®
Guided
Reading
Narrative
500L
Herbert Fieldmouse:
Secret Agent
Written and illustrated by Kevin O’Malley
Key IDEA Agent Herbert Fieldmouse must deliver a top secret message from the
Queen to Baron VonGouda. To do so, he must get past the evil Dr. Whiskers, who is
determined to intercept the message. Will he succeed in his mission?
LITERACY STANDARDS Addressed in This Plan
RL.4.1* MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer questions to demonstrate
understanding of the text using character
quotes and/or a series of actions and events
as a basis for the answers.
*standard adapted from another grade level
RL.4.4 Craft & Structure Sessions 2, 3 Determine the meaning of words and phrases as
they are used in a text, including those that allude
to significant characters found in mythology
(e.g., Herculean).
RL.4.5* MAIN FOCUS Craft & Structure Sessions 2, 3 Identify how the author describes characters,
sets up major events across the story and uses
events to establish the overall plot.
*standard adapted from another grade level
RL.4.7 MAIN FOCUS Integration of Knowledge & Ideas Session 3 ISBN 978-1-62889-207-9
Make connections between the text of a story
or drama and a visual or oral presentation of
the text, identifying where each version reflects
specific descriptions and directions in the text.
RL.4.10 Range of Reading & Level of Text Complexity By the end of year, read and comprehend
literature, including stories, dramas, and poetry,
in the grades 4–5 text complexity band
proficiently, with scaffolding as needed at the
high end of the range.
L.4.4a
Vocabulary Acquisition & Use Session 1, Additional Instruction Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of a
word or phrase.
L.4.5b Vocabulary Acquisition & Use Additional Instruction Recognize and explain the meaning of common
idioms, adages, and proverbs.
RF.4.3
Phonics & Word Recognition Additional Instruction Know and apply grade-level phonics and word
analysis skills in decoding words.
RF.4.4a Fluency Session 2 Read grade-level text with purpose and
understanding.
W.4.3
Text Types & Purposes Writing Task Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
W.4.10 Range of Writing Write routinely over extended time frames and
shorter time frames for a range of disciplinespecific tasks, purposes, and audiences.
SL.4.1c Comprehension & Collaboration Sessions 1, 2, 3 Pose and respond to specific questions to clarify or
follow up on information, and make comments that
contribute to the discussion and link to the remarks
of others.
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Session 1 Text Selection: pp. 1–12
LEARNING FOCUS
RL.4.1*
Students ask and answer
questions using text
evidence, character quotes,
and a series of actions or
events as the basis for their
answers.
Key Idea: Text Selection The Queen gives Herbert a message to deliver.
On the train, Dr. Whiskers surprises Herbert and steals the box. Herbert
goes to Little Persiatown and demands that Big Tabby help him track down
the box.
PREVIEWING THE TEXT 5 minutes
Read the title and author credit with students. Have students examine the
back cover.
urn to the back cover. The back cover of this fiction book gives you a head
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start on what’s going to happen at the beginning. First of all, what form is the
text on this cover in? Is it a story? Is it a letter?
VOCABULARY
It’s a message to Agent Fieldmouse.
L.4.4a Encourage students
A message! What does the message tell Agent Fieldmouse?
to use context clues in the
text and art to determine
the meaning of less common
words, such as locomotive.
It tells him that the Queen will have a top secret message for him at 9 A.M.,
that his mission is very dangerous, that it must not fall into the hands of
Dr. Whiskers, and that he should eat this message after he’s read it.
Look at the picture on the cover. Who is that?
Agent Fieldmouse
J ust from the cover text and picture, you know the setup of the action and
the main character.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focus for students. Invite them to read pages 1–4 and
carefully view the illustrations. Check their application of the focus and their
understanding of asking and answering questions. Then have students read to
page 12.
After reading and viewing these pages, what questions do you have?
Who is Herbert?
What answers do you find?
Herbert is an experienced secret agent. I know this because he calls the
mission “another secret mission.” Another means he’s had missions before.
Another question, anyone?
What’s the secret message?
Answer?
The text doesn’t say exactly, but it’s a box for the Baron.
ELL SUPPORT
L.4.4 Vocabulary Support
vocabulary such as message,
secret mission, and chase
in context using the ELL
vocabulary strategies in
Getting Started.
How do you know it’s a box?
The pictures show Herbert carrying a box.
s we read, we’re going to use our question-and-answer method to learn
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about characters and plot. Ask questions about the illustrations as well as the
text. When you’re answering, quote from what the characters say. If there
isn’t a quote, refer to an action or illustration. Do this as you read to page 12.
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If students show they can apply the focus, set the reading assignment for the
session. If not, ask them to reread pages 1–4, think up questions to ask about
that section, and try to answer on their own or with the help of classmates.
ur goal as readers is to enjoy the adventure of Herbert Fieldmouse, and to
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understand what a narrative is. To do that, we’re going to use our reading focus.
DISCUSSING THE TEXT 10 minutes
Invite students to share questions and answers they brought up after reading
pages 1–12. Encourage them to link their responses to their classmates’ comments.
s we talk together today, first we’ll work in pairs. Now I’d like someone to tell
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us all a question they’d like to discuss with a partner.
Who is Pasha, and what is going to happen when Herbert meets her at the pier?
What answer can you give us?
I don’t know exactly, but Pasha is a female Siamese cat who has a boat and
who’s going to help Herbert somehow.
hen you ask a question about an action or character, you can’t always find
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the answer right away. You may have to wait to see what happens.
Corrective Feedback
Have students closely reread
the title and first sentences
to find the author’s key idea.
Encourage them to silently
reread, stopping at key points
to think and talk together about
their understandings.
SL.4.1c DISCUSSION
Collaborative
DISCUSSION TIP
You can keep discussions
interesting if you vary the
people students collaborate
with in various size groups, or
vary the number of people in
a group.
Focus on the phrase “catnip operation” on page 11.
et’s do a close read of page 11. When I came to this phrase, catnip
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operation” I had to stop and think. What’s catnip? Who here can tell us?
Catnip is an herb that cats like to sniff.
L.4.4a VOCABULARY
Context Clues
And operation—is Herbert talking about the kind of operation you have at
the hospital?
No. He means a business or activity.
What nearby words told you that?
“close down” and “illegal”
So what does “catnip operation” mean?
I think it means an illegal business.
COMPREHENSION SHARE
When you are explaining an
action in the plot, try to use
the exact words the author
used, or describe details from
the illustrations.
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read narratives.
ou did a great job using the focus of asking and answering questions. As
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you read, keep doing that, and refer to quotes and actions from the story.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this session’s learning focus. Observe each student’s articulation and
use of text evidence to evaluate individuals’ effective use of the learning focus.
TEACHER’S
CHOICE COMPREHENSION: Ask and Answer Questions
E-RESOURCE
Formative Assessment Have students use the blackline master
on page 10 to answer questions using details from the book. Review students’
answers as you evaluate their mastery of the learning focus.
RL.4.1* COMPREHENSION
Ask and Answer Questions
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students use the
blackline master on page 11 as they read. Students will collect details from the
text to answer the question: What details from the text or illustrations show you
who Herbert is or what his job is like? Review students’ collected evidence as you
evaluate their mastery of the learning focus.
W.4.8*, RL.4.7 WRITING
Gather Information
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Session 2 Text Selection: pp. 1–12
LEARNING FOCUSES
RL.4.1*, RL.4.5*, RL.4.7
Students return to the
text to read closely and
continue asking and
answering questions to help
them understand how the
author sets up characters,
events, and the overall plot.
They simultaneously use
text evidence and make
connections between the
illustrations and text.
RETURNING TO THE TEXT 5 minutes
Ask students to reflect on the text read previously. Guide them to recall how
they applied the learning focus to their reading.
Let’s review. What reading focus did we mainly use last time?
We asked questions and answered them.
I’ve got a question for you to answer: what has Herbert done so far?
He went to the Queen, got a message in a box to carry to Baron VonGouda,
took it on the train where it was stolen by Dr. Whiskers, went to Little
Persiatown, and then went to the pier to meet Pasha to try to find the box.
READING THE TEXT CLOSELY 10 minutes
Explain the learning focuses. Invite students to read pages 11–12. Check to
see how well they understood the focuses. If you are satisfied that students
can apply them, set the reading assignment for the session. If not, provide
corrective feedback as suggested on page 3 of this lesson plan.
oday, we’re going to focus on seeing how the author sets up the plot and
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describes the characters. Reread pages 11 through 12 silently. There’s a new
character on these pages—Big Tabby. My question is: who is Big Tabby? I’d
like to hear an answer based on the text.
COMPREHENSION SHARE
Make a numbered list of each
scene in the book, with a
very brief description of what
happens in each scene. That
way you can see the overall
plot at a glance.
He’s the boss of Persiatown.
Is he a good guy or a bad guy, and how do you know?
He’s a bad guy. He’s a “fat cat,” which means he’s bossy, and he does
something “illegal.” Herbert says he’s like an “evil travel agent.”
ow, let’s look at how these pages set up the plot. Why is this visit to Big
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Tabby in the plot?
Herbert thinks Big Tabby knows where Dr. Whiskers is.
he visit to Big Tabby is the next step in the plot. Herbert is getting deeper
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into the action and the mystery. How do the illustrations work with the plot?
They show a picture of each scene or event in the plot.
Formative Assessment: Fluency Listen to each student read a portion of
the text. Observe students’ fluency. If students need additional practice with
fluency, provide the necessary support at the end of the session. Ask students
to note words or phrases they find challenging for discussion after reading.
SL.4.1c DISCUSSION
Collaborative
DISCUSSING THE TEXT 10 minutes
Facilitate a discussion in which students share observations about what they
found in the text and pictures on pages 1–12. Encourage students to ask
and answer questions to check understanding. Encourage them to link their
responses to their classmates’ comments.
I like the way we’ve been building on each other’s ideas as we discuss
Herbert Fieldmouse. Remember that today’s reading focuses are on how the
author describes characters and sets up plot events, and making connections
between the text and illustrations. Turn to pages 5 through 6. To start our
discussion of how the author describes Herbert, I’d like someone to ask a
question based on what Herbert tells us on page 5.
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How does Herbert feel in the train station?
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Can you find a quote in the text that helps us answer your question?
“. . . for some reason I had that feeling you get when you don’t study for a
test . . . but you tell your mom that you did.”
I know that all of you always study for your tests and always tell the truth, so
you might have to try hard to put yourself in Herbert’s place—but how would
you feel in the situation he describes?
nervous, afraid I’d get caught, afraid I’d fail
ow, look at the picture. Does it make you feel a little like the way Herbert
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says he feels? How?
DISCUSSION TIP
During one-on-one, small
group, and whole class
discussions, ask students
questions that point them in
a clear direction in relation to
the reading focuses, such as,
“How does the author set up
the next step in the plot on
page 13?”
It looks big and empty and gloomy and lonely. Herbert feels bad, and the
picture gives me a bad feeling.
he text and picture work together to describe his character. As you discuss
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this first half of the book, I’d like you to pause after each new action. A scene
in this book might be a page, or two or three pages. In your groups, ask and
answer questions about the text and the pictures in that scene. Discuss how
that scene is a new step in the plot and how the illustrations add to your
understanding of the scene.
Focus on the word quivering at the bottom of page 12.
he last two words in this section are set apart in big red script: “Quivering
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Whisker.” The word quivering is pretty difficult. Let’s try to figure it out any
way we can. In this story, what is the Quivering Whisker?
L.4.4a VOCABULARY
Context Clues
a boat
I don’t think that gives me any clues to the meaning of quivering. Next, let’s
look for context clues. Are there any words nearby that might help us guess
the meaning of quivering?
whisker
How might that help?
COMPREHENSION SHARE
See how the author uses time
sequence to structure the plot.
Keep track of what comes first,
next, and last.
Quivering is an adjective that describes a whisker.
Okay, quivering is something a whisker might do or look like. That’s a start,
but a whisker can do or look like many things. It might fall out. It might
hit something. It might be gray. We’ve gotten a little closer, but not close
enough to define quivering. We’ve got to take another step. What step can
you always take to find the meaning of a word?
look in the dictionary
ha! I look in the dictionary and I see that quiver means “to shake or tremble
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slightly.” Quivering adds the -ing ending. So what does quivering mean?
shaking or trembling slightly
ote this word tells us something about a character. Why would a cat’s
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whiskers quiver?
ELL SUPPORT
RL.4.1 Discussing the Text
Ask questions at students’
language proficiency levels
and provide the following
sentence frames for student
responses: B: Why did ___?
How did ___? Where is ___?
(as appropriate)
___ [character name] said ___.
The author wrote that ___.
It might be nervous or curious, or it might sense something.
If Pasha’s boat is called the Quivering Whisker, what does that hint about
Pasha, even before you’ve met her?
maybe she’s nervous and curious and senses things well
Encourage students to spot words in the text that give them trouble and
to share them with the class so students can help each other figure out the
meanings. You may want to have students incorporate the words into the
questions and answers they pose.
Invite students to discuss how they used the reading focuses to help them
understand the story and characters. Reinforce the importance of collaborating
during discussions.
GR_G4_B3_HerbertFieldmouse_LP.indd 5
TEACHER TIP
Introducing students to the
elements of story structure
gives them a scaffolding
onto which they can hang
the particular plot of a given
narrative.
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e’re discussing in various kinds of groups today. Different people like
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different-sized groups. Think about which kind you like best, and try to find at
least one reason why each kind of group is good.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this session’s learning focus. Observe each student’s articulation
and use of text evidence to evaluate individuals’ effective use of the learning
focus.
RF.4.4a FLUENCY
Reading with Purpose
W.4.8*, RL.4.7 WRITING
Gather Information
TEACHER’S
CHOICE FLUENCY FOLLOW-UP
Fluency Practice Remind students that readers’ purposes may differ depending
on the type of text. Briefly discuss what the purpose for reading Herbert
Fieldmouse: Secret Agent aloud would be, such as to share enjoyment and
suspense. Invite students to read aloud passages from the book with tone and
pacing that successfully achieve their purpose. Positively reinforce students for
communicating in a tone that is clear, strong, and natural, but not exaggerated
or forced.
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students continue
to use the blackline master on page 11 for collecting evidence as they read.
Students will continue to collect details from the text to answer the question:
What details from the text or illustrations show you who Herbert is or what his
job is like? Review students’ collected evidence as you evaluate their mastery
of the learning focuses.
TEACHER’S
CHOICE CLOSE READING OPTIONS
E-RESOURCE
Summative Assessment Print the online blackline master for
independent close reading. Ask students to read a portion of the Session 3
text selection independently, as indicated on the blackline master. Then have
them respond to the prompts (summarize author’s message, identify critical
vocabulary, respond to constructed response questions) before returning for
Session 3’s small-group discussion. Alternatively, you can use the completed
blackline master for summative assessment.
6 HERBERT FIELDMOUSE: SECRET AGENT
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Session 3 Text Selection: pp. 13–32
Key Idea: Text Selection The plot thickens as Pasha takes Herbert to the
evil island of Dr. Whiskers. Herbert penetrates the fortress, gets through Dr.
Whiskers’ obstacles, and is saved by Pasha in her boat. At the end, the secret
message is revealed.
RETURNING TO THE TEXT 5 minutes
Explain that students will briefly review the first section of the book before
proceeding to the second section.
Where did we leave off last time?
Herbert was just about to meet Pasha at the pier.
What strategies did you use to follow the action?
asking and answering questions, and seeing how the author sets up the
characters and plot
ow, we’re going to continue reading the second section and see how the
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story ends!
READING THE TEXT CLOSELY 10 minutes
State the learning focuses and invite students to read pages 13–15. Check
to see how they are doing with application of the focuses as you have done
previously. Then have students read pages 16–32, paying specific attention to
plot, character, and how the illustrations enhance both those elements.
ead pages 13 to 15 silently. Let’s look at page 13. It only has one line of
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text: “The place wasn’t hard to find.” Which tells you more about the place—
the text or the picture?
LEARNING FOCUSES
RL.4.1*, RL.4.5*, RL.4.7
Students return to the
text to read closely and
continue asking and
answering questions to help
them understand how the
author sets up characters,
events, and the overall
plot. Students rely on the
connection between the
text and illustrations to help
them follow the action,
setting, and characters,
comparing and contrasting
the written and visual
versions while using text
evidence.
Vocabulary
RL.4.4 Remind students
that it is common for readers
to find unfamiliar words in
books, and that they can
figure out the meanings in a
variety of ways, such as using
context clues, using clues
from illustrations, and using a
dictionary.
the picture
What details and information does the picture give that the text doesn’t?
Pasha’s place is a boat rental shop. She sells trips over the water. The place
looks cozy. The picture gives you a glimpse of Pasha’s face.
ithout this illustration, you wouldn’t have much of an idea of where the
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scene was taking place. The author could have written a page of words
describing it. How is seeing it in an illustration different?
The illustration is more fun and quicker to understand. The illustration gives
you a good feeling about Pasha’s place.
s you read, look carefully at every picture. Make connections like we did
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together to expand your understanding of this story.
DISCUSSING THE TEXT 10 minutes
Facilitate a discussion that links the three learning focuses: asking and answering
questions, identifying character descriptions and events, and making connections
between illustrations and text. Remind students to build on each others’ ideas.
SL.4.1c DISCUSSION
Collaborative
oday, we’re asking and answering questions, identifying character
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descriptions and events, and making connections between illustrations and
text. Did you notice that the story in this section has more scenes and action
than in the first section? Let’s look closely at the pictures. How do they show
that the action is heating up?
The subjects change often from page to page. Some pictures are shown at
an angle. Characters are shown running, with action lines.
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ow the characters are animals. The pictures show lots of expressions on
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their faces. How would they seem different if you just read words about them?
They might sound too much like ordinary people, so you’d forget they
were animals.
TEACHER TIP
Explain to students that
in an illustrated book, the
illustrations serve a similar
purpose to that of vivid
descriptions in texts. They
help the reader form a
clear, memorable picture
of the scenes, events, and
characters.
In your groups, bring up lots of questions about how the illustrations show
the plot and describe the characters. Give everyone in the group a chance to
ask and answer, and try to build on each others’ ideas.
Offer students ways to continue discussing the text. They can begin by asking
a question about an illustration, and use the answers to approach the evidence
in the text, such as character quotes. Another way is to read a page of text
aloud and then point out details in the illustrations that support the character/
plot information that the text provides.
TEACHER’S
W.4.8*, RL.4.7
WRITING
Respond to Question
TEACHER’S
CHOICE
CHOICE CONSTRUCTED RESPONSE: Write To SourCE
E-RESOURCE
Formative/Summative Assessment Have students continue to use
the blackline master on page 11 as they finish reading. Then ask them to write a
response on a separate sheet of paper that answers the questions: What details
from the text or illustrations show you who Herbert is or what his job is like?
Have students use the text evidence they collected to support their writing.
Writing Task: Narrative
W.4.3
WRITING
Narrative
E-RESOURCE
Summative Assessment Review with students that a narrative
is a story. Tell them that their writing task is to write a sequel to Herbert
Fieldmouse: Secret Agent, in which Herbert has another adventure. Students
will work independently to write their narratives, but they may find partners to
draw illustrations with if desired. Guide students to use the blackline master on
page 12 as they write their narratives. Consider having students publish their
sequels as a series, bound together.
e’ve just finished reading Herbert Fieldmouse: Secret Agent. What do you
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think a good kind of adventure would be to write about with Herbert in it?
Herbert solves a murder. Herbert stops a robbery.
ou are going to use the details and evidence you collected to write a
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narrative, or story, continuing Herbert’s adventures as a secret agent. You’ll
be writing what’s called a sequel, or a book in a series of connected stories
with the same character. In your sequel, you must include Herbert, but you
don’t have to include all or any of the other characters. The setting may be
similar or different. Remember to use descriptive details, dialogue, strong
characters, and clear event sequences.
8 HERBERT FIELDMOUSE: SECRET AGENT
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TEACHER’S
CHOICE
Additional Instruction
WORD STUDY
Idioms Focus on the words “gave me the creeps” on page 16.
L.4.4b VOCABULARY
Idioms
Does anyone know what “gave me the creeps” means?
“made me feel scared, queasy”
But what does creep mean?
“crawl”
What does crawling have to do with being scared?
Maybe it means that if you’re scared, you want to crawl away.
aybe. But I think it comes from the idea of flesh crawling—goose bumps!
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Something scary gives you goose bumps. This example lets us talk about
what idioms are. Who would like to try to explain what they are?
An idiom is an expression people use that doesn’t mean exactly what the
words mean.
VOCABULARY
Context Clues Focus on the words kitty litter on page 26.
TEACHER TIP
Encourage students to
share their impressions of
Herbert, Pasha, and the other
characters. Ask questions
that prompt students to think
of the characters in human
terms, such as, “What kind
of guy is Herbert? How can
you tell? How would you feel
if you were Herbert at this
moment in the story?”
L.4.4a VOCABULARY
Context Clues
erbert says, “I emptied a bag of kitty litter on the floor.” And a picture
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shows him doing that. What clue words tell you what kitty litter is?
emptied, bag, the stuff
What details in the picture help make those words clearer?
Herbert is pouring something that looks like sand or dirt out of the bag.
Can you use these clues to figure out what kitty litter is?
I think it’s sand or dirt people buy for cats.
WORD RECOGNITION
Word Analysis Focus on the word weapon on page 28.
RF.4.3 WORD RECOGNITION
Decoding Words
his is a word most people have heard, but you might not have seen it
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written before. If you were seeing it for the first time, what part of it might
confuse you?
how to pronounce the ea
What are the main ways that vowel team can be pronounced?
/e/ and /ay/
ow would you figure out which pronunciation was correct if you saw this
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word for the first time?
Try both pronunciations and see which one was a word you recognized.
Mondo Bookshop Grade 4 9
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Name
Date
Comprehension: Ask and
Answer Questions
Read each question below. Find a detail from the book that answers the
question. Write the page number of the detail. Then answer the question.
Question: Who asks Herbert to take the top secret message to Baron
VonGouda?
I found the answer on page
.
Answer:
Question: Why does Herbert smell sour milk?
I found the answer on page
.
Answer:
Question: How does Dr. Whiskers escape from the train?
I found the answer on page
.
Question: What is the name of the boat Herbert looks for?
I found the answer on page
.
Answer:
© Mondo Publishing
Answer:
Score:
10 HERBERT FIELDMOUSE: SECRET AGENT
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Name
Date
Collecting Text Evidence
What details from the text or illustrations show
you who Herbert is or what his job is like?
Use quotes in your evidence when possible. Include page references. Use
as many copies of this chart as necessary to collect the evidence you need
from the entire book.
Details:
Text Evidence:
Details:
Text Evidence:
Details:
Text Evidence:
Details:
© Mondo Publishing
Text Evidence:
Details:
Text Evidence:
Score:
Mondo Bookshop Grade 4 11
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Name
Date
Writing Task: Narrative
Write a narrative sequel to Herbert Fieldmouse in which Herbert has his
next adventure. Use evidence from the book to help you imagine a new
plot and to remember Herbert’s character. Have Herbert tell the reader what
he does and how he feels. You may illustrate your narrative if you wish.
REMEMBER: A well-written fictional narrative includes:
• a clearly identified setting
• characters who have traits and feelings
• dialogue using quotation marks correctly
• vivid words for actions and descriptions
© Mondo Publishing
Score:
12 HERBERT FIELDMOUSE: SECRET AGENT
GR_G4_B3_HerbertFieldmouse_LP.indd 12
12/18/14 3:30 PM