25 TEACHER’S GUIDE History of the Fur Trade 25 TEACHER’S GUIDE History of the Fur Trade ... p. 5 History of the Fur Trade ... TARGET SKILL Author’s Purpose How does

Number of Words: 1,928

L E S S O N 2 5 T E A C H E R ’ S G U I D E

History of the Fur Tradeby Leo Frank

Fountas-Pinnell Level VNarrative NonfictionSelection SummaryBetween the 1500s and the 1800s beavers were trapped for their fur. The beaver trade helped settle the western United States.

Copyright © by Houghton Mifflin Harcourt Publishing Company

All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-30939-2 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09

If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Characteristics of the Text Genre • Narrative nonfi ction

Text Structure • Underlying structures—description, compare/contrast• Organized categorically

Content • Beaver fur is used for hats and other clothing items.• Lewis and Clark explore the west and fi nd new areas for beaver trapping.• Trapping beavers helps settle the west.

Themes and Ideas • Selling goods is important to governments.• Fashion or styles can help or hurt businesses.• Exploring new lands leads to many discoveries.

Language and Literary Features

• Long stretches of descriptive language• Setting distant in time and space from student experiences• Figurative language: like stepping into liquid ice

Sentence Complexity • Many complex sentences• Wide range of sentence types• Sentences with parenthetical material

Vocabulary • Technical vocabulary: trapper, beaver muskWords • Many multisyllable words: unforgiving, ecology, profi table, civilization

• Many technical words that are diffi cult to decodeIllustrations • Colorful photographs with captions

Book and Print Features • Easy-to-read chapter headings and illustrations on most pages• Table of contents• Tables, diagrams, and timeline, and sidebars

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

5_309392_OL_LRTG_L25_historyfurtrade.indd 1 11/4/09 2:56:23 PM

Target Vocabulary

barrier – something that blocks movement, p. 8

despite – something that did or did not happen against what was expected, p. 7

edible – something safe to eat, p.12

expedition – a journey made by a group of people for a specifi c purpose, p. 9

fulfi lled – to achieve a goal, p.8range – a group of mountains, p.4resumed – to start something

again, p. 16

techniques – ways of doing tasks, p. 13

trek – a slow, hard journey, p. 7tributaries – smaller rivers that

fl ow into larger rivers, p. 5

History of the Fur Trade by Leo Frank

Build BackgroundHelp students use their knowledge of fur to visualize the selection. Build interest by asking questions such as the following: Have you ever seen a fur coat? What about a fur hat? What kinds of animals are used for their fur? Read the title and author and talk about the cover illustration. Tell students that this selection is an informational text, so it gives facts and examples about the history of the beaver fur trade.

Introduce the TextGuide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:

Page 2: Point out the table of contents. Suggested language: Turn to page 2 of this book. The table of contents lists the chapters and the page number where each chapter starts. Which chapter begins on page 7? What do you think this chapter is about?

Pages 3–4: Read the chapter title. Have students read the caption Ask: This section will describe the way what kind of animal was trapped?

Page 5: Have students read the chapter title and the sidebar text. Ask: What was beaver fur used for?

Page 7: Read the chapter title. Point out the map. Have students read the caption. Explain that during the 1800s beavers were in short supply in the eastern United States. Why do you think the Lewis and Clark expedition, or trek, was important to beaver traders?

Page 11: Have students read the subtitle and the caption. What kind of dangers do you think trappers faced?

Now turn back to the beginning of the selection and read to fi nd out about the history of the beaver fur trade.

2 Lesson 25: History of the Fur Trade Grade 5© Houghton Mifflin Harcourt Publishing Company

5_309392_OL_LRTG_L25_historyfurtrade.indd 25_309392_OL_LRTG_L25_historyfurtrade.indd 2 7/29/09 10:56:58 AM7/29/09 10:56:58 AM

ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.

Remind students to use the Monitor/Clarify Strategy to notice what isn’t making sense and fi nd ways to fi gure out the parts of the text that are confusing.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection. Suggested language: Do you think the beaver fur trade was important to the growth of America? Why or why not?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Beaver fur becomes popular and is used for hats and other clothing items.

• Trappers hunt and kill almost all of the beavers in the eastern United States.

• Lewis and Clark explore the west and fi nd new areas for beaver trapping, and beaver trappers help settle the American west.

• Selling and trading goods is important to the economy of governments.

• Fashion can help or hurt the success of businesses.

• Exploring new lands leads to many new discoveries.

• The chapter heads help the reader understand what the chapter is about.

• The map, timeline, sidebars, and photographs help readers understand the information.

• The table of contents helps the reader quickly fi nd information.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite students to choral read a passage from the text and demonstrate

pausing and phrasing during reading. Remind students to pause after punctuation by taking short breaths after commas and stopping after periods and question marks.

• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that they can use their knowledge of prefi xes to determine the meaning of an unfamiliar word. For example the word resumed on page 16 has the prefi x re-. The prefi x re- means “go back” or “do over.” The word resumed means “to go back to doing something that you had stopped doing.”



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 25.8.

RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillUnderstanding Author’s Purpose

Target Comprehension Skill Remind students that authors write for

different reasons. Explain that it is important to identify the author’s purpose in order to understand the author’s viewpoint. Model how to add details to the Graphic Organizer using a “Think Aloud” like the one below:

Think Aloud

The author’s purpose for writing this selection is to inform and to describe an important part of America’s westward expansion. The author includes details that show the reasons for the expansion. One detail is the demand for beaver hats in Europe. Another detail is that the beaver hunters explored new lands.

Practice the SkillHave students share an example of another selection where the author’s purpose was to describe or inform.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts• The last paragraph on page 9 is mainly about

________________________________________________________________.

• On page 5, how is the sidebar text important to understanding the importance of fashion and the beaver trade?

• On page 11, the author describes the dangers mountain men faced to help the reader understand

________________________________________________________________.


5_309392_OL_LRTG_L25_historyfurtrade.indd 4 11/20/09 10:56:29 AM

DetailFur trappers led risk-fi lled lives. They faced dangers from wild animals, illness, and extreme weather.

Detail?

Purposeto inform readers by describing an important part of America’s westward expansion

Detail?

Responding TARGET SKILL Author’s Purpose How does

the author inform readers about the fur trade?

How does he describe the life of a fur trapper?

Copy and complete the chart below.

Write About It

Text to World Think about the people, events, and

things you read about in History of the Fur Trade.

Choose one topic that interests you. Then write an

outline for a research paper that you might write

about that topic.

19

5_253619_OL_LRSE_L25_FURTRADE.in19 19 11/19/09 5:37:36 PM

Critical ThinkingRead and answer the questions.

1. Think within the text Of what value were beaver pelts to

Europeans and to Native Americans?

2. Think within the text How did the mountain men get food?

3. Think beyond the text What was the author’s purpose in

describing the many bad things that could happen to mountain men

in the wilderness?

4. Think about the text What purpose do the headings serve in this

nonfi ction text?

Making Connections Mountain men had to rely on their own survival skills, and they often had to navigate unexplored lands. How might these same skills be useful for a modern-day hiking or camping trip?

Write your answer in your Reader’s Notebook.

10

History of the Fur TradeCritical Thinking

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 25B L A C K L I N E M A S T E R 2 5 . 8

Grade 5, Unit 5: Under Western Skies

Name Date

Europeans used them for making beaver hats, which were

fashionable in Europe. Native Americans used them to trade with

Europeans for things that they needed.

They hunted, � shed, and carried staples with them.

to help the reader visualize how dif� cult the life of a mountain

man was

They tell the main ideas of the book and also help to organize

related ideas into sections.

Possible responses shown.

10_5_246253RTXEAN_L25_CT.indd 10 11/27/09 9:39:00 AM

First Pass

English Language DevelopmentReading Support Pair advanced and intermediate readers to read the text softly, or have students listen to the audio or online recordings. Remind them that trappers changed the landscape and ecology of the western United States.

Idioms The text includes idioms that might be unfamiliar to students. Explain the meaning of phrases such as mountain men (page 10).

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: What was one thing beaver fur was used to make?

Speaker 2: hats

Speaker 1: Who founded the American Fur Company in 1809?

Speaker 2: John Jacob Astor

Speaker 1: Why were beaver trapped?

Speaker 2: They were trapped to make hats.

Speaker 1: Why did President Jefferson send Lewis and Clark to survey the land bought in the Louisiana Purchase?

Speaker 2: It was new and had not been explored.

Speaker 1: How did beaver trappers survive in the wilderness?

Speaker 2: The trappers learned techniques from Native Americans.



Name Date

History of the Fur TradeThinking Beyond the Text

Think about the questions below. Then write your answer in two paragraphs.

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

On page 10 it says that a few mountain men became legends of their time. How did mountain men’s role in America’s expansion west impact this region today? What did they do that helped settle the west?



Critical ThinkingRead and answer the questions.

1. Think within the text Of what value were beaver pelts to

Europeans and to Native Americans?

2. Think within the text How did the mountain men get food?

3. Think beyond the text What was the author’s purpose in

describing the many bad things that could happen to mountain men

in the wilderness?

4. Think about the text What purpose do the headings serve in this

nonfi ction text?

Making Connections Mountain men had to rely on their own survival skills, and they often had to navigate unexplored lands. How might these same skills be useful for a modern-day hiking or camping trip?

Write your answer in your Reader’s Notebook.

History of the Fur TradeCritical Thinking

Lesson 25B L A C K L I N E M A S T E R 2 5 . 8

Name Date



1414

346

Student Date Lesson 25

B L A C K L I N E M A S T E R 2 5 . 1 2

History of the Fur TradeRunning Record Form

History of the Fur Trade • LEVEL V


Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

11

12

Mountain men took many risks. Life in the wilderness was full

of dangers. The trappers faced attacks from bears, mountain

lions, and human enemies. They risked infections from

untreated wounds, bites from poisonous animals and insects,

and accidental falls. In handmade canoes, they navigated

rough rivers and cascading waterfalls. They sometimes faced

extreme weather. It was easy to underestimate how quickly a

fierce storm could come up in the mountains. The mountain

men were also at risk for various fatal diseases, such as

smallpox, tetanus, and dysentery.

When the mountain men left civilization for the wilderness,

they brought only essential provisions.

Comments: Accuracy Rate (# words read correctly/101 ×

100)

%

Total Self- Corrections


Documents

25 TEACHER’S GUIDE History of the Fur Trade 25 TEACHER’S GUIDE History of the Fur Trade ... p. 5 History of the Fur Trade ... TARGET SKILL Author’s Purpose How does