There's a Wocket in my Pocket 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.

Use this lesson plan and the book 'There's a Wocket in My Pocket!' by Dr. Seuss to help your students identify and recreate verses using rhyming and spelling patterns.

Learning Objective

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

  • Understand and recognize the rhyme scheme from the story.
  • Use spelling patterns from the story to create new words.

Time Length

90 minutes

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.


Generalize learned spelling patterns when writing words (e.g., cage > badge; boy > boil).

Lesson Instructions and Activities


  • bureau
  • bottle
  • cellar
  • ceiling


  • Copies of There's a Wocket in My Pocket! by Dr. Seuss
  • Pocket chart and sentence strips
  • Markers
  • Index cards
  • Construction paper
  • Pencils
  • Hole punch
  • Binder rings
  • Whiteboards
  • Dry erase markers
  • Erasers

Reading and Discussion

  • Preview the vocabulary from the story with students.
  • Read 'There's a Wocket in My Pocket! by Dr. Seuss aloud, pausing at appropriate times to ask the following discussion questions:
    • What is a Wasket?
    • How did Dr. Seuss decide how to name the characters in this book?
    • What are some places where creatures are hiding in this story?
    • Why does the narrator say the Yottle is not friendly?
    • What are some creatures the narrator likes?
    • What are some creatures the narrator does not like? Why does he feel that way?
    • Turn and talk: What is another place a creature could hide? What would you call that creature?

Spelling Patterns

  • Provide each student with a copy of the book, a white board, dry erase markers, and an eraser.
  • Write the words nureau and bureau on the classroom white board.
  • Ask students to carefully examine the way these words are spelled, noticing any patterns. Then instruct them to use the words and patterns as a guide to spell the word 'beau.'
  • After students have tried to spell the word, discuss how knowing how to spell a few words will help them spell other words. Ask them to write the word 'plateau.'
  • Write the words yottle and bottle on the whiteboard.
  • Ask students to study these words to help them figure out how to write the word 'little.' Discuss answers, and then ask students to write 'battle' and 'cattle.'
  • Write the words cellar and ceiling. Ask students what these words have in common.
  • Tell students to use the soft 'c' spelling pattern in these words to help them spell 'ice' and 'grace.' Discuss the spellings and provide guidance and direction as necessary.

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