EDUC 343- Content Literacy: Middle SchoolSummer 2012Literacy Project Prepared by: Michelle Balls

Alternative Text Set4th grade Social StudiesGLE: SS 3aH04b: Sequence and describe the importance of the Lewis and Clark Expedition.

APA Format-Annotated Reference List

Non-White European Background

The Shoshone Indians. (2003, May 21). Retrieved from http://www.shoshoneindian.com/

This website is supported by the Shoshone Indian tribes. They give their account of the Lewis and Clark expedition and Sacajawea’s involvement with it.

Woman’s Perspective

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

This biography tells the story of Sacagawea, the Shoshone Indian girl who served as interpreter, peacemaker, and guide for the Lewis and Clark Expedition to the Northwest in 1805-1806.

Magazines

Talbot, M. (2003, February). Searching for Sacagawea. National Geographic, Retrieved from

http://ngm.nationalgeographic.com/ngm/0302/feature4/

This magazine article discusses Sacagawea and the desire to know more about her. It discusses what is known about her and what is not known about her. It also discusses what is known about her baby that was born on the expedition, Jean Baptiste.

White, D. (2012). The Lewis and Clark expedition. Social Studies for Kids, Retrieved from

http://www.socialstudiesforkids.com/articles/ushistory/lewisandclark1.htm

This magazine article was a four part series that chronicled the Lewis and Clark expedition. It was easy to understand and informative. It included a map.

Newspapers

Gevock, N. (2005, July 31). 200 years to the day. Montana Standard. Retrieved from

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

This is an article about a Lewis and Clark reenactment group from the Discovery Expedition of St. Charles, Missouri, paddling their canoes upstream to the Lewis and Clark Caverns State Park.

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

Standard. Retrieved from http://www.jeffersonriver.org/Articles/Lewis_and_Clark.htm

This is an article about the Lewis and Clark expedition and their travels through Southwest Montana along the Big Hole and Beaverhead Rivers.

Nonfiction books

Gunderson, M. (2000). Exploring history through simple recipes: 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 Lewis and Clark up and beyond the Missouri River to the Pacific Ocean. It includes easy to make recipes.

Holmberg, J. J. (2002). Dear brother: Letters of William Clark to Jonathan Clark. New Haven,

CT: Yale University Press.

This book is a great primary resource that has over 46 letters that were written by William Clark to his brother. Six of these letters were written during the Lewis and Clark Expedition. 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 incredible and treacherous exploration of the United States’ western frontier.

Webster, C. (2003). The Lewis and Clark expedition. New York, NY: Children's Press.

This book discusses the journey of Lewis and Clark, the Louisiana Purchase, and the purpose of exploring the land and establishing friendly relations with the native peoples.

Novels

Auch, M. J. (1997). Journey to nowhere. New York, NY: Henry Holt and Company, Inc.

This novel is set in 1815. While traveling by covered wagon to settle in the wilderness of western New York, eleven-year-old Mem experiences a flood and separation from her family. This would be a good novel that students could compare and contrast the different journeys.Karwoski, G. L. (1999). Seaman: The dog who explored the west with Lewis & Clark . Atlanta,

GA: Peachtree Publishers.

This novel is about the Newfoundland dog that proves his value as a hunter, navigator, and protector on the Lewis and Clark expedition.

Roop, P., & Roop, C. (1999). Girl of the shining mountains. New York, NY: Hyperion Books for

Children.

In this novel, Sacagawea describes how, at the age of sixteen, she becomes a member 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: My journey with the Lewis and Clark tribe. San Diego, CA:

Harcourt Brace.

This novel is written through the eyes of Captain Meriwether’s dog Seaman. He describes his experiences as he accompanies his master on the Lewis and Clark expedition to explore the unchartered western wilderness.

Twain, M., & Laiken, D. S. (1986). Great illustrated classics: The adventures of Tom Sawyer.

New York, NY: Tom Doherty Associates, LLC.

This is a novel sharing the adventures about a young boy growing up along the Mississippi River. The story is set in the Town of "St. Petersburg", inspired by Hannibal, Missouri, where Mark Twain lived.

Wolf, A. (2004). New found land. Cambridge, MA: Candlewick Press.

The letters and thoughts of Thomas Jefferson, members of the Corps of Discovery, their guide Sacagawea, and Captain Lewis’s Newfoundland dog, Seaman, all tell the story of the historic exploratory expedition to seek a water route to the Pacific Ocean.

Poems

Huffman, B. (1905). Ode to Sacagawea. Retrieved from:

http://www.ohs.org/education/oregonhistory/historical_records/dspDocument.cfm?

doc_ID=0133BD4E-F8E9-1440-BBBFF0C9206C757A

This poem was written in commemoration of a bronze statue of Sacagawea created for the 1905 Lewis and Clark Centennial Exposition, now located in Portland’s Washington Park.

Paul, A. W. (1999). Sacajawea. Retrieved from:

http://sandynoles.tripod.com/poetryforchildren/id6.html

This poem is about Sacajawea and could be used for a lesson to introduce the topic of the Lewis and Clark Expedition. It is written for elementary students’ comprehension.

Visual

Expansion and reform. (1998, July 1). Retrieved from

http://www.archives.gov/exhibits/american_originals/purchase

This is the digital copy of the original copy of the list of purchases made by Meriwether Lewis in preparation for the expedition to the West. This is a great primary source that would be very interesting to students. There were other Lewis and Clark and Louisiana Purchase archives on this website also.

Children’s Picture Books

Adler, D. (2003). A picture book of Lewis and Clark. New York, NY: Holiday House.

This picture book chronicles the expedition across the American West conducted by Meriwether Lewis and William Clark, spawned by President Thomas Jefferson's Louisiana Purchase of 1803.

Napoli, D. J. (2011). The crossing. New York, NY: Atheneum Books for Young Readers.

In 1805, Sacagawea, a woman of the Shoshoni tribe, helps Meriwether Lewis and William Clark find a passage to the West Coast, in this story told through the eyes of the baby boy on Sacagawea’s back.

Websites

Lewis and Clark. (1996). Retrieved from http://www.nationalgeographic.com/lewisandclark/

This website has an interactive journey log. When Thomas Jefferson dispatched Lewis and Clark to find a water route across North America and explore the uncharted West, he expected they'd encounter woolly mammoths, erupting volcanoes, and a mountain of pure salt. What they found was no less surprising. See it all on our journey: journal entries, historical photos, drawings, maps, and more.

Mussulman, J. (2009). Discovering Lewis and Clark. Retrieved from http://lewis-clark.org/

This website is an interactive website that has a plethora of information about Lewis and Clark and their expedition to the west. It contains journal excerpts, which are primary sources and considerable amounts of information about the geography of the exploration, and the history.

Neiman, D. (2012). Lewis and Clark. Retrieved from http://www.pbs.org/lewisandclark/

This website is an interactive website that allows users to lead the Lewis and Clark expedition. You are the captain and you get to make the decisions now. The website also has plenty of historical facts, maps, and archives.

Vocabulary Word Sort

APA Reference:

Gunderson, M. (2000). Exploring history through simple recipes: Cooking on the Lewis and

Clark expedition. Mankato, MN: Capstone Press.

SS GLE: SS 3a.H.04b. Sequence and describe the importance of the Lewis and Clark Expedition.

CA GLE: Reading 1.G.04a-b. During reading, utilize strategies to a. determine meaning of unknown words b. self-monitor comprehension

Directions: You will sort the vocabulary words/terms by placing the listed words into the proper categories on the chart. You will be given fifteen minutes to do this assignment. When you have completed the chart, review your sort to verify its correctness.

Members of the Lewis and Clark Expedition

Geographic features and locations along the Expedition

Important components that have significance with the

ExpeditionSacagawea Missouri River Thomas JeffersonMeriwether Lewis Continental Divide Louisiana Purchase

Corps of Discovery Bitterroot Range American Indian TribesWilliam Clark Pompey’s Pillar Map making/CartographyTouissaint Charbonneau Rocky Mountains keelboatsSeaman Columbia River canoesYork Westward Expansion

I would give this word sort after we had finished the unit on Lewis and Clark. It would be an assessment for comprehension of the unit. I would extend the assessment by having students pick one vocabulary word from each of the three categories (three words/concepts total) to write something that they learned or know about that word/concept. This could be written on the back of their word sort.

Vocabulary Self-Awareness Chart

APA Reference:

Gunderson, M. (2000). Exploring history through simple recipes: Cooking on the Lewis and

Clark expedition. Mankato, MN: Capstone Press.

SS GLE: SS GLE: SS 3aH04b: Sequence and describe the importance of the Lewis and Clark Expedition.CA GLE: Reading 1.E.04a-d.

Develop 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 column.2. 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 “√” 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 from

the text or topic.

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

WORD + √ ? EXAMPLE DEFINITIONLewis and Clark Expedition

+ The Lewis and Clark expedition traveled west to the Pacific Ocean.

The trip that searched the newly purchased Louisiana territory for a river route from the Mississippi River to the Pacific Ocean.

Louisiana Purchase √ The Louisiana Purchase enlarged the United States’ territory.

Keelboats ?Westward expansionCorps of DiscoverySacagaweaThomas JeffersonMissouri RiverCartographyModel the process of using this chart for students prior to the topic study. After modeling, have the students fill out the chart. Students should continue to fill out the chart and revise their responses during this unit of study. This will allow students to monitor their knowledge of the terms/concepts during the unit. The classroom teacher should monitor student responses throughout the study.

Question Answer Relationship (QAR)

APA Reference

Paul, A. W. (1999). Sacajawea. Retrieved from:

http://sandynoles.tripod.com/poetryforchildren/id6.html

Content GLE/s

SS 3aH4b: Sequence and describe the importance of the Lewis and Clark Expedition.

Literacy GLE/s

CA3C04a: Use details from the text to demonstrate comprehension skills previously introduced.

Student directions: After reading the Sacajawea poem, answer the question in each of the boxes below.

IN THE TEXT Question AnswerRight There questions (2)(think who is, where is, list, when is, how many, when did, name, what kind of-Remember that the answer will be in one location in the text)

1.What were the names of the two explorers?

The two explorers were Lewis and Clark.

2.How long was the journey?

The journey took two years.

Think and Search questions (2) 1. Sacajawea crossed over plains, climbed

(require students to "search" through the entire passage they read to find information)

What things did Sacajawea do on the journey?

mountains, forged through rivers, snaked through the woods, showed shortcuts through the hills, introduced the men to wild plants, and spoke to the natives.

2.What purpose did Sacajawea have for going on the journey?

Sacajawea’s purpose was to speak to the natives for the white men and to help guide the group through the wilderness.

IN YOUR HEADAuthor and You questions (1)(require students to answer with information not in the text; however, students must read the text material to understand what the question is asking then use the information from the text and then explain what you know or have experienced)

1.Why is Sacajawea mentioned in our history books?

See sample rubric below.Sample response:Sacajawea is mentioned in our history books because she played a vital part in the Lewis and Clark Expedition. Without Sacajawea’s assistance and guidance on the trip the men may not have had the success that they did. She also helped keep peaceful relations with the American Indians, since she was a Native American and knew their language.

On Your Own questions (1)(can be answered with information from the students' background knowledge and do not require reading the text

1.What did you or someone else do on a trip/journey to help/assist others on the trip? How did that assistance help the journey/trip go successfully? Why did you act the way you did?

Sample response-use rubric belowOur family went to the Smoky Mountains in Tennessee last year. I helped by packing for myself and helping to pack things in the car. I helped my mom by taking care of my younger brother in the car. We played games and read book s together. I think that helped my dad by keeping my little brother quiet so that Dad could concentrate on his driving. I also saw a black bear at a park we went to and told my mom and dad and my family got back in the car. I helped keep us safe.

Rubric for Author and Me (adjust your rubric to match your question)4 3 2 1

Student states why Sacajawea made it into our history books. Two types of information from the text are used to support the answer. The student thoroughly explains background knowledge or experiences to further support their answer.

Student states why Sacajawea made it into our history books. At least one piece of information from the text is used to support the answer and the student uses some background knowledge or experience to further explain and support their answer.

Student states why Sacajawea made it into our history books and uses at least one piece of information from the text OR uses background knowledge/experiences to support and explain their answer.

Student states why Sacajawea made in into our history books, but does not use information from the text or personal knowledge/experience to support or explain their answer.

Rubric for On My Own (adjust your rubric to match your question)4 3 2 1

Student states what they or someone else did on a trip to assist others on the trip. They explained how it made the trip more successful. The

The student states what they or someone else did on a trip to help others. They did not adequately explain how that made

Student vaguely states what they or someone else did on a trip to help assist others. They vaguely explain how it helped the

Student failed to clearly tell what they or someone else did on a trip to help others. No clear explanation was stated. Student vaguely

student gave a reason why they made the choice to assist.

the trip more successful or did not adequately explain why they chose to act as they did.

trip and the reason why they made that choice.

responds to why they chose to act the way they did.

When and why I would use this strategy:I would use the Question-Answer Relationship strategy to check for student comprehension of the topic/text that we are learning about. By using the QAR, students have different levels of questions asked of them. QAR allows students to find answers that are found directly in the text and also to use the text along with prior knowledge and personal experiences to experience a higher level of thinking. It is also student-centered and allows the student to use their critical thinking skills.

Graphic Organizer-Flow Diagram-Lewis and Clark

APA Reference

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.

Content GLE/s

SS 3aH04b: Sequence and describe the importance of the Lewis and Clark Expedition.

Literacy GLE/s

Reading 3C04c: Use details from text to sequence events.

Student DirectionsCreate a flow diagram graphic organizer of the Lewis and Clark Expedition. You need to sequence at least 8 events. Look at the example provided as a guide. Include dates and major events.

When and how would I use this graphic organizer?I would use this flow diagram graphic organizer during and after reading. The students could use it during reading to sequence the events as they are reading about them. It would be a way to organize the text and they would have the main points after they finished reading. This would be in place of note taking. I would use a flow diagram after reading to check for students’ comprehension of the topic. We will refer back to them when we discuss westward expansion.

Flow Diagram of Lewis and Clark Expedition

1802- President Thomas Jefferson asks his private secretary, Meriwether Lewis to command an expedition to Louisiana territory.

1803- U.S. makes Louisiana Purchase from France for $15 million.

1803-Meriwether Lewis begins making purchases and

buying supplies for the expedition.

1803- Lewis asks William Clark to join him on the expedition to plan and lead.

May 21, 1804-Lewis and Clark and the Corps of Engineers set out from St. Louis and travel the Missouri River to North Dakota and set up a winter camp.

1805-Toussaint Charbonneau and his wife Sacagawea are hired to act as interpreters and keep peaceful relations with the American Indians.

1805-The expedition crosses the Continental Divide and travel the Columbia River to the Pacific Ocean.

November 1805-The Expedition reaches the Pacific Ocean.

September 23, 1806-Lewis and Clark and the Corps of Discovery return to St. Louis.

Note-taking/ Note-making artifact

APA Reference:

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

Content GLE/s:

SS 3aH4b: Sequence and describe the importance of the Lewis and Clark Expedition.

Literacy GLE/s:

Reading 1G04b,c,g: During reading, utilize strategies to self-monitor comprehension, question the text, and summarize.

Student Directions:

On the top of your page list your name, the name and author of the book, date, subject, and page numbers covered. Divide your page in two columns. The left hand column will be one third of the page and the right hand column will be two-thirds of the page. In the left hand column write main characters/names, key dates, important events, etc… Write supporting details in the right hand column. Include a summary at the bottom of the page.

Split-Page Note-Taking

Sacagawea- by Judith St. George 4th grade- S.S.June 17, 2012 Chapters 1-3, pgs. 1-12Michelle Balls

Main Characters/NamesSacagawea -Captured at age 11 by Minnetaree Indians

-Shoshone Indian-Wife of Toussaint Charbonneau-Meaning of name- “Bird Woman”

Toussaint Charbonneau -French-Canadian fur trader-Hired by Lewis and Clark as an interpreter for American Indians-Husband of Sacagawea

Captain Meriwether Lewis -Commander of the Expedition-Personal secretary to U.S. President Thomas Jefferson

Captain William Clark -Co-commander of the ExpeditionThomas Jefferson -U.S. President 1800-1808- made the Louisiana Purchase

-known to the Indians as “Great Father”Important Dates

1803 -U.S. purchase Louisiana territory from FranceMay 1804 -Lewis and Clark Expedition head up the MO river to St. Louis

-Build a fort and live there for the winter

Lewis and Clark expedition -Over 5000 mile journey-includes838,000 square miles between the Mississippi River and the Continental Divide-over 40 people included in the whole group-Corps of Discovery is what they are called

Summary: Sacagawea and her husband are hired by Lewis and Clark to act as interpreters for the American Indians that they will encounter during the journey. The expedition will have over 40 members and will leave St. Louis in Spring of 1805.

I would use this Split-Page note-taking strategy for upper elementary and middle school students. It is an effective way to take notes and to keep them organized. I would model for students how to keep notes this way and how to use their notes to review and study for a test. Having students take notes this way promotes their active listening skills and helps the students identify main ideas from supporting details. The notes are organized for easier review and study material. This method could be used in all content areas.

Shared Reading Artifact

APA Format:

Gunderson, M. (2000). Exploring history through simple recipes: Cooking on the Lewis and Clark

expedition. Mankato, MN: Capstone Press.

Content GLE/s:

SS3aHO4b: Sequence and describe the importance of the Lewis and Clark Expedition.

Literacy GLE/s:

Reading3C04a-k: Use details from text to a. demonstrate comprehension skills previously introducedb. explain main idea and supporting detailsc. sequence eventsd. identify cause and effect e. draw conclusionsf. compare and contrastg. make predictionsh. make inferences i. distinguish between fact and opinionj. identify and explain author's purpose k. identify problems and solutions

Shared Reading Model/Example/Artifact

Text Teacher Commentary During the Think Aloud

Strategies Modeled/Practiced

Exploring History through Simple Recipes: Cooking on the Lewis and Clark Expedition

As I am looking at the front cover of this book and reading the title, I can see that it is going to be about the Lewis and Clark expedition. I can also assume/infer from the title and the pictures that the author is going to share the history of Lewis and Clark with us and also tell us about the cooking and foods that they ate along the journey. I predict that we will learn about the journey and the food.

Make inferences and predictions about the text.

Identify and explain author’s purpose

In 1803, the United States purchased the Louisiana Territory from France for $15 million. This area of land stretched from the Mississippi River to the Rocky Mountains and from the Gulf of Mexico to the Canadian border. The Louisiana Purchase doubled the size of the United States.

I can tell from reading this paragraph that the author’s purpose is going to be to tell us about the history of the United States and the expansion into the western part of the United States. I am looking at the maps on these two pages and I can see what land was included in the Louisiana Purchase. I can also read the legend on the map and see the route that Lewis and Clark took on their exploration of the newly purchased land. It said that France owned the land before the United States and I can see from the map how much the United States grew just in purchasing this one big piece of land. Let’s read the next paragraph and see what we learn.

Author’s purpose. Reading maps, legends,

and drawings- interpreting visual representations

President Thomas Jefferson and I am thinking about the Distinguish between fact

his secretary, Meriwether Lewis, planned an expedition to the Louisiana Territory. Jefferson wanted Lewis to search for a river route from the Mississippi River to the Pacific Ocean. At that time, many people believed there was such a Northwest Passage. A river route connecting the Atlantic Ocean to the Pacific Ocean would help the United States transport goods and increase trade with Asian countries.

information that we have read so far in this text. I was thinking that it has all been facts. There has not been anything that is an opinion yet. This text will probably have a lot of facts in it, since it deals with history. I wondered why they U.S. wanted all this land and the text told me that the United States wanted to transport goods from the Atlantic Ocean all the way to the Pacific Ocean. Let’s read a little more.

and opinion Questioning the text

Lewis asked his friend William Clark to help plan and lead the expedition. Lewis and Clark formed a team called the Corps of Discovery. This group of about 45 men planned to travel mostly by boat. The Corps of Discovery included men who were soldiers, blacksmiths, and French fur trappers. Clark’s African American slave, York, also traveled with the Corps. Lewis brought along his Newfoundland dog, Seaman.

There are a lot of facts here in these first three paragraphs. The author is probably giving us the history before the expedition and cooking take place. I wonder what kind of food that 45 people traveling mostly by boat are going to eat. They brought along a dog? The text said he was a Newfoundland. I wonder what a Newfoundland dog looks like. Is he a tracking/hunting dog? We will have to look this up on the internet. I wonder why so many people were on the journey. What is a blacksmith? I will look it up in the dictionary.

Distinguish between fact and opinion

Author’s purpose Questioning the text

I would use the shared reading strategy for exploring text that is just above the independent level for my students. I would use it so that the students can see how to use comprehension strategies to help them understand the text more fully. It is also a good way to model fluent reading to the students. Since the students will also be able to see the text, they can look at the maps, legends, charts, graphs, and drawings in the book along with me. I will show them how to use these visual representations to assist in their understanding as well. I will use a think aloud like the one above to model for the students how to use the details from the text to help develop their comprehension. This shared reading could be used in all content areas.

Constructed Response Writing Artifact

APA Reference:

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.

Content GLE/s:

SS3aH04b: Sequence and describe the importance of the Lewis and Clark Expedition.

Literacy GLE/s:

Reading1H04a-i: Apply post-reading skills to demonstrate comprehension of text.a. answer basic comprehension questionsb. identify and explain the relationship between the main idea and supporting detailsc. make predictionsd. question to clarifye. reflectf. draw conclusionsg. analyzeh. paraphrasei. summarize

Reading3C04a-k: Use details from text to:

l. demonstrate comprehension skills previously introducedm. explain main idea and supporting detailsn. sequence eventso. identify cause and effect p. draw conclusionsq. compare and contrastr. make predictionss. make inferences t. distinguish between fact and opinionu. identify and explain author's purpose v. identify problems and solutions

Student Directions: Read the following passage and answer the questions that follow.

The Preparations

Anyone who has ever packed to go on a trip knows that it requires a lot of thought and

preparation. When that trip is going to last at least two years and extend into mysterious places

where the weather, temperature, and terrain are unknown and supplies must be sufficient for

dozens of hardworking, hungry men, preparation is more than a chore-it is a tremendously

challenging undertaking in its own right.

Meriwether Lewis had already been preparing for his journey for almost two years before he

asked William Clark to join the expedition. In addition to gaining a rapid education in a wide

variety of fields-such as botany, cartography, and medicine-Lewis also focused on the trip’s

practical requirements. Two days after the Louisiana Purchase was first publicly announced on

July 3, 1803, Lewis left Washington, D.C., for Pittsburgh, Pennsylvania, to begin purchasing

supplies and hiring men for the expedition.

Initially authorized to spend $2,500, he compiled list after list of what would be needed, from

medical supplies and food to clothing and weapons. These lists offer great insight into the wide

variety of situations expected for an expedition of this scope and duration. Scientific equipment,

camping supplies, presents for the Native Americans, weapons, clothing, and food added up to

almost two tons of materials that would need to be hauled along on the trip. The actual cost of

the trip would eventually balloon to almost $40,000.

1. Name at least four supplies Lewis purchased for the trip?

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2. Name two things that Meriwether Lewis had to do before the journey to prepare for the trip.

Support your answer using information from the text.

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3. What would be some reasons why the cost of the trip ballooned to almost $40,000?

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4. What is your opinion on why Meriwether Lewis purchased presents for the Native

Americans?

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5. The passage states that preparing for this trip was a tremendously challenging undertaking.

What do you think is meant by that? Use details from the text to support your answer.

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Student Directions: Read the following writing prompt and then write your response on the

lines.

Writing Prompt : Pretend that you are Meriwether Lewis preparing for the Lewis and

Clark Expedition. Tell us what specific supplies, food, and equipment you would purchase for

the expedition and why you would purchase them.

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Constructed Response Scoring guide

4th grade non-fiction

Lewis and Clark Expedition- The Preparations

CR item 1, GLE Reading1H04a

2 points- The response includes at least four items from the text that Lewis purchased for the trip. Examples: food, clothing, medicine, weapons, camping supplies, presents for the Native Americans, scientific equipment

1 point- The response includes 1-3 items listed from the text.

0 points- The response contains no items listed from the text.

CR item 2, GLE Reading1H04a-b

2 points- The response includes at least two things that Lewis did to prepare for the journey and is supported by information from the text. Examples: Lewis studied botany, cartography, and medicine to gain an education about these topics. He left Washington D.C. to go to Pittsburgh, Pennsylvania to begin purchasing supplies and hiring men. He made lists of materials that would be needed on the trip, such as food, clothing, and medicine.

1 point- The response includes one thing that Lewis did to prepare for the journey and is supported by information from the text or two things that Lewis did, but is not supported by the text.

0 points- Other

CR item 3, GLE Reading1H04e-f

2 points- The response includes at least two or more possible reasons why the cost of the expedition went from $2500 to $40,000. Examples: The materials cost more than Lewis had estimated. Lewis realized that he was going to need a lot more supplies than he had originally planned. More people joined the expedition. The equipment that was needed was very costly. They had so many supplies to haul that they needed to purchase more boats or horses to haul them with. They spent more money later on in the journey to get back home.

1 point- The response contains one reason why the cost went up.

0 points- The response contains no reasons why the cost might have went up.

CR item 4, GLE/s Reading1H04f-g; R3C04i

2 points- The response includes an opinion on why Native American presents were purchased. Examples: The expedition was going into Native American territory and they wanted to keep peace with them. They didn’t want the Native Americans to attack them, so they took presents to try to make friendly relations with them. They didn’t know much about the Native Americans in the west and didn’t want to make enemies out of them.

1 point- The response includes an opinion about the expedition or Native Americans, but does not specifically address Lewis purchasing Native American presents.

0 points- Other

CR item 5, GLE Reading3C04b; h

2 points- The response includes at least one reason why preparing for this trip was a tremendous undertaking. The response also includes at least one detail from the text to support the answer. Examples: Preparing for the trip was a tremendous undertaking because the trip was going to last about two years, and Lewis had already been preparing for two years. Preparing for a trip for dozens of men where the land is not familiar and the weather and temperature are unknown would be difficult. Preparing for the trip and making sure that you did not leave anything out would be extremely hard. Lewis can’t just go back and get it or purchase it somewhere else, because the land is new to the Americans.

1 point- The response includes one reason why the trip was a huge undertaking, but no details from the text are included.

0 points- Other

WP- Use state scoring guide for grade 4 if MAP assessment; if developing this assessment for my own class, then I would create a rubric.

I would use the constructed response method as a means to get my students to use their criticalthinking skills. This method of assessing is geared to answering and writing open- ended responses, instead of closed responses. It allows for a variety of questioning strategies. Using this type of format also permits students to practice their writing skills and utilize their strategies for reading text. It would be easy to develop and incorporate these assessments over the material/topic that they are reading.

Mini-Lesson 1

Content Objective: Following instruction, modeling, and guided practice, students will be able to sequence the order of events in the Lewis and Clark Expedition by completing a graphic organizer.

GLE: SS 3aH04b: Sequence and describe the importance of the Lewis and Clark Expedition.

Modifications:

Content- Use of Lewis and Clark picture book- read aloud and shared reading

Process- Specific instructions and model explicitly the graphic organizer set up

Product-Complete the first two boxes of the graphic organizer together with the class and allow students to work in small groups to complete the next two sequence of events on their graphic organizers

Materials/Media/Resources:

Adler, D. (2003). A picture book of Lewis and Clark. New York, NY: Holiday House

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.

Smart Board/ComputerPaper/Pencil

Anticipatory Set:

Yesterday we discussed the Purchase of the Louisiana territory by the United States. Who remembers who the president was at the time of the Louisiana Purchase? Yes, that’s right. Thomas Jefferson was our third president and he made the deal with France for the Louisiana Purchase. How much did the United States expand in size with that purchase? Yes, that’s right. The United States more than doubled in size with that purchase. Today we are going to look at some text that discusses the expedition that was sent to survey the land west of the Mississippi River.

Instructional Input:

Today I want to read, A Picture Book of Lewis and Clark. The author is D. Adler. I will read it aloud to you. I want you to be thinking of the events that are happening and the order that they are happening in. Read the book aloud to the class. Use the checking for understanding questions as I read.

Modeling/Demonstrating:

Now I am going to put a text about Lewis and Clark on the Smart Board and I will read it as you follow along with me. Read the text. Now we are going to sequence the events of the Lewis and Clark expedition. Who can tell me what happens first? That is right. In 1802, President Thomas Jefferson asks his private secretary, Meriwether Lewis to command an expedition to Louisiana territory. We are going to make a graphic organizer to help us remember the sequence of events in the Lewis and Clark expedition. Watch as I show you how to make one on the White Board. Begin to do a think aloud while modeling how to set up the graphic organizer. First, I will write the title of my topic at the top. Write the title Lewis and Clark Expedition at the top of the board.

Next, I will decide what happens first. Write on the board in the first square made-1802, President Thomas Jefferson asks his private secretary, Meriwether Lewis to command an expedition to Louisiana territory. Now we have to decide what happened next. That’s right. I will make an arrow pointing to the next square and write my information in the square, like this. Write on the board in the second square made-1803, U.S. makes Louisiana Purchase from France for $15 million. This is how we will continue to make our graphic organizer until we get to the last event in the expedition.

Guided Practice:

Now I would like you to get out a piece of paper and pencil and fill in the title of the topic, like we did on the board, and fill in the first two events on your graphic organizer. Then I want you to work in your groups and get the next two events put on your papers. When you have two more events please raise your hands as a group, and I will come check your graphic organizer.

Checking for Understanding:

Who was Thomas Jefferson?

Who was Meriwether Lewis?

What kind of supplies had to be purchased?

How long did the expedition last?

Where did the expedition start from?

What was the name of the Native American woman who went on the expedition?

Why did Lewis ask Clark to come along?

What rivers did they travel on?

Where is the Bitterroot Range located?

Was there a river route all the way to the Pacific Ocean?

All throughout the mini-lesson, questions should be asked of the students. While students are working in their small groups walk around the room and observe the students to check for their understanding of the topic and the assignment.

Independent Practice:

Allow the students to finish their graphic organizers on their own.

Closure:

Today we sequenced the events in the Lewis and Clark Expedition. We discovered the route they took, the dates of the journey, supplies they packed and hauled, and some of the members of the team. We learned how to use a graphic organizer to sequence events to help us with our comprehension of the text. Tomorrow, we will discuss more about Lewis and Clark and why the expedition was so important to the United States.

Evaluation/Assessment: The completion of the graphic organizer will be the assessment for this objective. The graphic organizer will be graded using the attached rubric.

Graphic Organizer RubricLewis and Clark

3 2 1At least 8 sequence of events listed

5-7 sequence of events listed 0-4 sequence of events listed

All events are in the proper order of sequence

More than half of the events are in the proper order of sequence

Less than half of the events are in the proper sequence

Dates are included on at least 4 items

Dates are included on 2-4 items Dates are not included or are included on 0-2 items.

Information is accurate Information is somewhat accurate

Information is not very accurate

Neatness in appearance Somewhat neat in appearance Is not neat in appearance and is difficult to read or follow

Flow Diagram of Lewis and Clark Expedition

1802- President Thomas Jefferson asks his private secretary, Meriwether Lewis to command an expedition to Louisiana territory.

1803- U.S. makes Louisiana Purchase from France for $15 million.

1803-Meriwether Lewis begins making purchases and

buying supplies for the expedition.

1803- Lewis asks William Clark to join him on the expedition to plan and lead.

May 21, 1804-Lewis and Clark and the Corps of Engineers set out from St. Louis and travel the Missouri River to North Dakota and set up a winter camp.

1805-Toussaint Charbonneau and his wife Sacagawea are hired to act as interpreters and keep peaceful relations with the American Indians.

1805-The expedition crosses the Continental Divide and travel the Columbia River to the Pacific Ocean.

November 1805-The Expedition reaches the Pacific Ocean.

September 23, 1806-Lewis and Clark and the Corps of Discovery return to St. Louis.

Mini-Lesson 2

Objective: Following instruction and modeling, students will be able to identify and explain the important features of the Lewis and Clark expedition by completing a vocabulary word sort.

Content GLE:

SS 3aH04b: Sequence and describe the importance of the Lewis and Clark Expedition.

Modifications:

Content: discussing the vocabulary words before the sort should facilitate the comprehension of the vocabulary words; working with a partner will assist in understanding of the content and the meaning of the words

Process: explicit instructions while modeling and allowing for pairing with a partner

Product: for independent practice the words are halved with their partner so that independently there are only half the vocabulary words to sort; allow for sorting the same way that they and their partner did as long as they can explain why they sorted them in that way

Materials/Media/Resources:

Vocabulary words selected from the following text:

Gunderson, M. (2000). Exploring history through simple recipes: Cooking on the Lewis and Clark

expedition. Mankato, MN: Capstone Press.

Word Sort list of words- one list for each pair of students

Individual White Boards for each student

Smart Board/Computer

Anticipatory Set:

This week we have been discussing the Louisiana Purchase and the Lewis and Clark expedition. We have learned a lot of new vocabulary, names, and places. Today we are going to put all our new knowledge together and complete a word sort.

Instructional Input:

Here is a list of all the words/terms that I am going to ask you to sort. Let’s go through them and discuss what we know about each one. Provide the list of vocabulary on the Smart Board. Read each one to the students or have a student read the list. Allow students to work with a partner to talk about each word and then have one pair share what they know about that particular vocabulary word. Do this until all the words have been shared with the class. Add additional input when necessary.

Modeling/Demonstrating:

Now we are going to talk about different ways that we could sort our words. Talk to your partner about different ways that we could sort. Allow 1-2 minutes for pairs to discuss different ways to sort the words. Have a class discussion on the different ways to sort that the students come up with. I have decided to sort mine in the following way. Type this up on the Smart Board so students can see a visual representation or use the E.L.M.O. to show the class with the individual words on paper. Now I will look at my list of words and I will sort them according to my word sort groups. Do 3-4 words so that the students can see an effective modeling of what they are going to be required to do.

Members of the Lewis and Clark Expedition

Geographic features and locations along the Expedition

Important components that have significance with the Expedition

Guided Practice:

Now you and your partner are going to sort the words into groups. I would like you and your partner to take the vocabulary words from the list I have provided each of you and cut them into individual words. Then I want you to take your whiteboard and write the word sort headings at the top and then together I want you to finish this word sort that we have started. I will be walking around the room, so if you have questions please raise your hand. Are there any questions? Does anyone not understand what I have asked you to do? Ok. You may begin. When you and your partner are done raise your hand and I will come talk to you and you can explain your word sort to me.

Checking for Understanding:

Throughout the lesson I will be asking questions and asking various students to share their definition or knowledge about the words with the class. I will be interacting among the students as they do their guided practice with a partner.

Independent Practice:

After students complete the word sort with their partner they will be asked to find a different way to sort the words individually and show me again. They will split the words in half and use their whiteboards and slips of paper with the words on them.

Closure:

Today we have continued to explore the Lewis and Clark expedition through a word sort of the vocabulary words that we have learned. Sorting words like this with a topic helps us to comprehend the meaning of the words more fully and allows us to think about similar characteristics and contrasting characteristics. Can someone share what they learned today about the word sort or about the Lewis and Clark expedition?

Evaluation/Assessment:

Completion of the independent word sort will be the evaluation/assessment. I will assess informally by noting on my class list that I carry around on a clipboard those who successfully completed a word sort and those who did not successfully complete a word sort.

Sample of a word sort using the list of Lewis and Clark vocabulary

Members of the Lewis and Clark Expedition

Geographic features and locations along the Expedition

Important components that have significance with the Expedition

Sacagawea Missouri River Thomas JeffersonMeriwether Lewis Continental Divide Louisiana PurchaseCorps of Discovery Bitterroot Range American Indian TribesWilliam Clark Pompey’s Pillar Map making/CartographyToussaint Charbonneau Rocky Mountains keelboatsSeaman Columbia River canoesYork Westward Expansion

Word Sort List of Words to be sorted-Lewis and Clark

Sacagawea Missouri River Thomas Jefferson

Meriwether Lewis Continental Divide Louisiana Purchase

Corps of Discovery Bitterroot Range American Indian Tribes

William Clark Pompey’s Pillar Map making/Cartography

Toussaint Charbonneau Rocky Mountains keelboats

Seaman Columbia River canoes

York Westward Expansion