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Can you? Celebrate Dr. Seuss's birthday and literary contributions with this Inquiry based lesson that is easily adapted for Kindergarten through fourth grade. This lesson will allow younger students to explore the work of Dr. Seuss, while allowing older students to investigate the meaning of his work. All grade levels will think critically and creatively as they become the author and illustrator of their own cartoon. This site will detail the lessons for first and fourth grade classrooms, while giving extension and modification suggestions to assist in adapting the lesson to any grade level. [|**First Grade**] [|**Fourth Grade**] || = Inquiry Skill= This lesson focuses on the following AASL 21st Century Learner Standard 1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. The first grade lesson encourages students to read, view, and listen for informaion presented in Dr. Seuss stories in order to gather ideas and examples for creating their own story. They will then share their stories, and gather meaning from peer stories. This expectation alligns with the //Scope and Sequence for Information lnquiry// at the Elementary School level. (Callison, 87) Task three of the Scope and Sequence refers to //Listening and Viewing//, and states that, before leaving elementary school, the student a. is able to attend to the sights and sounds of storytelling. b. can participate in discussion following the story c. can recall, summarize, and paraphrase what is listened to and viewed.
 * [[image:Dr_Seuss_copy.jpg width="388" height="584" align="left"]] || Dr. Seuss Can Cartoon

The fourth grade lesson encourages students to read, view, and listen for information presented in Dr. Seuss stories in order to make inferences about the author's message. They will critically evaluate one story for the meaning of symbols and the message presented. They will then create their own story, and gather meaning from peers stories. This expectation is a little high compared with the //Scope and Sequence for Information lnquiry// at the Middle School level. (Callison, 87) Task three of the Scope and Sequence, which also refers to //Listening and Viewing,// states that, before entering high school, the student a. interprets what is heard and seen b. can reacall, summarize, paraphrase, and extend what is listened to and viewed.

Although these skills reflect Middle School expectations in the K-12 Scope and sequence, the engaging and familiar literature of Dr. Seuss allows these skills to be practiced and developed, even in the late elementary setting. =**Additional Standards Covered**=

**1.3.1 Identify and describe the plot, setting, and character(s) in a story. Retell a story’s beginning, middle, and ending.**   • provide a context to allow the reader to imagine the world of the event or experience. • use concrete sensory details.** 1.1.2 Use prior and background knowledge as context for new learning. 3.1.3 Use writing and speaking skills to communicate new understandings effectively.  3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.  4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. 4.1.5 Connect ideas to own interests and previous knowledge and experience. 4.1.8 Use creative and artistic formats to express personal learning. 4.4.1 Identify own areas of interest
 * Grade 1 Indiana Academic Standards, English Language Arts:**
 * 1.3.2 Describe the roles of authors and illustrators.**
 * Grade 4 Indiana Academic Standards, English Language Arts**
 * 4.2.3 Draw conclusions or make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, foreshadowing clues (clues that indicate what might happen next), and direct quotations.** **4.3.6 Determine the theme (of literary text.)**
 * 4.5.1 Write narratives that:**
 * • include ideas, observations, or memories of an event or experience.
 * AASL 21st Century Learner Standards: **

**ISTE National Eduational Technology Standards - Students** <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';"> <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-weight: bold;">1. Creativity and Innovation <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';"> Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-list: Ignore; msolist: Ignore; msofareastfontfamily: Arial;">a. <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';">apply existing knowledge to generate new ideas, products, or processes. <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-list: Ignore; msolist: Ignore; msofareastfontfamily: Arial;">b. <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';">b. create original works as a means of personal or group expression. <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-weight: bold;">2. Communication and Collaboration <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';"> Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-weight: bold;">6. Technology Operations and Concepts <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif';"> Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.

=Overview= <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-themecolor: text1; msothemecolor: text1;">In each step of the lesson, students will read, view, and/or listen for information presented in variours formats (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. (AASL 1.1.6) Students are introduced to the lesson with a PowerPoint presentation game, "Guess Who?" During the game students are presented with a visual of a Dr. Seuss characters, and are asked to name the charcater. A brief overview of the character and corresponding book are given, before moving on to the next character. The final character in the game is Dr. Seuss himself. The game ends with a review of Dr. Seuss as an Author Illustrator, and Cartoonist.
 * Step 1: Introduction**

Students are encouraged to explore print and online materials related to Dr. Seuss.
 * Step 2: Gain Knowledge**

Students are introduced to technology tools that will help them create a cartoon of their own.
 * Step 3: Apply Knowledge**

Students present and reflect on class projects =Lesson Outline= The following lesson outlines provide a guide for incorprating this lesson into a first and fourth grade classroom. The guides are only a suggestion as it is important to consider the needs of the individual classroom and students. This lesson can esily be modified to meet the skill level and needs of any elementary classroom. [|**First Grade**] [|**Fourth Grade**] =Lesson Outline Comparison= The above lesson outlines are similar in format, but progress from a controlled inquiry in the first grade outline, to a guided inquiry in fourth grade. In first grade the students are asked to compare text to text, as they use Dr. Seuss and a model for creating their owns stories. Although the first grade lesson allows students explore information resources to gain knowledge, the task can be succfesfully completed without the the application of information gained independently. The task may or may not be of personal interest to the student, but is relevant to the academic standards (see outline) and therfore important. (Callison, 99)
 * Step 4: Share Knowledge**

The fourth grade outline, requires students to compare literature to self, and literature to world. They make inferences about the theme of a story and relate it to their own understanding and experiences. Students will show a transfer of understanding by developing a cartoon which expresses a message of personal importance to them. The fourth grade tasks can not be completed without the communication and understanding of inquiry findings. = = =References= <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">American Association of School Librarians. __Standards for the 21st Century Learner__. Chicago: American Association of School Librarians, 2007. [].

Callison, Daniel, and Leslie Preddy. __The Blue Book on Information Age Inquiry, Instruction, and Literacy__. Westport, Conn: Libraries Unlimited, 2006.

Indiana. __Indiana's Academic Standards__. Indianapolis, Ind: Indiana Dept. of Education, 2004. <span style="font-size: 10pt; font-family: 'Arial','sans-serif';">International Society for Technology in Education. __Nets for students 2007.__ [] <span style="font-size: 10pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">

=Extensions, Modifications, Adaptations= Please post your suggestions for extensions, modifications, and lesson adaptations below.

** Political Cartoons and Dr. Seuss  ** Drawing on the Dr. Seuss theme, I have adapted a lesson for high school students in Journalism. Dr. Seuss drew political cartoons during World War II. Students will analyze some of these cartoons on THE POLITICAL DR. SEUSS Web site and discuss how these cartoons convey Dr. Seuss's messages. They will conclude by creating their own political cartoons concerning a current event. Standards: ** **JRN 3.1** - Analyze news stories and reports that focus on specific issues, people, and events for the following qualities: importance or amount of space or time, proximity or nearness, timeliness or immediacy, prominence or names, conflict, consequence, or impact, variety, human interest, or humor **JRN 6.5 –** Create original graphics that accompany copy, enhance readability, and appeal to a variety of audiences. Lesson objectives: ** Students will: • Analyze a recent political cartoon • Read and discuss an article about political cartooning • View and take notes on political cartoons on THE POLITICAL DR. SEUSS Web site • Discuss their observations of Dr. Seuss's political cartoons • Create political cartoons about a current event ** Materials Needed: ** • Computers with Internet access • Drawing materials (blank white paper, colored pencils) ** Lesson: ** 1. Show students a political cartoon from a recent newspaper. Discuss their interpretation of the cartoon. Why did the artist draw it? What message is he or she trying to get across? How effective do students think this cartoon is in making its point? 2. Have students read the text on the Political Cartooning page at THE POLITICAL DR. SEUSS Web site (  []   ). 3. Discuss these questions as a class, asking students to consider what they've read on the site: • What are some advantages of political cartoons over plain text articles? (Possible answers: less literate people can often understand them, they're eye-catching and succinct) • What are some of the purposes and outcomes of political cartoons? (possible answers: they express political thought, champion activism and help bring about social change) 4. Ask students to make charts with three columns. They should label the first column "cartoon title," the second "topic" and the third "Dr. Seuss's view." 5. Have students return to THE POLITICAL DR. SEUSS Web site (  __http://www.pbs.org/independentlens/politicaldrseuss/__   ). Ask them to select "The Gallery" from the left side of the screen and then select "Enter Gallery" at the lower right. Have them look at each of the black and white political cartoons and read the captions for each one. 6. As students view each cartoon, ask them to fill in their charts with the following information: • First column: write the name of the cartoon • Second column: write the historical event or situation the cartoon addresses (e.g. "the America First movement during World War II") • Third column: write the viewpoint Dr. Seuss takes in this cartoon. What is he trying to say in his drawing? 7. Discuss these questions as a class, asking students to use their notes from the Web site: • How did Dr. Seuss's cartoons reflect his own political views? • How did Dr. Seuss respond to the Japanese internment? How did this response differ from his reaction to other acts of racial and ethnic discrimination? • How effective do you think Dr. Seuss's political cartoons are in communicating his viewpoints? • How important do you think the work of political cartoonists is in general? Do you think they still play an important role in shaping public opinion? Why or why not?
 * Introduction: **

** Assessment: ** Have each student choose a current event in national or world politics. They might select an international conflict, a domestic issue under debate, or the actions of a particular political leader. You might want to list potential current event topics on the board and discuss them as a class to make sure students understand the issues involved. Unless students have time for in-depth research of new issues, encourage them to choose current events they've already heard about and may have already developed opinions on. Have students create political cartoons that illustrate their reaction to the event they've selected. Make sure students write captions explaining what the cartoon shows and why they've chosen to create their cartoon on this issue. They should write captions on separate pieces of paper so people looking at the cartoon must initially try to determine its meaning without the help of the caption. Adapted from: []