Monica Figueiredo

October 14, 2014

The Wretched Stone by Chris Van Allsburg
Read Aloud
Common Core State Standards:
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.4.7
Make connections between the text of a story or drama and a visual or oral
presentation of the text, identifying where each version reflects specific
descriptions and directions in the text.
Objective: The students will listen to the teacher read aloud and make observations that
allow them to make predictions, connections, and wonderings.
Materials: The Wretched Stone by Chris Van Allsburg
Lesson Sequence:
Before Reading:
Readers, today I am going to read you a story titled The Wretched
Stone by Chris Van Allsburg, an author we have been exploring a lot
recently. Chris van Allsburg is also the author of The Stranger and The
Widows Broom!
Before I begin reading I would like us to take a look at the cover. What
do you think the author is trying to tell us through the picture on the
cover? What are some clues that may give us important information
about the story?
The first thing I notice is that they are on a boat. Im thinking it is a
larger boat considering all the sails and ropes that we can see on the
cover. And it seems like one of the crewmates is swinging from the
ropes? Or jumping into the water maybe? The water doesnt look too
choppy, so I dont think there is a storm hmm.
What about the title The Wretched Stone? What can that tell us about
the story? Can anyone tell me what the word wretched means?
When I look at the title and the picture together, I automatically think
of the titanic, maybe the boat hit a rock?
Lets read and find out!
During Reading:
Pg. 1: This story is written a bit differently from most others! The
story is made up of excerpts from the ship log, which is usually
written by the captain of the ship. The log is where the captain would
record how the trip was going, any problems they encountered, the
weather, etc. so the information could be referred back to. So when I

am reading you will see/hear a date followed by a short log entry

written by the captain.
Pg. 8: What do you think the captain brought abroad? What in the text
makes you think that?
DO NOT show picture after the journal entry about the storm,
monkeys are next.
Pg. 20: But is was not a man who opened the door What do you
think it was? What in the text makes you think that?
After Reading:
Wow, a lot happened in that story! What did you think? It was pretty
strange right?
Lets recap the story:
What were the men like before the stone? Read, play
instruments, tell stories, sing, dance
Then they went to the strange island and brought back the
stone. Do you remember how the captain described the stone?
Roughly textured, gray, portion flat and smooth as glass, glowing
light, heavy, pleasant to look at.
What was the crew like after they brought the stone on board?
Fascinated by the light, rarely speak, dont read or tell stories, no
more singing and dancing, stay in cabin.
Then the storm comes and the captain goes in the cabin to ask
for the crews help and finds MONKEYS.
The storm wrecks the boat and the stone gets struck by
lightening, but the crew stays as monkeys and they are sad and
lost without the glowing stone
The captain reads and plays music for the crew and they get
better. Soon they turn back to human.
They get rescued!
Hmm, this story makes me wonder because Im not really sure what
the authors intent was. Keep this story in mind because we are going
to revisit it on Thursday.
Assessment:
Students will be successful if they are able to make reasonable predictions,
accurate observations, and interesting connections to the text through oral
discussions.

REFLECTION
On October 14, 2014 I had my first opportunity to teach in front of the classroom.
In order to ease the stress of the first time experience, Mrs. Hutchison and I discussed
using a Read Aloud as the entry point. On Tuesday, the 14th, I read aloud The Wretched
Stone by Chris Van Allsburg for the students during the time of the day allotted for read
alouds. It was around 1:00 p.m., right after the children returned from recess and lunch.
Before the read aloud began, I reviewed my lesson plan, paying specific attention to how
I wanted to start the lesson, where I wanted to stop during the reading, and what I wanted
to discuss with the students after the reading. Often, I find it hard to remember what I
want to do and/or say for the above portions of the reading, so reviewing it is really
important for me. I believe the review helped! I made a little mark on the pages where I
wanted to stop with a pencil, which was effective for me. In addition, on the back of the
book, I wrote a post-it note of the sequence of questions and comments I wanted to be
sure to make. The reminders I placed for myself were simple but effective.
During the before reading portion of the read aloud, I asked children what aspects
of the cover could tell us about the text and what from the cover makes them think that.
The students in the classroom are used to these common core influenced questions,
considering Mrs. Hutchison is sure to use them as well! The children were able to
respond with predictions and evidence from the cover, which I was delighted to hear.
During the reading the students were excellent; they were attentive and respectful. At one
point in the text, a student raised their hand to make a comment. I was not ready for
questions and comments at this time so I gestured to the student to put their hand down,

followed by the one-second hand motion. I wanted to make sure the student knew I
valued their comment and would return to it later. After the reading, there was fruitful
discussion that was directed by the questions I had prepared for the students regarding
what major events happen during the story, what it was like before the stone and after the
stone, etc. The children were able to retell the story and the major differences seen in the
crew. Overall, I was able to follow the sequence I had planned for the read aloud, which
I was very happy about! I was able to remember all the points I wanted to hit and engage
the students in the book/material!
One aspect of the read aloud I was not thrilled about way my continued stuttering
and misreading of the words, which often happens any time I read aloud. I have never
been a great reader, so when asked to read aloud I become extremely nervous. In my
prior field placements with younger children I did not experience as much anxiety, but
for some reason I found the fifth grade students to be intimidating, in a sense. I found
myself stumbling over commonly used words! I had to remind myself to calm down,
because I knew how to read this stuff. After I took a break in the text to discuss
something with the students, I was able to calm down and start fresh. In the future,
hopefully I will be more comfortable with the students, in turn allowing me to be calmer
in front of the classroom.

* I recorded the lesson on my camera*