Introduction to Classroom Reading

1. View a student-created example of a Response Journal used during the classroom reading and study of Marco Paul's Travels on the Erie Canal.
2. Review a complete list of Response Journal Questions that the students will answer after reading and discussing each chapter in the book.
3. Arrange time for the students to create their own journals, possibly during art class.
4. Print out class copies of the following prefatory material from Marco Paul's Travels on the Erie Canal:
• book cover
• title page
• verso page
• preface
• illustration

Lesson

Marco Paul's Travels on the Erie Canal was first published in 1847. The book's style of writing and its language are rich, but challenging to modern students. We recommend that the class read the book aloud and discuss the material in depth.

1. Introduce the book by examining the prefatory material. Students look at and discuss the book cover, title page, verso page, preface and illustration (map and profile of the Erie Canal) preceding Chapter I.
2. Review or introduce the terms "monograph" (book) and "primary source".
3. Explain to the students that they will study this monograph because:

1. it is rich in historical information about the period in which it was written; and
2. it is a primary source from the Erie Canal era.

4. While reading the book, each student creates a personal Response Journal. Students record their reflections before, during, and/or after each reading session. The journal entries reflect thoughts about the day's reading through focus questions and/or related prompts.
5. Students make their first entries in their journals at the end of this lesson by answering the questions below.

Response Journal Questions

1. What was the author's purpose in writing this book?
2. Marco's father is a merchant. Explain what a merchant does for a living.
3. Marco is traveling with his cousin, Forester, who is about nineteen years old. Why do you think that Marco's father put him into Forester's care?

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