Buzz by Janet S. Wong
Illustrated by Margaret Chodos-Irvine
Buzz is told from the perspective of a little boy. It follows him throughout his day and all of the things he hears that make the sound buzz. In the story he explains that his family are "busy as bees".
Illustrated by Margaret Chodos-Irvine
Buzz is told from the perspective of a little boy. It follows him throughout his day and all of the things he hears that make the sound buzz. In the story he explains that his family are "busy as bees".
Activities related to the book:
Remembering - Students will give an example of something from story that buzzes like a honeybee. Examples include but are not limited to: alarm clock, blender, razor, and garage door.
Understanding - Students will discuss the events in the story that lead up to his mother rushing out of the house like a busy honeybee.
Applying - Students will dramatize the story by reading it as a reader's theater. The students will be split into small groups. Each group will receive a copy of the book. The students will then separate the story into lines for each student. After this, they will practice reading the book as a reader's theater (50 Literacy Strategies by Gail Tompkins).
Analyzing - Students will differentiate between events that were necessary and unnecessary to the plot of this story and the enduring understandings. Students will create a list of the events.
Evaluating - Students will justify why his parents were busy as honeybees. Their justifications must include why honeybees are considered busy. For example, The boy's parents are busy as honeybees because the had to complete multiple tasks. Honeybees are very busy because they each have specific jobs that require them to do multiple things to keep the hive prosperous like gathering honey and taking care of the pupa's.
Creating - Students will create a collage in the shape of a honeybee using some of the items from story and items they find that make the buzz sound like a honeybee. Students will present their collages to the class and explain their choices and how they make the buzzing sound.
Remembering - Students will give an example of something from story that buzzes like a honeybee. Examples include but are not limited to: alarm clock, blender, razor, and garage door.
Understanding - Students will discuss the events in the story that lead up to his mother rushing out of the house like a busy honeybee.
Applying - Students will dramatize the story by reading it as a reader's theater. The students will be split into small groups. Each group will receive a copy of the book. The students will then separate the story into lines for each student. After this, they will practice reading the book as a reader's theater (50 Literacy Strategies by Gail Tompkins).
Analyzing - Students will differentiate between events that were necessary and unnecessary to the plot of this story and the enduring understandings. Students will create a list of the events.
Evaluating - Students will justify why his parents were busy as honeybees. Their justifications must include why honeybees are considered busy. For example, The boy's parents are busy as honeybees because the had to complete multiple tasks. Honeybees are very busy because they each have specific jobs that require them to do multiple things to keep the hive prosperous like gathering honey and taking care of the pupa's.
Creating - Students will create a collage in the shape of a honeybee using some of the items from story and items they find that make the buzz sound like a honeybee. Students will present their collages to the class and explain their choices and how they make the buzzing sound.