Excerpt from ReadtopiaTM Teacher Guide… · Thematic Unit: Sacagawea: ... The Big Surprise 28...

Excerpt fromReadtopiaTM Teacher Guide

Contributors

Mike Byrne, Clock Tower Images

Patricia Cunningham, PhD

Don Johnston

Karen Erickson, PhD

Caroline Ramsey Musselwhite, EdD, CCC-SLP

Carol Seibert

Helen Sillett

Jerry Stemach, MS, CCC-SLP

Ruth Ziolkowski, OTR, MBA

Editor

Mary Krenz

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© Don Johnston Incorporated Sacagawea: The Trip to the West

Thematic Unit: Sacagawea: The Trip to the West

Sacagawea: The Trip to the West serves as the starting point for an integrated thematic unit focusing on the westward expansion of the United States and extending across multiple English Language Arts and Content Area Standards, skills and topics.

English Language Arts Standards & Essential ElementsReading

Foundational Skills— Print Concepts Phonological Awareness Phonics/Word Recognition Fluency

LiteratureInformational Text

WritingArgumentDescription

Speaking and Listening Language

Conventions/Standard English

Knowledge of LanguageVocabulary Acquisition

& Use

Content Area Standards & Essential ElementsHistory/Social Studies

Reading— Close Reading

Writing (Short answers)

ScienceReading—

Close ReadingWriting (Short answers)

Content Area Topics for Sacagawea: The Trip to the WestSocial Studies

US History— Westward Expansion Lewis & Clark Thomas Jefferson Native Americans Population Growth Louisiana Purchase Geography

ScienceLife Science—

Animals in Their Environment Extinction

Earth Science— Mountain Formation

Informational Text Types for Sacagawea: The Trip to the West

• Graph

• Fantastic Facts

• Two Text Types

• Biography

• Map

• Article with a Sidebar

• Timeline

• Compare and Contrast

• Claims and Evidence

Website—myreadtopia.com Videos, audio presentations, student lessons, word study lessons, teacher tools, and so much more!

This thematic unit has 55 lessons.

The 20-minute lessons allow for flexible literacy instruction throughout your day.

Teach three lessons each day.

1


© Don Johnston IncorporatedSacagawea: The Trip to the West

Suggestions to Get Your Classroom Ready!

Vocabulary Tips

Locate and print word cards from the website to help your students make connections to the characters and build vocabulary skills.

Sight Words

The following is a list of sight words specific to Sacagawea: The Trip to the West. The pages where these words are located within the graphic novels will help you teach these words in context. Make word cards to place up on your word wall.

*AAC Core Vocabulary Words

Sight Words Level 3 Level 4 Level 5 Level 6

always Pg. 19 Pg. 18 Pg. 18

best Pg. 43 Pg. 41 Pgs. 20, 23, 25, 29

didn’t* Pgs. 14, 23, 25, 44

I* Pgs. 6-7, 10, 13, 18 Pgs. 5, 8, 11-12, 17

live Pgs. 6, 8 Pgs. 8, 30, 45 Pgs. 5-6, 9-10, 28

many Pg. 23 Pgs. 22, 32, 37 Pgs. 14, 16, 20, 30

mePgs. 7, 13-14,

24, 27Pgs. 7-8, 13, 23-24 Pgs. 32, 37

the Pgs. 6, 9, 11-13 Pgs. 5-8, 10 Pgs. 15, 27 Pgs. 13, 17

up* Pgs. 6, 9, 17, 19 Pgs. 29, 41 Pg. 18 Pgs. 12, 20, 22

werePgs, 5, 11, 14,

21, 30Pgs. 5, 10, 27,

29, 39Pgs. 6-7, 9, 11, 17

Display books about Native Americans, Thomas Jefferson, Lewis and Clark, volcanoes, bears and buffalo

Decorate your room with Native American artifacts.

Set up a teepee for independent reading.

2


Lesson PlanSacagawea: The Trip to the West

Lesson Type Lesson Title Located Completed

Chapter 1: How My Mother Died

1 Video Lesson: Sacagawea Pgs. 7-8

2Literature Comprehension Lesson Focus | Related Ideas

Pgs. 9-10

3Phonics Lesson: Making Words or Word Study: Change the Word**

Website

4Close Reading Lesson Graph | Population

Pgs. 11-12

5Independent Reading/Shared Reading Lesson Graphic Novels

Website

6Phonics Lesson: Making Words or Word Study: Word Builder**

Website

Chapter 2: Prisoner

7Literature Comprehension Lesson Focus | Relationship Between Person and Place

Pgs. 13-14

8Phonics Lesson: Making Words or Word Study: Slice and Dice**

Website

9Close Reading Lesson Fantastic Facts | Grizzly Bears

Pgs. 15-16

10

Independent Reading/Shared Reading Lesson Graphic Novels

Website

11Phonics Lesson: Making Words or Word Study: Word+Word**

Website

Lesson Type Key

**Word Study Answer Key found on Pgs. 75-76

Video Lesson

Writing Lesson

Real Life Experience Activity

Close Reading Lesson

AssessmentGraphic Novels

Literature Comprehension Lesson

Phonics Lesson / Word Study

Independent Reading Tool

3


Lesson Plan Sacagawea: The Trip to the West


Chapter 3: The Wives of Old Bear

12Literature Comprehension Lesson Focus | Relationship Among Events

Pgs. 17-18

13Phonics Lesson: Making Words or Word Study: Word in a Word**

Website

14 Writing Lesson: Argument Pgs. 19-21

15Close Reading Lesson Two Text Types | Buffalo

Pgs. 23-24

16Independent Reading/Shared Reading Lesson Graphic Novels Modified Cloze Maze / Vocabulary Assessment

Website

Pgs. 25-26


Website

Chapter 4: How My Son Was Born

18Literature Comprehension Lesson Focus | Identify the Main Characters

Pgs. 27-28


Website

20 Video Lesson: Thomas Jefferson Pgs. 29-30

21Close Reading Lesson Biography | Thomas Jefferson

Pgs. 31-32


Website

Chapter 5: Heading West

23Literature Comprehension Lesson Focus | Identify Actions of Characters

Pgs. 33-34


Website

25Close Reading Lesson Map Activity | Lewis and Clark’s Journey

Pgs. 35-36


Website


Website

4


Lesson PlanSacagawea: The Trip to the West


Chapter 6: The Big Surprise

28Literature Comprehension Lesson Focus | Identify Feelings of a Character and Why

Pgs. 37-38


Website

30 Writing Lesson: Descriptive Pgs. 39-41

31Close Reading Lesson Article with a Sidebar | How Mountains Are Formed

Pgs. 43-44


Website

Pgs. 45-46


Website

Chapter 7: Across the Rocky Mountains

34Literature Comprehension Lesson Focus | Ask a “How?” Question

Pgs. 47-48


Website

36 Video Lesson: Lewis and the Bear Pgs. 49-50

37Close Reading Lesson Timeline | Milestones of Lewis and Clark’s Journey

Pgs. 51-52

38

Independent Reading/Shared Reading Lesson Graphic Novels

Website

Chapter 8: The Trip to the Sea

39Literature Comprehension Lesson Focus | Describe a Setting

Pgs. 53-54


Website

41Close Reading Lesson Compare and Contrast | Expectations vs. Realities About the West

Pgs. 55-56


Website


Website

5


Lesson Plan Sacagawea: The Trip to the West


Chapter 9: The Way Back East

44Literature Comprehension Lesson Focus | Relationship Between Characters

Pgs. 57-58

45 Video Lesson: George Shannon Pgs. 59-60


Website

47Close Reading Lesson Chart | Friend or Foe

Pgs. 61-62


Website

Pgs. 63-64

Chapter 10: After the Great Adventure

49Literature Comprehension Lesson Focus | Match Characters and Events

Pgs. 65-66

50Close Reading Lesson Claims and Evidence | Success of Lewis and Clark’s Journey

Pgs. 67-68


Website

End-of-Book Activities

52End-of-Book Assessment / Close Reading Assessment

Pgs. 69-70

53 Real Life Experience Activity

Pgs. 71-7354 Real Life Experience Activity

55 Real Life Experience Activity

6

7

Lesson 1Sacagawea: The Trip to the West


Activate Background Knowledge

How is watching a video different than reading a book?

On the board, list student responses (e.g. moving pictures, sound, people acting out the story, can see the setting, etc.).

Watching a video helps us to experience new people, places, and events with pictures and sound. We can almost become part of the action.

Purpose Statement

As we watch this video about Sacagawea’s journey with Lewis and Clark, imagine that you are along on the trip. Ask yourself, “What important things happened that I want to remember to tell my friends about?”

After Watching the Video ...

If you were going to tell your friend about your favorite part of the video, what would you tell him or her?

ANCHOR

WATCH

Pass Out Sacagawea Video Sheets

Video Lesson: SacagaweaKeyword Glossary

journal

a book with blank pages in which someone writes about things seen, heard, learned, or experienced

journey

a trip from one place to another

kidnap

to capture and take away from family

8

Lesson 1 Sacagawea: The Trip to the West


We watched a video about many things Sacagawea saw and did on her journey with Lewis and Clark. Let’s read and think about what we learned. Look for details in the pictures to help you remember and tell your partner what you learned.

APPLY

Included are five screen shots from the video to help with your classroom discussion.

Larger versions for students are available at

myreadtopia.com.


9




1. Write the following content words from the text in random order:

• tribe • house • river • plains • horse • buffalo • hunters • mountain • camp • bird • warriors • teepees

2. Have students work together to group words and generate labels for the groups. Possible groups:

• Native Americans, People, Indians (tribe, hunters, warriors) • Places in nature, Geography (plains, river, mountains) • Animals, Food (buffalo, horse, bird) • Places to live, Homes (teepees, house, camp)

3. Lead students in discussing how the group words are related to the labels.

These words are related; they go together in a certain way. Can you make a prediction about what the text is going to be about, based on the words and word groups?

Write their prediction on the board.

Purpose Statement

Read to see how well your prediction matches what is in the text.

ANCHOR

Stop no more than once while reading to remind students they are reading to see how well their prediction matches what is in the text.

READ

Literature Comprehension LessonFocus | Related Ideas

Chapter 1: How My Mother Died

10



APPLY

After Reading Task

Return to the text and discuss how well the students’ prediction matches the text.

Follow-up and Feedback

Return to the text to find the words in each group and see how they are related in the text. Discuss how the words and word groups are related to the students’ prediction.

11




1. Draw the following line graph on the board.

2. We use special pictures—called graphs—to help us understand how things change over time. This is a graph that Niko made to show how the number of people in his swimming class grew over time. Let’s read this graph together.

3. Wow! It’s easy to see that the most people wanted to swim during the month of August. Trace the line going up.

Purpose Statement

The number (population) of people living in America has changed since the year that the Declaration of Independence was signed. Let’s read a graph to find out how many people lived in America at some important times in the history of the United States.

ANCHOR

Pass Out Close Reading Passage

Instructional Terms

graph

a picture that helps us understand how things change over time

Niko’s Swimming Class

June July August

Num

ber

of S

tude

nts

16

14

12

10

8

6

4

2

Close Reading LessonGraph | Population

12



We read to learn how many people lived in America at different times in history. Turn your page over and let’s see what you learned. Remember that you can turn to the front page at any time to find and check your answers!

APPLY

Use the Successful Strategies for Adults Tips Sheets to support effective Read and Apply strategies at each Reading Level.

Extension

Let’s look again at the pictures and graph and find facts about how the number of people living in America has grown since the year 1776 (almost 250 years ago). The last point on the graph shows the population in the year 2000. That is __________ years ago! Do you think there are more people living in the United States now?

Point to the 2000 data point on the graph.

If we wanted to show that the population has grown since the year 2000, would the line go up or down from here?

Draw a dot and line on the original graph to show what this might look like.

READ

Keyword Glossary

Civil War

a war between people living in the Northern states and those living in the Southern states

Declaration of Independence

a written statement signed by American colonists, saying that they wanted to be free of British rule

millenium

a period of 1,000 years

population

all of the people who live in a place (e.g. town or country)

13




1. Guide students in thinking about the school and their connection to school. Write the words Me and School on the board or chart paper.

2. How are you connected to your school? What is your role at school? What are the things you do at school?

3. Record student responses. Responses might include:

• student • read • sophomore • write • athlete • math • learn • eat lunch • work • play games • make friends • study • listen

You are connected to your school by your role and the things you do at school. Good readers find and remember the words that tell how characters and places are connected.

Purpose Statement

This chapter is about Sacagawea and the Minnetaree Village where she lived. Just like your connection with your school, Sacagawea has a connection to the Minnetaree Village. Read to find words that tell how Sacagawea is connected to the Minnetaree Village.

ANCHOR

Stop no more than once while reading to remind students that they are reading to find words that tell how Sacagawea is connected to the Minnetaree Village.

READ

Literature Comprehension LessonFocus | Relationship Between Person and Place

Chapter 2: Prisoner

14



APPLY

After Reading Task

Write Sacagawea and Minnetaree Village on the board or chart paper. Ask students to list words that describe Sacagawea’s connection to the Minnetaree Village. Answers may include:

• Prisoner • Slave • New language • Grew corn • Made round boats • Lived in lodges • Did not starve


Return to the text to confirm the connections students remember and add additional information from the text.

15




A fact is something that is true. If we hear something that is a fact, we think, yes! That is true. One fact that we all know is that the sky is blue. Is the sky blue? Yes! The sky is blue. What are some facts we know about our school?

List the facts that students brainstorm on the board, or create a list and ask students to decide if each is a fact.

Purpose Statement

We have been learning about Lewis and Clark. Let’s read to learn some facts about grizzly bears like the ones Lewis and Clark found.


ANCHOR Instructional Terms

fact

something that is true

identify

to find, point out; to put your finger on

Close Reading LessonFantastic Facts | Grizzly Bears

16



We read to learn some facts about grizzly bears. Turn the page over and let’s see what we learned. Remember that you can turn back to the front page to find and check your answers!


Extension

Have students vote to determine which facts they believe are fantastic. Point out that the reading is called Fantastic Facts, and tell students that fantastic means “amazing” or “exciting.” Ask students to state a fact about a grizzly bear, list it on the board, and ask students to decide if they think the fact is fantastic!

APPLY

READ

17




1. Prepare cards with the names of the days of the week or months of the year written on them.

2. Give students three or four random cards and ask them to put them in order, beginning with Monday or January.

3. Once they are in order, work with students to identify what days or months are missing in the sequence.

You used what you already know about the days of the week (or the months of the year) to put them in the correct order. Good readers find and remember the order of events in stories, even when some events are missing.

NOTE: You can use anything that has a chronological sequence, such as the class schedule, time of day, or major holidays to vary this activity. The key is to provide only a few of the events instead of all of them so that students practice sequencing when events are missing from the available set.

Purpose Statement

Write this sequence of events on the board or chart paper or use the worksheet and read the events with students:

• Old Bear came to the village. • The chief lost a bet to Old Bear. • 30 white men came up the river in canoes. • Old Bear explained why the white men were going west.

Each of these events takes place in this chapter, but some are missing. As you read, think about these events. Figure out what is missing and put the events in the right order.

ANCHOR

Stop no more than once to remind students that they are reading to figure out what is missing from the sequence of events.

READ

Literature Comprehension LessonFocus | Relationship Among Events


18



APPLY

After Reading Task

1. Ask students to tell you what events were in the text that are missing from the sequence you provided.

2. Write down all they can remember.

3. Work together to put all events in the right place.

4. Explain to students that the events in a sequence can also be a timeline. Review the timeline of events from the chapter. Possible answers/timeline:

• Old Bear came to the village. • Old Bear helped the chief trade with other white men. • Old Bear and the chief gambled all night. • The chief lost a bet to Old Bear. • Old Bear married Sacagawea and Otter Woman. • 30 white men came up the river in canoes. • Old Bear explained why the white men were going west.


Return to the text to find the events students remember, identify their sequence relative to the timeline, and add additional events from the text.

19




1. On the board, write an opinion statement such as:

• Every school should have a recycling program. • Schools should offer separate classes for girls and boys. • Cellphones should be allowed in school. • All students should be required to say the Pledge of Allegiance.

2. Draw a two-column chart on the board, with the headings Agree and Disagree.

3. Ask students to divide into two groups: one group that agrees with the statement and another that disagrees. Give students a few minutes to work in their groups to think of at least two reasons why they agree or disagree with the statement. Provide guidance and support to the groups as they brainstorm their reasons.

4. Ask each group to share the reasons they thought of as you record them in the appropriate columns on the board.

Purpose Statement

Students write to express a personal opinion and support that opinion with several reasons.

Think about something people might disagree on. How do you feel about the topic? Write two reasons you feel the way you feel.

Writing LessonArgument Writing


ANCHOR

20



Argument Writing Task

Distribute the What Do YOU Think? worksheet(s) for Chapter 3.

When you read a story or watch a movie, do you ever think about what you would do if you were one of the characters? When you think, “I would do the same thing” or “I would do something different than what that character did,” you are forming an opinion about the actions of that character.

Conventional: Independent Writing

Have student(s) look at the worksheet.

Read the quotes from the text. Circle one of the bold words to give your opinion about what you would do if you were the story character. Then, support your opinion with at least two reasons why you feel that way.

Early Conventional: Shared Writing

Have student(s) complete the activity with guidance and support, such as

• Completing a shared writing activity with an adult or knowledgeable peer,

and/or

• Using a word prediction program (Co:Writer), or other computer technology to support writing and word selection.



APPLY

21



Transitional: Supported Writing

Provide a phrase bank from which student(s) selects at least one reason to support the argument and completes the sentence frame with guidance and support, including:

• Completing a shared writing activity with an adult or knowledgeable peer,

and/or

• Selecting appropriate words and/or phrases from a communication board or device to state an opinion with at least one supporting reason.

Emergent: Selected Response

Have student(s) state a claim (opinion with supporting reason) by working with an adult to select a message to be written into a talking word processor or programmed into a communication switch or device to be shared with others.


Share writing with others: a peer, teaching assistant, teacher, or the entire class.



Provide listening and speaking guidelines to ensure a positive experience.

23




There are different ways we can learn about something new. We can see pictures, we can hear what someone tells us, and we can read words that tell us about new people, places, things, and ideas.

Display a variety of books, pictures, and videos that communicate information in different ways.

What is your favorite way to learn about something new?

Have each student point to or indicate the format they prefer.

We all have our favorite ways to learn. Some information is easier to understand using pictures. Other ideas are easier to understand using words, timelines, or graphs.

Purpose Statement

Today we will read to learn about an animal called a buffalo through reading a timeline and an article like we might find in a magazine.


ANCHOR Instructional Terms

article

a short piece of writing like we find in a magazine

sidebar

text and pictures that help us understand the article

timeline

a picture that shows when important things happened over time

Close Reading LessonTwo Text Types | Buffalo

24




Extension

We read a timeline from left to right to see the order in which things happened on Lewis and Clark’s journey.

Ask students to identify what happened first, second, third and last. Point out that the reading is called Timeline, and tell students that a timeline helps us quickly see the order in which things happen over time.

Have students use text features (headings, captions, bolded keywords, etc.) to decide what information the author thought was most important. Write important information (facts) on the board. Vote to determine which fact students believe is the most important (main idea).

Using a timeline and an article, we just read about an animal called a buffalo, or bison. Let’s turn the page over and think about what we learned. Remember that we can turn the page over to the front to find and check our answers at any time!

READ

APPLY

Keyword Glossary

bison

a large hairy animal with a large head that is a member of the cattle family; sometimes called a buffalo

hide

the skin of a large animal, such as a bison or buffalo

shelter

a small building or covered place made to protect people from bad weather or danger

skins

skin that has been removed from a dead animal, often used to make clothes, furniture, and other tools

25

Lesson 16


Sacagawea: The Trip to the West

Transitional and Conventional Students (Levels 4-7)

Today you are going to re-read a passage from your graphic novel. When you come to a blank line with three word choices below it, circle the word that makes the most sense to complete the sentence. When you are finished, check your work by going back and reading the passage again using the words you have circled.

Transitional Students (Level 3)

Today you are going to listen to a passage from your graphic novel. There will be words missing from some of the sentences in the passage. Your job is to listen to three words and choose the word that makes the most sense to complete each sentence.

Modified Cloze Maze Assessment

Assessment Level

Correct Answers /Total # of Questions

26

Lesson 16


Sacagawea: The Trip to the West

Emergent Students (Levels 1-2)

Today we are going to match some vocabulary words to pictures from your graphic novel. Your job is to listen to each word and choose the picture that shows what that word means.

Vocabulary Assessment

Assessment Level

Correct Answers /Total # of Questions

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Sacagawea : The Trip to the West


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Excerpt from ReadtopiaTM Teacher Guide… · Thematic Unit: Sacagawea: ... The Big Surprise 28...

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