most famous characters on himself: the Grinch and the Cat in the Hat. In December1957, just after How the Grinch Stole Christmas!appeared, Seuss explained theorigins of the story to Redbook magazine:

I was brushing my teeth on the morning of the 26th of last December whenI noted a very Grinchish countenance in the mirror. It was Seuss! Somethinghad gone wrong with Christmas, I realized, or more likely with me. So Iwrote the story about my sour friend, the Grinch, to see if I could rediscoversomething about Christmas that obviously Id lost.

Although his license plate read GRINCH, Seuss also identied with the Cat inthe Hat. A self-portrait of himself as the Cat accompanied a prole in the Saturday

Evening Post of July 6, 1957. As his editor Michael Frith once remarked, The Cat inthe Hat and Ted Geisel were inseparable and the same. I think theres no questionabout it. This is someone who delighted in the chaos of life, who delighted in theseeming insanity of the world around him.

Seuss did not just want to teach children how to read. He also hoped to teach themhow to think. He wanted to encourage a concern for good in a few books that hadvery clear messages on some very weighty issues Horton Hears a Who!, Yertlethe Turtle, The Sneetches, The Lorax, and The Butter Battle Book.

These books were surrounded by a lot of controversy as they took stands onpolitical and social issues of the time in ways that were obvious to all audiences.The Lorax, for example, is a ctional character who spoke out against irresponsible

use of our environment. This book, and thischaracter, inspired very real enemies. Parentsin logging communities tried to get the bookremoved from school libraries and reading lists.Seusss The Loraxhas even made the AmericanLibrary Associations annual list of challengedand banned books. Responding to criticism ofhis book, Seuss said, The Lorax doesnt saylumbering is immoral. I live in a house madeof wood and write books printed on paper. Itsa book about going easy on what weve got.Its anti-pollution and anti-greed. Many peoplehave argued that his message books aretoo difcult for children to deal with or handle.Seuss, however, trusted childrens intelligence.Treating children with respect was key to Seusssphilosophy of writing for them. As he said, Idont write for children. I write for people.


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Seusss LegacyAt the Dr. Seuss National Memorial Sculpture Garden in his hometown of Springeld,Massachusetts, a bronze Ted Geisel sits in a chair next to the Cat in the Hat. Nearby aresome of the other characters he created the Lorax, the Grinch and his dog Max, Yertlethe Turtle, Horton the Elephant, and Thidwick the Big-Hearted Moose. Seusss second wifefounded the Dr. Seuss Foundation, which provides primary support for over one hundredmedical, cultural, and socially active institutions. As curator of the Seuss legacy, she reminds

us that in the words of the Lorax UNLESS someone like you / cares a whole awful lot,/ nothing is going to get better. / Its not. Through the art and poetry of his books, Seussencourages us to think creatively, participate in society, and do what we can to make it better.

Nel, Philip. Biography. Seussville. Random House, Inc, 2010. Web. 12 May 2012.

Cahn, Robert. The Wonderful World of Dr. Seuss. Saturday Evening Post, 6 July 1957: 1719, 42, 46.

Cohen, Charles D. The Seuss, the Whole Seuss, and Nothing but the Seuss. New York: RandomHouse, 2004.

Dr. Seuss. 2012. Biography.com 10 May 2012, 05:16 http://www.biography.com/people/dr-se-uss-9479638

Lathem, Edward Connery. Words and Pictures Married: The Beginnings of Dr. Seuss. Dartmouth

Alumni Magazine, Apr. 1976: 1621.

Minear, Richard H. Dr. Seuss Goes to War: The World War II Editorial Cartoons of Theodor Seuss

Geisel. Introduction by Art Spiegelman. New York: New Press, 1999.

Morgan, Judith, and Neil Morgan. Dr. Seuss & Mr. Geisel. New York: Random House, 1995.

Nel, Philip. Biography. Seussville. Random House, Inc, 2010. Web. 12 May 2012.

Nel, Philip. The Annotated Cat: Under the Hats of Seuss and His Cats. Random House, 2007.

Nel, Philip. Dr. Seuss: American Icon. New York and London: Continuum, 2004.

Turvey, Debbie Hochman. All-Time Bestselling Childrens Books. Edited by Diane Roback and Jason

Britton. Publishers Weekly, 17 Dec. 2001: 2427.


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Online Resources

http://www.catinthehat.orgVisit this site to view information and pictures about the National Memorial and SculptureGarden dedicated to Dr. Suess.

htp://www.suesville.com

This site has so many wonderful games and activities all dedicated to Dr. Suess. You caneven create your own Who! For teachers, find learning activities, reading lists and more!

http://www.drseussart.com/Visit here to view some of Dr. Seuss art and illustrations.

http://pbskids.org/catinthehat/

A site dedicated to the PBS Kids show based on the adventures of the Cat in the Hat.

Bibliographic ResourcesKrull, Kathleen. The boy on Fairfield Street: How Ted Geisel grew up to become Dr. Se-uss. Random House, 2004.

Cohen, Charles D. The Seuss, the Whole Seuss, and Nothing but the Seuss: a VisualBiography of Theodor Seuss Geisel. Random House, 2004.

Kudlinksi, Kathleen. Dr. Seuss: Young Author and Artist. Aladdin Paperbacks, 2005.

Fensch, Thomas, ed. Of Sneetches and Whos and the Good Dr. Seuss : Essays on theWritings and Life of Theodor Geisel. McFarland and Co., 1997. Print.

Weidt, Maryann N. Oh, the Places He Went: a Story About Dr. Seuss--Theodore SeussGeisel. Carolrhoda Books, 1994.


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Learning ActivitiesPre-K-2nd Grade: Lets See How We Are Alike!

Objective: Students will read The Sneetchesby Dr. Seuss, which illustrates the concept thatnatural and human characteristics can be expressions of uniqueness. This book also shows

us that although we have differences, we are also very similar. Dwelling on differences cancause unnecessary conict. The students will identify and describe the behaviors of thecharacters and explain why physical differences do not affect ones personal worth.

Duration: One 30 minute class period.

Procedure:

Ask the students to look around the room at how they are different from each other. Askstudents to move to opposite sides of the room based on the characteristics you name.Each time the class sorts, count the groups and record the numbers on the chalkboard. Youmay use characteristics such as such as dark hair or light hair, oldest child in the family, ate

cereal for breakfast, wearing jeans, etc. Ask the students whether these attributes make thembetter or worse than the people around them. Tell the students that you are going to read abook in which these kinds of differences really do matter to the community. Lets see howthey deal with differences in the book, The Sneetches. Read the book aloud to the class. Besure to encourage your students to be involved in the story by having them name items andcharacters in the illustrations, label the feelings of the characters, etc. Students will considerif physical differences should make a difference in how people are treated.

Assessment:

Note and record as appropriate how children:

o Discuss and label the feelings of the characters.

o Discuss the problem in the story and how it relates to experiences in their own lives.

o Illustrate two people who look different but get along together.

o Communicate a benet of showing respect for others.

o Brainstorm a list of physical differences, such as hair color, skin color, length ofhair, wearing glasses, using a wheelchair, shape of eyes, etc.

o Brainstorm a list of things children like to do for fun. Ask each student to chooseone of the activities and draw a picture of two children doing that activity. The twochildren should look as different as possible physically (using attributes from thelist above) from each other, but the pictures should show them playing together.

o Discuss the importance of respect for others. Have students give examples ofhow children will act toward one another if they have respect for each other.


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Pre-K-2nd Grade: Fun-in-a-Box!

Objective: Students will create their own box of fun, like the Cat in the Hat!

Materials:

o Blank paper for each student

o Writing utensils

o Construction paper

o Art supplies

Procedure: First pass out blank paper and a writing utensil to each student. Remindlearners that the Cat in the Hat kept Thing 1 and Thing 2 in his great big wooden box of

fun. Ask the students to write down what they would keep in their box of fun if they hadone. Once students have created their list, pass out art supplies and construction paperand allow them to create their own 2 dimensional box of fun.

Assessment: Each student will have a list of items for the box of fun and completed artproject.


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3rd-5th Grade: Factions in Dr. Seuss The Butter Battle Book

Students will identify factions in society and recognize the problems/dangers/benets offactional activities and/or ghting.

Objective: Students will identify factions in society and recognize the problems/dangers/benets of factional activities and/or ghting. Students will learn to dene the term faction,

explain the cause of factions, and identify an example of factions in current world events.Duration: One 45 minute class period.

Materials: The Butter Battle Book, by Dr. Seuss

Procedure:

Read The Butter Battle Book by Dr. Seuss aloud to the class, and then facilitate a discussionon the following questions:

o What happened to the community in this book?

o Why did this happen?

o What was the difference of opinion about?

o What was the result?

Use the results of this discussion to lead to the introduction of the term faction (agroup with a common interest that is often quarrelsome or self-seeking). This denitionshould be written on a card and posted.

Dividing into Groups (see below), play a game to divide the class into factions.

o Designate two (or possibly three) separate locations within the classroom.

o Announce choices by which the students can classify themselves, forexample, Everyone who prefers chocolate ice cream, go stand by X; everyonewho prefers vanilla, go stand by Y. (Students should be encouraged to makea forced choice of one or the other.) Children who have special circumstancesmay remain in the center, for example: Anyone with allergies to ice cream

o Announce other categories and tell children they must move each time tothe location that signies their choice. These categories may be created by theteacher, according to the population of the class.

o Examples of categories:

Boys - Girls Only children - Have brothers and/or sisters

Like cats best - Like dogs best

Tall - Short

Favorite food is pizza - Favorite food is something else

Like country music - Do not like country music

Wear glasses - Do not wear glasses

(These are just examples. Adjust categories to the makeup of your class.)


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3rd-5th Grade: Factions in Dr. Seuss The Butter Battle Book...continued from previous page

Briey close this activity with this statement to elicit a student response. Todaywe have divided up into many groups of people according to what we believe, orhow we look, what we prefer, or who we are. Did you notice that sometimes certainpeople were in your group and other times there were different people in your

group? Groups changed, depending on the question that was asked. These smallgroups that were formed could be called ______________?(factions)

Have students come up with examples of groups that might be factions in our realmodern world.

Have them talk about how those groups interact with one another and what thatmeans. Talk about how we can see all of this reected in the work of Dr. Seuss.

Assessment: Based on students contributions to discussion, participating in thegame and written response be sure they understand the difference between a

faction and a community and understand how both are represented in the book.

3rd-5th Grade: The Sneetches: Finding Acceptance

Objective: In reading The Sneetches by Dr. Seuss, students will discuss prejudice,acceptance and treating others with fairness and respect.

Duration: One 30-40 minute class period.

Materials: The Sneetchesby Dr. Seuss

Procedure: Read The Sneetchesby Dr. Seuss. During reading ask the students topredict what may happen next when Mr. McBean, the star-remover, comes. Look at

the picture of the Fix-it-Up Chappie driving away with their money. Discuss how theSneetches must feel right then. The Fix-it-Up Chappie came to make money andlaughed as he drove away. Who makes money from us like this? Do we ever spendmoney on foolish things? After reading lead a discussion based off the followingquestions:

Introduce and dene the words prejudice and acceptance. The Star-BellySneetches showed prejudice against the Plain-Belly Sneetches when they shouldhave shown acceptance for their differences. Discuss why it is important not toallow any form of prejudice in our family or community. What damage could itdo? What are the benets of treating everyone with fairness and respect? Shouldphysical differences ever determine how people are treated? Why or why not?

Assessment: Student participation in class discussion will show understanding ofthe material. Encourage and assess new ideas and connections.

What lesson did the Sneetches learn? What will be different for them now? How much did it cost them? Was the cost too high or was it worth it?


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Additional Activities

Dr. Seuss Properties TM & 2010 Dr. Seuss Enterprises, L.P. All Rights Reserved.

Dr. Seusss Whos Whoses

How many Dr. Seuss books have you read? Try to match the

pictures on the left with the descriptions on the right

to test your knowledge.

Answers:5,6,2,3,4,1,8,7

1 23

456

7 8

He speaks for the trees and all livingthings.

Some had plain bellies, some hadbellies with stars.

His heart was two sizes too small.

He doesnt speak workds, he goes boing

boing instead!

This lovable elephant is kind to creaturesof all sizes.

This mischievous creature knows lots ofgood games for a rainy day.

He can moo like a cow and make all kinds

of sounds.

He will not eat green eggs and ham.


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Three Cats in a Row!

Color in and cut out the cats and the hats for a Seuss-style game of Tic-Tac-Toe!

TM & DSE

THE CAT IN THE HAT


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Cat Tricks!The Cat in the Hat tells Sally and her brother that he knows a lot of good tricks.

He can balance the sh on his umbrella and balance on a ball!

What can you do?

Can you make your mouthmake popping sounds?

Can you curl your tongue?

Can you whistle?

Can you wiggle your nose?

Can you make a funny face?

Can you recite the alphabet backwards?

Can you bark like a dog?

Can you do 10 jumping jacks?

Can you spell Lorax?

Can you touch your toes

without bending your knees?

THE CAT IN THE HAT


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Dr. Seuss Word SearchJessica De Maria

i u s y h a t s l ci s o u m c t k t dl a n l e d n c w rn t s e y s a i r m

y o o h e d s w r ne e s o w t n d s ge a r r t a c i w hs a m t s i r h c y

x a r o l l o t e hx t a n o e w s i s

cat christmas cindy lou

Grinch hat hortonlorax max sneetchessuess thidwick whoyertle


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Childrens Theatre Company (CTC) is the rst theatre for young people to win the coveted Tony Award for

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Documents

Dr. Seuss Study Guide