25 The Corps of Discovery - Houghton Mifflin …forms.hmhco.com/.../grade/L25_the_corps_of_discovery_S.pdfNumber of Words: 1,042 LESSON 25 TEACHER’S GUIDE The Corps of Discovery

Number of Words: 1,042

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

The Corps of Discovery by Lisa Moore

Fountas-Pinnell Level SNarrative NonfictionSelection SummaryIn 1803, explorers Meriwether Lewis and William Clark set out on a 3,700-mile (5,955 km) trip from St. Louis, Missouri to the Pacifi c Ocean. Today, the entire length of the Lewis and Clark Historic Trail is a national park. Every year, tourists follow the path blazed by these explorers.

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Characteristics of the Text Genre • Narrative nonfi ction

Text Structure • Continuous third-person narrative• Opening page briefl y states basic facts about the explorers and the purpose and length of

the journey• Narrative describes sites along the Lewis and Clark Trail as they might be experienced

todayContent • Lewis and Clark and the Corps of Discovery; exploration and geography of the West

• Sacagawea and native peoples of the West• Journals as historic documents• The Lewis and Clark Historic Trail today

Themes and Ideas • Journals can be used to document details of a journey. • Courage, strength, and endurance are required to make new discoveries.

Language and Literary Features

• Conversational language • Figurative language: hit the road; have it easy

Sentence Complexity • A mix of short and complex sentences• Exclamations; city/state combinations: St. Louis, Missouri; Washburn, North Dakota

Vocabulary • Many words can be inferred from text: trek, despite.Words • Some multisyllable words: expedition, fulfi lled, discovery

Illustrations • Color photographs and map support the text• Captions and labels for illustrations

Book and Print Features • Twelve pages of text with illustrations on every page• Only 7 to 14 lines of text on a page

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

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Target Vocabulary

barrier – something that blocks movement or passage

despite – something happened or did not happen against what you would expect, p. 9

edible – safe to eat

expedition – a journey made by a group of people for a specifi c purpose, p. 8

fulfi lled – achieved a goal, p. 14 range – a group of mountains resumed – started again, p. 11

technique – ways of doing tasks trek – a slow, hard journey, p. 3 tributaries – smaller streams

or rivers that fl ow into larger rivers

The Corps of Discovery by Lisa Moore

Build BackgroundHelp students use their knowledge of exploration to visualize the text. Build interest by asking a question such as the following: What do you think it was like to travel out West when there were no roads at all? Read the title and author and talk about the cover illustration. Note the colorful photographs. Tell students that this text is narrative nonfi ction, so they can expect to fi nd factual information about true events.

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 3: Explain that this selection is about the river route that explorers Lewis and Clark followed in 1803 as they traveled 3,700 miles from St. Louis, Missouri, to the Pacifi c Ocean. Suggested language: Look at page 3 of this book. The map at the bottom of the page shows the path blazed by the Lewis and Clark expedition. What are some things that might be different about taking this trek today compared to taking it in 1803?

Pages 6–7: Explain that the selection includes many examples of what modern-day visitors can see and do along the trail, such as attending a festival, looking at a model of the keelboat the explorers used, and meeting descendants of the tribes that lived along the route.

Page 8: Have students look at the illustration and read the caption. Explain that the Shoshone Princess Sacagawea (“SACK-uh-juh-way-uh”) was a guide and translator. Ask: What kinds of things do you think she did to help Lewis and Clark?

Page 13: Draw attention to the way the photographs support the text. Direct students to the word outcrop in line 4. Ask: How does the photograph show an outcrop?

Now go back to the beginning and read to fi nd out what it is like to follow the path of the Lewis and Clark Trail today.

2 Lesson 25: The Corps of DiscoveryGrade 5© Houghton Mifflin Harcourt Publishing Company


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 , and to notice what isn’t making sense. Tell them to fi nd ways to fi gure out the parts that are confusing.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the book. Suggested language: What would you fi nd most challenging about making a trek such as that of Lewis and Clark? What challenges did the travelers face on their expedition?

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

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

• The journey taken by the Corps of Discovery was dangerous and important because the expedition was sponsored by Thomas Jefferson to provide information for the U.S. government.

• Lewis and Clark followed a river route because there were no highways then.

• Modern tourists who drive along the Lewis and Clark trail see many things the explorers saw.

• Places and spaces that are important to U.S. history are sometimes dedicated as national parks.

• Without the help received along the way from Sacagawea and others, the Corps of Discovery would not have been a success.

• When people keep journals, they create historical records.

• The color photos on each page help readers visualize people, sites, and events.

• The narrative of the text weaves together information about Lewis and Clark with descriptions of what it’s like to travel the trail today.

• The author includes lots of interesting details about the experience of traveling along the Lewis and Clark Trail.

© 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

phrased fl uent reading. Explain that when phrasing city-state combinations (St. Louis, Missouri) they need only to use a very short pause at the comma between the city and state name.

• 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. Have students look at the word resumed on page 11. Point out that identifying the word’s prefi x, re-, which means “again” or “back,” can help them understand the meaning of the word. Other examples from the text include returned and relive on page 14.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 25.7.

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 SkillAuthor’s Purpose

Target Comprehension Skill Remind students that they can examine key details to

determine an author’s purpose. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

On page 6, the author mentions that there is a park in Iowa where you can go to see a keelboat. On page 11, she describes how William Clark carved his name into Pompey’s Pillar. List these details in the chart to understand the author’s purpose.

Practice the SkillEncourage students to share their examples of another book that includes information about an author’s purpose of describing what it’s like to travel to a historic place.

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• What words from page 11 show how the explorers felt about their journey?

• Why does the author begin the book with a photograph of St. Louis, Missouri?

• What is the meaning of fulfi lled on page 14?


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Responding

TARGET SKILL Author’s Purpose What is Lisa

Moore’s purpose in writing The Corps of Discovery?

What details does the author use to support her

purpose? Copy and complete the chart below.

Write About It

Text to Self Imagine you are taking a camping trip

along the trail of Lewis and Clark. Write four journal

entries about what you saw along the way. Pick

interesting places that you discover along the way.

Detail?

Detail?

Purposeto show what it is like to travel the Lewis and Clark trail

DetailVisitors can see giant waterfalls at Great Falls, Montana.

15

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Critical ThinkingRead and answer the questions.

1. Think within the text What was the Corps of Discovery?

2. Think within the text How did Sacagawea earn the respect of the

Corps of Discovery?

3. Think beyond the text What message is the author trying to give

about the Lewis and Clark Historic Trail?

4. Think about the text Why did the author choose the photos that

are used with this text?

Making Connections The Corps of Discovery went on an exciting mission. Write about a discovery trip that you would like to be part of. What part of the world would you like to explore? Use vivid details to explain your discovery expedition.

Write your answer in your Reader’s Notebook.

9

The Corps of DiscoveryCritical 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 . 7

Grade 5, Unit 5: Under Western Skies

Name Date

a group of about 30 people led by Lewis and Clark, charged with

� nding a way across North America to the Paci� c Ocean

She was their guide and translator.

The author seems to be saying that the trail serves an important

purpose in teaching people about Lewis and Clark’s journey.

These photos make parts of the Lewis and Clark Trail come alive

for readers.

Possible responses shown.

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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 much of what we know today about the Corps of Discovery is thanks to the journals the expedition members kept along the way.

Vocabulary Students may need assistance with unfamiliar terms (intently, p. 4; descendants, p. 7; translator, p. 8) whose meanings are not clear from their use in context.

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: Who is telling the narrative?

Speaker 2: the author

Speaker 1: Who are the main explorers?

Speaker 2: Meriwether Lewis and William Clark

Speaker 1: What trip do the men take?

Speaker 2: from St. Louis, Missouri, to the Pacifi c Ocean

Speaker 1: Who was Sacagawea?

Speaker 2: Sacagawea was a Native American princess who helped the explorers.

Speaker 1: What services did Sacagawea provide to Lewis and Clark?

Speaker 2: Sacagawea helped guide them. She also translated their English words into the words used by the Native Americans they met.

Speaker 1: Why was the journey of Lewis and Clark so important to the country?

Speaker 2: The journey was important because it opened a route for traveling west. This led to settlers going west and settling a new area of the country.



Name Date

The Corps of DiscoveryThinking Beyond the Text

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

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

On page 14 the author says: “It takes about three weeks to drive the Lewis and Clark Historic Trail…. It’s a way to relive history and discover–for yourself–a historical journey that helped shape this country.” If Lewis and Clark could come back to life and take their journey today, what do you think would amaze them the most.? What would they like about traveling along the historical trail today? What aspects of the journey do you think they would NOT like? Why?



The Corps of DiscoveryCritical Thinking

Lesson 25B L A C K L I N E M A S T E R 2 5 . 7

Name Date


Critical ThinkingRead and answer the questions.

1. Think within the text What was the Corps of Discovery?

2. Think within the text How did Sacagawea earn the respect of the

Corps of Discovery?

3. Think beyond the text What message is the author trying to give

about the Lewis and Clark Historic Trail?

4. Think about the text Why did the author choose the photos that

are used with this text?

Making Connections The Corps of Discovery went on an exciting mission. Write about a discovery trip that you would like to be part of. What part of the world would you like to explore? Use vivid details to explain your discovery expedition.

Write your answer in your Reader’s Notebook.


1414

380

Student Date Lesson 25

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

The Corps of DiscoveryRunning Record Form

The Corps of Discovery • LEVEL T

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

4

5

Today many visitors begin with the Museum of Westward

Expansion in St. Louis. The museum is under the Gateway

Arch. The Arch is 630 feet high! Visitors see exhibits about all

kinds of explorers, from Lewis and Clark to the Apollo

astronauts. Thirty-three giant photographs showing places all

along the Lewis and Clark Trail hang in the museum. Each year,

thousands of visitors study these pictures intently before they

begin their long trek.

Most people drive cars along the Lewis and Clark Historic Trail.

Others bike. Still, others hike. All along the way, signs point

visitors north and west.

Comments: Accuracy Rate (# words read correctly/100 ×

100)

%

Total Self- Corrections


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25 The Corps of Discovery - Houghton Mifflin …forms.hmhco.com/.../grade/L25_the_corps_of_discovery_S.pdfNumber of Words: 1,042 LESSON 25 TEACHER’S GUIDE The Corps of Discovery