Kirstie Freeman November 8, 2011

Text Set Standards Used: SS4H6 The student will explain westward expansion of America between 1801 and 1861.
a.

Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).

ELA4W2 The student demonstrates competence in a variety of genres. The student produces a narrative that: a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest.

ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

f. Summarizes main ideas and supporting details. ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible

explanation of a variety of literary and informational texts. e. Distinguishes cause from effect in context. ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. f. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text ELA4W2 The student demonstrates competence in a variety of genres. The student produces a persuasive essay that:
a. Engages the reader by establishing a context, creating

a speakers voice, and otherwise developing reader interest ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. g. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an authors life. ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:

a. Locates facts that answer the readers questions. Interest and Reading levels: When starting this text set I had a meeting with my cooperating teacher to talk about the students interests and reading levels. I found out that the students had a variety of interests but they all seem to enjoy social studies no matter what the topic. She shared many ideas with me about projects and assignments that she has noticed the students enjoy such as; research projects, persuasive and narrative writings, and group projects. She said that she has noticed that they all work really hard on projects given to them and they seem to always turn out great! The classes reading levels have a very large range. The students range from a kindergarten level all the way to an 8th grade reading level. Though this is a large range I looked over the levels and found that most read between a third and fifth grade reading level, which is about average for fourth grade. After acquiring all of this information I decided to go on a hunt for all of the books I would need for my text set.

How I will use the text in my grade level: The texts that I have chosen for this text set will help my students learn about the westward expansion of America between 1801 and 1861. They will learn about all of the important aspects of American history that made America the county that it is today. These texts will be resources that the students can use so they will have something other than a textbook to learn all the required information for this standard.

Lesson1:

Landau, E. (2010). The louisiana purchase, would you close the deal?. Melrose Park, IL: Enslow Elementary.

Interest Level: ages 8 and up Grade Level: 3.9

This book talks about how America expanded into the large country that it is today. The first chapter explains the steps it took in order for America to grow. The second chapter moves into how many settlers moved west to expand and find new land. The book goes on to talk about different rulers who helped and hurt America along the way to the big expansion. Finally the Louisiana Purchase was made! New land was acquired and is now known today as the greatest land deal in American History! I chose this book because it seemed to give a lot of information leading up to the Louisiana Purchase, which I think is very important. I think that this book gives a lot of good information and would be great to use in my text set.

Lesson Subject/Title: Louisiana Purchase prediction Narrative Performance Standards: ELA4W2 The student demonstrates competence in a variety of

genres. The student produces a narrative that: a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest. Lesson Objectives (What students will know and/or do) : The student will be able to write a narrative. The student will be able to give good detailed examples on what would happen if the Louisiana Purchase were never made. Essential Questions: What is a narrative? What is the Louisiana Purchase? Key Vocabulary: Louisiana Purchase Congress Territory Democracy Pioneer Treaty Port I chose these words because they are words that were noted throughout the text that I knew would be a struggle for the students because they may have a slight understanding of what the word is because they have heard it somewhere before but not the exact meaning of it. It is important for the students to understand the words they are reading. Tim e Procedures Introduction/hook/activat ion of prior knowledge Materials For the past couple of days we have been reading the book, The Louisiana Purchase: Would You Close the Deal?, in my reading groups. As a class we will discuss the Louisiana Purchase, what it was, who was involved, and what was the effect of it. After the discussion I will introduce their new writing prompt. The students will have to write a narrative on the Louisiana Purchase.

Instructional activities Demonstrate/Model (if

appropriate)

They will be required to predict what would have happened if the Louisiana Purchase had never happened. The will start off by acquiring all of their ideas by using a circle map, flow chart, or any type of organizer that would help them get all of their information together so they can begin their rough draft. After gathering all of their information they will begin their rough drafts. After their rough drafts are complete they will need to revise it themselves as well as have another student revise it for them. After the rough draft and revision process the student will then start on their final copy of the narrative.

Guided Practice (if appropriate)

Independent Practice (if appropriate)

Review and Closure

Once the students are completed with their narratives we will have a couple of students share their predictions on what would have happened if the Louisiana Purchase had never happened. After sharing we will have a short discussion on if after reading this book do they think that this was an important event in our history.

Lesson 2:

Adler, D. A. (2003). A picture book of lewis and clark.

Interest Level: Ages 6 and up Grade Level: 5.1

Lexile Level: AD800L

This book is a picture book about the lives of captain Meriwether Lewis and William Clark. The book explains the lives of both of these men growing up and leads into how the President at the time, Thomas Jefferson, planned their exploration of hoping to find a water route across America, a Northwest Passage. Lewiss mission was to explore the Missouri River and the water offering the best communication with the Pacific Ocean and to also make sure that the Indians knew that their wish was the be neighborly, friendly, and useful to them. William Clark was asked to help lead the exploration. They faced many dangers and struggled but in the end they didnt find a Northwest Passage, instead they found plants, rocks, animal specimens, which were all new to scientists, as well as reports on many of the nations American Indian neighbors. I chose this book because when I was in school I was always confused on who found what and who accomplished what and I think this picture book is very helpful in explaining the accomplishments of Lewis and Clark.

Lesson Subject/Title: Lewis and Clark KWL Chart Performance Standards: ELA4R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student b. Determines the meaning of unknown words using their context. ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

f. Summarizes main ideas and supporting details.

Lesson Objectives (What students will know and/or do) : The student will be able to determine the meanings of given vocabulary. The student will state what he or her wants to learn about the specified vocabulary. Essential Questions: What is vocabulary? Why is vocabulary important? What is a KWL chart? Key Vocabulary: Wealthy Plantation Route Mission Frontier Expedition Extensive Suffered I chose these words because they are words that were noted throughout the text that I knew would be a struggle for the students because they may have a slight understanding of what the word is because they have heard it somewhere before but not know the exact meaning. It is important for the students to understand what they are reading. In this lesson I think these words will be important to them while they read because when they summarize at the end of the story they can use these words in writing. Tim e Procedures Introduction/hook/activat ion of prior knowledge Materials Today we are going to read, A Picture Book of Lewis and Clark as a class. Before we do start reading though I have some key vocabulary that you will need to know when I am reading this book. I am going to make a KWL chart to help you learn your new vocabulary words. The students will start off by sitting on the carpet in the front of the room. On the white board I will draw a KWL chart, we make these on a regular basis so the student know what they

Instructional activities Demonstrate/Model (if appropriate)

Guided Practice (if appropriate)

are, and I will list the vocabulary words that I named above in the K section of the chart. We will go over each strategy and determine what each word means to them before we read the text. After going over the vocabulary words we will think about questions that we would like to know about these vocabulary words that might get answered in the text under the W column. After reading the text we will write down what we learned about those vocabulary words in the L column. When we have completed our chart the students will go back to their desks and write a short summary on the book using at least two vocabulary words we listed in our KWL chart.

Independent Practice (if appropriate)

Review and Closure

Once the students have summarized the story in a short paragraph we will discuss as a class what they thought of the book and what happened throughout the book.

Lesson 3:

Dreier, D. L. The battle of the alamo.

Ages: 9-11

Grade Level: 4 Reading a-z Level- V

This book describes the events that happened in San Antonio, Texas at the Alamo. The book starts off talking about what the Alamo is and then it rewinds to the past and explains all the events of what caused the war in Texas in 1836. I chose this book because I was confused on what the Alamo was and what had happened there. This book explained in detailed about the events that lead up to the attack at the Alamo. It was also a very easy book to read and understand and with this being said I figured that it would be an easy book for fourth grade to understand.

Lesson Subject/Title: The Battle of the Alamo- Cause and Effect Performance Standards: ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. e. Distinguishes cause from effect in context. Lesson Objectives (What students will know and/or do) : The student will be able to distinguish the difference between cause and effect in a story. Essential Questions: What is cause and effect? What was the Battle of the Alamo Key Vocabulary: Mission Compound Calvary Hostility Siege

Faade I chose these words because they are words that were noted throughout the text that I knew would be a struggle for the students because they may have a slight understanding of what the word is because they have heard it somewhere before but not know the exact meaning. The words in this text I feel are a little more complex than those in the other books so I wanted to make sure I noted these so they can learn and understand them. Tim e Procedures Introduction/hook/activat ion of prior knowledge Materials We introduced the acquisitions in Texas and the Alamo yesterday in class. Today we are going to read the book, The Battle of the Alamo, and discuss the causes and the effects that lead to this battle in San Antonio, Texas. Before we start reading the Book, The Battle of the Alamo, we will discuss as a class what the Alamo is and why it is important for us to learn and understand the meaning behind it. I will then read the book aloud to the class as they listen at their seats. After I have read the book I will hand out a cause and effect worksheet that came from the reading a-z website. The students will work together to fill out the chart using the cause and effect strategy.

Instructional activities Demonstrate/Model (if appropriate)

Guided Practice (if appropriate)

Independent Practice (if appropriate)

Review and Closure

Once the students have completed their cause and effect charts we will go over them as a class. This is to make sure they comprehend the cause and effect strategy.

Lesson 4:

Gregory, K. (1997). Across the wide and lonesome prairie, the oregon trail diary of hattie campbell. Scholastic Inc.

Interest Level: Grades 6-8 Grade Level Equivalent: 5.2 Lexile Measure: 940 Guided Reading: T

This book is about the diary of Hattie Campbell and her experiences on the Oregon Trail. Through the rough terrain and weather Hattie describes her experiences from her journal, describing each horrible moment. I chose this book because I thought it would be a great read aloud for the class. It will take a couple of weeks to finish but I think the class will enjoy a text that is coming from a child that is their age and not a text that is strictly fact based. I also enjoy that it is in a diary format. The class can do a lot of different activities throughout the book using predicting and narrative writing strategies.

Lesson Subject/Title: Across the Wide Lonesome Prairie- Inferencing and words in my life Performance Standards:

ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. f. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text. Lesson Objectives (What students will know and/or do) : The student will be able to inference in a given story. The student will be able to relate vocabulary words to their lives. Essential Questions: What does inference mean? How do you inference? Key Vocabulary: Petticoats Bluff Greif Adored Altitude Epidemic I chose these words because they are words that were noted throughout the text that I knew would be a struggle for the students because they may have a slight understanding of what the word is because they have heard it somewhere before but not know the exact meaning. I will be reading this story aloud to the class and they will need to know what each word means so they can understand to the fullest extent of what is going on in the book. Tim e Procedures Introduction/hook/activat ion of prior knowledge Materials We have been talking about the Oregon Trail in class but we havent gone into any detail about how the people felt that traveled on the trail. Instead of reading a factual based book we are going to read a fiction book. This book is a diary from a young girl who was on the Oregon Trail with her parents. In this chapter book she describes her experiences and what it was like to be on the Oregon Trail. This book will take a

Instructional activities Demonstrate/Model (if appropriate)

Guided Practice (if appropriate)

Independent Practice (if appropriate)

couple of weeks to read because tit is a chapter book. Throughout this book we will be reviewing vocabulary that we come across. At the beginning of the book we will start a word in my life card. This will be for each of our vocabulary words that we come across while reading. The students will write the word at the top of the page, make a chart and on one side have what I learned about the word and on the other side have how you would use the word in your life. This will help the students connect the words to their lives. Vocabulary is a key factor while reading but when we are reading we will also be inferring. After each chapter that I finish through the twoweek period we are reading this book we will infer on what will happen in the next chapter. At the end of every reading day we will discuss as a class what the chapter was about and how Hattie felt throughout the chapter. This will help them gain an overall view of the book.

Review and Closure

Lesson 5:

Goldberg, J. Westward journey.

Grade Level: 5th

Ages: 9-11 Reading a-z Level: 4

This book is about a group of pioneers that decided to leave their safe homes in order to go west in search of a better life. This book is about traveling on the Oregon Trail and how difficult it was for many people. This was not a safe easy route to travel and many men and women died of disease, hunger, and violence. I chose this book because we read a chapter book before this about the Oregon trail but it was in a diary format. I wanted my class to see two different views of the Oregon Trail. I also wanted a book that they could pull out easily and look up information.

Lesson Subject/Title: Westward Journey- Persuasive Performance Standards: ELA4W2 The student demonstrates competence in a variety of genres. The student produces a persuasive essay that: a. Engages the reader by establishing a context, creating a speakers voice, and otherwise developing reader interest. ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. g. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an authors life. Lesson Objectives (What students will know and/or do) : The students will be able to write a persuasive essay. The student will be able to persuade the audience once they are finished writing. Essential Questions:

What is a persuasive essay? How do you write a persuasive essay? Key Vocabulary: Prairie Coaxed Confined Entertain Rambling Oblivious Stampede Content After looking through the book I decided on these words because they are words they would hear in normal conversation and that have been in other books that we have read but I dont think they know the true meaning of them. Tim e Procedures Introduction/hook/activat ion of prior knowledge Materials We just finished our chapter book on the Oregon Trail but there is so much to know and a lot of different stories that I want you to hear about because this was a very important event that happened in History. Today we are going to read Westward Journey, which is a shorter book but it gives you another perspective of someone else that traveled on the Oregon Trail. After reading the book, Westward Journey I will have the students write a persuasive essay. They will pretend that they are traveling on the Oregon Trail with their family. Since it has been a rough journey their family wants to give up and not move on any further. How will you persuade your family that it is a good idea to keep moving on? The students will begin by gathering their information in some way, whether it is a flow map, circle map, lists or any other type of graphic organizers.

Instructional activities Demonstrate/Model (if appropriate)

Guided Practice (if appropriate)

Independent Practice (if appropriate)

After they have gathered all of their information they will start their rough draft. Once they have completed their rough draft they will revise their own copy of the draft. Once they have written their rough draft and revised it on their own copy they will then begin their final copy. Before the students turn in their work we will compare and contrast the two stories we read on the Oregon Trail. This will be a group discussion to see if they noticed any differences. The students will then turn in their papers. Once all of the papers are in I will pick another staff member in the school to judge the papers. The staff member will pick one essay that they were most persuaded by and that student will get to invite 2 friends to have extra recess with.

Review and Closure

Lesson 6:

Landau, E. (2008). The california gold rush, would you go for the gold?. Enslow Elementary.

Interest Level: 8 and up Grade Level Equivalency: 4.1

This book is about finding Gold in California in 1848. This was

the first finding of Gold stated in History. Soon after this discovery thousands of people started to move west. Though gold was found this did not mean that it was easy to retrieve it. People searching by sea were caught in fierce storms and American Indians attacked people who were searching by land often. Not only did these problems occur, finding the gold was also a problem. Sometimes it would take hours, months or even years to find just a nugget. I chose this book because it was very helpful as well as contained a lot of information. It asks a lot of questions throughout the reading that the students can think about. This will help them comprehend the text better.

Lesson Subject/Title: The California Gold Rush: Would You Go For the Gold?- Expository Performance Standards: ELA4W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: a. Engages the reader by establishing a context, creating a speakers voice, and otherwise developing reader interest. ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: a. Locates facts that answer the readers questions. Lesson Objectives (What students will know and/or do) : The students will write an expository essay. Essential Questions: What is an expository essay? Key Vocabulary:

Branded Historian Malaria Nuggets Saloon Swamp Vigilante I chose these words because while reading this book the students need to know what these words mean so they can better comprehend the text. I am also trying to build their vocabulary and when they write their expository essay they will need to use some of these words in their writing. Tim e Procedures Introduction/hook/activat ion of prior knowledge Materials We have moved on from the Oregon Trail and will begin by talking about the California Gold Rush of 1848. I will ask the students if they have ever panned for gold and if they have how long did it take and how would they feel if thats all you did everyday in hopes that you strike gold and become rich! We will then start out reading, The California Gold Rush: Would You Go For the Gold? After reading the book we will go over a few questions to help build their comprehension on the book. I will ask questions such as do you think moving west was worth all the trouble, and would you leave your family in the possibility of you striking rich? Once we are done going over questions I will put up the vocabulary words on the bored. Since we have already read the book we will use semantic maps to list other words to use for that vocabulary word. Once we have gone over all vocabulary that caused us trouble in the text I will have them write an expository essay on why people

Instructional activities Demonstrate/Model (if appropriate)

Guided Practice (if appropriate)

Independent Practice (if appropriate)

Review and Closure

moved west and how did they get there? In their writing they will need to include at least three vocabulary words that we previously talked about. Once the students have completed their expository essay they will turn them in and we will discuss as a class what they wrote.

Sources:

www.readinga-z.com

www.museumca.org/goldrush

www.pbskids.org/wayback/goldrush/

www.portno.com

www.monticello.org/jefferson/lewisandclark/louisiana.html

www.loc.gov/rr/program/bib/ourdocs/louisiana/htm