Loud Lips Lucy Lesson Plan

Instructor: Suzanne Rose

Suzanne has taught all levels PK-graduate school and has a PhD in Instructional Systems Design. She currently teachers literacy courses to preservice and inservice teachers.

Using the book, 'Loud Lips Lucy,' by Tolya Thompson, this lesson plan involves students in activities related to the importance of listening, including conducting a conversation through active listening.

Learning Objectives

As a result of this lesson, students will be able to:

  • understand the importance of listening
  • listen closely to discriminate among similar sounds
  • conduct a conversation by using active listening


30-45 minutes

Curriculum Standards

  • CCSS.ELA-Literacy.SL.K.1.a

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).


  • Active listening: Paying attention, giving the person who is talking your attention, show that you are listening and hear what is being said, use body language to show you understand and are listening (i.e. nodding), paraphrase what the speaker said to you

Materials Needed

  • Loud Lips Lucy book (one copy for reading aloud)
  • Active listening anchor chart


  • Read the book, Loud Lips Lucy, by Tolya L. Thompson, to the class.
  • Discuss the book by asking the students questions such as:
    • What was Lucy's problem?
    • What happened when Lucy couldn't talk?
    • What did Lucy learn is just as important as talking?
  • Ask students why listening is important.

Active Listening Activity

  • Introduce the phrase active listening to the students. Explain that it is a way to listen that shows the person speaking that you are paying attention to them, and it will help you remember what was said.
  • Share an anchor chart with the students to remind them how to be an active listener.


  • Model the process of active listening with a student.
    • Show how you make eye contact with the speaker and show that you are listening by nodding or using other body language.
    • Paraphrase what the speaker said to you.
  • Put the students in pairs and have them practice active listening.
  • Using the book as the topic, have one student be the speaker while the other one listens actively, following the steps on the anchor chart.
    • Display the anchor chart in the classroom for student reference.
  • Allow students to switch roles.

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