1. Reading
Unit: 2 Lesson: 13
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 65 – 68.
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!
Page through the text and identify features,
such as “Notes on the Story,” and look at
the illustrations.

3. Focus: What is the “gist” of the text?
Read Aloud Routine
Focus: What is the “gist” of the text?
I will begin reading John Henry while you follow along in your book. Then, you will continue reading up to page 68 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 evidence from the text indicates that John Henry was
“special” as a baby?
• What examples in the text indicate that John Henry enjoys
his work?
• What questions do you have?

4. read the background information and first part of the story.
Second Read
When you reread the text, focus on key details as you
read the background information and first part of the story.
Be prepared to discuss the following questions when you are done
with the reading:
1. Why do you think “Notes on the Story” are included with the text? What do you think are the most important ideas about the origins of the legend of John Henry?
2. On page 65, the author describes the difficult working conditions railroad workers faced. What is the meaning of the word lethal as it is used in the sentence, “…these tunnel workers were exposed to an early death from the dynamite explosions, falling rock, and lethal dust created by the blasts”? What clues helped you?
3. What do you learn about John Henry in this section?
4. When he was born, John Henry’s arms were described as being “as thick as stovepipes.” Why do you think the author used this comparison?

5. Focused Reading Vocabulary Routine: Text-Based Vocabulary
• regulations, p. 65
• superior, p. 65
• enduring, p. 65
collapsed, p. 68
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
In the notes, the author describes real-life working conditions of men building railroads. Then, as the story begins, we meet John Henry as a big, strong baby. I can easily picture John Henry working alongside the others building tunnels and railroads.
Discuss new information you have learned from this reading.

7. Focused Reading Team Talk Routine
Based on the background information, would
you have wanted to work on the railroad during
this time?

8. Language Analysis Craft and Structure
Authors use descriptive details to make their characters and settings as vivid as possible. These details help the reader see, hear, smell,
feel, and taste the things being described in the story. Reread key sentences and focus on how the author uses descriptive details.

9. Language Analysis Cite Text Evidence
Reread the first full paragraph on page 68. Focus on the descriptions in each sentence.
Which details appeal to sight and sound in this paragraph?
What verbs does the author use to describe the movement of the hammer?
How do these words help the reader visualize the action?
What do these descriptions tell us about John Henry?

10. Independent Reading Language Analysis Writing in Response to Reading
Work independently to identify the descriptive language used on p. 67.
Writing in Response to Reading
Reread the first paragraph. Do you think the author used appropriate sensory details to describe the night John Henry was born? State your opinion and support it using evidence from the text.

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 Objectives: Narrative Writing
Establish a situation and introduce characters when writing.
Understand the progressive verb tense.

13. Writing Narrative Writing
Narrative writers begin by orienting readers, or making readers familiar with the characters and setting of
the story.
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. How does the writer establish a situation and
Writing
Analyze the Text
How does the writer establish a situation and
introduce characters?

15. Writing Conventions Focus: Progressive verb tenses
A verb is a word that expresses existence or an action. A
tense is a form of a verb that indicates when the
action occurs in time.
The present progressive verb tense shows an action that is happening now. The present progressive tense is formed
using the present tense of be (is, are, am) and a verb ending in –ing. One example is, “The family is laughing.”

16. main character, and establishing the narrator of the story.
Writing
Independent Writing
Draft the first paragraph for your narratives about the day in the life of a child. Establish a situation in your paragraphs, using the poem Hiawatha or one of the legends as a model. As you draft your writing, focus on describing setting, introducing the
main character, and establishing the narrator of the story.