Objectives: Determine the meaning of words and phrases as they are used in the text. RL.4.4

1. Reading Unit: 2 Lesson: 8 Module: B • Objectives: • Determine the meaning of words and phrases as they are used in the text. RL.4.4 • Identify key ideas and details in a story. RL.4.2 Today we will be doing a Close Reading of chapter 12. • Essential Questions: • How do readers compare and contrast topics? • How does a writer use evidence to support ideas of compare and contrast in • an essay?

2. First Read Let’s explore the text! Review the events that occur in the Biboon section of the book. Then examine the text and the illustrations in Chapter 12.

3. Independent Reading Routine Focus: What is the “gist” of the text? Read chapter 12 silently on your own. Focus on the role that animals play in this chapter. Be prepared to discuss the following questions when you are done with the reading: • What evidence from the text helps Nokomis conclude that Omakayas is a healer? • What details from the text indicate that maple syrup is important in the lives of the Anishinabe people? • What questions do you have?

4. Second Read When you reread The Birchbark House, focus on key details that describe characters. Be prepared to discuss the following questions when you are done with the reading: 1. Deydey hollows out a piece of basswood to make a trough (page 195). If one makes a trough by hollowing something out, what does trough mean? 2. When sap from maple trees is collected and boiled into maple syrup or maple sugar, it is called sugaring . Why does Omakayas’s family look forward to sugaring? 3. The children play “vast” games (page 208) “all through the trees and brush.” What does vast mean? 4. How do you know that Omakayas is beginning to recover from her grief? 5. Based on the text on p. 211, how would you describe Pinch? How do you know Pinch has changed based on the events on p. 215?

5. Focused Reading • Text-Based Vocabulary • etched, p. 191 • sallow, p. 192 • regard, p. 206 • reminiscing, p. 208 • potent, p. 214 • 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. 134 in your Reader’s and Writer’s Journal.*

6. Focused Reading Text-Based Conversation Use the text to describe the steps to make maple syrup. According to the text, once all the tools are ready, the first step is to cut ten wedges in the side of each tree.

7. Focused Reading Team Talk Routine The author includes Ojibwa language in the text. Do you think this makes the reading experience better or more confusing? 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 particular choices and how these choices shape meaning. Reread key sentences and focus on how the author uses the technique of personification. Personification is when a writer gives an animal human qualities.

9. Language Analysis Cite Text Evidence Identify details from the text to answer the questions below.Focus on the first three paragraphs on p. 201. Focus on how the author describes the bears’ actions. • What are some of the words the author uses to personify the bears’ actions? • How does the use of personification help you understand the scene? • What do these details tell you about Omakayas and the culture of the Anishinabe?

10. Independent Reading Language Analysis Work independently to identify word choices that personify Andeg on p. 193. Writing in Response to Reading Turn to page 135 in your Reader’s and Writer’s Journal and read the prompt: Do you think the bears in the story are gentle or dangerous creatures? Why or why not? Use evidence from the text to support your ideas.

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 Opinion Writing • Objectives: • Use a good organization when opinion writing. • Correctly punctuate dialogue

13. Writing Opinion Writing An opinion is a belief that a writer has. When writing an opinion, the writer’s goal is to convince readers to adopt his or her opinion. In opinion writing, a writer clearly states his or her opinion, usually at the beginning, and then backs it with reasons that are supported with facts, evidence, and examples.

14. Writing Opinion Writing A strong opinion piece often presents the most important reasons or pieces of evidence first. •Effective opinion writing contains logical organization. An effective introduction establishes the topic and states the writer’s position. •Paragraphs contain clear main ideas. All the details in each paragraph relate to each other. •Strong, convincing reasons are given for the writer’s opinion. The reasons are supported by details and quotations from the text. •When writing an opinion about a text, the writer makes inferences about characters and plot and backs these inferences with text evidence.

15. Writing Analyze the Text Good opinion writing is clearly organized and related ideas are grouped together within the paragraph. Notice how related ideas are grouped together within the paragraph.

16. Writing Conventions Focus: Punctuating Dialogue Quotation marks are used to enclose a speaker’s exact words. When the quote is separated by the person who speaks, begin the first part with a capital letter and end with a comma. Use a comma after the speaker’s name, and then begin the second part of the quote with a lowercase letter. Use commas around a break in speech when it comes in the middle of the quote.

17. Writing Independent Writing Use your Reader’s and Writer’s Journal, p. 140, to write two paragraphs stating an opinion about which section of Chapter 12 is most interesting and enjoyable. • Be sure to: • use clear organization, with an effective statement of your opinion. • group related ideas together. • support your opinions with strong reasons and text evidence.