## Reflection: Modeling Where Do I Find the Green Eggs and Ham? - Section 2: Procedure

Although I thought I had given the class several good examples to generate our list of food combinations, the children really didn't understand as well as I had hoped.  By the end of the list, it began to make better sense.  It was a stretch for their imaginations to change the color of the food items on their"shopping lists".  I think I figured that if they frequently colored things in unrealistic colors, that they could conceptualize this idea of making the foods in unusual shades.  They eventually got it, but this caused the lesson to run longer as we worked out the problems.

I think when I do this lesson again, I might search the internet for photos of items that are shown but not in their real life colors, and show those as some examples as well.

As far as the food combinations, I thought about using our school menu to help the children generate the list.  This would be something very familiar to the group and might be a better conversation starter.

Needing better examples
Modeling: Needing better examples

# Where Do I Find the Green Eggs and Ham?

Unit 6: Word Work Use with Dr. Seuss
Lesson 2 of 14

## Big Idea: Starting from the idea of green eggs and ham, children will create a shopping list of silly foods so that they can start using color words as adjectives. This will give them additional practice with these sight words.

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35 minutes

### Deborah Moran

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