Fountas-Pinnell Level N Legend

Transcription

1 LESSON 13 TEACHER S GUIDE Tuk Becomes a Hunter: An Inuit Legend retold by Pleasant DeSpain Fountas-Pinnell Level N Legend Selection Summary Tuk likes to carve animals. When he goes hunting with his father and uncle, they encounter a hungry polar bear. During the night, while the bear sleeps, Tuk sneaks outside and carves a giant bear out of ice to scare away the real bear. Number of Words: 838 Characteristics of the Text Genre Legend Text Structure Third-person narrative Chronological plot that includes time shift Content Arctic setting with Inuit characters and artifacts (e.g., dog sled, igloo, harpoon) Hunting animals for food and being hunted by an animal Sculpting out of soft stone and ice Themes and Ideas Living in a very cold climate is diffi cult and dangerous. Family members in all cultures love and care for one another. There are many ways to be brave. Language and Setting central to the plot, with suspense that builds to a climax. Literary Features One simile is used: quiet as a still wind. Sentence Complexity A mix of short and longer, complex sentences with all sentence types represented Some unassigned dialogue Two hyphenated words (ice-window, stopped-up); commas in dialogue, description (e.g., long, sharp claws), and to set off clauses (pp. 4, 5, 6, 7, 11, and 13). Vocabulary Words that refl ect Inuit culture and arctic setting may be unfamiliar (e.g., frozen landscape, harpoon, sled dogs/huskies, walrus, glacier, polar bear, artic wind). Words Many two- and three-syllable words including compounds and affixed words (e.g., unharnessed, overjoyed, faraway, directions, landscape). Some decoding challenges (sculpture, anxious, muscles, obeyed, weapons) Illustrations Somewhat stylized art (refl ecting Inuit art) complements but does not convey content. Book and Print Features 13 pages with 2 full-text pages, 1 all-art page, and the rest roughly half-and-half, except for one page that has text surrounded by two spots of art Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Copyright by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida Printed in the U.S.A If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

2 Tuk Becomes a Hunter: An Inuit Legend retold by Pleasant DeSpain Build Background Build interest by helping students think about the setting: What if you and your family lived where it was really cold and there were no stores where you could get food and clothing. How would you survive? Read the title and author. Discuss the cover. Explain that this story is an Inuit legend. A legend is a story told about an unusual event. Introduce the Text Guide students through the text, noting important ideas and bringing in key vocabulary so that they can read the text successfully. Here are some suggestions: Page 2: Discuss the illustration. Suggested language: Tuk is the boy in the center. Tuk and his family live in an igloo, a house made from blocks of ice. Page 3: Help students identify Tuk s talent in this illustration: Tuk can carve animals out of soft stone. He made a gift for his mother which she examined carefully. Can you tell what kind of animal Tuk s mother is looking at? Page 4: Talk about the plot by explaining that Tuk pleaded with his father to go hunting. Why do you think Tuk pleaded with his father? Why do you think he wanted to go hunting so badly? Page 5: Explain that the hunters want to catch the seal pictured here. Have you ever seen a seal? It has fl ippers to help it swim in the icy water. Page 7: Draw attention to the illustration. What scary animal has surprised the hunters? Why might the hungry polar bear be a problem? Page 11: Discuss the illustration. The family is trapped by the bear inside the igloo. It is night now. What do you think the bear is waiting for? Now turn back to the beginning of the story and read to fi nd out what happens to Tuk and his family. Target Vocabulary examined studied, looked at carefully, p. 3 fondly in a loving or caring way, p. 4 mist a fine spray of water floating in the air, p. 4 pausing stopping briefly, p. 7 peak the pointed top of something, p. 4 pleaded begged; made an urgent request, p. 4 rugged rough and uneven, p. 6 steep very high, p. 6 2

3 Read Have students read Tuk Becomes a Hunter silently while you listen to individual students read. Support their problem solving and fluency as needed. Remind students to use the Analyze/Evaluate Strategy what they are reading and then form an opinion about it. to think about Discuss and Revisit the Text Personal Response Encourage students to share their personal responses to the text. Suggested language: How do you think Tuk felt at the end of the story? Why do you think that? Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Tuk and his Inuit family live and hunt up North, where it is very cold. Tuk is very skilled at carving animals out of soft stone but he also wants to be a great hunter. When a hungry polar bear traps his family, Tuk uses his carving skill to save them. People who live where it is really cold adapt their lives to the harsh climate. The life of Inuit hunters is dangerous and calls for bravery and skill. You can show bravery in many ways, including through cleverness and artistic skill Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The stylized illustrations give the story a magical feel (and reflect Inuit art). The author tries to make the story sound as if a storyteller is telling it. The author creates suspense with the sudden appearance of the bear, the chase, and the trapping of the family in the igloo. Choices for Further Support Fluency Invite students to choose a passage from pages 6 10 of the text to read aloud with expression. Remind them that the author is creating suspense here; their voices should express excitement, fear, and tension. Comprehension Based on your observations of the students reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to back to the text to support their ideas. Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that when they are trying to pronounce a longer word with two consonants in the middle, they should try dividing the word between the two consonants and pronouncing each syllable. Use target (p. 6) as an example: tar/get. Have students practice with other words from the text: harpoon, walrus, artist, window, igloo, tunnel. 3

4 Writing about Reading Have students complete the questions on BLM Responding Have students complete the activities at the back of the book. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill. Target Comprehension Skill Compare and Contrast Remind students that one way to think about the setting, characters, events, and ideas in a story is to figure out how they are alike and different. Model, using this Think Aloud: Think Aloud How is Tuk like his father Nanuk? How is he different? Nanuk is a great hunter, and, at the end of the story, Tuk is a great hunter, too. So this is one way they are alike. But Tuk is also an artist. He can carve animals out of stone and ice. In this way, he is different from his father. Practice the Skill Encourage students to compare and contrast two characters from another story they know, telling how these two characters are alike and different. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings. Assessment Prompts What word do you think best describes Tuk? In paragraph 3 on page 13, the word huge appears. What other word in the paragraph means about the same as huge? Look at Tuk s mother s words at the bottom of page 3 and Tuk s father s words at the bottom of page 14. How do both parents feel about their son? 4

5 English Language Development Reading Support Pair English-speaking and English language learners so that they can check their understanding with each other about what they learned about the Inuit and their culture. Cultural Support Students from warm climates who have never seen snow may need extra support to appreciate the story s setting. Use the illustrations to point out and describe snow, ice, icy water, the clothing needed, and some animals that live in the cold. Oral Language Development Check student comprehension, using a dialogue that best matches your students English proficiency level. Speaker 1 is the teacher, Speaker 2 is the student. Beginning/Early Intermediate Intermediate Early Advanced/Advanced Speaker 1: Who is the boy in this story? Speaker 2: Tuk Speaker 1: What is it the weather like where Tuk lives? Speaker 2: very cold Speaker 1: What does Tuk like to do? Speaker 2: carve animals out of stone Speaker 1: Describe what it is like where Tuk lives. Speaker 2: It is cold, snowy, and icy. Speaker 1: What skill does Tuk have? Speaker 2: He can carve animals out of soft stone and ice. Speaker 1: How does the giant polar bear save his family? Speaker 2: This carving scares away the hungry polar bear. Speaker 1: What dangerous thing happens when Tuk, his father, and his uncle go hunting? How does Tuk save everyone? Speaker 2: They run into a hungry polar bear. It chases them home and traps them inside the igloo. Tuk carves a giant ice bear. When the real bear wakes up, she is scared off. Name Date Lesson 13 BLACKLINE MASTER 13.8 Tuk Becomes a Hunter Read and answer the questions. 1. Think within the text What is Tuk good at doing? What does he want to learn to do? Tuk is a good artist, but he wants to learn to hunt seals. 2. Think within the text What makes the hunters rush back to their igloo? A hungry polar bear chases them back home. 3. Think beyond the text Are you ready to learn how to do something that an adult in your home does, such as cook a meal or drive a car? Explain. Responses will vary. 4. Think about the text How do you think Tuk felt as he slipped out of the igloo? Do you think he did the right thing? Explain. Possible responses: He felt scared, because if the polar bear woke up, it would attack him. He did the right thing, because his carving scared the polar bear away, which saved his family members. Making Connections Tuk acted bravely to help save his family. What is another story you have read about a young person acting in a brave way? Write about how the stories are alike and different. Write your answer in your Reader s Notebook. Read directions to students.. All rights reserved. 10, Unit 3: Learning Lessons 5

6 Name Date Tuk Becomes a Hunter Thinking Beyond the Text Write a paragraph that answers the questions below. At the end of the story, Tuk s father says, My son is truly a great artist. But he is also a brave and true hunter. Do you agree that he is a great artist and a brave, true hunter? Why or why not? Use details from the story to support what you say. 6

7 Name Read and answer the questions. Date Lesson 13 BLACKLINE MASTER 13.8 Tuk Becomes a Hunter 1. Think within the text What is Tuk good at doing? What does he want to learn to do? 2. Think within the text What makes the hunters rush back to their igloo? 3. Think beyond the text Are you ready to learn how to do something that an adult in your home does, such as cook a meal or drive a car? Explain. 4. Think about the text How do you think Tuk felt as he slipped out of the igloo? Do you think he did the right thing? Explain. Making Connections Tuk acted bravely to help save his family. What is another story you have read about a young person acting in a brave way? Write about how the stories are alike and different. Write your answer in your Reader s Notebook. 7

8 Student Date Lesson 13 BLACKLINE MASTER Tuk Becomes a Hunter LEVEL N Tuk Becomes a Hunter Running Record Form page Selection Text Errors Self-Corrections 7 Suddenly a huge, white polar bear stepped out from behind a snow bank and ran toward the seal! The seal barked in alarm and slipped back into the icy sea. The bear, pausing for a moment, looked right at the father and son. Run, boy, run! Nanuk yelled. 8 Tuk obeyed and jumped on the sled. His father was close behind. Uncle Kavik cracked his whip to make the huskies run. The chase was on. The dogs were fast. So was the white bear. Uncle Kavik drove the sled across the frozen landscape toward the igloo. Comments: Accuracy Rate (# words read correctly/95 100) % Total Self- Corrections Behavior Code Error Read word correctly cat 0 Repeated word, sentence, or phrase Omission cat 0 cat 1 Behavior Code Error Substitution cut cat 1 Self-corrects cut sc cat 0 Insertion the 1 Word told T 1 cat