Interactive Read Aloud
Name: Jenna Komarin
Grade: 5th
Date: 11/22/11
THE PRINCESS KNIGHT BY CORNELIA FUNKE
Lesson Source/s: The Princess Knight by Cornelia Funke
Lesson Objective: Students will practice what they learned the day before in terms of setting themselves up to read fantasy books, and then
will use this information as well as their own ideas about the text to construct a deep understanding of the book’s big ideas and the author’s
message.
Standards: R–5–4.1 Identifying or describing character(s), setting, problem/solution, major events, or plot, as appropriate to text;
or identifying any significant changes in character(s) over time (State), R–5–4.4 Identifying the characteristics of a variety of types
of text (e.g., literary texts: poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries) (Local), R–
5–5.2 Describing characters’ physical characteristics, personality traits, or interactions; or providing examples of thoughts, words,
or actions that reveal characters’ personality traits or their changes over time (State), R–5–5.3 Making inferences about problem,
conflict, solution, or the relationship among elements (plot, character, setting) within text (e.g., how the setting affects a character
or plot development) (State), R–5–5.5 Identifying author’s message or theme (implied or stated, as in a fable) (State)
Multicultural Content: Students will need to understand something about the Medieval setting of the book in order to have better
entry into the book’s big ideas.
Materials & Advanced Preparation: Possibly some images or information that students can see/read from the Eyewitness Book
on Knights.
Key/ New Vocabulary: resolute, determined, tenacious, chivalry, gender norms, boastful
Lesson Procedure
Time
7 minutes
Teacher Actions
Form of Assessment
Students will practice what
they started yesterday in
terms of how they
approach a new fantasy
genre book. They will
notice the cover illustration
and think about the blurb
in order to get some
information about the
setting (knights, jousting,
Medieval, etc.) and I will
supplement their noticings
with some background
information about these
historical references from
the Eyewitness Knight
book.
Students should be sitting
“crisscross applesauce,”
giving good eye contact,
listening to each other,
making connections to
what they learned
yesterday, and being
thoughtful and respectful.
1. Connection
Yesterday we begin to explore some qualities of fantasy books. We learned
that before we even begin to read a fantasy book, it’s important to do some
research on the book so that we can prepare ourselves for reading it. We
practiced looking carefully at the cover and the blurb on the back or inside
flap so that we can get a sense of what kinds of characters we’ll be dealing
with, what the setting might be, what kind of problem might exist, and how
there might be a conflict between good and evil.
So before we start reading, lets practice what we learned. First, what do
you notice about the cover?
Then read the blurb on the inside flap and discuss what the blurb tells us
that gets us ready to read.
17 minutes
Student Learning
Activities
2. The Read Aloud
King Wilfred the Worthy had three sons. He brought them up just as his
father had brought him up, and they were taught all the things he had been
taught. He wanted them to be better than his best knights.
They learned riding and jousting, fighting with swords, and good table
manners, too. They learned how to stride around proudly and how to shout
very loudly. And (perhaps most important for princes) they learned how to
give orders—to their nursemaids, their servants, their dogs, and their
horses.
Q: What do we know so far about this particular setting and the
characters who live in it…what might their actions tell us about them?
Then Queen Violetta had a daughter. But the queen died when the baby
was born. So, the little girl was called Violetta.
Q: So here, even before Violetta has a chance to know her mother, her
entire life changes in an instant…how does this relate to what we
Students will actively
listen and engage with
the text, raising their
hands when they want to
speak, listening to what
their classmates have to
say. Using this
information as well as
their own ideas about the
text, they will build and
construct deep meaning
and understanding of the
book’s big ideas.
know about fantasy as a genre? How might we use this information as
we move through the book?
No one would dare tell the king how to do anything—especially how to raise
his little girl. So he decided to teach her the same lessons that he had
taught his sons…
Even though she was so small she could hardly lift a sword at all!
Her brothers teased her and called her names. “Itsy-Bitsy Little Vi—little girl
can’t hurt a fly!” And they would boast that they were so strong, even the
most spirited horse would obey them.
Then they’d strike the heads off practice dummies so hard that the heads
would fly right over the castle walls!
And they would laugh and laugh at their little sister as she struggled to
mount a horse in her heavy armor, as if it were the funniest thing they’d
ever seen.
Q: Why do you think Violetta’s brothers are treating her this way? How
might their teasing make Violetta feel?
“Oh, Emma,” said Violetta to her nursemaid one evening, while Emma
soothed the little girl’s bruises. “I’ll never be as strong as my brothers.” “Not
as strong, maybe, but you are three times as clever,” said Emma sensibly.
“Why not ask your father to stop teaching you all this silly fighting and to let
you learn something else instead? Embroidery perhaps. Or weaving. Or
playing flute. Something useful?” But Violetta shook her head. “No, no, no,”
she said. “That would only make my brothers laugh louder.” So Emma said
no more. For she knew the princess was more determined than all the three
princes put together.
From that night on, Violetta slipped out of the castle in secret, while the rose
gardener’s son kept watch for her. She started to practice all the things her
brothers could already do so much better.
Violetta practiced in her own way, without shouting and without using her
spurs. Indeed, she was very quiet about it—as quiet as the night itself.
So, while her brothers grew as tall and strong as King Wilfred’s knights,
Violetta, who stayed quite small, got better at fighting and riding every day.
And her father’s horses loved to carry her on their backs.
Q: What’s going on here?
Violetta became so nimble and quick that when her three brothers practiced
jousting with her, their spears and swords just hit the empty air. And the
princes soon stopped laughing at her. And they stopped calling her “ItsyBitsy Little Vi!”
Then came the day before Violetta’s sixteenth birthday, and the king asked
to see her. “Violetta,” said King Wilfred, “I’m going to hold a jousting
tournament in honor of your birthday. The victory prize will bring the bravest
knights in the land flocking to the castle.” “What will the prize be, Father?”
asked Violetta, wondering which horse she would ride, which of her suits of
armor would be lightest, and which plume she would wear in her helmet.
“The prize,” said King Wilfred, “will be your hand in marriage. So put on
your finest gown and practice your prettiest smile.”
Q: Based on what we know so far about Violetta, how do you think she
will react to her father’s plan? What is your evidence?
Violetta turned as red as the roses beside the castle moat. “What!” she
cried. “You want me to marry some dimwit in a tin suit? Just look at your
own knights! They whip their horses and they can’t even write their own
names!” Her father was so angry that he locked Violetta up in the castle
tower all by herself. Not until the moon was shining high in the sky did the
King tell Violetta’s youngest brother to let her out.
“Stop crying, little sister!” said Violetta’s brother. “I’ll make sure to win the
tournaments myself. You certainly can’t marry me!” But Violetta shook her
head and wiped her eyes on the hem of her dress. “Thank you,” she said,
“but I think I’d better just see to it myself.”
The next day the field behind the castle was crowded with knights who had
come to fight in the tournament. King Wilfred sat down to watch. Little did
he know that it wasn’t Violetta who sat beside him. It was her nursemaid
Emma. She wore Violetta’s best dress and a veil over her face.
The real Violetta had put on her blackest armor and saddled her favorite
horse. She rode into the arena with the other knights and gave her title as
Sir No-Name.
Q: Based on her actions, what kind of a person is Violetta? Does she
remind you of any characters we’ve met in other books? What makes
you think this? Be specific! [Turn & Talk]
Trumpets sounded and the tournament to win the princess’s hand began.
Knight after knight rode into the arena—Sigurd the Strong, Harold the
Hardy, Percy the Pitiless—but Sir No-Name defeated them all. He even
I’m thinking kids might
make connections to Min
Li and/or Sistene in
particular.
knocked the king’s sons off their horses and into the dust.
By the end there was no one left who was willing to fight. And Sir No-Name
rode over to the king to receive the victory prize.
“Where do you come from, Sir No-Name?” asked the king, “You have
brought honor to your family, and my daughter should think herself lucky to
take your hand in marriage.” “Oh, I don’t think so!” Sir No-Name replied,
raising his helmet…
“Hello, Father,” said Violetta. “What’s the price for a Princess Knight” And
for the first time in his life, her father, the king, was speechless.
Violetta turned to the defeated knights, sitting battered and bruised on their
horses. “Very well,” she said. “I shall choose my own prize.”
“I hereby proclaim that no one will ever win Princess Violetta’s hand in
marriage without first defeating Sir No-Name.” Then she turned on her
horse and rode away—far, far away. And she didn’t return for a year and a
day. And when she did? Why, her father, King Wilfred the Worthy, gave her
a horse as black as her armor. And nobody, not even her brothers,
challenged the princess ever again.
Q: What have we learned about Violetta’s ability to overcome
challenges in her life?
And who did she marry? Well, if you must know, many years later, she
married the rose gardener’s son and lived happily ever after.
4 minutes
3. Turn and Talk
What do you think the author was trying to teach us in this story?
What are some big ideas that can come away with and why do you say
this?
First have them record their ideas on a graphic organizer. Then have them
share with their partner, and then take it whole group.
Big Idea:
My Thinking:
Anticipated Responses/Outcomes
1 minute
4. Closing and Recording
Anticipated Responses/Outcomes
5. Follow Up
Reflections:
How did the lesson plan work? What was effective? What did you learn?
What would you change for tomorrow or the next time you will use this
plan?