REFERENCE Into The Story - Page 11
Book: The Ride The Legend of Betsy Dowdy
Author: Kitty Griffin
Illustrated by: Marjorie Priceman
Lesson Plan by: Ashley Panagiotides, Michelle Sills, Emily Burks, Kerry Houghton, Mike Keck,
Alicia McDaniel
1. Pic Predict
Grouping: Whole group
Strategy: Predicting
Administration: Picture of Betsy and Bess in the dark woods
Description: To explore the picture and make predictions about the text.
Teacher:
Class, to start this book, I want to show all of you a picture. Now, when you see it I want you to
try and think of what could be happening at this point in the story. Ready?
Wait for class response then show the picture.
What are some initial reactions to this photo?
Take a couple of answers and respond to them.
Anyone have a hypothesis of what the setting is or who this girl may be?
Take a couple of answers and respond to them.
Last question class, what do you think the girl is doing in this picture? What is she so afraid of?
Take a couple of answers and respond to them.
Great job class. Lets see if any of our predictions are correct as we read the book.
2. The Sounds of Fear
Grouping: Whole group
Strategy: Soundscape
Administration: No additional materials needed
Description: To create the atmosphere for listening and to give a sense of reality to an
important event in the story.
Teacher:
Based on some of our predictions. I want the class to try and think of what it sounds like in this
picture. We can see that she is on a horse. We can see that there are leaves around here with
yellow eyes in the background. What is it that little girl is hearing? I think we as a class can
make this background sound for the story.
Have a few students make some noises they would be hearing. Suggest howling/wind blowing if
ideas are needed.
Great job everyone. We are going to start reading the story now but when we get to the page in
the book that you have all just seen I am going to start making the noise from the galloping
horse. This is when I want you all to make the other background noises to the story that we just
practiced. Keep in mind that the book is still going to be read out loud so our noises cant drown
out the reading. Are there any questions? Ok lets read the story.
STORY BEGINS - Start on first page
(End reading when you reach) Papa shook his head. Theres not a man who could get
word to the general tonight. The ride is too long and too dangerous.
3. Town Hall
Grouping: Whole group
Strategy: Town Hall Meeting
Administration: No additional materials needed
Description: Students will move silently around the room and upon instruction from the teacher.
They will freeze, find a partner, and discuss their feelings about what is happening in the town.
Teacher:
Place students in a big circle or spread out if they arent already
Everyone mill around silently and when I say freeze find someone who is next to you and
pretend you are a person who lives in this town. Express how you would feel if you found just
out that that the Redcoats were coming to take your ponies and supplies
Wait 20 seconds and say FREEZE
Does anyone what to share how they felt?
Summarize and repeat what the students responses were.
Continue reading
(Begin reading) Betsy watched them leave to warn their neighbors. Warning folks wasnt
enough. The redcoats had to be stopped.
(End reading when you reach) A low tree bough slapped her hard in the face. Betsy was
flung to the ground. She wiped dirt from her mouth. Another fall. She couldn't do this. It
was too far, too much.
4. Thought Graffiti
Grouping: Whole Group
Strategy: Graffiti
Administration: Chalkboard and chalk
Description: To reflect in the role of Betsy on the chalkboard
Teacher:
As this story continues on we can see that Betsy is faced with a huge obstacle. It is important
that we take the time to notice what is going on in Betsys world and what is happening with her.
Betsy gets flung to the ground after trying so hard to accomplish her goal.
At this time I am going to ask you all to take a few minutes to think about what you think Betsy
feels and the different words or phrases you would use to characterize what you think
resembles her. For example, when I listen to this story I think of a fighter when I think of Betsy
and her role. So at this time I will let you talk to the people close to you about what words come
to your mind when you think of Betsy.
Give the class 2-3 minutes to think of different words/phrases
Ok, I hope you have all thought about at least one word or phrase to characterize your thoughts
on Betsy and her role in this story. At this time I am going to ask you to come up to the
chalkboard and write on the board the words or phrases you thought of.
Let the class come up and write on the chalkboard.
(Begin Reading) But if she gave up, Papa could go to prison for his angry words against
King George. She could lose her home. The colonies might never be free. Bess whinnied.
She pawed the ground by Betsy. (to the end of story)
5. What Would Betsy Do?
Grouping: Whole Group
Strategy: Writing in role
Administration: Paper and pencils (talk about it out loud)
Description: Reflecting on a time when you personally had a problem and may not have
handled it the way Betsy might have. Now you should take the time to solve it the way Betsy
would have.
Teacher:
When we first looked at our picture of Betsy, we didnt know much about her or what the story
was about. Now that we have read the story why dont you give me some ideas of what this
book was about.
Get some ideas from the children, focusing on the idea of courage and being brave
Now I want you to think about a time when you had a problem to deal with and a choice on how
to handle that problem. So I want you all to take a few minutes to think about that time.
Give time, 2-3 minutes to think of a scenario
Now that you have that situation in your head, I want you to close your eyes (have kids close
eyes) and I want you to put yourselves in Betsys shoes. If Betsy would have had to deal with
your previous problem, what do you think she would have done? I want you to write down what
the situation was and how you as Betsy would have dealt with it.
Give children 10-15 minutes to write down their response, and then allow them to share
