Just a Dream Page 1

*Note to teacher: *Note to teacher: *Note to teacher: *Note to teacher: This book is one of two Chris Van Allsburg books that have been chosen as read alouds during Reading Camp. It is recommended that it be read to students during the same week as The Sweetest Fig so that comparisons can be made.

StandardsStandardsStandardsStandards

• RL 3.1 Students will use text-dependent questions to engage in small group and whole group literature discussions.

• RL 3.1 Students will recognize the central message and develop a critical awareness of the themes presented and how they make predictions and connections to themselves, other people and the world.

• RI 3.2 Students will use details, connections, and evidence from the text to support their opinions.

• W 3.10 Students will complete a writing assignment that supports deeper understanding of the text.

MaterialsMaterialsMaterialsMaterials

• A copy of the book, Just a Dream, by Chris Van Allsburg

• Smartboard

• Student writing notebooks

Before ReadingBefore ReadingBefore ReadingBefore Reading 1. Read aloud the title. Show the cover and ask the students to discuss what they see. Discuss the title and

illustrations and ask the student to make predictions or connections about the text. Tell the students, “The name of the main character is Walter. Walter is always imagining what the future will be like. One night he had a dream that showed him a future he could never have imagined.” (This story is excellent for making predictions because Walter’s dreams take him to many different locations.)

2. Ask the students to think for a moment about how their future might be different from the present. How

will you travel? (planes, cars, space ships, etc.) Where will you live? What will our planet look like? 3. Ask the students questions about the environment. Do you take care of the environment around you? Do

you recycle at home? Do you litter or see other people that litter? Check for any prior knowledge the students have about the environment.

During ReadingDuring ReadingDuring ReadingDuring Reading 1.1.1.1. Read the story aloud to students. Pause for some questions/discussions with the students. Make sure that

the student’s respond with text evidence to support their answers. Possible qPossible qPossible qPossible questionsuestionsuestionsuestions to ask while reading to ask while reading to ask while reading to ask while reading ::::

• Who is the main character in the story “Just a Dream.”

• Before Walter had his dream, what did he imagine the future would be like?

• Does Walter care about the environment around him?

Just a DreamJust a DreamJust a DreamJust a Dream By Chris Van AllsburgBy Chris Van AllsburgBy Chris Van AllsburgBy Chris Van Allsburg

Just a Dream Page 2

2. As you read Just a Dream, be sure to show the students the pictures of the different locations. From the pictures, ask the students to predict where Walter’s dream will take him next and what he will discover.

3. As you read, always model good expression, phrasing, intonation and feelings. Change your voice to

reflect some of the different characters in the story.

4. The students will use passages from the story (evidence) to support their opinions and feelings about the text.

5. As you read the story, explain any unfamiliar vocabulary words.

After ReadingAfter ReadingAfter ReadingAfter Reading 1. Refer back to the predictions made prior to reading the text. Discuss whether or not any of the predictions made were accurate. 2. After reading the story ask the following questions:

• How did Walter’s feelings about planting the tree change from the beginning of the story to the end?

• Why were the fishermen celebrating when all they caught was one little fish?

• Did Walter’s behavior change about the environment from the beginning of the story to the end?

3. Discuss the main idea, main character, the theme of the book and the setting. Use terminology such as “central message”, “central idea”, “mostly about”, etc.

4. Read and discuss selected words of the text giving attention to their root, meaning and tense.

Writing Writing Writing Writing ActivityActivityActivityActivity Feel free toFeel free toFeel free toFeel free to choose from the choose from the choose from the choose from the following writing following writing following writing following writing activities:activities:activities:activities: 1. Have the students write in their journal, answering the following questions: What should we plant trees?

How are they helpful to our planet? 2. Draw an illustration of how we can be kind to the environment and then write about it. 3. Have students write a character description of Walter at the beginning of the story and then another

character description of Walter at the end of the story. Compare and contrast – How did Walter change? 4. In keeping with the theme of the book, have the students write about what actions they can take now so

that our future doesn’t turn out like Walter’s first dream? 5. Students can write an alternate ending to the story. 6. Have students write about an environmental issue they care deeply about and how their actions affect the

environment around them.

Suggested VocabularySuggested VocabularySuggested VocabularySuggested Vocabulary

• shrieking giving off a loud, shrill sound

• haze misty or smoky air

• bulging swelling out

• waddled walked with short, swaying steps

• crumpled crushed together

• foul dirty and smelly

• recycle a process that changes waste into reusable material