From The Buggy That Boogied Away by Betsy B. Lee, Learning Abilities Books, http://www.gate.net/~labooks This lesson plan may be reproduced for classroom use only. All other rights are reserved. (Lesson plan Copyright 2006 Betsy B. Lee) Return to
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Three Lesson Plans:
Fun with a Cumulative Tale and Music
Memory, Listening Skills, Articulation, Oral Reading, Reading Comprehension and Writing (Vocabulary, Sequence, and Sentence Construction)
With or without those lessons, explain that
we remember better if we use strategies to help us remember.
A strategy is a plan for action.
Ball players use plans or strategies for the best ways to play.
Good students use plans or strategies for the best ways to learn.
Point out these strategies for remembering.
Pay close attention by listening carefully.
Say something over and over.
Use pictures on paper or pictures we imagine.
Enjoy what we are doing.
(optional) Use music. The sheet of music shows how color coding helps.
Read the story to the students. Choose an oral/auditory presentation or a visual and an oral/auditory presentation.
Oral/Auditory Presentation Do not show pictures as you read. After some of the scenes have been read a few times, begin asking questions. For example, before the third or fourth repetition of ...in the house they visited long ago, pause and ask, "Where?" Encourage them to join you in repeating the phrase.
Visual and Oral/Auditory Presentation Show the pictures as you read. After each introductory line (Here's the...), ask children to use pictures to help them repeat the other lines with you.
(optional) Sing the song with the children. Show how color coding helps with repeated verses.
After finishing the story (and song), remind them about memory strategies by asking,
Did you need to pay close attention?
Why was it easier to remember the first few lines?
How did pictures help?
How did rhythm help?
Did you have fun?
(If they used music,) How did music and color coding of the music help?
In a small group or in individual sessions, the student reads the story aloud without the teacher reading it. Encourage correct pronunciation. Some children have trouble with words such as buggy and boogie because they sound so much alike.
Make a short list of rhymes for words which need to be practiced.
buggy (u sounds like u in circus) duck, ducky, luck, bug, hug, tug
boogie (oo sounds like u as in put) foot, cook, cookie, hood
or (oo sounds like u as in rule) school, pool, blue
Teach the pronunciation of boogie which is used most often in your part of the country.
Reference: Thorndike-Barnhart Dictionary
For some students, it is best to let them read the book slowly as they develop articulation skills and fluency.
In individual work, encourage them to read the familiar lines more quickly as their skills improve. They enjoy practicing with this kind of story.
(optional) The song presents an additional way to enjoy practicing the words.
Talk about any words which you think they might not know. (pranced, htiching, hitch, distant, boogie away)
The story begins in horse and buggy days. Were Gypsy's owners young or old at the beginning of the story?
Why did Gypsy pull up the hitching post?
How do you think Gypsy's owners felt about this?
Where did Gypsy go?
They did not have telephones or cars. How do you think Gypsy's owners went home? (One answer is in the introduction but not in the story.)
The story ends this way. Over the years, we heard them laugh and say, "We can't visit too long because our car might boogie away." Zoom! What does over the years mean?
Gypsy's owners had a car at the end of the story. Were they young or old at the end of the story?
Why did they laugh when they said the car might boogie away?
(optional) Read the story to the children again. Read as many lines as you can without catching a breath. Ask them to join you. Keep the focus on fun. Laugh at your own mistakes. If you read it fast enough, you and the students probably will find something funny.
(optional) Sing the song. Point out the color coding in the music and how it helps with following the sequence.
Make up a story with the children. Tell them you will write the story on the board.
Talk about other cumulative tales such as: She'll be Coming 'Round the Mountain or This is the House That Jack Built. For the story you write, introductory words could be: "She'll be...," "Here's the...," "This is the...," etc.
Read the introduction to The Buggy That Boogied Away. Talk about how this is based on facts.
Decide if you want the story to be real or make-believe.
Pick a main character.
Select an objective for the ending. Have some idea of where you are going or what will happen at the end. The buggy book showed a happy horse who had a problem. He became a hungry horse who became a happy horse at the end.
Outline a sequence of events.
Is there a problem to solve as in the buggy book?
Is it a sequence of events following each other in time as in She'll be Coming 'Round the Mountain?
Does the sequence build up to a funny situation as in This is the House That Jack Built?
(optional) Talk about parallel construction of sentences and parts of speech.
Prompt responses with questions like: "What happened?" "What happened next?"
Go back and edit if needed. Even with this kind of story it might be best not to edit much while writing.
Check sentence construction.
Possibly select more descriptive words.
Does it flow smoothly from event to event?
How much attention do you want to pay to rhythm?
After editing, let them copy the story from the board.
(optional) In small groups or individually, have them write their own cumulative stories.