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. We review our graphic organizer and discuss where we left Edward on the map at the end of our shared reading yesterday. The students say that they think we'll still be climbing the mountain with "Rising Action" today, as we still have a lot of novel left to read. They are understanding that this is most of a novel, and that the falling action and resolution may be only a small amount at the end of the novel. One student adds that we know that something "big" is going to happen to Edward, as we are going to be nearing the most intense moment of the story soon. (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. As I said earlier, the students have a feeling something big is going to be happening to Edward, so they are excited to listen 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 previous days. This is a good activity to complete while books are being passed out.
Audio Recording: Today, we'll listen to chapters 15, 16, and 17. 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 Five" work in our Edward Tulane packets. (See Resource File: The Miraculous Journey of Edward Tulane Packet - in Next Section)
Summarizing Lesson: Throughout the week, I've been following a gradual release model, passing some of the responsibility of summary writing to my students. Today, after I review the "Summary Writing Tips", including the rubric, and our Summarizing Poster, I'm asking students to compose their own notes onto Post-its for their summaries. I feel they are ready to brainstorm ideas of the most important events of today's reading, and write their own summary. However, I don't want to leave this big task up to them all alone yet! To support my students, I've asked them to write their notes on Post-it notes, raise their hand, and then I'll check them before they write their summary. I still feel this is the little bit of support that most of my students still need. By checking their notes, I'll know if they're on the right track, or if they need assistance identifying important parts of a text. (See Resource File: Summary Writing Tips and Summarizing Poster)(See Resource File: Summary Writing Tips)
Summary Writing: The students get busy writing their notes onto Post-its for me to check. I assist a student who is having a hard time getting started. We open the novel to the beginning of chapter 15 and do some skimming and scanning. I help them get started with important events of the chapter on their Post-it note. I quickly move around the room to check student Post-its as they finish their notes, so they can begin their summary writing. (See Resource Files: Day 5 Student Samples)
Questions: After they finish their summaries, students begin answering questions for "Day 5" beneath their summaries in their packet. I've been checking these each night, and the students enjoy getting the feedback for the next day.
Daily Pair & Share: When I see that most of my students are finished, I ask them to pair and share in their table groups, today's question, "At this point in the story, how do you think Edward would describe love? Use examples from the text to support your answer."
(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)