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Critical Reading with Dr. Seuss

Fourth Grade Language Arts

Prepared by:

Caitlyn Connolly






















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Introduction
This unit is important in helping to build the students critical reading skills. As
the students get older, the difficulty level of their reading material will continue to be
more complicated to understand. It is important that students are able to break apart a
story into understandable parts. Through this unit students will also build the skills
necessary to dissect an authors language techniques such as the use of similes and
personification. Students will also gain the knowledge of resources available to them to
understand and decipher unknown words that they come across during their reading.
My students will think that this unit is important for them as readers. The students
will be able to better understand the stories and texts that they read inside and outside of
school. They will be able to use these critical reading skills not only in reading texts but
also in other media such as: television, movies, and advertisements.

General Objectives
1. Upon completion of this unit, students will be able to summarize and describe the
elements of a story.
2. Given a dictionary, students will be able to search and find the definition of a word.
3. Given a piece of literature, students will be able to identify figurative language
devices used by the author.
4. Given a piece of literature, students will be able to identify the genre and purpose of
the text.
5. Upon completion of this unit, students will be able to use figurative language devices
in their own writing.





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Topical Outline:
Lesson Plan 1: Decoding New Words
1.1.4.D., 1.1.4.C
R4.A.1.1, R4.A.1.2
Drill and Practice
Students will develop the skills to efficiently search for new vocabulary
words in the dictionary and how to decipher a dictionary definition.
Lesson Plan 2: Figurative Language
1.3.4.D., 1.1.4.B
R4.B.2.1
Discovery Learning
Students will learn about simile, metaphor, personification, and
alliteration.
Lesson Plan 3: Elements of a Story
1.2.4.B.
R4.B.1.1, R4.B.1.2, R4.A.1.4, R4.A.1.5.
Direct Instruction
Students will learn about setting, characters, theme and point of view.
Lesson Plan 4: Reading Non-Fiction
1.3.4.A., 1.1.4.A.
R4.A.2.4., R4.A.2.5., R4.A.2.6.
Share-Pair
Students will learn what the genre of Non-fiction consists of and how to
identify the purpose
Lesson Plan 5: Dear Dr. Seuss Writing
1.4.4.A., 1.5.4.F., 1.5.4.D.
Independent Study
Students will create their own letter to Dr. Seuss with a clear focus,
appropriate conventions and style using figurative language devices.


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MOTIVATIONAL DEVICE FOR THE UNIT

Directions:
Read I can read with my eyes shut by Dr. Seuss out loud to the class.
Re-read this portion of the book:
!Theie aie so many things you can leain about, but
You'll miss the best things if you keep youi eyes shut.
The moie that you ieau, the moie things you will know.
The moie that you leain, the moie places you'll go.
If you ieau with youi eyes shut, you'ie likely to finu
That the place wheie you'ie going is fai, fai behinu.
So that's why I tell you to keep youi eyes wiue,
Keep them wiue open ... at least on one siue!"

Ask students:
1. Why do you think reading is important?
2. Why do you like to read?
3. What is your favorite Dr. Seuss book?
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Pre-assessment
Directions: Given the following words, write down a definition to your best ability. If
you do not know what the word means, make an educated guess.
* This assessment is to be completed independently by every student*


1. Protagonist:___________________________________________________

2. Antagonist:____________________________________________________

3. Setting:________________________________________________________

4. Theme:________________________________________________________

5. Symbol:_______________________________________________________

6. Personification:_________________________________________________

7. Alliteration:____________________________________________________

8. Simile:_________________________________________________________

9. Metaphor:______________________________________________________

10. Non-Fiction:____________________________________________________






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UNIT: Critical Reading
LESSON: Decoding New Words
PA ACADEMIC STANDARDS: 1.1.4.C. Use meaning and knowledge of words
across content areas to increase reading vocabulary; 1.1.4.B. Use knowledge of
phonics, the dictionary, or context clues to decode and understand new words during
reading,.
ASSESSMENT ANCHORS: R4.A.1.1 - Identify and Interpret the meaning of
vocabulary; R4.A.1.2 Identify and apply word recognition skills.
MOTIVATIONAL DEVICE: Put a list of 8 words on the board and tell students to
alphabetize them.
INSTRUCTIONAL OBJECTIVES:
1. Given an unknown word, students will be able to efficiently find the dictionary
definition of the word in no more than one minute 3 out 4 times.
2. Given practice with dictionaries, students will be able to identify at least 3
things that the dictionary provides to explain words.
3. Given a list of 5 vocabulary words, students will be able to list the words in
alphabetical order with no error.
MATERIALS NEEDED: copies of alphabetize worksheet, Dictionaries, stopwatches,
blank paper, chalk, drill & practice vocabulary lists, glue, scissors, Cat in the Hat foldable
paper
TECHNOLOGY NEEDED: stop watches, chalkboard, chalk
RESOURCES USED:
Mish, F.C. (2006). Merriam-webster collegiate dictionary. (11
th
ed.) Springfield,
MA: Merriam-Webster.
LESSON TYPE (Pedagogy): Drill and Practice
LESSON OUTLINE:
I. Introduction
a. Teacher pass out alphabetize worksheet
i. Students will work individually.
ii. Students will list the eight words in alphabetical order on the
worksheet.
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b. Teacher will pass out dictionaries to students
i. Explain how words are listed in alphabetical order.
ii. Explain what the purposes of the guide words are at the top of
every page are.
iii. Explain the components listed for each word (part of speech,
synonyms, antonyms, pronunciation, definition).
II. Explain Activity
a. Break students into teams
i. Students will be broken into teams based on their assigned
vocabulary list level
b. Give each group a stop watch, dictionary and Cat in the Hat vocabulary
foldable
i. Students will cut at each stripe on the hat on ONE copy of the hat.
ii. The cut hat will be pasted on top of the uncut copy.
iii. Students are to write the vocab word on a stripe of the front hat and
the definition goes on the hat underneath.
c. Explain the Drill and Practice Rules
i. Students will take turns being the teams recorder, the timer, and
the searcher
ii. The teacher will stand at the front of the class and give a
vocabulary word for each time and spell it out on the board
iii. The designated searcher must find the word as fast as he/she can.
The timer will use the stopwatch to note how fast the searcher
took. All members will copy down the word and definition on the
Cat in the Hat foldable template
iv. Each group will raise their hands and say DING when they have
found the word.
v. The fastest team will identify the guide words, definition and part
of speech out loud to the class
vi. All students are to write the definition down for each of their
vocabulary words on their Cat in the Hat foldable.
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III. Drill and Practice Activity
a. After the teams are situated and ready, do one or two (as needed) practice
round vocabulary words so that students know what to expect during the
activity.
b. Teacher will reveal the word that each team is required to look up during
the round.
i. Write the word on the board so that students can reference it during
their search.
ii. Teacher should keep track of the fastest teams each round by
keeping a tally.
iii. Double check that students found the correct word.
IV. Closure
A. Tally up team points to see which team had the best times and which
individual student had the time
CLOSURE: Review and discuss the meanings of all the vocabulary words that each
team looked up during the lesson.
DIFFERENTIATED LEARNING ACTIVITIES:
Students are to be split into different vocabulary groups based on their readiness
and skill level. Each team has a different vocabulary list with words of varying
difficulty. These varied vocabulary lists allow students to participate during in-class
activities but still be challenged at the appropriate skill level for the individual student.

FORMATIVE ASSESSMENTS:
At the end of each word round while students are copying down the word onto
their foldable, the teacher will observe whether students comprehend the
definitions and if they understand the activity. The teacher will address and clarify
any confusion and adjust lesson if needed.

REFLECTION:


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ASSESSNENT: AFFECTIvE
Dictionary Skills Inventory
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1. I can confiuently navigate a uictionaiy oi thesauius.

2. If I was given a uictionaiy uefinition, I coulu easily
uecoue it.


S. I can confiuently alphabetize a gioup of woius.

4. I piefei using my own uefinitions foi a woiu.


S. I iaiely use a uictionaiy oi thesauius to help me
navigate a uefinition.

6. I piefei asking someone what a woiu means.


7. I like to look up uefinitions using the Inteinet, insteau
of a iefeience book.

Tiue foi me Not Tiue foi me Not suie
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12
UNIT: Critical Reading
LESSON: Figurative Language
PA ACADEMIC STANDARDS: 1.3.4.D Identify literary devices in selected reading
(e.g. personification, simile, alliteration, metaphor); 1.1.4B Use knowledge of phonics,
the dictionary, or context clues to decode and understand new words during reading.
ASSESSMENT ANCHORS: R4.B.2.1 - Identify and Interpret figurative language in
fiction and non-fiction (personification, simile, metaphor, alliteration); R4.A.1.1. Identify
and Interpret the meaning of vocabulary.
MOTIVATIONAL DEVICE: Ask the class what they think figurative language means.
INSTRUCTIONAL OBJECTIVES:
1. Given the formal definition of a word, students will be able to create a definition
in their own words 4 out of 5 times.
2. Given the definitions of 4 figurative language terms, students will be able to
accurately create at least one example of each figurative language term with no
more than 2 detail errors.
3. Given a list of 5 examples of figurative language, students will be able to identify
which type of figurative language it is with no more than 2 errors.
MATERIALS NEEDED: Dictionaries, Thesauruses, Internet Access, Figurative
Language Discovery Worksheet, Guided Notes, Music player, Copies of Youre a
Mean One, Mr. Grinch Lyrics, A copy of What was I scared of, A copy of Fox in
Sox
TECHNOLOGY NEEDED: Computer, Internet Access, Music Player
RESOURCES USED:
Donn, D. (2008). What is figurative language?. Mr.Donn.org. Retrieved on March 25,
2011, from http://languagearts.mrdonn.org/figurative.html,
Figurative. (2011). In Merriam-Webster online dictionary.
Retrieved March 27, 2011, from http://www.merriam-
webster.com/dictionary/figurativelanguage
Mish, F.C. (2006). Merriam-webster collegiate dictionary. (11
th
ed.) Springfield, MA:
Merriam-Webster.
LESSON TYPE (Pedagogy): Discovery Learning
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LESSON OUTLINE:
I. Introduction
a. Introduce figurative language
i. Ask the class what they think figurative language might be.
ii.. Write their answers on the board.
b. Write formal definition on the board
i. expiessing one thing in teims noimally uenoting anothei with
which it may be iegaiueu as analogous"
ii. Teacher should refer to What is Figurative Language sheet.
iii. Teacher should decode, discuss and explain to the class what the
formal definition means in plain language.
II. Discovery Learning Activity
a. Organize students into 4 groups based on the Dr. Seuss passage they
chose:
i. Listen and read lyrics to the song: Youre A Mean One
Mr.Grinch (2 groups)
ii. Read: What was I scared of?
iii. Listen and read along to Fox in Sox on tape
b. Pass out Figurative Language Discovery Worksheet to students
c. Explain the directions for the discovery learning activity
i. students will be given a list of figurative language devices
ii. As a group, they will make an educated guess of each words
definition.
iii. Students will then look up the definitions for each of the words (simile,
metaphor, personification, and alliteration). They may use the dictionary,
thesaurus or online resources.
iv. As a group, the students will discuss a more understandable definition
for the words (what it means in plain language).
d. Discovery learning activity
i. Teacher should refer to What is Figurative Language sheet to help
clarify questions from students.
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e. As a group, students will read (or listen to) their designated Dr.Seuss
book (or song)
1. students will try to figure out which figurative language
device(s) is (are) being used in the passage
2. students will write down at least two examples of the use of this
device.
III. Class Discussion
a. Each group will present one of the figurative language devices to the class
i. They will state the dictionary definition, followed by their groups
definition.
ii. Ask the rest of the class if they had anything else to contribute to what
the presenting group has already stated.
b. After definitions are presented; students will share the examples that they
created and found in their Dr.Seuss book/song.
IV. Summary
a. Review the definition of figurative language
b. Closure
CLOSURE: Discuss with the class why might an author use figurative language
instead of plain language.
DIFFERENTIATED LEARNING ACTIVITIES:
During this discovery learning activity, students will be differentiated with
flexible grouping based on their interest in a certain Dr. Seuss text. For auditory learners,
audio versions of the text/song will be provided as well as a printed version. Students also
have the freedom to discover the definition to the figurative language devices based on
their preference of thesaurus, dictionary or computer

FORMATIVE ASSESSMENTS:
Monitor groups to make sure students are on task, if students are off task, use
proximity or redirection when needed to refocus the group on the activity.

REFLECTION:
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Assessment: Constructed Response
Name:______________ Date:_______
G$41%/($O& U/*41/4& @++&++7&*(

#$%&'($)*+, Reau the following Bi. Seuss quotes. Beteimine which
figuiative language uevice is being useu. Theie is only one uevice being
useu in each statement. Wiite youi answei in the blank.


1. "Those pants iaceu iounu a coinei anu they almost knockeu me
uown!" ____________________

2. "You'ie as cuuuly as a cactus" ____________________

S. "You'ie heait's a ueau tomato with golu anu puiple spots"

____________________

4. "Baviu Bonalu Boo uieameu a uozen uoughnuts anu a uuck-uog,
too" _____________________

S. "You'ie a bau banana with a gieasy black peel"
_____________________
6. "The quick Queen of Quincy anu hei quacking quackei-oo"
_____________________
7. "You'ie as chaiming as an eel" _____________________

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Assessment: Constructed Response

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ANSWER KEY
#$%&'($)*+: Reau the following Bi. Seuss quotes. Beteimine which
figuiative language uevice is being useu. Theie is only one uevice being
useu in each statement. Wiite youi answei in the blank.

1. "Those pants iaceu iounu a coinei anu they almost knockeu me
uown!" XXXXS&%+)*$2$'/($)*XXXX

2. "You'ie as cuuuly as a cactus" XXXXXXXK$7$3&XXXXXXXXX

S. "You'ie heait's a ueau tomato with golu anu puiple spots"

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4. "Baviu Bonalu Boo uieameu a uozen uoughnuts anu a uuck-uog,
too" XXXXX@33$(&%/($)*XXXXXXXX

S. "You'ie a bau banana with a gieasy black peel"
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6. "The quick Queen of Quincy anu hei quacking quackei-oo"
XXX@33$(&%/($)*XXXXXXXXXX
7. "You'ie as chaiming as an eel" XXXXXXK$7$3&XXXXXXXXXXXXXX
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What is Figurative Language?
Whenever you describe something by comparing it with something else, you
are using figurative language.
Simile
A simile uses the words like or as to compare one object or idea with
another to suggest they are alike.
Example: busy as a bee
Metaphor
The metaphor states a fact or draws a verbal picture by the use of
comparison. A simile would say you are like something; a metaphor is more
positive - it says you are something.
Example: You are what you eat.
Personification
A figure of speech in which human characteristics are given to an animal or
an object
Example: My teddy bear gave me a hug.
Alliteration
The repetition of the same initial letter, sound, or group of sounds in a series
of words. Alliteration includes tongue twisters.
Example: She sells seashells by the seashore.



Source: http://languagearts.mrdonn.org/figurative.html

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Figuiative Language Biscoveiy Woiksheet
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- Try to find an example of at least one use of figurative language from your
groups Dr. Seuss text.

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Source: Caitlyn Connolly
20


!Y)1\%& / W&/* E*& W%8 ]%$*'6^

You'ie a mean one
Ni. uiinch,
You ieally aie a heel,
You'ie as cuuuly as a cactus,
You'ie as chaiming as an eel,
Ni. uiinch,
You'ie a bau banana,
With a gieasy black peel,

You'ie a monstei,
Ni. uiinch,
You'ie heait's an empty hole,
You'ie biain is full of spiueis,
You've got gailic on youi soles,
Ni. uiinch,
I woulun't touch you with a,
Thiity-nine anu a half foot pole,

You'ie a vile one,
Ni. uiinch,
Theie aie teimites in youi smile,
You have all the tempeieu sweetness of a seasick ciocouile,
Ni. uiinch,
uiven the choice between the two of you,
I'u take the seasick ciocouile!

You'ie a foul one,
Ni. uiinch,
You'ie a nasty, blasting skunk,
You'ie ait is full of unwasheu socks,
You'ie soul is full of gunk,
Ni. uiinch,
The thiee woius that best uesciibe you aie, anu I quote,
Stink!
Stank!
Stunk!

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You'ie a iottei,
Ni. uiinch,
You'ie the king of sinful socks,
You'ie heait's a ueau tomato with golu anu puiple spots,
Ni. uiinch,
You'ie soul's a piling uump heap,
0veiflowing with the most uisgiaceful assoitment of ueploiable ielish above,
Nangleu up anu tangleu up knots!

You nauseate me,
Ni. uiinch,
With a noxious, supei nause,
You'ie a ciookeu, jeiky junkie,
Anu you uiive a ciook olu hoise,
Ni. uiinch,
You'ie a thiee ueckei, saueikiaut, toaustool sanuwich,
With aisenic sauce!

It's the uiinch!
(choking, gagging, ueath sounus)

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UNIT: Critical Reading
LESSON: Elements of a Story
PA ACADEMIC STANDARDS:1.3.4.C.- Explain the literary elements in selected
readings including characters, setting, plot, theme, and point of view; 1.3.4.B. Identify
the characteristics of different genres such as poetry, drama and fiction
ASSESSMENT ANCHORS: R4.B.1.1- Identify, Interpret, Compare, and Describe
components of fiction and literary nonfiction. R4.B.1.2 Make connections between
texts R4.A.1.4- Identify and explain the main ideas and relevant details R4.A.1.5-
Summarize fictional text as a whole
MOTIVATIONAL DEVICE: Read The Cat in the Hat out loud to the class.
INSTRUCTIONAL OBJECTIVES:
1. Given a discussion about the elements of a story, students will be able to describe
at least 1 component of each story element 4 out of 5 times.
2. Given a discussion about the elements of a story, students will be able to identify
and apply the main characters, setting, theme, and point of view of the story with
no more than 2 errors.
3. Given the definitions and a discussion on elements of a story, students will
compare and contrast the three different points of view with no more than 2 detail
errors.
MATERIALS NEEDED: copy of the The Cat in the Hat, copies of Basic Literary
Elements Chart, copies of story elements graphic organizer
TECHNOLOGY NEEDED: chalk board, projector for handouts
RESOURCES USED:
Steele, K. (2008 November 14). Basic literary elements chart. Kims korner for
teacher talk. Retrieved on March 2, 2011, from
http://kimskorner4teachertalk.com,
Steele, K. (2008 November 14). Literary elements advance organizer. Kims korner
for teacher talk. Retrieved on March 2, 2011, from
http://kimskorner4teachertalk.com,
LESSON TYPE (Pedagogy): Direct Instruction
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LESSON OUTLINE:
I. Introduction
a. Teacher will read the story of the Cat in the Hat out loud to the class
b. Ask the class what they believe are important aspects of the story
i. Call on students to answers
ii. Create a list of their ideas on the chalkboard
II. Basic Elements of a Story
a. Hand out graphic organizer and Basic Literary Elements Chart
i. Have students use guided notes, structured outline notes or independent
notes (as appropriate for each student) during the lecture).
ii. Definitions should be written or projected onto the board
iii. Discussion and definitions are meant to be in general terms (not applied to
a specific story)
b. Discuss with the class what a character is
i. What is a Protagonist?
ii. What is an Antagonist?
iii. What are some examples that you can think of?
d. Discuss what defines a setting
i. What time of day, week, month, or year does the story occur?
ii. What town, state, country, area does the story occur?
iii. What are some examples that you can think of?
e. What is a Theme?
i. What do you think this might mean?
ii. Overall message or moral of the story
iii. What are some examples that you can think of?
f. Point of View
i. What are the different types of point of view?
i. 1
st
person, 2
nd
person, 3
rd
person
ii. What stories have you read that have different points of view?
III. The Elements of the Cat in the Hat
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a. Discuss the directions for the Basic Literary Elements Chart
b. What are the characters in Cat in the Hat
i. Who are the Protagonists?
ii. Who are the Antagonists?
c. What is the setting of the story?
d. Which Point of View is the story in?
e. What is the major Theme of the Cat in the Hat?
IV. Summary
a. Discuss as a class the answers that the students put into their own charts
i. How do these elements apply to the Cat in the Hat?
ii. Were there some elements that seemed more important than others?
Why?
iii. What if one of the elements was changed? (Ex: told from a different
Point of View)
DIFFERENTIATED LEARNING ACTIVITIES:
Based on student readiness and learning profile, students will be given either
guided notes, structured outline notes or independent note taking during the lecture.

CLOSURE: Students will share their answers that they wrote down in their Basic
Literary Elements Charts with a partner and the class.
FORMATIVE ASSESSMENT:
Observe groups to make sure that all students are engaged. Provide guidance to
students that are having difficulty filling out the Basic Literary Elements Chart.

REFLECTION:






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ASSESSMENT: Selected-Response Matching

Name: _______________ Date: __________

Story Elements Assessment

Directions: Read the following definitions and select the correct word from the list of
answer choices. Each answer can only be used one time. Write your answer on the line
next to the definition.



















Definitions
1. The message to ieauei of the stoiy ______

2. The events that make up a story _____

3. Wheie the stoiy takes place ______

4. People oi animals that the stoiy involve_____

5. Who is telling the stoiy ______

A
Answer Choices
A. Point of View
B. Character
C. Setting
D. Plot
E. Theme
F. Conflict

26





Basic Literary Elements Chart Worksheet Directions:

After reading The Cat in the Hat and discussing the elements of a story, students are to
complete the Basic Literary Elements Chart based on their findings in the story. The
students may either work in pairs or individually. After the sheet is complete, the class
will come together to discuss our answers.
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28

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Literary Element Definitions Notes
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_ 9&*(%/3 -.&/, 1/4. .%)-6 2%0* ./0 *.%'$ ,%6&* %"<
S)$*( )2 T$&5, 1/% -* .077-"( ./0 *.%'$
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&</7A3&, !Q& ()): / ;$(& )1( )2 6$+ +/*.5$'6^


K)1%'&, 9/$(30* 9)**)330

30
`a-M, 9%$($'/3 =&/.$*4
UVKKEa, =&/.$*4 a)*_G$'($)*
S@ @9@#VW-9 KM@a#@=#K, 1.S.4.A - Reau, unueistanu anu iesponu to woiks
fiom vaiious genies of liteiatuie; 1.1.4.A. - Iuentify the authoi's puipose anu types,
using giaue level text
@KKVKKWVaM @a9QE=K, R4.A.2.4 - Iuentify anu explain main iueas anu ielevant
uetails; R4.A.2.S. - Summaiize nonfictional text as a whole; R4.A.2.6 - Iuentify the
genie of text
WEM-T@M-Ea@U #VT-9V, Nake a venn-uiagiam on the chalkboaiu illustiating the
uiffeiences anu similaiities between fiction anu non-fiction liteiatuie.
-aKM=`9M-Ea@U EbcV9M-TVK,
D8 uiven a non-fictional ieauing passage, stuuent will be able to summaiize the
text as whole 2 out of S times.
F8 uiven a uiscussion on fiction anu non-fictional liteiatuie, stuuent will be able
to iuentify at least 2 uiffeiences anu 1 similaiity between fiction anu non-
fiction texts with no moie than 1 eiioi.
H8 uiven a non-fictional ieauing passage, stuuents will be able to piouuce at
least 2 complete sentences iuentifying the authoi's puipose with no moie
than 1content eiioi.
W@MV=-@UK aVV#V#, Copies of "Bi:Seuss: Belping Kius Leain to Reau" woiksheet,
MV9QaEUE]Y aVV#V#, chalk boaiu, piojectoi foi hanuouts
=VKE`=9VK `KV#,
Bi.Seuss: helping kius leain to ieau. >&)0' ?046/0' @%'8*/00.*. Retiieveu
fiomwww.supeiteacheiwoiksheets.com
UVKKEa MYSV ZS&./4)40[, Paii-Shaie
UVKKEa E`MU-aV,
-8 Intiouuction
/8 Teachei will uiaw a venn uiagiam on the chalk boaiu
i. 0ne ciicle will be titleu "Fiction"
ii. The othei ciicle will be titleu "Non-Fiction"
;8 Ask the class to iuentify chaiacteiistics of a fictional text
31
i. Call on stuuents to answei
ii. Wiite uown theii iueas in the "Fiction" bubble on the boaiu.
iii. Teachei shoulu auuiess the following things.
1. Fiction contains non-factual (maue-up) infoimation.
2. Fiction can be iealistic oi fantasy.
S. Fiction can be baseu off of ieal things.
4. Example texts incluue: novel (chaptei book), shoit stoiy,
poem, oi play sciipt.
'8 Ask the class to iuentify chaiacteiistics of a non-fictional text.
i. Call on stuuents to answei.
ii. Wiite uown theii iueas in the "Non-Fiction" bubble on the boaiu.
iii. Teachei shoulu auuiess the following things:
1. Nonfiction can be peisuasive, expositoiy, naiiative,
uesciiptive oi biogiaphical.
2. Nonfiction contains fact anu opinion.
S. Example texts incluue: biogiaphy, uiaiy entiy, oi a lettei.
.8 Ask the class to iuentify chaiacteiistics that these two genies might have
in common.
i. Call on stuuents to answei.
ii. Wiite uown theii iueas in the miuuleoveilapping ciicle.
iii. Teachei shoulu auuiess the following things.
1. Both coulu contain a stoiy line.
2. Both coulu use uialogue.
--8 Reauing Passage Activity
@8 Stuuents will bieak up into paiis baseu on skill level
b8 Teachei will pass out "Bi.Seuss: Belping Kius Leain to Reau" passage anu
questions.
98 Biiections
D8 In paiis, stuuents will ieau the non-fictional passage about Bi.Seuss'
life.
F8 Stuuents can chose to ieau out louu oi silently.
32
H8 Aftei completing the passage, stuuents will answei the coiiesponuing
questions with theii paitnei.
---8 Class Biscussion
@8 0nce all stuuents have completeu the ieauing passage anu questions,
teachei will go ovei the questions anu answeis.
D8 Call on stuuents to answei questions.
F8 pioject woiksheet on the boaiu.
H8 Nake suie that the class has come to a collective conclusion.
b8 Ask stuuents what the puipose of the passage was anu have stuuents
pioviue examples to back up theii answei.
98 Ask stuuents what makes the ieauing passage a non-fictional text.
D8 Be suie to connect the uiscussion back to the venn uiagiam.
#8 Bave stuuents ieflect on the venn uiagiam fiom the beginning of class.
1. Aie theie any changes that they want to make to the uiagiams.
2. Aie theie any auuitional chaiacteiistics that they woulu like to
auu.
9UEK`=V, !Ticket out the uooi" question: What is an inteiesting, suipiising oi new
fact that you leaineu touay about Bi. Seuss. (Wiite in complete sentences).

#-GGV=VaM-@MV# UV@=a-a] @9M-T-M-VK,
Buiing the paii-shaie, stuuents aie paitneieu up baseu on ieauiness level.
These paitnei gioups act as "stuuy buuuies" wheie both chiluien can leain fiom anu
suppoit each othei.

GE=W@M-TV @KKVKKWVaMK
The "Ticket out the uooi" question helps the teachei gauge what infoimation
stuuents weie able to compiehenu fiom the passage anu if they weie engageu in the
activity. If stuuent iesponses inuicate a lack of compiehension, the teachei will
aujust following instiuction to suppoit compiehension skills.
=VGUV9M-Ea,

33

ASSESSNENT: BINARY CB0ICE
Name:____________________ Bate:___________
=&/.$*4 a)*_2$'($)* @++&++7&*(

#$%&'($)*+, 9%0* "/% &'88'.+1: ,"0"%6%1",) ;%8%-" 01* -+#-8% ./%"/%# "/%
,"0"%6%1" +, <9=> '& 3?@;>)

1. Nonfiction text can involve both fact anu opinion (TR0EFALSE)

2. A play sciipt is an example of a nonfictional text (TR0EFALSE)

S. Fiction text can be baseu off of tiue events, people oi things
(TR0EFALSE)

4. A Biogiaphy is an example of a fictional text (TR0EFALSE)

S. Fictional anu Nonfictional texts can have a plot oi stoiy line
(TR0EFALSE)
34

Assessment: Binaiy Choice

=&/.$*4 a)*_2$'($)* @++&++7&*(
?A;B>9 C>D
#$%&'($)*+, 9%0* "/% &'88'.+1: ,"0"%6%1",) ;%8%-" 01* -+#-8% ./%"/%# "/%
,"0"%6%1" +, <9=> '& 3?@;>)

D8 Nonfiction text can involve both fact anu opinion ZM=`VFALSE)

F8 A play sciipt is an example of a nonfictional text (TR0EG@UKV[

H8 Fiction text can be baseu off of tiue events, people oi things
ZM=`VFALSE)

I8 A Biogiaphy is an example of a fictional text (TR0EG@UKV[

J8 Fictional anu Nonfictional texts can have a plot oi stoiy line
ZM=`VFALSE)










35

`a-M, 9%$($'/3 =&/.$*4
UVKKEa, #&/% #%8 K&1++
S@ @9@#VW-9 KM@a#@=#K, 1.S.4.A. - Wiite with a cleai focus, iuentifying topic,
task anu auuience; 1.S.4.F. - 0se giaue appiopiiate conventions of language when
wiiting anu euiting; 1.S.4.B. - Wiite with an unueistanuing of style, using a vaiiety
of sentence stiuctuies, piecise woius that cieate voice; 1.4.4.A. - Wiite poem, multi-
paragraph, stories, plays.

@KKVKKWVaM @a9QE=K, spell common, fiequently useu woius coiiectly; use
capital letteis coiiectly; punctuate coiiectly; use coiiect giammai anu sentence
foimation; incluue uetaileu uesciiptions of people, places anu things; Incluue
liteiaiy elements; begin to use liteiaiy uevices.
WEM-T@M-Ea@U #VT-9V, Reau the poem "Beai Bi. Seuss" out louu to the class
-aKM=`9M-Ea@U EbcV9M-TVK,
L8 uiven a wiiting piompt, stuuents will be able to iuentify the topic, task anu
auuience with no moie than one eiioi.
N8 uiven a wiiting piompt anu example text, stuuents will cieate theii own
lettei to Bi. Seuss coiiectly using at least 2 figuiative language uevices with
no moie than one uetail eiioi.
P8 Aftei completing a uiaft of the wiitten assignment, stuuents will be able to
coiiect conventions anu spelling eiiois with 8u% accuiacy.
W@MV=-@UK aVV#V#, copies of "Beai Bi. Seuss" poem by Amy, copies of
assignment sheet anu iubiic, copies of Bi. Seuss lettei-heau
MV9QaEUE]Y aVV#V#, piojectoi
=VKE`=9VK `KV#,
Ahola, A. Beai ui. seuss5 A/-72 A0".'47 >.4.-%". Retiieveu fiom
http:www.chilucentialstation.com2u11uSueai-ui-seuss.html.
4th giaue wiiting iubiic. A0".'47 A%33&"-.$ >6/%%7 B-*.'-6.5 Retiieveu fiom:
www.cusu4.oigvnewsuisplay.vART4S71ce11ofc9S
UVKKEa MYSV ZS&./4)40[, Inuepenuent Stuuy
UVKKEa E`MU-aV,
-8 Intiouuction
36
/8 Reau "Beai Bi. Seuss" by Amy Ahola out louu as a class.
i. Call on stuuents to 'popcoin ieau' each stanza.
ii. Banu out copies of the poem as well as piojecting it on the boaiu.
;8 Ask the stuuents what they thought about the poem
D8 Bow uiu the authoi wiite the poem similai to the way Bi. Seuss
wiites.
F8 Boes Amy Ahola use any of the figuiative language uevices that we
uiscusseu pieviously. If so, what aie they.
--8 Wiiting Assignment
/8 Teachei will pass out the assignment sheet anu iubiic.
D8 Teachei will ieau the uiiections out louu to the class.
F8 Claiify any questions that stuuents have about the assignment.
;8 Biiections
D8 Stuuents aie to woik inuepenuently on a lettei to Bi. Seuss, using
Amy Ahola's poem as a mouel text. *Stuuents can choose to wiite in
poem oi piose foimat*
F8 Stuuents must use at least 2 figuiative language uevices in theii
lettei.
H8 Stuuents will complete a uiaft on loose leaf papei befoie copying
onto Bi. Seuss lettei-heau.
I8 Aftei euiting anu ievising theii uiaft, stuuents can neatly hanu
wiite oi type theii letteis onto the Bi. Seuss lettei-heau.
'8 The teachei will be available foi confeiencing with stuuents on an
inuiviuual basis
i. Stuuents can sign up on the boaiu if they woulu like to confeience
with the teachei.
---8 Piesentation
A. At the conclusion of class, the teachei will select S stuuents who volunteei
to shaie letteis with the class.
a. stuuents will ieau theii letteis out louu.
37
9UEK`=V, Stuuents piesent theii letteis to the class anu all stuuents will hang the
lettei on the bulletin boaiu outsiue of the classioom.



#-GGV=VaM-@MV# UV@=a-a] @9M-T-M-VK,
Stuuents aie to woik on theii letteis inuepenuently. This can be helpful to all
stuuents because they aie able to woik at theii own skill level anu can ueciue what
they woulu like to wiite about.
The stuuent confeiencing also allows the teachei to woik with stuuents on a
one-to-one iatio wheie the inuiviuual stuuents' neeus can be uiiectly auuiesseu. If
the stuuent neeus assistance with a ceitain aspect of the assignment, the teachei can
pioviue auuitional aiu at that moment.
GE=W@M-TV @KKVKKWVaMK,
Buiing confeiences, the teachei will be able to gauge stuuent compiehension
anu unueistanuing of the assignment, content anu activity.
=VGUV9M-Ea,














38


39
40
Assessment: Peifoimance Baseu








Beai Bi. Seuss Assignment

What woulu you say to Bi. Seuss if he was heie touay. We have ieau
many of Bi. Seuss's books in class. Wiite a lettei to him explaining what
you like about his stoiies. `+& /( 3&/+( F 2$41%/($O& 3/*41/4& .&O$'&+
(simile, metaphoi, alliteiation, peisonification etc.) that we have talkeu
about in class in youi lettei.

Be suie () 1+& (6& %1;%$' to guiue you!

Be suie to &.$( /*. %&O$+& youi uiaft befoie wiiting youi final copy!








41
Fourth Grade Skill-Focused Writing Rubric

Ideas & Content
aI have an interesting beginning that explains what I am going to
write about.
aMy topic is narrow and manageable.
aMy ideas are original, separate and connected to each other.

aI write a closing that successfully ties my ideas together.
_____/ 4 points

Word Choice & Voice
aI use specific examples and details to explain each of my points.

aI use the same amount of support and detail for each of the
points I make.
aI use a variety of specific and descriptive words to make my
writing more
interesting for the reader.
aI use at least 2 figurative language devices
aI use words correctly and purposefully.
_____/5 points

Conventions
aI use complete sentences.
aI spell familiar words correctly.
aI use capitalization and punctuation correctly.
aI make sure that the subject of my sentence agrees with the verb.
aI use the same verb tense throughout my composition.
______/5 points


Modified from: Central Elementary Community Unit School District 4
th
grade writing
rubric
42

#&/% #%8K&1++ ;0 @70 @6)3/

0h, Beai Bi. Seuss,
Theie's simply no excuse-
Youi books aie fiist iate,
to that no uebate.
Bowevei it's cleai
you ieally must heai
Theie's no ieason to hiue
fiom the weathei outsiue.
The uays without sun
outsiue aie still fun.


When the iain is uiip uioppin'
0ui play is not stoppin'
You think it's too wet-
Bow coulu you foiget.
Watei means splashin'
anu mau puuule uashin'
Now, uon't be a uuu
uo play in the muu!


Eveiy uay is a uay
we can go out to play!
Beie you'll be tolu
"We weai jackets in colu."
The colu is no ieason
to be insiue foi the season.
When wintei winus blow-
shout "B00RAY!" foi the snow.

0utsiue can be fun-
in iain, snow, oi sun!
"too colu oi too wet"
You'ie just silly to fiet-
now get out anu play,
eveiy uay is the uay!
So, excuses no moie
fun is waiting, iight out the uooi...


43

Critical Reading Unit Assessment
Name:XXXXXXXXXXXXXXXXXXX Bate:__________
DICTIONARY SKILLS
1. Place the following words in alphabetical order:
Limb _____Arena_________________
Arrest _____Arrest_________________
Practice _____Limb__________________
Arena ______Master________________
Master ______Practice_______________
2. Place the following words in alphabetical order:
Threat _____ Recognize_______________
Recognize ______Release_________________
Survive ______Source__________________
Release ______Survive_________________
Source ______Threat__________________


3. Use your dictionary to find the definition of the word Extraordinary and write the
definition and your own definition for the word:
Definition: going beyond what is usual
Your definition: having a special ability or being gifted

4. Use your dictionary to find the definition of the word Coax and write the formal
definition and your own definition for the word:
Definition: To influence or gently urge
Your definition: To try to get someone to do something




44

SELECTED RESPONSE

Directions: For questions 1- 5, given the examples, identify which figurative language
device it is an example of (SIMILE, METAPHOR, PERSONIFICATION, OR
ALLITERATION)
1. It is raining cats and dogs outside.
A. alliteration
B. metaphor
C. personification
D. simile
2. The wind howled outside.
A. alliteration
B. metaphor
C. personification
D. simile
3. Careless cars cutting corners causes confusion.
A. alliteration
B. metaphor
C. personification
D. simile
4. The leaves danced on the tree branches as the wind blew.
A. alliteration
B. metaphor
C. personification
D. simile
5. Her smile was as bright as the sun.
A. alliteration
B. metaphor
C. personification
D. simile
45

Directions: For questions 6 14, select the best possible choice following the question.

6. What are the words that appear at the top corner of every page in the dictionary?
A. example words
B. formal words
C. guide words
D. source words
7. Which component of a dictionary definition tells you how to say a word out loud?
A. antonyms
B. parts of speech
C. pronunciation
D. synonyms
8. Which component of a dictionary definition provides other words that mean the same
thing as the original word?
A. antonyms
B. parts of speech
C. pronunciation
D. synonyms
9. The people or animals that are involved in a story are called:
A. characters
B. point of view
C. setting
D. theme
10. The time, location or place that a story occurs in is called:
A. characters
B. point of view
C. setting
D. theme
11. The authors message to the reader of a story is called:
A. characters
46
B. point of view
C. setting
D. theme
12. The story element that describes who is telling the story
A. characters
B. point of view
C. setting
D. theme
13. I walked to the grocery store is an example of which point of view?
A. 1
st
person
B. 2
nd
person
C. 3
rd
person
D. 4
th
person
14. Johnny finished his homework after dinner is an example of which point of view?
A. 1
st
person
B. 2
nd
person
C. 3
rd
person
D. 4
th
person
9)*+(%1'(&. =&+A)*+&
#$%&'($)*+, 0thei than the examples in the above section, cieate youi own example
of the following figuiative language uevices.

1. SINILE: _____The woilu is like a stage____________________________________________________

2. NETAPB0R: ____That noise is music to my eais________________________________________

S. PERS0NIFICATI0N:______The house tiembleu in the iain stoim _____________________

4. ALLITERATI0N:____The winu whistles thiough the aii________________________________



47

=V@#-a] S@KK@]V

#$%&'($)*+, Reau the following passage. Aftei ieauing, answei the stoiy elements
questions as they apply to this passage.

C%"*.0' -" ./0 D43

Bobby was preparing to go to bed one night when he heard a shrill screech coming
from the barn outside. What could be making such a loud noise so late in the evening?
He had trouble falling asleep and tossed and turned all night long dreaming about the
noisy monster in the barn. When Bobby woke the next morning, he ran to the barn to
discover what caused the loud noise the night prior. Bobby was baffled. He could not
figure out what would make such a noise. That evening after dinner, Bobby gathered his
courage, grabbed a flashlight and headed out to the barn.
Where are you going? Bobbys father asked as Bobby made his way through the
kitchen to the back door.
I am going to find the monster in the barn that was making such a commotion last
night, Bobby replied bravely.
If you are going to look for a monster, you might need some assistance, Bobbys
dad responded as he walked with Bobby out to the barn.
What did this monster sound like? Bobbys dad asked.
It was a screeching noise, Bobby said, and it was coming from the barn. I know
it!
Bobbys dad began to chuckle as they approached the barn, and he took the
flashlight from Bobby. Shining the flashlight up at the roof of the barn, Bobby and his
dad saw a small brown owl in the rafters of the roof.
It was only a barn owl that you heard last night, Bobbys dad said. They are
nocturnal predators so that is why you only heard him at night. He must have been
hunting.
Bobby was relieved that it wasnt really a monster. He thanked his dad as they
walked back to the house. As they reached the door they heard a loud screech and looked
up just in time to see the barn owl flying away into the night sky.

48

1. List 0" 8%0," E -/0#0-"%#, fiom this passage:
D%==$+ D%==$E* B42
2. What is the ,%""+1: of this stoiy.
D%==$E* /%&*0+ ./0 =4'"+ D%==$E* =02'%%3
S. What 7'+1" '& F+%. is this stoiy tolu in.
F
'2
)0'*%"
4.What :%1#% of text is this stoiy.
,-6.-%"