We have a group of Once-lers in attendance as well as some other folks. I will help facilitate this dialogue so we can hear from all the different members of our community and I can report those back to our Mayor. Visit one character at a time and ask them the following questions. Invite each character to introduce themselves before they talk]. Thank you all for being here to discuss this important issue. I look forward to reporting back to the Mayor so we can take the necessary next steps for our community.
Transition : We will all step out of characters now as I count down You are yourself again, and so am I! All of the truffula trees were chopped down like it was their fate.
One single truffula seed remained. Describe: How was your experience participating as a character in this community? How did it feel to take on the character you did? How did you decide what to say? Relate: Where do you see similar effects as the ones described in the book happening in our community and greater world? What actions might help lessen those effects?
How can we take responsibility for preserving our environment? You can choose a character from the story, other than the Once-Ler and his family, and you will write as though you were that character. Your job is to persuade your council member you can make up their name! You might think about some of the suggestions you just made for our, world, too; how would those have helped the Truffula Valley? Make sure to include at least three reasons WHY they should take action, and what action you think they should take.
NOTE: For a more elongated version of this writing activity, students could also research the environmental challenges they noted in their own community and write letters to their Austin City Council Members. Skip to main content. English Language Arts. Teaching Strategies:. Students will use and respond to persuasive verbal tactics. Students will use details provided in the story to justify their opinions and arguments.
Students will explore and perform a character other than themselves. Students will consider situations in their communities that parallel those of the story, and brainstorm action steps they might take toward conservation. TEKS: 3rd Grade Science: b 9 A observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem; B identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field; and C describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations.
Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: A sequence and summarize the plot's main events and explain their influence on future events; B describe the interaction of characters including their relationships and the changes they undergo; and C identify whether the narrator or speaker of a story is first or third person.
Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details.
The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to: A demonstrate safe use of movement and voice; B participate in a variety of roles in real life or imaginative situations through narrative pantomime, dramatic play, or story dramatization.
The student knows that there are relationships, systems, and cycles within environments. The student is expected to: A observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements; and C predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways.
Students are expected to: A describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events; B explain the roles and functions of characters in various plots, including their relationships and conflicts. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre.
The student is expected to: A develop characterization using sensory and emotional recall; B develop body awareness and spatial perceptions using pantomime; D express emotions and relate ideas using interpretive and planned movement and dialogue; E integrate life experiences in dramatic play; and F portray environment, character, and actions b 2 Creative expression: performance. The student is expected to: B describe characters, their relationships, and their surroundings in detail; C create movements and portray a character using dialogue appropriately; D dramatize literary selections in unison, pairs, or groups, demonstrating a logical connection of events and describing the characters, their relationships, and their surroundings.
Materials and Preparation: The Lorax by Dr. Seuss Truffula seed could be a pom pom, a peach seed, a walnut, clay, etc. Pass object around circle, allowing participants to give descriptions. Take answers to these questions. Can anyone summarize what happened in the few pages we just read?
How are the choices the Once-ler has made so far impacting the other animals? What might this object be in connection with our story? Which characters from the story might be in communication with the Once-ler about what is going on in the environment? Who might have an opinion about what is going on with the Thneed factory? Have participants translate these messages into quotes or statements that could be made into dialogue. Use a specific color for each character. How might these outside messages influence make the Once-ler feel?
What are some of the goals or motivations the Once-ler might have for himself? What does the Once-ler want? What do you need to live in your environment?
What do you do? Do you own a thneed? Extra questions: What do you all think the Once-ler should do? Why do you think that?
Why do you believe what you believe? Questions: Who are you and why did you decide to go talk to the Once-ler? You had some time to have a one-on-one conversation with the Once-ler before our show. Bartholomew and the Oobleck.
Horton Hatches the Egg. The King's Stilts. The Cat in the Hat and Other Dr. Seuss Favorites. The Cat in the Hat in English and French. Seuss Discovers: The Ocean.
Seuss Discovers: The Farm. How the Grinch Stole Christmas! The Dr. Seuss Coloring Book. All Aboard the Circus McGurkus.
The Hats of Bartholomew Cubbins. The Sneetches and Other Stories. If I Ran the Circus. Thidwick the Big-Hearted Moose. Seuss Discovers: The Human Body. Thing One, Thing Two and the Leprechaun.
Dr Seuss's The Sounds of Grinchmas. The Many Mice of Mr. Seuss Beginner Fun Activity Book. Oh, Baby, the Places You'll Go! Oh, the Places I've Been! Oh, the Thinks You Can Think! The Shape of Me and Other Stuff.
Oh, the Places You'll Go! Oh, the Thinks You Can Think.
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