Unit Overview - ACSU Literacy Place
Little Miss
Little Miss Muffet sat on a tuffet
Eating a Big Mac and fries
Along came a spider and sat down beside her
'Yuck', it said, 'I prefer flies'.
Something Old, Something, Tweed, Something, Twisted…
Parodied!
Unit Summary Sheet
Title: Something Old, Something Tweed, Something Twisted…Parodied Developed by: Laura King
Curriculum Area: English Language Arts Grade: 5
Duration (or start/end dates): 3 wks
Focus: Literacy – Analyzing text, Writer’s Craft, Dimensions of writing (planning, drafting, revising)
STAGE ONE: Desired Results (Content Standards/GEs)
|In this unit, students will demonstrate understanding of texts/media through analysis and discussion of authors’ craft (fractured fairly tales, parody poems, |
|songs, video, etc.); and apply critical reading strategies, such as activating prior knowledge, connecting (text-text, text-world, text-self), identifying author’s|
|purpose, and inferencing. To conclude, students will write/create a short parody (various media) and share at a classroom “Friday Afternoon Live” event. |
| |
|R5: 10 & 12 Demonstrate initial understanding of elements of literary text and informational texts by... |
|• Identifying or describing character(s), setting, problem/ solution, major events, or plot, as appropriate to text; |
|or identifying any significant changes in character(s) over time |
|• Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text |
|• Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairy tales; reports, encyclopedias, |
|magazines, |
|trade books, textbooks, student newspapers, internet web sites, biographies, instructions, invitations, recipes, menus) |
| |
|R5: 13 and 5:16 Analyze and interpret elements of literary text and info text, citing evidence where appropriate by… |
|• Making logical predictions |
|• Describing characters’ physical characteristics, personality traits, or interactions; or providing examples of |
|thoughts, words, or actions that reveal characters’ personality traits or their changes over time |
|• Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, |
|setting) within text (e.g., how the setting affects a character or plot development) |
|• Identifying the narrator |
|• Identifying author’s message or theme (implied or stated, as in a fable), or purpose (to inform, explain entertain, persuade |
|• Identifying causes or effects, including possible motives of characters |
| |
|R5: 14 Analyze and interpret author’s craft (citing evidence where appropriate) by… |
|• Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration) to analyze |
|literary works |
| |
|R5: 15 Generates a well-developed and grounded personal response to what is read through a variety of means and through… |
|• Comparing stories or other texts to related personal experience, prior knowledge, or other books |
| |
|R5: 19 Demonstrates participation in a literate community by… |
|• Participating in in-depth discussions about text, ideas, and student writing by offering comments and |
|supporting evidence, recommending books and other materials, and responding to the comments of peers, teachers, etc.and |
|recommendations of peers, librarians, teachers, and others |
| |
|W5: 1 Students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products. |
| |
|W5: 4 Students demonstrate command of the structures of the English language by… |
|• Using varied sentence length and structure to enhance meaning (e.g., phrases and clauses) |
|• Using the paragraph form: indenting, main idea, supporting details |
|• Recognizing organizational text structures within paragraphs |
|EXAMPLES: description, chronology, proposition/support, compare/contrast |
| |
|W5: 11 In written narratives, students organize and relate a story line plot/series of events by… |
|• Creating a clear and coherent (logically consistent) story line |
|• Using transition words/phrases to establish clear chronology and enhance meaning |
|• Establishing context (setting or background information), problem/conflict/challenge, and resolution |
| |
|W5: 12 Students demonstrate use of narrative* strategies by… |
|• Using relevant and descriptive details to advance the story line |
|• Using dialogue to advance action |
|• Developing characters through description (*if student chooses narrative format for parody; assume students |
|use relevant, effective details and effective literary devices for any genre selected for parody) |
|Enduring Understanding and Big Ideas |Essential Question(s)--overarching and topical) |
| | |
|A parody is a humorous imitation of a person, event, print media or work of |What is a parody? |
|literature designed to poke fun by clever imitation. Stories can include | |
|elements of parody or be complete parodies of another story. (May also gain some|How do active reading strategies (inference, other connections, prior knowledge, |
|understanding of other terms—satire, pastiche) |author’s purpose) help us get more meaning out of what we read? |
| | |
|Readers use active reading strategies to better understand texts. |How do you write a parody? |
| | |
|Writers’ craft includes understanding your selected genre. | |
|As the result of this unit, Students will know… (concepts) |As the result of this unit, Students will be able to… (skills) |
| | |
|Characteristics of a parody (as a genre; as a literary device) |Recognize a parody and identify elements |
|Important role of Active reading strategies (Connections, Inference, etc.) |Identify their use of active reading strategies-esp. connections, |
| |Activating prior knowledge, inference and author’s purpose. |
| |Write/create a parody. |
STAGE TWO: Assessment Evidence
(reflect standards/GES and relevant to essential questions; attach rubrics)
|Performance Task Description (Address Goal, Student role, audience or situation, |Other Evidence (journals/reports, quizzes, specific assessments of|
|product/performance itself, how it reflects standard) |topic concepts, observations) |
| | |
|Students will write their own parody. These will be published in a class anthology that will be|Class Participation ( 20 points) |
|shared with students & families. Students will also read/perform an excerpt of their parody for |Completed “I spy a parody” response shts (6 or more) (6 x 5 |
|a videotaped class presentation. Parody evaluation rubric will be used. ( 30 points; see |points = 30 points) |
|attached rubric for points explanation) |Movie (Shrek) & video clip notes (5 points) |
| |2 responses to parodies shared in class |
| |(2 x 5 points = 10 points) |
| |Parody quiz (5 points) |
| |STAGE 3: The Learning Plan |
|CONSIDER THESE QUESTIONS WHEN DESIGNING LESSONS… |WHERE… This unit explores the role of inference, prior knowledge, author’s message, and connections|
| |in active reading. This, then, is a part of a larger focus on active reading strategies. Make sure |
|Where are your students headed? Where have they been? How |strategies are explicitly shared throughout this unit. Also, another focus is on author’s |
|will you make sure the students know where they are going? |craft/development of parody. Students should be exposed to many models, including student written |
| |parodies. |
|How will you hook students at the beginning of the unit? | |
| |HOOK… Introduce class to Hairy Spider Puppet. Have him perform “Little Miss Muffet” with students |
|What events will help students experience and explore the big |taking turns being “Little Miss Muffet.” (He breaks character often and eggs on the Miss Muffets to|
|idea and questions in the unit? How will you equip them with |do so as well. Students explore other nursery rhyme parodies!) (Lesson 1) |
|needed skills and knowledge? |Throughout the unit-demonstrate parody at work in performance and visual media (video clips, |
| |cartoons, recordings, etc.) |
|How will you cause students to reflect and rethink? How will | |
|you guide them in rehearsing, revising, and refining their |EXPERIENCE, EXPLORE… (written in sequence) |
|work? |1. Class reads texts, such as The True Story of the Three Little Pigs, Dinorella, and Piggy Pie. |
| |Discuss and start class chart identifying parody elements and active reading strategies. Chart is |
|How will you help students to exhibit and self-evaluate their |used throughout unit. (Lesson 2) |
|growing skills, knowledge, and understanding throughout the |2. Students read/view more parodies (whole group/small |
|unit? |group/individual). Define terms/vocabulary |
| |3. For each parody, student fills out “I Spy a Parody” sheet. |
|How will you tailor and otherwise personalize the learning |sheet; these are added to class display which includes chart of |
|plan to optimize the engagement and effectiveness of ALL |parodies described above, or keeps in individual folders) |
|students, without compromising the goals of the unit? |4. Students watch Sesame Street clips, Shrek, note characters/situations that are parodies, |
| |discuss… |
|How will you organize and sequence the learning activities to |5. Students read aloud poem parodies & Fractured Fairy Tale RTheatre |
|optimize the engagement and achievement of ALL students? |scripts during morning meeting time |
| |6. Students write a traditional response to a parody in a small group, or in the |
| |form of a parody! (Lesson 3); they then write a second one on their own. |
| |7. Students hear portions of teacher-written parody—hears teacher’s |
| |thinking as he/she refines and revises story; students are invited to |
| |support teacher in the writing of the story. (Lesson 4) |
| |8. After reviewing elements of parody and taking a parody quiz, |
| |students will begin their own parody using parody planning guide. |
| |Parody writing will be part of daily writing time until pieces are |
| |complete. |
| | |
| |REFLECT, RETHINK… Students continuously reflect on learning as the class chart gets filled in with |
| |additional parody examples; I Spy sheets, written responses, and drafting/revising their piece will |
| |also lead to reflecting. |
| | |
| |EXHIBIT, SELF-EVUATE… Self evaluation will occur during writing conferences and through looking at |
| |rubric; exhibit will be in the form of the growing bulletin board; final presentation will |
| |demonstrate outcome of unit. Quiz will help students know they are ready to write the story. |
| | |
| |TAILOR… Students will have a high level of self selection (books/writing) throughout this unit and|
| |will be supported when making their choices. Methods of sharing their parodies can be |
| |individualized. |
| | |
| |ORGANIZE… Books will be shared during read aloud; additional stories will be part of guided reading|
| |and individualized reading; when writing begins, daily writing time will be focused on the parody |
| |writing; chapter 1, Sp. Education and ELL services will be coordinated with this unit. |
KEY Vocabulary/Terms in this unit: Parody Ridicule Mimic Imitate Connection Inference Reference Poke Fun Pastiche Comprehension
|Materials Needed: | Other Resources: |
|Hairy Bug Puppet (possibly other puppets) | |
| | |
|The True Story of the Three Little Pigs, | |
|Dinorella, and |(bibliography of parody books) |
|Piggy Pie; age appropriate | |
|examples of Parodies (Margie Palatini Books!) |Ohta, Ralph. “A.B.C. Prunes, U.F.O. News, and Politicks: |
| |Parody in Media Literacy Education”. Educational Perspectives, Vol. 38, Issue #2, p. 12. University of Hawaii. |
|Fractured Fairy Tale Scripts, poem parodies |() |
| | |
|DVD of Shrek, DVD Player | (Parody of “True Blood,” by |
| |Sesame Street) |
|Chart Paper and “I Spy a Parody” response | |
|sheets | |
| |(On Top of Spaghetti) |
|Samples of student pieces’ | |
| |Greenburg, David. Whatever Happened to Humpty Dumpty?: and Other Surprising Sequels to Mother Goose Rhymes. Little, |
|student written parodies |Brown. 1999. |
| | |
|Microphone (for presentation) |Rex, Michael. Goodnight Goon. Putnam, 2008. |
| | |
|other items needed | : Great author to study during a parody unit! |
| | |
|Teacher-written parody | |
| |(On Top of Spaghetti lyrics and audio) |
|Quiz on parody | |
| | |
| |Star Wars Vegetables |
| | |
| | |
| |Sesame Street parodies of famous works of art |
| | |
| | |
| |art parodies |
| | |
| | |
| |I love Rocky Road lyrics (Weird Al Yankovic) |
| | |
| | |
| |many poem and song parodies |
| | |
| | (Lady Gaga) |
| | |
| |(brick) |
| | |
| | |
| |(famous painting styles w/ cats as subjects) |
| | Bert and Ernie video--pyramids |
| | |
| |princess and the frog Sesame parody |
UNIT RUBRIC
| | | | | |
| |Platinum |Gold |Silver |Bronze |
|Class Participation |20 |15 |10 |5 |
| |consistently adds new ideas and |actively participates and |inconsistent participation; |some participation; some |
| |original, relevant thoughts to |often adds relevant ideas to |sometimes will add to the discussion|distractions to discussion |
| |the discussion |the discussion | | |
|Six “I Spy” |5 |4 |3 |2 |
|Parody Sheets |thorough with evidence of |completed; evidence of |almost complete; some |incomplete; little evidence of|
|(should have 6 check marks) |understanding |understanding |inconsistencies |understanding |
|Movie/Video Notes |5 |4 |3 |2 |
| |thorough with evidence of |completed; evidence of |almost complete; some |incomplete; little evidence of|
| |understanding |understanding |inconsistencies or lapses |understanding |
|Response to Parodies (2) |5 |4 |3 |2 |
|(should have 2 check marks) |Effective use of format; purpose,|Followed format; maintained |Some inconsistencies in format and |Inconsistencies in format; |
| |organization, details, and voice |purpose, good organization, |some lapses in purpose/organization;|purpose faltered; weaknesses |
| |(PODV)consistently well done; |details and voice evident |details/voice could have been |in PODV severely impact |
| |strong GUM |(PODV); good GUM |stronger; GUM issues |meaning; poor GUM |
|Parody Quiz |5 |4 |3 |2 |
| |All correct |1 or 2 wrong |3 or 4 wrong |5 or more wrong |
|Student Parody |30 |25 |20 |15 |
| |Original; Elements of parody are |Elements of parody are solid; |While a parody, some parts could be |Does not demonstrate solid |
| |strong; PODV well executed; |PODV evident; good GUM |more developed; some lapses in PODV;|understanding of parody; |
| |strong GUM | |GUM issues |weaknesses PODV severely |
| | | | |impact meaning; poor GUM |
|Presentation |Can get up to 10 bonus points for original presentation ! |
4: exceeds standard (95-110 points) 2: almost meets (79 – 60 )
3: meets standard ( 80 – 94 points) 1: below 60
[pic]
Parody Information (Title/Author/Source)
___________________________________________________
How do you know THIS is a parody?
___________________________________________________
___________________________________________________
What prior knowledge did you have,
connection did you make, or inference did you form
to better comprehend this parody?
___________________________________________________
___________________________________________________
[pic]
Parody Information (Title)
___________________________________________________
How do you know THIS is a parody?
___________________________________________________
___________________________________________________
What prior knowledge did you have,
connection did you make, or inference did you form
to better comprehend this parody?
___________________________________________________
___________________________________________________
PARODY QUIZ
1. What is a parody? _______________________________________________________
__________________________________________________________________________
5. Match the following words:
mimic insult
ridicule collage
pastiche imitate
6.
Today’s homework report: Precipitation is heavy today, with homework assignments in
every subject. Beware of heavy gusts of notebook paper, followed by a steady shower of
pencil lead. There is a chance of computation-storms, so make sure you have your
calculators handy tonight.
This is a parody of a _______________________ report.
7. What prior knowledge helps you understand this parody?
8. What connections and/or inferences do you make?
9. What is the main idea/Author’s message of Today’s homework report?
10. Give the title of your favorite Parody from this unit. Give three reasons why it is your favorite.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Teacher’s sample Response to a Parody
Great Art gets the Giggles
Paragraph One (CONTEXT…give parody title and background information; also…the thesis)
Thanks to Joel Schick for a most unusual art gallery. At his website, one will see many great works of art, recreated to look right at home on Sesame Street. Joel’s Great Art Parodies (ss_parody_1.html) allow Elmo, Bert and Ernie, Cookie Monster, Big Bird, and many others to get framed as they pose in these masterpiece imitations. The two dozen paintings are respectfully copied in a cartoon format and all reference their original inspiration. These are good examples of parody, as the artist respectfully imitated the originals while having a little harmless fun.
Paragraph Two (SUPPORT…the thesis with examples/explanations)
The blend of serious works of art and the muppets cause the viewer to both think about the original work of art and the Muppet world. For example, Edward Hopper’s Nighthawks painting shows a group of people in a diner late at night. The real painting captures quiet, random acquaintances sharing a depressing bit of life on a dark, city street. Nighthawks on Sesame Street features Bert serving the Cookie Monster, Elmo, and Zoe. These well-known furry creatures must be having a small bite to eat before going to bed. Bert will soon close up the diner and go home to yell at Ernie. Cookie Monster probably just had too many cookies, and Emo and Zoe are up past their bedtime. Tomorrow morning, they’ll all be waking up to sing songs about the A,B,Cs on their television show. In another painting, Grover has become Picasso’s Blue Period Old Guitarist, though it has become Picasso’s “Fuzzy Blue Period.” Sweet, self conscious Grover respectfully imitates the old musician’s pose while representing the blue period quite faithfully with his blue plush fur. No, he does not look as old or tired as the original musician, but his long arms and legs are positioned just right. These two examples, like the rest on the website, honor the original works by including many of the same details. It’s not the art that causes laughter—it’s finding the muppets “framed” in these most unusual artistic circumstances.
Paragraph Three: Wrap it up…last thoughts on thesis…any “so what” ideas…
While they might not laugh right away, I believe the original artists would also enjoy seeing the Muppets popped into their art. And, after they learned more about Jim Henson’s Muppets and his artistic vision, I think they would be most honored by Joel’s parody creations. I also suspect that people today who are well versed in Muppets but who don’t know the original paintings will find themselves doing a little internet research. They will want to see the paintings on which they are based– to see how closely Joel Schick imitated them. This illustrates that a parody can also be a teaching tool for introducing an original work. In conclusion, I think Joel’s parodies are a success; they allow the Muppets to be part of great works of the art while tickling our funny bone!
Laura King
| |
|[pic] |
|Good Readers want to know…about Parodies! No.1, #1 |
| Thanks to Joel Schick for a most unusual art gallery. At his website, | |
|one will see many great works of art, recreated to look right at home on Sesame |Cookie Monster, Elmo, and Zoe. These well-known furry creatures must be having a |
|Street. Joel’s Great Art Parodies (ss_parody_1.html) allow|small bite to eat before going to bed. Bert will soon close up the diner and go |
|Elmo, Bert and Ernie, Cookie Monster, Big Bird, and many others to get framed as |home to yell at Ernie. Cookie Monster probably just had too many cookies, and Emo|
|they pose in these masterpiece imitations. The two dozen paintings are |and Zoe are up past their bedtime. Tomorrow morning, they’ll all be waking up to|
|respectfully copied in a cartoon format and all reference their original |sing songs about the A,B,Cs on their television show. In another painting, |
|inspiration. These are good examples of parody, as the artist respectfully |Grover has become Picasso’s Blue Period Old Guitarist, though it has become |
|imitated the originals while having a little harmless fun. |Picasso’s “Fuzzy Blue Period.” Sweet, self conscious Grover respectfully |
|The blend of serious works of art and the muppets cause the viewer to both think |imitates the old musician’s pose while representing the blue period quite |
|about the original work of art and the Muppet world. For example, Edward |faithfully with his blue plush fur. No, he does not look as old or tired as the |
|Hopper’s Nighthawks painting shows a group of people in a diner late at night. |original musician, but his long arms and legs are positioned just right. These |
|The real painting captures quiet, random acquaintances sharing a depressing bit |two examples, like the rest on the website, honor the original works by including|
|of life on a dark, city street. Nighthawks on Sesame Street features Bert |many of the same details. It’s not the art that causes laughter—it’s finding the|
|serving the |muppets “framed” in these most unusual artistic circumstances. |
| |
|While they might not laugh right away, I believe the original artists would also enjoy seeing the Muppets popped into their art. And, after they learned more |
|about Jim Henson’s Muppets and his artistic vision, I think they would be most honored by Joel’s parody creations. I also suspect that people today who are well |
|versed in Muppets but who don’t know the original paintings will find themselves doing a little internet research. They will want to see the paintings on which |
|they are based– to see how closely Joel Schick imitated them. This illustrates that a parody can also be a teaching tool for introducing an original work. In |
|conclusion, I think Joel’s parodies are a success; they allow the Muppets to be part of great works of the art while tickling our funny bone! |
|Be Sure to Pick Up Next Week’s Edition ! |
On top of Old Smokey,
All covered with snow,
I lost my true lover,
For courting too slow.
For courting's a pleasure,
But parting is grief,
And a false-hearted lover,
Is worse than a thief.
A thief will just rob you,
And take what you have,
But a false-hearted lover,
Will lead you to your grave.
The grave will decay you,
And turn you to dust,
Not one boy in a hundred
A poor girl can trust.
They'll hug you and kiss you,
And tell you more lies,
Than crossties on a railroad,
Or stars in the sky.
So come ye young maidens,
And listen to me,
Never place your affection
In a green willow tree.
For the leaves they will wither,
The roots they will die,
And you'll be forsaken,
And never know why.
On top of spaghetti,
All covered with cheese,
I lost my poor meatball,
When somebody sneezed.
It rolled off the table,
And on to the floor,
And then my poor meatball,
Rolled out of the door.
It rolled in the garden,
And under a bush,
And then my poor meatball,
Was nothing but mush.
The mush was as tasty
As tasty could be,
And then the next summer,
It grew into a tree.
The tree was all covered,
All covered with moss,
And on it grew meatballs,
And tomato sauce.
So if you eat spaghetti,
All covered with cheese,
Hold on to your meatball,
Whenever you sneeze.
Nursery Rhymes with a Twist
Mother Goose Jack Jill Cat
Cow Dog 2 Rhythm Clappers 2 Bakers
Zoomers
(PROPS/COSTUMES:
Cardboard sun and moon;a cake;a pie;rocking chair;book titled "Nursery Rhymes with a Twist";rocking chair for Mother Goose;Costumes: Mother Goose like clothing and little reading glasses. Matching Jack and Jill hats, face make-up for Cat, Cow and Dog. 2 baker's hats, hat for Little Jack Horner.)
(Mother Goose, off to the side, is reading from a book of nursery rhymes and rocking back and forth in a rocking chair. Jack and Jill are about to go up the hill and Jill will pretend to snowboard. Sun is shining behind scene.)
SETTING: Outdoors.
Zoomers: Hi Mother Goose!
Mother Goose: Hello. And who are you?
Zoomers: We’re the Zoomers, and we’re going to act out some of your famous rhymes. Will you read them to us? Please!
Mother Goose: Well, yes, of course! How about this one:
Jack and Jill went up the hill, to fetch a pail of water. Jack fell down and broke his crown and … Jill came snow boarding after!
Mother Goose: Now that can’t be right?!
Zoomer (who played Jill): Well, sometimes I ski, but today I wanted to be on the wild side. Why don’t you read another one.
Mother Goose: Well, okay…
(Mother Goose turns page in nursery rhyme book. Cat, Cow and Dog take positions and act out rhyme.)
Hey diddle, diddle, the cat and the fiddle, the cow jumped over the moon; the little dog laughed to see such sport … and then HE tried it the next afternoon.
Mother Goose: No you didn’t.
Zoomer playing Dog: Oh, yes I did.
Mother Goose: Oh, no you didn’t!
Zoomer: Oh, yes I did!
Mother Goose: Oh, fine—but where’s the dish and the spoon?
Zoomers: Who??
Mother Goose: Oh, never mind. I’ll just go to the next one. But, you have to all promise to behave!
Zoomers: We will.
(Mother Goose turns page in nursery rhyme book. Moon is passed to Dog and Cow which they turn into a cake. Rhythm Clappers clap to the song Bakers present cake to Rhythm Clappers.)
Mother Goose: Pat-a-cake, pat-a-cake, baker's man bake me a cake as fast as you can; pat it and prick it, and mark it with a B …
Zoomers: No, a Z! Mark it with a Z! For Zoomers!
Mother Goose: A Z? Oh, a Z. Pat it and prick it, and mark it with a … Z and put it on the table for the ZOOMers and me.
(Zoomers pretend to eat the cake)
Mother Goose: My, you all seem very hungry.
Zoomers: We are! We are! We need more food!
(Mother Goose turns page in nursery rhyme book. Clapper passes cake to Baker which he turns into a pie.)
Little Jack Horner sat in a corner eating his holiday pie,he stuck in his thumb and pulled out a strawberry and said!
Little Jack Horner:
Hey, what happened to the plum?
Other Zoomers: Yeah, you know…thumb and plum!?
Mother Goose: Gotchya!
I hope you enjoyed "Nursery Rhymes with a Twist," by me, Mother Goose, and the ZOOMers.
Take a Bow!
|"I Love Rocky Road" | |
| |When I'm all alone, I just grab myself a cone |
|I hear those ice cream bells and I start to drool |And if I get fat and loose my teeth that's fine with me |
|Keep a couple quarts in my locker at school |Just lock me in the freezer and throw away the key |
|Yeah, but chocolate's gettin' old |Singing |
|Vanilla just leaves me cold | |
| |I love rocky road |
|There's just one flavor good enough for me, yeah me |So weren't you gonna buy half a gallon, baby |
|Don't gimme no crummy taste spoon |I love rocky road |
|I know what I need |So have another triple scoop with me |
| | |
|Baby, I love rocky road |I love rocky road |
|So weren't you gonna buy half a gallon, baby |So weren't you gonna buy half a gallon, baby |
|I love rocky road |I love rocky road |
|So have another triple scoop with me, ow |So have another triple scoop with |
| | |
|They tell me ice cream junkies are all the same |I love rocky road |
|All the soda jerkers know my name |So weren't you gonna buy half a gallon, baby |
|When their supply is gone |I love rocky road |
|Then I'll be movin' on |So have another triple scoop with |
| | |
|But I'll be back on Monday afternoon, you'll see |I love rocky road |
|Another truck load's comin' in for me, all for me |So weren't you gonna buy half a gallon, baby |
|I'm singin' |I love rocky road |
| |So have another triple scoop with me |
|I love rocky road | |
|So weren't you gonna buy half a gallon, baby |“Weird Al” |
|I love rocky road | |
|So have another triple scoop with me, ow | |
| | |
|(oh, make it talk) | |
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