Literacy Project: Lewis & Clark

ALTERNATIVE TEXT COLLECTION

NON-WHITE

Pringle, L. (2006). American slave, American hero: York of the Lewis and

Clark expedit ion. Honesdale, PA: Boyd Mil ls Press.

This book traces York's early years, his significant role in the Lewis and Clark

Expedition, and his later life.

WOMAN

St. George, J. (1997). Sacagawea. New York, NY: G. P. Putnam’s Sons.

This book is an action-packed biography of Sacagawea, as well as a narrative of her

journey with Lewis and Clark. This book includes several maps of their routes, which

nicely supplements to story.

MAGAZINES

Fisher, D. (2009, April-May). Sacagawea guides Lewis and Clark. Hopscotch, 20(6), 14.

This article provides a great account of their travels and promotes peacefulness. It also

contains wonderful graphics and an activity to make a poster.

P icker i l l , M. (2003 , January 17) . A h is to r ic jou rney . Time fo r K ids ,

8 (13) , Ret r ieved f rom

h t tp : / /www. t ime fo rk ids .com/TFK/k ids /wr /ar t i c le /0 ,28391 ,40749

2 ,00.h tml .

On January 18, 1803, President Thomas Jefferson asked Congress to approve a daring

mission. He wanted to send a team of explorers from the Mississippi River to the Pacific

Ocean for the first time. Its cost to taxpayers: $2,500.

NEWSPAPER

Gevock, N. (2006, July 8). William Clark heaped praise on Big Hole Valley two centuries

ago. The Montana Standard. Retrieved from

http://www.jeffersonriver.org/Articles/Lewis_and_Clark.htm.

This article includes journal entries about Clark’s description during the expedition of

present day Big Hole Valley in Montana.

Graetz, R., & Graetz S. (2002, July 10). Lewis and Clark in southwest Montana. The

Montana Standard. Retrieved from

http://www.jeffersonriver.org/Articles/Lewis_and_Clark.htm.

This article provides present day directions of the Lewis and Clark route through

Montana. It includes details and journal entries from the original journey.

NON-FICTION

Gunderson, M. (2000). Cooking on the Lewis and Clark expedition. Mankato, MN:

Capstone Press.

This book discusses the everyday life, cooking methods, and foods eaten on the

journey of Meriwether Lewis and William Clark up and beyond the Missouri River to the

Pacific as they charted the vast territory of the Louisiana Purchase. Includes recipes.

McLachlan, S. (2008). It all happened in Missouri. Guilford, CT: Morris Book

Publishing, LLC.

This book details events that have shaped the state of Missouri. It includes an exciting,

descriptive story of Lewis and Clark braving the Missouri River.

Orr, T. (2004). The Lewis and Clark expedition: A primary source history of the journey

of the corps of discovery. New York, NY: The Rosen Publishing Group,

Inc.

This book examines the events and key figures behind the incredibly adventurous and

treacherous exploration of the United States’ western frontier.

Sachatello-Sawyer, B. (1997). Lewis and Clark: Background information and activities.

Jefferson City, MO: Scholastic Incorporated.

This activity book provides wonderful illustrations, pertinent background knowledge, and

relatable, interdisciplinary activities for students. One of my favorite activities is the

Reader’s Theater.

Shaughnessy, D. & Carpenter, J. (1997). Sacajawea Shoshone trailblazer. New

York, NY: The Rosen Publishing Group, Incorporated.

This is a biography of the Sacajawea, a young Shoshoni, who served as a guide for

Lewis and Clark on their expedition. It tells of how she interpreted, made peace, and

helped them during their travels.

NOVELS

Bruchac, J. (2000). Sacajawea: The story of bird woman and the Lewis and Clark

expedition. New York, NY: Silver Whistle.

Sacajawea, a Shoshoni Indian interpreter, peacemaker, and guide, and William Clark

alternate in describing their experiences on the Lewis and Clark Expedition to the

Northwest.

O’Dell, S. (1986). Streams to the river, river to the sea. Boston, MA: Houghton Mifflin

Company.

This is a young adult novel that portrays Sacagawea as an American heroine. The

story of the expedition with Lewis and Clark is told through her eyes. This book was a

winner of the Hans Christian Anderson Award.

Roop P., & Roop, C. (1999). Girl of the shining mountains: Sacagawea's story. New

York, NY: Hyperion Books for Children.

Sacajawea describes how, at the age of sixteen, she becomes part of the Lewis and

Clark expedition and serves as their interpreter and guide, surviving many dangerous

adventures on their trek through the wilderness.

Smith, R. (1999). The captain’s dog. New York, NY: Harcourt Brace and Company.

This novel is written from the dog’s perspective about his journey with Lewis and Clark.

Seaman was a Newfoundland breed of dog who was devoted to Lewis and Clark

through this exciting adventure.

POETRY/MUSIC

Keeler, G. (1989). Montana in Time. Retrieved from

http://www.troutball.com/songs/lyrics/montana_in_time/Montana_In_Time.htm.

This is a song of the Lewis and Clark expedition. It also touches on the political aspects

behind this quest for westward expansion.

GRAPHIC NOVEL/VISUALS

Bertozzi, N. (2011). Lewis & Clark. New York, NY: First Second.

This book presents, in graphic novel format, the adventures of explorers Lewis and

Clark during their journey from St. Louis to the Pacific Ocean.

Explorers map: The Lewis and Clark trail. (1991). USA: Old West Trail Association

This is a huge map showing the expedition of Lewis and Clark. It also provides a brief

narrative of their journey, as well as some great illustrations. This map, developed as a

cooperative effort of the Old West Trail Association, the USDI Bureau of Land

Management, the USDI Bureau of Indian Affairs, the USDA Forest Service and the

Army Corps of Engineers, is not available online.

CHILDREN’S PICTURE BOOKS

Schanzer, R. (1997). How we crossed the west: The adventures of Lewis & Clark.

Washington, DC: National Geographic Society.

Rosalyn Schanzer’s marvelously detailed and engaging illustrations work beautifully

with excerpts from Clark’s journal and other primary resources to re-create one of

America’s greatest adventures. From hostile terrain to helpful Indians, from boating

disaster to grizzly bear encounter, the people, places, and events of this amazing

expedition come to life on every page of this outstanding picture book.

Upton, H. (1990). Trailblazers. Vero Beach, FL: Rourke Publications, Inc.

This book describes the exploits of men who explored the American West during the

early 1800s, including Lewis and Clark, John Colter, Joe Walker, and Thomas Nuttall.

WEBSITES

Burns , K . (1997) . Lewis & C lark : The journey o f the co rps o f

d iscovery . Re t r ieved f rom

h t tp : / /www.pbs .o rg / lew isandc lark / index .h tm l .

This site includes a map that traces the Corps of Discovery's historic journey. Click on

any of the eleven states to read excerpts from the Lewis and Clark journals, discover

which Native American tribes the Corps of Discovery encountered in that region, and

find information about Lewis and Clark bicentennial events and related organizations

in that state.

Go west across America with Lewis and Clark. (2010) Retrieved Wednesday, June 8,

2011 from the National Geographic Society website:

http://www.nationalgeographic.com/west/index.html

This is a game about the westward journey of Lewis and Clark. Players can help them

explore and face the challenges they encounter during their journey across America.

WORD SORT

Streams to the River, River to the Sea

O’Dell, S. (1986). Streams to the river, river to the sea. Boston, MA: Houghton

Mifflin Company.

CAR1E04Develop vocabulary through text using root words and affixes and the glossary and dictionary.

SS2aB04Describe the contributions of Thomas Jefferson and the importance of the Lewis and Clark Expedition.

Directions: Each group will review the categories provided and into which you will sort the vocabulary terms/concepts. (For an Open Word Sort, instruct the student teams to suggest categories for organizing the words.) You will have about 10 minutes to assign the words to the appropriate categories. We will have a class discussion with each group presenting your word list for one of the categories. You will be asked to justify your sorting of terms by sharing the common features of the categories and how each specific term/concept meets the criteria.

PEOPLE/ANIMALS PLACES

ITEMS THAT ASSISTED

IN THE EXPEDITION

Sacagawea

Lewis

Clark

Seaman

St. Louis

Great Plains

Missouri River

Frontier

Pirogue

Provisions

Keelboat

Translation

This word sort could be done prior to reading the book to introduce vocabulary terms and assess background knowledge. After completing the book, the word sort could be utilized as an assessment tool.

VOCABULARY SELF-AWARENESS CHARTHow We Crossed the West: The Adventures of Lewis & Clark

Schanzer, R. (1997). How we crossed the west: The adventures of Lewis & Clark. Washington, DC: National Geographic Society.

SS2aB04Describe the contributions of Thomas Jefferson and the importance of the Lewis

and Clark Expedition.

CAR1E04Develop vocabulary through text, using

a. root words and affixesb. synonyms and antonymsc. context cluesd. glossary and dictionary

Student Directions:1. Examine the list of words you have written in the first column2. Put a “+” next to each word you know well, and give an accurate example and

definition of the word.  Your definition and example must relate to the unit of study.

3. Place a “check” next to any words for which you can write only a definition or an example, but not both.

4. Place a “?“ next to words that are new to you.5. Add any additional words you feel are important to know or are unfamiliar to you.

You will use this chart throughout the unit.  By the end of the unit you should have the entire chart completed.  Because you will be revising this chart, write in pencil.  

word + ? Example Definitionnatives + The natives

were astonished when Lewis and Clark came ashore.

Lifelong residents of a place.

ravages damagewampum ?piroguesimminsinterpretervesselstrodden

Model the process of using this chart for students prior to the reading. After modeling, have the students fill out the chart. Students should continue to fill out the chart and revise their responses while they read the book and again after. This will allow students to monitor their knowledge of the terms/concepts throughout the study. The classroom teacher can also monitor student responses throughout the study.

QUESTION-ANSWER RELATIONSHIPS (QAR)The Lewis and Clark Expedition: A Primary Source History of the Journey of the

Corps of Discovery

Orr, T. (2004). The Lewis and Clark expedition: A primary source history of the journey of the corps of discovery. New York, NY: The Rosen Publishing Group,

Inc.

GLEs: SS3aB04: Describe the contributions of Thomas Jefferson and the importance of the Lewis and Clark Expedition.

CAR2C04: Use details from the text to demonstrate comprehension skills previously introduced.

Directions: After reading the above text, answer the questions in each of the boxes below.

In The Book QARs In My Head QARs

RIGHT THERE

Answer in the text.

Which president asked Meriwether Lewis to begin the expedition?

President Thomas Jefferson

What river did Lewis and Clark follow in the spring of 1804?

AUTHOR & YOU

Answer NOT in the story.

Why was trying to communicate with the Native Americans a difficult process for Lewis and Clark?

They didn’t always speak the same language, so they used sign language and drawings to communicate. They also had an interpreter as part of the Corps of Discovery.

Why did the explorers keep journals during their travels?

The Missouri River

Lewis and Clark wanted to give an accurate recording of their expedition to President Jefferson.

THINK & SEARCH

Put it together.

Why did Lewis and Clark believe Sacagawea would be useful to the expedition?

Her presence on the trip assured many of the Native American tribes they encountered that they were a peaceful group, not a war party.

How long did it take Lewis and Clark to complete their explorations?

About 2 years and 4 months

ON MY OWN

Don’t even have to have read the story.

Why did Lewis and Clark use Native American terms for many of the plants and animals they encountered?

They used the language of the Native American tribes that they encountered along the journey.

How did the Native Americans help Lewis and Clark during the journey?

The Corps of Discovery succeeded because of the help of the Native Americans they met along the way. From the Indians the explorers received food, an opportunity to rest, and advice about the route immediately ahead.

This activity can be used after reading a passage to check for student comprehension. By using the QAR activity, students are forced to find answers to not only factual information found directly in the text, but also to use the text and their prior knowledge/experiences to think more deeply about a topic.

GRAPHIC ORGANIZERHow We Crossed the West: The Adventures of Lewis & Clark

Schanzer, R. (1997). How we crossed the west: The adventures of Lewis & Clark.

Washington, DC: National Geographic Society.

GLEs: SS3aB04: Describe the contributions of Thomas Jefferson and the importance of the Lewis and Clark Expedition.

CAW1A04: Following a writing process to independently use a graphic organizer in prewriting.

Directions: The year is 1803 and you have been asked to join Lewis and Clark’s Corps of Discovery. Create a concept map identifying the provisions you will need for your journey.

After reading the book, this activity can be used as a prewriting strategy. By using the concept map, students are able to visually organize their thoughts prior to the writing activity.

NOTE TAKING/NOTE MAKING

The Lewis and Clark Expedition: A Primary Source History of the Journey of the Corps of Discovery

Orr, T. (2004). The Lewis and Clark expedition: A primary source history of the journey of the corps of discovery. New York, NY: The Rosen Publishing Group, Inc.

SS2aB04Describe the contributions of Thomas Jefferson and the importance of the Lewis and Clark Expedition.

CAR3C04Use details from text to explain main idea and supporting details and use details from text to sequence events.

Reason to ReadChapter 2: pg. 28-36Setting a Purpose for Reading: Think about these questions as you read:

What were some of the challenges of traveling along the Missouri River? How did Lewis and Clark negotiate peaceful encounters with Native Americans?

Main IdeaAs you read the text, complete the outline below using the major headings of each

chapter.

The Lewis and Clark Expedition: A Primary Source History of the Journey of the Corps of Discovery

I. Agony and AweA. Missouri River not easy to navigate.B. Severe thunderstormsC. Swarms of mosquitoes and ticksD. Observed: 178 plants, 122 animals, 40 Native American tribes

II. Making CampA. Camped along riverbankB. Each man was a assigned a jobC. Hunting was good, eating as much as 8 lbs. of meat a dayD. Lewis and Clark wrote in their journals

III. Native American EncountersA. First encounter with Oto and Missouri Indians/Friendly tribeB. Exchanged food/handed out peace medalsC. Explained to leaders that their land now belonged to the U.S.D. President Jefferson was their new Great White FatherE. Promised peace and prosperity if no attacks on white settlers and other

tribes

IV. Autumn’s ArrivalA. Reached the villages of the Mandan and Hidatsa/October 24, 1804B. Tribes were friendly farmers and welcomed the corpsC. Built cabins and stayed for the winterD. Snowed in for more than 4 monthsE. Temperatures dropped to -45 degrees.

Sequencing EventsAs you read, write the correct dates next to each item on the time line.

1803 1804 1805 1806

6/1803 Lewis asks Clark to join him on the exploratory expedition

__5/1804__Corps of Discovery set out from St. Louis

__11/1805_The expedition follows the Columbia River to the Pacific Ocean.

__9/1806_Lewis and Clark arrive back in St. Louis

SHARED READING

Text:Smith, R. (1999). The captain’s dog. New York, NY: Harcourt Brace and Company.

GLEs:SS2aB04Describe the contributions of Thomas Jefferson and the importance of the Lewis and Clark Expedition.

CAR1G04During reading, utilize strategies to a. determine meaning of unknown wordsb. self-monitor comprehensionc. question the textd. infere. visualizef. paraphraseg. summarize

Text – The Captain’s Dog

Chapter 2

Teacher commentary during the think aloud

Strategies modeled/practiced

May 23, 1804At last we are all together and on our way with the immediate goal of following the Missouri River to the Mandan Indian village where we will spend the winter.Our mission, given to us by President Jefferson, is to find and map the most direct navigable route to the Pacific Ocean—the long-sought-after Northwest Passage; make contact with the Indians along the way, with an eye toward setting up friendly trade between our nations; and observe and record the flora and fauna, terrain,

“I notice that this text is in italics and it is has a date at the beginning. This is different than the rest of the text in the chapter. This tells me that we’re reading a journal entry from Captain Lewis that is dated May 23, 1804. I think it so interesting that we can read the actual journal entries from the voyage. How exciting to learn first-hand what they experienced. I can predict by reading this journal entry that we will learn about the many adventures and discoveries of Lewis & Clark in this novel.”

Text features such as italics are discussed so students understand that this is a journal entry. This type of text increases interest in the story.

I modeled predicting to provide focus and motivation to read further.

Indian customs, and anything else that might help secure the future of our country…

I sniffed the ground around the flower. A mouse had passed by early that morning. It was a female mouse with milk. I wanted to find her nest, but I didn’t get the chance.

“After reading this paragraph, I don’t think this story is being told by a human. ‘I sniffed the ground around the flower.’ I think this story is being told from a dog’s perspective. We read earlier that Lewis had a dog named, Seaman, and we know that a human can’t smell the ground and tell what animals have been there. This will be interesting to read a dog’s point of view rather than a human’s.”

The text structure is discussed, specifically the story grammar. I modeled how to identify the character that is telling the story from his point of view, by using context clues and prior knowledge. I modeled how to use my background knowledge about dogs and humans to make an inference in the story.

The muddy Missouri meandered back and forth like an endless brown snake. We didn’t know at the time, but it would take us more than a year to reach the serpent’s head.

“This paragraph is describing the Missouri River as an endless brown snake. I predict that by the author using these words to describe the Missouri River; it means that the river will cause them many troubles during the Expedition. I know when I think about snakes, I don’t like them and I’m scared of them. We all know that snakes can be dangerous.”

Activating background knowledge, predicting, visualizing, and connecting to the text were all modeled to aid in comprehension.

We were less than two weeks into our journey, and the snake had already tried to kill us on several occasions. Captain Lewis predicted it would strike many more

“This confirms my prediction about the Missouri River. It is very dangerous. Seaman tells us that the snake has already tried to kill them several times. Since the

I confirmed a prediction that I previously made. I modeled how to use my background knowledge and information from the author to make an inference about the

times before our exploring was over.

author has already compared the Missouri River to a snake, I know that Seaman is describing the Missouri River in this paragraph when he refers to a snake.”

Missouri River.

The two small canoe-like boats, called pirogues, rode high on the water and rowed reasonably well, even against the powerful spring current.

“When I see a new vocabulary word like pirogues, one of the first things I can do is use the text before and after the word to figure out its meaning. Before the word pirogues, it says ‘small canoe-like boats, called…’ This tells me the definition of the word pirogues. This is a simple way that the author helps you understand new vocabulary words.”

I modeled how to use context clues to identify the meaning of vocabulary words.

Summary: This approach in the classroom shows students how they can use numerous strategies during reading and think alouds. This type of shared reading could be used when discussing any text in the classroom. You should always think aloud so students learn to be master readers. This approach also allows you to connect with students in a “reader to reader” setting in order to get a deeper understanding of the text. Students participate in activating their prior knowledge to help form new knowledge. This is a great way for students to learn in a constructivist setting. I could use this strategy in all areas of the classroom.

CONSTRUCTED RESPONSE

The Lewis and Clark Expedition: A Primary Source History of the Journey of the Corps of Discovery

Orr, T. (2004). The Lewis and Clark expedition: A primary source history of the journey of the corps of discovery. New York, NY: The Rosen Publishing Group, Inc.

SS2aB04Describe the contributions of Thomas Jefferson and the importance of the Lewis and Clark Expedition.

CAR2C04Use details from text to make inferences about problem and solution.

In August of 1804, as Lewis and Clark made their journey along the Missouri River, they had their first encounter with Native Americans. Although they had much anxiety about this meeting, Lewis was prepared with gifts, including glass beads, axes, flags, and peace medals. The men from the Corps of Discovery met with the Native Americans. Since they spoke different languages, communication was somewhat difficult, but using sign language helped. As Lewis handed out peace medals, he explained that President Jefferson has commissioned this expedition and is now the Native Americans’ “Great White Father.”

In November, Lewis and Clark met a French Canadian fur trader, Toussaint Charbonneau, and his young wife, Sacagawea, a Shoshone Indian. Toussaint hoped to join the expedition as an interpreter, but they felt Sacagawea would be most useful to the expedition. Her presence would assure Native American tribes that they were a peaceful group and she could serve as an interpreter as well. Toussaint, Sacagawea, and their infant son joined Lewis and Clark, with Sacagawea guiding them through the trip to the Pacific Ocean. She accompanied them on their return, with the entire trip totaling of 8,000 miles.

Mark the correct answer on numbers 1-3.

1. Along what river did Lewis and Clark travel?o Mississippi Rivero Missouri Rivero Platte River

2. What was the total distance of the journey of Lewis and Clark?o 8,000 mileso 800 mileso 6,000 miles

3. What ocean were Lewis and Clark trying to find?o Atlantic Oceano Indian Oceano Pacific Ocean

During their expedition, Lewis and Clark faced many challenges. Look at the chart below and explain two solutions for each problem they found for the following problems.

PROBLEM SOLUTION4. Lewis and Clark had difficulty

communicating with Native Americans since they spoke different languages.

Lewis and Clark used sign language to help communicate with the Native Americans.

Sacagawea served as interpreter to help the Native Americans communicate with Lewis and Clark.

5. Native Americans often felt threatened by white settlers, such as Lewis and Clark.

When Sacagawea traveled with Lewis and Clark, the Native Americans saw it as a sign of peace.

Lewis and Clark gave gifts to the Native American so that they would know they wanted to be peaceful.

Please answer the following questions.

6. Who was the president that requested this expedition? Thomas Jefferson _______________________________________________________________________

7. What feelings do you think Sacagawea might have been experiencing as she guided Lewis and Clark on this trip? Since Sacagawea was young, she probably felt excited about going on this exciting expedition of discovery. She might have also been kind of nervous since she had her baby with her. They were going to explore unknown lands and did not really know what kinds of things they would encounter along the way. Sacagawea most likely felt honored that she was asked to help along this important journey that the president had sent these men on. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SCORING GUIDES

Problem/Solution Chart

2 1 0Number 4: Student identified two solutions from the passage.

Acceptable answers should be similar to the following:

Lewis and Clark used sign language to help communicate with the Native Americans.

Sacagawea served as interpreter to help the Native Americans communicate with Lewis and Clark.

Number 4: Student identified one solution from the passage.

Number 4: No response

Number 5: Student identified two solutions from the passage.

Acceptable answer should be similar to the following:

When Sacagawea traveled with Lewis and Clark, the Native Americans saw it as a sign of peace.

Lewis and Clark gave gifts to the Native American so that they would know they wanted to be peaceful.

Number 5: Student identified one solution from the passage.

Number 5: No response

Sacagawea

2 1 0Student identifies Student identifies No response

appropriate feelings of adventure, excitement, bravery, nervousness, intimidation. Used information from the passage to support these feelings.

possible feelings, but they are inappropriate or not supported by information from the passage.

This constructed response activity would be used at the end of the unit as an assessment tool. It will also be beneficial to students as it helps develop critical thinking.

MODELED WRITING

I Took a Walk

Schanzer, R. (1997). How we crossed the west: The adventures of Lewis & Clark. Washington, DC: National Geographic Society.

GLEs:

SS2aB04Describe the contributions of Thomas Jefferson and the importance of the Lewis and Clark Expedition.

CAW2A04

Compose text showing awareness of audience and in a format appropriate to audience and purpose.

Directions: I am going to read aloud I Took a Walk by Henry Cole. This text will also be displayed on the Smart Board. I want you to use this model and write your own piece using the text How We Crossed the West: The Adventures of Lewis & Clark. You should be creative and use examples from the text to create your piece.

I Took an Expedition to the West

One spring morning, I took an expedition to the West.

I sat in my pirogue and floated down the Missouri; then I trekked across mountains. I saw…

Three very large catfish,

Little prairie dogs that burrow in the ground,

A herd of 3,000 buffalo,

Sioux Indians,

Mandan Indians,

A Warrior decorated with paint,

Five magnificent waterfalls,

A Shoshoni princess named Sacajawea,

Snow, wind, and harsh weather in the mountains,

The Pacific Ocean.

Have you ever trekked to the West?

You will be surprised by how much you see and hear!

This activity can be used after reading a text. It will get the students to dig deeper into the text and pull out the important details in a creative and fun activity. This strategy will help develop comprehension of the subject or concept and teach students to write creatively, while following a model text structure.

MINILESSON 1

Name: Heather Lankford, Whitney Roark

Grade Level: Fourth

Content: Social Studies: Lewis & Clark/Vocabulary

Lesson: History of Lewis & Clark/Vocabulary Development

Content Objective:

After teacher modeling and guided practice, students will develop a deeper understanding of the vocabulary words from the text How We Crossed the West: The Adventures of Lewis & Clark by completing a vocabulary self-awareness chart.

GLEs: SS3aB04Describe the contributions of Thomas Jefferson and the importance of the Lewis and Clark Expedition.

CAR1E04Develop vocabulary through text, using

a. root words and affixesb. synonyms and antonymsc. context cluesd. glossary and dictionary

Modifications:

Students who are struggling will be able to work with partners. They will also be able to refer to the website and other books on Lewis & Clark as resources to assist in completing their vocabulary self-awareness chart.

Materials/Media/Resources:

Schanzer, R. (1997). How we crossed the west: The adventures of Lewis & Clark. Washington, DC: National Geographic Society.

Burns, K. (1997). Lewis & Clark: The journey of the Corps of Discovery. Retrieved from http://www.pbs.org/lewisandclark/index.html.

Computers with internet access

Lewis & Clark books from unit

Pre-made chart

Pencils

Anticipatory Set: On your computers, you have a Lewis & Clark website that I want you to click on. With your partner, I want you to take a few minutes to look at the map on the website. This map traces the Corps of Discovery's historic journey. You can click on any of the eleven states to read excerpts from the Lewis and Clark journals and discover which Native American tribes the Corps of Discovery encountered in that region. You will have more time later to explore this website.

Instructional Input: Each one of you will complete a vocabulary self-awareness chart for the text How We Crossed the West: The Adventures of Lewis & Clark. We will learn vocabulary words by using context clues, the glossary, and the dictionary. We can also use root words and affixes to determine the meaning of a word. You will continue to use this chart throughout the unit. This chart will allow you to monitor your knowledge of the terms and concepts in this book and other texts during our study of Lewis and Clark. By the end of the unit you should have the entire chart completed.

Modeling/Demonstrating: In the first column is a list of vocabulary words from the text we are going to read. You may already know some of these words or they may be unfamiliar to you. Some of the words may be important to the comprehension of the text. The first word on the chart is ‘natives’. I am familiar with this word, so I will make a plus mark in the column with a plus mark at the top of the column. This means that I know the word well and I can give an accurate example and definition of the word. I know the definition of natives is ‘lifelong residents of a place’. I will write this in the column that has ‘Definition’ at the top. I will use the word in a sentence now. I will write ‘The natives were astonished when Lewis and Clark came ashore’ in the column that has ‘Example’ at the top.

The next word I will look at is ‘ravages’. I’m am familiar with this word, but I don’t know it well so I will put a check mark in the column that has a check mark at the top. I think an example of ravages is damage, so I will write this in the column that has ‘Example’ at the top. When I figure out the meaning of this word, I will erase the word ‘damage’ and write a complete sentence. I don’t know the definition, so I will leave this column blank until I know the definition. When I know the definition and can use it in a sentence, I will erase the check mark and make a plus mark in the appropriate column.

The third word is ‘wampum’. This word is new to me, so I will put a question mark in the column that has a question mark at the top. I don’t know the definition or an example, so I will leave these columns blank. As I learn about this word, I will complete the chart.

These three words will be on your self-awareness charts, but I want you to complete them based on your knowledge of the words. There are other vocabulary words on the chart for you to look at and you will add unfamiliar and important words to the chart.

Guided Practice: I will hand out self-awareness charts to students. Because you will be revising the chart, please write in pencil. Let’s look at the next word on the chart. It is pirogue. Raise your hand if you know what a pirogue is and can use the word correctly in a sentence. Ok…if your hand is up, you should put a plus in the appropriate column. Go ahead and fill out the columns for an example and definition. If you can write only a definition or an example, but not both, you need to place a check mark in the appropriate column and fill in the column for either an example or definition. If the word is new to you, put a question mark in the appropriate column.

Checking for Understanding: While the students are working on their charts, I will circulate the room and check closely to see that they have followed the directions and are marking the correct columns for their knowledge of the words. If they marked that they know the word well, I will check to see if they have an accurate definition and an example.

Independent Practice: Make sure you are using a pencil because you will be adding words to the chart and continually revising the chart as we work through the unit. I will assess your charts at the end of the unit. By then, the entire chart should be completed. By the end of the unit, you should know each word well and should have the definition written. You should also use the word in a sentence that makes sense. I will be checking to see that you are adding important words to the chart. You are given 8 words to begin with. You should add at least 5 more words to your chart. These may be important words or unfamiliar words. You may begin working on your chart.

Closure: Today we learned how to use a vocabulary self-awareness chart. You can develop vocabulary through text, by using root words, affixes, synonyms and antonyms, context clues, and a glossary or dictionary. As you read different books and study different concepts in Social Studies, you will be able to use these same types of clues to figure out the meaning of unfamiliar words and gain a deeper understanding of these concepts.

Evaluation/Assessment: I will assess self-awareness charts at the end of the Lewis and Clark unit. I will be checking to see that the chart is complete. Students should know all words well by the end of the unit. I will check for accurate definitions and

examples of the words used in a complete sentence. I will also check to see how many new words have been added to the charts.

Criteria 0 1 2 3

Vocabulary self-awareness chart is completed. (3 columns: question mark + ?, example, definition)

No columns complete.

One column is completed.

Two columns are completed.

All three columns are completed.

At least 5 new words should have been added to the chart. Eight were already on chart. **

0 words added.

1-2 words were added.

3-4 words were added.

At least 5 words were added.

Definition should be accurately written (each word will be assessed using this criteria).

No attempt. Definition was attempted but not correct.

Definition was partially correct.

Definition is accurately written.

Vocabulary word is used correctly in a sentence (each word will be assessed

No attempt. Attempt made, but not a complete sentence or accurately

Vocabulary word is used in a sentence but does not make sense.

Vocabulary word is used correctly in a sentence.

using these criteria).

used.

**If more than 5 words are added, 1 extra credit point will be given for each word that has a completely accurate example and definition.

MINILESSON 2

Name: Heather Lankford, Whitney Roark

Grade Level: Fourth

Content: Social Studies: Lewis & Clark/Graphic Organizer

Lesson: History of Lewis & Clark/Creating a Graphic Organizer

Content Objective:

After teacher modeling and guided practice, students will identify the needed provisions for the expedition of Lewis and Clark vocabulary from the text, How We Crossed the West: The Adventures of Lewis & Clark, by completing a graphic organizer.

GLEs:

SS3aB04: Describe the contributions of Thomas Jefferson and the importance of the Lewis and Clark Expedition.

CAW1A04: Following a writing process to independently use a graphic organizer in prewriting

.

Modifications:

Students will be able to use peer tutoring by working in cooperative learning groups.

Materials/Media/Resources:

Schanzer, R. (1997). How we crossed the west: The adventures of Lewis & Clark. Washington, DC: National Geographic Society.

Paper

Pencils

Anticipatory Set: The year is 1803 and you have been asked to join Lewis and Clark’s Corps of Discovery. You will be heading into unknown lands and can only take a limited amount of supplies. Your job is to decide which items to take and identify their purpose. You will create a concept map identifying the provisions needed for the journey.

Instructional Input: Each one of you will create a concept map identifying 10 provisions needed for the journey. You will also explain how the items will be used. You may refer back to the book if you need help remembering the provisions or determining their purpose.

Modeling/Demonstrating: The first thing I am going to do in creating a concept map is draw a big circle in to middle. In this circle, I will write the main topic of my graphic organizer which is, ‘Supplies for the Lewis and Clark Expedition.’ Next I will draw a smaller circle to list a supply. I will also draw a line connecting it to my main circle. Now I need to choose a provision that I think we need to take on the expedition. I remember reading about trumpets in the book, so I will write that on my graphic organizer. Now I need to draw an even smaller circle off of my ‘trumpets’ circle and use a line to connect the two. In this circle I need to explain what the trumpets are used for. I cannot quite remember what they were used for, so I will look back in the book. Oh, here it is on page 4. The book says the trumpets were used to call together the corps, so that is what I will write in my circle.

Guided Practice: Now we will do one together. Go ahead and take out of a piece of paper. Raise your hand if remember what we need to do first. I will call on a student to answer. That’s right. We should draw a big circle in to middle for the main topic of our graphic organizer which is, ‘Supplies for the Lewis and Clark Expedition.’ I will allow time for students to do this. Raise your hand if you can tell me what we do next. I will call on another student to answer. Ok, next we will draw a smaller circle to list a supply. We will also draw a line connecting it to the main circle. Now we need to choose a provision that we think is needed for the expedition. Raise your hand if you think of something. I will call on a student to answer. Yes, we will need paper and pens, so we will write that in our smaller circle. Raise your hand if you can tell me what we should do now. I will call on a student to answer. That’s right. We need to draw an even smaller circle off of our circle that says ‘paper and pens’ and use a line to connect the two. In this circle we need to explain what the paper and pens will be used for. Raise your hand if you can remember. I will call on a student to answer. Yes, they will be used by the expedition member to record all of their discoveries. In the smallest circle we will write ‘record discoveries.’ You did a good job remembering, but what if we cannot remember the purpose of the provisions? How could we figure this out? I will call on a student to answer. That’s right. We can look back in the book.

Checking for Understanding: While the students are working on their graphic organizers, I will circulate the room and check closely to see that they have followed the directions and have listed appropriate provisions for the expedition. I will also check that they have correctly identified the provisions’ purposes.

Independent Practice: We completed the first one together, so you need to do nine more on your own. You should have a total of 10 medium sized circles listing the provisions you would choose for your journey. I encourage you to refer back to the book to find the provisions and their purposes. Since they can be found in the book, you should have all of your provisions spelled correctly.

Closure: Today we learned how to create a graphic organizer called a concept map. This can help you organize the information you have learned and increase your understanding of the material.

Evaluation/Assessment: Graphic organizers will be assessed during the Lewis and Clark unit. I will check to see that the graphic organizer is complete. I will check for appropriate provisions and accurate examples of their purposes.

Criteria 3 2 1 0

Correctly drew a concept map

1 center circle, 10 medium circles, 10 small circles all correctly connected by lines

Drew the circles, but only drew some of the lines to connect them.

Drew some circles and some lines, but they are not correctly connected by lines.

No attempt.

Provisions identified for expedition.

10 provisions were listed.

7-9 provisions were listed.

4-6 provisions were listed.

3 or fewer provisions were listed.

Provisions spelled correctly.

10 provisions spelled correctly.

7-9 provisions spelled correctly.

4-6 provisions spelled correctly.

3 or fewer provisions spelled correctly.

Purposes of provisions correctly explained.

10 purposes explained correctly.

7-9 purposes explained correctly.

4-6 purposes explained correctly.

3 or fewer purposes explained correctly.