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Lauren Clark
EDU 320
Dr. Reister
March 25, 2016
Text Set Project
Green Eggs and Ham
1. Seuss, Dr. (1969). Green Eggs and Ham. New York: Beginner Books, Inc.
2. Grade Level: Kindergarten 1st
Ages: 5-7
Content Area: Math, Reading, Language Arts
Genre: Fiction
3. Green Eggs and Ham is an excellent way to kick start a hands on classroom
atmosphere. I would present this book at the beginning of the year with the statement that
we do not know what we do and do not like without trying things out. It is important to
try new things so that we can learn what we are interested in. I would then go onto
explain the importance of learning new things in every subject area and trying them even
if they look hard.
4. Green Eggs and Ham is a book about a creature named Sam-I-Am, does not like
green eggs and ham apparently. A fellow creature tries to get him to try green eggs and
ham in all sorts of different settings. No matter how hard he tries, the Sam-I-Am keeps
insisting that he does not like this specific food. At the end of the book he tries green eggs
and ham and to his surprise he actually enjoys it.
5. Due to the fact that I would be presenting this book at the beginning of the year, I
would take the opportunity to invite parents to come in during the reading of the book.
This way the class has started off with parent involvement, thus encouraging it, hopefully,
throughout the rest of the year. After reading the book, parents and students will get to
make their own green eggs. Students will be supervised by parents using food coloring
and then each parent can help students cook the meal. This would give students a chance
to have a hands-on experience with measurement right off the bat. As the teacher I would
bring an already prepared ham. This activity would be effectively implemented as long as
the school has the means to provide a stove top for cooking.
Rainbow Fish
1. Pfister, M. (1992). The rainbow fish. New York, NY: North-South Books.
2. Grade Level: PreK 3rd
Ages: 8+

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Lauren Clark
EDU 320
Dr. Reister
March 25, 2016
Content Area: Science, Math, Language Arts
Genre: Picture Book
3. This book would serve as a gateway into teaching the elements of a story. Before
reading this book, the teacher could explain the different elements that each story
contains. To implement technology and at some engaging factors, the instructor could
then play this video explaining in more detail the different elements:
[Link]
4. Rainbow Fish is about the prettiest fish in the ocean. She is aware of her beauty
and takes pride in her one of a kind silvery scales. All the other fish try to include her, but
Rainbow Fish never engages with them. One day a little fish asks if he may have one of
her super unique scales. She is appalled that he would even ask such a thing. Over the
course of the book, Rainbow Fish learns that sharing is the only way to achieve true
happiness.
5. As a way to practice what the students have just learned, they can use a graphic
organizer to come up with their own ideas. Each students may look a little different, so at
the end, the teacher will facilitate a discussion as to why each student chose the theme,
characters and so forth.

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Lauren Clark
EDU 320
Dr. Reister
March 25, 2016

Elements in a Story
Name: Lauren Clark
Date: 03.25.16

Plot: is the events that make up a story or the

main part of a story

Characters: a person in a novel, play, or movie

Conflict: a prolonged struggle or disagreement

Theme: the overall message of the text

What is the plot of Rainbow Fish?

The plot of Rainbow Fish is a fish who takes
pride in her individualism fails to see the fact
that everyone else around her is just as special.
She comes to realize that her character is more
important than her looks.
Who are the characters in Rainbow Fish?
Rainbow Fish, Blue Fish, the octopus, the
starfish

What is the main conflict happening in this

story?
Rainbow Fish will not give away her unique
scales and for this reason cannot understand
how to be happy.

What is the theme in this story?

The theme in this story is either happiness or
friendship.

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Lauren Clark
EDU 320
Dr. Reister
March 25, 2016

Setting: the environment in which a story or

event takes place

Where does this story take place?

This story takes place in the sea.

One Fish, Two Fish, Red Fish, Blue Fish 3

1. Dr. Seuss. (1960). One fish, two fish, red fish, blue fish. New York, NY: Random
House.
2. Grade Level:
Ages:
Content Area:
Genre:
3. ?
A Color of His Own 4
1. Lionni, L. (1975). A color of his own. New York: Pantheon Books.
2. Grade Level: PreK-3rd
Ages: 3+
Content Area: Language Arts
Genre: Picture Book
3. In a preschool level classroom, I would use this book to discuss colors as I read.
The students could interact as I went and it would be a great way to keep them engaged
as well as observing what they already know and what still needs to be covered. After
reading the book, I would have students use a very hands-on sensory table full of
different colored sand, beans, grass, etc. On these different colored items students would
have to place a plastic chameleon of the same color; for instances, green on the grass.
4. A Color of His Own is about a chameleon who realizing that every other animal
has their own distinct color and he just keeps changing. He decided to stay on a leaf
forever, but this leaf soon changes with the season and he changes with the leaf. After
finding another chameleon who is having similar problems, they set out to change colors
on all the surfaces they find. The chameleons feel less alone and more secure knowing
they both change together.
5. As a follow up activity, I would have students use a graphic organizer to test their
knowledge of colors. Using a matching worksheet, they would draw a line to the

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Lauren Clark
EDU 320
Dr. Reister
March 25, 2016
chameleon that was the same color. With this worksheet, I would be able to assess who in
the class needs further direction and who knows their colors

Name: Lauren Clark

Date: 03.25.16
MATCH THAT CHAMELEON

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Lauren Clark
EDU 320
Dr. Reister
March 25, 2016

The Day the Crayons Quit 5

1. Daywalt, D., & Jeffers, O. (n.d.). The day the crayons quit.
2. Grade Level: K-4
Ages: 8+
Content Area: Language Arts
Genre: Picture Book
3. This book is a great example of argumentative writing. I would love to read this
book to a fourth grade class as a way to prompt them. As an exit ticket for the day, I
would have each student write one thing they would like changed about the classroom,
whether it is five more minutes of recess or an ice cream party after every test. I would
ask them to write two paragraphs explaining their reasoning and trying their very best to
convince me I should adapt this change.
4. The Day the Crayons Quit is about a child named Duncan who opens his crayon
box, one day, to find all of his crayons gone and a stack of letters in their place. Each
crayon explains their grievance toward Duncan and his artwork. At the end Duncan starts
to realize they mean business.
5. For the follow up activity to reading this book, the students would be given a
sheet of lined paper with the prompt, If you could ask for anything practical in our
classroom to change or be added, what would it be? In two paragraphs students would
explain their thoughts and feelings. I would then use this approach throughout the year as
a check-in to see what is working and what is not.

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Lauren Clark
EDU 320
Dr. Reister
March 25, 2016

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Lauren Clark
EDU 320
Dr. Reister
March 25, 2016

The Day the Class Changed

If you could change or add anything to your 4th

grade experience what would it be?
Date: 03.25.16
Ms. Lauren,
You must understand that I do like your class, its just
Math can be very challenging, especially when it is the last
period of the day. I hope you see this argument as logically as I
do.
If I could realistically change anything about my 4th grade
experience it would have to be popcorn parties after every math
test. Those tests take so much out of you and I do not know
about everybody else, but I study really hard for them. I think it
is only far to have some sort of snack to keep us going.

Yours truly,
Lauren

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Lauren Clark
EDU 320
Dr. Reister
March 25, 2016
Colors of Me 6
1. Barnes, B., & Nelson, A. M. (2011). Colors of me. Ann Arbor, MI: Sleeping Bear
Press.
2. Grade Level: PreK-5th
Ages: 6+
Content Area: Science
Genre: Realistic Fiction
3. This book would be so beneficial in a 5th grade classroom before talking about
genetics. I think it is crucial for students to know that they are all unique no one is a
carbon copy of anyone. Although we might have attributes like our mothers and fathers,
we are still unique and it shows through our genes. I would read this book to my class
and because it is color, short and creative, I really think it would capture a fifth graders
attention. Then I would have the students point out their features and look to see what is
most common in others.
4. Colors of Me is an authentic book about a little girl who is deciding how to draw
herself and what colors to choose. She is really curious about the many colors and shapes
and sizes of people. This book really comes to life and gives a great meaning to the
individualism behind every person.
5. As a follow up activity, I would have my students make a chart of all their traits.
Using this chart, I would have them draw themselves and what they feel they look like.
This can really get the creative juices flowing and allow students to find their creativity.

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Lauren Clark
EDU 320
Dr. Reister
March 25, 2016

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Lauren Clark
EDU 320
Dr. Reister
March 25, 2016

Purple, Green and Yellow 7

1. Munsch, R. N., & Desputeaux, H. (1992). Purple, green and yellow. Toronto,
Canada: Annick Press.
2. Grade Level: PreK-3
Ages: 7+
Content Area: Language Arts
Genre: Realistic Fiction
3. To implement this book into the classroom, I would use it as a comprehension
tool for third grade. I would start by teaching a lesson on paragraphs and how to
effectively write, indent, and punctuate. Then, using Purple, Green and Yellow I would
point out that each page has about a paragraph displayed and that each is concise and well
written.
4. This book is about a girl named Brigid. She loves to color and begs her mother to
buy her markers. Her mother is skeptical because most often children draw all over
themselves and the walls and the carpet. So Brigid proceeds to ask for washable markers,
then smelly markers and finally markers that do not come off. She ends up coloring
herself from head to toe with the permanent markers. This results in chaos and doctors
being called. In the end Brigid ends up coloring herself skin color and all is well until it
rains.
5. As a follow up activity I would have the students brainstorm using a story
pyramid. This could help them formulate ideas, come up with paragraphs to use, or as a
comprehension tool for the story read. This way it is used flexibly, but still strategically
implemented to help form inquiry about writing and the meat of the paragraph.

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Lauren Clark
EDU 320
Dr. Reister
March 25, 2016