5 1 3 stuks village TG

LESSON VOCABULARY gnawed headland ravine shellfish sinew INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with students the title and the author of Stuk’s Village.. BUILD BAC

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 headland

ravine shellfish

sinew

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

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 6

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

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 3 What is the setting? (Shisholop village,

many years before European settlers arrived)

PAGE 3 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 8 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.)

5.1.3

SETTING AND THEME

VISUALIZE

20 Stuk’s Village

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Skill Work

21

TEACH/REVIEW VOCABULARY

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

Have students look up each vocabulary word in a dictionary and write the definitions Then have them write the definitions in their own words

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

REVISIT THE BOOK

READER RESPONSE

1 Possible response: beach, ocean,

mountains, huts, canoes, people of the

village at work

2 Responses will vary, but may include feast,

roasted fish, dance, sing, make music

3 homograph—bail: security given

for temporary release of prisoner;

homophone—bale: large bundle of goods;

sentences will vary

4 Responses will vary.

EXTEND UNDERSTANDING 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 do 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

Stuk’s Village

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© Pearson Education 5

Name

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.

1 What is the setting of the story?

2 How would the story be different if it were set in a different time?

3 What is the story’s theme?

4 Does the theme depend on the setting of the story? Why or why not?

Stuk’s Village

22

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© Pearson Education 5

Name

23

Vocabulary

Directions Complete each sentence with a word from the word box.

Check the Words You Know

gnawed kelp ravine sinew

headland lair shellfish

4 The flooded when it rained a lot

6 She stood on the to see the boats coming

7 The fox sleeps in the by the tree

Directions Write the vocabulary word that belongs with each group of words below.

8 gully, valley,

9 tendon, vein,

10 chewed, nibbled,

Directions Write a summary of Stuk’s Village using as many vocabulary words as you can.

Stuk’s Village

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