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. It's the last day of our Edward Tulane novel study, and the kids seem to be "Understanding How a Story Builds" experts! We review our graphic organizer, and have a special conversation about the "Falling Action" in a story. The students say this component is needed to bring closure to the story. It would be "weird" if the story just ended with the climax - Edward getting broke to pieces, and not know what happens. We have a similar conversation about the "Resolution", which the students predict will come today as we come to the close of the novel. (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. The students wonder what else could happen to our friend Edward, and if he'll ever make it out of the doll shop. I give them a minute to browse the pictures and have a short pair-and-share with their neighbors about thoughts and predictions about how our novel will end.
Audio Recording: Today, we'll listen to chapters 26, 27, and the Coda. 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 Eight" work in our Edward Tulane packets. (See Resource File: The Miraculous Journey of Edward Tulane Packet)
Summarizing Lesson: If you have read days 1-7 you've noticed that I've been following a gradual release of responsibility for summary writing with my students. Yesterday, and today, we are at the point where I am confident that students will be successful with creating their own summary for today's reading on their own. I remind students of our "Summary Writing Tips" and rubric, as well as our Summarizing Poster. A quick review and they're on their way! (See Resource File: Summary Writing Tips and Summarizing Poster)
Summary Writing: The students begin right away on their summaries. Similar to yesterday, some students choose to write notes on Post-its first, as we practiced, and others go right to writing their summary. (See Resource File: Day 8 Student Sample)
Questions: After they finish their summaries, students answer the questions for today's reading that follow.
Daily Pair & Share: Each day in this series of lessons, the students complete a short pair-share with their neighbors after listening to the story. These are listed at the bottom of the page for each day. Today's pair and share topic is: "Choose a question above (in packet) to pair and share today". Students turn and share for about one minute. 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: One last 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. The students are excited to see Edward at the end of the map, in the "Resolution" section. We have a conversation about what made this section unique to the structure of the story. (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)
Essential Question: All of our six ELA units have an essential question. We revisit the question at the end of the week, or in this case, at the end of a novel. Essential questions are like the "heart" of our unit. They provide discussion and inquiry into big ideas, raise additional questions, and give us a place to all connect to one common idea. The essential question in my district's curriculum for this unit is "What makes a word or phrase the "right" word or phrase?" (See Resource Files: Unit 5 Essential Question Map and Picture)