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Two Fish Red Fish Summary

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Literature Critique “One Fish, Two Fish, Red Fish, Blue Fish” Author: Dr. Seuss Illustrator: Dr. Seuss The genre of this book “One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss” is a children’s literature in poetry form. This book is a rhyming book for beginning readers. According to “Good Reads”, poetry is a form of literacy and can be written independently, in poems, poetic drama or hymns. Dr. Seuss creates a story line based on a boy named Jay and a girl named Kay who talk about all the animals they encounter. The story line flows in a rhythmic setting. It has rhyming words throughout the story describing the amazing creatures they have for friends or pets. The story describes all the different kinds of fish the children come across …show more content…

For the first lesson plan you can teach students about rhyming words. This book is a great tool to use to introduce this concept. I would start off by just reading the book. As you go through the book, I would emphasize the words that have the same ending sounds. Most likely there will be one student that will notice two words that sound the same. When this happens, I will introduce the concept of rhyming words and continue reading the book and showing the students more examples of rhyming words. Afterwards, I would hand out a work sheet that has examples of rhyming words and the students are to circle the words that rhyme. The second lesson plan that I would do with this book is introduce sequence of events. After we have read the story together, I will ask students what happened in the story for example, what happened first, second, third, and last questions. After that exercise I would do a smartboard activity where the students are to draw a line from one picture to the sequence number. This will help the students get an idea of what happened in the story and why did it happen. You could also teach cause and effect on this book as well. There are so many creative lesson plans that you can do with this book, but the ones that I have discussed are the ones that I think would work best with this

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For L.T. #2 I will have my students describe the main event in 2 ways using only one sentence that will retell that particular scene using the illustrations in one and use only their descriptions in the other. In L.T. #3 I will have 2 pictures of a setting and illustration in the book and the students will have to explain/ describe what is happening based on the picture. In L.T. #4 the students will describe what they think the main theme or message is of the story, the students must explain why they feel that

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You all can repeat the nursery rhyme aloud after me. Then we will sing the rhyme aloud again and listen for words that rhyme, or sound the same at the end. After that, we will have discussions and I would ask questions like: “Did you hear any words that rhyme?” Can you name some words that rhyme with "Horn" or "Sheep"? " Lesson Development Hold up the three Rhyming Picture Cards and ask students to identify what the pictures show (a horn, a sheep, and a cow).

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This is added onto with the additions of things one and two, as they just take the destruction to the next level and are representative of Dimond’s reckless abandon for the damage she is causing as well as her own ferocious ambition to have Dr. Seuss. Throughout the duration of the cat’s time in the home, however, the talking fish warns the kids against trusting him. The fish is the voice of logic in the story, mentioning time and time again how this is a horrendous plan for their mother to return at any moment, but the kids choose to ignore his warnings and enjoy the fun the cat has to offer instead. Subsequently, he remains distressed for the entirety of the story until the cat eventually leaves their abode. This is where the wife inserts herself in a sense, as the fish represents how she feels about the affair, simply wanting Dimond to leave so they can pretend like nothing ever happened, just as the cat does at the end of the story when he cleans the house right before their mother returns.

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