Seuss
An Author Study
By: Gina Aurelio
Introduction:
When I hear the name Dr. Seuss, I automatically think of the all time best
children’s author. His unique style and incredible impact on Children’s literature
has always stuck out to me among all other authors. Dr. Seuss has taught me
that reading can be so much fun. I would say he has taught me more than I could
ask for then. This is why I have chosen Theodor Seuss Geisel to do my author
study on. I have decided on ten books of his that I liked best and included them
here. My first choice of an age group to teach would be second grade; therefore I
have geared the activities and assignments to the second grade student.
Theodore Seuss Geisel, better known as “Dr. Seuss”, was born on March
2, 1904 in Springfield, Massachusetts. He graduated from Dartmouth College in
1925 and proceeded on to Oxford University in London with the intent of
acquiring a doctorate in literature. While attending Oxford he met Helen Palmer,
who he later married in 1927 at the age of 23. In 1927 Theodore returned from
Europe and then began working for the leading humor magazine, Judge,
submitting cartoons and humorous articles for them. In some of Theodore's early
works, he made reference to an insecticide by the name of Flit. The references
had gained notice, and led to a contract to illustrate comic ads for Flit.
Dr. Seuss is the author and illustrator of 44 children books. Some of his
works have been made into audiocassettes, videos, animated television specials,
and even a major motion picture for children of all ages. Dr. Seuss was the
winner of the Pulitzer Prize and three Academy Awards in 1984. Through his
writing, Dr. Seuss was able to tackle important issues and disguise them as
children’s books. Theodore Seuss Geisel died on September 24, 1991. Even
after his death, Dr. Seuss continues to be the best-selling author of children's
books in the world.
www.seussville.com/
http://en.wikipedia.org/wiki/Dr._Seuss
http://www.catinthehat.org/
Annotated Bibliography:
Green Eggs and Ham
This is an amazing rhyming book by Seuss. It is a story about a boy who tries to
get grownups to try his green eggs and ham. He takes 50 simple words and turns
them into a magical story. I love this book because it has many great activities
that can be done with children and easy words for them to learn and read.
The Lorax
This is a classic Earth-care book that deals with consumerism and endangered
species. The Lorax tries to speak for the trees and animals, but most people
think profit and development is more important. In the end the environment is
much polluted, but there is still a small seed of hope. Dr. Seuss’s genius and
compassion really shine through in this book. I like this book because it and
offers an invitation to stewardship for students.
In this book Dr. Seuss turns the alphabet from fifty-two shapes and
twenty-six sounds one has to memorize into an exercise in rhymery and
wordplay. Uppercase and lowercase letters are matched with an apt selection of
fun words, all set in the suitably absurd world of Seuss characters and creatures.
I particulary like this book for teaching younger children because Seuss's words
are chosen for maximum fun on the tongue, and there's a delightful interplay
between the letters and Seuss's crazy-wild drawings.
In this shaped picture book, the Fish relates his disturbing and hilarious account
of a day spent with the one and only Cat in the Hat. I really enjoy this book
because of all the twist and turns it takes throughout the story. This is a great
book for younger children because it can keep their attention with all the twist
and turns.
Fox in Sox
With this book Dr. Seuss has created another entertaining children's classic with
"Fox in Socks." The plot is simple: the clever title character dazzles his friend
Knox with a series of increasingly complex tongue twisters. Along the way, Seuss
reveals a number of fantastic images: a marching band in which all the musicians
are pigs, a crow in a top hat, and more. The book even has a touch of science
fiction when the Fox introduces Knox to a weird lake of chewing gum-like blue
goo. But it's the tongue twisting rhymes that are the central attraction of this
book. By the time you get to the "muddle puddle tweetle poodle beetle noodle
bottle paddle battle," you will certainly appreciate Seuss's writer virtuosity. This is
a fun book, and the Fox earns his place alongside Seuss's most memorable
characters.
Hop on Pop
Hop on Pop is a rhythmic romp through the joys of reading, rhyme, and sight for
babies, infants, toddlers, and parents alike. The work is both ageless and
timeless. I read this book to my nephew and it never fails to get him squealing
and wide-eyed in delight. There are so many things to enjoy about this book, that
it's hard to find a place to begin, from the weird hybrid creatures, the creative
rhymes to even wordplay. But the biggest joy of the book comes at the end when
Seuss strings together endless rhymes with endless rhythm in the string of run-
on words, "hethreemewepatpuppophethreetreebeetophopstop." It will be indelibly
stamped on your brain and give children the joy of reading as well as reminding
you how truly fun words and pictures can be.
Guiding Questions:
What are some inside and outside inspirations for student creativity?
What is special about Dr. Seuss as an author?
What makes a Dr. Seuss book different from any other book?
Lesson Plan 1:
Sunshine State Standard:
LA.2.4.2.2…The student will record information ) e.g., observations, notes, lists,
charts, map labels, legends) related to a topic.
Goal 3 Standards:
Information Managers
Creative And Critical Thinkers
Objective:
After researching Dr. Seuss, the learner will create a bookmark that
demonstrates their new knowledge about his life, literature, and illustrations with
100% accuracy.
Assessment And Evaluation:
Initial Assessment: The class will complete the first part of a KWL chart
together. The teacher will ask questions to discover what the students may
already know about Dr. Seuss and his writing. The students will be given their
own KWL graphic organizers to complete throughout the lesson.
Informal Assessment: The students will search the Internet and any other
source in the classroom on to find out about Dr. Seuss. They will use the graphic
organizer to record the information.
Formal Assessment: The students will use their completed graphic organizers
to create a bookmark that displays what they believe to be the most important
information about Dr. Seuss, his writing, and/or his life. They are to include
information about his life, art, and a quote that will inspire others to read his
works of literature. The bookmarks will be evaluated based on accuracy and
completion. All necessary components must be present, (an illustration, at least 5
facts about Dr. Seuss’s life, and a quote that will inspire others to read his
books). They should be completed with 100% accuracy.
Introduction To The Lesson:
“Good morning class! Today we are going to take a deeper look into Dr. Seuss’s
life. Does anyone remember from yesterday who this man is?” Read the book
How The Grinch Stole Christmas to the class. Afterwards, tell the students that
they are going to learn more about Dr. Seuss and then they are going to create
bookmarks that will inspire others to read his stories.
Materials:
Class set of computers
Construction Paper- 1 per student
Crayons, Markers, Pencils, - 1 box per every 4 students
Scissors- 1 per student
Graphic Organizers- 1 per student
Chart Paper- 1
Technology Integration:
The students will use the Internet to research Dr. Seuss.
Teacher Presentation or Facilitation:
1. Tell the class, “Good morning class! Today we are going to take a deeper look
into Dr. Seuss’s life. Does anyone remember from yesterday who this man is?”
(Give the students a chance to answer).
2. Read the book How The Grinch Stole Christmas to the class. Afterwards, tell
the students that they are going to learn more about Dr. Suess and that they are
going to create bookmarks that will inspire others to read his stories.
3. Hand out a KWL graphic organizer to each student.
4. Put the piece of chart paper in the front of the class. Ask the students what
they already know about Dr. Seuss and his work. Ensure that every student
answers. Place their answers in the “Know” section of the KWL chart. Tell the
students to complete their graphic organizers along with you.
5. Once everyone has shared what they know about Dr. Seuss, ask the class,
“What about Dr. Seuss would you like to know?” Allow every student to answer.
Write their answers on the chart paper under the “Want to know” section.
6. Once the second part of the chart is complete, ask the students to quietly get
their assigned laptop and bring it back to their desk. Tell the students, “I want you
to search the Internet for answers to the things that we want to know about Dr.
Seuss. Record the information in the last section of your graphic organizer.
7. As the students are researching, walk around the room to answer any
questions, to check for understanding, and to make sure that every student is on
task.
8. Once every student has completed their charts, ask them to put the computers
away and return to their seats.
9. Have a few students help pass out the construction paper, scissors, markers,
crayons, and pencils to the class.
10. Tell the students, “You are to create a bookmark using the materials at your
desks. I want you to draw a picture on it that reflects Dr. Seuss’s artwork. If you
want to look at some of his books, they are in the front of the room. Your
bookmarks are to include at least 4 facts based on your information about his life
and artwork. You also need a quote that will inspire others to read his books.
They will be evaluated based on accuracy and completion.
All necessary components must be present. They should be completed with
100% accuracy. Once everyone is done, I am going to copy them and give them
to local libraries and schools. Therefore, make sure that you take your time.
11. Write the components needed for the bookmarks on the white board for the
students to be able to refer back to.
12. As the students are creating their bookmarks, walk around the classroom to
make sure that everyone understands what they should be doing. Answer any
questions, and help those students who need any help.
13. Once everyone is done reflect with the class. Ask the class about some
interesting things that they learned about Dr. Seuss. During this class discussion,
record the students answers in the last section of the KWL chart that is on the
chart paper.
14. Collect the bookmarks.
15. Grade the bookmarks. They should be completed with 100% accuracy.
Differentiated Instruction:
Auditory learners will benefit from the teacher reading the book aloud and the
many class discussions. Visual learners will benefit from the illustrations in the
books and the graphics on the Internet. ESE students will be able to help other
students that may need it, and will benefit from the research because they will
able to work at their own pace. ESOL/ELL students will be paired up with the
more excelled students . They will benefit from the graphic organizer,
illustrations, and graphics.
Lesson Plan 2
Lesson Plan 3
FEAP Reflection:
As I created this unit plan, I was thinking a lot about the FEAP of
continuous improvement. Especially in creating the lessons, I had so many ideas
I wanted to include but I realized a lot of them would be based on my class in
particular. The activities I do with one class may show me areas that could have
been more challenging for them or less, or where I should add more individual or
group work time for example. I discovered that continuous improvement really is
important because my class one year can help me to improve with the class the
following year. One of the indicators of continuous improvement is “identifies
principles and strategies for affecting changes occurring in her classroom and
school.” Continuously improving can also mean making changes at the last
minute according to circumstances that may come up.
The FEAP of communication comes into every lesson plan that I create.
Communication is the absolute key to a successful plan and unit when
presenting to a class of students. Directions, questions, comments, and concerns
all play a part, and without the communication to tackle each of these, the lesson
would be pointless, and simply, just a lesson. Being able to communicate
effectively with all students, of every learning type, needs to be considered when
planning assessments as well. Thinking of the ways you will communicate with
each student is crucial, seeing as how some students need the visual assistance,
some need the verbal assistance, and some need the physical assistance. I try to
incorporate each of these factors into all of my lessons and make sure that I
would communicate effectively within each.
Planning is also an important FEAP involved in creating my unit plan. I
realized that planning a unit is a lot more challenging than just creating one
lesson. I also realized it can be that much more exciting too. With a longer unit,
there is definitely more planning required, but there is much more time for bigger
activities that can really engage the students. I feel that I demonstrated the
indicator of utilizing a variety of support and enrichment activities and materials.
In this author study, students come into contact with books, websites, traditional
activities such as writing assignments, and also creative activities such as the
creating their own fish. I will also assist the students in using the resources
available to them. I have also planned and plan to conduct the lessons with
identified student performance and learning outcomes. I feel I have created a unit
I am very confident in using in my future classroom.