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In this lesson, The Cat in the Hat is used as a primer to teach students how to analyze a literary work using the literary tools of plot, theme, characterization, and psychoanalytical criticism. In part one, students use a plot handout to identify the elements of plot and theme for The Cat in the Hat.
In this lesson, The Cat in the Hat is used as a primer to teach students how to analyze a literary work using the literary tools of plot, theme, characterization, and psychoanalytical criticism. In part one, students use a plot handout to identify the elements of plot and theme for The Cat in the Hat. Part two introduces psychoanalytic criticism as students classify the characters from the story, using the Id, Ego, and Superego. Students then develop an argument stating the psychological personality for each character. In part three, students gather evidence supporting their arguments by identifying examples of indirect characterization in the text. In part four, students refine their analysis and develop an analytical essay. Using a simple text provides an opportunity for students to develop and practice character analysis skills that can be applied to grade appropriate text in subsequent activities. (author/ncl)
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This lesson is suitable for all career fields since literacy and writing skills are vital for all students. The lesson uses the The Cat in the Hat by Dr.
This lesson is suitable for all career fields since literacy and writing skills are vital for all students. The lesson uses the The Cat in the Hat by Dr. Seuss to teach students how to analyze a piece of literature and provide evidence to support their arguments. Plot, theme, characterization, and psychological analysis of the characters are explored. All the needed handouts are included. The engaging content and opportunities for group work will be particularly appealing to struggling readers and writers. The lesson format could be adapted for use with other literary texts.
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| English Language Arts Standards |
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| Reading Applications: Literary Text Standard |  |
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| Benchmarks (8 - 10) |
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| A. | Analyze interactions between characters in literary text and how the interactions affect the plot. |
| C. | Identify the structural elements of the plot and explain how an author develops conflicts and plot to pace the events in literary text. |
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| Benchmarks (11 - 12) |
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| A. | Analyze and evaluate the five elements (e.g., plot, character, setting, point of view and theme) in literary text. |
| B. | Explain ways characters confront similar situations and conflict. |
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| Grade Level Indicators (Grade 9) |
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| 1. | Identify and explain an author's use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies. |
| 3. | Identify ways in which authors use conflicts, parallel plots and subplots in literary texts. |
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| Grade Level Indicators (Grade 10) |
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| 1. | Compare and contrast an author's use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies. |
| 3. | Distinguish how conflicts, parallel plots and subplots affect the pacing of action in literary text. |
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| Grade Level Indicators (Grade 11) |
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| 1. | Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters' thoughts, words and actions. |
| 3. | Explain how voice and narrator affect the characterization, plot and credibility. |
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| Grade Level Indicators (Grade 12) |
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| 1. | Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters' thoughts, words and actions. |
| 3. | Explain how voice and narrator affect the characterization, plot and credibility. |
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| Writing Applications Standard | |
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| Benchmarks (8 - 10) |
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| B. | Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge. |
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| Benchmarks (11 - 12) |
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| B. | Write responses to literature that provide an interpretation, recognize ambiguities, nuances and complexities and that understand the author's use of stylistic devices and effects created. |
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| Grade Level Indicators (Grade 9) |
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| 2. | Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge. |
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| Grade Level Indicators (Grade 10) |
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| 2. | Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge. |
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| Grade Level Indicators (Grade 11) |
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| 2. | Write responses to literature that:
a. advance a judgment that is interpretative, analytical, evaluative or reflective;
b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors;
c. analyze the author's use of stylistic devices and express an appreciation of the effects the devices create;
d. identify and assess the impact of possible ambiguities, nuances and complexities within text;
e. anticipate and answer a reader's questions, counterclaims or divergent interpretations; and
f. provide a sense of closure to the writing. |
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| Grade Level Indicators (Grade 12) |
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| 2. | Write responses to literature that:
a. advance a judgment that is interpretative, analytical, evaluative or reflective;
b. support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors;
c. analyze the author's use of stylistic devices and express an appreciation of the effects the devices create;
d. identify and assess the impact of possible ambiguities, nuances and complexities within text;
e. anticipate and answer a reader's questions, counterclaims or divergent interpretations; and
f. provide a sense of closure to the writing. |
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| Standards for the English Language Arts |
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| Range of materials and purposes for reading | |
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| Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. |
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| Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. |
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| Reading strategies, language use, and conventions | |
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| Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). |
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| Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. |
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| Write, speak, and visually represent to create text | |
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| Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. |
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| Purposes for using spoken, written, and visual language | |
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| Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Promising Practice |
| STANDARDS ALIGNMENT |
| Grades 9 - 12 |
| CAREER FIELDS |
| General Career Skills |
| TOPICS |
English Language Arts --
Literature;
Reading;
Comprehension;
Strategies - Literary Texts |
| FOUND IN |
AdLIT
Standards First |
| KEYWORDS |
literary elements;
The Cat in the Hat;
character analysis;
essay writing |
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Author: Junius Wright
Publisher: NCTE/IRA
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