We have been reading "The Whipping Boy" by Sid Fleischman for this unit. We have focused on reading comprehension strategies as well. For this lesson, we will be creating an in depth description of a character, setting, or event. We will start by reading chapters sixteen, seventeen, and eighteen in "The Whipping Boy." The students have been reading the novel independently. This has given them the opportunity to apply the comprehension skills we have been learning during the unit. I will remind the students to think about their comprehension as they read the chapters and apply the reading strategies to help them understand what they are reading.
Fleischman, S. (2003). The Whipping Boy. New York, NY : Greenwillow Books
After the students are finished reading the assigned chapters, I will explain to the student that we are going to create an in depth description of a character, event, or setting from "The Whipping Boy." They get to choose which one they would like to write about. To create an in depth description, they will need to look back in the novel to find details from the text to support their writing. This will be our first step. I will have the students look back in the text for details that describe their chosen character, event, or setting. I will give the students the choice of taking notes on the details with either their whiteboards and markers, or pencil and paper. I will remind the students that the more details they can find, the easier it will be to write their descriptions.
Now that the students have found details from "The Whipping Boy" to support their descriptions of a character, setting, or event, I will now have the students compose an in depth description of that character, setting, or event. I will inform the students that it may help to think about it as if they are writing the description for someone who has never read the book before and they want to know all about the particular character, setting, or event you are writing about.
If time permits, I would love to have the students present their writing with to rest of the class.