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Read or
Lesson Plan
Main Idea
M ea n i n g
TM
Topic:
Title:
Author:
Excerpt:
Main Idea
Julie of the Wolves
Jean Craighead George
Part II, pages 84-88 (hardcover edition)
Summary: Students read an excerpt from Julie of the Wolves. In this excerpt, Julie
adopts the new ways of the Americanized Eskimos and begins to
correspond with a young girl in San Francisco. Students make a graphic
organizer about the main idea, answer three comprehension questions,
and check their responses.
Materials: • A class set of Julie of the Wolves
• Copies of the Think and Write worksheets for this lesson (1 per student)
• Computer with Internet access
Procedure: 1. Have students read pages 84-88 from Julie of the Wolves. While
they're reading, ask students to think about the topic and main idea
Read
Think
2.
3.
4.
Write
5.
Check
6.
of the excerpt.
Gather students into small groups and hand out the Think worksheet
for this lesson.
In their groups, students should follow steps 1-4 on their worksheets
to complete the graphic organizer.
After students have completed their Think worksheets, begin a class
discussion using the computer to create a class organizer. To do this,
log on to your Reading for Meaning account (www.readingformeaning.com).
Click Class Activities. On the next screen, click Graphic Organizers and
then open a new Main Idea organizer.
When the class organizer is complete, hand out the Write worksheet.
Students should work individually to answer the three comprehension
questions on the worksheet.
Students can check their own work using the chart at the bottom of
the Write worksheet.
Reading for Meaning copyright  Tom Snyder Productions, Inc.
Review your group's
organizer and get ready
to share it with the class.
4. Get ready to share.
Add supporting details to
the organizer. Draw extra
detail boxes if you need
them.
3. Discuss the supporting
details.
In your own words,
describe what the author
is saying about the topic.
Write your group's main
idea in the organizer.
2. Describe the main idea.
Write the topic in the
organizer—the person,
place, or thing that the
passage is about.
1. ldentify the topic.
With your group...
Think
Name:
detail:
detail:
Reading for Meaning copyright  Tom Snyder Productions, Inc.
main idea:
topic:
Julie of the Wolves
detail:
detail:
Group:
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M ea n i n g
Main Idea
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Write
Name:
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Group:
Main Idea
M ea n i n g
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Julie of the Wolves
• Use your Think worksheet and the text to help you answer each question below.
• Support your answers with quotations and examples from the text.
• Be sure to write in complete sentences.
1. What are three ways that Julie's life at Mekoryuk was different from her life at the seal camp?
2. Why did Julie throw her i'noGo tied away?
3. Why did Julie say to herself "Daylight is spelled A-M-Y"?
Check
Earn one point for each item:
POINTS
Question 1 Question 2 Question 3
I answered all parts of the question.
I used examples from the text.
I used complete sentences, correct spelling, and good punctuation.
Total
Reading for Meaning copyright  Tom Snyder Productions, Inc.
Total
Total
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Answer Key
Main Idea
Julie of the Wolves
M ea n i n g
Below are sample responses for the three comprehension questions for
this lesson.
1. What are three ways that Julie's life at Mekoryuk was different from her life at the seal camp?
In Mekoryuk, Julie met Americanized Eskimos. She attended a school and learned to read and write in
English. On weekends, she worked at a hospital.
2. Why did Julie throw her i'noGo tied away?
Julie's i'noGo tied didn't fit in with her new Americanized lifestyle. It represented her life at the
seal camp.
3. Why did Julie say to herself "Daylight is spelled A-M-Y"?
Amy brings hope for Julie. Julie loves to hear about Amy's life in high school and wants to go to the
mainland herself.
Reading for Meaning copyright  Tom Snyder Productions, Inc.
TM