Courtany Sykora

K. Anderson

Exploring Dr. Seuss through Art

ELEMENT DESCRIPTIONAuthor Name Courtany SykoraMini-Unit Name Exploring Dr. Seuss through Art

Content Area(s) Language Arts: Reading, Writing, Speaking/Listening, LanguageArt

Grade Level(s) 5th GradeDuration 10 lessons approximately 60 minutes in length

Unit Theme and Overview

This integrated unit is designed for fifth graders and will be completed in approximately 10, 60-minute sessions. Students will have the opportunity to explore Dr. Seuss’ writing through reading and discussing Dr. Seuss mentor texts. The unit will also solidify their understanding of word choice, voice, and rhythm. Inspired by Dr. Seuss, students will create their own language and character; the students will also practice writing their own stories, using Dr. Seuss as an example. Through analyzing literature and writing a personal narrative as a culminating project, students will gain a deeper understanding of the writing process. The students will complete several art projects using a variety of mediums including collage, sketching, and publishing their own stories.

Text Resources

Cat in the HatThere’s a Wocket in my Pocket!More Dr. Seuss books in the classroom library for independent exploration

Standards being addressed

Writing:5.W.3 Write narratives to develop or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Speaking and Listening:5.SL.5 Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Language:5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

Reading:5.RL.3 Compare and contrast two or more characters, settings, or events in a story or drawing on specific details in the text.

5.RL.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

Art:5.VA.Cr.1.1 Combine ideas to generate an innovative idea for art-making.5.VA.Cr.2.2 Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.

Daily Learning Targets or Objectives

I can gather inspiration from a story for my future writing.I can create new and innovative pieces of art using a variety of methods.I can put time and effort into a piece of art.I can identify made-up words in a story.I can create my own Dr. Seuss-inspired language. I can identify and describe main characters in a story.I can create a new character. I can name my character and create its natural habitat. I can identify the beginning, middle, and end of the story. I can create a beginning, middle, and end for my own story.I can write a story using my imagination.I can write a story that has a beginning, middle, and end. I can write a story using my imagination.I can write a story with rhythm. I can find examples showing how characters’ voices differ in a story. I can use conversation among characters in my story.I can describe how a narrator’s or speaker’s point of view influences how events are described. I use details in my story.I can type my paper into Microsoft Word.I can check and edit any errors in my writing. I can add illustrations to my writing. I can use spacing to enhance text while publishing.

Culminating Project of Student Success

Culminating Project:Students will write their own Dr. Seuss inspired narrative.They will use the collage of the iconic Dr. Seuss hat for their book cover.In this story, the students will use the language they created.They will also use the character they developed as the main person in their story.Students will use the mentor texts for inspiration for language usage, rhythm, and voice.Students will publish their story using Storybird or Google slides.

Lesson Plans(10 – 60 minutes)

Lesson One:

Objective/Learning Target: I can gather inspiration from a story for my future writing.I can create new and innovative pieces of art using a variety of methods.

I can put time and effort into a piece of art.

Stage in the Writing Process: Studying

Mini-Lesson Description: I will introduce the Dr. Seuss unit through facts about Theodor Seuss Geisel as an author, common traits of his writing, and famous books. Examples include the following:

Seuss was Theodor’s mother’s maiden name, as well as his middle name, and the correct pronunciation is Zoice, not Soose. He was nicknamed Ted. Seuss and his wife, Helen, could not have children; Ted liked to boast of achievements of their imaginary daughter,

Chrysanthemum-Pearl. He even included her on Christmas cards and dedicated a book to her. He authored a total number of 66 books! His license plate read “GRINCH,” but he really connected to the Cat in the Hat. Geisel delighted in the chaos of life and the

insanity going on around him. You will notice as we read together, and as you read the Seuss books in our classroom library, that he commonly invents words,

plants, animals, and has a very entertaining writing style.As we read today, I want you to start looking for some of those things – invented words, plants, animals, as well as what makes the book entertaining to you! We will be soon writing our own Dr. Seuss-inspired stories and you can use what you collect as inspiration. While I read, jot down any notes you have about this story, or Dr. Seuss in general, on the back of your facts sheet to look back on later.

Read Aloud: There’s a Wocket in my Pocket!

PG 0: Wocket? Has anyone ever heard of a Wocket? That might be a good thing to take note of for future use on your notes sheet. He has made up his own word, character . . . what is a Wocket? By looking at the cover page, can we figure out what a Wocket may be?

PG 9: I have noticed a lot of rhyming words so far in this book. I am going to make note of that for when I am writing my own story. Again, not all the words are real words; he creates his own to make them rhyme.

PG 21: Have you noticed that there are a lot of new characters in this story? Each one looks unique and has their own qualities, but has any one heard of any of these creatures before? Do they have characteristics like anything else? Some are like people (taking showers, playing cards) while others are like animals (furry, tails).

End: After reading There’s a Wocket in my Pocket! I hope you have gained some inspiration and insight into Dr. Seuss. We are going to be doing a lot with him in the upcoming days.

Individual Work time/Assessment: I will explain that the Dr. Seuss hat has become an icon that represents Dr. Seuss to many people. During the rest of work time, the students will create a collage of the iconic Dr. Seuss hat using scraps of paper, fabric, yarn, and so on. This collage will eventually become the cover of their Dr. Seuss-inspired narratives; it will be assessed with the culminating project. I will

be walking around the room, assisting students when needed.

Debrief: Ask students to share the progress they have made on their Dr. Seuss hat collage with the rest of the class. Explain that we will continue learning about Dr. Seuss tomorrow and that they will have more time to work on their collages throughout the week, if necessary.

Lesson Two:

Objective/Learning Target: I can identify made-up words in a story.I can create my own Dr. Seuss-inspired language.

Stage in the Writing Process: Studying/Prewriting

Mini-Lesson Description: During this minilesson, I will reread There’s a Wocket in my Pocket; before reading, I will instruct the students that we are going to make a list of all the made-up words throughout this book as we read. I will instruct them to raise their hand when they hear a made-up word. On the board, I will make note of all of the made-up words the students notice. The list will include the following words: Wocket, Wasket, Nureau, Woset, Jertain, Zlock, Zelf, Nink, Zamp, Yot, Yottle, Zable, Ghair, Bofa, Nupboards, Nooth Grush, Vug, Quimney, Zall, Yeps, Tellar, Nellar, Gellar, Dellar, Bellar, Wellar, Zellar, Geeling, Zower, and Zillow.

Read Aloud: There’s a Wocket in my Pocket!

PG 0 to End: Each page has at least one word that will be included on the list. If the students miss one, I will ask leading questions about the words on that page including: Can someone please use this word in a sentence? Where have you heard this word used before?

I will show the students how I would create my own words. To get my imagination going, I would take two or three common words and combine them together. For example, combining parts of table, pencil, and computer, the word “compentab” would be created. I think this word would mean to do math problems at the kitchen table, or a person who works at an accounting firm.

Individual Work time/Assessment: I will explain that the students will be creating their own words and that I will give them ordinary words to use as a starting point. I will also instruct the students to use Dr. Seuss’ made-up words on the board as inspiration as well. During worktime, the students will work in groups to develop their own Dr. Seuss words and language. I will give each group a sheet of ideas to use as inspiration. I will be walking around giving more ideas and help as needed. Each group will say at least three words of their own creation that will be added to a list on the board.

Debrief: I will ask each group to share some of their best words with the class. I will add each group’s words to a master list on the board

for the students to use when writing their stories later in the unit.

Lesson Three:

Objective/Learning Target: I can identify and describe main characters in a story.I can create a new character. I can name my character and create its natural habitat.

Stage in the Writing Process: Studying/Prewriting

Mini-Lesson Description: During this minilesson, I will read Cat in the Hat to the students. I will explain that it is not necessary to explicitly list the characteristics of each character in a story. The reader can figure some of that out on their own. For example, if someone was writing a story about our class, it would not be very interesting to list all of us and our characteristics – “Ms. Sykora has curly blonde hair. Greg has short black hair. Brittany is tall.” Let’s read Cat in the Hat to see how Dr. Seuss describes his characters to make it interesting for the reader.

Read Aloud: Cat in the Hat

After reading the book, we will discuss each character individually, listing the characteristics of each on the board. The main characters/character groups include: Cat, Fish, Sally, Thing 1/Thing 2, Mother, Narrator. We will discuss what their personalities seem to be within this book and what inferences we can make about the characters. We will go back and find quotes in the book as well.

Individual Work time/Assessment: During worktime, students will work on developing their own characters for their stories. The students will combine the pieces of characters provided to create a new one of their own. They will add detail to their character, giving it clothes, hair, and other details using materials provided. Also, they will name their character and create where it would live. I will explain each of these parts through demonstration and then list the necessary components on the board. The characters will be turned in to ensure completion.

Debrief: I will ask students to share their character including what it looks like, its name, and where it may live.

Lesson Four:

Objective/Learning Target: I can identify the beginning, middle, and end of the story. I can create a beginning, middle, and end for my own story.

Stage in the Writing Process: Prewriting

Mini-Lesson Description: Each story needs to have a beginning, middle, and end. Even through Dr. Seuss’ writing topics can somethings be silly, it is still important to have these aspects in the story. In the beginning of the story, characters are introduced and the setting is explained. In the middle of the story, a problem occurs. In the end of the story, the problem is resolved. While we read the story, the students will focus on finding the beginning, middle, and end of the story.

Read Aloud: Cat in the Hat

“ . . . Thing One and Thing Two?”: After Thing One and Thing Two are introduced, I will stop reading and say the following: “So far in the story, we have been introduced to all of the characters that we talked about yesterday. Let’s read on to see what the problem could turn out to be.”

“She will not like it to find us this way”: I will stop reading and ask the students to discuss with their neighbor about what is the main problem here? I will listen in on a group and ask them to share their thoughts with the class. The problem is that the house is a mess, there are other people here, and Mother is almost home.

End: What was the solution to our problem? The Cat in the Hat brought in his contraption and cleaned up the entire house, just seconds before Mother came home.

After reading the story, I will lead the class in a review discussion about what happened in the beginning, middle, and end of the story. I will also restate how important it is to have a beginning, middle, and end of the story to stay organized and help the reader understand what is happening in the story.

Individual Work time/Assessment: Using the characters the developed in the previous lesson as inspiration, the students will begin writing their own stories. Each student will receive three sticky notes to organize their story into the beginning, middle, and end. The sticky notes will be submitted for assessment following the lesson. I will be meeting with a small group of students to ensure they understand the expectations and provide additional support. I will also be moving around the classroom helping students as needed.

Debrief: I will ask the students to briefly describe what happens in the beginning, middle, and end of their story. I will explain that we will be writing our stories in the following lesson.

Lesson Five:

Objective/Learning Target: I can write a story using my imagination.

I can write a story that has a beginning, middle, and end.

Stage in the Writing Process: Drafting

Mini-Lesson Description: In this minilesson, I will provide the students with an example of how to begin drafting their Dr. Seuss-inspired stories. I will explain that the first draft is not going to be perfect, but we just need to start getting our ideas on paper. Using the sticky notes I created yesterday, the character I developed, and the language I created, I will begin writing my own draft on the board.

Individual Work time/Assessment: I will remind the students that stories can be funny, but still make sense. I will remind them to use their imagination when writing as well as use my writing and Dr. Seuss books for a guide. Using their made-up words, characters, and sticky notes, the students will begin to write their stories. I will hold writing conferences will students to ensure they are progressing and know where to begin. I will also be moving around the room answering questions and providing support when needed. The assessment would be a part of the culminating project and my observations in writing conferences.

Debrief: To debrief, I will explain that the students will have more time to write their stories tomorrow. With that student’s permission, I will provide an example of student writing on the board that I think is going in the right direction.

Lesson Six:

Objective/Learning Target: I can write a story using my imagination.I can write a story with rhythm.

Stage in the Writing Process: Drafting

Mini-Lesson Description: During this minilesson, I am going to remind students that Dr. Seuss’ writings often have a distinct rhythm. It is often done by using similar sentence structure throughout the entire book as well as rhyming words. Through reading excerpts from both There’s a Wocket in my Pocket and Cat in the Hat that show rhythm. I will write those excerpts on the board and read the excerpts in an exaggerated way showing rhythm. Then, I will show how to add rhythm into their writing by adding it into my own draft from the previous day. I will add rhyming words, taking inspiration and words from the list we have been compiling on the board.

Individual Work time/Assessment: The students will continue drafting their own stories, focusing on adding rhythm through rhyming and sentence structure, a common trait in Dr. Seuss books. I will be holding writing conferences and small group meetings to support students where needed. The assessment would be a part of the culminating project and my observations in writing conferences.

Debrief: To debrief, I will explain that the students will have more time to write their stories tomorrow. I will ask a few students to share how they added rhythm into the story, specifically through rhyming and sentence structure. Students will share by speaking in an

exaggerated way.

Lesson Seven:

Objective/Learning Target: I can find examples showing how characters’ voices differ in a story. I can use conversation among characters in my story.I can describe how a narrator’s or speaker’s point of view influences how events are described.

Stage in the Writing Process: Drafting

Mini-Lesson Description: To begin this minilesson, I will explain how important it is to give characters voice in a story, especially in a Dr. Seuss-inspired narrative. Dr. Seuss tends to give his characters very expressive, entertaining voices that intrigue readers to keep turning pages. I would explain that there are many ways to create voice, but we are going to focus on dialogue, word choice, and sentence structure. Dialogue is the most obvious way to give characters voice; however, when using dialogue each character will use different vocabulary (word choice) and sentence structure. To give the students a better idea of each of these concepts, I will talk about a concept as if I were a lawyer, and as if I were a kindergartener. The lawyer would probably use a more sophisticated vocabulary and longer, more complex sentences than a kindergartener. This would also help the students understand how different narrators will describe events differently.

Read Aloud: Cat in the Hat

Then, we would reread Cat in the Hat, focusing on how Dr. Seuss uses dialogue, word choice, and/or sentence structure to give the characters a voice. We would find examples and add them to our chart explaining each character from lesson three. I would give each student, or group of students, a copy of the text to search for examples as I read. They would make note of them and we would add them to the chart when the book was finished.

Individual Work time/Assessment: The students will continue writing their Dr. Seuss-inspired stories, this time focusing on adding voice to their characters through dialogue, word choice, and sentence structure. Before letting them get to work, I would remind them of how a story can change depending on the narrator’s point of view, like the lawyer and kindergartener example. I would also hold writing conferences and small group meetings when necessary as well as move around the classroom providing additional support.

Debrief: I will show the class an example of student work, with the student’s permission, to show a good example of integrating voice within a story through dialogue, word choice, and/or sentence structure. I would ask for more students to share as well. The assessment would be a part of the culminating project and my observations in writing conferences.

Lesson Eight:

Objective/Learning Target: I use details in my story.

Stage in the Writing Process: Revising

Mini-Lesson Description: This minilesson focuses on adding details to the students’ writing. I would explain how adding details can make the story more interesting for the reader. I would have a few simple sentences written on the board and make them more detailed. I would work through the first one by myself, showing the students how to do it; the rest of the examples would be done as a class with the students providing suggestions of ways to make the sentences more detailed and interesting. A before and after of an example sentence is below.Before: My dog is brown.

After: My springer spaniel puppy is the color of fresh coffee.

Individual Work time/Assessment: The students will continue writing their Dr. Seuss-inspired stories, focusing on adding details and revising their work. I would be holding writing conferences and small group meetings as well as moving around the classroom providing additional support when needed. The assessment would be a part of the culminating project and my observations in writing conferences.

Debrief: To close this lesson, I would explain to the students that we are getting towards the end of unit; therefore, each student should hand in their writing before the end of the day to be checked before we edit tomorrow. I would also ask students to provide before and after examples of how they added details to their stories for me to quickly assess the class’s progress.

Lesson Nine: Technological Component

Objective/Learning Target: I can type my paper into Microsoft Word.I can check and edit any errors in my writing.

Stage in the Writing Process: Editing

Mini-Lesson Description: In this minilesson, I would explain how to check for conventional errors including capitalization and grammar. I would also stress the importance of formatting dialogue, with commas, quotation marks, and punctuation. I would do a “fix-it workshop” on the board. The students would help me edit each sentence until it is correct. Then, using my draft that I had been adding to throughout the unit, I would explain how to go through and edit for errors.

Individual Work time/Assessment: Prior to this, I would have checked the students’ writing. I would give them ideas and help them edit to ensure their final drafts were well-written. The students would be typing their stories into Microsoft Word to be used in publishing in the final lesson. I am moving around the room, helping students and reading their writing, to ensure they are making the correct edits. The assessment would be a part of the culminating project.

Debrief: To close this lesson, I would explain that the tomorrow would be the final day of the Dr. Seuss unit and our final project would be due following that. I could also showcase a student’s editing work on the board.

Lesson Ten: Technological Component

Objective/Learning Target: I can add illustrations to my writing. I can use spacing to enhance text while publishing.

Stage in the Writing Process: Publishing

Mini-Lesson Description: I would explain the options the students have for publishing their stories including Storybird, Google Slides, or Story Jumper. (I would have exposed the students to each of these options prior to this unit, maybe with a few smaller projects, so they would feel comfortable exploring them on their own.) I would go through a shortened tutorial of each of the options as a reminder of how to use them. Then, I would provide an example of connecting illustrations to the writing on each page – ensuring the picture matches the text. Following that, I would show examples of spacing from each of the mentor texts we used throughout this lesson. I would explain that each page does not need the same amount of text; each sentence does not need its own line. Words can be on their own line, with different fonts, and sizes of text to increase interest as well. Overall, I would remind the students to refer to the mentor texts for inspiration and to be creative when publishing.

StorybirdGoogle SlidesStory Jumper

Individual Work time/Assessment: The students will decided on the best way to publish their writing – Storybird, Google Slides, or Story Jumper. They will be taking their story they typed previously into one of the technological publishing applications options, focusing on using illustrations and spacing to make their writing interesting for a reader. I will be moving around helping students and giving ideas when needed. The assessment will be a part of the culminating project.

Debrief: To close this lesson, I will explain that this is the final portion of the Dr. Seuss unit. I could have the students share their Dr. Seuss narratives with the entire class or with a neighbor.

Notice: If the students need more support and/or time in any lesson or concept area covered above, more days can be added to this unit. Also, I could find more time in the day to delegate towards the students working on the art portions of the unit if necessary.

List of Assessments

Formative:Day Standards Assessed Assessment Tool How it will be usedLesson 2 5.L.6 Each group hands in a

list of at least three new words

To determine that the students know how to create their own words and phrases that are appropriate for this unit.

Lesson 4 5.W.3 Each student hands in three sticky notes, symbolizing the beginning, middle, and end of a story.

To determine that each student has a clear event sequence plan for their story.

Lesson 3 5.VA.Cr.1.1 Each student will hand in the characters they created.

To determine that each student completed each aspect of the activity including: using different body parts, adding clothes, naming it, and giving it a home.

Lesson 3Lesson 7

5.RL.35.RL.6

Anchor chart and teacher observation of student participation.

To determine that the students understand each character. During the second lesson that this anchor char it used, it will determine that the students understand how different point of views change the way the event is described.

Lesson 1Lesson 5Lesson 6Lesson 8Lesson 9Lesson 10

5.W.3 Writing conferences and student writing samples.

This will be used to help the students perfect their writing and meet the rubric requirements for their stories. Students will need to meet individually with their teacher at least once before publishing their final story.

Summative: Day Standards Assessed Assessment Tool How it will be used

After completion of culminating project

5.VA.Cr.2.25.W.35.SL.5

Rubric for Culminating Project As the students’ final score for this unit

Rubric for Culminating Project

Advanced

4

Proficient

3

Basic

2

Below Basic

1

Dr. Seuss Hat Collage

(A)

Student’s work is an original piece including

more than 3 different art mediums. Work is done

neatly.

Student’s work is an original piece including at

least 3 different art mediums. Work is done

neatly.

Student’s work is an original piece including

2 different art mediums. Work is done

fairly neatly.

Student’s work is an original piece including 1 art medium. Work is

done fairly neatly.

Rhythm

(B)

Uses over 5 rhyming words --- made up or real

– to create rhythm. Rhythm is consistent

throughout the majority of the story.

Use at least 5 rhyming words – made-up or real

– to create rhythm.

Use at least 3 rhyming words – made-up or

real – to create rhythm.

Use at least 1 rhyming word – made-up or real

– to create rhythm.

Voice

(C)

Student uses language, sentence structure, and

dialogue to create a voice for each character

included in the story.

Student effectively uses language, sentence

structure, and dialogue to create a voice for the

main character.

Student effectively uses two of the

following to create a voice for the main

character: language, sentence, dialogue.

Student effectively uses one of the

following to create a voice for the main

character: language, sentence, dialogue

Publishing Process

(D)

Student includes several illustrations on each page that match the

accompanying text. Text on each page is spaced

to enhance reader’s experience. Font and

font color also enhance the text.

Student includes illustrations on each page

that match the accompanying text. Text

on each page is spaced to enhance reader’s

experience.

Student includes illustrations on half of the pages that match

the accompanying text. The majority of text is spaced to enhance the

reader’s experience.

Student includes illustrations on less

than half of the pages that match

accompanying text. The spacing of the text

does not enhance reader’s experience.

Scoring Guide

Add the total points used for each section

Use the cut scores to determine proficiency

A B C D Below Basic

Advanced 16-14

Proficient 13-10

Basic-9-7

Below Basic 6 and below

16=100%

15=98%

14=96%

13=94%

12=92%

And so on

Differentiation

Writing conferences with students to assess and provide feedback and make corrections; at least one per student during the unit.

Small group instruction for students who have been assessed to have difficulty or personally feel like they need more support.

Provide supplemental resources for writing like sentence starters when drafting and descriptive word list when revising.

Change the seating arrangement, if necessary, to increase student concentration during classtime.

Give class the choice of listening to me read or using the recording, when applicable.

Give class the choice of sitting in their desks or around the room to work, when applicable.

Student Resources and Materials

Access to Dr. Seuss books in the classroom library for independent exploration

Student notebooks or paper for drafting

Access to computers for publishing

Character anchor chart – created together on the board

Scissors

Glue

Collage materials

Sticky notes – 3 per student

Outline of Dr. Seuss hat (below)

Dr. Seuss Facts Sheet (below)

Word list for inspiration – different for each group (below)

Character parts (below)

Outline of Dr. Seuss Hat for Student Collage

Will need to be enlarged greatly for fifth graders

Dr. Seuss Facts Sheet

Will need to be enlarged greatly for fifth graders

Sample Word List for Inspiration (Different for each group)

Will need to be enlarged greatly for fifth graders

Sample Character Parts – Eyes (Would provide more options for students to choose from)

Will need to be enlarged greatly for fifth graders