PURPOSE OF PRE-READING ACTIVITIES:
Pre-reading activities allow the reader to make predictions about text that will be read by eliminating possibilities that are unlikely. They are a way to prepare a reader prior to a reading assignment by asking them to react to a series of statements, questions, or words related to the content of the material. Three reasons for using pre-reading activities include:
(1) relating prior knowledge to new information (creating a bridge between known and unknown) to enhance comprehension,
(2) creating interest and ignite curiosity which stimulates discussion on the topic, and
(3) creating possibilities for integrating reading and writing instruction.PRE-READING ACTIVITIES:
The main character's father gave Charlotte a journal to record the events of her voyage. You can turn this into a journal experience for your own students. This long-term journal activity continues throughout the novel. I like to have the students create a cover and assemble their own journals before this unit, but you can prepare them in advance if you want to save time.The first part of the journal will have blank pages for completing predictions and SOS entries. Or you may copy the linked templates to use for each chapter, if you wish. Before each chapter, students may write their predictions for the upcoming chapter and confirmations or revisions after reading. Encourage students to support their confirmations or revisions with supporting details from the book. You may leave it open-ended, or assign specific prompts for their predictions such as feelings and perspectives of characters, tone/mood, problem and resolution, characters, setting, or future events. I usually model this for the first chapter so the kids have a better feel for what is expected. They may copy (in their journals) the first one generated by the class.
I also ask my students to make an SOS entry in their journals. S for Summary of events, O for Opinions or Observations about the plot, and S for Sketch. Students should limit their summaries and opinions/observations to two sentences each. For sketches, have students draw simple objects or symbols.
All teacher's have a vast toolbag of strategies to teach new vocabulary. Of course, students will use context clues and dictionaries to unlock the meaning of unknown words. But many strategies go beyond that. I've made a list of many vocabulary words that will challenge the students, but you can also have the students generate their own lists. The back of the journal may include the vocabulary list for this unit. There are many online ideas for teaching vocabulary. If you are looking for more ideas, check out some of these:
Reading Resources Network from Scholastic
Vocabulary Strategies
Just Read Now Vocabulary Strategies
Vocabulary Enhancement Strategies
15 Word Knowledge Strategies
Word Study Strategies
Visual VocabularyVOCABULARY:
This novel presents several difficult vocabulary issues.
- Foremost, because this takes place on a ship the narrative includes many technical terms such as "ratlines," "bowsprit," "flying jib," "fore-topgallant sail," and so on and so on and so on. Fortunately, the writer addresses this issue on page 12, and it is for this purpose that the author includes an appendix at the end with drawings labeling the different parts of the ship. If you do not have student copies and are doing a read-aloud on this book, you may want to make an overhead of these two illustrations. My concern is that these terms are not particularly useful in every day life and therefore, I do not see a great deal of value in spending precious class time memorizing these words.
- Not only does this novel include unfamiliar nautical terminology, but also it includes a rather extensive vocabulary that a typical fifth grader may struggle with. They may need extra instruction and lessons (beyond the vocabulary activities in the back of their journals) to assist in their understanding of these. See the links above for great ideas, or use your own.
- Also, the novel contains several excellent examples of vivid language that could be brought to students' attention to assist them in their own writing development. Some examples include: eerie irrelevance (p.83) cringing servility (p.68), mongrel ignorance (p.84).
OPTIONAL Pre-reading Activities
Select one, some, or all of the following reading activities.1. Booking Passage on the Seahawk
I like to pique student interest in this novel by bringing in an old steamer trunk filled with the following items: copies of the book, world map with a Liverpool, England-to-Providence, RI sea route drawn on it, a chess set, a teapot, a round robin (see chapter 5 in the book), a lock of hair tied with a ribbon, a key, and a blank journal. The luggage tag on the trunk reads “Charlotte Doyle, Benevolent Street, Providence, Rhode Island.” I share each item in the trunk before reading the book’s prologue. Ask the students what they now know about Charlotte and what they want to know about her. Elicit further predictions about the novel.2. Linking to Today: Gender Roles
This book screams out about gender issues. The question of what is acceptable behavior according to gender is a central theme of the book. Charlotte is considered “unnatural” and brought under the condemnation of the captain and her own family by participating in and enjoying a profession that is considered unfit for women. Challenge students with the following questions: Are there jobs that women can't do? Are there jobs that men can't do? Draw two columns on the chalkboard with the headings JUST FOR MEN and JUST FOR WOMEN, and ask students what, if any, jobs they would list in each column. Then let the sparks fly! Urge students to debate the rationale for listing jobs under either heading and to give concrete examples that either support or dispute the gender limitations of any job listed. Help point out some of the prejudices or expectations regarding jobs that, in the past, have been associated with only one gender—for example, construction worker, nurse, firefighter, secretary. At the end of the activity, tell students that, in The True Confessions of Charlotte Doyle, they will read about a 19th-century girl who takes on a job typically assigned only to men.3. Tapping Prior Knowledge: Sailing Across the Atlantic
Explain to students that they will be reading about a trans-Atlantic voyage from England to Rhode Island that occurred in 1832. Then have them work together as a class or in small groups to discuss what they know about trans-Atlantic crossings in the 19th century. Urge students to brainstorm ideas about the types of sailing vessels available in the 19th-century and the living conditions that a seafarer might have encountered. Encourage them to share facts or stories about ocean voyages that they remember from history books, stories, or films. You may even want to introduce the topic of what it would be like to be a sailor in Sailor’s Life. This will help students be prepared to learn more about someone or something before quickly judging its character. See research.4. About the Author
If you would like your students to learn more about the author, they can visit the resources page to check out some links and complete some follow-up questions on the author study. You can find other great ideas on author study projects at this web site.5. Literary Analysis: The Significance of Names
(Do this as a pre-reading activity - make guesses about the characters from their names.) Authors select names of characters with care. In these two chapters Charlotte meets men named Mr. Grummage and Mr. Keetch, and she sees two men run from the mere mention of Captain Jaggery. What images do the names Grummage, Keetch, and Jaggery create in your mind? Another character with an unusual name is Zachariah. In the Book of Kings in the Bible, Zachariah is a prophet. What is the role of a prophet? Does his name give more or less weight to the old sailor's advice to Charlotte? Explain.6. Research Issues/Project Ideas
Students may choose any of the activities at the above link at the conclusion of the unit. However, you can utilize any of the activities throughout the story to build connections and develop skills.7. Other Teacher Resource Links:
Scholastic: Author Studies Homepage
Read an interview with author Avi. Click on "Booklist" for summaries of his books. Click on "Classroom Activities" for lesson plans.About Avi's Books
Read what Avi says about writing the book "The True Confessions of Charlotte Doyle." Explore the links to learn more about the author's work.eThemes Resource: Writing: Historical Fiction
Learn more about the genre of historical fiction. There are definitions and listings of recommended children's books, plus lesson plans and classroom activities. Includes links to eThemes Resources on various historical fiction books.Long-Term Project... A Quote Quilt
Enlist your crew's artistic talents to create a quote quilt. Assign each pair of students a character; Charlotte, Mr. Grummage, Captain Jaggery, Keetch, Barlow, Mr. Hollybrass, Zachariah, Fisk, Cranick, Ewing, Morgan, Foley, Dillingham, Grimes, Mr. Doyle, Mrs. Doyle, Evelina, Albert, Bridget, or Mary. Instruct each pair to listen for a description of the character or a direct quote made by him or her in the story. Students may want to write the page number or write the quote to refer back to it to complete the project at the end of the book. Provide each pair with an 8-inch white paper square. Have the students include the character's name, an illustration, and the description/quote in the design of the square. Arrange the squares to make a quilt. You may want to "bind" the squares together on the back with masking tape or glue them to a butcher paper backing, leaving a border. It is also helpful to have students use calligraphy or fine-line markers to letter their quotes. A cursive (script) style of writing would be authentic for the early 1800s. Include a square in the center of the quilt featuring the book's title, author, and possibly some quotes from the book jacket on this square.
