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!
Form 9-16-10
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
Form 9-16-10
• 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 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
understanding of other terms—satire, pastiche)
What is a parody?
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)
Characteristics of a parody (as a genre; as a literary device)
Important role of Active reading strategies (Connections,
Inference, etc.)
How do active reading strategies (inference, other connections,
prior knowledge, author’s purpose) help us get more meaning out
of what we read?
As the result of this unit, Students will be able to…
(skills)
Recognize a parody and identify elements
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, product/performance itself, how it reflects
standard)
Other Evidence (journals/reports, quizzes,
specific assessments of topic concepts,
observations)
Students will write their own parody. These will be published in a class
anthology that will be shared with students & families. Students will also
read/perform an excerpt of their parody for a videotaped class presentation.
Parody evaluation rubric will be used. ( 30 points; see attached rubric for
points explanation)
Class Participation ( 20 points)
Completed “I spy a parody” response shts (6 or
more) (6 x 5 points = 30 points)
Movie (Shrek) & video clip notes (5 points)
2 responses to parodies shared in class
(2 x 5 points = 10 points)
Parody quiz (5 points)
Form 9-16-10
CONSIDER THESE QUESTIONS WHEN
DESIGNING LESSONS…
Where are your students headed? Where have
they been? How will you make sure the students
know where they are going?
How will you hook students at the beginning of
the unit?
What events will help students experience and
explore the big idea and questions in the unit?
How will you equip them with needed skills and
knowledge?
How will you cause students to reflect and
rethink? How will you guide them in rehearsing,
revising, and refining their work?
How will you help students to exhibit and selfevaluate their growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise personalize the
learning plan to optimize the engagement and
effectiveness of ALL students, without
compromising the goals of the unit?
How will you organize and sequence the learning
activities to optimize the engagement and
achievement of ALL students?
STAGE 3: The Learning Plan
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 strategies are explicitly shared
throughout this unit. Also, another focus is on author’s craft/development of
parody. Students should be exposed to many models, including student written
parodies.
HOOK… Introduce class to Hairy Spider Puppet. Have him perform “Little
Miss Muffet” with students taking turns being “Little Miss Muffet.” (He breaks
character often and eggs on the Miss Muffets to do so as well. Students explore
other nursery rhyme parodies!) (Lesson 1)
Throughout the unit-demonstrate parody at work in performance and visual
media (video clips, cartoons, recordings, etc.)
EXPERIENCE, EXPLORE… (written in sequence)
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 used throughout unit. (Lesson 2)
2. Students read/view more parodies (whole group/small
group/individual). Define terms/vocabulary
3. For each parody, student fills out “I Spy a Parody” sheet.
sheet; these are added to class display which includes chart of
parodies described above, or keeps in individual folders)
4. Students watch Sesame Street clips, Shrek, note characters/situations that are
parodies,
discuss…
5. Students read aloud poem parodies & Fractured Fairy Tale RTheatre
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
Inference
Ridicule
Reference
Mimic
Poke Fun
Imitate Connection
Pastiche Comprehension
Form 9-16-10
Materials Needed:
Hairy Bug Puppet (possibly
other puppets)
Other Resources:
http://www.library.illinois.edu/blog/esslchildlit/archives/2010/05/parodies_spoofs.html
(bibliography of parody books)
The True Story of the Three
Little Pigs, Dinorella, and
Piggy Pie; age appropriate Ohta, Ralph. “A.B.C. Prunes, U.F.O. News, and Politicks:
examples of Parodies (Margie Parody in Media Literacy Education”. Educational Perspectives, Vol. 38, Issue #2, p. 12.
Palatini Books!)
University of Hawaii. (http://www.hawaii.edu/edper/pdf/Vol38Iss2/ABC.pdf)
Fractured Fairy Tale Scripts,
poem parodies
http://theclicker.todayshow.com/_news/2010/09/23/5166129-sesame-street-does-trueblood (Parody of “True Blood,” by Sesame Street)
DVD of Shrek, DVD Player
http://bussongs.com/songs/on_top_of_spaghetti.php
(On Top of Spaghetti)
Chart Paper and “I Spy a
Parody” response sheets
Greenburg, David. Whatever Happened to Humpty Dumpty?: and Other Surprising
Sequels to Mother Goose Rhymes. Little, Brown. 1999.
Samples of student pieces’
Rex, Michael. Goodnight Goon. Putnam, 2008.
student written parodies
http://margiepalatini.com/ : Great author to study during a parody unit!
Microphone (for presentation) http://www.scoutsongs.com/lyrics/ontopofspaghetti.html
(On Top of Spaghetti lyrics and audio)
other items needed
Teacher-written parody
Quiz on parody
http://www.youtube.com/watch?v=ocLbfdaONrs
Star Wars Vegetables
http://www.familygorilla.com/ss_parody_1.html
Sesame Street parodies of famous works of art
http://www.artsology.com/art_inspires.php#
art parodies
http://www.azlyrics.com/lyrics/weirdalyankovic/iloverockyroad.html
I love Rocky Road lyrics (Weird Al Yankovic)
http://www.gigglepoetry.com/poemcategories.aspx
many poem and song parodies
http://www.youtube.com/watch?v=h47fNaOb-JU (Lady Gaga)
http://www.youtube.com/watch?v=ucDGkQQMzt0&feature=related
(brick)
http://www.thecatgallery.com/famous_artists_cat_prints.html
(famous painting styles w/ cats as subjects)
http://www.hulu.com/watch/69061/sesame-street-bert-and-ernie-in-a-pyramid Bert and
Ernie video--pyramids
princess and the frog Sesame parody
http://www.youtube.com/watch?v=uyGDz5FbYPc
Form 9-16-10
UNIT RUBRIC
Platinum
Class
Participation
Six “I Spy”
Parody Sheets
(should have 6
check marks)
Movie/Video
Notes
Response to
Parodies (2)
(should have 2
check marks)
Parody Quiz
Student Parody
Presentation
Gold
Silver
Bronze
20
consistently adds
new ideas and
original, relevant
thoughts to the
discussion
5
thorough with
evidence of
understanding
5
thorough with
evidence of
understanding
15
actively
participates and
often adds
relevant ideas to
the discussion
4
completed;
evidence of
understanding
4
completed;
evidence of
understanding
10
inconsistent
participation;
sometimes will add to
the discussion
5
some
participation;
some distractions
to discussion
3
almost complete;
some inconsistencies
3
almost complete;
some inconsistencies
or lapses
2
incomplete; little
evidence of
understanding
2
incomplete; little
evidence of
understanding
5
Effective use of
format; purpose,
organization,
details, and voice
(PODV)consistently
well done; strong
GUM
5
4
Followed format;
maintained
purpose, good
organization,
details and voice
evident (PODV);
good GUM
4
3
Some inconsistencies
in format and some
lapses in
purpose/organization;
details/voice could
have been stronger;
GUM issues
3
2
Inconsistencies in
format; purpose
faltered;
weaknesses in
PODV severely
impact meaning;
poor GUM
2
All correct
1 or 2 wrong
3 or 4 wrong
5 or more wrong
30
Original; Elements
of parody are
strong; PODV well
executed; strong
GUM
25
Elements of
parody are solid;
PODV evident;
good GUM
20
While a parody, some
parts could be more
developed; some
lapses in PODV;
GUM issues
15
Does not
demonstrate solid
understanding of
parody;
weaknesses
PODV severely
impact meaning;
poor GUM
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
Form 9-16-10
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?
___________________________________________________
___________________________________________________
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?
___________________________________________________
___________________________________________________
Form 9-16-10
PARODY QUIZ
1.
What is a parody? _______________________________________________________
__________________________________________________________________________
2-5.
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.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Form 9-16-10
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
(www.familygorilla.com/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
Form 9-16-10
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
Street. Joel’s Great Art Parodies
(www.familygorilla.com/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.
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
The blend of serious works of art and the muppets quite faithfully with his blue plush fur. No, he does not
cause the viewer to both think about the original work look as old or tired as the original musician, but his
of art and the Muppet world. For example, Edward
long arms and legs are positioned just right. These
Hopper’s Nighthawks painting shows a group of
two examples, like the rest on the website, honor the
people in a diner late at night. The real painting
original works by including many of the same details.
captures quiet, random acquaintances sharing a
It’s not the art that causes laughter—it’s finding the
depressing bit of life on a dark, city street.
muppets “framed” in these most unusual artistic
Nighthawks on Sesame Street features Bert serving the 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 !
Form 9-16-10
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.
Form 9-16-10
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.
Form 9-16-10
Nursery Rhymes with a Twist
Mother Goose
Jack
Cow
2 Rhythm Clappers
Dog
Jill
Cat
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.
Form 9-16-10
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!
Form 9-16-10
"I Love Rocky Road"
I hear those ice cream bells and I start to
drool
Keep a couple quarts in my locker at school
Yeah, but chocolate's gettin' old
Vanilla just leaves me cold
There's just one flavor good enough for me,
yeah me
Don't gimme no crummy taste spoon
I know what I need
Baby, I love rocky road
So weren't you gonna buy half a gallon,
baby
I love rocky road
So have another triple scoop with me, ow
They tell me ice cream junkies are all the
same
All the soda jerkers know my name
When their supply is gone
Then I'll be movin' on
But I'll be back on Monday afternoon, you'll
see
Another truck load's comin' in for me, all for
me
I'm singin'
I love rocky road
So weren't you gonna buy half a gallon,
baby
I love rocky road
So have another triple scoop with me, ow
(oh, make it talk)
When I'm all alone, I just grab
myself a cone
And if I get fat and loose my teeth
that's fine with me
Just lock me in the freezer and
throw away the key
Singing
I love rocky road
So weren't you gonna buy half a
gallon, baby
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
I love rocky road
So have another triple scoop with
I love rocky road
So weren't you gonna buy half a
gallon, baby
I love rocky road
So have another triple scoop with
I love rocky road
So weren't you gonna buy half a
gallon, baby
I love rocky road
So have another triple scoop with
me
“Weird Al”
Form 9-16-10