Chapter One, “The Riverbank” features the character Mole, a mole that is soon to become fascinated with his new surroundings. Never having seen the river before, Mole emerges into the sunlight to encounter his friend Rat, a river rat who spends most of his time in the river and lives right next to it.
Soon into the chapter, Rat is inviting Mole to go out on the river in his boat, something Mole has never done. Along the way they meet a variety of animal friends, all of whom are enjoying a fine spring day. Mole is overwhelmed with all that he sees along the way, from the bright sunshine to every detail of the river. He demonstrates his etiquette by taking note of social rules that prevent him from discussing the details of other animals, even when he is most curious.
Along the way, the two stop for a picnic and have colorful conversation about the world beyond the river. Mole, who has spent most of his life underground, is most fascinated by the idea of the areas beyond the riverbank.
Finally, Mole becomes jealous of Rat and his skill with the boat. He attempts to take over the rowing of the boat only to end up spilling them both into the water, along with the picnic basket they had with them. Mole is most embarrassed and offers his apologies. Rat forgives him immediately and invites Mole to stay over. Mole accepts the invitation and end his night excited about what the future may bring.
Pre-questions
Before reading this chapter with students, there are some questions you can ask to determine how much your student are already able to understand as well as areas that you may need to offer further instructions in. Along with each question you will notice there is an indication of which level of Bloom’s Taxonomy the question is meant to assess.
1. Comprehension (Understanding) Imagine how a river looks in the spring time. What are some words you would use to describe the river?
2. Knowledge (Remembering) What kind of animals would you expect to see living by a river?
3. Analysis (Analyzing) If I were to tell you that I had never been on land or water, where would you think I lived?
Post-questions
After reading the selection to your students, you would want to ask post-questions to assess how much of the material they understood and what level of Bloom’s Taxonomy their understanding resides on. Again, you’ll notice that each of the sample questions is preceded by a level of Bloom’s Taxonomy. This is to assist you in understanding what level the student comprehends at based on the question.
1. Knowledge (Remembering) Why does the boat tip over?
2. Application (Applying) Why do you need to be still in a boat?
3. Analysis (Analyzing) Think about the way Toad is rowing his boat. If Toad had gotten a new bicycle instead of a boat, how fast do you think he would be pedaling it?
4. Synthesis (Evaluating) Do you think Mole is a good swimmer? Why or why not?
5. Comprehension (Understanding) Why doesn’t Mole talk about any of the other animals?
6. Evaluation (Creating) What are some other natural occurrences that Mole may have never seen?
References
Grahame, K. (2004). The Riverbank. The Wind in the Willows, 11-29
Truschel, J.(n.d). What tutors can do to enhance critical thinking skills through use of Bloom's Taxonomy [pdf]. Retrieved from http://www.myatp.org/Synergy_1/Syn_9.pdf
Truschel, J.(n.d). What tutors can do to enhance critical thinking skills through use of Bloom's Taxonomy [pdf]. Retrieved from http://www.myatp.org/Synergy_1/Syn_9.pdf
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