Entering the Novel

Overview

In this first lesson of Growing Through Story, students preview a teacher-selected wholesome Christian novel, such as The Bronze Bow or another Manitoba-approved text. They examine the cover, setting, author, and key vocabulary, then make evidence-based predictions and begin using a comprehension journal.

Learning intentions

Students will be able to:

• Identify the novel’s likely time period, place, and social context.
• Use context clues and reference tools to explain three unfamiliar words.
• Make a prediction supported by specific evidence from the book preview.
• Participate respectfully in partner and whole-class discussion.
• Establish a routine for recording thinking in a comprehension journal.

Success criteria

• I can identify the setting and explain how I know.
• I can explain three new words in my own words.
• I can make a prediction about the novel.
• I can support my prediction with evidence from the cover, description, or preview.

Curriculum links

• Cite specific textual evidence when explaining ideas and making inferences.
• Determine the meaning of words and phrases in context, including figurative or historical language.
• Participate effectively in collaborative discussions, building on others’ ideas.
• Use knowledge of language and reference materials to clarify vocabulary.

Lesson structure (50 minutes)

1. 0–5 minutes – Hook and purpose Display the novel’s cover without revealing the title or read-aloud description using the opening mystery image and prediction question. Ask: “What might this story be about, and what clues make you think so?” Students silently write one first impression in their notebooks, then share with a partner.

2. 5–12 minutes – Introduce the novel and reading routine Reveal the title, author, illustrator, and publication information with the novel introduction slides. Briefly explain that the class will read a wholesome Christian novel while studying character, setting, conflict, choices, and themes; students may ask respectful questions about historical or religious references. Model the comprehension journal routine: date each entry, record a thought or question, and include evidence when making a claim.

3. 12–22 minutes – Investigate cover, setting, and author clues In four mixed-grade groups of three or four, students examine the cover, title, back-cover description, maps or historical images provided by the teacher, and author information in the cover, author, and setting investigation slides. Groups discuss: “Where and when might this story take place?” and “What details support that idea?” Each student records a setting claim and at least two clues on the novel preview and prediction organizer. Clarify that a setting may include place, time, culture, and historical circumstances.

4. 22–32 minutes – Explore key vocabulary Present three to five teacher-selected words from the opening chapter or preview, such as historical, cultural, or challenging descriptive terms, using the vocabulary strategy slides. Model using surrounding words, word parts, illustrations, and a glossary to infer meaning. Partners complete the vocabulary section of the novel preview and prediction organizer, writing each word, a student-friendly meaning, and a clue or example. Invite volunteers to explain their reasoning rather than simply state definitions.

5. 32–43 minutes – Make and defend predictions Model a prediction: “I predict the main character will face a difficult choice because the cover shows ___ and the description mentions ___.” Students write their own prediction in the novel preview and prediction organizer, citing at least one visible or written clue. Conduct a structured partner exchange using the prediction discussion prompts: Partner A shares the prediction and evidence; Partner B asks, “Which clue is strongest?” or “What makes you think that?” Students switch roles, then revise their prediction if the discussion gives them stronger evidence.

6. 43–50 minutes – Establish the routine and assess learning Students transfer one setting idea, three vocabulary meanings, and their revised prediction into their comprehension journals. Finish with the Success Criteria exit ticket slips. Students indicate which criteria they met and write one question they hope the novel will answer. Collect organizers and exit tickets as students leave.

Resources

• The teacher-selected novel, such as The Bronze Bow or another Manitoba-approved text
• the complete novel-preview slide deck
• the novel preview and prediction organizer
• the Success Criteria exit ticket slips
• Student comprehension journals or notebooks
• Projector or interactive display
• Teacher-selected map, historical image, or author information
• Bilingual dictionaries or glossaries
• Audio version of the novel, if available
• Highlighters or colored pencils

Assessment

• Review organizers for an accurate setting claim, three understandable vocabulary explanations, and a prediction supported by evidence.
• Listen during partner and group discussions for relevant ideas, evidence, questions, and respectful turn-taking.
• Use exit tickets to identify students who need further support with setting, vocabulary, or evidence-based predictions before Lesson 2.

Differentiation

• Provide cover details, maps, picture clues, bilingual glossaries, audio support, and a teacher read-aloud for EAL students and students who need reading access.
• Offer sentence frames: “The setting may be ___ because ___”; “The word ___ probably means ___ because ___”; and “I predict ___, supported by ___.”
• Pair students strategically across grades, allowing stronger readers to model discussion and journal routines without completing the work for a partner.
• Challenge advanced learners to identify how historical or cultural details may influence a character’s choices and to write two predictions with different evidence, noting which is stronger.