Dr. Seuss Unit
Curricular Areas: Language Arts, Mathematics, Science, Social Studies
Grade Level: Third Grade
Time Frame: Two Weeks
Unit Goals
Students will:
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Recognize and celebrate the importance that Dr. Seuss brings to literacy.
Develop an appreciation of poetry and poetic devices.
Improve word recognition skills and expand on their sight-word vocabulary.
Become more fluent and comprehensive readers.
Objectives
Students will be able to identify and define important key literary terms with 90% accuracy.
After reading Hooray for Diffendoofer Day!, students will be able to write an imaginative story
with a least five sentences.
After reading I Can Read with My Eyes Shut, students will be able to write a poem consisting of
at least four verses following the same rhythmic style of Dr. Seuss.
After reading The Butter Battle Book, students will be able to complete a written response
answering all questions using complete sentences.
After watching The Sneetches and participating in a class simulation activity, students will be
able to write about their own experiences and brainstorm at least five solutions to the problem.
Students will be able to work collaboratively to make-up at least two original rhymes that will
help them recall multiplication facts through the nines table.
After reading the book Bartholomew and the Oobleck, students will be able to list properties of
solids and liquids, and then compare to the properties of Oobleck, with 95% accuracy.
Vocabulary
Throughout this unit, the teacher will discuss the following vocabulary terms with students.
Fiction
Non-Fiction
Fantasy
Reality
Imagination
Illustrations
Main Idea
Setting
Character
Point of View
Plot
Sequence
Conflict
Resolution
Metaphor
Simile
Personification
Figurative Language
Onomatopoeia
Alliteration
Rhyming
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Teaching Activities
Activity 1 – KWHL Chart
To introduce the unit and stimulate students' prior knowledge of Dr. Seuss, students will be
instructed to complete a KWHL chart. To begin this activity, the teacher will handout a blank
KWHL chart to each student; students should be given a few minutes to fill in their individual
KWHL charts. Using the SmartBoard, the teacher will then complete a chart of students’
responses. Next, the teacher will show students a short PowerPoint presentation of the biography
of Dr. Seuss. When finished, students will share what they have learned about Dr. Seuss. As
students learn more facts about Dr. Seuss throughout the unit, they will be encouraged to make
additional entries on their charts.
Activity 2 - Creative Writing
Together, the class will read, Hooray For Diffendoofer Day. After a discussion of the story’s
elements, students will then be instructed to write a paragraph imagining what it would be like to
be a student at Diffenddoofer School. Students’ responses will include their imaginary teacher’s
name and what they are taught. Students will then draw an illustration of their stories. This is a
fun activity designed to show students the importance and joy of learning. The teacher will also
discuss the importance of creative writing skills in preparation for standardized testing.
Activity 3 – Rhyming Poem
After reading aloud the story, I Can Read with My Eyes Shut, students will be asked to create an
original poem following the same rhyming pattern. Students will be expected to name a place
they can read and something interesting they can learn about. To illustrate their books, each
student will be asked to collect pictures of him/herself reading in a variety of places. This can be
completed at school or at home using a digital camera. The teacher will encourage students to
use their creativity, mimic Dr. Seuss’ characters and settings. Later, students will be expected to
use PowerPoint to create a final product. The teacher will then combine all the students
PowerPoint presentations into a class book.
Activity 4 – Written Response
After reading and discussing the story, The Butter Battle Book, as a class, students will complete
a written response independently. For this activity, students will be required to choose to be
either a Yook or a Zook. Students will then support their decision by responding how their bread
is buttered and eaten. Students will also be required to give the Yooks and Zooks advice on how
to help them reach a solution to their problem.
Activity 5 – Social Studies Simulation
The time allowed to do this simulation activity varies. To begin this activity, the teacher will
show The Sneetches to students. Modeling the characters in the story, the class will participate
in a simulation activity. To do this, the class will brainstorm a list of class privileges. The
teacher will then divide students into two groups; those with or those without class privileges.
All students should be given equal time in each group. Students will work collaboratively to
brainstorm ways that they can stop discrimination in their classroom and school.
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Activity 6 – Multiplication Rhymes
The teacher will introduce to students the idea that rhymes can often help us learn things that are
difficult to remember. The teacher will explain to students that rhyming may also help them
remember challenging multiplication facts. Next, the teacher will show students some examples
of multiplication rhymes. To practice, students will work collaboratively to create original
rhymes for certain multiplication facts that are the most difficult for them to remember. To add
further explanation, the teacher will tell students that rhyming is just one of many strategies
students can utilize when committing information to memory.
Activity 7 – Science Discovery
To begin this activity the teacher will discuss with students properties of solids and liquids.
Next, the teacher will read, Bartholomew and the Oobleck. Students will then make their own
Oobleck (cornstarch and water mixture). Students will be asked to decide whether the Oobleck
is a liquid or a solid.
Materials
Dr. Seuss Books:
I Can Read with My Eyes Shut
Bartholomew and the Oobleck
The Sneetches And Other Stories
The Butter Battle Book
Horray for Diffendoofer Day!
Websites
www.seussville.com
http://www.qwiki.com/q/#!/Dr._Seuss
http://www.youtube.com/watch?v=XMolzESn4oI
http://www.multiplication.com/rhyming.htm
References for Unit
Anti-racism activity: The sneetches. (n.d.). Retrieved April 1, 2011, from
http://www.tolerance.org/activity/anti-racism-activity-sneetches
Bartholomew and the oobleck-lesson plan. (2008, March 18). Retrieved April 1, 2011, from
http://hcall.blogspot.com/2008/03/bartholomew-and-oobleck-lesson-plan.html
Ferrari, C. (2006). Dr. Seuss is on the loose. Retrieved April 1, 2011, from
http://www.chatham.edu/pti/curriculum/units/2006/Ferrari.pdf
Hammer, D. (2011). Reading everywhere with Dr. Seuss. Retrieved April 1, 2011, from
http://www.readwritethink.org/classroom-resources/lesson-plans/reading-everywherewith-seuss-109.html
Project Materials
Paper/Pencils/Crayons or Markers
Computer Lab
SmartBoard
Several Digital Cameras
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Pre-cut stars made out of green construction paper
Safety pins
Sample of Oebleck mixture (cornstarch and water) for each student
Assessments
Observation
KWHL chart
Vocabulary Quiz
Scoring rubrics for all student written work
Journal Reviews
Title: Sneetches Simulation
Grade Level: Third
Subject: Social Studies
Goal:
By participating in this activity, students will experience what it feels like to be privileged as
well as discriminated against. As a result, students will develop an understanding of the
emotional impact that unfair practices can have on people.
Objectives:
1. After reading The Sneetches, students will apply literature to real life experiences.
2. After the simulation, students will work collaboratively to develop a plan, listing at
least five things they can do to stop discrimination at their school.
TEKS Standards Addressed
Social Studies 113.14
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(11) Citizenship: A,C
(12) Citizenship: B
(18) Social Studies Skills: A, C
(19) Social Studies Skills: A, B
English Language Arts and Reading 110.13
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(8) Reading/Comprehension of Literary Nonfiction: A, B
(19) Writing. Students write about their own experiences.
(20) Writing/Expository and Procedural Texts: C
(31) Listening and Speaking/Teamwork
Context/Modifications
Prior Knowledge
Students should have basic awareness of others in the room and their distinguishing
characteristics.
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Modifications
1. Instructions and activities will be specifically designed to address each student’s
preferred learning styles by providing experiences for the auditory, visual, and
kinesthetic learners.
2. Small groups will be formed with regard to students’ cultural backgrounds, purposely
ensuring every group has members from diverse backgrounds.
3. Activities will be divided into manageable steps.
4. An aide will be assigned to ELL students as needed.
5. Accommodations will be made to students with physical disabilities.
Materials Needed
One copy per group of The Sneetches, by Dr. Seuss
Green stars (precut out of construction paper) for half the students in the class
Safety pins for half the students in the class
Computer with Internet connection
Integration of Technology
Video of The Sneetches by Dr. Seuss
Anticipatory Set
The tell teacher will show students a short 10 minute video, The Sneetches by Dr. Seuss.
Setting Expectations
1. The teacher will model the activities.
2. Procedures will also be written on the board.
3. The teacher will inform his/her students that they will be learning more about unfair
practices, such as privileges and discrimination.
4. The teacher will emphasize to students that they will be sharing their work with the class.
5. The teacher will review appropriate classroom behavior.
Input
To begin this activity, the class will brainstorm a list of class privileges; examples may include
things such as free time on computers and homework pass. The teacher should write all
reasonable student responses on the board. Next, the teacher will hand out green stars to half of
the class. The teacher will then tell those students with the green stars that they are the only ones
granted the list of class privileges. Later in the day, the teacher will tell those students with stars
to give their stars to those students without stars. The teacher should allow all students to
experience an extended time in each group, privileged with stars as well as unprivileged without
stars.
Modeling
By carrying out the anticipatory focusing section of this lesson plan, the teacher will have
modeled for students an activity similar to the one they will be expected to complete during the
class simulation.
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Check for Understanding
During the guided practice, the teacher will walk around the room monitoring each group’s
work, giving students assistance as needed. Throughout the lesson, the teacher will use
questioning strategies to engage students and elicit higher level thinking on the topic of unfair
practices such as privileges and discrimination.
Guided Practice
After the teacher has allowed all students to experience an extended time in each group,
privileged with stars as well as unprivileged without stars, students will work in small groups.
Each group will be given a copy of The Sneetches to review as needed. Together each group
will discuss the story and their personal experiences during the simulation activity. Students will
be expected to answer the following questions:
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During the video, how did the Star-Belly Sneetches look? How did the Plain-Belly
Sneetches look?
What was different about the way the Star-Belly and Plain-Belly Sneetches
communicated (speech and body language)?
When you were without a star, how did you feel about your classmates with stars?
What kinds of things do we use as “stars” to make people feel privileged?
List five actions your group will take to help everyone feel like they belong.
Reteach
This lesson is designed to be an activity in which the teacher should not see a need to reteach.
However, after listening to class discussions and reviewing students’ journal entries, if the
teacher feels students are not grasping the intended lesson, the teacher will read a story on
discrimination in the students’ Social Studies textbook to reteach the lesson.
Independent Practice
As independent practice, students will be given a homework assignment in which they are asked
to complete a written response in their journals answering the following questions:
1. What characteristics do you notice about yourself that make you feel like a Plain-Belly
Sneetch? A Star-Belly Sneetch?
2. What kind of feelings did you have during today’s class activity?
3. What lesson did you learn?
Mastery Check
The teacher will use a variety of assessment techniques to confirm that students are learning the
intended material. In addition to the teacher’s observations and class discussions, the teacher
will use students’ lists completed in guided practice, the independent practice written responses
to check for students’ understanding.
Extension
The teacher can open a dialogue by saying, “Today, we listed and discussed ways we could make
everyone feel like they belong; but, let’s see if we can put our list into action to end
discrimination at our school.” The teacher may challenge the class to brainstorm more ways that
they can stop discrimination in their classroom and school. The teacher should also encourage
students to take what they have learned and extend it into their homes and communities.
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Closure
The teacher will lead a class discussion on discrimination by asking students the following
questions:
 What have we done today?
 Why is it important that we talk about discrimination?
The teacher will review with students the importance of individual differences as well as the
similarities among people. The teacher will suggest that while people can be different on the
outside, we all have something special inside, like a “star.” The teacher will explain to students
that this “star” is the inner beauty that they all have in common.
Reflective Critique
Throughout this lesson, the teacher acts as a guide, allowing his/her students to play an active
role in the learning process. Never does the teacher simply pass information on to his/her
students by telling them what to think or feel. Instead, students are encouraged to form their own
opinions about discrimination and use the information they have learned to act in ways that are
caring and supportive of their classmates.
At this age and stage of development, it is common for children to be very group oriented.
Students feel secure with sameness; they often fear rejection from being different or reject those
who are different from themselves. This lesson is specifically designed to help young students
develop an understanding of the emotional impact from unfair practices, as well as recognize and
support their need for acceptance from their peers. The teacher should build upon this lesson in
future activities, making tolerance and respect for others a life skill.
Upon completion of this lesson, the teacher may ask him/herself the following questions:
 Was the lesson effective for meeting its objectives?
 Were the students’ learning experiences enjoyable as well as educational?
 Did the questions encourage students to use a higher level of thinking?
 Did the use of technology (video) enhance students’ comprehension of the literature?
 Is there a need for further modifications for students with special needs?
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