Teacher: Margelet Fields Dates of Lesson Plan: 10/3-7/05
Grade Levels: Pre-3 Subject: Art, Reading and Language Unit: Dr. Seuss Period: 1hour
Objectives |
Procedures |
Materials |
Evaluation |
Students will create a poster "selling" their favorite Dr. Seuss book.
Students will interact cooperatively with other students while at the computer.
Communication 1.1, 1.2, 1.3 (The student uses listening and observation skills to gain understanding.)
Art 1.1, 1.2, 1.3, 1.4 (The student acquires the knowledge and skills necessary to create, to perform and to respond
effectively to the arts.) 2.1, 2.2 (The student applies the creative process with arts knowledge and skills to reason and
solve problems.) 4.1 (The student uses arts skills and knowledge in other subject areas.)
Writing 1.1, 1.2, 1.3 (The student writes clearly and effectively.) 2.1, 2.2, 2.3 (The student writes in a variety
of forms for different audiences and purposes.)
Reading 1.1, 1.2, 1.3, 1.4 (The student understands and uses different skills and strategies to read.) 2.1, 2.2, 2.3
(The student understand the meaning of what is read.) 3.2, 3.3 (The student reads different
materials for a variety of purposes.)
Literature Appreciation
Curriculum integration
Domain: Cognitive, Affective and Psychomotor
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Monday
Introduction of the lesson.
Students will write in their journals notes about the lecture and instructions.
Tuesday
Students open Print Shop from the Hard Drive.
They select the "Make a Poster" option.
Select "No Background Graphic"
Select "Create a headline" and Type their favorite Dr. Seuss title here.
Select "Text box" and write a few adjectives which tell about their favorite book (don't use cool, rad or other slang words)
Select the "Square Graphic" box and search for graphics, which they would like to use to sell their books.
If the students choose the may choose the other graphic options to add more pictures to their poster.
Print the picture.
Wednesday
Students will write in their own words about their favorite story and why it is their favorite story.
Technology Essential Learnings:
Multimedia use
Mouse movement
Integration Technology and Curriculum
Extended Activities: Enrichment
Students may make other posters for other books.
Students may make a presentation to try to sell their favorite Dr. Seuss book.
Put posters up on a bulletin board to sell books.
Interventions: Reteaching
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Computer
PrintShop Program
Variety of Dr. Seuss Books
Printer
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Students will be informally evaluated on:
The cooperativeness with others while working on the computers.
Participation with the computers and the story being read.
Teacher and student discussion.
Student participation in activities. |
Teacher: Mrs. Margelet Fields Dates of Lesson Plan:
Grade Levels: Pre-3 Subject: Art, Reading and Language Unit: Dr. Seuss Period: 1hour
Objectives |
Procedures |
Materials |
Evaluation |
Students will read a Dr. Seuss story with "Living Books" CD-ROM's.
Students will interact with the computer and the stories moving and clicking the mouse.
Students will interact cooperatively with other students while at the computer.
Communication 1.1, 1.2, 1.3 (The student uses listening and observation skills to gain understanding.)
Art 1.1, 1.2, 1.3, 1.4 (The student acquires the knowledge and skills necessary to create, to perform and to respond
effectively to the arts.) 2.1, 2.2 (The student applies the creative process with arts knowledge and skills to reason and
solve problems.) 4.1 (The student uses arts skills and knowledge in other subject areas.)
Writing 1.1, 1.2, 1.3 (The student writes clearly and effectively.) 2.1, 2.2, 2.3 (The student writes in a variety
of forms for different audiences and purposes.)
Reading 1.1, 1.2, 1.3, 1.4 (The student understands and uses different skills and strategies to read.) 2.1, 2.2, 2.3
(The student understand the meaning of what is read.) 3.2, 3.3 (The student reads different materials for a variety of purposes.)
Literature Appreciation
Curriculum integration
Domain: Cognitive, Affective and Psychomotor
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Thursday
Introduction of the lesson.
Students will write in their journals notes about the lecture and instructions.
Friday
Students go to the computers and click on the Dr. Seuss book at their computer.
Students listen to the story as the computer reads it and try to read along with it.
Students click around the screen to find information about the story.
Technology Essential Learnings:
Multimedia use
Mouse movement
Integration Technology and Curriculum
Extended Activities: Enrichment:
Students may write what their favorite part of the story was.
Students may try other stories.
Students may get the book with the same title and try to follow along as the story is read.
Internet: Web Search
Interventions: Reteaching
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Computer
CD ROM's of Dr. Seuss Books by "Living Books" (i.e. Dr. Seuss ABC, The Cat in the Hat, Green Eggs and
Ham) |
S Students will be informally evaluated on:
The cooperativenes with others while working on the computers.
Participation with the computers and the story being read.
Teacher and student discussion.
Student participation in activities. |
Teacher: Mrs.Margelet Fields Dates of Lesson Plan: 11/1-11/05
Grade Levels: Pre-5 Subject: Math, Art, Reading and Language Unit: Dr. Seuss Period: 1hour
Objectives |
Procedures |
Materials |
Evaluation |
Students will create a color pattern and use it in the formation of a "Cat in the Hat" hat.
Students will become familiar with Dr. Seuss' book The Cat in the Hat
Students will tell about their pattern in a variety of forms (paper tearing, color sheet, or in written form).
NOTE: STUDENTS WILL BE WORKING KINESTICALLY USING THEIR SENSES OF TOUCH, SIGHT)
Reading 1.1, 1.2, 1.3, 1.4 (The student understands and uses different skills and strategies to read.) 2.1, 2.2, 2.3
(The student understand the meaning of what is read.) 3.2, 3.3 (The student reads different materials for a variety of purposes.)
Communication 1.1, 1.2, 1.3 (The student uses listening and observation skills to gain understanding.)
Mathematics 1.1, 1.2, 1.3 (The student understands and applies the concepts and procedures of mathematics.) 2.1, 2.2,
2.3 (The student uses mathematics to define and solve problems.) 5.1, 5.2, 5.3 (The student understands how mathematical ideas
connect within mathematics, to other subject areas, and to real-life situations.)
Arts 1.1, 1.2, 1.3, 1.4 (The student acquires the knowledge and skills necessary to create, to perform and to respond
effectively to the arts.) 2.1, 2.2 (The student applies the creative process with arts knowledge and skills to reason and
solve problems.) 4.1 (The student uses arts skills and knowledge in other subject areas.)
Language
(Students will write for a purpose.)
Literature Appreciation
Curriculum integration
Domain: Cognitive, Affective and Psychomotor
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Monday
The teacher will introduce the lesson and unit.
Look/ read through he book The Cat in the Hat by Dr. Seuss. Play close attention to the hat.
Students will write notes into a journal.
Tuesday
Choose 5 LifeSavers making a pattern.
Choose 1 Necco Wafer or small round piece of paper
Place the Necco Wafer down and apply a little frosting.
Put a LifeSaver on the frosting and apply frosting to the top of the LifeSaver.
Add another LifeSaver and apply frosting to the top of the LifeSaver.
Repeat with LifeSavers until all five LifeSavers are used.
Choose to copy the pattern of your LifeSaver Hat onto a white paper with crayon or paper tear a copy of your hat with scrap
paper.
Wednesday
Students will draw the cat’s hat.
Students will stand up and tell their own versions of the story.
Extended Activities: Enrichment
Students may write about their hats. Who would wear them? Where? Why?
Make a bulletin board with the paper tear and color sheet hats.
Internet: Web Search
Interventions: Reteaching
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The book The Cat in the Hat by Dr. Seuss
LifeSavers
Frosting (powder sugar)
Necco Wafer of circular tag paper
Popsicle stick or toothpick for spreading frosting
White paper to draw the pattern made for the hat
Variety of color scraps to rip the pattern made for a cat head. |
Students will be informally evaluated: on their completion of the Lifesaver hats
The pattern created by the Lifesaver candies.
The expression of the pattern in another art form.
Teacher and student discussion.
Student participation in activities. |
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