Kerry has been a teacher and an administrator for more than twenty years. She has a Master of Education degree.
Upon completion of this lesson on Fox in Socks by Dr. Seuss, students will be able to:
- Recognize and use alliteration, assonance, consonance, and rhyme to create tongue twisters.
- Sort words from the story according to phonetic patterns.
Common Core Curriculum Standards
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Know and apply grade-level phonics and word analysis skills in decoding words.
Lesson Instructions and Activities
Students will be able to read and understand the following key vocabulary terms:
- Tongue twister
- Copies of Fox in Socks by Dr. Seuss
- Prepared index cards (see Word Work Activity)
- Chart paper
Reading and Discussion
- Preview vocabulary from the story with students.
- While reading Fox in Socks by Dr. Seuss to students, pause at the appropriate times to ask the following discussion questions:
- What is Knox?
- How are the words chicks and bricks alike? Different?
- How are the words bricks, blocks, and clocks alike? Different?
- What does Knox think of Mr. Fox's game?
- How does Mr. Fox change the game?
- Does Knox like the new game better? Why?
- What are Knox's complaints?
- What does Knox do at the end of the story?
Word Work Centers
Materials needed: paper, pencil, 2 sets each of index cards prepared as follows:
- Place cards into four separate stations with two identical sets per station.
- Divide students into four groups to rotate through these centers. Each group will spend 15 minutes in each center.
- Students sort cards according to phonetic patterns.
- Students record their sort in a T-chart.
- Students generate three additional words per word pattern.
Materials needed: paper, pencils, copy of book, chart paper, markers
- After reading the story, discuss the various techniques that Dr. Seuss uses to create tongue twisters in the story. On chart paper, create definitions and examples from of the story of alliteration, assonance, consonance, and rhyme. Explain to students that they will be creating tongue twisters using alliteration.
- Assign each student a commonly used letter (b, c, d, f, g, j, l, m, n, p, r, s, t, w).
- Have students create a 3-column chart labeled: nouns, verbs, other.
- Students brainstorm as many words as possible with that begin with their assigned letter.
- Students create a unique tongue twister using the words they generated.
- Divide students into small groups to share their tongue twisters.
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