unit overview: 5th grade, unit 2: westward expansion, was...

Unit Overview: 5th Grade, Unit 2: Westward Expansion, Was it Worth it? v1.16

Unit Focus In this unit, students will:

● learn about the American westward expansion and its impact on different groups of people.

● examine different groups in ficĕonal and informaĕonal texts and their moĕvaĕon for journeying west.

● use their understanding of key details from texts to analyze the challenges and benefits of those who traveled.

● write an essay that uses reasons and evidence to support a response.

Duration (35)

DCPS units will provide students with mulĕple opportuniĕes to engage in rich, rigorous text. Combined with ample opportuniĕes to discuss text, students should be aiming to become experts in the content. During the course of the unit, students will read, write, research, take part in acĕviĕes, and discuss. Fi├h grade students should read the majority of the texts independently, with appropriate scaffolds. Some texts may be read to the students, for the first read, to ensure that all students have been able to enjoy the text as a whole. Longer texts may chunked into several parts to create more access.

Reading, Writing and Research Knowledge and Skills

Knowledge Students will know… ● Why Americans decided to seĥle in the

West. ● What laws were passed to allow pioneers

to expand westward. ● How Westward Expansion impacted

different groups of people. ● How to use evidence to determine whether

Westward Expansion was worth it for specific groups.

Skills Students will be skilled at (Do)…

● Annotaĕng specific informaĕon from text to support the main idea.

● Using informaĕon from mulĕple print or digital sources to locate an answer to a quesĕon quickly.

● Using informaĕon from mulĕple sources to compare and contrast the different experiences of various groups that seĥled or lived in the West.

● Wriĕng an opinion piece where they are able to state a claim and support it with sufficient evidence from the text.

Making Meaning with Content “ To evaluate student writing, teachers should use the DCPS PARCC aligned rubric and students should

have access to the DCPS studentfriendly checklists .”

Lines of Inquiry Students will keep considering…

● What moĕvated different groups of people to seĥle in the West and were the challenges of seĥlement worth it?

● What were the different experiences of various groups that seĥled or lived in the West?

● How was the experience of Westward Expansion different for Naĕve

Understanding Students will understand that… ● People migrated and seĥled in the West to

acquire more land. ● Before Europeans expanded West, Naĕve

Americans were already living on the land. ● Different groups of people that lived and

seĥled in the West had different experiences. ● Seĥling in the new region had its benefits, but

was also very challenging.

1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

http://www.k12.dc.us/





English Language Arts Unit 2: Westward Expansion, Was it Worth It? Grade 5

Americans than other seĥlers?

Unit Vocabulary Writing Focus

To evaluate student writing, teachers should use the DCPS PARCC aligned rubric and students should have access to the DCPS studentfriendly checklists .

Content Vocabulary acquired, beneficial, confidence, conflict, depicĕon, fronĕer, moĕvaĕon, Naĕve Americans, pioneer, prairie, reservaĕon, seĥlement, tension, territory, treaty, worth

Academic Vocabulary (from standards) quotaĕon, quote, paraphrase, perspecĕve

The three modes of wriĕng are: Narraĕve Wriĕng, Informaĕonal Wriĕng, and Opinion Wriĕng. This series of lessons will focus on argument/opinion wriĕng. “The first Common Core State Wriĕng Standard calls for students to ‘write arguments to support claims in an analysis of substanĕve topics or texts using valid reasoning and relevant and sufficient evidence.’” (The Vermont Wriĕng Collaboraĕve, with Student Achievement Partners, and CCSSO)

Note to the teacher: The student document below should be uĕlized with each group affected by Westward Expansion (Naĕve Americans, pioneer groups, etc) under study. It can be used to informally assess students about their comprehension of the text as well as their ability to write an opinion piece. Students will then, be able to use the informaĕon gathered and organized with the culminaĕng task and cornerstone assignment. You can access the student version blank template in the 5th Grade ELA Canvas page.

The class anchor chart and student annotaĕng sheet is designed to use throughout unit 2. When reading a text, the group under study will be posted. Using evidence from the text, students will record the challenges the group experienced. Students will also record the benefits they faced. Then, students will be able to use the sheet to support collaboraĕve discussions and to help them determine whether or not Westward Expansion was worth it. You can find the supporĕng student document in the 5th Grade ELA Canvas page.

Class Anchor Chart/Student Annotating Sheet Unit 2

Group Name Challenges Benefits

District of Columbia Public Schools | Curriculum SY 16‐17 2


In order to assess students’ understanding of the concepts and skills, one model of an exit ĕcket has been included that can be used with any of the texts in Unit 2. The following standards are addressed with this model exit ĕcket: RI.5.1, RI.5.2, W.5.1, W.5.8. Speaking and listening can also be addressed, if the teacher chooses to have students share what they wrote a├er compleĕng the exit ĕcket. You can find the supporĕng student document on the 5th Grade ELA Canvas Page.

Exit Ticket Model

Text(s) Title:

Group Under Study :

Prompt : Based on evidence from the text, was Westward Expansion worth it for (group) _________? Cite evidence from the text to support your claim.

Your Opinion Statement I believe Westward Expansion was worth it for (group) _________ . I do not believe Westward Expansion was not worth it for (group) _______.

Evidence That Supports the Claim According to the text, Westward Expansion was worth it because… According to the text, Westward Expansion was not worth it because...



What will students know and be able to do by the end of this unit?

Students will demonstrate an understanding of the lines of inquiry and meeĕng the expectaĕons of the Common Core State Standards on the unit and Assessments.



Texts Reading Standards Speaking and Listening Standards

Writing Standards Language Standards

Literature Pioneer Girl, Andrea Warren (Houghton Mifflin) Black Cowboys, Wild Horses, Julius Lester Informational Texts Who Settled the West?, Bobbie Kalman Women on the Lone Prairie, Sean McCollum “Westward Expansion: The California Gold Rush,” Readworks.org “Westward Expansion: The Oregon Trail,” Readworks.org “Westward Expansion: Introducĕon to Westward Expansion,” Readworks.org

Literature RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figuraĕve language such as metaphors and similes. RL.5.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a parĕcular story, drama, or poem. RL.5.7: Analyze how visual and mulĕmedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, mulĕmedia presentaĕon of ficĕon, folktale, myth, poem). Informational Text RI.5.1: Quote accurately from a

SL.5.1: Engage effecĕvely in a range of collaboraĕve discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 5 topics and texts , building on others' ideas and expressing their own clearly. SL.5.2 : Summarize a wriĥen text read aloud or informaĕon presented in diverse media and formats, including visually, quanĕtaĕvely, and orally. SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. SL.5.6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situaĕon. (See grade 5 Language standards 1 and 3 for specific expectaĕons.)

W.5.1: Write opinion pieces on topics or texts, supporĕng a point of view with reasons and informaĕon. W.5.4: Produce clear and coherent wriĕng in which the development and organizaĕon are appropriate to task, purpose, and audience. (Grade‐specific expectaĕons for wriĕng types are defined in standards 1‐3 above.) W.5.5: With guidance and support from peers and adults, develop and strengthen wriĕng as needed by planning, revising, ediĕng, rewriĕng, or trying a new approach. (Ediĕng for convenĕons should demonstrate command of Language standards 1‐3 up to and including grade 5 here .) W.5.7: Conduct short research projects that use several sources to build knowledge through

L.5.1 (d): Recognize and correct inappropriate shi├s in verb tense.* L.5.2 (a): Use punctuaĕon to separate items in a series.* L.5.2 (b) : Use a comma to separate an introductory element from the rest of the sentence. L.5.4: Determine or clarify the meaning of unknown and mulĕple‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L.5.5: Demonstrate understanding of figuraĕve language, word relaĕonships, and nuances in word meanings.


http://www.corestandards.org/ELA-Literacy/L/5/


text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3: Explain the relaĕonships or interacĕons between two or more individuals, events, ideas, or concepts in a historical, scienĕfic, or technical text based on specific informaĕon in the text. RI.5.4: Determine the meaning of general academic and domain‐specific words and phrases in a text relevant to a grade 5 topic or subject area . RI.5.6: Analyze mulĕple accounts of the same event or topic, noĕng important similariĕes and differences in the point of view they represent. RI.5.7: Draw on informaĕon from mulĕple print or digital sources, demonstraĕng the ability to locate an answer to a quesĕon quickly or to solve a problem efficiently. RI.5.8: Explain how an author uses reasons and evidence to support parĕcular points in a text, idenĕfying which reasons and evidence support which point(s). Foundational Skills RF.5.4 (c): Use context to confirm

invesĕgaĕon of different aspects of a topic. W.5.8: Recall relevant informaĕon from experiences or gather relevant informaĕon from print and digital sources; summarize or paraphrase informaĕon in notes and finished work, and provide a list of sources. W.5.9: Draw evidence from literary or informaĕonal texts to support analysis, reflecĕon, and research.



or self‐correct word recogniĕon and understanding, rereading as necessary.



Approximate Number of Days

Recommended Order of Instruction

1 Day

Unit LAUNCH Westward Expansion The California Gold Rush (Readworks.org) I Will Go West hĥp://www.loc.gov/teachers/classroommaterials/presentaĕonsandacĕviĕes/presentaĕons/ĕmeline/riseind/west/gowest.html “Lewis and Clark Expediĕon” hĥp://www.history.com/topics/westward‐expansion/videos/lewis‐‐clark‐expediĕon‐charts‐new‐territory?m=528e394da93ae&s=undefined&f=1&free=false “Louisiana Purchase” hĥp://www.history.com/topics/westward‐expansion/videos/louisiana‐purchase‐doubles‐size‐of‐america?m=528e394da93ae&s=undefined&f=1&free=false + “Westward Expansion Unit‐ California Gold Rush (Story of Us)” hĥps://www.youtube.com/watch?v=21z0MzLPYSw

1 Day “Westward Expansion: Introducĕon to Westward Expansion,” Readworks.org & Louisiana Purchase Doubles U.S. (video) History.com

1‐2 Days “Westward Expansion: The Oregon Trail,” Readworks.org

1‐2 Days “The Last of the Sioux” (video), History.com

3‐4 Days Wriĕng Lesson, mentor mulĕmedia text, The Last of the Sioux (video), History.com

1‐2 Day Who Settled the West? , Bobbie Kalman

1‐2 Days “Westward Expansion: The California Gold Rush,” Readworks.org

3‐5 Days If You Traveled West in a Covered Wagon , Ellen Levine

3‐5 Days Pioneer Girl, Andrea Warren

3‐4 Days Women on the Lone Prairie, Sean McCollum



3‐ 5 Days Black Cowboys, Wild Horses, Julius Lester and 1878 The Black Cowboy and George McJunkin (video) Schooltube.com

3 Days

Students will use the informaĕon they have read and researched to evaluate whether or not Westward Expansion was worth it for the Pioneers (European seĥlers), Naĕve Americans (the Sioux), and the Black Cowboys. Students will choose one of the three groups of people to take their point of view on Westward Expansion. Students will write a leĥer from the chosen group’s point of view, staĕng their opinion of Westward Expansion by answering the quesĕon, was Westward Expansion “worth it?” Then, they will present their leĥers to ciĕzens in a town hall meeĕng.

1 Day Culminaĕng Task

Using mulĕple sources from the unit of study, choose one of the following groups to create an opinion piece (i.e. essay or PowerPoint presentaĕon): (Pioneer women, Pioneer men, cowboys, or the Sioux) Using the informaĕon researched from mulĕple sources, you will write an opinion essay to explain whether you believe Westward Expansion was worth it from the perspecĕve group. State your claim. Cite evidence from the text to support your claim.

Note: In addiĕon to the texts listed above, it is very important to include daily read‐alouds to expose students to the rich language of quality text. When choosing read‐alouds for the purpose, the teacher should consider how the books will extend the student’s understanding of the theme, build vocabulary, and provide opportuniĕes for thoughĔul classroom discussions. There are also mulĕple opportuniĕes to extend knowledge and vocabulary for the topic during guided reading and independent reading.


http://h/


Units of Study Guidance

30‐45 minutes daily should be dedicated to building knowledge through reading, wriĕng, speaking, and listening using the Units of Study. This ĕme is dedicated to content building through the lines of inquiry. The Reading, Research, and Writing Learning Plans and the Writing Companion Document work in tandem to provide teachers with rich curriculum that allows students to:

● Build background knowledge through reading and experiences ● Read complex text ● Build and use vocabulary ● Read widely ● Respond to reading through speaking and listening ● Respond to reading through wriĕng ● Generate wriĕng pieces, through the wriĕng process

In this document, you will find the Reading, Research, and Writing Learning Plans . The Writing Companion Document can be found under the Start tab . Vocabulary instruction: Complex texts are filled with words that enhance students’ exposure to rich vocabulary. The learning plans idenĕfy words that are worthy of teaching. These words are chosen for their uĕlity across texts and content and for explicit vocabulary instrucĕon that provides students with access to the words while speaking and wriĕng. There are addiĕonal words that students may need to know in order to understand a text. However, these words are best defined quickly for students; either while reading the text, or referring to a glossary.



Unit Launch: Engagement and Seħng the Purpose for Learning about Westward Expansion 1 Day

Standards Reading RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RI.5.3: Explain the relaĕonships or interacĕons between two or more individuals, events, ideas, or concepts in a historical, scienĕfic, or technical text based on specific informaĕon in the text. RI.5.7: Draw on informaĕon from mulĕple print or digital sources, demonstraĕng the ability to locate an answer to a quesĕon quickly or to solve a problem efficiently Writing W.5.2: Write informaĕve/explanatory texts to examine a topic and convey ideas and informaĕon clearly. W.5.8: Recall relevant informaĕon from experiences or gather relevant informaĕon from print and digital sources; summarize and paraphrase informaĕon in notes and finished work, and provide a list of sources. Speaking and Listening SL.5.2 Summarize a wriĥen text read aloud or informaĕon presented in diverse media and formats, including visually, quanĕtaĕvely, and orally. SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Language

TextFocusing Question People’s acĕons are o├en inspired by other events and experiences. According to the videos and the lyrics to “I Will Go West,” what inspired people to want to travel and seĥle in the West?

Theme Connections The purpose of this lesson is to launch the unit of study and engage students in the topic of the Westward Expansion. The series of videos and a song will give students a brief overview of the experiences that people had while traveling West and the experiences of those who were affected by Westward Expansion. They will begin to form their thoughts and opinions about Westward Expansion.

Materials ● Projector and/or Smartboard ● Gr5 Unit 2 Launch Pros and Cons Graphic Organizer ● Gr5 Unit 2 Launch Exit Ticket ● Video #1 “Lewis and Clark Expediĕon”

hĥp://www.history.com/topics/westward‐expansion/videos/lewis‐‐clark‐expediĕon‐charts‐new‐territory?m=528e394da93ae&s=undefined&f=1&free=false

● Video #2 ‐ “Louisiana Purchase” hĥp://www.history.com/topics/westward‐expansion/videos/louisiana‐purchase‐doubles‐size‐of‐america?m=528e394da93ae&s=undefined&f=1&free=false

● Lyrics ‐ “I Will Go West” hĥp://www.loc.gov/teachers/classroommaterials/presentaĕonsandacĕviĕes/presentaĕons/ĕmeline/riseind/west/gowest.html

● Video #3 ‐ “Westward Expansion Unit‐ California Gold Rush (Story of Us)”

hĥps://www.youtube.com/watch?v=21z0MzLPYSw


http://www.history.com/topics/westward-expansion/videos/lewis--clark-expedition-charts-new-territory?m=528e394da93ae&s=undefined&f=1&free=false



http://www.history.com/topics/westward-expansion/videos/louisiana-purchase-doubles-size-of-america?m=528e394da93ae&s=undefined&f=1&free=false



http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/riseind/west/gowest.html

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/riseind/west/gowest.html

https://www.youtube.com/watch?v=21z0MzLPYSw%E2%80%8B


W.5.8: Recall relevant informaĕon from experiences or gather relevant informaĕon from print and digital sources; summarize or paraphrase informaĕon in notes and finished word, and provide a list of sources

Reader and Task Considerations ● Students will watch three videos and read lyrics to a song in this lesson.

The videos and song allow students to understand what inspired people to take the long journey to the West. The first video tells the historical events of the Lewis and Clark Expediĕon. The second video will explore how the United States doubled in size due to the Louisiana Purchase, which inspired many to take the journey to the West. The third video tells the story of those who went West in search of their “riches” a├er gold was discovered. Lyrics to the song “I Will Go West” gives students insight into a family deciding to move to the West. [ Lyrics to the song “I Will Go West” may need extra scaffolding. Consider pairing students in heterogeneous pairs when reading. Have students reword the song into their own words to help with comprehending the song]

● Give students post‐it notes to jot down ideas that they need to remember from the video and for organizing their thoughts.

● Students will use the Gr5 Unit 2 Launch Pros and Cons Graphic Organizer to help them to determine if they would take the journey to West.

Vocabulary for Explicit Instruction Video #1 “Lewis and Clark Expediĕon” territory (noun)‐ any tract of land; region or district. expediĕon (noun)‐ a journey or voyage undertaken by a group of people with a parĕcular purpose species (noun)‐ a group of animals or plants that are similar and can produce young animals or plants explore (verb)‐ to invesĕgate, study, or analyze Video #2 “Lousiana Purchase” acre (noun)‐ a unit of land area equal to 4,840 square yards Lyrics I Will Go West! heave (verb) ‐ produce a sigh. strife (noun) ‐ angry or biĥer disagreement. amid (preposiĕon) ‐ surrounded by; in the middle of. replete (adjecĕve) ‐ very full of



cinder (noun) ‐ a small piece of partly burned coal. Video #3 “Westward Expansion Unit‐ California Gold Rush (Story of Us)” prospector (noun)‐ someone looking for mineral deposits. sluice‐box (noun)‐ a box with riffles on the boĥom, used to trap gold parĕcles as water washes them. Note to the teacher : Students will learn a considerable amount of vocabulary, within a variety of contexts. One model supporĕng document has been incorporated into the lessons in order to provide support with vocabulary instrucĕon to support access for all students. This model is called the Frayer Model. The blank templates are included on the 5th Grade ELA Canvas page.

Learning Targets (Skills/Outcome) Focus of Instruction: Reading and Responding to Text and Vocabulary

I can use information from more than one media source to help explain my opinion about Westward Expansion. (SL.5.4)

Journey to the West

Pros Cons Supporting Detail

Video #1

Video #2

Lyrics‐ I Will Go West

Video #3

Unit Launch Engagement and setting the purpose for learning about Westward Expansion Explain to students the meaning of a pro and a con. Students will record the pros and cons of traveling to the West. Based on their findings, they will determine if they would take the journey to the West

● Say : Today we are going to begin our unit of study, called Westward Expansion, was it worth it? [State the purpose for learning and the unit outcomes. Also, explain the Unit Cornerstone assignment, that will conclude the unit of study.] We will watch a series of videos and read lyrics to a song that will give us an overview of the Westward Expansion. The videos and the lyrics to a song will help us begin to identify pros and cons of taking the journey to the West. By the end of this lesson, we will use what we have learned, coupled with our thinking, to answer the following focusing question:

● People’s acĕons are o├en inspired by other events and experiences. Based on videos and the lyrics to, “I Will Go West,” explain what inspired people to want to travel and seĥle in the West.



I can use information from the text to explain how the United States doubled in size and who explored it. (R.5.1) I can use information from a video to summarize orally the Lewis and Clark Expedition (SL.5.2)

Launch Minilesson: ● Give all students a copy of the Gr5 Unit 2 Launch Pros and Cons Graphic Organizer and lyrics to I Will Go

West. Ask to students to jot down pros and cons of the journey to the West. Tell students that making a list of pros and cons will help them decide reasons why people would be interested in taking the journey to the West.

● Ask students to brainstorm reasons they would take a long journey or move to a different place, write them on the board or chart paper. [Consider having students do a turn and talk before sharing their ideas]

● A├er watching each video, have student parĕcipate in a collaboraĕve discussion using the Video Discussion Quesĕons.

1st Video: Lewis and Clark Expediĕon. hĥp://www.history.com/topics/westward‐expansion/videos/lewis‐‐clark‐expediĕon‐charts‐new‐territory?m=528e394da93ae&s=undefined&f=1&free=false

● Say: The United States has not always been the vast explored land that it is today. We are going to watch a video that would show the United States nearly doubled in size and who were responsible for exploring the land that was once mysterious. At the end of the video, we will have a discussion by answering questions.

Video Discussion Questions Video Anticipated EvidenceBased Response

A├er watching the video, how did the United States nearly double in size?

In 1803, President Thomas Jefferson completed the Louisiana Purchase. This new land, which spread from the Mississippi to the Rocky Mountain, nearly doubled the size of the United States.

Based on the video, Why did the Lewis and Clark Expediĕon begin?

The new purchased land was a mystery to everyone, except Naĕve Americans.The Lewis and Clark expediĕon began because President Thomas Jefferson wanted to know if there was a water route across the conĕnent that could be used for trading. So, Lewis and Clark, along with thirty others, began exploring the land.

Benefit means an advantage or profit gained from something . How did the United States benefit from the Lewis and Clark expediĕon?

The United States benefited from the Lewis and Clark Expediĕon because they were able to make the first detailed map of the vast new region and they were able to collect 300 new plants and animals.





I can determine the main idea of I Will Go West (RI.5.2) I can summarize the points the narrator makes in the song I Will Go West! (SL.5.3) I can use evidence from the video to determine why people took the journey from the West (RI.5.1)

Video #2

TextDependent Questions Anticipated EvidenceBased Response

How much land was purchased during the Louisiana Purchase?

828,000 acres of land was purchased during the Louisiana Purchase.

According to the video, was the Louisiana Purchase considered the “real estate deal of the century”

The Louisiana Purchase was considered the deal of the century because Thomas Jefferson was able to purchase the Louisiana Territory for a very low price. France needed the money for a war against Britain.

Lyrics: I Will Go West


A├er reading the lyrics to “I Will Go West”, what is the song mostly about? Use two details to support your answer.

The song “I Will Go West” is about a man thinking about moving to the West with his family. In the first stanza of the song it states “I will go West, it far the best.” He thinks farming will be beĥer. He also thinks it won’t cost as much money to live in the West. He thinks living in the West will be less stressful for his girls. However, thinking about going West makes him feel sad which is stated in stanza two “Makes me feel sad and someĕmes mad”

Based on the lyrics of the song, “I Will Go West,” why did the man want to move his family West?

Based on the lyrics in the song, the man wanted to move West because he wanted to try his luck with farming in order to make a beĥer life for his family.

What does the narrator of the song think about the West?

The narrator thinks there are a lot of opportuniĕes in the West. For example, he states “ we’re going where, there’s bread to spare.” This detail shows that he thinks people are able to make money and gain opportuniĕes.

Video #3: “Westward Expansion Unit‐ California Gold Rush (Story of Us)”




A├er watching the video, why did people cross hundreds of miles to get to the West? Was it always a successful journey? Use evidence from the video to explain your answer.

Based on the video, people crossed hundreds of miles to get to the West because they wanted the chance to discovery gold during the California Gold Rush. The journey was successful for some people because they were able to discover gold and become rich. However, the video stated “ Prospectors cut off by rain in the foothills; starved to death” this shows that many people died on their journey to the West. *Students will also reference that many people did not find enough gold to make them rich*

The narrator states “From dirt and dreams the city of California was born” What does his statement mean? Use evidence from the text to explain how California was “born”.

The statement “From dirt and dreams the city of California was born” means that California became a popular and busy city. Many people started businesses and seĥled there.

I can gather information from multiple video to respond to a question. (RI.5.7)

Discuss evidence collected from both videos: Discussing text/videos allows for students to have mulĕple ways to communicate their understanding of the topic.

TextDependent Discussion Question Anticipated EvidenceBased Response

People’s acĕons are o├en inspired by other events and experiences. Based on videos and the lyrics to, “I Will Go West’”explain what inspired people to want to travel and seĥle in the West. Note: The wriĕng prompt for the quesĕons is listed below.

Some answers may vary. Students are encouraged to give at least three examples. Video 1#‐ Lewis and Clark Expediĕon

● The United States doubled in size ● Curiosity (The land was new and vast)

Video #2‐ Louisiana Purchase ● New land to explore

Lyric‐ I Will Go West! ● New opportuniĕes ● Farm land ● A chance to get more money

Video #3 ● Gold



I can write informatively when conveying my thoughts as to why people were inspired to travel and settle in the West (W.5.2)

● The opportunity to start a business

Writing in Response to Reading :

Exit Ticket: Writing Prompt: People’s acĕons are o├en inspired by other events and experiences. Based on the videos and the lyrics to “I Will Go West,” write a paragraph to explain what inspired people to want to travel and seĥle in the West.

Exit Ticket Anticipated Response: Many different groups of people were inspired to travel and seĥle in the West. They were inspired to seĥle in the West because they wanted to explore the new land, to have beĥer opportuniĕes, and to become rich from gold. For example, in the video “ Lewis and Clark” , President Jefferson gave Lewis and Clark the task of exploring the vast land a├er the Louisiana Purchase. Because of their exploraĕon, they were able to create the first map of the new land and collect over 300 species of plants of animals. This could have inspired people to go West because they may have became curious about new opportunity. Another reason why people may have been inspired to go West was the California Gold Rush. They knew there was a chance to discover gold and become rich. In the video, “Westward Expansion Unit‐ California Gold Rush”, the narrator states, “From dirt and dreams the city of California was born”. This is evidence that many people went West for the chance to discover gold and they eventually stayed.



“Westward Expansion: Introducĕon to Westward Expansion,” ReadWorks.org 1 Day

Standards

Reading RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Speaking and Listening SL.5.1: Engage effecĕvely in a range of collaboraĕve discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 5 topics and texts , building on others' ideas and expressing their own clearly. SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Writing W.5.2: Write informaĕve/explanatory texts to examine a topic and convey ideas and informaĕon clearly. Language L.5.4: Determine or clarify the meaning of unknown and mulĕple‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

Text Focusing Question How did the Louisiana Purchase moĕvate people to move to the West?

Theme Connections This informaĕonal arĕcle details the benefits of the Louisiana Purchase, and describes what moĕvated many Americans wanted to travel to the West to begin new lives. The arĕcle also describes the idea of Manifest Desĕny and the American opĕmism as a result of Westward Expansion.

Materials ● ELMO or Smartboard to model reading ● Text ‐ Westward Expansion: Introduction to Westward Expansion ,

www.readworks.org ● Video #1 “Louisiana Purchase Doubles U.S”

hĥp://www.history.com/topics/louisiana‐purchase/videos/louisiana‐purchase‐doubles‐size‐of‐america?m=528e394da93ae&s=undefined&f=1&free=false

● Teacher Text Feature Anchor chart ● Gr5_Unit_2_Map_of_Louisiana_Purchase ● Gr5 Unit 2 Westward Expansion ĕmeline (suggested PDF) ● Gr5_Unit_2_Introducĕon_to_Westward_Expansion_Exit Ticket

Reader and Task Considerations

● Speaking & Listening Rouĕnes should be explicitly taught and posted in classroom prior to start of unit.

● Encourage students to use academic language (i.e. main idea and key


http://www.readworks.org/

http://www.history.com/topics/louisiana-purchase/videos/louisiana-purchase-doubles-size-of-america?m=528e394da93ae&s=undefined&f=1&free=false




details) within their sentence starters. ● Students will need mulĕple opportuniĕes to work with the focus

vocabulary. See the Vocabulary Rouĕnes Guide for possible acĕviĕes . ● Read the text aloud to students and use the text‐dependent quesĕons

for group discussions. See the Speaking and Listening Routine Guide for suggesĕons.

● Reference the map of the Louisiana Purchase throughout the arĕcle. ● Use the Westward Expansion Timeline (located in 5th Grade ELA

Canvas Page) as a supporĕng document for students.

Vocabulary acre (noun) a unit of area used to measure land. porĕon (noun) ‐ a part of a whole. conĕnent (noun) ‐ one of Earth’s seven largest areas of land. envision (verb) ‐ to imagine. culĕvate (verb)‐ to grow crops desĕny (noun) ‐ something a person or group is meant to be or do embodiment (noun) ‐ the physical form of something opĕmism (noun) ‐ the belief that something will turn out well

Example of a Vocabulary Activity: The Frayer Model

Note to the teacher: The Frayer Model is another model vocabulary acĕvity that can be used to help students develop a strong understanding of a word. The teacher introduces this model to the students. A├er the students have received instrucĕon and support using the model comfortably, this acĕvity can be added to a workstaĕon. You can access the student version blank template in the 5th Grade ELA Canvas page.

Image Resource: High School Students farming . Photograph. Encyclopædia Britannica ImageQuest . Tuesday, July 19 2016.

hĥp://quest.eb.com/search/to‐farm/1/300_2265913/High‐school‐Students‐Learn‐about‐Organic‐Agriculture‐on‐a


http://quest.eb.com/search/to-farm/1/300_2265913/High-school-Students-Learn-about-Organic-Agriculture-on-a


Learning Targets (Skills/Outcome) Focus of Instruction: Reading and Responding to Text and Vocabulary

I can explain how the main ideas in Westward Expansion: Introducĕon to Westward Expansion are supported by text features and details in the text. (RI.5.2) I can use what I know and what I have read from Westward Expansion: Introducĕon to Westward Expansion to explore new ideas about a topic during a discussion. (SL.5.1)

Resource: Louisiana Purchase . HORIZONTAL. Encyclopædia Britannica

ImageQuest . Web. 16 Jul 2015. hĥp://quest.eb.com/search/115_862957/1/115_862957/cite Note to the teacher: You can access the student version blank template in the 5th Grade ELA Canvas Page.

First Read (Introduction to text/setting the purpose) ● Introduce the text to students. Provide the students with the text focusing quesĕon to consider as they

read. [How did the Louisiana Purchase moĕvate people to move to the West?] Say: Today we will read a text and watch a video that will give us a historical background on the Louisiana Purchase. At the end of our lesson, we will answer our Text Focusing Question “How did the Louisiana Purchase motivate people to move to the West?”.

● Show Video “Louisiana Purchase Doubles U.S” hĥp://www.history.com/topics/louisiana‐purchase/videos/louisiana‐purchase‐doubles‐size‐of‐america?m=528e394da93ae&s=undefined&f=1&free=false

● Tell the students that informaĕonal texts o├en include text features so that the informaĕon is clearer to the reader. This text is divided into secĕons by using two headings. The headings tell the reader what each secĕon is mostly about. The text features support these ideas.

● Tell students that another text feature is a map. A map provides informaĕon about locaĕon. The teacher shows students a map of the Louisiana Purchase (shown on left and can be accessed on the ELA Grade 5 Canvas page). Project the map while the text is read.

● Read the secĕon of the text, “The Louisiana Purchase” aloud to students. Through modeling, prompts students to underline key details in the text that are supported by the map. In groups, prompts students to use ThinkPairShare from the Speaking & Listening Routines to share the details they idenĕfied.

● Read the secĕon of the text, “Manifest Desĕny” aloud to students. Prompt students to create an addiĕonal text feature to support this secĕon of the text. If the students need support, use an anchor chart with various text features to conĕnue to facilitate the learning. The teacher reminds students that a text feature supports the ideas in the text.

● Sentence starter: This text feature supports the main idea because...

I can use details from Westward Expansion: Introduction to Westward Expansion to support reasons why people were motivated to move to a new place (RI.5.1)

Rereading for Comprehension ● Prompt students to think about what would moĕvate a person to move to a new place. Have students share

their ideas with a group and explain their raĕonale. The teacher records the ideas on an anchor chart. ● Prompt students to read the text for the second ĕme independently. ● Tell students that they will be underlining quotes/key details from the text that suggest what a reason or

cause that moĕvated people to move to the West.


http://quest.eb.com/search/115_862957/1/115_862957/cite



I can summarize the points from Westward Expansion: Introduction to Westward Expansion and explain my reasons and evidence for those points . (SL.5.3)

Lesson 2 Anchor Chart

What would motivate a person to move to a new place?

(Teacher lists bullet points of student responses on chart.) Ex. They did not like their home, they lost their job, they got a new job somewhere else, they wanted to be closer to their family, they wanted something different.

I can find two main ideas in the text Westward Expansion: Introducĕon to Westward Expansion . (RI.5.2) I can use context clues to figure out the meaning of a phrase in

● Model for the students how to underline a key detail using the following example from the text, “[The Louisiana Purchase] more than doubled the size of the United States!” Explain that because the land was so large, people may have been moĕvated to move to the West. Model how your thinking was supported with evidence from the text. ( Teacher note : Students will use these details for their exit ĕcket at the end of the lesson.)

● Encourage students to use sentence starters when discussing. ● Sentence starter: This key detail shows why people wanted to move to the West because...

TextDependent Questions Anticipated EvidenceBased Responses

What is the Lousiana Purchase? What evidence from the text supports your answer?

In the text, the Louisiana Purchase was a territory of land located west of the Mississippi River that Thomas Jefferson purchased in 1803. Thomas Jefferson purchased the land from France.

The author wrote, “the Westward Expansion was about to start.” What does this statement mean?

According to the author, Americans would now be responsible for exploring and seĥling the huge conĕnent because of the Louisiana Purchase. Seĥlers now had the opportunity to expand to the West, therefore sparking the Westward Expansion.

According to the text, what “was the desĕny of the young country and its ciĕzens?”

According to the text, the desĕny of the young country and its ciĕzens was to explore and culĕvate new land from other countries.

Great readers use different strategies to be How do the headings in this text help us to organize the main idea of the arĕcle?

Headings help us to organize the main idea of an arĕcle because it tells us what we are going to mostly read about under the heading. For example, the first heading is “The Louisiana Purchase” and the second heading is “Manifest Desĕny”.

According to the text, how much land was purchased in the Louisiana Purchase?

According to the text ,828,000 square miles of new land was purchased during the Louisiana Purchase. The new territory doubled the size of the United States.

Vocabulary Acquisition:



Westward Expansion: Introducĕon to Westward Expansion. (L.5.4)

Vocabulary TextDependent Anticipated EvidenceBased Responses

What does the author mean by, “a naĕon that spread from sea to shining sea”? Note to the teacher: Ask the students what kind of strategies they could use to figure out the meaning of the word. (e.g., Read the words before and a├er the phrase) Model how to find clues within the text.

Based on informaĕon in the text, this phrase means that Americans dreamed of a naĕon that went from one sea to the other. This meant that the land would be extremely large and have lots of space.

I can accurately quote from Westward Expansion: Introducĕon to Westward Expansion when I am explaining what the author says. (RI.5.1)

I can summarize Westward Expansion: Introduction to Westward Expansion. (SL.5.2)

Reread to Gather Evidence/Information:

Note to the teacher: While students conĕnued to unpack informaĕon from the text to help them understand the topic and to answer the Text Focusing quesĕon, an anchor chart is being used to gather and record informaĕon from the text. This anchor chart should be posted for students to be able to use when answering the Text Focusing quesĕon below.

Reread the Text Focusing Question : [Text Focusing Question] How did the Louisiana Purchase motivate people to move to the West?

● Prompt the mode of wriĕng, wriĕng to explain and give informaĕon, ● Prompt students to gather evidence from the text that will support why people were moĕvated by the

Louisiana Purchase.

I can write to inform/explain ideas about how the Louisiana Purchase motivated people to move West to others clearly. (W.5.2)

Writing in Response to Reading: Exit Ticket: Writing Prompt: Moĕvate means to provide someone or something with a reason to do something. Using at least one quote from the text, explain how the Louisiana Purchase moĕvated people to move to the West. [Students should refer to annotated text to support their response.] Model Exit Ticket: The Louisiana Purchase moĕvated people to move to the West because of the chance to start over in a new



place. As a result of the Louisiana Purchase, early pioneers were able to explore and culĕvate the new land. The text states, “Many American adventurers would go west to seek their fortunes.”

Note to the teacher : In order to assess students’ understanding of the concepts and skills, one model of an exit ĕcket has been included that can be used with any of the texts in Unit 2. The following standards are addressed with this model exit ĕcket: RI.5.1, RI.5.2, W.5.1, W.5.8. Speaking and listening can also be addressed, if the teacher chooses to have students share what they wrote a├er compleĕng the exit ĕcket. You can find the supporĕng student document on the 5th Grade ELA Canvas page.



“Westward Expansion: The Oregon Trail,” ReadWorks.org 1‐2 Days

Standards

Reading RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.6: Analyze mulĕple accounts of the same event or topic, noĕng important similariĕes and differences in the point of view they represent. RI.5.8: Explain how an author uses reasons and evidence to support parĕcular points in a text, idenĕfying which reasons and evidence support which point(s).

Speaking and Listening SL.5.1: Engage effecĕvely in a range of collaboraĕve discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 5 topics and texts , building on others' ideas and expressing their own clearly. SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Writing W.5.2: Write informaĕve/explanatory texts to examine a topic and convey ideas and informaĕon clearly. W.5.9: Draw evidence from literary or informaĕonal texts to support analysis, reflecĕon, and research.

Language L.5.4: Determine or clarify the meaning of unknown and mulĕple‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

Text Focusing Question A├er reading “Westward Expansion, The Oregon Trail,” what made the journey on the Oregon Trail challenging?

Theme Connections This text describes what it was like for early seĥlers traveling along the Oregon Trail. The text provides students with knowledge about the Oregon Trail, why seĥlers traveled along it, and what challenges they may have faced along the way. Students will gain insight into what it would be like as a seĥler traveling to the West with their family in the early mid 1800’s.

Materials ● Text: “Westward Expansion: The Oregon Trail” ● Teacher Anchor Chart‐Worries/Challenges ● Gr5 Unit2 The Oregon Trail Challenges Graphic Organizer ● Gr5 Unit2 The Oregon Trail Worries_Graphic Organizer ● Gr5 Unit2 The Oregon Trail Exit Ticket

Reader and Task Considerations:

● Encourage students to use academic language (i.e. main idea and key details) within their sentence starters.

● Speaking & Listening Rouĕnes should be explicitly taught and posted in classroom prior to start of unit.

● Students are likely to need support with the vocabulary in this text. The teacher should consider showing pictures of the vocabulary words listed to support understanding.

● Read the text aloud to students and use the text‐dependent quesĕons for group discussions. See the Speaking and Listening Routine Guide for



suggesĕons. ● Remind students that an inference comes from textual evidence and

background knowledge. ● The teacher can use the Westward Expansion Timeline (located in

Grade 5 ELA Canvas Page) as a supporĕng document for students.

Vocabulary expansion (noun) ‐ the act or process of geħng bigger seĥler (noun) ‐ a person who goes to live in a new place faĕgue (noun) ‐ extreme ĕredness livestock (noun) ‐ animals raised by farmers, such as cows or pigs caravan ( noun)‐ long train of vehicles of travelers cholera (noun) ‐ a deadly disease during the 1800’s symptom ‐ something that happens in the body that shows that you are sick or have a disease.

Example of a Vocabulary Activity: The Frayer Model Note to the teacher: The Frayer Model is another model vocabulary acĕvity that can be used to help students develop a strong understanding of a word. The teacher introduces this model to the students. A├er the students have received instrucĕon and support using the model comfortably, this acĕvity can be added to a workstaĕon. You can access the student version blank template in the 5th Grade ELA Canvas page.

Image Resource: Livestock . Photography. Encyclopædia Britannica ImageQuest . Web. 14 Jul 2015.

hĥp://quest.eb.com/search/156_2427521/1/156_2427521/cite



Learning Targets (Skills/Outcome) Focus of Instrucĕon: Reading and Responding to Text and Vocabulary

I can analyze multiple accounts of the same event by discussing similarities and differences with my point of view and the point of view of the settlers in Westward Expansion: The Oregon Trail. (RI.5.6) I can use what I know and what I have read from Westward Expansion: The Oregon Trail to explore new ideas about a topic during a discussion. (SL.5.1)

My worries about the journey

The challenges the seĥlers faced

Note to the teacher: You can access the student version blank template in the 5th Grade ELA Canvas page.

First Read (Introduction to the text/Setting the purpose): ● Introduce the text to students. The teacher provides students with the text focusing quesĕon to consider

as they read. [According to the text, what made the journey on the Oregon Trail challenging?] ● Remind students that answering the Text Focusing Quesĕon would help them to answer the Lines of

Inquiry at the end of the unit. ● Say: “ Imagine that you were about to walk 2,000 miles. What would you do to prepare yourself? What

would you be nervous about ?” Use thinkpairshare from the Speaking & Listening Routine Guide. The students share out their ideas a├er sharing with their group.

● Read the text aloud to students. As you read, students should underline details from the text that describe what the seĥlers did to prepare for the journey, and what challenges they faced along the way. Then, students will compare and contrast their own worries with what actually happened to the seĥlers. The students should record this informaĕon in a T‐chart (shown on the le├).

● Encourage students to use sentence starters during discussions. ● Sentence starter: The journey was challenging because...

I can summarize the points from Westward Expansion: The Oregon Trail and explain my reasons and evidence for those points . (SL.5.3)

Rereading for Comprehension: ● The goal of the second read is for students to gain a deep understanding of the challenges of early

seĥlers on the Oregon Trail faced. Read the text again; students should have a copy of the text. ● Explain that an author uses evidence to support specific ideas in an informaĕon text.



Challenge the seĥlers faced

Why was this a challenge for seĥlers?

Ex. Crossing a river was extremely dangerous and o├en caused the wagon to break.

Ex. I infer that this was a challenge because the covered wagon was the only way the seĥlers could move all of their belongings.

Note to the teacher: You can access the student version blank template in the 5th Grade ELA Canvas page. I can explain how an author uses specific evidence to support the idea that traveling on the Oregon Trail was difficult in Westward Expansion: The Oregon Trail . (RI.5.8) I can use context clues to figure out the meanings of words or phrases in “ Westward Expansion:

● Model how to idenĕfy one challenge and infer why it was a challenge. ● Students will consider challenges and underline details that support their thinking. ● Students complete graphic organizer with a group or independently.

Text Dependent Questions Anticipated EvidenceBased Responses

Why did some seĥlers walk while traveling the Oregon Trail? (Use thinkpairshare from Speaking & Listening Routine Guide)

Some seĥlers walked while traveling the Oregon Trail because there was only enough room for one or two people to ride in the covered wagon.

What was the author’s purpose for including the quesĕon, “Can you imagine walking all the way across the United States?” at the end of the first paragraph? (Use Speaking & Listening Routine Guide)

The author’s purpose for including the quesĕon at the end of the first paragraph was to encourage the reader to imagine what life must have been like for early pioneers traveling on the Oregon Trail. By imagining their experience, the reader can get a picture of how difficult the journey must have been.

How would you describe a person who had to walk 2,000 miles? Use one trait and evidence to support your response. (Use thinkpairshare from Speaking & Listening Routine Guide)

[ Responses will vary. The trait chosen should reflect an understanding of how to describe someone who traveled such far distances. ] Possible traits: Determined, strong, brave. Someone who had to walk 2,000 miles must be determined because it would be easy to stop and give up. However, this person decided to keep going because they wanted to move West and start a beĥer life.

Based on the text and your thinking, why might seĥlers gather their covered wagons into a big circle at night? (Use listen & build on from Speaking & Listening Routine Guide)

Seĥlers gathered their covered wagons into a big circle at night to ensure a safe place to eat, and sleep.


Vocabulary TextDependent Questions Anticipated EvidenceBased Responses

Using context clues from the text, approximately how many covered wagons might make up a

According to the text, a caravan is long train of covered wagons traveling together. Based on the word long, I think



The Oregon Trail” (L.5.4) caravan ? that a caravan is made up for approximately 5‐10 covered

wagons.

What does the word cure mean? Explain your response with evidence from the text.

A cure is a way to make something healthy. If a disease has no cure , it means that there is no way to stop the disease. The text says, “In the days of the Oregon trail, cholera had no cure . Once someone showed the slightest symptom of illness, he or she could die within a few hours.” Cholera had no cure , so it would cause people to die.

I can accurately quote from Westward Expansion: The Oregon Trail when I am explaining what the author says. (RI.5.1)

I can summarize my point of view and explain my reasons and evidence for those points based off of the information in Westward Expansion: The Oregon Trail. (SL.5.3)

I can write to inform/explain ideas about the challenges settlers faced along the Oregon Trail to others clearly. (W.5.2)

I can gather evidence from Westward Expansion: The Oregon Trail to support my investigation and research. (W.5.8)


Note to the teacher: While students conĕnued to unpack informaĕon from the text to help them understand the topic and to answer the Text Focusing Quesĕon, students have been gathering and recording informaĕon from the text. The evidence collected should be used as support for students when they begin answering the Text Focusing quesĕon below.

● Students will parĕcipate in an oral rehearsal before compleĕng wriĥen responses ● Oral Rehearsal: [ Say: If you were traveling on the Oregon Trail, what would you find to be the most

challenging aspect? Support your response with evidence from the text. Responses will vary. Responses should reflect an understanding of the challenges that settlers faced while traveling on the Oregon Trail. Students should support their opinion by describing one of the challenges mentioned in the text.]

● Review the Text Focusing Quesĕon with the students. ● Prompt the mode of wriĕng ‐ wriĕng to explain and give informaĕon. ● Refer to a rubric ‐ the expectaĕons of a good wriĕng piece. (See the 5th Grade ELA Canvas Page)

Writing in Response to Reading: Exit Ticket Prompt : Based on the events in the text, explain what made the journey on the Oregon Trail challenging. Include at least three details from the text to support your answer.

● Consideraĕon for addiĕonal support: Consider adjusĕng the number of details from the text to meet student needs.

● Consideraĕon for extension: Considering challenging students to evaluate, based on the evidence



presented in the text, whether or not these challenges would be worth the journey. Encourage the students to explain their reasoning.]

Model Exit Ticket: A ccording to the text, the journey on the Oregon Trail was challenging for a number of reasons. First, crossing rivers in a covered wagon was extremely dangerous because the wagon would o├en break. Second, people died from diseases such as cholera. There was no cure for cholera. Finally, some seĥlers had trouble finding food for their livestock because of the amount of people traveling on the trail. By the ĕme the later seĥlers came, the food was gone.

Note to the teacher : In order to assess students’ understanding of the concepts and skills, one model of an exit ĕcket has been included that can be used with any of the texts in Unit 2. The following standards are addressed with this model exit ĕcket: RI.5.1, RI.5.2, W.5.1, W.5.8. Speaking and listening can also be addressed, if the teacher chooses to have students share what they wrote a├er compleĕng the exit ĕcket. You can find the supporĕng student document on the 5th Grade ELA Canvas page.

● Because this text has an exit slip aĥached, this acĕvity can also be used in a workstaĕon a├er reading this text.

Text Title:

Group Under Study :

Prompt : Based on evidence from the text, was Westward Expansion worth it? Cite evidence from the text to support your claim.

Your Opinion Statement I believe Westward Expansion was worth it for (group) _________ . I do not believe Westward Expansion was not worth it for (group) _______.

Evidence That Supports the Claim According to the text, Westward Expansion was worth it because… According to the text, Westward Expansion was not worth it because...



“The Last of the Sioux,” History.com 1‐2 Days

Standards Reading RI.5.6: Analyze mulĕple accounts of the same event or topic, noĕng important similariĕes and differences in the point of view they represent. RI.5.7: Draw on informaĕon from mulĕple print or digital sources, demonstraĕng the ability to locate an answer to a quesĕon quickly or to solve a problem efficiently.

Speaking and Listening SL.5.1: Engage effecĕvely in a range of collaboraĕve discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 5 topics and texts , building on others' ideas and expressing their own clearly. SL.5.2: Summarize a wriĥen text read aloud or informaĕon presented in diverse media and formats, including visually, quanĕtaĕvely, and orally. SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Writing W.5.8: Recall relevant informaĕon from experiences or gather relevant informaĕon from print and digital sources; summarize or paraphrase informaĕon in notes and finished work, and provide a list of sources. Language L.5.6: Acquire and use accurately grade‐appropriate general

Text Focusing Question Perspective is the way things are seen from a parĕcular point of view. Compare the perspecĕves of the U.S. soldiers to the Sioux Naĕon regarding the events that led to seĥlers expanding to the West ‐ Westward Expansion. Use evidence from the video to support the points of view of each.

**Students will respond orally to this quesĕon within this lesson. The wriĥen response will occur as a 3 paragraph opinion (piece) essay in a wriĕng task that follows.

Theme Connections Student learned about The Louisiana Purchase and The Oregon Trail from the perspecĕve of the seĥlers. Over the course of the unit, students will invesĕgate the “pioneer’s experience” during Westward Expansion and learn of the challenges and benefits of their journeys. Within this lesson, The Last of the Sioux , students learn the perspecĕve of a Sioux during the Westward Expansion. It is important for students to understand the perspecĕve of the naĕve inhabitants of America prior to the pioneer movement to the west.

Materials ● Video ‐ “The Last of the Sioux”

hĥp://www.history.com/topics/naĕve‐american‐history/naĕve‐american‐cultures/videos/the‐last‐of‐the‐sioux

● Post‐it notes ● Gr5 Unit2 Historical Event and Perspecĕve Graphic Organizer ● Gr5 Unit2 Historical Event and Perspecĕve Graphic Organizer‐Anchor Chart



academic and domain‐specific words and phrases, including those that signal contrast, addiĕon, and other logical relaĕonships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Reader and Task Considerations ● Students will watch video several ĕmes in this lesson. The first viewing will be

to note historical events that occur during the takeover of the Sioux people’s land. The second viewing will be to capture evidence that supports the perspecĕve/points of view of the U.S. soldiers vs. the Sioux people. In noĕng the perspecĕve of the US soldiers, teachers may need to pull from content knowledge gained from previous texts in the unit. [Consideration for differentiation: Split class into two heterogeneous groups that will capture each perspective. Heterogeneous groups provide allow students to hear various perspectives.]

● Give students post‐it notes to jot down ideas they need to remember from the video and for organizing their thoughts.

● Support students in understanding the interchangeable use of the terms “perspecĕve” and “point of view”. The terms are synonymous and students will benefit from exposure to both terms throughout the unit.

● Model how to take notes from a video. Some students may need support note‐taking during the video.

● Preview video to determine further needs for scaffolding with vocabulary/content.

● Students may need mulĕple opportuniĕes to work with the focus vocabulary. See the Vocabulary Routines Guide (Located in 5th Grade ELA Canvas Page)for possible acĕviĕes. These can also be incorporated into workstaĕon acĕviĕes.

Vocabulary perspecĕve (noun) ‐ the way things are seen from a parĕcular point of view point of view (noun) ‐ a way of thinking about or looking at something treaty (noun)‐ a formal agreement between two or more countries isolated (adjecĕve) ‐ to set apart in order to make alone acquire (verb) ‐ to get or come to have as one’s own triumph (noun) ‐ the winning of a great victory or success prospector (noun) ‐ a person who searches for precious minerals or metals reconnaissance (noun) ‐ the act or process of examining an area of a potenĕal enemy to gain useful informaĕon regarding acĕvity and resources defeat (verb)‐ to beat in a game or baĥle surrender (verb)‐ to turn over or yield to the power or control of another massacre (noun) the killing of a large number of people or animals in a cruel and



violent manner.


Note to the teacher : You can access the student version blank template in the 5th Grade ELA Canvas page.

Image Resource: German Reconnaissance Troops . Photography. Encyclopædia Britannica ImageQuest . Web. 26 Aug 2016. hĥp://quest.eb.com/search/reconnaissance/3/109_135963/German‐reconnaissance‐troopsWWII1941

Learning Targets (Skills/Outcome) Watching and Responding to Video and Vocabulary

I can draw information from the video, The Last of the Sioux, and locate answers to questions accurately . (RI.5.7) I can participate in collaborative conversations with my peers about topics in The Last of the Sioux. (SL.5.1)

First Viewing (Introduction to the video/setting the purpose): ● Introduce the video to students. Provide students with the Text Focusing Quesĕon to consider as they

watch the video. [Compare the perspectives of the U.S. soldiers to the Sioux Nation regarding the events that led to settlers expanding to the West Westward Expansion. Use evidence from the video to support the points of view of each.] Say: We have just learned about settlers traveling West seeking to explore new territory and seek fortune. Today we will watch a video that tells the story of what happened before settlers began their journey west. We will meet Black Elk, a Sioux Nation Native American and follow the story of how his people were forced from their homeland to government owned reservations. Remind students of the meaning of point of view/perspecĕve.

● The first viewing of this video is to be treated as a first read. Students should watch the video and jot



I can summarize information from the video, The Last of the Sioux. (SL.5.2)

I can recall, summarize and paraphrase relevant information from the video, The Last of the Sioux. (W.5.8)

down details from the video that they believe are important informaĕon or details. ● Following the video, students share events with a thought partner and then aloud with the class. Put

post‐its on the board in the order that they occur. Group post‐its into the four events that will be wriĥen on the class chart (see graphic organizer following this lesson)

● Consider compleĕng an acĕvity from the Vocabulary Routines Guide to expose students to some of the vocabulary within the video (listed above). Some terms can be figured out through context, others may need more direct instrucĕon. Scaffold as needed. Addiĕonal vocabulary reinforcement can happen through work staĕon acĕviĕes as well as in the wriĕng task that will follow.

I can analyze the accounts of the U.S. soldiers and the Sioux nation noting how their points of view are similar and different. (RI.5.6)

I can summarize the points the narrator and Black Elk make in the video, The Last of the Sioux, and explain how their statements are supported. (SL.5.3) I can learn and use academic words and phrases. (L.5.6)

Second Viewing (Rewatching for comprehension): Prior to the second viewing, assign students to one of the two perspecĕves, U.S. Soldiers or Sioux Naĕon. They will either respond from the point of view of the U.S. Soldier or from the point of view of the Sioux Naĕon.

● Say: We will watch the video for a second time, but this time I want you to watch from the perspective of your group. Perspective means the way things are seen from a particular point of view. If you are part of the U.S. Soldiers group, I want you to think about each of the events from the point of view of the U.S. soldiers. What would they think? What would they say? Use information that you learned in the last two articles to help you infer how they would think. If you are part of the Sioux Nation, do the same. The video gives evidence for both sides, but will give much more regarding the Sioux nation through the quotes of Black Elk. Infer and record the thoughts/words of the group you belong to while watching the video.

● A├er viewing the video, students share with each other what they recorded. (Encourage students to use the sentence frames previously introduced, to help facilitate their discussion. You can find model sentence frames in the appendix.)

● Gather the class and go through each event on the chart and have students share quotes from their group’s perspecĕves. Students should record these quotes in their response journals on the student copy of the graphic organizer as they will need this as a resource for the wriĕng task to come.

TextDependent Question Anticipated EvidenceBased Response

Based on the video, why were the Sioux forced to move deep into the Black Hills?

The Sioux was forced to move into the the Black Hills because the United States government need to make way for the “iron horse”. The government acquired the hunĕng grounds which forced the Sioux to move

What was the result of a gun accidentally going off at When the U.S soldier were taking the weapons from



Wounded Knee Creek? the Sioux at Wounded Knee Creek one of the guns accidentally went off. Due to the gun going off many Sioux were massacred.

A├er watching the video, what do you think is a reconnaissance mission?

A reconnaissance mission is a mission to survey the land. I think so because the U.S army went on a reconnaissance mission to figure out where gold was located on the land

Note to the teacher : You can access the student version blank template in the 5th Grade ELA Canvas page.

Teacher Anchor Chart/Sample Student Answers:

Historical Events

Perspective/Point of View

U. S. Soldiers Sioux Nation

Government acquires hunĕng ground to make way for the “iron horse” and the Sioux are forced

to move deep into the Black Hills (0:26– 1:10)

We need to take their land to build railroads for our trains.

We have to pack up and leave because they are taking our land.

Gold is discovered in the Black Hills, prospectors rush in to seek their fortune and the government

wants to clear the area (1:13 – 1:24)

There has been gold found in the Black Hills and we have to go get some so that we can get rich!!

We need to take that land too!!

We thought we were safe moving to the Black Hills…now they are coming to take our land

again!

Reconnaissance mission the soldiers decide to aĥack Sioux camp to take their land

(1:24 – 2:10)

Let’s go out and survey the land where the gold is to see what we need to do to take it as our own. Oh there are Naĕve Americans here…let’s aĥack

and take this land! Charge!!

We are not leħng them take our land this ĕme without a fight!

Dec 29, 1890 the last band of independent Sioux surrender by Wounded Knee creek and a gun goes off accidentally and triggers a massacre

The last of the Sioux are finally surrendering. Let’s take their weapons so there won’t be any more problems. Oh no someone shot a gun! Are they

We finally gave up a├er struggling to survive for a long ĕme. We went to Wounded Knee Creek to surrender. When the soldiers were taking our



(2:31 – 3:48) trying to aĥack us? We have to defend ourselves! Fire! Fire!

weapons one of the guns went off accidentally and that triggered a massacre. There were guns and bombs going off and in a few minutes most of our people were dead! There were bodies of everywhere. Our dreams were dead. We have

no more hope.



Wriĕng Lesson: The Last of the Sioux 3‐4 Days

Standards Reading RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Writing W.5.1: Write opinion pieces on topics or texts, supporĕng a point of view with reasons and informaĕon. W.5.5: With guidance and support from peers and adults, develop and strengthen wriĕng as needed by planning, revising, ediĕng, rewriĕng, or trying a new approach. (Ediĕng for convenĕons should demonstrate command of Language standards 1‐3 up to and including grade 5 here .) W.5.8: Recall relevant informaĕon from experiences or gather relevant informaĕon from print and digital sources; summarize or paraphrase informaĕon in notes and finished work, and provide a list of sources. Language L.5.1: Demonstrate command of the convenĕons of standard English grammar and usage when wriĕng or speaking. L.5.2: Demonstrate command of the convenĕons of standard English capitalizaĕon, punctuaĕon, and spelling when wriĕng.

Writing Prompt Perspective is the way things are seen from a parĕcular point of view. Using details from The Last of the Sioux, write an opinion essay about the Sioux’s point of view on the seĥlers’ expansion to the West. Include reasons and informaĕon that supports this point of view with evidence from the text.

Theme Connections Over the course of the unit, students will invesĕgate the “pioneer’s experience” during Westward Expansion and learn of the challenges and benefits of their journeys. Within this lesson, The Last of the Sioux , students meet Black Elk, one of the original Sioux, and learn about his perspecĕve on Westward expansion. It is important for students to understand the perspecĕve of the naĕve inhabitants of America prior to the pioneer movement to the west.

Materials ● Video: “The Last of the Sioux “

hĥp://www.history.com/topics/naĕve‐american‐history/naĕve‐american‐cultures/videos/the‐last‐of‐the‐sioux

● ELMO or chart paper ● Supporĕng anchor chart ● Gr5 Unit 2 Last of the Sioux‐ Planning Organizer ● Class chart of graphic organizer (sample responses from previous lessons)


● Students will need support reviewing the informaĕon gathered from the video and the to idenĕfy and gather relevant details from the text before wriĕng.

● Students will need support organizing the informaĕon to write. ● Students will need support during wriĕng to introduce the topic and

transferring details and quotes into their wriĕng.



http://www.history.com/topics/native-american-history/native-american-cultures/videos/the-last-of-the-sioux

http://www.history.com/topics/native-american-history/native-american-cultures/videos/the-last-of-the-sioux


Writing Lesson 1 Planning and Organizing

Lesson: 1 Procedures:

I can quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ( RI.5.1) I can write opinion pieces on topics or texts, supporting a point of view with reasons and information. ( W.5.1 )

Setting the purpose for writing: Say: Great writers use write an opinion essay by first gathering specific facts from different sources of text to support their opinion or claim. Teacher models for students : Writing Prompt : Launch the wriĕng lesson with the prompt. Perspective is the way things are seen from a parĕcular point of view. Using details from The Last of the Sioux write an opinion essay about the Sioux’s point of view on the seĥlers’ expansion to the West. Include reasons and informaĕon that supports this point of view with evidence from the mulĕ‐media text. Provide the students with an explicit definiĕon of wriĕng to give an opinion.

1. Review the class anchor chart from Pioneer’s Photographer’s View of the Sioux and discuss the perspecĕve of the Sioux from a different experience with a pioneer photographer.

2. Review the video, The Last of the Sioux and discuss with the class the perspecĕve of the Sioux. [ Record different examples of students’ perspectives shared. ]

3. Model how to complete the opinion planning organizer. Use an anchor chart or the ELMO to model using the planning organizer. Provide a few examples, not all.

4. Students will complete their opinion planning organizer.

Opinion Planning Organizer

Opinion Statement : Based on the evidence from The Last of the Sioux and the Pioneer’s Photographer’s View of the Sioux, I believe the Sioux disliked (resented) the seĥlers’ expansion to the West.

Supporting Evidence : 371 treaĕes were in place to keep Naĕve Americans separate from the seĥlers.

Supporting Evidence : The Federal government took millions of acres of Naĕve American lands they used as hunĕng grounds for the coming of the “iron horse.”

Supporting Evidence :The government and the seĥlers lied to them. They said they only wanted a liĥle land.

Supporting Evidence : They were forced from their homes and into the black hills as they conĕnued to build the railroad and destroy the buffalo.

Supporting Evidence : US soldiers forced 3,000 onto reservaĕons.



Concluding Statement: I believe the Sioux disliked (resented) the seĥlers’ expansion to the West because the seĥlers took their land, their homes, their food, and their lives.

Note to the teacher : You can access the student version blank template in the 5th Grade ELA Appendix.

Writing Lesson 2 Drafting Opinion Essays


I can produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 13 above.) ( W.5.4)

Students begin dra├ing their opinion essays. 1. Teacher uses the model graphic organizer to model wriĕng an introducĕon and the beginning of the

body. Best pracĕce is to have the wriĕng prepared in advance in order to provide students with an exemplar model. (T he purpose for modeling the introduction and part of the body is to model enough writing for all students. Some may only complete the introduction. Other students may be ready to move forward .)

2. Teacher transiĕons to independent wriĕng. During this ĕme, the teacher conferences and coaches students through their wriĕng process. Model remains up to support students while wriĕng.

3. Teacher brings students back together to share wriĕng and assess students informally on the wriĕng they completed for the day.

Writing Model for Lessons 2 and 3 Drafting Note to the teacher: Lessons two and three model how to use the wriĕng plan to dra├ their wriĕng. Therefore, the model has been placed between lessons two and three. It is labeled below and chunked by each lesson. Not every detail is used so that students have the opportunity to use different details and evidence to support their wriĕng about the topic.

LESSON 2 : Students begin dra├ing their opinion essays. Teacher uses the model graphic organizer to model wriĕng an introducĕon and the beginning of the body. Based on the evidence from The Last of the Sioux ,I believe the Sioux resented (disliked) the seĥlers’ expansion to the West. According to the video, The Last of the Sioux, one of the surviving Sioux from Wounded Knee, Black Elk, said that he felt hopeless. According to the video, three hundred seventy‐one treaĕes were in place to keep Naĕve Americans separated from the seĥlers. The Federal government took millions of acres of Naĕve American lands they used as hunĕng grounds for the coming of the “iron horse.” The government and the seĥlers lied to the Naĕve Americans, the Sioux. They said they only wanted a liĥle land. [Now it is ĕme for the students to write independently. Using the model, have the students write their introducĕon and work on the body of their opinion essay. The teacher conferences with students independently or in small groups about their wriĕng.]



LESSON 3: Students complete their opinion essays. Use the model graphic organizer to model wriĕng the conclusion. Reread what was wriĥen from the previous lesson, reminding the students that smaller chunks were modeled and they should have more detail in their wriĕng [Conclusion]I believe the Sioux resented (disliked) the seĥlers’ expansion to the West because the seĥlers took millions of acres of land. Seĥlers took the land they hunted for food. Seĥler and soldiers took their lives.

Writing Lesson 3 Drafting Opinion Essays


W.5.4: Produce clear and coherent wriĕng in which the development and organizaĕon are appropriate to task, purpose, and audience. (Grade‐specific expectaĕons for wriĕng types are defined in standards 1‐3 above.)

Students complete their opinion essays. 1. Teacher uses the model graphic organizer to model wriĕng the conclusion. The teacher rereads what was

wriĥen from the previous lesson, reminding the students that smaller chunks were modeled and they should have more detail in their wriĕng.

2. Teacher transiĕons to independent wriĕng. During this ĕme, the teacher conferences and coaches students through their wriĕng process. Model essay remains up to support students while wriĕng.

3. Teacher brings students back together to share wriĕng and assess students informally on the work that has been done.

Writing Lesson 4 Revising and Editing

Lesson: 4 Procedures :

I can, with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 5 here .) ( W.5.5) I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L.5.2)

Students will proofread their dra├s, correcĕng capitalizaĕon, punctuaĕon, and spelling mistakes. 1. The teacher models rereading a chunk of text, correcĕng capitalizaĕon, punctuaĕon, and spelling

mistakes. 2. Students begin to edit their wriĕng. The teacher determines the best method to edit student dra├s:

a. Ediĕng in pairs b. Small group edits with the teacher c. Ediĕng independently

3. Students complete their wriĕng. 4. Opĕonal ‐ A├er the students have finished revising and ediĕng, the students can publish the wriĕng ‐

rewrite, type, or a powerpoint. 5. Oral Rehearsal : The class spends ĕme sharing their wriĕng

Note to the teacher : Refer to the Student Friendly Checklist as guidance for the teacher and students.




Who Settled the West?, Bobbie Kalman 1‐2 Days

Standards Reading RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.4: Determine the meaning of general academic and domain‐specific words and phrases in a text relevant to a grade 5 topic or subject area . Speaking and Listening SL.5.1: Engage effecĕvely in a range of collaboraĕve discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 5 topics and texts , building on others' ideas and expressing their own clearly. SL.5.2: Summarize a wriĥen text read aloud or informaĕon presented in diverse media and formats, including visually, quanĕtaĕvely, and orally. SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Writing W.5.8: Recall relevant informaĕon from experiences or gather relevant informaĕon from print and digital sources; summarize or paraphrase informaĕon in notes and finished work, and provide a list of sources. Language L.5.4: Determine or clarify the meaning of unknown and

TextFocusing Question During the 1800s diverse groups of immigrant seĥlers began to start a new life in the West. What reasons did people have for seĥling in the West?

Theme Connections Students will learn about the experience of seĥling out West. First, students will learn about the different seĥlers that migrated west from different countries. This informaĕonal text gives students insight into why immigrants le├ their naĕve countries and the challenges they faced on their “new” homeland.

Materials ● Who Seĥled the West?, Bobbie Kalman

Reader and Task Considerations ● Pictures paired with capĕons may be confusing to students. ● Explicitly model how idenĕfy capĕons that are paired with pictures. ● Students may not be familiar with the countries menĕoned in the text.

[Consider showing students location of countries on a map]



mulĕple‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L.5.5: Demonstrate understanding of figuraĕve language, word relaĕonships, and nuances in word meanings.

Vocabulary immigrant (noun)‐ a person who moves to another country from his or her naĕve land. immigraĕon (noun)‐ the act of coming to live in a new country. smallpox (noun)‐a contagious viral disease characterized by a fever and pus‐filled pimples that o├en leave scars

Learning Targets Focus of Instrucĕon: Reading and Responding to Text and Vocabulary

I can summarize the chapter The immigrants Arrive from Who Settled the West? ( RI.5.2)

First Read (Introduction to the text/Setting the purpose): ● Conduct a think aloud showing how informaĕon is connected in the text

○ Example: use the table of contents to show the progression of topics ● Tell students that they are only going to read a porĕon of the informaĕonal text, in order to summarize why

immigrants le├ their naĕve country and the challenges they faced on their “new” homeland ● Use “ The immigrants Arrive” to generate quesĕons about how and why immigrants le├ their country and

traveled to America to begin new lives (* Students generate question on postit notes and place them on “Questions” anchor chart)

● Ask students to summarize what they have read at the end of this reading.

I can use evidence from the Who Settled the West? to support my answers. (RI 5.1) I can effectively participate in different types of discussions and with different people about 5th grade topics and texts . ( SL.5.1)

I can determine the meanings of words in the text Who Settled the West? ( RI 5.4)

Rereading for Comprehension


What inspired immigrants to migrate to the West? Immigrants were inspired to move to the West because they wanted to escape the bad condiĕons of war, starvaĕon, and unemployment. (p.. 19)

What challenges did immigrants face before, during, and a├er their migraĕon to America? (*3 sticky note stop and jot. Students could place their findings on a whole group anchor chart See appendix for anchor chart)

S entence starters “The challenges immigrants faced before migraĕng were__________”

● Starvaĕon/Food Shortage ● War ● Unemployment ● Religious restricĕons



“The challenges immigrants faced during their migraĕon ___________”

● Incorrect documentaĕon of names and country of origin

● Language barriers “The challenges immigrants faced a├er their migraĕon _________”

● Poor living condiĕon ● Cultural differences ● Low paying jobs ● Dangerous working condiĕons

Sick immigrants were o├en sent back home. Do you believe this was fair or unfair ? Jusĕfy your response. ( *Turn and Talk )

Sick immigrants were sent back home to prevent diseases from entering the country. *Opinions vary* Sentence Starter‐ “In my opinion, this was fair because______” In my opinion, this was unfair because______

Vocabulary Acquisition

Vocabulary Questions Anticipated EvidenceBased Responses

Based on the informaĕon in the text, what is a patron? How did they help the Italian immigrants?

A patron is a person who is a sponsor that organizes job. They helped the Italian immigrants by finding jobs for them.

According to the text, what is a crofter ? Why did cro├ers prosper on their new land?

Farmers from Scotland were called cro├ers. They prospered on their new land because Scotland’s climate and land were similar to the northern areas of the West. Farming was not an issue for the cro├er, which was necessary part of survival in the West.



RI 5.1: I can use evidence from Who Settled the West? when responding to a question .

Reread to Gather Evidence/ Information

Note to the teacher: While students conĕnued to unpack informaĕon from the text to help them understand the topic and to answer the Text Focusing quesĕon, students had the opportunity to stop and jot key details down. Students need to use the informaĕon gathered when answering the Text Focusing quesĕon below.

● Teacher rereads the Text Focusing quesĕon: [Text Focusing Question] During the 1800’s, diverse groups of immigrant seĥlers began to start a new life in the West. What reasons did people have for seĥling in the West?

● Teacher prompts to the mode of wriĕng ‐ wriĕng to explain and give informaĕon. ● Teacher refers to a rubric ‐ the expectaĕons of a good wriĕng piece. (See the Appendix) ● The teacher passes out the student Exit Ticket to assess students’ understanding of the Text

Focusing Quesĕon. Refer to the Teacher Consideraĕon Secĕon of the lesson for scaffolding ideas for students that may need addiĕonal supports.

● The teacher prompts students to refer to their notes and any anchor chart supports when compleĕng their exit ĕckets.

Writing in Response to Reading Exit Ticket During the 1800’s, diverse groups of immigrant seĥlers began to start a new life in the West. What reasons did people have for seĥling in the West? Cite at least three supporĕng details from the text to support your answer. Model Exit Ticket According to the text, immigrants seĥled in the West because they wanted a chance for a beĥer life and escape condiĕons from their countries. On page 22, it states that Mennonites, Huĥerites and Dukhobors “ Wanted religious freedom. At home, they were rarely allowed to worship in peace. The United States and Canada offered religious freedom and cheap land”, In addiĕon, Icelanders le├ their country because of food shortage. They were able to build a strong farming community on their new land.



“Westward Expansion: The California Gold Rush,” ReadWorks.org 1‐2 Days

Standards

Reading .

Writing W.5.2: Write informaĕve/explanatory texts to examine a topic and convey ideas and informaĕon clearly.

Speaking and Listening SL.5.1: Engage effecĕvely in a range of collaboraĕve discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 5 topics and texts , building on others' ideas and expressing their own clearly. SL.5.2: Summarize a wriĥen text read aloud or informaĕon presented in diverse media and formats, including visually, quanĕtaĕvely, and orally. SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Language L.5.4: Determine or clarify the meaning of unknown and mulĕple‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

TextFocusing Question Allure means to powerfully aĥract or charm. How did the allure of the California Gold Rush contribute to the Westward Expansion?

Theme Connections This informaĕonal text paired with a song gives allows students to explore the feelings and moĕvaĕon of the California Gold Rush. Students will learn what sparked the California Gold Rush and the inspiraĕon behind the song Clementine. Finding gold in the West was not the only way to become rich.

Materials ● “Westward Expansion: The California Gold Rush,” ReadWorks.org ● Pencil (Students need to use pencils only when idenĕfying key details) ● Projector/Smartboard ● Video version of Clementine [ Consider playing the audio version of

Clementine as a way to engage students at the beginning of the lesson ] hĥps://www.youtube.com/watch?v=0rDTx4_UhuA&index=9&list=PLmNpoFmvnMio9DGI2lMgLY1y_O2YtUX1R

Reader and Task Considerations ● Speaking & Listening Rouĕnes should be explicitly taught and posted

in classroom prior to start of unit. ● The teacher should encourage students to use academic language (i.e.

main idea and key details) within their sentence starters. ● Students will need mulĕple opportuniĕes to work with the focus

vocabulary. See the Vocabulary Rouĕnes Guide for possible acĕviĕes. ● Read the text aloud to students and use the text‐dependent quesĕons

for group discussions. See the Speaking and Listening Routine Guide



for suggesĕons. ● Comprehending the meaning of the song would challenging from

students. Consider pairing students in heterogeneous pairs when reading the song.

● Consider playing an audio version of “Oh, My Darling Clemenĕne” to students who need more scaffolding

Vocabulary for Explicit Instruction wildfire (noun) – a huge fire that spreads very quickly. miner (noun)– a person who digs in the ground for valuable rocks or metal vast (adjecĕve)‐ huge, enormous 4 allure – something that has the power to aĥract scheme (noun)– a plan Lyrics”Oh, My Darling Clementine” excavaĕng (verb)‐ make (a hole or channel) by digging. dwelt (verb)‐ to live or stay as a permanent resident astray‐(adjecĕve) away from that which is right


Note to the teacher: The Frayer Model is another model vocabulary acĕvity that can be used to help students develop a strong understanding of a word. The teacher introduces this model to the students. A├er the students have received instrucĕon and support using the model comfortably, this acĕvity can be added to a workstaĕon. You can access the student version blank template in the 5th Grade ELA Appendix.

Image Resource: Covered wagon . Photography. Encyclopædia Britannica ImageQuest . Web. 14 Jul 2015.






Learning Targets (Skills/Outcome)

Focus of Instruction: Reading and Responding to Text and Vocabulary

First Read (Introduction to the text/setting the purpose): ● Introduce the text to students. Provide students with the text focusing quesĕon to consider as they read.

[ Allure means to powerfully aĥract or charm. How did the allure of the California Gold Rush contribute to the Westward Expansion? ]

● Remind students that answers the Text Focusing Quesĕon will allow them to answer the Lines of Inquiry at the end of the unit.

● Explain to students how the Text Focusing Quesĕon is aligned to the Lines of Inquiry. Say: “ Our Text Focusing Question, Allure means to powerfully attract or charm. How did the allure of the California Gold Rush contribute to the Westward Expansion? Allows us to understand why some people may have taken the challenging journey to the West. By answering this question, we will gather details that will help us to answer our Line of Inquiry : What motivated different groups of people to settle in the West and were the challenges of settlement worth it?

● Introduce the text by explaining to students that many people le├ their lives behind in search of a fortune in the West.

● Tell students that they are going to read a paired text, and one of the text are lyrics to a song. Say: “Today we are going to read a text that is paired with lyrics to a song. The text gives us a historical background of the California Gold Rush and what the results of gold being found in the West. The song gives us an insight into what many were feeling during the California Gold Rush?

● Project the map of the United States and emphasize that seĥles crossed the vast land to head to the West. ● Students turn and talk about some the challenges that people faced as they traveled to the West (Use

thinkpairshare from Speaking & Listening Routine Guide) . Refer to class anchor chart ● Read the text aloud to students. Ask students to add challenges that they have found within the text to

their student anchor chart. (Use thinkpairshare from Speaking & Listening Routine Guide) . Chart these descripĕons on an anchor chart.



I can accurately quote from If You Traveled West in a Covered Wagon when I am explaining what the author says. (RI.5.1)

Rereading for Comprehension: ● Read the text aloud to students. As they are reading students should underline details in the text that

shows the “allure” of the California Gold Rush. Say: ” Good readers know how to read for a purpose. As we are reading today, I want us to underline details in the text that supports the idea that the “allure” of the California Gold Rush contributed to Westward Expansion. Remember, that the meaning of allure is to charm or attract”

● As students read along, they should underline key details that describe the allure of the California Gold Rush. Model how to underline key details in the text


According to the text, how did the California Gold Rush?

According to the text, the California Gold Rush began in January 1848, when a chief builder of a sawmill told John A. Suĥer that he had discovered gold. Instead of John Suĥer keeping the discovery a secret he told his works. They eventually spread the story.

Why was California Considered the “land of promise”?

California was considered the “land of promise” because people thought they would be able to come to California and find gold.

The New York Tribune was an American Newspaper. They wrote “Fortune lies upon the surface of the earth as plentiful as the mud in our streets ” What was the meaning of the statement? Do you believe the statement influenced people? Why or Why not?

The statement “Fortune lies upon the surface of the earth as plentiful as the mud in our streets ”means that there was an abundance of gold in California. This statement influenced people because they became interested in moving to the California for the chance to become rich.

A├er reading the text, how did Sam Brennan prove that digging for gold was not the only way of becoming rich during the California Gold Rush?

Sam Brennan proved that digging for gold was not the only way to become rich during the California Gold Rush when he began selling tools to the miners. Thousands of miners began buying tools from him and he eventually became richer than majority of the miners that headed West for Gold.




Note to the teacher: While students conĕnued to unpack informaĕon from the text to help them understand the topic and to answer the Text Focusing quesĕon, students had the opportunity to gather evidence using different graphic organizers and another annotaĕng guide. Students need to use the graphic organizers they completed when answering the Text Focusing quesĕon below.

● Teacher rereads the Text Focusing quesĕon: [Allure means to powerfully attract or charm. How did the allure of the California Gold Rush contribute to the Westward Expansion? ]

● Teacher prompts to the mode of wriĕng ‐ wriĕng to explain and give informaĕon. ● Teacher refers to a rubric ‐ the expectaĕons of a good wriĕng piece. (See the Appendix) ● The teacher passes out the student Exit Ticket to assess students’ understanding of the Text Focusing

Quesĕon. Refer to the Teacher Consideraĕon Secĕon of the lesson for scaffolding ideas for students that may need addiĕonal supports.

Writing in Response to Reading Exit Ticket

● Allure means to powerfully aĥract or charm. Explain how the allure of the California Gold Rush contributed to the Westward Expansion. Use at least three pieces of evidence from the text [ Consideration for differentiation: Number of details that students include in their response may vary. Some students may only explain using 23 details. Extend the activity by requiring more details.]



If You Traveled West in a Covered Wagon, Ellen Levine 3‐5 Days

Standards

Reading RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.6: Analyze mulĕple accounts of the same event or topic, noĕng important similariĕes and differences in the point of view they represent.

Writing W.5.2: Write informaĕve/explanatory texts to examine a topic and convey ideas and informaĕon clearly.

Speaking and Listening SL.5.1: Engage effecĕvely in a range of collaboraĕve discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 5 topics and texts , building on others' ideas and expressing their own clearly. SL.5.2: Summarize a wriĥen text read aloud or informaĕon presented in diverse media and formats, including visually, quanĕtaĕvely, and orally. SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Language L.5.4: Determine or clarify the meaning of unknown and mulĕple‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

Text Focusing Question What was life like for early pioneers who traveled along the Oregon Trail?

Theme Connections This informaĕonal text gives detailed informaĕon about what it was like for the early pioneers who traveled along the Oregon Trail. The text is organized by quesĕons, which allows students to gain knowledge on a wide variety of aspects of life in a covered wagon. The text goes on to explain not only why the journey was difficult, but also how pioneers adapted to this new lifestyle while they traveled.

Materials ● Text ‐ If You Traveled West on a Covered Wagon (ARC) ● Teacher and student anchor chart (for the first read) ● Gr5 Unit 2 If You Traveled West in a Covered Wagon Anchor Chart with

annotaĕon codes ● Gr5 Unit 2 If You Traveled West in a Covered Wagon Main Idea graphic

organizer ● Gr5 Unit 2 If You Traveled West in a Covered Wagon Student Venn

diagram

Reader and Task Considerations Speaking & Listening Rouĕnes should be explicitly taught and posted in classroom prior to start of unit.

● The teacher should encourage students to use academic language (i.e. main idea and key details) within their sentence starters.

● Students will need mulĕple opportuniĕes to work with the focus vocabulary. See the Vocabulary Rouĕnes Guide for possible acĕviĕes.



● Read the text aloud to students and use the text‐dependent quesĕons for group discussions. See the Speaking and Listening Routine Guide for suggesĕons.

● Students are likely to need support, through explicit modeling, on how to annotate a text as they read using the annotaĕon codes listed below.

● The enĕre text will not be covered during whole group instrucĕon. The secĕons of text that are not used can be taught during independent reading and wriĕng staĕon, or with a guided reading group.

Vocabulary for Explicit Instruction territory (noun)‐ p. 6 ‐ an area of region of land marten (noun)‐ p. 6 ‐ a weasel‐like animal that hunts in trees and has shiny fur muskrat (noun)‐ p. 6 ‐ a rodent that lives in and near water and has brown fur canvas (noun)‐ p. 9 ‐ heavy, strong cloth made of linen or coĥon mule (noun)‐ p. 10 ‐ an animal that people use for riding or carrying heavy loads prairie (noun)‐ p. 11 ‐ a large area of land covered with grass schooner (noun)‐ p. 11 ‐ a sailing ship that is very large pioneer (noun)‐ p. 19 ‐ someone who is the first to live in or explore a new place scow (noun)‐ p. 25 ‐ a large flat‐boat used for carrying heavy loads across water fetch (noun)‐ p. 52 ‐ to go somewhere, pick up something, and bring it back


Note to the teacher: The Frayer Model is another model vocabulary acĕvity that can be used to help students develop a strong understanding of a word. The teacher introduces this model to the students. A├er the students have received instrucĕon and support using the model comfortably, this acĕvity can be added to a workstaĕon. You can access the student version blank template in the 5th Grade ELA Appendix.



Image Resource: Covered wagon . Photography. Encyclopædia Britannica ImageQuest . Web. 14 Jul 2015.



Focus of Instrucĕon: Reading and Responding to Text and Vocabulary

I can determine two or more main ideas in the text If You Traveled West in a Covered Wagon. (RI.5.2)

I can use what I know and what I have read from If You Traveled West in a Covered Wagon to explore new ideas about a topic during a discussion. (SL.5.1)

Lesson 1 Chart

Key Details from

Illustraĕon

Key Details from Text

Predict what life may have

been like

First Read (Introduction to the text/setting the purpose): ● Introduce the text to students. Provide students with the text focusing quesĕon to consider as they read.

[What was life like for early pioneers who traveled along the Oregon Trail?] ● Tell students that there are o├en mulĕple main ideas in an informaĕonal text because they have many

secĕons. Say: “This text is divided into sections based on a question about the topic. Today, students will focus on the question, “What was a covered wagon?” .

● Introduce the text by explaining to students that early pioneers traveled West in a covered wagon. Project the cover page of the book for students to see. Ask students to describe a covered wagon based on the illustraĕon. (Use thinkpairshare from Speaking & Listening Routine Guide) . Chart descripĕons on an anchor chart (shown on le├).

● Read pp. 9 ‐ 11 aloud to students. Ask students to describe a covered wagon based on the text. (Use thinkpairshare from Speaking & Listening Routine Guide) . Chart these descripĕons on an anchor chart (shown on le├).

● Ask students to predict what life may have been like for early pioneers based on how they described the covered wagon. (Use thinkpairshare from Speaking & Listening Routine Guide) The teacher should chart these descripĕons on an anchor chart (shown on le├).

● Encourage students to use sentence starters during discussion. ● Sentence frame: Based on ______________ (key detail), I predict _________________.






Note to the teacher : You can access the student version blank template in the 5th Grade ELA Appendix.

I can accurately quote from If You Traveled West in a Covered Wagon when I am explaining what the author says. (RI.5.1)

Lesson 2 Chart

Annotation Codes

T Trail and territory

W Wagon

P Purpose for Traveling

Type of people traveling

Note to the teacher: You can access the student version template in the 5th Grade ELA Canvas page. I can explain how the main

Rereading for Comprehension: ● Read pp. 5‐8 and 18‐19 aloud to students. Students should have a copy of the text. ● As students read along, they should annotate key details that describe the following: the Oregon trail and

territory, the wagon, the type of people traveling, and the purpose for traveling (see annotaĕon codes on le├). The teacher should model how to annotate the text using these codes at the beginning of the text using an anchor chart.


Look at the illustraĕon on page 7. How does the map help you to understand what the journey West was like? (p. 7) (Use Listen & Build On from Speaking & Listening Routine Guide)

The map shows the trail that early pioneers followed to the Oregon Territory. The map helps the reader understand that the journey was extremely long and difficult. I know this because the map shows that pioneers had to travel across many states and through tough terrain, such as the Rocky Mountains.

Why did the name “Oregon” make people think of starĕng new adventures? (p. 8) (Use Listen & Summarize from Speaking & Listening Routine Guide)

The word Oregon made people think of starĕng new adventures because many stories told about Oregon made it seem like a magical place. According to other stories about Oregon, flowers bloomed all year, the land was good for farming, and there was plenty of land that you could get for free.

What kind of people traveled to the West and why? Use evidence from the text to support your answer. (pp.. 18 ‐ 19)

Many different people traveled West for a variety of reasons. Farmers went West to find good new land. Storekeepers went to set up new shops. Doctors,



ideas in If You Traveled West in a Covered Wagon are supported by details in the text. (RI.5.2) I can summarize the points from If You Traveled West in a Covered Wagon and explain my reasons and evidence for those points . (SL.5.3)

Lesson 3 Chart

Main Idea: Traveling in a covered wagon was not easy

for early pioneers.

Key Detail: This detail supports the main idea because:

Note to the teacher: You can access the student version blank template in the 5th Grade ELA Appendix.

teachers, carpenters, arĕsts, and lawyers also went to Oregon to try something new.

● Lesson 3: The teacher should read pp. 20‐22 and 25‐29 aloud to students. Students should have a copy of

the text. Explain that readers noĕce clues given by an author throughout a text to help them understand ideas that are not stated. Guide students to draw conclusions about traveling in a covered wagon. Refer students back to the predicĕons they made about life on a covered wagon during the first read. Have students work collaboraĕvely to idenĕfy clues that will help them understand that traveling in a covered wagon was not easy. Use the graphic organizer on the le├ to record details.


How did pioneers decide what to bring on their trip? Why was it important to bring only essenĕal items in your covered wagon? (pp. 20 ‐ 21) (Use Listen & Build On from Speaking & Listening Routine Guide)

Pioneers decided what to bring based on how long they would be traveling. There were no supermarkets along the way, so they needed to figure out what they would need to be able to live for six months. It was important to only bring what was necessary because bringing too many things would make the wagon heavy. If the wagons were too heavy, the oxen pulling it could die.

What did early pioneers need to do in order to cross the river in a covered wagon when there was no bridge access? (pp. 25 ‐ 27) (Use Listen & Summarize from Speaking & Listening Routine Guide)

There were many ways to cross a river. First, large flat boats, or scows, could take wagons across the Missouri River. Someĕmes Indians had ra├s and would ferry you across rivers. Someĕmes you would build your own ra├s to cross the river. You could also take the wheels off of the wagon and make your own flat boat.

● Lesson 4: The teacher should read pages 50‐58 aloud to students. Students should have a copy of the

text.The main focus of this secĕon of text will be for students to compare and contrast their lives with the lives of children traveling West. As students read, they should record details about the lives of children in a Venn Diagram. Once students have finished reading this secĕon of text, they should record details about their lives on the other side of the Venn Diagram. Using this informaĕon, prompt students to find similariĕes and differences.



I can analyze multiple accounts of the same topic by discussing similarities and differences in their points of view in If You Traveled West in a Covered Wagon. (RL.5.5)

Lesson 4 Chart

Note to the teacher: You can access the student version blank template in the 5th Grade ELA Appendix.

I can use context clues to figure out the meanings of words or phrases in If You Traveled West in a Covered Wagon. (L.5.4)


What does the author mean by, “Some people said that the whole trip was one great big school”? Use one quote from the text to support your response. (pp. 50‐51)

The trip was someĕmes called one great big school because children learned many things along the way. For example, the text says, “You would learn about fixing things when they broke down, because you couldn’t just go to a store and buy something new.”

How does the author support the idea that children had important roles while traveling on the Oregon Trail? (Use Listen & Build On from Speaking & Listening Routine Guide)

The author supports the idea that children had important roles while traveling on the Oregon Trail by describing the important chores that children had. The text says, “Everybody worked very hard during the long days of traveling West. Children had lots of things to do.” Some chores were milking the cows, fetching water from the rivers, and washing dishes.

What was life like for a child during the Westward Expansion? (Use Listen & Summarize from Speaking & Listening Routine Guide)

Life for children during the Westward Expansion was very difficult, but someĕmes it was fun. Children had many chores to do to help their families. They also had to walk extremely long distances. Life was fun because the children went many places that they had never been before. They had the chance to explore and sing and dance.



The author states, “The cloth was called canvas …” What does canvas mean based off of the illustraĕon on the cover page? (p. 9)

Canvas is a type of fabric that was used to cover wagons. It was light in color and extremely durable. The text states that it was rubbed with oil to make it waterproof.

What does the word pioneers mean as it is described in the text? (p. 19)

The word pioneers refers to travelers who were the first group of people to move into a new land and make a new home.



I can accurately quote from If You Traveled West in a Covered Wagon when I am explaining what the author says. (RI.5.1) I can summarize If You Traveled West in a Covered Wagon. (SL.5.2) I can write to inform/explain ideas about life as an early pioneer traveling along the Oregon Trail to others clearly. (W.5.2)


Note to the teacher: While students conĕnued to unpack informaĕon from the text to help them understand the topic and to answer the Text Focusing quesĕon, students had the opportunity to gather evidence using different graphic organizers and another annotaĕng guide. Students need to use the graphic organizers they completed when answering the Text Focusing quesĕon below.

● Include ĕme for students to clarify any misunderstandings about the text through an Oral Rehearsal. ● Quesĕon to pose to the students to discuss: If you were a child traveling on the Oregon Trail, what

would be the most difficult thing for you? Support your opinion using evidence from the text. (Use Roundtable from Speaking & Listening Routine Guide) [Responses will vary. Responses should reflect an understanding of the challenges that children faced while traveling on the Oregon Trail.]

● Teacher rereads the Text Focusing quesĕon: [What was life like for early pioneers who traveled along the Oregon Trail]

● Teacher prompts to the mode of wriĕng ‐ wriĕng to explain and give informaĕon. ● Teacher refers to a rubric ‐ the expectaĕons of a good wriĕng piece. (See the Appendix) ● The teacher passes out the student Exit Ticket to assess students’ understanding of the Text Focusing

Quesĕon. Refer to the Teacher Consideraĕon Secĕon of the lesson for scaffolding ideas for students that may need addiĕonal supports.

Writing in Response to Reading Exit Ticket

● What was life like for early pioneers who traveled along the Oregon Trail? Cite evidence from the text to support your answer. [ Consideration for differentiation: Number of details that students include in their response may vary. Some students may only explain what life was like for early pioneers with 23 details. Extend the activity by requiring more details.]

Model Exit Ticket Life was difficult for early pioneers who traveled along the Oregon Trail. Life was difficult because the journey was extremely long. Another part of the journey that was difficult was that there wasn’t room for beds for the enĕre family in the covered wagon. [Other details may mention food supply, limited room for packing, walking long distances, doing chores, and crossing rough terrain, etc.]



Pioneer Girl, Andrea Warren 3‐5 Days

Standards Reading RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figuraĕve language such as metaphors and similes. RL.5.6: Describe how a narrator's or speaker's point of view influences how events are described. RL.5.7: Analyze how visual and mulĕmedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, mulĕmedia presentaĕon of ficĕon, folktale, myth, poem). RL.5.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4‐5 text complexity band independently and proficiently. RF.5.3: Know and apply grade‐level phonics and word analysis skills in decoding words. RF.5.4: Read with sufficient accuracy and fluency to support comprehension.

Speaking and Listening SL.5.1: Engage effecĕvely in a range of collaboraĕve discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 5 topics and texts , building on others' ideas and expressing their own clearly. Writing W.5.1: Write opinion pieces on topics or texts, supporĕng a

Text Focusing Question Family and community played a role in helping families seĥle in the West. How did the McCance family navigate the hardships of the prairie?

Theme Connections Students will learn about the hardship of living in the West through the experience of Grace McCance and her family. The text focuses on the trails and tribulaĕons the family faces on their newly seĥled land. Students will be able to recognize that only half the baĥle is won during the migraĕon west when the family faces challenges that are beyond their control.

Materials ● Pioneer Girl , pages 499‐513, Houghton Mifflin ● Post‐its ● Highlighters ● Chart paper

Reader and Task Considerations ● The teacher needs to explicitly explain what a memoir is ● Students will need to know that when a statement is in quotaĕons it means that

it’s the direct words of a person ● Teachers may not be able to get through the enĕre text in one day due to its

length ● Pair ELLS and SPED with higher performing students during reading. ● The teacher can create an anchor chart to capture the challenges faced on the

prairie. This will be referenced in the pair wriĕng module



point of view with reasons and informaĕon. Language: L.5.1: Demonstrate command of the convenĕons of standard English grammar and usage when wriĕng or speaking. L.5.2: Demonstrate command of the convenĕons of standard English capitalizaĕon, punctuaĕon, and spelling when wriĕng. L.5.4: Determine or clarify the meaning of unknown and mulĕple‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

Vocabulary for Explicit Instruction homesteader (noun) ‐ p. 501 ‐ someone who lawfully claims and seĥles on a piece of land. backfire (noun) ‐ p. 501 ‐ to have results that are unplanned and the opposite of those desired soddy (noun)‐ p. 503 ‐ a home made out of sod sod (noun) ‐ p. 505 ‐ the layer of ground that contains the grass; turf. immigrant (noun) ‐ p 509 ‐ a person who moves to another country from his or her naĕve land steadfast (adjecĕve) ‐ p. 513 ‐ not likely to change; firmly established memoir (noun)‐ p. 513 ‐ an account of facts or events based primarily on the author's personal experience


I can determine the theme of a fiction text by thinking about the details in Pioneer Girl . (RL.5.2)

Theme:

Capture Sheet

Page # Detail #1

Detail #2

Detail #3

First Read (Introduction to the text/setting the purpose): ● Introduces the text to students. The teacher provides students with the text focusing quesĕon to

consider [ Family and community played a role in helping families settle in the West. How did the McCance family navigate the hardships of the prairie?]

● Students that they are going to read to find out what the theme of the story is:” Today we are going to read the text Pioneer Girl. As we are reading we want to think about theme or lesson. We will be paying close attention to details in the text that helps us to support our theme. This will help us to navigate through the text and set us up for success to answer our text focusing question.”

● During the first read the teacher should have students capture details for the theme using a capture sheet or sticky notes .

● Students should share their theme with a partner before sharing with the whole group.



I can explain how visuals contribute to Pioneer Girl. (RL.5.7) I can accurately quote from Pioneer Girl when I am explaining what it says . (RL.5.1)

Rereading for Comprehension


What is the purpose of the poster on page 500? What are some claims this poster is making about the farmlands? (Turn and talk with a partner) Sentence starters: “The purpose of the poster is __________” “The claims the poster made are _________”

The poster is trying to draw seĥlers West along the Union Pacific Railroad through Nebraska by adverĕsing rich farming lands for $1.50 to $8.00 per acre; it also offers town lots for sale. It promises a mild and healthful climate, dark soil that is good for growing corn, wheat, oats, barley and offers to provide coal to seĥlers at inexpensive costs.

Why does the author begin the story with the poster on page 500?

The author begins the story with a poster because she wants us to know that the McCance family moved to the West for the adverĕsed rich farming land.

Reread page 501. Homesteaders were those seĥlers who headed West to claim land and build a house. According to the text, who is Grace McCance, and how is her experience as a homesteader woven into the story?

According to page 501, Grace is the 5 year‐old daughter of Poppie McCance. She had wriĥen a memoir when she was older, and her experience is woven into the story with the direct quotaĕons from her memoir. (A memoir is an account or descripĕon of one’s personal life and experiences—an autobiography.)

Reread pages 502 – 504. What threats to families and farms does the weather cause? How do homesteaders handle the challenges?

According to the text, hailstorms, lightning, and rain storms were threats that were caused by the weather, which damaged crops and harmed animals. On page 502, it states “Hail storms could pound crops to pieces in a maĥer of minutes, and injure or kill birds and animals” In addiĕon, it states that people were killed by hail storms if they were not sheltered.

Reread page 507. How did the McCances celebrate their first Christmas on the prairie?

The girls wore new dresses their mother had sewn from fabric sent by their grandmother. They used a plum bush for a Christmas tree, which they decorated with paper chains and popcorn strings. They didn’t have any presents. The neighbors shared in the



celebraĕon by joining them for a turkey dinner.

Based on the text, do you believe that the McCance’ westward journey and seĥlement was worth it? Use two pieces of evidence from the text to support your opinion. ( Stop and Jot. Students’ opinion should be added to anchor chart)

[Responses may vary] Sentence Starters: I believe that the McCance’s journey was worth it because _______________________. I believe that the McCance’s journey was not worth it because _____________________.

Many seĥlers had different perspecĕves about living in the West. How does Grace’s descripĕon, above, of Poppie and the ferĕle land and Mama and the well, show how her parents experienced homesteading life differently? (p. 507)

The descripĕon explains how Poppie was opĕmisĕc, looking at the opportuniĕes or potenĕal that the ferĕle land offered. Mama saw the challenges of homesteading life, hoping to have a well to make these a liĥle easier.



I can determine the meanings of words and phrases used by the author of Pioneer Girl . (RL.5.4)

I can use context clues to clarify the meaning of words and phrases in Pioneer Girl. L.5.4 (a)



Many seĥlers lived in sod houses, or houses made from the prairie grass and dirt. Re‐read the last paragraph on page 503, what does Grace mean when she remembers, “Then there was a cracking, tearing sound, and the soddy seemed to quiver?” Why is it in quotaĕon marks?

According to the details in the text, the author is describing what it was like when a huge rainstorm struck, the lightning flashed and her house shook. These are Grace's exact words from her memoir.

Many seĥlers lived in sod houses, or houses made from the prairie grass and dirt. Re‐read the last paragraph on page 503, what does Grace mean when she remembers, “Then there was a cracking, tearing sound, and the soddy seemed to quiver?” Why is the phrase in quotaĕon marks? (Students can stop and jot their responses and share with a partner.)

The author is describing what it was like when a huge rainstorm struck, the lightning flashed and her house shook. These are Grace's exact words from her memoir.

Poppie said, for the hundredth ĕme, that he had never seen such a land as this, so rich, so ferĕle. But Mama said only that she wished we had a well in our own yard.” What does ferĕle mean and why did Mama wish for a well? (p. 507)

Ferĕle land is rich soil for growing plants. Poppie was very thankful for the rich land for growing crops. A well is where homesteaders would get water. Her mother really wanted a well so she could easily get water for the family. Because they did not have enough money for a well, Poppie would drive elsewhere to fill up water barrels.



Family and community played a role in helping families seĥle in the West. How did the McCance family navigate the hardships of the prairie?

Exit Ticket: When lightning started prairie fires, the family worked together to fight the fires. They would light backfires or dig trenches to keep the fires from spreading. When a rainstorm caused major damage to the McCance sod house, the family worked together to



pick up the pieces that had blown into the fields. At Christmas, when their family was too far to celebrate with them, neighbors joined together to feast on a roast turkey dinner. From a very young age, the children always helped with work on the prairie .



“Women on the Lone Prairie,” Sean McCollum 3‐4 Days

Standards Reading RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.3 Explain the relaĕonships or interacĕons between two or more individuals, events, ideas, or concepts in a historical, scienĕfic, or technical text based on specific informaĕon in the text. RI.5.4 Determine the meaning of general academic and domain‐specific words and phrases in a text relevant to a grade 5 topic or subject area . RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/soluĕon) of events, ideas, concepts, or informaĕon in two or more texts.

Speaking and Listening SL.5.1 Engage effecĕvely in a range of collaboraĕve discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 5 topics and texts , building on others' ideas and expressing their own clearly. SL.5.3 By the end of the year, read and comprehend informaĕonal texts, including history/social studies, science, and technical texts, at the high end of the grades 4‐5 text complexity band independently and proficiently.

Writing W.5.1 Write opinion pieces on topics or texts, supporĕng a point of view with reasons and informaĕon W.5.2 Write informaĕve/explanatory texts to examine a topic and

TextFocusing Question The Homestead Act of 1862 offered up to 160 acres of free land to seĥlers. However, this free land came with many challenges that women and their families had to overcome. How did women seĥlers conquer the challenges faced on the American fronĕer?

Theme Connections Students will learn about the challenges that women confronted as pioneers. As homesteaders the women maintained a sense of purpose to overcome hardships. The author of the text has provided visuals and features to support their interpretaĕon of life as a pioneer.

Materials ● Text, “Women on the Lone Prairie” (5th Grade HM Text) ● Gr5 Unit 2 Women on the Lone Prairie Graphic Organizer ● Gr5 Unit 2 Women on the Lone Prairie Anchor Chart ● Highlighter ● Post‐it notes


● The text start off with an adverĕsement of land for sale in the West. The adverĕsement gives students context as to why the McCances may have moved to the West.

● Explicitly teach students that statements in quotaĕons are the direct words of a person

● The text pose a challenge for some; Pair students in heterogeneous groups when reading the text.

● Create an anchor chart to capture the challenges women faced on the prairie. Anchor chart will be referenced in the daily wriĕng module.



convey ideas and informaĕon clearly. Language L.5.1 Demonstrate command of the convenĕons of standard English grammar and usage when wriĕng or speaking. L.5.2 Demonstrate command of the convenĕons of standard English capitalizaĕon, punctuaĕon, and spelling when wriĕng. L.5.4 Determine or clarify the meaning of unknown and mulĕple‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

Vocabulary for Explicit Instruction desolate (adjecĕve) ‐ p. 18 ‐ lacking the people, plants, animals, etc. that make people feel welcome in a place Inhospitable (adjecĕve) ‐ p. 18 ‐ having an environment where plants, animals, or people cannot live or grow easily chaĥering (ver) ‐ p. 18 ‐ to make a clicking sounds by knocking together rapidly paralyzed (adjecĕve) ‐ p. 18 ‐ to be unable to move, funcĕon or act resourceful (adjecĕve) ‐ p. 19 ‐ able to deal with new or difficult situaĕons and to find soluĕons to problems endurance (noun) ‐ p. 19 ‐ the ability to do something for a long ĕme plague (noun) ‐ p. 20 ‐ a deadly disease, sudden invasion of harmful insects, or any terrible thing that harms many people


Focus of Instrucĕon: Reading and Responding to Text and Vocabulary

I can explain how the main ideas in Women on the Lone Prairi e are supported by the details in the text. (RI.5.2)

First Read (Introduction to the text/setting the purpose): ● Introduce the text to students. Provide students with the text focusing quesĕon to consider [ The

Homestead Act of 1862 offered up to 160 acres of free land to settlers. However, this free land came with many challenges that women and their families had to overcome. How did women settlers conquer the challenges faced on the American frontier?]

● Tell students that they are going to read to find out what the main idea of the story. Say: “Today we are going to read the text Women on the Lone Prairie. As we are reading we want to think about what the story is mostly about. We will be paying close attention to details in the text that help us to support our main idea. This will help us to navigate through the text and set us up for success to answer our text focusing question”

● During the first read, have students capture details for the main idea using a capture sheet or sĕcky notes. ● Students should share their explanaĕons of the main idea with a partner before sharing with the whole

group.

I can read and understand Women on the Lone Prairi e

Rereading for Comprehension: ● During the second read of the text, students should annotate using the annotaĕon symbols chart.



(RI.5.10)

I can accurately quote from Women on the Lone Prairie when answering a question. (RI.5.1) . I can explain how the author of Women on the Lone Prairie uses specific reasons and evidence to support particular points in informational texts. (RI.5.8)


Based on the text, what inspired people to move west?

Based on the text, people were inspired to move west because the homestead gave people the chance to escape poverty, persecuĕon, and own land.

Under the heading “Trials, Tribulaĕons, and the Pioneer Spirit”, the author states, "the fierce weather of the Great Plains could break the will and hopes of a homesteader in an a├ernoon." What clue in the text helps to determine the meaning of the phrase “break[ing] the will and hope”?

How did the weather play a part in “breaking one’s hope”? ( Turn and talk with a partner. Students should use highlighters to find supporting details)

A clue that explains the meaning of the phrase “break[ing] the will” is the story of one pioneer, Rachael Calof, who talked about growing wheat and it being destroyed by a hailstorm. The growth of the wheat was a symbol of hope, but once it was ruined by the hailstorm Rachael realized all of her family’s hard work was destroyed.

Based on the text, how did cultural misunderstandings amongst the seĥlers and Naĕve Americans lead to miscommunicaĕon between the two groups?

When the homesteaders seĥled on the prairie, Naĕve Americans lived on the land. One of the narrators described an incident where she thought she was going to be scalped by two Naĕve Americans who were peeking through her window, so she ran off. She later discovered the two Naĕve Americans were curious about her hair and wanted to touch it.

The author describes the experiences of the women who lived on the fronĕer by using details from the women pioneers’ point of view. Which quotes support the idea that the women encountered challenges?

(Responses vary) A quotaĕon from the text that supports the idea that women encountered challenges is “It was of such intensity that in few minutes pracĕcally all for which we had suffered and labored was destroyed.”

I can determine the meanings of words and phrases in science




and social studies texts. (RI.5.4)

I can determine the meanings of words and phrases in Women on The Lone Prairie . (RI.5.4)

Vocabulary Questions Anticipated EvidenceBased Response

On the top of page 19, the author uses the phrase “proving up”. What were the requirements of “proving up” a land claim?

How might “ proving up ” the land be challenging to homesteaders? Use evidence from the text

In order for a land to be “proved up” land must be developed within 6 months, and a homesteader must live on the land for five years. A├er, meeĕng both requirements the homesteader owns the land.

“Proving up” the land will be challenging for homesteaders because the author describes the land as tough. According to the text, there were only two natural resources available which were grass and soil.

The author helps the reader conclude that the prairie was a desolate environment for the pioneers. How does evidence from the text and illustraĕons support this conclusion?

A reader can conclude that the prairie was a desolate environment, because the author states that the only natural resources on a prairie were grass and soil. The illustraĕons, depicted in the arĕcle show flat land without the presence of trees, animals, numerous homes, or any neighboring sources of water.

On page 18, the author states that the Great Plains “was one of the toughest, most inhospitable regions of America yet to be seĥled.” Inhospitable means having an environment where plants, animals, or people cannot live or grow easily. A├er reading page 19, what details does the author use to help the reader conclude that the Great Plains was an inhospitable environment for the pioneer?

The Great Plains was an inhospitable environment for the pioneers because there was of the lack of trees for building and heaĕng homes. In addiĕon, extreme weather condiĕons forced people to live along with their farm animals, and hailstorms damaged crops.

Resourceful means to be able to deal well with new or difficult situaĕons and to find soluĕons to problems. Reread paragraphs 1 and 2 under the heading “People in Grass Houses.” Paraphrase the descripĕon of a soddy. How was building a soddy an example of being resourceful ?

Building a soddy was an example of being resourceful, because a soddy is a house made from bricks that consisted of soil and grass. Bricks were placed side by side to create walls two feet thick.

Because there were very few trees available on the land, homesteaders were resourceful by using the soil and grass to make bricks for housing.



I can tell you the cause and effect relationships in the text Women on the Lone Prairie. (RI.5.5) I can accurately quote from Women on the Lone Prairie when answering a question. (RI.5.1)


Text Dependent Question Anticipated EvidenceBased Response

The author tells the experiences of women and their families who lived on the prairies and how they adapted to their circumstances by using a cause/effect text structure. What evidence is provided in the text to support the author’s use of cause/effect throughout the text? (Teachers could explain the meaning of cause/effect. Teachers can scaffold by giving students the causes and have them find the effect)

Cause Effect

Homestead Act of 1864

Seĥlers move to the West; free land was available to be claimed; The West became populated.

Lack of Natural Resources

Building of sod houses and the burning of manure for fuel

Severe Weather Destrucĕon of crops; families lived in homes with animals; extreme temperatures; possibility of prairie fires during dry summer

Isolated Life ● Loneliness drove some seĥlers mad ● no immediate medical aĥenĕon ● products and goods were not abundant

Cultural Misunderstanding and Racism

Interacĕon between Naĕve Americans and seĥlers were tense

The Homestead Act of 1862 offered up to 160 acres of free land to seĥlers. Amongst these seĥlers, women and their families helped seĥle the American fronĕer despite many challenges they had to overcome. How did women seĥlers conquer the challenges faced on the

Many ordinary women moved with their families to seĥle the desolate land of the American fronĕer. Despite their seĥlement and hope for a beĥer future, the women and their families faced numerous challenges that made living on the prairie difficult. For example, “trees and lumber were few and far between” on the land. Due to the absence of many trees, women and their families had to use the only resource available to build their homes, which was grass and soil. Furthermore, the lack of trees also resulted in a lack of fuel for families for cooking and heaĕng



American fronĕer? Include three examples described in the text that show the challenges women and their families endured and how they conquered those challenges.

their homes. Many of the women would then gather dried manure because the plains had “had been an open range, first for buffalo, then for caĥle.” This parĕcular resource was then used “to make a fire.” Another example, …



Black Cowboy, Wild Horses, Julius Lester 5 Days

Standards Reading RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figuraĕve language such as metaphors and similes. RL.5.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4‐5 text complexity band independently and proficiently. RF.5.4: Read with sufficient accuracy and fluency to support comprehension. Speaking and Listening SL.5.1: Engage effecĕvely in a range of collaboraĕve discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 5 topics and texts , building on others' ideas and expressing their own clearly.

Writing W.5.2: Write informaĕve/explanatory texts to examine a topic and convey ideas and informaĕon clearly. W.5.4: Produce clear and coherent wriĕng in which the development and organizaĕon are appropriate to task, purpose, and audience. (Grade‐specific expectaĕons for wriĕng types are

Text Focusing Question In the 1870s and 1880s, one out of every three cowboys were African‐American. How does Bob Lemmons’ experience as a former slave help him tame the wild horses, and how does he respond to various challenges of living in the West?

Theme Connections This lesson provides students with an opportunity to understand the experiences of black cowboys during Westward Expansion. The text highlights the challenges and benefits of seĥling in the West.

Materials Lesson 1:

● Projector or Smartboard ● Read page 12 and 13 “African‐American Seĥlers”of Who Settled The West? by

Bobbie Kalman ● Video #1: “ 1878 The Black Cowboy and George McJunkin ‐ SchoolTube”

hĥp://www.schooltube.com/video/484f7beb5913455cb106/Black%20Cowboys

● Gr5 Unit 2 Challenges/Benefits ‐ 1878 The Black Cowboy and George McJunkin ● Gr5 Unit 2 Cloze Note for 1878 The Black Cowboy and George McJunkin ● Gr5 Unit 2 Map of States ● Wriĕng journals or lined paper

Lessons 2 5: ● Text ‐ Black Cowboy, Wild Horses: A True Story Houghton Mifflin ● Video #2: “Black Cowboy, Wild Horses” (Read aloud)

hĥps://www.youtube.com/watch?v=PXP7ZlTPgp ● Supporĕng anchor chart‐ Simile and Metaphor ● Gr5 Unit 2 ‐ Simile and Metaphor Graphic Organizer ● Supporĕng anchor chart‐ challenges/acĕons to overcome the challenges



defined in standards 1‐3 above.) Language L.5.1: Demonstrate command of the convenĕons of standard English grammar and usage when wriĕng or speaking. L.5.2: Demonstrate command of the convenĕons of standard English capitalizaĕon, punctuaĕon, and spelling when wriĕng. L.5.4: Determine or clarify the meaning of unknown and mulĕple‐meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L.5.5 : Demonstrate understanding of figuraĕve language, word relaĕonships, and nuances in word meanings

● Gr5 Unit 2 ‐ Challenges/Acĕons to overcome challenges Black Cowboys, Wild Horses Graphic Organizer

● Supporĕng anchor chart‐ Vocabulary Development ● Gr5 Unit 2 Frayer Model

Reader and Task Considerations: ● To build geographical knowledge, have students highlight the states that were

developed during Westward Expansion based on informaĕon in 1878 The Black Cowboy and George McJunkin ‐ video [Blank map can be found on the 5th Grade ELA Canvas Page]

● Students will need on‐going support to understand the literary devices of similes and metaphors used throughout the text.

● Students should be aware that the text is based on a true story. ● Simile and metaphor anchor chart would support ongoing learning. The anchor

chart should be a work in progress ‐ adding to it as the feature is explicitly taught.

● Challenge/Acĕon anchor chart would support ongoing learning.The anchor chart should be a work in progress‐adding to it as more challenges arise in the text.

● For vocabulary consider using a Frayer Model. A Frayer model anchor chart would support ongoing learning. The anchor chart should be a work in progress ‐ adding to it as more synonyms are taught. [Blank Frayer Model can be found on the 5th Grade ELA Canvas Page]

● Explicitly state the difference between similes and metaphors, and provide examples of each from the text.

Vocabulary for Explicit Instruction bluff (noun) ‐ p. 525 a hill or shore with steep sides corral (noun) p. 525 ‐ an area with a fence around it. Corrals are used to keep horses and caĥle from wandering away suspend (verb) p. 525 to make something hang from a higher posiĕon stallion (noun)‐ p. 526 An adult male horse mustang (noun) p. 526 ‐ A wild horse of the western plains of North America herd (noun) p. 526 ‐ Any group of caĥle or wild animals that feed and travel together colt(noun) p. 526 ‐ a young male horse grazed (verb) p. 526 ‐ to feed on growing grass saddle (noun) p. 526 ‐ a leather seat that is used on the back of a horse or other animal to carry the rider



canteen (noun) p. 526 ‐ a small container for carry water intently (adverb) p. 526 ‐ focused dismounted (verb) p. 526 ‐ to get down from a horse or vehicle Pranced (verb) p. 535 ‐ to raise the front legs and spring forward with the rear legs descending (verb) Page 535 ‐ to move downward or to a lower posiĕon feebly (adjecĕve) p. 535 ‐ without strength, weak in mind or body fetlock (noun) p. 537 ‐ the projecĕng bone above and behind the hoof of a horse or horse‐like animal remorse (noun) p. 529 ‐ a feeling of guilt are real sorrow a├er over having done something wrong Ravine (noun) p. 529 ‐ a deep narrow valley. Ravines are usually created from flowing water Note to the teacher : Students will be learning a considerable amount of vocabulary, within a variety of contexts. So, one model supporĕng document has been incorporated into the lessons in order to provide support with vocabulary instrucĕon to support access for all students. The blank templates are included in the 5th Grade ELA Canvas page.


I can explain how Bob Lemmons responds to challenges and discuss the overall lesson of Black Cowboy Wild Horses: A True Story (RL.5.2)

First Read: (Introduction to the text/setting the purpose): ● Introduce the text to the students. The teacher provides the students with the text focusing quesĕon to

consider. [ How does Bob Lemmons experience as a former slave help him tame the wild horses, and how does he respond to various challenges in the West ?]

● Explain to students that readers a consider the challenges the main characters faces as they are reading. Encourage students to think about the challenges Bob Lemmons faces and how he overcomes them.



I can quote accurately from Black Cowboy Wild Horses: A True Story and provide textual evidence to explain what it says ( RL 5.1)

Rereading for Comprehension:


The author shows us that Bob’s life on the range is not easy. What clues from the text demonstrate this? (pp. 525‐529)

Bob is up and working at dawn. “First Light. Bob Lemmons rode his horse slowly up the rise.” (p. 525) Although it was cold, he “could not make a fire. The mustangs would smell the smoke in his clothes from miles away.” (p. 526)

How can we tell that Bob has herded wild mustangs many ĕmes before?

Bob knows how to read the tracks. Even without the tracks, he knows where the mustangs will probably go and what they will do. He knows where to wait for the horses and how to keep from scaring them.

How does the author show us that the Stallion (an adult male horse) is the leader of the herd? (pp. 530‐535)

“If the stallion smelled anything new, he and the herd would be gone and Bob would never find them again.” (p. 530) When Bob and Warrior joined the herd “The stallion eyed them for a moment. Then, as if to test this new comer, he led the herd off in a gallop.” (p. 532) A├er the death of the colt, “The stallion wanted to move the herd from there, and pushed the mare with his head.” (p. 535)

Reread page 535. A├er the colt is killed by the raĥlesnake, how does the author show that the horses are agitated by this incident? How does Bob use the death of the colt to his advantage?

“The horses whinnied and pranced nervously.” “The mustangs milled aimlessly. The colt’s mother whinnied, refusing to leave the side of her colt.” (p. 535) Bob used this ĕme to challenge the stallion. He knew that right a├er the colt died, the stallion would not have the heart to put up a good fight.”



I can understand similes and metaphors in Black Cowboy Wild Horses: A True Story (RL 5.4)



A bluff is a high steep bank. Use the text and illustraĕon on page 525 to describe what Bob can see from the bluff.

“He looked down at the corral where the other cowboys were beginning the morning chores.” (p. 525) The illustraĕon shows the various farm buildings, horses in corrals, and cowboys working.

A simile is a comparison of two or more words using like or as. On page 529, the author uses similes that include words like grief, remorse (regret for a wrong commiĥed) and fear. What are the similes and what might the author be telling us about Bob’s life on the range?

“Near dusk, clouds appeared, piled atop each other, like mountains made of fear. … The rain came as hard and as sĕnging as remorse. … The clouds thinned, and there, high in the sky, the moon appeared as white as grief.” These words indicate that life on the range might be difficult and frightening.

Choose one of the similes or metaphors on page 525 and explain what it means.

“land stretching as wide as love” = unending plains “suspended on cold threads” = gliding “land and sky kissed” = horizon

Reread page 526. What does it mean when the author says that Bob could not read words, but he could read the ground. What informaĕon was he able to aĥain by reading the ground?

Because he had been a slave, Bob had never learned to read. Bob learned that there was a “herd of eight mares, a colt, and a stallion.” “They had passed there two days ago.” (p. 526)

I can determine the theme of Black Cowboy Wild Horses: A True Story by thinking about details in the text . (RL 5.2)

I can build on others’ ideas and express my own ideas clearly while discussing 1878 The Black Cowboy and George McJunkin. (SL.5.1)

Reread to Gather Evidence/Information: Note to the teacher: The teacher will take ĕme to reread the idenĕfied pages below and ask text‐dependent quesĕons to conĕnue to gather informaĕon. Immediately following, is a video to clarify any misunderstandings about Black Cowboys and their experiences during Westward Expansion.


Reread page 537. In your own words, describe how Bob took over the herd.

Bob surprised the stallion by having Warrior rear up on his back legs. The two horses fought each other using their front legs and their teeth. A├er striking again and



I can think about new ideas being discussed and then draw my own conclusions based on what I have learned from 1878 The Black Cowboy and George McJunkin (SL.1.D)

I can write one paragraph that explains my opinion on the benefits and challenges of blacks/black cowboys during Westward Expansion and provide reasons and information to support that opinion (W.5.1)

again, Warrior pushed the stallion and it lost its fooĕng and fell. The stallion then scrambled to its feet and troĥed away.

Reread page 541. How do you think Bob feels about bringing the mustangs into the corral? Use evidence from the text to support your answer.

Bob likely feels remorse about corralling the mustangs. He rode away from the corralled horses and stopped and stared out at the plain. When Warrior “reared and whinnied loudly” Bob responded with “I know. Maybe someday.” (p. 541) The author tells us Bob thinks that maybe someday he and Warrior “would ride with the mustangs, ride to that forever place where land and sky kissed, and then ride on.” (p. 541) This indicates that Bob values his freedom and that he would like to ride freely with the mustangs instead of leading them to the corral.

Black Cowboys, video SchoolTube

Preview of Video: Black Cowboys SchoolTube ● First View Preview video of 1878 The Black Cowboy and George McJunkin to understand basic

concept. Show map of states that were developed during Westward Expansion. The map can be found in the 5th Grade ELA Canvas Page..

Second View Using the video, students will take notes about the challenges and benefits black cowboys faced during Westward Expansion. Use the note‐taking sheet to pause at various points throughout the video to enable students to complete Cloze‐Notes. Teachers will model how to complete Challenge/Benefit T‐Chart. The blank templates are included in the 5th Grade ELA Canvas Page. Anticipated Response Notes :


According to the video, After the Civil War , why did blacks move West?

According to the video, blacks moved West because they were tired of war and poliĕcs.



What did the West symbolize for the Slaves? To former slaves the West was a place to start over

What states did blacks move to during Westward Expansion

New Mexico, Arizona, California, Oregon, Washington, Kansas, Nebraska, The Dakotas, and Montana

List four jobs blacks held during Westward Expansion (Answers may vary)

Farmers, Miners, Oilmen, Merchants, Bankers, Lumberjacks, Seaman, and Sheriffs

Video Debrief (Oral Rehearsal) Facilitate a discussion with students about the challenges and benefits black cowboys encountered during Westward Expansion. Guide students in understanding that many cowboys were former slaves, thus westward expansion gave them freedom to control their own lives. As a result of slavery, they already understood how to farm the land and survive on their own.

Teacher Says: Student Says:

“Based on the evidence presented in the video, what are some challenges that blacks/black cowboys faced during Westward Expansion?”

“According to the video, a benefit is that blacks moved to areas that were rich in Timber and natural minerals.”

“We’ve discussed many benefits and challenges that blacks faced during Westward Expansion. Now for independent pracĕce I’d like to you to use evidence from the video to explain if you think the experience blacks/black cowboys faced during Westward Expansion was worth the challenges, and why?”

Students may ask clarifying quesĕons before beginning the wriĕng task

Writing in Response to Reading Exit Ticket Former slaves took advantage of the opportunity to move West during Westward Expansion to start a new life for their families. Many worked as cowboys, farmers, merchants and even sheriffs. Using evidence from the video 1878 The Black Cowboy and George McJunkin, write one paragraph explaining if you believe the challenges blacks/black cowboys faced during Westward Expansion was worth it, and why. [Consider pulling a small group



to guide students in formulating their paragraphs. Stronger writers can work independently.]

Note to the Teacher : The chart below can be used with the video or the re‐read, think, write acĕvity.

Name: Date:

Title: Black Cowboys

Challenges Benefits

Note to the Teacher: You can access the blank version of the student template in the ELA Grade 5 Appendix.


Image Resource: 1890s Canadian stock saddle . Photography. Encyclopædia Britannica ImageQuest . Web. 14 Jul 2015.



unit overview: 5th grade, unit 2: westward expansion, was...

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