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Unit Title: Dr. Seuss Author Study Grade Level: 1st grade

Lesson Title: Who is Dr. Seuss? (Day 1)

Curriculum Areas Addressed: Informational Texts (Biographies), Reading Comprehension, and Rhyming Words

Time Required: 45 minutes to 1 hr. Instructional Groupings: Are you using whole group, small group, partners, quads, homogeneous, heterogeneous? Small Group

Standards: List the state or national standards that you are using in this unit/lesson.ELACC1RI2: Identify the main topic and retell key details of a text.ELACC1RI6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.ELACC1RI7: Use illustrations and details in a text to describe its key ideas.ELACC1RI8: Identify the reasons an author gives to support points in a text.ELACC1RI10: With prompting and support, read information texts appropriate complex for grade 1.ELACC1RL1: Ask and answer questions about key details in a text.ELACCIRL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.ELACC1RL6: Identify who is telling the story at various points in a textELACCIRL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.ELACCIW5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.a. May include oral or written prewriting (graphic organizers).ELACCIW6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussionsb. Build on others’ talk in conversations by responding to the comments of others through multiple

exchanges.c. Ask questions to clear up any confusion about the topics and texts under discussion.

ELACCIL2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize dates and names of peopleb. Use end punctuation for sentencesc. Use commas in dates and to separate words in a seriesd. Use conventional spelling for words with common spelling patterns and for frequently occurring

irregular wordse. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions

As a result of this lesson/unit students will…Understand (essential questions, big ideas, principles, generalizations, rules, etc.)How will learning about Dr. Seuss help the students better understand the purpose of his literature?Know (facts, vocabulary, how‐to’s, information that is memorziable—knowledge you will assess)

Dr. Seuss wrote and illustrated books that incorporate rhyme and rhythm to make reading enjoyable.

Each of Seuss’s books contain a central message that students will learn as they are reading and

be able to recall after reading. Main Idea Details Dr. Seuss’s real name is Theodore Seuss Geisel. He wrote and illustrated 44 books, with only 4 in prose. He became a cartoonist first, then decided to write children’s books because his contract with

Standard Oil wouldn’t let him write other types of texts.Do (Skills) (thinking skills, skills of the discipline—skills you will assess)

Pick out key details in a text Retell a story with a central message Pick out major events in a text Read poetry and prose Use basic concepts of print, phonological awareness, and phonics to decode words Participate in collaborative discussions Identify basic story elements

Steps in the Lesson: Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole‐class, small group, and individual instructions; differentiated activitiesAttention Getter or Hook: Display a cat in the hat and the lorax stuffed animal, many Dr. Seuss books (in addition to the ones being read throughout the unit), and www.seussville.com up on the Promethean Board.Introduction: Explain to the students that we are going to begin an author study on Dr. Seuss. Ask the students if they know anything about Dr. Seuss or have read any of his books. If so, what books? And introduce the books we are going to be reading throughout the unit by him.Body or Procedures:

1. Watch the Brainpop Jr. video on Dr. Seuss (www.brainpopjr.com/readingandwriting/authors/drseuss/)

2. Discuss Dr. Seuss: Provide some additional background information on Dr. Seuss. While doing discussing Dr. Seuss, ask questions to check to see if students were listening to the Brainpop Jr. video.

3. Follow-up by reading the biography, Dr. Seuss4. Using all the information shared, have students make a Dr. Seuss puppet, writing three-five

important facts about Dr. Seuss to go along with it.

Closure/Wrap up: Finish the lesson by reading I Can Read with my Eyes Shut. Discuss the story elements as the book is read. Be sure to connect the main idea with Seuss’s view on reading: You can learn so much by reading.What will I differentiate? Content/Process/Product

1. Process2. Product

How will I differentiate?Group 1 (lower group): I will expect them to be able to pick out and record 1-3 important facts; teacher support will be needed.Group 2 (higher group): They should be able to pick out and record 3-5 important facts independently.

http://www.brainpopjr.com/readingandwriting/authors/drseuss/

http://www.seussville.com/

Assessment: How will you evaluate the KNOW, DO, and BE? What type of assessment will you use? What constitutes success for the students?Student work (Dr. Seuss puppet with facts): Group 1 – I will know learning has occurred if each student can recall at least 2 significant facts. Group 2 – I will know learning has occurred if each student can recall at least 3 significant facts.Observation: Students will be able to identify characters, setting, problem, solution, and main idea of the story, I Can Read with my Eyes Shut. **Identifying problem and solution might need some teacher guidance for the first group.Materials, Additional Resources, and Background Information: any websites, materials, and background that you will need or use

www.seussville.com www.brainpopjr.com/readingandwriting/authors/drseuss/ Dr. Seuss by C. Carlson Brown paper bags for each student Dr. Seuss head and body template for each student I Can Read with my Eyes Shut by Dr. Seuss Dr. Seuss and Mr. Geisel by J. Morgan and N. Morgan

Clear Links to Theories: Vygotsky: Talking is important for learning because it allows students to communicate

their ideas to both the teacher and each other. Montessori: Observing how the way the students learn allows the teacher to understand

what is necessary to meet their needs.Connections to Technology and/or the Arts:

Exploring www.seussville.com Watching Brainpop Jr. on the Promethean Board.

Description of Collaboration with Others: I will provide the IEP teacher the lesson plans for my student who gets pulled out during his

reading group and conference with her daily on how he is progressing throughout the unit. Encourage parents to read a variety of Dr. Seuss’s books at home, as we study Dr. Seuss

and his literature.


http://www.brainpopjr.com/readingandwriting/authors/drseuss/



Lesson Title: Characterizing The Cat in the Hat (Day 2)

Curriculum Areas Addressed: Reading Comprehension and Story Elements (specifically, characters and main idea)

Time Required: 30-45 minutes Instructional Groupings: Are you using whole group, small group, partners, quads, homogeneous, heterogeneous? Small Group

Standards: List the state or national standards that you are using in this unit/lesson.ELACC1RL1: Ask and answer questions about key details in a text.ELACC1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.ELACC1RL3: Describe characters, setting, and major events in a story, using key details.ELACC1RL6: Identify who is telling the story at various points in a text.ELACC1RL7: Use illustrations and details in a story to describe its characters, setting, or eventsELACC1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.



ELACCIL2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.



As a result of this lesson/unit students will…Understand (essential questions, big ideas, principles, generalizations, rules, etc.)How will completing a character map help students better understand characterization?Know (facts, vocabulary, how‐to’s, information that is memorziable—knowledge you will assess)


Each of Seuss’s books contain a central message that students will learn as they are reading and be able to recall after reading.

Characters Main Idea Details Setting Events How to write complete sentences Words that have the same ending sound are rhyming words.

Do (Skills) (thinking skills, skills of the discipline—skills you will assess) Pick out key details in a text

Retell a story with a central message Pick out major events in a text Read poetry and prose Use basic concepts of print, phonological awareness, and phonics to decode words Write complete sentences using the correct conventions Identify basic story elements

Steps in the Lesson: Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole‐class, small group, and individual instructions; differentiated activitiesAttention Getter or Hook: Display the cat in the hat stuffed animal holding the book. Ask the students if anyone has every heard or read this book before?Introduction: Explain that we are going to be reading Dr. Seuss’s most famous book, The Cat in the Hat. **Provide background information on the book, The Cat in the Hat.Body or Procedures:

1. Read The Cat in the Hat, discussing story elements as the book is read.2. After reading, discuss the message of the book: Do not talk to strangers3. The students will complete a character story map to show all the different characters in the

book and their roles. Allow students to illustrate each character.Closure/Wrap up: Discuss the characters and their roles from the story, allowing the students to share their character maps.What will I differentiate? Content/Process/ProductProcessHow will I differentiate?Group 1: Complete character story map as a group with teacher support.Group 2: Complete character story map independently.Assessment: How will you evaluate the KNOW, DO, and BE? What type of assessment will you use? What constitutes success for the students?Student work (character story map): Group 1 – Students should be able to identify and illustrate all the characters and describe at least 4 of the characters correctly.Group 2: Students should be able to identify, describe, and illustrate all the characters correctly.Observation: Students will be able to identify characters, setting, problem, solution, and main idea of the story, The Cat in the Hat.Materials, Additional Resources, and Background Information: any websites, materials, and background that you will need or use

The Cat in the Hat by Dr. Seuss Dr. Seuss and Mr. Geisel by J. Morgan and N. Morgan Stuffed cat in the hat Character story map for each student Crayons Pencil



what is necessary to meet their needs. Dewey: Important to allow students to make connections. Piaget: Have students use pictures and symbols to illustrate their ideas and what they are

thinking.Connections to Technology and/or the Arts:

The students will use their creativity to illustrate the characters throughout the book.


reading group and conference with her daily on how he is progressing throughout the unit.


Lesson Title: The Cat in the Hat (Day 2): What if the Cat in the Hat Came to Your House… (Day 3)

Curriculum Areas Addressed: Reading Comprehension, Response to Literature (Text-to-self), and Rhyming WordsTime Required: 30 minutes Instructional Groupings: Are you using whole

group, small group, partners, quads, homogeneous, heterogeneous? Small Group

Standards: List the state or national standards that you are using in this unit/lesson.ELACC1RL1: Ask and answer questions about key details in a text.ELACC1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.ELACC1RL3: Describe characters, setting, and major events in a story, using key details.ELACC1RL7: Use illustrations and details in a story to describe its characters, setting, or eventsELACC1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.ELACCIW5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.a. May include oral or written prewriting (graphic organizers).ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.



ELACC1SL4: Describe people, places, things, and events with relevant details, expressing ideas and feeling clearly.ELACC1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.ELACC1SL6: Produce complete sentences when appropriate to task and situation.ELACCIL2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.



ELACC1L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

a. Sort words into categories to gain a sense of the concepts the categories represent.b. Define words by category by one or more key attributes.c. Identify real-life connections between words and their used. Distinguish shades of meaning among verbs differing in manner by defining or choosing them or

by acting out the meanings.ELACCIL6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.As a result of this lesson/unit students will…Understand (essential questions, big ideas, principles, generalizations, rules, etc.)

1. How will making text-to-self connections help students better understand what they are reading?

2. How will rhyming words help students understand the relationship between some words?Know (facts, vocabulary, how‐to’s, information that is memorziable—knowledge you will assess)




Do (Skills) (thinking skills, skills of the discipline—skills you will assess) Pick out key details in a text Retell a story with a central message Pick out major events in a text Write narratives in response to literature Write complete sentences using the correct conventions Rhyme words Identify basic story elements Make text-to-self, text-to-text, and text-to-world connections

Steps in the Lesson: Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole‐class, small group, and individual instructions; differentiated activitiesAttention Getter or Hook: Display an example of the cat in the hat craft the students will be making.Introduction: Have students recall what they read yesterday in The Cat in the Hat.Body or Procedures:

1. Discuss: How would you feel if the cat walked into your house when your mom, dad, aunt,

uncle, grandma, grandpa, etc. wasn’t home? What would you do if the cat came to your house when no one was home? Would anyone tell him to get out? If so, who would tell him to get out?

2. Students will complete a text-to-self prompt: Would you like the cat in the hat to come to your house?

3. When the students are finished, have them find 4 rhyming words to rhyme with “cat” from the book.

4. They will write those on each stripe of the cat’s hat template provided, starting with “cat” on the top stripe.

5. Then, the students will make their own cat in the hat using a paper plate and construction paper.

Closure/Wrap up: Have the students share if they would like the cat in the hat to come to their houses or not and what they would do if he came over.What will I differentiate? Content/Process/ProductProductHow will I differentiate?Group 1: Nonsense words will be accepted as rhyming words with cat.Group 2: No nonsense words should be rhymed with cat. They should all be real words.Assessment: How will you evaluate the KNOW, DO, and BE? What type of assessment will you use? What constitutes success for the students?Student work (text-to-self prompt response and hat): Students will respond to the discussion questions and prompt with their own opinion and supporting it appropriately. Students will be able to rhyme cat with at least 4 words (nonsense words too).Observation: Students will respond to the discussion questions and prompt with their own opinion and supporting it appropriately.Materials, Additional Resources, and Background Information: any websites, materials, and background that you will need or use

Dr. Seuss and Mr. Geisel by J. Morgan and N. Morgan Would you like the cat in the hat to come to your house? Prompt page for each student Hat template for each student Paper plates Black pipe cleaners Black contruction paper Markers Pencil Crayons



what is necessary to meet their needs. Dewey: Important to allow students to make connections.

Connections to Technology and/or the Arts: Creative Writing: The students will use their imagination to respond to the prompt.


reading group and conference with her daily on how he is progressing throughout the unit. Collaborated with the Special Education teacher that my host teacher works with to come

up with activities to incorporate throughout the unit.


Lesson Title: Sequencing with Green Eggs and Ham (Day 4)

Curriculum Areas Addressed: Story Elements and Sequencing


Standards: List the state or national standards that you are using in this unit/lesson.ELACC1RL1: Ask and answer questions about key details in a text.ELACC1RL3: Describe characters, setting, and major events in a story, using key details.ELACC1RL7: Use illustrations and details in a story to describe its characters, setting, or eventsELACC1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.






ELACC1L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

a. Sort words into categories to gain a sense of the concepts the categories represent.b. Define words by category by one or more key attributes.c. Identify real-life connections between words and their used. Distinguish shades of meaning among verbs differing in manner by defining or choosing them or

by acting out the meanings.As a result of this lesson/unit students will…Understand (essential questions, big ideas, principles, generalizations, rules, etc.)How will completing a sequencing story map help the students better understand what they are reading?Know (facts, vocabulary, how‐to’s, information that is memorziable—knowledge you will assess)




Do (Skills) (thinking skills, skills of the discipline—skills you will assess) Pick out key details in a text Retell a story with a central message Pick out major events in a text Read poetry and prose Use basic concepts of print, phonological awareness, and phonics to decode words Participate in collaborative discussions Write complete sentences using the correct conventions Use basic map skills Identify basic story elements

Steps in the Lesson: Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole‐class, small group, and individual instructions; differentiated activitiesAttention Getter or Hook: Ask the students: “Have you ever eaten something that you said you didn’t like but after you tried it you actually liked it? Why do you think you said you didn’t like it if you hadn’t even tried it before?”Introduction: Explain that we are going to be reading Dr. Seuss’s Green Eggs and Ham. **Provide background information on Green Eggs and Ham.Body or Procedures:

1. Read Green Eggs and Ham, discussing the story elements as the book is read.2. Review sequencing (discussing the key events/details that happened throughout the book)3. Students will complete a sequencing story map.

Closure/Wrap up: Using what the students came up with on their own sequencing story map, come up with a class story map to correctly order each event/detail.What will I differentiate? Content/Process/ProductProcessHow will I differentiate?Group 1: Students will complete the sequencing story map as a group with teacher support.Group 2: Students will complete the sequencing story map independently.Assessment: How will you evaluate the KNOW, DO, and BE? What type of assessment will you use? What constitutes success for the students?Student work (sequencing story map): Group 1 – Students should be able to identify 80% of the events and sequence 50% of them in the correct order without teacher support. When teacher redirects, they would be able to sequence 80% of the events correctly.Group 2: Students should be able to identify 100% of the events and sequence 80% of the events correctly.Observation: Students will be able to identify characters, setting, problem, solution, and main idea of the story, Green Eggs and Ham.Materials, Additional Resources, and Background Information: any websites, materials, and background that you will need or use

Green Eggs and Ham by Dr. Seuss Dr. Seuss and Mr. Geisel by J. Morgan and N. Morgan Sequencing story map

Chart paper (for class story map) Crayons Pencil Markers




Connections to Technology and/or the Arts: The students will use illustrations to illustrate each key event in their sequencing map.





Lesson Title: Do You Like Green Eggs and Ham? (Day 5)

Curriculum Areas Addressed: Reading Comprehension and Response to Literature (Text-to-self)


Standards: List the state or national standards that you are using in this unit/lesson.ELACC1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.ELACCIW5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.a. May include oral or written prewriting (graphic organizers).ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.






ELACCIL6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.As a result of this lesson/unit students will…Understand (essential questions, big ideas, principles, generalizations, rules, etc.)How will making text-to-self connections help students better understand what they are reading?Know (facts, vocabulary, how‐to’s, information that is memorziable—knowledge you will assess)


How to write complete sentences Main Idea Details

Do (Skills) (thinking skills, skills of the discipline—skills you will assess) Pick out key details in a text Retell a story with a central message Pick out major events in a text Participate in collaborative discussions

Write complete sentences using the correct conventions Make text-to-self, text-to-text, and text-to-world connections

Steps in the Lesson: Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole‐class, small group, and individual instructions; differentiated activitiesAttention Getter or Hook: Lay out many food magazines.Introduction: Discuss what the students read yesterday in Green Eggs and Ham.Body or Procedures:

1. Explain that the students will be looking in ONE magazine for foods they like and foods they don’t like. Have them glue their findings in a chart.

2. Allow the students to share what they found and their preferences. **Be sure to ask why they picked the foods they did for each category.

3. Discuss how sometimes we think we don’t like a food just because of the way it looks, but if “we try them, we just might like them.”

Closure/Wrap up: In their journals, have students write if they would try green eggs and ham, why or why not? Do they think you would like them?What will I differentiate? Content/Process/ProductContentHow will I differentiate?Group 1: Provide a template for students to use when responding in their journals.Group 2: Provide the prompt, but allow students to respond how they would like (no template).Assessment: How will you evaluate the KNOW, DO, and BE? What type of assessment will you use? What constitutes success for the students?Student work (favorite/least favorite food chart and journal response): Students will respond to the prompt with their own opinion and supporting it appropriately.Observation: Group 1 – Students will be able to explain why they picked 80% of the foods on their food chart.Group 2 – Students will be able to explain why they picked 90% of the foods on their food chart.Materials, Additional Resources, and Background Information: any websites, materials, and background that you will need or use

Magazines Chart to organize their food Each student needs to have their journal Pencil



what is necessary to meet their needs. Dewey: Important to allow students to make connections. Dewey: Relate to students’ interests.

Connections to Technology and/or the Arts: None





Lesson Title: Learning About The Lorax (Day 6)

Curriculum Areas Addressed: Reading Comprehension, Story Elements, and Basic Needs of Living Things


Standards: List the state or national standards that you are using in this unit/lesson.ELACC1RL1: Ask and answer questions about key details in a text.ELACC1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.ELACC1RL3: Describe characters, setting, and major events in a story, using key details.ELACC1RL7: Use illustrations and details in a story to describe its characters, setting, or eventsELACC1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.ELACCIW5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.a. May include oral or written prewriting (graphic organizers).ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.






SILI: Students will investigate the characteristics and basic needs of plants and animals.a. Identify the basic needs of a plant.

1. Air2. Water3. Light4. Nutrients

b. Identify the basic needs of an animal1. Air2. Water3. Food

4. Shelterc. Identify the parts of a plant-root, stem, leaf, and flower.

As a result of this lesson/unit students will…Understand (essential questions, big ideas, principles, generalizations, rules, etc.)How will reading The Lorax help the students better understand the importance of trees to the environment?Know (facts, vocabulary, how‐to’s, information that is memorziable—knowledge you will assess)


Dr. Seuss’s The Lorax demonstrates the importance of trees to the earth and the importance of conserving the environment.

Characters Main Idea Details Setting Events How to write complete sentences The basic needs of a plant: Air, water, light, and nutrients The basic needs of an animal: Air, water, food, and shelter Parts of a plant: Root, stem, leaf, and flower Benefits of protecting trees: Purify air, increase property values, improve appeal, reduce heat,

provide shade which lowers energy costs, lowering pollutants in sewing systems which saves money, makes urban environments more pleasant, provide habitats, reduce noise pollution, and lowers domestic violence.

Do (Skills) (thinking skills, skills of the discipline—skills you will assess) Pick out key details in a text Retell a story with a central message Pick out major events in a text Read poetry and prose Use basic concepts of print, phonological awareness, and phonics to decode words Write narratives in response to literature Participate in collaborative discussions Write complete sentences using the correct conventions Identify basic story elements Make text-to-self, text-to-text, and text-to-world connections

Steps in the Lesson: Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole‐class, small group, and individual instructions; differentiated activitiesAttention Getter or Hook: Lay out all the supplies needed to plant a tree.Introduction: Explain to the students that Earth Day is coming up and what Earth Day is. Discuss what the students can do for the environment. Explain that Dr. Seuss believes that one way he can help the environment is by planting trees.Body or Procedures:

1. Provide background information on The Lorax.2. Read The Lorax, discussing story elements.3. After reading, complete a shared writing activity to organize the story elements and

information gathered while reading the book.

**Be sure to emphasize and discuss the central message of the story: “UNLESS someone like you cares a whole awful lot, nothing is going to get better. It’s not.”

4. Have students respond to the story by completing the writing prompt: I would help the Lorax save the Truffula trees by…

5. Allow the students to share their ideas.6. Introduce the service-learning project: We are going to be picking up trash around the

playground to keep Midway beautiful. Also, we will be planting a tree to help contribute to a prettier campus and to help the environment.

Closure/Wrap up: Have the students brainstorm ways they want to go about this service-learning project. What jobs will we need to assign to help this run smoothly? Who will have those jobs? Where are we going to plant the tree? Etc.What will I differentiate? Content/Process/ProductProcessHow will I differentiate?Group 1: Provide multiple examples of ways I would help the Lorax save the Truffula trees.Group 2: Provide on example of a way I would help the Lorax save the Truffula trees.Assessment: How will you evaluate the KNOW, DO, and BE? What type of assessment will you use? What constitutes success for the students?Student work (response to prompt): Students will provide a way they can save the trees that makes sense.Observation: When completing the shared writing, students will be able to identify characters, setting, problem, solution, and main idea of the story, The Lorax.Materials, Additional Resources, and Background Information: any websites, materials, and background that you will need or use

The Lorax by Dr. Seuss Dr. Seuss and Mr. Geisel by J. Morgan and N. Morgan Shovel Seedling Dirt Water Paper to create the story element tree I would help the Lorax save the Truffula trees by… prompt sheet Templates to create the lorax in this design (for each student)




NoneDescription of Collaboration with Others:

I will provide the IEP teacher the lesson plans for my student who gets pulled out during his reading group and conference with her daily on how he is progressing throughout the unit.

Discussed with the extension teacher the Science and Social Studies curriculum to incorporate with the study of The Lorax.


Lesson Title: Speaking for the Trees (Day 7)

Curriculum Areas Addressed: Basic Needs of Living Things, Parts of a Plant, Persuasive Writing, and Contributions Made By Theodore Roosevelt

Time Required: 30-45 minutes Instructional Groupings: Are you using whole group, small group, partners, quads, homogeneous, heterogeneous? Whole Group

Standards: List the state or national standards that you are using in this unit/lesson.ELACC1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.ELACC1W2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.






ELACC1L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases.a. Use sentence-level context as a clue to the meaning of a word or phrase.b. Identify frequently occurring affixes as a clue to the meaning of a word.c. Use frequently occurring root words and their inflectional forms

SILI: Students will investigate the characteristics and basic needs of plants and animals.d. Identify the basic needs of a plant.


e. Identify the basic needs of an animal5. Air6. Water7. Food8. Shelter

f. Identify the parts of a plant-root, stem, leaf, and flower.

SSIHI: The student will read about and describe the life of historical figures in American history.a. Identify the contributions made by these figures: Benjamin Franklin, Thomas Jefferson, Meriwether Lewis and William Clark with Sacagawea, Harriet Tubman, Theodore Roosevelt, George Washington CarverSS1CG1: The student will describe how the historical figures in SSIH1a display positive character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment.As a result of this lesson/unit students will…Understand (essential questions, big ideas, principles, generalizations, rules, etc.)How will reading The Lorax help the students better understand the importance of trees to the environment?Know (facts, vocabulary, how‐to’s, information that is memorziable—knowledge you will assess)



How to write complete sentences The basic needs of a plant: Air, water, light, and nutrients The basic needs of an animal: Air, water, food, and shelter Parts of a plant: Root, stem, leaf, and flower Theodore Roosevelt formed the U.S. Forestry Service, in 1905. Theodore Roosevelt was a U.S. President where during his office forest reserves went from

approximately 43-million acres to 194-million acres. During Roosevelt’s presidency, the Antiquitie Act was established giving federal ownership of

national monuments. Benefits of protecting trees: Purify air, increase property values, improve appeal, reduce heat,


Do (Skills) (thinking skills, skills of the discipline—skills you will assess) Retell a story with a central message Participate in collaborative discussions Write complete sentences using the correct conventions Make text-to-self, text-to-text, and text-to-world connections

Steps in the Lesson: Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole‐class, small group, and individual instructions; differentiated activitiesAttention Getter or Hook: Display information about The Lorax and environment projects from www.seussville.com on the Promethean Board.Introduction: Review the main message learned by reading The Lorax on Day 6.Body or Procedures:

1. Discuss the importance of trees using an interactive PowerPoint on the Promethean Board. **Be sure to discuss Theodore Roosevelt’s contribution to the environment and the trees.

2. Review the parts of plants using the interactive Promethean Board.3. Continue to discuss the service-learning project that we will be completing.

Decide on where the students want to plant the tree. Discuss what supplies they will need to complete the project. Assign jobs to make the project run smoothly.

Closure/Wrap up: Students will create a poster to hang in the hallway persuading others to keep Midway beautiful.


What will I differentiate? Content/Process/ProductContentHow will I differentiate?I will provide more facts from more sources for group 2 than for group 1 on the interactive PowerPoint and Promethean Board activities.Assessment: How will you evaluate the KNOW, DO, and BE? What type of assessment will you use? What constitutes success for the students?Observation: Group 1 – Students should be able to answer 70% of questions on the interactive games correctly after discussing. Students should be able to match 80% of the parts of the plants correctly.Group 2 – Students should be able to answer 80% of questions correctly on the interactive games after discussing. Students should be able to match 100% of the parts of the plants correctly.Materials, Additional Resources, and Background Information: any websites, materials, and background that you will need or use

www.seussville.com The Lorax by Dr. Seuss Dr. Seuss and Mr. Geisel by J. Morgan and N. Morgan www.scenic.org/issues/tree-conservation/benefits-of-tree-conservation www.scenic.org/issues/tree-conservation www.nps.gov/history/logcabin/html/tr5.html Interactive PowerPoint on importance of trees Interactive Promethean Board activity on parts of a plant Paper for each student to create a poster Crayons Markers Pencil Chart paper to list jobs for the service-learning project

Clear Links to Theories: Montessori: Observing how the way the students learn allows the teacher to understand


Exploring www.seussville.com Learning about the benefits of trees and Theodore Roosevelt by using interactive

PowerPoint and the Promethean Board. Students will use their creativity and knowledge to persuade others to keep Midway

beautiful by creating an attractive poster.Description of Collaboration with Others:

I will provide the IEP teacher the lesson plans for my student who gets pulled out during his reading group and conference with her daily on how he is progressing throughout the unit.

Discussed with the extension teacher the Science and Social Studies curriculum to incorporate with the study of The Lorax.


http://www.nps.gov/history/logcabin/html/tr5.html

http://www.scenic.org/issues/tree-conservation

http://www.scenic.org/issues/tree-conservation/benefits-of-tree-conservation



Lesson Title: Keeping Midway Beautiful (Day 8)

Curriculum Areas Addressed: Basic Needs of Living Things, Parts of a Plant, Response to Literature, and Contributions Made By Theodore RooseveltTime Required: 45 minutes-1 hour Instructional Groupings: Are you using whole

group, small group, partners, quads, homogeneous, heterogeneous? Whole Group

Standards: List the state or national standards that you are using in this unit/lesson.ELACC1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.ELACC1W2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.ELACCIW5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.a. May include oral or written prewriting (graphic organizers).ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.






ELACC1L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases.a. Use sentence-level context as a clue to the meaning of a word or phrase.b. Identify frequently occurring affixes as a clue to the meaning of a word.c. Use frequently occurring root words and their inflectional forms

SILI: Students will investigate the characteristics and basic needs of plants and animals.g. Identify the basic needs of a plant.


h. Identify the basic needs of an animal9. Air10. Water11. Food

12. Shelteri. Identify the parts of a plant-root, stem, leaf, and flower.

SSIHI: The student will read about and describe the life of historical figures in American history.a. Identify the contributions made by these figures: Benjamin Franklin, Thomas Jefferson, Meriwether Lewis and William Clark with Sacagawea, Harriet Tubman, Theodore Roosevelt, George Washington CarverSS1CG1: The student will describe how the historical figures in SSIH1a display positive character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment.As a result of this lesson/unit students will…Understand (essential questions, big ideas, principles, generalizations, rules, etc.)How will planting a tree help the students better understand the parts of a plant and the benefits of trees to the environment?Know (facts, vocabulary, how‐to’s, information that is memorziable—knowledge you will assess)



How to write complete sentences The basic needs of a plant: Air, water, light, and nutrients The basic needs of an animal: Air, water, food, and shelter Parts of a plant: Root, stem, leaf, and flower Theodore Roosevelt formed the U.S. Forestry Service, in 1905. Theodore Roosevelt was a U.S. President where during his office forest reserves went from

approximately 43-million acres to 194-million acres. During Roosevelt’s presidency, the Antiquitie Act was established giving federal ownership of

national monuments. Benefits of protecting trees: Purify air, increase property values, improve appeal, reduce heat,


Do (Skills) (thinking skills, skills of the discipline—skills you will assess) Retell a story with a central message Participate in collaborative discussions Write complete sentences using the correct conventions Make text-to-self, text-to-text, and text-to-world connections

Steps in the Lesson: Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole‐class, small group, and individual instructions; differentiated activitiesAttention Getter or Hook: Lay out all the tools necessary to complete the service-learning project.Introduction: Review the procedures for the service-learning project (discussed on day 7).Body or Procedures: Complete implementation of the service-learning project. **Refer to the service-learning proposal.Closure/Wrap up: Have students respond in their journal about how they felt as a result of completing the project.What will I differentiate? Content/Process/ProductProcessHow will I differentiate?Group 1: Provide a template for students to use when responding in their journals.Group 2: Provide the prompt, but allow students to respond how they would like (no template).

Assessment: How will you evaluate the KNOW, DO, and BE? What type of assessment will you use? What constitutes success for the students?Student work (Response in journal): Students will respond to the prompt with their own opinion and supporting it appropriately using 1 example from the service-learning experience.Materials, Additional Resources, and Background Information: any websites, materials, and background that you will need or use

www.scenic.org/issues/tree-conservation/benefits-of-tree-conservation www.scenic.org/issues/tree-conservation The Lorax by Dr. Seuss Seedling Water Shovel Dirt Each student should have their journal to respond in

Clear Links to Theories: Dewey: Students learn best by doing Dewey: Important to allow students to make connections. Dewey: Incorporate real-life tasks.

Connections to Technology and/or the Arts: None


reading group and conference with her daily on how he is progressing throughout the unit. Discussed with the extension teacher the Science and Social Studies curriculum to

incorporate with the study of The Lorax. Collaborated with the principal to get approval on planting a tree on school grounds.

http://www.scenic.org/issues/tree-conservation

http://www.scenic.org/issues/tree-conservation/benefits-of-tree-conservation


Lesson Title: Comparing and Contrasting The Lorax (Day 9)

Curriculum Areas Addressed: Comparisons, Text-to-self Connections, and Text-to-world Connections

Time Required: 90 minutes Instructional Groupings: Are you using whole group, small group, partners, quads, homogeneous, heterogeneous? Small Group

Standards: List the state or national standards that you are using in this unit/lesson.ELACC1RL1: Ask and answer questions about key details in a text.ELACC1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.ELACC1RL3: Describe characters, setting, and major events in a story, using key details.ELACC1RL7: Use illustrations and details in a story to describe its characters, setting, or eventsELACC1RL9: Compare and contrast the adventures and experience of characters in stories.ELACCIW6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.



As a result of this lesson/unit students will…Understand (essential questions, big ideas, principles, generalizations, rules, etc.)How will watching The Lorax help the students better understand the importance of trees to the earth?Know (facts, vocabulary, how‐to’s, information that is memorziable—knowledge you will assess)



Characters Main Idea Details Setting Events How to write complete sentences The basic needs of a plant: Air, water, light, and nutrients The basic needs of an animal: Air, water, food, and shelter Parts of a plant: Root, stem, leaf, and flower Benefits of protecting trees: Purify air, increase property values, improve appeal, reduce heat,


Do (Skills) (thinking skills, skills of the discipline—skills you will assess) Pick out key details in a text Retell a story with a central message

Pick out major events in a text Compare and contrast experiences of characters in stories Participate in collaborative discussions Identify basic story elements Make text-to-self, text-to-text, and text-to-world connections

Steps in the Lesson: Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole‐class, small group, and individual instructions; differentiated activitiesAttention Getter or Hook: Have a preview of The Lorax movie showing as the students walk in.Introduction: Explain to the students that we are going be comparing and contrasting what we did through the service-learning project to what the boy in the movie does.Body or Procedures:

1. Watch the movie, The Lorax.2. Discuss what happened in the movie to be sure all the students comprehend. **Compare

with the book, The Lorax.3. Using an interactive venn diagram on the Promethean Board, compare and contrast what

we did through the service-learning project to what the boy in the movie does.Closure/Wrap up: Review what the students came up with on the venn diagram.What will I differentiate? Content/Process/ProductContentHow will I differentiate?Group 1: Have 4-5 statements to compare and contrast.Group 2: Have 5-8 statements to compare and contrast.Assessment: How will you evaluate the KNOW, DO, and BE? What type of assessment will you use? What constitutes success for the students?Observation: Group 1 – Students should be able to correctly drag 80% of the statements.Group 2 – Students should be able to correctly drag 90% of the statements.Materials, Additional Resources, and Background Information: any websites, materials, and background that you will need or use

The Lorax (motion picture) Interactive venn diagram

Clear Links to Theories: Montessori: Observing how the way the students learn allows the teacher to understand


Connections to Technology and/or the Arts: Watching the movie, The Lorax on the Promethean Board. Completing a venn diagram on the Promethean Board where the students can interact.




Lesson Title: Oh, the Places You’ll Go! (Day 10)

Curriculum Areas Addressed: Reading Comprehension and Text-to-self Connections

Assessment Covers: Reading Comprehension, Story Elements, Rhyming Words, Importance of Trees to the Environment (Basic Needs of Living Things), and Response to Literature (Text-to-self )Time Required: 45 minutes – 1 hour Instructional Groupings: Are you using whole

group, small group, partners, quads, homogeneous, heterogeneous? Small Group

Standards: List the state or national standards that you are using in this unit/lesson.ELACC1RL1: Ask and answer questions about key details in a text.ELACC1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.ELACC1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.ELACCIW5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.a. May include oral or written prewriting (graphic organizers).ELACC1SL4: Describe people, places, things, and events with relevant details, expressing ideas and feeling clearly.ELACC1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.ELACC1SL6: Produce complete sentences when appropriate to task and situation.ELACCIL2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.



As a result of this lesson/unit students will…Understand (essential questions, big ideas, principles, generalizations, rules, etc.)

1. How will making text-to-self connections help students better understand what they are reading?

2. How will students apply what they have learned throughout the unit?Know (facts, vocabulary, how‐to’s, information that is memorziable—knowledge you will assess)



Main Idea Details Setting Events How to write complete sentences

For the Assessment: Dr. Seuss wrote and illustrated books that incorporate rhyme and rhythm to make reading

enjoyable. Each of Seuss’s books contain a central message that students will learn as they are reading and

be able to recall after reading. Dr. Seuss’s The Lorax demonstrates the importance of trees to the earth and the importance of

conserving the environment. Characters Main Idea Details Setting Events How to write complete sentences Words that have the same ending sound are rhyming words. Benefits of protecting trees: Purify air, increase property values, improve appeal, reduce heat,


Dr. Seuss’s real name is Theodore Seuss Geisel.Do (Skills) (thinking skills, skills of the discipline—skills you will assess)

Pick out key details in a text Retell a story with a central message Pick out major events in a text Read poetry and prose Use basic concepts of print, phonological awareness, and phonics to decode words Write narratives in response to literature Write complete sentences using the correct conventions Identify basic story elements Make text-to-self, text-to-text, and text-to-world connections

For the Assessment: Pick out key details in a text Retell a story with a central message Pick out major events in a text Rhyme words Identify basic story elements Make text-to-self, text-to-text, and text-to-world connections

Steps in the Lesson: Include the attention getter or the hook for the lesson, the introduction, the lesson procedures including ideas for whole‐class, small group, and individual instructions; differentiated activitiesAttention Getter or Hook: Display a poster of accomplishments made by the teacher.Introduction: Explain that we all have hopes and dreams that we want to accomplish as we get older. Dr. Seuss explains that we all have a journey ahead of us and we can reach our goals. **Provide additional background information on the book, if necessary.Body or Procedures:

1. Read Oh, the Places You’ll Go!2. After reading, discuss the main idea of the book.3. Have students write, on a hot balloon template, where they would go in a hot balloon.4. Take each child’s picture5. Have the students decorate their hot air balloon, gluing their picture inside it.

5. Allow students to share their hot air balloons.Closure/Wrap up: Students will complete post-assessment.What will I differentiate? Content/Process/Product

1. Content2. Process

How will I differentiate?Group 1: Provide students with a template and an example.Group 2: Allow students to write on their own (with no template). Have students come up with ideas on their own.Assessment: How will you evaluate the KNOW, DO, and BE? What type of assessment will you use? What constitutes success for the students?Student work (hot air balloon response): Students will respond to the prompt with their own opinion and supporting it appropriately.Observation: The students should be able to identify the main idea of the book.Materials, Additional Resources, and Background Information: any websites, materials, and background that you will need or use

Oh, the Places You’ll Go! by Dr. Seuss Dr. Seuss and Mr. Geisel by J. Morgan and N. Morgan Hot air balloon template for each student Construction paper Camera Crayons Pencil Post-assessment for each student




Connections to Technology and/or the Arts: Students will create a hot air balloon that represents where they would like to go in life.



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