The Cat in the Hat Comes Back

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1 The Cat in the Hat Comes Back Dr. Seuss Directed Reading Thinking Activity Created by Adrienne Wiggins awigginsworld.blogspot.com

2 Introduction This book is the second to the book The Cat in The Hat, also by Dr. Seuss. It is not necessary for students to read The Cat in The Hat before beginning this book. However if you are able to read this book as a class beforehand, connections and more predictions about his story could be made. Such as: What happened last time the cat went to Sally s house? Do you think he will go back there again? If he does, what do you think he will do this time? Do you think the children will be happy to see him? Would you be happy if the cat showed up at your house? What do you think the cat has in his hat in this story? I attempted to make this DRTA as detailed as possible so that any teacher would be able to adapt and follow it. For each section there are many questions listed however, I know that classrooms schedules only permit a certain amount of time for reading activities. For this reason, I urge the teacher following this plan to read through this lesson beforehand and highlight the questions that will be the most effective for their group of children (based on prior knowledge and ability of students). Many of the activities and expectations included in this lesson plan are adapted from the Virginia Standards of Learning for first grade English. I chose to make this DRTA for only one grade, first, so I could make it as specific as possible. However, this DRTA could be adapted for Kindergarten, by having the teacher read the big book to the students, or for second grade, by adjusting the skills, expectations, and thinking questions. The materials needed for this lesson are a large pad of easel paper and a marker, also, every student will need their own dry erase board, dry erase marker, and copy of the book.

3 Day One A. Step 1: Introducing the Text a. Introduce new vocabulary i. The Cat in the Hat Comes Back Vocabulary: somebody, this, that, take, little. ii. Have words and concepts already written on board, point to each word as you go over it. Ask questions and explain definitions. 1. Can anyone read this word off the board (point to the word somebody)? Does anyone know what the word somebody means? If I say somebody needs to pick this up am I talking about a specific person or anyone? Am I talking about a group or people or just one person? 2. Can anyone read this word (point to little)? Does anyone know what the word little means? Find and point to something in the room that is little. Does anyone know what the opposite of the word little is? Can you find and point to something big? 3. Can somebody read this word off the board? (Continue the questions by pointing to the words this, that, and take. Have the student try and use the word in a sentence and give examples if necessary.) b. Assessing Prior Knowledge i. What is a cat? What does a cat look like? ii. Do you have a cat? Do cats that you ve seen look like this cat? iii. Does your cat walk on two feet like this cat? Does your cat wear a hat like this cat?

4 iv. Have you ever seen snow? What was it like? Did you have to wear skis to walk in the snow (Like the front cover of the book)? v. Do you have chores? What kind of chores do your parents ask you to do? vi. What else do you see in this illustration? (Review what an illustration is from Kindergarten SOL.) c. Making Predictions i. Do you know what it means to predict? (Explain what a prediction is and how we make predictions.) ii. Looking at this illustration, can you predict what this story might be about? iii. (Write predictions on a large pad of easel paper, that way you can always flip back to the page when necessary. Have students vote on the prediction they think will be most likely to occur.) iv. Who can raise their hand a read us the title of the book? What prediction can you make based on the title of the book? v. (Have the students open up to the first page of the book.) What do you see happening in this illustration? What prediction about the story can we make from this illustration? vi. (Read the first page aloud.) Who is telling the story? What do you think will happen in the book based on what we just read? B. Step 2: Reading the Text Write the number 15 on the board and tell the students to write the number 15 on their white boards. Have them read silently until they reach this page number. Explain to your students beforehand that when they are done reading they should erase the number off their white board and write a prediction about what might happen next in the story. When all the students have finished

5 reading assess the comprehension then consider old and new predictions. C. Step 3: Discussion a. Consider Predictions (clarify disputed points by passages read orally) i. Which are predictions were correct? ii. Which predictions require re-thinking? b. Assess comprehension i. Why couldn t Sally and her brother play? ii. Who asked Sally and her brother to shovel all the snow? iii. Why didn t Sally want her brother to talk to the cat? iv. Where did the brother find the cat? What was he doing in the tub? v. What happened when the cat got out of the tub? c. Make further predictions. Again, write predictions on easel paper and have the students choose the ones they think are more probable. If students are stuck or having trouble forming predictions help them by asking the following questions: i. Do you think the cat will be able to get the ring off of the tub? ii. How do you think the cat will get the ring off the tub? iii. What do you think Sally will do? Do you think she will continue to shovel snow or come in and help the cat?

6 Day Two A. Transition the class back into the book by reviewing the vocabulary words and new concepts. Ask if anyone can explain or define those words. Briefly touch on each of the vocabulary words using examples from the section of the text the students have already read. B. Assess comprehension from yesterday s reading. a. Why couldn t Sally and her brother play? b. Who asked Sally and her brother to shovel all the snow? c. Why didn t Sally want her brother to talk to the cat? d. Where did the brother find the cat? What was he doing in the tub? e. What happened when the cat got out of the tub? f. Is there anything else important you remember about what we read yesterday? C. Review the predictions made. D. Write the number 30 on the board and tell the students to write the number 30 on their white boards. Have them read silently until they reach this page number. Explain to your students beforehand that when they are done reading they should erase the number off their white board and write a prediction about what might happen next in the story. When all the students have finished reading assess the comprehension then consider old and new predictions.

7 E. Discussion a. Consider Predictions (clarify disputed points by passages read orally) i. Which predictions are correct? ii. Which predictions require re-thinking? b. Assess comprehension (Encourage the children to look back in the book if necessary.) i. How did the cat take the ring off the tub? ii. How did the cat take the spot off the dress? iii. How did the cat take the spot off the wall? iv. How did the cat take the spot of the shoes? v. How did the cat take the spot off the rug? vi. Do you see a pattern? vii. What happens every time the cat takes the rug out of one thing? c. Make further predictions i. Do you think the cat will be able to get the spot off the bed? How? ii. Where do you think the bed spot will go? iii. Who do you think the cat will get to help him?

8 Day Three A. Transition the class back into the book by relating the book to their life. a. What would you do if one of your friends came over and made a mess in your house? b. Would you be mad? c. Would you want them to help you clean it up? d. What are some ways that you could clean up a mess? e. Are these the ways that the Cat in the Hat has been cleaning up his messes? B. Assess comprehension from yesterday s reading. Ask two students to summarize what has happened in the book so far. C. Read the last page the students read the day before and review predictions that were made. Ask students if they have any new predictions to add to their list. D. Have the students read silently until they reach the end of the book. Explain to them that when they are done reading they should write their favorite part of the book on their white board. E. Discussion a. Consider Predictions (clarify disputed points by passages read orally) i. Which predictions were correct? ii. Which predictions were incorrect? b. Assess comprehension

9 i. What items did Cats A, B, and C use to clean the spot off the bed? (Broom, milk, fan) ii. Can you use any of these things to clean with in your house? Which ones? iii. Did you see a pattern for all the names of the cats? (They go from A to Z) iv. As the names of the cats went from A to Z did the cats get bigger or smaller? (smaller) v. Just because the cats were smaller, did it mean they were less helpful? (No, the smaller they were the more helpful they were) vi. Who do you think that the most helpful cat? (Answers may vary, however Cat Z cleaned up the whole mess) vii. Which cat was able to clean up the whole mess? (Cat Z) How big was he? (Too small to see) viii. What did Cat Z use to clean up the mess? (Voom) ix. What do you think Voom is? c. Go around the room and give the students a chance to share their favorite part of the story with the class. As the share, record the answers on a sheet on easel paper, tally responses that are offered more than once.

10 Day Four Step 4: Revisiting the Text: A. Rhyming Words Game (VA English SOL 1.4): Have the students pick out some of the words from the text that rhymed. Write a couple of pairs on the board and explain to the children why they rhyme (ex. cat and hat rhyme because of at ). Explain to the children that you will be playing a rhyming game. Start the students off by choosing one word (such as can ) and writing it on the board. Without peeking at other students have the students write one rhyming word on their white board (such as ran, man, etc.) and then silently hold up their answers. Write their responses next to your word on the board and see if the class can think of anymore together. Repeat this with other words. B. Story Structure (VA English SOL 1.9): Discuss with the class the story structure of the book. Ask the students; i. Who were the main characters? ii. What was the setting? iii. What was the main event/problem? iv. What was the main idea? v. Can someone retell us the story?

11 Rhyming Game It rhymes with call. If I trip over my shoelace I could (fall) It rhymes with hall. It's round and it bounces-it is a -----(ball) It rhymes with wish You put food in it. It is a ----(dish) It rhymes with that You wear it on your head. It is a ----(hat) It rhymes with pat It's not a kitten, it's a -----(cat) It rhymes with run Up in the sky, there is a ---(sun) It rhymes with sun If you're having a good time, you're having--(fun) It rhymes with snake You put frosting on it. It is a------(cake) It rhymes with cup The opposite of down is----(up) It rhymes with sunny When something makes you laugh, it is-----(funny) it rhymes with not You cook soup in a (pot) It rhymes with say The opposite of night is------(day) It rhymes with away When you use your toys, you---(play) It rhymes with hop The opposite of go is---(stop)

12 Day Five Step 5: Extending the Text A. Create a story book including complete sentences and pictures for one of the following: a. Describe how you would use Voom in your life. b. Describe what might happen if the cat in the hat paid a visit to your house. c. Write a poem using rhyming words. d. Describe what could have happened to the snow in the story to turn it pink? B. Add vocabulary words to word wall in classroom for student s future reference. C. Have students keep a personal dictionary composed of words, definitions, and pictures for tough words they have encountered throughout the year. Have the students add the word little and somebody to this personal dictionary.

13 If I Had Voom

14 If the Cat in the Hat Came to My House

15 How did the snow turn Pink?

16 Prediction A guess about what might happen based what you know.

17 Word Wall Words somebody this that take little laughed

18 Story Map Setting Problem The Cat in the Hat Comes Back Main Characters Solution

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