Reading Enrichment Unit

Teacher’s Name: Traci Rehm Subject/Course: Reading/Language Arts

Lesson Title: Grade Level: Kindergarten

And to Think That I Saw It On Mulberry
Street

Approximate Time Frame: 3 days

Stage 1 – Desired Results

Georgia Performance Standards
ELAKR2 The student demonstrates the ability to identify and orally manipulate
words and individual sounds within those spoken words. The student
a. Identifies and produces rhyming words in response to an oral prompt and
distinguishes rhyming and non-
rhyming words.
ELAKR6 The student gains meaning from orally presented text. The student
a. Listens to and reads a variety of literary (e.g., short stories, poems) and informational
texts and materials to gain knowledge and for pleasure.
d. Begins to distinguish fact from fiction in a read-aloud text.
ELAKW2 The student begins to write in a variety of genres, including
narrative, informational, persuasive, and response to literature.
The student produces a response to literature that:
b. Makes connections: text-to-self, text-to-text, text- to-world.

AASL Standards
Standard 2
Draw conclusions, make informed decisions, apply knowledge to new
situations, and create new knowledge.
Skills 2.1.4
Use technology and other information tools to analyze and organize information.
Dispositions 2.2.3
Employ a critical stance in drawing conclusions by demonstrating that the patterns of
evidence leads to a decision or conclusion.
Responsibilities 2.3.1
Connect understanding to the real world.
Self-Assessment Strategies 2.4.3
Recognize new knowledge and understanding.

Standard 4
Pursue personal and aesthetic growth.
Skills 4.1.3
Respond to literature and creative expressions of ideas in various formats and genres.
Dispositions 4.2.4
Show an appreciation for literature by electing to read for pleasure and expressing an
interest in various literary genres.
Responsibilities 4.3.1
Participate in the social exchange of ideas, both electronically and in person.
Self-Assessment Strategies 4.4.2
Recognize the limits of own personal knowledge.
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Established Goals:
Understandings • rhyming words have patterns
Students will • imagination is used in fantasy genre
understand • literature can be compared to oneself
that... • a common misunderstanding of rhyming words is that they
have the
same beginning sound.

Essential Questions: 1. How can we decide if a story shows fantasy or realism?

2. How can we identify rhyming words?
3. How can I connect a story to myself?
Students will • that rhyming words have the same ending sounds
know… • the characteristics of fantasy
• the characteristics of realism

Students will be • identify and produce rhyming words

able to… • respond to literature in creative ways
• make a text-to-self connection
• apply knowledge to new situations

Brief Summary of the Unit:

Day 1
Media Specialist will build background for rhyming words and introduce essential
questions. Media Specialist will read aloud And to Think That I Saw It On Mulberry Street
by Dr. Seuss. Students will identify rhyming words in story and will identify
characteristics of fantasy. Next, students will participate in Turning Point by using
clickers to identify rhyming words.

Day 2
Media Specialist will read aloud And to Think That I Saw It On Mulberry Street once again
for the purpose of pleasure and creative writing. Students will respond to literature by
creating a class book about imagining what they could see on their way to school. The
class book will be called And to Think That I Saw It On Jodeco Road. Students will make a
text-to-self connection by using their imagination. Students will take turns sharing their
creative writings.

Day 3
Media Specialist will introduce the website brainpopjr.com. Students will watch a brief
animated movie about the life of Dr. Seuss that includes a few booktalks. Next, media
specialist will model how to play the Dr. Seuss rhyming word game called Catch It!
Then, students will visit the computer lab to play the Catch It! game to reinforce rhyming
words.

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