Objectives: Define and use close-reading vocabulary words. RL.4.4

1. Reading Unit: 2 Lesson: 12 Module: A Objectives: • Define and use close-reading vocabulary words. RL.4.4 • Refer to details and examples when explaining a text. RL.4.1 Today we will be doing a Close Reading of pages 61 – 63. Essential Questions: • How does a reader identify themes? • How does a writer develop and organize writing that matches purpose and audience? • How does a writer use internal and external dialogue to develop the theme of the story?

2. First Read Let’s explore the text! As you review the selection, examine the text and look at the illustrations on each page.

3. Independent Reading Routine Focus: What is the “gist” of the text? Silently read pages 61-63. Focus on understanding what the text is mainly about. Be prepared to discuss the following questions when you are done with the reading: • What details support the idea that Slue-foot Sue was a bit of a coyote? • Based on the text, what is the connection between Strange night-time sounds, thunder and lightning, and Pecos Bill? • What questions do you have?

4. Second Read When you reread the text, focus on key details about the descriptions of the characters and their actions. Be prepared to discuss the following questions when you are done with the reading: 1. What clues does the author give in the text to show that Pecos Bill was in love with Slue-foot Sue? 2. On p. 62, Sue is described as wearing a “beautiful white dress with a steel –spring bustle” What is a bustle? 3. Why does the author describe Sue’s ride on Widow Maker as a “catastrophe”? 4. “She flew over plains and mesas, over canyons, deserts, and prairies.” Based on thecontext clues in this sentence, what is a mesa? 5. What details point to a theme of self-confidence?

5. Focused Reading Text-Based Vocabulary • reverted, p.62 • consequently, p.62 • catastrophe, p.63 Vocabulary Routine: 1. Read the sentence containing the word. 2. Identify context clues about its meaning within the passage. 3. Look up the word in a dictionary and read the definition. 4. Use the word in other ways. *After we review these words, write your sentences on p. 104 in your Reader’s and Writer’s Journal.*

6. Focused Reading Text-Based Conversation We meet Slue-foot Sue while she is riding a huge cat fish. The author describes her as “a wild-looking , red-haired woman.” From this brief introduction, I think Sue is a courageous and brave woman willing to follow her heart and do whatever she sets her mind to accomplishing. Discuss Slue foot Sue. Discuss her appearance, her actions, her dialogue, and her relationship with Pecos Bill.

7. Focused Reading Team Talk Routine Do you think Pecos Bill is a hero? Use details from the text to support your opinion.

8. Language Analysis Craft and Structure Reread key words and sentences in the text to better understand the author’s word choice. Authors of tall tales typically use exaggeration and non-literal language in their stories. In tall tales especially, authors use hyperbole, or extreme exaggeration, to emphasize the super-human abilities and actions of the characters.

9. Language Analysis Cite Text Evidence Reread p. 63. Focus on the fourth paragraph. Draw your attention to the sentence, “She flew so high that she looped over the new moon and fell back to earth.” • What phrase in this sentence uses hyperbole, or extreme exaggeration? • What point is the author trying to make by using this hyperbole? • Why do authors use this technique when they write?

10. Independent Reading Reading Analysis Work independently to identify other examples of hyperbole, exaggeration, and non-literal language on p. 62. Writing in Response to Reading How does the author’s word choice enhance descriptions in the story?

11. Small Groups It’s time to get into our groups! Please see me if you don’t know what group you belong in.

12. Writing Narrative Writing Objectives: • Include a plot when writing • Understand adverbs.

13. Writing Narrative Writing Before they begin writing, writers take the time to plan and develop their narratives. A key part of developing a narrative is creating a plot, a series of events that drive the story. • The exposition focuses on the setting and the characters, helping to establish a situation. • During rising action, complications or problems are introduced. • The climax occurs at the moment of greatest tension in the story. • The falling action describes what happens as a result of the climax. • The resolution ends the story, tying up any loose ends.

14. Writing Analyze the Text Review the key elements and events of “Pecos Bill.” to see how these elements and events could be listed in a Story Sequence Chart.

15. Writing Conventions Focus: Adverbs An adverb is a word that modifies a verb, an adjective, or another adverb. Adverbs tell how, where, or when something happens. Examples of adverbs are soon, happily, and nearly.

16. Writing Independent Writing Plan a short narrative poem or story about an adventurous middle school student. The student might be a young detective, amateur scientist, or athlete. Use a Story Sequence Chart to plan characters, setting, and plot events. Narratives should contain an interesting plot that has an exposition, rising action, climax, falling action, and conclusion. Refer to Hiawatha, “How the Stars Fell into the Sky,” and “Pecos Bill” as models for your own writing.