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, students will be able to:
- Understand and recognize the rhyme scheme from the story.
- Use spelling patterns from the story to create new words.
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
- Copies of There's a Wocket in My Pocket! by Dr. Seuss
- Pocket chart and sentence strips
- Index cards
- Construction paper
- Hole punch
- Binder rings
- Dry erase markers
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?
- 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.
- After reading the story, display the following lines on sentence strips in a pocket chart:
|Did you ever have a feeling there's a _____ in your _____|
|Or a _____ in your _____|
|Or a _____ in your _____|
- Explain to students that in the story, the setting is the narrator's house. Brainstorm other settings, such as the school or the playground, and tell students they will use these and other settings to create a class book.
- Discuss the rhyming pattern for the lines on the sentence strips.
- Divide students into small groups, and provide them with index cards and markers. Ask them to brainstorm words to fill in the blanks, and write those words on the index cards.
- Have students take turns placing their index cards in the blanks. Choral read the new sentences with the class.
- Have students choose their favorite word pairs to write the completed sentences, and instruct them to illustrate a page on construction paper.
- Compile the papers. Use the hole punch and binder rings to put the book together. Place in the classroom library.
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