Table Of Contents

1. Graphic Organizer 2. Biography, Bibliography, Meet the Author 3. General Education Activities 4. Other Activities 5. Additional Resources 6. Works Cited

Dr. Seuss Biography

Theodor Seuss Geisel is a man who most know as Dr. Seuss. He was born on March

2,1904 in Springfield, Massachusetts. Suess’s memories of Springfield can be seen throughout

his books. Theodor Seuss Geisel was referred to as Ted by his parents, Theodor Robert his father

and Henrietta Seuss Geisel. Theodor Seuss Geisel was given his first name “Theodor” after his

father and the middle name, “Seuss”, after his mother. Seuss left his home in Springfield when

he was a teenager and studied at Dartmouth. While Seuss studied at Dartmouth he became the

editor and chief of the humor magazine. The first record of him signing his name as “Seuss” was

after he was no longer editor and chief but continued to submit work to the magazine. Later in

life he married a woman by the name of Helen Palmer whom he met when studying at Oxford.

For fifteen years Dr. Seuss drew nasty looking bugs as a cartoonist. He did not write his first

book until he was on his way back to the U.S. from a European vacation. His first book was

called, And to Think That I Saw It on Mulberry Street. This book was not a quick success. Dr.

Seuss went to twenty­seven publishers before he ever found one to actually publish the

book.Seuss’ mother would soothed her children by chanting rhymes to them. This is where Seuss

says to have found his inspiration and love of rhyming. During WWII he worked for the U.S.

Army making documentaries. Two of the documentaries that he made during this time actually

won Academy Awards. It was not until afterwards that he returned to his career of a successful

children’s author. Dr. Seuss eventually died on September 24, 1991 at the age of 87.

Bibliography of Dr.Seuss Books

And To Think That I Saw It On Mulberry Street (1937)

The 500 Hats Of Bartholomew Cubbins (1938)

The King's Stilts (1939)

Horton Hatches the Egg (1940)

McElligot's Pool (1947)

Thidwick The Big­Hearted Moose (1948)

Bartholomew And The Oobleck (1949)

If I Ran the Zoo (1950)

Scrambled Eggs Super! (1953)

Horton Hears A Who! (1954)

On Beyond Zebra (1955)

If I Ran The Circus (1956)

The Cat in the Hat (1957)

How The Grinch Stole Christmas (1957)

Yertle The Turtle And Other Stories (1958)

The Cat In The Hat Comes Back! (1958)

Happy Birthday To You! (1959)

Green Eggs And Ham (1960)

One Fish Two Fish Red Fish Blue Fish (1960)

The Sneetches And Other Stories (1961)

Dr Seuss's Sleep Book (1962)

Dr Seuss's ABC (1963)

Hop on Pop (1963)

Fox In Socks (1965)

I Had Trouble In Getting To Solla Sollew (1965)

The Cat in the Hat Song Book (1967)

The Foot Book (1968)

I Can Lick 30 Tigers Today! And Other Stories (1969)

My Book About Me (1969)

I Can Draw It Myself (1970)

Mr Brown Can Moo! Can You? (1970)

The Lorax (1971)

Marvin K. Mooney Will You Please Go Now! (1972)

Did I Ever Tell You How Lucky You Are? (1973)

The Shape Of Me And Other Stuff (1973)

Great Day For Up (1974)

There's a Wocket in my Pocket! (1974)

Oh, The Thinks You Can Think! (1975)

I Can Read With My Eyes Shut! (1978)

Oh Say Can You Say? (1979)

Hunches In Bunches (1982)

The Butter Battle Book (1984)

You're Only Old Once! (1986)

I am Not Going to Get Up Today (1987)

Oh, The Places You'll Go! (1990)

Design for Learning Activity Plan

Instructor: Meredith Wright Grade Level: K Lesson Title: Dr. Seuss Introduction Curriculum Area & book connection: And to think I saw it on Mulberry StreetEstimated Time: 45 Minutes

Standards Connection: Al English Language Arts K (26) Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. [W.K.3] Learning Objective(s): When given the worksheet, students will write two sentences on what they see on their way home from school and their reaction to what they see, along with a drawing that explains what they write about. Learning Objective(s) stated in “kid­friendly” language: Today, boys and girls, we are going to read about what one little boy sees on his way home and then, we will get to write and draw what we see on our way home too! Evaluation of Learning Objective(s): Students will be given a worksheet. They will complete the two sentences “I saw an ______. I was ________” and draw a picture of the object that they saw. To assess the activity, students will be considered proficient as long as they complete the two sentences and draw the picture of the object that they are describing. Students will be considered red if they do not complete the two sentences. Engagement: The teacher will begin by having all the students join her on the carpet. Okay class, I want for everyone to join me on the carpet. Table 3, I like the way that your table is clean. You guys come join me. Table two, you can come sit on the carpet. And Table one, thank you for getting your table clean. You can come join us on the carpet now. The teacher will introduce And to Think That I Saw It On Mulberry Street by: Dr. Seuss and describe the struggles that Dr. Seuss endured to have his first book published. 1, 2, 3, eyes on me! By a show of hands, I want for you guys to tell me if you have ever heard of this guy named Dr. Seuss? Teacher waits for response. Wow! I am so impressed with how many of you have heard of Dr. Seuss! He was written over 40 books! How crazy is that?! Dr. Seuss was not always so popular. In fact, the book that we are going to read today is And to Think That I Saw It on Mulberry Street and this was his first book ever and he had to try 27 different times to have his book published into a book that we could enjoy! That takes a lot of hard work. Today, boys and girls, we are

going to read this story about what one little boy sees on his way home and then, we will get to write and draw what we see on our way home too! I’m going to show you guys a few of the illustrations in this book and I want you to look real carefully. Teacher flips through a few pages and holds the book up so that all the students can see the illustrations. Now, do you guys think from the look of these pictures that Dr. Seuss write real serious books or real silly books?! Teacher waits for response. Real silly!!! Yes, I think I would have to agree. Looking at these pictures has me so excited to read this story to you guys! Are y’all ready? Let’s start. Teacher reads the students the book and asks them questions along the way. Oh my goodness, have you guys ever seen that on your street? Me either! Lets see what happens next. Teacher continues reading the story. At the end of the story, the teacher continues asking questions. Wow! That was pretty silly, wasn’t it? I want for you to raise your hand if you think that the boy was using his imagination? Teacher waits for responses. Now, I want for you to raise your hand if you think that the boy actually saw all of those crazy things. Teacher waits for responses. Well either way, I know I have never seen those things on my way home before! Learning Design:(Activity) Teacher will have the students move back to their desks for this activity. Okay class, now I want for us to all move quietly back to our desk so that we can do our writing activity and get to use our imaginations! Once students are in their seats, the teacher will begin. Okay, I want for everyone to put their imagination caps on! Let me see it! Oh great, now you guys are ready! I want for you guys to think of all the crazy things that you could see on your way home. It could be something you would actually see, but I encourage you guys to really think out of the box. Teacher passes out the worksheet and writes “I saw an ______. I was _______.” on the board. On the lines, I want for you guys to model this sentence and then fill in these lines with your own object that you saw on the way home from school! Be creative and silly like Dr. Seuss would be. For the second sentence, fill in your reaction to what you saw. You could be scared, amazed; it is totally up to you! Then, you guys can draw a colorful picture so that we can have a visual of what you saw! You guys will be great at this! Assessment The teacher will assess these by walking around the classroom while they work on the worksheet and checking off which students successfully write the two sentences. I’m going to be walking around and checking all of your work. Wow! You guys are doing great on these. I am so impressed by all of your creativity!

Closure To close the activity, the teacher will have the students come back to the carpet to discuss. Okay students, I want for you to pull all your crayons away, but hold onto your worksheet. Once I come by and check your table off, you may go sit criss cross applesauce on the carpet. Teacher dismisses table groups once their table is clean. Okay boys and girls, who thinks that they had one of the silliest sentences? Teacher waits for responses. Okay, Timmy! Why don’t you stand up

and share with us your sentences and drawing. Gives Timmy time to share and allows a few more students to share. Wow! I think that Dr. Seuss would have been so proud of you guys! Materials and Resources:

blank writing worksheet­ attached crayons pencils And To Think That I Saw It On Mulberry Street by Dr. Seuss

Design for Learning Activity Plan

Instructor: Taylor Biedermann Grade Level: K Lesson Title: Hop on Pop Curriculum Area & book connection: Language Arts Estimated Time: 30 min

Standards Connection: AL K Language Arts (22) Know and apply grade level phonics and word analysis skills in decoding words.

Distinguish between similarly spelled words by identifying the sounds of the words that differ

Learning Objective(s): When given a worksheet labeled with a specific word family students are able to list five words with 100% accuracy. Learning Objective(s) stated in “kid­friendly” language: Today boys and girls, we are going to be learning about word families and how you can change an entire word by substituting just one letter by completing a worksheet with a certain word family! Evaluation of Learning Objective(s): Students will be given a worksheet. (See attached) The worksheet will ask them to list words that belong in the “op” word family. They will be expected to list at least 5 words that they either learned or had previously background knowledge of. Students who list all five words will be classified as green, students who list four words will be classified as yellow, and students who list three or less would be classified as red. Engagement: The teacher will begin the lesson by explaining the lesson including what they will be learning and how they will doing so. Okay class clear your desks. We are going to play a quick game. The teacher will then pass out rhyming bingo cards and chips, while she is doing that the students will be watching/listening to hop on pop video (https://www.youtube.com/ watch?v=6uhX­GJbWa8). Today boys and girls we are going to play rhyming bingo! I am going to call out a word and if you have a word on your bingo board that rhymes with it, put a chip there. For example if I call out “hop”, you could cover with one of your chips “pop.” Class plays bingo until four students get a bingo. Alright class, lets clear our desks and sit around the edge of the carpet. She will walk through and introduce the book, Hop on Pop. Ok class, 1,2, 3,

eyes on me! Today class we will be reading the story, Hop on Pop by Dr. Seuss. Teacher holds up the book so that all students can see. Have any of you seen this book before? Gives students time to respond. Do any of you have this book at home? Gives students time to respond. Learning Design: (Activity) Can anyone tell me what a word family is? Gives students time to respond. That’s great! A word family means that a part of the word is the same, but the word as a whole is different. These words sound like they rhyme because they have the same endings. Today, our goal is learn about word families and as we read, to search for words that are in the same family. Holds up book again for class to see. Alright boys and girls, I am going to read a few pages and make sure that you are listening because we are going to play a little game. Teacher reads first ten pages aloud to class and is writing the rhyming words on the board in two columns in no particular order. Once she gets to her stopping point, she will call the students up to the board to match the words that rhyme or belong in the same word family. Okay boys and girls, I like the way that Student A is sitting. Why don’t you come to the board and help me match these word families on the board? Okay class, lets help student A. Does anyone see two words that have similar endings on the board? Wait for students to respond. Student A draws line between the two words that the students recognize. What do you notice about this word pair? Wait for students to respond. That’s right! They rhyme! What other words on the board belong in the same word family? Wait for students to respond and for Student A to match them on the board. Okay, lets keep reading and search for other word families! I’m going to need a special helper to help me again so I’m going to be looking out for good listeners. Teacher continues reading book and writing words that rhyme on the board. The students continue to match word families as a class until the book is completed. Great job, boys and girls! Thank you so much for helping me match all these words with their word families! Now all the words have a family! Now that we have all practiced grouping words in the same family, turn and talk with your neighbor about other words that belong in the “op” family. Give students time to talk to their neighbor. What are some of the words that you all came up with? Gives students time to respond. Wow! Great Job! We have added quite a few members to the “op” family today. Now, turn to your neighbor and share some words that are in the “up” family. Give students time to share. Awesome! I am so proud of you guys! Later on, we will be listing words that belong in the “op” word family. Does anyone have any questions about the book Hop on Pop or word families? Gives students time to respond and answers any questions that they have. ( The teacher will then transition to teaching further about word families and substituting the beginning letter).

Assessment Now that we have all practiced the ­op word family together, you all are going to try it on your own. On the worksheet I am going to pass out, I want you all to write down five words in the ­op

word family. Think of words we have learned today that rhyme. Teacher passes out worksheets and gives students ample time for students to complete the worksheet. While the students are working the teacher monitors the class. Before the students start she provides time for questions. Does anyone have any questions before we get started?

Closure The teacher will review what the class has learned about the ­op word family and rhyming words. The teacher has students come to the carpet by table group. 1, 2, 3 eyes on me! Table one come join me on the carpet. I like the way table three is sitting so quietly, you all may come over and take a seat on the carpet. Table two you cleaned up so nicely, why don’t you come join us on the carpet. And last but not least table four come over and find your seat on the carpet. Now can someone tell me what we learned about today? The teacher provides time for student response and waits for someone to say ­op word families, or rhyming words. That’s right! We have been learning about the ­op word family today. Can someone tell me a word that belongs in the ­op word family. The teacher waits for several responses from students. Great Job! You all did a wonderful job listening and participating today! I can’t wait for us to learn together about more word families! Let’s all go find our seats and get ready for our next activity!

Materials and Resources:

Hop on Pop by: Dr. Seuss Practice worksheet (does rhyme with pop/does not rhyme with pop) dry erase board dry erase markers scissors glue sticks colored pencils or crayons Assessment worksheet (list words that rhyme with pop)

Design for Learning Activity Plan

Instructor: Audrey Workman Grade Level: K Lesson Title: One Fish plus Two Fish Curriculum Area & book connection: Math Estimated Time: 45 Mins. Standards Connection: Represent addition with objects, fingers, mental images drawings sounds, acting out situations, verbal explanations, expressions, or equations. [K­OA1] ­Represent addition with objects. Learning Objective(s): Students will practice adding two numbers together using the goldfish cracker to represent the numbers and will receive a participation grade for doing the activity. Learning Objective(s) stated in “kid­friendly” language: Boys and girls today we are going to practice adding numbers together by using goldfish crackers.

Evaluation of Learning Objective(s): Students will receive a participation grade for paying attention, following directions and doing each problem with the class. Engagement: Teacher will have students clear off their desks and turn their chairs to face the front of the room. 1, 2, 3, eyes on me! Alright class I need everyone to clear their desks and turn your chairs to face the front! Who remembers to author we have been talking about today? Teacher gives time for students to respond. Thats right! Dr. Seuss! Teacher explains to the students what they are going to do in class today. Today boys and girls we are going to watch a video of the book One Fish, Two Fish by: Dr. Seuss. After the video we are going to do a fun activity. Teacher already has the video pulled up and ready to go. Has anyone ever read this book before? Teacher gives students time to respond. Oh good I am glad to see that some of you have! It is a fun book. I need everyone turn your listening ears on and listen to the story. When it s over I have a fun activity for us to do to practice adding numbers together. Teacher plays the video of the book reading and gets the already prepared materials ready to hand out when the video is over. Learning Design: (Activity) Boys and girls today we are going to practice adding numbers together by using goldfish crackers. I am going to pass out this sheet of paper. It has fish bowls on it just like the ones in our story. Each of you will also get a bag of gold fish. DO NOT EAT THE GOLDFISH! If I see you eat the goldfish instead of working the problems you will have to pull a card. We will eat the

goldfish when we have finished. First we have to work then we can snack. I am going to come around and give you our materials but don't touch them until I tell you. We are going to do one problem together for practice and then you can practice the rest on your own. The teacher passes out the materials. Okay lets do the first problem together. Someone raise their hand and tell me what problem is in the first fishbowl? Teacher calls on a student to answer. Yes, that is correct. The first problem is 1 + 4. First take out 1 gold fish and put it in your fishbowl. Now take out 4 more and put them in your fishbowl with the first one. Nw count all the fish in your bowl. Someone raise their hand and tell me how many fish are in your fishbowl? Teacher calls on student to answer. Thats right! There are 5 fish in your fishbowl. Okay now I am going to give you a few mins and I want you to try the rest on your own. Assessment While the students work on the problems on their own the teacher will walk around and make sure they are doing them. Students will receive a participation grade for paying attention, following directions and doing each problem with the class. Closure After the students have time to work the problems on their own the teacher will get the class’s attention and they will go over the answers together. 1, 2, 3, Eyes on me! I have been walking around the room and all of you have been doing a great job of using your goldfish to add the numbers together. Now we are going to share our answers with the class. The teacher asks the students to raise their hand and give their answer for a problem. Great job everyone! Isn’t this a fun way to add numbers together! After they have answered all the questions the students get to eat their goldfish. Students put their fishbowl sheet in their folder and can take it home and practice more. Since you all did such a great job listening and following directions you may put your paper in your take home folder so you can practice at home and then you may eat your goldfish. Materials and Resources:

One Fish, Two Fish by: Dr. Seuss Book Video: (http://www.youtube.com/watch/?v=0waeG_x2eow) Fish Bowl prinout found here:

https://dl.dropboxusercontent.com/u/68329996/One%20Fish%202%20fish%20addition%20doc.pdf

Gold fish Crackers Blue Paper (to print the paper on to look like water)

Design for Learning Activity Plan

Instructor: Meredith Wright Grade Level: K Lesson Title: Green Eggs & Ham Curriculum Area & book connection: Music Estimated Time: 30 minutes

Standards Connection: AL K Arts Education (6) Create expressive movement to folk songs, folk games, lullabies, and marches.

expressing musical ideas using creative movement and body percussion Learning Objective(s): When song is played on the Promethean Board, students will perform the creative movements that they created to the Green Eggs and Ham song and will be expected to fully participate with movements that correlate appropriately with the lyrics. Learning Objective(s) stated in “kid­friendly” language: Today, boys and girls, we will be singing a song based off of a book by Dr. Seuss and we’ll even make up our own dance movements to dance along with! Evaluation of Learning Objective(s): Students will receive a completion grade as long as they participate by dancing to the words with creative movements that appropriately correlate with the lyrics Engagement: To prepare the students for the activity, the teacher will first have them become familiarized with Green Eggs and Ham. She will have them all sit on the carpet around the Promethean board. She will hold up the hard copy of Green Eggs & Ham and ask them the questions to get them excited about the book. 1, 2, 3, eyes on me! Okay class, we are about to watch a video that reads us the book Green Eggs and Ham. I want for you to raise your hand if you have ever read this book before! Gives students time to respond. Wow, that is wonderful! Let’s look at the cover real quick. Do you guys think that he is going to want to eat the green eggs and ham? Teacher gives students time to respond. I don’t think so either! For reading the book, the teacher will play a read­aloud video of Green Eggs & Ham (http://www.youtube.com/watch?v=2KRkR8HaR9c) and flip the pages to the book as the story is told on the video. That is a pretty silly story isn’t it? The author of this book is Dr. Seuss and he writes a lot of silly books. Many of his books have rhyming words in them. Do you guys know what rhyming words are often used in? Teacher will wait for a few responses. I’ll give you a hint: it has to do with music. That’s right! Many rhyming words are used in songs! Do you guys think that Green Eggs and Ham could be turned into a song? Teacher will wait for students to

respond. Yes! Actually, many of Dr. Seuss’ books have been turned into songs and Green Eggs & Ham is one of those! Boys, and girls, one of my favorite things to do with songs is make up dance moves and today, we’ll get to create our very own dance moves to the lyrics of Green Eggs & Ham. Learning Design: (Activity) 1, 2, 3, eyes on me. Ok boys and girls, I want for you to just listen to this song the first time around. Think about the words in the song and what kind of hand or body motions you could use along with the words. Make sure that you pay very close attention to the words in this song and remember that they come straight from the story that we listened to earlier. The teacher will play the video of the Green Eggs & Ham song (http://www.youtube.com/watch?v=scbRRYzo9WU.) Each time the video plays, the teacher will dance along to show examples of different movements that they could do. Okay, boys and girls, what are some movements that some of you came up with? Teacher will allow a few students to share. Those look great! Lets listen to the video one more time and if you want, feel free to get up and move around a little and practice some of the movements you thought of! Teacher plays video again. Wow! I loved seeing a few of you really being creative! Okay, this time I want for everyone to stand up and wiggle a little bit for me! See, now we are all ready to show off our dance moves! A few of the words in this song are great for creative movements. For example, what is a move we could do for “could you, would you?” Students show their movements. Thats great! Now what is a move we could do for “goat” Students show their movements. What about…boat! Students show movements. Okay class, I want for you to hear the song one more time and this time I want everyone to show me some moves! Assessment To assess the students, teacher will mildly dance around the room and watch the students as they perform their dance movements. She will make sure that they are dancing along and that their movements match the lyrics in the song. As long as they are participating and their movements match the lyrics, the students will receive a satisfactory. This will be our grand performance (Teacher turns off the main lights) This will be the last time I play the video, so I want to see everyone moving and showing me their creative movements! Are you guys ready? Teacher will ask a few times until all students are enthusiastically responding. Teacher plays the video one last time. The students will then participate by doing their creative movements to the song.

Closure The teacher turns the lights back on and acts amazed. Wow! I am so impressed with how creative you guys are! That was fantastic! Who would have ever known that a story could be turned into

such a fun song? Do you guys think that Dr. Seuss wrote this book just so that we could dance to it? Probably not, but is sure is fun, isn’t it? Materials and Resources:

http://www.youtube.com/watch?v=2KRkR8HaR9c http://www.youtube.com/watch?v=scbRRYzo9WU Promethean Board or a projector Green Eggs & Ham by Dr. Seuss

Design for Learning Activity Plan

Instructor: Taylor Biedermann Grade Level: K Lesson Title: Bartholomew and the Oobleck Curriculum Area & book connection: Science Estimated Time: 30 min

Standards Connection: AL K 1) Classify objects as solids or liquids. Learning Objective(s): Students will be able to identify the difference between a solid and a liquid by creating Oobleck together as a class. Learning Objective(s) stated in “kid­friendly” language: Today boys and girls we are going to make oobleck so we can learn the difference between solids and liquids. Afterwards you will complete a worksheet where you will label solids and liquids. Evaluation of Learning Objective(s): Students will be evaluated by completing a worksheet where they will label different solid and liquid objects that they have learned about based on the different the different qualities of each substance. Engagement: The teacher will begin class by calling students to the carpet and then explaining what they will be doing and learning about in class. She will start off talking about solids and liquids and then describe how they will be reading the book Bartholomew and the Oobleck by: Dr. Seuss. Alright class, could I have all of you come quietly join me on the carpet? I want to share a really cool story with you. Teacher gets the attention of her class and then holds up the book they will be reading. 1, 2, 3 eyes on me! Thank you, boys and girls! Today, I want to share the story with you called Bartholomew and the Oobleck by: Dr. Seuss. Today, boys and girls, we are going to make Oobleck so we can learn the difference between solids and liquids and then we will complete a worksheet to show what we have learned. So let us get started, but before we do, has anyone ever read that story before? Teacher provides time for student to respond. Teacher reads the book. The teacher proposes questions about the book. What do you all think of Oobleck? Tell Me what Oobleck is like? Teacher provides time for students to respond. Do you all think Oobleck is a solid or a liquid? Provide time for student response. I guess it’s time to find out! Learning Design: (Activity)

Teacher dismisses students to go back to their seats by table. And then introduces the topic of solids and liquids. Alright boys and girls before we do our experiment we are going to go back to our seats. Table 1 go back and sit quietly at your seat. I like the way Table 2 and 4 are sitting quietly, you both may go find your seats, and last but not least Table 3 go ahead and find your seats. Does anyone know what is the difference between a solid and a liquid? The teacher provides time for student response. Those are some excellent guesses, but today we are going to explore what solids and liquids are! Do you all remember what the green goo substance that Bartholomew encountered in the story we read earlier today? The teacher provides time for students to respond. Thats right it was called Oobleck! Well today we are going to make Oobleck together and then play with it to discover the different things it can do! All items to create Oobleck are set up on table at the front of the room. While preparing and prior to making the Oobleck the teacher writes down the qualities of a solid and liquid on the board. Solids: objects that hold their shape. Liquids: fill shapes of different containers. Teacher draws a representation of each on the board. Alright boys and girls direct your attention to the board. Solids are objects that hold their shape whereas liquids fill the shapes of their containers.Teacher goes over all of the steps while she makes the Oobleck so the students can model after her. Alright boys and girls, to begin I will mix 2 parts of cornstarch to 1 part water. The teacher takes one cup of cornstarch and one half cup of water and mixes it together in front of the class in a cup. After she mixes it together she shows them how it appears to be a liquid until you pick it up and then it hardens. Look boys and girls what does the Oobleck look like? A solid or a liquid? Teacher passes the oobleck around the room and provides time for students to respond. Well both of you are right! It is like a liquid when it is in a cup because it takes the shape of its container, but when it is picked up it forms a solid shape. How neat is that?!

Assessment Teacher will hand out worksheet that has four pictures on it. Two pictures of solids and Two pictures of liquids and the students will be expected to differentiate between the two. The teacher will explain the activity. I’m glad we all enjoyed making Oobleck. Now I have a worksheet for you all to work on so we can show what we know! There are going to be four pictures on the worksheet and you will put x’s over the solids and circle the liquids. Do you all have any questions before we get started. The teacher provides time for students to respond. Alrighty then! Let’s get started! Sit quietly at your desk when you finish and I will come collect your worksheet.

Closure After the teacher collects all the worksheets she recaps and reviews with the class. Who enjoyed making Oobleck? Isn’t it cool that we have a representation of what we read in book. Now we have a reminder of what a solid and liquid is all in one! The Oobleck holds its shape just like a solid, but is also able to fill the space of a container just as a liquid does.

Materials and Resources: cornstarch water

bowls plastic bags expo marker food coloring Bartholomew and the Oobleck By: Dr. Seuss

Design for Learning Activity Plan

Instructor:Audrey Workman Grade Level: K Lesson Title: Cat in the Hat Curriculum Area & book connection: Art Estimated Time: 30 mins Standards Connection : AE 1.) Use selected material to produce work of art recognizing safe and proper use of basic tools, materials, and supplies. Examples: properly holding scissors to cut paper. Learning Objective(s): Students will practice using art material and basics tools accurately. Learning Objective(s) stated in “kid­friendly” language: Today boys and girls we are going to practice coloring neatly, cutting on the lines and gluing the pieces of our project together. Evaluation of Learning Objective(s): To assess the students the teacher will walk around and make notes for her files of who is struggling with scissors and coloring inside the lines. Those who are struggling with either or both will the teacher will prepare activities to incorporate more practice. Engagement: Teacher will have students come to the carpet and will already be prepared for the art project. 1, 2, 3, eyes on me! Alright class everyone come find their spot on the carpet we are going to read a story before we do our art project today! Teacher explains to the students what they are going to do in art class today. Today boys and girls we will be reading The Cat in the Hat by: Dr. Seuss and while we read I want you to pay close attention to the hat the cat wears because when we are done we are going to make our own! Teacher holds up the book. Has anyone ever read this book before? Does anyone know what it is about?? Teacher provides time for student response. Okay, well for anyone who hasn’t read the book, The Cat in the Hat is great book and it was one of my favorites when I was your age! It is actually the book that Dr. Suess is best known for. When people celebrate Dr. Suess they always make hats just like we are going to make. How cool is that? When we finish the book you will know why everyone enjoys it. So I need everyone turn your listening ears on and lets find out what happens! Teacher reads The Cat in the Hat aloud. Raise your hand if you enjoyed that story. I really enjoyed it too now lets make our own hat!!

Learning Design: (Activity) Teacher stands up and directs the students back to their seats. Boys and girls, who wants to make a hat just like the cat wears in the book? Teacher gives students time to respond and will then tell them how they are going to make their art project. Great! Today while we are making our hat we are going to practice staying inside of the lines when we color. Does that mean scribble really fast just to get it over with? NO! We take our time and color nicely and neatly inside of the lines. Our hat has stripes meaning that we only color some red. The other ones stay white. I will put my hat in the front of the room so you can see which stripes to color red and which to keep white. We are also going to use scissors to cut out the hat. Who can show me how we cut? Teacher calls on a student to demonstrate. Thats right we open and close our scissors and cut on the black lines. Teacher passes out the paper with the hat outline on it that students will color. First I want you to color then when everyone is done we will cut together. Im looking to see who is staying inside the lines so make sure you are doing your best coloring job. Teacher walks around while students color the hat. When you are done coloring I want you to put your head down and when everyone has finished coloring I will pass out the scissors. All students finish coloring the stripes on the hat and teacher passes out the scissors while students have their heads down instructing them not to touch the scissors until she says to. I want you to trace with your finger the part of the hat that you are supposed to cut when I bring you the scissors. When you show me that you know what part to cut you may start cutting out your hat. If you need help getting started raise your hand and I will come around and help you. Teacher walks around the room to make sure students know exactly which lines to cut and to help show them how to hold their scissors. Students finish cutting out the hat. Now that we have cut out the hat I will call you by table groups to come up to my desk and we are going to staple your hats to these red strips of paper so that you can wear them as a headband. While you are waiting to be called I want you to take out your picture book in your desk and read quietly to yourself. Students are called by table group to the teachers desk to finish putting together their hats. Teacher has already pre made the headband strip that the hat will be stapled to. When students bring their hat teacher staples hat to headband and puts around students head and staples are appropriate size to create a hat. Assessment The teacher will assess the coloring and cutting skills by walking around the room and helping those who need reinforcement. Closure When students are finished the teacher commends the students on doing such a great job coloring the right way and working hard to stay on the black line when the cut. Materials and Resources:

Cat in the Hat by: Dr. Seuss

Pre Made Red headbands made from two red strips of construction paper and stapled together.

scissors red crayons/markers Hat Template:

(http://printables.atozteacherstuff.com/1934/hat­printables­for­dr­seuss­cat­in­the­hat­or­just­hats/)

Design for Learning

Activity Plan

Instructor: Meredith Wright Grade Level: K Lesson Title: The Cat in the Hat Curriculum Area & book connection: Social Studies Estimated Time: 40 minutes

Standards Connection: AL K Social Studies (3) Describe how rules provide order, security, and safety in the home, school, and community.

constructing classroom rules and procedures Learning Objective(s): Students will identify which behaviors would be considered following the rules by placing all the pictures of different behaviors on the correct color (green or red) with 100% accuracy. Learning Objective(s) stated in “kid­friendly” language: Today boys and girls, our friend Dr. Seuss is going to help us learn all about why rules are important in our classroom and which of our behaviors are acceptable or not acceptable! Evaluation of Learning Objective(s): To assess the activity, the teacher will record what table groups place behaviors on the correct colors. Students will be considered proficient if they place 9 out of the 10 behaviors on the correct color. Students who place 8 out of 10 behaviors on the correct color will be considered yellow and students who place 7 or less behaviors on the correct color will be considered red.

Letting a stranger in the house when you’re home alone!

Balancing toys on our head!

Listening to your friend who is telling you to obey the rules.

Flying a kite in the house!

Clean­ing up our mess after we play.

Running in the hall.

Sharing our scissors or crayons with a friend.

Saying “Please”, “Thank You”

Speaking when its your turn

going to line­up right when the teacher asks us

Table 1

Table 2

Table 3

Engagement: The teacher will have all the students sit around the reading carpet in criss­cross apple sauce. The teacher will read the story aloud to the students with an abundance of expression and the teacher will wear a hat similar to the one that the Cat in the Hat wears. 1, 2, 3, eyes on me! Okay, boys and girls, Can someone tell me what book they think that she be reading today based just off of my hat? Teacher waits for responses. That’s right! The Cat in the Hat! Teacher holds up the cover of the book so that all students can see. The author of The Cat in the Hat is Dr. Suess and he has written many stories for us to enjoy and learn from. Today boys and girls, our friend Dr. Suess is going to help us learn all about why rules are important in our classroom and which of our behaviors are acceptable or not acceptable! The Teacher will ask questions throughout the story. Questions that will be asked throughout the story will be: Do you guys like it when it rains all day? Turn to you neighbor and tell them if you would you have let the Cat in the Hat into your house? Do you think they should have listened to their fish? Would your mom or dad let you fly a kite in the house?Turn to your neighbor and tell them “what you would do if your mother asked you?” The questions will be asked when they are appropriate to the text. After the teacher readers the story, she will continue to ask questions. Do you guys think that such a mess would have happened if they would have still followed their mothers rules? Teacher waits for response. I think you guys are right. I bet that they would followed to rules, too! Can someone tell me another place that we have rules outside of our homes? Teacher waits for responses. That’s right. We do have rules in our city. Where else do we have rules? Teacher waits for responses. In our classroom! Yes, that’s right! What are some examples of rules that we have in our classroom? Teacher waits for response. And what are some important reasons that we have rules? Teacher will write these responses on the butcher paper. They keep us safe. That’s right. What else? Teacher waits for a response. They help us not lose our things. Great point! What else? Teacher waits for a response. They help us to learn. Very true! And I am thinking of one more reason. Teacher waits for a response. They help us to be kind to each other. That’s right! These four points are now written on butcher paper that is posted on the board.. Learning Design: (Activity) Teacher will move students back to their table groups. 1, 2, 3, eyes on me! Okay, boys and girls, we are going to play a little game. On each one of your tables, there is a red light and a green light. If we are talking about our behaviors and following rules, do you guys think that a good behavior that is following the rules would be on the green light or

red light? Teacher waits for response. The green light, great! What about a bad behavior? Where would that be placed? Teacher waits for response. The red light! See, you guys have this. Okay, so I am going to read out a scenario from either real life or The Cat in the Hat and I want for you guys to find the matching picture on your desk and pin it to the color light that the behavior belongs to. Alright, lets get started! The first behavior is letting a stranger into your home whenever you are alone. Just like the boy and girl let the Cat in the Hat into their house, would you? The teacher gives students time to place the behavior on the correct color. The second behavior is balancing toys on your head! The teacher gives students time to place the behavior on the correct color. Okay boys and girls, the third behavior is listening to your friend who is telling you to obey the rules. Do you guys think that the should have listened to their pet fish in the story? The teacher gives students time to place the behavior on the correct color. The next behavior is flying a kite in the house! The teacher gives students time to place the behavior on the correct color.Wow, you guys are doing great. The next one we should all know! It’s cleaning up our mess after we play. The teacher gives students time to place the behavior on the correct color. Great, you guys! We are halfway done with all the different behaviors and I am so impressed already. The sixth behavior is running in the hall. The teacher gives students time to place the behavior on the correct color. The next behavior is sharing our scissors and crayons with our friends. I know that you guys are great at that already! The teacher gives students time to place the behavior on the correct color. What about saying “Please” and “Thank You”? The second to last behavior is speaking whenever it is our time. Do you guys like it when people give you the chance to talk? The teacher gives students time to place the behavior on the correct color. And the last behavior can be a hard one, but its lining up right whenever the teacher tells us to! Assessment The teacher will be walking around the classroom and recording whether students are placing the behaviors on the correct color. Okay class, I want for each table group to work together and discuss why each behavior is placed where it is. Once you are done, raise your hand and I will come check out what you guys have decided! The teacher will record their results on the chart listed above.

Closure Once they have complete placing all of the different behaviors on the correct color, the teacher will close out the activity by reviewing what they learned and connecting the importance of obey rules with The Cat in the Hat. You guys did great on that activity! I want for each table group to share one behavior that you put on the green circle. Teacher listens to responses. Now, I want for each table group to share one behavior that you put on the red circle. What do you guys think that Dr. Seuss was trying to teach us in The Cat in the Hat? Teacher waits for several responses. There are probably several things that Dr. Seuss was trying to teach us, but I agree with you guys that he wants us to learn that it is very important for us to obey the rules, too!

Materials and Resources:

red construction paper green construction paper clothes pins pictures of different behaviors butcher paper marker The Cat in the Hat by Dr. Suess “Cat in the Hat” hat

Design for Learning Activity Plan

Instructor: Meredith Wright Grade Level: K Lesson Title: The ABC Book Curriculum Area & book connection: Technology Estimated Time: 30 minutes

Standards Connection: AL K­2 Technology Education (8) Designing original works using digital tools.

Learning Objective(s): Students will demonstrate their ability to record by reading The ABC Book by using the Dr. Seuss’ ABC app and effectively recording themselves on the app. Learning Objective(s) stated in “kid­friendly” language: Today, boys and girls, we are going to record ourselves reading The ABC Book by Dr. Seuss using an iPad app! Evaluation of Learning Objective(s): To assess this activity, The teacher will score the students based off the rubric listed below. Students that receive Satisfactory will be considered proficient. Students that receive an Partial will be considered yellow and students that receive an Unsatisfactory will be considered red.

Satisfactory Students complete the book in one recording.

Partial The student completes the book but the recording is split up or there are minor glitches.

Not Completed The student did not record themselves reading or did not save it.

Engagement: The teacher will ask the students to come and sit around on the carpet and she will read them The ABC Book by Dr. Seuss. The class has already read this book together several times. 1,2,3, eyes on me! Okay, boys and girls, I want for us to move to the carpet. Don’t move yet. I will call you by table. Teacher calls the table groups and waits for them to get adjusted on the carpet. Today I am going to read you guys a book that I know that we are all familiar with. I’ll give you guys a few hints. The author is Dr. Seuss and it is written about the alphabet. Teacher waits for a response. Yesss! That’s right! The ABC Book! I know that you guys have read this book before so I might have us all read together on some parts. This will be really great practice for what we are doing later. Okay, lets get started! The teacher will read the book and have the students read with her together the “Big A, little A” portion of each page. Throughout the book, the teacher will have the students look at the pictures to determine a word and read it together (ex: alligator). Wow, you guys did great with reading along with me. Today, boys and girls, we are going to record ourselves reading The ABC Book by Dr. Seuss using an iPad app. Then, you will share it with me through my email so that I can hear how great of readers you all are! Learning Design: (Activity) Activity Procedures:The teacher will move the students back to their desks to do the activity. She will have the iPads already with her at the carpet and call students to pick up the iPad before they go back to their table. Okay boys and girls, I need for everyone to be sitting nicely before I will call you up to get your iPad. Once you receive your iPad, you can go sit at your table! Wow, thank you Timmy for sitting so nicely. You can come grab an ipad and go sit down. Teacher continues doing this until all students are sitting at the table. 1,2,3, eyes on me! Okay class, like I said earlier, we are going to record ourselves reading The ABC Book. The teacher will give the students specific instructions on how to record themselves reading while demonstrating on the projector. I want for everyone to open up the Dr. Seuss’ ABC app and follow along with my instructions. Now, press on the red button that says ‘Read It Myself’. If you have done that, give me the thumbs up! Teacher wants for all thumbs to go up. Great! Now, click the arrow on the bottom hand of the screen. You should all see a bar at the bottom. Give me a thumbs up when you see the bar? Teacher waits for students to put their hands up. Now, click the button with the face on it and press ‘New..’. Once you have done that, enter in your room number and press ‘Save’. Give me a thumbs up when you are finished. Teacher waits for all thumbs to go up. Great job! When you guys are ready, press the record button and you begin recording yourself reading the book. I don’t want you guys to worry too much about your recording though. I want for you all to try your best, but if you get to a word you just can’t figure out you can press the word and it will read it back to you. Once you are done recording, click the finish button and your work is recorded! Remember that I am here to help you guys whenever you need it, just raise your hand!

Assessment The teacher will assess the students by gathering the iPads and listening to their recordings. The teacher will use the rubric shown above to determine their grade. Now, I want to make sure that I get to listen to your wonderful recordings. Stack your iPads in the center of your desk and I will come collect them! Teacher will wait for students to stack the iPads. Thank you, guys! I am so excited to look at these! The teacher will make sure that all students completed the book in one full recording and saved it.

Closure Teacher moves the students back to the carpet. Okay class, lets go back to the carpet! I will dismiss you by table groups.Teacher dismisses each table group and allows them time to get adjusted on the carpet. I was listening to you guys read the ABC Book and y’all were doing great! Do you guys think that reading the ABC Book was a little easier this time because we had already read it a few times? Teacher waits for response. I think it helps too! Dr. Seuss uses a lot of silly words and examples, but they most definitely help us remember our letters, don’t they? Teacher waits for response. Yess! They definitely do! What are a few of the silly pictures or words that Dr. Suess uses in this book that you guys like? Teacher waits for responses. The goo goo goggles are one of my favorites, too! Just like Dr. Seuss, we can use all sorts of silly words! Materials and Resources:

iPads for all students and teacher projector a cord to connect the iPad and projector Dr. Seuss’ ABC app The ABC Book by Dr. Seuss

Design for Learning Activity Plan

Instructor: Taylor Biedermann Grade Level: Kindergarten Lesson Title: The Lorax Curriculum Area & book connection: Health Estimated Time: 30 minutes

Standards Connection: AL K 4.) Recognize environmental hazards.

Examples: oil spill, downed power line Learning Objective(s): When given different pictures of the events that occur in the Lorax on a worksheet, students will be able to identify at least 3 of 4 the different hazards or events that are harmful to the environment. Learning Objective(s) stated in “kid­friendly” language: Today boys and girls we will be reading The Lorax by: Dr. Seuss and through this we will learn about different things that can harm the environment and afterwards you will be able to identify certain circumstances that are harmful to the environment. Evaluation of Learning Objective(s): Students will be given a worksheet that has a photo sequence of the events that occurred throughout The Lorax and the students will be able to circle at least three out of four events that are harmful to the environment. Students with at least three of four will be green. Students will two of four will be yellow and students with one or less will be red. Engagement: Teacher will have students come to the carpet and will already be prepared for the science experiment that is about to occur. 1, 2, 3, eyes on me! Alright class everyone come find their spot on the carpet! Teacher explains to the students what they are going to do in class today. Today boys and girls we will be reading The Lorax by: Dr. Seuss and through this we will learn about different things that can harm the environment and afterwards you will be able to identify certain circumstances that are harmful to the environment. Teacher holds up the book. Has anyone ever read this book before? Does anyone know what it is about?? Teacher provides time for student response. Alrighty, well for anyone who hasn’t read the book, you all are in for a treat The

Lorax is one of my very favorites! Everyone turn your listening ears on while I read the story! Teacher reads the Lorax aloud. Raise your hand if you enjoyed that story. I really enjoyed it too and can’t wait to talk about it more later! Learning Design: (Activity) Teacher stands up and positions herself to do the experiment. Boys and girls, who wants to see a neat demonstration? I have something really cool to show you! Teacher holds up bowl of water. What is this class? Provide time for student response. That’s right boys and girls, it is water! Teacher squirts food coloring into the water. Who can tell me what happens when I put the food coloring in the water? Teacher waits for student response and proposes another questions. Did the food coloring spread quickly? Teacher provides time for student to respond. That’s right it did spread quickly! Just like in the story The Lorax things that seem little in the beginning, can turn out to be a really big problem. What are some other things that can harm our environment? Teacher provides time for students to respond. You all are so smart! Those are some great examples you came up with. Oil spills, pollution, and over harvesting are all examples of things that harm our environment. Teacher puts up different pictures of situations on the board. Some of these these situations are harmful to the environment while others are not. The teacher asks the students to help her identify the pictures that are harmful to the environment. I need some help boys and girls! Could I get some volunteers to come up to the board and circle situations that they think are harmful to the environment? Teacher waits for volunteers, students come to the board and assist. You all did such a great job! I could not have done that without your help! Assessment Teacher dismisses students by table from the carpet to go back to their seats as she prepares to pass out the worksheet. Table 1 I like the way you are sitting quietly go ahead and go back to your seat. Tables 2 and 4 you may go back to your seat. Last but not least table 3 head back to your seats! Once everyone is seated, teacher will get the attention of the class and explain the worksheet. 1, 2, 3 eyes on me! Now that we have talked all about environmental hazards today and we read the really awesome book The Lorax I have a worksheet for you all to do! Everyone take a look at the worksheet. Who can tell me what is on the worksheet?? Teacher waits for students response. That’s right! It is different pictures of things that happened in The Lorax. Earlier today we practiced identifying harmful events to our environment. I need you all to show me what you have learned today by circling the different events in The Lorax that harmed the environment. Think about why the Lorax had to speak for the trees!

Closure Who can tell me something they learned today? Teacher provides time for students to respond. That’s great! I’m so glad you all learned about different things that are harmful to the environment! Why do you all think the author may have written this book? Do you think there may be ways we can help stop these harmful things from happening? Teacher gives time for

student response. There are things we can do to help the environment and keep some of these harmful things from happening! Tomorrow we will talk more about the different things we can to help our Earth, and speak for the trees just like the Lorax! Lets end the lesson today by thinking about what the author of The Lorax Dr. Seuss would want us to do. Materials and Resources:

bowl food coloring cornstarch water marker worksheet The Lorax by: Dr. Seuss

Design for Learning Activity Plan

Instructor: Taylor Biedermann Grade Level: K Lesson Title: Green Eggs and Ham Curriculum Area & book connection: Movement Estimated Time: 45 minutes

Standards Connection: K Physical Education 1) Travel while changing direction, speed, and pathways to avoid contact with peers. Examples: traveling in general space slowly and quickly and over objects; traveling under, around, and through obstacles. Learning Objective(s): When given an obstacle course and directions, students are able to weave through and complete a relay with a cooperative team within five minutes. The relay will include students balancing a frisbee upside down. Each frisbee will have two green bean bags and green small ball. To complete the obstacle course each member of the team (teams of 4) will have to weave in and out of the cones all the way back to where they started. Learning Objective(s) stated in “kid­friendly” language: Today boys and girls we are going to complete an obstacle course. Each one of you will be on a team of four. What you and each member of your team is going to do is weave in a out of all the cones while balancing a frisbee upside down that contains two bean bags and a ball on it. Evaluation of Learning Objective(s): The teacher will evaluate the learning objective by observing the students participating in the activity. The teacher will put a check mark next to each students name who participate and completes the activity correctly by following directions. If for some reason the student fails to complete the task they will not receive a check mark until they try agian and complete it successfully. Engagement: The teacher will ask if anyone has ever read the book Green Eggs and Ham by Dr. Seuss and explain to them their activity for the day. Boys and girls have you all ever read Green Eggs and Ham by: Dr. Seuss? Teacher provides time for student response. Well it is one of my favorite books! Today boys and girls we are going to complete an obstacle course. Each one of you will

be on a team of four. What you and each member of your team is going to do is weave in a out of all the cones while balancing a frisbee upside down that contains two bean bags and a ball on it. But before we do that I want to show you all a video that is going to read the story to us. Teacher has video pulled up on computer prior to class( http://www.youtube.com/watch?v=2KRkR8HaR9c). Would you all eat green eggs and ham? How do you all think those would taste? Learning Design: (Activity) Teacher has all students make a line so they can go outside and participate in the relay race. Clap once if you can hear my voice, clap twice if you can hear my voice! Alright boys and girls lets all line up against the wall so we can go outside for today’s activity! The teacher leads the class outside in front of the area where they are going to do the activity. Everything is already prepared and set up for each group­ Bean bags and balls are already placed on the upside down frisbees. The teacher has all the students take a seat while she explains directions. Boys and girls lets all take a quick seat while I explain what we are going to do! Alright, so as you all can see we have some frisbees with some different items on them. Teacher holds up frisbee with materials on them. Do these remind you all of anything? The teacher provides time for student response. Thats right boys and girls, these represent the green eggs and ham that we talked about in the Dr. Seuss book earlier today! In a moment I am going to split you all up into groups to participate in a relay race. Now the task is each member of your team, one at a time will weave through the cones while balancing a frisbee with the “green eggs and ham” on it. Each member on your team must participate. Now I am going to demonstrate so you all can see what it will look like. Teacher demonstrates weaving in and out of the cones while balancing the frisbee on her hand. Does anyone have any questions about the relay? Teacher provides time for students to respond. Okay great! The teacher will split the class into groups of four and send them to their designated start cone that will be labeled with their group number. Boys and girls I am going to count you all off and after I give everyone a number you will go quietly stand behind your designated cone and wait for further instruction. The teacher counts off the students. Alright everyone on your feet! Go stand behind your cone! Once everyone is in their designated lines the teacher will blow her whistle to signify the beginning of the relay. I like the way you all lined up so quickly! When I blow my whistle you all can begin the relay! Teacher blows the whistle and waits to students to complete the relay.

Assessment The teacher will check off on her roster that all students completed and participated in the relay by accurately weaving in and out of the cones while balancing the frisbee.

Name Student Participation

Student Completed Activity Accurately

Closure Once the students complete the relay they will reconvene where they began the relay. Boys and girls come gather over here where we began the relay! Teacher congratulates class on a job well done. Great Job class that was great! It was so much fun getting to watch you all relay with your “green eggs and ham” I’m so glad we were able to enjoy Dr. Seuss on this beautiful day outside! Materials and Resources:

green bean bags frisbees small balls cones http://www.youtube.com/watch?v=2KRkR8HaR9c)

Design for Learning

Activity Plan Instructor: Audrey Workman Grade Level: 2nd Lesson Title: Horton Hears a Who Time Management Curriculum Area & Book Connection: Guidance and Counseling Estimated Time: 60 mins Standards Connection: A:A2.1 apply time management and task management skills.

Learning Objective(s): Students must complete a drawing of Horton and write three things about him to a 100% completion in the amount of time given.

Learning Objective(s) stated in “kid­friendly” language: Today boys and girls we are going to practice our time management skills and see if we can complete our worksheet in the time I give you.

Evaluation of Learning Objective(s): Students will be given a worksheet about Horton. They should be able to draw a picture and write three characteristics in the box about him in 20 mins.

Engagement: Teacher will have students clear everything from their desk so that there will be nothing distracting them when it is time to do the worksheet. 1, 2, 3, eyes on me! Okay, I need everyone to clear everything from his or her desk. Teacher preps video while students clear off their desks. By the time the students have cleared their desk the video (http://www.youtube.com/watch?v=lgPcAxkxoio) reading of Horton Hears a Who by: Dr. Seuss will be pulled up and ready to go. Can someone raise their hand and tell me what book we read earlier today during story time? Teacher waits for to students to respond. Great job! Yes we read the book Horton Hears a Who by: Dr. Seuss. Earlier we read the book as a class and now we are going to watch a video of the book. While you are watching you need to have your listening ears on and your watching eyes. Teacher gets students quiet and then turns on the video. Students watch the quick 6 min video.

Activity Procedures: The video finishes and the teacher turns it off and places herself in front of the students. Today we are going to practice our time management skills. Who knows what time management means? Teacher waits for student to answer. Well time management is doing a task in a specific amount of time. When we manage our time we finish all of our tasks by the end of the time given to us. Does anyone have any questions? Teacher answers questions. Now that we know what managing our time means lets see if we can do it. I am going to give you an activity sheet about Horton the elephant from our story. When I finish I want you all to pull out your crayons and color a picture of Horton in the big box and next to the picture in the other three boxes I want you to write three things to describe Horton the elephant. You will have 30 mins to work on your paper. I am going to set a timer on my desk and you must complete all of these things by the time that it goes off. 30 mins should be enough time for you to color a good picture of Horton and think of 3 things about him and write them on your paper. I want everyone to put your hands in your lap while I pass out the papers and I will tell you when you can begin. Teacher passes out activity paper and sets a timer for 30 mins. Okay you may begin. At 10 mins the teacher gives her students the signal that they should be finishing up. At 5 mins she gives the students a signal they that should be writing their last description of Horton. When the timer goes off students must stop. Teacher collects all papers while students put away their supplies. Assessment During the activity the teacher watches to see if any students are finishing before the timer goes off. Once the timer goes off and she collects the paper the teacher is able to sort the papers based on who completed them and who did not. The teacher is quickly able to see who understood completing the paper before the timer went off and who did not. Closure Raise your hand if you think Dr. Seuss had to use time management when writing his books like Horton Hears a Who? Good Job! Dr. Seuss had to use time management while he was writing his books. We just like Dr. Seuss have to use time management all the time during our day. You guys did a great job of practicing time management. We will practice again later this week. Materials and Resources:

Horton Hears A Who by: Dr. Seuss Video ( http://www.youtube.com/watch?v=lgPcAxkxoio ) Activity Sheet *Page 10 on document.

(https://drive.google.com/a/samford.edu/file/d/0BxjylOkfka4eLXZ0Q2w0YkZzNzQ/edit )

Works Cited http://www.seussville.com/Educators/educatorClassroomResources.php?id=printables&pdfactivity=Group%20Activities#2 http://www.best­books­for­kids.com/list­of­dr­seuss­books.html http://www.chem4kids.com/files/matter_liquid.html http://www.seussville.com/Educators/educatorClassroomResources.php?id=printables&pdfactivity=Group%20Activities#2 http://alex.state.al.us/index.php p://www.chem4kids.com/files/matter_liquid.html http://www.teacherspayteachers.com/Browse/Search:dr.+seuss/Order:Price/Page:2 http://www.youtube.com/watch?v=2KRkR8HaR9c http://www.youtube.com/watch?v=scbRRYzo9WU ( http://www.youtube.com/watch?v=lgPcAxkxoio ) (https://drive.google.com/a/samford.edu/file/d/0BxjylOkfka4eLXZ0Q2w0YkZzNzQ/edit ) https://itunes.apple.com/us/app/dr.­seusss­abc/id354855128?mt=8 http://lessons.atozteacherstuff.com/80/dr­seuss­activities/ (http://printables.atozteacherstuff.com/1934/hat­printables­for­dr­seuss­cat­in­the­hat­or­just­hats/) http://chemistry.about.com/od/chemistryhowtoguide/ht/oobleck.htm

http://www.pecentral.com/lessonideas/ViewLesson.asp?ID=8403#.VFJynUsupBU http://www.teacherspayteachers.com/Product/Writing­Template­1123297