Dr.+Seuss

Children need to consider imaginary worlds and possibilities as well as a range of literary genres and authors. Imagination, Why do we tell stories? What do stories do for us? What is a true story? What is a make –believe story? What was the problem in the story and how was the problem solved? What type of characters is in the stories? If you were a character in these stories, what would you have done? If you could create a perfect world, what would it look like? 2 || ** CR1.2 ** (View and comprehend the explicit messages, feelings, and features in a variety of visual and multi-media texts (including pictures, photos, simple graphs, diagrams pictographs, icons, and illustrations) e. View a video version of a print book and discuss how the two versions are the same and different. ||   || ** I can tell the difference between a video and a book. ** || Activities:  Show the video __The Cat in the Hat .__ Reread __The Cat in the Hat__ if necessary.  Make a T-chart. Compare
 * ELA: Planning Chart (Grade One) March **
 * Unit__: Dr. Seuss__ ** Heather Kurz, Lacey Mackow, Tracey Closs, Lois Scandrett
 * Approx. Time: 10 Days **
 * Big Idea ** : **__Imaginative and Literary__**
 * Key Vocabulary: **
 * __ Questions for Deeper Understanding: __**
 * Day || Outcomes || Topic || Evidence of Learning || Activities and Strategies || Resources ||
 * || These are the outcomes for the end of grade one from the ELA curriculum guide for Grade One. ||  || Refer to the attached Page for more specific information on the I can statements. ||   ||   ||
 * Activity

**__ Strategies: __** Shared reading Viewing chart || Seussville website [] __ Cat in the Hat __ Book __ Cat in the Hat __ Video (Rogers) || Read and comprehend grade appropriate texts (including narratives, informational texts, scripts, and poems) by relating the sequence (beginning, middle, and end) the key points (who, what, when, where, why) and the problems and solutions h. Identify the stories beginning middle and end. ||  || ** I can read the beginning, middle and end of the story and put it in order. ** || __ Activity: __ Given main ideas from the story, the children will put them in order.
 * Activity 3a || ** CR1.4 **

__ Strategies: __ Directed reading-thinking activity || __ Cat in the Hat __ Main ideas for sequencing activity || Speak clearly and audibly about ideas, experiences, preferences, questions, and conclusions in a logical sequence, using expression and dramatization when appropriate a. Use oral language to bring meaning to what is listened to, observed, felt, viewed and read ||  || ** I can speak clearly using a good tone. ** || __ Activity: __ Have quotes from the story on sentence strips. List different tones: sad, angry, tired, happy, excited __ Strategy: __ || __ Cat in the Hat __ || (View and comprehend the explicit messages, feelings, and features in a variety of visual and multi-media texts (including pictures, photos, simple graphs, diagrams pictographs, icons, and illustrations)  c. Use strategies to construct and communicate meaning when viewing.  ||   || ** I can tell the meaning. (using visual cues to depict meaning) ** || __ Activity: __  View the book. Note how movement is shown.  __ Strategy: __  Think aloud || __ The Cat in the Hat Comes Back __ || Represent key ideas and events, in a logical sequence and with detail, in different ways (including dramatization, pictures, sounds, physical movement, charts, models, and drawings)  a. Understand that making pictures, illustrations and other representation clarify and extend understanding ||   || ** I can show that I know when something is moving in a picture. ** || __ Activity: __  Take a picture from the book. Have the children colour the picture and make movement lines to show what part is moving. Add one more feature. || __ The Cat in the Hat Comes Back __
 * 3b || ** CC1.3 **
 * Activity 4a || ** CR1.2 **
 * Activity 4b || ** CC1.2 **

__ Boing Boing __ __ http://www.seussville.com/activities/GERALD_FlipBook.pdf __ || Write and share stories and short informational texts about familiar events and experiences in a minimum of five sentences Create a short text with own ideas following a model. ||  || ** I can write 3 sentences. ** || Write 3 sentences to match your picture. || The representing picture that the children made activity 4b || Read and comprehend grade appropriate texts (including narratives, informational texts, scripts, and poems) by relating the sequence (beginning, middle, and end) the key points (who, what, when, where, why) and the problems and solutions h. Identify the stories beginning middle and end. ||  || ** I can read the beginning, middle and end of the story and put it in order. ** || __ Activity: __ Given main ideas from the story, the children will put them in order.
 * Activity 4c || ** CC1.4 **
 * Activity 4d || ** CR1.4 **

__ Strategies: __ Directed reading-thinking activity || __ The Cat in the Hat Comes Back: __ Main ideas for sequencing activity || (View and comprehend the explicit messages, feelings, and features in a variety of visual and multi-media texts (including pictures, photos, simple graphs, diagrams pictographs, icons, and illustrations) a. identify and locate the key information in pictures ||   || ** I can tell the meaning. (using visual cues to depict meaning) ** || __ Activity: __ View the book. (focus on movement) || __ One Fish Two Fish __ || Read and comprehend grade appropriate texts (including narratives, informational texts, scripts, and poems) by relating the sequence (beginning, middle, and end) the key points (who, what, when, where, why) and the problems and solutions  ** c. Use applicable pragmatic, textual, syntactic, semantic/lexical/morphological, graphophonic and other communication cues conventions to construct and communicate meaning when reading. ** ||   || ** I can tell opposites. ** || __ Activity: __ antonyms || __ One Fish Two Fish __ || Read and comprehend grade appropriate texts (including narratives, informational texts, scripts, and poems) by relating the sequence (beginning, middle, and end) the key points (who, what, when, where, why) and the problems and solutions e. read aloud with fluency expression and comprehension. ||  || ** I can read a sentence. ** || __ Activity: __ Cut out pictures from the __One Fish Two Fish__ book. On sentence strips put the matching phrases. (picture of red fish, write ‘red fish’ on a sentence strip.) Children match the picture with the phrase. || __ One Fish Two Fish __ (book to cut apart) Sentence strips with phrases that match the pictures. || (View and comprehend the explicit messages, feelings, and features in a variety of visual and multi-media texts (including pictures, photos, simple graphs, diagrams pictographs, icons, and illustrations) ** g. recognize feelings portrayed in visual and multimedia texts, including pictures, photos, diagrams and icons. ** ||   || ** I can tell feelings through viewing pictures. ** || __ Activity: __ Read the story. How is he feeling? How do you know. || __ Green Eggs and Ham __ || Represent key ideas and events, in a logical sequence and with detail, in different ways (including dramatization, pictures, sounds, physical movement, charts, models, and drawings)  a. Understand that making pictures, illustrations and other representation clarify and extend understanding ||   || ** I can show my ideas with detail. ** || Draw a face. (or use a copy of a blank Seuss character face.)  Show 3 different expressions. || __ Green Eggs and Ham __ || Read and comprehend grade appropriate texts (including narratives, informational texts, scripts, and poems) by relating the sequence (beginning, middle, and end) the key points (who, what, when, where, why) and the problems and solutions ** c. Use applicable pragmatic, textual, syntactic, semantic/lexical/morphological, graphophonic and other communication cues conventions to construct and communicate meaning when reading. ** ||  || ** I can rhyme. ** || 1. Read using the Cloze strategy. Leave out the rhyme. 2. Hand out rhyming word cards. Play “Find Your Partner. || __ Green Eggs and Ham __ Rhyming word cards || Compose and create a range of visual, multimedia oral and written text that explore and present thoughts on: identity (feelings), community (neighbourhood) social responsibility (plants and trees) ** d. Create stories to communicate ideas and information about self/others in a natural or constructed environment. ** ||  || ** I can write a sentence. ** || Discuss how Seuss (as a little boy in the story) used his imagination. Think of what outlandish things you could see on our street. Represent and dictate. || __ And to Think that I Saw it on Mulberry Street __ || Write and share stories and short informational texts about familiar events and experiences in a minimum of five sentences Create a short text with own ideas following a model. ||  || ** I can write a sentence. ** || Use colouring book pictures. Children write a story about the pictures. || __ Horton Hears a Who __ Colouring pictures. || Read and comprehend grade appropriate texts (including narratives, informational texts, scripts, and poems) by relating the sequence (beginning, middle, and end) the key points (who, what, when, where, why) and the problems and solutions ** d. Distinguish between fiction and non fiction ** ||  || ** I can tell the difference between fiction and nonfiction. ** || List what the children know about Horton. List what the children know about elephants. || __ Horton Hears a Who __ Books about elephants || Read and comprehend grade appropriate texts (including narratives, informational texts, scripts, and poems) by relating the sequence (beginning, middle, and end) the key points (who, what, when, where, why) and the problems and solutions h. Identify the stories beginning middle and end. ||  || ** I can read the beginning, middle and end of the story and put it in order. ** || __ Activity: __ Given main ideas from the story, the children will put them in order.
 * Activity 5a || ** CR1.2 **
 * Activity 5b || ** CR1.4 **
 * Activity 5c || ** CR1.4 **
 * Activity 6a || ** CR1.2 **
 * Activity 6b || ** CC1.2 **
 * Activity 6c || ** CR1.4 **
 * Activity 7 || ** CC1.1 **
 * Activity 8a || ** CC1.4 **
 * Activity 8b || ** CR1.4 **
 * Activity 8c || ** CR1.4 **

__ Strategies: __ Directed reading-thinking activity || __ Horton Hears a Who __ Main ideas for sequencing activity || Culminating Activities: Represent key ideas and events, in a logical sequence and with detail, in different ways (including dramatization, pictures, sounds, physical movement, charts, models, and drawings) a. Understand that making pictures, illustrations and other representation clarify and extend understanding || Look through Seuss’s books. Find Night/Day or Happy/Sad pictures. How is colour used to show this? || Speak clearly and audibly about ideas, experiences, preferences, questions, and conclusions in a logical sequence, using expression and dramatization when appropriate a. Use oral language to bring meaning to what is listened to, observed, felt, viewed and read d. share and talk about what is being learned and stay on topic when speaking || In partners choose a book and present to the class 1 character of Dr. Seuss’s books. || Entire unit, including worksheets and above information is contained here:
 * ** CC1.2 **
 * ** CC1.3 **