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. To support the students today, we review our "Understanding How a Story Builds" graphic organizer. The students get their hands out and ready to go as we move our hand across, up the hill, down, and across while saying the parts of a novel. We then discuss where we left off in our novel yesterday. The students identify that we are climbing the hill as we follow Edward on his journey. (See Resource File: Understanding How a Story Builds Graphic Organizer)
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. Similar to previous days, I give students a moment to make predictions with their neighbors on the carpet area while I'm passing out books. Some students are referring to our character page, guessing who Edward may meet today.
Audio Recording: Today, we'll listen to chapters 11, 12, 13, and 14. 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 Four" work in our Edward Tulane packets. (See Resource File: The Miraculous Journey of Edward Tulane Packet)
Summarizing Lesson: We review the "Summary Writing Tips", including the rubric, and our Summarizing Poster. Similar to yesterday, we brainstorm notes of the most important parts of today's reading on the white board. I'm gradually releasing responsibility of summary writing to my students. They are ready today to write their own summary, based on the notes we took together. I feel this is the level of support that will scaffold their learning. Please read my reflection about how I gradually released responsibility to the students throughout my lessons this week. Thank you! (See Resource File: Summary Writing Tips and Summarizing Poster)
Summary Writing: The students write summaries based on the notes we took. I move around the room, making some reminders about complete sentences, capitalization, and punctuation.
Questions: After students finish today's summary, they complete questions for "Day Four" in their packet below their summaries.
Daily Pair & Share: After I notice that most of my super summary writers are finished, I ask students to pair and share with someone new today. They can get up and change seats, but they need to find a new partner, or partners to share with while I count down from 10. After students are settled I ask them to pair and share about "Do you think it bothers Edward to be called different names? Why or why not?". (See Resource File: The Miraculous Journey of Edward Tulane Packet - Day Four Page)
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)