LIBRARY MOUSE LESSON

Spending the day with author/illustrator, Brian Lies, last October, got my creative juices flowing. I have not stopped thinking about how much fun it would be to design a 4-8 week lesson, adapted specifically for every grade level and student ability, that ends with students writing and illustrating their own stories. As the weeks moved on, it stayed in the back of my mind, but I never found the time to actually sit down and develop anything. It would take the perfect story to motivate everyone.

A few weeks ago, two things happened that brought the thought back to the forefront of my brain. First, three teachers, Mrs. Headlee (K), Mrs. King (1st), and Mrs. Van Matre (2nd), discussed with me how their students needed to incorporate more writing and grammar into their lessons. Their students needed a push in those areas. Second, I read The Library Mouse, written and illustrated by Daniel Kirk. I immediately knew this story was going to be by my side for a while. After brief research, I ordered the entire Library Mouse series and got to work.

Sam is a shy little mouse that lives in the media center. He sleeps during the day, but at night he owns the library. Reading, researching, and writing are his passion so he begins to write and illustrate his own books then sneak them onto the shelves at night. His stories are a big hit, but his identity remains a mystery to the students and library staff.

Lesson One

It was so easy to create a lesson around the Library Mouse books. The possibilities are endless because there are so many ways each story supports the curriculum.
I focus primarily on character traits in the first lesson, but I also emphasize writing and illustrating. We discuss the parts of a book, paying close attention to spines and the information located there. The character map and fill-in-the-spine worksheets are the perfect way to wrap everything up at the end.

Students fill in the bubbles with 1-2 words and write a sentence using some of the words at the bottom. Younger students may draw in some bubbles and create an illustration on the back. They keep this and all worksheets to reference when they write their own story.

As always, I stress to the children how critical spelling, grammar, and punctuation are when writing a good book; and I use my Simplicity Touch to list the words for lower grade students. For the higher grades, I list all the words that students are unsure how to spell, and I let them know that it is always wise to ask when unsure. These pictures were taken during the first lesson, in Mrs. Meredith's first grade class.

Lesson Two

At the beginning of every new lesson, I ask the students to raise their hands if they would like to tell me what story we read last week and/or anything about the lesson. This has turned out to be a terrific form of assessment because I am always amazed at how much these children remember. They are not only recounting key details, but also tying them in with the illustrations.

Library Mouse: A Friend's Tale is the story used for Lesson 2. Even with the youngest students, I point out that the word "tale" in the title is a homophone. I explain what that means and write "tale" and "tail" on the Simplicity Touch interactive smart board. Because the illustrations are very important to the story, I make sure to hold the book up so all the students can see every page.

One of the best words to describe Sam is shy, but in book 2 he develops a friendship with Tom after he learns that Sam is a mouse living in the library. The librarian, Mrs. Forrester (whose name we change to Ms. Jiles), assigns the students in her Writers & Illustrators Club to write and illustrate a book in teams of two. Tom doesn't have a partner, so Sam winds up illustrating his story, because after reading it, he recognizes Tom as a regular at the library. Tom discovers Sam's identity, but proves himself a true friend when he does not reveal the truth.

The fact that Sam remembers Tom as a regular contradicts how Sam is described in the first story. Sam is said to only come out at night when the library is closed. When a 2nd grade student, Jesse, pointed out that Sam is in the illustrations when the library is open, I studied every illustration in both books to see for myself. Jesse was right. As you can see, Mr. Kirk has carefully hidden Sam in every one.

Before reading the story, I tell everyone to pay very close to the illustrations and I point out important expressions and other ones that are especially helpful to tell the story. When I show them what they didn't see, they get really excited and want to see more. This begins my introduction to illustrations.

Usually by this point, and sometimes at the beginning of lesson 2, I will hold up the first book to point out how the cover illustration tells a lot about the story. I point out that Sam is standing on a pencil and we know he is a writer. The pencil is on top of a book about a cat and we discuss how that is comically ironic that Sam is holding a sword. The kids love it which makes this the perfect time to offer them a sneak preview of what we will be doing next week.

I ask them again to tell me what Sam is like. The answers always include words like "shy" and "loner". I then hold up Library Mouse: A World to Explore. It is great to see how excited they are to see two mice on the cover illustration. They almost always want me to read it to them right then, which indicates to me that the lesson(s) are working well.

At the end of lesson 2, students have two worksheets to work on in here, and they take with them when they go. The first is a very simple question/answer page. I explain that this is not to see if they know the answers, because they do, but it is a way to practice their writing. I reiterate how important punctuation, grammar, and spelling are, and I remind them to write small and neat. The first question asks where Sam lives. I read this aloud and demonstrate the difference in spelling for the homophone "hole" on the Simplicity Touch board.

For the second activity, I have students read the first sentence of a story. Their job is either to make an illustration to accompany the sentence or to write more to complete the story. I think there has only been one student to write more of the story, but the illustrations have been quite fun to see. The best thing, by far, though, is watching the students as they think and work. Some are so excited about the prospect of making their own book, they can hardly concentrate on anything else.

Lesson Three

Library Mouse: A World to Explore is the third story in the series, and is used for the corresponding lesson. I begin by holding it up, as I did at the end of Lesson 2 to remind them that we might be introduced to a new character this week. Is she real or is she someone Sam is creating using his imagination? Does shy little Sam make a real friend? Let's find out.

Sarah is the mystery mouse in the cover illustration. She literally flies into the area of the library where Sam lives and they immediately become fast friends despite their obvious differences. Sarah is an adventurer, afraid of almost nothing. When her interest is peaked, she doesn't hesitate to explore. Sam is quiet, shy, and reserved. His exploring is limited to reading and research, but the combination works (which makes it difficult not to include a lesson on comparing and contrasting), but the opportunity to teach about research is impossible to ignore. Sam teaches Sarah what research is and how to do it, while Sarah shows Sam the importance of combining that with a more hands-on approach.

I love the detail in this illustration from Mrs. Tallis's 2nd grade student. The binoculars represent Sarah well as the computer and book do for Sam. She even included a spine with the title. Well done!

After the story I let students tell me the similarities and differences between Sam and Sarah. As they work on one of the worksheets, I often use the Simplicity Touch smartboard to list what they have come up with. I ask them to use the back of the worksheet to either draw an illustration (younger grades) or to write a few sentences using the ideas on the front. I also encourage them to use those ideas as they contemplate characters they would use in their story. If their characters are Sam and Sara, would they include a third? What kind of adventure might they have? This is the perfect time for them to check out a book that relates to the topic or characters they will write about.

Students take their work with them to put with the other worksheets and activities they have. By now they have accumulated several resources they will find helpful as they put their own stories together. The two in this picture are fourth grade students that have already began to storyboard their ideas.

Lesson Four

Sam and Sarah venture outside of the library in Library Mouse: A Museum Adventure. Although Sam has never been outside of the library, it turns into a fantastic outing where they make new friends and discover that stereotypes are not always accurate. I begin by holding up the first book and pointing out how Mr. Kirk illustrates Sam on the cover. He is standing on a pencil which connects him to writing and illustrating. He is holding a sword in a battle stance which might represent his imaginative talent, but the most curious of all is the pencil he is standing on lies atop a book about cats. I explain how precarious relationships can be between a cat and mouse, which the students usually find ironically humorous, but it also allows the opportunity for me to introduce foreshadowing.

Almost immediately up0n entering the museum, Sam and Sarah encounter numerous cat-related items including a skeleton of a saber-toothed tiger and the hieroglyphic stone in the picture. It is clear they are terrified of cats when, all of a sudden, a cat appears and the two run for their lives. It turns out the cat isn't chasing them for dinner. He is an artist and wants to draw them; and a friendship is made. This is a great opportunity to discuss stereotyping and how it relates to our society today.

After the story and discussion, I pass out a 9-page packet to each student which includes six pages Daniel Kirk put together about storyboarding and character development. This is a plethora of information that is a great resource when students are stuck. I also inserted several blank pages where students can practice storyboarding their own ideas before transferring them into their own books. I have them begin with the cover illustration and title they have in mind. I try to preview each one before the class ends and ask that they work on the other pages before next week so they will be prepared to make their very own books.

Lesson Five

I read aloud the fifth Library Mouse story, Home Sweet Home, for Lesson 5, but the main part of the lesson is making the books. By now most of the students are really excited and ready to begin. Because they are not required to write, illustrate, and make a book, I ask each class to raise their hand if they are going to participate. I have been happily surprised that all but one or two hands are raised in every class. They also have the option of working with a partner and about 20% are teaming up with a friend or classmate.

I have a supply of blank books that I put together, but I encourage the students to use the materials I have to make their own if they wish. Mine are very simple. I fold white copy paper in half lengthwise and cut it down the crease. I then fold 10 of those in half and put them together. I do the same thing with colored paper and put one sheet of that on the top or outside of the plain white sheets. Then, staple the folded crease and a book is made.

The great thing about this lesson is that it can be adapted in countless ways to fit almost any need. It has been a joy to watch the students work to develop their characters, illustrations, and plot, but the best part is seeing reluctant readers become excited and take part. Many are so eager to share, so I decided to let some of them present their ideas on the Simplicity Touch smartboard. They loved it.

The students are now finishing up their storybooks. They are so proud and excited to show and share them with others.

The finished books are now pouring in. I get at least 4 or 5 every morning before school starts. I ask each student to read their book to me whenever time permits. One student ask if she could read it to a class that was scheduled to come in that day. This was a fantastic idea that has taken off. She not only read hers, but I have since had several other students share what they wrote with another class. Nothing can compare to the feeling I get whenever I see these students succeed. They are proud of their work and they have good reason to be. Some of the students that created the best books were the ones that I least expected to participate, and that may be the best part of all!

I hope this will be of use to some of you; and you can alter it to fit your needs. If you think of a new angle or find something to add, please do share.