Teacher(s)___Naena Bland________________ Beginning Date______________

Subject Language Arts and Visual Arts________ Grade Level(s) _1/2____

Day(s)/Time(s) ___________________
Lesson/Unit Plan Title or Theme: ____Creating and Understanding Dr. Seuss ________

Essential Question: The key idea, the bigger conceptual picture

Oh the Places Youll Go by Dr. Seuss- what does it teach us about life and what we can accomplish?

Objective(s): What students will actually be able to do and have completed (write an original opera
using a story from Reading Street using the following skills from the music and language arts core)
Students will be able to decipher a deeper meaning behind a story and how it can apply to their life
through art and discussions. Students will create their own Dr. Seuss: plants and determine what it
means to them. They will also write a short poem of an emotion they are feeling and express how
different things in life make them feel.

Academic Core Subjects/Standards:

Fine Arts Core:
Strand: CREATE (2.V.CR.)
Students will generate artistic work by conceptualizing, organizing, and completing their artistic
ideas. They will refine original work through persistence, reflection and evaluation (Standards
2.V.CR.15).
Standard 2.V.CR.2:
Experiment with various materials and tools to explore personal interest in a work of art or design.

Academic Core:

Reading: Literature Standard 2

Recount stories, including fables and folktales from diverse cultures, and determine their central
message, lesson, or moral.

Vocabulary that is explicit in both areas of instruction (clear connections)

Fine Arts Vocabulary:
Medium
Abstract
Assemblage?

Academic Core Vocabulary:

Rhyme
Moral/lesson

Art Core Integration/Connections:

The connection with art will be done through visual arts and creating their own plant. The students will
create something to show their emotions in which they will learn about throughout the reading. They
will be given various materials to be used so their creativity is not just limited to one medium of art. The
students will be reflecting on their art work verbally with the teacher and their peers. They will explain
why their art shows the emotions they are trying to portray.

Procedures: Describe what students will do individually or in groups; what are the steps involved?

Introduction:
The teacher will write the vocabulary words on the board (or on a handout so that each student has a
copy of the words in front of them). As a class, we will discuss what the possible meanings could be and
how they relate to reading and writing- this includes the visual arts vocabulary. The students will be
asked about Dr. Seuss and the types of stories he writes and how we may see a common factor (that
there is always a meaning behind the silly stories).

Lesson:
The lesson will start with the teacher reading Oh the Places Youll Go to the class. Students will be
asked to take note of the writing style, art work, and how it makes them feel. The teacher will stop and
help to lead discussions as they see fit throughout the story. On this page we see that it is colored with a
sort of darkness to it, what could that mean? for example. Throughout the reading students will notice
that how a picture is drawn, colored, etc. changes their emotion with the story. This leads to a discussion
about how a story is written can also change how you feel and how a writer shows emotion and
expresses themselves. After the reading, the class will go over the book and talk about how different Dr.
Seuss drawings and coloring styles is from other artists. This is called the medium; whatever an artist
uses for their work is their medium. Begin explaining the artwork they are going to be doing. Today I
wanted us to create a plant that may resemble something you saw in the book we read today. Different
colors, materials, and how the materials are used shows how the artist (you) are feeling. We can show
our emotions through, writing, dancing, doing artwork, and many other ways. Hand out a small amount
of clay to each student. This is their base for the plant. Lay out the various materials that could be used
to create their plants around the room so there is space for everyone to get the different objects they
would like to use for their plant. Remind the students that colors, style, etc. show us emotions and
encourage them to create something that tells us how they feel.

This is the idea behind the lesson.

Closing:
The next day, or next time the class has a chance to revisit the lesson, the final activity is to write a short
poem about how colors and art, and words (style) can show your emotion. Students will pick an emotion
and create their poem. They can use their plant for inspiration, life experiences, or anything they
choose.

Medium/Resources/Materials/Technology/Prep:
Book- Oh the Places Youll Go by Dr. Seuss
Graphic organizer?

Clay
Straws
Pipe Cleaners
Construction paper to be cut and shaped as wanted (scissors)
Glitter/ jewels
Various materials that can be used to create some kind of plant
Closure/ Assessment/Reflection/ Critique:

Students will be assessed on their poems they write. It will allow the teacher to determine if they
understand how emotions are used in art. It also gives the teacher an opportunity to see where the
students are in their writing skills.

Special Considerations/Differentiation/Extension: include how this lesson could be adapted,

improved, extended, layered, include student assessment of learning, engagement, retention of concepts
and skills in both academic areas of instruction etc.

Some students may struggle with the physical writing part of the lesson; typing can be used to remedy
this. This lesson can be extended by using more books and stories that show different emotions and
styles of writing/art. Teachers can also use this idea to help students create longer writing samples.
Students will be engaged through discussions, hands on art, and through their own writing. Retention
can be assessed by further discussions through other readings throughout the class. Ask students to recall
how the art and writing styles made them feel and how their own writing does the same.