Design Topic Dr.

Seuss Reading Enrichment Grade(s) PreK/K Designer(s) Danielle Walden

STAGE 1 DESIRED RESULTS Unit Title: Oh, The Places Youll Go! Established Goals:

AASL Learning Standards: 4.1 Skills 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. 4.2 Dispositions in Action 4.2.1 Display curiosity by pursuing interests through multiple resources. 4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements. 4.4 Self-Assessment Strategies 4.4.1 Identify own areas of interest. 4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed. 4.4.6Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs. Georgia Performance Standards:
SSKE1 The student will describe the work that people do (police officer, fire fighter, soldier, mail carrier, baker, farmer, doctor, and teacher). ELACCKRL5: Recognize common types of texts (e.g., storybooks, poems). ELACCKRI5: Identify the front cover, back cover, and title page of a book. ELACCKRL6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story ELACCKRI6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. ELACCKRL10: Actively engage in group reading activities with purpose and understanding. ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. ELACCKW2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Understandings: Students will understand that

Essential Questions:

There are many types of work that people do in a community. People rely on community helpers for safety, goods and services. Dr. Seuss was an author that wrote over 60 childrens books. Many of Dr. Seuss books contained rhyming words and a moral (or lesson to be learned)

Who are the people that work in my neighborhood and what do they do? Who is Dr. Seuss? What types of books is Dr. Seuss associated with? Why do some authors choose to use rhyming words in their stories?

STAGE 2 ASSESSMENT EVIDENCE Performance Tasks:

Students will create a class book, using rhyming words that demonstrates what they would like to be when they grow up.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic Dr. Seuss Reading Enrichment Grade(s) PreK/K Designer(s) Danielle Walden

Key Criteria: Students must show the use of rhyming words, along with correct spelling and punctuation.

STAGE 3 LEARNING PLAN Summary of Learning Activities:

Day 1: Students will view a video on BrainPop Jr. that discusses Dr. Seuss. http://www.brainpopjr.com/readingandwriting/authors/drseuss/preview.weml Students will work as a whole group on a rhyming activity on the Smartboard. (See Attachments) Students will tell me their favorite Dr. Seuss book as a Ticket Out the Door Day 2: Students will watch a video on YouTube of the Dr. Seuss story Oh the Places You Will Go! being read by John Lithgow. https://docs.google.com/file/d/0B3vWOF65zaP1eXVfQkk3dHExUFE/edit?pli=1 After the story is read, tell students that they are going to create a class book on what they want to be when they grow up. Ask students to tell me what they want to be when they grow up and create an anchor chart showing their name and choice. Day 3: Have students use a pre-printed sheet to write about what they want to be when they grow up and draw an illustration. (See Attachments)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)