There are so many role models that you can choose from: Mother Theresa, Gandhi, Amelia Mary Earhart. One of mine was, and is, Dr. Suess. We all have heard of some of his most famous works (I hope): How the Grinch Stole Christmas, The Cat in the Hat, Horton Hears a Who
A Brief History
Real Name: Theodore Seuss Geisel
Occupation: Writer and Illustrator
Born: 1904 in Springfield Massachusetts
Why is he a genius?
He gave himself creative freedom. If there wasn’t a word, he made one up. If he couldn’t find a rhyme, he made one up. He was able to create incredible, timeless stories using words, rhymes and characters that were outlandish and original. His creativity is inspiring and unusual. Maybe this is my opinion, but I challenge you to write one book, without restriction of language and characters the way he did. I mean....he created a race of people called ‘Who’.
Why am I writing about him?
His books are tools. They are poetic, catchy, and memorable. They can catch a child’s ear and inspire creativity. We often try to create “correct” English, but what we mean by this is that it follows a set of grammatical rules. We have thousands of books that are grammatically correct and never challenge the status quo, but Dr. Seuss did. He challenged this idea that we had to use ‘real’ words and completely correct grammar.
Food for Thought:
If a child creates their own word, do you congratulate them on being creative or scold them and correct them immediately. It is strange to think that you could be stifling the next Dr. Suess. 😉
I’m not saying that it isn’t important to learn correct grammar but remember that children are creative and zany. They will say the funniest things. Even though we are their teachers, we need to leave room for them to create themselves.
The Cat in the Hat, by Dr. Seuss
I will be taking this theatrical text and analyzing how you can use it in the classroom. This lesson was designed by me, and the book was written by Dr. Seuss. Feel free to take ideas from this, but do not use this exact lesson plan for any student. You need to adjust your lessons to your student level, needs, and desires.
What can I teach?
Alliteration: this is the repetition of the initial sound in a word.
Onomatopoeia: When a word says the sound that and object makes (Buzz, Bump, etc.)
Rhyme: When two or more words end in corresponding sounds.
(Merriam-Webster Dictionary)
How can this be applied to younger children? I mean, these are big words and I could never imagine teaching my 5-year-old student the word onomatopoeia….
First,
Children benefit from being read to in general. Getting used to the sounds that the letters make, the rhymes that occur in poetic verses, the phonics awareness that is developed while reading and following along.
Second,
You don’t have to teach them the names of these poetic features. You only have to get them to recognize the patterns inside IF this is what you are teaching them.
Third,
You are not limited to what I say here. Go pick up a book, analyze it, and apply the pieces you want to your lessons.
Now that we have this clarified, how can I apply this to my classroom?
As rhyming tends to be the poetic feature that really stands out in this book, I will explain a simple lesson that you can design for a child who is 6 years old, with moderately good English skills. This would not be for a beginner, but a child who has some language skills already acquired.
Lesson Plan: The Cat in the Hat, Dr. Seuss
Goal: The student will begin to identify rhyming words through auditory stimulation and written language.
Book: The Cat in the Hat, by Dr. Seuss
Warm up: Review word endings that rhyme from the book. The student will use consonants in the beginning of the word to create their own words. If it is a group, the students will take turns. Clap and spell the words and continue until each student has created at least two words.
(at), (all)
Vocabulary review: Show pictures and words for at least ten vocabulary words. These can be words that the students have already learned, or new words.
Vocabulary words chosen:
1. Cake
2. Ship
3. Dish
4. Rake
5. Tail
6. Fan
7. Box
8. Wet
9. Kite
10. Fish
*These words should be taken from the book itself. Not random. Vocabulary development should be a small part of each lesson, because it is quick, easy, and important for reading comprehension*
Reading: Read the book to the children in a theatrical and fun manner!
Rhymes: Explain that when words end in the same sounds, they are called rhymes. Set up a game where the students have to find the words that rhyme with theirs.
Word endings used: -at, -all
How to Play:
Hand each student a word with either -at or -all letter endings. Scatter words with the same endings on the floor. The students have one minute to find a word that matches their endings. Then they must sit back down. Once they are sitting, they should put their cards down on the floor in front of them for everyone to see. Then you will help the students read their cards out loud.
How to Play e-learning version:
I would create a list of words and either use my whiteboard or the screen to write down two words with different endings. Then show the children a card and let them tell you if they rhyme or not by saying yes or no. Then have the students spell them out and clap along with you. You can also use some websites to create multiple choice and other things, but I tend to use these for older children.
Wrap Up: This can be done by singing a song or re-reading the story. I tend to allow the student to choose an option that I give them. This way they get a little play in and feel rewarded for their hard work and focus. You can even just play the phonics game until the end. You can alter this by finding the letters instead of the phonics endings. Then you review the letter sounds with them.
I hope this was helpful to you! Please feel free to leave a comment and subscribe to this blog. Thank you for reading! Bye. 😊