EDUC 315
Leslie Haynes
GENRE STUDY LOG TEMPLATE
BOOK 1 TITLE
Fox in Socks
GRADE LEVEL AND STATE STANDARDS
First Grade
The student will read and demonstrate comprehension of a variety of fictional texts.
SUMMARY RESPONSE:
Fox in Socks is just one of the many books written by Dr. Seuss. The story uses many
rhyming words and tongue twisters. Mr. Knox tells the fox he can’t say them he just can’t do
it. He has trouble saying the phrases and Mr. Fox keeps trying to get Mr. Knox to try them.
But Mr. Knox will not try no matter what Mr. Fox shows him. It is not interesting to Mr.
Knox at all.
PERSONAL RESPONSE:
Using the books written by Dr. Seuss have always been my favorite. They can be used in the
classroom setting for many different reasons. For example, to practice vowel sounds or
repeating phrases, etc. There is always something going on in the stories by Dr. Seuss so
much commotion you really must focus to know what is going on in the story sometimes this
is harder for younger students to follow along in the story. But the commotion in the stories
is very funny and interesting at the same time so it will help keep the attention of the reader.
This story reminds me of my husband when I see Amazon packages on my porch every day.
He reminds me of the sly fox. Just like the fox tries to get Mr. Knox to understand I can
relate to the stories my husband uses to get me to understand or to justify why there are more
Amazon packages.
PEDAGOGICAL RESPONSE:
Fox in Socks would be appropriate to use in K-5th grade classes. This book may not have a
universal appeal. Students who are just beginning to read may not understand all the words
and this could be difficult to read therefore not as interesting to a younger crowd. The higher
grade levels may find in fun and interesting to read. The benefits from the story would be
students getting practice with their short vowel sounds. Students may hear vocabulary they
are not familiar with so they would need to have these words explained to them so they
could interpret or understand the story. The character in the story the students would relate to
the most would be the fox. The fox in the story is very persistent and sometimes students can
be persistent if they are not always getting the answers they are looking for.
GIVE A BRIEF EXPLANATION OF STUDENT ACTIVITY AND INSERT A
SAMPLE.
The students will receive a worksheet to review short vowels found in the book. The students
will need crayons for this activity, and they will color the vowels according to the numbers.
There will be a color key found on the bottom left of the paper to help the students know
which sound gets colored a certain color.
EDUC 315
Leslie Haynes
BOOK 2 TITLE
Dragons Love Tacos
GRADE LEVEL AND STATE STANDARDS
Kindergarten
K.8 The student will demonstrate comprehension of fictional texts.
SUMMARY RESPONSE:
This story involves tacos and dragons. Dragons love to eat tacos and a lot of them. They love
beef tacos and chicken tacos. There is even a taco cave in the story. The dragons do not like
spicey salsa. The spicey salsa will make a dragon have smoke come out of their ears. They
like mild toppings like tomatoes and cheese. Dragons love to party, but their favorite party is
a taco party. The little boy in the story tries to warn the dragons at the party to not eat the
mild salsa because the green pieces were jalapeno peppers. But by the time he got it out it
was too late the dragons had gobbled up the tacos. The dragons blew smoke out their ears
and breath fire out of their mouths. They burned everything around them. But that was ok
they love their tacos, and they went back to eating tacos just the way they liked and kept
partying.
PERSONAL RESPONSE:
This story reminds me a lot of my son. He loves tacos so much. He could eat them all the
time. He is just like the dragons he doesn’t like anything spicey. If he gets something spicey
he won’t eat it and his reaction kind of resembles the reaction of the dragons. He blows and
snorts just like the dragons. My son could eat tacos everyday of the week if I would let him.
He only likes his tacos one way unlike the dragons. We sometimes get the family together
and have a taco bar where we spread out all the toppings and everyone picks out their
favorite toppings. I can say my family is just like the dragons, they love their tacos just as
much as the dragons do. But only when we have all their favorite toppings to go with them
or else, they won’t eat them. So, I must make sure all the ingredients are there.
EDUC 315
Leslie Haynes
PEDAGOGICAL RESPONSE:
This book is appropriate for grade levels Kindergarten through second grade. “Dragons love
Tacos” does have a universal appeal to it. If the reader were into dragons then this would be
a good book for them. This book shows the silly side of dragons compared to other books in
the fantasy genre. The benefits a student would drive from reading this book would be
exploring the fictional genre of books. The important ideas that a student may gain from this
story is to have fun and don’t get upset just because you don’t get what you want. This story
is easy to follow along and the vocabulary used is age appropriate. The students may be able
to connect with dragons if they like tacos. This book meets the objective of being a fictional
text.
GIVE A BRIEF EXPLANATION OF STUDENT ACTIVITY AND INSERT A
SAMPLE.
The students will make their own dragon face. The teacher will provide foam visors and eyes
and precut teeth for each student to glue onto visor to make their own dragon. The students
can wear these hats will reading the story or retelling the story as the teacher goes around
and ask questions about the story.
BOOK 3 TITLE
Lucky’s Big Week
GRADE LEVEL AND STATE STANDARDS
Kindergarten
K.9 The student will demonstrate comprehension of fictional texts.
c) Use pictures to make predictions
SUMMARY RESPONSE:
Lucky is the main character in the story. He is a dog that has a different adventure each day.
On Monday he started his adventure and left home. He played in the grass and rolled down
the hill on Tuesday and on Wednesday he met a new friend. Thursday, he jumped into a lake
and on Friday he had to sing for supper. On Saturday Lucky howled at the moon then on
Sunday he ran all the way home. Once he was back home, he was very happy. This book is
an easy reader. The dog in this story had a wonderful time out exploring the world even
though he ran into a smelly friend the skunk and he had to sing for his food to help him get
back on his way back home. This book would be great to work on sequencing events and
retelling the story.
EDUC 315
Leslie Haynes
PERSONAL RESPONSE:
The dog in the story seemed like he was on a mission to have an adventure and he made the
best of it. Lucky in the story reminds me of myself always looking for the next adventure.
This is my favorite thing to do in the summer. Sometimes we pick a place to go other times
we will just pack a bag and hop in the car and see where the road takes us. When things have
you down and sometimes you just need to get away for a little bit that is what I get from this
story. I know the story is about the adventures of a dog, but it was still adventure. This story
also makes me think of my own pets. I wonder what they would do or where they would go
if they were not at home and they left the house for a few days.
PEDAGOGICAL RESPONSE:
This story would be appropriate for Kindergarten through second grade. “Lucky’s Big
Week” would appeal to adults and kids alike. The students would derive a vocabulary for the
days of the week and teachers could even come up with songs that would help build on the
knowledge they are learning. Important ideas that will be gained from reading this story is
building on new vocabulary. The story will be an easy reader and easy to understand. The
teacher can review the vocabulary before the lesson begins to prepare the students and
familiarize them with the words before they hear them used in the context of the story. The
students can relate to this story if they have pets or if their family travels or if they may have
had a pet that may have run away from home. The language is age appropriate for this story.
Since this is an easy reader the students will be able to follow along and use the pictures to
help make predictions.
GIVE A BRIEF EXPLANATION OF STUDENT ACTIVITY AND INSERT A
SAMPLE.
The students will practice sequencing events from the story. The teacher will label the days
of the week on a chart and the class will help put pictures in the correct order that they
occurred in the story. The teacher will have everything made or printed before the start of the
lesson.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
