Beacon Lesson Plan Library

Sneetches by Dr. Seuss

Jill Blonder

Description

This activity provides the students with the opportunity to use persuasive writing to influence others regarding prejudicial issues.

Objectives

The student recognizes logical, ethical, and emotional appeals in texts.

The student selects and uses appropriate formats for writing, including narrative, persuasive, and expository formats, according to the intended audience, purpose, and occasion.

Materials

Dr. Seuss. THE SNEETCHES AND OTHER STORIES. Random House Publishing: New York. 1961.

Preparations

A copy of SNEETCHES by Dr. Seuss, a blank copy of the story map, copy of Active Listener Self-Assessment Checklist and Florida Writes Rubric for each student.

Procedures

Authentic Context: Half of the class are -plain-bellied Sneetches-. Half of the class are -star-bellied Sneetches-. A teacher-moderated discussion based on the events of the story, will attempt to clarify the feelings and attitudes of each side.

You will write a persuasive essay to the city commission convincing the members to change their attitudes regarding the rules for the two different groups of Sneetches.


1. Read the book SNEETCHES by Dr. Seuss to the students. A copy of the Active Listener Self-Assessment Checklist is given to students to focus their attention on the story being read.

2. Have the students complete the given blank story map provided, as you read the story to them.

3. Have the students respond in written form to the concept of prejudice, using examples from their own lives.

4. Divide the students into two groups: plain-bellied and star-bellied Sneetches. Students will discuss the attitudes and behaviors as portrayed in the book from their particular point of view.

5. The teacher will facilitate this discussion, enforcing the ground rules of group discussion; students will receive a copy of the ground rules.

6. At the conclusion of the discussion, students will write a persuasive essay designed to influence the city to support their stand on a prejudicial issue. The essay will be assessed using the Florida Writes Rubric provided in the Associated File.

Assessments

Students will be asked to write a persuasive essay designed to persuade the city commission to support their stand on a prejudicial issue.



Story Map

Setting:
Characters:

Place:

Time:

Problem:

Goal:

Event:

Event:

Event:

Event:

Solution:



GROUND RULES FOR GROUP DISCUSSION
1. Student exhibits a knowledge of character education by raising inquiry and responding to others.
2. Student speaks in a moderate volume.
3. Student listens to what another student has to say.
4. Student responds to the student, before expressing his opinion about this story.
5. Students show respect for each others' remarks.
6. Students express main ideas that are supported by relevant details.
7. One student speaks at a time.


Active Listener Self-Assessment Checklist
1. Were you able to predict what the story would be about by looking at the cover of the book?
2. Which vocabulary words could you relate to concept and meaning?
3. What examples of foreshadowing did you recognize as the book was read to you?
4. Could you identify the sequence of events that took place in the story?

Written Persuasive Essay
Will be evaluated by using the Florida Writes Rubric (see Associated File).

Self-reflection: Regarding prejudice, I believe . . .

Attached Files

Florida Writes Rubric.     File Extension: pdf

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