Dr.

Seuss Unit: (The Cat in the Hat)

Before Reading The Cat in the Hat, do Companion Rhyme and Activity:

Introduce the rhyme: Begin by teaching the rhyme orally. Then,

introduce the word chart and have students join in the reading
by echo reading.
1 cat on a sunny day put on his hat and went out to play
2 cats when the sky was blue put on their hats and went to the zoo
3 cats on a rainy day put on their hats, but had to stay
4 cats when the snow came down put on their hats and went to town
5 cats on a windy day put on their hats and blew away
Extensions:
Language Arts:
Reread and pause for rhyming words. See how many
other words students can say that rhyme with words from
the poem (day, blue, down).
Math:
Make into small booklets for students to write in the
numbers and draw the correct weather picture. Students
will need to write the numeral that corresponds to each
set of cats and hats.
(See book pages attached)
Reading The Cat in the Hat:
Prior Knowledge: Discuss with students activities that they like
to participate in on a rainy day. What types of feelings do they
sometimes have on a rainy day?
Introduce the Story: Introduce title, author and illustrator;
Read aloud for enjoyment
Comprehension : Discuss the feelings expressed by the
characters in the story. Do they seem to like the Cat in the
Hat's tricks? Ask students to describe how they would have
felt. Discuss what things the Cat in the Hat did in the house
that might have made their mom upset. Brainstorm ideas for
what the characters in the story should have done when the Cat
in the Hat entered their home without permission and how the
children could have made the Cat in the Hat leave. (This is a
good opportunity to discuss safety rules for when you are home
alone.) Ask students if they think the boy and girl told their
mother about the Cat in the Hat and to explain their answer.

OTHER ACTIVITIES:
Cat in the Hats
Each student will need the following pieces to make a Cat in the Hat...
3 1/2 inches by 1 1/2 inches black (to cut whiskers)
1 inch by 1 inch black (to cut a circle nose)
4 1/2 inches by 6 inches black (to trace/ cut the head)
4 inches by 5 inches white (to trace and cut the face)
hat (copied on white paper so they can color 3 strips red and cut it out)

Cat in the Hat Edible Hats

Each student will need...
1 Vanilla Wafer
3 Red Lifesavers (gummy ones would work best)
small amount of white frosting or cream cheese
Students assemble their edible cat's hats by placing the Ritz cracker on the
bottom, spreading the white frosting, placing one red lifesaver, spreading more
frosting, etc. (alternating the frosting and lifesavers). Students end up with a
miniature Cat in the Hat, hat.
Dr. Seuss Unit: (Yertle the Turtle)

Yertle the Turtle

• Before reading, ask students to sit or lay with their heads close to
the floor and to describe what they see. Then, have them sit up,
again describing things that they see. Do they notice anything
different now that they are higher? Repeat, with students
standing. How much more can they see now? What would
happen if they were even taller? Ask students to brainstorm
ways that they could be higher up.
• During reading- Ask students to think of ways the King could see
more. How do they think the other turtles that make up his
throne feel? What could some problems be as the King gathers
more and more turtles? Do students think that what the King is
doing is right? How would they describe the Yertle the King?
• Let students make turtles from two small paper plates.

• Thenlet students see how many turtles they can stack on one
another before falling!
Dr. Seuss Unit: (Green Eggs and Ham)

• Before reading, talk with students about foods that they like and
dislike.
• While reading the story, discuss how the character that keeps
refusing to taste the green eggs and ham feels. Why did he
finally give in and try the green eggs and ham? What did he
find out?
• After reading the story, ask students to make predictions as to
whether green scrambled eggs taste the same as yellow
scrambled eggs.
• Let students taste their green eggs and ham. Then make a 'Yum or
Yuk' graph to show how many students liked/disliked the green
eggs and ham. ( You can make cute cut outs of eggs with green
yolks that students can place on the graph.)

Green Eggs and Ham

Ingredients:

4 packages Budding brand ham

1 dozen eggs
1/4 cup milk

Directions:

Cut ham into small pieces. Break eggs into a large bowl and beat. Add milk and ham. Add
a few droplets of green food coloring. Stir. Pour mixture into an electric skillet and
cook until done.

OTHER ACTIVITIES:

**If time permits, students can play Green Eggs and Ham, Tic-Tac-Toe.
See Sheet attached.**
Dr. Seuss Unit: (Bartholomew and the Oobleck)

Show the children a rock and a glass of water. How are these two
different? Explain that the water is a liquid and a rock is a solid. Create a
3 column chart that says, solid, liquid, Oobleck. After observing the rock and
water, make a list of properties or observations the students have about
the liquid and the solid.

Read the story Bartholomew and the Oobleck. After you have read part of
the story, let the children feel Oobleck that you made ahead of time. Put it
in a brown paper bag so they can’t see it. Have the children predict from
feeling the Oobleck what it could be? Have students make predictions.
Finish reading the story. Tell the children we are going to experiment and
create Oobleck.

Oobleck Recipe: The recipe will make enough for a class of 30.

YOU NEED: ~a large mixing bowl ~mixing spoon ~green food coloring ~10
cups of cornstarch ~6 cups of room temperature water

DIRECTIONS: Put water in the large bowl and add food coloring drop by
drop until the water turns green. Now mix in the cornstarch a cup at a
time. Mix thoroughly. Have some extra cornstarch available for thickening
the mixture. Place a glob of the mixture in a paper cup and give one to
each student

Allow children to mix cornstarch and water together using the Oobleck
recipe. Let children play with the Oobleck to get an idea of what it may be.
After children have played with Oobleck have them list observations or
properties under the Oobleck part of the chart. Is Oobleck a liquid or a
solid? What makes you think so?
Dr. Seuss Unit: (Hop on Pop)

Begin the lesson by reading Hop on Pop aloud to students. After reading
the story, ask students what they noticed about the story. Accept all
answers, leading them toward the conclusion that the words in the story
rhyme.

Choose a page in the book (or have a student volunteer choose a page) and
reread it. Ask students to notice which words sound alike, or rhyme.

Show students the cover of the book and reread the title. Ask students to
identify the words that rhyme (hop and pop). Write these words on chart
paper and ask students what they notice about the two words. Some
answers may be:

*They both have 3 letters *They both have an o *They both end in p

Underline the op rime and draw students' attention to the fact that both
words end in op. Ask students to think of some other words that rhyme
with hop or pop (shop, stop, cop, mop, flop, crop, sop, top, plop) and add
them to the chart paper. Ask students what they notice about all the
rhyming words (they all end in op) and ask volunteers to come up to the
chart to underline all the op rimes.

Have students clap and chant the onsets and rimes of several words. They
should do this by giving the beginning sound of the word, followed by the
sound of the rime. For example, for the word hop, students would clap and
chant "/h/ /op/ hop."

Send students back to their seats with the “Hop on Pop” Word Sheet.
Students will work in groups to brainstorm words in each word family and fill
the in, in the correct box. The group that comes up with the most words
wins a small prize. (candy, sticker, etc.)
Dr. Seuss Unit: (Horton Hears A Who)

Pass out a word on a card from the text to each student before reading
the book, Horton Hears a Who. Students are given these word cards to
raise in the air as they hear the word read. (Word Cards are provided
behind this lesson.)

After reading, the students will help group the words into families to see
chunking.

After reading the text, discuss what the moral of the story is and how that
relates to strong communities. Why is it important for communities of
people to cooperate and work together?

OTHER ACTIVITIES:

*Have students create a Horton Head band. (See “Everyone’s an Elephant”

Sheet)

*Do Maze “Help Horton Find His Way to the Who!”

*Do “Connect the Dots to Horton”.

Dr. Seuss Unit: (Horton Hears A Who) **Option 2

Watch the movie Horton Hears a Who

OTHER ACTIVITIES:

*Have students create a Horton Head band. (See “Everyone’s an Elephant”

Sheet)

*Do Maze “Help Horton Find His Way to the Who!”

*Do “Connect the Dots to Horton”.