If You Give a Mouse a Cookie and Take Him to School: Comparing and ContrastingResource ID#: 60840

Primary Type: Lesson Plan

This document was generated on CPALMS - www.cpalms.org

In this close reading lesson, students will compare and contrast the actions of the characters in two of Laura Numeroff's beloved books, If You Give a Mouse a Cookie and If You Take a Mouse to School. They will answer text-dependent questions and describe story elements as they analyze the two books. Students will truly enjoy interacting with these two delightful stories! Subject(s): English Language Arts Grade Level(s): K Intended Audience: Educators Suggested Technology: Document Camera, Computer for Presenter, Adobe Acrobat Reader, Microsoft Office     Instructional Time: 3 Hour(s)  Freely Available: Yes Keywords: compare, contrast, close reading, If You Give a Mouse a Cookie, If You Take a Mouse to School, Laura Numeroff, characters, story elements, sequencing Instructional Component Type(s): Lesson Plan,  Worksheet,  Assessment ,  Video/Audio/Animation,  Text Resource,  Formative Assessment Instructional Design Framework(s): Direct Instruction, Writing to Learn Resource Collection: CPALMS Lesson Plan Development Initiative

LESSON CONTENT

Lesson Plan Template: General Lesson Plan Formative Assessment

Throughout the lesson, students will complete a series of handouts that help them to reflect on what they are learning from the two stories. The teacher will be able to ascertain student understanding based on the students' oral and written responses. The teacher should check the students' responses each day to see if students are ready to go on to the next mini-lesson. If many students are not ready, then reteach the lesson to the whole group. If a few students are not ready, then pull a small group of students for reteaching.

Students will participate in the completion of class graphic organizers. The teacher will be able to ascertain student understanding of the tasks based on the students' participation and oral responses.

Feedback to Students

Provide immediate feedback as the students are completing the handouts. Class discussions should be reciprocal and feedback should be a part of error analysis.

Summative Assessment

Using a combination of drawing, dictating, and writing students will write to compare and contrast the two stories If You Give A Mouse A Cookie and If You Take a Mouse To School, stating one similarity and one difference.

Provide the following writing prompt:

Think about the two stories we have read about the mouse. How are they the same? How are they different? Write to tell how the mouse's actions in the two stories are the same and how they are different.

Students' written responses will be assessed using the attached rubric.

Learning Objectives: What should students know and be able to do as a result of this lesson?

With prompting and support, students will be able to:

o ask and answer questions about the texts If You Give a Mouse a Cookie and If You Take a Mouse to School by Laura Numeroff.

o describe the characters, setting, and major events in the two books.o retell the important events in the story by sequencing the events.o compare and contrast the story elements of the two books, including the mouse's

experiences.o participate in collaborative conversations.o use drawing, dictating, and writing to compare and contrast the two stories.

Guiding Questions: What are the guiding questions for this lesson?o Why is it important to ask and answer questions when we read?o What are the important elements in a story?o What does it mean to compare? What does it mean to contrast?

o How does finding similarities and differences in characters' experiences help us better understand the stories we read?

Prior Knowledge: What prior knowledge should students have for this lesson?

The students will need to reflect on getting ready for school. The students will need to think about their own morning routine. It will also be helpful for them to talk about what it is like to have a friend come visit. Who is responsible for cleaning up messes at their home when they have a friend over?

Students should:

o know basic print concepts and parts of a book.o have basic understanding of story elements: characters, setting, and major events.o understand how to sequence events.o understand the words same and different.o be able to express their ideas orally.o know how to have a collaborative conversation about a topic.

Teaching Phase: How will the teacher present the concept or skill to students?

Note: Prepare the handouts that accompany this lesson in advance.

Reading One:

Day 1 - Introducing If You Give a Mouse a Cookie

1. Hook: Bring in a package of cookies and milk for the class. Give the students each a cookie, but don't give them milk until they ask for it. After they have asked for milk (and you have provided it), introduce the story.

2. Introduce the book If You Give a Mouse a Cookie by Laura Numeroff. Review the author and the illustrator. Ask, "What do you think this book is about?" Take a picture walk by flipping through the pages. Be sure to point out the boy and the mouse.

3. Read the book to the class. During and after the first reading, ask text-dependent questions, such as:

o What did the mouse ask for first? o Why did the mouse look in the mirror? What did he notice? o Why did the mouse want to take a nap?o Why did the mouse want to draw a picture? o Where did the mouse want to hang the picture? o What does the refrigerator remind the mouse of?o Based on this story, how would you describe the mouse? Why?o Based on this story, how would you describe the boy? Why?

4. Ask, "Why is it important to ask and answer questions when we read?" Discuss. Allow students to ask their own questions about the story. Discuss their questions, referring to the book if the answer is in the text, and discussing possible answers and where to find them if the answer is not in the text.

5. Ask, "What are the important elements in a story?" Discuss story elements: characters, setting, and major events. Display a story map (an example is provided in the CPALMS Related Resources). Review the elements in the story by asking the following guiding questions and recording students' responses on the story map:

o Who are the characters in this story? o What is the setting? o What happens in the beginning of the story? o What is the problem? o What happens in the middle of the story? o How is the problem solved? o What happens at the end of the story?

6. Have students complete the sentence starters for the first story:

o In the first story, the mouse _________. o In the first story, the boy ________.

Day 2 - Introducing If You Take a Mouse to School

1. Hook: Ask students to think about what they do to get ready for school. Allow them to share their morning routine.

2. Introduce the book If You Take a Mouse to School by Laura Numeroff. Review the author and the illustrator. Ask, "What do you think this book is about?" Take a picture walk by flipping through the pages. Be sure to point out the mouse and the boy.

3. Read the book to the class. During and after the first reading, ask text-dependent questions, such as:

o What did the mouse ask for first?o Why did the mouse need to wash up?o Why did the mouse need paper?o Where did the mouse put the lunchbox?o Why did the mouse want a snack? o Why do the mouse and the boy have to go back to school?o Based on this story, how would you describe the mouse? Why?o Based on this story, how would you describe the boy? Why?

4. Ask, "Why is it important to ask and answer questions when we read?" Discuss. Allow students to ask their own questions about the story. Discuss their questions, referring to the book if the answer is in the text and discussing possible answers and where to find them if the answer it not in the text.

5. Ask, "What are the important elements in a story?" Discuss story elements: characters, setting, and major events. Display a story map (an example is provided in the CPALMS Related Resources). Review the elements in the story by asking the following guiding questions and recording students' responses on the story map:

o Who are the characters in this story?o What is the setting? o What happens in the beginning of the story?o What is the problem?o What happens in the middle of the story?o How is the problem solved?o What happens at the end of the story?

6. Have students complete the sentence starters for the second story:

o In the second story, the mouse ________. o In the second story, the boy ________.

Guided Practice: What activities or exercises will the students complete with teacher guidance?

Reading Two:

Day 3 - Comparing and Contrasting the Mouse's Actions

1. Ask, "What does it mean to compare?" Have the children turn and talk with a partner about what the word "compare" means. Discuss their responses and guide students to understanding that comparing is finding out what is the same. Write "compare = same" on the board. Then ask, "What does it mean to contrast?" Have students turn and talk with a partner about what the word "contrast" means. Discuss their responses and guide students to understanding that contrasting is finding out what is different. Write "compare = different" on the board. Bring up two students and have the class compare and contrast them to solidify understanding. (You may want to designate what the students compare and contrast. For example, they can compare and contrast their shoes, or their shirts.)

2. Ask the children to share a part of the stories that they really enjoyed. Use a turn and talk method followed with a short whole group summary. (I prefer to group my children in groups of four and provide them with discussion starters. Example, "Our team agreed that ______ was really funny." Also, tables with four students allow for face partners and shoulder partners.)

3. Tell students that you are going to reread both stories and you want them to focus on the actions and questions of the mouse in both stories. Explain that they should listen to figure out what is the same about the mouse's actions and what is different. Tell them that, as you read, they are going to help you create a sequence chart that shows the mouse's questions and actions in the same order as the book. Explain that you will write the mouse's questions on yellow sticky notes and the mouse's actions on pink sticky notes, and then place them in order on the board (or chart paper). Reread the stories, retelling the sequence of questions and actions on sticky notes. Display the sequence charts (sticky notes) side by side for students to compare.

4. After reading both stories, display a Venn diagram with the book titles as headings. Tell students that this is a way to organize our thoughts while we are comparing and contrasting the two stories. Ask students to first share how the mouse's questions and actions were the same in both stories. Record their responses on the middle section of the

Venn diagram. If needed, ask probing questions to solicit student thinking or return to the books and reread specific parts that are similar. Then ask students to share how the mouse's questions and actions were different in both stories. Record their responses on the outer sections of the Venn diagram. Again, ask probing questions or return to the books if students need assistance in responding to the question; avoid providing the answer so students are forced to return to the text. When finished, review students' responses by rereading the Venn diagram.

5. Have students complete these sentence starters:

1. The mouse behaves the same in both stories by the way he ______________. 2. The mouse reminds me of a similar time when I _______________.3. The mouse's behavior compares to my behavior because we both

_____________.

Read number one with the students and ask them to trace and circle the word "same." Have students circle and trace "similar" in number two. Have students circle and trace "compares" in number three. Direct the children to the three words they traced and explain that they are synonyms and they all mean "same." For the rest of the readings use the word "compare."

6. Have students complete these sentence starters:

4. The mouse's behavior is different in the two stories when he _________________.

5. The mouse's behavior contrasts to my behavior because he _______________ and I ______________.

Read number one with the students and ask them to trace and circle the word "different". Have students circle and trace "contrasts" in number two. Explain that these words are also synonyms and mean that something is different. For the rest of the readings use the word "contrast".

Reading Three:

Day 4 - Comparing and Contrasting the Boy's Actions

1. Ask, "How does finding similarities and differences in characters' experiences help us better understand the stories we read?" Discuss, encouraging students to use examples from the previous day's lesson in their response.

2. Tell students that you are going to reread both stories and you want them to focus on the actions of the boy in both stories. Explain that they should listen to figure out what is the same about the boy's actions and what is different. Reread the stories.

3. After reading both stories, display a Venn diagram with the book titles as headings. Tell students that this is a way to organize our thoughts while we are comparing and contrasting the two stories. Ask students to first share how the boy's actions were the same in both stories. Record their responses on the middle section of the Venn diagram.

If needed, ask probing questions to solicit student thinking or return to the books and reread specific parts that are similar. Then ask students to share how the boy's actions were different in both stories. Record their responses on the outer sections of the Venn diagram. Again, ask probing questions or return to the books if students need assistance in responding to the question; avoid providing the answer so students are forced to return to the text. When finished, review students' responses by rereading the Venn diagram.

4. Have students complete these sentence starters:

o The boys actions in the first story compare to the boy's actions in the second story because ______________________.

o The boy's actions in the first story contrast to the boy's actions in the second story because ______________________.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?

Day 5 - Review and Summative Assessment

1. Review the Venn diagrams and allow students to share out some of their completed sentences. Provide feedback as needed.

2. Using a combination of drawing, dictating, and writing, students will write to compare and contrast the two stories about the mouse, stating one similarity and one difference.

Provide the following writing prompt:

Think about the two stories we have read about the mouse. How are they the same? How are they different? Write to tell how the mouse's actions in the two stories are the same and how they are different.

3. Assess students' written responses using the attached rubric.

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?

1. Allow students to share their writing in the "Author's Chair."

2. Review the guiding questions.

ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:

o A word bank can be provided for student writing. A handout word bank is helpful for some children that cannot transfer from the board to their paper.

o I have also found that some kindergarten students benefit if I put dot marks on their paper and have them trace letters or words. Students can dictate their responses and the teacher can record their thoughts, then have them trace or copy the words.

o A writing frame can be provided for the final written piece.

Extensions: o Students could also compare/contrast to other Laura Numeroff stories since there

are several of them to choose from.o Students could sequence the events when provided the sticky notes from the

second reading (out of order). They could create sequencing cards for other Laura Numeroff books.

Suggested Technology: Document Camera, Computer for Presenter, Adobe Acrobat Reader, Microsoft Office

Special Materials Needed:

o If You Give a Mouse a Cookie by Laura Numeroff: read-aloud at YouTubeo If You Take a Mouse to School by Laura Numeroff: read-aloud at YouTube o Story map (see Related Resources) o Venn diagram (see Related Resources) o Handouts (attached) o Chart paper/markers o Two colors of sticky notes (yellow and pink suggested in lesson) o Milk and cookies for students

Further Recommendations:

o Think-Pair-Share is a great strategy to encourage student discussion. See http://readingquest.org/strat/tps.html for more information.

o Kindergarten standards begin "with prompting and support," so do not hesitate to provide support as needed throughout the lesson.

Additional Information/Instructions

By Author/Submitter

If You Give A Mouse A Cookie by Laura Numeroff has a Lexile level of 660L. If You Take A Mouse To School by Laura Numeroff has a Lexile level of 190L.

As a close reading activity, this lesson focuses on application of targeted skills, not as an introduction.

SOURCE AND ACCESS INFORMATION

Contributed by: derek staves Name of Author/Source: derek staves District/Organization of Contributor(s): OsceolaIs this Resource freely Available? YesAccess Privileges: Public

License: CPALMS License - no distribution - non commercial

Related Standards

Name Description

LAFS.K.RL.1.1: With prompting and support, ask and answer questions about key details in a text.

LAFS.K.RL.1.2: With prompting and support, retell familiar stories, including key details.

LAFS.K.RL.1.3: With prompting and support, identify characters, settings, and major events in a story.

LAFS.K.RL.3.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

LAFS.K.W.1.2:Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

LAFS.K.SL.1.1:

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

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

b. Continue a conversation through multiple exchanges.

Attached Resources

Student Center Activity

Name DescriptionComprehension: Hoop-A-Story Venn Diagram:

In this FCRR Student Center Activity, the student will identify similarities and differences between stories.

Comprehension: Story Grammar Yammer:

In this FCRR Student Center Activity, the student will identify story elements.

Other Resources Related to the Same Standards

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drawing or writing key details in the text.

Vegetables…in Cupcakes?!:

This Model Eliciting Activity (MEA) is written at a Kindergarten grade level. In teams, students will make decisions about how to select the best bakery based on various cupcake characteristics (e.g., taste, smell).

We Love Pets!:

This MEA is designed on a Kindergarten grade level. Students will work in teams to determine the best pet toys to buy for a pet daycare. Students will use criteria such as fun, exercise, cost, and durability to make their determinations.

What’s So Great About Kevin Henkes?:

In this lesson students will serve as researchers of author/illustrator Kevin Henkes. With prompting and support from the teacher, students will read three books by Kevin Henkes. They will recall information from the text to contribute to the completion of a story elements graphic organizer and develop opinions about each book on their My Opinion Chart. At the end of the lesson students will be able to express their opinion orally, in writing, or in a drawing to inform others of their favorite Kevin Henkes books.

What's Going On?:

Students will use illustrations to gather key details and summarize the key details into a main idea sentence or sentences. They will compare the information gathered from the illustrations to the actual text. Students will briefly discuss the roles of the author and illustrator in creating the story. Motivated with magnifying glasses and partner work, students will use a graphic organizer (web) to document their details and, in conclusion, the main idea.

Zoo-rrific!:Students will be asked to choose a new animal for a zoo. They will be asked to rank four animals from best to worst, based on popularity, food needs, danger to zookeepers, etc.

Teaching Idea

Name DescriptionCharacter Kindergarten Unit Lesson 1: Physical Attributes:

This is the first lesson in a kindergarten unit on characters. Students will identify the physical attributes of a character.

Character Kindergarten Unit Lesson 2: Actions :

This is the second lesson in a kindergarten unit on character. Students will identify the actions of a character.

Colorado Fish Jigsaw Puzzles:

This teaching idea describes a project completed by Kindergarten students after studying living things and the physical characteristics that make them special. Students created fish jigsaw puzzles that included written descriptions. This idea can be adapted to the study of fish in any state.

Drawing Conclusions Kindergarten Unit Lesson 3: Short Story:

In this resource, students will draw conclusions from a story and use textual clues to explain how a conclusion was reached.

Plot: Identifying the Problem and the Solution in a Story:

In this resource, students will identify and describe the problem and solution in a story. One of the featured texts is Bringing Down the Moon by Jonathan Emmett.

Plot: Identifying the Solution in a Story:

In this resource students will identify and describe the solution in a story.

The Natural Playscape Book:

In this teaching idea, kindergarten students studied nature through the creation of "small worlds." A book was created which included letters to the animals they observed, as well as observations, things they wondered, and invitations to the animals to come and visit.

Why do animals look the way they do?:

This teaching idea describes a project for kindergarten students to create a nonfiction book. After studying animal adaptations, students learned about the adaptations of different local animals and created a nonfiction book with illustrations.

Student Center Activity

Name DescriptionComprehension: Ask and Answer:

In this FCRR Student Center Activity, the student will generate and answer questions to comprehend text.

Comprehension: Character Characteristics:

In this FCRR Student Center Activity, the student will describe characters.

Comprehension: Character Compare:

In this FCRR Student Center Activity, the student will identify similarities and differences between characters.

Comprehension: Compare-A-Character:

In this FCRR Student Center Activity, the student will identify similarities and differences between characters.

Comprehension: Compare-A-Story:

In this FCRR Student Center Activity, the student will identify similarities and differences between stories.

Comprehension: Hoop-A-Story Venn Diagram:

In this FCRR Student Center Activity, the student will identify similarities and differences between stories.

Comprehension: K-W-L: In this FCRR Student Center Activity, the student will use background knowledge to comprehend text.

Comprehension: Make-and-Check-A-Prediction:

In this FCRR Student Center Activity, the student will use prediction to comprehend text.

Comprehension: Name That Rhyme:

In this FCRR Student Center Activity, the student will identify the meaning of a sentence.

Comprehension: Picture Cube: In this FCRR Student Center Activity, the student will produce meaningful sentences.

Comprehension: Picture the Character:

In this FCRR Student Center Activity, the student will describe characters.

Comprehension: Question Quest:

In this FCRR Student Center Activity, the student will answer questions to comprehend text.

Comprehension: Read and Ask:

In this FCRR Student Center Activity, the student will answer questions to comprehend text.

Comprehension: Retell Ring: In this FCRR Student Center Activity, the student will retell a story.

Comprehension: Retell Wheel: In this FCRR Student Center Activity, the student will retell a story.

Comprehension: Sentence Pantomime:

In this FCRR Student Center Activity, the student will identify the meaning of a sentence.

Comprehension: Sentence-Picture Match:

In this FCRR Student Center Activity, the student will identify the meaning of a sentence.

Comprehension: Sequence-A-Story:

In this FCRR Student Center Activity, the student will sequence events in a story.

Comprehension: Story Book: In this FCRR Student Center Activity, the student will sequence events in a story.

Comprehension: Story Element Sort:

In this FCRR Student Center Activity, the student will identify story elements.

Comprehension: Story Element Web:

In this FCRR Student Center Activity, the student will identify story elements.

Comprehension: Story Grammar:

In this FCRR Student Center Activity, the student will identify story elements.

Comprehension: Story Grammar Yammer:

In this FCRR Student Center Activity, the student will identify story elements.

Comprehension: Story Line-Up:

In this FCRR Student Center Activity, the student will sequence events in a story.

Comprehension: Story Question Cube:

In this FCRR Student Center Activity, the student will identify story elements.

Comprehension: Story Sequence Organizer:

In this FCRR Student Center Activity, the student will sequence events in a story.

Comprehension: Strategic Strategies:

In this FCRR Student Center Activity, the student will use multiple strategies to comprehend text.

Comprehension: Sum It Up: In this FCRR Student Center Activity, the student will summarize text.

Comprehension: Sum Summary!:

In this FCRR Student Center Activity, the student will summarize text.

Original Tutorial

Name Description

"Beary" Good Details:Join Baby Bear as he learns about key details in his favorite stories. By the end of this tutorial, you will be able to answer questions about key details in a story.