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

1. Reading Unit: 2 Lesson: 1 Module: A • Objectives: • Define and use close-reading vocabulary words. RL.4.4 • Refer to details and examples when explaining what a text says RL.4.1 Today we will be doing a Close Reading of pages 9-11. • Essential Questions: • How does a reader identify themes? • How does a writer develop and organize writing that matches purpose and audience?

2. First Read Let’s explore the text! Look at the front cover and read the text on the back cover. Page through the text to look at illustrations and see how the book is arranged. What do you think the book will be about?

3. Read Aloud Routine Focus: What is the “gist” of the text? I will begin reading Hiawatha while you follow along in your book. Then, you will continue reading up to page 11 silently on your own. Focus on the “gist” of the text, or who the characters are and what is happening. Be prepared to discuss the following questions when you are done with the reading: • How are the words used in a rhythmic way to describe the environment in which Hiawatha lives? • What details support the idea that Hiawatha is comforted? • What questions do you have?

4. Second Read When you reread Hiawatha, focus on key details about the main character and setting. Be prepared to discuss the following questions when you are done with the reading: 1. Gitche Gumee (p. 9) is what the Chippewa Indians called Lake Superior. Why do you think the author uses this name instead of calling it Lake Superior? How does the author help the reader understand what Gitche Gumee means? 2. How would you describe the setting on these two pages? 3. What does Nokomis mean when she tells the baby, “Hush! The Naked Bear will hear thee!”? 4. What clues help you understand what rushes (p. 10) are?

5. Focused Reading Text-Based Vocabulary • stilled, p. 10 • fretful, p. 10 • wail, p. 10 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. 4 in your Reader’s and Writer’s Journal.*

6. Focused Reading Text-Based Conversation The author uses words that paint a picture and help create a mood, describing the forest as dark, black and gloomy. Think about the feelings or emotions that these words create to decide what mood the author wants to create. Then compare the description of the forest with the description of the lake.

7. Focused Reading Team Talk Routine Do you think the words in the last four lines on page 10 are the actual words Nokomis sang to her baby? Use details from the text to support why or why not.

8. Reading Analysis Establish A Setting The setting of a story includes more than just the physical or geographic location. Setting can also include a time period, such as an historical time period or a time in a character’s life. Cultural context is also part of the setting; it tells the reader about the characters’ way of life and their view of the world. Use a Web A to record your answers to the questions.

9. Reading Analysis Cite Text Evidence Focus only on the text. 1. Describe the setting using text evidence. What does the setting tell you about the culture of the characters? 2. Where does the action take place? What words and phrases name or describe the location? 3. What words help you identify a culture, or a group of people who live in a particular way?

10. Independent Reading Reading Analysis Work independently to complete your own web, focusing on the illustrations and describing what they show about the culture of the poem’s characters. Writing in Response to Reading Based on what you have read so far, do you think living in the time and culture of the characters in Hiawatha would be harder or easier than living in your present-day culture? Use details from the poem 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 Informative/Explanatory Writing Objectives: • Write to establish a situation. • Understand adjectives.

13. Writing • Narrative Writing • Narrative texts such as Hiawatha tell a story and feature characters and a plot. They also feature a narrator who tells events. Additionally, narratives often contain an event sequence that unfolds naturally. • Characters are the people or animals in a narrative. Setting is where and when the narrative takes place. Events are actions and occurrences that help to drive the narrative’s plot. • In narrative writing, the writer usually begins by establishing a • situation. Writers often do this by introducing readers to a character, • setting, or event. • Writers also begin by providing engaging details that “hook” the • reader and make the reader want to read more.

14. Writing Analyze the Text: Look at how the writer establishes the situation and engages the reader on pp. 9–10. The writer establishes the setting and introduces the characters of Nokomis and Hiawatha.

15. Writing Conventions Focus: Adjectives An adjective is a word that describes a noun or a pronoun. • Most adjectives have three different forms called “degrees of comparison.” These are the positive, the comparative, and the superlative. • Use the positive form to describe one item or person (as in brave). Use the comparative form to compare two items or people (as in braver). Use the superlative form to compare more than two items or people (as in bravest). In the following sentence, brave modifies the noun Frank: “Frank was brave.”

16. Writing Independent Writing Write an introductory paragraph for a narrative that establishes a situation. Introduce characters, setting, and/or events in order to establish the situation. Include vivid adjectives in your writing. Be sure to: • introduce characters, setting, and/or events in order to establish the situation. • include vivid adjectives in your writing. Look back at your paragraph to make sure you used pronouns properly. Circle the pronouns and draw a line to show what noun the pronoun is replacing.