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Dr. Seuss Thematic Unit

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Edwina Bryant

on 9 April 2013

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Transcript of Dr. Seuss Thematic Unit

By: Edwina Bryant Dr. Seuss Thematic Unit Introduction Writing Activity I decided to choose a fun thematic unit where I could easily maintain students attention and keep them actively engaged.

The classroom setting will have pictures of characters to have students thinking about what we will be discussing throughout the week.

I as the teacher, will dress as "Thing I"

I will have the classroom walkways aligned with bubble wrap. The students will have to figure out the book title it corresponds with.

The grade level is geared towards 2nd grade

The subject areas to be covered are:
*Language Arts
*Social Studies
*Art Introduction I will discuss
*Materials needed
*Lesson plans for subject areas listed
*Standards students should meet Introduction Cat in the ___. Oh, The ___ You'll Go!
And to Think I saw it on ___Street. ___ the Turtle and Other Stories.
If I ran a ___. I had ___ in Getting to Solla Sollew.
___Eggs and Ham. Hop on ___.
Ten ___ up on Top. I can ___ with my Eyes Shut.
___ Hears a Who. There's a Wocket in my ___.
Fox in ___. Thidwick the Big Hearted ___.
How the Grinch stole ___! Mr. ___ can Moo! Can You?
You're Only ___ Once. One Fish, Two Fish, ___ Fish, Blue Fish.
___ Wednesday. I Wish That I Had ___ Feet. Dr. Seuss Trivia Select a book by Dr. Seuss, such as Hop on Pop. Have pairs or small groups work together to create a book in the same style. They can follow the same rhyme scheme, patterns, and sentence structure. You may wish to go through a few examples. Then have students create their books and illustrate them. Encourage them to make up their own words to finish the rhyme or come up with their own imaginary creatures to feature in their illustrations. Art VA.5.2.4 Distinguish between primary and secondary colors in the color wheels and in works of art. Language Arts RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Social Studies G.1.2.1 Define relative location • Before reading Oh, the Places You’ll Go!
aloud to the class, ask students to make predictions about what the book is about based on the cover. Have they seen the character on the cover in other Dr. Seuss books? What do they think of the color scheme?

• Ask students which places they’ve been to and which places they want to go to. What makes a destination likable or unlikable? Which books have they read with settings, realistic or imaginary, that they’d like to visit? Why?

• Create an Oh, the Places You’ll Go! bulletin board. Have students cut balloon shapes out of construction paper and on their balloons draw pictures of what they want to be or where they want to go when they grow up.

• Invite parents or members of the community to your classroom to talk about their careers and the ups and downs they experienced on the path to where they are today.

• Discuss the different color schemes that Dr. Seuss used in Oh, the Places You’ll Go! to evoke the good times and the bad. How did the author use color to suggest mood? Have students seen this technique used in other picture books or art work? Science LS.2.2.6 Describe the function of the following:
Roots The Lorax Activity Explain the importance of trees Math 2.MD.D.9 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph. Dr. Seuss 500 Hats of Bartholomew Cubbins lends itself well to a graphing activity. Students love creating and wearing these zany hats.

•500 Hats for Bartholomew Cubbins by Dr. Seuss
•masking tape
•pipe cleaners
•colored markers
•sequins or craft jewels
•craft pom poms

Gather the following materials for your graph:
•new shower curtain liner
•colored masking tape

Set Up and Prepare
Spread out the curtain liner and use the tape to create a large grid. The liner will function as a large piece of graph paper. Be certain the squares are big enough to fit an object like a shoe, stuffed animal, or paper hat.


Take three sheets of newspaper and open them, fanning them out on top of one another. Place them on top of a student's head, forming the paper to his or her head. Use the masking tape to circle round the newspaper (around forehead level), folding up the edges of the paper to create a brim. Tape brim in place. This should result in a hat that forms to the students head, and looks somewhat like a cowboy hat.

Have students use the markers to color their hats before gluing on assorted craft materials. (They should choose one color marker when decorating.) Try wrapping pipe cleaners around a pencil to create a spiral. After removing them, glue a feather or pom pom to one end, and attach the other end to a hat. This will create a bouncy pipe cleaner effect.

Spread out the shower curtain graph and gather students in a semi-circle. Have students take turns placing their hats on the graph, sorting by:
A) number of pom poms
B) number of feathers
C) number of pipe cleaners
D) shape
E) color Mixing colors Many colored wax drawing Other resources http://www.homeschoolshare.com/seuss.php http://inspirationlaboratories.com/20-math-activities-inspired-by-dr-seuss/ http://www.seussville.com/ http://pinterest.com/debchitwood/dr-seuss-unit-study/
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