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Integrated Reading UnitRDG/420 Version 2

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1.Unit Introduction

a. Theme :

Dr. Seuss and His Perfect Timing, and Rhyming, Magical, Fantastical World of Reading and Writing.

For a First Grade Mainstream classroom with 28 students; 2 intermediate proficiency ELL students, 2 ADHD students and 2 cochlear implant students with hearing impaired.

Introduction to the author and a summary of how this unit integrates reading and writing strategies and literary elements

This is an Author Study and a Literary Celebration of the works of Dr. Seuss for the 1st Grade. First Grade is a great time to explore fantasy books with themes that encourage the development of character, social awareness, social responsibility, and diversity.The 1st graders are learning prefixes, suffixes, coding, and developing phonemic awareness in reading. The writing aspects of 1st grade encourages them to develop an understanding of theme, setting, plot conflict, and characters and an ability to analyze each.

For differentiation, I will use modeling and visuals from the Smart-board that demonstrate the illustrations as the story is read. I have found videos of all of the books being read and each page turns to show the process as a large visual for the ELL students and the 2 cochlear implant students. I will turn the sound down so that we only hear me reading the story as it goes. I can pause for questions and activities, as needed. I will monitor the ADHD students for focus and keep the activities at a pace that is recognized to be beneficial for their understanding. I will keep distractions in the room to a minimum to keep the focus on the lessons.

Resources Toolkit-An annotated list of at least 20 books and resources that are linked to your theme: See Attachment.

2. Unit Overview

a. Unit Goal(s)-To Introduce students to an Author study and the fantasy genre as well as other elements of literature such as setting, plot, theme, conflict and characters.To have the students understand prose and rhyming in literature and create their own words using their imagination.To have the students understand endings that rhyme and endings that describe nouns such as er, est.To have students understand the antonyms are opposites.To have students understand word recognition, fluency and vocabulary development.To have the students understand adding and subtracting, with the back and forth game.To have the students understand measurement of length using non-standards.


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To have the students understand diversity in cultures, and the conflict that can arise from unfairness.To have the students understand shapes in geometry that can be found in the books.To introduce the students to using a microscope to compare size, shape, structure, and basic needs of living things (the Who’s of Whoville).

b. Unit Scope and Sequence Plan (Calendar Plan)

The calendar displays, by lesson title, the sequence of the lessons within the entire unit. Be thoughtful of how each lesson scaffolds the students’ learning.

The calendar reflects an overview of the entire unit and highlights, in yellow, the five lessons that are detailed in the lesson planning phase.

Febuary

Sun Mon Tue Wed Thu Fri Sat1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24Lesson

Day 1There’s

a Wocket

in my Pocket

25 26Lesson

Day 2Horton

Hears a Who

27 28Lesson

Day 3The

Sneetches

29

30 31Lesson

Day 4The

Foot Book

Lesson Day 5

Dr. Seuss’

BirthdayThe Cat

in the Hat

3. Lesson Planning (See Below)

Develop 5 lesson plans, each integrating reading with one or more content areas, using the “Reading Integration Lesson Plan Format”.

All lesson plans should consider which reading and writing components will be incorporated (phonemic awareness, vocabulary, fluency, comprehension, and


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writing), as well as which literary elements (setting, plot, characters, conflict, theme) will be incorporated

The lesson plans will consist of four parts: the lesson overview, the lesson procedures, the lesson assessment, and the lesson extension.

4.Unit Conclusion

a. ACEI Standards Self-Check

Consider the knowledge you acquired and applied through the development of this unit when completing the ACEI Standards Self-Check

Reflect on your ACEI Standards Self-Check selections. Provide comments and/or the rationale for your choice of ACEI level.

b. Reflection

Solicit feedback from a practicing teacher concerning the following areas of your unit (option: seek feedback during the required field experience for this course):

o Appropriateness of the unit theme and book/author for the grade levelo Appropriateness of the lesson procedures (content and instructional

strategies) for the grade levelo Potential for the students to achieve the objectives and meet the content

standardso Words of advice for designing and delivering integrated units

After the feedback session, write a 350-word reflection that describes implications for professional development and growth.


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University of Phoenix MaterialReading Integration Lesson Plan Format

Lesson Overview: There’s a Wocket in my Pocket. By Dr. Seuss

Day 1 Length-1 hour-reading and discussion. 30 minutes Poster Activity. 15 minutes for Math

activity. Other content area(s) integrated into lesson-The adding and subtracting, timed counting

exercise at the end of the lesson in extensions. This exercise includes a self-assessment in which they must understand the process of how the numbers unfolded.

Reading/writing areas to be addressed-Onsets and Rhymes, writing and creating rhyming words with their imagination.

Literary element(s) to be addressed-I will discuss the use of imagination in the works of Dr. Seuss, which makes his books a part of the fantasy genre as well as rhyming words genre.

Lesson Objective(s)-Word recognition, fluency and vocabulary development. Onsets and rhymes. Author Study of Dr. Seuss. Understanding the fantasy genre. Adding and Subtraction practice. Creative writing of their own fantasy words that rhyme.

Reading Standard(s)-RL.1.3-Describe characters, settings, and major events in a story, using key details.RL.1.10-With prompting and support, read prose and poetry of appropriate complexity for Grade 1.RI.1.4-Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.RF.1.3f-Read words with inflectional endings.W.1.5-With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.Other Content Area Standard(s)-Math1-0A6-

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. 1-MD4- Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Lesson Procedure:

Set/Introduction: Discussion about Dr. Seuss books. I will assess prior knowledge by asking for of show of hands from students who have read

Dr. Seuss books. I will ask if they read them with their parents. I will ask them what they liked about the books. I will discuss the life of Dr. Seuss and some of his accomplishments. I will reference the Dr.

Seuss quotes poster in the classroom.

o Attention Getter-The quotes poster from Dr. Seuss quotes. I will ask them if they know what book some of the quotes are from. Then after the unit is complete, we will ask the same question again. I will make sure they know to pay attention during reading time to recognize the quotes that are on the poster.


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Lesson Body-Students will be asked about words that rhyme such as wocket and pocket, willow and zillow, and given opportunities to share some of their own before the read aloud. We will discuss how Dr. Seuss’ style of writing incorporates rhyming words with words that are rhyming but not real words such as wocket, and zillow. We will discuss how his style uses a lot of imagination. I will ask the children to use their imagination to come up with rhyming words of their own. (I will incorporate this into a writing assignment later in the lesson).

I will read the book, There’s a wocket in my pocket. By Dr. Seuss. I will ask them to write down some of the rhyming words in the story as they hear them. I will ask them to think about the literary aspects of the book: the plot, the setting, the theme

and the characters. After the reading I will guide them to understanding rhyming word pairs using examples of

think, sink, link, and kink, for the ink rhyme written on the Smart board. I will write any that they remember and have written on the Smart board also.

Closure (Review)-We will go over the words on the smart board that I started with the ink rhyme and any of the ones that I wrote from their recollections.

Lesson Assessments:

Evidence of the learners’ attainment of the objective- I will have the students go into groups to create a poster of rhyming words for display. They

can use the words that they have written down as I read the book or any of the words that they can think of as they look around the room and find items in the room to rhyme with (as the book does), whether real words or imaginative ones. They will draw a picture of their words next to the word, whether real or imaginative nonsense words, so they must have a definition in mind for their created words.

I will give them an example of a fishephant, which rhymes with elephant, then draw my creature on the board. This should create a fun activity which encourages thinking outside of the box, as in the fantasy genre, and requires a working knowledge of rhyming words.

Lesson Extension:

Two alternative activities, extensions, or enrichment activities- 1. The Assessment Group Poster Activity mentioned above. 2. I will have them do an individual assignment that includes creating a list of words that end

in ing. (Inflectional endings).They will have 3 minutes (timed) to write down as many ing words as they can think of. Then they will count them and put the number on an index card and pass it to the right. When each student gets his neighbors index card he adds that number to the number of ing’s that he or she has. Then passes that number to the left. The new number is then subtracted from the total amount to reveal the original amount. To assess their adding and subtraction skills they should have the same number that they started with.

Homework-An exit letter that goes home to the parents asking about their favorite Dr. Seuss book. The parents should reply in writing and send back the next day. (The 2 students that are ELL will have a special letter to the parents in their native tongue that asks for their favorite book in general, in case Dr. Seuss is not represented in their culture).

Reading Integration Lesson Plan Format

Lesson Overview: Horton Hears and Who by Dr. Seuss.

Day 2 Length-Review prior knowledge, discussion on Dr. Seuss, genre, setting and plot-30 minute.


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Book reading and discussion-30 minutes. Closure/Review-30 minutes. Assessment worksheet-30 minutes. Total- 2 hours.

Other content area(s) integrated into lesson-Science group activity of examining a speck of dust under a microscope. Introduction to using a microscope.

Reading/writing areas to be addressed-Adjectives that end in –er and –est. Small, Smaller, Smallest. These adjectives compare nouns. If it ends in –er it compares two things. If it ends in –est it compares three or more things.

Literary element(s) to be addressed-review Dr. Seuss and the fantasy genre. Discuss the setting and its meaning, and the plot and its meaning.

Lesson Objective(s)-Word recognition, fluency and vocabulary development. Adjectives that compare nouns, -er and –est. Creative writing with imagination. Introduction to the microscope/science.

Reading Standard(s)-RL.1.3-Describe characters, settings, and major events in a story, using key details.RL.1.10-With prompting and support, read prose and poetry of appropriate complexity for Grade 1.RF.1.2d- Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).RF.1.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.SL.1.1b- Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.L.1.1f- Use frequently occurring adjectives.L.1.4c- Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).L.1.4b- Use frequently occurring affixes as a clue to the meaning of a word.

Other Content Area Standard(s-Science-Compare size, shape, structure, and basic needs of living things.

1. Select appropriate tools and technological resources needed to gather, analyze, and interpret data. (the microscope)Examples: platform balances, hand lenses, computers, maps, graphs, journals 2. Identify basic properties of objects.

Examples: size, shape, color, texture

Lesson Procedure:

Set/Introduction:We will review what we know about Dr. Seuss and the fantasy genre. We will discuss the homework that the children were assigned-asking their parents if they have read Dr. Seuss and if so, which is their favorite and why?

o Attention Getter-We will look at the Dr. Seuss quotes poster again, to see if there are any quotes from the books so far. One of the quotes from Horton Hears a Who is on the poster.

o Check for Prior Knowledge-Review of Dr. Seuss and the fantasy genre. Review of rhyming words. We will discuss the setting and what a setting is. We will discuss the plot and define the plot of the story for Horton Hears and Who before we begin the book.

o We will discuss the endings today that do not rhyme, small, smaller, and smallest. The book Horton Hears a Who has a theme that focuses on these types of words. These are adjectives that compare nouns. If it ends in –er it compares two things. If it ends in –est it compares three or more things.


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Lesson Body- I will read the book, Horton Hears and Who by Dr. Seuss. We will discuss how small the creatures (Whos) must have been, “living on a speck of dust”. We will get in groups of four per table and take turns at each group looking at a speck of dust

under a microscope. I will show them how to use a microscope, adjusting the light and the lens. They will write on an index card describing what the dust looks like to understand adjectives that describe nouns. This will be part of the exit strategy (homework that gets the parents involved).

Closure (Review)-Review different things that are large and small. Horton was a large elephant and the Whos in Whoville that lived on a speck of dust were very small. Discuss which animals are small, smaller and smallest such as a dog (small), cat (smaller) and mouse (smallest). I will point out that not all things that are big stay big, such as a balloon that becomes smaller when all the air is let out. I will point out that not all things that are small stay small, such as a small acorn that grows into a big oak tree and a small kitten grows into a large cat. Discuss that change in size can occur slowly over time such as the small acorn growing into the big oak tree or it can change size suddenly as when a balloon loses all of its air. I will measure all of the children by standing them against the wall (which hangs a removable paper border). I will draw a line at the point where the top of their heads are to show their height on the wall; then I will write their names below the line. (At the end of the year, we will measure again to see how much they have grown and review the large, larger, largest measurements).

We will review the endings –er that compares two things, and –est that compares three or more things. These endings are for adjectives that compare nouns.

We will point to the poster and repeat the Dr. Seuss quote from the poster that we found in the book today, Horton Hears a Who. “A person’s a person, no matter how small.”

Lesson Assessments:

Evidence of the learners’ attainment of the objective-They will complete the –er and –est worksheet as an individual assignment. They will share adjectives to describe the dust in the microscope on an index card with their parents.

Lesson Extension:

Two alternative activities, extensions, or enrichment activities. 1. Looking into a microscope to see a speck of dust. The students will form groups of four

students per table and take turns looking in the microscope at a speck of dust like the one where the Whos from Whoville lived. They will get an opportunity to change the lens and the light to adjust the microscope for the best and clearest view. This is a great opportunity to introduce the students to the use of a microscope in science and discuss small, smaller and smallest living creatures.

2. The –er and –est worksheet. Homework (as appropriate)-The index cards with the adjectives that they have written to

describe the dust in the microscope will be sent home to show to parents. They will have a question on the card for the parents to share adjectives that they use frequently. (this will be a great exercise for the ELL students in the classroom and I will send all exit strategies for parents that are Non English speakers a translated version of the exit strategies with both languages so that they may be able to see words in English as well).


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-er and –est worksheet

Name: ____________________________________________

Adjectives with er and est

Some adjectives end in -er and -est. These adjectives compare nouns.

Add -er to most one-syllable adjectives that compare two things.

example: The black cat is smaller than the orange cat.

Add -est to most one-syllable adjectives that compare three

or more things.

example: Of the three cats, the black one is the smallest.

Choose the correct adjective in parenthesis to complete each sentence.

Write the adjective on the line.

1. Martin is _____________________ than Marcia. (old, older, oldest)

2. That is a very _____________________ car. (small, smaller, smallest)

3. Mount Everest is the ________________ mountain in the world. (high, higher, highest)

4. This is the _____________________ blanket in the house. (warm, warmer, warmest)

5. Maria is _____________________ than Jan right now. (happy, happier, happiest)

6. That was the _____________________ sundae I've ever eaten. (big, bigger, biggest)

7. Katrina ran even _____________________ than I did. (fast, faster, fastest)

8. January is the _____________________ month of the year. (cold, colder, coldest)

9. That is a very _____________________ fishing pole. (long, longer, longest)

10. Mr. Jones is the _____________________ teacher in the school. (nice, nicer, nicest)

(Super Teacher Worksheets - www.superteacherworksheets.com)


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Lesson Overview: The Sneetches

Day-3 Length Other content area(s) integrated into lesson-Health (societal responsibility and diversity).

History (Black History Month, and Cultures). Reading/writing areas to be addressed-Onset and Rhymes. Writing and creating rhyming

words with their imagination. Students identify the phonograms -all, -ear, and -art. Literary element(s) to be addressed-Author study. A celebration of the fantasy genre and

using your imagination. The setting, the plot, (both review) and now discussing the theme and conflict.

Lesson Objective(s)-Word recognition, fluency and vocabulary development. Onsets and rhymes. Author Study of Dr. Seuss. Understanding the fantasy genre. Understanding setting and plot (review) with theme and conflict. Understanding Societal responsibility and diversity. Understanding cultures and racism in History.

Reading Standard(s)-RL.1.3-Describe characters, settings, and major events in a story, using key details.RL.1.10-With prompting and support, read prose and poetry of appropriate complexity for Grade 1.RI.1.4-Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.RF.1.3f-Read words with inflectional endings.W.1.5-With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

SL.1.1b- Build on others’ talk in conversations by responding to the comments of others through multiple exchanges L.1.4a- Use sentence-level context as a clue to the meaning of a word or phrase.

Other Content Area Standard(s)- E-CG- Identify rights and responsibilities of citizens within the local community and state. G-H-Identify historical events and celebrations within the local community and throughout Alabama. E-H-Compare common and unique characteristics in societal groups, including age, religious beliefs, ethnicity, persons with disabilities, and equality between genders.

Lesson Procedure:

Set/Introduction: We discuss historical information about racism and diversity among the cultures. We will discuss a previous lesson on racism in America, from Black History Month and Mahatma Gandhi’s fight against racism in India and South Africa. We will tie this in to the conflict in the story and the theme of the story.

o Attention Getter-Dance Party Time-Video about Diversity. I will have the children get up and clap and dance along to the song about being different. https://youtu.be/-QSLlEt_LJY


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o Check for Prior Knowledge-Review Dr. Seuss author study. Review rhyming words. Review literary terms-fantasy genre, the setting, the plot, and discuss theme and conflict.I will define theme and ask them what they think the theme is, and write their answers on the board. I will define conflict and discuss how unfair treatment causes conflicts in real life and in literature. I will have them watch for conflict in the story.

Lesson Body-I will read the Dr. Seuss book, The Sneetches to the class. After reading the story we will play a fun game. I will pass out 3 cards to each child with a phonogram on each of the 3 cards. We will practice reading the words on the cards and using them in a sentence. I will read the book again asking the students to put a token on their words when they are read aloud. When the student has covered all three of his words with a token, he may say, “Sneetches!” to let the class and myself know that he or she has heard each of his or her words. Then I will ask the student to point in the book to where the words are found (the book will be displayed on the Smart-board for the ELL and cochlear implant students) and to point and say the word in the text that rhymes with it. I will then have the class identify the ending rhyme which the words have in common and ask the student if he or she can think of any other words that also has the same ending. Other members of the class can help him to come up with words with that ending. After rhymes have been found for that students three words, I will finish reading the text until another student calls out “Sneetches!” Then we will repeat this process until the book is finished. Closure (Review)-After the game I will go to the board and write many of the words from the

story that have special phonogram endings like –all, -ear, and –art. I will ask the class to think of what ending the words have in common. I will ask them to think of other rhyming words. We will list them in rows that are alike and discuss how they are word families.

Lesson Assessments:

Evidence of the learners’ attainment of the objective-writing assignment that connects the student to other cultures from our History studies (see below). I will determine the rate of success that the students have in finding word endings that rhyme and determining word families.

Lesson Extension:

Two alternative activities, extensions, or enrichment activities.1. The Sneetches! Game. See above. This is a game that the children play during the read aloud. 2. Group project. The children will go to their groups and take their cards that they played the game with. With the cards they will create a poster with star decorations (and Sneetches if they can) and staple the word cards to the poster to hang in the classroom.

Homework (as appropriate)-The exit strategy will be the questions on the Sneetches exit strategy sheet. I will ask the children to think of a time when they were treated unfairly, or bullied, or made to feel that being different is not a positive thing. Then they can write about what they learned from that and from the lesson about Sneetches.

The Students will fill out the top of the Sneetches homework as an exit strategy, then they will ask the parent to fill out the bottom part with an example to share. This helps connect the parents to the learning activities of the student. (The two ELL students will have a copy of the worksheet that has both English and their native tongue translated for the parents that do not speak English).

(Sullivan, Maureen. 2013)


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(Sullivan, Maureen. 2013)


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Lesson Overview: The Foot Book

Day 4 Length-60 minutes for lesson. 15 minutes to write in My Antonym Book. Other content area(s) integrated into lesson-Math. Measurements using non-standard units to

measure length. Reading/writing areas to be addressed-Onset and rhymes that contain –oot and –eet. .

Antonyms-learning about antonyms and writing in the “My little antonyms” book/journal. Literary element(s) to be addressed-Review of Dr. Seuss Author study by reading the card

that has the parent’s favorite book to the class. Review of the Fantasy genre and setting, plot, conflict and theme. We will add characters to the literary discussion. I will define characters and speak about analyzing the characters in a story, telling the children to pay attention to the characters in today’s book, “The Foot Book”.

Lesson Objective(s)-The students will review rhyming words and add –oot and –eet to the words families on the board. The students will identify phonograms oo and ee. The students will improve word recognition, fluency and vocabulary development. The students will understand that antonyms are opposites.Reading Standard(s)- RL.1.3-Describe characters, settings, and major events in a story, using key details.RL.1.10-With prompting and support, read prose and poetry of appropriate complexity for Grade 1.RI.1.4-Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

RF.1.2a- Distinguish long from short vowel sounds in spoken single-syllable words. RF.1.2b- Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF.1.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.1.2- Write informative or explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.SL.1.5- Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Other Content Area Standard(s)-1-MD1- Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1-MD2- Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts


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where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Lesson Procedure:

Set/Introduction: We will discuss what we know about Dr. Seuss and the fantasy genre. We will discuss the elements of a story, setting, plot, conflict and theme. I will define characters and discuss how to analyze characters in a story. I will ask them if they sometimes understand the characters in the story because they have experienced similar things in their lives. I will ask them to think about the characters in the last few books we’ve read, Horton Hears a Who and Sneetches and give examples about how they can relate to the characters.

We will discuss rhyming words, and go over the word families that we have so far. We will discuss the endings –oot and eet- and I will ask the students to listen for these and similar words in today’s book, The Foot Book. We will discuss that these are phonograms oo and ee. We will go over Antonyms. I will discuss that antonyms are words that are the opposite of each other and ask the class for examples of opposites and write them on the board under the word Antonyms. We will get up and dance to the Antonym Song (below).

o Attention Getter-Dance Party Time with Katy Perry’s Antonym song with Elmo on Sesame Street. http://thefirstgradeparade.blogspot.com/2011/02/how-many-antonym-feet-do-we-meet.html

o Check for Prior Knowledge-Review of Dr. Seuss as an author. Review of the fantasy genre of books and the literary elements of setting, plot, conflict and theme before we discuss today’s lesson on characters. I will ask them how they relate the characters in a story to their own lives. I will ask them about the characters in the books that we have written so far and how they can relate to these characters.

Lesson Body-I will read the book, The Foot Book. I will then ask the class to work on a project in pairs by cutting out oak tag in the shape of a large foot (11 inches) and a small foot (4 inches) which I have prepared and drawn on. They will color and decorate the feet then they will use the feet to go around the room and measure objects and write the measurements on a piece of paper. I will demonstrate how to measure the length of objects using the non-standard measurements of the feet. Then they are to go to their groups of 4 or 5 and share their findings.

The students will then use their own feet to make a template for measuring. They will be encouraged to decorate these feet with antonyms of their choosing, with illustrations (ex. hot on the left foot, cold on the right…ect). These feet will be displayed on my Giant foot decoration for the outside of the classroom door.(The First Grade Parade. How Many Antonym Feet Do We Meet? 2015).

Closure (Review)-We will review what we learned from measuring things using a non-standard measurement (because we each have different length feet, we will have different measurements when using our feet). We will discuss what antonyms are and write in the Antonym work book/journal called “My Antonym Book”. This will be a handout stapled book that I have downloaded from a site on the web. I will encourage them to write down antonyms in the book, (or illustrate for ELL and special needs students) anytime they think of them so that they get a big collection for the parent’s night showing. (The First Grade Parade. My Antonyms Book. 2015).

Lesson Assessments:

Evidence of the learners’ attainment of the objective-I will pass out a worksheet for assessment of antonyms. (See below)


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Lesson Extension:

Two alternative activities, extensions, or enrichment activities.1. The Measuring activity using non-standard measurements of different size feet. 2. The Feet cut outs of their own feet to decorate with an antonym of their choice for the door art.3. The My Antonym Book to journal antonyms.

Homework- For parent interaction with children. The children will be asked to have their parents help them go on an Antonym Hunt. They are to search their homes for as many antonyms as they and their parents can find and write them on a list.


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Lesson Overview: The Cat In the Hat by Dr. Seuss

Day 5-We will Read Cat in the Hat and do the lesson then end the Unit with a Dr. Seuss Party!

Length-Lesson with writing, literature, reading and math- Other content area(s) integrated into lesson-Math-Geometry-Shapes: kite, triangle, rectangle,

oval and square (all are found in today’s reading). Reading/writing areas to be addressed-Rainy day writing assignment-Write about something

you have done on a rainy day, and illustrate. I will Read the book and then have them sequence events in the book and glue them onto the hats they have made from the Math geometry assignment.

Literary element(s) to be addressed-Review of Dr. Seuss, the fantasy genre, and the elements of setting, plot, theme, conflict and character. The Charade Parade Character Game (below).

Lesson Objective(s)-The students will understand endings that rhyme with –at and the word family –at. The students will understand sequencing the order of a story. The students will understand and name characters in a story with simple to specific descriptions.

Reading Standard(s)-RF.1.1- Demonstrate understanding of the organization and basic features of print.RF.1.2- Demonstrate understanding of spoken words, syllables, and sounds (phonemes).RL.1.2- Retell stories, including key details, and demonstrate understanding of their central message or lessonRL.1.3- Describe characters, settings, and major events in a story, using key details.RL.1.10-With prompting and support, read prose and poetry of appropriate complexity for Grade 1.RI.1.4-Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.RL.1.7- Use illustrations and details in a story to describe its characters, setting, or events.RL.1.9- Compare and contrast the adventures and experiences of characters in stories.RF.1.2c- Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.SL.1.4- Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.SL.1.5- Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Other Content Area Standard(s)- 1-G1- Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Lesson Procedure:


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Set/Introduction: I will read the book The Cat in the Hat by Dr. Seuss. I will tell the students to pay close attention to the order of the happenings of the story and the use of the words that end with -at.We will review the author study of Dr. Seuss, the fantasy genre, and the literary elements that we studied this week. Today we will focus on a character study for the literary elements that includes a Charades Parade game.

o Attention Getter- The Cat in the Hat Poster of quotes. We will discuss all the quotes we can find from the books we read this week.

o Check for Prior Knowledge- We will review the lessons from the week on rhyming words, phonograms, antonyms, and the literary elements.

Lesson Body-

I will read the book, The Cat in the Hat by Dr. Seuss. We will go over the new word family that ends with –at, and add them to our word wall with all

of the other endings words that we created word families from during the week. I will have pre-made sentence strips in white and red of the things that occur in the book (10

sentences for each child). I will ask them to put them in order at their desks. I will go around the room checking and assessing if they are putting them correctly and guiding them to do so. The will put these in their desks in order so that we can work on the Geometry activity.

The sentence strips:It’s raining, so Sally and her brother have nothing to do.The Cat in the Hat comes to the house.The cat wants to do tricks, but the fish tells him to go away.The cat does not listen to the fish and starts to do tricks in a very messy way.Thing 1 and Thing 2 arrive.Mother is on her way home.The cat cleans the house and leaves.Mother comes home.Mother asks the kids about their day.The kids do not know if they should tell their mother about their day.

With the Geometry activity; we will discuss squares (like the box of tricks in the story) and rectangles (like the stripes on the Cat’s hat), and how an oval is a flattened circle, and triangles and how two put together make the kites in the story (two triangles with bases together-if this were a second grade activity, I would put four right angle triangles together). I will have them cut out a huge rectangle from red felt. They will then take one of the pre-cut ovals from white felt for the bottom of the hat with a line cut in the middle for their heads. They will staple the two parts together (I will do the stapling). They will then choose three of their favorite scenes from their sentence strips and glue them onto the top of the hat as the stripes. When the glue dries, they can wear their hats at the Dr. Seuss Party at the end of the day.

They will complete a writing assignment in their journals about what they have done on a rainy day. They will illustrate with drawings. (ELL’s and special needs students can illustrate only, if they have difficulty in writing at this time).

Closure (Review)-We will celebrate Dr. Seuss and His Perfect Timing, and Rhyming, Magical, Fantastical World of Reading and Writing

-a party for the last hour of the day!

Lesson Assessments: This game will assess the understanding of the characters from each


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book throughout the Unit. Other assessments from the unit include the writing journal, the Antonym Book, and all of the activities that will be contained in a portfolio.

Evidence of the learners’ attainment of the objective-Charade Parade character guessing game:

Guess Which Character!

I will explain that Dr. Seuss stories have some of the most memorable characters in children’s literature. There’s Horton, who lives in the Jungle of Nool, the Cat in the Hat and his trademark tricks, Sam and his green eggs and ham, the Sneetches — both the Star-Belly and Plain-Belly sort, and more. We will explore the characters in the Dr. Seuss stories that we read during this Unit, with this guessing game:1. I will ask the children to choose a favorite character.2. I will ask the children to pretend to be that character and write a set of clues that describes who they are. I will have them start with general clues and get progressively more specific — for example, I live in a jungle. I like to swim. I have a trunk. I have big ears. I am determined. I searched a big field of clovers for my small friends. I found them on the last clover and kept them safe. (I will walk around and help them to sequence the sentenced clues from simple and short to more specific).3. I will let the children take turns reading aloud their clues, one at a time, giving classmates a chance to guess their identity after each clue like a game of Charades.

Lesson Extension:

Two alternative activities, extensions, or enrichment activities.1. Sequencing of Sentence Strips to align the story in order of happenings.2. The Geometry activity focusing on Rectangle, Square, Triangle, Oval, and Kite.3. The writing activity for their journals-What have I done on a rainy day?

Homework-(not graded) The children will be encouraged to go to the library and find a new Dr. Seuss book to read over the weekend.


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References

Alabama College and Career Ready Standards and Support. 2013. Retrieved from:

http://alex.state.al.us/ccrs/node/69

Sherwin, Lanny. 2014. Everyone is Different. You-tube. Retrieved from:

https://youtu.be/-QSLlEt_LJY

Sullivan, Maureen. 2014. Hot Chalk. Sneetches! reading game. Retrieved from:

http://lessonplanspage.com/LAPhonogramsSneeches1.htm/

Super Teacher Worksheets. 2015 Retrieved from- www.superteacherworksheets.com

The First Grade Parade. How Many Antonym Feet Do We Meet? 2015. Retrieved from:

http://thefirstgradeparade.blogspot.com/2011/02/how-many-antonym-feet-do-we-meet.html

http://lessonplanspage.com/LAPhonogramsSneeches1.htm/


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