This is a read aloud lesson plan designed for students in kindergarten and grade 1.

SYNOPSIS:

In toe-tapping verse and joyful paintings, Caldecott Medalists Leo and Diane Dillon celebrate the spirit and exuberance of a legendary dancer who brings music and happiness to everyone he meets. Clap your hands and tip your hat as the astonishing “Mr. Bojangles” gracefully leaps across each page and wins the hearts of people everywhere. (From book dust jacket.)

OBJECTIVES:

The students will be able to:

• Make text-to-self connections
  
  
• Identify rhyming words
  
  
• Attend to a story being read aloud
  
  
• Recall details from a story read
  
  
• Respond to a story through art and/or writing

MATERIALS:

• Copy of Rap a Tap Tap: Here's Bojangles - Think of That! by Leo and Diane Dillon
  
  
• Chalk and chalkboard or chart paper and markers
  
  
• Construction paper
  
  
• Crayons and/or colored pencils
  
  
• Student scissors

PROCEDURE:

Before reading:

• Ask students to talk about things they like to do. Who likes to dance, sing, play football?
  
  
• How do these activities make you feel? Why do you like to do them?
  
  
• Display cover of book. We are going to read Rap a Tap Tap: Here's Bojangles - Think of That!
  
  
• The story is about a man known as Bojangles. His real name is Bill Robinson. When I look at the cover of the book, I see a man with a hat in his hand and he seems to be dancing. I think that Bill Robinson is this man, and I think he likes to dance.
  
  
• This book is written as a poem. If you have discussed what a poem is before, ask, "What is a poem?"
  If you have not discussed what a poem is before, give a student-friendly definition.
  
  
• When good readers decide to read something, they normally have a purpose or a reason to read it. I know that this book is about Bill Robinson, and I know that this book is written as a poem. I think I have two reasons to read this book. I think I'll need to read the book two times to do both things. First of all, I want to read the book to find out about Bill Robinson.

During reading:

• Do you think that he really danced in the street?
  
  
• What does "rap a tap tap" make you think of?
  
  
• Teacher note: if you are reading in a rhythmic way, tap your feet.
  
  
• Make "I wonder" statements:
  • I wonder why some doors were closed.
    
    
  • I wonder what "the skids" means.
  
  
  
• Please note: you do not have to read the afterword unless you want to.

After reading:

• Now that I read the book, I learned some things about Bojangles. I learned that he likes to tap dance. Write "tap dance" on the board. Does anyone remember anything else about Bojangles from the story? Chart 4 or 5 student responses.
  
  
• When I read the story, part of me wanted to tap my feet or snap my fingers. Why do you think I felt that way?
  
  
• Do you think Bojangles was nice or mean? What in the story makes you think that?
  
  
  • Turn back to the page to which the student's answer refers. If the student's answer is not in the book, page through the book and explain that the answer is not here.
    
  • Explain that good readers go back in books to find out if what they remember is correct or to double-check an answer to a question.
    
    
• This book was written as a poem. Many of the words rhyme. When words rhyme, they sound the same at the end. For example, "cat" and "hat" rhyme because they sound the same at the end.
  
  
• Let's re-read the book and find the words that rhyme. This is my second reason for reading the book.
  
  • When re-reading, stress the words that rhyme.
  • When students identify two words that rhyme, write them on the board or on chart paper. Point out how words that rhyme are often spelled similarly at the end of the word.
  • Encourage students to help identify ending sounds in the rhyming words.
  
  
• Tell students that they are going to be able to make a new pair of shoes for Bojangles when they are in learning centers or stations.
  
  
• In learning center or station, allow students to have access to the book. Students can then design a pair of shoes for Bojangles to dance in. Provide construction paper, crayons, colored pencils, and scissors for students to use. Also provide writing paper. Students can write a sentence or a label for the shoes they designed.
  
  
• After all students have had the opportunity to design new shoes and to write about them, have students pick partners.
  
  
• Tell students that they did a great job creating their shoes. They are going to get to share the shoes they designed with their partners.
  
  
• Explain that each partner will have one minute to talk about his or her shoes. The student should describe the shoes to the partner and then explain why (s)he picked the design (s)he used.
  
  
• The second partner will share during the second minute. Make sure to time the exchange.

EVALUATION:

• Teacher observation
  
  
• Student participation
  
  
• Recall of details about Bojangles
  
  
• Identification of rhyming words
  
  
• Student sharing of drawing and/or writing with partner