This unit can be used as a whole class book study, literature circle or small group study or an independent study packet. There are comprehension questions for each chapter requiring written answers, or the questions can be used as discussion questions. The questions include a variety of comprehension skills such as making inferences, drawing conclusions, making text-to-self connections, sequencing, factual recall, comparing and contrasting, citing evidence in the text and vocabulary. We tried to keep the questions for each chapter to one page, but there were lots of great questions to ask. So we have included additional questions for each chapter as well. You can add these questions if you’d like to go into more depth or modify the unit for a higher grade level. Also included are activities such as vocabulary study, character cluster, adverb search, a compound word search, and an event sequencing flow chart, which can be used at any time during the book study. There is also an end of the book comprehension assessment. Two open-ended writing activities are also included which allow students to design and write a postcard for Ralph to send home as well as write a sequel to the book. We also made an included two lined pages with a small pictures of Ralph and Ralph with the open road. These can be used for writing letters, poetry, book reviews or as note-taking pages.
We have also included directions to write a letter to Beverly Cleary. Also included is an independent book study tic-tac-toe template to extend the learning experience to more of the Beverly Cleary Ralph books or to other books with similar settings and plots. The tic-tac-toe has 12 book study and culminating activities for students to choose from. This is a nice and easy way to differentiate the unit for those who are able to finish the main novel study quickly and need additional challenge.
Also included are directions for students to design a Runaway Ralph board game. This can be done independently for early finishers or table groups can work together to design a game when they have finished the book. I usually have each table group design and make a game together. Students don’t get to work on the game until all of their comprehension question and other book activities are complete. That is usually pretty motivating.
Beverly Cleary, Mouse and the Motorcycle, Ralph S. Mouse