Social Studies - Amazon S3€¦ · Social Studies Big Idea •Westward expansion represented the belief of the United States government that it was destined to rule from coast to

B e n c h m a r k e d u c a t i o n c o m p a n y

Themes• Territory• Exploration and Discovery• Cultural Relations, Differences,

and Interdependence

Lewis and ClarkLevel T/44

Social Studies

Skills & Strategies

Anchor Comprehension Strategies

• Make Predictions• Identify Main Idea and

Supporting Details

Comprehension • Visualize

• Identifycauseandeffect

• Usegraphicfeaturestointerpretinformation

Vocabulary/Word Study Strategy • Useknowledgeofwordstructuresto

determinewordmeaning

Social Studies Big Idea •Westwardexpansionrepresentedthebelief

oftheUnitedStatesgovernmentthatitwasdestinedtorulefromcoasttocoast.

TeACher’S Guide

Model meta-cognitive strategy: visualizing to better understand size, space, and time

Modelcomprehension strategy: make predictions

Use knowledge of word structures to determine word meaning: compound words

Apply metacognitive strategy: visualization-use all the senses to comprehend text

Guide comprehension strategies: make predictions

Use graphic features to interpret information: compound words

Apply metacognitive strategy: visualization— merging prior knowledge and text

Apply comprehension strategies: make predictions

Text & graphic features focus: maps

Identify Cause and effect

D a y

1

2

3

4

5

A c t i v i t i e s

A dd i t i o n a l R e l a t e d R e s o u r c e s

Notable Trade Books for Read-Aloud• Johmann, Carol A. The Lewis and

Clark Expedition: Join the Corps of Discovery to Explore Uncharted Territory. Williamson Publishing, 2002.

• Karowski, Gail Langer. Seaman: The Dog Who Explored the West with Lewis and Clark. Peachtree Publishing, 1999.

• Schanzer, Rosalyn. How We Crossed the West: The Adventures of Lewis and Clark. National Geographic, 2002.

Web Site for Content Information• PBS – Lewis & Clark: The Journey of

the Corps of Discovery http://www.pbs.org/lewisandclark/

PBS offers students and teachers information and research from the Ken Burns film, Lewis & Clark: The Journey of the Corps of Discovery. The site includes links to the following: Inside the Corps, Native Americans, The Archive, Into the Unknown (self-directed expedition), Interactive Trail Map, Classroom Resources, Living History, and a Forum with Ken Burns.

S a m p l e L e s s o n P l a n n i n g G u i d e

© 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

ISBN: 978-1-4108-1126-42

Lesson at a GlanceBefore Reading (page 3)• Build Background• Introduce the Book• Administer Preassessment

During Reading (pages 4–10)Chapters 1–2 (pages 4–6)• Model Metacognitive Strategy:

Visualize• Set a Purpose for Reading• Discuss the Reading• Model Comprehension Strategy:

Make Predictions• Use Knowledge of Word Structures

to Determine Word Meaning: Compound Words

Chapters 3–4 (pages 7–8)• Apply Metacognitive Strategy:

Visualize• Set a Purpose for Reading• Discuss the Reading• Guide Comprehension Strategy:

Make Predictions• Use Knowledge of Word Structures

to Determine Word Meaning: Compound Words

Chapters 5–6 (pages 9–10)• Apply Metacognitive Strategy:

Visualize• Set a Purpose for Reading• Discuss the Reading• Apply Comprehension Strategy:

Make Predictions• Use Graphic Features to Interpret

Information: Maps

After Reading (page 11)• Administer Posttest• Synthesize Information:

Identify Cause and Effect

Writing Workshop (pages 12–13)• Model the Writing Process: Make

Predictions

Making Predictions (page 14)

Word Structures: Compound Words (page 15)

Predictions (page 18)

Build background: visualize experiences

Introduce/ preview the book: preview chapters, skim book, locate pictures

Navigators Lesson Guides provide flexible options to meet a variety of instructional needs. Here is one way to structure this lesson.

Before ReadingBuild Background • Say: Close your eyes and picture what the Native Americans

must have seen when the first cross-country explorers came to their land 200 years ago. What do you see, hear, smell, and feel? Open your eyes and draw what you saw. Share drawings and other thoughts about the activity. Connect to what Lewis and Clark might have seen when they ventured into the western part of the continent.

• Ask: What do you know about the United States in the early days? What was life like for most people? Where did most non–Native Americans live? (Possible answers: Most people were farmers. They worked very hard, and many had difficult lives. Most non–Native Americans lived east of the Mississippi River.)

• Draw a T-chart as shown. Write the heading on the left side of the chart first. Ask students what they think the United States was like 200 years ago. (Possible answers: Most people lived in the eastern part of the country. Americans knew very little about the continent. It was dangerous to travel.) Next write the heading on the right side of the chart. Ask students what they think living on the frontier was like. (possible answers: dangerous, lonely, exciting, unlimited opportunity)

• Have students look at both sides of the T-chart. Encourage students to share their thoughts. Ask: Why do you think many Americans wanted to travel beyond the frontier? (possible answers: for adventure, to find out what was there, to get rich)

Introduce the Book • Give students a copy of the book. Read the back cover blurb.

Ask: What do you think this book is about? What do you think you are going to learn as you read it?

• Preview the chapters. Have students skim the book and locate a picture that intrigues them. Ask: Why did you choose that picture? Do you have any questions about the picture?

• Point out the maps in the book. Tell students that early maps were drawn by hand and were often incorrect.

• Explain that the people in this book saw places in North America that had never been seen before by people who were not Native Americans.

Administer Preassessment• Have students take Ongoing Assessment #27 on page 90 in the

Comprehension Strategy Assessment Handbook (Grade 5).

• Score assessments and use the results to determine instruction.

• Keep group assessments in a small-group reading folder. For in-depth analysis, discuss responses with individual students.

What was the United States like

200 years ago?

Most non–Native American people

lived in the eastern part of

the country.

Americans knew very little about

the continent.

It was dangerous to travel.

What was living on the American

frontier like?

dangerous

lonely

excitingunlimited

opportunity

Informal Assessment Tips

1. Have students skim through the book. Ask them to explain why they find some pictures more intriguing than others. Discuss students’ various responses.

2. Document informal observations in a folder or notebook.

3. Keep the folder or notebook at the small-group reading table for handy reference.

4. Some students will find maps fascinating. Point out that the people in the book were making maps as they traveled, since no one other than Native Americans had ever seen the region before.

5. For students who struggle, model the strategy by skimming the first chapter looking for headings, subheadings, and pictures for example.

© 2011 Benchmark Education Company, LLC LewisandClark3

During Reading: Chapters 1–2

Model Metacognitive Strategy: Visualize

• Use a real-life example of visualizing while you read. Say: When I read about things that happened a long time ago, I try to picture a time and place that were very different from today. I try to imagine what people thought about where they lived, and what their dreams were. Visualizing what I read helps me understand how big something is, how great or small a space is, how long a period of time is, and so on.

• Say: Yesterday, we previewed the book Lewis and Clark. Today we are going to try to visualize what we read in chapters 1 and 2.

• Read pages 2–3 aloud while students follow along. At the end of page 3, say: Wow! The United States doubled in size when it bought Louisiana from France. The map on this page shows me how big the Louisiana Purchase was. It was huge! If my apartment [or house] doubled in size, I wouldn’t know what to do with all the extra space. The new rooms would be empty, just waiting to be filled up with furniture. It would be exciting, though, to think about what would happen next. I think I’ll draw a picture to help me see what my new home would look like.

• After reading page 3, say: I can’t believe that Jefferson bought Louisiana for just 45 cents an acre. An acre is huge—I think it is about the size of a football field. What can I buy for 45 cents today? Well, I can buy an apple … a pack of gum … maybe a couple of pencils. That’s nothing compared to paying 45 cents for a piece of land as big as a football field. Jefferson got a really good deal on the Louisiana Purchase!

Set a Purpose for Reading • Ask students to read pages 4–9. Have students picture the size

of the territory and the quantity of supplies they are reading about and think about what it would be like to be explorers on a three-year expedition. Encourage them to draw what they have visualized.

4LewisandClark © 2011 Benchmark Education Company, LLC

Good readers visualize what the author has written. Visualizing

keeps the reader engaged with the text and enhances

understanding of what is read. When the reader can no longer

visualize the text, understanding is lost. Readers visualize to fill

in missing information and to better understand size, space,

and time. They use all their senses to visualize the text, and

create visual images by merging prior knowledge and the text.

Good readers sometimes draw pictures of what they “see.”

Content InformationStudents might be interested to learn who laid claim to the North American continent before Lewis and Clark’s expedition.

• Before the first Europeans arrived, hundreds of thousands of Native Americans lived in what is now the continental United States.

• Spain, Portugal, France, and Great Britain had divided up the continent.

• Great Britain had ceded all its territory south of Canada to the United States, west to the Mississippi River and south to Florida.

• Americans began to settle in the Northwest Territory of Wisconsin, Illinois, Indiana, Ohio, and Michigan.

Minds-On/ Hands-On Activity

1. Display a map of the United States and North America in 1803.

2. Have members of small groups pretend to be the leaders of various countries that occupy territory.

3. Have students decide what parts of the United States are most valuable—for location, resources, or both. Discuss which parts of the country would be most attractive to settlers 200 years ago.

4. Have students discuss the advantages and disadvantages each country might have had acquiring and maintaining its territory.

Discuss the Reading • Ask students to describe what they visualized as they read

pages 4–9.

• Have volunteers display and discuss the drawings they made.

Model Comprehension Strategy: Make Predictions• Tell students that good readers are able to make predictions

while they read. They are able to make good guesses about what might happen later in the chapter or the book.

• Say: As you read, you can make predictions about what will happen later in the book. To make those predictions, you will look for patterns in the text. You put information together with what you already know to make a sensible guess.

• Pass out the graphic organizer Making Predictions (blackline master, page 14 of this guide).

• Explain that as students read, they will complete the first five rows together. The last two rows will be completed independently.

• Have students look at the book and follow along while you show them how to make predictions. (You may want to make a chart-size copy of the graphic organizer or use a transparency.) Read aloud page 2 while students follow along. Say: I wonder why people on the frontier needed access to a port like New Orleans. Couldn’t they just sell their goods to other people on the frontier?

• Ask: I wonder what will happen to the people on the frontier after the United States buys New Orleans. I will write this in the Question column. I think I can make a prediction about this. I think that more people will probably move to the frontier. I will write this in the Prediction column. I can make this prediction because I know that people on the frontier will be able to use the port. They can sell more of their goods to Europe. I will write these clues in the Clues column.

Informal Assessment Tips1. As they read, have students

occasionally close their eyes and visualize certain scenes or locations. Have them draw what they have seen or write a description in their journal.

2. In a folder or notebook, jot down what you see each student doing.

3. Watch carefully for students who have difficulty visualizing as they read.

4. Remind students that practicing visualization will help them understand many things about people, places, and events today and in the past.


Making PredictionsPage Number Question Prediction Clues

2

4

13

14

What will happen to the people on the frontier after the United States buys New Orleans?

More people will move to the frontier.

People will be able to use the port. They will be able to sell more goods to Europe.

17

19

29

Chapters 1–2 (continued)


• Read aloud page 4 while students follow along. Say: It seems that Jefferson has a lot of big ideas about the Louisiana territory and that he is very curious to find out what is there. I’m curious, too. I wonder what will eventually happen with the Louisiana Purchase. I will write this question in the Question column. Now let me see if I can predict what will happen. The author says that Jefferson wondered how livable the area was. My guess is that people will be able to live in the Louisiana Territory. I will write this in the Prediction column. The reason I can make this prediction is that I have read on this page that Jefferson wants people to settle in the Louisiana Territory. He wants Lewis and Clark to find out if the territory is a good place for people to settle. He will probably encourage them to settle there. I will write this in the Clues column.

• Say: I have made some predictions about what I think will happen later in the book. I’ll keep reading to see if I can make more predictions. We’ll continue the graphic organizer the next time we meet.

Use Knowledge of Word Structures to Determine Word Meaning: Compound Words• Explain that a compound word is made up of two complete

words. Tell students that compound words are very common; they will find them in almost everything they read. Explain that identifying the two words that make up a compound word will help them determine the meanings of compound words that are unfamiliar.

• Point out several compound words in the first two chapters. These are Northwest, page 4; waterfalls, It’s a Fact, page 5; blacksmiths, page 6; gunsmiths, page 7; and gunpowder, page 7. Explain that these words are compounds of various nouns. Help students see the two words in each compound word.

• Ask: How will learning to identify compound words help your vocabulary grow?

• Have students skim through chapters 1 and 2 to find more examples of compound words: frontiersman, It’s a Fact, page 4; mapmaker, page 6; keelboat, page 8; riverbanks, page 8; and upstream, It’s a Fact, page 9.


2

4




What will eventually happen with the Louisiana Purchase?

Many people will settle in the region.

Jefferson hopes people will be able to settle there. He is sending Lewis and Clark to find out.

13

14

17

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29

Chapters 3–4

Apply Metacognitive Strategy: Visualize • Remind students about the visualization lesson from chapters 1

and 2. Discuss how visualization can help them picture what the author is describing.

• Say: Today we are going to use our senses to help us create visualizations. In addition to your sense of sight, you may use your other senses as well. You can imagine how something tastes, smells, sounds, and feels.

• Say: When you read about history or other people’s travels, try to picture the events in your mind. Ask yourself, What do the people look like? What do their surroundings look like? Can I imagine things happening, as if I’m watching a movie? The more you visualize what you read, the more you feel like you’re there. You can seem to smell, touch, and hear everything around you. This makes everything you read more interesting.

• Have students look at pages 10–11. Ask them to imagine they are traveling on the Missouri River with the Corps of Discovery, and then ask them the following questions:

What does it feel like to be floating on the river? What do you hear?

What can you see along the riverbanks?

Are you hungry? What was the last meal you ate? How did it taste?

Is it hot, warm, cool, or cold? Is it raining?

What are the others talking about? Are they arguing, laughing, singing, or telling stories?

What can you smell?

• Tell students that asking questions like this as they read will help them understand the people and events they are reading about.

• Have students practice this strategy as they read pages 10–17. Encourage them to draw or write about the details they have visualized.

Set a Purpose for Reading • Have students finish reading chapters 3–4. They should draw or

write what they visualize as they are reading.

Discuss the Reading • Ask students to share what they visualized while they were

reading. Have them display their drawings or read what they have written.

• Ask: Which sense was easiest for you to use in your visualizations? Which was most difficult? Why do you think that is? Have students discuss their responses.


Content Information• In 1850, there were 13 million

buffalo on the Great Plains. Buffalo hunters reduced that number to just a few hundred by the 1880s.

• Many Native American tribes lived on the Great Plains. Some, like the Sioux, Crow, and Cheyenne, were nomadic hunters. Others, such as the Mandan, Pawnee, and Osage, were farmers who lived in villages.

• Many Americans assumed that the land west of the Mississippi was virtually empty. In fact, in 1840 there were approximately 350,000 Native Americans living in the plains and mountains west of the Mississippi.


1. Have small groups develop skits illustrating the meetings between the Corps and the Native Americans along the way.

2. Encourage each group to write a script depicting what might have happened during such a meeting.

3. Have students perform their skits before the class.

4. Discuss how the various scripts are different from and similar to each other.


Informal Assessment Tips1. Watch students as they

complete the predictions chart.

2. In your folder, jot down what you see the students doing as they complete the activity with you.

3. Ask yourself: Are students having problems with this strategy? If so, what are the problems? Are students mastering this strategy? If so, how do I know?

4. For struggling students, review the strategy for making predictions. Remind them to look for clues to help them make predictions.

Guide Comprehension Strategy: Make Predictions • Review how to make predictions by reviewing the graphic

organizer. Explain that as a group you are going to revisit chapters 3–4 to practice this skill.

• Ask students to read It’s a Fact! on page 13 and help you fill out the next row on the graphic organizer. Ask: How do you think the Native Americans will react to the gifts brought by Lewis and Clark? (Possible answer: They will be surprised and pleased.) Why do you think they will react this way? What clues help you make this prediction? (Possible answer: The gifts are beautiful and unusual.) Write their responses on the graphic organizer.

• Follow the same procedure using the text on pages 14 and 17.

Use Knowledge of Word Structures to Determine Word Meaning: Compound Words• Remind students about the word structures lesson from chapters 1

and 2. Remind them that identifying and analyzing unfamiliar compound words can reveal their meaning.

• Have students find the word sandbars on page 10. Ask them if they can think of other compound words that contain the words sand or bar. Have them do the same with the compound words snakebites and sunstroke on page 14 and the word downriver on page 17.

• For more practice, have students complete the blackline master Word Structures: Compound Words on page 15 of this guide. Students can do this during small-group reading or at their desks.


1. ________________________________________________________________________________

2. ________________________________________________________________________________

3. ________________________________________________________________________________

4. ________________________________________________________________________________

5. Choose one compound word and define it. ____________________________________

___________________________________________________________________________________

Northwest

wildlife

waterfalls

themselves

Answers will vary.


2

4

13

14







How will the Native Americans react to the gifts brought by Lewis and Clark?

They will be surprised and pleased.

The gifts are beautiful and unusual.

17

19

29

How will the health of the Corps members be for the rest of the journey?

What are the most difficult problems the mem-bers of the Corps will now face?

They will be in danger of being lost and not being able to communicate with the Native Americans they meet.

They brought a Native American woman to be their guide and to help them communicate and negotiate.

They will continue to be ill and/or become injured.

Many have already become ill. There are many dangers on the journey.


Chapters 5–6

Apply Metacognitive Strategy: Visualize • Remind students that they have practiced visualizing in a couple

of ways. They have used their imaginations to visualize how big something is, how great or small a space is, how long a period of time is, and so on. They have also used their senses to visualize people, places, and events.

• Say: Today we are going to use our prior knowledge—what we already know—to help us create visualizations.

• Read the first paragraph on page 18 aloud while students follow along. Have them look at the picture on the page. Ask them these questions:

What do you already know about grizzly bears?

Does the picture of the grizzly bear in the book look like other pictures of bears you have seen? How is it similar or different?

What do you know about how and why grizzly bears might attack humans? What do you think the men might have done to provoke an attack?

• Say: Using your prior knowledge can help you visualize what you read more successfully. It helps you create a mental image.

• Encourage students to use their visualization skills as they finish reading the book.

Set a Purpose for Reading• Have students read the rest of the book silently. As they read,

encourage them to look for pictures or descriptions of people, places, or things they can visualize, based on their prior knowledge. Ask them to draw a picture or write a description of the mental image they create in their journals.

Discuss the Reading• Have students share the drawings they have made and the

descriptions they have written down. Ask: Were your mental images different from the pictures or descriptions in the book? If so, how were they different?

• Ask: What did you find most interesting to visualize? How did using your prior knowledge add to your ability to visualize as you read?

Content Information• Congress gave land grants to the

members of the expedition, including Toussaint Charbonneau. Sacajawea, however, was not compensated for her services.

• Trappers, merchants, and missionaries began moving farther and farther west.

• In the 1840s and early 1850s, about 150,000 people traveled west on the Oregon Trail to Utah, Oregon, and California.

• Over time, many tribes were pushed onto reservations to make room for settlers.


1. Have students write a letter describing what they have found on a real or imaginary journey.

2. Have them include descriptions of the people and places they saw on their journey, as well as other interesting details.

3. Have volunteers read their letters to the class.

4. Encourage students to vote for the place they would most like to visit. Have them explain their choice.


Informal Assessment Tips 1. Watch students as they make

predictions. Ask yourself: How have the students progressed with this strategy? What problems are they still having?

2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them?

3. Jot down your thoughts in your folder or notebook.

Apply Comprehension Strategy: Make Predictions• Review the graphic organizer with students and explain that you

want them to make predictions as they read chapters 5 and 6, pages 18–29, independently.

• Ask if they have any questions about making predictions before they begin.

• Monitor their work and intervene if they are having difficulty completing the graphic organizer.

• Discuss student responses together.

• For more practice, have students complete the blackline master Predictions on page 18 of this guide.

Use Graphic Features to Interpret Information: Maps • Explain that maps can be used for many different purposes. Maps

can show the location of countries, cities, major landforms, and bodies of water. Some maps are historical, showing places as they were at a certain time. For example, the map on page 3 of Lewis and Clark shows the United States in 1803. Sometimes two or more historical maps are compared to show how a region changes over time.

• Explain that most maps have a compass rose, which shows direction, and a key, which explains the various symbols used on the map. Display an example of such a map.

• Have students locate the map on pages 22–23. Ask: What can you learn from this map? (possible answers: eastbound trail, westbound trail, dates Lewis and Clark arrived at a certain spot)



2

4

13

14







How will the Native Americans react to the gifts brought by Lewis and Clark?

They will be surprised and pleased.

The gifts are beautiful and unusual.

1. How do you think the soldiers got along with one another?

Prediction: They did not get along well with one another. Clues: They were from different backgrounds, so they probably didn’t have much in common. Also, they lived a rough life and probably fought with each other a lot.

2. What do you think happened to the soldiers who deserted?

Prediction: They survived, using the skills they learned in the army. Clues: They had guns, and they knew how to live on the frontier.

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19

29

How will the health of the Corps members be for the rest of the journey?

What are the most difficult problems the mem-bers of the Corps will now face?

They will be in danger of being lost and not being able to communicate with the Native Americans they meet.

They brought a Native American woman to be their guide and to help them communicate and negotiate.

What will the members of the Corps eat on their return to the East?

They will hunt and eat the food they have buried along the way.

They have been successful hunters so far, and they have buried two pirogues full of food.

How will Jefferson respond to Lewis’s letter?

He will be excited and relieved.

Jefferson hoped the expedition would succeed.

They will continue to be ill and/or become injured.

Many have already become ill. There are many dangers on the journey.

_______________________________________________________________________________________________

_____________________________________________________

_____________________________________________________________________________________________________

After ReadingAdminister Posttest• Have students take Ongoing Assessment #28 on page 92 in the

Comprehension Strategy Assessment Handbook (Grade 5).

Synthesize Information: Identify Cause and Effect • Tell students that understanding cause and effect will give them

a clearer perspective on historical events. Almost every event in history was the cause or the effect of another event. For example, explain that one reason, or cause, for the Louisiana Purchase was that France needed money. One effect, among many, was that the United States now controlled the port of New Orleans. (This effect then became a cause, allowing more shipping of goods to Europe.) Another effect was the Lewis and Clark expedition.

• Have students look back at the book to find more examples of cause and effect. Explain that there is always an effect for a cause, and always a cause for an effect.

• Tell students that they see examples of cause and effect every day. Encourage them to think of examples.



1. Score assessments and determine if more instruction is needed for this strategy.

2. Keep group assessments in a small-group reading folder.

3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, discuss responses with individual students.

4. Use posttests to document growth over time, for parent/teacher conferences, or for your own records.

Model the Writing Process: Make Predictions • Remind students that good readers make predictions while they

read.

• On chart paper or the board, create a graphic organizer like the one below, showing a prediction and the question and clue upon which the prediction was based.

• Use the writing model to show how the information from the visual map can be used to write a brief passage. Remind students that every prediction should be backed up with a clue or clues.

• Have students research other famous explorers to write about. Students can choose from Champlain, de Soto, de Vaca, for example. Have them ask questions as they do their research, including the following: Where did the explorers travel? What did they find? How long were they gone? Then have them draw conclusions about the explorers based on their findings.

• While students are writing, remind them to include clues that will help the reader make predictions about the explorers and their discoveries.


1. Observe students as they participate in the group writing project. Identify those who might need additional assistance during the various stages of the writing process. Jot down notes in your journal.

2. During conferences, keep notes on each student’s writing behaviors. Ask yourself: What evidence do I have to support the conclusion that this student is writing well or poorly? What can I do about it?

3. For struggling students, encourage them to put themselves in the position of the reader and ask themselves if they have enough information with which to make a prediction.


Teaching Tips: Process Writing Steps

1. Have students independently write a first draft, including clues that will help a reader make a prediction.

2. After students complete their passages, have them revise and edit with the help of a classroom buddy.

3. Conference with each student following the first revision and editing.

4. Have students make any additional changes and create a final copy of their passages.

5. Finally, invite students to share their passages with a group of other students.

Writing Workshop

Question: What happened after Sir Frances Drake

returned to Europe?

Prediction: More Europeans set off in

search of spices and gold.

Clues: Drake returned with spices and gold, as well as information about where

he found them.

Make Predictions Chart

© 2011 Benchmark Education Company, LLC

Sir Francis DrakeOne of the most famous European explorers

was Sir Francis Drake. From 1577 to 1580, he

sailed completely around the world. He was

hoping to find out information about the

continents and oceans. He also planned to raid

Spanish ships and ports for treasure.

Drake discovered that the Atlantic and Pacific

oceans met at the tip of South America. This

meant that ships could sail around the bottom

of the continent. Next, heading north, Drake

captured Spanish treasure ships and raided

Spanish ports for silver and gold. He then sailed

to the Spice Islands.

Sir Francis Drake returned to Europe with a

ship full of spices, silver, and gold. He was

welcomed home enthusiastically.

Writing Model


Name _______________________ _________________ Date __________________

Making Predictions

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4

13

14

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29

Page Number Question Prediction Clues


The Weird Wild West

Searching for the Northwest Passage in 1803 was risky. Dangerous rivers, snowy mountain passes, and unpredictable wildlife were to be expected. Explorers might fall ill. They might be injured far from a doctor. But there were also rumors of strange, wild beasts.

Some people believed the explorers would find woolly mammoths. Others believed in seven-foot-tall beavers and even unicorns. Volcanoes spouted molten lava, the rumors claimed, and huge mountains were made of solid salt. Other mountains had waterfalls on all sides.

The maps that Lewis and Clark had were not helpful. Some showed California to be an island. Others showed the Rocky Mountains as low and easy to climb. Explorers had to go and find out for themselves what the West was like.

Name _______________________ _________________ Date __________________

Word Structures: Compound Words Directions: Read the passage. Find the compound words and write them below.

1. ________________________________________________________________________

2. ________________________________________________________________________

3. ________________________________________________________________________

4. ________________________________________________________________________ 5. Choose one compound word and define it. _____________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Skills Bank

16 ©2011 Benchmark Education Company, LLC

LewisandClark

BuildComprehensionIdentIfyMaInIdeaandSupportIngdetaILS

Explain Create an overhead transparency of the “Lewis and •Clark” graphic organizer or draw it on the board. Say: Nonfiction books have main ideas and supporting details. The main idea is the most important thing we learn. Details tell about the main idea. Sometimes the author tells the main idea. Other times readers use details to figure out the main idea.

Model Say: • We know from the title that the book is about Lewis and Clark. The author does not state the main idea, though. We will use details to figure out the main idea. Ask students to read pages 2–5 and say: On these pages, we read that Jefferson asked Meriwether Lewis to lead an expedition into the Louisiana Territory. This is a detail in the book. Write the information in the first detail box on the graphic organizer. Ask students to read pages 6–10. Say: On these pages, we read that in 1803 and 1804 Lewis and Clark chose men, ordered boats and supplies, and left. This is another detail in this book. Write the information in the second detail box on the graphic organizer.

Guide Say: • Let’s find more details. What details do we find on pages 11 through 13? (The Corps made friends with several Native American peoples until they met the Teton Sioux, who threatened them.) What detail do we find on pages 14 and 15? (The Corps built a winter camp near Mandan villages.) What detail do we find on pages 16 and 17? (Sacajawea, a Shoshone woman, joined the group.) What detail do we find on pages 24 and 25? (The Corps reached the Pacific in November 1805.) What is one last detail we read about on pages 26 through 29? (The Corps returned safely to St. Louis in September 1806.) As students call out responses, add the words to the "Detail" boxes on the graphic organizer.

Apply Review the supporting details, and then ask each student •to work with a partner to figure out the book’s main idea. Remind them that the main idea is the most important thing they learn in the book. Once each partnership has shared, agree on how to word the main idea and add it to the graphic organizer. Finally, read the completed graphic organizer aloud and invite students to echo-read.

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LewisandClarkIdentify Main Idea and Supporting Details

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PredictionsDirections: Read the passage. Complete the exercise at the bottom of the page.

Army Life on the Frontier

Some men were not satisfied to be farmers or live in towns or cities. They craved adventure and a rough frontier life. Being a soldier was a tough but ideal job for them. All kinds of men from different backgrounds joined the army. They lived in small groups, often fewer than 100 people, in tiny forts on the far western edge of the country. They were armed with rifles. The army had to keep order in areas far from civilization.

The soldiers had a harsh and dangerous life. Some were forced to be the personal servants of officers. Punishments could be cruel. Many soldiers deserted, heading off into the wilderness.

Make predictions based on the clues in the passage. Write the predictions and clues below.

1. How do you think the soldiers got along with each other?

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2. What do you think happened to the soldiers who deserted?

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Notes


Notes


Documents

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