A. Close Read: "A Life in Hiding" (20 minutes)

• Pair students.
• Display page 7 of Animal Behavior: Animal Defenses and invite students to turn to that page in their copies and to the Close Read Questions: "A Life in Hiding" in their Animal Defenses research notebooks.
• Point out the Close Readers Do These Things anchor chart and focus students on the final criteria and bullets:

• Listen to the questions:
• Go back to the text to find answers to questions.
• Talk with your partners about the answers you find.

• Tell students that you are going to guide them through this close read. Some of the questions will be discussed as a whole group, and others will be discussed with a partner. 
• Focus students on the Working to Become Effective Learners anchor chart, specifically perseverance and collaboration. Remind students that as they will be reading a new complex text and will need to persevere while they read, and will be working with one another as they read so will need to collaborate.
• Guide students through the close read using the Close Reading Guide: "A Life in Hiding."

C. A Closer Look at Words: Animal Behavior: Animal Defenses (10 minutes)

• Explain that students will now have a chance to reread their section from Animal Behavior: Animal Defenses again and practice figuring out the meaning of challenging words. Point out on the Close Readers Do These Things anchor chart that close readers read and reread texts many times to deeply understand a text.
• Review the vocabulary strategies on the Close Readers Do These Things anchor chart and use equity sticks to call on students to read the strategies listed in the previous lesson. Invite students to turn and talk:

"What strategy do you use most often trying to figure out what a word means?"

• If productive, cue students to listen carefully. Cold call two or three students to share their partner's response.

"Who can repeat what your classmate said?" (Responses will vary.)

• Tell students that they now are going to practice some of these strategies while rereading Animal Behavior: Animal Defenses to determine the meaning of some challenging words.
• Invite students to take out their vocabulary log and to turn to the section for this module at the back of the book.
• Explain that in their expert groups, they will determine the meaning of certain words from their group's section(s) of the text and talk with their partners about their understanding of the words. 
• Write the following on the board so each group knows what words to determine the meaning of:

• Group 1: fleeing, page 22; pursue, page 23 (pursuer, pursued)
• Group 2: armor, page 49; threaten, page 50
• Group 3: poison, page 56(poisonous); predator, page 56

• Post the following directions:

1. With your partners, determine the meaning of the words from your selection of Animal Behavior: Animal Defenses.

2. In your vocabulary log, write the definition, the strategy you used to figure out the meaning, and a sketch representing the word.

3. Reread the text with your partners.

4. Discuss the following questions: How has your understanding of these words changed? Which words are still confusing for you and why? Record your questions on a sticky note.

• If necessary, review Steps 1 and 2 briefly by saying: "Let's review how we did this with the word quiver. First, we flipped through the glossary until we found the word. Remember, it's set up so the words are in alphabetical order, so since quiver starts with the letter Q, it was toward the middle of the glossary. Then we wrote the definition of the word. We figured out that it meant to move with a slight shaking motion by looking it up in the dictionary, so that's what we wrote in the definition box. Then we thought about what vocabulary strategy we used to figure out the meaning of that word. We looked up the definition in the dictionary and then read on in the text and did some inferring about which dictionary definition made sense. So I wrote 'dictionary and reading on in the text and infer' in the Vocabulary Strategy box. The last thing we did was a quick sketch showing what this word meant. I drew a sketch of a gazelle and drew little lines by its body to show it was shaking."
• Give students 7-8 minutes to work in their expert groups. Circulate and support groups as needed. Remind them to record their words in their vocabulary logs. If necessary, ask questions like: "How did you figure out the meaning of that word?" or "Are there any clues in the text that can help you figure out what that word means?" Listen for students discussing the meanings of the words and using strategies from the Determining the Meaning of Unfamiliar Vocabulary anchor chart.
• Cold call groups to share their definitions and visuals/notes for each word. Clarify the definition of each word if necessary. Refer to the Vocabulary Words (for teacher reference).
• Point out the Domain-Specific Word Wall. Distribute two index cards to each group. Invite groups to write the words on their Word Wall cards and post to the Domain-Specific Word Wall.
• Focus students on the learning targets. Read each one aloud, pausing after each to use a checking for understanding protocol for students to reflect on their comfort level with or show how close they are to meeting each target. Make note of students who may need additional support with each of the learning targets moving forward.
• Repeat, inviting students to self-assess how well they collaborated and persevered in this lesson.