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Gail Dirksen Education 333 Professor Marra 21 April 2011

The Miraculous Journey of Edward Tulane By Kate DiCamillo

Grades 3-4 I. Synopsis: The Miraculous Journey of Edward Tulane is a tale of an astounding journey of a peculiar toy, encompassing many trials that he faces after becoming lost from his owner, Abilene. Edward Tulane is a three-foot tall toy rabbit, beautifully made, with a wardrobe of exquisite clothes. Being a toy, he has no capability to talk, walk, or even blink his eyes. However, he can certainly think and his thoughts are usually filled with self-centeredness, critiquing, and annoying towards others. And despite being loved by a little girl, he doesn't love anyone but himself. After being thrown overboard from a ship, Edward begins his long and life changing odyssey that takes him through a world and a lifetime through several different color people. His avenue of hope is found in the constellations of stars and through the compassion he is shown. He experiences a variety of emotions such as humiliation, hatred, pain, and he slowly develops the ability to feel tenderness and love as he opens his heart to people little by little. This particular book takes the reader on an emotional journey to discover how unthinkable struggles can turn a heartless being into someone who understands love with no limits. Reading level: 4.4 Thematic Statement: As Disciples of Christ, we all face a journey in our lives that involves trials, a whirlwind of emotions, colorful relationships, and battles that often seem too heavy to bear. Taking risks for Christ allows you to know you are not alone in the journey. Without the Christian struggle, we would never encounter the Kingdom that we must be more aware of. We would not come to a sharp understanding that we are incredibly weak without the strength and confidence of our LORD. The development to become more like Him would not be possible for we would not correlate with his suffering and therefore we would not understand the depth of true compassion and love. Many readers will be able to relate to the emotions and experiences of Edward Tulane. This book will be a wonderful tool in helping children recognize that this life is not about our selfish ambitions, but rather we must be humbling and offering ourselves to be as Christ and viewing our struggles as avenues for experiencing joy and encountering great spiritual growth.


III. a. b.

c. d. e.

f. g.


i. IV. a.


Objectives: Student will become familiar with the elements of an adventure/fantasy novel. (NCTE, IRA: 2) Student will be able to look beyond the text and discover and identify the deeper concepts of the novel. The student will apply the meaning of the book to their own person character development. (NCTE, IR: 3) The student will look at a variety of books to compare main ideas of the novel and the context of which it is written. (NCTE, IRA: 1) The student will gain strong fluency by several different avenues of reading and reading aloud to their classmates. (NCTE, IRA: 4) The student will write and reflect on their own personal thoughts on the story and will be able to personally relate to the characters through journal writing. (NCTE, IRA: 5) The student will enhance vocabulary skills and study words in their context of the story. The student will learn different ways to apply these words. (NCTE, IRA:4) The student will practice creative strategies such as drama, role playing, and readers theater to enhance fluency and comprehension of the text. (NCTE, IRA 3) The student will participate in small group and large group discussions of topics of the story and deeper meaning concepts of how this applies to real life and our walk with God. (NCTE, IRA: 11) The student will present and communicate opinions and final work to their classmates. (NCTE, IRA: 12) Pre-reading Activities Predicting: With the students, examine the cover. Do not allow the children to open the book. Discuss with the children and ask specific questions: i. Who is the author? Have we read any books by her before and what were they about? ii. Looking at the cover and title, what do we believe this book will be about? iii. Who do we think Edward Tulane is? Is he a real rabbit? iv. Discuss what a journey means. What kind of miraculous journey might he be going on? v. Where might the setting of this book be? Have the students present their predictions and make a chart of their answers and then once the book is read, compare the answers. If you have a computer with Windows Media Player or QuickTime available, play the video clip, located at www.edwardtulane.com, of Kate DiCamillo and Bagram Ibatoulline for them. Here are some ideas of questions you might want to ask afterward as a part of a grand conversation: What does the author mean by Edward being self-satisfied, vain, and smug?





V. a.


c. d.

According to the author, even though Edward is an inanimate toy, in what ways does he grow throughout the story? Do they have toys at home they might want to write a story about? Have they ever, as Kate DiCamillo describes, had a vivid dream they would want to write a story about? Activating Background Knowledge: Have the students write in their reading journal about a small journey that they have been on (family vacation, first day of school, getting lost, etc.) They must be descriptive in their journal about the following topics: Who were key roles in their journey? What about their journey was particularly frightening? What other emotions did they have? Why are they thankful for their journey? If Edwards journey is an adventure, how might the characters, setting, and plot of the book be similar to the journey they wrote about? Mini Journal must go in the Edward Suitcase. Setting a purpose: Explain to the children that they must enter the reading of this story in anticipation of making connections to their own lives. Many of the events and emotions can be related and compared to events they have and will deal with in their walks with God. Vocabulary: Have students create a word map for the following words: China, constellation, courage, despair, elegant, emotion, harmonica, mock, and unison. Review with the students each other definitions and have them complete the map in the areas of visual representation, using it in a sentence, and personal connection. Map must be put in the Edward Suitcase. *See Appendix A As they continue on their journey with Edward, all assignments must be put in their Edward Suitcase. This is actually just a folder that snaps. However, it will help them organize their assignments. Their folder will be provided for them with their checklist laminated on the inside so they do not lose it. Reading The teacher will construct a routine chart in front of the classroom. Each student will have their name on an index card. Their index card will be placed in the clear pocket underneath the reading strategy that they are using that day. The categories will be: independent, teacher read aloud, reading groups, and reading partner. This will help the teacher have a visual aide to where the students will be. Most days, the students will be doing the same strategy unless otherwise given and option. Modifications will be made to learners with special needs. Students must use their reading checklist and an assignment checklist that was provided for them in their folder. This will allow them to stay organized and help the teacher monitor the students reading process. Students must fill in the checklist after each section is read. *See Appendix B There will be a variety of options for reading to cover all the different types of readers. The teacher will read the first two chapters while the students follow along. This will help jumpstart the students process of comprehension and interest in the




h. VI. a.




book itself. The teacher will also follow the procedure of the interactive read aloud as the students take on active roles in the reading process The first two chapters set the stage for the rest of the book and introduce key characters, particularly the main character: Edward. The students must think about what they have read so far. With their reading buddy for the week, they will be asked to reread the portion and discuss and ask questions. For the rest of the book, the students will sometimes be given the opportunity to choose how they read and reread sections of the book. Some chapters will be required to be read independently and thought about critically. For other portions, students will ready with a buddy or an older student. Buddy reading will allow the students feed off of one anothers thoughts about each chapter. They will need to discuss every two pages. They must support each other as they read. Other group readings may occur occasion with no more than three of four students participating in shared reading. An audio tape will be available for those who need to be read aloud to. Students will be required to follow along and say aloud some specific parts. Responding Edwards feelings: In almost every chapter, Edward experiences a different feeling based on his circumstances. All of these emotions are train that leads to the awareness of how he discovers love. These emotions cultivate maturity. Students will be making their own scrap book or photo log of Edwards entire journey. This will be made with construction paper and binding. They will draw Edward in the scene and report on Edwards new emotion and what caused him to feel this way. They will first sketch their ideas in their photo log before they create their photo album page for that day. Once all the pages of their photo album are created, they must make a title cover. An example is provided in their suitcase. *See Appendix D for example of how they might do it. This is their final project that they will have formal assessment on. They will be working on it throughout the unit. See rubric. For the students first reading log activity, they must create a KWL chart after the first two chapters are read. They will be asked to write in the column of what they know so far, the second column of what they want to know about Edward and the last column will be completed when the when the next chapters are read. This process will continue after every four chapters (Tompkins 441). *See Appendix C Journal: Students will be asked to answer thought questions in their journal. They are given a sheet of questions and must answer them in their journals and then discuss with their buddy or in their reading groups. These sheets will be given after every five chapters and there are five sheets. *See Appendix E Edwards Next Journeys: Writing and Drawing. How about creating new journeys for Edward Tulane? Invite the class to write and illustrate short stories that take Edward to a new place. Where will they send Edward? What will he wear? What

might he see? First, pass out pencils and paper, and ask them to think of a destination for Edward any place in the world where they can see Edward having a great time. Invite them to write a story about it. Next, pass out drawing supplies including markers, colored pencils, and crayons and ask them to draw Edward on his new journey and at his new destination. Afterward, you might ask the class to show their work and tell their story to the entire group. You could also display the drawings and stories on a bulletin board. This will be a form of informal assessment. i. If the students choose to do so, they may construct their journey as a script and have it acted out on the last day. e. Interviews: Stage interviews in which children assume the roles of the characters. Working in pairs, children can develop two or three interesting and applicable questions to pose to each others characters. You can set this up with a panel of questioners and responders facing each other. Or you can choose the method of a stage walk talk show-style interview with an audience, a desk with the interviewer behind it, and a chair beside if for the guest. Each pair can come up and act out their interviews and they must switch roles when done. Their interview questions must be based on Edwards relationship with that character. The characters they have to choose from are: Abilene, Pelligrina, Lawrence, Nelly, Lolly, Bull, Lucy, Bryce, Sarah Ruth, and Lucius Clark. VII. Exploring a. Compare and Contrast: We will look at a few other books and ideas that explore the same themes and ideas. This will help prompt our discussion in class. i. Pinocchio by Carlo Collodi (Candlewick Press, 2003, grade 2 and up) Pinocchio is another example of a story of a toy who has feelings and struggles in such a journey but is not able to express these feelings. There is no need to read through the whole book, but challenge the children to make comparisons and imagine what it would be like if God gave us feelings and we were not able to express them. Is there a difference between Edward and Pinocchio? ii. Psalm 57 God's Love: Psalm 57 is a psalm that is an expressive poem about Gods love for us. How does this Psalm make us feel? How did David feel as he was writing this? Explain how David first felt the overwhelming love of God and how it found it to be natural to love Him with his whole heart and rejoice. Like David, Edward began to love once he experienced true love in his life. Challenge the students to write about Gods love for them in their journals. You are good to me, O God You have touched my heart with Love I have found shelter in the shadow of your wings. When I am troubled, I turn to you.

My heart is firmly fixed on you, O God. I will singI will compose a song! Wake up, my spirit, awake, my instruments I myself will awaken the morning. I will sing of the love I have known I will sing of the Touch that makes all things new. iii. 1 Corinthians 13: Another description of Gods love. Challenge the students to find all of the characteristics of love and why it is so important to possess Gods love in our lives. How did love change Edwards life? If I give all I possess to the poor and give over my body to hardship that I may boast, but do not have love, I gain nothing. 4 Love is patient, love is kind. It does not envy, it does not boast, it is not proud. 5 It does not dishonor others, it is not self-seeking, it is not easily angered, it keeps no record of wrongs. 6 Love does not delight in evil but rejoices with the truth. 7 It always protects, always trusts, always hopes, always perseveres. 8 Love never fails. But where there are prophecies, they will cease; where there are tongues, they will be stilled; where there is knowledge, it will pass away. 9 For we know in part and we prophesy in part, 10 but when completeness comes, what is in part disappears. 11 When I was a child, I talked like a child, I thought like a child, I reasoned like a child. When I became a man, I put the ways of childhood behind me. 12 For now we see only a reflection as in a mirror; then we shall see face to face. Now I know in part; then I shall know fully, even as I am fully known. And now these three remain: faith, hope and love. But the greatest of these is love. iv. Scarecrow by Cynthia Rylant. Scarecrows. They perch high above gardens and fields, with borrowed coats and button eyes and pie-pan hands that glint in the sun. What else is there to know about them? Perhaps more than we realize. Newbery Medalist Cynthia Rylant s rich and poignant story, powerfully illustrated by Lauren Stringer, will resonate deeply in the hearts of readers, who just might find themselves seeing the world in a whole new way. b. Vocabulary Chart: As students have already worked on a few vocabulary words from the book, have them identify other words that they find interesting or do not recognize. Have children make suggestions and add them to a classroom vocabulary chart. This chart will be created on a smart board presentation by the teacher and will eventually turn into an interactive trivia game for the class. c. Readers Theater: Fluency. Chapter twenty two. This is a pivotal and climatic time in the book. Edward is walking up to the door of his house on Egypt St. when completing reading this book as a class, the children must use it in a readers theater activity. The script will be found in their suitcase. *See Appendix F

d. Crossword Puzzle: This is a form of assessment that will be completed once the book is completed. This activity can be done with a partner. I will allow the students to have access to a summary of the book and its key characters and main events. *See Appendix G e. Post reading: Post reading reflection mini-test This small list of questions will assess to see if the students understand the deeper concepts of the book. It also allows them a chance to reflect. This is more for their personal benefit than for the sake of receiving a grade. i. What are some life lessons that Edward learns on his journey through good and the bad? ii. How were the bad times actually a good thing in Edwards life? iii. On page 113, he tells the stars, I have been loved. Why does it matter to Edward that he has been loved? iv. Is there a difference between the love that he receives from Abilene at the beginning of the book and the love he receives from Sarah Ruth? Explain. They will then join their reading groups and write down their ideas of how these questions taught them about love. As a group they must construct a poem similar to 1 Corinthians 13. They must make specific references to the book. Their poem will be featured in their reading journal. Love is patient, love is kind. It does not envy, it does not boast, it is not proud. It is not rude, it is not self-seeking, It is not easily angered, it keeps no record of wrongs. Love does not delight in evil but rejoices with the truth. It always protects, always trusts, always hopes, always perseveres. And now faith, hope, and love abide, but the greatest of these is love. Example: Love accepts accepts everyone, even those whove even been covered in garbage.

f. Quick writing activity option one: Character role. Write in your reading journals and pretend that you are Edwards new owner. What name are you going to give him? What kind of life do you hope to give him? g. Quick writing activity option two: Edward found comfort in looking at the constellations. What is something that brings you comfort? When do you feel the most loved? h. Quick writing option three: See how the old doll helps Edward change his attitude and open his heart again. She tells him, if you have no intention of loving or being a friend, then the whole journey is pointless. (Page 189). What does she

mean? Have you ever encountered someone who changed the way you thought about the world? Write your own experience with this person. i. Word Study: Dramatizing Words. Students each choose a word from the word chart and dramatize it for classmates, who then try to guess it. This is an informal assessment to determine the students conceptual understanding of each the words that are key words in the book. VIII. Applying a. The last day of the unit will be Edward Tulane day!! Activities include: i. Edward Tulane Scavenger Hunt! For this activity, youll need several items to hide, such as the objects mentioned previously for the window display a pocket watch, frilly dolls dress, stuffed dog, toy train and other items, such as a toy rabbit, a model ship, and a small sack of buttons. Before you hide the items, be sure to mark each one with a heart or star sticker, so that students can recognize the items when they find them! ii. Become Edward Tulane for a Day: Face Painting! For this activity, youll want to invite a few helpers to give kids the royal Tulane treatment by making them up to look like rabbits. You might also want to have them pose for digital or Polaroid photos next to Edward for a memory they can take home with them. Take a group photo at the end. iii. Care to Share: Have students share one of two options: an item that is very important to them. (Edward loved his pocket watch) Or a photo of someone who is very important part of showing Christs love to them in their journey. iv. Sharing: This special day is a great way to have the children show off their work of this unit. 1. The students will be put into groups of four (not their reading groups) and share three items from their choice from the Edward suitcase. 2. One journal entry of their choice will also be shared in the group. 3. Students will share with the class their three favorite pages of their scrapbook. They will be given three minutes of time of presentation. When they are done presenting, they must hand in to the teacher in order to receive their grade on their formal assessment. 4. Dramas: For the students who chose to have their journeys in the form of a script, they may have time to present their journey to the entire class. IX. Assessment a. Informal i. Reading journals: Quick writes ii. Edward Suitcase 1. Reading checklist is filled in.

b. X. a.



2. KWL Chart 3. Crossword Puzzle 4. Question worksheets 5. Word map iii. Readers Theater iv. Interviewing session v. Participation in large or small group discussions vi. Journey stories vii. 1 Corinthians poem viii. Word Study Formal: i. Rubric on Photo log/Scrap book. See Appendix H Classroom Management Plan Management of record keeping and assessments i. All of the students assignments will be kept in a folder in which they keep organized called their Edward Suitcase. They must cross off the assignment off the assignment checklist once they are completed with it. ii. After each week, each student will have a conference with the teacher. This will be a good time for the teacher to look over the assignments to make sure they are keeping up. The teacher must also make a check by the assignments that are approved. iii. The formal assessment will be the final project of the photo log. Modifications can be made for those who need them. For example, they might need prompting for ideas and discussion with a teacher or extra help. Meeting the needs of EL students: i. The EL students will be allowed extra time and one on one support with the teacher or ESL teacher. ii. Reduce the cognitive load: One very important step the teacher will take is to make every effort to reduce the cognitive load of the lessons. The key is to choose activities and assignments that allow students to draw on their prior knowledge and life experiences. It is crucial during the process of lesson planning that the teacher can take into account the capacities of the students involved. Many of the activities may be done by making connections to their own personal lives and culture. iii. During the reading of the book, an audio tape may be used for the EL student to follow along and go at a steady pace that will allow them to understand the context and vocabulary. Meeting the needs of students who read below the grade level: i. Much of the reading will be done with either audio tape or with special help by way of the resource room or tutor. Student will have some

opportunity to read with their peers as well to join in discussion over the book. ii. Modifications must be made in some of the activities such as quite time or lower level thinking skills. Children will still be challenged to think beyond and come up with creative ideas, just at a slower pace with help and support. iii. Student will not be required to read additional books while reading of the novel is taken place. iv. Students will have vocabulary definitions and important facts color coded, underlined, and highlighted. v. They will have extra time for reading. vi. In order to stay on task, teacher must reduce distractions, student must maintain checklist, have schedule breaks, and the teacher or tutor will increase positive reinforcement for time on task. (I.E verbal praise.) d. Keeping it orderly: i. Students will often need to make corrections to the work they complete and they sometimes do not always understand the directions or the content. We will develop and individual work folder (Edwards suitcase) for each student using a two pocket snap folder. When using this folder, the left pocket will be labeled To do and the right pocket will be labeled Completed Work. They will hand in their folder in the Work destination basket once week so that they teacher will be able to keep track of the work. Their folders will be returned to them in their classroom mailboxes. ii. There will be a printed schedule of the week on a bulletin by the teachers desk so the students and teacher will keep track of activities and maintain organization. iii. The classroom will be divided into centers for the activities and their reading groups will always meet in the same places every week. These centers will include: Writing centers, group work centers, library free time, vocabulary game centers, and independent reading centers. iv. Special attention will be given to those who do not read on grade level. XI. Bibliography Collodi, Carlo. Pinocchio. Cambridge: Candlewick Press, 2010. Print. (Reading level 9-12) DiCamillo, Kate. The Miraculous Journey of Edward Tulane. N.p.: Candlewick Press, 2006. Print. (Reading level 9-12) Rylant, Cynthia. Scarecrow. Lancaster: Childcraft Education Corp., 2002. Print. (Grade level 3:4) Teacher resources:

Freeman, Judy. Candlewick Press, 2008. Web. 21 Apr. 2011. <http://www.teachervision.fen.com/tv/printables/Candlewick/JourneyOfEdwardTu lane_TG.pdf>. Audiotape of Miraculous Journey of Edward Cullen available at Sioux Center Public Library Tompkins, G. (2006) Literacy for the 21st Century.

Indiana Language Arts: 4th Grade

4th Grade Indiana State Standards for English/Language Arts Achieve100 supports these state standards by enabling students to practice and test their academic skills. The following state standards have been analyzed and the specific state standards are supported by Achieve100. Note: Where writing is an inherent part of a standard, Achieve100 supports the skill by providing students the opportunity to practice underlying foundation skills of writing. READING: Word Recognition, Fluency, and Vocabulary Development 4.1 Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, word parts (un-, re-, -est, -ful), and context (the meaning of the text around a word). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading. 4.1.1 Decoding and Word Recognition: Read aloud grade-level-appropriate literary and informational texts with fluency and accuracy and with appropriate timing, changes in voice, and expression. (Core Standard) 4.1.2 Vocabulary and Concept Development: Apply knowledge of synonyms (words with the same meaning), antonyms (words with opposite meanings), homographs (words that are spelled the same but have different meanings), and idioms (expressions that cannot be understood just by knowing the meanings of the words in the expression, such as couch potato) to determine the meaning of words and phrases. (Core Standard) 4.1.3 Use knowledge of root words (nation, national, nationality) to determine the meaning of unknown words within a passage. (Core Standard) 4.1.4 Use common roots (meter = measure) and word parts (therm = heat) derived from Greek and Latin to analyze the meaning of complex words (thermometer). (Core Standard)

4.1.6 Distinguish and interpret words with multiple meanings (quarters) by using context clues (the meaning of the text around a word). (Core Standard) 4.1.7 Use context to determine the meaning of unknown words. (Core Standard) READING: Comprehension and Analysis of Nonfiction and Informational Text 4.2 Students read and understand grade-level-appropriate material. The selections in the www.doe.in.gov/standards/readinglist.html illustrate the quality and complexity of the materials to be read by students. At Grade 4, in addition to regular classroom reading, students read a variety of nonfiction, such as biographies, books in many different subject areas, magazines and periodicals, reference and technical materials, and online information. 4.2.1 Structural Features of Informational and Technical Materials: Use the organization of informational text to strengthen comprehension. (Core Standard) 4.2.8 Identify informational texts written in narrative form (sometimes with undeveloped characters and minimal dialogue) using sequence or chronology. (Core Standard) 4.2.2 Analysis of Grade-Level-Appropriate Nonfiction and Informational Text: Use appropriate strategies when reading for different purposes. 4.2.3 Draw conclusions or make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, foreshadowing clues (clues that indicate what might happen next), and direct quotations. (Core Standard) 4.2.4 Evaluate new information and hypotheses (statements of theories or assumptions) by testing them against known information and ideas. 4.2.9 Recognize main ideas and supporting details presented in expository (informational texts). (Core Standard) 4.2.5 Compare and contrast information on the same topic after reading several passages or articles. 4.2.6 Distinguish between cause and effect and between fact and opinion in informational text. 4.2.7 Follow multiple-step instructions in a basic technical manual. READING: Comprehension and Analysis of Literary Text 4.3 Students read and respond to a wide variety of significant works of childrens literature. The selections in the www.doe.in.gov/standards/readinglist.html illustrate the quality and complexity of the materials to be read by students. At Grade 4, students read a wide variety of

fiction, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, songs, plays, and other genres. 4.3.1 Structural Features of Literature: Describe the differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and other tales. 4.3.2 Analysis of Grade-Level-Appropriate Literary Text: Identify the main events of the plot, including their causes and the effects of each event on future actions, and the major theme from the story action. (Core Standard) 4.3.3 Use knowledge of the situation, setting, and a characters traits, motivations, and feelings to determine the causes for that characters actions. (Core Standard) 4.3.4 Compare and contrast tales from different cultures by tracing the adventures of one character type. Tell why there are similar tales in different cultures. 4.3.5 Define figurative language, such as similes, metaphors, hyperbole, or personification, and identify its use in literary works. 4.3.6 Determine the theme. (Core Standard) 4.3.7 Identify the narrator in a selection and tell whether the narrator or speaker is involved in the story. (Core Standard) 4.6.8 Spelling: Spell correctly roots (bases of words, such as unnecessary, cowardly), inflections (words like care/careful/caring), words with more than one acceptable spelling (like advisor/adviser), suffixes and prefixes (-ly, -ness, mis-, un-), and syllables (word parts each containing a vowel sound, such as surprise or ecology).

As you read Checklist Chapters: 1 and 2 3 and 4 5 and 6 7 and 8 9 and 10 11 and 12 13 and 14 15 and 16 17 and 18 19 and 20 21 and 22 23 and 24 25, 26, and 27 Teacher approved:

Teacher reads aloud/student follows along.

Buddy reading with a partner or group of four.

Independent reading.

*Any need for accommodations such as audiotapes or tutors, etc, make notes here:




KWL Chart
K (What I know) W (What I want to know) L (What I have learned)

Concepts and Challenges in Physical Science, Teachers Resources CD-ROM (c) by Pearson Education, Inc./Globe Fearon/Pearson Learning Group. All rights reserved.


Edward Tulane

Crossword Puzzle!

3 Where Lucy digs up Edward 5 Sarah ____ 7 What the old doll helps Edward regain 9 Bulls dog 10 Nellies name for Edward 14 The witch turns the princess into this. 15 Edwards first owner 18 Edward wishes he had these. 19 Bryces instrument 21 How can a story end happily if there is no ____? 22 Abilenes elegant china rabbit 23 He says he is lost, and he names Edward Malone. 26 How Edward feels on the ocean floor 27 The old womans use for Edward 29 City where Bryce and Edward play music and dance 30 What Edward wears at Nellie and Lawrences house 32 Edward and Abilenes destination on the ocean liner 33 Mean diner owner 34 Street where Edward lives 35 Edwards ____ are made of real rabbit fur

1 Another name for Bull and his friends who ride the rails 2 Looking at these comforts Edward at night. 3 Lucy is one of these. 4 The little girl who comes for Edward 6 What Edwards head and body are made of 8 Abilenes grandmother 9 Fisherman who rescues Edward 11 Edwards is gold. 12 What the crows say to Edward 13 What Edward sits in at Nellies table 16 Sarah Ruths name for Edward 17 You __________ me, say the witch, Pelligrina, and the old doll. 20 Ocean liner from which Edward goes overboard 21 Man who mends Edwards broken head 24 Bulls name for Edward 25 What Sarah Ruth makes when she sees a falling star 28 You, my fine friend, have just entered ____ time. 30 Where Bryce cant pay the bill 31 Edwards fine suits are made of this fabric.

The Miraculous Journey of Edward Tulane


Questions for Chapters 15

1. How does Abilene feel toward Edward? 2. What kind of person is Abilene? Describe her relationship with Edward. 3. How and why do most adults talk down to Edward? 4. How would you feel if you were talked down to? The same as Edward? 5. If Edward was able to love unconditionally, how might he react differently? 6. What was the story that Pellegrina told to Edward and Abilene?

7. What was the purpose of this story? What message might Pellegrina be trying to send to Edward? 8. What is Edwards reaction to the story? Why? 9. What does this phrase mean: A story cannot end happily if there is no love? 10. Describe what Edward must have been feeling after being thrown off the ship. What do you believe might have happened to Abilene that day?

Verbal and Visual Word Association Miraculous Journey of Edward Tulane

Definition Visual Representation

Use it in a sentence

Personal Association or Characteristic

Chapter Twenty-two Readers Theater adaptation by Judy Freeman ROLES: Narrators 1-6, Edward Tulane, Lucy (a dog), Bull, Nellie, Lawrence, Bryce, Abilene NARRATOR 1: It was dusk, and Edward was walking down a sidewalk. NARRATOR 2: He was walking on his own, putting one foot in front of the other without any assistance from anybody. NARRATOR 3: He was wearing a fine suit made of red silk. NARRATOR 4: He walked down the sidewalk, and then he turned onto a path that led up to a house with lighted windows. EDWARD (wonderingly, looking amazed): I know this house. This is Abilenes house. I am on Egypt Street. NARRATOR 5: Lucy came running out the front door of the house, barking and jumping and wagging her tail. LUCY runs up to Edward barking and jumping joyously. BULL (in a deep, gruff voice): Down, girl. NARRATOR 6: Edward looked up and there was Bull, standing at the door. BULL: Hello, Malone. Hello, good old rabbit pie. Weve been waiting for you. NARRATOR 1: Abilene was there, and Nellie and Lawrence and Bryce. NELLIE: Susanna! BRYCE: Jangles! ABILENE: Edward! (she holds out her arms to him.) NARRATOR 2: But Edward stood still. He looked around the room. BRYCE: You searching for Sarah Ruth? (EDWARD nods yes.) BRYCE: You got to go outside if you want to see Sarah Ruth.

NARRATOR 3: So they all went outside, Lucy and Bull and Nellie and Lawrence and Bryce and Abilene and Edward. BRYCE: Right there. (He points up at the sky.) NARRATOR 4: He pointed up at the stars. LAWRENCE: Yep. That is the Sarah Ruth constellation. You can see it right there. NARRATOR 5: Lawrence picked Edward up and put him on his shoulder. NARRATOR 6: Edward felt a pang of sorrow, deep and sweet and familiar. Why did Sarah Ruth have to be so far away? EDWARD: If only I had wings, I could fly to her. NARRATOR 1: Out of the corner of his eye, the rabbit saw something flutter. NARRATOR 2: Edward looked over his shoulder and there they were, the most magnificent wings he had ever seen, orange and red and blue and yellow. NARRATOR 3: And they were on his back. They belonged to him. They were his wings. NARRATOR 4: What a wonderful night this was! He was walking on his own. He had an elegant new suit. NARRATOR 5: And now he had wings. He could fly anywhere, do anything. NARRATOR 6: Why had he never realized it before? NARRATOR 1: Edwards heart soared inside of him. He spread his wings and flew off Lawrences shoulders, out of his hands, and up into the nighttime sky, toward the stars, toward Sarah Ruth. ABILENE: NO! BRYCE: CATCH HIM! NARRATOR 2: Edward flew higher. (LUCY barks and barks.) BULL: MALONE! NARRATOR 3: And with a terrific lunge, Bull grabbed hold of Edwards feet and pulled him out of the sky and wrestled him to the earth. BULL (holding on to Edward): You cant go yet.

(EDWARD beats his wings and looks up, longingly, at the sky.) NARRATOR 4: Edward beat his wings, but it was no use. Bull held him firmly to the ground. ABILENE: Stay with us. (EDWARD starts to cry.) NELLIE: I couldnt stand to lose him again. ABILENE: Neither could I. It would break my heart. NARRATOR 5: Lucy bent her face to Edwards. (LUCY nuzzles Edward.)


Edward Tulane: The Rabbit of many emotions

What is an emotion?

Chapter One:
Emotion: Insecurity_ Why does Edward feel this way? Edward has many unpleasant thoughts towards his family as they view him as just a toy.He thinks very highly of himself and wishes that Abilenes parents would treat him with higher respect than just a toy.He does not like to belittled. Have we seen change in Edwards character? The character has just been introduced, but we know that he is arrogant and thinks very highly of himself. He does not feel love towards anyone.
Caption: Edward does not Appreciate Abilenes love.

Chapter Two:
New Emotion:________________________________ Why does Edward feel this way?

Change in Edwards Character:

Chapter Four:
New Emotion:________________________________ Why does Edward feel this way?

Change in Edwards Character:

Chapter Five:
New Emotion:________________________________ Why does Edward feel this way?

Change in Edwards Character:

Chapter Six:
New Emotion:________________________________ Why does Edward feel this way?

Change in Edwards Character:

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