Happy Birthday Dr.

Seuss
1st Grade
Unit Plan
Tyffanie Wilson
SAT 495
Professor Houser

Who is Dr. Seuss?

Objectives and
Goals:
Anticipatory Set:

Students will know who Dr. Seuss is and how he became such a great
writer.
Students will know that it is (or was on the weekend) Dr. Seuss's Birthday.
And the Dr. Seuss Song will be playing as they come into class on this
day. Who's Birthday is it today? That's right it's Theodor Seuss Geisel. To
celebrate we are going to learn more about him and a few of his books.
Can you guys give me a few of your favorite books by him? list them on
the board as they say them.
Instruction / Guided Watch the video Happy Birthday Dr. Seuss that is a biography of his life.
Practice:
While they are watching they will have a strip of construction paper that
they will write or draw the things that they think are most important from
the video.
Closure:
What are some of the things that you learned from this video? So what
was Dr. Seuss's name? That's right, Theodor Seuss Geisel (write on
board), I think that that is something important to have on your paper.
What are some other things that you think should be on there? What did
he say were the two things the creative process were made of? Oh yea,
time and sweat. Why do you think that he said this? What does it mean to
you? I think that is important for you guys to remember, because you are
all able to be creative and sometimes you just need to remember to have
those two things. As Dr. Seuss demonstrated with all of his books
sometimes really great things can come from working really hard at
something, so never give up!
Independent
Students will read their favorite Dr. Seuss book to their family some night
Practice:
this week and tell them their favorite fact that they learned about him
today with them. As well as write why it is their favorite (ex. attached)
Materials and
Dr. Seuss videos from YouTube
Equipment:
https://www.youtube.com/watch?v=KAPnXvo7OQo - Song
https://www.youtube.com/watch?v=z5oP0qv7Qmo - Biography
Materials to make "The Cat in The Hat" hats. instructions at
http://etsybaby.blogspot.ca/2010/03/cat-in-hat-hat.html
Materials to make Dr. Seuss Birthday cake.
Assessment and
Students will make a "The Cat in The Hat" hat where each strip is
Follow Up:
something that they learned from each lesson that has to do with Dr. Seuss
this week.

The Foot Book

Objectives and
Goals:
Anticipatory Set:
Instruction:

Guided Practice:

Closure:

Independent
Practice:
Materials and
Equipment:
(attached)

Assessment and
Follow Up:

M.UN.01.01Measure the lengths of objects in non-standard units,

e.g., pencil lengths, shoe lengths, to the nearest whole unit.

This will be used as an introduction to measuring.

Start by reading "The Foot Book" to the class. Ask the students to
compare the size of their feet to the student they are sitting next to. Does
anyone have the same size foot as their partner? Does anyone think they
have the same size feet as me? Show the students the three feet of
different sizes. Now let's see if we are able to measure using some Dr.
Seuss feet. Demonstrate by measuring the length of the book using one of
the feet.
With the students in groups of three, give each group a set of the three
different feet. Have the students work together to measure different
objects in the classroom and record them. The teacher walks around
helping and making sure the they are doing it correctly.
Bring the class back together. Who wants to share what their
measurements for the whiteboard were? What about the fish tank?
Can one of the groups show all of us how they were able to measure their
desk?
Students will measure three things at home with their own foot and record
it in their math note book.
Dr. Seuss's "Foot Book"
Worksheet Attached)
Red foot - 1 inch
Fuzzy foot - 6 inches
Happy foot - 12 inches
Students will draw or write on a strip of their hat what it is that they
learned about measuring. Will also be followed up later in the week.

Name:

How many feet does it take?

Whiteboard

______ Red Feet

______ Fuzzy Feet

______ Happy Feet

Fish Tank

______ Red Feet

______ Fuzzy Feet

______ Happy Feet

Student Desk

______ Red Feet

______ Fuzzy Feet

______ Happy Feet

Math Book

______ Red Feet

______ Fuzzy Feet

______ Happy Feet

Computer
Keyboard

______ Red Feet

______ Fuzzy Feet

______ Happy Feet

Counter Top

______ Red Feet

______ Fuzzy Feet

______ Happy Feet

Window

______ Red Feet

______ Fuzzy Feet

______ Happy Feet

Book Shelf

______ Red Feet

______ Fuzzy Feet

______ Happy Feet

Calendar

______ Red Feet

______ Fuzzy Feet

______ Happy Feet

Hop on Pop
Objectives and
Goals:

Anticipatory Set:
Instruction:

Guided Practice:

Closure:
Independent
Practice:
Materials and
Equipment:

Assessment and
Follow Up:

Students will be physically active while also

R.WS.01.05 automatically recognize frequently encountered words in and
out of context with the number of words that can be read fluently
increasing steadily across the school year.
R.WS.01.06 make progress in automatically recognizing the 220 Dolch
basic sight words and 95 common nouns for mastery in third grade.
Students will have been working on sight words all year long as we add
them to our word wall. We learn four a week.
Who can tell me what some of our sight words are? Yes! Good job! Who
is ready to add some more words to our wall? Here are our new words
(writing them on the board and saying them) Hop, Brown, Jump, Wet.
Now we are going to read, "Hop on Pop" by Dr. Seuss, I want you to raise
your hand every time that you hear one of our new words.
There will be plastic circles with sight words on them around the room (or
gym if time allows). The students will be told that when they hear each
word called they have to jump on that word and say it. The words will be
drawn out of a cup, all of the sight words we have been working on all
year long.
Who can read all of our new words? Good Job! Now let's read them all
together. Should we put them up on the wall? Who wants to help?

Dr. Seuss's "Hop on Pop"

Plastic Circles with sight words on it.
Popsicle sticks with sight words on them.
Sight word list (attached)
Students will add the new sight words to the next section on their hats.

Sight Words
up

bed

short

fun

on

red

play

run

top

said

day

and

is

man

like

like

do

can

too

will

ran

to

where

pan

two

with

the

bad

one

water

off

sad

three

yellow

hat

happy

four

who

cat

tree

five

me

bat

fish

six

or

sat

dog

hill

so

wall

frog

brother

from

all

blue

sister

each

ball

green

mom

use

fall

old

dad

but

map

no

stop

could

me

yes

go

many

he

town

snow

make

she

back

rain

time

we

long

sun

look

hop

brown

jump

we

The Cat in the Hat

or

Horton Hears a Who

Objectives and
Goals:
Anticipatory Set:

Instruction:

Guided Practice:

Closure:

Independent
Practice:
Materials and
Equipment:

Assessment and
Follow Up:

R.WS.01.08 use syntactic and semantic cues including picture clues, word
chunks, and the structure of book language to determine the meaning of
words in grade-appropriate texts.
Students will have been working on expanding their independent reading
skill all year. The week before the students will have voted on wanting to
read "Horton Hears a Who" or "The Cat in the Hat" so that I can get the
correct amount of books, and form the reading groups.
Okay class, for reading time today we are going to do some group reading.
We are going to break up into groups of three and take turns reading out
loud. I will be moving from group to group to help you out and listen to
the story that you are reading. If there are students that have been noticed
to have been struggling I will work with them during this time.
After finishing the book as a group, the students will discuss what
happened using Roll and Retell that they are provided to guide their
discussion.
Who can tell me who the main characters in "The Cat in the Hat" are?
What does "Horton Hears a Who" remind you of? Who wants to tell who
their favorite character from their book is and why?

"The Cat in the Hat" by Dr. Seuss

"Horton Hears a Who" by Dr. Seuss
Roll and Retell sheet
Dice
Students will either write or draw a summary of the book that they read on
their hat strip.

Who is your favorite

character and why?
Who is telling the story?

What does the story remind

you of?
Who are the main
characters?
What was the problem and
how was it fixed?

Where does the lesson take

place?

Green Eggs and Ham

Objectives and
Goals:

Anticipatory Set:
Instruction:

Guided Practice:

Independent
Practice:
Closure:
Materials and
Equipment:
Assessment and
Follow Up:

W.GN.01.02 approximate poetry based on reading a wide variety of

grade-appropriate poetry.
W.SP.01.01 in the context of writing, correctly spell frequently
encountered one-syllable words from common word families.
W.SP.01.02 in the context of writing, correctly spell less frequently
encountered words using structural cues (letter/sound, rimes) and
environmental sources (word walls, word lists).
Students will have been working on writing poems and rhyming words.
Who can tell me a word that rhymes with cat? Are there any others you
can think of? Yea, those are great words. Let's see what rhymes are in Dr.
Seuss's book "Green Eggs and Ham"
Let's see if we can create a poem about a dog? We will start with:
There once was a dog.
Who can give me a word that rhymes with dog? (ex gives you log)
He lived in a log.
Okay how about a word that rhymes with log? (ex gives frog)
His neighbor was a frog.
Do we see how each lines ends with a rhyming word?
Now each of you are going to create your own poem. Take out your
writing note books and start brain storming and create a draft.
Who wants to share their poem? Those are great pomes, now we are going
write our final drafts of our poems on our hats.
Dr. Seuss's "Green Eggs and Ham"
Students will write their poem on their strip of hat, as well as give it
illustrations.

The Lorax
Objectives and
Goals:

Anticipatory Set:
Instruction:

Guided Practice:

Closure:
Independent
Practice:
Materials and
Equipment:

Assessment and
Follow Up:

L.OL.E.1 Life Requirements- Organisms have basic needs. Animals and

plants need air, water, and food. Plants also require light. Plants and
animals use food as a source of energy and as a source of building
material for growth and repair.
L.OL.E.2 Life Cycles- Plants and animals have life cycles. Both plants
and animals begin life and develop into adults, reproduce, and eventually
die. The details of this life cycle are different for different organisms.
E.ES.01.12 Demonstrate the importance of sunlight and warmth in plant
growth.
Students will have been learning about the life cycle of a plant.
Start off by reading "the Lorax" by Dr. Seuss. Who can tell me what the
first stage of the plant life cycle is? (seed) Right (write that on board), now
who can tell me the second? (seedling) Yep (draw arrow and write on
board), what about the third? (mature plant) Correct (draw arrow and
write on board), and the last? (flower) That's right ( write on board and
draw arrow making complete circle). Today we are going to start a plant at
the first stage and watch it grow through all of the stages.
Each student will be given a cup, some soil, and a couple seeds. The
students will then be walked through step by step of how to plant their
seeds. They will be reminded that they need to water it and keep them
feed. They will put them over by the window when they are done.
Who can tell me why it is that our plants need to sit by the window?

Cups to plant in.

Soil.
Seeds.
Water.
"The Lorax" by Dr. Seuss
Students will write the life cycle of a plant on their strip for their hat. And
will continue to water their plant and watch it grow each day, learning
more about the life cycle of a plant.