CHANDLER UNIFIED SCHOOL DISTRICT
SUGGESTED RESOURCE GUIDE FOR REQUIRED TEXTS
EXTENDED TEXT:
The Birchbark House
Title
GRADE LEVEL:
Louise Erdrich
0-7868-1454-3
Author
ISBN
4th
SYNOPSIS:
This text is a complex literature study. The main character Omakayas lives with her family on an island with the rest of her Ojibwe
tribe. The novel follows her family as they transition through the seasons and journeys of life. Each season bring new adventures
and excitement as she battles with her younger brother, Pinch; plays with her new sibling, Neewo; and strives to be an adult like
her big sister Angeline. Life as she knows it changes when a visitor arrives at their home one night. These events will lead
Omakayas to find her true calling in life.
BACKGROUND:
Louise Erdrich is a very well-known author who focuses on Native American stories. She was born in Little Falls, Minnesota in
1954.Erdrich was first published as a poet, however she considers herself a storyteller. Erdrich attended Dartmouth College where
she enrolled in the Native American Studies Program. Today she owns a store named Birchbark Books which specializes in
Native American stories, jewelry, and art.
Other books by Erdrich:
The Round House- A powerful coming of age story with strong family, historical, and cultural ties.
The Antelope Wife- An unforgettable tale of fate, tragedy, redemption, and ancestry.
The Game of Silence- book 2 in the Birchbark series
The Porcupine Year- book 3 in the Birchbark series
Chickadee- book 4 in the Birchbark series
Links
An interview with Louise Erdrich can be found at http://www.teachingbooks.net/content/interviews/Erdrich_qu.pdf
A link to a photo essay on Louise Erdrich can be found at http://www.pbs.org/moyers/journal/04092010/profile4.html
A link to a resource about the Ojibaw language http://www.native-languages.org/ojibwe.htm
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Chandler Unified School District Common Core Reading List
May 2013
TEXT COMPLEXITY ANALYSIS:
Quantitative: 970L (scholastic Book Wizard) Grade Level Equivalent 4.9 (Scholastic Book Wizard) 4-5 Grade Band starts at
740L.
Qualitative: According to the Kansas Qualitative Measures Rubric for Literacy Text, there is a Middle High complexity in the
meaning or purpose of this book. This book includes several underlying meanings and different layers of meanings that can be
found throughout the story. The structure of the story is considered Middle Low due to the fact that it has few shifts in point of view
and also does not include any major shifts in time. The language of the text would also be considered Middle Low due to the fact
that it is written in conversational language and is not overly academic or domain specific. The knowledge demands for this text
are Middle High because there are multiple levels of complexity and also require that the reader have a moderate level of cultural
/literary knowledge.
Reader and Task: The students will have the ability to attend to and comprehend the text. The text will maintain the
reader’s engagement through the reading experience. Based on the fourth grade standards for Social Studies the students should
be able to make connections throughout the reading to other topics that have been covered in class. The vocabulary in the text
should be manageable for fourth grade students.
If a student is and ELL they may benefit from previewing the vocabulary words before the daily reading. Many of the words are
difficult and common only to the Ojibwe tribe.
MOTIFS AND THEMES:
traditions and customs, struggles and triumphs, respect for nature, and survival.
LANGUAGE:
Vocabulary Acquisition and Use
Tier 2 Vocabulary
 enigmatic pg. 10
 neutral pg. 21
 sympathetic pg. 92
 unidentifiable pg. 124
 disdainful pg. 192
 guffaws pg. 225
Tier 3 Vocabulary




manitous pg. 7
makazins pg. 48
makuks pg. 100
siskowet pg. 190
* This text has very complex vocabulary and includes many Native American words that students and teachers alike may struggle
to pronounce.
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May 2013
Conventions of Standard English or Knowledge of Language focus standard:
Standard Code
Description of where and
how it fits with the extended
text
Standard Text
4.L. 3a
Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
a. Choose words and phrases to convey ideas precisely.
The students can keep
track of times in the book
that words and phrases are
used precisely, for example
pg. 36-37 Omakayas uses
precise language in order to
describe how she is
preparing the hide.
4.L. 4a and c
4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 4 reading and content, choosing
flexibly from a range of strategies.
a. Use context (e.g., definitions, examples, or restatements in text) as a
clue to the meaning of a word or phrase.
Some examples of words
that students could use to
fulfill these standards are
listed below along with the
vocabulary words.
c. Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation
and determine or clarify the precise meaning of key words and phrases.
Pg. 46 brilliant
Pg. 50 makazins
Pg. 105 namesake
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Chandler Unified School District Common Core Reading List
May 2013
COMPANION TEXTS:
Provide a series of short companion texts that will supplement the extended text and provide students with a deeper
understanding of the themes, motifs, or context of the extended text.
1-3 Short Informational Texts
Text Title and Author
1. “ Native American Cultures”
an article on history.com
2. “ Daily Life in Olden Times”
an article
http://nativeamericans.mrdo
nn.org/northeast/ojibwa/kids
.html
A short description of the text
and how it relates to the extended text
1. This article gives a brief overview of the different Native
American regions and the tribes that live there.
2. This article focuses on the children in the Chippewa tribe.
Label Difficulty:
 Advanced
 Grade Level
 Meant for
Scaffolding
1. Meant for
scaffolding
2. Grade Level
1-3 Short Literary Texts
Text Title and Author
1. Sing Down the Moon by Scott
O’Dell
2. Dancing Teepee’s by Virginia
Driving Hawk Sneve
A short description of the text
and how it relates to the extended text
1. This story is about the journeys of a Navaho girl. She
works as a herder for her family and eventually is
captured and takes part in the long walk from Canyon De
Chelly.
2. This is a collection of North American Indians’ poems.
Label Difficulty:
 Advanced
 Grade Level
 Meant for
Scaffolding
1. Grade level
2. Meant for scaffolding
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Chandler Unified School District Common Core Reading List
May 2013
STANDARDS-BASED ACTIVITIES:
ACTIVITY #1
RESOURCES:
 Vocabulary Journal
STANDARDS ADDRESSED:
 4.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots
and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
 4.RL.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant
characters found in mythology (e.g., herculean).
DESCRIPTION:
1. The teacher will guide the students in locating difficult or academic words throughout each chapter. In their vocabulary
journals the students will need to complete an activity for each word.
2. Have the students divide each page into fourths.
3. On the upper left portion of the page have them write the word.
4. On the upper right portion they need to write the information, or definition of the word.
5. On the lower left portion of the page the students need to draw a quick sketch to illustrate the word.
6. On the lower right portion of the page the students need to use the vocabulary word in a sentence.
7. This journal should be a cumulative record of words that students are struggling with or that are confusing to them during
their reading of the text.
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ACTIVITY #2
RESOURCES:
 chart paper
 sticky notes
STANDARDS ADDRESSED:
 4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the
discussion and link to the remarks of others.
DESCRIPTION:
1. The teacher should write the word culture at the top of a piece of chart paper.
2. The teacher should ask the children, “What is meant by the word culture? For which element does one look when
learning about culture?”
3. Have the students write down their answers on a sticky note.
4. Once they have something written have the students will join in small groups to share their ideas.
5. Remind the students that this is not a discussion but rather a chance for everyone’s ideas to be heard.
6. Next, use the chart paper in order to create a class chart of elements that need to be looked for while reading The
Birchbark House.
7. As the class continues to read further into the text remind them to find examples of the Ojibwa culture and add them to your
chart throughout the reading process.
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ACTIVITY #3
RESOURCES:
 Sticky Notes
STANDARDS ADDRESSED:
 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.

4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
from the text.
DESCRIPTION:
1. This lesson needs to be done after the students have finished reading chapter four of The Birchbark House, in particular
they need to have read DeyDey’s Ghost Story.
2. Discuss with your students the difference between informational texts (eg. Articles, newspapers, etc.) and Literature.
3. After reading DeyDey’s Ghost Story on pg. 61-67 Ask the students, “What does a story/ poem reveal about a culture
that reading solely from an informational text does not?”
4. Have the students write their responses on a sticky note.
5. Once everyone has something that they could contribute to the discussion tell the students, “now we are going to share
our ideas in a class discussion. Please remember to respect other student’s ideas and thoughts and save your
talking until it is your turn.”
6. Next lead the students through a discussion comparing informational text and literature and the benefits of both.
7. Ask the students, “What did you discover about the Ojibwa culture based upon the ghost story that he tells?”
8. After you have finished your discussion ask the students to write what they know about the characters culture in the story
so far.
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WRITING PROMPTS:
Offer a series of optional writing prompts. Include at least 2-3 opinion/argument prompts, 2-3 informational/explanatory prompts,
and 1-2 possible narrative prompts. Also, include at least 2 research prompts where the questions would require students to find
information outside the classroom and/or not provided by the teacher. Be sure to label the DOK for all questions.
Argument/Opinion Prompts:
 How is Omakayas affected by the discovery of her past? Ask students to explain how the discovery helps or doesn't help
her better understand herself and her relationship to her Ojibwa family. Ask how they think this discovery will affect
Omakayas's future.(DOK 2)
 What type of eight-year-old is Omakayas? What are some situations and details from the story that support your response?
In what ways does Omakayas change from the beginning to the end of the novel? Again, what are some details from the
story that support your ideas? (DOK 3)
Informational/Explanatory Prompts:
 Create a pamphlet that includes different sections that give information about the Ojibwe tribe. Please include headings,
illustrations, and complete paragraphs on your pamphlet. (DOK 1)
 Explain how Omakayas feels about her Ojibwe family. Include facts, concrete details, quotations, or other information and
examples related to the topic.(DOK 2)
Narrative Prompts:
 Have the students use the glossary at the back of the book to write a letter to Omakayas, in which they tell about
themselves and their families. In the letter, have them use the Ojibwa words that they find in the glossary or that they
learned about as they read The Birchbark House. (DOK 1)
 Write about a time when you were struggling to fit in to your family, just like Omakayas was attempting to act older than she
actually was. (DOK 1)
Research Prompts:
 Research the life of an Ojibwe tribe member.(DOK 2)
 Research the area that the Ojibwe lived and be sure to include the geographical features, native foods to the area, and
climate of the location.(DOK 1)
As outlined by PARCC, the prompts above may occur in a variety of writing environments. Teachers should consider:
 Incorporating a mix of on-demand and review-and-revision writing assignments
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 Including routine writing, such as short constructed-responses to text-dependent questions, to build content knowledge and
provide opportunities for reflection on a specific aspect of a text or texts
 Integrating of a number of analytic writings that places a premium on using evidence, as well as on crafting works that
display some logical integration and coherence. These responses can vary in length based on the questions asked and
task performed, from answering brief questions to crafting longer responses, allowing teachers to assess students’ ability to
paraphrase, infer, and ultimately integrate the ideas they have gleaned from what they have read. Over the course of the
year, analytic writing should include comparative analysis and compositions that share findings from the research project
 Include narrative writing to offer students opportunities to express personal ideas and experiences; craft their own stories
and descriptions; and deepen their understandings of literary concepts, structures, and genres (e.g., short stories,
anecdotes, poetry, drama) through purposeful imitation.
Bonus Activity: Close Reading Lesson on Ojibwe Informational Text
 Students will read the first four paragraphs from the article found at http://www.geo.msu.edu/geogmich/ojibwe.html


Anticipatory set: Today we are going to be reading part of an article about a Native American tribe called the Ojibwe. This
is not going to be easy reading for us. It will be difficult for us to understand everything the first time through and that is ok.
Minimal preteaching: One word that I think is important that you understand before you begin reading is Chippewa. This is
another name that the Ojibwe went by. So Ojibwe and Chippewa are interchangeable terms.

Student Independent read: Explain to the students that they will be reading the passage independently at first and ask
them to circle anything that is exciting or a great thought and underline anything that they do not understand. Explain they
need to read to understand as much as possible about the Ojiwbe culture and way of life (DOK 2).

Student Processing: The students need to write for 2 minutes about their thoughts on Ojibwe culture and the article they
just read. After two minutes have the students turn to their A and B partner and share what they wrote.

Teacher Modeling: The teacher should have practiced reading the article prior to actually reading it to the class. The
teacher should now read the article using an appropriate rate and prosody. At the end of the reading allow the students to
have 2 more minutes to add on to their quick write. Have them explain something new that they understand now. After the
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May 2013
2 minutes are up the students need to go around the table and each share one new idea they had from the reading.
Remind the students that this is not a discussion but simply a sharing of information.

Guided Analysis Reading:
The Chippewa Indians, also known as the
Ojibway or Ojibwe, lived mainly in Michigan,
Wisconsin, Minnesota, North Dakota, and
Ontario. They speak a form of the Algonquian
language and were closely related to the
Ottawa and Potawatomi Indians. The
Chippewas were allies of the French and
French traders often married Chippewa
women. Chippewa warriors fought with the
French against the British in the French and
Indian War. But political alliances changed
with the times. During the American
Revolution the Chippewas sided with the
British against the Americans. The Ojibwe
(said to mean "Puckered Moccasin People"),
also known as the Chippewa, are a group of
Algonquian-speaking bands who
amalgamated as a tribe in the 1600's. They
were primarily hunters and fishermen, as the
climate of the UP was too cool for farming. A
few bands of Ojibwe lived in southern
Michigan, where they subsisted principally by
hunting, though all had summer residences,
where they raised min-dor-min (corn),
potatoes, turnips, beans, and sometimes
squashes, pumpkins, and melons. By about
A.D. 100, Native American inhabitants of the
Upper Peninsula (Ojibwes) were using
improved fishing techniques and had adopted
the use of ceramics. They gradually
Notes:
I thought it was confusing to think that they
spoke a form of the language but then I
remembered every tribe and people spoke a
little differently.
The word amalgamated is a difficult word to
understand but when it is used in this context
it makes me think they began or started as a
tribe.
Subsisted is another tricky word but once you
read the context clues and sentences around
it you can infer that it means survived or lived
by.
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Chandler Unified School District Common Core Reading List
May 2013
developed a way of life based on seasonal
fishing which the Chippewas/Ojibwes still
followed when they met the first European
visitors to the area. Scattered fragments of
stone tools and pottery mark the location of
some of these prehistoric lakeshore
I was a little confused by the terms
encampments. Organized into independent
independent migratory bands, but then I
migratory bands, the Ojibwe were ideally
remembered that when a bird migrates it
suited to fur trade with the French. They
travels from one place to another so
moved according to a seasonal subsistence
migratory band may be a moving group.
economy---fishing in the summer, harvesting
wild rice in the fall, hunting, trapping, and ice
fishing in the winter, and tapping maple syrup
and spearfishing in the spring. Their main
building material, wiigwaas (birch bark), could
be transported anywhere to make a wiigiwam
(lodge shelter). Social organization was
somewhat egalitarian, and women played a
strong economic role.
Once they are done they need to answer two questions on a sticky note. Question 1: Write 2 details about the Ojibwe way
of life. (DOK 2) Question 2: Why were the Ojibwe primarily farmers? (DOK 1) After they have finished their responses allow
the students to use 2 talking chips each in their groups to discuss the answers they came up with.

Cumulative writing task: As a writing activity the students are going to need to use the text in order to summarize the
main idea and details within the passage. This writing should consist of one great paragraph that reflects the students’
knowledge.

Closure and Final Reflection: The teacher needs to explain to the students that this activity has given us some
background knowledge about a Native American tribe that will be in our next reading book, The Birchbark House.
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