Mini Lesson: The Cat in The Hat

Kathryn Arrington
Georgia College & State University
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Table of Context

I. Description of Learners: Contextual Variables and Learning Environment

Information……………………………………………………………………………….3

A. Community Considerations…………………………………………………….3

B. School Description……………………………………………………………...4

C. Class Description………………………………………………………………..4

D. Student Profiles………………………………………………………………….5

II. UbD Teaching Unit Framework Form…………………………………………………7

III. UDL-inspired Lesson Plans…………………………………………………………..10

A. Lesson Plan Day One…………………………………………………………10

1. Resources for Lesson Plan Day One………………………………..15

B. Lesson Plan Day Two………………………………………………………....22

1. Resources for Lesson Plan Day Two………………………………..26

C. Lesson Plan Day Three……………………………………………………….29

1. Resources for Lesson Plan Day Three……………………………...33
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Description of Learners: Contextual Variables and Learning Environment

Information

Community Considerations:
My placement school is in Sandersville, Georgia. Sandersville is a sparse
suburban town covering a total area of 10.45 square kilometers with the population of
five thousand three hundred and ninety-nine people.The majority race in the community
is black being around sixty one percent of the community and whites being a minority at
around thirty seven percent of the community. The average household income in
Sandersville is around thirty thousand dollars. This is considered below average for the
national average household income in the United States, which is sixty thousand
dollars. In 2019, it states that a household under thirty-one thousand is considered the
poverty threshold. Most individuals in the community are high school graduates and less
than twenty percent have earned a college degree. The top three employment
industries in Sandersville are manufacturing, retail, and healthcare. Georgia school
districts state that ‘poverty is the most significant out-of-school issue that limits student
learning” (Suggs, 2017). Suggs found that based on scores students in higher poverty
levels have a way higher likelihood of receiving Ds or Fs than a student in a low poverty
school (2017). Students who are from higher poverty households might not be meeting
their needs at home which directly affects their education. Maslow’s Hierarchy of Needs
states that a student's basic needs must be met for a student to reach their full potential.
Sandersville has taken into consideration and has services that provide their students
with these basic needs like food and water, but when a student is not promised the rest
of their basic needs like shelter and rest the school can only do so much. As their
teacher, I must take this into consideration when teaching my students, I must make
sure that they are doing what they can at school to reach their full potential. Therefore, I
must make sure that my classroom is a safe space where students can thrive despite
what may be going on in their home lives. The way I have done this is growing
relationships with my students thus far. I also will be encouraging my students
throughout the lesson to allow them to build their esteem. Doing these things will push
my students to self-actualization or their fullest potential in Maslow's Hierarchy of
Needs.

The town has a total of six schools, five being public and one being private.
Ridge Road Primary School is for Pre-K through second grade. Ridge Road Elementary
School is for third grade through fifth grade. Thomas Jefferson Elder Middle School is
sixth through eighth grade. Washington County High School is for ninth through twelfth
grade. Washington County Alternative school is a more restrictive schooling for
student’s that would be in out of school suspension for sixth through twelfth grade.
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Brentwood School is a private school that provides an education for student’s Pre-K
through twelfth grade.

School Description:
My placement school is Ridge Road Primary School for grades Pre-K through
second. There are a total of seven hundred and fifty-four students. The teacher to
student ratio is sixteen to one. The majority of the students' first and only language is
English. The majority of the students are black being sixty four percent of the students
and thirty percent of the students are white. The rest of the students are mixed or
Hispanic. Fifty three percent of the students are male, and forty seven percent of the
students are female. With the average household income in Sandersville being thirty
thousand dollars most of the students' families are considered to be in the lower or
working class. Although the school is not considered title one the school offers many
services for their students due to the very low-income area. Almost all students receive
free or reduced breakfast, lunch, and many are provided with take home dinners.
Providing students with food is a key source to having the student’s stay focused in the
classroom. If students are not fed they tend to lack the energy they need to stay
attentive during class time. The school provides all students with an iPad in class to
provide them with more resources for learning. I will be using the iPad’s in my lesson for
one student to stay on task and for the others to learn how to use a resource well and
have a different outlook on their sight words. They also provide services for those with
disabilities, these services include inclusion, resource rooms, and self-contained rooms.
There is also an after-school program that helps students who do not test well on
Iready. This helps to better equip them without taking their class time. They also have a
boys and girls club that provides students with after school care when their parents are
not able to pick them up right after school. They are provided snacks, study time, and
play time. The school also has intramural sports called Hawks Nest offered for all
students to get outside and play sports. By having these extracurricular activities, it
gives the students positive activities that stray them away from getting involved in not so
safe environments such as gang activity. By providing multiple activities and services to
the students the school allows for a positive experience in and out of the classroom.

Class Description:
The classroom I am in is a resource room. These students need extra help with
English Language Arts. Their grade level for English Language Arts ranges from
kindergarten to first grade.There are three black male students and one white male
student in my class. They are all in second grade and are ages seven to eight. The
classroom is a large rectangular room with three teacher desks, a smartboard, a white
board, and the students' desks are all close together. Since my classroom is all boys, I
will have to take this into consideration when writing my lesson plans. I know that my
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boys like a little chaos and this is my reason for choosing The Cat in The Hat. All of my
students need special attention and constant reinforcement to stay on task. Since they
are all together in one classroom, we have to be prepared to dismiss distractions and
plan for smooth transitions. Having all the kids close together may seem like a
distraction, but if the students are too far apart they will lack discipline and not want to
participate in discussion or activities.

Student Profiles:
The first student I will discuss is Kevin. Kevin is an eight-year-old black male in
the second grade. Kevin has a Significant Developmental Delay (SDD) that affects his
education. He is extremely below grade level and is constantly redirected and retold
information. He has severe behavioral problems. He has a strength in reading and
knows a good amount of sight words, but he is still on kindergarten level. Therefore, he
still has room for improvement. Kevin’s lowest skill is in writing. He is constantly
provided with reading and writing help and even help in his other classes. His main goal
in my lesson will be to read “The Cat in the Hat” fluently, but also understand the text.
This will push him to move to the next level even though he is pretty good at reading as
it is. Things to take into consideration when teaching this lesson to Kevin is keeping him
focused on the task at hand. I will need to continually be reminding of the task he needs
to be completing. One thing that seems to be beneficial when teaching Kevin is allowing
him to do his work on the iPad. I will be implementing this into the lesson in hopes to
encourage his learning.

The second student I will discuss is Keaton. Keaton is a seven-year-old white

male in the second grade. Keaton, like Kevin, has a Significant Developmental Delay
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(SDD). Keaton is also diagnosed with Autism. Keaton has a strength in reading and is
relatively close to grade level. He struggles with inferring and comprehension. To
support Keaton, he is given extra time to complete stuff, read aloud, and is given very
concrete instructions. Keaton also has a problem with refusing to do things that he does
not want to do. The main goal for Keaton in this lesson is to be able to independently
read The Cat in The Hat fluently. I believe that Keaton will do well after practicing his
sight words. I will hopefully be able to improve his fluency as well as his comprehension
through teaching him different sight words in the book. Things to take into consideration
when teaching this lesson to Keaton is to make sure my instructions are clear and to
keep him motivated to complete his task. This can be done through words of
encouragement throughout the day. Keaton tends to do better when his assignment is
on paper and in front of him. When he uses technology, he tends to get distracted.
Therefore, unlike Kevin, his assignments will be a hard copy.

The third student I will be working with is Ashtin. Asthin is an eight-year-old

black male in the second grade. Ashtin is medically diagnosed with Autism. He really
struggles in math but is fairly good at reading. Ashtin’s supports include extra time to
process information, concrete instructions, and things read to him to help him process
the information. In this lesson, the main goal for Ashtin is to better his fluency and
understanding of the text. Ashtin has problems with getting fixated on one task therefore
if he is unsuccessful, he gets frustrated. To help Ashtin, I will continually be motivating
him through words of encouragement throughout the lesson. Like Keaton, I will make
sure that instructions are clear, and he is provided extra time to complete his task. Like
Keaton can get very distracted by the iPad, therefore he will also be provided a hard
copy of the assignments.

The fourth student I will be working with is Jaytavion. Jaytavion is an

eight-year-old black male in the second grade. Jaytavion, like Kevin and Keaton, has a
Significant Developmental Delay. Jaytavion, unlike the other students, has a strength in
math. He struggles with writing and reading. Jaytavion has a really big family so often
gets overlooked at home. Because of this he is rather shy, and his parents do not have
a lot of time at home to focus just on him, therefore there is not much support at home
when it comes to pushing him to study or do homework. This has caused him to fall
behind in school. Jaytavion services include extra time to do his work, read aloud, and
extra processing time. My goal for Jaytavion in this lesson is to use his sight words to
help improve his reading fluency. Another goal I have for Jaytavion is to contribute to
class discussion in order to break his shell a little bit. I want Jaytavion to feel
comfortable in the classroom. Jaytavion does a really good job at staying on task
whether on the iPad or not. I will give him a hard copy, because I believe the only
person that will truly benefit from working on the iPad is Kevin.
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UbD Teaching Unit Framework Form

Title of Unit: Sight Words in The Cat in The Hat

Curriculum Area: ELA

Developed by: Kassie Arrington

Stage 1 - Desired Results

ESTABLISHED Transfer
GOALS
Students will Students will be able to independently use their learning to
recognize and become more fluent readers. They will be able to better
understand their comprehend text by understanding their sight words.
sight words creating
Meaning
better accuracy and
fluency while UNDERSTANDINGS ESSENTIAL QUESTIONS
reading. Students will understand that sight How can our sight words
words are meaningful and will better our fluency and
Students will better better their fluency and comprehension when
their understanding of a text. reading?
comprehension of a
text by advancing
their vocabulary. Acquisition of knowledge and skill

Students should be able to recall Students will be able to

their sight words in text.
Students will be able to write, read,
and understand their sight words.
use their sight words to
fluently read a book and
then answer questions
regarding the book that
shows they comprehend
the text.

Stage 2 - Evidence

Evaluative Criteria Assessment Evidence

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Students will PERFORMANCE TASK(S):

decrease the time it Students will demonstrate their understanding of their sight
took them to read words by decreasing their timed reading of “The Cat in The Hat”
the book by at least with minimal mistakes.
30 seconds. They will also be able to answer questions about the text to
The student will prove their understanding of the text.
make less than 2
mistakes in regard
to reading their
sight words in the
text. OTHER EVIDENCE:
It is most important Student’s will be able to recall their sight words and recognize
that students are them in a text.
able to improve Students will complete multiple tasks such as games,
their fluency and worksheets, and matching cards that prove they have practiced
comprehension their words in order to achieve their goals.
after learning their
sight words.

Stage 3 – Learning Plan

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Summary of Key Learning Events and Instruction

Learning Events:
W: Student’s will be informed that we are learning sight
words. I will let them know that these words will help them read more fluently, which
will help their understanding of the books they read.
H: I will hook and hold the student’s attention by choosing a book that is a little
chaotic, “The Cat in The Hat.” I have all boys and they love a little chaos. I will also
use different sources of learning such as games, technology, and videos to keep them
hooked.
E: We will use different resources such as books, movies, games, and worksheets to
help us remember and understand our sight words. The book and movie will both be
“The Cat in The Hat”. The games will be matching cards, sight word swat, and erase
the sight word. We will have a few worksheets that follow along with “The Cat in The
Hat” and make use of our sight words. Some of these activities will be provided on
their iPad giving them another resource to obtain knowledge.
R: Student’s will be able to go back and fix their work at any time. They will also
receive extended time on assignments if they are not able to complete it in the time
assigned.
E: The student’s will have many opportunities to evaluate their progress. This will
mostly be seen through them being able to find their words quicker and become
better at assignments and games.
T: My lesson gives student’s many opportunities to reflect their talents through
different sources of learning. I provide them with various types of learning which will
meet at least one of their interests.
O: I have created a very organized learning plan where we always start with
something very engaging and then go into individual work that shows the students
individual growth. Being organized will also allow me to keep my students from getting
distracted throughout the mini lessons.
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There UDL-inspired Lesson Plans

Lesson Plan Day #1

Name: Kathryn Arrington Grade: 2nd Subject: Resource ELA

Lesson Title: Sight Words in The Cat in The Hat Date: March 3, 2021

Unit Level Goals:

Students will recognize and understand their sight words creating better accuracy
and fluency while reading. Students will better their comprehension of a text by
advancing their vocabulary.

State Mandated Standard(s):

ELAGSE2RI4: Determine the meanings of words and phrases in a text relevant
to a grade 2 topic or subject.
ELAGSE2RF4: Read with sufficient accuracy and fluency to support
comprehension.

IEP Goals to be Addressed in Lesson

IEP goals to be addressed in the lesson are increasing sight words in order to
increase fluency and using your sight words to better comprehend a text.

Lesson Objectives:
When given sight words, the
students will be able to
identify and read the words
as well as use their words in
context both written and
verbally 70% of the time.
Key Communication Skills
Required:
Students will be able to read
the story aloud to either me
or my co teacher.
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Assessment(s): Planned Feedback:
When reading The Throughout the lesson, we
Cat in The Hat the will continuously encourage
student can read 5 my students. When they
out of 7 of their sight read the book to me or the
words fluently. co-teacher, we will tell them
The students should how well they did.
be able to answer at If they are following
least 6 of the 8 directions, we will tell them
questions correctly that they are doing good
after reading The and keep going.
Cat in The Hat.
The students will
use their word
window to find their
sight words in the
book.
The students will cut
out their sight words
and the definition to
make matching
cards.
Vocabulary to be Use of Vocabulary and/or
Taught: Communication Skill in
The the Lesson:
And
Not The vocabulary or sight
Wet words will help the students
Something to better understand a vast
Cat number of texts, including
Will The Cat in The Hat.
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Instructional Resources & Use of Assistive Technologies:

Materials: Technology: Word Window
The Cat in The Hat The smart board will Audiobooks
Tiny solo cups be used to read iPad
Cardstock aloud “The Cat in Headphones
Worksheet with short quiz The Hat” before the
Paper with sight words and students read it to
definitions us.
Scissors Kevin will use the
Ziploc bags iPad and
headphones to
follow along with the
book.

Planned Supports: All of the student’s will have The Cat in The Hat
read to them before we evaluate their reading
fluency and comprehension.
The students with a hard copy will use a word
window to follow along with the read aloud. They
will also use the word windows to help them find
their sight words.
Kevin will use the iPad and headphones to follow
along with the reading. His iPad will highlight the
words that are being spoken. He will be using the
iPad because it keeps him from getting distracted
by other things in the classroom.
We will read them their questions that follow the
reading.

Differentiated Instruction Kevin will be using the iPad because it is his

Strategies: preferred method of learning.
The students all relatively enjoy reading and
watching movies. Therefore, I used a book that
was also available to watch.
All students have the abilities to complete this
task, some might just need encouragement and
constant redirection.
The content will be presented through video, book,
worksheets, and crafts.
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Planned Collaboration My co-teacher and I will take two students each

with Others: and have them read and answer questions. We
will read them the questions and write down their
responses.
We both will continually check on the students and
encourage them throughout the lesson.

Management The students may need to be redirected multiple

Considerations times. The students are known to get off task, but
with some encouragement they typically will get
right back to it.
The transitions will have to be smooth and the
students will always need to have something to
do.

Introduction to Hook:
Lesson/Activate Thinking: We will play The Cat in The Hat stacking game.
Where you see who can stack the most red solo
cups and small square papers to make the biggest
top hat. This will get the student intrigued in what's
to come. (5 minutes)

Connection to Background knowledge or

Previous Learning:
We have been learning about the importance of
sight words in text. Today we will build on that
using The Cat in The Hat. (2 minutes)
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Body of Introduce and Model New Knowledge:

Lesson/Step-by-Step I will play a read aloud of “The Cat in The Hat.”
Procedures/Teaching That the students will follow along with. (10
Strategies minutes)

Guided Practice:
The student’s will be introduced to their sight
words and start to make sight word matching
cards. The students will cut out these cards and
we will match the words and definitions together.
They will keep these cards in a Ziploc bag to use
for tomorrow’s lesson. (10 minutes)

Independent Practice:
The student’s will individually come to my
co-teacher or I and read the book. They will be
timed and will answer a few questions about the
book after. This will also take place on the third
day of the mini lesson to see how they have
improved. (25 minutes)

Lesson Closure: Review Standard/Summarize Learning:

We learned new words today that can help us
better our fluency and understanding of The Cat in
The Hat.(2 minutes)

Connection to Tomorrow’s Lesson:

Tomorrow, we will keep going over these words by
using our matching cards and then doing other
worksheets that help us recall our sight words. (2
minutes)

Notes: There is a possibility that a student, Noah, will be

in the classroom. He is not always in there when
the other four are but if he is, he will be
participating as the other three students by doing
hard copy work.
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The Cat in The Hat

By: Dr. Seuss

The sun did not shine. It was too wet to play.

So we sat in the house all that cold, cold, wet day.
I sat there with Sally. We sat there, we two.
And I said, “How I wish we had something to do!”
Too wet to go out and too cold to play ball.
So we sat in the house. We did nothing at all.
So all we could do was to Sit! Sit! Sit! Sit!
And we did not like it. Not one little bit.

And then something went bump!

How that bump made us jump!
We looked! Then we saw him step in on the mat!
We looked! And we saw him!
The Cat in the Hat! And he said to us, “Why do you sit there like that?”
“I know it is wet and the sun is not sunny. But we can have lots of good fun that is
funny!”

“I know some good games we could play,” said the cat.

“I know some new tricks,” said the Cat in the Hat.
“A lot of good tricks. I will show them to you. Your mother will not mind at all if I do.”

Then Sally and I did not know what to say.

Our mother was out of the house for the day.

But our fish said, “No! No! Make that cat go away!
Tell that Cat in the Hat you do not want to play. He should not be here.
He should not be about. He should not be here
When your mother is out!”

“Now! Now! Have no fear. Have no fear!” said the cat.

“My tricks are not bad,” said the Cat in the Hat.
“Why, we can have lots of good fun, if you wish, with a game that I call
up-up-up with a fish!” “Put me down!” said the fish. “This is no fun at all!
Put me down!” said the fish. “I do not wish to fall!”

“Have no fear!” said the cat. “I will not let you fall. I will hold you up high
as I stand on a ball. With a book on one hand! And a cup on my hat!
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But that is not all I can do!” said the cat...

“Look at me! Look at me now!” said the cat.” “With a cup and a cake
on the top of my hat! I can hold up two books!
I can hold up the fish! And a little toy ship! And some milk on a dish!
And look! I can hop up and down on the ball!
But that is not all! Oh, no.
That is not all. . .

“Look at me! Look at me! Look at me now!

It is fun to have fun but you have to know how.
I can hold up the cup and the milk and the cake!
I can hold up these books! And the fish on a rake!
I can hold the toy ship! And a little toy man!
And look! With my tail I can hold a red fan!
I can fan with the fan as I hop on the ball!
But that is not all. Oh, no. That is not all....”

And our fish came down, too. He fell into a pot!

He said, “Do I like this? Oh, no! I do not.
This is not a good game,” said our fish as he lit.
“No, I do not like it, not one little bit!”

“Now look what you did!” said the fish to the cat.
“Now look at this house! Look at this! Look at that!
You sank our toy ship, sank it deep in the cake.
You shook up our house and you bent our new rake.
You should not be here when our mother is not.
You get out of this house!” said the fish in the pot.

“But I like to be here. Oh, I like it a lot!” said the Cat in the Hat
to the fish in the pot. “I will not go away. I do not wish to go!
And so,” said the Cat in the Hat, “so so so... I will show you
another good game that I know!” A big red wood box.

It was shut with a hook. “Now look at this trick,” said the cat.
“Take a look!” And then he ran out. And, then, fast as a fox,
The Cat in the Hat came back in with a box.

Then he got up on top with a tip of his hat.

 17

“I call this game fun-in-a-box,” said the cat.

“In this box are two things I will show to you now. You will like these two things,”
Said the cat with a bow. “I will pick up the hook. You will see something new.
Two things. And I call them Thing One and Thing Two.
These Things will not bite you. They want to have fun.”
Then, out of the box came Thing Two and Thing One!
And they ran to us fast. They said, “How do you do?
Would you like to shake hands?

And Sally and I did not know what to do.

So we had to shake hands with Thing One and Thing Two.
We shook their two hands. But our fish said, “No! No!
Those Things should not be in this house! Make them go!
“They should not be here when your mother is not!
Put them out! Put them out!” said the fish in the pot.

“Have no fear, little fish,” said the Cat in the Hat.

“These Things are good Things.” And he gave them a pat.
“They are tame. Oh, so tame! They have come here to play.
They will give you some fun on this wet, wet, wet day.”

“Now, here is a game that they like,” said the cat.

“They like to fly kites,” said the Cat in the Hat.
“No! Not in the house!” said the fish in the pot.
“They should not fly kites in a house! They should not.
Oh, the things they will bump! Oh, the things they will hit!
Oh, I do not like it! Not one little bit!”

Then Sally and I saw them run down the hall.

We saw those two Things bump their kites on the wall!
Bump! Thump! Thump! Bump! Down the wall in the hall.

Thing Two and Thing One! They ran up! They ran down!
On the string of one kite we saw Mother’s new gown!
Her gown with the dots that are pink, white and red.
Then we saw one kite bump on the head of her bed!

Then those Things ran about with big bumps, jumps and kicks and with hops and big
thumps and all kinds of bad tricks. And I said,
“I do not like the way that they play! If Mother could see this, Oh, what would she say!”
 18

Then our fish said, “Look! Look!” And our fish shook with fear.
“Your mother is on her way home! Do you hear?
Oh, what will she do to us? What will she say?
Oh, she will not like it to find us this way!”

“So, do something! Fast!” said the fish. “Do you hear!

I saw her. Your mother! Your mother is near!
So, as fast as you can, think of something to do!
You will have to get rid of Thing One and Thing Two!”

So, as fast as I could, I went after my net.

And I said, “With my net I can get them I bet.
I bet, with my net, I can get those Things yet!

“Oh dear!” said the cat. “You did not like our game ...
Oh dear. What a shame! What a shame!
What a shame!” And I had them! At last! Those two Things had to stop.
Then I said to the cat, “Now you do as I say. You pack up those Things and you take
them away! Shame!”

“That is good,” said the fish. “He has gone away. Yes. But your mother will come.
She will find this big mess! And this mess is so big and so deep and so tall,
we can not pick it up. There is no way at all!”

Then he shut up the Things in the box with the hook.

And the cat went away with a sad kind of look.

And then! Who was back in the house?

Why, the cat! “Have no fear of this mess,” said the Cat in the Hat.
“I always pick up all my playthings and so ... I will show you another
good trick that I know!”

Then we saw him pick up all the things that were down.
He picked up the cake, and the rake, and the gown, and the milk, and the strings,
and the books, and the dish. And the fan, and the cup, and the ship, and the fish.
And he put them away. Then he said, “That is that.” And then he was gone with a tip of
his hat.

And Sally and I did not know what to say.

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Should we tell her the things that went on there that day?
Should we tell her about it? Now, what should we do? Well...
What would you do if your mother asked you?
 20

Questions about The Cat in The Hat

1. Was it raining or sunny outside when The Cat in The Hat came to their
house?
1. Raining
2. Sunny
2. Who was not home when The Cat in The Hat came over?
1. Their dad
2. Their mom
3. Who wanted The Cat in The Hat to leave?
1. Sally
2. The Fish
4. When The Cat in The Hat left and came back what did he bring?
1. A big red box
2. A ball
5. What was in the big red box?
1. Thing One and Thing Two
2. A dog
6. What did Thing One and Thing Two like to play with?
1. A toy car
2. A kite
7. How did they catch Thing One and Thing Two?
1. With a trap
2. With a net
8. Who cleaned the house?
1. The fish
2. The Cat in The Hat
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Matching Definition Cards

The used to show a noun

And used to connect words or sentences

Not used to make a negative statement

Wet to be covered with water

Something a thing that is unknown

Cat a small animal/ pet with fur

Will to express something you are going to do

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Lesson Plan Day #2

Name: Kathryn Arrington Grade: 2nd Subject: Resource ELA

Lesson Title: Sight Words in The Cat in The Hat Date: March 3, 2021

Unit Level Goals:

Students will recognize and understand their sight words creating better accuracy
and fluency while reading. Students will better their comprehension of a text by
advancing their vocabulary.

State Mandated Standard(s):

ELAGSE2RI4: Determine the meanings of words and phrases in a text relevant
to a grade 2 topic or subject.
ELAGSE2RF4: Read with sufficient accuracy and fluency to support
comprehension.

IEP Goals to be Addressed in Lesson:

IEP goals to be addressed in the lesson are increasing sight words in order to
increase fluency and using your sight words to better comprehend a text.

Lesson Objectives: Assessment(s): Planned Feedback:

When given sight words, the
students will be able to identify
and read the words as well as
use their words in context both
written and verbally 70% of the
time.
They will continue Throughout the lesson,
practicing through we will continuously
using their encourage my students.
matching cards. If they are following
The students will do directions, we will tell
a worksheet where them that they are doing
they fill in the blank good and keep going.
on which sight word
fits the sentence.
The student’s will
do a sight word
color sheet to help
them practice
reading their sight
words.

Key Communication Skills
Required:
Students must be able to
communicate with other
student’s when practicing their
matching cards.
Students must be able to
respond to the teacher when
matching the words and their
definition on the smartboard.
Instructional Resources &
Materials:
The Cat in The Hat
Coloring sheet
Crayons
Worksheet on iPad
Sight Word Swat
Matching cards
Planned Supports:
Differentiated Instruction
Strategies:
Planned Collaboration with
Others:
23
Vocabulary to be Use of Vocabulary
Taught: and/or Communication
The Skill in the Lesson
And The vocabulary or sight
Not words will help the
Wet students to better
Something understand a vast number
Cat of texts, including The Cat
Will in The Hat.
Use of Assistive Technologies:
Technology: iPad
Smartboard
iPad
Kevin’s worksheet will be presented on the iPad
as will all of the student’s today. This will present
them a new way of learning as well as help
them practice their skills on the iPad.
All of the student’s will be using iPad for their
worksheets.
All students have the abilities to complete this
task, some might just need encouragement and
constant redirection.
The content will be present through games,
books, worksheets, and crafts.
My co-teacher will be in charge of summarizing
the book. I will conduct the matching game on
the board.
We both will continually check on the students
and encourage them.
 24

Management Considerations The students may need to be redirected multiple

times. The students are known to get off task,
but with some encouragement they typically will
get right back to it.
The transitions will have to be smooth and the
students will always need to have something to
do.

Introduction to Hook:
Lesson/Activate Thinking: Together, we will play the game Sight Word
Swat. There will be cards on the table with their
sight words and they have a fly swatter. I will call
the word and the first person to swat it will get
the card. Whoever has the most cards, wins. (5
minutes)
Connection to Background knowledge or
Previous Learning:
We will recall The Cat in The Hat so that
everyone remembers the story. (2 minutes)

Body of Introduce and Model New Knowledge:

Lesson/Step-by-Step Today we will learn to recognize our sight words
Procedures/Teaching from The Cat in The Hat using different
Strategies resources such as games, matching cards, and
worksheets on the iPad. (2 minutes)

Guided Practice:
Students will work with their classmates to
match their sight word matching cards. We will
then do it together on the smartboard. (10
minutes)

Independent Practice:
Individually, the student’s will work on a
worksheet on their iPads. The student’s will use
their sight words to fill in the blank in sentences.
When they are done, they will work on The Cat
in The Hat coloring page. (10 minutes)
 25

Lesson Closure: Review Standard/Summarize Learning:

The sight words that we practiced today can
help us better our fluency and understanding of
The Cat in The Hat. (2 minutes)

Connection to Tomorrow’s Lesson:

Tomorrow, we will go over our sight words and
then read The Cat in The Hat again to see how
much we have improved. (2 minutes)

Notes: There is a possibility that a student, Noah, will

be in the classroom. He is not always in there
when the other four are but if he is, he will be
participating as the other three students by
doing hard copy work.
 26

Matching Definition Cards

The used to show a noun

And used to connect words or sentences

Not used to make a negative statement

Wet to be covered with water

Something a thing that is unknown

Cat a small animal/ pet with fur

Will to express something you are going to do

 27

The Cat in The Hat Sight Word Worksheet

Word Bank:
The
And
Not
Wet
Something
Cat
Will

Fill in the blanks using words from your word bank.

1. It was so ____ outside.

2. The boy ___ girl were going to the park.

3. The ___ was playing with his ball.

4. The cat ___ play inside.

5. It is ____ sunny outside.

6. I cannot think of ______ to do.

7. ___ fish does not like the cat.

Write all of your sight words.

1) 6)

2) 7)

3)

4)

5)
 28

The Cat in The Hat Coloring Page

 29

Lesson Plan Day #3

Name: Kathryn Grade: 2nd Subject: Resource ELA

Arrington

Lesson Title: Sight Words in The Cat in The Date: March 3, 2021
Hat

Unit Level Goals:

Students will recognize and understand their sight words creating better accuracy
and fluency while reading. Students will better their comprehension of a text by
advancing their vocabulary.

State Mandated Standard(s):

ELAGSE2RI4: Determine the meanings of words and phrases in a text relevant
to a grade 2 topic or subject.
ELAGSE2RF4: Read with sufficient accuracy and fluency to support
comprehension.

IEP Goals to be Addressed in Lesson

IEP goals to be addressed in the lesson are increasing sight words in order to
increase fluency and using your sight words to better comprehend a text.

Lesson Objectives: Assessment(s): Planned Feedback:

When given sight When reading The Cat Throughout the lesson, we will
words, the students in The Hat the student continuously encourage my
will be able to identify can read 5 out of 7 of students. When they read the
and read the words as their sight words book to me or the co-teacher,
well as use their words fluently. we will tell them how well they
in context both written The students should did.
and verbally 70% of be able to answer at If they are following directions,
the time. least 6 of the 8 we will tell them that they are
questions correctly doing good and keep going.
after reading The Cat
in The Hat.
The students should
be able to quickly write
their sight words while
 30

playing Erase the

Sight Word.

Key Communication Vocabulary to be Use of Vocabulary and/or

Skills Required: Taught: Communication Skill in the
Students will be able The Lesson:
to read the story aloud And Students will use their
to either me or my co Not vocabulary to become more
teacher. Wet fluent readers as well as better
Something their comprehension when
Cat reading a passage.
Will

Instructional Use of Technology: Assistive Technologies:

Resources & Smartboard to play iPad
Materials: movie Word window
The book The Cat in iPad
The Hat
Worksheet with short
quiz
The movie The Cat in
The Hat
Writing Utensils
Paper

Planned Supports: Kevin will be using the iPad because it keeps him from
getting distracted by other things in the classroom.
We will read them their questions that follow the reading.
When reading, if a student feels the need to use a word
window, they can use it while we time them.
 31

Differentiated Kevin will be using the iPad for his reading because it is
Instruction his preferred method of learning and keeps him focused
Strategies: on the task at hand.
The students all relatively enjoy reading and watching
movies. Therefore, I used a book that was also available
to watch.
All students have the abilities to complete this task,
some might just need encouragement and constant
redirection.
The content will be presented through video, book, and
games.

Planned My co-teacher and I will take two students each and

Collaboration with have them read and answer questions. We will read
Others: them the questions and write down their responses.
We both will continually check on the students and
encourage them.

Management The students may need to be redirected multiple times.

Considerations The students are known to get off task, but with some
encouragement they typically will get right back to it.
The transitions will have to be smooth and the students
will always need to have something to do.

Introduction to Hook:
Lesson/Activate We will watch the short film of The Cat in The Hat. (25
Thinking: minutes)

Connection to Background knowledge or Previous

Learning:
We will talk about the sight words we heard in the movie
just like in the book we read. (2 minutes)
 32

Body of Introduce and Model New Knowledge:

Lesson/Step-by-Step Today we will finish out The Cat in The Hat sight words
Procedures/Teaching by watching the movie, playing a sight word game, and
Strategies redoing our assessment. (2 minutes)

Guided Practice:
We will play a sight word game called erase the word.
Students will need a paper and a pencil at their table. I
will have the sight word written on the smartboard and
will choose one student to go first. The student will come
up and erase the word as fast as he can. While he is
doing this the other students are trying to write that word
as many times as they can on the paper. The person to
write the most words before it is erased will get their
choice of writing utensil such as marker, highlighter,
crayon, or pen. I will choose a new person to erase and
do this until we go through all of our words. (10 minutes)

Independent Practice:
The student’s will individually come to my co-teacher or I
and read the book. They will be timed and will answer a
few questions about the book after. This is to see if the
students have approved in their fluency and
comprehension after learning their sight words. (25
minutes)

Lesson Closure: Review Standard/Summarize Learning:

We have practiced our sight words and they have made
us better readers. (2 minutes)

Connection to Tomorrow’s Lesson:

Tomorrow, we will move on to a new text and different
sight words. (2 minutes)

Notes: There is a possibility that a student, Noah, will be in the

classroom. He is not always in there when the other four
are but if he is, he will be participating as the other three
students by doing hard copy work.
 33

The Cat in The Hat

By: Dr. Seuss

The sun did not shine. It was too wet to play.

So we sat in the house all that cold, cold, wet day.
I sat there with Sally. We sat there, we two.
And I said, “How I wish we had something to do!”
Too wet to go out and too cold to play ball.
So we sat in the house. We did nothing at all.
So all we could do was to Sit! Sit! Sit! Sit!
And we did not like it. Not one little bit.

And then something went bump!

How that bump made us jump!
We looked! Then we saw him step in on the mat!
We looked! And we saw him!
The Cat in the Hat! And he said to us, “Why do you sit there like that?”
“I know it is wet and the sun is not sunny. But we can have lots of good fun that is
funny!”

“I know some good games we could play,” said the cat.

“I know some new tricks,” said the Cat in the Hat.
“A lot of good tricks. I will show them to you. Your mother will not mind at all if I do.”

Then Sally and I did not know what to say.

Our mother was out of the house for the day.

But our fish said, “No! No! Make that cat go away!
Tell that Cat in the Hat you do not want to play. He should not be here.
He should not be about. He should not be here
When your mother is out!”

“Now! Now! Have no fear. Have no fear!” said the cat.

“My tricks are not bad,” said the Cat in the Hat.
“Why, we can have lots of good fun, if you wish, with a game that I call
up-up-up with a fish!” “Put me down!” said the fish. “This is no fun at all!
Put me down!” said the fish. “I do not wish to fall!”

“Have no fear!” said the cat. “I will not let you fall. I will hold you up high
as I stand on a ball. With a book on one hand! And a cup on my hat!
 34

But that is not all I can do!” said the cat...

“Look at me! Look at me now!” said the cat.” “With a cup and a cake
on the top of my hat! I can hold up two books!
I can hold up the fish! And a little toy ship! And some milk on a dish!
And look! I can hop up and down on the ball!
But that is not all! Oh, no.
That is not all. . .

“Look at me! Look at me! Look at me now!

It is fun to have fun but you have to know how.
I can hold up the cup and the milk and the cake!
I can hold up these books! And the fish on a rake!
I can hold the toy ship! And a little toy man!
And look! With my tail I can hold a red fan!
I can fan with the fan as I hop on the ball!
But that is not all. Oh, no. That is not all....”

And our fish came down, too. He fell into a pot!

He said, “Do I like this? Oh, no! I do not.
This is not a good game,” said our fish as he lit.
“No, I do not like it, not one little bit!”

“Now look what you did!” said the fish to the cat.
“Now look at this house! Look at this! Look at that!
You sank our toy ship, sank it deep in the cake.
You shook up our house and you bent our new rake.
You should not be here when our mother is not.
You get out of this house!” said the fish in the pot.

“But I like to be here. Oh, I like it a lot!” said the Cat in the Hat
to the fish in the pot. “I will not go away. I do not wish to go!
And so,” said the Cat in the Hat, “so so so... I will show you
another good game that I know!” A big red wood box.

It was shut with a hook. “Now look at this trick,” said the cat.
“Take a look!” And then he ran out. And, then, fast as a fox,
The Cat in the Hat came back in with a box.

Then he got up on top with a tip of his hat.

 35

“I call this game fun-in-a-box,” said the cat.

“In this box are two things I will show to you now. You will like these two things,”
Said the cat with a bow. “I will pick up the hook. You will see something new.
Two things. And I call them Thing One and Thing Two.
These Things will not bite you. They want to have fun.”
Then, out of the box came Thing Two and Thing One!
And they ran to us fast. They said, “How do you do?
Would you like to shake hands?

And Sally and I did not know what to do.

So we had to shake hands with Thing One and Thing Two.
We shook their two hands. But our fish said, “No! No!
Those Things should not be in this house! Make them go!
“They should not be here when your mother is not!
Put them out! Put them out!” said the fish in the pot.

“Have no fear, little fish,” said the Cat in the Hat.

“These Things are good Things.” And he gave them a pat.
“They are tame. Oh, so tame! They have come here to play.
They will give you some fun on this wet, wet, wet day.”

“Now, here is a game that they like,” said the cat.

“They like to fly kites,” said the Cat in the Hat.
“No! Not in the house!” said the fish in the pot.
“They should not fly kites in a house! They should not.
Oh, the things they will bump! Oh, the things they will hit!
Oh, I do not like it! Not one little bit!”

Then Sally and I saw them run down the hall.

We saw those two Things bump their kites on the wall!
Bump! Thump! Thump! Bump! Down the wall in the hall.

Thing Two and Thing One! They ran up! They ran down!
On the string of one kite we saw Mother’s new gown!
Her gown with the dots that are pink, white and red.
Then we saw one kite bump on the head of her bed!

Then those Things ran about with big bumps, jumps and kicks and with hops and big
thumps and all kinds of bad tricks. And I said,
“I do not like the way that they play! If Mother could see this, Oh, what would she say!”
 36

Then our fish said, “Look! Look!” And our fish shook with fear.
“Your mother is on her way home! Do you hear?
Oh, what will she do to us? What will she say?
Oh, she will not like it to find us this way!”

“So, do something! Fast!” said the fish. “Do you hear!

I saw her. Your mother! Your mother is near!
So, as fast as you can, think of something to do!
You will have to get rid of Thing One and Thing Two!”

So, as fast as I could, I went after my net.

And I said, “With my net I can get them I bet.
I bet, with my net, I can get those Things yet!

“Oh dear!” said the cat. “You did not like our game ...
Oh dear. What a shame! What a shame!
What a shame!” And I had them! At last! Those two Things had to stop.
Then I said to the cat, “Now you do as I say. You pack up those Things and you take
them away! Shame!”

“That is good,” said the fish. “He has gone away. Yes. But your mother will come.
She will find this big mess! And this mess is so big and so deep and so tall,
we can not pick it up. There is no way at all!”

Then he shut up the Things in the box with the hook.

And the cat went away with a sad kind of look.

And then! Who was back in the house?

Why, the cat! “Have no fear of this mess,” said the Cat in the Hat.
“I always pick up all my playthings and so ... I will show you another
good trick that I know!”

Then we saw him pick up all the things that were down.
He picked up the cake, and the rake, and the gown, and the milk, and the strings,
and the books, and the dish. And the fan, and the cup, and the ship, and the fish.
And he put them away. Then he said, “That is that.” And then he was gone with a tip of
his hat.

And Sally and I did not know what to say.

 37

Should we tell her the things that went on there that day?
Should we tell her about it? Now, what should we do? Well...
What would you do if your mother asked you?
 38

Questions about The Cat in The Hat

9. Was it raining or sunny outside when The Cat in The Hat came to their
house?
1. Raining
2. Sunny
10. Who was not home when The Cat in The Hat came over?
1. Their dad
2. Their mom
11. Who wanted The Cat in The Hat to leave?
1. Sally
2. The Fish
12. When The Cat in The Hat left and came back what did he bring?
1. A big red box
2. A ball
13. What was in the big red box?
1. Thing One and Thing Two
2. A dog
14. What did Thing One and Thing Two like to play with?
1. A toy car
2. A kite
15. How did they catch Thing One and Thing Two?
1. With a trap
2. With a net
16. Who cleaned the house?
1. The fish
2. The Cat in The Hat