Boo! by Robert Munsch - Teaching Ideas


In the spirit of Halloween I am reviewing Boo! by Robert Munsch. I have to be honest, I am not a huge fan of Robert Munsch books, and I really don't like this story. I review these books because the kids (and many teachers) love them. This book follows true to Robert Munsch's style, repetitive, silly and over the top.

Lance wants to paint his face for Halloween. He wants to paint it so scary that people fall over. In the course of trick or treating Lance scares the people at the houses he is trick or treating at and when they fall over and don't get up to give him his treat, he enters their house and proceeds to take all the candy he can find. In the second house he becomes more daring and not only takes all the candy but he raids the refrigerator and takes all the food and drinks.

As he leaves the house Lance and his bag sit in the middle of the street because his "loot" is too heavy for him to carry...thank goodness a police officer comes by and helps him carry it all home!

Later that night a teenage boy comes trick or treating to Lance's house with his "loot" and Lance scares the boy into running away and leaving all of his candy. Instead of giving it back, Lance takes it right inside and considers it his.

Lance has so much candy that he eats it for breakfast, lunch, and dinner, for an entire YEAR!

There are just so many things that I find wrong with this story, but I continue to use it, because it is a great book for what not to do while trick or treating, and lets face it, the kids LOVE the story.

I created a FREEBIE compare and contrast activity that has kids comparing how they trick or treat to how Lance trick or treats. They should be able to pick out all the safe and good things they do compared to Lance.

Here are some more ideas, skills and strategies you can use if you want to use this book for other "what not to do lessons".


Reading level: 2.2
Theme/subject: Halloween
Genre: holiday, humorous

Suggested Vocabulary/phrases: enormous

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is going to be about. I wonder what the kid looks like to scare all those grown-ups like that. {possible questions during} I wonder why Lance thinks it’s okay to go into some body’s house and take their food and candy.  I wonder if the police officer will fall over. I wonder if the police officer will make Lance take all the food and candy back. {possible questions after} I wonder why his parents let him eat so much candy every day.  **Remember to have your students answer/reflect their questions.
  • Author's point of view – Third.  Be sure to find 3 pieces of evidence to support this (he, his, Lance).
  • Author's purpose – entertain {evidence} the author used expression with capital letters and exclamation points. The illustrator used lots of facial expressions. It was very funny when the police officer ran away from Lance because he was so scared.
  • Beginning, middle, end - {most important event from beginning} Lance painted a face for Halloween that was so scary his dad fell over. {most important event from middle} Lance went out trick or treating and took all the candy and food from the houses he went to.  {most important event from end} Lance had so much candy it lasted till the next Halloween.
  • Cause and effect – Why did Lance’s dad fall over? Because Lance painted his face to be very scary. Why did Lance take all the candy from the first house he trick or treated at? Because he scared the man so bad he fell over and didn’t get up to give Lance any candy. Why did Lance take all the food from the refrigerator?  Because he scared the lady so bad she fell over and didn’t get up to give him treats. Why was Lance sitting in the middle of the street? Because his bag was so heavy he could not carry it. Why did the police officer zoom away? Because he saw Lance’s face and got scared. Why did Lance not fall over when he saw the teenager’s face? Because his face was not as scary as his. 
  • Character analysis - describe Lance {looks like, feelings, thoughts, character}
  • Classify & categorize – Halloween costumes: scary and not scary
  • Compare & contrast – How Lance goes trick or treating and how you go trick or treating.
  • Connections - {possible text-to-self connections} painting your face for Halloween. Getting lots of candy. Having a bag too heavy to carry. Scaring someone because of your costume.
  • Main idea & details - {main idea} The story is mostly about Lance scaring people and taking their things. {details} Lance scared a man and took his candy. Lance scared a lady and took her candy and food from the refrigerator. Lance scared the teenage boy and took his bags of candy.
  • Predict – What do you think the story is going to be about?  Do you think Lance will make his face scary enough to make his dad fall over? Do you think the policeman will fall over like everyone else? Do you think the teenager will have a face as scary as Lance’s?
  • Problem & solution - {problem} Lance wanted to paint his face so scary that people fell over when they saw it. Lance would trick or treat at a house and they would fall over and not get up to give him candy.  {solution} Lance’s solution was to go into the house and take what he wanted.
  • Sequencing – Lance painted his face. Lance’s dad fell over when he saw Lance’s face. Lance took candy from the man he scared while trick or treating. Lance took candy and food from the lady he scared while trick or treating. Lance sat in the middle of the street. The police officer helped Lance take his bag home. Lance scared the police officer. A teenage boy came to the door and took off his pillowcase. Lance took off his pillow case and the teenage boy ran away. Lance ate candy all the time.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – Lance went into people’s houses and took all the candy and food. Why is this wrong?
  • Theme - I don’t think Lance learned a good lesson, but we could sure learn a lesson from Lance. Going into someone’s house and taking something that is not yours is stealing, don’t do it.
  • Visualize – The police officer helped take Lance’s candy and food home. Visualize what the police officer should have done when he found out Lance took all of that candy and food.





http://www.teacherspayteachers.com/Product/Boo-by-Robert-Munsch-Compare-and-Contrast-Freebie-941138

 IT'S FREE!



Happy Halloween!

3

My thoughts on helicopters...


When did it become acceptable for parents to support their child’s outright disrespect for a teacher?

“My mom said you don’t know what you are doing and that this is dumb, so I don’t want to do it.” –child age 5

“Shut up!” –child age 9

“You can’t tell me what to do.” –child age 7

“I will bring my kids to school late if I want, it is my choice.” –mom

“I don’t like that you have the kids turn in the homework on Thursday; you should change it to Friday.” –mom

“I have two kids; it is too hard to get the homework done.” –mom

What kind of children are we raising when we teach by example that we don’t have to respect an adult or authority figure just because we either don’t like that person or because you want something  done a different way?

When parents start to question, accuse and assume what the teacher is doing is wrong, bad, a waste of time, or not challenging enough and they do this in front of their children, the children start to do the same thing.

Do these parents not understand that attacking, criticizing, and calling into question the teacher’s ability to their job, without having the knowledge to back up what they are saying, just makes them look, hmm, well I can’t think of a nice word, so I will let you fill in that blank.

Not only that, but how does it make the teacher feel knowing that every day there are helicopters outside the room spying, listening, texting, talking?…it can feel like a modern day witch hunt! Do they think that these attacks are going to make the teacher really want to come in and go that extra mile for the students?  Let’s face it we all go that extra mile, spend our own money, take away from our own family time but I would have no problem stopping all of that if I were treated like some of these teachers.

If parents want a personalized, tailored to fit their life kind of education for their child then they either need to homeschool or take them to a private school and pay for it. 

Now don’t get me wrong here, I love the involved parent. I want parents around, helping me, helping their child, helping other children. We definitely want that home school connection, but there is a difference between an involved parent and a controlling parent. 

The involved parent is there to support the child’s education and assist the teacher in the child’s academic success. The controlling parent is raising a child to go around saying “it is not my fault and my mommy even says so.”

I hope you have more involved parents than controlling parents this year.

Those are my thoughts on helicopters…


8

Alice and Greta by Steven J. Simmons - Teaching Ideas

 
Alice and Greta are completely different witches. They dress differently, they look different and they use their magic in completely different ways.

Greta is as mean and nasty as they come and Alice is so sweet with her rosy outlook, she is the kind of witch you would love to meet!

Alice loves to use her powers to help people and make them happy while Greta makes children cry. One day, Greta finds a school playground filled with happy school children and decides to cover them with icky sticky marshmallow. All the kids cry and call for help. Alice hears the children and comes to help but before she can Greta covers her with the icky sticky marshmallow as well. 

Will Alice save the kids? Will she get herself unstuck? But the most important question of all is, will Greta ever learn the most important lesson of all?

This is one of (and I have lots) my favorite Halloween books. It offers so many great teaching opportunities, just look below.

If you love this book and want to read it for Halloween but want make sure you are offering a meaningful lesson to go along with it, take a look at the packet I created.

Reading level: 3.5
Theme/subject: good vs. bad,
Genre: Halloween, fantasy

Suggested Vocabulary/phrases: rosy outlook, putrid, enchanting, deviously diabolical, weave their spells, perplexed, snickered

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder if Alice and Greta are witches. I wonder if Alice and Greta are sisters. I wonder which witch is Alice and which one is Greta. One witch looks mean and the other looks nice, I wonder if that is true. {possible questions during} I wonder why Greta needed to be so mean. I wonder when it will all come back to Greta. {possible questions after}  I wonder if Greta learned her lesson. **Remember to have your students answer/reflect their questions.
  • Author's point of view – Third. Be sure to find 3 pieces of evidence to support this (her, they, she).
  • Author's purpose – entertain {evidence} There are no such thing as witches. All the spells and chants were silly. It cannot ever rain sticky gooey marshmallows. All of these things make a very silly and entertaining story.
  • Beginning, middle, end - {most important event from beginning} Alice and Great were very different witches. {most important event from middle} Alice did spells and chants that helped people and Greta’s spells and chants were to hurt and scare people. {most important event from end} Greta got what was coming to her.
  • Cause and effect – Why is the story called Alice and Greta? Because the story is about Alice and Greta. Why was Alice’s outlook like her clothes? Because they were always rosy. Why was Greta’s outlook like her clothes? Because they were putrid like her personality. Why were Alice and Greta so different? Because Alice was a nice witch and Greta was a mean witch. How come Greta didn’t learn the most important lesson of all? Because she didn’t listen in class. How come the family in the boat waved their thanks? Because Alice helped save them. How come the kids on the beach ran crying? Because Greta sent in a big wave to destroy their sand castle. Why were the soccer players perplexed and disappointed? Because they couldn’t find any of the soccer balls to finish the game. Why did the school children have to call for help? Because Greta had covered them with icky, sticky marshmallows. How come Alice couldn’t come help the kids? Because Greta cast a spell that covered Alice with icky, sticky marshmallow as well. How come Greta ended up in a pile of icky, sticky marshmallow? Because Alice cast a spell on Greta about whatever you chant, whatever you brew, sooner or later, comes back to you. Why is Greta stuck? Because she is stuck learning things she should have learned long ago.
  • Character analysis - describe Alice, describe Greta {looks like, feelings, thoughts, character}
  • Classify & categorize – Witches – good witches and bad witches
  • Compare & contrast – Greta and Alice
  • Connections - {possible text-to-self connections} friends that are and do nice things. Friends that are and do mean things.  {possible text-to-text connections} Connect this book to Miss. Nelson is Missing by Harry G. Allard. Both books have two “witches” one that does good and one that does not.
  • Drawing conclusions & inference – Why do you think, “Whatever you chant, whatever you brew, sooner or later comes back to you” is called the Brewmerang Principle? {text clues} There is a boomerang drawn on the board as well as a drawing of what a boomerang does. {what I know} I know the author played with the word boomerang and made it brewmerang because he was talking about witches and they brew magic spells. I also know that when you throw a boomerang it is supposed to come back to you. {my conclusion} I think “Whatever you chant, whatever you brew, sooner or later comes back to you” is called the Brewmerang Principle because the witches were supposed to learn that depending on how they used their spells – for good or bad – they could come back to them, just like a boomerang comes back to you.
  • Fact & opinion{facts} Alice wore pink. Greta wore green. Alice helped people with her spells. Greta hurt people with her spells. Alice enjoys her view. {opinions} Alice is the nicest witch of all. Greta is the meanest witch of all. Alice should wear red instead. Greta should wear black instead. Greta learned an important lesson.
  • Main idea & details - {main idea} The story of Alice and Greta is mostly about Alice and Greta being completely different kinds of witches, one good and one bad.  {details} Alice had a rosy outlook while Greta had a putrid outlook. Alice’s spells were enchanting and Greta’s spells were deviously diabolical. Alice saved a family with spell about a big wave and Greta made children cry with the same spell.
  • Plot - the turning point or climax in the story was when Greta used her spell on Alice.
  • Predict – What do you think the story is going to be about? What do you think will happen to Greta for not learning the most important lesson of all?  How do you think Alice will help the family? What do you think Greta will do to the children at the beach? What do you think Greta will do to the soccer game? How do you think Alice will help the little boy looking of his dog? Do you think the school children will like being covered with sticky marshmallow? How do you think Alice will get out of the marshmallow? Do you think Greta will learn her lesson?
  • Problem & solution - {problem} The problem is that Greta uses her magic for bad. {solution} Alice finally had enough so she turned a spell around and got Great stuck in the icky, sticky marshmallow until she learned the most important thing about spells, what goes around comes around.
  • Sequencing – Two witches that looked alike lived on the top of a mountain. Alice’s outlook was rosy. Greta’s outlook was putrid. Alice and Greta went to the same school. Greta was too busy goofing off to learn the most important of all at school. Alice and Greta graduated from school and went into the world. Alice saved a family and their boat. Greta destroyed a sandcastle and made children cry. Alice helped a boy find his dog. Greta made a soccer team lose the championship game. Greta cast a spell that covered some school children with icky, sticky marshmallows. Greta covered Alice with the icky, sticky marshmallow too. Alice cast a spell that covered Greta with all the icky, sticky marshmallow until she learned the most important rule of all. Greta is still learning the most important rule of all.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – The Brewmerang Principle is, whatever you chant, whatever you brew, sooner or later comes back to you. Even if Greta was listening to the teacher when this was being taught, do you think she would still cast mean spells on other people? Why or why not?
  • Summarize - {someone} Alice {wanted} wanted to do good things in the world {but} but Greta wanted to do bad {so} so one day Alice cast a spell on Greta to learn the most important lesson of all. Greta is still learning that lesson.
  • Theme – what goes around comes around. Be careful how you treat others because it may come back to you. Pay attention in school, you might miss the most important lesson of all.
  • Visualize - Alice was such a nice witch; she was always helping those that needed help. Visualize something that you need help with that Alice could cast a spell to help you out.


http://www.teacherspayteachers.com/Product/Alice-and-Greta-Reading-Skills-and-Strategies-920781


Happy planning!

3

The Teeny Tiny Ghost by Kay Winters - Teaching Ideas


The teeny tiny ghost is so timid, he even scares himself. He goes to a teeny tiny school and practices his booes and his whooes but yet he is still so timid. On Halloween night there is a loud knock at the front door and the teeny tiny ghost is so scared he hides in the grandfather clock. This doesn't work, because the bing bong of the clock is so loud he has to get out. The teeny tiny ghost sees that his teeny tiny cats were scared so he decides that he must be brave enough to protect them. So he huffs and puffs and he yells BOOOO as loud as he can. On the other side of the door the teeny tiny ghost hears clapping and cheering. His friends from school are all there and they are so excited to see the teeny tiny ghost so brave.

Listed below are all the reading skills and strategies and ideas you can use to create a fun and meaningful lesson using this super cute book.

If you don't want to create something on your own I have created a cause and effect FREEBIE.


Reading level: 2.8
Theme/subject: being brave, friends and friendship
Genre: Halloween

Suggested Vocabulary/phrases: timid, rafters, wailed, rapped           

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is about. I wonder why the ghost is so teeny tiny. {possible questions during} I wonder why the teeny tiny ghost was so afraid. I wonder if the teeny tiny ghost will ever be brave. {possible questions after} I wonder if the teeny tiny ghost is still going to be scared.  **Remember to have your students answer/reflect their questions.
  • Author's point of view – Third. Be sure to find 3 pieces of evidence to support this (his, he, the teeny tiny ghost).
  • Author's purpose – entertain {evidence} the story is about a ghost that is scared. The illustrations are very silly. All ghosts were dressed in costume for Halloween. All these things are very entertaining for the reader.
  • Beginning, middle, end - {most important event from beginning} We learned that the teeny tiny ghost was very timid.{most important event from middle} The teeny tiny ghost became brave to protect his cats. {most important event from end} The teeny tiny ghost’s friends surprised him with a Halloween party.
  • Cause and effect – Why did the teeny tiny ghost shiver at spooky stories?  Because he was a timid ghost. Why did the teeny tiny ghost hide his teeny tiny head? Because he scared himself when he booed and whooed. Why did the teeny tiny cats climb on the teeny tiny ghost's lap and lick his face? Because the teeny tiny ghost was crying. Why did the teeny tiny ghost hide in the grandfather clock? Because he there were voices at his door saying, “Let us in”. Why was the grandfather clock not a good hiding place? Because the teeny tiny ghost thought his head would explode from all the BING BONGS. Why did the teeny tiny ghost decide to be brave? Because he wanted to protect his cats. Why did all the ghosts from school clap and cheer? Because they heard the teeny tiny ghost being brave. Why were all the ghosts dressed up? Because it was Halloween.
  • Character analysis - describe the teeny tiny ghost {looks like, feelings, thoughts, character}
  • Character changes – at the beginning of the story the teeny tiny ghost was timid and afraid but by the end of the story he was brave. The change happened because the teeny tiny ghost wanted to be brave for his cats.
  • Classify & categorize – Halloween things: things that are scary and things that are cute.
  • Compare & contrast – you and the teeny tiny ghost.  
  • Connections - {possible text-to-self connections} being smaller than other kids. Being afraid of things. Having cats. Wanting to protect something. Being brave when you really didn’t want to. Having others be happy when you showed courage. {possible text-to-text connections}
  • Drawing conclusions & inference – Why do you think the teeny tiny ghost giggled at the end of the story? {text clues} He looked happy. He just spent Halloween evening with his ghost friends tapping on windows. The teeny tiny ghost was always afraid to go out on Halloween because it sounded scary. {what I know} I know that when you do something that you thought was scary and really isn’t scary it always makes me happy. {my conclusion} I think the teeny tiny ghost giggled at the end of the story because he was happy that he finally wasn’t scared on Halloween and got to have fun.
  • Main idea & details - {main idea} the story is mostly about teeny tiny ghost being so timid. {details} the teeny tiny ghost was had never been out on Halloween because it sounded so scary. Teeny tiny ghost scared himself when he practiced his booos and whooos. 
  • Plot - the turning point or climax in the story was when the teeny tiny ghost decided to be brave for his cats.
  • Predict – what do you think the story is about? Why do you think the teeny tiny ghost was so timid? What do you think the teeny tiny ghost is going to do when after he hears the voices say “let us in”? How do you think the teeny tiny ghost is going to be brave? Who or what do you think is on the other side of the door?
  • Problem & solution - {problem} The teeny tiny ghost was so timid. {solution} The teeny tiny ghost’s friends came to the door on Halloween night and scared the teeny tiny ghost. The teeny tiny ghost decided he needed to be brave for his cats so he huffed and he puffed and sounded very loud he booed and whooed at whatever was on the other side of the door.
  • Sequencing – Teeny tiny ghost was very timid. He went to a teeny tiny school. He had two teeny tiny cats. The teeny tiny ghost tried to do his homework but he scared himself. There was a knock on his door and they said “let us in”. The teeny tiny ghost hid in a grandfather clock. The teeny tiny cats got scared. The teeny tiny ghost got brave for the cats. He huffed and he puffed and booed and whooed very loud. Everyone on the other side of the door started clapping and cheering. The teeny tiny ghost went out on Halloween night with all his teeny tiny friends. The teeny tiny ghost giggled and whispered Happy Halloween to his teeny tiny cats.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought - The teeny tiny ghost was so afraid. What would you tell him about being afraid?
  • Summarize - {someone}The teeny tiny ghost didn’t {wanted} want to answer the door {but} they wouldn’t go away {so} so he told his cats he would be brave {then} then he huffed and he puffed and boooed and whooed super loud. He was {finally} not afraid anymore.
  • Theme – You might surprise yourself when you decide to try something new.
  • Visualize – Visualize something that scares you and then think of what you can do try to not be afraid of it anymore. 


http://www.teacherspayteachers.com/Product/The-Teeny-Tiny-Ghost-Cause-and-Effect-Freebie-914736


Happy planning!

6

The Vanishing Pumpkin by Tony Johnston - Teaching Ideas


Who snitched the pumpkin? Was it the ghoul, the rapscallion or maybe the varmint? The really old man and the really old lady want their pumpkin so they can make pumpkin pie. Will they ever find their pumpkin? Will they ever get pie?

Have fun with the old lady and old man as they search for their missing pumpkin.

Here are a list of reading skills and strategies you can use to create a great lesson to use with this book during the month of October.



Reading level:
Theme/subject: Halloween
Genre: holiday fiction, Halloween

Suggested Vocabulary/phrases: snitched, ghoul, rapscallion, varmint

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is about. I wonder how the pumpkin vanishes. {possible questions during} I wonder where the pumpkin went. I wonder if they are going to find the pumpkin. I wonder who has the pumpkin. {possible questions after} I wonder if the old man and old woman will stay mad at the wizard.   **Remember to have your students answer/reflect their questions.
  • Author's point of view – Third. Be sure to find 3 pieces of evidence to support this (him, he).
  • Author's purpose – entertaining {evidence} nobody is 700 or 800 years old. There are no such things as ghouls. The illustrations are pretty silly. All of these things make a very entertaining story.
  • Beginning, middle, end - {most important event from beginning} the old man wanted a pumpkin pie. {most important event from middle} The old lady and old man couldn’t find the pumpkin to make the pumpkin pie. {most important event from end} The wizard had their pumpkin and made them a pie.
  • Cause and effect – Why did the old man want a pumpkin pie? Because the sun reminded him of the pumpkin in their garden. Why did the old man make the ghoul as thin as an onion skin? So he could see if the ghoul was hiding his pumpkin. Why did the old man put the rapscallion upside down? So the pumpkin would drop out if he was hiding it. Why did he turn the varmint into a black cat with lots of fleas? So they could see if he scratched at the pumpkin. Why did the old man not want to holler at the wizard? Because the wizard could turn him into a lizard. Why did they all eat pumpkin pie? Because the wizard made them a pumpkin pie.
  • Character analysis - describe the old couple {looks like, feelings, thoughts, character}
  • Main idea & details - {main idea} the story is mostly about the old man and old woman looking for their pumpkin. {details} The old lady and old man looked all over their house for the pumpkin. They asked the ghoul if he took it. They turned the rapscallion upside down looking for the pumpkin. They found the pumpkin with the wizard.
  • Plot - the turning point or climax in the story was when they met up with the wizard.
  • Predict – What do you think the story is going to be about. Do you think the ghoul took the pumpkin? Do you think the rapscallion has the pumpkin? Do you think the varmint has the pumpkin? Who do you think took the pumpkin? Where could the pumpkin be? Do you think they will ever get pumpkin pie?
  • Problem & solution - {problem} the old lady and old man’s pumpkin was missing. {Solution} they looked all over for the person that took their pumpkin and finally found it with the wizard.
  • Sequencing – The sun reminded the old man of a pumpkin. The old man and old lady went out to get the pumpkin. The pumpkin was missing. They looked all over the house. They asked the ghoul if he had the pumpkin. They turned the rapscallion upside down looking for their pumpkin. The turned the varmint into a flea ridden black cat looking for their pumpkin. They came across a wizard that had their pumpkin. The wizard turned their pumpkin into a jack-o-lantern and also made them a pumpkin pie. Everyone ate the pumpkin pie.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Summarize - {someone} the old man {wanted} wanted a pumpkin pie {but} but their pumpkin was missing {so} so they went in search of it. They {finally} finally found it with the wizard that had turned it into a jack-o-lantern and made them a pumpkin pie.
  • Visualize – The old man said that the sun reminded him of pumpkins which reminded him of pumpkin pie. When you look at the sun what does it make you think of?  
Happy planning,

1

The Runaway Pumpkin by Kevin Lewis - Teaching Ideas



The Baxter Boys find a huge pumpkin that they decide they need to have. Once they cut it off the vine though, things start to go very wrong! The pumpkin starts to roll out of control and heads straight for the Baxter farm. It crashes through the pig sty, knocks Grampa Baxter for a loop and finally ends up resting in the the bed that Poppa plows for it. Once the pumpkin comes to a stop the family gets excited about the possible food that Granny can make from such a huge pumpkin. As a family they get the pumpkin in the house and Granny gets to work. Come dinner time she places all sorts of food on the table and sets up the giant jack-o-lantern she has made. Hmm, if Granny made a jack-o-lantern out of the giant pumpkin, how did she get all that delicious pumpkin food on the table?

Just one of the great questions to ask your students to get them thinking deeper.

Below are more skills and strategies and ideas to keep this book a meaningful teaching tool for the whole month of October.

I have created a Visualizing Freebie for you for something fun to do along with all the other activities you can create from the info below.


Reading level: 2.6
Theme/subject: Halloween fun, humorous
Genre: holiday, Halloween

Suggested Vocabulary/phrases: eyes a-gleam, foresaw, mucking, plowed,

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is going to be about. I wonder how the pumpkin ran away. I wonder if it will stop. {possible questions during} I wonder if the Baxter boys will get into trouble. I wonder what Granny will make with all that pumpkin.  {possible questions after} I wonder if Granny cooked any of the pumpkin.   **Remember to have your students answer/reflect their questions.
  • Author's point of view – Third. Be sure to find 3 pieces of evidence to support this (the Baxter boys, his, and him).
  • Author's purpose – entertain {evidence} the author writes the story in rhyme and uses repetition to make it fun to read. The illustrator’s pictures are silly. When the family was trying to bring the pumpkin in the house they were trying to stretch the door frame so it could fit inside. All of these things make a very entertaining story.
  • Beginning, middle, and end - {most important event from beginning} The Baxter boys found a pumpkin and cut it loose. {most important event from middle} The pumpkin rolled down the hill crashing into everything in its path. {most important event from end} Granny turned the large pumpkin into a jack-o-lantern.
  • Cause and effect – Why did the pumpkin start to roll down the hill? Because the Baxter boys cut it loose. Why did little Lil foresee disaster? Because she looked down the hill and saw what the pumpkin was going to bump into. Why did Poppa Baxter plow a pumpkin bed? So he could stop the pumpkin. OR because he used his head.  Why did little Lil pull Granny through the crowd? So she could see the big pumpkin. Why did the Baxters have to stretch the door frame to get the pumpkin inside? Because the pumpkin was too big to fit if they didn’t. Why were all the Baxter’s dressed up at dinner? Because it was Halloween.
  • Classify & categorize – pumpkins: parts of a pumpkin and foods you can make using pumpkins
  • Compare & contrast – pumpkins and jack-o-lanterns
  • Connections - {possible text-to-self connections} Being excited for a super huge pumpkin. Having a pumpkin be too big or heavy for you to carry or control. Carving your own jack-o-lantern. Liking pumpkin pie, soup, or bread.  {possible text-to-text connections} Connect this book with Little Mouse and the Big Red Apple by A.H. Benjamin. Both books have a big “something” that runs or rolls away.
  • Drawing conclusions & inference – If Granny used the pumpkin to make all the food the family was thinking about why is there a huge jack-o-lantern sitting in the room with them. {text clues} The jack-o-lantern had a twinkle in its eye. It was a HUGE pumpkin. {what I know} When I carve a pumpkin there are pieces of pumpkin that I usually throw away. {my conclusion} I think the pumpkin was so big that she just used the pieces she carved out of it to make the jack-o-lantern for the food she made for dinner.
  • Fact & opinion – do facts and opinions about pumpkins instead of the story. {Facts} full grown pumpkins are orange. Small pumpkins on the vine start green. Pumpkins grow on vines. Pumpkin blossoms are yellow. {Opinions} pumpkin pie is delicious. The pumpkin guts are gross. Pumpkin seeds are fun to clean and cook. Tall skinny pumpkins are the best for making jack-o-lanterns.
  • Main idea & details - {main idea} the story is mostly about a pumpkin that rolls away and crashes through the family farm. {details} The Baxter boys cut the pumpkin from the vine and watch it start to roll away. The pumpkin crashes through the pig sty. The pumpkin knocked Grampa Baxter for a loop. The pumpkin stops in the pumpkin bed Poppa Baxter plowed.
  • Plot - the turning point or climax in the story was when Poppa Baxter quick used his head and plowed a pumpkin bed.
  • Predict – What do you think the story is going to be about. What kind of disaster do you think little Lil is foreseeing? Where do you think the pumpkin will finally come to a stop? What do you think Granny is going to do with the pumpkin?
  • Problem & solution - {problem} There is a roll away pumpkin crashing through the farm.{solution} Poppa uses his head real quick and plows a pumpkin bed for the pumpkin to stop in.
  • Sequencing – The Baxter kids climb a hill and find a huge pumpkin. The Baxter boys cut it from the vine. The pumpkin gets away from the boys. It crashes through the pig sty. It knocks Grampa Baxter for a loop. Poppa sees the pumpkin coming and plows a pumpkin bed. Little Lil brings Granny to see the pumpkin. Everyone gets the pumpkin into the house so Granny can cook lots of pumpkin food. Everyone sits down for Halloween dinner. There is a huge jack-o-lantern twinkling his eye at Granny.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – The Baxter boys caused a lot of damage on the farm and were very proud of the pumpkin as it lay in the pumpkin bed that Poppa plowed for it. If you were the boys’ parents what would you say to them?
  • Summarize - {someone} The Baxter boys {wanted} wanted the pumpkin {so} so they cut it off the vine {then} then it started rolling down the hill and crashing into everything in its path. {finally} Finally Poppa got it to stop.
  • Theme – ­Things might not always be used for what you think.
  • Visualize – What will your jack-o-lantern look like?


You can pick this FREEBIE up in my TpT store.


Classroom Freebies Manic Monday
Happy planning!

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Top 10 Books for October


October is Bat Appreciation Month and one of the areas of study for many elementary classrooms. Besides being the perfect tie in to Halloween, bats are super fun for the students to draw, read, and write about. Not only can you find a number of non-fiction books on bats but there are also some excellent picture books with bats as main characters. So without further ado, here is my list of Top 10 Bat Books for October 2013.



Gail Gibbons is one of my favorite authors. Her books are perfect for students and this BATS book is just what the teacher ordered when it comes time for learning about bats. She offers wonderful illustrations and great information on different types of bats, habitat, and diet as well as giving definitions for many words associated with bats - nocturnal and roosts.






Bats: Cool Creatures of the Night by Emily Castleman is another book that gives students the information they will need to do their own nonfiction writing about bats. This book is filled with large beautiful photographs of these misunderstood creatures. The captions included with the photographs help students focus in and learn some great facts about these bats.






The National Geographic Kids book about Bats has AMAZING photographs that will intrigue and delight all of your students. This book puts kids into the front seat as it shows them the many places bats can call home: caves, attics, bridges and forests. This is a definite book for your classroom library, especially if you do a unit on bats.







Bat Jamboree by Kathi Appelt is a rhythmically fun book of counting and complete silliness. Your students will love seeing the hilarious illustrations as well as enjoy counting along with the rhythm of the story.







Bat Loves the Night by Nicola Davies is about the Pipstrelle Bat. By the end of reading this book and studying the beautiful watercolor illustrations your students will know everything they ever wanted to know about this specific bat.





Bats Around the Clock also by Kathy Appeltt has students wanting to put their dancing shoes on as they "sing" along. By the end of the book students will understand what it means when someone says "time flies when you are having fun". As you turn the pages to the rhythm of the written beat students will watch the time go by.

Bats at the Beach by Brian Lies is a story of fun and frolic on the beach at night. With buckets and shovels, beach towels and moon-tan lotion and some fun in the sand and surf it takes the reader along for the fun! This rhythmically written tale gives the reader a chance to visualize just what the bats are up to as they spend the evening at the beach. A perfect Halloween and Bat book!



We wouldn't want to leave out our beginning readers and counters in our Bat themed book selection, so Bats, Cats, & Hats a book of numbers counting to 10 by Dena Ackerman fits that bill. This book will not only have your little ones counting but they will need to think logically, can 2 witches read 1 book? Can 3 cats wear 4 hats? This book is a must have for any Kinder classroom!



What book list about Bats would be complete without Stellaluna by Janell Cannon? For most of us teachers this is a well loved and always used book during the month of October. It is a great story about a little lost bat named Stellaluna that gives readers a great visual to compare and contrast bats and birds. This is the perfect Common Core book but what makes it even better is the story!




There Was An Old Lady Who Swallowed A Bat by Lucille Colandro is the perfect Halloween/Bat story that students L.O.V.E.! It has all the things that make a great story, rhythm, rhyme, silliness, repetition and awesome illustrations! Why not slip this story in after students have worked long and hard on their Bat writing? The perfect way to end the Bat lesson! Don't forget to use this book in a center for practicing and finding rhymes!



I am pretty sure there is nothing new on this list that you haven't heard about or already have in your library, but maybe I have reminded you of a few gems that are tucked away.  If any of these have been on your wishlist for a while, I think now is the time to add them to your library, you won't be sorry!

Let's hear it for the Bat...hip hip hooray!





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