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Welcome to POSTCARDS FROM BUSTER ...........................................................

.................. 1

Multilevel Teaching Strategies ..........................................................

................................. 2

Join the Adventure ...........................................................

................................................. 4

Lesson Plan Activities: Overview ...........................................................

........................... 5

Lesson Plans for Episodes 101–140 ............................................................

...................... 10

Reproducible Activity Sheets

Buster’s Map ............................................................

................................................... 30

Family Take-Home Letter ..........................................................

................................. 31

Postcard ...........................................................

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32

Venn Diagram ...........................................................

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Pop-Up Template ............................................................

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Character Cards ..........................................................

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Picture Cards ..........................................................

..................................................... 36

Busteringo Gameboard ...........................................................

................................... 37

Episode Index ............................................................

....................................................... 38

Location List .......................................................

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.. 39

Contents

Watch POSTCARDS FROM BUSTER on PBS KIDS GO! and visit the Web site at pbskidsgo.org/buster

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1Guide for English Language Learners

POSTCARDS FROM BUSTER, a new PBS children’s series, is an innovative blend of animation and live action starring Arthur’s best friend, . Buster’s dad, a pilot, is flying Los Viajeros, a Latin rock group, on a North American tour and Buster is joining them on the ! Buster’s mom has given him a so he can record his new friendships and discoveries and send “video postcards”

back to and all his other pals in Elwood City.

Designed to delight and intrigue young audiences, POSTCARDS FROM BUSTER has two key educational goals: to build awareness and appreciation of the many cultures in America and to support the language learning of children in the process of acquiring English.

In each episode, Buster travels to a new location and meets new kids and families. The kids invite Buster (and us, the viewers) into their lives, sharing their enthusiasm, experiences, and family cultures. These children reflect the many different voices and faces of young Americans today. Many of them are bilingual and/or bicultural.

Buster is a curious and open learner, always ready for fun and adventure. As he meets new people and explores new places, Buster models the language young English learners need in order to find their way around, make new friends, learn more about another person’s life, interests, and culture, and share information about themselves.

Each episode introduces useful English vocabulary and sentence structures in a natural, authentic way. Key language is featured in the opening song then woven throughout the animation and live action segments. This Guide for English Language Learners supports and extends the language learning opportunities, offering teaching strategies and activities for before, during, and after viewing POSTCARDS FROM BUSTER episodes.

How to Use This Guide• Record and preview POSTCARDS FROM BUSTER television episodes.

Check the Web site, pbskidsgo.org/buster, for local dates and times.

• To find episodes that reinforce themes, vocabulary, and language structures you are teaching, see the Episode Index on page 38.

• Read the Multilevel Teaching Strategies and the Learning Activities sections (pages 2–9). Preview the Lesson Plans for the episodes you are going to teach (pages 10–29).

• Make copies of reproducible Activity Sheets, and gather the Recommended Books listed on the lesson plan. Go to the Web site for an expanded list of books and printable song lyrics.

Welcome to POSTCARDS FROM BUSTER!

Each lesson plan has been correlated to State Standards. For

specifics, go to pbs.org/ teachersource

“There’s so much richness in POSTCARDS FROM BUSTER that kids cannot help but learn a lot from it, particularly if teachers build on what is there and help kids make sense of what they are seeing.”

–Lily Wong Fillmore, Ph.D.

2POSTCARDS FROM BUSTER

Multilevel Teaching Strategies In many classrooms, students are at varying levels of English language proficiency. The strategies below can help you engage all your students in classroom activities and discussions. These strategies can be used in a class where everyone is in the process of learning English as well as in classes where some students are native English speakers and others are in the process of learning the language.

Make Language Comprehensible • Use pictures and real objects to introduce key words and concepts.

Engage students in conversation about the objects and pictures.

• Scaffold the language students will be hearing in the POSTCARDS FROM BUSTER episode by using the key words and phrases in your conversation. Encourage students to use them, too. (The Lesson Plans, pages 10–29, identify the key functional and content language of each episode.)

• Speak clearly and use simple, natural language. Use intonation, volume, and pauses to emphasize meaning. Be dramatic—use gestures, facial expressions, and body language, as well as props and quick drawings, to clarify meaning.

Use Multilevel Questioning The question structures below provide language support for children at various stages of English acquisition, allowing them to respond and share information in a way that is most comfortable and appropriate to their level of proficiency.

CHILDREN IN THE SILENT STAGE...AND OTHERS AS WELL!Children at the earliest level of language learning need time to soak up the sounds, gestures, and meaning of the new language before they are ready to speak. Invite these children to share ideas and demonstrate what they understand through acting, miming, and drawing.

Show me your elbow. Point to your knee. Let’s pretend we are going fishing. Pick up a worm. Put it on the hook. Show me what Buster does when he sees the spider. Draw something Buster sees on his hike.

BEGINNING LEVEL SPEAKERSAsk questions that require “yes” or “no” answers. Did Lauren’s pig win a prize? Did Nathan’s pig win a prize?

Ask either/or questions that include the language of the response. How did Buster get to the top of the mountain? Did he walk or did he

rock climb?

Ask questions that require thinking but only a few words to respond. Which part of the visit do you think Buster liked best? Which part did

you like best?

Book ConnectionsShare picture books about children and families who are new to this country.

Angel Child, Dragon Child by Michele Maria Surat (Vietnam)

The Color of Home by Mary Hoffman (Sudan/Muslim)

Home at Last by Susan Middleton Elya (Mexico)

Marianthe’s Story by Aliki (Eastern Europe)

A Movie in My Pillow/Una película en mi almohada by Jorge Argueta (El Salvador)

My Diary from Here to There/ Mi diario de aquí hasta allá by Amada Irma Perez (Mexico)

My Name is Yoon by Helen Recorvits (Korea)

The Name Jar by Yangsook Choi (Korea)

Sumi’s First Day of School Ever by Soyung Pak (Korea)

Uncle Raincloud by Tony Johnston (Mexico)


INTERMEDIATE LEVEL SPEAKERSAsk open-ended questions that call for more complex responses.

How is Athena’s school like your school? How is it different? What do you think will happen next? How do you think Arthur and Buster will work out their problem? What would you do if you were Buster?

Get to Know Your StudentsLearn as much as you can about your students: their educational back-ground, their personal interests and accomplishments, their families, their culture, and their language. Share stories about your life, and invite your students to share their own stories. Encourage them to draw connections between their own background knowledge and experiences and the new information being presented in the POSTCARDS FROM BUSTER episodes and the related books.

Language and culture are intricately entwined. Children who “interrupt” conversations or hesitate to join in may be reflecting approved norms in their home culture. Body language is also culturally based. In some cultures, casting your eyes downward is a sign of respect. Other cultures value eye-to-eye contact. It’s important to understand and respect your students’ home cultures. It is also important to help them understand and adjust to the culture of their new school and community.

Create a Supportive, Interactive, Playful Classroom CommunityProvide students with lots of opportunities to talk. Support their early attempts to speak, and praise brave efforts at second language use. Keep the focus on communicating ideas, rather than correctness of speech. Within the context of a conversation, repeat students’ phrases grammatically while responding thoughtfully and enthusiastically to their ideas. For example:

Student: I new bike. Teacher: You have a new bike? That’s great!

What color is your bike?

Help students feel comfortable asking for clarification when they don’t understand. Chart these phrases for students to practice, and model them yourself frequently.

Sorry, I don’t understand. Could you say that again? Could you speak a little slower, please? Excuse me, did you say…?

The Take-Home Letter on page 31 invites families to share stories

and traditions with their children.

POSTCARDS FROM BUSTER

Join the Adventure As children watch POSTCARDS FROM BUSTER, they can keep a record of the places they visit, the people they meet, and the things that capture their interest and remind them of events and people in their own lives.

Buster’s MapGive a copy of Buster’s Map (page 30) to each child. This map shows all the places that Buster visits in Season One of POSTCARDS FROM BUSTER. Help your students locate where they live and add their town or city to the map. Before viewing each episode, help students find the new location and color in that section of the map. (A variety of ideas for using Buster’s Map are offered on page 6.)

Student Travel LogsOn the Web site (pbskidsgo.org/buster), Buster writes about each place he visits in his Blog (Web Log). Have your students make their own Travel Logs, using a notebook, or a ring binder, or stapling blank paper inside a construction paper cover. Students can attach their copy of Buster’s Map to the cover or include it as the first page. After watching each POSTCARDS FROM BUSTER episode, have students record an entry in their Travel Log. They can:

• draw or write about their favorite part of the episode.

• list cultural similarities and differences, pose questions, or express opinions.

• create a comic strip using Character Pictures on page 35 and speech bubbles.

• draw or write about a related experience from their own lives.

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Buster’s in Town!Does Buster visit a place near you? Check the Location List on page 39. Call the outreach department of your local PBS station to ask about special events, educational materials, and partnership opportunities.

Exchange letters and pictures with a pen pal!

Share shories about your hometown, your friends, and

what you like to do. See page 8 for more ideas.

Dear Pen Pal,


Lesson Plan Activities: Overview The activities below help scaffold, support, and extend students’ understanding of the POSTCARDS FROM BUSTER episodes. The Lesson Plans on pages 10–29 incorporate these activities, customized to fit the specific episode.

IntroduceBuild Background and Share Prior Experiences. Introduce each POSTCARDS FROM BUSTER episode with pictures, maps, and objects. (The Recommended Books in each lesson plan are good sources of pictures and background information.) Engage students in conversation. As you talk, weave in the key vocabulary and language structures identified in the lesson plan. Ask students to share personal experiences and opinions. Share some of your own, as well. Here is a sample conversation:

In Rodeo Cowgirl, Buster meets a girl named Tayler who loves to ride horses. Here is a picture of a horse at a rodeo. (Write rodeo on the board.) What’s happening at this rodeo? Have you ever seen a real horse? Tell us about it. Let’s stand up and pretend to pat a horse on its back. How high is a horse’s back?

Create Language Reference Charts. With the class, construct a variety of graphic organizers—Picture Word Charts, Web Charts, Theme Posters, K-W-L Charts, etc.—introducing and reinforcing key language for the episode. These charts will serve as useful resources for students as they talk and write. Adjust the complexity of the charts to the language level and age of your students. You may want to write vocabulary words on cards for a variety of “word sort” activities.

K-W-L ChartLesson Plan: Hoops and Drums (Wind River Reservation, WY)

Know Want to Know Learned

What I Know, Want to Learn, and Learned about Powwows

Native Americans have powwows.They dance at powwows.They wear special clothes.

Why do they have powwows?Do kids dance at the powwows?

Elders teach kids the dances.

Different dances have different meanings and special clothes.The drum is like a heart beat. It calls the dancers together.

Chant the Song. The opening song introduces the setting, theme, and some of the key language for each episode. Go to the Web site, pbskidsgo.org/buster, to print out the lyrics and listen to the songs. Write a verse or the chorus of the song on chart paper and teach it to the class as a chant. Create gestures and movement to go with the words. Using gestures to make word meanings concrete is a great way to make this activity meaningful to beginning language learners, including those in the “silent stage.”

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Web ChartLesson Plan: Buster’s Road Rules (Tucson, AZ)

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Picture Word ChartLesson Plan: A Bridge Back Home (NYC)

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Theme PosterLesson Plan: Rodeo Cowgirl (Houston, TX)

Use Buster’s Map (page 30). The location of each show is identified in the lesson plan and included on Buster’s Map. Here are some ways to help students find the location.

• Give the map coordinates: In this show, Buster and Bo fly to C-2. The name of the state is Illinois. What’s the name of the city? (or What city do you think they visit? What do you think the name of the state is?)

• Play a “Busterized” version of the spelling game, “Hangman.” Draw lines for each letter in the state name. Have students guess letters of the alphabet. If the letter appears in the state name, write it on the line. If it does not appear, instead of drawing a “hanged man,” draw Buster bit by bit: a head, two ears, etc.

• Ask students to give driving directions from their home state to the new location. (Drive west to Colorado. Then drive north one state. You’ll be in Wyoming.)

• Play a guessing game to identify the new location. Children will ask you “yes/no” questions, for example: Is it close to us? Is it north of us? Is it on the coast? Does the name of the state begin with M? Assist with language as needed.

On their copy of Buster’s Map, have students color in the place featured in the episode. Have any students visited that state? Is it near the location of another POSTCARDS FROM BUSTER episode they have seen? Have students share related experiences and information. Encourage them to predict what Buster might see or do in the episode.

View and View AgainRepetition is the key to language learning. You’ll want to videotape each episode and replay it several times. Pause to discuss, clarify, and act out scenes, to repeat key phrases and sentences, and to encourage students to make personal connections with the content.

In POSTCARDS FROM BUSTER, the live action segments are seen through the lens of Buster’s video camera. We hear Buster asking questions and making comments, but we don’t see him. At first, this may be confusing to some of your students. To clarify, you might want to hold up a picture of Buster each time you hear his voice. You may want to use the image of Buster on the cover of this Guide.

Make Predictions. Pause the video often to talk about what happened and what was said. Encourage students to ask questions and to predict what will happen next. Children can share their predictions with a partner, then report what their partner says to the class. Write the predictions on the board, then watch the next segment to verify or correct.

Read the Captions. From time to time, turn on the closed captions option on your TV. Reading captions builds students’ literacy skills and helps clarify parts of conversations that are hard to hear or understand.

Book Connections

Share books about maps, travel, and different cultures.

The Atlas of World Cultures by Brunette Chiarelli

Celebrate the 50 States by Lauren Leedy

From Here to There by Margery Cuyler

The Kids’ Book of the 50 Great States written by kids (Scholastic Books)

Me on the Map by Joan Sweeney

My America: A Poetry Atlas of the United States by Lee Bennett Hopkins

Stringbean’s Trip to the Shining Sea by Vera B. & Jennifer Williams

This Land Is Your Land by Woody Guthrie

POSTCARDS FROM BUSTER6

Talk about how the famililes on the

show are similar to and different from your

own families.

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Venn DiagramLesson Plan: A Sense of Direction (Chicago, IL)

T-ChartLesson Plan: Bayou, by Me (Slidell, LA)

Louisiana bayou Here

What Do Kids Do for Fun?

Catch crawfish

Go boating

Go frog hunting

Skateboard

Play on playground

Watch TV

7

Discuss and Compare Cultures. POSTCARDS FROM BUSTER presents real children and families from a wide range of cultures. Some of the cultures will be familiar to your students and others will not. Pause the video periodically and talk about what you’ve learned. Ask questions to help students think about the concrete aspects of culture (such as food, festivals, traditional clothes), the behavioral aspects (such as languages spoken, gender and family roles, the way people interact with each other), and the symbolic aspects (for example, the underlying cultural significance or meaning of a traditional ritual or dance).

Encourage kids to draw comparisons to their own lives and cultures. What things are the same? What things are different? Use a Venn diagram or T-chart (see right) to chart the similarities and differences that students point out. As you watch future episodes, you may want to add new columns with information about the new locations to your T-Chart. Act It Out. Pause the video after scenes that describe and demonstrate an action or a sequence of actions, for example: how to walk on stilts, how to make tortillas, or how to play a game. Repeat the direction lines and have students do each step. Encourage them to echo the words as they do the actions. Join in with the actions yourself—enjoy!

Silent Pictures. Turn off the sound and take a “picture walk” through a segment of the video. Provide your own narration, tailored to the language level and needs of your students. Or ask your students to name and describe the people, things, and actions they see. Use this technique as a way to introduce the video (building language and background), or after the initial viewing to review and strengthen understanding.

What Do You Hear? Replay a video segment, asking students to listen for and identify background noises such as cars, music, children playing, nature sounds, etc. Chart students’ responses, assisting with language and vocabulary as needed. If you wish, replay the segment, this time asking, What do you see? Add this second list to the chart. Have students use the chart as a resource for writing postcards or poems.

Say It Again! Select several sentences from the episode that contain key phrases or other language elements you want students to practice, for example, intonation for questioning, or adding stress to a word for emphasis. Write the sentences on chart paper and model how they are said. Play the video or video segment again. Have students raise their hands when they hear one of the sentences. Stop the video and have students repeat the sentence exactly as the character in the video did. Point out the use of body language (gestures and facial expressions) that carries meaning and encourage students to act that out as well.

Buster’s Questions. Write questions that Buster asks during the episode on strips of paper. Distribute and discuss the questions. Have students listen for their assigned question—and the answer— as they view the episode. Discuss the questions and answers.

Guide for English Language Learners


Extend and Make ConnectionsMusic. Songs help children practice the rhythm and flow of new language sounds. Words and phrases are easier to remember and pronounce when they’re sung. The POSTCARDS FROM BUSTER Web site has the words and recorded music for each episode. Print out the lyrics and invite kids to sing along. Include other theme-related music in your lessons as well— traditional songs, camp songs, nursery rhymes—to help kids practice language and develop cultural literacy. As a class, try writing your own verses to familiar tunes.

Postcards and Pen Pals. Make copies of the postcard template on page 32. Have students fold it in half, illustrate the front and write an address and message on the back. Students can write postcards to Buster, commenting or asking questions about things seen on the show, or inviting him to visit their hometown and describing some of the things they could do and see together. Your students may enjoy exchanging

postcards, letters, and class-made videos with students in other parts of the country or world. Check out ePALS Classroom Ex-change at epals.com, a well-established organization linking classrooms around the world.

Thank-You Notes. In the episodes, Buster often stays with family friends. He also meets new friends who invite him along on various

outings. After his visit, Buster might want to write and thank the families. Lead students in writing a group note, or have them write individual notes from Buster. Students can add a “photo” from the episode to their note.

Pop-Up Cards and Books. Create pop-up cards and books using the template on page 34. Students can draw a picture in the

pop-up section and write about it below or they can use speech bubbles to write conversations. Have students

illustrate different segments of an episode and paste the pages back to back to form a Buster’s Adventure Pop-Up

Book. Or create a Song Book by having students write and illustrate lines of the song. Students can create pop-up

greeting cards, pop-up comic book adventures, pop-up dictionaries with vocabulary words related to the episode, or

anything else you or they dream up.

Character Card Activities. Students can make stick puppets by coloring, cutting out, and mounting the Character Cards (page 35) on pencils or craft sticks. Use the puppets to reenact conversations from the episode or create original skits.

Students can use the Character Cards to create comic strips stories and to illustrate their Travel Log entries. Encourage them to write conversation in speech bubbles. Children can combine the character

pictures with drawings of themselves and their friends, as well as pictures of people cut from magazines.

Print out the words to the

Theme Song so your kids can sing along! Go to pbskidsgo.org/buster


Poems. Poetry allows children at all levels of language proficiency to express ideas and feelings with a limited number of words. Share simple rhythmic poems with your children. (Many of the Lesson Plans include poetry in the list of Recommended Books.) Introduce students to easy formats such as poems of address and list poems (see right). Let them experiment freely as well.

Survey Says. Have students conduct surveys to poll opinions, determine favorites, or gather other information, for example:

What’s your favorite food? What languages do people in your family speak? Help students set up a simple survey sheet. As a class, practice asking the question and recording responses. Have students independently survey friends and family. Compile the data on a class bar graph. Discuss and compare.

Bar Graphs. Pose a survey question related to the episode, such as: What is your favorite farm animal? Have students write or draw their answer on index cards. Assemble the index cards into a bar graph, taping all similar responses (for example, all the index cards that say cow), in a row. Or, construct a graph on large graph paper and have each student color in a space next to their chosen response. Discuss the completed graph with the class: What animal do most people like best? Why do you think most people like horses best? Do more kids like cows or chickens? How many people liked pigs best?

Bar GraphLesson Plan: Meet Me at the Fair (Knox, IN)

Remember to draw and write in your Travel Log!

Dear Doughnuts,

You’re fun to hold and

Delicious to eat.

Jelly-filled, chocolate,

Powder sugar...

One bite of you makes

The whole day sweet.

from Buster’s Lucky Year

(San Francisco, CA)

Springtime in IqaluitSnow, ice, and freezing winds.It seems more like winter than spring.Outside there are dog sled races and igloo building.Inside you can do throat singing, face pulling

musk ox wrestling.from Spring Break (Iqaluit, Canada)

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Picture Card Activities. Before watching an episode of POSTCARDS FROM BUSTER, have students cut out and choose nine Picture Cards (page 36) to paste on the Busteringo Gameboard (page 37). As they watch the episode, have them place a marker on each object they see. The first player to get “three-in-a-row” is the winner.

Card games are a good way to learn the language of game-playing and turn-taking. Use two sets of Picture Cards to play “Concentration.” Use four sets to play “Go Fish.”

Poems

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Meet Me at the FairBuster visits Lauren and Nathan on a farm and meets their pig, Francine.

EPISODE 101

Knox, Indiana

TOPICS/THEMES

Farm life

Chores, responsibilities

FUNCTIONAL LANGUAGE

Making friends

Hello. Hi. Howdy. Good morning.

Do you want to...?

Meet me at the fair.

Bye! Take care! Have fun!

CONTENT LANGUAGE

Farm animals: cow, pig, chicken,

horse, goat

Action verbs: walk, trot, turn, kick

RECOMMENDED BOOKS

Buster on the Farm by Marc Brown;

The Cow That Said Oink by

Bernard Most

Introduce K-W-L Chart: Farms. Display and discuss a farm picture. Fill in the

Know and Want to Know columns (see activity tips, page 5). Fill in

the final column after watching the video and reading related books.

Music: “Old MacDonald.” Teach the traditional song, using pictures of a cow, pig,

chicken, horse, and goat. Discuss animal sounds in students’ home languages.

View and View Again

Life on a Farm. Have students compare the chores and responsibilities of kids on the farm

with their own. Create a T-chart or Venn diagram. (See activity tips, page 7.)

Act It Out. Pause after the tractor driving and horse show scenes. Give students

directions: Walk to the door. Turn around. Trot to your desk, etc.

Say It Again! (See activity tips, page 7.) Use the sentences: Do you want to see my pig?

Do you want to see our horses? Do you want to go for a ride?

Extend and Make Connections

Classroom County Fair. Make a list of events at the fair. Have students set up events using

toy animals, props, and signs or create a class mural with labels. Encourage action verbs

and greetings as kids visit each other’s sites.

Class Pop-Up Book. Have each student create a page about a farm animal. (See template,

page 34.) You may want to use “Old MacDonald” lyrics.

Graph: Favorite Farm Animal. Have kids record their choice on the graph, then discuss the

reasons for their choice. (See activity tips, page 9.)

A Sense of DirectionFarah, a young Muslim girl, invites Buster to visit her home and school. EPISODE 102Chicago, IllinoisTOPICS/THEMESCity lifeCultural traditionsFUNCTIONAL LANGUAGEMaking introductionsI’d like you to meet my dad.How are you doing?

Fine, thanks. This is my dad.Nice to meet you.Nice to meet you, too.CONTENT LANGUAGEDirections: close, far, over there Turn left, right. Go straight across.

RECOMMENDED BOOKSBuster on the Town by Marc Brown; Sitti’s Secret by Naomi Shihab Nye

Introduce City Life. Play the beginning of the video, showing Chicago scenes. Ask: What did you see?

How is it the same or different from where we live?Chant a Song. Post and chant the verse below. Clap the beat. Add gestures. I need a friend with a sense of direction. I don’t know which way to go at the intersection. Turn left? Turn right? Go straight across? I need a map. I’m totally lost!

View and View AgainCompare Cultures. (See activity tips, page 7.) Pause the video and ask: What do you know

about Farah’s family? The languages she speaks? Her clothes? Her school? Her religion?

The things she likes to do?Nice to Meet You. Write the five “Making introductions” lines (see left column) on

strips of paper. Give a strip to each student. Watch the scene in front of the bakery.

Have students repeat the line, then role play the scene.City Sights and Sounds. Create a T-chart. (See “What Do You Hear?” on page 7.) Later,

have students write and illustrate a postcard (page 32) based on the chart. Extend and Make ConnectionsIn Their Shoes. Have two students play Buster and Farah and introduce each other to the

class. Their classmates will ask them questions. Schools: Same and Different. Help the class create a Venn diagram comparing their

school with Farah’s. (See activity tips, page 7.)

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Buster and BeatriceIn San Antonio, Buster discovers conjunto music and breakfast tacos. EPISODE 103San Antonio, TexasTOPICS/THEMESMusicFood

FUNCTIONAL LANGUAGEMaking friendsDo you want to…?Do you play…? Do you like…?Let’s… How long have you…?

CONTENT LANGUAGEFood: taco, tortilla, corn, flour, dough, potato, cheese, bean, picnic, restaurantMusic: accordion, guitar, practice, stage, play (the accordion)

RECOMMENDED BOOKSBuster Plays Along by Marc Brown; Music, Music for Everyone by Vera B. Williams

IntroduceBuster’s Map. Help students locate San Antonio, Texas. (See activity tips, page 6.)

Note how close Mexico is. Ask: What language do most people speak in Mexico?

What languages do you think many people in San Antonio speak? What are some popular

Mexican foods? Do you think those foods are popular in San Antonio, too?Guessing Game. Use pictures to introduce accordion and guitar. What other instruments

do children know? Make a Picture Word Chart (see activity tips, page 5). Have a child

pretend to play an instrument. Classmates will ask: Do you play the (guitar)?View and View AgainAct It Out. Replay the Mi Tierra restaurant scene. Act out the steps for making tortillas.

Buster’s Questions. (See activity tips, page 7.) Replay the scene where Buster meets

Christina. Use the questions: What’s your name? Who are you? What’s your dog’s name?

Is he just a little puppy? Do you play the accordion, too? How long have you been playing? Extend and Make ConnectionsLet’s Eat! Have children make taco ingredients and labels from construction paper

(tortillas, cheese, etc.) and pretend to be at a restaurant or on a picnic. For a treat, bring in

real ingredients and make Breakfast Tacos! (The recipe is on pbskidsgo.org/buster)

Let’s Sing! Sing the first verse of the San Antonio song. (Lyrics are on the Web site.)

Make up a new verse using the name of your town.Making Friends. What can you say when you meet someone new? Brainstorm ways to

complete the question starters (see left column). Do role plays.

The Giant PumpkinsJust how big can a pumpkin grow? Join Buster and find out!

EPISODE 104

Mt. Hood, Oregon

TOPICS/THEMES

Farm life

Measurement

FUNCTIONAL LANGUAGE

Describing/Comparing size

the biggest, the biggest in the world

Is it bigger than...?

That pumpkin is even bigger.

CONTENT LANGUAGE

Measurements: 400 inches; 5,027

feet; 1,123 pounds

Describing size: giant, massive,

huge, enormous, extra large, jumbo

Crops: pumpkins, corn, vegetables,

seed, plant, stalk, fertilizer

RECOMMENDED BOOKS

Buster and the Giant Pumpkin by

Marc Brown; The Pumpkin Book by

Gail Gibbons

IntroduceComparing Size. Have students line up a group of items in

order of size and describe them: big, bigger than..., the biggest.

Repeat with small, smaller, smallest.

Enormous! Distribute the song lyrics (available on pbskidsgo.org/buster). Have student

circle all the words that mean very big. As they watch the show, have them sing along

with the song and listen for these and other words meaning very big. Later, look for more

synonyms in a thesaurus.

View and View Again

How to Grow a Giant Pumpkin. Buster gets advice from Scotty, Brett, and others.

Have students write “how to” instructions, rephrasing the tips in their own words.

Listen, Write, Say It Again. As students watch the weigh-in scene, have them write down

the weights of the pumpkins. Point out the different ways the numbers can be expressed:

one thousand one hundred five or eleven hundred five or eleven oh five. Replay and pause

at each number for students to repeat.


Is It Bigger Than...? Play a variation of the game “20 Questions.” Students ask questions

about size to guess a mystery animal. Is it bigger than a (cat)? Is it smaller than a (horse)?

How Big? Have students measure large things around the school (the hall, the playground

slide, etc.) and report their length.

Pop-Up Book. (See template, page 34.) Have students create a big book about things that

are big, bigger than..., and the biggest of all. Make mini-books about small things.

12

Among the Hmong What’s it like to be part of a clan? Meet the Vangs of Vang Lane.EPISODE 105 Madison, WisconsinTOPICS/THEMESFamiliesSports/Recreation: danceAnimals: insects/spiders

FUNCTIONAL LANGUAGEExchanging greetingsHi! Hello! Howdy! How are you?My name is Buster. What’s yours?How’ve you been? Whatcha doing?Good to see you! Come on in!CONTENT LANGUAGEFamily: clan, mother, father, sister, brother, aunt, uncle, cousin Parts of the body: head, knees, feet, shoulders, legs, hands, chest

RECOMMENDED BOOKSBuster and the Dance Contest by Marc Brown; Loving by Ann Morris; Nine-in-One, Grr! Grr! by Blia Xiong

IntroduceBuster’s Map. Help students locate Madison, WI, and trace the route from their home-

town. In this episode, we meet the Vangs, a Hmong family from Laos. Locate Laos on a

world map or globe and trace a route to Wisconsin.Greeting Chant. Display and chant the song verse below. Explain the expression, Whatcha

doing? (What are you doing?) Add gestures to the chant. Later, sing along with the song.

So long, friends and kin. And hello, Madison! Whatcha doing? How’ve you been? / It’s good to see you. Come on in! It’s great to feel at home in Madison.View and View AgainAct It Out. Replay the scene of how to play “spectakra” (a variation of volleyball). Have

students repeat each phrase as they act it out: You can use your knee…, your feet…, your

shoulders…, but you can’t use your hands. You may want to turn on the closed captions.

Buster’s Questions. (See activity tips, page 7.) Listen for questions and answers as you

replay the Insect Lab scene. Oh, my gosh, what’s that? Is it trying to eat you? Why isn’t it

biting you? Do they ever get to be 100 feet tall?Extend and Make ConnectionsDraw and Talk. Have student draw and label a picture of their family members and

introduce their “clan” to the class. Bug Museum. Use pipe cleaners, egg cartons, etc. to make imaginary insects (6 legs)

and spiders (8 legs). Have students write labels describing their bugs.

Sleepy in SeattleCan Tai Chi, bubble tea, and flying fish keep Buster awake?

EPISODE 106

Seattle, Washington

TOPICS/THEMES

Feelings

FoodSports/Recreation: martial arts

FUNCTIONAL LANGUAGE

Expressing feelings

How are you feeling?

I’m sleepy. I’m not sleepy.

I feel relaxed.

Discussing the future

You will …

CONTENT LANGUAGE

Feelings: sleepy, tired, half-asleep,

tense, relaxed, focused, hungry

Food: spicy, too spicy, delicious

RECOMMENDED BOOKS

Fortune Cookie Fortunes by Grace

Lin; Karate Boy by Ann Morris

IntroduceHow Are You Feeling? Write the following sentences on slips of

paper: I’m tired. I’m half-asleep. I’m tense. I feel hungry. I feel

relaxed. I feel focused. Let students draw a slip and read it aloud.

The class will repeat each sentence and act each one out.

View and View Again

Relax… Join Buster and your students in doing the Tai Chi relaxation exercise near the end

of the episode. Pause to clarify directions as needed. Have students repeat after Buster as

he repeats the instructor’s directions.

Say It Again! Write the following fortunes on the board. At the end of the fortune cookie

factory tour, pause the video and have students repeat and discuss. Have students write

and exchange fortunes of their own.

1. You will soon vacation in a place of cool climate.

2. You will travel to many exotic places. 3. Your popularity will increase.


Delicious! Have students recall the foods at the Asian grocery and discuss which were

sweet or spicy. Have students discuss sweet, spicy, and delicious foods from their home

culture. Maybe they or you can bring some in to share!

Market Place. Create a food market in your classroom using created items and empty food

containers you and students bring from home. Students can perform role plays, buying

and selling foods from the market.

12

13

Rodeo CowgirlSwing up in the saddle, Buster. It’s rodeo time!EPISODE 108

Houston, Texas

TOPICS/THEMESSports/Recreation: horseback ridingFriendship

FUNCTIONAL LANGUAGEDiscussing likes and interestsI want to be a cowboy.I like to feed the horses.Inviting and respondingDo you want to go with us?Why don’t you join us?Thank you! That would be great!CONTENT LANGUAGEHorses and rodeos: cowboy, cowgirl, saddle, reins, stirrupsRECOMMENDED BOOKSLittle Old Big Beard and Big Young Little Beard by Remy Charlip; Rodeo Ridin’ Cowboy by Andrea Pinkney

IntroduceSong Clues. Listen to the opening song (at pbskidsgo.org/buster). Ask: What words do you hear? Write them on the board. Have children draw pictures of what they think they will see in the episode.Horse Poster. Draw a simple diagram of a horse. Help children label the parts of the horse. (See activity tips, page 5.)View and View AgainSilent Pictures. Replay the rodeo scenes without sound. Ask children to name the things they see. Use this word list for writing poems or postcards later.Say It Again! Replay the scene where Tayler asks Buster to join her family at the rodeo. Pause to let students repeat each line, copying expression and body language. Tayler: Do you want to go with us? Buster: Are you kidding?

Tayler: No, I’m serious. You’re more than welcome to go. Buster: That would be so great! Extend and Make ConnectionsPostcards. Have children illustrate and write a postcard to Buster (page 32). It can be about horses and rodeos, what they want to be or like to do, or an invitation for Buster to visit their town! Horse Sense. Have students discuss and mime mounting and riding a horse. Encourage kids to compare Lauren’s horse competition, in episode #101: Meet Me at the Fair, with Tayler’s barrel race.

Up the RiverBuster and Bo paddle up the Missouri River...just like Lewis and Clark!

EPISODE 107

Bismarck, North Dakota

TOPICS/THEMES

U.S. history: Lewis and Clark

Families

FUNCTIONAL LANGUAGE

Asking for/Giving directions

Which way should we go? Head east.

Are you lost? Can we follow you?

Expressing appreciation

Thank you. Thanks so much.

CONTENT LANGUAGE

Directions: north, south, east, west

History: fort, canoe, guide, explore,

explorer, map, compass, route

RECOMMENDED BOOKS

A Picture Book of Sacagawea by

David A. Adler; Three Days on a River

in a Red Canoe by Vera B. Williams

IntroduceMap Game. Display a large U.S. map. Lead students on a zigzag

route from their home state to North Dakota. Students will take

turns asking, Which way do we go? Answer: Head north two

states. Go west one state, etc. One student will move a game

marker accordingly on the large map. At their desks, students can

follow the directions by moving a button or penny on their Buster Maps.

Sing Along. Post and teach the words of the song “Row, Row, Row Your Boat.”

View and View Again

Family Fun. Discuss the family activities the Stensleys, Buster and his mom, and Buster

and his dad do. List them on an expanded T-chart (see activity tips, page 7). Add a fourth

column to the chart and have students add activities their own families enjoy doing.

Thanks! How many different ways do students know for thanking someone in English?

(Thank you. Thanks a lot..) How do they say “thank you” in their home languages?

Have students pretend that they are Buster and write a thank-you note to the Stensleys.


On the Trail. On a large U.S. map, have students trace Lewis and Clark’s route up the

Missouri, from Saint Louis to North Dakota, using directional terms and identifying states

along the way. Kids can make their own maps of the journey, drawing things that Lewis

and Clark might have seen and done along the way.

14

Buster’s Buffalo Round-Up

Visit the Crazy Horse monument—where they carve with dynamite!

EPISODE 109

Rapid City, South Dakota

TOPICS/THEMES

Values: perseverance

Cultural traditions

U.S. history

FUNCTIONAL LANGUAGE

Clarifying words and meaning

What does...mean? It means....

What’s a...? It’s someone who...

How do you say...in Lakota?

CONTENT LANGUAGE

Values: perseverance, patience

Idioms: Don’t give up. Don’t give in.

Stick it out.

RECOMMENDED BOOKS

Buster Hits the Trail by Marc Brown;

Crazy Horse’s Vision by Joseph

Bruchac

IntroduceBuster’s Map. Help children locate South Dakota. Introduce the

word Lakota, the name of the native people who have lived in that

part of the country for hundreds of years.

Perseverance. Write perseverance on the board. Practice saying the word, clapping the

syllables. Read this dialog together.

Buster: What does perseverance mean?

Mora: It means to keep on trying—to never give up, even when things get hard.

Tell students about an incident in your life that required perseverance. Have students

share their own stories. Respond in chorus: That took perseverance!

View and View Again

Sing Along. Distribute song lyrics (go to Web site). Draw attention to the idioms.

Say It Again! Have students raise their hands each time they hear the word perseverance.

Pause to repeat and discuss the line. (See activity tips, page 7.)

Lakota Words. Write Lakota words in the left column of a chart: leelawashte (cool); tatonka

(buffalo). When they learn the meaning, have students fill in the English translation. Have

students teach each other how to say Cool! in other languages.


Crazy Horse. As a class, learn more about Crazy Horse. Create a short illustrated report.

Tatonka. Make buffalo with clay or carve them from soap. Use a green piece of cloth as the

open plains and reenact a round-up with toy horses and trucks.

Moose on the LooseBuster gets some expert help as he tracks the elusive moose.EPISODE 110 Jackson Hole, Wyoming TOPICS/THEMES Animals/Nature

Outdoor recreation FUNCTIONAL LANGUAGEDescribing animals

a shiny black raven a chirping chickadee the bird with the reddish wingsthe elusive moose

Moose eat only plants.CONTENT LANGUAGEAnimals: moose, birds, fish, slug, toad, wings, antlers, hoof, hair, tracks, scat

Nature: trees, river, brook, rock, ice, bushes, willows, berriesRECOMMENDED BOOKS Animal Tracks by Arthur Dorros; Moose by Jenny Markert

IntroducePredicting. Listen to the opening song (at pbskidsgo.org/buster). Write down words your

students recognize and encourage them to ask about unfamiliar words. Based on these

clues, what do they think the episode will be about?K-W-L Chart. Show a picture of a moose and ask students what they know about moose.

What would they like to learn? (For example: Where do moose live? How big are they?

What do they eat?) Write the information and questions in a K-W-L chart (see activity tips,

page 5). Ask students to find the answers to their questions as they watch the video.View and View AgainThe Elusive Moose. Replay the segment where the children track and find evidence of the

moose. Chart each piece of evidence and discuss how the clues lead to the moose.

What Do You Hear? Replay the episode, pausing each time students hear nature sounds.

Chart and discuss each sound.Extend and Make ConnectionsNature Journals. Have children observe classroom pets in fish tanks and cages, or go

outside and observe ants, squirrels, and birds. (Bring binoculars and magnifying lenses,

if possible!) Have students draw and write observations in a journal. Listen and Draw. Have students draw a nature scene following your instructions, for

example: In the center of the paper, draw a tree. Draw a bird on a branch. On the left of

the tree, draw a bush with berries. Have partners compare pictures, describing similarities

and differences.

15

Bayou, by MeLife on the Louisiana bayou is full of adventure.EPISODE 111 Slidell, Louisiana TOPICS/THEMESNature/Geography: the bayouDisagreements

FUNCTIONAL LANGUAGENegotiating disagreementsI don’t think so. I think you’re wrong.I guess we’ll never know. That’s so unfair. I think it’s time to go. Sorry I was crabby last night.

CONTENT LANGUAGENature/Fishing: bayou, swamp, boat, paddle, dock, stilts, life jacket, bait, hook, trap, crabs, alligatorRECOMMENDED BOOKSBayou Lullaby by Kathi Appelt; Buster and the Great Swamp by Marc Brown

IntroduceLife in the Bayou. Watch the opening scene, showing the Mississippi River Delta. Ask: What did you see? How is it the same or different from where

we live? K-W-L Chart: Fishing and Boating. Fill in the Know and Want to Know columns (see activity

tips, page 5). After watching the video, write new information in the Learned column.View and View AgainSay It Again! Watch the scene when Buster argues with Bo in the hotel about whether or

not they saw a swamp monster. Half the class can repeat Bo’s line while the other half

repeats Buster’s. Follow the same procedure for the scene at the end of the crab dinner

when Buster wants to stay and go bullfrogging. You may want to turn on the closed

captions, so children can read the words as well as hear them. Act It Out. (See activity tips, page 7.) Watch the scene where Buster and Dylan are in the

boat at night and Dylan is teaching Buster how to fish. Have the children act out the scene

in pairs, taking turns as Buster and Dylan. Extend and Make ConnectionsT-Chart. Compare and contrast what children in the bayou and the class do for fun and

how children spend their free time. (See activity tips, see page 7.)Bayou Word Books. Have children create illustrated mini-books of things related to the bayou. They can write or draw their own definitions, or look up the words in a dictionary.

Star SearchBuster discovers theater, red rice, and close-knit families in South Carolina.

EPISODE 112

Charleston, South Carolina

TOPICS/THEMES

Performing arts

Families

FUNCTIONAL LANGUAGE

Describing people

She’s a good actor.

He’s good at sports.

He’s very stubborn.

Using idioms

Let’s hang out here.

Reality TV shows are hot.

CONTENT LANGUAGE

TV / theater: reality show, producer,

cameraman, performance, monologue

RECOMMENDED BOOKS

Bruh Rabbit and the Tar Baby Girl

by Virginia Hamilton; A Net to Catch

Time by Sara Harrell Banks

IntroduceFamily Pictures. Show a photo or draw a picture of your family.

Introduce the members to your class and describe each one (see “Describing people”

language, left column). Encourage students to draw and tell about their own families.

Idioms. Survey students: Where do you like to hang out? Graph their responses (see

activity tips, page 9). Then, ask students to share their opinions of TV shows, fashions,

etc., as you create a 2-column chart labeled “What’s Hot? What’s Not?”

View and View Again

What Families Need. Justin’s aunt explains what it takes to run “Camp 22” and keep the

family strong: organization, teamwork, helping each other, understanding, and prayer. Ask

students to give examples of how these and/or other things keep their families strong.

Compare Cultures. Pause the video. Ask: What do you know Justin’s family, his culture,

and the things he and his family like to do? Have students create Venn diagrams (see

activity tips, page 7) comparing their experiences to Justin’s.


Showtime! Students can perform original monologues or recite poems. Assist with

pronunciation and performance.

Celebrity Interview. Have students cut out or draw pictures of a celebrity and Buster, then

draw a speech bubble for each. In Buster’s speech bubble, students will write an interview

question. In the celebrity’s bubble, they will write a response.

Survey. Have students ask family members what they think it takes to keep a family strong

and share the responses with the class.

16

Buster’s Road RulesOn an Arizona road trip, you never know what you’ll find!

EPISODE 114

Tucson, Arizona

TOPICS/THEMES

Transportation

MusicNature/Geography: the desert

FUNCTIONAL LANGUAGE

Stating rules

Be sure to have...

Be ready for...

Be willing to…

CONTENT LANGUAGE

Transportation: van, car, plane, road

trip, detour, break down, flat tire

Music: musician, mariachi, guitar,

trumpet, violin

RECOMMENDED BOOKS

De Colores by José-Luis Orozco;

Desert Giant by Barbara Bash;

Hooray! A Piñata! by Elisa Kleven

IntroduceChant to a Beat. Chant the verse below. Have students tap a

beat. Discuss the words and have students illustrate what they

might find “around the next bend.”

When you’re out on the open road / You never know what you’ll find.

Around the next bend / You could make a new friend

And you might leave the road far behind!

Desert Web. Locate Tucson, AZ on Buster’s Map. Tucson is near a desert. What do students

know about deserts? Make a web chart (see activity tips, page 5).

View and View Again

Say It Again! (See activity tips, page 7.) Use the Road Trip Rules below. Have students

illustrate each rule and create additional rules.

Rule #1: Be sure to have really good snacks. Rule #2: Always be willing to stop.

Rule #3: Embrace the unexpected. Rule #4: Make friends with your fellow travelers.

Listen to the Music. Have students write the name of a mariachi instrument (guitar,

trumpet, or violin) and raise their hands each time they see or hear that instrument. Join

Buster as he learns to do gritos.


Landscape Mural. Create a class mural with two parts, one showing the plants and

animals of the Sonoma Desert and one showing the plants and animals of your local area.

Label the details.

Best FriendsWill Buster and Arthur find a way to patch up their long-distance quarrel?EPISODE 113 Winchester, Kentucky TOPICS/THEMESFriendshipDance: cloggingFUNCTIONAL LANGUAGENegotiating disagreementsI’m sorry.

Sometimes you need to say you’re sorry. Why should I…?What if I’ve made a mistake?CONTENT LANGUAGEFriendship: best friends, good times, argue, fight

Slang: get over it, make up, work it out, mixed up, cool off RECOMMENDED BOOKSBest Friends, poems selected by Lee Bennett Hopkins; 39 Uses for a Friend by Harriet Ziefert

IntroduceBuild Background. Discuss friendship and conflicts that can happen between friends.

Ask: How do you feel when you are happy/upset with your friend? How do you work things

out? Use the “Content Language” (see left column) as you guide the discussion.Sentence Chart. Write questions: How can you tell if someone is your friend? What makes

you like someone? Use children’s names as you write their answers (Kate knows Sue is her

friend because…). View and View AgainPredictions. Pause the video when Arthur hangs up the phone on Buster. Ask: Why did

Arthur do that? What do you think Buster will do? How do you think they are feeling?

Write down students’ predictions. Verify or correct after the next segment.Making Up. Play with the “Slang” phrases in the left column, using different inflections

and body language. Notice how the meanings change. Extend and Make ConnectionsCharacter Pictures. (See page 35.) Review the “Negotiating disagreements” language

(see left column). Have students create puppet plays or comic strips about an argument.

Friendship Cards. On the front of the card have children write, I feel happy when… Inside,

have them draw a picture of themselves doing something with a friend and write the rest

of the sentence, …you play outside with me.Bar Graph. Dance is good exercise! Have students make a graph of their favorite forms of physical activity (see activity tips, page 9).

17

Winter GoldWelcome to the world of speed skaters, ski jumpers, and the luge. EPISODE 116 Park City, UtahTOPICS/THEMESWinter sportsFUNCTIONAL LANGUAGEDiscussing likes, dislikesI like… I don’t like…

My favorite (sport) is…What part do you like the most?I absolutely hate (falling).Persuading othersI think you would really like…That’s the perfect sport for you.I just know you’d love it.

CONTENT LANGUAGEAction verbs: skiing, skating, jumping, swooping, gliding, spinningRECOMMENDED BOOKSImagine Me on a Sit-Ski! by George Moran; It’s Snowing! It’s Snowing! by Jack Prelutsky

IntroduceBuild Background. Ask: What sports are popular where we live? How do sports change

with the seasons? Use Buster’s Map. Give directions to Park City, UT using the map coordinates. Ask: What

states are near Utah? Has anyone visited Utah, or another state nearby? What state do we

live in? How would you drive to Utah? View and View AgainPredict and Persuade. Pause the video when Buster hesitates at the top of the ski jump.

Ask: How do you think he feels? What do you think Buster should do? What would you say

to convince him?Kid Chat. Have partners take turns asking and answering the following questions:

1) Which sport do you like best? Why? 2) Which sport do you dislike the most? Why?

3) What sport do you think is the hardest? Why? 4) What new sport would you like to try? Extend and Make ConnectionsPuppet Play. Attach the pictures of Buster and Muffy (see page 35) to pencils. Let students

reenact the conversations between the friends. Park City Brochure. Have children illustrate different winter sports and add captions or

speech bubbles. Join the pages to make a class book. Guess the Action. Write “Action verbs” (see left column) on index cards and review with

the class. Turn cards face down and have children take turns choosing a card and acting

out the verb for classmates to guess.

Rock and RollRock climbing in Colorado? You can do it, Buster!

EPISODE 115

Boulder, Colorado

TOPICS/THEMES

Sports/Recreation: rock climbing

Feelings

FUNCTIONAL LANGUAGE

Offering encouragement

Come on! You can do it!

Don’t give up. You’re doing great.

Keep going. Good job!

Discussing ability

I can film your concert.

I can’t move. I don’t know how to…

CONTENT LANGUAGE

Nature: mountain, rocks, boulders,

cliffs, canyon, river, path, scenery

RECOMMENDED BOOKS

Buster Climbs the Walls by Marc

Brown; Courage by Bernard Waber

IntroduceThe Rockies. Point out the Rocky Mountains on a large U.S. map.

Ask: What states do the Rockies go through? Are there mountains

near you? What do mountains look like?

Sharing Stories. Tell students about a time you worked hard to achieve something difficult

or scary. What helped you do it? How did you feel? Model language students can also use

as they share their own stories of hard work and success.

Song Lyrics. Discuss and chant this verse, adding gestures.

It’s a long way to the top now. / The mountain is really high.

You can do it, don’t give up now. / You can do it if you try!

View and View Again

Climb On! As students watch the video, have them look for all the things that children

climb on. Then, make a web chart of the different things students noted. Divide the

objects into natural and artificially-made items.

Say It Again! Write the “Offering encouragement” phrases (see left column) on slips of

paper. Give a slip to each student. Watch the scene of Buster climbing the canyon wall.

Stop and repeat each phrase, imitating the intonation in the video. Replay and have

students cheer Buster on, using the scripted words.


Pop-Up Book. Have students draw a large rock on the “pop-up” section of the page,

then draw or paste a picture of Buster climbing the rock. They can write words of

encouragement, a description, or a story below it.

18

Hoops and DrumsPowwows and a prize basketball team are traditions at Wind River Reservation.

EPISODE 117

Wind River Reservation, Wyoming

TOPICS/THEMES

Cultural traditions

Sports, music, and dance

FUNCTIONAL LANGUAGE

Discussing cultural traditions

What’s this? What is/are...?

What does...mean?

What does (an elder) do?

(Tradition) is something that...

What do you call this? It’s called...

CONTENT LANGUAGE

Aspects of culture: tradition,

culture, elder, generation, tribe

Sports: basketball, soccer, team,

tournament, practice, trophy, prize

RECOMMENDED BOOKS

Hoops by Robert Burleigh;

Powwow by George Ancona

IntroduceBuster’s Map. Locate Wyoming and Wind River Reservation, where

Eastern Shoshone and Northern Arapaho people live.

Chant the Song. Post the lyrics and chant the open song. Clap the beat and make up

gestures or a dance. Have children identify unfamiliar words. Discuss their meaning.

View and View Again

Buster’s Questions. In Culture Class, Buster asks Owen and Mr. Starweed lots of questions.

At Stephan’s house, he asks Stephan questions. Write these questions on chart paper and

discuss. Have students listen for their assigned question and the answer.

Owen, if you’re the basketball coach, then who’s the culture coach?

(to Mr. Starweed) Do you mind if I ask you how old you are?

(to Mr. Starweed) What does an elder actually do?

(to Stephan) How long have you been dancing?

(to Stephan) What’s your favorite dance?

(to Stephan) What’s the biggest prize you’ve ever won for dancing at a powwow?

Compare Cultures. (See activity tips, page 7.) Ask: What do you know about Stephan and

his family? The languages he speaks? The clothes he wears? His school? The things he

likes to do? Have children draw comparisons to their own experiences.


Traditions. Ask students, What are some traditions your family has? What are some things

that your parents or grandparents enjoyed as kids that you enjoy too? Does your family

own any objects that have been handed down through generations?

Good Ol’ TymeIn Kentucky, Buster discovers “living history” he can dance to.EPISODE 118 Whitesburg, KentuckyTOPICS/THEMESMusic and danceCultural traditionsFUNCTIONAL LANGUAGEDiscussing cultural traditionsWhere does the square dance come from?

It’s passed down from generation to generation.Giving commandsWalk forward and back. Clap your hands. Right hand swing.

CONTENT LANGUAGEHistory: history, historical, famous, museum, statue, living history

RECOMMENDED BOOKS Let’s Dance! by George Ancona; When Uncle Took the Fiddle by Libba M. Gray

IntroduceChant the Song. Write, chant, and discuss these lyrics. Add gestures to go with the words. Some folks play the fiddle / And some dance here on the ground. They call the dance a square dance / Even though it sure looks round.View and View AgainSquare Dance History. Listen for Buster’s question: Where does the square dance come

from? Pause to discuss Randy’s answer.Join the Dance! When Buster calls the square dance, pause to let students repeat what is said. Then form a circle, replay the scene, and dance along!Buster’s Questions. (See activity tips, page 7.) Listen for questions and answers in the scene where Rossi, sitting on the bed, talks about “old timey” music. Where do “old timey” songs come from? How did you get interested in fiddling anyway? Write the following sentences on the board. Practice saying them, copying Rossi’s inflection: The songs get passed down from generation to generation. If nobody carries it on, it’s going to be forgotten, and I don’t want that to happen. Extend and Make ConnectionsPuppet Play. Attach pictures of Buster and Binky (see page 35) to pencils. Have students

reenact the conversations between the friends.From Another Generation. Have students draw and write about their own “living history,” something that has been passed down to them by an older relative or friend. Guest Speaker. Invite parents or community members to visit the class and share music, dances, games, or stories from their cultural traditions.

19

We Are FamilyIn this Mormon family, everyone pitches in and helps out.

EPISODE 120

Salt Lake City, Utah

TOPICS/THEMES

Chores/Responsibilities

Families

FUNCTIONAL LANGUAGE

Discussing responsibility

We have to...

Do you have to...? So do I.

Table manners

Please pass the...

May I please be excused?

This food is delicious!

CONTENT LANGUAGE

Chores/Responsibilities: do your

homework, take out the garbage,

fold the laundry, take care of the dog

RECOMMENDED BOOKS

Buster Hunts for Dinosaurs by

Marc Brown; My Very Own Room

by Irma Perez

IntroduceUse Buster’s Map. Write Salt Lake City on the board. Ask

children what they think they would find there. Draw four

dotted lines and have children guess the name of the state

(“Hang Man”). Have children locate Utah on the map.

Chores Chart. Ask children, What chores do kids in your

family do? Write the answers on a chart. Practice the questions: What do you have to do?

Do you have to...? Have each child question a partner and report on the partner’s answer:

David has to make his bed.

All about Dinosaurs. Create a K-W-L chart with the students (see activity tips, page 5).

After watching the episode, add new information to the third column.

View and View Again

Sing Along. Distribute copies of the song lyrics and sing along with the opening and

closing songs.

Say It Again! Watch the scene where Buster eats dinner with the Hirshi family. Pause to

repeat the polite table manners.


Thank-You Notes. Have students pretend to be Buster and write thank-you notes to the

Hirshis.

Family Night. Have students plan a family night for their family. What activities would they

do? What food would they make and share? Invite students to share their plans.

Swimming in the DesertWhat would you rather be? A swimmer? An astronaut? A filmmaker? EPISODE 119 Phoenix, ArizonaTOPICS/THEMES Sports/Fitness: swimmingCareers

FUNCTIONAL LANGUAGEDiscussing goalsWhat do you want to be?I’m going to be a…

I’ll be a…I have no idea what I want to be.CONTENT LANGUAGESports: swim, stretch, exercise, weights, practice, pool, fitness, square dancing

RECOMMENDED BOOKSAmerica’s Champion Swimmer: Gertrude Ederle by David Adler; Which Would You Rather Be? by William Steig

IntroduceBuster’s Questions. Brainstorm and create a chart of jobs. Include jobs you can do indoors and outdoors, alone or with other people. Practice the

“Discussing goals” language (see left column). Have children draw and show pictures of

themselves in a career. The class will ask questions to find out which career each student

has chosen and why. View and View AgainAct It Out. Replay the scenes of swimmers exercising. Act out the motions.

Say It Again! Write on the board: I’m going to be a filmmaker. I’ll be an astronaut filmmaker. I’m going to be an astronaut filmmaker square dance caller.Practice saying these sentences with expression and gestures, then replay the episode,

pausing for students to repeat each sentence. (See activity tips, page 7).Extend and Make ConnectionsFamily History. Deni and Natalie were both adopted. Discuss the concept of adoption with

the class. Find Chile and Brazil (the countries where Deni and Natalie were born) on a

world map. Ask: Does anyone in your family live in a different place from where he or she

was born? Mark the places on the map.Poetry. Students can write poems about favorite sports or birthplaces. (See tips, page 9.)

Survey Says. (See activity tips, page 9.) Children will ask friends and family, What do you

like to do for exercise? Discuss the survey results in class. Compile a chart or graph.

A Bridge Back HomeBuster and Carlos go to Brooklyn to search for a family treasure.

EPISODE 122

New York City, New York

TOPICS/THEMES

City lifeFood

FUNCTIONAL LANGUAGE

Reporting speech

Manny said that....

Manny used to say...

Manny told me that....

Describing food

This looks delicious.

It tastes so good. I love it!

This is my favorite.

CONTENT LANGUAGE

City: bakery, bridge, Brooklyn,

subway, church, Statue of Liberty

RECOMMENDED BOOKS

My New York by Kathy Jakobsen;

Sami and the Time of the Troubles

by Florence Parry Heide

IntroduceCity Things. What can you see in the city? Create a Picture

Word Chart (see page 5).

Busteringo. Have each student paste nine Picture Cards

on a Gameboard (pages 36–37). As they watch the episode,

students will place game markers on the things they see.

View and View Again

What Do You See? Pause to let children name the things they see and hear in the city

scenes. Add new items to the Picture Word Chart. Ask: How is New York City the same and

different from where we live?

Compare Cultures. From time to time pause the video and ask: What do you know about

James’ family? The languages he speaks? His friends? His religion? The things he likes?

Encourage children to make connections to their own experiences.


Wise Words. Tell the students some advice your parents gave you: My mother used to say,

“Always eat a good breakfast.” Have children share sayings from their parents or other

adults, practicing the language under “Reporting speech.” Have each child write and

illustrate a saying. Bind the pages into a class book.

World Travelers. Help students locate Lebanon on a world map or globe and trace the

route that Mrs. Kholad traveled to come to New York City.

Delicious! Bring in some Middle Eastern food to sample: hommus, pita bread, etc.

Encourage children to use the language listed under “Describing food” (see left column).

Buster’s League of ChampionsReady, set, action! Buster’s making a movie.EPISODE 121 Virginia Beach, VirginiaTOPICS/THEMESMovie-makingFamilyCooperation/CommunityFUNCTIONAL LANGUAGEProblem solving

What should we do next?Maybe we should ...How would you do that?What a great idea!

CONTENT LANGUAGEMovies: superhero, villain, sidekick, “take one,” movie trailer, theme songIdioms: You can count on me. I’m on your side. I’ll be there on the double.

RECOMMENDED BOOKSBuster Saves the Day by Marc Brown; Max by Bob Graham

IntroduceBuild Background. Show pictures of superheroes. Ask: Who is your favorite superhero?

What powers does he or she have? If you could have a superpower, what would you

choose? Why?Friendship Idioms. Write the three “Idioms” (see left column). Discuss the meaning of

each. Say the sentences dramatically, as if you were superheroes. Try different gestures

and inflections. View and View AgainCompare Cultures. Watch the segment showing the Mosleys’ life in the trailer park.

Focus on how resourceful and cooperative the siblings are. Ask: What is similar and

different about your home and family? Buster’s Questions. (See activity tips, page 7.) Write the questions: What should we do

next? What do you think you should do? Watch the segment of Buster and the Mosleys on

the playground after they have toured the trailer park. Take Note! In his video, Buster lists five rules for making a good action movie. Divide

children into five groups. Ask each group to listen for and write down Rule #1, 2, 3, 4, or 5.

Sing Along. Distribute the lyrics to the final song. Have children underline the three

“Idioms” (see left column) and listen for them in the song.Extend and Make ConnectionsFilm Critics. What do you think a good movie has to have? Make up your own list of rules.

Postcards. (See page 32.) Have students write Buster about his movie or about their ideas

for a new superhero.

20

21

The Music MysteryBuster Baxter, private eye, uncovers the secrets of New Orleans.EPISODE 124 New Orleans, LouisianaTOPICS/THEMESStory writingMusic and danceCultural traditionsFUNCTIONAL LANGUAGEAsking about/explaining meaningWhat does that mean?It means…When I want them to (walk), I…CONTENT LANGUAGE Sequence words: first, second, then, next, finally, suddenlyMysteries: detective, private eye, signal, code, mystery, disguise, investigate

RECOMMENDED BOOKSCan You Dance, Darila? by Virginia Kroll; The Jazz of Our Street by Fatima Shaik

IntroduceUse Buster’s Map. Play a guessing game to find New Orleans. Children will ask “yes/no” questions: Is it south of us? Is it by the Atlantic Ocean? It’s a Mystery. Ask: Has anyone heard, read, or seen a mystery or detective story? Who were the characters? Where did the story take place? What happened that was mysterious or scary? What usually happens at the end of a mystery story? View and View AgainCompare Cultures. Pause the video to discuss the “second line” parade, Congo Square,

the drum and dance performance, the gospel choir rehearsal, and the stilt dancers. Create a T-chart (see activity tips, page 7) to compare children’s activities in New Orleans with children’s activities in your area.Act It Out. Discuss Colin’s explanation of how drums in Africa were used to send signals. Have children make up simple drum codes for messages like Fire! Emergency! All is well. Take turns tapping out messages and saying what they mean.Extend and Make Connections Set the Scene. As a class, create a setting for a mystery story. Make a chart describing

what you can see, hear, and smell.Class Book. Make an illustrated version of Fern’s story. Write the “Content Language” (see left column) on a chart for students to use as a word bank.Poetry. (See activity tips, page 9.) Have children create poems using key words from the episode: drums, dance, stilts, parade.

Lost and FoundIn Mexico, Buster discovers markets, masks, mime, and a new language.

EPISODE 123

Guanajuato, Mexico

TOPICS/THEMES

Second language learning

Cultural traditions

FUNCTIONAL LANGUAGE

Second language learning

Do you speak (Spanish)?

I speak/don’t speak...

How do you say ... in (Spanish)?

What does ... mean?

CONTENT LANGUAGE

Market: market, flowers, eggs,

confetti

Languages: English, Spanish, Italian

RECOMMENDED BOOKS

Eight Animals on the Town by Susan

M. Elya; My Diary from Here to There

by Amada Irma Perez

IntroduceUse Buster’s Map. Ask: Is Mexico part of the U.S.? What languages

do you think are spoken in Mexico? Which states border Mexico?

What languages do you think are spoken in those states?

A New Language. The opening song in this episode is sung in Spanish. Distribute

the lyrics, which are in both Spanish and English. Encourage Spanish-speaking children

to read both versions, then ask: What new English words did you learn through the

translation? Discuss what it feels like to be surrounded by a language you don’t

understand. What helps you begin to learn the language? Share experiences.

View and View Again

Compare Cultures. Compare the market in Guanajuato with local outdoor markets or

supermarkets. Create a Venn diagram showing what is the same and what is different.

Act It Out! Replay the video segments showing Sigfrido in his mime roles. Working in

small groups, have children make up short mime routines to perform for the class. The

class will guess the story or message.


Postcards. Distribute copies of the postcard template (see page 32). Have students

illustrate the front with a picture of something from the episode then write a message

to Buster telling him why they chose this picture.

Cascarones. Make confetti-filled eggs with the children. You can find directions at

pbskids.org/zoom/activities/do/cascarones.html

22

The Low RidersCousins show Buster the ins and outs of East L.A. and lowrider bikes.

EPISODE 125

Los Angeles, California

TOPICS/THEMES

City lifeSports/Recreation: bikes

FUNCTIONAL LANGUAGE

Expressing opinions

My favorite one is. . .

I really like that color.

I like (the gold chain) better.

I’ve never seen anything like it.

CONTENT LANGUAGE

Bikes: low rider, handlebars,

seat, pedals, tires, chain, reflector

Adjectives: gold, chrome, perfect,

awesome, cool, special, custom

RECOMMENDED BOOKS

Angels Ride Bikes by Francisco

X. Alarcón; The Red Racer by

Audrey Wood

IntroduceBuster’s Map. Have students locate Los Angeles on the map.

Explain that Los Angeles is a Spanish name meaning “the angels.”

Bike Poster. With the class, draw a large picture of a bike and help

students identify and label the parts using the vocabulary listed under “Bikes”

(see left column). Encourage students to talk about their experiences with bikes and what

type they like best.

View and View Again

Make Predictions. Pause after Buster meets Brian and Anthony, and Brian explains about

his low rider bike. Ask students, What makes Brian’s bike really special? Why do you think

it’s called a “low rider”? What does Buster think about Brian’s bike? What do you think is

going to happen?


Design Your Own Bike. Have students design their own amazing bikes. They can be

realistic or fantastic, like Buster’s idea of an outer space bike with a satellite dish and

vending machines. Have students label the parts on their drawings and write a brief

explanation telling why their custom bike is perfect for them.

Bike Display. Post students’ bike pictures and talk about specific things you like in

different pictures. Use some of the structures in “Expressing opinions” (see left column).

Encourage classmates to express their opinions and talk about parts of different pictures

that they particularly like.

Beats by the BayThree hip hopping kids show Buster the sights of San Francisco.EPISODE 126 San Francisco, California TOPICS/THEMESMusic and danceCommunityCity life

FUNCTIONAL LANGUAGEDiscussing ability: canThese kids can really dance! We can help you.Anybody can do hip hop.Discussing possibilities: couldWe could teach you some movesI could film from down here.

CONTENT LANGUAGEAction verbs: walk, stop, twist, hop, dance, point, step, shake

RECOMMENDED BOOKSI See the Rhythm by Tyomi Igus; The Sound That Jazz Makes by Carole Boston Weatherford

IntroduceSilent Pictures. Show the opening shots of San Francisco. Join children in naming the features you see, including the Golden Gate Bridge, trolley cars, and steep city hills. Ask: What are some of the special features of our town?Chant the Song. Print out the lyrics and listen to the song on the Web site. Ask children if they have seen hip hop dancing. Encourage kids to demonstrate some of the moves. Practice chanting the chorus

with the class. Create gestures and movement to go with the words.View and View AgainAct It Out. Pause after scenes that show Buster planning how to make a music video. Write the direction lines on chart paper. In small groups, have children role play the steps. Together We Can Do It. A lot of people worked together to make the final music video. Have students make a list and recall what each person or group contributed.Extend and Make ConnectionsCommunity Rap. Write a group rap song about a community you all belong to (your class,

school, or town), and what you can do (or could do) together. You may want to pick up some of the lyrics from the episode song. Write the words on a song chart. Make up movements and gestures to go with the song. Perform your rap for another class and teach them the movements. Reluctant rappers can be instrumental musicians!

A City ViewBuster observes shabbos and goes to a bat mitzvah party in Manhattan. EPISODE 127 New York City, New YorkTOPICS/THEMES City life

Cultural traditions: Orthodox JewishFUNCTIONAL LANGUAGEDiscussing rituals and rules We have to… We don’t…We’re not allowed to…You have to… Can you…? Why do you do that? Because…

CONTENT LANGUAGECity life: skyscraper, subway, taxi, traffic, apartment, elevatorRECOMMENDED BOOKSAbuela by Arthur Dorros;The Always Prayer Shawl by Sheldon Oberman

Introduce Sharing Stories. Tell students about rituals and rules in your family. What do you

do? What are you not allowed to do? Use simple language (see “Discussing rituals and

rules” in the left column) and clarify with gestures and sketches. Then, kids can use

similar language to talk about their own family rituals and rules.Picture Word Chart. Write the “City life” words (see left column) on a chart. Discuss and

have children illustrate the words. Distribute lyrics to the opening song and read them

together. Have students circle words that name things they might see in the city. Add the

words to the chart. Use the word list for writing poems and postcards later.View and View AgainCompare Cultures. Have students compare the Jewish rituals Aryeh’s family observes,

such as shabbos, with their own family rituals. Create Venn diagrams (page 33).Read the Captions. Replay the segment in Mattie’s bedroom where she describes her

study techniques to Buster. Turn on the captioning (see activity tips, page 6) so students

can read the dialog as well as hear it.Extend and Make ConnectionsPoems and Postcards. Have students draw and write postcards (page 32) or poems (see

activity tips, page 9). Encourage them to write about New York City, Jewish traditions, or a

personal connection related to this episode. Same and Different. Have students recall episode #102: A Sense of Direction. Discuss similarities and differences between Farah’s school in Chicago and Aryeh’s school in New York.

Homes Sweet HomesAthena welcomes Buster into both of her homes and cultures.

EPISODE 128

Miami, Florida

TOPICS/THEMES

Feelings

Cultural heritage

Food

FUNCTIONAL LANGUAGE

Expressing feelings

I feel so lost.

I really miss you.

I wish you were here.

I’m feeling sort of homesick.

CONTENT LANGUAGE

Food: coconut, mango, plantain,

banana, eggplant, moussaka

Sequence: first, now, next, then,

last but not least

RECOMMENDED BOOKS

How My Family Lives in America by

Susan Kuklin; I Love Saturdays y

domingos by Alma Flor Ada

IntroduceSing the Song. Chant and sing the opening lyrics.

Home! That’s the place I want to be

But I’m stuck here. /And that’s far from there.

So woe woe woe is me!

Talk about feeling homesick. Have children make up verses substituting new words for the

underlined phrases, telling where they want to be and what they miss.

View and View Again

Say It Again! Replay the scene showing how to make fried plantains. Have children repeat

after Buster—and mime the actions—as he reviews the steps.

First, pick a pile of plump plantains!/ Next, peel and slice!/ Then fry them./ Smush

them./ Re-fry them./ And last but not least—eat them!

What Do You See? Replay the scenes of Little Havana. Ask: What do you see that gives you

information about the people who live here? Make a chart of children’s responses. Ask:

Do we have ethnic neighborhoods where we live? What do they look like?


Family Recipes. Have children bring in favorite recipes. Create a class cookbook.

In Their Shoes. Let two students pretend to be Buster and Athena. The class will ask them

questions about what it’s like to have parents who are divorced. For example, What do

you do when you miss your mom or dad?

Family Languages. Create a chart of the languages spoken by class families. Have children

teach each other how to say “hello” or count to three in their home languages.

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Buster’s Lucky YearIt’s Chinese New Year! Buster joins the San Francisco celebration.

EPISODE 130

San Francisco, California

TOPICS/THEMES

Celebrations

Cultural traditions

FUNCTIONAL LANGUAGE

Discussing luck

I’m in luck! Good luck!

Better luck next time.

What a lucky break!

This is not my lucky day.

That means good luck.

CONTENT LANGUAGE

Celebrations: celebrate, parade,

firecrackers, costumes, tangerines,

bamboo, Happy New Year

RECOMMENDED BOOKS

Buster Changes His Luck by Marc

Brown; My Chinatown: One Year in

Poems by Kam Mak; Sam and the

Lucky Money by Karen Chinn

IntroduceBuster’s Map. Help students find San Francisco and recall

Buster’s other visits to CA.

Chant a Song. Distribute and chant the song lyrics together

(at pbskidsgo.org/buster). Ask children to underline words

they know. Help clarify any unfamiliar phrases.

Busteringo. Have each student paste nine Picture Cards on a Gameboard (pages 36–37).

As they watch the show, have students place game markers on the things they see.

View and View Again

Predict. After his afternoon shopping with Hayley and Kary, Buster sits in his hotel room

eating lucky tangerines and tells his father, My luck has totally changed! From now on, it’s

all good. Ask students, What do you think will happen next? Watch and pause again to

verify or correct students’ predictions.

Silent Pictures. (See activity tips, page 7.) Watch the New Year’s parade with the sound

turned off. Have students act as commentators and describe what they see.


Celebrations. Have students compare ways of celebrating New Year’s. Make a T-chart

(see activity tips, page 7).

Mini Books. Make books showing things that bring good and bad luck, or describing

examples of good and bad luck in students’ lives.

Poems. Have students write “poems of address” to doughnuts, firecrackers, dragons,

bad luck, or anything else they wish. See the sample poem on page 9.

Riding the WaveBuster braves the waves as he joins young surfers on Cocoa Beach.EPISODE 129 Cocoa Beach, FloridaTOPICS/THEMESSports/Recreation: surfingNature/Geography: ocean

FUNCTIONAL LANGUAGEGiving instructionsPaddle, paddle, paddle.Feel the wave lift you. Push up. Stand up.

Weight on the front foot.You’re surfing!CONTENT LANGUAGEBeach and surfing: beach, ocean, waves, sharks, jellyfish, surfing, surfer, surfboard, wet suit, fin, wax

RECOMMENDED BOOKSBuster Catches a Wave by Marc Brown; Rhinos Who Surf by Julie Mammano

IntroduceBeach Poster. With students, draw an ocean/beach scene on the board or create a

collaborative mural on a large piece of paper. Elicit from the children the names of the

things pictured. Label the drawing using some “Beach” language (see left column).

Surfing Web Chart. Ask students to share ideas and experiences about surfing. How do

you do it? What equipment do you need? Write their words on a web chart. After watching

the episode, return to the chart and add new information.View and View AgainMake a List. As they watch the surfboard factory scene, have students create a “how to

make a surfboard” instruction list. Rewatch the surfing class segment and have students

list the five dangers to watch out for when surfing.Act It Out! (See activity tips, page 7.) “Carpet surf” with Buster during surfing class and again

when he’s riding the waves. Act out the first verse of the closing song, then keep surfing! Extend and Make ConnectionsSequencing. Write the “Functional Language” (see left column) on strips of paper. Give

each child in a group a strip. Have children arrange the sentences in the correct sequence.

Do a similar activity with the instructions children created for making a surfboard.

Puppet Play. Attach pictures of Buster, Arthur, D.W., Francine, Muffy, and Brain (see page

35) to pencils. Let students reenact the conversations between the friends.Design a Surfboard. Give each student a surfboard-shaped card to decorate. Use stencils!

On the back, students can write about surfing or about their designs.

24

25

Buster Gets on BoardSkateboarding kids from L.A. are the stars in Buster’s latest action flick.EPISODE 132 Los Angeles, California TOPICS/THEMESFriendshipMovie-makingSports/Recreation: skateboarding FUNCTIONAL LANGUAGEOffering encouragementYou can do it!There’s nothing to fear.I’ll cheer for you.All right! That was awesome.Good job! I knew you could do it!

CONTENT LANGUAGEMovie-making: director, film, lens, footage, hero, setbacks, disaster, “lights, camera, action”

RECOMMENDED BOOKSRhinos Who Skateboard by Julie Mammano; Skateboard Mom by Barbara Odanaka

IntroduceK-W-L Chart: Movie-making. (See activity tips, page 5.) Display pictures of movie stars and movie ads. Ask: What do you need to make a movie? Make a K-W-L chart.Buster’s Map. Help students identify Los Angeles, CA by giving clues: I’m thinking of a state on the west coast. View and View AgainSilent Pictures. Turn off the sound and take a “picture walk” through the video segments showing kids skateboarding. Have students describe the people, things, and actions.You Can Do It! Write the words of encouragement (see left column) on strips of paper and distribute to students. Have students take turns pretending they are learning to skate-board. Students can work in small groups, choosing a trick to perform for the class. They can announce: I’m doing a caveman. Watch me do a gnarly! I’m going to carve the bowl. As they watch each performance, classmates will offer words of encouragement. Extend and Make ConnectionsSurvey Says. Write the survey questions: What have you learned that was really hard for

you? Who helped you? Have students question you so you can model a response. Then have students question a partner, record the response and share it with the class. Expand the survey by having students question other adults and children in the school, in their families or communities. Set aside time to share the findings.

Spring BreakBuster celebrates spring near the Arctic Circle, in snowy Iqaluit, Canada.

EPISODE 131

Iqaluit, Canada

TOPICS/THEMES

Weather

Sports/Recreation

FUNCTIONAL LANGUAGE

Discussing sports and games

How do you play?

The object of the game is to…

The battle is on. We have a winner!

Comparing (superlatives)

the best, greatest, fastest, coolest,

quickest, longest, craziest

CONTENT LANGUAGE

Weather: snow, arctic, blizzard,

sunny, windy, freezing, frozen, ice

RECOMMENDED BOOKS

Nessa’s Fish by Nancy Luenn;

Very Last First Time by Jan Andrews

Introduce Buster’s Map. Help children locate Iqaluit (in the northeast

province of Nunavit, near the Arctic Circle) on a map of North

America. Introduce the word Inuit, the name of the native

people in the arctic regions of Canada and the U.S.

Survey Says. Have students conduct a weather survey (see activity tips, page 9).

Ask, What kind of weather do you like best? Cold? Hot? Warm? Sunny? Windy? Snowy?

Make a bar graph showing which type of weather is most popular.

View and View Again

Act It Out. (See activity tips, page 7.) Replay the igloo contest. Have students show how

to cut blocks of snow, build igloo walls, and climb on top to test the igloo’s strength.

Klatata Contest. Replay the klatata game scene, then hold a class klatata contest. Who can

keep the beat with their feet the longest?


The Most Amazing Pop-Up Book. Have students create an illustrated book describing

things that are the best, the coolest, the craziest, the most difficult, the longest, etc.

Poetry. Make a class chart of words related to life in Iqaluit and have students write

individual or group poems. (See activity tips, page 9).

Puppet Play. Have students make stick puppets of Buster and Arthur using the Character

Cards on page 35, then work in pairs to re-enact the Musk Ox wrestling scene at the end of

the episode. Use cues such as “The battle is on!” to get teams started.

26

Buster’s Sweet SongBuster sets out to write a country music song. Will it be a hit? EPISODE 134 Nashville, Tennessee

TOPICS/THEMESMusic: country western Media literacy

FUNCTIONAL LANGUAGETalking about possibilities What if…?Do you think I could…?Maybe you should…I might do a thousand things.CONTENT LANGUAGEMusic: country music, hit, guitar, banjo, mandolin, fiddle, Media: commercial, ad, advertise-ment, jingle, hook, endorse productsRECOMMENDED BOOKSArthur and the Crunch Cereal Contest by Marc Brown; Bea and Mr. Jones by Amy Schwartz; Sing Sophie! by Dayle Ann Dodds

IntroduceA Special Place. Play the beginning of the episode showing Nashville scenes. Ask, What special things do you notice about Nashville? What looks different from where we live?Country Music. Teach the chorus of the opening song. Explain that “Country” means “country music.”

I’m going down to Nashville / Going there to sing Going to the city where Country / Country is king.View and View AgainMake Predictions. Pause the video often to discuss Buster’s predicament and offer advice. Ask, How will Buster get the song written? What do you think he should do? Write the ideas on the board and continue viewing to verify or correct.Musical Instruments. Pause to list the instruments mentioned in the episode. Later, have students illustrate the list.

Write a Song. Billy Dean tells Buster: Anything can be a song. The simplest, most crazy thing you can think of. Have children brainstorm topics for a song. Later, create a song together by writing new words to a familiar tune.Extend and Make ConnectionsCreate an Ad. Plan and act out a TV ad, incorporating your class song. What product are you selling? What will you say to convince people to buy it? Make a Guitar. Kids can stretch rubber bands around an open shoebox and pluck the strings, or they can cut guitar shapes from poster board and decorate with markers, colored paper, and yarn. Use the “guitars” as you sing songs.

27

EPISODE 135 Nashville, TennesseeTOPICS/THEMESFamily Cultural traditionsFUNCTIONAL LANGUAGEGiving commands

Come on! Hurry up!Make sure you…Now get closer! No, closer!Give it back! Come back!

CONTENT LANGUAGEFamily: aunt, uncle, cousin, grandpa, grandmother, family reunion, family picnic, memories, relativesCulture: community, customs, Muslim, Allah, mosque RECOMMENDED BOOKSFamily, Familia by Diane Gonzalez Bertrand; The Relatives Came by Cynthia Rylant

IntroduceBuild Background. In Nashville, Buster meets a Kurdish family who has emigrated from Iraq. On a world map, have students trace the family’s route from Iraq to Tennessee. Ask, Why might people leave Iraq and come to the United States? Family Times. Arthur comes to Nashville for a family reunion. His family holds a picnic in

the park where the Kurdish community is also having a picnic. Buster videotapes both

events. Ask, Does your family have picnics? Family reunions? Where and when do you

have them? What do you usually do? As they watch the episode, students can look for

similarities and differences. View and View AgainCompare Cultures. (See activity tips, page 7.) Pause the video and ask: What do you know

about Barin’s family? What languages are spoken? What kinds of clothing are worn? How

is religion part of the household? When is the New Year celebrated?Act It Out! (See activity tips, page 7.) Replay the scene where D.W. tries to take over

Buster’s camera at the skating rink. Provide a simple prop for a video camera and let pairs

of children act out the scene. Have others act out a contrasting scene showing cooperation.Extend and Make Connections Picnic Time. Have students plan activities and refreshments for a class picnic. (A three-

legged race might be fun!) Different groups can create a shopping list, an invitation,

and a list of materials needed for the activities. Enjoy the picnic!

Family ReunionBuster makes home videos for the Reads and for a new Kurdish friend.

Alien AdventureBuster goes caving in Carlsbad Caverns and sees a UFO (well, maybe) in Roswell.

EPISODE 136

Roswell, New Mexico

TOPICS/THEMES

UFOsNature/Geography: caves

FUNCTIONAL LANGUAGE

Expressing amazement

You won’t believe what I saw.

Can you believe...?

Are you kidding?

Did you see that?

It’s all true!

CONTENT LANGUAGE:

Mysteries: supernatural, UFO, alien,

encounter, spaceship, investigate

Caverns: cave, bats, spelunking,

stalagmites, stalactites

RECOMMENDED BOOKS

Amazing Bats by Frank Greenaway;

Company’s Coming by Arthur Yorinks

IntroduceAlien Encounters. Buster is very interested in spaceships and aliens

(creatures from other planets). Write and discuss the term UFO

(Unidentified Flying Object). Invite students to share their views

about UFOs, spaceships, and stories of alien encounters.

Caves and Caverns. Buster’s dad is very interested in caves. What would students bring

with them to explore a deep cave? What do they imagine the cave would be like?

View and View Again

Say It Again. (See activity tips, page 7) Try saying the phrases in various dramatic ways:

It’s all true! and the strange and supernatural. Replay the video and pause to repeat.

Cave Drawings. Have students draw a cave as you discuss cave information. Ask students

to include stalactites (icicle-like limestone formations hanging from the ceiling), stalagmites

(similar formations rising from the floor), and spelunkers (people exploring the cave).

During the day, bats often sleep in caves, hanging upside down with their wings folded.

Have students add sleeping bats, or nighttime flying bats, to their pictures.


Believe It or Not Skits. Have partners create original skits beginning with the lines: “You

won’t believe what I saw!” “What?” Students can act out their skits or present them as a

puppet show, using the Character Cards on page 35.

Alphabet Game. Play a round of the car game Bo and Buster play: “I’m going on a trip and

I’m taking Aliens.” “I’m going on a trip and I’m taking Aliens and Bats.”

Coming TogetherGospel choirs, community service, and a day at summer camp... Seattle rocks!EPISODE 137 Seattle, WashingtonTOPICS/THEMESCommunity serviceMusicSummer camp

FUNCTIONAL LANGUAGEGiving adviceYou really should... What about ....?You might want to think about...I recommend...

CONTENT LANGUAGEVolunteering: benefit concert, seniors, homeless, gospel choir Camp: canoe, kayak, archery, tide pools, rocket, rock climbing

RECOMMENDED BOOKSHello Muddah, Hello Faddah by Allan Sherman; Uncle Willie and the Soup Kitchen by DyAnne DiSalvo-Ryan

IntroduceSounds and Rocks. Write the word sound and ask students to define it (something you hear). Explain that another meaning of sound is a bay (draw a picture to clarify). Have students find Seattle on Buster’s Map: on the Pacific coast, in the northwest, on Puget Sound. Write Seattle rocks on the board. Help students define the two meanings of the word rocks. Invite students to sing along with the opening song, Seattle Rocks! View and View AgainHelping Out. Have students listen for the many different ways people in this episode help

out in the community. Pause periodically to ask: How do (Mora and Carlos) help out? How does (Bo, the gospel choir, and Buster) help out? List the answers on a chart. Say It Again. Write and practice the following sentences: You might want to think about the chicken and fries. What about catfish and hush puppies? I recommend a double deluxe cheeseburger. Replay the scene in the restaurant. Have students copy the characters’ inflection and gestures as they repeat the lines.Sing Along. Join in with the gospel choir’s songs and moves! Together, write the words on the board.

Extend and Make ConnectionsSummer Camp. Have students recall the camp activities (see left column), then have them make up their own schedules for an ideal day at camp. Puppet Play. Buster’s friends are going to give Buster advice on how he can help out. Have students make stick puppets (see Character Cards, page 35) and have them use the “Giving advice” sentence starters in their skits.

28

Treasure IslandBuster is on a mission to capture the sights, sounds, and smells of Puerto Rico.

EPISODE 138

San Juan, Puerto Rico

TOPICS/THEMES

MemoriesNature

FUNCTIONAL LANGUAGE

Remembering places

Do you remember…

…the sunlight on the waves?

…the sound of the fountain?

…the fresh smell of the forest?

In my mind I see....

Does this look familiar?

CONTENT LANGUAGE

Nature: bay, sea, beach, wind,

waves, sunlight, forest

RECOMMENDED BOOKS

Abuelita’s Paradise by Carmen

Santiago Nodar; Grandma’s Records

by Eric Velazquez

IntroduceBuild Background. Ask: What do you know about Puerto Rico?

Write students’ words on a web chart. Prompt more ideas: What

do you think the weather is like in Puerto Rico? What language

do most people speak? Add new information to the chart after watching the episode.

Song Verse. Post the words and listen to the song on the Web site. Ask students to think

of places that they love, where their souls “will always be.”

Puerto Rico! In my mind I see

Your streets and trees, your sunlit sea

You are where my soul will always be.

View and View AgainAll Five Senses. Pause the video to ask, What does Buster see? hear? smell? feel? taste?

Write responses on a Five Senses chart.

Make Predictions. Pause the video to let students guess the significance of the objects in

the box. Verify or correct the guesses as you continue watching.


I Remember... Have students create a Five Senses chart describing sights, sounds, scents,

feelings, and tastes they associate with a place they love, then use the chart to write a list

poem. Model the process by creating a list, then a group poem about your school.

Time Capsule. Make a class time capsule, gathering momentos of things students

treasure about the school year.

29

Buster’s Big Goal In Boston, some new Brazilian buddies help Buster brush up his soccer skills.EPISODE 140Boston, MassachusettsTOPICS/THEMESSports/Recreation: soccerBoats

FUNCTIONAL LANGUAGETeaching and learningHow do you do that?Can you show me?Just do like this.Can I try now? Try again. Good job!

CONTENT LANGUAGESoccer: coach, tournament, team, practice, pass, goal, control the ballBoating: harbor, sailboat, powerboat, barge, battleshipRECOMMENDED BOOKSBabu’s Song by Stephanie Stuve-Bodeen; Froggy Plays Soccer by Jonathan London

IntroduceSoccer TPR. Join your students in acting out some soccer moves: Dribble the ball down the field. Now pass the ball to your teammate. Got it? Control the ball. Ready to make a goal? Kick! Make a Web Chart with words associated with soccer. Ask students: What’s the word for “soccer” in your home language?

View and View AgainAct It Out. Bring in a collection of soccer socks. Pause the video after Pedro demonstrates how to make a soccer ball out of socks. Let groups of students try it out. Say It Again. (See activity tips, page 7.) Write and practice the phrase: Control the ball. Watch the soccer practice segment where Buster works out with the team. Have students repeat the phrase after the coach and Buster, imitating their body language and inflection.Harbor View. Write on a chart: sailboat, powerboat, barge, battleship. As you watch the segment of Buster, Pedro, and Jim sailing in the Boston Harbor, have children raise their hands or call out the name when they spot each kind of boat.Extend and Make ConnectionsEach One, Teach One. Help each student identify a skill he or she can teach others, for example: how to count to three in his/her home language, how to braid, how to make a paper boat or airplane. List the children and their skills on a chart. Review the “Teaching and learning” language (see left column). Allow time for partners or small groups to teach each other their skills. Circulate and join in the learning.

Step by StepFrancine is planning a salsa party. But how do you salsa? Buster asks the experts.

EPISODE 139

Hartford, Connecticut

TOPICS/THEMES

Music and dance

Plans and instructions

Health: hearing aids

FUNCTIONAL LANGUAGE

Discussing plans

Sue Ellen is going to...

Francine needs to…

They’re going to...

CONTENT LANGUAGE

Music & dance: rhythm, drumbeats,

steps, perform, bomba, plena, salsa

Sequence: first, then, before, the

first thing, at first... but now

RECOMMENDED BOOKS

Let’s Dance by George Ancona; Moses

Goes to a Concert by Isaac Millman

IntroduceMake Predictions. Francine and Sue Ellen are planning a birthday

party for Mrs. P., Francine’s very active senior neighbor. Ask students:

What do you think they’re going to do? Have them make predictions

using the sentence starters in “Discussing plans.”

Song Lyrics (at pbskidsgo.org/buster). Have students underline the names of the three

Puerto Rican dances: bomba, plena, and salsa. Chant the chorus in two parts—one group

calling out the dance name and the other group chanting the line below. Ask: Where does

this episode take place? Find Hartford, CT on Buster’s Map.

View and View Again

Ethnic Communities. Pause after the camera tour of East Hartford and ask: What special

things do you notice about this Puerto Rican neighborhood? Draw connections to your

own community: What ethnic neighborhoods do we have? What can you find there?

Act It Out. Learn how to salsa and play bomba drum rhythms! Just follow the directions.

Hearing Aids. Pause when Buster shows a close-up of Katarina’s hearing aid. Ask: What

questions do you think Buster is going to ask Katarina about her hearing aid? Write down

their ideas. Later, compare students’ questions with the ones Buster asks.


Step-by-Step. Have children present “how to” directions to the class: how to make nachos,

hit a baseball, blow up a balloon, etc. Students can use both words and demonstration.

Family Dance Party. Plan a dance party. Encourage kids and adults to teach the group

popular and/or traditional dances.


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Dear Family,In class, we have been watching and talking about POSTCARDS FROM BUSTER, a PBS television show about kids and families all across North America. You can watch it at home with your child. Talk about the parts you find most interesting and how the families Buster meets are different from and similar to your own.

Share family stories and traditions with your child. ✱ Tell stories about things you did when you were a kid.✱ Teach your child a song, game, or other activity you enjoyed.✱ Look at family photos together.✱ Talk about special objects and clothing that have been passed down in your family.Visit the POSTCARDS FROM BUSTER Web site (pbskidsgo.org/buster). You’ll find lots of fun activities and a list of books you can enjoy with your child.

Apreciada familia:

En clase estamos viendo y hablando sobre POSTCARDS FROM BUSTER,

una serie de televisión que se transmite en la cadena PBS y que

muestra a niños y familias de diferentes partes de Norteamérica.

Usted puede ver el programa en casa, junto con el niño. Pueden

hablar de los aspectos que a usted le parezcan más interesantes y sobre cómo

las familias que conoce Buster son distintas y a la vez parecidas a la suya.

Comparta algunos de los relatos y tradiciones de su propia familia con el niño.

✱ Cuente relatos de lo que usted hizo durante su niñez.

✱ Enséñele al niño una canción, un juego o alguna otra actividad que le gustaba

cantar o hacer de niño.

✱ Miren juntos las fotografías de un álbum familiar.

✱ Charlen acerca de alguna pieza de ropa o algún objeto que se haya pasado de

generación a generación en la familia.

Visiten el sitio en inglés de POSTCARDS FROM BUSTER (pbskidsgo.org/buster). Encon-

trarán muchas actividades divertidas y una lista de libros que pueden disfrutar juntos.

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Cut on the solid lines. Then fold on the dotted line. Draw a picture on the front of the postcard. Write a message and an address on the back. To mail, tape closed and add first class postage stamp.

✂

POSTCARDS FROM BUSTER32

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1. Cut out the pop-up card on the solid lines.2. Fold back and forth on the dotted line to make a good crease.3. With the card closed, fold back and forth on the diagonal dashed lines. Open the card.4. Push the half-circle pop-up section down as you close the card, so the pop-up is folded inside.

34

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Choose nine Picture Cards (page 36) to paste on your Gameboard. As you watch POSTCARDS FROM BUSTER, look for the objects on your Gameboard. Each time you see one, put a button or game marker on that space. The first player to get “three-in-a-row” wins!

Gameboard


Meet Me at the Fair Episode 101Buster visits Lauren and Nathan on a farm and meets their pig, Francine.Functional Language: making friendsContent Language: farm animals, action verbs

A Sense of DirectionEpisode 102Farah, a young Muslim girl, invites Buster to visit her home and school.Functional Language: making introductionsContent Language: directions

Buster and BeatriceEpisode 103In San Antonio, Buster discovers conjunto music and breakfast tacos. Functional Language: making friendsContent Language: food, music

The Giant PumpkinsEpisode 104Just how big can a pumpkin grow? Join Buster and find out!Functional Language: describing/comparing sizeContent Language: measurements, describing size, crops

Among the HmongEpisode 105What’s it like to be part of a clan? Meet the Vangs of Vang Lane.Functional Language: exchanging greetingsContent Language: family, parts of the body

Sleepy in SeattleEpisode 106Can Tai Chi, bubble tea, and flying fish keep Buster awake?Functional Language: expressing feelings, predicting the futureContent Language: feelings, food

Up the RiverEpisode 107Buster and Bo paddle up the Missouri River...just like Lewis and Clark! Functional Language: giving directions; expressing appreciationContent Language: directions, history/exploration

Rodeo CowgirlEpisode 108Swing up in the saddle, Buster. It’s rodeo time!Functional Language: discussing likes and interests; inviting and respondingContent Language: horses and rodeos

Buster’s Buffalo Round-UpEpisode 109Visit the Crazy Horse monument—where they carve with dynamite!Functional Language: clarifying words and meaningContent Language: values, idioms

Moose on the LooseEpisode 110Buster gets some expert help as he tracks the elusive moose.Functional Language: describing animalsContent Language: animals, nature

Bayou, by MeEpisode 111Life on the Louisiana bayou is full of adventure.Functional Language: negotiating disagreementsContent Language: nature/fishing

Star SearchEpisode 112Buster discovers theater, red rice, and close-knit families in South Carolina.Functional Language: describing people, using idiomsContent Language: TV and theater, families

Best FriendsEpisode 113Will Buster and Arthur find a way to patch up their long-distance quarrel? Functional Language: negotiating disagreementsContent Language: friendship, slang

Buster’s Road RulesEpisode 114On an Arizona road trip, you never know what you’ll find!Functional Language: stating rulesContent Language: transportation, music

Rock and RollEpisode 115Rock climbing in Colorado? You can do it, Buster!Functional Language: offering encouragement, discussing abilityContent Language: nature

Winter GoldEpisode 116Welcome to the world of speed skaters, ski jumpers, and the luge.Functional Language: discussing likes, dislikes; persuading othersContent Language: action verbs

Hoops and DrumsEpisode 117Powwows and a prize basketball team are traditions at Wind River Reservation.Functional Language: discussing cultural traditions Content Language: aspects of culture, sports

Good Ol’ TymeEpisode 118In Kentucky, Buster discovers “living history” he can dance to.Functional Language: discussing cultural traditions; giving commandsContent Language: history, directions

Swimming in the DesertEpisode 119What would you rather be? A swimmer? An astronaut? A filmmaker?Functional Language: discussing goalsContent Language: sports

We Are FamilyEpisode 120In this Mormon family, everyone pitches in, helps out, and has fun.Functional Language: discussing responsibility, table mannersContent Language: chores and responsibilities

Buster’s League of Champions Episode 121Ready, set, action! Buster’s making a movie.Functional Language: problem solvingContent Language: movies, idioms

Episode Index


A Bridge Back HomeEpisode 122Buster and Carlos go to Brooklyn to search for a family treasure.Functional Language: reporting speech, describing foodContent Language: city

Lost and FoundEpisode 123In Mexico, Buster discovers markets, masks, mime, and a new language. Functional Language: second language learningContent Language: market, languages

The Music Mystery Episode 124Buster Baxter, private eye, uncovers the secrets of New Orleans.Functional Language: asking about/explaining meaningContent Language: sequence words, mysteries

The Low RidersEpisode 125Cousins show Buster the ins and outs of East L.A. and lowrider bikes.Functional Language: expressing opinionsContent Language: bikes, adjectives Beats by the BayEpisode 126Three hip hopping kids show Buster the sights of San Francisco.Functional Language: discussing ability and possibilities: can, couldContent Language: action verbs

A City View Episode 127Buster observes shabbos and goes to a bat mitzvah party in Manhattan. Functional Language: discussing rituals and rules Content Language: city life

Homes Sweet HomesEpisode 128Athena welcomes Buster into both of her homes and cultures.Functional Language: expressing feelingsContent Language: food, sequence, cultural attributes

Riding the WaveEpisode 129Buster braves the waves as he joins young surfers on Cocoa Beach.Functional Language: giving instructionsContent Language: beach and surfing

Buster’s Lucky YearEpisode 130It’s Chinese New Year! Buster joins the San Francisco celebration.Functional Language: discussing luckContent Language: celebrations

Spring BreakEpisode 131Buster celebrates spring near the Arctic Circle, in snowy Iqaluit, Canada.Functional Language: discussing sports and games, comparing Content Language: weather

Buster Gets on Board Episode 132Skateboarding kids from L.A. are the stars in Buster’s latest action flick.Functional Language: offering encouragementContent Language: movie-making

Buster’s Sweet SongEpisode 134Buster sets out to write a country music song. Will it be a hit? Functional Language: talking about possibilitiesContent Language: music, media

Family ReunionEpisode 135Buster makes home videos for the Reads and for a new Kurdish friend.Functional Language: giving commandsContent Language: family, culture

Alien Adventure Episode 136Buster goes caving in Carlsbad Caverns and sees a UFO (maybe) in Roswell.Functional Language: expressing amazementContent Language: mysteries, caverns

Coming Together Episode 137Gospel choirs, community service, and a day at summer camp... Seattle rocks!Functional Language: giving adviceContent Language: volunteering, camp

Treasure IslandEpisode 138Buster is on a mission to capture the sights, sounds, and smells of Puerto Rico.Functional Language: remembering placesContent Language: nature

Step by Step Episode 139Francine is planning a salsa party. But how do you salsa? Buster asks the experts.Functional Language: discussing plansContent Language: music and dance, sequence

Buster’s Big Goal Episode 140In Boston, some new Brazilian buddies help Buster brush up his soccer skills.Functional Language: Teaching and learningContent Language: soccer, boating

39


ArizonaPhoenix—#119: Swimming in the DesertTucson—#114: Buster’s Road Rules

CaliforniaLos Angeles—#125: The Low RidersLos Angeles—#132: Buster Gets on BoardSan Francisco—#126: Beats by the BaySan Francisco—#130: Buster’s Lucky Year

ColoradoBoulder—#115: Rock and Roll

ConnecticutHartford—#139: Step by Step

FloridaCocoa Beach—#129: Riding the WaveMiami—#128: Homes Sweet Homes

IllinoisChicago—#102: A Sense of Direction

IndianaKnox—#101: Meet Me at the Fair

KentuckyWhitesburg—#118: Good Ol’ TymeWinchester—#113: Best Friends

LouisianaSlidell—#111: Bayou, by MeNew Orleans—#124: The Music Mystery

MassachusettsBoston—#140: Buster’s Big Goal

New MexicoRoswell—#136: Alien Adventure

New YorkNew York City—#122: A Bridge Back HomeNew York City—#127: A City View

North DakotaBismarck—#107: Up the River

OregonMt. Hood—#104: The Giant Pumpkins

Puerto Rico San Juan—#138: Treasure Island

South CarolinaCharleston—#112: Star Search

South DakotaRapid City—#109: Buster’s Buffalo Round-Up

TennesseeNashville—#134: Buster’s Sweet SongNashville—#135: Family Reunion

TexasHouston—#108: Rodeo CowgirlSan Antonio—#103: Buster and Beatrice

UtahPark City—#116: Winter GoldSalt Lake City—#120: We Are Family

VirginiaVirginia Beach—#121: Buster’s League of Champions

WashingtonSeattle—#137: Coming TogetherSeattle—#106: Sleepy in Seattle

WisconsinMadison—#105: Among the Hmong

WyomingJackson Hole—#110: Moose on the LooseWind River Reservation—#117: Hoops and Drums

Canada Iqaluit—#131: Spring Break

Mexico Guanajuato—#123: Lost and Found

Location List

© 2004 WGBH Educational Foundation. All animated characters and underlying materials (including artwork) copyright by Marc Brown. Buster and the other Marc Brown characters are trademarks of Marc Brown. All third party trademarks are the property of their respective owners. Used with permission. POSTCARDS FROM BUSTER is produced by WGBH Boston and Cookie Jar Entertainment Inc. in association with Marc Brown Studios. Funding for POSTCARDS FROM BUSTER is provided by a Ready To Learn Television Cooperative Agreement from the U.S. Department of Education through the Public Broadcasting Service, and public television viewers. The contents herein were supported under the Ready To Learn Television Program, P/R Award Number R295A00002, as administered by the Office of Innovation and Improvement, U.S. Department of Education. However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Except as noted, all images are screen grabs from the POSTCARDS FROM BUSTER series. © 2004 WGBH Boston and Cookie Jar Entertainment Inc. in association with Marc Brown Studios.

CreditsThis guide was produced by the Educational Print and Outreach department at WGBH.

Director, Educational OutreachKaren Barss

Editorial Manager, Educational PrintSonja Latimore

Manager, Educational OutreachMary Haggerty

Print Project DirectorElly Schottman

Associate EditorCorinne Pierce

Assistant Editor Nicole Sanderson

Outreach CoordinatorEileen Hughes

Outreach AssistantStaci desBouvrie

DesignerDanielle Edson

Print Production Lenore Lanier Gibson

ADVISORLily Wong Fillmore, Ph.D.University of California, Berkeley

LEAD WRITERTeresa WalterSan Diego City Schools, CA

CONTRIBUTING WRITERSJan Lopez Fellows Salem Public Schools, MA

Kathy LoboBelmont Public Schools, MA

POSTCARDS FROM BUSTER is closed-captioned for viewers who are deaf and hard-of-hearing.

Hi everybody,Be sure to check out my Web site at pbskidsgo.org/buster. You can:✱ read my Blog (my travel log)✱ vote in a Roadside Poll✱ play great games like Connect the States, Where’s Buster? and Travel Bingo✱ watch some cool video clips from my travels✱ find delicious recipes ✱ sing along to songs by Los ViajerosSee you soon! Your friend,

postcardsguide85x11 - pbs kidspbskids.org/buster/parentsteachers/pdf/postcards... · appreciation...

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