1. Objectives: Determine the meaning of words and phrases as they are used in the text. RL.4.4 Identify key ideas and details in a story. RL.4.2 Unit: 2 Lesson: 3 Module: B Today we will be doing a Close Reading of chapters 5 and 6. Essential Questions: How do readers compare and contrast topics? How does a writer use evidence to support ideas of compare and contrast in an essay? Reading

2. First Read Let’s explore the text! Focus on chapter titles and skimming the text for character names you remember from previous sections. Think about the names of characters that might be part of Chapters 5 and 6.

3. Shared Reading Routine Focus: What is the “gist” of the text? I will begin reading The Birchbark House while you follow along in your book. Then, you will continue reading to the end of chapter 6, silently on your own. You should be looking for a general understanding of what the text is mainly about. Be prepared to discuss the following questions when you are done with the reading: Based on the text, what is the importance of dreams? What details from the text support the idea that Omokayas has a special relationship with the bears and Andeg? What questions do you have?

4. Focus on key details of how Omakayas and her family are preparing for winter and how non- Ojibwa people settling on Ojibwa land may affect them. Be prepared to discuss the following questions when you are done with the reading: 1. What do you know about the chimookomanug based on the conversation that Omakayas and Angeline listen to from the underbrush? 2. Using context clues, what can you tell about the meaning of the word rekindle on page 73? 3. What is the importance of the jobs that Mama gives to Big Pinch, Omakayas, and Angeline? 4. What clues on page 78 tell you that interpretation means “explanation” or “translation”? Second Read

5. Focused Reading Text-Based Vocabulary contempt, p. 77 intensity, p. 80 vigilance, p. 91 sympathetic, p. 92 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. 124 in your Reader’s and Writer’s Journal.*

6. Focused Reading Text-Based Conversation I see on p. 86 that Mama threw a stick at Andeg after Pinch told her the bird had eaten the berries. I know that Pinch ate the berries and lied to Mama, but Mama doesn’t know that. I see on p. 83 that Mama picked the berries so the family will have winter seasoning and food. She is angry because now the family won’t have them for the winter. Discuss why Mama was so angry about the missing berries.

7. Focused Reading Team Talk Routine After Mama lost her temper, should Andeg continue to warn Mama of animals and strangers and help hunt mice? Use details from the text to support why or why not?

8. Reading Analysis Author’s Purpose An author writes for a purpose, or reason. An author’s purpose can be to inform, to entertain, or to persuade. Most fiction stories are written mainly to entertain, but they can also inform. For example, The Birchbark House entertains readers by telling about characters and events, but it also informs readers about Ojibwa customs and culture.

9. Reading Analysis Cite Text Evidence Record the author’s main purpose and details that support your choice. Focus on pp. 88–90. Does the author mainly intend to entertain, inform, or persuade in this section? List details from the text that support your answer. Did the author succeed in entertaining, informing, or persuading? Why?

10. Independent Reading Reading Analysis Work independently to complete your own Web graphic organizer as you identify the author’s purpose on pp. 94–95, beginning with “When they reached the river’s entrance” to “That was most often the boy’s job.” Writing in Response to Reading Turn to page 125 in your Reader’s and Writer’s Journal and read the prompt: What is the author’s purpose for including the character Two Strike Girl?

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 Opinion Writing Objectives: Use an organizational structure in which related ideas are grouped together. Use capitalization correctly.

13. Writing Opinion Writing An opinion is a belief or idea that people form about a text or topic. Opinion writing includes an introduction that clearly states the writer’s opinion, reasons and evidence that support the opinion, and a concluding statement that reinforces what came before. Opinion writing should be clearly organized, with related ideas grouped together. Transitional words and phrases such as for instance and in addition should be used to link reasons and evidence. By grouping reasons with the opinion they support, writers create clear, strong writing that will help to convince readers.

14. Writing Opinion Writing Reasons can be facts, details, or quotations from a text. If they are included within the same paragraph, they should all relate. All the information should connect in some way to the same idea. As you write, you should ask yourself these questions: What is the main idea of the paragraph? Are all of the details in the paragraph connected to the main idea? What linking words can I use to show the relationships between ideas?

15. Writing Analyze the Text Let’s take a look at how a writer might group related ideas when stating an opinion about the text.

16. Writing Conventions Focus: Use Capitalization Correctly Proper nouns are nouns that name individual people, places, and things. Proper nouns are capitalized. Also remember to capitalize the first word in a sentence.

17. Writing Independent Writing Use your Reader’s and Writer’s Journal, p. 130 to write two paragraphs giving your opinion of the following question: Was Mama right to leave Little Pinch alone with the berries? Reread pp. 82–88 and state whether you think Mama “did the right thing” by leaving Little Pinch with the berries. Be sure to: use evidence to support your ideas organize your writing effectively, grouping related ideas together. include transitional words and phrases to link ideas.