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The Cat in the Hat Lesson Plan

Instructor: Kerry Gray

Kerry has been a teacher and an administrator for more than twenty years. She has a Master of Education degree.

This lesson plan may be used to help your students summarize a story in sequence and understand terms used in the story. They will decode CVC words using word families while reading the classic Dr. Seuss story 'The Cat in the Hat.'

Learning Objective

Upon completion of this lesson, students will be able to:

  • Retell the story of The Cat in the Hat in sequence.
  • Define vocabulary from the story.
  • Decode CVC words using word families represented in the story.

Time Length

60 minutes

Common Core Curriculum Standards

CCSS.ELA-LITERACY.RL.1.2

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

CCSS.ELA-LITERACY.L.1.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

CCSS.ELA-LITERACY.RF.1.3

Know and apply grade-level phonics and word analysis skills in decoding words.

Lesson Instructions and Activities

Vocabulary

Students will be able to understand and use the following key vocabulary terms in context:

  • Bump
  • Fan
  • Fear
  • Games
  • Gown
  • Hook
  • Mess
  • Rake
  • Shook
  • Thing
  • Thump
  • Tricks

Materials

  • Copies of The Cat in the Hat by Dr. Seuss
  • Card stock pictures from various points in the story (laminated)
  • Construction paper
  • Crayons
  • Hat template
  • Index cards (prepared-see Word Work Center)
  • Markers
  • Paper
  • Pencils
  • Scissors
  • Sticky notes
  • Vocabulary/picture cards (several sets)

Reading and Discussion

  • Preview vocabulary words.
  • While reading The Cat in the Hat by Dr. Seuss to students, pause at the appropriate times to ask the following discussion questions:
    • Why are Sally and Sam feeling bored?
    • What mistake do Sally and Sam make?
    • Turn and talk: What would you have done if you were Sally or Sam?
    • What are some things the Cat is doing that are wrong?
    • What should you do if someone else makes a bad decision?
    • How do Thing One and Thing Two contribute to the story?
    • What happens when Mother comes home?
    • Turn and talk: Would you tell your mother if you were Sam or Sally?
  • Divide students into small groups to rotate through the vocabulary, word work, and sequencing centers. Students will spend about 15 minutes in each center before rotating to the next.

Activities

Vocabulary Center

Materials needed: Vocabulary/Picture Cards

  1. Students work in pairs. Each pair needs a set of vocabulary/picture cards.
  2. Students place all cards face down in a 6 x 4 grid.
  3. Students take turns turning over two cards at a time. If the two cards that are turned over are a word and its corresponding picture, the student takes both cards and has another turn. If the two cards do not match, the other student takes a turn.
  4. Students play until all cards are claimed. The student with the most cards at the end of play wins the round.

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