1. Reading
Unit: 2 Lesson: 9
Module: A
Objectives:
Define and use close-reading vocabulary words. RL.4.4; L.4.6
Refer to details and examples when explaining what a text says. RL.4.1
Today we will be doing a
Close Reading
of pages 51 – 55.
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 visuals. Consider what the animal and nature details in the illustrations tell readers about Pecos Bill.

3. Focus: What is the “gist” of the text?
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 55 silently on your own. Focus on character, setting, and plot details that may reveal themes for readers.
Be prepared to discuss the following questions when you are done with the reading:
• What evidence from the text indicates that little Bill acted
like the coyotes?
• What details in the text describe a “wild, untamed and unsocialized earlier America”?
• What questions do you have?

4. Second Read When you reread the text, focus on details in
the text that will help you to determine the theme.
Be prepared to discuss the following questions when you are done
with the reading:
1. According to the notes, why is Pecos Bill a popular character in American folklore? Why might readers find these traits in Pecos Bill appealing?
2. What causes Pecos Bill’s family to leave home and travel west? Why might the family dislike the thought of neighbors?
3. Based on the text, what does feller mean? What human traits does the feller show?
4. Based on the text, what does varmint (p. 76) mean? What animal traits does Pecos Bill show?
5. How does Pecos Bill see himself? How does the cowpoke define Pecos Bill? Which identity is more wild and untamed? If Pecos Bill becomes a cowboy, do you think he will give up all of his animal traits?

5. Focused Reading Vocabulary Routine: Text-Based Vocabulary
• yarns, p. 51
• boastful, p. 51
• unsocialized, p. 51
• desolate, p. 54
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. 94 in your Reader’s and Writer’s Journal.*

6. Text-Based Conversation
Focused Reading
Text-Based Conversation
On p. 53, the author mentions the “untamed land of eastern Texas.” On p. 54, the author mentions that the coyotes are a wild, rough bunch. These details suggest that one theme of the story relates to the idea of tameness versus wildness. Pecos Bill and his family like the wildness of nature, and they work to stay close to it.
Identify and discuss details that point to themes of wilderness and civilization and national and individual identity in the story.

7. Focused Reading Team Talk Routine
Do you agree or disagree with the cowpoke that Pecos Bill should give up his life with the coyotes and start acting like a cowboy? Use story details to explain your thinking.

8. Language Analysis Craft and Structure
Idioms are phrases that have distinctive meanings and cannot be understood by understanding the meanings of individual words. For example, to hang out means “to spend time with others.” Pecos Bill hangs out with coyotes. Authors may use figurative language, including idioms, in tall tales to create humor, establish imagery, or to tie characters and stories to the dialect or speech of particular regions.

9. Language Analysis Craft and Structure
“Pecos Bill” is a tall tale, a story so full of exaggerations that it is beyond the realm of belief. Tall tales are often part of a national or regional oral history. They are often silly or funny and characters may be real heroes whose feats and adventures have been highly exaggerated.

10. Focus on the idiom tooth and nail, p. 53.
Language Analysis
Cite Text Evidence
Focus on the idiom tooth and nail, p. 53.
Write the idiom tooth and nail.
(column 1)
What does tooth and nail mean?
(column 2)
What effect does this idiom have on the text?
(column 3)

11. Writing in Response to Reading
Independent Reading
Language Analysis
Work independently to complete your own chart for other idioms on pp. 51–55.
Writing in Response to Reading
In what ways does Pecos Bill pull off becoming a coyote, and in what ways does he fall short? Use story details to support your opinion.

12. Small Groups It’s time to get into our groups!
Please see me if you don’t know what group you belong in.

13. Writing Objectives: Narrative Writing Use sensory details in writing.
Write in complete sentences.

14. Writing Narrative Writing
A writer uses sensory details—details that come from the five senses (sight, touch, taste, smell, hearing)—to create images. Images help readers to precisely envision experiences and events. The sentence “The sweet-smelling strawberry dripped red juice” contains images that appeal to the senses of smell and sight. Sensory details and images can help to create setting or to describe characters or objects.
What can you learn about the characters and events from the sensory details?
Which senses do the sensory details appeal to?
How do the sensory details help to make the story engaging?

15. Writing Analyze the Text
Identify sensory details and notice how they help readers picture events.
Read the following section, identify the image:
Read the following section:

16. Conventions Focus: Complete Sentences
Writing
Conventions Focus: Complete Sentences
To be complete, a sentence must have a subject and a verb and must be a complete thought. If a sentence is missing any of these parts, it is a fragment. Fragments should be avoided. Also to be avoided are run-on sentences. Run-on sentences occur when a writer puts two ideas together without punctuation.

17. Writing Independent Writing
Write a descriptive paragraph about a character from another legend or fairy tale.
Be sure to:
include vivid, specific sensory details to create imagery and to help the reader picture what is being described.