Name: Regina Devers Date: ____________ Age/grade: KindergartenThe Cat in the HatSubject:Reading/Math # Students:__23__ #IEP Students: __1__
Major Content: Rhyming Words Unit Title: Dr. Seuss/author study
Objectives:
Student will listen to another book by Dr. Seuss. The Cat In The Hat that deals with rhyming words and then student will correctly write at least five words containing the “at” sound on the activity sheet with 100% accuracy.
Connections:
Kentucky’s Learning Goals and Expectations
(Goal 1):
Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.(Expectation 1.5-1.9)
Students use mathematical ideas and procedures to communicate, reason, and solve problems.(Expectation 1.2)
Students make sense of the variety of materials they read.Program of Studies:
(Reading 1.2) Content/Process
Student will read material that rhymes, is predictable, and has high frequency words.Core Content for Assessment:
Reading skills enable students to comprehend all types of reading materials.
RD-E-x.0.1
Use word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations and meanings of words in passages.Context:
Today is the second lesson on Dr. Seuss as an author study. I am using his books to incorporate some other subject materials into my lessons. I will be using ideas and activities from his books to guide my lessons throughout each day in each subject area. I am going to read The Cat in The Hat to the class to initiate the lesson. This lesson is a follow-up lesson on rhyming words. This book will give the students some more experience with hearing rhyming words. The lesson leads into the third lesson or Wacky Wednesday, which also has a lot of rhyming words in the book. The whole lesson uses Dr. Seuss books to familiarize the students with rhyming words.
Adaptations/Modifications:
The environment has been changed a little because The Dr. Seuss Activity sheet that I sent home to parents had them to send in or to allow their child to wear a funny or silly hat to school. I will be wearing a replica of the Cats Hat in the book. I greet the children that morning by commenting on their wonderful and amazing hats.
Resources:
Procedures:
- A brief biography of Dr. Seuss
- Weekly Sheet for Dr. Seuss Activities
- Book: The Cat In The Hat
- Necessary sheets: (included at back of lesson)
- 1. Connect the dots with the Cat in the Hat(included as an extra activity for students as they finish work faster than others and need an activity to keep their attention)
- 2. “at” sound sheet(I got this from Online forms at http://www.seuss.org./seuss.bio.html (Valmont p. 180)
Initiation:
Today we are going to continue learning about Dr. Seuss and we are going to listen to another book that he wrote.
New facts about Dr. Seuss: (taken from website: http://www.seuss.org./seuss.bio.html (Valmont p. 10)
1. He was born in Springfield, Massachusetts.
2. His birthday is March 2 and that is why we are studying about him this week and reading his books.(Prereading Activity): Book Box :
Gather students and have them go and relax on the rug and sit criss cross applesauce. Teacher goes and sits in special chair an takes out book box. First talk to them and explain that a book box contains clues to what the book is about that we are about to read together as a class.Then read The Cat In The Hat to the students.
(During reading activity): Character Web
1. Start our by explaining that a character web is a way to talk about a character and list their characteristics or what makes them unique or different.
2. Turn over pre-prepared character web on chart paper in front of the group so that the teacher can stop at different points throughout the book and have the students give characteristics of the characters in the book.
3. Then draw circles out from this each main idea and write what words from the book lead the student to assign this characteristic to the character.(Post reading Activity): Plot Organizer:
Now have the students to work together to do a plot organizer of The Cat In The Hat. (example attached)
Modeling:
We started working with rhyming words yesterday when we read Green Eggs
And Ham by Dr. Seuss. Today we are going to continue working on rhyming words with our new book, The Cat In The Hat so I an going to write some examples of rhyming words from the book up here on chart paper.examples: play day two do ball all sit bit
bump jump mat hat sunny funny
Guided Practice:
Teacher writes a word on chart paper and has the students to raise their hands if they can give her a rhyming match for that word.
examples: boat ___________ go__________
ten ___________ rat _________
row ___________ cat _________Independent Practice:
Now students return to your seats so that we can continue with our lesson. I want you to take the sheet on your desks, look at the word in top of the hat and then list as many words as you can think of that have the “at” sound or that rhyme with at.
Closure:
Today’s lesson was another lesson on rhyming words and how Dr. Seuss uses rhyming words throughout his books. Remember rhyming words are words that sound the same and have similar spellings. Remember to wear some silly socks to school tomorrow to continue with Dr. Seuss and we will read a new book that he is the author of as well.
1. Does everyone remember what happened in The Cat In The Hat?
2. Who can tell me the author of The Cat In The Hat?
3. Can someone give me an example of two rhyming words?
4. Can anyone tell what determines if words rhyme?Student Assessment:
Tool:
Criteria:
- “at” sound sheet
- Scoring guide for assessment (included)
Student will listen to The Cat In The Hat and do some reading activities with the book and the student will complete the “at” sound sheet by correctly filling in five of the blanks with at words with 100% accuracy.
4 Student correctly fills in more than five blanks with “at” sound words in them on the
assigned sheet.3 Student correctly fills in five blanks with “at” sound words on the assigned sheet.
2 Student correctly fills in three or four blanks with “at” sound words on the assigned
sheet.1 Student correctly fills in one or two blanks with “at” sound words on the assigned
sheet.0 Student does not correctly fill in any of the blanks on the assigned sheet.
Reflection/Analysis of Teaching and Learning: (Completed only if taught lesson)
Lesson Extension/Follow-up:(Completed only if taught lesson)
Bibliography:
Seuss, Dr. (1957). The cat in the Hat. Boston: Houghton Mifflin.
http://www.abcteach.com/Reading /seuss/catinhat1.html
4 Student correctly fills in more than five blanks with “at” soundScoring Guide for Assessment
words in them on the assigned sheet.3 Student correctly fills in five blanks with “at” sound words on
the assigned sheet.2 Student correctly fills in three or four blanks with “at” sound
words on the assigned sheet.1 Student correctly fills in one or two blanks with “at” sound
words on the assigned sheet.0 Student does not correctly fill in any of the blanks on the
assigned sheet.