Book Club

The Mouse and the Motorcycle

Written by Beverly Cleary
Illustrated by Louis Darling
I. Goals
A. Learn to respond to literature read in class by creating a comic strip
B. Know how to respond to shared text in group discussions and individual reading
journals.
C. Understand how to improve their listening comprehension and prediction skills
by participating in a Directed ListeningThinking Activity
II. Objectives
A. Given a copy of The Mouse and the Motorcycle, the students will follow along as
the teacher reads aloud for the whole time the teacher is reading.
B. Given the chapter questions packet, the student will contribute at least two ideas
to answer chapter questions.
C. Given the current chapter, the students will make at least 2 predictions about
what they think will happen, and verify whether their predictions are accurate.
D. Given a comic strip piece of paper, the student will create a comic strip of the
story adventure that have occurred so far, creating at least 4 pictures.
III. Common Core Standards
A. RL.3.1
1. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
B. RL.3.3
1. Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events.
C. RL.3.4
1. Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.
D. W.3.4
1. With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose. (Gradespecific expectations for writing types are defined in standards 13 above.)
E. SL.3.1
1. Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others ideas and expressing their own clearly.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
c. Ask questions to check understanding of information presented, stay on
topic, and link their comments to the remarks of others.

d. Explain their own ideas and understanding in light of the discussion.

e. Seek to understand and communicate with individuals from different
cultural backgrounds.
F. RL.4.1
1. Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
G. RL.4.3
1. Describe in depth a character, setting, or event in a story or drama, drawing on
specific details in the text (e.g., a characters thoughts, words, or actions).
H. RL.4.4
1. Determine the meaning of words and phrases as they are used in a text,
including those that allude to significant characters found in mythology (e.g.,
Herculean).
I. W.4.4
1. Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 13 above.)
J. SL.4.1
1. Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and texts,
building on others ideas and expressing their own clearly.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion and link
to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
e. Seek to understand and communicate with individuals from different
perspectives and cultural backgrounds.
IV. Materials
A. The Mouse and the Motorcycle text for each student and the teacher
B. Student book club journals
C. Chapter questions packet
D. Pencils
E. White board
F. Dry erase marker
G. Eraser
H. Blank paper
I. Crayons/ colored pencils
J. Comic strip paper
K. Newspaper article writing paper for extension
V. Vocabulary
A. Write exhilarated on the dry erase board. Who thinks they might know what this
word means? Allow for student answers. Exhilarated is another word for

excited. On the white board add: - means excited. Have students write these
words in their notebook.
B. Write tousled on the board. The word tousled means messy, or not neat. For
example, if I went outside on a really windy day and did not have my hair up, the
wind would blow my hair all around. It would look very messy, or tousled. On
the white board add means not neat, or messy. Have students write these
words in their notebook.
C. Write timid on the board. Does anyone know what the word timid means? Wait
for students to offer their ideas. Timid means to be shy or afraid. Maybe you
were a little timid on the first day of school. On the white board add means
shy or afraid. Have students write these words in their notebook.
VI. Introduction
A. Today, we are going to continue reading where we left off. Before we begin, who
can remind us what has happened in the story so far. The story began with the
arrival of the family at the hotel. What has happened since they came?
B. Allow each student to contribute to retelling what has already happened.
C. Great job. A lot has already happened in this story!
VII. Development
A. Today, we are continuing in chapter 5 where we left off. I want each of you to
open your journals to the next blank space or page, put todays date and write
Chapter 5.
B. Write on the dry erase board: 10/8/14
Chapter 5
C. We just reviewed what has happened so far. I want you to make a prediction
about what you think will happen next as Ralph is riding the motorcycle. Take a
look at the picture on page 53. See if this gives you any ideas for your
prediction. Remember, this is your own prediction. When you have thought
about your prediction, write it down in your notebook.
D. Write in the dry erase board: In chapter 5, I predict ____________
E. Give students a moment to finish their predictions. Help each student write as
needed.
F. Good, now you have each made a prediction about what you think will happen.
As I continue to read, see if your prediction was correct.
G. Read chapter 5 beginning with the last paragraph on page 52. Check to make
sure that each student is following along. Stop reading at the top of page 56.
H. Did you make a good prediction? If you did or did not make a good prediction,
what part of the text helped you decide? Listen to student responses. Under
your prediction you should write what happened that made your prediction true
or told you your prediction needs to be changed. On the white board write: My
prediction was _____ because on page ____.
I. Have the students complete a sentence or two.
VIII. Guided Practice
A. Now, I want you to make a prediction about how this chapter will end. Look at
page 56. Write your prediction in your notebook. Show students the white board
to allow them to copy the previous I predict statement.

B. Continue to read to the end of the chapter.

C. Again, I want you to write whether your prediction were good or not and tell me
why.
D. Assist students with their writing as needed. Encourage them to write 2-3
sentences.
E. Complete the 3 remaining comprehension questions with the students. Allow
each to contribute to answering before writing a final combined answer on the
dry erase board.
F. Have students copy answers in their packet.
IX. Accommodations and Modifications
A. When hearing impaired student is in the group, the teacher will wear the FM
system when reading and discussing questions
B. For students who are ahead and have completed the chapter The student will
write a news article about the motorcycle-riding mouse at the Mountain View
Inn. The student should start by making a list of hotel guests who saw the
mouse ride the motorcycle. They should conduct imaginary interviews with these
characters and write down what each one might have reported seeing, in
addition to when and where they saw it. The article should include details from
the book and from the imaginary interviews.
C. Reading For students reading below grade level, the teacher will read grade
level text to the students as they follow along.
D. Writing After having the group discuss an answer to a given question, the
teacher will write a complete answer on the whiteboard.
X. Closure
A. Today, we made predictions and wrote them down before I read the chapter.
Making predictions helps us to focus on what is being read. We use the
information in the book to help us decide if our predictions are good, or if they
need to be revised. You all made great predictions today that helped you stay
focused on what was being read.
XI. Independent Practice
A. Have the students use a comic strip paper to draw pictures, in sequence, about
what they remember happening in the story so far. Tell students to get their
pictures drawn first before they use colored pencils/ crayons to enhance the
pictures.
B. Students should have at least 4 pictures to show the story so far.
XII. Evaluation
A. I will assess the students prior knowledge of the book/ chapter by asking for a
summary of what has happened so far.
B. During reading, I will check to ensure that students are following along with the
reading.
C. During reading, I will stop to check understanding and have students discuss
comprehension question.
D. After completing the chapter, I will have the students draw at least four pictures
depicting what has happened in the story so far.
XIII. Reflection

A. What can I change the next time I teach this chapter/ group?
B. What went well?
C. Did I lose time by letting a student get off topic?
D. Do I feel that the students understood the answers to the questions?
E. Can I do more to push some students toward more independence?
F. How can better engage some students who are not fully engaged?