Critical Questions and Answers

-Evaluate how the story was read, how it made you feel, and what the meaning of it was. Create
or choose a word that best describes the tone (feeling) of this reading of ​Oh, the Places You’ll
Go!​.
-The story was read in a lighthearted, happy tone. The reader’s voice was upbeat,
easy-going, and light.
-The students may have felt different ways about the story. We expect that they might
have felt encouraged, inspired, happy, and other positive emotions.
-The meaning of the story is that you can do anything you want and set your mind to.
Students may come up with other meanings and it is up to the instructor's discretion
whether or not they fit.
-Here are some possible tone words that the students may come up with: inspirational,
happy, positive, optimistic, cheerful, fun, joyful, etc.

-Reflect on how this reading made you feel compared to the first reading? What are 2 ways it
was different in meaning, tone, or feelings it gave you?
-Students will most likely say that this reading made them feel less happy, even sad or
upset. This is a stark contrast to the happy tone of the first reading.
-Here are some possible responses of how the readings were different:
-The tone of the second was very sad, and the first was happy.
-The students may say that they felt more discouraged or unhappy after the
second one.
-The students may say that the meaning was negative and that moving on and
change is a sad thing in comparison to it seeming like a happy thing in the first
reading.
-The might say that the words were the same, so the stories were the same. As a
teacher, you should then encourage the students to brainstorm how the meaning
of the words shifted when the tone of voice shifted.

- After hearing all three reading of this story, what tone do you think best fits the meaning of ​Oh,
the Places You’ll Go!? ​ It could be a tone we read to you, or another one you think of. Explain
why you think your tone best fits the words of this story.
-Out of the ones that were read, the students could say any variation of or synonym of
happy, sad, or angry. Alternatively, they could come up with any other adjective as long
as they can justify it. The key here is justification; the student must be able to tell you
why they feel like their tone fits Dr. Seuss’s words. For example, they could say that they
felt like the story should be read in a fearful tone because the future is scary. Their
statement that they are scared of the future serves as sufficient justification as to why
they chose their original tone word.