1. Reading
Unit: 2 Lesson:2
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
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!
Think about what you have already learned about the cultural context of the poem and the characters, Nokomis, and her baby, Hiawatha.

3. Independent Reading Routine
Focus: What is the “gist” of the text?
Silently read pages Focus on looking for the “gist” of the text, or an understanding of what the story is mainly about.
Be prepared to discuss the following questions when you are done with the reading:
• Based on details in the text, what is the effect of using
Indigenous language words in this story?
• Based on evidence in the text, what did Nokomis teach
Hiawatha about the stars that shine in heaven?
• What questions do you have?

4. Second Read
When you reread Hiawatha , focus on key details in this section of the poem.
Be prepared to discuss the following questions when you are done
with the reading:
1. Why do you think Nokomis shows her son Ishkoodah?
2. What does the author use the word tresses (p. 12) to describe? How does the meaning of tresses help you to visualize the appearance of the comet?
3. What are the plumes (p. 12) that the warriors have with them?
4. On p. 15, the author says that Hiawatha sat “at the door on summer evenings.” In what doorway is he sitting?
5. Do the pine-trees and the water really talk to Hiawatha?
6. What does the author compare the fire-fly’s light to on p. 16?

5. Focused Reading Vocabulary Routine: Text-Based Vocabulary
• flaring, p. 12
• lapping, p. 15
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. 84 in your Reader’s and Writer’s Journal.*

6. Text-Based Conversation
Focused Reading
Text-Based Conversation
When I read the song that Hiawatha sings on p. 16, I think about whether or not this is similar to songs I sang as a child. This can help me better understand the ideas of
the poem.
What did you learn about
Hiawatha’s childhood from
the song of the firefly?

7. Focused Reading Team Talk Routine
On pages 12–17, the author describes things that Nokomis teaches her son. Why do you think Nokomis tells Hiawatha about these things? Support your opinion with examples.

8. Language Analysis Craft and Structure
Reread sections of the text to better understand the author’s particular choices and how these choices shape meaning. Focus on how the author uses language and structure to reveal meaning in the text.
Clap to the beat as you read the poem. Repetition is when an author uses the same word or phrase more than once. Authors can use repetition to create rhythm. They also often use repetition to show that an idea is important.

9. Reread p. 12 to see how the author uses repetition.
Language Analysis
Cite Text Evidence
Reread p. 12 to see how the author uses repetition.
What are some words that the author repeats?
How does the repetition shape the meaning of
the poem?

10. Independent Reading Language Analysis Writing in Response to Reading
Work independently to identify
examples of repetition on pp. 15–16.
Writing in Response to Reading
Turn to page 85 in your Reader’s and Writer’s Journal and read the prompt: Write a paragraph explaining the things Nokomis teaches Hiawatha.

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
Write to narrate. Identify features of narrative writing.
Order adjectives correctly.

13. Writing Narrative Writing Narrative writing is a story or account of
events told by a person, character, or narrator.
Forms of narrative writing:
• Fiction is any type of work that is imaginary. Characters, plots, and dialogue are made up from the writer’s imagination. Short stories, mysteries, and essays are all forms of fiction.
Legends are stories that have some basis in fact that have been handed down by a people over many years. The events often explain events in nature.
• Tall tales are imaginative and humorous stories so full of exaggerated descriptions and events that they are not believable. These stories might include historical figures whose actions are exaggerated.
• Poems express ideas, sometimes with a specific rhyme or rhythm. Narrative poems tell a story.

14. While the form of the writing may change, the purpose of telling a
Narrative Writing
While the form of the writing may change, the purpose of telling a
story remains the same. You will use the form of narrative writing when telling stories.
Features of narrative writing:
tells real or imagined experiences or events using descriptive details and clear event sequences
establishes a situation and introduces a characters
contains a plot, or set of events, and organizes the event sequence in
a way that unfolds naturally.
organizes an event sequence that unfolds naturally
uses dialogue and description to develop ideas
uses a variety of transitional words and phrases to manage the
sequence of events
uses concrete words and sensory details to convey events
includes a conclusion that follows from the narrated events.

15. Writing Analyze the Text
Let’s identify features of narrative poetry in Hiawatha.
Read the following excerpt from the text. Emphasize the underlined
syllables to hear the rhythm of the poem.

16. Conventions Focus: Order Adjectives
Writing
Conventions Focus: Order Adjectives
An adjective is a word that describes a noun or pronoun. When two or more adjectives are used together, they belong in a certain order. Adjectives that describe size come first and are followed, in order, by adjectives describing age, shape, and color.
• In the sentence “Tiny brown ants live in these hollows,” the adjective describing size comes first, then the adjective describing color.
• In the phrase “The big old red barn,” the adjective describing size comes first, followed by adjectives describing age and color.

17. Writing Independent Writing
Develop a plan for a brief narrative poem about an experience with nature. Write one paragraph noting the basic plot events of your narrative poem. Use a graphic organizer, such as a timeline, to plan events.
Look back at the feature you cited in Hiawatha and make sure that it clearly is an example of narrative writing.