Dr. Seuss: Illustrator, Imaginator, Author!
From: Oh, the Thinks You Can Think
Think left and think right and think low and think high.
Oh, the thinks you can think up if only you try!
Lesson learned: You are capable of enormous creativity. Remember this if you’re struggling with a problem, and keep at
it!
From: I Can Read with My Eyes Shut
There are so many things you can learn about, but
You’ll miss the best things if you keep your eyes shut.
Lesson learned: Be curious about the world around you, and never stop learning.
The more that you read, the more things you will know.
The more that you learn, the more places you’ll go.
Lesson learned: Knowledge is power, and books can transport you to amazing places.
Dr. Theodor Seuss Geisel: Fun Facts
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Dr. Seuss was born March 2, 1904 in Springfield, Massachusetts. He is an American author, illustrator and artist.
Dr. Seuss attributes his mother and childhood to his inspirations. His mother would repeat soothing rhymes at
bed time to help the children fall asleep.
Dr. Seuss wasn’t a doctor. He attended Dartmouth College, where he wrote under the name of Seuss and
several others. His father had hoped for him to be a college professor and obtain his doctorate degree. He never
accomplished actually obtaining getting his Doctorate Degree, but Dartmouth awarded him this honorary
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degree in 1955. He did study for a while at Oxford University, where many of his class notes became covered in
cartoons and illustrations. It is there, that he realized he had a career in illustration.
Dr. Seuss married Helen Palmer, who he met in college at Oxford. They did not have children, but Seuss said that
he understood children, and this was the only type of writing that was allowed by his contract from other work.
Dr. Seuss did have step children later in his life.
Seuss made his first publication as cartoonist on July 16, 1927 in The Saturday Evening Post. Seuss created
advertisements, cartoons, sketches and other illustrations for many magazines, newspapers and other
publications during his life.
Seuss was enrolled in World War II where he was the Commander of the Animation Department. This is where
he was introduced to the world of animation and created his first animated film for the U.S. Army.
In 1954 Seuss was approached and asked to write a book using only 250 out of preselected 348 words which
were thought important for first grade students to learn. The idea was inspired by the report published in Life
magazine on illiteracy among school children. The report said that children were unable to learn reading
because their books were boring. The result was “The Cat in the Hat”; a perfect blend of Seuss’s verse rhythms,
drawing skills and imaginative power. This book along with others written for your young children, were huge
success both at national and international level.
Dr. Seuss wrote & illustrated 46 children’s books, some of which have now been turned into movies. Many of his
books rhyme include made up words, ideas and characters.
On September 24, 1991, Dr. Seuss died of cancer in San Diego, California. His honors included two Academy
awards, two Emmy awards, a Peabody award and the Pulitzer Prize.
Key Words:
Author
Illustrator
Animation
Imagination
Rhyme
Materials
Drawing Paper (teacher’s choice on size)
Drawing Pencils
Nice Colored Pencils or other art coloring materials
Possible permanent markers
Clear Laminate Sheets
Sharpie or Pen – (drawing black lines around illustrations)
*If possible a current printed image of the child, either portrait or full body.
Project Overview:
Introduce children to the illustrator, writer and fantastic imagination of Dr. Seuss. After students learn about him,
choose a Dr. Seuss book to read to students. Point out the following based on age:
 words that rhyme,
 Story parts that are real and are imagined.
 Point out nouns, people, places and things.
 What is the story?
 How can we be creative with our stories and how to we obtain imagination?
 Is everyone’s imagination the same? (no if it was that would be boring! In this room, there are thousands of
millions of trillions of ideas just right inside of you (the students)
 You may also wish to read the 3 quotes as outlined in this lesson plan and discuss what they mean before you
tell students.
Remind students that they are each unique, have their own imagination and everyone’s illustrations (and art) will look
different. Illustrations are simply shapes, patterns, designs that create a new character that is in your head. Quickly show
students how you can take a circle and turn it into imagination, is it a space ship, a delicious piece of food, a newly
discovered animal?
Ask children/students in the class to imagine what they want to be when the grow up. Ask Children:
Will you walk on the moon, dance to a tune, or perhaps fly up, up, up in a big hot air balloon? Will they study to be a
nurse, design a fashionable purse, or be a scientist whose ideas go burst? Will you cook with a pear, cut stylish hair, or
learn to walk a polar bear?
The idea is to show children, how Dr. Seuss did many incredible things through writing, reading and imagination got him
there. He was a remarkable person, and they too, are each remarkable and full of possibility and ideas. We will imagine
what we will be when we grow up; each of us will be unique.
Procedure:
Illustrating: What will you be when you grow up?
When I Grow Up, I want to be.
I dream, imagine, and see,
Something that makes me shine as ME!
1. Each child will receive a sheet of drawing paper, sketch/scratch paper and a laminate/see through piece of
paper.
2. The scratch paper is for doodles, the drawing paper is for final drawing and the laminate is to draw their
imaginary characters/objects (nouns) who help them get there.
3. *If you have or are able to get a portrait photograph of the child, please pass these out and have children glue or
tape their portrait to the nice sheet of drawing paper. If you do not have a portrait of the child, instruct children
to draw themselves doing what they want to be when they grow up. This means focusing on themselves in a
portrait… don’t draw all the extra things around them yet.
4. On the clear laminate paper, students will draw doodles and ideas of people (characters) , places or things
(concentrate on nouns and proper nouns) that will get them to their goals. This is to be done in thin sharpie, and
it is why we have the sketch paper, remind students that Dr. Seuss drew his ideas all over his homework and
notes! We have scratch paper so we too can doodle, a doodle is an idea, imagination and isn’t perfect. As
students to draw at least 3 people, places or things that will get them to where they want to be when they grow
up… it can be any combination, one person, one place, one thing, any other combination or as time permits.
5. Have students lay their transparency paper over their portrait (photography or drawing). Allow students to
doodle their people, places or things around themselves, making sure their portrait shows. Have colored
sharpies so that students can color in their transparency and bring their characters (people, place and things) to
life.
6. Show students works or share with class. Allow students time to explain how their people, places and things will
allow them to reach their goals and dreams. Remind students that reading and writing is essential to getting our
imagination out!
7. Either in class or by discussing with English teachers requires students to write about their Dr. Seuss illustrations.
K & 1 may have short simple Dr. Seuss like writings. 2 & 3 maybe a little more complex with intro to rhyming. 4&
5 challenge and see if they can write a paragraph or two or three. It is possible for older grades to involve math
(fractions and addition) into their projects.
8. Purpose of transparency is their ability to imagine. With just paper, they are them, but with all the possibilities in
the world, anything is possible!
Extra Educational Fun:
Learn more about Dr. Suess, see books, be an author, play games, do activities and watch videos.
http://www.seussville.com/#/home
Curriculum Standards
Objective 3 Grade 4
Recognize the connections of visual arts to all learning.
Standard 1
(Making): The student will explore and refine the application of media, techniques, and artistic processes
Objective 2 Grade 5
Create works of art using the elements and principles.
Use contour lines to indicate the form of objects.
Standard 3
(Expressing): The student will choose and evaluate artistic subject matter, themes, symbols, ideas, meanings, and
purposes.
Objective 2 Discuss, evaluate, and choose symbols, ideas, subject matter, meanings, and purposes for students ' own
artworks.
Predict aesthetic value in significant works of art; e.g., historical importance, communication of ideas or feelings, use of
realism, monetary value.
Use a personal experience as inspiration to create a work of art.
Create a symbol to represent the student's interests or family heritage.
Convey an idea, such as pride or love of one's family, through a work of art.
Standard 4
(Contextualizing): The student will interpret and apply visual arts in relation to cultures, history, and all learning.
Objective 2 Connect various kinds of art with particular cultures, times, or places.
Collaborate in small groups to describe and list examples of major uses or functions of significant works of art over
various periods during our nation's history; e.g., philosophy or religion, utility and use, documentation or history,
ornamentation or decoration, self- expression.
Create a work of art that reflects a positive part of past or present American culture
Reading: Foundational Skills Standard 1 for first grade
Demonstrate understanding of the organization and basic features of print.
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Reading: Literature Standard 3 for Grade 3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the
sequence of events.
English Language proficiency, Grade 3-5, Standards of Language Art
Narratives
Produce grade-level narrative stories or reports
Fantasies
Answer WH- or choice questions about pictures of imaginary people, objects or Situations
Provide details of imaginary people, objects or situations to peers
Make up fantasies about imaginary people, objects or situations and share with peers
Point of View
Compare self with characters in literary works using graphic organizers or technology
Compare self with familiar persons (e.g., friends, family members, movie stars)
Students will have to compare their hero’s and stories with known superheroes.
Biography and Autobiography
Sort relevant from irrelevant biographical information