More Stories and Lesson Plan Samples
Toby the Giant
The telling of this story is about being different and that it is okay to be different. Toby was so tall
that the villagers are afraid of him. But when he saves them from a fire they learned that he is a
good neighbor, thus the villagers and Toby became friends. The villagers discover that even giants
get lonely and sad. All Toby wanted was to have friends and know that people like him.
Through story telling, Lambert uses the traditional form of linguistic expression found in traditional
folklore.  

For example:
The number
1 followed with the letter s behind it, sounds out the word Once; which is the first word
in the story.

The picture of a
tie with the letter m behind it sounds out the second word time.

The letters
th followed with a picture of hair behind it sounds out the third word there.

The letter
j, then the picture of an eye, then the picture of one (1) ant behind it sounds out the fourth
word
giant.

The giants name
Toby is the picture of a big toe and is followed by the letter B.

Use the word list provided in the package of Toby the Giant to help the students sound out the
picture words or Rebus word. Encourage students to write their own stories. Students can use
stickers, for their pictures and put letters in front of or behind the stickers to make up picture words
in their stories.

Toby the Giant (Teacher's version).
The students version is written on large print paper and pictures take the place of the words written
in blue below. The guide above is an example of what the student will see.

Once upon a time, there was a giant by the name of Toby. Toby was very, very tall. He was so tall
that when he walked in the forest he could see high above the tops of the trees.

Toby was a nice giant but he was not very happy. He was sad and lonely because he did not have
a friend. The villagers did not know
Toby. They were afraid of him because he was so tall.

One night when Toby was walking in the forest he saw a fire in the distance. “Wake up,” he called
to the villagers, “The forest is on fire!”

The villagers heard
Toby’s cries and ran to a safe place. “You saved our lives,” the villagers said.
“How
can we ever thank you?”

“Just
be my friend,” said Toby. “That’s all the thanks I want.”

“We would
be happy to be your friend,” said the villagers.

From
that day on, Toby and the villagers became the best of friends and Toby was never ever lonely
again.

Below is a sample of the first page of the read along coloring book story
Toby the Giant.
The art of telling stories develop skills and values designed to expand communication, expand oral
expression and teach social interaction. Story telling also develops the building blocks for learning such
as,
memory, attention, processing rate, sequencing and development of self-expression. Each child
learns differently and if we can stimulate the building blocks of learning, each child can gain information
in their own way.
  • Memory, attention, processing rate, sequencing and development of self expression all come
    into play when a story is brought to life using the traditional form of linguistic expression.

For example : when my son was three years old he could read along with me as I read his favorite story
“The Foot Book” by Dr. Seuss. He memorized the entire story because I brought the story to life.
Together we read and acted out various parts of the story and I would point to the words so that, in time,
he would learn what each word looked like and it’s meaning. From this example you can see my son
memorized the story by paying attention, which increased his processing rate. Thus he learned the
sequence of the story. Therefore by acting out the story, I was able to develop his self expression.

After the students have heard the story, encourage them to develop their own story about being different.
It is important that all persons in the students’ personal story are changed into animal and/or fictional
characters. The hands on of students writing their own stories and the tactile of pictured words (in this
story picture wording) stimulate and enhance the imagination.

Make copies of the hand written picture story so students can color the picture words and keep as a
sample coloring book. Below you will find the teachers version of the story. All the words that are
underlined and in color; are also the picture words in the story. Use the word list to show the students
how words can be turned into picture words. If students can not draw they can use stickers as a
substitute. The example below will help the students understand how to pick out the right stickers and it
will help them sound out the words.

Below are two samples of picture story coloring books, Bruh Turtle's Pot of Sense and
Toby the Giant.
Bruh Turtle's Pot of Sense
In the story Bruh Turtle's Pot of Sense, all the animals trusted Bruh Turtle to be the
caretaker of their good sense. However, in the end everybody's sense got all mixed up
with everybody's else's. They couldn't tell whose sense was whose. So they started
grabbing up what ever sense they could find, because they didn't have time to figure out
what was good sense from what was less than good sense.

Bruh Turtle's Pot of Sense teaches the importance of taking care of the things that are
valuable and most important to you.

Below is a sample page designed as read along coloring book.