Unit: Dr.

Seuss
Date: 3/2/16

Lesson: 2 (Oh the Places Youll Go)

Time Length: 45

Academic Standard(s):
CC.1.1.K.C : Demonstrate understanding of spoken words, syllables, and sounds
(phonemes). Recognize and produce rhyming words. Count, pronounce, blend, and
segment syllables in spoken words. Blend and segment onsets and rimes of singlesyllable spoken words. Isolate and pronounce the initial, medial vowel, and final
sound (phonemes) in the three-phoneme (CVC) words.
CC.1.2.K.B: With prompting and support, answer questions about key details in a
text.
CC.2.1.K.A.2: Apply one-to-one correspondence to count the number of objects.

Objectives/Essential Questions (including assessment prompts can be helpful)

Given the book One Fish Two Fish Red Fish Blue Fish, students will be able to identify
two rhyming words.
Given a bag of goldfish crackers, students will be able to sort and graph each color
Materials Needed:
Oh the Places Youll Go Book, pencils, markers, yarn, pre-cut pictures of students
Motivational Device/Bell Ringer (5 min):
To start the lesson we will review what we learned about Dr. Seuss yesterday. I will
ask students if they have ever thought about what they want to be when they grow
up. I will then say, Today we are reading another Dr. Seuss book called oh the
places youll go it is a book about life and all of the amazing things you can see,
do, and be!
Lesson Outline: (10 min)

We will now take a look at the front cover of the book and discuss the
illustrations and title. We will compare the pictures to other books we have
read this week.

As I read the book I will continue to check for understanding by asking

comprehension questions, and talk about things that are going on in the book

Following the story I will introduce our activity we will be completing to the
students.

Each student will go back to their seat and receive a piece of lined paper with
the heading When I grow up The students will be required to write briefly
about what they want to be or give a job title ex. Nurse. Next they will need
to color the top of their hot air balloon colors of their choosing.

I will say thumbs up if you understand the directions, thumbs down if you
still have more questions.

Once the students have completed writing their job and coloring the top of
their hot air balloon, I will have them bring it back to the back table. I will
attach their writing piece to their picture and hot air balloon and then will
place them on our bulletin board

Challenging Questions for Higher Ordered Thinking (inserted throughout

lesson plan)
What is a job?
What do you want to be when you grow up?
Why do you think we are writing about what we want to be and attaching them to
hot air balloons?
Differentiation: Students that struggle with writing will sit at the back table with
myself and I will help them tap out their words to put into their writing.
When students complete the assignment they will be told to go to the carpet and
read a Dr. Seuss book that will be out.

Conclusion: (5 minutes)

Once everyone is done and at the carpet, I will get the students attention and
ask them to each tell me what they put on their hot air balloon (job). I will
then briefly mention that we will be reading another Dr. Seuss tomorrow
called, Hop On Pop.

Additional Notes if any:

No additional notes

Reflection after lesson is taught (use prompts provided by university

supervisor).