Cat in the Hat

Name: Casey Korthals

Grade Level: Kindergarten

School: St. Thomas

Date: March 28, 2008

Time: 2:00pm

Reflection from prior lesson: Teachers must be flexible. The first conflict I came across was I was missing a student, Mitchell; therefore, I only had one student. The lesson I had planned had a note card for each student with a common sight word written on it. This word was used frequently in the story we read. Each time the student read or heard the word, he or she would hold up the card. Even with only one student, it worked well. It would have worked better with both students, but I ended up holding the other card and it worked fine. When I came across the word that Sydney had, I would emphasize the word and she caught on quickly, and I was happy my plan worked. After the story, I had a word search I had made, and Sydney said she didn’t know what that I was, but after giving it to her, I found that she did know what to do. With some assistance she was successful in finding the words. I would repeat the words often in hopes that she would catch onto these sight words, and she did, for most of them. Overall, the lesson went well. With only one student, Sydney did open up a lot more and let her playful side through, both good and bad. For this reason, she did start to misbehave a little, but nothing worth worrying about. If I were to do this lesson again, or this type, I would make sure I would have a little more involved so it would take up more time.

Lesson Goal(s) / Standards:

K.R.3.1 Students can identify concepts of print in text

Lesson Objectives:

Objective:	Assessment of Objective:
The students will be able to correctly spell words from their word list for March.	Students rearrange popsicle sticks to correctly spell words from their word list.
The students will be able to read the words from the March word list	After rearranging popsicle sticks, the students will be able to sound out, and read words they have spells
The students will be able to understand the concepts of sentences.	With the “Picture Sentences” worksheet, the students can correctly match the sentences with the picture to the right of it. If able to, allow the students take turns reading the sentences aloud or read them out loud to them.

Materials Needed:

- Cat in the Hat by Dr. Seuss

- Popsicle sticks

- Construction paper

- Markers

A. The Lesson

1. Introduction

· getting attention

In a bag, have a picture of Cat in the Hat, and “the hat”, and a few different Dr. Seuss books. When the items are pulled out ask the students what they think of or what they know about these objects.

· relating to past experience and/or knowledge

Have any of you read or seen any of these books or objects?
Do you know whose birthday was March 2^nd?
- It was Dr. Seuss’ birthday!

· creating a need to know

There are a few words in this story we will read that are included on the word list for the month of March. When we are done, we are going to work in different ways with the words on the list.

· sharing objective, in general terms

After reading, we are going to do an activity with the words from the word list.

2. Content Delivery:

Beginning

- Read The Cat in the Hat by Dr. Seuss.

Middle

- Give each student a bag full of popsicle sticks with the letters: b, a, c, t, h, m, p, r, and s

- Ask students to spell and lay out on the construction paper

- Cat

- Hat

- Mat

- Pat

- Rat

- Sat

- After they have spelled out the word correctly, have them write the word on the Hat worksheet provided.

- What do all of these words have in common? “The letters –at”

- Ask the students if they can come up with any sentences that contain some of the words we just spelled. Have the teacher write the sentences on a piece of paper.

- Example of sentences: The cat in the hat.

- The rat sat on the mat.

- The bat scared the cat.

End

- As a group, reread the sentences we have formed.

- Time permitting, have the students try to read sentences from the “Picture Sentences” worksheet. These sentences contain “at” words. To the right of the sentences, there is a picture that matches with one of the sentences, see if the students can correctly match the sentence with the picture.

- Review that all the words we spelled today were “at” words.

B. Assessments Used:

Objective	Sydney	Mitchell	Etc.
Did the students spell the words correctly on their own using the popsicle sticks?	Yes 3/28/08	Yes 3/28/08	At first Sydney did not pick up on the pattern of –at. Mitchell noticed right away and was anxious to keep going.
Were the students able to circle the correct sentence to match the picture on the right?	No 3/28/08	Yes 3/28/08	Sydney could tell me which sentence matched, but circled the whole paragraph.

C. Differentiated Instruction: See if the students can come up with any other words with their Popsicle sticks. Have the student write the sentences on lined paper, and draw a picture to go along with it.

- Allow the students to color the Cat in the Hat coloring page.

D. Resources:

- Cat in the Hat by Dr. Seuss

- Vicki Sterling’s “Big words” idea