Seussology: Expanding Imagination Through Critical Reading & Creative Writing

1. Seussology:Critical Reading, Creative Writing, and High Level Thinking with 4th Grade ATP Multimedia Project ~ Created by Mrs. Smith

2. 1. Unit overview 2. ATP/GIEP goals and skills 3. Supplies 4. Project introductions 5. -Self ad 6. -Seuss chart 7. -Examine the Dr. 8. -Creative spirit of Seuss 9. -Comics section 10. -Seuss style/Invention 11. -Parodies 12. -Powers of persuasion 13. -Doodling pays off 14. -Conflicts & resolutions 15. -Cultural connections 16. -Hats of Dr. Seuss 17. -Switcher-Who 18. -Leading the way 19. -Wrap up 20. Self-reflections 21. Rubric 22. Bibliography Table of Contents

3. In This Project You Will… • Read some really cool Dr. Seuss books • Learn lots about the genius of Dr. Seuss • Flex your creative thinking and writing skills * A Site to bookmark: Who’s Who and What’s What -dictionary of all things Seuss (characters, places +)

4. ATP/GIEP Goals/Skills • Creative Expression (flexibility, originality, fluency, and elaboration) • Critical Reading and Thinking (analysis, synthesis, and elaboration) • Risk-taking, Coping with failure, Self-concept, Decision-making, Acceptance/tolerance of different viewpoints and ideas of others • Effective Goal Setting • Positive Leadership • Communication (verbal, aural, and written)

5. What You Will Need • Computer • Pencil • Project folder • Journal • Class library of Seuss Books - Your imagination! * Remember: When you see red underlined text, it’s a link you need to click on and explore. You’re responsible for reading each link before doing the activity. Try it out by clicking the link above to move on to Page 6.

6. Introduction You’ve surely read, or had someone read to you, several favorite Dr. Seuss books when you were younger. You may have even read them over and over again! Like most children, you probably enjoyed the silly rhymes, crazy characters, and wildly imaginative settings. Dr. Seuss wrote for children, always keeping his audience in mind. He wanted kids to love reading, and he definitely accomplished his goal. In fact, he remains the best-selling author of children’s books for all time! What talent, you’re probably thinking, right? Well, not exactly…not always. Actually, as you will discover in your research, he had many set-backs, rejections, and doubters. He never gave up, though. Creatively gifted himself, Dr. Seuss developed strong study skills, set goals, and enjoyed stretching his talents. But he also had to deal with difficulties and even failures, because like all of us, he too had areas that weren’t so easy or that he wasn’t as good at. Believe it or not, he was called a poor artist in school and thought he couldn’t draw. He even developed a weakness into a unique success!

7. Who Knew? You might think Dr. Seuss books are only for preschool or Kindergarten kids, but you’re about to see that they are just as valuable for Intermediate ATP students, middle-schoolers, college students, and yes, even adults!! Dr. Seuss was not only able to get kids to see reading as fun, but he also used strong messages, themes, and lessons within his stories. He wrote about serious and real issues, many that relate to topics we are faced with today. So, you are about to set off on a learning adventure which I guarantee will get you thinking deeply, writing creatively, and learning how this amazing author became so remarkable. You will accomplish all of this through research, reading and personal discovery. Think of this as your second encounter with the wonder of Dr. Seuss, a chance to use picture books for advanced learning…but still loads of fun!! Let the adventure begin! Please start by reading: The Sneetches

8. Let’s Get Started! Step 1 You’ll be completing a chart throughout the unit. This is not a basic story map (setting, characters, summary), but more advanced to really challenge you to look deeper and gain a higher level understanding of the books. • Click and print out a copy of the Seuss Chart , then begin filling in the chart with your knowledge of The Sneeches. • Continue with the next book: The Big Brag • Next, create a “Self Ad” to present what special service you have to offer (Think of your talents, hobbies, interests, awesome skills that could benefit others! Record as Activity 1 in your journal) Example: Let my love of gardening beautify your property! Weeding, planting, and design. References, sample photos, and reasonable rates. free estimate. All work guaranteed! Just for fun... Find out your “Who name” at: www.grinched.com (I’m Millificent Sassy-Snu Who!)

9. Seuss Chart

10. Examine the Doctor Step 2: A. Mrs. Geisel Talks—Listen to an interview with Dr. Seuss’ wife. Choose: “Every book had a message” and “A challenge for Ted Geisel” B. Read about Dr. Seuss by visiting the biography links to the right. Use this Web Creator to record your findings on the following topics. (one web per topic) 1. Writing habits 2. Successes and failures 3. Inspirations and influences 4. Writing and illustrating style 5. Background C. What lessons or tips from Dr. Seuss can you apply in your own life (writing, work or study habits, goals, etc.) Record in your journal. Cat In The Hat Seuss Biography Seussville Tell Me About Dr. Seuss

11. In the Creative Spirit of Seuss Step 3: After reading how Seuss came to write several of his children’s books, choose one of the following activities to add to your project folder. Label: Activity #3. • “Bet’s On You”: A bet led Dr. Seuss to successfully write Green Eggs and Ham. Use only 50 words of your choice to write a short story, poem, letter, song, or report. Rhyming and nonsense are optional! 2. “In the Rhythm”: Dr. Seuss’s first published book was And to Think I Saw It On Mulberry Street. Click on Interesting Facts to read about his challenges. Listen to the rhythm of the book . How many syllables are in each line? Write three new lines, matching the rhythm, style, and theme of the book.

12. Comics Section Step 4: * Find out about Dr. Seuss’ beginnings with editorial and political cartoons (especially those relating to WWII) * Next, listen to audio clips of “Seuss” (as played in the movie) discuss political cartoons and his early career. * Finally, design you own comic! Pick a current conflict at school, in our state, the country, or in the world. Go to Comic Creator to make a comic showing your thoughts about the topic. Print and attach to your folder: Activity #4.

13. Seuss: Illustrator and Inventor? Step 5: Read about  Cat in the Hat Style • Like T. Geisel did in this classic tale, Rube Goldberg came up with wacky invention cartoons showing ways to do useless tasks. Read this cartoonist’s biography. • If you could create an invention to help with a daily task, what would you design? Give your invention a name and draw what it would look like. Describe its purpose and label the parts. This will be activity # 5 for your project folder.

14. Parodies Step 6: Visit www.seuss.org -find out what parodies and how they relate to Dr. Seuss. • What do you think are pros and cons of such parodies? Make a T-chart in your journal. • Would you support having more parodies? Why or why not. Write a persuasive letter using this Internet tool. Address it to the editor of the publishing company called Randomhouse and explain your opinions. Provide reasons and examples to support your stand.

15. I am the Lorax. I speak for the trees!!! Power of Persuasion Step 7: • Read: The Lorax, the book Dr. Seuss’ claimed to be his personal favorite • Consider this: If you met up with the Once-ler, what would you say to him? Compose a short speech in Seuss-style or write a dialogue (conversation) between him and you. Map out your argument with the Persuasion Map Tool. Label as Activity # 7 in your project folder.

16. Doodling Pays Off Step 8 Read Thudwick, the Big-Hearted Moose -Dr. Seuss came up with the character of Thidwick while doodling during a phone conversation. Write your name in cursive on the edge of a folded paper plate. Cut around the edges of your writing. Unfold and flip the cut-out shape over. What character could you create? Give it a name and a “fact sheet.” Read Horton Hatches the Egg -The concept for this story also came while Dr. Seuss was doodling while talking on the phone. A gust of wind sent a picture of an elephant on top of the tree drawing. This led him to wonder what an elephant could possibly be doing on top of a tree. Select two things that normally would not be paired. Use the Circle Plot Diagram as an outline to explain why or how this unusual event could have happened.

17. Conflicts and Resolutions Step 9 • Read the book: The Zax • Conflict and Resolution Maps -complete online and print both for your folder • Read the unpublished book: Obsks and respond to the following in your journal: (Remember to use full sentences which include the question.) • Rate the book on a scale of 1-5 (low-high) and explain your score. • What were strengths and weaknesses? What do you wish would be different or included? • Do you think this book deserves to be published? Why or why not? • Why do you think it was never published?

18. Cultural Connections Step 10 • Read The Butter Battle Book • Explore the book’s Cultural Connections • Think of a real-life “battle” you’ve had. Describe it and tell how you worked things out. Was it effective? How else might you have settled the dispute peaceably? Record your thoughts in your journal.

19. The Many, Many “Hats” of Dr. Seuss Step 11 • Read:The 500 Hats of Bartholomew Cubbins • What hats did Dr. Seuss wear throughout his life? Create a diagram, picture, or web of your choice to illustrate and describe his many titles/ roles/or “hats.”

20. Switcher-Who Step 12 Visit : Seuss Booklist and Characters -Mix it up activity: pick two characters from different Seuss books you’ve read, and combine them in a new scene in your journal as follows: “If __________(character) from ___________ (place in a Seuss story or a book title) and ________ (character 2) from __________________ (Seuss location or book title) __________________ (got together or met to do what and/or go where?) , __________________(What would happen? Be descriptive and write a minimum or 5 sentences to tell the scene and outcome as you imagine it would be).

21. Leading the Way Step 13 Each student or set of partners will select, read, chart, and share one of the books from the list below. You’ll read the book to the class and lead a discussion of topics from your Seuss chart. You also need three open/full questions (These require more than a one-right answer or a one word response) for the group. Options: • Oh, the Thinks You Can Think! • Oh, the Places You’ll Go! • Horton Hears a Who • Yertle the Turtle • McElligot’s Pool

22. Wrapping “Things” Up! Step 14 • Which Seuss character do you most relate to and why? • Create five math word problems with Seuss characters, setting, and/or stories. Write them on large index cards (answer on back). Store in your project folder pocket. • 3-Ring Venn Diagram -compare and contrast any three Seuss characters or books from this unit. (at least three details per section) • One final step: Complete the reflections page (next) and put in your folder That’s all! You’ve done an awesome job analyzing, creating, and learning! Thank you for all your hard work! I hope you had fun and have come to respect Dr. Seuss as a truly one-of-a-kind genius who continues to inspire imagination, wonder, and the love of reading in kids of all ages!

23. Self-Reflections Please take some time to reflect on all you’ve read and learned about Dr. Seuss in this unit. Complete the statements below in your journal. • After I read The Sneetches, I realized __________________. • From The Butter Battle Book I determined _______________. • The lesson I got from Horton Hatches an Egg was _________________________. • Thidwick has helped me to see _____________. • Dr. Suess has taught me the importance of __________and will help me _______________________.

24. Rating Scale: 1- unsatisfactory/incomplete 2- meets expectations 3- exceeds expectations 4- clearly outstanding Rubric: Seussology Unit- 4th Grade ATP Student: _________________ Development: well-prepared activities; enough detail to clearly present and support ideas; thorough thinking shown; guidelines met 1 2 3 4 Mechanics: Words spelled correctly; punctuation and word choices used appropriately 1 2 3 4 Appearance: neat, complete, and easily readable activities and journal entries; attention to detail made; ideas effectively expressed 1 2 3 4 Creativity/Originality: unique and insightful thinking shown; creative ideas and writing 1 2 3 4 Critical Thinking: high level thinking skills (analysis, synthesis, and evaluation) shown 1 2 3 4 Independent Skills: used time well; stayed focused; showed good decision-making Evaluated by: _______________________

25. Books: And To Think I Saw It On Mulberry Street The Big Brag The Butter Battle Book The 500 Hats Of Bartholomew Cubbins Horton Hatches An Egg Horton Hears a Who The Lorax Oh, The Thinks You Can Think Oh, The Places You’ll Go The Sneetches and Other Stories Thidwick The Big-Hearted Moose Yertle The Turtle The Zax Video clip: www.readingrockets.org/features/seuss Websites: www.seussville.com www.dartmouth.edu/~drseuss/ www.grinched.com www.readwritethink.org www.catinthehat.org www-personal.ksu.edu/~jak4343 www.teachingheart.net/Seussinfo.doc K12albemarle.org/MurrayElem/White/Seuss orpheus.ucsd.edu/speccoll/dspolitic/ www.rubegoldberg.com/ www.seuss.org www.afn.org/~afn15301/seussfiles/obsks Bibliography:Resources used in this project: Audio clip: www.pbs.org/independentlens/politicaldrseuss/dr.html Graphics: www.amazon.com http://www-personal.ksu.edu/~jak4343/bib.html