This lesson plan is designed to read the book aloud to kindergarten or first grade students.
Synopsis:
“Peter has found a rare treasure, a pair of beat-up motorcycle goggle
with the goggles. Who could have guessed that the neighborhood gang of
bullies would want those goggles too! But the bullies don’t understand how
hard it is to catch two very bright boys and one crafty dog.”
(Source: www.ezra-jack-keats.org/characters/book-goggles.html).
Objectives:
Students will be able to:
identify the problem of the story and discuss how the problem is solved
identify the setting of the story
make and confirm predictions
recall the sequence and events in the story
discuss bullying
discuss and chart ways to stop bullies
discuss definition of vocabulary words: goggles, gasped, hideout, bullies
Copies of "goggle" pattern on yellow paper (note: this pattern is not provided)
Before Reading:
Take a picture walk. Ask students to predict what is happening in the story. Stop the picture walk before Peter is punched
by the older boys.
Discuss the setting of the story (in the city, in the country, in a neighborhood).
If other Ezra Jack Keats books have been read in class, ask students if they recognize any of the
characters in the illustrations.
Explain that htere will be words in the story they need to know ahead of time. Discuss the meaning of: goggles, gasped, hideout,
bully. Discuss that there are bullies in the story, and you are going to ask the class who the bullies are after the story is read.
Demonstrate what a gasp looks like. Then ask students to volunteer to show what a gasp looks like and sounds like. Discuss how
good readers can see and hear in their heads what the words are describing in the story.
During Reading:
Stop several times to discuss if the predictions that the class made from the picture walk were correct.
when the character gasps, ask students to remember what a gasp looks like and sounds like.
After reading about the older boy punching Peter, have students make new predictions.
Discuss what the problem is that Peter, Archie, and Willie now have. Ask students how
they think the characters should solve the problem
After Reading:
Discuss what the problem was in the story, and ask students how the characters solved the problem.
Discuss why it was smarter for Peter and Archie to use their brains instead of their fists to solve the problem.
Ask students to identify the bullies in the story. How did the author make sure the reader knew they were bullies? What did
the bullies do that you could see and hear in your head?
Tell students it's often important to remember what happens first, next, and last in a story.
Chart the sequence of the story, asking different students to explain what the next event is in the story.
On separate chart paper, make a list of things the characters could have done to stop the bullies. Lead the discussion
carefully into the importance of out-thinking a bully and not fighting a bully.
Why do you think Peter and Archie ran home? Do you think they felt safe at home? Do you have a special place in
your house that you like to go to when you want to feel safe?
Distribute the "Goggles Response Sheet." Have students draw a picture
of their favorite place at home. Encourage kindergarten students to attempt to label the picture; encourage 1st grade students to
write two full sentences to describe the picture.
Possible Extension Activity:
Students may also want to make their own pair of "goggles." Distribute a goggles pattern and
have students cut them out. You may decide to put the patterns on oak tag and have the students trace them and cut
them out using yellow construction paper.
Evaluation:
Student participation in classroom discussion. Are students able to make predictions abou the story?
Can they confirm if predictions are correct? Can students discuss effective ways to stop bullying?
Following directions. Are students able to complete each activity?
Teacher observation. Can students discuss vocabulary words and use them properly? Can students discuss what the
problem and the solution in the story are?
Teacher observation. Can students discuss the sequence of the story in proper order?
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