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: 7 Module: B Today we will be doing a Close Reading of chapter 11. 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! Review the characters and setting from the last chapter. Identify the “visitor.” Then examine the text and the illustrations.

3. Independent Reading Routine Focus: What is the “gist” of the text? Read chapter 11 silently on your own. Focus on the developing characters and theme of the story. Be prepared to discuss the following questions when you are done with the reading: What details from the text explain how Andeg helped the family survive? What evidence from the text suggests that Old Tallow does care about the survival of Omakayas and the Anishinabe people? What questions do you have?

4. When you reread The Birchbark House, focus on key details that contrast hardship with survival. Be prepared to discuss the following questions when you are done with the reading: 1. On page 163, the text says that Deydey “notched” his counting stick. What is the meaning of notched? 2. “Desperate measures” refers to measures or means that someone undertakes when they are under pressure and trying hard to find a solution to a situation. What context clues on page 164 suggest the meaning of “desperate measures”? 3. The yellow dog attacks Omakayas, biting her. page 179, what does “vicious lunge” mean? 4. In the text that runs from the bottom of p. 181 to the top of p. 185, what does the hunting of One Horn show about the Anishinabe culture? 5. How does Pinch change after the winter hardships? Second Read

5. Focused Reading Text-Based Vocabulary intrigue, p. 163 phenomenal, p. 164 justice, p. 177 extremity, p. 182 existence, p. 183 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. 134 in your Reader’s and Writer’s Journal.*

6. Focused Reading Text-Based Conversation I was confused when Nokomis tries to make Omakayas find a spirit helper in a dream. In my experience, I cannot force a dream. The act of remembering a dream is very important to Omakayas. She is hoping her dreams will help guide her to act in her everyday life. In this chapter, dreams play an important role in the lives of Omakayas and her family. What questions do you have, if any, to clarify (help you understand) the role of dreams in the Ojibwa culture.

7. Focused Reading Team Talk Routine Do you think it is right for Old Tallow to kill the yellow dog after it attacks Omakayas? Use details from the text to support your opinion.

8. Reading Analysis Theme The theme of a story is the overall message, or big idea, that the author wants to convey. Authors use specific details to develop themes in a text.

9. Reading Analysis Cite Text Evidence Focus on details that tell how life gets better for Omakayas’s family. Then use the details to determine one of the story’s central themes: moving on from hardship. Focus on pp. 165,176, and 183–186. What does Deydey do to help the family? How does Pinch help the family to recover? What is another event that leads to a better life for the family? How are all of these details related? What theme do they suggest?

10. Independent Reading Reading Analysis Work independently to complete your own Web about a second theme in the story. Writing in Response to Reading Turn to page 135 in your Reader’s and Writer’s Journal and read the prompt: Old Tallow blames the chimookomanug, or “white man,” for the disease and scarcity of food that plagues the Anishinabe. Do you agree or disagree? Include examples from the text to support your opinion.

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 evidence from the text when making inferences in opinion writing. Punctuate dialogue.

13. Writing Opinion Writing Sometimes you will be asked to write an opinion about characters in a text. This will often require inferences about characters. Inferences are educated guesses a reader makes by combining text evidence with what the reader knows about life, the world, or human nature. Writers may not state outright what characters are thinking or why they are acting in a certain way. In these cases, readers need to make inferences to understand characters.

14. Writing Analyze the Text Let’s take a look at some examples from The Birchbark House to help you understand how to make inferences using evidence from the text.

15. Writing Conventions Focus: Punctuate Direct Quotations Use quotation marks when punctuating direct quotations. Put punctuation marks, such as commas, question marks, and exclamation points, inside the quotation marks. I’m going to help you,” said the woman. Notice the use of quotation marks around the dialogue. Also notice the location of the comma.

16. Writing Independent Writing Read the prompt on p. 139 of your Reader’s and Writer’s Journal: In your view, why was Andeg invited to sleep with the family the night he brought the acorns? Be sure to: state your opinion about why Andeg was brought in in a brief paragraph. include an opinion statement, to make an inference about why Andeg was brought inside, support the inference with text evidence.