One fish two fish

One fish two fish red fish blue fish

                Name: Regina Devers      Date: ____________     Age/grade: Kindergarten
                  Subject:Reading/Writing   # Students:__23__          #IEP Students: __1__
                    Major Content: Rhyming Words      Unit Title: Dr. Seuss/author study

Objectives:
Student will correctly create a writing piece about which one of the books from our lessons on Dr. Seuss was their favorite and write about it on the Cat in The Hat Sheet and the student must write about one of the books that has been read to them during class this week.
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 1.11)
Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
Program of Studies:
Primary English/Language Arts
Content Process
Student will produce, through drawing, symbols, and letters, writing which has meaning to the student.
Core Content for Assessment:
WR-E-1.2 Personal Writing
Personal writing focuses on the experiences of the writer. Personal forms in the portfolio may include a personal narrative focusing on the significance of a single event) or memoir( focusing on the significance of the relationship of the writer with a particular person, place, animal, or thing).
Context:
We have had a weeklong author study on Dr. Seuss and this is the last day of the study. I am going to use One Fish Two Fish Red Fish Blue Fish to wrap up my thematic unit on Dr. Seuss. We are going to make a classroom book about Dr Seuss and Today the children will do a writing lesson using one of his books, which we have read during class to motivate them to write about it and why they did or did not like the book. This lesson writing activity will lead the children into the next lesson that deals with free writing in their journals.
Adaptations/Modifications:
The environment has been changed a little because The Dr. Seuss Activity sheet that I sent home to parents ask them to let their child bring a fish toy to school for “Fabulous Fishy Friday”. I brought in a big stuffed green and blue fish to start the discussion about this book. The children can show their fish items off during morning message time and share something about their item.
Resources:

A brief biography of Dr. Seuss

Weekly Sheet for Dr. Seuss Activities

Book: One Fish Two Fish Red Fish Blue Fish

Cat in the Hat Sheet (included) ( I used technology here to brainstorm and find an idea of how to incorporate writing into this lesson) (Valmont P. 183)

Procedures:
Initiation:
Have children go to rug center to implement lesson.
New facts about Dr. Seuss: (taken from website: <http://www.seuss.org./seuss.bio.html>      (Valmont   p. 10)
1. He started writing in 1936.
2. He taught himself to be an artist.
3. he draws the pictures for his books.
(Prereading Activity):   Book Box
Start the lesson off by showing the items from your book box to them during morning message time and then let them share their items with the class
Read One Fish Two Fish Red Fish Blue Fish to the students.
During reading activity):   Feelings Chart
(attached) Put this on chart paper so you can work with the whole group of students
Feelings Chart
Events                                   Characters
Have the students to raise their hands as they want to respond to the feelings conveyed in the book and feel in the chart as you go through the book with the students.
(Post reading Activity): Book Chart
Title                    Character                 Lesson
Have the children name off the books from this author study from the entire week and to see how much they remember from the previous lessons to help them with the next step of writing in this lesson.
Modeling:
On chart paper write
       I enjoyed Green Eggs and Ham the most because I thought the book was silly and it
       made me laugh.
Guided Practice:
On the chart paper, Have one of the children give the book that was their favorite and then help them write a couple of sentences about that book and why the student chose this particular book.
example: J. I liked Fox in Sox.
                     My favorite book was fox in sox and I liked it because it had a funny red fox
                     in it.
Independent Practice:
Have the children return to their seats to do their own writing piece.
1. Now give the students time to Pre write to develop their ideas. Have them do this stage of writing on lined paper to guide them through the process.
2. Then stop them and have them organize their ideas into sentence form
3. Have the students write the actual sentences on the sheet provided.
Closure:
e have completed our five day study on Dr. Seuss and many of his books and we have done lots of fun activities with his books. But let’s review about an author study and go over elements of this type of lesson. Does anyone have any questions or comments on Dr. Seuss or any of his books? Then, I will ask some questions to get the ball rolling for our review.
1. What is an author?
2. What happens during an auth or study?
3. Who was the author that we studied?
4. Name some books that he wrote?
5. Tell me why you do or do not like his books!
Student Assessment:
Tool:
Writing Score guide such as Portfolio Piece Guidelines
Criteria:
Student should make a personal choice and write about that particular piece of literature to develop this idea into a short story or narrative paragraph.
Reflection/Analysis of Teaching and Learning: (Completed only if taught lesson)
Lesson Extension/Follow-up:(Completed only if taught lesson)
Bibliography:
Seuss, Dr. (1960). One fish two fish red fish blue fish. New York: Beginner Books.