Embed Size (px)
Citation preview
Emily Bashor
Literacy Project: Lewis & Clark
Non-WhiteJosephy, A. M. (2006). Lewis and Clark: Through Indian eyes. New York,
NY: Alfred A. Knopf.
This is a book that is written from the Indian’s point of view. Nine descendants of the Indians whose homelands were traversed tell the stories.
Woman
St. George, J. (1997). Sacagawea. New York, NY: G. P. Putnam’s Sons.
This book is a biography of Sacagawea, as well as a narrative of her journey with Lewis and Clark. This book includes several maps of their routes, which nicely adds to the story.
Magazine ArticlesHarriss, J. (2003). How the Louisiana purchase changed the world.
Smithsonian Magazine. Retrieved from
http://www.smithsonianmag.com/history-archaeology/westward.html
This is an article about how the Louisiana Purchase helped alter the shape of a nation and the course of history.
Ronda, J.P. (2003). Why Lewis and Clark matter. Smithsonian Magazine. Retrieved from http://www.smithsonianmag.com/history-archaeology/Why_Lewis_ and_Clark_Matter.html
This article reminds the reader of the true significance of Lewis and Clark’s expedition. It answers the question in the title: why do they matter?
Newspaper Articles
Gevock, N. (2006, July 8). William Clark heaped praise on Big Hole Valley two centuries ago. The Montana Standard. Retrieved from http://www.jeffersonriver.org/Articles/Lewis_and_Clark.htm.
This article includes journal entries about Clark’s description during the expedition of present day Big Hole Valley in Montana.
Graetz, R., & Graetz S. (2002, July 10). Lewis and Clark in southwest Montana. The Montana Standard. Retrieved from http://www.jeffersonriver.org/ArticlesLewis_and_Clark.htm
This article provides present day directions of the Lewis and Clark route through Montana. It includes details and journal entries from the original journey.
Nonfiction BooksPerritan, J. (2010). The Lewis and Clark expedition. New York, NY:
Scholastic Inc.
A True Books publication: This is a non-fiction book with many pictures and graphics that would keep students interested.
Landau, E. (2008). The Louisiana purchase: Would you close the deal? Berkeley Heights, NJ: Enslow Publishers, Inc.
A basic discussion about the history of the Louisiana Purchase, and how the United States expanded their lands by buying the Louisiana Territory from France. It’s an interactive book that asks the reader questions throughout.
Schanzer, R. (2002). How we crossed the west: The adventures of Lewis and Clark. Washington, DC: National Geographic Books.
This books is a primary source. It uses excerpts from Lewis and Clark’s journals.
NovelsKarwoski, G.L. (2003). Seaman: The dog who explored the west with
Lewis & Clark. Atlanta, GA: Peachtree Publishers.
This book is about SeaMan, the dog who explored the Louisiana Territory with Lewis and Clark. This book is a fictionalized biography of the journey based upon the journals of Lewis, Clark, and other members of the team. SeaMan travels the long journey with the team and serves a key role in the expedition’s success. Grades 4-7
Myers, L. (2002). Lewis and Clark and me: A dog’s tale. New York, NY: Henry Holt and Company.
This book is about SeaMan, the dog who explored the Louisiana Territory with Lewis and Clark. This one is written from the dog’s perspective. Seaman's stories are based information provided in the explorers' journals. Grades 3-6 (I would also have this book available as an easier alternative depending on how my class’ reading level)
O’Dell, S. (1986). Streams to the river, river to the sea: A novel of Sacagawea. New York, NY: Houghton Mifflin Company.
This book is written from the view point of Sacagawea. She joins the Lewis and Clark expedition accompanied by her infant and cruel husband. She serves as a guide and translator to them on their journey to the Pacific.
Wolf, A. (2004). New found land: Lewis and Clark’s voyage of discovery. Cambridge, MA: Candlewick Press.
The letters and thoughts of Thomas Jefferson, members of the Corps of Discovery, Sacagawea, and Captain Lewis’s Newfoundland dog tell of the historic exploratory expedition to seek a water route to the Pacific Ocean. This book is written in verse and feels like poetry as you read it.
Poem or SongWiley, K. (2010). Lewis and Clark. Retrieved from:
http://www.songsforteaching.com/socialstudies/usunitedstateshistory/lewisandclark.php
This is a song about Lewis and Clark and their expedition west.
Comic Book, Graphic Novel, or VisualBertozzi, N. (2011). Lewis and Clark. New York, NY: First Second.
This is a graphic novel about the explorations of Meriwether Lewis and William Clark.
Children’s Picture BooksAdler, D.A. (2003). A picture book of Lewis and Clark. Holiday House.
This book is an introduction to the lives of Meriwether Lewis and William Clark includes information. It includes information on the exploratory expedition they led from St. Louis to the Pacific Ocean.
Kroll, S. (1996). Lewis and Clark: Explorers of the American west. Holiday House.
This book is the story of Lewis and Clark’s two and a half year expedition.
WebsitesLewis and Clark. (2012). Retrieved from
http://teacher.scholastic.com/activities/lewis_clark/index.htm.
This website has tons of activities and information on Lewis and Clark, the Louisiana Purchase and more. You experience westward expansion with Lewis and Clark and start your own adventures.
Lewis and Clark. (1996). Retrieved from http://www.nationalgeographic.com/lewisandclark/index.html.
This website is a good source of information for students. They can visually go on the journey. There are timelines, maps, expedition records, and more. There are also links to other sites on Lewis and Clark.
Burns, K. (1997). Lewis & Clark: The journey of the corps of discovery. Retrieved from http://www.pbs.org/lewisandclark/index.html
This site includes a map that traces the Corps of Discovery's historic journey. You can read excerpts from the Lewis and Clark journals, discover which Native American tribes the Corps of Discovery encountered in that region, and find information about Lewis and Clark bicentennial events.
Word SortStreams to the River, River to the Sea
O’Dell, S. (1986). Streams to the river, river to the sea. Boston, MA: Houghton Mifflin Company.
CAR1E04Develop vocabulary through text using root words and affixes and the glossary and dictionary.
SS2aB04Sequence and describe the importance of the Louisiana Purchase and the Lewis and Clark expedition.
Directions: Each group will review the categories provided and into which you will sort the vocabulary terms/concepts. (For an Open Word Sort, instruct the student teams to suggest categories for organizing the words.) You will have about 10 minutes to assign the words to the appropriate categories. We will have a class discussion with each group presenting your word list for one of the categories. You will be asked to defend your sorting of terms by sharing the common features of the categories and how each specific term/concept meets the criteria.
When and why I would use this strategy:This word sort could be done prior to reading the book to introduce vocabulary terms and assess background knowledge. You could use it throughout reading to help students keep track of key terms. It could also help them draw connections. After completing the book, the word sort could be utilized as an assessment tool.
PEOPLE/ANIMALS PLACES
ITEMS THAT ASSISTED
IN THE EXPEDITIONSacagawea
Lewis
Clark
Seaman
St. Louis
Great Plains
Missouri River
Frontier
Pirogue
Provisions
Keelboat
Translation
Vocabulary Self-Awareness ChartHow We Crossed the West: The Adventures of Lewis & Clark
Schanzer, R. (1997). How we crossed the west: The adventures of Lewis & Clark. Washington, DC: National Geographic Society.
CAR1E04Develop vocabulary through text, using
a. root words and affixesb. synonyms and antonymsc. context cluesd. glossary and dictionary
SS2aB04Sequence and describe the importance of the Louisiana Purchase and the Lewis and Clark expedition.
Student Directions:1. Examine the list of words you have written in the first column2. Put a “+” next to each word you know well, and give an accurate
example and definition of the word. Your definition and example must relate to the unit of study.
3. Place a “check” next to any words for which you can write only a definition or an example, but not both.
4. Place a “?“ next to words that are new to you.5. Add any additional words you feel are important to know or are
unfamiliar to you.
Word + ? Example Definitionnatives + The
natives were astonished when Lewis and Clark came ashore.
Lifelong residents of a place.
ravages damagewampum ?pirogueinterpreter
vesselstrodden
You will use this chart throughout the unit. By the end of the unit you should have the entire chart completed. Because you will be revising this chart, write in pencil.
When and why I would use this strategy:A classroom teacher should use this during reading. This chart is a good way for students to keep track of vocabulary words. It’s great because they can change and update their chart as they read. It will help boost their comprehension of the story if they understand the words within it.
Question Answer Relationship (QAR)The Lewis and Clark Expedition
Perritan, J. (2010). The Lewis and Clark expedition. New York, NY: Scholastic Inc.
CAR2C04: Use details from the text to demonstrate comprehension skills previously introduced
SS3aH4: Sequence and describe the importance of the Louisiana Purchase and Lewis and Clark.
Student directions: After reading the above text, answer the questions in each of the boxes below.
IN THE TEXT Question AnswerRight There 1. When did Lewis & Clark begin
their expedition west?May 14, 1804
2. What ocean did the men make it to on their journey?
Pacific Ocean
Think and Search 1. Find two examples of hardships Lewis & Clark faced on their journey.
1. Fighting the Missouri River’s current
2. Crossing the Rocky Mountains
2. Explain why Sacagawea was so valuable to Lewis & Clark.
Sacagawea was able to act as a translator. She helped the corps trade with the Native Americans. She helped them navigate their way since she knew the land well. She also helped collect plants and berries for them to eat.
IN YOUR HEADAuthor and You 1. How did the Louisiana
Purchase affect the United States? Use two pieces of information from the text to support your answer.
The Louisiana Purchase was a very significant event in US history. The purchase of the Louisiana Territory effectively doubled the size of the United States at that time. This gave us land to grow into. This land would become very important during
Westward Expansion. If we hadn’t purchased the Louisiana Territory who knows who would own it today, which could affect our economy, national security, and population. Lewis & Clark also discovered many new animals, plants, and Native American tribes on their expedition across the Louisiana Territory.
On Your Own 1. What’s an obstacle you have had to overcome? Be sure to explain the obstacle you were faced with, the different choices that you had, what you actually decided to do, and what the outcome of your decision was.
When I was in the 4th grade my aunt passed away. The day of her funeral also happened to be the day of my class field trip to Fantastic Caverns. I had to decide if I would go to my aunt’s funeral with the rest of my family or stay with my grandma and go on my field trip. I remember it being a very hard decision. I ended up deciding to go with my family to my aunt’s funeral. I was really glad I did. My mom was so proud of my decision that she and my dad took me to Fantastic Caverns at a later date! I ended up getting to see it anyway!
Rubric for Author and Me 4 3 2 1
Student states how the Louisiana Purchase has affected the United States. Two pieces of information from the text are used to support the answer. The student thoroughly explains background knowledge or experiences to further support their answer.
Student states how the Louisiana Purchase affected the United States. At least one piece of information from the text is used to support the answer and the student uses some background knowledge or experience to further explain and support their answer.
Student states how the Louisiana Purchase affected the United Stats and uses at least one piece of information from the text OR uses background knowledge/experiences to support and explain,
Student states how the Louisiana Purchase affected the United States but does not use information from the text or personal knowledge/experience to support or explain.
Rubric for On My Own
4 3 2 1Student stated an obstacle they had to face. They clearly explain the obstacle, what choices they had, what they decided to do, and the outcome of their decision.
The student stated an obstacle they had to face and provided a clear explanation, their decision, and the outcome. They vaguely explain other choices they had.
Student presented a vaguely stated obstacle and what they did with only minimal explanation. No choices were explained. Outcome not clearly stated.
Student failed to clearly present an obstacle. No clear decision was stated. Student vaguely responds to the obstacle. No explanation was provided.
When and why I would use this strategy:This activity can be used after reading a passage to check for student comprehension. By using the QAR activity, students are forced to find
answers to not only factual information found directly in the text, but also to use the text and their prior knowledge/experiences to think more deeply about a topic.
Graphic OrganizerHow We Crossed the West: The Adventures of Lewis & Clark
Schanzer, R. (1997). How we crossed the west: The adventures of Lewis & Clark. Washington, DC: National Geographic Society.
CAW1A04: Following a writing process to independently use a graphic organizer in prewriting.
SS3aH4: Sequence and describe the importance of the Louisiana Purchase and Lewis and Clark.
Directions: The year is 1803 and you have been asked to join Lewis and Clark’s Corps of Discovery. Create a concept map identifying the provisions you will need for your journey.
When and why I would use this strategy:This activity could be used for a prewriting activity. By using the concept map students are able to visually organize their thoughts before writing. It could also be used to measure student’s knowledge of the Lewis & Clark expedition either pre or post instruction.
Note Taking/Note MakingThe Lewis & Clark Expedition
Perritan, J. (2010). The Lewis and Clark expedition. New York, NY: Scholastic Inc.
CAR3C04Use details from text to explain main idea and supporting details and use details from text to sequence events.
SS3aH4: Sequence and describe the importance of the Louisiana Purchase and Lewis and Clark.
Reason to Read Think about these questions as you read: Why was Sacagawea so important to Lewis & Clark? Why was the Louisiana Purchase significant?
Main IdeaAs you read the text, complete the outline below using the major headings in each section.
I. Beyond the Mississippi River V. Journey’s EndA. Men With a Mission A. Homeward BoundB. America Grows B. Welcome Home!C. Voyage of Discovery C. The Journals
D. Clark Joins the Team D. Opening the Door to
II. Put to the Test the WestA. Into the Unknown E. A New FrontierB. Mastering the River F. Leading the WayC. Meeting Native AmericansD. Fort MandanE. Friend and Helper
III. Deep into the WildernessA. Across the Great PlainsB. A Big ObstacleC. Animals of the Expedition
IV. Across the Rockies to the OceanA. Crossing the BitterrootB. Meeting the Nez Perce
C. To the ColumbiaD. The Pacific Ocean in ViewE. Fort Clatsop
Sequencing EventsAs you read, write the correct dates to each item on the time line.
When and why I would use this strategy:This activity should be used during or after reading. Creating a skeletal note structure of the text will help students become more effective note takers and note makers. This particular model helps students pinpoint main ideas and key events. This model would be particularly useful for social studies.
1800 18061802 1804
May 14 1804: Lewis & Clark begin their journey from a camp near St. Louis.
September 23, 1806: Lewis & Clark return home from their trip. They arrive in St. Louis, MO.
July 1805: The Corps of Discovery begins crossing the Rocky Mountains.
November 1804: Lewis & Clark meet Sacagawea.
Modeled WritingHow We Crossed the West: The Adventures of Lewis & Clark
Schanzer, R. (1997). How we crossed the west: The adventures of Lewis & Clark. Washington, DC: National Geographic Society.
CAW2A04: Compose text showing awareness of audience and in a format appropriate to audience and purpose.
SS3aH4: Sequence and describe the importance of the Louisiana Purchase and Lewis and Clark.
Directions: Listen as the teacher reads aloud I Took a Walk by Henry Cole. Use this story as a model and write your own piece using the text How We Crossed the West: The Adventures of Lewis & Clark. You should be creative and use examples from the text.
I Took a Walk Out West
One spring morning, I took a walk out West.I sat atop a mountain, and I saw…
Lush, green pine treesSnow capped peaks
Steep cliffsMountain goats
And a swift, roaring river
When and why I would use this strategy:This activity can be used after reading a text. It will get the students to dig deeper into the text and pull out the important details in a creative and fun activity. This strategy will help develop comprehension of the
subject or concept and teach students to write creatively, while following a model text structure.
Shared ReadingStreams to the River, River to the Sea
O’Dell, S. (1986). Streams to the river, river to the sea. Boston, MA: Houghton Mifflin Company.
CAR1G04During reading, utilize strategies to a. determine meaning of unknown wordsb. self-monitor comprehensionc. question the textd. infere. visualizef. paraphraseg. summarize
SS2aB04Sequence and describe the importance of the Louisiana Purchase and the Lewis and Clark expedition.
TextChapter 1
Think-Aloud Strategies/Skills Modeled
We were gathering blackcaps on the stream above the place where the three big rivers meet. Summer was almost gone but there were still a few sweet berries hidden deep in the bushes, where bears and deer could not find them.
“ I bet that blackcaps are some sort of wild blackberry. I wonder what three rivers she is referring to. I know that Sacagawea lived in the Rocky Mountains. If I look at the map in the front of my book, I can see that Sacagawea lived near the Missouri River. From what I know about Native American culture, I’d guess that they are harvesting food for the winter.”
Using text features, such as the map in the front of the book.
Activating background knowledge, predicting
It was close to dusk. We “ Wow! I couldn’t Making connections to
had come to the stream at early dawn and both of us were weary, almost too weary to talk.
imagine having to work from sunrise to sunset picking berries! I just go to the grocery store to buy my berries.
the text
My cousin, Running Deer, said, “Have you heard the squirrels chattering over there on the far bank in that big tree? Not the cottonwood tree, the other tree?”
“Yes, ever since the sun left us,” I said.
“Do you hear them now?”
I dropped a handful of blackcaps in the basket and listened. “Not a sound,” I said.
“They must hear something.”
“ I wonder what a cottonwood tree looks like, I’m not sure that I’ve ever seen one. Now what does the word chattering mean? When Sacagawea answers her cousin she said she didn’t hear a sound. So maybe if the squirrels were chattering they were making a lot of noise. I think it’s so neat that Indians pay so much attention to and rely on nature. I wonder what it is the squirrels hear? Maybe there is a predator nearby.”
I modeled how to use context clues to identify the meaning of vocabulary words. I also modeled making predictions and visualizing.
My cousin was nervous. She was always nervous. When a storm was coming, also when it came, also at nightfall if she was not safe by the fire, she was nervous.
“ I can relate to the way her cousin feels! I’m sometimes scared of storms or the dark.”
Making connections to the text
“Squirrels hear a lot of things,” I said to calm her. “They have better ears than we do. And they hear more things than we do. Things not worth hearing.”
“Don’t you think it’s time to go?” she asked me.
“A few more handfuls will fill the basket,” I said. “Nothing looks more shiftless than a basket that’s only half full.”
“ It was really nice of Sacagawea to try and comfort her cousin. It always makes me feel so much better when someone I love comforts me when I’m scared. She is right though; squirrels do have better ears than we do! I wonder what she meant when she used the word shiftless? It doesn’t sound like she’s talking about it in a good way, like she doesn’t want to be shiftless. So maybe she doesn’t want to be
Making connections to the text
Using context clues to identify the meaning of vocabulary words
considered lazy. I think that word would make sense there. “Nothing looks more lazy than a basket that’s only half full. Yeah, I think that makes sense!”
I got down on my knees. I picked faster now. My cousin did not help me. The squirrels had started to chatter again and she was listening.
Suddenly the squirrels were silent.
“ Hmm…I wonder what would make the squirrels go silent. I still think that there is a predator nearby. Maybe it’s a wolf. It seems like there is a lot of tension and fear in this passage. I’m feeling anxious.”
Making predictions and identifying mood to aid in comprehension
It was very quiet in the meadow now. I heard nothing save the fuzzy drone of mosquitoes and down the stream the bark of a dog. From the opposite direction and near at hand I hear a different sound – the high, drawn-out cry of a wolf.
“ I’m still feeling kind of scared. But I was right; there is a wolf nearby. I’m still not sure if that is what’s scaring the squirrels, but I think if I heard a wolf’s cry I’d be scared. I’ve heard them in the movies before, but never in person. They are a little eerie.”
Confirming a prediction and making connections
When and why I would use this strategy: This approach in the classroom shows students how they can use numerous strategies during reading and think alouds. This type of shared reading could be used when discussing any text in the classroom. You should always think aloud so students learn to be master readers. I could use this strategy in all areas of the classroom.
Constructed ResponseLewis and Clark and Me: A Dog’s Tale
Myers, L. (2002). Lewis and Clark and me: A dog’s tale. New York, NY: Henry Holt and Company.
CAR2C04Use details from text to make inferences about problem and solution.
SS2aB04Sequence and describe the importance of the Louisiana Purchase and the Lewis and Clark expedition.
Lewis & Clark and Me: A Dog’s Tale
By: Laurie Myers
Chapter 1Sometimes in my dreams, Lewis and I and the Mandan Indians
are chasing buffalo across snow-covered plains. The smell of buffalo fills my nostrils, and the rumble of the herd echoes in my ears.
Sometimes George Drouillard, our best hunter, only wounds a deer that is swimming across the river and I swim out to retrieve it. The deer tries to get away, but I am much too strong and too good a swimmer. The men cheer me on from the banks.
Sometimes it’s just Lewis and me. We stand by the Great Falls, the spray from the water misting our faces. We walk along the
sandy beaches of the Pacific Ocean for the first time. Or it is just a typical day when Lewis and I hike through the woods together, while Clark and the men row or sail the boats on the river.
My dreams are more vivid than life itself. Everything is brighter, clearer. The smell of the woods is richer. The desperation of the prey is keener. The victory sweeter.
Sometimes when I’m dreaming, a well-meaning person sees my nose twitch or my legs jerk.
“Okay, boy. It’s just a dream,” they say, and pat my shoulder.Just a dream.They say it as though it were some small and insignificant
experience, not worthy of attention. They don’t understand. I love my dreams. I don’t want them to end. They take my back to a place I was made for…back to a place that makes me alive…the most beautiful place in the world…the wilderness.
“Seaman!”I glance at the man beside me.“Look alive. Here’s buyers.”Something caught my attention beyond him, down the wharf – a
group of men, but I saw only one. It was Lewis. He was a full head taller than the other men I had known on the docks. And he was dressed in a different way – white breeches and a short blue coat with buttons that shone in the sun. A tall pointed hat with a feather made him look even taller.
Lewis walked along the dock with a large stride. There was a purpose about him. My life on the wharves was a good, but I was a young dog and yearned for more. At the time I didn’t know exactly what. I sensed that this man was part of what I wanted. I sat straighter as he approached. The man who owned me stood straighter, too. Lewis slowed.
“Need a dog, sir?” my man asked.“I’m lookin’,” Lewis replied. He stooped down and looked me
right in the eye. I wagged my tail and stepped forward. I wanted to sniff this strange man. He extended his hand for me. He didn’t smell like any I had ever smelled, and it made me want to sniff him all over.
Lewis scratched the back of my neck, where I liked to be scratched.
“I’m headed out west, up the Missouri River,” Lewis said.My man’s face brightened.“This dog be perfect, sir. These dogs can swim. Newfoundlands,
they call them. Rescue a drowning man in rough water or in a
storm. Look at these paws. You won’t find another dog with paws like that. They’s webbed.” He spread my toes to show the webbing.
“So they are,” Lewis replied. Lewis began feeling my chest and hindquarters. His hands were large and muscular.
“Water rolls off this coat,” my man added. He pulled up a handful of my thick, dense double coat.
Lewis examined my coat and nodded.“I know the Mississippi, sir, but I don’t know the Meesori,” my
man said.“It’s off the Mississippi, headin’ northwest.”“North, you say. Ah. It’ll be cold up that river. Won’t bother this
one, though.” He patted me firmly on the back.Lewis stood and looked around. He found a piece of wood that
had broken off a crate. He showed it to me, then threw it.“Go,” he said.I wanted to go. I wanted to do whatever this man asked. But I
belonged to another. I looked at my man.“Go on,” he said.I ran for the stick and returned it to Lewis.“How much?” Lewis asked.“Twenty dollars. And a bargain at that.”Lewis looked down at me. I lifted my head proudly.“Won’t find a better dog than this. Perfect for your trip,” my man
said, trying to convince Lewis. It wasn’t necessary. Lewis wanted me. I could tell. He had liked
me the minute he saw me. The feeling was mutual. Lewis paid my man twenty dollars.
“Does he have a name?” Lewis asked.“I been callin’ him Seaman, but you can name him anything you
like.”
1. Write three ways that Seaman is different from other dogs to complete the chart below.
2. Imagine you are looking for a dog of your own. Write a
letter to a friend explaining three qualities you are looking for in your dog. Be sure your letter is written like a letter, tells what you want in a dog, and makes sense to your friend.
He has thick, dense
fur.
He has webbed paws.
He can swim well.
November 10, 2012
Dear Aubrey,
Guess what? I’m getting a dog! I’ve wanted my own dog for so long and now I finally get to have my own. I’ve been thinking about what I want my dog to be like. I want a large dog, like a Labrador Retriever or German Shepard. I also want a dog that likes to play and has a lot of energy. I want a dog that I can take for walks and that will play with me outside in the back yard. Most of all I want a dog that is friendly. Mean dogs scare me and I want mine to be nice. You’ll have to come meet my dog when I get it!
Your Friend,
Emily Bashor
3. Imagine you are going on an expedition out West. Using information from the story and your own inferences, complete the chart with two items you will need and the reason you will need each item. Be sure to put a title on your chart.
What I Would Need to Go Out West
4. Lewis has decided he will rename Seaman. Give two suggestions for a new name and explain why you would choose each name. Use what we know about Seaman from the story to choose a name that suits his personality.
Shaggy – The story describes Seaman as having “thick, dense double coat.” I imagine that his fur would probably be long and shaggy.
Items I Need Why I Need Each Item1. boat or canoe2. blanket3. map or compass
1. to cross the river2. to keep warm3. to help guide you
Hunter – The story says that Seaman loves the wilderness. He also helps to retrieve “a deer that is swimming across the river.” I think that he probably enjoys helping the men hunt.
5. Along what river did Lewis and Clark travel?a. Mississippi Riverb. Missouri Riverc. Platte River
6. How much did Lewis pay for Seaman?a. twenty dollarsb. thirty dollarsc. fifteen dollars
7. Now you will write a paper in response to a writing prompt. First, read the prompt in the box below.
Use the space labeled “prewriting” to brainstorm (list ideas, make an outline, etc.) and to write your rough draft. You will then use the space labeled “final paper” to record your completed work.
I love to dream, just like Seaman does. When you dream you have the chance to enter another world. A world your imagination creates. I have lots of dreams; some are bad and some are good. One of my favorite dreams is about my little sister. My mom was pregnant and it was almost time for the baby to come. In my dream, I was at school and my dad showed up. He signed me out of school and took me with him in the car. The reason he was picking me up is because my little sister had been born! I was so excited; I had ALWAYS wanted a little sister! He took me to the hospital to visit her and my mom. When I woke up I was
In the story, Seaman talks about how much he enjoys his dreams. Write a story about a dream you
once had.
so excited because it all felt so real. I felt so ready to be a big sister! A week later Kelsey, my little sister, was born and I have never been happier.
Grade 4 Scoring GuideLewis and Clark and Me: A Dog’s Tale; Fiction
Constructed Response (CR) Item 1, GLE R2C
2 pts – The response includes three ways that Seaman is different from other dogs cited in the story.Example – thick, dense fur, webbed paws, good swimmer1 pt – The response includes two ways that Seaman is different from other dogs.0 pts - OtherConstructed Response (CR) Item 2, GLEs R2C/W3E
Part A
2 pts - The response includes three characteristics the student would look for in a dogExample—friendly, large breed, playful1 pt - The response includes two characteristics 0 pts - OtherExample—
November 10, 2012Dear Aubrey,
Guess what? I’m getting a dog! I’ve wanted my own dog for so long and now I finally get to have my own. I’ve been thinking about what I want my dog to be like. I want a large dog, like a Labrador Retriever or German Shepard. I also want a dog that likes to play and has a lot of energy. I want a dog that I can take for walks and that will play with me outside in the back yard. Most of all I want a dog that is friendly. Mean dogs scare me and I want mine to be nice. You’ll have to come meet my dog when I get it!
Your Friend,Emily Bashor
Part B
2 pts - The response includes at least two components of letter writing format (heading/date, greeting, closing, signature, indentation) and the letter is a complete message with a controlling idea that shows awareness of the intended audience. (See example above.)1 pt - The response includes at least two components of letter writing format OR the letter is a complete message with a controlling idea that shows awareness of the intended audience.0 pts - OtherConstructed Response (CR) Item 3, GLE R2CPart A
2 pts - The response includes two items mentioned in the story and a reasonable text-based explanation for each.Example—
What I Would Need to Go Out West
Items I Need Why I Need Each Item1. boat or canoe2. blanket3. map or compass
1. to cross the river2. to keep warm3. to help guide you
1 pt - The response includes one item from the story and a reasonable text-based explanation for the item.0 pts – OtherPart B
1 pt - The chart is appropriately titled. 0 pts - Other
Constructed Response (CR) Item 4, GLE R2C
2 pts – The response includes two name suggestions with details from the story indicating why that name would be a good fit for Seaman.1 pt - The response includes one detail from the story. 0 pts - OtherSelected Response (SR) Item 5, GLE R2C
1pt BSelected Response (SR) Item 6, GLE R1H
1pt AWriting Prompt (WP) Item 7
- Use state writing scoring guide for grade 3. (See next page)
4 PointsThe paper: has an effective beginning,
middle, and end. contains a clear controlling
idea. clearly addresses the topic and
provides specific and relevant details/examples.
contains words that are specific, accurate, and suited to the topic.
consistently uses complete sentences.
clearly shows an awareness of audience and purpose.
contains few errors in grammar/usage, punctuation, capitalization, and/or spelling.
2 PointsThe paper: has evidence of a beginning, a
middle, and an end. contains a general sense of
direction, but may lack focus. generally addresses the topic,
but may contain some details that are not relevant.
uses words that tend to be repetitive, imprecise, and ordinary.
contains some incomplete sentences that may be distracting to the reader.
shows some awareness of audience and purpose.
contains errors in grammar/usage, punctuation, capitalization and/or spelling that may be distracting to the reader.
3 PointsThe paper: has a beginning, a middle, and
an end. contains a controlling idea.
1 PointThe paper: may lack evidence of a
beginning, a middle and/or an end.
When and why I would use this strategy:This constructed response activity would be used at the end of the unit as an assessment tool. It will also be beneficial to students as it helps develop critical thinking.
addresses the topic and uses relevant details/examples.
contains some words that are specific, accurate, and related to the topic.
generally uses complete sentences.
shows an awareness of audience and purpose.
may contain errors in grammar/usage, punctuation, capitalization, and/or spelling that are not significantly distracting to the reader.
is difficult to follow and/or lacks focus.
attempts to address topic, but lacks development.
uses words that are consistently repetitive, dull, and colorless.
includes incomplete sentences that are distracting to the reader.
shows little or no awareness of audience and purpose.
contains repeated errors in grammar/usage, punctuation, capitalization and/or spelling that may be distracting to the reader.
Mini Lesson 1Name: Emily BashorGrade Level: 4th Content: Social Studies: Lewis & Clark/Graphic OrganizerLesson: History of Lewis & Clark/Creating a Graphic Organizer
Content Objective:Following teacher instruction, students will identify the needed provisions for the expedition of Lewis and Clark vocabulary from the text, How We Crossed the West: The Adventures of Lewis & Clark, by completing a graphic organizer.
CAW1A04Following a writing process to independently use a graphic organizer in prewriting
SS2aB04Sequence and describe the importance of the Louisiana Purchase and the Lewis and Clark expedition.
Modifications: Students will be allowed to work collaboratively with their tablemates.
Materials/Media/Resources: Schanzer, R. (1997). How we crossed the west: The adventures of Lewis
& Clark. Washington, DC: National Geographic Society.PaperPencils
Anticipatory Set: The year is 1803 and you have been asked to join Lewis and Clark’s Corps of Discovery. You will be heading into unknown lands and can only take a limited amount of supplies. Your job is to decide which items to take and identify their purpose. You will create a concept map identifying the provisions needed for the journey.Instructional Input: Each one of you will create a concept map identifying 10 provisions needed for the journey. You will also explain how the items will be used. You may refer back to the book if you need help remembering the provisions or determining their purpose.
Modeling/Demonstrating: The first thing I am going to do in creating a concept map is draw a big circle in the middle. In this circle, I will write the main topic of my graphic organizer which is, ‘Supplies for the Lewis and Clark Expedition.’ Next I will draw a smaller circle to list a supply. I will also draw a line connecting it to my main circle. Now I need to choose a provision that I think we need to take on the expedition. I remember reading about trumpets in the book, so I will write that on my graphic organizer. Now I need to draw an even smaller circle off of my ‘trumpets’ circle and use a line to connect the two. In this circle I need to explain what the trumpets are used for. I cannot quite remember what they were used for, so I will look back in the book. Oh, here it is on page 4. The book says the trumpets were used to call together the corps, so that is what I will write in my circle.
Guided Practice: Now we will do one together. Go ahead and take out a piece of paper. Raise your hand if you remember what we need to do first. I will call on a student to answer. That’s right. We should draw a big circle in the middle for the main topic of our graphic organizer which is, ‘Supplies for the Lewis and Clark Expedition.’ I will allow time for students to do this. Raise your hand if you can tell me what we do next. I will call on another student to answer. Ok, next we will draw a smaller circle to list a supply. We will also draw a line connecting it to the main circle. Now we need to choose a provision that we think is needed for the expedition. Raise your hand if you think of something. I will call on a student to answer. Yes, we will need paper and pens, so we will write that in our smaller circle. Raise your hand if you can tell me what we should do now. I will call on a student to answer. That’s right. We need to draw an even smaller circle off of our circle that says ‘paper and pens’ and use a line to connect the two. In this circle we need to explain what the paper and pens will be used for. Raise your hand if you can remember. I will call on a student to answer. Yes, they will be used by the expedition member to record all of their discoveries. In the smallest circle we will write ‘record discoveries.’ You did a good job remembering, but what if we cannot remember the purpose of the provisions? How could we figure this out?
I will call on a student to answer. That’s right. We can look back in the book.
Checking for Understanding: While the students are working on their graphic organizers, I will circulate the room and check closely to see that they have followed the directions and have listed appropriate provisions for the expedition. I will also check that they have correctly identified the provisions’ purposes.
Independent Practice: We completed the first one together, so you need to do nine more on your own. You should have a total of 10 medium sized circles listing the provisions you would choose for your journey. I encourage you to refer back to the book to find the provisions and their purposes. Since they can be found in the book, you should have all of your provisions spelled correctly.
Closure: Today we learned how to create a graphic organizer called a concept map. This can help you organize the information you have learned and increase your understanding of the material.
Evaluation/Assessment: Graphic organizers will be assessed during the Lewis and Clark unit. I will check to see that the graphic organizer is complete. I will check for appropriate provisions and accurate examples of their purposes.
Criteria 3 2 1 0Correctly drew a concept map
1 center circle, 10 medium circles, 10 small circles all correctly connected by lines
Drew the circles, but only drew some of the lines to connect them.
Drew some circles and some lines, but they are not correctly connected by lines.
No attempt.
Provisions identified for expedition.
10 provisions were listed.
7-9 provisions were listed.
4-6 provisions were listed.
3 or fewer provisions were listed.
Provisions spelled correctly.
10 provisions spelled correctly.
7-9 provisions spelled correctly.
4-6 provisions spelled correctly.
3 or fewer provisions spelled correctly.
Purposes of provisions correctly explained.
10 purposes explained correctly.
7-9 purposes explained correctly.
4-6 purposes explained correctly.
3 or fewer purposes explained correctly.
Mini Lesson 2Name: Emily Bashor Grade Level: 4th Content: Social Studies: Lewis & Clark/Vocabulary Self-Awareness ChartLesson: History of Lewis & Clark/Vocabulary Self-Awareness Chart
Content Objective Following teacher instruction and modeling, students will develop a deeper understanding of the vocabulary words from the text How We Crossed the West: The Adventures of Lewis & Clark by completing a vocabulary self-awareness chart.
CAR1E04Develop vocabulary through text, using
a. root words and affixesb. synonyms and antonymsc. context cluesd. glossary and dictionary
SS2aB04Sequence and describe the importance of the Louisiana Purchase and the Lewis and Clark expedition.
ModificationsStudents who are struggling will be able to work with partners.
Materials/Media/ResourcesSchanzer, R. (1997). How we crossed the west: The adventures of Lewis
& Clark. Washington, DC: National Geographic Society.PencilChartBook
Anticipatory Set: How many of you have read a book and come across words that you didn’t know? Or perhaps a word you were proud of yourself for knowing? Good, I think we all have had this happen to us. As I read How We Crossed the West: The Adventures of Lewis & Clark I want you to listen for words that you know and words that you don’t know.
Instructional Input: Each one of you will complete a vocabulary self-awareness chart for the How We Crossed the West: The Adventures of Lewis & Clark. We will learn vocabulary words by using context clues, the glossary, and the dictionary. We can also use root words and affixes to determine the meaning of a word. You will continue to use this chart throughout the unit. This chart will allow you to monitor your knowledge of the terms and concepts in this book and other texts during our study of Lewis and Clark. By the end of the unit you should have the entire chart completed.
Modeling/Demonstrating: In the first column is a list of vocabulary words from the text we are going to read. You may already know some of these words or they may be unfamiliar to you. The first word on the chart is ‘natives’. I am familiar with this word, so I will make a plus mark in the column with a plus mark at the top of the column. This means that I know the word well and I can give an accurate example and definition of the word. I know the definition of natives is ‘lifelong residents of a place’. I will write this in the column that has ‘Definition’ at the top. I will use the word in a sentence now. I will write ‘The natives were astonished when Lewis and Clark came ashore’ in the column that has ‘Example’ at the top.
The next word I will look at is ‘ravages’. I’m am familiar with this word, but I don’t know it well so I will put a check mark in the column that has a check mark at the top. I think an example of ravages is damage, so I will write this in the column that has ‘Example’ at the top. When I figure out the meaning of this word, I will erase the word ‘damage’ and write a complete sentence. I don’t know the definition, so I will leave this column blank until I know the definition. When I know the definition
and can use it in a sentence, I will erase the check mark and make a plus mark in the appropriate column.
The third word is ‘wampum’. This word is new to me, so I will put a question mark in the column that has a question mark at the top. I don’t know the definition or an example, so I will leave these columns blank. As I learn about this word, I will complete the chart.
These three words will be on your self-awareness charts, but I want you to complete them based on your knowledge of the words.
Guided Practice: I will hand out self-awareness charts to students. Because you will be revising the chart, please write in pencil. Let’s look at the next word on the chart. It is pirogue. Raise your hand if you know what a pirogue is and can use the word correctly in a sentence. Ok…if your hand is up, you should put a plus in the appropriate column. Go ahead and fill out the columns for an example and definition. If you can write only a definition or an example, but not both, you need to place a check mark in the appropriate column and fill in the column for either an example or definition. If the word is new to you, put a question mark in the appropriate column.
Checking for Understanding: While the students are working on their charts, I will circulate the room and check closely to see that they have followed the directions and are marking the correct columns for their knowledge of the words. If they marked that they know the word well, I will check to see if they have an accurate definition and an example.
Independent Practice: Make sure you are using a pencil because you will be adding words to the chart and continually revising the chart as we work through the unit. I will assess your charts at the end of the unit. By then, the entire chart should be completed. By the end of the unit, you should know each word well and should have the definition written. You should also use the word in a sentence that makes sense. I will be checking to see that you are adding important words to the chart. You are given 7 words to begin with. You should add at least 5 more words to your chart. These may be important words or unfamiliar words. You may begin working on your chart.
Closure: Today we learned how to use a vocabulary self-awareness chart. You can develop vocabulary through text, by using root words, affixes, synonyms and antonyms, context clues, and a glossary or dictionary. As you read different books and study different concepts in Social Studies, you will be able to use these same types of clues to figure out the meaning of unfamiliar words and gain a deeper understanding of these concepts.
Evaluation/Assessment: I will assess self-awareness charts at the end of the Lewis and Clark unit. I will be checking to see that the chart is complete. Students should know all words well by the end of the unit. I will check for accurate definitions and examples of the words used in a complete sentence. I will also check to see how many new words have been added to the charts.
Criteria 0 1 2 3Vocabulary self-awareness chart is completed. (3 columns: question mark + ?, example, definition)
No columns complete.
One column is completed.
Two columns are completed.
All three columns are completed.
At least 5 new words should have been added to the chart. Eight were already on chart.
0 words added.
1-2 words were added.
3-4 words were added.
At least 5 words were added.
Definition should be accurately written (each word will be assessed using this criteria).
No attempt. Definition was attempted but not correct.
Definition was partially correct.
Definition is accurately written.
Vocabulary word is used correctly in a sentence (each word will be assessed using these criteria).
No attempt. Attempt made, but not a complete sentence or accurately used.
Vocabulary word is used in a sentence but does not make sense.
Vocabulary word is used correctly in a sentence.
