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Step into our Dr. Seuss Unit: The Lorax

marleeyunger
Nov 12, 2015
4 min read

Cycle Level: 1

As part of our unit on Dr. Seuss, here's the learning about pollution section in action.

The Complete Lesson

Introduction: (the “hook”)

I will ask students to sit on the carpet and facing the rocking chair.

I will show students the book The Lorax and do a book walk.

I will ask questions like:

What do we see on the cover? Throughout the pages?

What do we think this book is about?

I will read the book to the class, while stopping to explain difficult words.

Development: (step by step sequential procedure how the lesson will unfold)

After we read the book, I will ask students questions.

I will say something like:

What do we think this book is about?

What did we notice about the trees?

I will explain that cutting down trees causing damage to earth along with other things that we do every day.

Potential examples:

Cutting down trees
Littering
Wasting water

As a class, we will fill out a graphic organizer that is in the shape of a truffula tree. On post-its we will write down different ways we could save our planet.

After we have brainstormed ideas as a class how we could save the earth, we will write about how we could save our earth.

Tasks:(any tasks that may occur? Carry over time?)

Writing/Art Activity

Students will use the writing prompt “If I were the Lorax, I would help our earth by”.

In the Journal

Step 1: Students will write a paragraph in their journal using the writing prompt.
Step 2: Students will edit their work after getting it proof read by a teacher.

Good Copy of Writing

Step 1: Students will recopy their writing piece from their journal onto the provided template. They must write using their best handwriting.

Art

Step 1: Students will cut out the moustache and head to create the Lorax.
Step 2: Students will create their own eyes and nose for the Lorax and decorate as desired.

Putting it All Together:

Step 1: Student will glue their Lorax onto the top of another piece of construction paper.
Step 2: Student will glue their writing piece on the same piece of construction paper.

Ways to Reduce Trash Worksheet (for fast finishing students)

Students will write ways to reduce trash in the space provided (the clouds)

Closure:

Students will put away all material and we will hang up the finished products outside.

Assessment:

Students will be evaluated on their participation and ability to complete the writing/art project.

Did they try to sound out the words?
Did they use classroom resources, such as the word wall?
Did students properly follow instructions for the art component?
Did students try to make their Lorax unique through decoration?
Is the work neat with little to no mistakes?

Adaptations and Modifications

The two second grade students unable to properly recognize letters:

Students will have no issues with the art component.
For the writing component, these students will be given a graphic organizer to gather their thoughts.
With the help of the organizer, these students will be able to recopy their work onto the formal template without having their work look different than their peers.

The five grade one students:

These students will be given an option to use the graphic organizer.
I will encourage two of the girls to complete the harder worksheet, since they are strong enough to do it.

Student on the Autism Spectrum:

Student is very capable to complete work, just like any other student.
I will check up on him more often, but if I see him struggling, I will give him the graphic organizer.

Students who excel:

Students who excel will finish early.
They will have another worksheet to fill out.
If they finish that as well, I will have another sheet prepared to look into the “cause and effect” relationship in the book.

Personal Development and Assessment

Did I have all my materials prepared on time?
Did I engage during the introduction and development?
Did I ask the appropriate questions and scaffold as needed?
Would I change anything if I were to repeat this lesson?
Did I make sure students understood the concepts and tasks?

Subject Competency:

English Language Arts

Competency 2: To write self-expressive, narrative, and information-based texts

To follow a process when writing
Students will have to write a paragraph using the given writing prompt.

Competency 4: To use language to communicate and learn.

To use language to communicate information, experiences, and point of view.
Students will be communicating with peers and me during the discussion parts.
Students will have to communicate to fill out the graphic organizer.
To use language (talk) for learning and thinking.
As students share thoughts and ideas, they will be broadening their knowledge.

Personal Development: Moral Education

Competency 1: To understand life situations with a view to constructing a moral frame of reference.

To analyze, in own environment, life situations and related guidelines of actions.
Students will understand how we play a role on pollution and what we could do to have a positive impact.

Cross Curricular Competencies: