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

1. Reading Unit: 2 Lesson: 11 Module: A Objectives: • Define and use close-reading vocabulary words.RL.4.4 • Refer to key ideas and details when explaining what a text says. RL.4.1 Today we will be doing a Close Reading of pages 57 – 61. 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. Read Aloud Routine Focus: What is the “gist” of the text? I will begin reading Pecos Bill while you follow along in your book. Then, you will continue reading up to page 61 silently on your own. 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 no horse was too wild for Pecos Bill? • What evidence in the text shows that Pecos Bill interacted with the cyclone as if it were a person? • What questions do you have?

4. Second Read When you reread the text, focus on key details about the descriptions of the setting, Pecos Bill, and the cyclone. Be prepared to discuss the following questions when you are done with the reading: 1. What clues does the author give in the text about the size of Pecos Bill’s ranch? 2. What are some of the effects of the drought? What would fix this problem? 3. On p. 60, what words help the reader understand what cyclone means? Based on the context clues, what is a synonym for cyclone? 4. What words does the author use to describe the cyclone? What does this description tell you about the cyclone? 5. What is a lariat? (page 82)? On p. 60, Bill manages to “lasso” water from the Gulf of Mexico. What is lassoing? 6. How does Pecos Bill use his skills as a rancher to tame the cyclone?

5. Focused Reading Text-Based Vocabulary • drought, p. 60 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 I thought the Hell’s Gate Gang would be mean, tough, and scary because of their name. However, when they first met Pecos Bill, they were scared of him. We know this because the text describes their knees knocking and they look nervous in the illustration. Pecos Bill was friendly to them and quickly became their leader. Discuss the relationship between Pecos Bill and Hell’s Gate Gang.

7. Focused Reading Team Talk Routine In your opinion, which one of these other types of severe weather might Pecos Bill have tamed to end the drought, a hurricane, tsunami, thunderstorm, or blizzard? Use details from the text to support your opinion.

8. Language Analysis Craft and Structure Focus on key words and sentences in the text to better understand the author’s use of figurative language. Similes compare two unlike things using the terms like or as, and metaphors compare two different things by suggesting they are the same. Reread key sentences and think about how the author uses figurative language to reveal meaning in the text.

9. Language Analysis Cite Text Evidence Focus on p. 60, the fourth and fifth full paragraphs. Focus on the sentences “It was so dry that the all the rivers turned as powdery as biscuit flour” and “All his horses and cows were starting to dry up and blow away like balls of tumbleweed.” • What do these two sentences tell the reader about the drought? • Why do these two phrases help enhance the description of the setting for this story?

10. Independent Reading Language Analysis Work independently to explain examples of figurative language used on p. 61. Writing in Response to Reading How does the author’s use of figurative language in this story make the writing more vivid and exciting for the reader?

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: • Use figurative language when writing. • Use relative pronouns correctly.

13. Writing Narrative Writing Good writers often use figurative language to describe characters and events in fresh, original ways. Figurative language is not meant to be interpreted literally. Rather, it draws comparisons between ideas and images. Four types of figurative language are similes, metaphors, personification, and hyperbole. • A simile is a direct comparison that contains the words like or as. One example is, “Pecos Bill was as bold as a lion.” • A metaphor describes one thing as if it were another: “Her smile was sunshine.” • Personification gives human characteristics to nonhumans, such as animals or objects: “The stars blinked out, going to sleep one by one.” • Hyperbole is an extreme exaggeration: “It took five million years for the game to begin.”

14. Writing Analyze the Text The writer uses figurative language and exaggeration to add details and vivid descriptions to and create humor in the writing. The writer uses exaggeration to describe Pecos Bill’s rope. The paragraph on p. 60 describes the drought. By using figurative language and exaggeration, the writer has created vivid descriptions and expanded the readers’ understanding of the story’s characters, setting, and events.

15. Writing Conventions Focus: Relative Pronouns A sentence may have a clause that gives more information about a word or phrase in the sentence. The modifying clause will begin with a relative pronoun (who, whom, whose, that, and which).

16. Writing Independent Writing Write a paragraph about a character who could appear in a tall tale, such as “Pecos Bill.” Use exaggeration and other types of figurative language to describe the character. Introduce the character and choose words carefully to help readers visualize the character. Include at least one simile and one metaphor, in addition to exaggerated details.