Dr Suess



 

| The cat does not listen to the fish |

|and starts to do tricks and messes up the house. |

| The cat cleans the house and leaves. |

| The cat wants to do tricks, |

|but the fish tells him to go away. |

| The children do not know if they should tell |

|their mother about their day. |

| It is raining, so Sally and her brother |

|have nothing to do. |

| Mother comes home. |

| |

|The Cat in the Hat comes to the house. |

 

 

Green Eggs and Ham Name______________

Answer the following questions in complete sentences.

1. Who are the main characters? ____________________________________________________________________________________________________

2. What does Sam I Am want the man to eat? __________________________________________________

3. List 3 places where Sam I Am wants him to eat the food. ____________ _____________________ _______________

4. List 3 animals Sam I Am thinks he should eat the food with._____________ ________________ ____________

5. Why does the man finally eat the food? ____________________________________________________________________________________________________

6. Did he like the green eggs and ham? (yes,no)

7. Would you like to eat green eggs and ham? (yes, no) Explain why or why not. ____________________________________________________________________________________________________

8. Is there a real food that you would not like to eat? __________________________________________________

I hope you enjoyed reading this story! I know I did! I think I’ll have green eggs and ham for supper!

Adapted from: sabine.k12.la.us/zes/greeneggs/default.htm

Students will solve one problem a day using manipulatives. Teacher reads problem aloud and checks for understanding.

1. I do not like green eggs and ham. I do not like them, Sam-I-am. You do not like them, so you say. “Have you tried 4 blueberry pancakes with 2 dollops of dream whip on top of 6 green eggs and 6 ham chunks altogether,” I asked. Add these together, how many things would you be eating?

Math extensions Ideas:

Patterns:

Use jellybeans (representing eggs) to make a variety of patterns.

Egg carton calculations:

Write the numbers from 1-12 -- one number in each

section. Add two small wrapped candy eggs. Close the carton and shake.

Add the two numbers together.

Guided Reading Lesson Plan:

Adapted from:

Theme Review

Discuss patience, loyalty, perseverance and responsibility with the class.

Essential Question

What does "being responsible" look like?  How do you show you are responsible?

Objectives 

Listen and respond to Dr Seuss texts and relate them to personal experience. Talk about personal experiences related to the story of Horton the elephant. Retell a favorite story 

Anticipatory Set

Post a chart that reads:

I found a little egg one day

and out hatched a _____.

What do you think I heard it say?

__________________________

Before sharing the text, elicit background knowledge using open ended questions such as:

1. Going to a circus would be...

2. Keeping a promise is important because...

3. When winter comes, the animals in the woods...

4. To be lazy means...

5. What do you know about hatching an egg?

6. What do you think might be inside the egg Horton is sitting on?

7. What do we know about elephants?

8. What do we think being responsible means?

9. Is keeping a secret or a promise important? Why? Why not?

Record student ideas on a chart.

Read Aloud Horton Hatches the Egg

1.  Show students the cover and ask them to predict what they think it might be about based on the title and the pictures.

2.  Write 3-5 predictions on the board and have the group vote on which prediction they think will be most accurate.

3.  Tally the votes next to the predictions.

4.  Read the book and pause at appropriate moments and ask children to predict will happen next.

5.  Allow the students to examine the details in each picture, and discuss them.

6.  When you reach the middle of the story look back over the predictions. 

7.  Have the class add more or take away some.

8.  At the end of the story, discuss which prediction was most accurate.

Talk about what conditions an egg needs to hatch a healthy baby. 

Discuss the qualities that made Horton a good egg-sitter.

Ask the children what they think is inside of that egg.

Summarizing

Summarize the story orally with the students. Using storyboard frames or  graphics on a timeline for a visual representation.

Discussion

Discuss with the students:

1. Why do you think Horton stayed on the nest? (Hopefully students will think about what being responsible means.)

2. Horton's feeling throughout his adventures. Did they change?

3. Horton's feelings when Mayzie swooped from the clouds through the open tent door.

List student responses.

Bloom Questions

Interpretative: Why do you think Horton stayed on the nest?

Analytic: How is this story like the story _______________?

Evaluative: What might be a better title for this story?

Reflective: What other book character needs to read this story?

Working with Words

Word Wall

High frequency words from Dr. Seuss’s books will be added to the word wall.

Word Wall Chain

1. Pass out 5 colored strips of paper to each student, size 1x5.

2. Have one student choose a word wall word and everyone writes and

chants that word.

3. Call on another student to find a word wall word that starts with the

last letter of the first word. Students write and chant it.

4. Call on additional students to continue finding words that start with

the last letter of the previous word.

5. Glue the strips together to make a chain.

Gruber, B. (1998). Instant Word Wall High Frequency Words. CA:Practice &

Learn Right Publications

Let's Cheer

1. Choose 5 words from the word wall.

2. Print each letter boldly on paper for each word.

3. Cheerleaders face the class holding the letter papers to spell the word.

4. Call out the first letter of the word.

5. The student holding that letter steps forward and raises the letter

paper as the class says the letter.

6. Continue until the entire word has been spelled.

7. Say the word 3 times in unison.

8. Take turns being cheerleaders and spelling the rest of the words.

Gruber, B. (1998). Instant Word Wall High Frequency Words. CA:Practice &

Learn Right Publications

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