Introductory Lesson Plan:
Grade:
Kindergarten
Standards:
LAFS.K12.R.3.9
Analyze
how two or more texts address similar themes or topics in order to build
knowledge or to compare approaches the author takes
Objective:
Students will understand: Students will understand that the author
of the books I have presented to them is Dr. Seuss.
Students will know how: Students will know how to identify things
that all of the books presented to them had in common.
Students will be able to: Students will be able to identify which
books were written by doctor Seuss based on specific themes, topics, and
approaches he takes in his books.
Materials:
The
Cat In the Hat (Book)
Green
Eggs and Ham (Book)
One Fish two
fish red fish blue fish (Book)
Label
Sticker
Activity:
I
will introduce each of the books listed above to the children. We will first
look at the pictures in the books and look for similarities in the
illustrations. After we look at the books I will read them to them. I will then
ask the student what the books had in common. We will discuss that all of the
books had a fun style and used rhyming. I will then inform them that the author
of all of the books is Dr. Seuss.
I
will then ask them to share with me some clues that I could use based on Dr.
Suess books to find out if Dr. Seuss has written a book I do not know the
author of.
Assessment: I will divide the class into groups of
four. Each group will receive 4 books, out of the four books one of the books
will be written by Dr. Seuss. The author’s names will be covered with a
labeling sticker. The student’s will then have to identify which book they
believe was written by Dr. Seuss. After the students and their groups have decided
on a book, they will come up as a
group and share with us why they believe the specific book they picked out of
the four was written by Dr. Seuss.
Technology Integration:
After
the lesson, mainly to get the students intrigued about learning more about Dr.
Suess I will show them this video of
the story of Green Eggs and Ham.
Accommodations:
This
lesson works for ESOL students of children with other disabilities because they
can use the illustrations to help them identify similarities and differences
between the books. I will also try to pair any ESOL student in a group with a
bilingual student who can help translate.
Lesson Plan 1:
Grade:
Kindergarten
Standards:
LAFS.K.RI.2.6
With
prompting and support, identify the author and illustrator of a story and
define the role of each in telling the story.
Objective:
Students
will understand: Students will understand that most of the books they read have
both an author and an illustrator.
Students
will know how: Students will know how to differentiate the role of an
illustrator from the role of an author.
Students
will be able to: Students will be able to point out the author and the illustrator
of a any given book and define each of their roles.
Materials:
Oh
the Thinks you can Think (Book)
Plastic
bag
Strips
of Paper (enough for each student)
Construction
paper
Crayons
stapler
Activity:
I
will begin by asking the students if they can tell me where I can find the name
of the author and Illustrator of the
book. We will identify this information as a class. I will then make sure that
they understand the role of each one. Once we discuss the role of the author
and illustrator I will proceed to read the book Oh the Thinks you Can Think.
After
reading this book I will ask questions about the book such as:
·
“What
do you think Dr. Seuss wanted us to get out of this story?”
·
“What
did you learn from this story?”
·
“What
was your favorite part?”
I
will then ask the students to pair up with their shoulder partners. The
students will be asked to pick up a plastic bag and go to a spot in the room
with their partner.
Each
bag will contain two strips of paper with a picture of crayons or a picture of
a pencil. The students will pick out a folded strip of paper from their bag.
This activity will require one student to play the role of the author, and the
other of the illustrator. The student that picks the crayons will be the
illustrator and the student that picks the pencil will be the author. The bag
will also contain several sheets of construction paper already folded and
stapled into a book, and crayons.
The students will then come up with a story for the author to write, and the
illustrator to draw.
Assessment:
Students
will then be asked to share their books with the class and what their role was
during the making of the book. I will ask students to identify which of the
students presenting was the author, and which was the illustrator.
Accommodations:
This
activity works well for a wide variety different learning styles. It involves
reading, listening, writing, drawing, and more.
Lesson Plan 2:
Grade:
Kindergarten
Standards:
LAFS.K.RI.3.8
With
prompting and support, identify the reasons an author gives to support points
in text.
Objective:
Students will understand: Students will understand that authors
normally write with a purpose.
Students will know how: Students will learn techniques to
identify the main points an authors gives in a text.
Students will be able to: Students will be able to tell a story and
explain reasons why they made specific points.
Materials:
Happy
Birthday to you (Book)
Construction
paper
crayons
Activity:
I
will read the book Happy Birthday to You to the students. Then we will discuss
the main purpose the Dr. Seuss may have had while writing this book. I will
share with them that I believe he made specific points to share with the
readers that people celebrate things in their own unique way.
Assessment:
I
will ask the students to share a story of their favorite celebration or holiday
with a partner. Then they must take time to talk about why they shared specific
points. I will walk around and observe the interactions and responses of the
students.
Accommodations:
I
will be walking around during this time, therefore I will be able to assist
students who need any additional help.
Lesson Plan 3:
Grade:
Kindergarten
Standards:
LAFS.K.W.3.7
Participate
in shared research and writing projects (e.g., explore a number of books by a
favorite author and express opinions about them)
Objective:
Students
will understand: Students will understand that all of the books we have read in
the past few days have all been written by Dr. Seuss
Students
will know how: Students will know how to describe the Dr. Seuss’s writing style
and the illustrations in his books.
Students will be able to: Students will
be able to actively participate in a class activity in which we will write a
letter to Dr. Suess thanking him for all the books we wrote.
Materials:
There’s
a Wocket in My Pocket (book)
Poster
board
Markers
Activity:
I
will begin by asking the students to predict what they think the book will be
about based on the books cover and title. I will also ask them what time of
illustrations they believe we will find based on Dr. Seuss’s other books.
I
will then read the book There’s a Wocket in My Pocket.
Once
we have read the book we will discuss how much we enjoyed reading Dr. Seuss
books and I will suggest we write a letter to him thanking him for providing us
with all of these magical books.
Assessment:
Students
will be able to actively participate as they suggest things I could say in the
letter. In this letter we will write to Dr. Seuss about our favorite part of
his writing, illustrations, and our favorite books he has written, etc.
Culminating Activity:
I
wanted this to be a fun activity. I will have the students work in fours and pick
any of the Dr. Seuss books we have read. The students will pick their favorite
characters in the book and will use a poster board to draw their favorite
characters and decorate it with paint, glitter, and other arts and craft tools.
Students will present their poster board, why they picked the book, who the
author and illustrator is, and who their favorite characters where. We will
combine the poster boards and tape them up to create a Dr. Seuss wall.
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