Zachary Whitney

The Cat in the Hat by Dr. Seuss

Kindergarten

Standard(s):Put the 1. RF.K.2 Demonstrate understanding of spoken words,

appropriate common core
standard here. Write
them out completely and
use the correct citation
(Include content area and ELA
standards.)
syllables, and phonemes (sounds). a. Recognize and
produce rhyming words.
2. RF.K.3 Know and apply grade-level phonics and word
analysis skills in decoding words. d. Distinguish
between similarly spelled words by identifying the
sounds of the letters that differ.

Objective(s): 1. Students will be able to explain and distinguish

What are your goals for different rhyming words with similar endings (-at)
this lesson? What do you
want your kids to be able 2. Students will be able to sound out similarly spelled
to do afterwards?? Why words and compare and contrast the meanings of
are you doing this these vocabulary words
lesson??
Materials: Paper plate
List any materials you will Markers
need to teach this lesson Paper hat
– chart paper, index
cards, markers, book, etc..

Instructional Strategy
This is your step by step
guide to what you are
going to and in what
order. Put ideas about
time involved to do it
step.
Be specific so others can
follow this plan.
1. (10 minute) Read Aloud: Teacher will read in a large
group discussion, ask questions such as “What do you
think could be in the cats hat? Or “Have you ever
thought about a cat wearing a hat”
2. (5-10 minutes) Re-read: Teacher will skim over
different pages to find different rhyming words with
the help of above students
3. (5-10 minutes) Students will be placed in small groups
with an above student, middle student, and lower
student. Students will be asked to name different
rhymes presented throughout the story. Trios will
work together to find their own set of rhyming words
 that they remember in the story

4. (5-10 minutes) Students will write the different rhymes

on the paper hat in black marker (hat, cat, bat..) and
color their hat like the cat in the read-aloud. Students
will draw a picture of a cat with eyes, whiskers, nose,
mouth, tongue

Differentiation Two strategies for below students:

Put at least two strategies
as to how you can address
students with varying
abilities both above and
below typical students
Two strategies for above students:
 Use a different instructional method like presenting
the read-aloud on the white board so they can be
more enhanced in the dialogue and illustrations.
 Provide scaffolding for the students explaining them
examples of different rhymes so they can further
identify the theme throughout future readings
 Creating an informal assessment (exit slip) for the
students to come up with their own rhymes that aren’t
apart of the read-aloud
 Students can blend other two-syllable rhymes they
find throughout the book and add them to the hat

Assessments: I will be asking students when they put away their craft to tell
How will you know if your me the different objects and words that rhyme in The Cat in
students learned what the Hat
you wanted them to I will be monitoring the small group activity to see what
learn? How can you prove groups are adding the most simple and complex rhymes for
it? Can be a casual, their activity
formative assessment. I will be creating an exit slip for the students to have them
write the different rhymes on a piece of paper to enhance
their penmanship and phonemic awareness.