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The Miraculous Journey of Edward Tulane by Kate DiCamillo Recommended Year Group: Year 4
Recommended Edition: 9781406360660
Unit overview Key questions
This six-week unit is a study of Kate DiCamillos’s charming story The Miraculous Journey of Edward Tulane. The learning journey will Why is it important to love but also allow ourselves
develop children’s understanding of the story – its characters, themes and language. Pupils will make connections on a personal level to be loved?
with Edward, a china rabbit, who is on a journey of self-discovery. Varied, meaningful writing outcomes are interwoven throughout the How do we influence others when we share life’s
unit, providing opportunities for writing for a range of audiences and purposes. Grammar and punctuation teaching points are embedded experiences and events with others?
How do we cope with separation and loss?
within the context of the sessions; pupils are taught to apply what they have learned to their own writing around emotive themes such as What is self-discovery? What causes us to change?
friendship, separation and learning to be loved – as well as to love. The unit culminates in a final piece of writing where pupils compose a Why are internal character traits and personality
new chapter for the novel. At the end of the learning sequence, DiCamillo’s final chapter and coda are read, with the children realising that more important than physical, external
Edward’s journey has now come full circle. All extracts, resources, session planning and teaching slides are included within this unit. appearance?
Themes and cross-curricular links Curriculum coverage Writing outcomes
SMSC – friendship, love and kindness, Spoken language: consider and evaluate different characters’ viewpoints Free write ‘Something precious to me’ (Session
dealing with separation and loss and ask relevant questions to improve their understanding of a identify themes and conventions in a wide range of books 2) – biographical, to reflect and recount
change, self-discovery text Grammar, punctuation and spelling: Diary entry of household events (Sessions 4–5) –
speak audibly and fluently with an increasing command of extend the range of sentences with more than one clause to write in character as Edward
Geography – North America in the 20th Standard English by using a wider range of conjunctions, including: when, Non-fiction fact sheet or poster on the RMS
Century (1930s–1940s) articulate and justify answers, arguments and opinions if, because, although Queen Mary (Session 7) – to inform
Music – country and western songs use spoken language to develop understanding through use expanded noun phrases for description and Free write Edward’s reflections (Sessions 10 and
speculating, hypothesising, imagining and exploring ideas specification 19)
and ballads including John Denver and consider and evaluate different viewpoints, attending to use conjunctions, adverbs and prepositions to express Internal monologue on Edward’s time at the
Johnny Cash and building on the contributions of others time and cause dump (Sessions 13–14) – to explain and reflect
Art/ DT – line sketching, colour washing participate in discussions, presentations, performances, use the present perfect form of verbs in contrast to simple Poem ‘A Travelling Life’ (Sessions 17–18) – to
role play, improvisations and debates past tense inform and entertain
portraits of characters; the style of compose and rehearse sentences orally (including explore the changes in word meaning when prefixes Free write diary or internal monologue (Sessions
illustrator Bagram Ibatoulline dialogue), progressively building a varied and rich and/ or suffixes are added to a root word 22–23) – to inform us about Edward from another
Drama – role play, hot seating and vocabulary and an increasing range of sentence structures spell contractions correctly for informality character’s POV
gain, maintain and monitor the interest of the listener use an apostrophe to mark singular possession Final piece: a new chapter for the story (Sessions
conscience alley give well-structured descriptions, explanations and indicate possession by using the possessive apostrophe 26–29) – to inform and entertain
narratives for different purposes, including for expressing with plural nouns
feelings use and punctuate direct speech
Related books for wider reading use spoken language to develop understanding through use commas after fronted adverbials Essential teaching guidance
speculating, hypothesising, imagining and exploring ideas Writing:
Louise, The Adventures of a Chicken by Reading: plan their writing by: As whole class reading and writing outcomes are
Kate DiCamillo discuss words and phrases that capture the reader’s discussing and recording ideas interwoven throughout the sessions, it would be
The Tale of Desperaux by Kate DiCamillo interest and imagination discussing writing similar to that which they are helpful to have guided reading and writing sessions
The Mouse and his Child by Russell draw inferences such as inferring characters’ feelings, planning to write in order to understand and learn happening at the same time. Many of the teaching
Hoban thoughts and motives from their actions, and justifying from its structure, vocabulary and grammar slides offer comprehension questions to challenge
inferences with evidence draft and write by: pupils’ understanding of the themes; these could
Alice’s Adventures in Wonderland by ask questions to extend knowledge and understanding of organising paragraphs around a theme be recorded separately after oral discussion during
Lewis Carroll a text composing and rehearsing sentences orally (including the sessions.
The Firework-Maker’s Daughter by Philip predict what might happen from details stated and implied dialogue), progressively building a varied and rich Pupils are encouraged to freely discuss their own
Pullman check that the text makes sense to them, discussing their vocabulary and an increasing range of sentence feelings throughout, including how they deal
understanding, and explaining the meaning of words in structures. with challenges such as separation and loss. It
context creating settings, characters and plot (in narratives) is important that there is clear guidance about
retrieve and record information evaluate and edit by: respecting the thoughts and emotions of others;
identify main ideas drawn from more than one paragraph assessing the effectiveness of their own and others’
and summarise these writing and suggesting improvements teachers need to mindful of sensitive discussions
identify how language, structure and presentation proposing changes to grammar and vocabulary to if there are pupils in class who have personal
contribute to meaning improve consistency, including the accurate use of challenges relating to these areas during the class
summarise main ideas pronouns in sentences study.
read aloud their own writing, to a group or the whole proofreading for spelling and punctuation errors
class, using appropriate intonation and controlling the
tone and volume so that the meaning is clear Rising Stars 2020 © Hodder & Stoughton Limited
Planning Overview
Week 1 Week 2 Week 3
Objectives and outcomes summary: Objectives and outcomes summary Objectives and outcomes summary:
This week the pupils will: This week the pupils will: This week the pupils will:
build an understanding of the main character and context of the summarise a story-within-a story develop an understanding of new characters
story compose a non-fiction fact sheet or poster – The RMS Queen Mary summarise key ideas
explore language choices made by the author consider personal items needed for a voyage explore the question ‘What does it mean to be kind’?
empathise with the main character use expanded noun phrases explore changes in meaning when adding prefixes and/ or suffixes
explore what it means to be precious develop emotive language from different characters’ points of view use senses to develop ideas about a new setting (the dump)
summarise incidents (in the house) free write a personal reflection about Edward’s loss plan, write, edit and improve an internal monologue – Edward
take part in hot seating Resources provided: reflects
write a diary entry from Edward’s perspective Pupil resource – RMS Queen Mary facts build vocabulary
Resources provided: Pupil resource – Packing for my voyage make predictions about the impact of Edward’s experiences
Pupil resource – About Edward Pupil resource – Vocabulary building Resources provided:
Pupil resource – Edward outline Teaching slides to support discussion Pupil resource – What is Edward thinking?
Pupil resource – Vocabulary building Pupil resource – Emotions graph
Pupil resource – Diary planning template Pupil resource – Edward’s monologue
Teaching slides to support discussion Pupil resource – Helpful hints
Pupil resource – Vocabulary building
Teaching slides to support discussion
Week 4 Week 5 Week 6
Objectives and outcomes summary: Objectives and outcomes summary: Objectives and outcomes summary:
This week the pupils will: This week the pupils will: This week the pupils will:
explore a new setting – the American mid-west summarise the plot from difference characters’ perspectives draw on their reading and understanding of the story to plan a new
gather notes about a travelling, hobo lifestyle in 1930s America make a wish upon a star chapter
draft, edit and improve a poem free write about Edward (from another character’s POV) draft, proofread, edit and publish a new chapter
develop understanding of new characters and plot explore the questions ‘What is sacrifice?’ and ‘What is altruism?’ reflect on Edward’s miraculous journey and how this has come ‘full
take part in hot seating take part in role play/conscience alley circle’
free write Edward’s reflection ‘I wish could cry’ develop oral conversations between characters explore the inclusion of a coda to summarise
develop alliterative phrases evaluate Edward’s journey create a circular timeline or story map
explore the writer’s use of language draw on their reading and understanding of the story to plan a new develop further understanding of how Edward has changed
compose an oral reflection ‘If I had wings’ chapter Resources provided:
Resources provided: explore different planning formats Teaching slides to support discussion
Pupil resource – A travelling life Resources provided:
Pupil resource – A travelling life word bank Pupil resource – Star template
Teaching slides to support discussion Pupil resource – Met, loved and lost
Pupil resource – Storyboard template
Pupil resource – Story sequence box template
Teaching slides to support discussion
Rising Stars 2020 © Hodder & Stoughton Limited
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