Non-Fiction+Lewis+and+Clark+Lesson+Set

1. How We Crossed the West Read Aloud 2. The Great Expedition Read Aloud 3. Reading Mini-Lesson 4. Writing Mini-Lesson (Friendly Letter)

**//__How We Crossed the West:__// __Interactive Read Aloud__**
 * Grade ** : 5


 * Time: ** 30 minutes

1. Listen actively for a variety of purposes such as enjoyment and obtaining information. Common Core State Standards, Reading Standards for Informational Texts, Key Ideas and Details 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
 * Standards ** : 3.4.4 A. Active Listening


 * Objective: ** The student will listen as the teacher reads aloud, stopping to make predictions, connections and wonderings.

· // How We Crossed the West: the Adventures of Lewis and Clark // by Rosalyn Schanzer · map of The United States
 * Materials: **


 * Lesson Sequence: **


 * **Before Reading:**
 * “Boys and girls, yesterday we read a book about the travels of Lewis and Clark. Who told that story? Well, this story is told from the perspective of Lewis and Clark themselves! Although they did not write this book, the author took details from their personal diaries, added pictures and made it a bit easier to read.”
 * “By looking at the cover of the book, what do you predict may be different from the other book? What may be the same?”
 * Allow students time to predict.
 * “We’ll see if those predictions are confirmed throughout the story. Just like yesterday, while I am reading, I would like you to be ready to ‘stop and jot’ in your notebooks anything you find interesting, important facts, names or plot points you want to remember. This book contains tons of important facts about Lewis and Clark’s journey, so stop and jot anything you feel is important. You may find more facts or details than you did yesterday because this is from Lewis and Clark’s perspective.”


 * D **** uring Reading: **
 * Stop reading occasionally to re-engage, clarify details/vocabulary, confirm predictions or ask questions.
 * Pay close attention to how much students are using their Stop and Jot notebooks to write down important information. If there is something that you find particularly important, you may want to suggest that students write that down.


 * After Reading: **
 * Turn and talk to your partners about 3 new interesting things you found in this book that you did not find in yesterday’s story.
 * Give them a few minutes to discuss and share important ideas. Then, share the ideas as a group.

**__ The Great Expedition of Lewis and Clark: Interactive Read Aloud __**


 * Grade ** : 5


 * Time: ** 30 minutes


 * Standards ** : 3.4.4 A. Active Listening

1. Listen actively for a variety of purposes such as enjoyment and obtaining information.

Common Core State Standards, Reading Standards for Informational Texts, Key Ideas and Details

2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


 * Objective: ** The student will listen as the teacher reads aloud, stopping to make predictions, connections and wonderings.


 * Materials: **


 * // The Great Expedition of Lewis and Clark // by Private Judith Edwards
 * map of The United States


 * Lesson Sequence: **


 * Before Reading: **

o “Boys and girls, by now you know a little about the explorations of Lewis and Clark. There are several ways to tell the story of their journey. This story is told from the perspective of a man named Private Reubin Field.”

o “What can you predict about Private Reubin Field or about his journey from the cover of this book?”

o Allow students time to predict.

o “We’ll see if those predictions are confirmed throughout the story. While I am reading, I would like you to be ready to ‘stop and jot’ in your notebooks anything you find interesting, important facts, names or plot points you want to remember. This book contains tons of important facts about Lewis and Clark’s journey, so stop and jot anything you feel is important.”


 * During Reading: **

o Stop and ask questions occasionally to re-engage, confirm/make predictions or clarify details/vocabulary.


 * Who’s telling the story?
 * Predict: What does it mean to be part of the Corps of Discovery?
 * The text says, ‘tried to camp out in our noses and eyelids.’ What do you think that means?
 * Clarify: The Big Muddy is what explorers called the Mississippi River at the time. They called it that because every time it rained, the riverbanks would become muddy and cause problems for the journeymen.
 * So far in the story, what do we know? Several of these things may be helpful to write in your Stop and Jot notebooks.
 * Turn and Talk: Why is land such an important reward at this time?
 * Locate Illinois on the map and put a tack or sticker on that location to show where the explorers are.
 * May 14, 1804. If we are in 2011, how many years ago was Private Reubin Field exploring with Lewis and Clark?
 * The explorers gave the Indians medals and trinkets. Consider what the explorers were trying to gain. Turn and talk to your partner about why they might give the Indians gifts.
 * Think aloud: It must have been quite an adventure exploring new lands. Sometimes they watched people die, they experienced starvation, and their clothes were ripped to shreds. They were forced to battle many different things.
 * What’s happening right now in the story? What does it mean to be red in the face?
 * Turn and talk: Why are their ships not as respectable as Columbus’s?
 * Find Missouri on the map and mark it with a tack/sticker.
 * Thumbs up/thumbs down: Do you think they were right?
 * Find Montana on a map and mark it with a tack/sticker.


 * After Reading: **

o “Private Reubin Field asks whether people will continue exploring westward. Turn and talk to you partner about what you think.”

o Discuss students’ answers as a group.

o What are some things that you jotted down in your notebooks? Let’s start from the beginning of the story. What did you find important?”

**__ Lewis and Clark Compare/Contrast: Reading Mini-Lesson __**


 * Grade ** : 5


 * Time: ** 15 minutes


 * Standard: ** Reading Standards for Literature K-5, Craft and Structure

5. Compare and Contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.


 * Objective: ** Students will compare and contrast two texts using a Venn Diagram.


 * Materials: **


 * // How We Crossed the West: The Adventures of Lewis and Clark // by: Rosalyn Schanzer
 * // The Great Expedition of Lewis and Clark // by: Judith Edwards


 * Lesson Sequence: **

1. ** Anticipatory Set (Engagement) ** –

· “Boys and girls, we have been studying the expeditions of Lewis and Clark in Social Studies. We have learned things from reading stories about them, and by watching movie clips. Turn and talk to your partner to discuss a few things that we have learned about their explorations. I’ll take 5 ideas about what we have learned about them.”

· “We read two different books that were written from two different points of view. Although they were about the same topic, different people wrote the books from different perspectives.”

2. ** State objective and purpose ** –

· “Today, we are going to compare and contrast the different ideas presented in//How We Crossed the West: The Adventures of Lewis and Clark// and //The Great Expedition of Lewis and Clark.// When you have two books about the same topic, it is important to compare and contrast the different ideas presented in each book.”


 * 3. **** Teach and Model – **

· “Let’s begin. Open your Stop and Jot notebooks. Draw a Venn Diagram like I have up on the board. It is two large circles that overlap in the middle.”

· “Above this circle, write ‘How We Crossed the West.’ In the other, write, ‘The Great Expedition.’ In each of these circles, we are going to list the differences between the two books. What could we list in the center where the two circles overlap?” Similarities.

· “I’ll start. We know that in //How We Crossed the West//, it is written from Lewis and Clark’s point of view.” Write ‘told by Lewis and Clark.’ “Then, we know that in //The Great Expedition//, the story is told from Private Reubin Field.” Write ‘told by Private Reubin Field.’

· “In the middle, I’m going to write that both stories are written by Lewis and Clark.”

4. ** Guided Practice: **

· “Someone tell me something unique about //How We Crossed the West.”//

· “Someone tell me something unique about //The Great Expedition.”//

· “What is something the two stories share?”

5. ** Independent Practice: **

· “With your partner, use your Stop and Jot notebooks to find similarities and differences between these two stories.”

· “When you feel like you have finished your Venn Diagram, find a different partner to discuss your findings and opinions.”

6. ** Assessment: **

· Ask students to share their answers and make a large Venn Diagram on the board.

· If necessary, ask students to elaborate on their thinking.

7. ** Closure: **

· “As we continue to study Lewis and Clark, I will leave these charts up. In Social Studies, you will find many sources of information that present different facts and opinions. It’s important to compare and contrast different materials so you can form your own opinion about topics.”