The+Lorax+by+Dr.+Seuss

**EN 3051** **Friday, March 18th, 2011** **__Novel Study Part B__** **Allison Woollard** **//“The Lorax” by Dr. Seuss//** **Summary** //The Lorax// is a children’s picture book, written by the incredibly creative Dr. Seuss, and is a social critique, commenting on important issues such as materialism, consumerism, and environmentalism, ending with the future responsibil ities of children to make a change. The story is told through the eyes of the Once-ler, beginning with a time when “the grass was still green and the pond was still wet and the clouds were still clean”. During this time, everything was beautiful and the creatures, such as the B rown Bar-ba-loots and the Humming-Fish lived in harmony with nature, particularly with the tall and beautiful Truffula Trees. The Once-ler decides that those trees can serve him well, as he can cut them down and use their tufts to make Thneeds, “a Fine-Something-That-All-People-Need! It’s a shirt. It’s a sock. It’s a glove. It’s a hat”. Despite the concerns of the Lorax, who speaks for the trees, the Once-ler continues to cut down all of the Truffula Trees, polluting and ruining the natural habitat of the animals, to the point that all that is left “neath the bad-smelling sky was a big empty factory… the Lorax… and I” (the Once-ler). The story ends with the Once-ler giving the young boy, to whom he was telling the story, the last Truffula Tree seed, telling him that the responsibility lies with him and his generation to change things, and to restore the world to its previous harmony. **Grade Level/Course to teach //The Lorax//** After reading through the curriculum expectations of the intermediate/senior level, this text could be used in any compulsory English class from grades 7 to 12, as it is a tool that can be used to open a dialogue of any of the issues mentioned above (environmentalism, consumerism, materialism, capitalism). It can also be used to examine its use of poetry- the rhyme scheme, figurative language, alliteration, assonance, rhythm, tone, etc. can all be analyzed and compared within a poetry unit. Although //The Lorax// has been labeled as a children’s text, it could also be used in the senior level elective courses, such as: In the above courses, this text could be used as a monologue or script to be memorized or performed, as inspiration for a writing piece, or to study in depth the issues raised by the author. //The Lorax// would also be a great text to use in an ELL classroom, as the pictures very clearly tell the story, so if not all components of the written text are understood, the pictures can help guide and facilitate the reading. The following courses could easily integrate this text: **Other Courses** This text could also be used in an art class, as the colours and tones of the pictures change as the story unfolds, and the way in which they are represented in the text is very purposeful. //The Lorax// could also be used in a social studies or world issues class in order to examine various social and world issues through the lens of children’s literature. **Main ideas/issues/teaching points** **//Textual Knowledge//** The textual knowledge that can be found within //The Lorax// is very rich. This children’s book can be analyzed from several vantage points. **//Social/Cultural Knowledge//** Although //The Lorax// is a children’s picture book, the issues that it raises and critiques are not neither simple nor easy to solve. **//Topic Knowledge//** **Issues/Challenges with this text** Although I think //The Lorax// is an excellent text to be used in a wide range of courses and grade levels, there are some problems in teaching this text. The first, most obvious challenge, would probably be the fact that this text is a children’s book. As teachers, we need to consider how our students will react to an assigned text. I believe that this is a great resource to use to open a dialogue about many very important issues, however, students may see the children’s book as a book for “stupid people” or those who aren’t “smart enough” to read “real” or “age appropriate” books. It is therefore important to give a good introduction to this book in order for it to be better received by your students, and to help them understand the value in looking at issues through this lens. Another potential challenge may be with ELL students, who may have trouble with the words that Dr. Seuss made up, because it may be difficult to understand the playfulness of these words, and ELL students may become frustrated. Another possible challenge is that students will find the language elementary (the rhyming scheme and made up words), and thus may not take the text seriously. The teacher would also have to create lesson plans around the text – a debate, dialogue, reflection, discussion, etc. – in order to be able to use it in a classroom, as just looking at the text without some sort of analysis would be insufficient. **My Position/Identity** Our own perceptions of the world, and past experiences influence how we read a text. When teaching this text, it is important to keep in mind that each of your students will have unique life experiences that may influence the way in which they read the text. I, as the teacher, must also keep in mind when teaching this text that as a child, I grew up reading Dr. Seuss books with my parents, and eventually on my own, and my appreciation for these books may be influenced by nostalgia. I need to first talk to my students before introducing a text such as //The Lorax// to ensure that it is not only relevant to them, but that they will enjoy studying such a text. **Assignment/Activity** Although I feel that this text could be used in a variety of classes and grade levels to introduce important social issues, I would use this text in an ESL Level 3 classroom to introduce more complex, creative vocabulary. We will begin the activity by reading the story together as a class. I will begin, in order to model the rhythm and pace of the text for the students, and to get them familiar with the rhyming scheme. We will then take turns reading passages of the book aloud to each other. Watching the film version of //The Lorax// may also be beneficial in this case. Part of what I would love to explore with my students is Seuss’s made up words, in order to try and guess their definitions as a class, but also to introduce the fun you can have with words in any language. The first part of the activity will involve finding the definitions to these words by looking at them in context. Students will work in groups of two or three to try and come up with one or two possible definitions for words such as, “Lerkim”, “Snuvv”, “Whisper-ma-Phone”, “rippulous”, “Thneed” and “biggered”. Once they have come up with their own definitions for at least three words, we will discuss as a class what they thought and why. The next part of the activity involves having students create their own words in their native tongue. This can happen either by taking two words and mashing them together to create a new definition (such as “Whisper-ma-Phone), or by creating their own word from scratch (such as “Snuvv”). Students will then be asked to translate these funny words to English, and to try to explain their meaning to their group mates in English. The English as a Second Language and English Literacy Development Ontario Curriculum for grades 9-12 states that one of the main school/classroom factors in successful English language acquisition is, “//Opportunities to maintain and develop the first language.// The student’s first language is a critical foundation, not only for language learning but for all learning. Research indicates that students benefit academically, socially, and emotionally when they are encouraged to develop and maintain proficiency in their first language while they are learning English. The first language provides a foundation for developing proficiency in additional languages, serves as a basis for emotional development, and provides a vital link with the student’s family and cultural background” (page 10). After introducing some made up English words, I will tap into their prior knowledge of their native language to allow them to play with a language that they are more comfortable with, and finally, to present it to their classmates using both their native language and English. **Curriculum Expectations** //Overall Expectations//  - Use speaking skills and strategies to communicate in English for a variety of classroom and social purposes  - Use a variety of strategies to build vocabulary  - Demonstrate an understanding of, interpret, and create a variety of media texts //Specific Expectations//  - Engage in spoken interactions on personal and content-area topics  - Use knowledge of patterns of word structure and derivation to determine the meaning of unfamiliar words (//ex. recognize how suffixes differentiate parts of speech; infer meaning from word order in a sentence)//  - View, read and listen to media texts to compare the information
 * Alyson van Beinum**
 *  ENG 1P/D
 *  ENG 2P/D
 *  ENG 3C/U/E
 *  ENG 4C/U/E
 *  Presentation and Speaking Skills (EPS 3O)
 *  Studies in Literature (ETS 4U)
 *  The Writer’s Craft (EWC 4U)
 *  ESL AO
 *  ESL BO
 *  ESL CO
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l4 level1 lfo2; tab-stops: list .5in; text-autospace: none;"> ESL DO
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l4 level1 lfo2; tab-stops: list .5in; text-autospace: none;"> ESL EO
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l4 level1 lfo2; tab-stops: list .5in; text-autospace: none;"> ELD AO
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l4 level1 lfo2; tab-stops: list .5in; text-autospace: none;"> ELD BO
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l4 level1 lfo2; tab-stops: list .5in; text-autospace: none;"> ELD CO
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l4 level1 lfo2; tab-stops: list .5in; text-autospace: none;"> ELD DO
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l2 level1 lfo4; tab-stops: list .5in; text-autospace: none;"> **Narration –** Particularly the fact that the story is told from the third person perspective, as one character within the text is telling the story to another character.
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l2 level1 lfo4; tab-stops: list .5in; text-autospace: none;"> **Poetry –** You could examine many aspects of poetry, such as rhythm, meter, rhyme scheme, figurative language, alliteration, assonance, etc.
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l2 level1 lfo4; tab-stops: list .5in; text-autospace: none;"> **Language –** Dr. Seuss’s creative use of language, not only the way he plays with existing words from the English language, but also the way in which he creates his own words, such as “Grickle-grass”, “Lerkim”, “Snuvv”, and “Thneed”. You could look at with the class how Seuss came up with these words – or you could look at them out of context and try to guess what these words may mean
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l2 level1 lfo4; tab-stops: list .5in; text-autospace: none;"> **Genre –** The fact that this is a children’s book provides a different perspective through which you can examine very serious issues through a different lens
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l2 level1 lfo4; tab-stops: list .5in; text-autospace: none;"> **Font –** The way in which Dr. Seuss uses different fonts and sizes places emphasis on different aspects
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l2 level1 lfo4; tab-stops: list .5in; text-autospace: none;"> **Film –** There is also a movie version of this text that could be looked at instead of using a typical English literary text – many of these teaching points can also be seen within the 30 minute film version
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l3 level1 lfo5; tab-stops: list .5in; text-autospace: none;"> **Authority/Power –** It is clearly the Once-ler who had the power in this text, until he exhausts all of his resources and realizes that he in fact is powerless when people aren’t either working for him or buying his product. The Lorax seems to be powerless against the Once-ler, as he continually ignores the Lorax’s serious warnings and concerns.
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l3 level1 lfo5; tab-stops: list .5in; text-autospace: none;"> **Pollution –** Within this text, we see an environment go from beautiful, harmonious and peaceful, to a polluted wasteland where nothing can grow. This was all preventable, and although many of the parts of nature that are destroyed are fictional (Truffula Trees), the situation can be easily reflected in reality
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l3 level1 lfo5; tab-stops: list .5in; text-autospace: none;"> **Consumerism –** Throughout the text we see the Once-ler cutting down trees and destroying the environment in order to create and sell the magical “Thneed – the thing that all people need!” The Once-ler has to create more and more Thneeds in order to fill consumer demand, and this is what ultimately leads to the destruction of the environment
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l3 level1 lfo5; tab-stops: list .5in; text-autospace: none;"> **Capitalism –** This text revolves around money – the Once-ler continues to make his Thneeds in order to make more and more money. He stops at nothing until there is literally nothing left
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l0 level1 lfo6; tab-stops: list .5in; text-autospace: none;"> **Courage –** The Lorax has the courage to stand up to the Once-ler and speak for the trees, who can’t speak for themselves, in order to request he stop what he’s doing
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l0 level1 lfo6; tab-stops: list .5in; text-autospace: none;"> **Influence –** Within the story we see that the Lorax doesn’t have much influence over the Once-ler, however in the end we see that it is the child who has the power to learn from the Once-ler’s mistakes and change things for the future
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l0 level1 lfo6; tab-stops: list .5in; text-autospace: none;"> **Ignorance –** The Once-ler lives in ignorance of what he is doing to the animals, to the environment and to others. It is only at the end of the book, when it’s too late, that he realizes his mistakes
 * <span style="0in color: black; mso-layout-grid-align: none; mso-list: l0 level1 lfo6; tab-stops: list .5in; text-autospace: none;"> **Environmentalism –** This text illustrates the damaging effects of polluting the environment, and encourages the next generation to live with the environment in mind, and to take care of it, as it is difficult, and sometimes impossible, to restore it once it’s been damaged