If I Ran the Zoo Fictional Characters

Materials/Equipment: Seuss, D. (1950). If I ran the

zoo. Random House, http://kids.sandiegozoo.org/animalcams-videos, White easel paper, 4-6 packs of markers,
little pieces of paper with the following written on
them: head, body, legs, tail, and background.
Each word will be written on separate pieces of paper 4
times.

Curriculum Integration:
Music
Social Studies
Science
Writing

Math
Reading
Theatre
Art

Blooms Taxonomy:
PE
Health

Classroom Strategies:
TEKS Achieved:

Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic
Intrapersonal

110.12B:(9) Understanding the structure and

Visual/Spatial
Logical/Math
Musical
Interpersonal

Knowledge/Remember
Analysis
Comprehension/Understand Evaluate
Application
Create

elements of fiction.
117.105B:(2) Creative expression though
original artworks.

Cooperative Groups
Technology
Independent Activities
Charts/Graphs/Maps
Problem Solving
Peer tutoring

Hands-On
Centers
Simulation
Lecture
Whole-group
Pairing

Submitted by: _Allyson Edge _____________

Grade Level: __1st__

Subject: ___Reading and Art___

Objectives:

The student will discuss the structure and elements of fictional text.
The student will create artworks that express creativity.

Lesson Plan:
Introduction: (Anticipatory Set/Motivation):

Show some live video and pictures of animals from the zoo by visiting, http://kids.sandiegozoo.org/animal-cams-videos. Ask, Who has been to
the zoo before? What kind of animals did you see there? Did the lion have ten legs? Well in the story we are about to read, called If I ran
the Zoo, there is a lion with ten legs! Read the book, If I Ran the Zoo.

Process:
Information Giving: Can any of the animals in this book actually be found in the zoo? Discuss the animals in the book, and explain
why they are fictional characters. Explain that the author, Dr. Seuss, was using his creativity and imagination to create these
characters.
Modeling: Focus on a couple (2-3) of the characters from the book. What makes them fictional? Are they a combination of different
animals?
Check for Understanding: Explain what makes a character fictional? Compare the characters from this book to some examples of
fictional characters from other books you have read?
Guided Practice: Show pictures of the animals illustrated in the book (3-5). Identify which real animals make up this imaginary
animal? (Ex. Lion with ten legs, a lion and an insect make up this fictional animal)
Independent Practice: Group students in 4-6 groups with 5 students in each group. Give each student within each group a piece of
paper with either head, body, legs, tail, or background written on it. Explain that each group will create a fictional character
using ideas from the book, If I Ran the Zoo, and their imagination. Each student will be responsible for drawing the part of the
fictional character that is on their little piece of paper (ex. One student in each group will draw a head). After explaining the
assignment, pass out a pack of markers and one large sheet of paper to each group.
Closure/Culminating Activity: Explain to students that we are going to present our fictional characters to the class. Remind students
to be good listeners! Explain how the gallery walk works: Students art work will be displayed on the wall. As a class, we will visit each
animal around the room (like if we were actually at the zoo). While we are looking at each artwork, the group who created it will be
explaining the different parts of their character and why it is nonfictional. Students not presenting will have the opportunity to ask
questions and comment about the artwork before moving on to the next artwork. Explain that you would like each student to ask at
least one question or give one comment.

Enrichment/Extension: Students will work on a Venn diagram page, comparing and contrasting an animal
from the San Diego Zoo and an animal from the zoo in the book.
Accommodations:
1.
2.

For a student with speech difficulties, provide a relaxed atmosphere while presenting artwork.
For a student that is an ELL, provide a copy of the book ahead of time.

Assessment/Evaluation:

My method of evaluating whether or not students learned the concepts and skills listed in the objectives
above will be a checklist assessment. The following will be assessed: creativity and originality of artwork, use of a variety of colors, forms and
lines, artwork is of a fictional character/animal, ability to work cooperatively as a group, presentation of artwork shows understanding of
fictional characters, questions and comments to other classmates work are of quality.