Green Eggs and Ham
                                                Name:  Regina Devers      Date:  March 13,2003     Age/grade:  Kindergarten

                                                Subject:  Reading               # Students:  23                 #IEP Students:  1

                                         Major Content:  communication/rhyming words  Unit Title:  Author study/Dr.Suess
 

Objectives:

After listening to Green Eggs and ham the student will demonstrate their ability to
recognize rhyming words by correctly giving an example of a pair of rhyming words
to the teacher to add to the Sam I Am Chart.

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 1.2)
Students make sense of the variety of materials they read.
Program of Studies:
(Reading 1.2) Content/Process
Students 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:
This unit on Dr. Seuss is kicked off by an activity sheet that I sent home to have students
participate in a different fun activity each day of the week to go along with the book from
each day. This lesson is the first in a five day set to strengthen each students ability for word
recognition skills through an author study of Dr. Seuss.  Each day a new Book will be read
and a recognition skill emphasized for that lesson.  Green Eggs and Ham starts the week
off and the students will concentrate on rhyming words and how to recognize them with in
a story or book.  The lesson leads into Tuesdays lesson, which is centered around the book
Cat in The Hat and it uses rhyming words so I use it to reinforce Mondays lesson on rhyming
words and to lead into Wacky Wednesday’s lesson of Silly Socks.
Resources:
A brief, rough biography of Dr. Seuss
Weekly sheet for Dr. Seuss Activities
Book-Green Eggs and Ham by Dr. Seuss
Rhyming objects and templates from Learning Fun
Green paper for each student
Poster Board with Green Eggs and Ham drawn on it
Procedures:
Initiation:
I see a lot of my students wearing Green today and I want to explain to you the reason for this.
We are going to do an author study on Dr. Seuss this week to celebrate his birthday.  Each
day we do an activity to create some fun with the books that we will be reading.   Today we
are going to start out by talking About Dr. Seuss.  (Information taken from website:  http://www.seuss.org/seuss.bio.html   (Valmont p.10)
Hold up picture of Dr. Seuss for students to see
1.  Theodor Seuss Giesel is his real name
2.  He writes books for children.
3. He uses rhyming words in his books.
4. He is the author of the book I am going to read to you during morning message time today.
(Prereading)Do an anticipation guide with the students to gain their attention and interest into the book. (Attached)

Hand anticipation guides out to students and explain to them that agree means the same as yes to a question and that disagree means no to a given question so they can correctly check the appropriate column for each question on the sheet.  Have the students put their papers in the usual assigned spots as they finish and go take a seat on the rug.

Now I am going to read Green Eggs and Ham to you and I want you to listen carefully because at the end I am going to ask you to do something for me!!

(During reading Activity) I will put a Contrast Chart up on chart paper and have the students give me reasons to try green eggs and ham: and reasons not to try green eggs and ham.:

  • As you read the story to the students allow them to state their reasons and put them on the above listed chart.
  • When book is completed go over the chart with the students and the reasons they have stated for trying or not trying green eggs and ham.
  • Have the children return to their seats to do a post reading activity.
(Post reading Activity) Start this section off by reviewing opposites with the children and giving them examples on the board.

                 examples:    light      dark               night    morning       more      less

Do a Polar opposites activity ( attached) with the students on Sam I Am.
The sheet has the children to decide if Sam I am is sad ____   _____   _______ happy   and
mad  ____    ____    _____  glad  after listening to the Green Eggs and Ham book.  The students need to mark the blank in each example according to the way they understand the character to feel in each one.
  •  In the first one, If they feel that he is totally sad in the first blank, middle of the two in the middle blank, or completely happy in the last blank.
  •  In the second one, The student has to decide if they think Sam I Am is mad in the first blank, halfway way or in the middle in the middle blank, or glad in the last blank.
Modeling:
1. Teacher writes some rhyming pairs of words on chart paper.
  •  rat    bat
  •  mat hat
  •  see   tree
  •  mow  tow
2. Underline familiar letters within each set of rhyming words listed.
  •  rat    bat
  •  mat hat
  •  see   tree
  • mow  tow
 Guided Practice:
Teacher puts a word on chart paper and asks students to give an example of a word that rhymes with it.
Then put that word on paper and pair them up together.

       example:  Ball   Call              see     tree

Independent Practice:

Call on each student to give an example of a pair of rhyming words to put on the class poster of rhyming words.

Assign mystery question:  Today we learned a new type of word.  Please tell what two words are called that sound alike and have some of the same letters.

 Closure:
Today’s lesson was about rhyming words and how Dr. Seuss used rhyming words to write his books.  Rhyming words are words that sound the same and have familiar spellings.  Tomorrow we will continue with our study on D. Seuss and the strategies for word recognition that he used when writing his books.  Does anyone have any questions before we leave today?
  1.  Does everyone remember about the book Green Eggs and Ham?
  2.  Does everyone remember who wrote Green Eggs and Ham?
  3.  Can anyone tell me what is a rhyming word?
  4.  Will someone give me an example of rhyming words?
BE SURE TO PUT COPY OF RECIPE FOR GREEN EGGS AND HAM
IN EACH STUDENTS FOLDER SO THAT THEY CAN SHARE THIS
EXPERIENCE WITH THEIR FAMILIES.  I found this recipe on the following website: http://www.seussville.com/seussville/titles/greeneggs/recipes.html
       (Valmont p.14)
Student Assessment:
Tool:
Using a check sheet for reading and writing skills, the teacher will place an appropriate mark in each students column according to their ability to complete the lesson by giving an accurate example of a set of rhyming words to be put on the classroom chart.
Criteria:
Student correctly demonstrates their ability to recognize and create rhyming words after listening to Green Eggs and Ham by Dr. Seuss and giving the teacher an example of rhyming words.

Reflection/Analysis of Teaching and Learning:

I conducted the lesson with twenty-one students since two were absent that day.  The students were accessed on their ability to understand what a rhyming word is and their ability to give state a pair of rhyming words to be put on a class chart. Thirteen of the students were able to give a set of rhyming words with no guidance or assistance; eight students needed some help to come up with their examples of rhyming words for the chart.  The most important part of my assessment was that every student was able to come up with a correct set of rhyming with minimal guidance.
Lesson Extension/Follow-up:
I changed my lesson plan a little from the version that I had designed to go along with my teaching lesson on Green Eggs and Ham and rhyming words.  I broke the steps down for my pre-reading, during reading, and my post reading activities.  Also, I added examples to the lesson plan for rhyming words to be put on the board.  If I could do the lesson over again, I would prepare my chart paper questions ahead of time since I messed up and did not use my originally designed questions during the lesson and I would try to adapt my lesson to take up the whole slot of time and not leave the children hanging for five minutes without a specific task.  I would like to make green eggs and ham for my students and allow them to taste them during this lesson and then I would have them give me reasons why they did or did not like green eggs and ham.

The lesson was a very comfortable lesson for me.  I enjoy working with the children and I can present a story in a very pleasing way.  I show my enthusiasm for the story by the way I can not keep my eyes off of the words on the pages.  I think the children enjoy hearing a book when they see that the person reading the book finds it interesting and captivating.

All of the students present did meet my objective with rhyming words, but if a student had not met my objective and needed some more instructional guidance with rhyming words then I would have worked with the child individually on the explanation and concept of rhyming words.  A good way to do this would be to have the student work with manipulative games or flash cards that deal with rhyming pairs of words.  Also, a student could be given rhyming words to add to their word baggies for more individual practice.
Bibliography:

Seuss. Dr. (1960). Green Eggs and Ham. New York: Random House, Inc.

http://www.seussville.com/seussville/titles/greeneggs/recipes.html