Book Kit Template

Social studies concept being taught in this lesson: Goal SettingBook Kit Title: Oh, the Places You’ll Go!

Book Author and Publication Date: Dr. Seuss, 1990ISBN#: 0-679-80527-3

This Book Kit was planned by: Natalie Stewart-Robison

Grade Level this kit is intended for: 2nd Grade

NCSS Standard this lesson teaches: Individual Development and Identity

Materials for the Lesson: Trophy, medal, certificateOh! The Places You’ll Go! by: Dr. Seuss*

Pictures: a soccer player kicking the ball, a person reading a map next to his car and a person exercising*Plastic bag containing word strips, some with descriptions of goals and others with simple situations*Poster board or chart paperMagazines*

Lesson Objective: Students will learn how to identify goals and will formulate three personal goals for themselves.

Background Knowledge: None- everything the students will need to know about goal setting will be taught during this particular lesson.

Anticipatory Set/Invitation to Learn: At the front of the room, a variety of objects will be displayed: a trophy, medal, and certificate. Ask the students what all of these objects have in common; why do we receive such awards? (Students will offer a range of answers: “because we’re good at something, because we won the game/championship, etc.) Acknowledge/comment on their responses and continue by saying, “In other words, we might receive a trophy…. a medal… or a certificate because we accomplished one of our goals. How many of you have heard of the word goal before? Show me by quietly raising your hands.” (assuming many of the students raise their hands…) “Great! I see a lot of our friends have heard of a goal. A goal is something you want or need. It is something very important to you that you are willing to work hard for.”

Today we are going to learn about goals. By the end of this lesson, you will be able to identify a goal and will know how to write important goals for yourself. It is important to learn about goals because goals help us get things done. They help us decide what we should do with our time.

Listening Focus: Who is the book written to/ who is the message of the book intended for? (YOU)What does the main character in the story do when he starts having hard times? Does he just give up?

Method for sharing the book: I will present the story during large group instruction as my class is gathered around me. I will let them know that we are going to read a story that will help us understand more about goals, and hopefully I will get them excited because it is a story written by the beloved children’s author, Dr. Seuss. I will probably take a moment to then ask students to show me

(by wiggling their fingers, giving thumbs up, nodding, etc.) if they have read this book before… or any other books written by Dr. Seuss. Once I have their attention again, I will begin reading the story.

Due to the fact that this book is a little harder to understand and especially, to grasp the main idea, I will stop occasionally to ask questions or point out key points to help students with their comprehension of the story:

1. The first few pages constantly mention the word “you,” but I will occasionally point to the students when the word occurs so they will understand that the story really is meant for each and every one of them. After reading the first two pages, I will then stop and ask students who the book is written to/who the message of the book is intended for (Students will most likely answer, “me” or “us”).

2. After I reach the end of page five, I will explain to students that “Our story is talking about making decisions and trying to choose what goals we want to set for ourselves. Let’s keep listening to see what happens…”

3. To avoid stopping and explaining the definitions of Dr. Seuss’ invented words, I will make sure my facial expressions and tone of voice reflect the events of the story; hopefully I can help prompt students to recognize when events in the story are cheerful and exciting and/or disappointing and upsetting.

4. After I reach the end of page twenty-six, I will explain students that “Now our story is talking all about waiting. Boys and girls, why would it not be a good thing if we spent all day, every day just waiting around and doing nothing? (Students will most likely answer, “because we would get bored,” “we would not get anything done,” “we would not learn anything, etc.) I will acknowledge/ comment on their responses and then continue by saying, “Those were all great answers. Like many of our friends have said, if we spend all of our time waiting, we will not get anything done; we will not be able to accomplish any of our goals.”

5. After finishing the story, I will ask the class, “What does the main character in the story do when he starts having a hard time? Does he just give up? (Some of the students may reply, “yes” but the majority will most likely respond, “no! he kept going.” My response will be something similar to, “Exactly right! He did not give up. Even though it was hard, he decided to keep going. So in our lives, when we are trying so hard to accomplish one of our goals, and things start getting really hard… should we just give up?” (assuming the answer is NO…) “No! Of course not! We have to keep going so we can reach our goals.”

Instruction: Remind students of the definition of a goal. Write the word GOAL on the board. Then present students with a variety of pictures: a soccer player kicking the ball, a person reading a map next to his car and a person exercising. Engage the students in a conversation similar to:1. Show the picture of a soccer player kicking the ball

a. Ask: “What is he doing?”b. Model response: “He is playing soccer.” or “He is kicking the ball.”c. Ask: “What does he want to do?”d. Model response: “He wants to kick a goal.” or “He wants to score a point.”e. Respond: “Yes! He wants to score. His goal is to score.”

Continue this pattern with the other two pictures. Then explain to students the difference between a realistic and unrealistic goal and let them know that today we will only be talking about realistic goals.

Modeling: (Draw two columns on the board: goals and not goals). Have a plastic bag ready that contains several word strips. Some of the word strips have descriptions of goals and other word strips have simple situations. Choose one of the word strips, read it to the class and thinking aloud, decide if it is a goal or not. Place it under the appropriate heading on the board. Continue this pattern for about three of the word strips.

Check for understanding: As a class, finish identifying/classifying the rest of the word strips. Students should show a thumbs up if they agree or a thumbs down if they disagree on each word strip as it is progressively put up.

Guided Practice: With a partner, students will create a list of realistic goals that apply to the class as a whole. As a class, we will then make a Goal Board by pasting images and words on a poster board to display our class goals. The images can be magazine photos, personal photos, or hand drawn pictures and sketches. As well, the words can be cut from media formats or be handwritten.

Independent Practice: Each student will write three goals for himself for the rest of the school year; at least two of the goals have to be related to school.

Closure: As a class, we will discuss our completed Goal Board, and I will allow any student who wants to share their personal goals with the rest of the class to do so.

Evidence of Student Learning: Within the next few days, I will briefly meet with each student to look over and discuss their goals. If some students did not create actual goals, I will help them edit what they wrote. If most of the class did not create actual goals, I will look back over my lesson plan and determine which part to teach again.

Word strips

GOALSGeorge starts waking up earlier in the morning so he can get to school on time.Tiffany is saving her allowance so she can buy a new bracelet.Sarah decides that by the end of the school year, she will have made five new friends.Tim is determined to win his next basketball game.Janet is ready to work hard during auditions so she can have the lead role in the school play.

NOT GOALSLauren loves to eat vanilla ice-cream.McKenzie enjoys spending time with her friends.Roger knows he will be really busy on Wednesday.Sunday is Jason’s day to relax.

Activity 1: Memory Game- Rhyming(Small group, such as guided reading)

Each student will receive a copy of the first two paragraphs from Oh, the Places You’ll Go! The first time through, the teacher will read the paragraphs by herself. Then using choral reading, the teacher will read both paragraphs and students will join in on the rhyming words. Afterwards, students will divide into pairs and play a memory game that incorporates rhymes directly from Oh, the Places You’ll Go!

Students should take out all the cards that are in their bag and lay them out in three rows, making sure they are picture-side down so that the “Memory” slogan is showing. The game begins by one student flipping over two cards. If the two cards contain rhyming words, the student keeps the pair. If the two cards do not contain rhyming words, the student replaces both cards and the next player takes his/her turn. The pattern continues until all cards have been properly matched.

Level of Bloom’s Comprehension: Comprehension

First two paragraphs:Congratulations!Today is your day.You’re off to Great Places!You’re off and away!

You have brains in your head.You have feet in your shoes.You can steer yourselfany direction you choose.You’re on your own. And you know what you know,And YOU are the guy who’ll decide where to go.

Pictures for Memory Cards:

FEET STREET

DOWN TOWN

SPACE RACE

SNOW GROW

NIGHT KITE

SKY GUY

Activity 2: Audio Recording of Oh! The Places You’ll Go(Independent)

A cassette player, with headphones, and a cassette tape are available for students to use. The cassette tape is an audio recording of the book Oh! The Places You’ll Go, by Dr. Seuss. One student at a time may listen to the cassette tape and must keep the headphones plugged into the cassette player while he/she is listening to it. After each page has been read, students will hear a short “beep” that lets them know they can turn to the next page.

Level of Bloom’s Comprehension: Knowledge

Activity 3: Travel Log- Addition of two and three-digit numbers(Large group instruction)

Each student will receive a blank travel log. After they decide what place they want to visit, they will fill out the rest of the pages. Using the price lists (2-3 distributed per table), students will select three hotel rooms they want to stay in, three recreational activities they want to do, three souvenirs and three pieces of clothing they want to buy and three places they want to eat at.

Students must also record the prices of each purchase in their logs. Finally, students will find the sum of the three entries they have on each page. Model and explain as much as is needed using the “teacher’s copy” travel log.

Level of Bloom’s Comprehension: Application

$ PRICE LIST $

Hotel Rooms

Expensive hotel room for Two-Nights: $240

Expensive hotel room for One-Night: $125

Less expensive hotel room for Two-Nights: $160

Less expensive hotel room for One Night: $88

Bargain hotel room for Two-Nights: $100

Bargain hotel room for One Night: $53

Recreational Activities

Scuba Diving: $190

Helicopter: $140

Theater Tickets: $45

Water Park: $38

Amusement Park: $31

Ice Skating: $8

Movie: $7

Souvenirs

Painting: $28

Snow Globe: $22

Watch: $20

Necklace: $15

T-Shirt: $11

Stuffed Animal: $10

Coffee Mug: $8

Picture Frame: $5

Key Chain: $2

Post Card: $1

Clothing:

Jacket: $50

Dress: $35

Casual Pants: $27

Jeans: $24

Shirt: $16

Skirt: $15

Socks: $3

Restaurants (serving size for two people)

Red Lobster: $25

Applebees: $20

Red Robin: $18

Café Rio: $16

Panda Express: $12

McDonalds: $8

Cold Stone: $5

Taco Bell: $5

Activity 4: Written Draft

(Independent)

Students will write at least a five sentence draft describing a place they want to visit and some of the activities they will do or things they will buy while they are there. Encourage them to use their travel logs for reference.

Level of Bloom’s Comprehension: Synthesis

Activity 5: Illustration(Independent)

After completing their written drafts, students will create a collage to illustrate their stories. Each student will design the collage on the computer (when the whole class visits the computer lab). Students’ collages can include pictures or word strips.

Level of Bloom’s Comprehension: Application

Oh! The places I’ll go when I visit…

HAWAII

BEACH

Integrated Learning Activities Template

BEAUTIFUL

RELAXING

PARADIS

Activity 1: Memory Game- Rhyming(Small group, such as guided reading)*This activity is intended to either remind students of what rhymes are or to be used as an assessment for students’ varying abilities with the concept (the teacher may choose to have a checklist or some other type of assessment ready). The teacher should begin the activity by reminding students of the definition of a rhyme: two or more words that have the same ending sound.*

Each student will receive a copy of the first two paragraphs from Oh, the Places You’ll Go! The first time through, the teacher will read the paragraphs by herself. Then using choral reading, the teacher will read both paragraphs and students will join in on the rhyming words. Afterwards, students will divide into pairs and play a memory game that incorporates rhymes directly from Oh, the Places You’ll Go!

Students should take out all the cards that are in their bag and lay them out in three rows, making sure they are picture-side down so that the “Memory” slogan is showing. The game begins by one student flipping over two cards. If the two cards contain rhyming words, the student keeps the pair. If the two cards do not contain rhyming words, the student replaces both cards and the next player takes his/her turn. The pattern continues until all cards have been properly matched.

Level of Bloom’s Comprehension: Comprehension

Activity 2: Audio Recoding of Oh! The Places You’ll Go(Independent) A cassette player, with headphones, and a cassette tape are available for students to use. The cassette tape is an audio recording of the book Oh! The Places You’ll Go, by Dr. Seuss. One student at a time may listen to the cassette tape and must keep the headphones plugged into the cassette player while he/she is listening to it. After each page has been read, students will hear a short “beep” that lets them know they can turn to the next page.

Level of Bloom’s Comprehension: Knowledge

Activity 3: Travel Log- Addition of two and three-digit numbers(Large group instruction)*This activity is intended to be a practice for addition of two and three-digit numbers. Therefore, the activity should only be introduced once the teacher has taught the concept and students have a solid understanding of how to add two and three-digit numbers. It is also recommended that teachers plan accordingly so they can use Activities 3, 4 and 5 in the same week.*

Each student will receive a blank travel log. After they decide what place they want to visit, they will fill out the rest of the pages. Using the price lists (2-3 distributed per table), students will select three hotel rooms they want to stay in, three recreational activities they want to do, three souvenirs and three pieces of clothing they want to buy and three places they want to eat at.

Students must also record the prices of each purchase in their logs. Finally, students will find the sum of the three entries they have on each page. Model and explain as much as is needed using the “teacher’s copy” travel log.

Level of Bloom’s Comprehension: Application

Activity 4: Written Draft(Independent)*Before implementing this activity, students’ writing skills should be properly developed. This activity is intended to provide students with an exciting, flexible topic to write about, but other instruction will be needed concerning the specific steps to the writing process. It is recommended that teachers plan accordingly so they can use Activities 3, 4 and 5 in the same week.*

Students will write at least a five sentence draft describing a place they want to visit and some of the activities they will do or things they will buy while they are there. Encourage them to use their travel logs for reference.

Level of Bloom’s Comprehension: Synthesis

Activity 5: Illustration(Independent)*Before implementing this activity, students should have already been introduced to the definition and examples of collages. The lesson plan on goal setting involves students making a class collage; preferably, do this activity sometime after that lesson plan. It is also recommended that teachers plan according so they can use Activities 3, 4 and 5 in the same week.*

After completing their written drafts, students will create a collage to illustrate their stories. Each student will design the collage on the computer (when the whole class visits the computer lab). Students’ collages can include pictures or word strips.

Level of Bloom’s Comprehension: Application

Game Details and instructions: Reach Your GoalRecommended for a guided reading setting so the teacher is present to check answers and reinforce correct principles 2-6 players

Contents: Game board- Standard die- Card deck- 2 game pawns

Object of the Game: Move yourself along the game board from Start to Goal. The first team to reach the GOAL square is the winning team. (You do not need to roll the exact number to reach this final square).

Setup1. Remove the card deck from its bag. Shuffle the cards and place them face down on the DRAW pile so that the “Reach Your Goal” slogan is showing. 2. Divide players into two teams. It is okay if one team has one more player than the other. Each team chooses a game pawn and places it on the START square. 3. Both teams roll the die; the team who rolls the higher number begins the game.

How To Play**Players: Team members must take turns answering the questions. Each time your team rolls the die, a new player must draw a card/answer the question.

1. On the first turn of the game, the team who rolled the higher number picks one person to draw a card from the pile. The player then hands the card to a member on the opposite team so the card can be read aloud to him. 2. If the player answers correctly, his team rolls the die and moves their game pawn the appropriate number of spaces. If the player answers incorrectly, their game pawn stays where it is and the other team takes a turn.

The Card Deck Categories

True/False. Players are given a statement that they must classify as true or false. The correct answer is printed below the statement in bold. A brief explanation also accompanies each false statement.

You Decide. Players are given scenarios relating to goal setting. They must either provide answers of personal goals they have/could set or possible goals other individuals could set. This category requires the most teacher supervision because there is not one correct answer for each scenario. Therefore, an answer is not provided on the card; the teacher and players must decide if the given answer is acceptable.

Goal or Not? Players are given a statement that either gives an example of a goal or simply states a situation. The correct answer is printed below the statement in bold.

Lucky You. Only two of these cards are in the card deck. They are meant to help players advance their position in the game.

Game- Reach Your Goal

True/False You Decide Goal or Not?

Once we accomplish one of our goals, we should not work

toward any other goals.

FALSEWe should always be working

toward our next goal

Samantha wants to win her dance competition this

Saturday. Name one thing she can do to help her accomplish

her goal.

Roger loves to go skiing in the mountains.

NOT

True/FalsePeople can only work toward

one goal at a time.

FALSEPeople can work toward many goals

at the same time

You DecideName one goal you can think of that would help improve

your school work.

Goal or Not?Cindy decides she wants to get an A on her next spelling test.

GOAL

True/False Setting goals helps us get

things done.

TRUE

You DecideName one goal you could set

about your family life.

Goal or Not?Danielle did not walk to

school this morning because she took the bus.

NOT

True/FalseOnly elementary school

students need to set goals.

FALSEEveryone needs to set goals, no

matter how old they are

You DecideMichelle tried setting a goal to

make her bed everyday. However, a week has passed,

and she only made her bed once. Should she give up on

her goal? Why not?

Goal or Not?Starting tomorrow, Chad

wants to run three miles every day.

GOAL

True/False

Oh, the Places You’ll Go! is a book that teaches about goal

setting.

TRUE

True/FalseWe can accomplish most of

our goals in one week.

FALSESome goals may take months or

years to accomplish

You DecideWhat is one goal you made for

the rest of the school year?

Goal or Not?Jessica is saving her allowance

so she can buy a new necklace.

GOAL

Lucky YouAfter a lot of hard work, you

accomplished one of your goals!

Move ahead 2 spaces

You DecideAllen is trying to think of

goals for making friends. Give him one idea.

Goal or Not?Mandi starts waking up earlier

in the morning so she can make it to school on time.

GOAL

Lucky YouIf you can think of an example of one goal you accomplished

last year,

Move ahead 3 spaces

True/FalseA goal is something you want

or need that that you are willing to work hard for.

TRUE

Goal or Not?Stephanie absolutely loves

chocolate ice-cream.

NOT