Guiding Comprehension

Character • Inferential

Reread pp. 258–259. Describe the kind of person William is.

Possible response: He misses his home in England. He works hard to make a new home for his family in New England. He takes care of his family.

then… use the skill and strategy instruction
on p. 259.

If… students have difficulty understanding William's character,

Character

Author's Purpose • Inferential

Question the Author Why does the author use words from colonial New England in the story?

Possible response: to teach us about the past.

Generalize • Inferential

What is one generalization you can make about life in colonial New England?

Possible response: Life was hard.

SKILLS
STRATEGIES IN CONTEXT

Character

TEACH

Remind students that authors
don't always tell us everything
about a character; often, we
have to find clues in the story
that tell us what a character is
like or what may cause him or
her to act a certain way in the future.
Model using clues on
pp. 258–259 to understand
what kind of character
William is.

MODEL I know William works a lot. He builds his family's house by himself, using only the materials available to him. I think he misses his home in England, though, because it says twice that he thinks about his father's house and wants a house just like it. I think he takes good care of his family too. When his wife asks him to do something, he does it right away.

PRACTICE AND ASSESS

Have students discuss how they think William might handle future problems based on what we know about his character. (Possible response: He would solve them as best as he could.)
To assess, use Practice Book 3.1, p. 96.

Practice Book 3.1 p. 96

with | without Answers

"William's House"
by Ginger Howard

Student Edition
Unit 2, pp. 254–265

Historical fiction is a story that takes place in the past. What can you learn about when this story takes place?

William grew up in England, but in 1637 he and his family were living in New England. William needed to build a house for his wife and two sons. He wanted it to be like his father's house in England.
William cut trees and used the wood to make the frame and sides of the house. He used wooden pegs as nails. He built a small stone fireplace in the corner of the house's one room. He then added a thatched roof. Since he didn't have glass for a window, he used scraped animal horn and placed it between slits in the boards.
He made a few pieces of furniture for the home too. He made a table from a packing crate and mattresses from sacks filled with corn husks. He looked at his home and smiled. It did indeed look just like his father's house in England.
That summer was very hot, much hotter than summers in England. The family's food began to spoil. Elizabeth, William's wife, warned that the family had to do something or else they would lose all their food. William dug a cellar and stored their vegetables and barrels of food in the cool underground room.
In late summer, strong winds blew, toppling a tree near the house. Elizabeth warned that the family had to do something or a tree would fall and crush them. William cut down trees to make a clearing around the house.
Fall came, and everything was dry, much drier than in England. Sparks from the fireplace went up the chimney and fell on the dry thatched roof. Elizabeth warned that the family had to do something or the house would burn down. William tore off the thatched roof and put up cedar shingles instead. They would not burn as easily as thatch.
Winter brought a lot of snow, much more snow than in England. The heavy snow weighed down the roof. Elizabeth warned that the family had to do something or the roof would collapse. William and his friends built a steep, peaked roof so snow would slide off.
Winter was also much colder than in England. Elizabeth warned that the family had to do something or they would freeze. William built a bigger fireplace in the center of one wall. It kept them cozy and warm in their new house.
Spring came, and so did a ship from England. On it were William's cousins. When they looked at his house, they asked what kind of house it was.
William looked at it and said, "This is like my father's house-reshaped for New England."
Then he turned to his cousins. "Welcome!" he said, and they all went inside.



	Close
	Access Content/Build Background Point out words like trenchers, noggin, cider, embers, barrels, spoil, and cellar. Explain the use of old words like trenchers and noggin and discuss how all these words depict life in colonial New England. Have students share what they imagine life was like then. PRACTICE LESSON VOCABULARY Have students answer each question. 1. What did William use to hold the wood for his house in place? (pegs) 2. What happened to the meat that was not kept cool? (It spoiled.) *3. Is a cellar* above ground or underground?** (underground) BUILD CONCEPT VOCABULARY Review previous concept words with students. Ask if students have met any words today in their reading or elsewhere that they would like to add to the Concept Web.

"William's House" by Ginger Howard

"William's House"
by Ginger Howard