To be honest, however, I did not know much about Dr. Seuss so prior to doing this unit, I wanted to meet him. I went to the library and checked out an armload of Dr. Seuss books then I began to research the man and his work. What I learned is that his full name is Theodore Seuss Geisel. More popularly known as Dr. Seuss, he was born in Springfield, Massachusetts on March 2, 1904. He attended Dartmouth College in 1925 and then went on to Oxford University, intending to obtain a doctorate in literature. It was at Oxford in 1927 that he met and married Helen Palmer. That same year he returned from Europe and began working for the Judge, a leading humor magazine in America at the time. While writing humorous articles and drawing cartoons for them, he also contributed his work to Life, Vanity Fair, and Liberty.
In one of his cartoons he made a reference to “Flit” insecticide which drew the notice of the wife of an ad executive working for the Standard Oil Company. This led to a contract with the company that lasted seventeen years. People all around the nation began to recognize his name and coined the phrase, “Quick, Henry, the Flit!” These ads supported him and his family throughout hard times, particularly during the Great Depression and when his writing career was just beginning to blossom.
In 1936 Geisel traveled to Europe for vacation. As he listened to the rhythm of the ship’s engines, he “came up with And To Think That I Saw It on Mulberry Street. This book was rejected by forty-three publishers until, in 1937 a friend published it for him. As the book began to enjoy moderate success, it changed the world of Children’s literature forever. In an autobiographical sketch of Seuss’s life the author says:
"In 1957, Seuss's The Cat in the Hat became the prototype for one of Random House's best- selling series, Beginner Books. This popular series combined engaging stories with outrageous illustrations and playful sounds to teach basic reading skills. Brilliant, playful, and always respectful of children, Dr. Seuss charmed his way into the consciousness of four generations of youngsters and parents. In the process, he helped kids learn to read" (Bedno).
It is interesting to note that Life magazine published a report in May of 1954 concerning illiteracy among school children. The report stated that children had trouble reading because of having to read boring books. When Geisel’s publisher heard this, he sent Geisel a list of four hundred words that he felt were important. He then asked Geisel to cut this number down to 250, the amount of words that the publishers felt a first grade child could absorb at one time, and write a book. Geisel worked at this project for nine months, and using 220 of those words, he produced The Cat in the Hat. When published, it became an instant success. After this, Seuss went on to publish forty-four children’s books, and in 1984 he won the Pulitzer Prize. Even after his death in 1991, Dr. Seuss continued to be the best-loved and best-selling author of children’s books in the world.
It is with this inspiring biography in mind that I endeavor to create an interesting language adventure for my students, hoping to challenge their minds while bringing smiles to their faces and love to their hearts.
Works Cited
“The Advertising Artwork of Dr. Seuss.” 22 November 2007
< http://orpheus.ucsd.edu/speccoll/dsads/index.shtml>
Bedno, David. "The Doctor Seuss Web Page." Center For Seussian Study. 13 January 1995. 23
Nov 2007
Erdiller, Zeynep. The World Wide Web. ERIC Database 23 November 2007
< http://www.indiana.edu/~reading/ieo/bibs/drseuss.html>
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5-Day Lesson Plan
Topic: Fun With Language – A Study of Dr. Seuss
Standards: English Language Arts: Language/Oral Language
A.8.1 Use effective reading strategies to achieve their purposes in
reading.
A.8.3 Read and discuss literary and nonliterary texts in order to
understand human experience.
B.8.2 Plan, revise, edit, and publish clear and effective writing.
C.8.3 Participate effectively in discussion.
D.8.1 Develop their vocabulary and ability to use words, phrases,
idioms, and various grammatical structures as a means of
improving communication.
D.8.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional situations, and learn to be flexible and responsive in their use of English.
Curriculum Area: English/Language Arts
Grade Level/Age: Grade 7
Time Frame: 5 (25-minute) class periods
Objectives: After listening to selected passages read to them from the works of Dr. Seuss students will be able to:
· Correctly analyze elements of descriptive language and imagery in text. (Bloom – Analysis)
· Use techniques of oral communication to listen to and actively participate in small group discussion. (Bloom –Analysis/ Evaluation)
· Explain the author’s use of rhyme imagery, and why this is important to the story, correctly citing five examples of language manipulation in the text.
(Bloom – Comprehension/Evaluation)
Assessment: A written quiz with Bloom’s Taxonomy of Questions. Cooperative effort and quality of work demonstrated on the worksheets and through discussion will be assessed.
4 = Excellent
3 = Good
2 = Acceptable
1 = Needs work
0 = Unacceptable
Materials:
The books, Oh the Places You’ll Go!, Green Eggs and Ham, The Lorax, And To Think That I Saw It On Mulberry Street, Hooray For DiffendooferDay! by Dr. Seuss, writing paper, pens or pencils, and a copy of the books for every two students.
Addressing Diverse Needs:
Students with learning disabilities will be paired individually with carefully chosen peers who can assist them throughout the class discussion and activities. There will also be a variety of possible alternate activities available if needed.
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Opening: (Day #1) Oh, The Places You’ll Go!
I will open the class by telling the students that we are going to work together, using Dr. Seuss, to create a special “Fun With Language” booklet for the 1st grade students whom I will be teaching during the last nine weeks of school. I will tell them that this will be a fun project that will make use of the skills they have acquired in their language arts and literature classes up to now. In order to do this they will need to put on their thinking caps and give full, free expression to their imaginations. They must think of themselves as big brothers and sisters to the 1st graders, and make their booklets so interesting that the little ones will be eager to learn all they can from what they have written. Everyone will have an opportunity to use their best talents in this project because we need stories, rhymes, pictures, games, and an assortment of activities that will create interest for our little brothers and sisters.
Body
Instructional Input:
Before beginning to read, I will review with the students the definition of rhyme, explaining the etymology of the word itself. Rhyme is a noun that comes from the Middle English “rime,” from Anglo-French. It dates back to the 13th century.
To speak of rhyme we think of poetry with its rhyming verse composition. In rhymes, one of two or more words match in sound, normally it is the terminal sounds (coming at the end of the lines of poetry).
Example: “Today is your day,
You’re off to Great Places!
You’re off and away!”
What are the rhyming sounds in this verse of poetry?
As you study Dr. Seuss you will see how simple his rhyme schemes are, although he has created many outlandish names and places by manipulating the English language in ways that make delightful reading for children AND young adults. His books are timeless and now that you are older and know more about life, you will appreciate his humor even more. As you read the assigned books, see if you can discover the theme. What is the message Dr. Seuss is giving his readers? Can you discover more satire and humor than you did when you read them as children?
I will begin reading Oh, the Places You’ll Go!, setting the spirit and rhythm of the text, then call on volunteers to read to the end of the book. I will then ask the students to imagine they are age 6, and brainstorm a list of places they would like to go, people they would like to meet, and things they would like to learn.
After re-reading a few selected passages from Oh, the Places You’ll Go, I will ask students to distinguish elements of descriptive language, imagery, and rhyme found in these passages. Students will be given a set of questions (Bloom’s Taxonomy) and 8 minutes to discuss the questions with their group, making brief notes as they do so. A class discussion will follow, during which they will share the responses to the questions along with their insights about Seuss’ use of rhyme to teach important real life lessons. Set goals, using worksheet attached, as explained in the lesson closing.
Closing of 1st day: Recalling points that came up in the discussion, I will ask the students to write out their own personal goals in life according to those we discussed in class. A bonus point will be awarded to students who can write these goals by manipulating language in the style of Seuss, such as “weirdish,” “un-slumping,” “Hakken-Kraks,” “Boom Bands” etc. Two bonus points per “weirdword” used and still make sense.
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Fun with Language: Dr. Seuss Green Eggs And Ham –Day #2 (25 minutes)
Today will be devoted to group collaboration –task oriented.
Opening: We will begin with a review of “rhyme” and elements of descriptive language and imagery found in Seuss’ Oh, the Places You’ll Go. Students will be invited to share their written or rhymed goals from yesterday’s class. Copies of Green Eggs and Ham will be distributed to students. Give them 10 minutes to read quietly and independently:
1. Green Eggs and Ham
2. I will assign students to get into groups of 3 or 4 :
a. Discuss the story—what is it saying? How does Seuss manipulate words to create interest and carry out the theme of the story? Why does the character in the story refuse to taste the green eggs and ham? How would you interpret the change that happens when he finally does taste the green eggs and ham? How can this episode be applied to everyday life?
b. Recently in our grammar class, we talked about “contractions” and their use in writing and speaking. The first grade students need to learn about contractions. See how many contractions you can make from the words used in the story. (Example: Sam I am. - I am = I'm)
c. Put on your creative thinking caps and work together to create an original story using the element of rhyme to teach an important lesson. (The lesson might focus on something like “safety,” “responsibility,” or “helping with chores at home,” etc. )
d. Assign as homework: Students randomly pick one of the following creative projects to do, which will be inserted into the 1st grade booklet. The names of the projects are written on slips of paper that are folded and passed around the classroom. The projects include: 1.Create a line drawing from Oh, the Places You’ll Go, or Green Eggs and Ham as a coloring book page (example attached). 2. Make up a rhyming Bingo Game. 3. Make a word rhyming game using matching pictures from a magazine or original drawing. 4. Create a Green Eggs and Ham Tic Tac Toe Game, or an Oh, the Places You’ll Go Tic Tac Toe Game ( example attached)
Closure: Call on students to share lessons learned from today’s class and brainstorm ideas for the 1st grade booklet.
Modeling and Demonstration (over the course of 2 days)
· I will begin reading Oh, The Places We’ll Go!” to set the rhythm, expression, and tone.
· I will also lead the students in a discussion about the important theme or message of both works, while pointing out the rhyming strategy being used to engage youthful listeners and encourage language manipulation.
· Play audio clip of Dr. Seuss’s philosophy for writing children’s literature http://www.teachnetlab.org/ps101/chornik/seuss/seussstyle.htm
· I will circulate during independent and group discussion/work time to answer questions and be generally available as the students need assistance.
Active Engagement of Learners and Assessment
Participation in class oral reading and in discussion. I will also ask questions to tap prior knowledge and spur creativity as students consider how to go about creating the 1st grade booklet.
Bloom’s Taxonomy of Questions:
· What is rhyme? (Knowledge)
· Using your own words, can someone explain the type of imagery used in Oh The Places You’ll Go? (Comprehension)
· Can someone give me an example of rhyme by manipulating language to create unique-sounding words? (Application)
· What are some of the lessons Dr. Seuss is teaching throughout this story? (Example: “You’ll look up and down streets. Look ’em over with care. About some you will say, “I don’t choose to go there.”)(Analysis)
· Create a list of places you would like to go if you were 6 yrs. old. (Synthesis)
· What is it about this story’s message that you find challenging, whether the reader is 6 yrs old or 13 yrs old? Why? (Evaluation)
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Fun With Language: Dr. Seuss -- Day #3 The Lorax (25-minute lesson)
Objectives:
· Students will identify alliteration and onomatopoeia used throughout the story and give examples of alliteration and onomatopoetic words that pertain to their question and answer.
· Students will determine the meaning of words by their use in context with the story.
· Students will use critical thinking skills to answer questions pertaining to the story.
Opening: Ask volunteers to give a summary of yesterday’s reading of Green Eggs and Ham, and what we discussed about Seuss’ use of rhyme and word manipulation to get the theme of the work across to his young readers. Students will then be called on to share the 1st grade booklet page they created for homework. These pages will then be handed in for assessment and final compilation into booklet form at the end of the week.
Body of Lesson:
· Begin reading The Lorax aloud to the class to set the tone and expression of the story. Then call on individual volunteers to take turns reading. (If available, a video of the story may be used)
· Divide the class into groups of 3. Explain that each group will be given a card with a question on it. The group will be given 8 minutes to discuss its question, write down the answer, and prepare to read the answer to the entire group.
· Point out the alliteration and onomatopoeia (words that imitate the sound associated with something, e.g. "hiss" and "buzz") used throughout this story. Besides answering the question, each group is to pick out examples of alliteration and onomatopoetic words that pertain to their question and answer.
· Point out the unique way Seuss manipulates language with these made-up words: moof, gruvvulous, slupps, snergelly, rippulous, snargled cruffulous, smogulous, biggering. (A fun extra credit opportunity: See if you can determine what these words mean by its “context.” --the way they are used in the story. There really aren’t any wrong answers, so you can be as creative as you’d like. To what part of speech do you think they belong?
--Due on Monday of next week)
· Questions:
1. Could the Once-ler have managed his company in a way that would have protected natural resources and not run out of trees to manufacture “Thneeds”? How? Is it necessary to protect all trees “from axes that hack?” Why or why not?
2. What did the once-ler mean by “Un-less”? What responsibility does he seem to think “someone like you” needs to take? What kinds of things can we do today to ensure that trees will be available for all different purposes in the future?
3. Compare the Once-ler’s attitude toward the environment at the beginning of the story with his attitude at the end. What were some results of the Once-ler’s greed?
4. The Once-ler explains his actions by saying, “If I didn’t do it, someone else would.” Is this true? Is it a good excuse for doing what he did?
5. Do you think Once-ler realized that his greed had caused lots of problems in the town? Explain your answer.
6. The Lorax says he speaks for the trees. What does this mean to you? What is the Lorax’s attitude at the end of the story?
7. Why do you think Once-ler didn't leave the town with everyone else? And What seems to be the author’s purpose in writing this fable? (A fable is a fictional story that teaches a lesson.)
· Following the discussion, a volunteer from each group reads the question and answers it for the class, also giving examples of alliteration and onomatopoeic words used to get the message across. The other students can then raise their hands to agree, disagree, or elaborate on the answers given.
Closure: Direct class to the importance of making wise choices and how they affect others. Ask students to give examples of situations in which individuals can make a difference.
Homework assignment: Compose a rhyme of no less than 3 lines/no more than 12 lines as a response to the story of the Lorax.. The assignment will be a rough draft to be proofread by partners in tomorrow’s class, then revised where necessary and a good copy made, before handing it in on Friday. Assessment for creative rhyme is according to rubric
Sources:
Rubric: Shel Silverstein Poetry Fun
http://www.coe.unt.edu/patterson/webquests/vaughn/vaughn.htm
Questions: Trees For Many Reasons
http://www.sd5.k12.mt.us/glaciereft/bottr312.htm
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Fun With Language: Dr. Seuss (Day #4)
Objective: The students will listen to the story and then use the same format to compose an original story in which they manipulate language or rhyme to describe things they might see on the way to school in the morning.
Opening: Review alliteration, onomatopoeia, and rhyme technique used in the story of The Lorax to illustrate the theme. Ask one of the students to explain the assignment given at the end of the class yesterday. Ask students to consult with a partner to proofread the rhymes they wrote. Time will then be given to re-write a good copy of the poem in class (about 4 minutes for consultation and 10 minutes to re-write the poem).
Body of Lesson: Distribute copies of And To Think That I Saw It On Mulberry Street. Explain to the class that as they begin to read this book they will notice that it is different than other Seuss books. Not only will they find a difference in the drawings, but they will notice that the poetry, too, is different. Ask if they have any idea why this might be? (It was Dr. Seuss’s first book written for children. You will see that even famous authors like Seuss have to begin somewhere, with writing that is more restrained at first. It is good to remember that this first book by Dr. Seuss was rejected 43 times by publishers.
As Seuss wrote more books, his writing became much freer. This should be encouraging for all beginning writers. Anything worth accomplishing takes time and effort. The effort you put into reading and writing skills now is building the foundation for higher education and future success in whatever you do.
Begin reading aloud And To Think That I Saw It On Mulberry Street, then call on volunteers to continue reading to the end.. After reading the story, discuss with the students the message in the story. (Basically, it is about telling the truth, and yet the pictures and Marco’s innocence points to a kind of parable about the tension that often happens in the lives of children—the tension is all about freedom and responsibility. The story captures the Mark’s imagination, as long as he isn't confused about what is real and what is imaginary.)
Closure: So we have seen that in these delightful books by Dr. Seuss we are challenged to think more deeply about many things that affect our lives. I would like you to find a news story about someone who doesn't give up. What does this tell you about your own efforts in the things you do or would like to do? On Monday, we will take time to share some of your stories in class.
Demonstration: I will bring up BrainPop on-line, an exercise in rhyming http://www.brainpopjr.com/reading/phonics/rhymingwords/ . Explain that this interactive exercise is geared toward younger students and will be a good visual, as well as an instructive website to include in our program for the first graders.
Assign: One of two options—(due Monday)
· Create an original story about the sights you see on the way to school, using Seuss-like exaggeration and word-manipulation.
· Take a regular, short news story and "jazz it up" - like Marco. (This is not the same news story I mentioned before, this one is in addition to it.)
Activity for either option begins like this:
As I was on my way home from school, I saw a ______________. It couldn't be a _________________. No, no. What I really saw was _________________________________________________ _________________________________________________
Source: Amazon.com
http://www.amazon.com/exec/obidos/ASIN/0394844947/atozteachstuff/
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FUN WITH LANGUAGE – DAY #5 Dr. Seuss
Hooray For Diffendoofer Day!
Objectives:
· After reading Hooray For Diffendoofer Day! The students will demonstrate their understanding of making meaning through rhyme by creating a dramatic choral reading and pantomime dramatization of the story, which they will perform for the 1st grade class as an introduction to Dr. Seuss.
Opening: Today is already our 5th day with Dr. Seuss, and I think it will be a fun day for you because after reading Hooray For Diffendoofer Day!, which is a story about creative teaching and thinking. I will assign parts, and we will actually perform it for the first graders as an introduction to Dr. Seuss. There is something about seeing “big kids” excited about something that makes the “little kids” even more eager to learn. After you perform it for them, we will then show them the Dr. Seuss booklet we will have completed by then. I have chosen to end our unit with this particular story because it has so much to do with the very thing that is at the center of your lives right now – school and learning. Let’s make it a lively exploration of language while being a fun activity for all.
Body of Lesson: Begin reading Hooray For Diffendoofer Day! Call on volunteer readers to continue to the end. Point out unique word manipulations and rhyme (Dinkzoober, Dinkzott, Bobble, Fribble, Twining, Vining, Bonkers, different-er, Flobbertown, gribbulous, grobbulous, diffendooferous).
Assign parts:
· Narrator, Miss Bonkers, Mr. Lowe, and the three cooks McMunch. Assign other students to portray Miss Bobble, Miss Wobble, Miss Fribble, Miss Quibble, and other non-speaking characters in the story.
· Have students stand in a semicircle, with the narrator at one end and Mr. Lowe and Miss Bonkers at the other. As the narrator reads about each character, ask the students playing that role to step forward and perform an appropriate gesture or movement. (For example, Miss Quibble could put her hands around her mouth megaphone-style for a silent pantomime yell.)
· Introduce some choral movements for the entire cast to perform. (Examples: When Flobbertown is described, all students can march in place drearily. During the test, all students can pretend to be nervously reading the questions, then slowly begin to grin as they realize that they know the answers to write down.)
· Practice singing or chanting "The Diffendoofer Song." Have students throw their arms joyfully in the air for the three final "hoorays."
· Costume the cast. Ask students to bring in the brightest, craziest, funniest clothes that they can find in their closets to wear and share with their performing classmates.
Today we practice. On Monday, assignments are due, invitations will be sent to the 1st grade, and we will share and discuss in class what we have learned about rhyme and creative word manipulation in our study of Dr. Seuss. Afterwards, we will practice the choral reading of the Diffendoofer story. On Tuesday, Wednesday, and Thursday of next week we will take time to practice and refine our performance and costumes. On Thursday we will also complete the assembling of our first grade booklet.
Closure: After practice announce that next Friday is performance day. The first graders will come to our homeroom during 5th period to see the performance and be introduced to the Dr. Seuss booklet we created for them.
Source: A to Z Teacher Stuff
Assessment according to rubric for choral reading.
