Monday: Introduce the topic of the week by asking children to recall the role of an author and the
role of the illustrator. Explain that Jonathan London is the author of the popular Froggy book
series, and this week is going to involve learning more about what makes his stories so fun and
interesting to read. Read Let's Go Froggy and Froggy Goes to Bed, highlighting the use of the
word "look" and the word "looked", as well as various literary devices used by the author.
Remind children that they need to be able to differentiate between "look" and "like" when they
are reading. For follow-up activities, students will need to be able to recall the things Froggy
looked for in Let's Go Froggy, sort them separately from things he did not look for, and find the
common theme of story items (they all are words that begin with B). For Froggy Goes to Bed,
students will be completing a minibook by providing an activity that Froggy had to accomplish
before bed (brushing his teeth, putting on his pajamas, etc.) and what he had to look for to
accomplish that task, as well as drawing a small picture to clarify.
Tuesday: Froggy Plays Tball, Froggy Plays Soccer, Froggy Plays in the Band
Remind the children that Jonathan London is the author of the Froggy book series and ask them
for an idea of what Froggy books are about. As suggestions are given, summarize them into
categories such as “celebrating something”, “playing something”, “learning something”, or
“going somewhere.” Explain that today’s books will be about Froggy playing something, and
that rules are important for almost all activities. Direct the students to pay attention to the songs
repeated throughout the books that remind Froggy and his friends of the rules of the activity.
Read the three books and spotlight the repeated songs. After each book, have the students say
the lines together and ask why each is important to that particular activity. Make a connection to
the rules in the classroom and at centers that keep us safe and learning. Review ordinal numbers
for the baseball lines. For follow-up, the students will be filling in the blanks of each song and
matching the lines of text to the correct sport. Students will also create an “ay” family Froggy
slider to practice the word “play” and words that rhyme with it.
Wednesday: Froggy Goes to Camp, Froggy Goes to Hawaii:
Read the Froggy stories of the day, focusing on the sounds “fr” and “fl” present throughout as
well as the items Froggy had to take to go on each particular adventure. Solicit some student
ideas about where they would go on a trip if they had the chance, and what they would need once
they get there. Explain that today they will get to pack a backpack to travel somewhere, and
make a postcard to send someone from that place. Each student will draw and sound out five
items to put inside their paper bag backpack and create a postcard with an illustration of the
location on the front and a description of what they would do there on the back. Be sure to
remind students that the weather, animals, and activities available in a place affect what they
need—as we’ve seen through Froggy and our cultural study last week. Students will also be
sorting pictures of words that begin with F, Fl, or Fr into the appropriate columns.
Thursday: Froggy’s Sleepover, Froggy’s Best Babysitter, Froggy Rides a Bike, Froggy Learns to
Gather the students to read the day’s Froggy books, focusing on the theme of trying something
new. Then discuss and make a chart of similarities they noticed between all of the Froggy books
read this week. For example, the author uses sound effects, words in different fonts and shapes,
and “looking more red in the face than green”; Froggy also always starts out in bed with a
Students will then pick to either make a list of the things they would do on the best sleepover
ever or a list of directions if they were teaching someone a new skill (first…then…next).
Students will also create Froggy “Collector Plates” by coloring a bed comforter to reflect the
theme of their favorite Froggy book and a Froggy to slide in and out that they will glue in the
middle of a paper plate. Then students will write the title and the sound effect words used in the
book and draw pictures around the plate to represent their favorite book in the series. During
Writer’s Workshop, the students will write a letter to Jonathan London to ask him about how he
comes up with ideas, compliment him on their favorite Froggy books, or discuss being an author.
First, run to Don’t look
Second, run to don’t look
Third, run to
Then run Shoot ______!
But don’t use your
To __________________, Froggy
To ______________, Froggy looked
looked for ________________.
To _________________, Froggy
looked for __________________.
Froggy LOOKED for… Froggy did NOT look for…
What do all of the items Froggy looked for have in common? ___________________