Ben and Me
Ever wonder where inventors get their ideas? As it turns out, the great inventor Benjamin Franklin got his best ideas from a mouse named Amos! Funny, interesting and wise, this classic tale has been a favorite for generations. Once you've met Amos and read his account, you'll never think of Ben Franklin-or American history-quite the same way.
Explore this historical time period even further in this new edition of award-winning author Robert Lawson's classic tale, with additional bonus material, including a map of Ben Franklin's travels!
Lexile Level: 1010
Genre: Classic, Historical Fiction, Comedy and Humor
Theme: Colonial and Revolutionary America, Historic Figures, Inventors and Inventions
Step one (sharing the published model): Prior to reading Ben and Me as a read aloud, brainstorm, as a whole group, a time when students felt “credit must be given when credit is due“. Example: your sister received an increase in her allowance, when you were the one that cleaned up the toy room, not her. Share ideas and write them on the board.
Explain that we will be reading about several historical events that have taken place in the Ben Franklin era. The historical facts are true; however, they are written from an imaginary character who believes he deserves the credit, not Benjamin Franklin. Ben and Me is a historically-based fiction book written by Robert Lawson. Lawson creates an imaginary mouse, Amos, who is said to believe he deserves the credit for all the famous accomplishments Ben Franklin has done. After reading the book as a classroom read aloud, return to chapter 1, pages 3 and 4. Focus on the voice Lawson has put into his book, with the two paragraphs that begin with...
“Had they asked me, I could have told them. It was ME..."
Explain how Lawson creatively teaches historical facts through an imaginary character who brings history to life. Discuss with your students how Lawson persuades his audience to believe that the mouse is the one that deserves the credit. Amos has feelings that are valid, and he shares with the reader his point of view on where credit is deserved.
Step two (introducing student models of writing): In small groups, have your students read and respond to any or all of the student models that come with this lesson. The groups will certainly talk about the voice , since that's the focus of this lesson, but you might also have your students talk about the organization in the writing too.