5 1 3 stuks village TG

5.1.3 Stuk’s Village SUMMARY This is a fictional story about a Native American boy named Stuk who lives in the village of Shisholop, on the California coast Stuk describes how his people live, eat, and trade He also talks about the stories the elders tell to explain the stars and the weather LESSON VOCABULARY gnawed kelp ravine sinew headland lair shellfish INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with students the title and the author of Stuk’s Village Based on the illustrations, ask students what kind of information they think this book will provide Ask them what they think the author’s purpose is for writing this book BUILD BACKGROUND Discuss what students know about Native Americans Ask them to think about stories they have read that taught them about Native Americans Prompt them to discuss what kind of houses the Native Americans lived in, what they ate, and what they traded SETTING AND THEME VISUALIZE READ THE BOOK SET PURPOSE Have students set a purpose for reading Stuk’s Village Suggest that students think about how Native Americans lived and worked STRATEGY SUPPORT: VISUALIZE As students read about Stuk’s life, visualizing gives them a chance to imagine how Native Americans lived many years ago Ask students to imagine what it would be like to be a Native American child in early history COMPREHENSION QUESTIONS PAGE What is the setting? (Shisholop village, many years before European settlers arrived) PAGE What words or phrases on this page help you visualize the setting? (round house of willow and grasses; beds of rushes and mats; pillows and blankets of fur) PAGE What is the theme here? (Trading is important to the people in the village.) PAGE 13 What is the author’s purpose here? (to inform the reader about the things that Native Americans traded) PAGE 19 How does the story say the stars were made? (The sun breaks a torch in two, and the stars are the flying sparks.) PREVIEW/USE TEXT FEATURES As students preview the book, ask them what the illustrations tell them about the book Draw their attention to the illustration on page and ask them how this is a clue to the story’s content Have them tell you if they think this book is fiction or nonfiction 20 Stuk’s Village 16911_LRD_TG_020-021 20 6/16/06 12:10:24 PM REVISIT THE BOOK READER RESPONSE Skill Work Possible response: beach, ocean, mountains, huts, canoes, people of the village at work Responses will vary, but may include feast, roasted fish, dance, sing, make music homograph—bail: security given for temporary release of prisoner; homophone—bale: large bundle of goods; sentences will vary Responses will vary TEACH/REVIEW VOCABULARY EXTEND UNDERSTANDING Have students look up each vocabulary word in a dictionary and write the definitions Then have them write the definitions in their own words As students review the book, ask them to name some of Stuk’s character traits Prompt them to think about his interaction with other characters in the book RESPONSE OPTIONS WRITING Suggest students imagine what it would be like to live as a Native American child 400 years ago Prompt them to think about where they would live, what they would eat and for fun, and what they would learn Ask them to write a journal entry about a day in the life of a Native American child SOCIAL STUDIES CONNECTION Students can learn more about Native American tribes, like the Chumash, by researching them on the Internet or in the library Encourage them to find out about a child their age in a Native American tribe Have students look up each vocabulary word in a dictionary and write the definitions Then ask them to write a sentence using each vocabulary word Encourage them to use as many vocabulary words in a sentence as they can, making sure the sentences are logical Then have volunteers share their sentences with the class or write them on the board TARGET SKILL AND STRATEGY SETTING AND THEME Remind students that setting is the time and place in which a story occurs As students read, ask them to write down the setting of the story and to ask themselves: How does the setting go along with the theme? Remind students that theme is the underlying meaning of a story, a “big idea” that stands on its own outside a story As students read, have them answer the following question: What does the writer want me to learn or know from reading this story? VISUALIZE Remind students that to visualize is to create a picture in the mind As students read, prompt them to pay close attention to the descriptions and sensory details Ask students if the mental pictures that they form as they read are similar to the illustrations in the book ADDITIONAL SKILL INSTRUCTION AUTHOR’S PURPOSE Remind students that an author’s purpose is his or her reason for writing Remind them that the four main reasons for writing are to persuade, inform, entertain, and express Ask students to name two reasons the author may have had for writing this book Stuk’s Village 16911_LRD_TG_020-021 21 21 12/28/05 12:49:39 PM Name Stuk’s Village Setting and Theme • Setting is the time and place in which a story occurs • Theme is the subject or idea that a story is about Directions Based on your understanding of Stuk’s Village, answer the questions below What is the setting of the story? How would the story be different if it were set in a different time? What is the story’s theme? © Pearson Education Does the theme depend on the setting of the story? Why or why not? 22 16911_LRD_TG_022-023 12/28/05 12:50:07 PM Stuk’s Village Name Vocabulary Directions Complete each sentence with a word from the word box Check the Words You Know gnawed kelp ravine sinew The fish hide in the The dog My family eats The headland lair shellfish on the bone on Fridays flooded when it rained a lot We made rope from the animal’s She stood on the The fox sleeps in the to see the boats coming by the tree Directions Write the vocabulary word that belongs with each group of words below gully, valley, tendon, vein, 10 chewed, nibbled, © Pearson Education Directions Write a summary of Stuk’s Village using as many vocabulary words as you can 23 16911_LRD_TG_022-023 12/28/05 12:50:08 PM ... reasons the author may have had for writing this book Stuk’s Village 16 911 _LRD _TG_ 020-0 21 21 21 12/28/ 05 12 :49 :39 PM Name Stuk’s Village Setting and Theme • Setting is the time and place in which... tendon, vein, 10 chewed, nibbled, © Pearson Education Directions Write a summary of Stuk’s Village using as many vocabulary words as you can 23 16 911 _LRD _TG_ 022-0 23 12 /28/ 05 12 :50 :08 PM ... Education Does the theme depend on the setting of the story? Why or why not? 22 16 911 _LRD _TG_ 022-0 23 12 /28/ 05 12 :50 :07 PM Stuk’s Village Name Vocabulary Directions Complete each sentence with a word from