The Mouse and the Motorcycle Lesson Plan

Meghan Apsey, Ashley Bak, Elizabeth Richer, Kyra Siverly, Alisa Skluzacek, Jenny
Staup
Grade level: 3rd Grade
Subject area: Language Arts
Common Core State Standards
CCSS.ELA-LITERACY.L.3.5: Demonstrate understanding of figurative language, word
relationships and nuances in word meanings.
CCSS.ELA-LITERACY.L.3.5.A: Distinguish the literal and nonliteral meanings of words and
phrases in context (e.g.,take steps).
CCSS.ELA-LITERACY.L.3.5.B: Identify real-life connections between words and their use (e.g.,
describe people who are friendly or helpful).
CCSS.ELA-LITERACY.RL.3.4: Determine the meaning of words and phrases as they are used
in a text, distinguishing literal from nonliteral language.
CCSS.ELA-LITERACY.SL.3.1.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).
CCSS.ELA-LITERACY.SL.3.1.C: Ask questions to check understanding of information
presented, stay on topic, and link their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.3.6: Speak in complete sentences when appropriate to task and
situation in order to provide requested detail or clarification.

National Art Standards

VA:Cr1-3. a. Elaborate on an imaginative ideas. b. Apply knowledge of available resources,
tools, and technologies to investigate own ideas through the art -making process.
VA: Cr2-3. a. Create personally satisfying artwork using a variety of artistic processes and
materials.
VA: Re-3. b. Determine messages communicated by an image.
VA: Cn11-3. a. Recognize that responses to art change depending on knowledge of the time
and place it was made.

Unit Outcome
TLW be able to read a chapter book, determine the meaning of compound words based on the
context of what is being read, discuss the book while being active listeners, and recall with
background knowledge to predict events in the story and determine effective comprehension.

Lesson Outcome
TLW be able to predict what is happening in a story based on picture clues and discussion, act
like a fashion designer and create a vest, and learn a song and dance routine based on the
story for the lesson.

Rationale/Purpose for Lesson

By integrating art, music, dance, and theatre games, TLW connect their background knowledge
about motorcycles to the events of the novel and allow them to increase their comprehension
and vocabulary.

Assessment
This lesson is a pre-assessment of what students remember about compound words from 2nd
grade and how well they can predict based on a small number of clues. Assessment will be
based on creation of compound words and definitions given by the students, the completion of a
designed vest, and participation in the dance and song.

Resources/Materials Required
Game/Language Arts Lesson: index cards, yarn, markers, masks
Art lesson: brown paper grocery bags, scissors, glue, crayons, markers, stickers, construction
paper, bottle caps, pop-tops from soda cans, stamp pads, Hot Wheel cars, anything else that
can be used to decorate the vest. Also need art journal and Element and Principles of Design
handout.
Dance/Music Lesson: lyrics, background music, space to move

Introduction
The students will meet on the floor around the front of the classroom. Introduce the new chapter
book we will be reading. To introduce the book, lets talk to our friend Ralph and his mother.
They are wearing mouse masks and briefly talking about what they like to do and about
themselves.

Procedures
Language Arts/Game:
1. Based on the cover of the book and their conversation with Ralph and his mother, have the
students predict what they think the book is about.
2. Based on their responses, ask leading questions about the book and what might happen.
3. Introduce the game. What are compound words? Can you give examples? Do you remember
learning about them in 2nd grade? We are going to play a game where you can work with a
partner to create your own compound words.
4. The teacher will give out cards with a word on it. Place the card around your neck. You need
to walk around the room and partner with another student to make a complete compound word.
Once they have the word, you need to be able to define it to the teacher. Once you get the ok,
go find another partner to make another word. Repeat until time is up.

5. Wrap up: what were your favorite words? What did they mean? As we start reading the book
together, listen for the compound words and you will be making a list in your journal. At the end
of the book, we will compare lists and see how many were found.
Compound words for the game: bellboy, threadbare, baseboard, switchboard, washbasin,
motorcycle, daytime, floorboard, handlebar, wastepaper, pillowcases, daydreams, housekeeper,
mousehole, knothole, downstairs, nightgown, moonlight
Transition: Ride your motorcycle into the art room.

Art Lesson:
1. Now that we have had a chance to see what kind of language the characters use in the
book, we are going to talk about how the characters look in the book.
2. Looking at the cover of our book again, whats going on in this picture? What do you see that
makes you say that? What else do you see? While referencing what has been said, allow the
students to give responses until all ideas have been expressed.
a. Our mouse rides a motorcycle, so what kinds of clothes do you think our mouse would
wear?
b. Leather jacket, helmet, jeans, etc.
3. How about we design our own leather jackets? For your design, you need to include at least
(3) elements of design and (2) principles of design. Refer to the list in your journal. These can
include line, tone, color, space, shape, pattern, and texture for the elements. For principles,
these can include balance, gradation, unity, repetition, and contrast. We will highlight the ones
that are easy to incorporate in the design for the students. <For the group session, we will
briefly discuss each of the elements to ensure the students understand what is being asked.>
4. To save time we have already cut out some jackets for you. However, we are going to have
you design and create it how you believe it should look. <In a regular class setting, we would
have the students cut out their vests to allow for their individual creativity. These sessions do not
allow for the time.>
5. The first step is to draw and color using the provided materials.
6. Then use scissors to adjust if you would like.
a. Can be used to add fray.
b. Can be used to cut out and add patches.
7. After coloring/drawing, scissors, use any other materials like the bottle caps and can tops to
finish off your creation.
8. Students will explain why they chose to design their vest as they did, what elements did they
include, why did they feel these elements were necessary for the final product, etc. This can be
done orally during a fashion show or as a reflection entry in their journal.
Transition: The students will get to walk into the area for the dance and music lesson
acting as if they are part of a fashion show. They will wear the vests they have designed
and continue to wear them for the next lesson.

Dance/Music Lesson:
1. The lyrics for the song will be put on the board so all the students can see them.

2. The lyrics will be read by the teacher and then read by the class together. The lyrics will stay
on the board for the entire lesson so they can easily be seen by the students if they are
forgotten.
3. The moves to the dance will be taught.
a. The right hand starts over the midline on the left side of the body, pointing straight out
in front of you. It then moves to your right side, pointing directly away from your body.
b. Then, like a train conductor pulling his arm up and down to make the whistle sound,
pull your right arm up and down 2 times.
c. The left hand starts over the midline on the right side of the body, pointing straight out
in front of you. It then moves to your left side, pointing directly away from your body.
d. Then, like a train conductor pulling his arm up and down to make the whistle sound,
pull your right arm up and down 2 times.
e. Lyrics: You are supreme Clap 2 times. The kidsll scream Clap 2 times.
f. Shake your knees back and forth.
4. Explain what free dance is and how we will be moving throughout the room.
a. Students must remain on their feet during this time.
b. Students must end in a different spot from where they started.
c. Upon the beginning of the chorus students will stop where they are, and begin with the
moves they have learned.
5. The lyrics for the song will be displayed on the board for all the students to read. We will go
over the initial verse and then read the chorus with the students together. We will then sing the
chorus with the students so they can practice singing with it.
6. Then we will sing the chorus while showing the students the dance moves at the same time.
7. We will perform the song and dance together, being led by the teacher. After going through
the entire performance at least two times, we will ask if some students want to lead the group
and show them the moves. We will do this as often as time allows. It is a wonderful way to let
students lead the group and show their interest and ability.

Homework
No homework will be assigned.

Closure
We will end by having all of the students gather in a circle on the floor. We will have a student
discussion where they will share with their partner one fun thing they did in this lesson and why
(their evidence). Then they will have the opportunity to share it with the entire class. After this is
finished they will be given the mission to find as many compound words when we are reading
our book and we will how many we can find throughout our book.

Evaluation and Reflection

This is done individually by all members of our teaching team.