A Unique Guest
Students will be able to compare and contrast a fictional and real animal.
Introduction (20 minutes)
- Show the students the peanut, three quarters, and pictures of real mice.
- Explain that when a mouse is born, it is about the size of a peanut and grows to the size of three quarters.
- Tell them that a baby mouse is called a pup.
- Tell them that one mouse is called a mouse, but more than one are called mice.
- Explain to the children at a mouse is a mammal. Show the concept word strip. Animals that have fur or hair are mammals. Mammals do not lay eggs. They give birth to live young instead of laying an egg. Mammal mothers nurse their young with milk; they have lungs and breathe air. Mice, dogs and humans are all mammals.
- Ask if students can think of other mammals.
- Read aloud Mouse (See How They Grow). Tell the students that this is about real mice.
- Show the students the front cover of If You Take a Mouse to School and repeat the name of the book.
- Tell the students that this story mouse is going to be a guest at school.
- Ask, "What is a guest?" Show the concept word strip and explain that a guest is someone who visits a place. * Explain that when a relative or a friend comes to your house, they are a guest. When you go to a hotel, you are a guest at the hotel.
- Tell the students that this is a unique guest. Show the concept word strip. Unique means very different or one of a kind. Tell them that not many people bring a mouse to school, so that is unique!
Explicit Instruction/Teacher Modeling (20 minutes)
- Ask the students what they think the mouse is doing on the front of the books. Ask if a real mouse can go to school.
- Get out the Mouse display. Ask the students, “If you brought a mouse here, what would your mouse do?”
- Write their answers across the whiskers of the Mouse display. Have extra copies of the display if there are more children.
- Read the story If You Take a Mouse to School.
- Compare the students' responses that you wrote down to what the mouse in the story actually did in school.
- Compare and contrast the real mouse in the first book to the story mouse.
Guided Practice/Interactive Modeling (15 minutes)
- Pass out the sequence sheet to the students. Review each picture. Have them cut out the six pictures.
- Reread the story, and have the students glue the pictures in order on a strip of construction paper as you read.
- Encourage the children to help each other.
- Have them color the pictures. Ask each child which activity in the pictures they like the best.
Independent Working Time (15 minutes)
- Pass out the Life Cycle of a Mouse worksheet.
- Review it and give the students instructions on how to complete it.
- As you observe, ask each student to tell you something about his picture.
- Enrichment: Have students who need more of a challenge complete the Mouse chart. Encourage them to help a friend who needs guidance.
- Support: Pair struggling students with students who have a good understanding of the concepts.
Assessment (5 minutes)
- Use the Mouse display and your observations during Independent Working Time to assess the students' understanding of the differences between the real mouse and the story mouse.
Review and Closing (10 minutes)
- Review the concept word strips.
- Review the information about real mice.