Thank you for visiting my lesson! This lesson is part of a series of eight lessons my class completed while reading the novel The Miraculous Journey of Edward Tulane by Kate DiCamillo. Our class reads one extended text, or chapter book, during our shared reading time in each of our six English-Language Arts units. Our district does this to follow the PARCC (Partnership for Assessment of Readiness for College and Careers) Model Content Frameworks, which suggests an extended text for each of the four modules within a school year. Completing this during our shared reading block allows all students, regardless of reading ability, to experience grade level text, practice with the standards, and an overall literary experience as a classroom community.
This book was chosen because it meets the rigor of the Common Core State Standards for third grade at the upper level of our recommended Lexile band, at 700Lexile level. It also is a good mentor text to teach the standards I was asked to teach this particular week within my grade level curriculum RL3.5, and SL3.2, although I've snuck a few more in there, too!
My kids really enjoyed this novel, and many of my higher readers went on to enjoy other novels by Kate DiCamillo, like The Tale of Despereaux, Because of Winn Dixie, Flora & Ulysses, and The Magician's Elephant. Other readers enjoyed her Mercy Watson chapter books. Our shared reading texts often help students find their next book to read for their independent reading time, and reading at home.
I hope you and your class enjoy Edward's journey as much as we did! Bon voyage!
We begin our shared reading lesson at the back carpet area of our classroom under our classroom tree. We often sit here for read-aloud stories, mini-lessons, and other special parts of our day.
Lesson: Throughout the week, I'm delivering lessons to help students understand how a novel builds from one chapter to the next. I build upon yesterdays lesson, by reviewing the graphic organizer, and having students follow the map of how a story builds by moving their hand up a hill while saying the different parts. We then discuss where we left off in our novel yesterday. The students identify that we are at climbing the mountain, and are following the events that happen to Edward, as well as learning about him as his character is developed. (See Resource File: Understanding How a Story Builds Graphic Organizer)
The students are quick to infer that most of the story will be spent climbing the hill, predicting that Edward will meet a lot of characters, travel a lot of places, and learn about himself along the way.
Keeping our standards front and center, I remind students that we're using this graphic organizer to understand the structure of a novel and how it builds from chapter to chapter. (See Resource File: Text Structure Poster CCSS RL3.5)
Each day, we are listening to an audio recording of the story. The recording was purchased by my school librarian, and is read by Judith Ivey. We are tying the recording in with daily summary writing, to work on standard SL3.2, which asks the students to identify the main ideas and supporting details of a text that's read aloud or presented in diverse media and formats.
Prepare to Listen: I pass out copies of the novel to each student. The students are eager to hear what happens to our friend Edward today. I give them a minute to browse the pictures and have a short pair-and-share with their neighbors about thoughts and predictions, similar to yesterday. We review the summary that we wrote yesterday to remind us of the most important things we read yesterday.
Audio Recording: Today, we'll listen to chapters 7, 8, 9, and 10. I remind students of what my expectations are for following along while listening to an audio recording. I tell students that they should follow along as best as they can, and that I will be holding my copy of the book up, holding my finger where the audio recording is reading. If they get lost all they have to do is look up at me, and I'll be pointing to the location of the audio recording. I ask the students to make sure they are sitting on their bottoms, so we can start. We listen to the audio recording. I stop the recording after each chapter, and ask the students to help me summarize the most important information and events of each chapter. We'll be using this information later during our summary writing lesson.
I ask my students to journey back to their desks to complete our "Day Three" work in our Edward Tulane packets. (See Resource File: The Miraculous Journey of Edward Tulane Packet)
Summarizing Lesson: My students have some experience with summary writing, but still need support to accomplish this on their own. We're at the point where we have completed a couple of summaries together, and I'd like to start slowly giving responsibility to the students. I've created a "Summary Writing Tips" page and rubric that I read through and display for students, referring to this as we review a good summary.
Today, we brainstorm ideas for a summary of the day's reading together, however students will be drafting their summary on their own today. We list ideas on the white board together, debating if everything fits the criteria of being important to the story, referring back to our visuals for guidance. (See Resource Files: Summary Writing Tips and Summarizing Poster)
Summary Writing: The students independently draft their summaries using the notes we took together on the white board for today's chapters. I move around the room and help as needed.
Questions: The students answer the questions for today's reading. I have my students complete these on their own, for comprehension practice. If your students don't have experience with Part A and B questions, you'll want to teach them about answering these. I've varied the kinds of questions to practice character traits, vocabulary, and other types of skills.
Daily Pair & Share: When I see that students are finished up, it's time for our daily pair and share. These are listed at the bottom of the page for each day. Today's pair and share topic is: "Where do you think Edward's journey will take him next?". Students turn and share for about one minute. If I ever feel students need a change, or to mix up partners, I'll ask students to find a new desk and count down from 10. I use this time to listen in to student conversations, make sure everyone is participating, and help students convey their ideas. We try to incorporate our speaking and listening skills as often as we can. The students learn a lot from one another, and how to actively participate in a conversation about grade level topics.
(See Resource File Included in Section Above: The Miraculous Journey of Edward Tulane Packet)
Review: Each day, we review at the end of our shared reading time. I choose a student to read their summary of the day's reading and move Edward along the map on our SMART Notebook file. (See Resource File: The Miraculous Journey of Edward Tulane Map Notebook File)
*I've included a video of my students reading their summaries. This video is a compilation of different days while we were reading the story, one summary for each day of reading. Each day, I chose a different students to read their summaries as a review of what we had read in previous days. We always ended with a new summary for the day's reading. (See Resource File: Edward Tulane Summaries)
Predictions: We make predictions for tomorrow based on what we've read in the text, and using our inferring skills to guess what may happen in the novel tomorrow. (See Resource File: Predictions Poster)