ORAL LANGUAGE Build Background Read Aloud Expand Vocabulary VOCABULARY Teach Words in Context Synonyms COMPREHENSION Strategy: Evaluate Skill: Author s Purpose SMALL GROUP OPTIONS Differentiated Instruction, pp. 303M 303V Oral Language Build Background ACCESS PRIOR KNOWLEDGE Share the following information. Some animals need each other. The oxpecker bird eats ticks off zebras. The oxpecker gets food and the zebra gets pest control. TALK ABOUT FRIEND OR FOE Discuss the weekly theme. Why do animals need to have friends? Why do they have foes? FOCUS QUESTION Ask a volunteer to read Talk About It on Student Book page 277 and describe the photo. What are some adjectives that could be used to describe the photo? 276 Beginning Model Have students say what they can about the picture. Model language and have students repeat. The crocodile has sharp teeth. The frog is small. The crocodile is going to eat the frog. They are not friends. Intermediate Share Information Discuss the animals in the picture. Explain the words friend and foe. Ask, Do you think they are friends? Explain. Discuss other pairs of animals. Advanced Develop Concepts Complete the Intermediate task. Write the following sentence frame on the board for students to talk about their ideas: I think that a (rabbit) and a (cat) could never be friends because. 276
Talk About It Student pages 276 277 Talk About It Is this crocodile a friend or a foe of this frog? Why? Find out more about friends and foes at www.macmillanmh.com Read Aloud Read Amazing Animals GENRE: Informational Article Tell students they can learn information and facts from informational articles. LISTENING FOR A PURPOSE Read Aloud pages 47 50 Ask students to listen to identify the author s purpose for writing as you read Amazing Animals in the Read- Aloud Anthology. Choose from among the teaching suggestions. Students should take notes and use graphic organizers to record and organize information and ideas they recall from stories read aloud. 277 Fluency Ask students to listen carefully as you read aloud. Tell students to listen to your phrasing, expression, and tone of voice. Picture Prompt Look at the picture. Write about what you see. You can write a poem, a story, or a description, or use any other type of writing you like. For an extended lesson plan and Web site activities for oral language development, go to www.macmillanmh.com RESPOND TO THE ARTICLE Have students describe an amazing animal pair they have seen, heard about, or imagined. Expand Vocabulary Write down three words from today s discussion and article that relate to this week s theme of Friend or Foe. Explain that students will play a game. With partners, have students give each other one-word clues until the partner can guess the new word. Have students play three times for each word. Roadrunner s Dance 277
Vocabulary/ Student page 278 Vocabulary TEACH WORDS IN CONTEXT Use the following routine. Define: When you interfere, you stop something or get in the way. Example: Rainy weather can interfere with our plans to play sports outdoors. Ask: Tell about a time when someone tried to interfere with your plans. EXAMPLE An awkward person does not move with grace and ease. Adam was so awkward that he tripped over his own feet. What is an antonym for awkward? ANTONYM If you proclaimed something, you spoke about it loudly and publicly. When few people could read, a town crier proclaimed the latest news. What is a synonym for proclaimed? SYNONYM A person or animal that is agile moves quickly and easily. My father is still agile enough to climb a tree. What kinds of animals are considered the most agile? PRIOR KNOWLEDGE A guardian watches over or protects people and things. A female bird is often the guardian of her nest, while the male searches for food. Tell about a job or activity that requires a person to be a guardian. EXPLANATION Tottered means moved unsteadily back and forth. The young child was just learning to walk, so she tottered quite a bit. What is a synonym for tottered? SYNONYM 278 Vocabulary interfere awkward proclaimed agile guardian tottered Thesaurus Synonyms are words that have the same, or nearly the same, meanings. You can use a thesaurus to find synonyms. Use a thesaurus to find a synonym for guardian. Do students understand word meanings? During Small Group Instruction If No Approaching Level Vocabulary, p. 303N If Yes On Level Options, pp. 303Q 303R Beyond Level pp. 303S 303T Options, by Adam Savage Today we will hear from Pam, said Mr. Sanders. Pam stood in front of the class. I m going to talk about roadrunners, she said, smiling. Someone snickered, but Pam didn t let a little noise interfere with her presentation. She knew that her topic was interesting. Pam was prepared, so she didn t feel awkward, or uncomfortable. Holding up her photo album, Pam began her report. This is a roadrunner. She looked around the room. No one seemed interested. Pam knew she had to do something to get everyone s attention. Holding up the next photo, Pam proclaimed with confidence, This amazing bird is so fast and agile it can catch a rattlesnake! For the word awkward, demonstrate moving in an awkward way and in a graceful way. Explain that dancers move in a graceful way. Say, Seals are awkward on land, but graceful in the water. Ask for more examples. For the word agile, give examples of animals that are agile (cat, snake) and those that aren t (turtle, bull). Ask for more examples. Point out that agile and awkward are antonyms. 278
Vocabulary and Whoa, that s cool! called Peter from the back row. What else can it do? Now every eye was on Pam. Roadrunners can run up to 15 miles per hour! she continued. Do they fly? someone asked. They can fly when they sense danger. But not very far. Pam held up the next photo. It showed the roadrunner s black-and-white spotted feathers and the crest on its head. Where did you get the photos? asked Mr. Sanders. I took these while I was visiting my grandmother in Arizona, explained Pam. I see, said Mr. Sanders. Is there anything else you d like to tell us? I learned that a roadrunner is a very clever guardian of its young. Let s say an enemy comes near a roadrunner s nest. The roadrunner pretends to have a broken leg, and leads the enemy away. I watched a roadrunner as it tottered along. It was so brave! Someone asked another question, but Mr. Sanders said to save it for next time. When the class groaned, Awww, Pam knew her report was a winner. Reread for Evaluate Author s Purpose When evaluating an author s purpose, look for exaggeration, humor, or dialogue. These can help you decide if the purpose is to inform or entertain. An Author s Purpose Map can help you understand the author s purpose. Reread the selection to confirm your conclusion about why the author wrote. Vocabulary/ Student page 279 Vocabulary STRATEGY THESAURUS Synonyms Demonstrate how words in a thesaurus, or synonym finder, are listed in alphabetical order. Students should be able to alphabetize to the fifth letter. Sometimes the alphabetical entry refers to a second section where words with similar meanings are grouped. Finding a synonym for a word in a thesaurus can help readers understand the word s meaning and help writers use a variety of words. Write the word guardian on the board. Ask for synonyms for guardian. (protector, defender, watcher) Create a Synonym Word Web. Students can then use a thesaurus to create their own webs for guardian or for the other words. Webs can be decorated, grouped, and hung around the classroom. 279 On Level Practice Book O, page 75 interfere guardian awkward agile proclaimed tottered Use the context clues in each sentence to help you decide which vocabulary word fits best in the blank. Small Snake couldn t move like the other snakes. I m so awkward, he cried. Caterpillar offered to lend Small Snake a few legs. The young reptile stumbled and tottered on them. Raven stuck out her chest and proclaimed, I am the one who can make this poor snake agile enough to slither here and there. Mr. Caterpillar offered to help, but Raven waved him away and said, Do not interfere with what I am doing. She made a straight line of poles in the ground. Now, go in and out from each pole to the next. Small Snake found that he was curving and slithering. I know how to do it now! he cried. Raven said, Caterpillar, you will watch out for Small Snake and be his guardian until he grows up. Read Roadrunners: Surprising Birds As you read Roadrunners: Surprising Birds with students, ask them to identify clues that reveal the meanings of the highlighted words. Tell students they will read these words again in Roadrunner s Dance. Approaching Practice Book A, page 75 Beyond Practice Book B, page 75 Roadrunner s Dance 279
Vocabulary/ Objectives Evaluate a text Understand the author s purpose for writing Use academic language: evaluate, author s purpose Materials Transparencies 11a and 11b Graphic Organizer Transparency 11 Leveled Practice Books, p. 76 Author s Purpose Introduce 151A B Practice / Apply Reteach / Review Assess Maintain 152 169; Leveled Practice, 39 40 175M T; 279A B; 280 297; 303M T; Leveled Practice, 76 77 Weekly Tests; Unit 2, 3 Tests; Benchmark Tests A, B 307A B; 308 323; 329M T; 367B; 401B; 437B; Leveled Practice, 83 84 Reread for Transparency 11a STRATEGY EVALUATE When evaluating a story, students can ask themselves such questions as the following: Why has the author included these details? Why has the author described the character this way? Why has the author used poetic language, humor, or suspense? By asking these kinds of questions, students can increase their understanding and appreciation of the story and of the author s purpose in writing it. SKILL AUTHOR S PURPOSE As they read, students should ask themselves if the author is trying to entertain, inform, or persuade. If a selection includes humor or suspense, the author s purpose may be to entertain. If the author gives a lot of information about a topic, the purpose is probably to inform. An author whose purpose is mainly to persuade tries to get the reader to think or act a certain way. Point out that word choice and the way a text is organized are also affected by the author s purpose. Students should respect the age, gender, and cultural traditions of the writer. Transparency 11b Vocabulary and Author s Purpose Write the words entertain, persuade, inform, and instruct on the board. Explain what those words mean. (entertain = make you laugh; persuade = change your thinking; inform = give you information; instruct = teach) Give examples of each type of purpose using recently read materials: Dear Mr. Winston entertained us. Snakes informed us. 279A 278 Vocabulary interfere agile awkward guardian proclaimed tottered Thesaurus Synonyms are words that have the same, or nearly the same, meanings. You can use a thesaurus to find synonyms. Use a thesaurus to find a synonym for guardian. by Adam Savage Today we will hear from Pam, said Mr. Sanders. Pam stood in front of the class. I m going to talk about roadrunners, she said, smiling. Someone snickered, but Pam didn t let a little noise interfere with her presentation. She knew that her topic was interesting. Pam was prepared, so she didn t feel awkward, or uncomfortable. Holding up her photo album, Pam began her report. This is a roadrunner. She looked around the room. No one seemed interested. Pam knew she had to do something to get everyone s attention. Holding up the next photo, Pam proclaimed with confidence, This amazing bird is so fast and agile it can catch a rattlesnake! Whoa, that s cool! called Peter from the back row. What else can it do? Now every eye was on Pam. Roadrunners can run up to 15 miles per hour! she continued. Do they fly? someone asked. They can fly when they sense danger. But not very far. Pam held up the next photo. It showed the roadrunner s black-and-white spotted feathers and the crest on its head. Where did you get the photos? asked Mr. Sanders. I took these while I was visiting my grandmother in Arizona, explained Pam. I see, said Mr. Sanders. Is there anything else you d like to tell us? I learned that a roadrunner is a very clever guardian of its young. Let s say an enemy comes near a roadrunner s nest. The roadrunner pretends to have a broken leg, and leads the enemy away. I watched a roadrunner as it tottered along. It was so brave! Someone asked another question, but Mr. Sanders said to save it for next time. When the class groaned, Awww, Pam knew her report was a winner. Reread for Evaluate Author s Purpose When evaluating an author s purpose, look for exaggeration, humor, or dialogue. These can help you decide if the purpose is to inform or entertain. An Author s Purpose Map can help you understand the author s purpose. Reread the selection to confirm your conclusion about why the author wrote. Student Book pages 278 279 available on Transparencies 11a and 11b 279
Vocabulary/ MODEL Read the first four paragraphs of Roadrunners: Surprising Birds on Student Book page 278. Think Aloud At the beginning of the selection, the character named Pam says, I m going to talk about roadrunners. This makes me think that the author s purpose may be to inform. But the author is telling a story about Pam and her concern that the class will find her presentation interesting. So his purpose may also be to entertain. Either way, I m pretty sure I will learn something about roadrunners as I read. GUIDED PRACTICE Display the Author s Purpose Map, Transparency 11. Fill in the first clue box: The author makes you wonder if Pam will hold the students interest. Transparency 11 Author s Purpose Map Clue Clue Clue The author makes you wonder if Pam will hold the students interest. Through Pam s presentation, the author provides much information about roadrunners. The author does not try to persuade the reader. Author s Purpose The author s main purpose is to inform the reader. Have students read the next three paragraphs. Then work with them to fill in the next clue box. APPLY As students read the remainder of Roadrunners: Surprising Birds, have them look for clues that the author is trying to persuade them about something. After they fill in the third clue box, ask them to identify what they think the author s main purpose is. Have them explain their thinking and complete the Author s Purpose Map. Graphic Organizer Transparency 11 On Level Practice Book O, page 76 When authors write, they have a purpose, or reason, for what they want their work to do. They write fiction to entertain. They write nonfiction to inform. And they write essays to persuade. Can students evaluate the author s primary purpose? During Small Group Instruction If No Approaching Level, p. 303O Read the story excerpt below and decide on the author s purpose. Squirrels did not always have big, bushy tails. Once upon a time, they had long, pointed tails, which did nothing to help them balance high up in the trees. Squirrels had to move slowly and were always afraid of falling. Also, they had to remember to hold up their tails or the scales that covered them would scrape against the tree bark and let predators know where they were. Armadillos, on the other hand, had very bushy tails, but it was difficult to tuck all that lovely fur in when they had to roll up in protective little balls. 1. What was the author s purpose in writing this story? to entertain 2. How did you decide on the author s purpose? The passage is fiction because it s unlikely those tails were like that. 3. If the author wanted to inform readers, what would the author write? The author might give facts about squirrels and armadillos. 4. If the author wanted to persuade readers, what would the author write? The author might try to convince readers that there are too many armadillos. If Yes On Level Options, pp. 303Q 303R Beyond Level Options, pp. 303S 303T Approaching Practice Book A, page 76 Beyond Practice Book B, page 76 Roadrunner s Dance 279B
MAIN SELECTION Roadrunner s Dance Skill: Author s Purpose PAIRED SELECTION Flycatcher and Coyote Literary Elements: Foreshadowing and Symbolism SMALL GROUP OPTIONS Differentiated Instruction, pp. 303M 303V Genre A Folk tale is a story based on the traditions of a people or region, told by parents to children and then by the children to their children. Evaluate Author s Purpose As you read, fill in your Author s Purpose Map. Read to Find Out What does this folk tale teach you about life? GENRE: FOLK TALE Have a student read the definition of Folk Tale on Student Book page 280. Students should look for animal characters that speak and for a lesson about life. STRATEGY EVALUATE 280 Tell students they should begin evaluating a text by identifying the reason the author has written it. SKILL AUTHOR S PURPOSE Remind students that an author s purpose may be to entertain, persuade, instruct, or inform. Vocabulary Words Review the tested vocabulary words: interfere, guardian, agile, tottered, awkward, and proclaimed. Story Words Students may be unfamiliar with these words. Pronounce the words and give meanings as necessary. inhibiting (p. 284): slowing down or holding back coiled (p. 284): moved in a circling or twisting way mesquite (p. 286): a shrub with thorns that grows in the southwestern United States yucca (p. 291): a warm-climate plant with long leaves, strong stems, and white flowers ruckus (p. 292): a lot of noise and activity 280
MAIN SELECTION Roadrunner s Dance Skill: Author s Purpose PAIRED SELECTION Flycatcher and Coyote Literary Elements: Foreshadowing and Symbolism SMALL GROUP OPTIONS Differentiated Instruction, pp. 303M 303V Genre A Folk tale is a story based on the traditions of a people or region, told by parents to children and then by the children to their children. Evaluate Author s Purpose As you read, fill in your Author s Purpose Map. Read to Find Out What does this folk tale teach you about life? GENRE: FOLK TALE Have a student read the definition of Folk Tale on Student Book page 280. Students should look for animal characters that speak and for a lesson about life. STRATEGY EVALUATE 280 Tell students they should begin evaluating a text by identifying the reason the author has written it. SKILL AUTHOR S PURPOSE Remind students that an author s purpose may be to entertain, persuade, instruct, or inform. Vocabulary Words Review the tested vocabulary words: interfere, guardian, agile, tottered, awkward, and proclaimed. Story Words Students may be unfamiliar with these words. Pronounce the words and give meanings as necessary. inhibiting (p. 284): slowing down or holding back coiled (p. 284): moved in a circling or twisting way mesquite (p. 286): a shrub with thorns that grows in the southwestern United States yucca (p. 291): a warm-climate plant with long leaves, strong stems, and white flowers ruckus (p. 292): a lot of noise and activity 280
Main Selection ROADRUNNER S DANCE By Rudolfo Anaya Illustrated by David Diaz Main Selection Student page 281 Preview and Predict Ask students to read the title, preview the illustrations, and write questions and predictions about the story. What lesson do they think they might learn from this story? Set Purposes FOCUS QUESTION Discuss the Read to Find Out question. Remind students to look for the answer as they read. Point out the Author s Purpose Map in the student book and on Practice Book page 77. Explain that students will fill it in as they read. Read Roadrunner s Dance Use the questions and Think Alouds to support instruction about the comprehension strategy and skill. 281 On Level Practice Book O, page 77 As you read Roadrunner s Dance, fill in the Author s Purpose Map. Clue Clue Clue If your students need support to read the Main Selection, use the prompts to guide comprehension and model how to complete the graphic organizer. Encourage students to read aloud. If your students can read the Main Selection independently, have them read and complete the graphic organizer. Have students adjust their reading rate based on their purpose for reading. If your students need an alternate selection, choose the Leveled Readers that match their instructional level. Author s Purpose How does the information you wrote in the Author s Purpose Map help you to evaluate Roadrunner s Dance? Story available on Listening Library Audio CD Approaching Practice Book A, page 77 Beyond Practice Book B, page 77 Roadrunner s Dance 281
Main Selection Student page 282 Develop 1 STRATEGY EVALUATE Teacher Think Aloud I did not expect the first word of the story to imitate a hissing sound. So, reading the very first sentence really grabbed my attention. And just the fact that the snake can speak is unusual. I know this story will not be entirely realistic, but I like the way the author brings the characters to life by beginning the story with dialogue. For instance, I know right away that the snake is a bully and that he threatens the people. The author wants me to get right into the story. I can add this information to an Author s Purpose Map. 1 Ssss, hissed Snake as he slithered out of his hole by the side of the road. He bared his fangs and frightened a family walking home from the cornfield. The mother threw her basketful of corn in the air. The children froze with fright. Father! the children called, and the father came running. Ssss, Snake threatened. Come away, the father said, and the family took another path home. I am king of the road, Snake boasted. No one may use the road without my permission. That evening the people of the village gathered together and spoke to the elders. 2 WRITER S CRAFT: TRANSITION WORDS Look back at the first sentence in the second paragraph on page 283. What transition words does the author use to show cause and effect? (and so) Which words state the cause, and which state the effect? (Cause: The elders agreed that something should be done; effect: the following morning they went to Sacred Mountain) Clue Clue Clue Dialogue gets the reader right into the story. Author s Purpose 282 Monitor and Clarify: Paraphrase Explain Tell students that they can check their understanding of what they have read by restating the main points in their own words. They should make sure that they can restate important details and that they do not include their own opinions. Discuss Ask, Why is paraphrasing a passage a good way to make sure you understand it? (Students may say that they can restate it only if they understand it.) Apply Have students paraphrase the action on page 282. (Snake frightens a family on their way home. The father leads them to a different path. Snake boasts that he is the king of the road.) 282
We are afraid of being bitten by Snake, they protested. He acts as if the road belongs only to him. The elders agreed that something should be done, and so the following morning they went to Sacred Mountain, where Desert Woman lived. She had created the desert animals, so surely she could help. Please do something about Snake, the elders said. He makes visiting our neighbors and going to our fields impossible. He frightens the children. Desert Woman thought for a long time. She did not like to interfere in the lives of the people and animals, but she knew that something must be done. I have a solution, she finally said. 2 3 Develop 3 MAINTAIN MAKE INFERENCES Main Selection Student page 283 The narrator says that Desert Woman does not like to interfere in the lives of the people and animals. Why do you think she agrees to respond to the problems caused by Snake? (Suggested answer: She recognizes that Snake is behaving unfairly and that the situation cannot continue that way.) 4 4 USE ILLUSTRATIONS How does the illustrator show that Desert Woman is different from the people? (She is larger than they are, has flowers or stars in her hair, and wears a decorated belt.) 283 Read the sentence that contains the word interfere. Use interfere in a sentence of your own. (Sample answer: I try not to let playing video games interfere with doing my homework.) Roadrunner s Dance 283
Main Selection Student page 284 Develop 5 PARAPHRASE The narrator says that instead of inhibiting Rattlesnake, the rattle only made him more threatening. How can paraphrasing this sentence help you find its meaning? (Suggested answer: The word inhibiting means slowing down or holding back. So in other words, the rattle didn t slow Rattlesnake down or hold him back. It made him an even worse bully.) 6 CHARACTER What do you learn about Rattlesnake s character from the way he reacts to being given the rattle? Use details to explain your answer. (Rattlesnake is stubborn and angry. He won t back down easily. He repeats that he is king of the road. He mentions his rattle, hiss, and bite to threaten the people.) 5 6 284 Dressed in a flowing gown, she traveled on a summer cloud across the desert to where Snake slept under the shade of a rocky ledge. You will let people know when you are about to strike, Desert Woman said sternly. And so she placed a rattle on the tip of Snake s tail. Now you are Rattlesnake. When anyone approaches, you will rattle a warning. This way they will know you are nearby. Convinced she had done the right thing, Desert Woman walked on the Rainbow back to her home in Sacred Mountain. However, instead of inhibiting Rattlesnake, the rattle only made him more threatening. He coiled around, shaking his tail and baring his fangs. Look at me, Rattlesnake said to the animals. I rattle and hiss, and my bite is deadly. I am king of the road, and no one may use it without my permission! 7 Author s Purpose How is the author building suspense in this story? 284
Main Selection Student page 285 Develop 7 AUTHOR S PURPOSE How is the author building suspense in this story? (Suggested answer: He creates a sequence of events in the plot that makes the reader wonder what is going to happen next. At first, the people are being threatened by Snake and ask Desert Woman for help. But after she puts a rattle on Snake s tail, he becomes even more threatening. Desert Woman s solution hasn t worked. It has made things even worse for the people who need to walk on the road.) Add this information to your Author s Purpose Map. 285 Clue Clue Clue Dialogue gets the reader right into the story. The sequence of events makes the reader wonder what will happen next. Author s Purpose STRATEGIES FOR EXTRA SUPPORT Question 7 AUTHOR S PURPOSE Explain the word suspense. Draw a house on the board and say, People build houses. Authors build things, too. Authors build suspense, or excitement, in you. You want to know what will happen next, but the author wants to surprise you. A story s suspense keeps you interested. Roadrunner s Dance 285
Main Selection Student page 286 Develop 8 MAINTAIN MAKE INFERENCES When Desert Woman says that one of the animals must make Rattlesnake behave, why won t any of the animals look at her? (They are all afraid to be chosen for the job.) 9 STRATEGY THESAURUS What context clues help you find synonyms for the word timid? (The narrator has just shown that none of the animals will volunteer to make Rattlesnake behave. Quail responds in a whisper, and Lizard darts away. These actions show that they are afraid, so good synonyms for timid might be afraid or easily frightened.) 8 9 10 Now the animals went to Desert Woman to complain. Who, who, Owl said, greeting Desert Woman with respect. Since you gave Rattlesnake his rattle, he is even more of a bully. He will not let anyone use the road. Please take away his fangs and rattle! What I give I cannot take away, Desert Woman said. When Rattlesnake comes hissing and threatening, one of you must make him behave. She looked at all the animals assembled. The animals looked at one another. They looked up, they looked down, but not one looked at Desert Woman. I am too timid to stand up to Rattlesnake, Quail whispered. He would gobble me up, Lizard cried and darted away. We are all afraid of him, Owl admitted. Desert Woman smiled. Perhaps we need a new animal to make Rattlesnake behave, she suggested. Yip, yip, Coyote barked. Yes, yes. If you help me, together we can make a guardian of the road, Desert Woman said. I will form the body, and each of you will bring a gift for our new friend. She gathered clay from the Sacred Mountain and wet it with water from a desert spring. Working quickly but with great care, she molded the body. He needs slender legs to run fast, said Deer. He took two slender branches from a mesquite bush and handed them to Desert Woman. She pushed the sticks into the clay. And a long tail to balance himself, said Blue Jay. Caw, Caw! Like mine, croaked Raven, and he took long, black feathers from his tail. He must be strong, cried the mighty Eagle, and he plucked dark feathers from his wings. 286 286
Main Selection Student page 287 Develop 287 10 AUTHOR S PURPOSE What literary devices does the author use to show that each of the animals is special and has something to offer? (Suggested answers: Some of the animals begin speaking by making the sound that humans normally associate with them. Owl says, Who, who. Coyote says, Yip, yip. And Raven says, Caw, caw. The author uses action verbs to describe the animals traits: Quail whispers, Lizard darts away, Coyote barks, and Raven croaks. Each of the animals offers Desert Woman something unique to or resembling themselves. For example, Deer offers sticks for slender legs, Raven offers his own feathers for a long tail, and mighty Eagle offers his strong wing feathers.) Add this information to your Author s Purpose Map. Cross Curricular Connection ANIMAL ATTRIBUTES Tell students that roadrunners are swift birds that can run at speeds averaging 17 miles per hour. Note that they can only fly for a few seconds because their bodies are so big. Ask students why the ability to run would be useful to the roadrunner. Then have students form questions to define research about the special survival traits of other birds and animals. Guide their research by suggesting they look up such terms as mimicry and camouflage. Ask them to evaluate the information and describe how these traits help animals function well. Then invite students to find creative ways of presenting their findings, such as contributing to a group poster about the survival skills of animals. Clue Clue Clue Dialogue gets the reader right into the story. The sequence of events makes the reader wonder what will happen next. Author s Purpose The author shows that each animal is unique, yet they work together for a common goal. Roadrunner s Dance 287
Main Selection Student page 288 Develop 11 STRATEGY EVALUATE Teacher Think Aloud I notice the author chooses to show that Roadrunner is clumsy and awkward at first. This reminds us that everybody needs to learn. How else is this important to the story? (Encourage students to apply the strategy in a Think Aloud.) Student Think Aloud I think it s better that Roadrunner has to learn first. That way he can learn to be brave and stand up to Rattlesnake. If Roadrunner believes in himself, then maybe he can show Rattlesnake that he is not the king of the road. 11 12 And have a long beak to peck at Rattlesnake, said Heron, offering a long, thin reed from the marsh. He needs sharp eyes, said Coyote, offering two shiny stones from the riverbed. As Desert Woman added each new gift to the clay body, a strange new bird took shape. What is your gift? Owl asked Desert Woman. I will give him the gift of dance. He will be agile and fast, she answered. I will call him Roadrunner. Then she breathed life into the clay. Roadrunner opened his eyes. He blinked and looked around. What a strange bird, the animals said. Roadrunner took his first steps. He tottered forward, then backward, then forward, and fell flat on his face. The animals sighed and shook their heads. This bird was not agile, and he was not fast. He could never stand up to Rattlesnake. He was too awkward. Disappointed, the animals made their way home. Desert Woman helped Roadrunner stand, and she told him what he must do. You will dance around Rattlesnake and peck at his tail. He must learn he is not the king of the road. Me? Can I really do it? Roadrunner asked, balancing himself with his long tail. You need only to practice, Desert Woman said. Roadrunner again tried his legs. He took a few steps forward and bumped into a tall cactus. Practice, he said. He tried again and leaped over a sleeping horned toad. 12 AUTHOR S PURPOSE How does the action on this page remind readers of the story s title? (Desert Woman says that she will give Roadrunner the gift of dance.) Why do you think the author chose this title? (Suggested answer: If Roadrunner learns to dance, his special talent will help the people and animals. Learning to dance is his special purpose.) 288 13 Idiomatic Expressions Reread aloud the sentence that contains the idiomatic phrase flat on his face. Explain and show what it means literally and then what it means (figuratively) in this story. Read the sentence that contains the word awkward. Name two synonyms for awkward. (Sample answers: clumsy, klutzy) 288
Develop 13 SUMMARIZE Main Selection Student page 289 What has happened so far in the story? (Snake threatens everyone who wants to use the road, and the people complain to Desert Woman. When she puts a rattle on Snake s tail, things only get worse. With the help of the animals, Desert Woman creates Roadrunner to protect the road. However, the animals have no faith that Roadrunner will be able to help them. Desert Woman convinces Roadrunner that he just needs to practice.) 289 Ask students to respond to the selection by using text evidence to confirm or revise their predictions and purposes. Encourage students to list additional questions and search for answers as they read. Author s Purpose Help students evaluate the author s purpose by focusing their attention on the clues in their Author s Purpose Maps. Have them read aloud each of the clues. Then encourage discussion by asking questions such as the following. Remind students to use Discussion and Conversation Guidelines on page 276I. Why might the author want to grab our attention at the beginning of the story? Why does the author build suspense? What do we learn when the author shows us how the animals help Desert Woman to create Roadrunner? Can students evaluate the author s purpose as he develops the characters and the plot? If not, see the Extra Support on this page. Stop here if you wish to read this selection over two days. STOP Roadrunner s Dance 289
Main Selection Student page 290 Develop 14 GENRE: FOLK TALE Besides being entertaining, folk tales often teach a lesson to those who hear or read them. What lessons can you learn from Roadrunner s experiences so far? (Suggested answers: It is important to keep at something in order to learn it. Feeling discouraged doesn t mean that something is impossible. Relying on the help of someone who cares about you can make all the difference.) 14 He tried jumping over a desert tortoise, but landed right on her back. The surprised turtle lumbered away, and Roadrunner crashed to the ground. I ll never get it right, he moaned. Yes, you will, Desert Woman said, again helping him to his feet. You need only to practice. So Roadrunner practiced. He ran back and forth, learning to use his skinny legs, learning to balance with his tail feathers. Practice, he said again. Practice. With time, he was swirling and twirling like a twister. The once awkward bird was now a graceful dancer. I ve got it! he cried, zipping down the road, his legs carrying him swiftly across the sand. Thank you, Desert Woman. 290 Author s Word Choice Explain Authors choose very carefully the words they use to describe characters and actions. To convey exactly what they mean, they try to find the most precise or vivid word. In this story, the author uses many lively words to describe movement. Discuss Ask students to list words on page 290 that describe how characters move. (Sample words: lumbered, crashed, swirling, and others.) Apply Have students identify substitutes for the word zipping on page 290. Ask, Which words are lively? Which ones seem dull? (Students might note, for example, that speeding is more energetic than running.) 290
Main Selection Student page 291 Develop 15 STRATEGY THESAURUS Use your gift to help others, Desert Woman said, and she returned to her abode on Sacred Mountain. I will, Roadrunner called. He went racing down the road until his sharp eyes spied Rattlesnake hiding under a tall yucca plant. Sssss, I am king of the road, Rattlesnake hissed and shook his tail furiously. No one may use my road without my permission. The road is for everyone to use, Roadrunner said sternly. Who are you? I am Roadrunner. Get off my road before I bite you! Rattlesnake glared. I m not afraid of you, Roadrunner replied. 15 16 291 What synonyms can you think of for the word abode? Tell how you found your answer. (Suggested answer: home, dwelling. Desert Woman returned to Sacred Mountain, and because that is where she came from at the beginning of the story, it makes sense that it is her home.) 16 AUTHOR S PURPOSE How does the author create suspense on this page? (Suggested answer: Roadrunner has just mastered his dancing skills, yet he sets off to find Rattlesnake right away. Rattlesnake threatens Roadrunner, but Roadrunner stands up to him. It is the first time Rattlesnake has met someone who is not afraid of him. We don t know if Roadrunner will succeed in making Rattlesnake back down, and we want to find out what happens.) NATIVE AMERICAN ANIMAL STORIES Certain themes recur throughout Native American stories and folk tales from around the world. Students should tell why there are similiar tales in diverse cultures. For example, some kinds of animal characters are frequently portrayed as bullies who must learn a lesson: Coyote decides to start a fire to smoke out Rabbit, whom Coyote has trapped in a hole. Rabbit pretends that he is dying from the smoke and urges Coyote to come closer. When Coyote puts his face in the hole, Rabbit kicks the fire in Coyote s face and runs off. The moral of this story is that even the weak can succeed by being clever. Have students write their own story about an animal character that learns not to bully weaker animals. Suggest that their purpose in writing be to show how characters solve a problem. Remind them to choose words carefully when developing their characters and plots. Roadrunner s Dance 291
Main Selection Student page 292 Develop 17 MAINTAIN MAKE INFERENCES How do the people and animals react when they hear that Roadrunner is challenging Rattlesnake? How do you know? (They are surprised, because no one has challenged Rattlesnake before, and Roadrunner was so awkward when they last saw him. The sentence Had they heard correctly? tells me that they can hardly believe their ears.) 18 COMPARE AND CONTRAST The author s word choice can help make the plot more interesting. What words does the author use to show the differences between Rattlesnake s and Roadrunner s actions during the battle? (Rattlesnake is loud and threatening. His rattle sounded like a thunderstorm and he struck at Roadrunner like lightning. Roadrunner, on the other hand, is swift and agile. He danced gracefully and spun around Rattlesnake like a whirlwind. ) 17 18 292 The people and the animals heard the ruckus and drew close to watch. Had they heard correctly? Roadrunner was challenging Rattlesnake! I ll show you I am king of the road! Rattlesnake shouted, hissing so loud the desert mice trembled with fear. He shook his rattle until it sounded like a thunderstorm. He struck at Roadrunner, but Roadrunner hopped out of the way. Stand still! Rattlesnake cried and lunged again. But Roadrunner danced gracefully out of reach. Rattlesnake coiled for one more attempt. He struck like lightning, but fell flat on his face. Roadrunner had jumped to safety. Now it was Roadrunner s turn. He ruffled his feathers and danced in circles around Rattlesnake. Again and again he pecked at the bully s tail. Like a whirlwind, he spun around Rattlesnake until the serpent grew dizzy. His eyes grew crossed and his tongue hung limply out of his mouth. You win! You win! Rattlesnake cried. You are not king of the road, and you must not frighten those who use it, Roadrunner said sternly. 19 20 Ways To Confirm Meaning Syntactic/Structural Cues Explain Remind students that good readers can use what they know about context clues and grammar to help them figure out the meaning of a difficult word. Model Read the word lunged in context. Think Aloud I see that the word has an -ed ending. I know from the sentence that it is something Rattlesnake did when he was attacking Roadrunner. He has already struck at Roadrunner. I think lunged means moved forward suddenly to attack. Apply Encourage students to use grammatical clues to help them understand other difficult words. Suggest that they look for word endings to decide whether a word is a noun, a verb, or an adjective. 292
Main Selection Student page 293 Develop 19 GENRE: FOLK TALE Folk tales often take facts from real life and use them in an imaginative way. What part or parts of the story are likely to be facts from real life? In what ways did the author use his imagination to write this story? (Suggested answer: Roadrunners are probably able to fight rattlesnakes in real life. The author imagined the other animals helping to make what Desert Woman calls a guardian of the road. ) Have students compare and contrast folk tales they know of across non-text resources such as videos or recordings. STRATEGIES FOR EXTRA SUPPORT Question 20 PROBLEM AND SOLUTION Write on the board the words Problem and Solution. Under Solution, write the numbers 1 4. Ask, What is the problem in the story? Write the problem. Then ask, Name ways the people and Desert Woman try to solve the problem. Write students responses next to the numbers. If there is time, pair students and have them take turns summarizing the story. 293 20 PROBLEM AND SOLUTION The author used problems and their solutions, or multiple conflicts, to organize the plot of this story. Describe in your own words the problems in this folk tale. Then use the information from the story to summarize the steps that were taken to solve them. (Suggested answer: Snake won t let people use the road. The people ask Desert Woman for help, but when she puts a rattle on Snake s tail, he just gets more threatening. Then Desert Woman asks the animals to work together with her to make an animal that could stand up to Rattlesnake. Before Roadrunner could make Rattlesnake stop bullying everyone, he still had to practice his dance.) Roadrunner s Dance 293
Main Selection Student page 294 Develop 21 STRATEGY EVALUATE Why does Roadrunner say that now there is no king of the road? Use examples from the story to support your answer. Student Think Aloud I remember that Desert Woman told him to use his gift to help others. We know that his special skill came to him by joining together all the gifts from the other animals. The author is reminding us that Roadrunner s ability to dance was not given to him just so he could be important. It is meant to be used for everyone s sake. I can quickly scan the story to make sure my examples are correct and that they verify, support, and confirm my answer. 22 AUTHOR S PURPOSE What purpose do you think the author had for writing this story? (Suggested answer: His purpose is to entertain and to teach lessons. The story is entertaining because it is humorous, suspenseful, and full of action. It also includes several lessons. One lesson is that it is wrong to be a bully, to try to hurt others, or to take their rights away. A second is that cooperating with others helps achieve goals. Another lesson is how important it is to believe in yourself.) Add this information to your Author s Purpose Map. 21 22 294 I promise, I promise, the beaten Rattlesnake said and quietly slunk down his hole. The people cheered and praised the bird. Now we can visit our neighbors in peace and go to our cornfields without fear! the elders proclaimed. And the children will no longer be frightened. Thank you, Roadrunner! the children called, waving as they followed their parents to the fields. Then the animals gathered around Roadrunner. Yes, thank you for teaching Rattlesnake a lesson, Owl said. Now you are king of the road. No, now there is no king of the road, replied Roadrunner. Everyone is free to come and go as they please. And the likes of Rattlesnake had better watch out, because I ll make sure the roads stay safe. Author s Purpose What purpose do you think the author had for writing this story? 294
Main Selection Student page 295 Develop Clue Clue Clue Dialogue gets the reader right into the story. The sequence of events makes the reader wonder what will happen next. The author shows that each animal is unique, yet they work together for a common goal. Author s Purpose To entertain and to teach lessons. RETURN TO PREDICTIONS AND PURPOSES Review students predictions and purposes. Were they correct? What did the folk tale teach about life? (We need to work together toward common goals.) 295 REVIEW READING STRATEGIES In what ways did evaluating the author s purpose help you to understand the story? Can students evaluate the author s purpose? During Small Group Instruction If No Approaching Level Leveled Reader Lesson, p. 303P If Yes On Level Options, pp. 303Q 303R Do you understand the strategy of paraphrasing? When might you use it again? What strategies did you use when you came to difficult words? Beyond Level Options, pp. 303S 303T PERSONAL RESPONSE Ask students to discuss and write about a time when they reached a goal by cooperating with others. Roadrunner s Dance 295
Respond Student page 296 Author and Illustrator DANCING WITH RUDOLFO AND DAVID Have students read the biographies of the author and the illustrator. DISCUSS What advantages as a writer did Rudolfo Anaya have because he lives in the American Southwest? What might be another appropriate title for this story? Why? How does knowing many different artistic styles help David Diaz to be a better artist? WRITE ABOUT IT Remind students that the animals in the folk tale go to Desert Woman when they need help. Lead a discussion about people who help. Have students write about someone they go to when they need advice or help. 296 Dancing with Rudolfo and David Rudolfo Anaya did not have to do any research on roadrunners to write this story. The birds run free all around his home in the southwestern United States. When Rudolfo was a boy in New Mexico, he heard lots of Mexican American folk tales called cuentos. Now he writes his own tales to share his Mexican/Native American heritage. Other books by Rudolfo Anaya and David Diaz David Diaz likes to experiment when he illustrates a book. He always tries different art techniques for a story before deciding on one. David has even tried using a computer to do some of his illustrations. He believes that using different techniques makes his art more interesting. Find out more about Rudolfo Anaya and David Diaz at www.macmillanmh.com Author s Purpose What details from Roadrunner s Dance do you find entertaining? Do you think the author s Mexican/Native American heritage affected his purpose for writing? Explain. Author s Purpose Students may find that the different traits of the characters in the story are entertaining. They may also say that the Mexican American tales the author heard as a boy contribute to the tales he writes today. Students can find more information about Rudolfo Anaya and David Diaz at www.macmillanmh.com Author s Craft Animal Characters Folk tales and fables often use animals as the main characters. The animals act out the moral of the story. Each animal represents a single quality or role of a human. Example: Since you gave Rattlesnake his rattle, he is even more of a bully. (p. 286) Have students point out other examples where animals represent a quality. Examples: He must be strong, cried the mighty Eagle. (p. 286); No, now there is no king of the road, replied Roadrunner. Everyone is free to come and go as they please. (p. 294) Discuss the effectiveness of this technique. Ask students why a writer would use animals instead of humans for characters. 296
Summarize Check Summarize Roadrunner s Dance. Tell about the plot of the story, where it happens, and who the main characters are. Think and Compare 1. What lesson is the author trying to teach? Use your Author s Purpose Map to organize clues and discover the lesson. Evaluate: Author s Purpose 2. Look at the last page of the story. Why do you think Roadrunner turned down the offer to be king of the road? Use story details in your answer. Analyze 3. How would you have dealt with a bully like Snake? Apply 4. Why was it better that Desert Woman did not interfere by taking away Snake s new rattle? Evaluate 5. Read Roadrunners: Surprising Birds on pages 278 279. What information did you learn about roadrunners from this selection that was not provided in Roadrunner s Dance? Use details in your answer. Reading/Writing Across Texts On My Own Model the On My Own strategy with questions 3 and 4. The answer is not in the selection. Students have to use what they already know to answer the question. Question 3 Think Aloud: The text tells me that Snake was a bully to the other animal creatures living in the desert. I know that the best way to deal with a bully is to talk to him or her and think up ways to solve a problem together. I think Snake s problem was that he had nobody to talk to. Question 4 Think Aloud: I know that when someone interferes, he or she is deciding what is best for others. If someone is always telling me what to do, I won t learn how to solve my own problems. I think Desert Woman wanted the animals to think for themselves. 297 Check SUMMARIZE Have partners summarize Roadrunner s Dance in their own words. Remind students to use their Author s Purpose Map to help them organize their summaries. THINK AND COMPARE Sample answers are given. Respond Student page 297 1. Author s Purpose: The lesson is that while one person may not be able to stand up to a bully, a group of people together can find a solution to handling a bully. The author also says that it does not pay to be a bully. 2. Analyze: Roadrunner doesn t want to be king of the road because he doesn t think anyone should be in charge. He says that everyone should be able to use the road. 3. Text to Self: Students may say that they would get everyone together and invite the bully to discuss a solution. They might tell the bully that no one could scare them or tell them what to do. USE ON MY OWN 4. Text to World: Desert Woman wanted people and animals to solve their own problems. If she solved their problems for them, they wouldn t be able to think for themselves. USE ON MY OWN FOCUS QUESTION 5. Text to Text: In Surprising Birds the reader learns that roadrunners can run up to 15 mph and fly for a few seconds to guard young from enemies. In Roadrunner s Dance the reader only learns that roadrunners are fast enough to catch a rattlesnake. Roadrunner s Dance 297
Fluency/ Objectives Read accurately with good prosody Rate: 102 122 WCPM Recognize grade level words with ease so that a text sounds like spoken language when read aloud Materials Fluency Transparency 11 Fluency Solutions Leveled Practice Books, p. 78 Visualize Text Summarize what is happening in the transparency passage. Demonstrate the words moan, back and forth, swirling, twirling, and twister so that students can visualize what is happening. Fluency Repeated Reading: Intonation/Pausing EXPLAIN/MODEL Remind students that good readers learn to read groups of words together in phrases. Explain that the text on Transparency 11 has been marked with slashes that indicate pauses and stops. A single slash indicates a pause, usually between phrases. A double slash indicates a stop, usually between sentences. A single slash mark separates a character s words from phrases identifying the speaker, such as I ll never get it right, / he moaned. Have the class listen carefully to your pauses and intonation as you model reading the passage with good prosody. Transparency 11 I ll never get it right, / he moaned.// Yes, you will, / Desert Woman said,/ again helping him to his feet.// You need only to practice. // So Roadrunner practiced.// He ran back and forth,/ learning to use his skinny legs,/ learning to balance with his tail feathers.// Practice, / he said again.// Practice. // With time,/ he was swirling and twirling like a twister.// The once awkward bird was now a graceful dancer.// On Level Practice Book O, page 78 As I read, I will pay attention to pauses, stops, intonation, and the characters words. The monkey was having a simply splendid day. Then 9 she spotted a tiger bounding toward her through the jungle. 19 The monkey was sure the tiger would eat her on the spot. 31 She had to think fast. 36 The monkey covered a big pile of coconuts with some 46 banana leaves. She marched back and forth in front of it. 57 The tiger was intrigued by the monkey s odd behavior 66 and didn t attack. What are you doing? the tiger 75 demanded. 76 I m the king s guardian, proclaimed the monkey. 83 I am guarding the king s food. 89 Hmm, the tiger thought. The king s food is bound to 99 be more delicious than that skinny monkey. Perhaps I can 109 trick the monkey into giving it to me. 117 You are too small to be the king s guardian, said the 128 tiger. A big animal like me should be the protector of 139 his food. 141 Fluency Transparency 11 from Roadrunner s Dance, page 290 PRACTICE/APPLY Reread the sentences with students. Then divide them into two groups and have groups alternate reading sentences. Remind students to pay attention to the pauses and stops indicated by the slash marks. Students will practice fluency using Practice Book page 78 or the Fluency Solutions Audio CD. Check 1. How does the monkey serve the author s purpose? Author s Purpose The monkey s actions entertain the reader as she tries to fool the tiger and escape being eaten. 2. What inference can you make about the tiger? Make Inferences The tiger is greedy and changes his plan to get something more delicious than the monkey. Words Read Number of Words = Errors Correct Score First Read = Second Read = Can students read accurately with good prosody? During Small Group Instruction If No Approaching Level Fluency, p. 303N If Yes On Level Options, pp. 303Q 303R Approaching Practice Book A, page 78 Beyond Practice Book B, page 78 Beyond Level Options, pp. 303S 303T 297A
Fluency/ MAINTAIN SKILL MAKE INFERENCES Objective Make inferences about a story EXPLAIN/MODEL Readers make inferences to understand things the author wants them to know but does not directly state in the story. To make inferences, readers can use information from the text, illustrations, and things they already know to help them make connections. Discuss inferences in Roadrunners: Surprising Birds. PRACTICE/APPLY Have pairs of students choose a story to read. Ask one student to read the story aloud, stopping halfway through, while the other student writes down clues the author has left that will help to make inferences. Have students discuss the clues found so far in the text and connect them with what they already know to make inferences about characters and unfolding events. Encourage students to talk about how the inferences they are making will help to predict what might happen in the remainder of the story. Encourage students to read the rest of the story together and identify correct inferences and predictions. For comprehension practice use Graphic Organizers on Teacher s Resource Book pages 40 64. Make Inferences Introduce Practice/ Apply Reteach/ Review Assess Maintain 179A B 180 201; Leveled Practice, 46 47 207M T; 251A B; 252 265; 271M T; Leveled Practice, 67 68 Weekly Tests; Unit 2 Test 297B; 323B Roadrunner s Dance 297B
Paired Selection Student Page 298 Folk Tale GENRE: TRICKSTER TALE Have students read the bookmark on Student Book page 298. Explain that trickster tales have animal characters with human traits that teach a moral lesson; were first passed down by word of mouth, and then written down; have one character who outsmarts the other. Literary Elements: Foreshadowing and Symbolism Point out the author s use of foreshadowing on page 298 and symbolism on page 301. Explain that an author sometimes uses these literary elements to make writing more interesting and add suspense. Foreshadowing hints at what is going to happen without giving a piece of the story away. It is used to build suspense in the reader. In symbolism, concrete objects are used to represent qualities or ideas such as love, happiness, or courage. Have students point out an object in the story that the author has used to represent something else. (the color blue represents beauty) 298 Language Arts Genre Trickster Tales are folk tales, mostly about animals, in which one character tries to trick another. Often, the trickster ends up looking foolish. Literary Elements Foreshadowing is the use of clues to hint at what is going to happen. Symbolism is the use of an object to represent an idea, such as sorrow, pride, or strength. 1 by Gillian Reed Many years ago, Flycatcher visited a lake whose water was a spectacular shade of blue. At that time, Flycatcher s feathers were dull, gray, and ugly, and so the bird loved to look at the beautiful blue water. Coyote hid nearby to watch Flycatcher. Flycatcher loved the blue of the lake so much that she swooped down from the tree to bathe in the lake. She did this four times every morning for four days in a row. Each time the bird bathed in the water, she sang this song: Lovely lake, So pure and blue, Let me dip myself, So I ll be blue, too. Coyote appears near the start of the story. This foreshadows the important role that Coyote has in the story. 298
On the fifth morning that Flycatcher went bathing, something amazing happened. When she flew out of the water, her feathers had become a dazzling blue. Flycatcher was now the same color as the lake. This whole time, Coyote had been watching the bird. Coyote didn t admire the bird or want to learn more about her. No, Coyote was trying to think of a way to trick the bird and eat her. But Coyote was afraid of the water and could never get close enough to Flycatcher. On the day that Flycatcher turned blue, Coyote was so impressed that he forgot all about catching it. He called up to Flycatcher, who was perched safely in a tree, How did your ugly gray feathers turn that wonderful blue? Tell me how you did it, so that I can be blue, too. Flycatcher was so happy that she was feeling generous. She remained safely on her branch, but she told Coyote, This is what you must do. Jump in the lake four times every morning for four mornings. Then jump in the lake on the fifth morning, and you will turn blue. You might try singing my song, too. Flycatcher taught Coyote her song and then flew merrily on her way. 2 Language Arts Paired Selection Student page 299 Folk Tale Read Flycatcher and Coyote As students read, remind them to apply what they have learned about foreshadowing and symbolism. 1 LITERARY ELEMENT: FORESHADOWING Coyote is mentioned in the first paragraph. What might this foreshadow? (Coyote is hiding and watching Flycatcher. He may be trying to catch her.) 2 MAKE PREDICTIONS Do you think Coyote will turn blue? Explain your prediction. What clues helped you with your prediction? (Answers will vary.) 299 Use Academic Vocabulary To explain foreshadowing, write the word on the board and underline the word shadow. Say, When you walk, your shadow sometimes appears in front of you and can be a signal to people ahead that you are coming. Explain that an event in a story can be like your shadow and signal that something will happen later in the story. To explain the word symbolism, draw a heart on the board and ask students what it means or symbolizes. Say, A heart symbolizes love. Explain that in this story a boulder symbolizes the character s problem. Roadrunner s Dance 299
Paired Selection Student page 300 Folk Tale 3 PROBLEM AND SOLUTION What is Coyote s problem after he becomes blue? How does he decide to solve the problem? (Coyote can t find anyone to admire him. He decides to hurry to the canyon where many animals live.) 4 LITERARY ELEMENT: SYMBOLISM Coyote comes across a boulder in the road. How does this affect him and what might this symbolize? (Coyote can no longer continue on his journey to the canyon. The boulder symbolizes a road block in his plan to be admired.) Well, Coyote really wanted to be blue. So even though he hated the water, he jumped into the lake four times the next morning. He sang the bird s song, and he shivered as he sang. He did this for four days. On the fifth morning, Coyote emerged from his lake bath with lovely blue fur. Coyote whistled to himself. I m blue and beautiful. Coyote couldn t wait to show off his new color. He thought his fine blue fur would make him the envy of all the desert creatures. He strolled along, looking left and right for someone to admire him. Coyote walked for hours, but he didn t find any admirers. He grew impatient. Then Coyote remembered a canyon where many animals and people lived. They would notice him, but he would have to hurry to reach the canyon before sundown. As Coyote ran, he noticed the late afternoon shadows around him. He wondered if his shadow was as blue as he was. He twisted his blue head around to take a look. Coyote got a good look at his shadow, which was not blue. But he failed to see the big boulder directly ahead of him. Coyote ran smack into the boulder and fell to the ground. 4 3 300 On Level Practice Book O, page 79 Foreshadowing is the use of clues to hint at what is going to happen. Symbolism is the use of an object to represent an idea. Read each passage. Then on the blank line, indicate whether the passage had any examples of symbolism or foreshadowing. Explain your answer. 1. Yoko thought again about her dream. It was such a strange dream. In it, she was feeling confused, as if her thoughts were far away. Then an enormous yellow rhinoceros charged her from the left and almost trampled her. Stepping off the curb to cross the avenue, Yoko wondered what her dream meant. Suddenly she heard a blaring horn and the screech of brakes. Yoko looked to her left and saw the school bus. She jumped back to safety. Foreshadowing: The yellow rhinoceros in the dream was the school bus. 2. Sheriff Crawford reached for his cowboy hat and looked his deputy in the eye. If Jed and his gang are headed this way, I plan to head them off at the pass. Round up the boys and meet me there. But how will we know that it s Jed, Sheriff? Barney asked. He always wears a mask that covers his whole face and rides a troublesome horse. Symbolism: A mask symbolizes Jed s dishonesty. 300 Approaching Practice Book A, page 79 Beyond Practice Book B, page 79
He rolled over and over in the dirt, his blue legs flying. When he finally stopped and stood up, Coyote was the color of the dusty desert earth. Coyote shook himself, but the dusty color stayed on him. To this day, all coyotes are the color of the dusty desert. And to this day, because her intentions were pure, the flycatcher is the color of the beautiful blue lake. Coyote decided not to go to the canyon after all. No one would be impressed by his color now. He headed for home, stopping only to give the boulder a good, swift kick. Connect and Compare The dull, dusty color of his fur is a symbol of his hurt pride. 1. What event is foreshadowed by the flycatcher s song? Foreshadowing 2. What do you learn about Coyote s personality in this trickster tale? Analyze 3. Compare what happens to Coyote to what happens to Rattlesnake in Roadrunner s Dance. Use information from the stories to support your answers. Reading/Writing Across Texts Find out more about trickster tales at www.macmillanmh.com 301 Paired Selection Student page 301 Folk Tale Connect and Compare SUGGESTED ANSWERS 1. The song foreshadows Flycatcher s turning blue. FORESHADOWING 2. Coyote is a trickster who wants to eat Flycatcher. Then he becomes impressed with her blue color, and he wants to show off his new color and impress others. ANALYZE 3. FOCUS QUESTION Sample answer: Both Coyote and Rattlesnake behave selfishly. Coyote wants to be the only animal admired in the canyon. He learns his lesson by falling through dust and dirt, losing his new beautiful blue color, and becoming ordinary. Rattlesnake wants to be the boss of the road and bullies the desert animals. Desert Woman creates Roadrunner who outsmarts Rattlesnake and makes the road safe for all. Students should use details from the stories to explain or show relationships between information and events. READING/WRITING ACROSS TEXTS Animal Tales Tell students that many animal tales come from different cultures throughout the world. Discuss with students the themes, morals, or lessons of popular tales and what they say about human behavior. Have students compare one or more story elements and the points of view of different versions of the same tale. Have them tell why there are similar tales in diverse cultures. Students can use the library, Internet, and bookstores to find a tale they would like to read, view, or listen to. After students read their tale, have them write a short summary of it. Make sure they focus on the moral or lesson the tale teaches. Encourage students to present their summaries to the class. After the presentations, have the class compare and contrast the stories, themes, and cultures. Internet Research and Inquiry Activity Students can find more facts about trickster tales at www.macmillanmh.com Roadrunner s Dance 301