Jordan Mathis

Fall 2016: Literature for the Child

Grade Level: 4
Dr. Danielle Robertson

Thematic Unit

Unit Standards:

Social Studies:

Social Studies Standard: United States Studies to 1865: Westward Expansion

SS Standard 4-5 The student will demonstrate an understanding of westward expansion of the
United States and its impact on the institution of slavery.

Social Studies Indicators:

SS.4.5.1 Summarize the major expeditions that played a role in westward expansion including
those of Daniel Boone, Lewis and Clark, and Zebulon Pike.

SS.4.5.2 Explain the motivations and methods of migrants and immigrants, who moved West,
including economic opportunities, the availability of rich land, and the country’s belief in Manifest
Destiny.

SS.4.5.3 Explain the purpose, location, and impact of key United States acquisitions in the first
half of the nineteenth century, including the Louisiana Purchase, the Florida Purchase, the
Oregon Treaty, the annexation of Texas, and the Mexican Cession.

English Language Arts - ELA:

ELA Standard: RI.LCS.4-11 Analyze and critique how the author uses structures in print and
multimedia texts to craft informational and argument writing.

ELA Indicator: RI.4.11.1 Compare and contrast first and third person points of view; determine
how an author’s choice of point of view influences the content and meaning.

ELA Standard: RL.P.4-6 Summarize key details and ideas to support analysis of thematic
development.

ELA Indicator: RL.4.6.1 Determine the development of a theme within a text; summarize using
key details.
ELA Standard: RL.MC.4-8 Analyze characters, settings, events, and ideas as they develop and
interact within a particular context.

ELA Indicator: RL.4.8.1b Use text evidence to explain the influence of cultural, historical, and
social context on characters, setting, and plot development.

ELA Standard: RI.MC.4-5 Determine meaning and develop logical interpretations by making
predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence and
investigating multiple interpretations.

ELA Indicator: RI.4.5.1 Ask and answer inferential questions to analyze meaning beyond the
text; refer to details and examples within a text to support inferences and conclusions.

ELA Standard: RL.LCS.4-9 Interpret and analyze the author’s use of words, phrases, and
conventions, and how their relationships shape meaning and tone in print and multimedia texts.

ELA Indicator: RL.4.9.1 Identify and explain how the author uses imagery, hyperbole, adages,
or proverbs to shape meaning and tone.

ELA Indicator: RL.4.9.2 Explain how the author’s choice of words, illustrations, and conventions
combine to create mood, contribute to meaning, and emphasize aspects of a character or
setting.

Big Ideas/Enduring Understandings:

1. Summarize the major expeditions of westward expansion.

2. Explain the motivations and methods of immigrants and migrants who moved west.
3. Explain the purpose of land acquired by the United States during westward expansion.
4. Locate the key land gained by the United States during westward expansion.
5. Explain the impact of the land gained by the United States during westward expansion.

Five Essential Questions:

1. How did the expeditions of major explorers impact westward expansion in the United
States?
2. Why did immigrants and migrants want to move west? In what ways did immigrants and
migrants move west?
3. What was the purpose of the land gained by the United States during westward
expansion?
4. Where in the United States was land acquired by the United States during westward
expansion?
5. To what extent did the land gained during westward expansion impact the United
States?
Fiction Books:

1. Bunting, E. (2001). ​Dandelions.​ New York, NY: ​HMH Books for Young Readers.

Zoe and her family journey west to Nebraska. Her father builds them a new house. She is so
excited, yet her mother is depressed. When she travels to town with her father, she find the
perfect dandelion for her mother. Maybe that will cheer her up.

2. ​Hopkinson, D., & Carpenter, N. (2004). ​Apples to oregon​. New York, NY: Antheneum Books
for Young Readers.

When his family decided to make the journey from Iowa to Oregon, Pa cannot bear the thought
of leaving his peaches, plums, grapes, cherries, and pears behind. He loads up his family and
his fruit and heads west. This tall tale is a cute, easy read to catch all students’ attention and
draw them into the life out west.

3. Kellogg, S. (1986). ​Pecos bill​. New York, NY: William Morrow & Company, Inc.

A tall tale about the life of Pecos Bill. This story of Pecos Bill starts with his childhood with the
coyotes and ends with his marriage to Sue.

4. ​Krensky, S. (2004). ​Davey crockett​. New York, NY: Simon Spotlight.

This tall tale is about Davey Crockett who was a fearless warrior and mountain man. When he
was born, he weighed two pounds, and he even saved the world from a comet.

5. Krensky, S. (2007).​ Pecos bill​. Minneapolis, MN: Millbrook Press, Inc.

A tall tale about a boy named Pecos Bill, who was a famous cowboy raised by coyotes, rode a
mountain lion, and used a rattlesnake as rope.

6. Kroll, S. (1994). ​Lewis and clark explorers of the american west​. New York, NY: Holiday
House, Inc.

Lewis and Clark experience a variety of obstacles over their two and a half year journey. The
story provides an account the explorers trip out west. The pictures are detailed and provide the
reader vivid, colorful details.

7. ​Kurtz, J. (2004). ​Johnny appleseed​. New York, NY: Simon Spotlight.

Johnny Appleseed walks around painting apples. This tall tale is sure to get young readers
laughing.
8. ​Lester, J. (1994). ​John henry​. New York, NY: Penguin Books USA, Inc.

John Henry was an African-American man who lived during the time of westward expansion. He
was a famous hero because he raced against a steam drill to cut through a mountain.

9. Machajewski, S. (2015). ​A kid’s life during the westward expansion​. New York, NY: The
Rosen Publishing Group, Inc.

This is great book for young children to connect to. Students learn about experiences young
pioneer children had during westward expansion and can relate them to their own lives.

10. Morley, J. (2013). ​You wouldn’t want to be an american pioneer​. New York, NY: Franklin
Watts.

This book is cute and entertaining for young learners. This book includes ideas about what to do
if you are a pioneer and some hardships that pioneers faced during the time of westward
expansion. Students learn ideas about what pioneers did when they encountered different
obstacles including stampedes, indians, and sandstorms.

11. ​Moss, M. (1998). ​Rachel’s journal​. Orlando, Fl: Harcourt Brace & Company.

Rachel’s Journal​ is based on experiences of those who traveled the Oregon Trail during the
time of westward expansion. Rachel’s journal is written from her viewpoint and gives an account
of her family’s experience traveling west in a covered wagon. The book provides the students
with ideas of what it would be like to travel west during the mid 1800’s.

12. Wilder, L. I. (1971). ​Little house on the prairie​. New York, NY: HarperCollins Publisher Inc.

A girl, Laura Ingalls, sets out on an adventure with her family to the Indian country. The family
travels from Wisconsin to Kansas where Pa, Laura’s father, builds their little house on the
prairie. This is a perfect book for students to explore and apply reading skills and strategies, all
while experiencing life on the prairie.

Nonfiction Books:

1. Collins, T. (2014). ​Into the west: Causes and effects of u.s. westward expansion​. North
Mankato, MN: Capstone Press.

This book explains the causes and effects of westward expansion in the United States. Students
can learn about how the Louisiana Purchase and the idea of Manifest Destiny caused a change
in the economy and way of life for Americans. Also, these events changed the outlook on
slavery in the United States.
2. Domnauer, T. (2010). ​Westward expansion​. New York, NY: Children’s Press.

This book discusses how the United States grew as a nation during the westward expansion.
Inside, students can find maps, timelines, and photos to assist them in their learning.

3. ​Kroll, J. (2010). ​Daniel boone: Into the wild​. New York, NY: Teacher Created Materials.

Daniel Boone was an explorer during the time of westward expansion in the United States. He is
responsible for discovering a trail to the west through the Cumberland Gap.

4. Landau, E. (2008). ​The louisiana purchase would you close the deal​. Berkeley Heights, NJ:
Enslow Publishers, Inc.

This book discusses the history of the Louisiana Purchase. Readers learn about how the United
States expanded their lands by buying the Louisiana Territory from France.

5. Levy, J. (2006). ​Mapping america’s westward expansion​. New York, NY: The Rosen
Publishing Group, Inc.

This book is a great resource of maps of the United States during the time of westward
expansion. Students can use the book to understand how much the United States grew in size.

6. Marciniak, K. (2014). ​The oregon trail and westward expansion​. Ann Arbor, MI: Cherry Lake
Publishing.

Students read about the Oregon Trail and westward expansion from the perspective of three
different people. Each perspective is based on real things that happened to people who actually
traveled the Oregon Trail. Students gain a first hand experience of the journey on the Oregon
Trail through this book.

7. Markel, R. J. (2004). ​Your travel guide to america’s old west​. Minneapolis, MN: Lerner
Publications Company.

This travel guide book takes young readers on a journey back in time during the westward
expansion in the 1800’s. Readers learn about the clothing, goods, customs, transportation, and
personalities of the pioneers.

8. Musolf, N. (2013). ​The split history of westward expansion in the united states​. North
Mankato, MN: Compass Point Book.

The Split History of Westward Expansion in the United States provides the reader with two
different perspectives of westward expansion. Half of the book gives the perspective of
American Indians and their experiences of being forced from their land and the life they have
known. The other half of the book gives the perspective of the settlers during westward
expansion and their experiences settling the west.

9. Raum, E. (2014). ​Expanding a nation: Causes and effects of the louisiana purchase​. North
Mankato, MN: Capstone Press.

Expanding a Nation​ describes the causes and effects of the Louisiana Purchase on the United
States. Students learn about how the United States needed a river route to transport goods and
France needed money. These events lead to the Louisiana Purchase, which in turn opened the
way for settlers to explore the west and the United States to expand.

10. Roza, G. (2011). ​Westward expansion​. New York, NY: Gareth Stevens Publishing.

This book is a great resource for introducing young learners to westward expansion. The book
includes information about the Louisiana Purchase, Manifest Destiny, The U.S. Mexican War,
and the Oregon Territory.

11. ​Sanford, W. R., & Green, C. R. (1971). ​Zebulon pike: Explorer of the southwest​. New York,
NY: Enslow Publishers.

Zebulon Pike was a United States explorer and Army officer. He is best known for his
explorations of Colorado and the Mississippi River.

12. Schanzer, R. (1997). ​How we crossed the west the adventures of lewis and clark​.
Washington, D.C.: National Geographic Society.

This story tells the journey of Lewis and Clark as they travel west to find another water route.
The book provides readers with details from the expedition west and the importance of it in
history.

13. Worth, R. (2001). ​Westward expansion and manifest destiny​. Berkeley Heights, NJ: Enslow
Publishers, Inc.

Westward Expansion and Manifest Destiny​ discusses how the United States acquired most of
its land during the time of westward expansion. The book provides readers with the purpose and
events leading up to the U.S. securing land in Florida, Texas, and Oregon.

Teacher Resources:
1. https://www.quia.com/pages/manderson10/westexpansion
2. http://www.readwritethink.org/files/resources/printouts/30698_rubric.pdf
3. http://www.lauracandler.com/gofr/online/Flapper2p56.pdf
Poems:

“The Spelling Test”

Author: Becky McGraw

Study
Challenge, Dedication
Repeating, Memorizing, Writing
Practice, Analysis, Success, Victory
Cheering, Smiling, Celebrating
Excellent, Masterful
100%

“Spring Showers”
Author: Jessica Ann Wutz

Sprinkling
Cool, Clean
Renewing, Reviving, Cleansing, Refreshing
Water, Rain, Mud, Puddles
Flooding, Washing, Flowing
Muddy, Wet
Splash!

“My Friend Michael”

Author: Brenda Rose

I'd like you to meet a friend of mine

Michael is his name
He has not been my loss
He has not been my gain.

He helps keep my sanity

So I'm not yet insane
And when he doesn't talk too much
He doesn't leave me drained.

Honour and integrity

Is part of this man's grain
He only stands for good and right
So this man bears no stain.
He doesn't stand behind the scenes
And point the finger and maim
If he is in the wrong
He stands and takes the blame.

And if you believe this tall tale

You are far from sane
Crazy Michael's on the loose
So I must catch a train!

“Pioneers”
By: Aileen Fisher and Olive Rabe

Clothed in buckskin, clothed in homespun,

Clothed in strength and courage, too.
They pressed westward ever westward,
Where the land was wild and new.
Pioneers!
Wearing coonskin, Wearing gingham,
Wearing patience mile on mile,
They crossed rivers, prairies, mountains,
Pressing westward all the while.
Pioneers!
Toting rifles, toting kettles,
Toting faith and hardihood,
They left comfort far behind them
For a future they thought good.
Pioneers!
They took little of the riches
That a wealthy man can boost,
But their courage, patience, vision,
Were the coins that matter most.
Pioneers!

 
“Western Wagons”
By: Stephen Vincent Benet

They went with axe and rifle, when the trail was still to blaze,
They went with wife and children, in the prairie-schooner days,
With banjo and with frying pan—Susanna, don't you cry!
For I'm off to California to get rich out there or die!
We've broken land and cleared it, but we're tired of where we are.
They say that wild Nebraska is a better place by far.
There's gold in far Wyoming, there's black earth in Ioway,
So pack up the kids and blankets, for we're moving out today!

The cowards never started and the weak died on the road,
And all across the continent the endless campfires glowed.
We'd taken land and settled but a traveler passed by—
And we're going West tomorrow—Lordy , never ask us why!

We're going West tomorrow, where the promises can't fail.

O'er the hills in legions, boys, and crowd the dusty trail!
We shall starve and freeze and suffer. We shall die, and tame the lands.
But we're going West tomorrow, with our fortune in our hands.

DVD:
Pioneer Life for Children
Schlessinger, A. (Producer), & JWM Productions. (Director). (2004). ​Pioneer life for children
[Motion Picture]. United States: Schlessinger Media.

Computer Game:

Mapping Westward Expansion Game

http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u5/

Lessons:
Lesson 1
TEACHER: Mathis GRADE: 4th SUBJECT: SS and ELA
Lesson #1
Lesson Length: 2 hours

STANDARDS:
SS.4.5.2 Explain the motivations and methods of migrants and immigrants who moved
West, including economic opportunities, the availability of rich land, and the country’s
belief in Manifest Destiny.

RI.4.11.1 Compare and contrast first and third person points of view; determine how an
author’s choice of point of view influences the content and meaning.

OBJECTIVES: Given a small group setting, the student will be able to compare first and
third person points of view using at least 3 common characteristics based on the text.

Given a small group setting, the student will be able to contrast first and third person
points of view using at least 3 characteristics of each based on the text.
Without referring to a book or chart, the student will be able to explain the motivations
and methods of migrants and immigrants who moved west using at least 3 descriptions
at the end of the social studies lesson.

FOCUS AND REVIEW (Review of any prerequisite knowledge necessary for the lesson)
1. Teacher dresses up as a pioneer woman.
2. Teacher introduces unit by telling story of a pioneer girl traveling west with her
family.
a. Teacher uses story of Knight family from ​The Split History of Westward
Expansion in the United States​- pages 4-5

TEACHER INPUT (Presents information/examples/modeling):

1. Teacher introduces westward expansion using ​Westward Expansion​ book.
a. Read pages 7-17
2. Students make predictions about why they think migrants and immigrants
wanted to move west.
a. Class discusses reasons.
b. Teacher writes students’ ideas on Western Expansion anchor chart and
hangs on wall.
3. Teacher passes out note guide: Fill-in-the-blank.
a. Students staple in social studies interactive notebook.
4. Teacher uses ​Migration West​ ​powerpoint​ presentation to present information,
methods, and motivation of migrants and immigrants for moving west.
a. Topics covered in presentation: methods of travel, motivations of traveling
west, economic opportunities, availability of rich, manifest destiny,
hardships migrants faced on the trail, nationalism: establish American
claim to land out west)
b. Ask questions: Turn and talk to partner for 7 minutes, then discuss with
class.
i. Why did pioneers want to move west?
ii. What were some of the methods for traveling out west?
c. Teacher monitors student understanding throughout lesson by using 1-3-5
scale.
i. 1= Do not get it!
ii. 3= Kinda get it!
iii. 5=Got it!

5. Students draw picture in social studies interactive notebook.

a. Ask students what they think the journey out west might have looked like.
Encourage students to draw whatever comes to mind.
b. Have some students volunteer to share their sketches.
6. Read book: ​You Wouldn’t Want to be an American Pioneer!
7. Model Student Journal: Teacher models student journal (Write in first person.)
a. As a class, brainstorm motivations and methods of moving west.
 i. Encourage students to use notes for ideas
ii. Teacher writes down student ideas on poster for students to
reference.
b. Teacher models journal entry for students.
i. Write journal entry on board.
ii. Review student rubric for journal. Make sure all requirements are
met.

iii. Post assignment on board.

1. Prompt: Imagine you are a pioneer child traveling west with
your family. Write 1 journal entry discussing a day in your
journey west. Tell about why your family decided to move
west and how your family is getting there. You may draw
pictures. Remember to include an appropriate date at the
beginning of the entry and signature at the end. Be Creative!

Journal Entry Rubric

​Score 4 3 2 1
 Score: _______________________
(http://miwilliamsesl.pbworks.com/w/page/8599878/Assignment%20Journal%20entries)
GUIDED PRACTICE (Teacher provides practice/feedback – small group/partners):
1. Students are divided into reading level groups.
Part 1: ELA Minilesson: Literary Skill= Point of View

1. Review point of view anchor chart:

2. Teacher uses Venn Diagram to compare and contrast first and third person point
of views.
 a.
b. Students copy venn diagram in ELA notebook.
c. Read ​The Oregon Trail and Westward Expansion- Abigail Peterson:
Pioneer​ (Ch. 1)
i. Discuss why the text is first person.
ii. How does the point of view contribute to meaning and influence the
content in the journal
iii. Teacher lists student ideas on whiteboard under first person point
of view
d. Read ​The Split History of Westward Expansion in the United States​-pages
12-17
i. Discuss why the text is third person.
ii. How does the point of view contribute to meaning and influence the
content of the story?
iii. Write ideas on whiteboard under third person point of view
iv. Complete the similarities between the two books.
e. Guided Practice Assessment
i. Students read the following:
1. The Pioneers​- pages 2-5
2. Rachel’s Journal​- pages 10-11
ii. Students complete the Venn diagram comparing and contrasting
the points of view for each text.
1. The students contrast first and third person points of view
using at least 3 characteristics of each based on the text.
2. The students compare first and third person points of view
using at least 3 common characteristics based on the text.
iii. Students turn into teacher when complete.

Part 2: Partner Practice-

1. Partner read: Students read Chapter 1 of ​Little House on the Prairie.
2. Students complete the following in their ELA notebooks.
i. Students identify point of view in chapter 1
ii. Identify 3 examples from the text that support the point of view
INDEPENDENT PRACTICE (Individual practice to check for understanding):

1. Students write a journal entry according to rubric.

 Journal Entry Rubric

Score: ___________________________
(​http://miwilliamsesl.pbworks.com/w/page/8599878/Assignment%20Journal%20entr
ies​)

2. Turn in assignment to social studies tray when complete.

3. ​Exit ticket​: Turn into exit ticket bucket.
1. Explain the motivations and methods of migrants and immigrants who
moved west using at least 3 descriptions.
EVALUATION/ASSESSMENT (Formative or summative depending on lesson- quiz,
journal write, exit ticket, etc.)

1. Venn Diagram- Compare and Contrast Point of View (Guided Practice)

2. Exit Ticket (Independent Practice)

MATERIALS/RESOURCES (Any item necessary to the lesson – books, PPT, chart paper,
etc. ).
 1. http://www.teachingwithamountainview.com/2014/02/teaching-point-of-view.
html
2. The Split History of Westward Expansion in the United States
3. Westward Expansion
4. You Wouldn’t Want to be an American Pioneer!
5. The Oregon Trail and Westward Expansion
6. Little House on the Prairie.
7. Venn diagram
8. The Pioneers
9. Rachel’s Journal
10. Point of View Anchor chart

Lesson 2
TEACHER: Mathis GRADE: 4 SUBJECT: ELA and SS
Lesson #2
Lesson Length: 2 hours

STANDARDS:
SS.4.5.2 Explain the motivations and methods of migrants and immigrants who moved
West, including economic opportunities, the availability of rich land, and the country’s
belief in Manifest Destiny.

RL.4.6.1 Determine the development of a theme within a text; summarize using key
details.

OBJECTIVES:
In a 1-on-1 setting, the student will be able to explain the meaning and purpose of a
poem using 2 supporting details from the text.

Given the book ​Your Travel Guide to America’s Old West​, the student will be able to
compose his or her own travel brochure with a score of 3 out of 5 on a teacher made
rubric.

FOCUS AND REVIEW (Review of any prerequisite knowledge necessary for the lesson)

FOCUS:
1. Watch video “Pioneer Life for Children”
2. Think-Pair-Share: Set timer for 3 minutes. Students turn and talk to neighbor
about what they observed from the video and what surprised them most.

REVIEW:
1. Display the following questions on P. board.
2. Students answer the following questions on their individual whiteboards.
a. Why did migrants want to move West?
 b. Describe manifest destiny.
c. What were the economic benefits that migrants saw for moving west?
STOP! Students hold up answers when complete. Teacher walks around room to
monitor answers and progress. After reviewing each student’s answers, instruct
them to erase answers and complete part D.
d. Using a venn diagram, compare and contrast first and third person point of
views.

TEACHER INPUT (Presents information/examples/modeling):

1. Teacher reads book, ​A Kid’s Life During the Westward Expansion​.
a. Students perform Quickwrite in interactive SS notebook.
i. Prompt: If you were a pioneer child traveling west with your family,
describe your typical day.
ii. Set timer for 7 minutes.
iii. Encourage students to not stop writing until the timer goes off.

2. Poetry Workshop: Think-Aloud

a. Teacher reads poem-aloud.
 
Western Wagons 
By: Stephen Vincent Benet 
 
They went with axe and rifle, when the trail was still to blaze, 
They went with wife and children, in the prairie-schooner days, 
With banjo and with frying pan—Susanna, don't you cry! 
For I'm off to California​ to get rich out there or die! 
 
We've broken land and cleared it, but we're tired of where we are. 
They say that wild Nebraska is a better place by far. 
There's gold in far Wyoming,​ there's black earth in Ioway, 
So pack up the kids and blankets, for we're moving out today! 
 
The cowards never started and the weak died on the road, 
And all across the continent the endless campfires glowed. 
We'd taken land and settled but a traveler passed by— 
And we're going West tomorrow—Lordy , never ask us why! 
 
We're going West tomorrow, where the promises can't fail. 
O'er the hills in legions, boys, and crowd the dusty trail! 
We shall starve and freeze and suffer. We shall die, and tame the lands. 
But we're going West tomorrow​, with our fortune in our hands. 
 
b. Think Aloud Points: 
1. What do I predict this poem will be about? This poem is going to be about a boy who is traveling 
out west with his family. 
2. Why did the author write this poem? The author wrote the poem to show the reader what it was 
like to live during the time of westward expansion.​ Supporting Examples highlighted 
3. Summary of poem: The journey out west was hard and gruesome. Some pioneers died while 
making the journey. Pioneers were courageous and strong. Even though they faced many 
hardships, they continued on their journeys west to land of wealth and opportunity. ​Supporting 
Examples highlighted 
4. What point of view is this poem written in? The poem is written in first person. I know this 
because the author uses pronouns like “I”and “we”. 
 5. What does the author mean when he says, “The cowards never started and the weak died on the 
road, And all across the continent the endless campfires glowed”? The author means that the 
people that were too scared to travel west did not even try and the ones who could not handle to 
hardships of the journey died. Only the ones were strong could survive and make the successful 
journey west. 
6. How does the author portray the pioneers? The author describes the pioneers as courageous, 
relentless, and risk takers. An example from the poem is “ We shall starve and freeze and suffer. 
We shall die, and tame the lands.But we're going West tomorrow, with our fortune in our hands.” 
 
( Poem: https://allpoetry.com/Western-Wagons) 
 
3. Teacher reads pages 6-17 of the book, ​Your Travel Guide to America’s Old West.
4. Teacher presents teacher-made “Travel Guide to the West” brochure to students
as a model.
a. Reviews rubric for assignment.

(https://www.google.com/search?q=rubric+for+writing+a+journal+entry&source=lnms&tbm=isch&sa=X&v
ed=0ahUKEwjChuj_4YXQAhVDWCYKHRTOD18Q_AUICCgB&biw=1279&bih=562#imgrc=RBLuku96o4XnfM
%3A)

b. Discusses expectations for student brochure.

GUIDED PRACTICE (Teacher provides practice/feedback – small group/partners):

Reading Conferences
1. While working on “Travel Guides to the West” brochures, each student meets with
the teacher at the guided reading table.
2. Students read the poem, “Pioneers” (Teacher records anecdotal notes/
observations.)

Pioneers
By: Aileen Fisher and Olive Rabe

Clothed in buckskin, clothed in homespun,

Clothed in strength and courage, too.
They pressed westward ever westward,
Where the land was wild and new.
Pioneers!
Wearing coonskin, Wearing gingham,
 Wearing patience mile on mile,
They crossed rivers, prairies, mountains,
Pressing westward all the while.
Pioneers!
Toting rifles, toting kettles,
Toting faith and hardihood,
They left comfort far behind them
For a future they thought good.
Pioneers!
They took little of the riches
That a wealthy man can boost,
But their courage, patience, vision,
Were the coins that matter most.
Pioneers!

(Poem: ​http://www.aabri.com/manuscripts/111076.pdf​)

3. Self- Check Assessment​: Each student answers the following questions to assess
understanding of skill.
a. What is the purpose of this poem? Why did the authors write the poem?
Highlight 2 supporting details from the poem.
b. What is the meaning of the poem? What do the authors want the reader to
learn? Highlight 2 supporting details from the poem.

INDEPENDENT PRACTICE (Individual practice to check for understanding):

Student Brochures- “Travel Guide to the West”

1. Students gather materials for project.
2. Each student creates a travel guide brochure.
3. Turn into SS tray after completion of the brochure.

​ omework Instructions​: Complete your “Travel Guide to the West” student brochure.
H
You will turn in completed assignment in the morning.

EVALUATION/ASSESSMENT (Formative or summative depending on lesson- quiz,

journal write, exit ticket, etc.)

1. Self-Check Assessment (Guided Practice)

2. Student Brochures- “Travel Guide to the West” (Independent Practice)

MATERIALS/RESOURCES (Any item necessary to the lesson – books, PPT, chart paper,
etc. ).

Your Travel Guide to America’s Old West

“Pioneer Life for Children” DVD

Whiteboard and dry-erase markers

A Kid’s Life During the Westward Expansion

“Western Wagons”

Teacher travel guide example

“Pioneers”

Paper and materials for student brochures

Travel brochure rubric

(https://www.google.com/search?q=rubric+for+writing+a+journal+entry&source=lnms&tbm=isch&sa=X&ved=0ahU
KEwjChuj_4YXQAhVDWCYKHRTOD18Q_AUICCgB&biw=1279&bih=562#imgrc=RBLuku96o4XnfM%3A)

Anecdotal Record Templates

Lesson 3
TEACHER: Mathis GRADE: 4 SUBJECT: ELA and SS
Lesson #3
Lesson Length: 2 hours

STANDARDS:
SS.4.5.2 Explain the motivations and methods of migrants and immigrants who moved
West, including economic opportunities, the availability of rich land, and the country’s
belief in Manifest Destiny.

RL.4.8.1b Use text evidence to explain the influence of cultural, historical, and social
context on characters, setting, and plot development.

OBJECTIVES:

Given the story​ Apples to Oregon​, the student will be able to analyze the setting using 1
cultural, 1 historical, and 1 social clue from the text.
FOCUS AND REVIEW (Review of any prerequisite knowledge necessary for the lesson)
1. Read the journal entry from ​Rachel’s Journal​ (June 25, 1850)
2. Quickwrite: In your social studies notebook, you are to imagine that you are
traveling west with their family. Write a letter to a friend who still lives on the
east coast. Tell the friend where you are, why you are there, what you are doing,
and where you are headed on your journey west. Describe your experience. Do
not stop writing until the timer goes off. You may begin!
TEACHER INPUT (Presents information/examples/modeling):
1. Pre Reading: Before reading ​Dandelions​, discuss the following questions.
a. Look at the cover and title of the book. What do you think this book is
about?
b. What do you think will happen in the story?
c. (Teacher flips through pages of the book.) After previewing the pages,
what do you think the plot of the story might be?

2. Teacher reads the book ​Dandelions​.

3. Teacher passes out the setting analysis graphic organizer.
4. Teacher and students complete the map and discuss the setting using the anchor
chart

5.
6. Teacher completes the following setting analysis graphic organizer.
a. Students complete the organizer as teacher models and thinks aloud.
b. Teacher uses 1 cultural clue, 1 historical clue, and 1 social clue from the
text that influences the setting of the story.
c. Identify each clue type. Determine whether each clue tells the when or the
where of the setting and place in appropriate box.
7. Teacher defines cultural clues, historical clues, and social clues.
a. Cultural Clues- the ideas and customs of a group of people (way of life)
 b. Historical Clues- events that take place during a time period in history
c. Social Clues- interactions among a people group

8.
(​https://www.google.com/search?q=setting+analysis+graphic+organizer&espv=2&biw=1279&bih=562&tbm=isch&i
mgil=iG8JkVapoS53eM%253A%253BlTurd6Rg2p1BsM%253Bhttp%25253A%25252F%25252Fwww.dailyteachingto
ols.com%25252Ffree-graphic-organizers.html&source=iu&pf=m&fir=iG8JkVapoS53eM%253A%252ClTurd6Rg2p1Bs
M%252C_&usg=__i19yctmMC472qMQO-EdNHkf7NcY%3D&ved=0ahUKEwier-qZ6eLPAhUE7B4KHUFFD6MQyjcIOQ&e
i=00cFWN75HITYe8GKvZgK#imgdii=vqCOGJV1Xcb5CM%3A%3BvqCOGJV1Xcb5CM%3A%3BIDzyvLMXg9TjQM%3A&
imgrc=vqCOGJV1Xcb5CM%3A​)
9. Ask students if they have any questions.
10. Give instructions for each literacy station.
11. Instruct students to get into their assigned guided reading groups for the week.
(Students move to guided reading center and begin activity.)

GUIDED PRACTICE (Teacher provides practice/feedback – small group/partners):

Part 1: ELA Minilesson: Literary Skill= Setting
1. Read chapter 4, “Prairie Day.”
2. Teacher leads students in a discussion about the setting of chapter 4 and
documents students’ thoughts on an anchor chart. Ask students to brainstorm
clues from the text that influence the setting of the story in the columns below.
a. Guide students’ thoughts using the following questions:
i. Where does chapter 4 take place?
ii. When does chapter 4 take place?
iii. What clues from the text gives the reader ideas about how the
pioneers lived?
iv. What clues from the text gives the reader ideas about the historical
time period?
v. What clues from the text gives the reader ideas about how the
pioneers live and interact together?
vi. How do these clues influence (impact) the setting of chapter 4?
vii. What evidence from the text can you find that influences the setting
of the book up to chapter 4? Be specific!
 Brainstorm: Setting Anchor Chart

Cultural Clues Historical Clues Social Clues

3. Complete the setting analysis graphic organizer

a. Instruct students to use at least 1 cultural clue, 1 historical clue, and 1
social clue from the text that influences the setting of the story.
b. Label the type (cultural, social, or historical) for each clue.
c. Students must identify at least 3 text evidence clues and determine
whether they tell the when or the where of the setting.

4.
5. Observe students as they complete the graphic organizer.

Literacy Centers

Center 1
Partner Read​: Students select a partner from their guided reading groups. The students
take turns reading the “Motivation for Movement” close reading passage. Students
complete the close reading questions (Key Ideas and Details, Craft and Structure,
Integration of Knowledge & Ideas)
(https://www.teacherspayteachers.com/Product/Westward-Expansion-UNIT-1713585)

Center 2
Draw in your ELA interactive notebook, what you think the setting looks like in Chapter
4 of Little House on the Prairie. This center is to be completed individually. Students may
discuss their ideas, but each person should have their own drawing in their ELA
notebook.

Center 3
Students will work together to complete the setting task cards. Students read short
paragraphs and complete the task to gain deeper understanding of the setting element.
Students place answers to each task card on the student answer sheet.
The task cards will focus on answer 3 questions:
- Where does this take place?
- When does this take place?
- Which of these things would you be likely to see in this setting?

(Rachel Lynnette Task Cards-

https://www.teacherspayteachers.com/Product/Setting-Task-Cards-258750)

INDEPENDENT PRACTICE (Individual practice to check for understanding):

1. Students read ​Apples to Oregon.
2. Students study the text and complete ​the setting analysis graphic organizer​.
a. The student uses 1 cultural clue, 1 historical clue, and 1 social clue from
the text that influences the setting of the story.
b. Students must identify at least 3 supporting clues from the text.

Readers Theater Performance Task

1. Teacher explains what readers theater is. Teacher gives an example of a readers
theater performance and shows youtube video.
a. Teacher has copy of readers theater to share with class. (Walker Family’s
Journey on the Oregon Trail)
i. Teacher displays script on board as she reviews the performance
with the class.
b. Readers Theater Video Performance:
https://www.youtube.com/watch?v=6yFbG6kf07o
2. Teacher introduces prompt for the Readers Theater Performance Task.
a. Prompt​: ​S​tudents work with a group to develop a readers theater performance about a
family’s journey out west during the time of westward expansion.
3. Pass out readers theater rubric. Review guidelines handout.
a. Guidelines Handout
i. Students are divided into groups of 5.
1. Everyone must have a part to read in the script.
a. 1 narrator
b. 4 characters
ii. Each group develops a script to perform for the class.
1. The script should include a prologue, 3 acts, and an epilogue.
(Students have already been introduced to prologues, acts, and
epilogues of plays.)
ii. Students must make props and wear costumes for the performance.
(Teacher will provide costume materials and prop materials.)
1. Props and costumes must be appropriate and attractive. Be
Creative! Performers want to draw the audience into the
performance.
iii. Students will be provided time to work on readers theater presentation in
class throughout the unit.
1. Students will usually work in readers theater groups at the end of
each lesson.
iv. Students will perform readers theater for class.
1. Performance should be no longer than 6 minutes.
v. Teacher will video tape each performance.

b. Explain readers theater rubric to students.

Readers Theater Rubric

Name: _________________________________________ Date of Performance:

_____________________

Group Members:
________________________________________________________________________________

Scores 4- Excellent 3- Good 2- Fair 1- Needs

Improveme
nt

Delivery Student Student Student Student had

read the read the read the difficulty
script with script with script but reading the
confidence some had little script and
and expression, expression, consistently
expression, gestures, or few did not use
made eye contact. gestures, or expression,
gestures little eye or eye
and good contact contact.
 eye contact

Cooperation Student Student Student Student did

with Group worked worked worked not work
cooperativel cooperativel cooperativel cooperativel
y with the y with group y with group y together
group in all in most in some with group
aspects of aspects of aspects of and could
the project the project the project, not agree on
and shared and shared but what to do.
all most sometimes Student did
responsibilit responsibilit could not not share
ies and ies and agree on responsibilit
ideas well. ideas. what to do ies or ideas
and wasted and wasted
time. time.

Visual Student Student Student Student did

Performanc used used used props not use
e excellent average inappropria props in the
props in the props in the tely in the performanc
performanc performanc performanc e.
e. e. e.

Score: ___________________

Teacher Comments:
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
___________________________

Student Reflection:
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
_____________________________________________

(​http://www.readwritethink.org/files/resources/printouts/30698_rubric.pdf​)

4. Divide students into groups of 5.

5. Students begin working on readers theater.
Homework Instructions​: Pick a book of your choice. Analyze the setting of the book using
the setting analysis graphic organizer. Be sure to indicate the type of each text evidence
clue (cultural, historical, or social) ​Identify at least 3 clues from the text​.

EVALUATION/ASSESSMENT (Formative or summative depending on lesson- quiz,

journal write, exit ticket, etc.)

1. Setting Analysis Graphic Organizer (Independent Practice)

MATERIALS/RESOURCES (Any item necessary to the lesson – books, PPT, chart paper,
etc. ).

1. Rachel’s Journal
2. SS notebook
3. Dandelions
4. Setting Analysis graphic organizer
5. anchor chart
6. Little House on the Prairie
7. Center 1- “Motivation for Movement” close reading passage and text analysis
questions
8. Center 2- crayons and paper
9. Center 3- setting task cards and student response sheet
10. Apples to Oregon
11. Readers Theater
Rubric-​(​http://www.readwritethink.org/files/resources/printouts/30698_rubric.pdf​)

Lesson 4
TEACHER: Mathis GRADE: 4th SUBJECT: SS and ELA
Lesson #4
Lesson Length: 2 hours

STANDARDS:
SS.4.5.3 Explain the purpose, location, and impact of key United States acquisitions in the
first half of the nineteenth century

RI.4.6.1 Summarize multi-paragraph texts using key details to support the central idea.

OBJECTIVE: After reading chapter 6 from ​Little House on the Prairie​ in a small group
setting, the student will be able to summarize chapter 6 using 3 key details to support
the central idea of the chapter.
Given the westward expansion settlements chart, the student will be able to design a
westward expansion newspaper ad with a score of 3 out of 4 on a teacher-made rubric.

FOCUS AND REVIEW (Review of any prerequisite knowledge necessary for the lesson)
1. Read news article and show news ad: California Gold

a.

b.
c. Quickwrite (3 minutes): Summarize the newspaper article and ad in your
own words.
 d. Class Discussion:
i. Discuss whether students would travel west for gold or not. If so,
then why?
ii. Discuss what elements of the newspaper ad are effective in
persuading the audience to move west.

TEACHER INPUT (Presents information/examples/modeling):

1. Read ​Mapping America’s Westward Expansion.
a. Pages 20-23,26-31
2. View map of westward expansion trails. (Students do not need to memorize
names of trails.)

3. Review anchor chart.

4.
5. Complete chart: Westward Expansion Trail/Settlements
Westward Expansion Settlements
Where would you go?

Where? Texas Missouri California Oregon

When was it
established?

Founder?

Purpose?

Impact on United
 States?

6. Give instructions for newspaper ad. Review rubric.

GUIDED PRACTICE (Teacher provides practice/feedback – small group/partners):

1. Divide students into 3 groups.
2. Discuss main ideas and supporting details: Define definition and purpose of each.
3. Read Chapter 6 from ​Little House on the Prairie ​as a group (switch the reader
every page)
4. Teacher Model: Complete the graphic organizer using pages 71-74

a.

5. Guided Practice: Students summarize the main idea of Chapter 6, pages 75-76
a. Pass out graphic organizer- staple in ELA notebook
b. Complete main idea graphic organizer.
c. Individual mini-conference: Teacher meets with each student to review GO
and check for understanding.

INDEPENDENT PRACTICE (Individual practice to check for understanding):

1. Instruct students to develop a newspaper ad for the class’s “Westward

Expansion” newspaper.
a. Each student will choose a location to develop a persuasive newspaper ad
for. The purpose of the ad is to convince pioneers to settle in the location
chosen. Each ad must include location, purpose, 3 reasons why pioneers
should settle in the location, how the settlement positively affects the U.S.,
and pictures.
b. Choose 1 of the following locations:
i. Texas Colony
ii. Missouri Trail- Santa Fe Trail
 iii. Oregon Trail
iv. California Trail
c. Pass out newspaper ad rubric for evaluation.

​Newspaper Ad Rubric
​Score 4 3 2 1

Score: ___________________________
2. Student work on Readers Theater with their groups.

Homework Instructions​: Study for Quiz tomorrow. Practice your script for readers
theater.
EVALUATION/ASSESSMENT (Formative or summative depending on lesson- quiz,
journal write, exit ticket, etc.)
 1. Main Idea and Details Graphic Organizer (Guided Practice)
2. News Ad: Students develop a newspaper ad to be published in the “Westward
Expansion” newspaper (Independent Practice)

MATERIALS/RESOURCES (Any item necessary to the lesson – books, PPT, chart paper,
etc. ).
1. http://www.collectorsweekly.com/articles/some-trade-cards-and-broadsides/
2. https://www.google.com/search?q=News+ad+about+Gold+rush&espv=2&biw=1
279&bih=562&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjbh_T5_LrPAhXDoD
4KHXX5Ab4Q_AUICCgD#imgrc=Cnib-85kQlEctM%3A
3. https://www.quia.com/pages/manderson10/westexp
4. Newspaper Ad Rubric
5. Main Idea and Details graphic organizer
6. California Gold Ads
7. Westward expansion anchor chart
8. Expansion map
9. Mapping America’s Westward Expansion

Lesson 5
TEACHER: Mathis GRADE: 4th SUBJECT: ELA and Social Studies
Lesson #5
Lesson Length: 2 hours

STANDARDS:
SS.4.5.3 Explain the purpose, location, and impact of key United States acquisitions in the
first half of the nineteenth century, including the Louisiana Purchase, the Florida
Purchase, the Oregon Treaty, the annexation of Texas, and the Mexican Cession.

RI.4.5.1 Ask and answer inferential questions to analyze meaning beyond the text; refer
to details and examples within a text to support inferences and conclusions.

OBJECTIVES:
Given an excerpt from the book ​Would You Close the Deal? The Louisiana Purchase, ​the
student will be able to develop inferential questions to gather meaning from the text.

Given an excerpt from the book​ Would You Close the Deal? The Louisiana Purchase​, the
student will be able to answer inferential questions using details and examples from the
text to support his/her conclusions.

In a small group setting, the student will be able to analyze the purpose of the Louisiana
Purchase using at least 2 supporting facts.

In a small group setting, the student will be able to locate the Louisiana Purchase using at
least 2 descriptions.
In a small group setting, the student will be able to discuss the impact of the Louisiana
Purchase using at least 3 supporting examples.

FOCUS AND REVIEW​ (Review of any prerequisite knowledge necessary for the lesson)
1. Project the following picture and questions on the promethean.
a. Answer the following questions in interactive reading notebook.

a. What can you conclude from this picture? (Use examples from the picture
to support your answer.)
b. Why do you think the people are traveling by horse and wagon? (Use
examples from the picture to support your answer.)
2. Discuss students’ answers to questions.
3. Students complete the ​Westward Expansion Quiz​.

TEACHER INPUT​ (Presents information/examples/modeling):

1. State the objectives of the lesson for students. By the end of the lesson, you should
be able to:
a. develop inferential questions to gather meaning from any text that you
read.
b. answer inferential questions using details and/or examples from the text
to support your answers. Your answers to the questions can also be
referred to as conclusions.
2. Introduce Inference Strategy using anchor chart.
a. Define what an inference is.
i. Using knowledge (schema) from your brain + clues from the text to
come to a conclusion/answer.
ii. Teach students “The Inferential Song.”
iii. It is not stating the obvious. You cannot read the text and get the
answer.
Example: Observation of situation- The girl is sitting on the ground
beside her bike. She is holding her knee and crying.
Question- What can you conclude about the situation?
Inference- The girl fell off of her bike and hurt her knee.
iv. It is not a prediction. - What will happen in the future.
 Example: The girl will not ride her bike up the hill again. (Future
tense)

b. Guide students in the steps to developing an inference:

i. What is my inference?
1. Develop an inferential question using the one of the
following sentence starters:
a. Why...?
b. Why do you think...?
c. What can you conclude about…?
d. From this text, you could probably guess…?
e. What lesson does this text teach..?
f. Where…?
g. How…?
h. How does the author feel about…?
i. What is the problem?
ii. What information did I use to make the inference?
1. Find information from the text that will help answer the
question.
2. What information do you know that will help answer the
question.
iii. Combine information from the text plus what you know to
formulate a conclusion.
iv. Ask yourself: How good was my thinking? Do I need to change my
thinking?

c. Show picture on promethean board.

i. Questions to ask students- Write student responses on board.

1. What does this picture tell us?
2. What does the picture not tell us?

d. Read aloud- ​Would You Close the Deal? The Louisiana Purchase​.
i. Pass out “It says- I say- And So” inference graphic organizer to
students. - glue in interactive reading notebook.

Name: ____________________________

It Says- I Say- And So….

 Inference Chart

Your Knowledge + Clues from the Text = Inference

Question It Says... I Say... And So...

Step 1: Write the question. Step 2: Find information from Step 3: Think about what Step 4: Combine what the
the text that will help answer you know about that text says with what you know
the question. information. to come up with the answer.

http://www.readingrockets.org/pdfs/inference-graphic-organizer.pdf

ii. Use the following excerpt to make an inference.

“Jefferson did not want Napoleon to own land near the United
States. He knew that the French leader wanted power. Before long,
he would want more land. This could hurt America’s growth”
(Landau, 2008).
Define excerpt: short piece from a book or writing
iii. Complete row 1 as a class.
Example:
a. Question: What can you conclude about Napoleon?
b. Its Says: Jefferson was afraid of Napoleon owning
land close to the U.S. because he was afraid that
Napoleon would hurt America’s growth.
c. I Say: Napoleon loved power, and wanted to take over
as much land as possible for France. He was
secretive. He tried to keep the treaty with Spain a
secret. He got the Louisiana territory by trading land
in northern Italy with Spain.
d. And So: Napoleon is a greedy and dishonest leader.

GUIDED PRACTICE ​(Teacher provides practice/feedback – small group/partners):

Minilesson: Louisiana Purchase
1. Select 3-4 pairs (6-8 total students).
2. Students meet with teacher at guided instruction table.
 3. Introduction: Have students write down everything they know about the
Louisiana Purchase on chart paper- all students in small group work together. (set
timer for 2 minutes).
4. Teacher reads- “Napoleon Decides to Sell.”
a. Ask questions and discuss:
i. Why does Napoleon decide to sell the Louisiana Territory?
ii. How does this purchase impact the United States?
iii. Do you think this was a good purchase? Why or why not?

5. Review anchor chart.

a. Louisiana Purchase: In 1803, the U.S. purchased the Louisiana territory
from France for 15 million dollars.
b. Purpose: to expand the size of the U.S., more room for settlers
c. Impact: The U.S. doubled in size and obtained ports, rivers, resources, and
farmland
d. Review map of United States colonies and Louisiana purchase.
6. Pass out LP map- Students glue map in interactive Social Studies notebook.
i. Students label the colonies of the U.S. in 1803 and the Louisiana
Purchase.
ii. Students shade the United States colonies and the Louisiana
Purchase.

7. Model: Teacher places events of Louisiana Purchase in order.

a. Place events on magnetic board in sequential order.
b. Mix up the events for student practice.
c. Group work: Instruct group of students to work together to place events in
order on magnetic board.
d. Independent work: LP Timeline Handout

Name: ________________________________
Events of Louisiana Purchase Timeline
(1795-1803)

Directions: Places events in sequential order on the timeline.

1799- French leader Napoleon comes to power. Makes secretive deal with Spain to take over Louisiana Territory.

1802- Napoleon decides to send over 1000’s of soldiers to Louisiana Territory. The soldiers are delayed by Great Britain.

1795- The Treaty of San Lorenzo or Pinckney’s Treaty is signed between the United States and Spain. The treaty was an agreement
that the U.S. did not have to pay to use the port in New Orleans. Spain owned the Louisiana Territory at this time.
1803- Napoleon decides to sell the Louisiana Territory for 15 million dollars to the U.S. This acquisition is known as the Louisiana
Purchase.
1801- Thomas Jefferson becomes president of U.S. The United States decides to buy Louisiana Territory.

i.
Pass out timeline handout and glue in SS interactive notebook.
ii.
Students cut out events (1795-1803) and glue on timeline in
sequential order. * Monitor student progress.
8. ​Louisiana Purchase Exit Ticket Assessment

Give each child a sticky note. Instruct each child to place answer to question on their
sticky note. Place sticky note on anchor chart when completed.

Exit Ticket Question: ​Explain the purpose, location, and impact of the Louisiana Purchase
on the United States.

Partner Practice:
1. Place students in pairs.
2. Pass out excerpt from text and graphic organizer for pairs to complete together.
a. ““Until Napoleon’s men could take over, the Spanish still ran the port. In
October 1802, they changed the port’s rules. Americans lost their “right of
deposit,” meaning they could not leave their goods in New Orleans’s
warehouses” (Landau, 2008).
3. Pairs complete “It says- I say- And So” graphic organizer.

Whole-Class Discussion:
a. Students compare and contrast their inferences- Each pair shares one
inference.
b. Students agree on the ​3 best inferences​ to write on the class inference
anchor chart. (Teacher writes inferences on chart.)

INDEPENDENT PRACTICE​ (Individual practice to check for understanding):

1. Pass out new copy of graphic organizer (It Says- I Say- And So)
2. Students complete the graphic organizer using the following excerpt:
“ Its proved to be a good purchase for the United States. It now had the area’s
ports and rivers. There was plenty of fruitful farmland too. Coal, oil, and iron would be
found there as well” (From the book, ​Would You Close The Deal?, ​Landau, 2008).

3. ​Inference Exit Ticket Assessment​ (Display on promethean board)- Place in exit ticket
bucket when complete.

On a sticky note, complete the following:

1. Formulate your own inference.
a. Design a situational observation.
 b. Develop a question.
c. Formulate an inference about the situation.

My Example:
i. Observation of situation:The girl is sitting on the ground beside her
bike. She is holding her knee and crying.
ii. Question: What can you conclude about the situation?
iii. Inference: The girl fell off her bike and hurt her knee.

2. Contrast inference and prediction.

4. Students work on Readers Theater with groups.

EVALUATION/ASSESSMENT​ (Formative or summative depending on lesson- quiz,

journal write, exit ticket, etc.)

1. Inference Exit Ticket (Independent Practice)

2. Louisiana Purchase Exit Ticket (Guided Practice)

MATERIALS/RESOURCES​ (Any item necessary to the lesson – books, PPT, chart paper,
etc. ).

1. Would You Close the Deal? The Louisiana Purchase​. (Landau, 2008)
2. Anchor chart paper
3. Sticky Notes
4. Louisiana Purchase timeline magnetic timeline
5. Whiteboard
6. 1803 U.S. Map
7. crayons
8. glue
9. magnetic board
10. magnets
11. scissors
12. http://minds-in-bloom.com/2012/02/tips-for-teaching-inference.html
13. http://www.readingrockets.org/pdfs/inference-graphic-organizer.pdf
14. http://www.readingrockets.org/strategies/inference

Lesson 6
TEACHER: Mathis GRADE: 4 SUBJECT: ELA and SS
Lesson #6
Lesson Length: 2 hours

STANDARDS:
SS.4.5.3 Explain the purpose, location, and impact of key United States acquisitions in the
first half of the nineteenth century, including the Louisiana Purchase, the Florida
Purchase, the Oregon Treaty, the annexation of Texas, and the Mexican Cession.

RL.4.9.2 Explain how the author’s choice of words, illustrations, and conventions
combine to create mood, contribute to meaning, and emphasize aspects of a character or
setting.

OBJECTIVES:

Given a character trait map, the student will be able to examine a character using at least
4 examples from the text.

FOCUS AND REVIEW (Review of any prerequisite knowledge necessary for the lesson)

REVIEW: Ask students to brainstorm characteristics of pioneers that they learned over
the last 2 days. Write bubble map on anchor chart (place anchor chart on SS wall).

FOCUS: KWL Chart for U.S. Land Acquisitions

1. Teacher passes out KWL Graphic Organizer template.
2. Students cut flaps for GO.
3. Write K-W-L at the top of each flap.
4. Instructions: Under the K flap, write things you know. Under the W flap, write
things you want to know, and under the L flap, write things you learn today after
the lesson.
5. Set timer for 10 minutes. Allow students time to complete GO.

TEACHER INPUT (Presents information/examples/modeling):

1. Teacher reads book, ​Westward Expansion​- pages 10-17

2. Teacher displays War and Expansion powerpoint on promethean board
3. Teacher passes out Events that Led to Land Acquisitions for the U.S. graphic
organizer notes to each student- Students staple notes in interactive SS notebook.
 Events that Led to Land Acquisitions for the U.S.
Graphic Organizer Notes
Westward Expansion Unit

Time Period: ​1803-1848

U.S. Land Purpose Location Impact Important Facts

Acquisitions

Louisiana Purchase Thomas Jefferson Territory west of the - Doubled the size of - Purchased from
(1803) was interested in Mississippi River to the United States France for 15
buying the land present day Idaho million dollars (less
around New Orleans and north to Canada - U.S. gained control than 3 cent an acre)
to assist farmers of the Port of New
along the Orleans - After the LP,
Mississippi River Thomas Jefferson
who needed to sent Lewis and Clark
transport their to map the land and
products downriver find a route to the
to the French port of Pacific Ocean.
New Orleans and
store them before
export (called right
of deposit).

Florida Purchase Result of tension Florida Spain sold Florida to - War of 1812:
(1819) between Spain and the United States President Madison
the United States (1819) in exchange moved troops into
over the boundary for 5 million dollars Florida because of
lines of Louisiana and a clear threats from Spain
Territory. boundary between -This upset Florida
the Louisiana Indian tribes
Territory and New attacked white
Spain at the 42nd settlers.
parallel. - The Indian Tribes
were defeated and
signed treaties with
the U.S.

Oregon Treaty Claimed the Oregon -After much - The fur trade was
territory based on negotiation, the attracted to the
the explorations of Oregon Treaty was a Oregon territory due
Lewis Clark, but the compromise with to the abundance of
land was also Great Britain to not beaver and otter fur.
claimed by Great go to war.
Britain -Land was fertile for
farming
Americans in search
of economic
opportunity in the
fur trade moved into
 the area and farmers
moved to fertile
land.

Annexation of James Polk was Texas -Texas wanted to -Occurred 9 years

Texas(1845) elected president in become part of the after the Texan War
1844. He supported United States Union, for Independence
Texas annexation but but the United from Mexico (Battle
and developed a bill States Congress in San Antonio-
that was passed in feared that it would Americans were
1845. Texas joined upset the balance of defeated by the
the Union as the slave and free states Mexican Army.
28th state to -Texas remained an Remember the
increase westward independent Alamo- the Texan
expansion. country for 9 years army under the
before joining the leadership of Sam
Union Houston defeated
Santa Anna and the
Mexican Army to
claim Texas’s
independence from
Mexico)
-The war for Texan
Independence was
the result of a new
dictatorial Mexican
government that
came into power in
Mexico and enforced
new laws, including
re-outlawing
slavery.

Mexican Cession The U.S. wanted a The treaty that The Mexican Cession After Texas was
(1846-1848) port on the Pacific ended the Mexican gave the U.S. access annexed (joined the
coast in the Mexican War gave the U.S to Pacific ports and Union), the U.S. sent
territory of Mexican territory in to not yet troops into an area
California. President New Mexico, discovered gold on the border of
Polk tried to buy the Arizona, California, mines of California. Texas that Mexico
land, but the Utah, and Nevada. claimed. Shots were
Mexicans would not The U.S. gave Mexico fired and the war
sell. 15 million dollars began. The U.S.
for the land. invaded Mexico and
and defeated the
Mexican army on
border. The U.S.
ended the war by
taking the capital
city. A treaty was
formed and signed
to end the war.

Color and Locate each land acquisition on the map:

4. ​Pre Reading​: Instruct students to write down 5 questions in their interactive SS
notebooks that they still have about the events leading of to the land acquisitions for the
U.S.
Reading​: Teacher reads, ​Westward Expansion and Manifest Destiny​- pages 17-34
Post Reading​: Write the answers to each of your questions. Any questions that are not
answered by the reading, are brought before the class for discussion.

GUIDED PRACTICE (Teacher provides practice/feedback – small group/partners):

Part 1: ELA Minilesson (2 groups rotate)
Literary Skill= Characters
1. Divide students into 2 groups according to reading level.
2. Read chapter 9 of ​Little House on the Prairie​.
3. Discuss how the author’s choice of words, illustrations, and conventions shape the
character in the story.
4. Pass out the character trait map.
5. Students and teacher complete the character trait map together

(​https://www.google.com/search?q=Laura+candler%27s+character+trait+map&espv=2&biw=1279&bih=608&source=lnms&tbm=i
sch&sa=X&ved=0ahUKEwjyr7jYz-DPAhUDXh4KHczfDPUQ_AUIBigB#imgrc=bKfPKgRpPt6YOM%3A​)
5. Choose a character to analyze. For the model, teacher selects Pa.
6. Identify four character traits about Pa.
a. joyful
b. hard worker
c. provider
d. caring
7. Write one supporting detail in the rectangles next to each oval.
a. Choice of Words:​ “Pa was whistling while he climbed to the wagon seat and took
up the reins.” (pg. 108) The author uses the word whistling to show the reader
Pa’s joyful and positive spirit.
b. Illustration: ​“He shook he head. ‘No use lazing here while there’s work to be
done, Caroline.’” (pg. 116)- The illustration shows Pa lying on the grass with his
hands behind his head. The picture shows that Pa is tired from working so hard.
c. Choice of Words:​ “Laura and Mary watched Pa build the fireplace.” (pg. 113) The
author depicts Pa as a hard worker and provider for his family. His family admires
his hard work ethic and desire to provide the best home for them to live in.
d. Conventions:​ “The sooner get the fireplace done, the sooner you can do your
cooking inside, out of the wind.” (pg. 116) The author uses commas and repetition
to show Pa’s urgency to finish building the fireplace for the cabin.

● After reading completing the character analysis, show students a picture of a

pioneer cabin.

8. ​Character Trait Analysis Assessment:​ Instruct students to select another character

from ​Little House on the Prairie​ to analyze.
1. Each student completes a character trait map analysis for character selected.
2. Each student turns in map when completed.

9. Think-Pair-Share (To complete while waiting for ELA minilesson with Miss Mathis)
1. With a partner from their ELA Minilesson group, students participate in a
Think-Pair-Share activity.
2. Each student develops 10 test questions on whiteboard.
3. Students switch whiteboards with partner and answer the 10 test questions.
4. Switch whiteboards again and check partner’s answers.
5. Discuss answers with partner.
10. Model “You’ve Got Mail” for students
1. Select 4 students to help model the activity.
2. Walk students through rules and procedures of the activity.
3. Make sure students understand that this activity is done independently- there
should be no talking.

INDEPENDENT PRACTICE (Individual practice to check for understanding):

1. “You’ve Got Mail” (Make sure classroom is silent during activity.)

a. Before beginning the activity, the teacher passes out envelopes and
response card packets to each student.
1. Each student writes a question abo​ut the Florida Purchase, the Oregon
Treaty, the annexation of Texas, or the Mexican Cession on ​the front of an
envelope.
a. Teacher must check all envelopes before beginning the activity to
ensure questions are appropriate, on topic, and not repeated.
2. Questions are then “mailed” around the room.
3. Each student writes an answer to each question on a designated response
card and places one in each envelope.
4. The mailboxes are passed around the entire class.
5. After everyone has placed answers in all of the envelopes, the “mailboxes”
are returned to teacher.
6. Class Discussion: The right answer for each “mailbox” is discussed with the
whole class.
7. Teacher reviews student responses for all of the mailboxes - record data
for each question. After the data is recorded, the envelopes are placed in
the game area of classroom.
(​http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley​)

2. Technology Component Game

1. Students complete westward expansion game.
2. Students go the link:
http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u5
/

3. Exit Ticket: Drop in exit ticket bucket.

1. Three things you found out.
2. Two interesting things.
3. One question you still have.

4. ​ Students work on Readers Theater with assigned groups.

EVALUATION/ASSESSMENT (Formative or summative depending on lesson- quiz,
journal write, exit ticket, etc.)

1. Character Trait Analysis Map (Guided Practice)

MATERIALS/RESOURCES (Any item necessary to the lesson – books, PPT, chart paper,
etc. ).

1. Bubble Map
2. KWL Graphic Organizer Template
3. Westward Expansion
4. Westward Expansion​ powerpoint presentation
5. Westward Expansion and Manifest Destiny
6. promethean board
7. Events that Led to Land Acquisitions for the U.S. ​Graphic Organizer Notes
8. Map
9. SS interactive notebooks
10. Little House on the Prairie
11. Character Trait Map
12. Pioneer cabin picture
13. whiteboards
14. dry-erase markers
15. envelopes for mailboxes
16. response card packets for students to write on
17. computer access: westward expansion game
18. computer access: ixl.com

Lesson 7
TEACHER: Mathis GRADE: 4 SUBJECT: SS and EL
Lesson #7
Length: 2 hours

STANDARDS:
SS.4.5.1 Summarize the major expeditions that played a role in westward expansions
including those of Daniel Boone, Lewis and Clark, and Zebulon Pike.

RI.4.5.1 Ask and answer inferential questions to analyze meaning beyond the text; refer
to details and examples within a text to support inferences and conclusions.

OBJECTIVES:
Without reading the text, the student will be able to judge his/her predictions using at
least 3 components from the text.
FOCUS AND REVIEW (Review of any prerequisite knowledge necessary for the lesson)

1. FOCUS:​ Teacher reads book, ​How We Crossed the West: The Adventures of Lewis
and Clark​.- Pages 3-8
a. Students draw a picture in their interactive SS notebook.
i. Prompt for Question (Display on Prom. Board): Draw a picture of
what you think Lewis and Clark’s journey out west looked like.
Remind students: Lewis and Clark began their exploration in 1804-
Students need to consider what the United States looked like at that
time.)
2. REVIEW​: Class discussion​ (Teacher reviews westward expansion in class)
a. Teacher instructs students to “POP UP” if they have the answer
b. Questions To ASK​:
i. When did Thomas Jefferson purchase the Louisiana Purchase for
the United States? What was the cost? (1803; 15 million dollars)
ii. What impact did the LP have on the US? (Doubled the size; Land
west of the Mississippi River to Idaho and north to Canada)
iii. Who can locate the LP on our classroom map?
iv. Who can locate the Mississippi River and the Rocky Mountains for
us on our map?
v. How did the United States obtain the Oregon Territory? Can you
locate the Oregon Territory on the map for us?
vi. Who can give me one sentence about the conditions of:
1. the Florida Purchase? Name and identify on our class map.
2. the annexation of Texas? Identify Texas on our class map.
3. the Mexican Cession? Identify Mexican Cession on our class
map.
vii. How are all of these events connected?

TEACHER INPUT (Presents information/examples/modeling):

1. Teacher passes out 2-part flapper graphic organizer.
a. Give instructions about how to use the GO. (Walk students through each
step.)
i. Orient the page in “portrait” direction
ii. Fold the top part down to meet the solid horizontal line near the
bottom edge of the paper
iii. Use scissors to cut on the solid line stopping at the fold, to create 2
flaps
iv. Write in the topic at the bottom edge of the flapper.
v. Write the category titles on top of each flap.
vi. Write the information underneath each flap.
2. L. Side label: Predictions, R. Side label: What Actually Happens, Bottom Edge of
Flapper: Lewis and Clark Expedition
 a. Set timer on promethean board for 7 minutes.
b. Prompt: Predict 5 difficulties you think Lewis and Clark will face on their
expedition out west.
c. “Predictions” Flap: Each student writes 5 predictions.
d. When the students are done, instruct them to place their “green cards” on
their desk to let teacher know they are ready to move on.
3. Read book, ​Lewis and Clark Explorers of the American West​.
4. Set timer to 7 minutes.
5. “What Actually Happens” Flap: After reading the story, students write under the
“What Actually Happens” flap.
6. “Explorers Go West” powerpoint- Use promethean board to display presentation.
a. Pass out a copy of ​Explorers Graphic Organizer Notes​ to each student.
b. As teacher works through presentation, complete notetaking GO with
students on board.

Explorers Graphic Organizer Notes

(small scale for LP)

Daniel Boone Lewis and Clark Zebulon Pike

NOTES: NOTES: NOTES:

DRAWING: DRAWING: DRAWING:

7. Quickwrite: What is the significance of the Lewis and Clark journey in American
History and westward expansion? (Set timer for 7 minutes)
8. Quicktalk:
1. Share: Select students who are willing to share quickwrites.
2. Teaching Point: Make sure students understand that Thomas Jefferson sent Lewis
and Clark west to explore the new lands that the United States purchased from
France in the Louisiana Purchase. They continued exploring beyond the Louisiana
Purchase hoping to find a water source that stretched from the Mississippi River
to the Pacific Ocean. Lewis and Clark received help from Native American guides
such as Sacajawea. Although they did not find a water source, they traveled all the
way to Oregon. While on their journey, Lewis and Clark claimed the Oregon
 Territory for the U.S., mapped out new lands they visited, and brought back
information about the Native American people. They found that the land was
liveable and great for fur trade. Also, Lewis and Clark discovered scientific
information about the plants and animals that lived out west.

GUIDED PRACTICE (Teacher provides practice/feedback – small group/partners):

1. Place students in reading groups.

ELA Minilesson​ (Student conference table with Miss Mathis): ​Making Predictions
1. Set up “Making Predictions” anchor chart.
2. Students draw prediction chart in ELA notebook (as teacher draws the chart on
anchor chart).

Little House on the Prairie

Chapter 11
Predictions What Actually Happens

1. 1.
2. 2.
3. 3.
4. 4.

3. Discuss the following questions with students and record on prediction anchor
chart:
a. What is a prediction?
b. How do you make a prediction?
c. What resources do you use to develop a good prediction?

4. Set timer for 3 minutes.

5. Instruct students to write predictions for what will happen in chapter 11 in the
left column of the chart.
a. Discussion Questions:​ Tell me some predictions you made for this
chapter? I am going to write them in the left column of our chart.

6. Read chapter 11 in ​Little House on the Prairie.

7. Set timer for 7 minutes.
8. Instruct students to write what actually happens in the chapter.
9. Discussion Questions:
a. What did you predict would happen in chapter 8?
b. How did that compare to what actually happened in the chapter?
c. Were your predictions correct?
d. What resources did you use to make the prediction? (title, what you have
read in previous chapters,etc.)

Partner Practice: (Post instructions on promethean board)

 1. Each partner has their own predictions flapper GO that is properly labeled
(Modeled during teacher input).
2. On the left side of GO, students make predictions about what will happen in the
book, ​Zebulon Pike: Explorer of the Southwest.
3. With a partner, students read ​Zebulon Pike: Explorer of the Southwest​.
4. After reading, the students complete the right side of the GO- “What Actually
Happens” column.
5. When complete, each partner turns GO into designated tray.

INDEPENDENT PRACTICE (Individual practice to check for understanding):

TASK #1: ​Predictions Flapper Graphic Organizer Assessment

1. Students complete a predictions 2-part flapper GO.
i. Post instructions for students on the promethean board.
Instructions: This task is to be completed independently. Before
beginning, create your 2-part GO first.
a. Pre Reading: Make predictions about the book under
the left flap.
b. Post Reading: Record “What Actually Happens” in the
book under the right flap.
c. Place completed GO in SS assessment tray.
2. Pass out GO template. Students prepare GO.
3. Students make predictions.
4. Students read ​Daniel Boone: Into the Wild ​ independently.
5. Students complete the right side of flapper GO.
6. Turn in completed GO assessment.

TASK #2:
1. Students write in their Westward Expansion Learning Log booklet.
a. Students include the following in learning log.
i. Drawings/sketches
ii. Short, brief notes about how to make a prediction and the explorers
iii. Vocabulary words
iv. Questions they still have
b. Teacher monitors student progress through observations and anecdotal
notes.

3. After both tasks are completed, students work on Readers Theater with assigned
groups.

Homework Instructions​: Teacher hands out Westward Expansion study guide. Students
complete questions 1- 10 on study guide for test on Friday.
EVALUATION/ASSESSMENT (Formative or summative depending on lesson- quiz,
journal write, exit ticket, etc.)

1. Predictions Flapper Graphic Organizer (Independent Practice)

(Laura Candler: http://www.lauracandler.com/gofr/online/Flapper2p56.pdf)

MATERIALS/RESOURCES (Any item necessary to the lesson – books, PPT, chart paper,
etc. ).

How we crossed the West: The Adventures of Lewis and Clark

Promethean Board
Classroom Map (located on Social Studies wall)
2-part flapper graphic organizer (Laura Candler:
http://www.lauracandler.com/gofr/online/Flapper2p56.pdf​)
Lewis and Clark Explorers of the American West
Dry erase markers
Anchor chart
Explorers Graphic Organizer Notes
Westward Expansion learning logs
Zebulon Pike: Explorer of the Southwest
Daniel Boone: Into the Wild
Little House on the Prairie

Lesson 8
TEACHER: Mathis GRADE: 4 SUBJECT: ELA and SS
Lesson #8
Lesson Length: 2 hours
STANDARDS:

RL.4.9.1 Identify and explain how the author uses imagery, hyperbole, adages, or
proverbs to shape meaning and tone.

OBJECTIVES:
Given a model, the student will be able to create his or her own tall tale scoring at least
proficient on a teacher-made rubric.

FOCUS AND REVIEW (Review of any prerequisite knowledge necessary for the lesson)
 1. Teacher dresses up as Pecos Bill (Western Style)
a. Introduce yourself as the character.
b. Explain to students that you are visiting for the day. You heard that Miss
Mathis needed some help teaching tall tales.
c. Have students ask questions to find out about who you are and where you
are from.

TEACHER INPUT (Presents information/examples/modeling):

1. Teacher introduces Tall Tales by allowing students to brainstorm what they think
a tall tale is.
2. Pass Out tall tale notes template to students. Ask students to complete the notes
organizer as the teacher completes the anchor chart.
Tall Tales
Note Organizer

● Use this chart to help you analyze the text and help you write your own tall tale.
TALL TALE Characteristics of tall tales Questions to ask yourself

T
A
L
E
 3.
(​https://www.google.com/search?q=tall+tale+anchor+chart&espv=2&biw=1279&bih=5
62&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj2va-yiuTPAhXEbiYKHe69B0QQ_AUI
BigB#imgrc=Nvx_Fn77xb3zrM%3A​)

4. Teacher defines hyperbole as exaggerated statements or statements that are not

totally true.
a. Share some examples of hyperbole with the students:
i. I nearly died laughing.
ii. My mother about had a cow when she saw me covered in mud.
iii. My house is a million mile from here.
iv. I am so hungry, I could eat a horse.
5. Teacher reads the poem “My Friend Michael”
“My Friend Michael”
I'd like you to meet a friend of mine
Michael is his name
He has not been my loss
He has not been my gain.

He helps keep my sanity

So I'm not yet insane
And when he doesn't talk too much
He doesn't leave me drained.

Honour and integrity

Is part of this man's grain
He only stands for good and right
So this man bears no stain.

He doesn't stand behind the scenes

And point the finger and maim
If he is in the wrong
He stands and takes the blame.

And if you believe this tall tale

You are far from sane
Crazy Michael's on the loose
So I must catch a train!
(​http://www.poetrysoup.com/poem/my_friend_michael_669220​)

6. Teacher completes the tall tale story map. Teacher focuses on how the tall tale
uses hyperbole (exaggeration)

a.
b. Think- Pair-Share: Talk to your partner about the following discussion
questions.
 i. How does the author use exaggeration to contribute to the meaning
of the tall tale?
ii. How does exaggeration help determine the tone of the poem?
iii. What elements in the story did you find that told you this poem was
a tall tale?
c. Bring students back together as a whole class.
i. Encourage students to share and discuss some of their ideas and
thoughts about the poem.
ii. List students’ thoughts and ideas on whiteboard.

7. Shared Writing: Teacher writes his or her own tall tale on the board. Teacher
explains to students that in a few minutes they will write their own tall tales.
a. Think Aloud Points:
(Underline the answers to the following questions in your tall tale after it is
completed. Instruct students to do the same when they write their own tall tale.)
i. Who is the character? Is the character larger than life?
ii. What is the problem?
iii. What is the resolution?
iv. Does my tall tale use hyperbole?

8. Read ​Pecos Bill​ and ​John Henry.

9. Compare and contrast the two tall tales.

Pecos Bill vs John Henry

10. Give directions for literacy centers. Instruct students to get into their guided
reading groups for the week (These groups change weekly based on reading
data.)

GUIDED PRACTICE (Teacher provides practice/feedback – small group/partners):

Literacy Centers
Center 1: Compare and Contrast
Read the ​Davey Crocket​ and ​Johnny Appleseed​. Compare and contrast the two tall tales
using a venn diagram.

Center 2: Shared Reading

Read chapter 11 with a partner. Both students must read (outloud, taking turns, or
reading silently). Read one section of the book and discuss in your quiet voice ( I do not
want to hear you talking!). In your discussion, one person shares then the other shares.
After you both talk and listen, compare your ideas and thoughts. You your sentence
starter charts to guide your discussions.

Center 3: Independent Reading

Student selects a tall tale from the tall tale library basket to read independently. (I
monitor student reading progress and discuss the reading comprehension in my
independent reading conferences I conduct every Friday with my students. This is my
way of holding students accountable for their reading.)

(Jennifer Findley:
http://teachingtoinspire.com/2015/10/5-ways-to-hold-students-accountable-in-readin
g.html)
INDEPENDENT PRACTICE (Individual practice to check for understanding):

1. Create a Tall Tale Story​: Students write their own tall tales.
a. Instructions: Write your own tall tale on the following template. Make sure
you include a character larger than life, a problem and solution, and
examples of hyperbole (exaggeration). After you write your tall tale on the
template, cut out the columns and glue together vertically. At the top of
your tall tale template, create a picture out of construction paper. It may be
the face of your tall tale character or a visual representation of your
character. When we all are done, we will share our finished work with each
other.
b. Review Tall Tale Rubric with class.
(​https://www.google.com/search?q=rubric+for+writing+a+tall+tale&source=lnms&tbm=isch&sa=X&ved=0a
hUKEwi89qmW_4XQAhUKcCYKHZZ-CtMQ_AUICCgB&biw=1279&bih=562#imgrc=-i0bF2Sz3M1YRM%3A​)

Tall Tale Template

c.
(​https://www.google.com/search?q=compare+and+contrast+tall+tales&espv=2&
biw=1279&bih=562&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjC87rqkeTPA
hVIyoMKHaxZAfkQ_AUIBygC#tbm=isch&q=compare+and+contrast+tall+tales+us
ing+two+texts&imgrc=7pGjYHHmw2_-eM%3A​)

Tall Tale Character

2. Students complete the tall tale story map for their tall tales.
 a.
3. Author’s Chair: Students participate in author’s chair. Students volunteer to sit in the
author’s chair at the front of the room and share their tall tales.

Homework Instruction​: Students complete questions 11-20 for test Friday.

EVALUATION/ASSESSMENT (Formative or summative depending on lesson- quiz,

journal write, exit ticket, etc.)

1. Tall Tale Story (Independent Practice)

MATERIALS/RESOURCES (Any item necessary to the lesson – books, PPT, chart paper,
etc. ).
1. Pecos Bill Costume
2. Tall tale rubric-
(​https://www.google.com/search?q=rubric+for+writing+a+tall+tale&source=lnms&tbm=isch&sa=X&ved=0a
hUKEwi89qmW_4XQAhUKcCYKHZZ-CtMQ_AUICCgB&biw=1279&bih=562#imgrc=-i0bF2Sz3M1YRM%3A​)
3. Tall tale notes template
4. Tall tale anchor chart
5. Poem: ​ “My Friend Michael”
6. Pecos Bill
7. John Henry
8. Davey Crocket
9. J​ohnny Appleseed
10. Venn diagram
11. Tall tale story map
12. Tall tale writing template
13. Author’s chair
14. Construction paper
15. Scissors
 16. Little House on the Prairie
17. Sentence starter charts

Lesson 9
TEACHER: Mathis GRADE: 4 SUBJECT: SS and ELA
Lesson #9
Lesson Length: 2 hrs.
STANDARDS:
SS.4.5.2 Explain the motivations and methods of migrants and immigrants, who moved
West, including economic opportunities, the availability of rich land, and the country’s
belief in Manifest Destiny.

SS.4.5.3 Explain the purpose, location, and impact of key United States acquisitions in the
first half of the nineteenth century, including the Louisiana Purchase

RI.4.5.1 Ask and answer inferential questions to analyze meaning beyond the text; refer
to details and examples within a text to support inferences and conclusions.

OBJECTIVE:
Given the book ​Into the West: Causes and Effects of U.S. Westward Expansion​, the
student will be able to analyze the cause and effects of Westward Expansion in the U.S.
by identifying 1 cause and 3 effects from the text.

In a group setting, the student will be able to develop a readers theater presentation
scoring at least a 3 out of 4 score on a teacher-made rubric.

FOCUS AND REVIEW (Review of any prerequisite knowledge necessary for the lesson)
1. Introduce students to cause and effect by showing the video.
Cause and Effect
https://www.youtube.com/watch?v=wSOGw6gDokI&index=3&list=PLjF0WP3r9ky5w9
LBLV_Hlo3mXObLDvLCR

TEACHER INPUT (Presents information/examples/modeling):

1. Use the following anchor chart to introduce cause and effect.

(http://www.upperelementarysnapshots.com/2015/02/cause-and-effect-using-informa
tional.html)
2. Teacher explains how authors use poetry to demonstrate cause and effect. Teacher
reads cause and effect poems and discusses the cause and effect example from each
poem.
The Spelling Test
Study
Challenge, Dedication
Repeating, Memorizing, Writing
Practice, Analysis, Success, Victory
Cheering, Smiling, Celebrating
Excellent, Masterful
100%

Cause and Effect: ​I studied hard for my spelling test​ ​and got 100%!

Spring Showers
Sprinkling
Cool, Clean
Renewing, Reviving, Cleansing, Refreshing
Water, Rain, Mud, Puddles
Flooding, Washing, Flowing
Muddy, Wet
Splash!
 Cause and Effect: ​Springtime rain showers create ​mud puddles to splash in.
(​http://www.readwritethink.org/files/resources/lesson_images/lesson965/examples.pdf​)

3. Read ​Expanding a Nation: Causes and Effects of the Louisiana Purchase

4. Make a flip book. Teacher guides students through the following steps:
a. Fold the 9 x 12 inch paper hot dog style
b. Use a ruler to mark off the 2 inch, 4 inch, 6 inch, 8 inch spots near the top and near the bottom of
the paper
c. Connect these lines
d. Then lift the top half to cut to the fold
e. Write Cause #1, #2, #3, #4, & #5 on the bottom of each flap
i. Cause #1- U.S. needs a river route to ship goods from the Mississippi
ii. Cause #2- France claims Louisiana
iii. Cause #3- France begins to lose power in North America
iv. Cause #4- France needs money
v. Cause #5- The U.S. buys the Louisiana Purchase from France
f. Write Effect #1, #2, #3, #4, & #5 under each flap
i. Effect #1- Exploration and Expansion into the West
ii. Effect #2- A larger, stronger nation
iii. Effect #3- Settlers moved west seeking a better life.
iv. Effect #4- Negative effects on American Indians
v. Effect #5- Address the spread of slavery out west
g. Students draw a picture for each cause and effect. (There should be 10 drawings/sketches in all.)

(​http://www.upperelementarysnapshots.com/2015/02/cause-and-effect-using-informational.html​)

5. Teacher demonstrates how to use the following graphic organizer to determine 1

cause and 3 effects of the Louisiana Purchase using the book, ​Expanding a Nation: Causes
and Effects of the Louisiana Purchase.
1. Author’s Point: The Cause
a. The United States purchases the Louisiana Territory from France for 15
million dollars in 1803.

2. Evidence from the Text: The Effects

a. Effect #1:​ According the text, Americans explored the west. In 1803,
President Jefferson sent Lewis and Clark to map the land out west. Settlers
traveled west in hopes of a better life. Settlers discovered gold and fertile
farmland for growing crops.
b. Effect #2:​ According to the text, The Louisiana Purchase doubled the size
of the U.S. The government became more powerful.
 c. Effect #3:​ According to the text, the movement of settlers into the west had
a terrible effect on Native American Indians. The Indians were forced to
move from their homes they had lived on for 100’s of years. The settlers
killed the livestock the Indians depended on for food and introduced the
Indians to deadly diseases that caused a large number of them to die.

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GUIDED PRACTICE (Teacher provides practice/feedback – small group/partners):

1. Assign students to groups based on skill level. (Predetermined before lesson)
a. Group 1 and 2: Average/ Below Average
b. Group 3 and 4: Above Average
2. Pass out task cards to each group.
3. Set timer to 10 minutes. Display on board.

Differentiated Instruction
1. Group 1 and 2: Picture Task Cards
a. Students in this group are classified as average or below average and need a little more
support to master the skill.
b. Each task card contains a picture and question.
c. For each card, students determine the cause and effect based on the picture.

(​http://www.upperelementarysnapshots.com/2015/02/cause-and-effect-using-informational.ht
ml​)

2. Group 3 and 4: Challenging Task Cards

a. Students in this group are classified as above average and need to be challenged.
 b. Each task card contains a cause and effect sentence.
c. Students must identify the cause and effect for each sentence based on the author’s
words.

(​http://www.upperelementarysnapshots.com/2015/02/cause-and-effect-using-informational.html​)

4. After timer is up, each group discusses and decides which example they would
like to share with the class.
5. One student from each group shares their example.
6. Students clean up and return to seats.

INDEPENDENT PRACTICE (Individual practice to check for understanding):

1. Students read book, ​Into the West: Causes and Effects of U.S. Westward
Expansion.
2. Analyzing Cause and Effect Graphic Organizer Assessment​: Students complete
the Analyzing Cause and Effect Graphic Organizer using the book, ​Into the West:
Causes and Effects of U.S. Westward Expansion​.
a. Students determine 1 cause based on the author’s purpose.
b. Students determine 3 effects based on evidence from the text.

3. Students turn in completed graphic organizer assessment in ELA basket.

4. Readers Theater Presentations​: Each group presents their readers theater

presentation for the class. Teacher video tapes each performance. Students
complete student reflection portion of rubric after performance.
 Readers Theater Rubric

Name: _________________________________________ Date of Performance:

_____________________

Group Members:
________________________________________________________________________________

Scores 4- Excellent 3- Good 2- Fair 1- Needs

Improveme
nt

Delivery Student Student Student Student had

read the read the read the difficulty
script with script with script but reading the
confidence some had little script and
and expression, expression, consistently
expression, gestures, or few did not use
made eye contact. gestures, or expression,
gestures little eye or eye
and good contact contact.
eye contact

Cooperation Student Student Student Student did

with Group worked worked worked not work
cooperativel cooperativel cooperativel cooperativel
y with the y with group y with group y together
group in all in most in some with group
aspects of aspects of aspects of and could
the project the project the project, not agree on
and shared and shared but what to do.
all most sometimes Student did
responsibilit responsibilit could not not share
ies and ies and agree on responsibilit
ideas well. ideas. what to do ies or ideas
and wasted and wasted
time. time.

Visual Student Student Student Student did

Performanc used used used props not use
e excellent average inappropria props in the
props in the props in the tely in the performanc
performanc performanc performanc e.
e. e. e.
 Score: ___________________

Teacher Comments:
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
___________________________

Student Reflection:
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
_____________________________________________

5. Begin study guide review for Westward Expansion Test tomorrow.

Homework Instructions​: Complete study questions 21-25. Study for test tomorrow.

EVALUATION/ASSESSMENT (Formative or summative depending on lesson- quiz,

journal write, exit ticket, etc.)

1. Analyzing Cause and Effect Graphic Organizer (Independent Practice)

MATERIALS/RESOURCES (Any item necessary to the lesson – books, PPT, chart paper,
etc. ).
1. Cause and Effect Video:
https://www.youtube.com/watch?v=wSOGw6gDokI&index=3&list=PLjF0WP3r9ky5w9LBLV_Hlo
3mXObLDvLCR
2. (http://www.upperelementarysnapshots.com/2015/02/cause-and-effect-using-informa
tional.html)
3. Poems-
http://www.readwritethink.org/files/resources/lesson_images/lesson965/examples.pdf
4. Expanding a Nation: Causes and Effects of the Louisiana Purchase
5. Construction Paper
6. Scissors
7. Rulers
8. Into the West: Causes and Effects of U.S. Westward Expansion
9. Analyzing Cause and Effect Graphic Organizer
10. Picture Task Cards
11. Challenging Task Cards
12. Anchor Chart Paper
 Lesson 10
TEACHER: Mathis GRADE: 4 SUBJECT: ELA and SS
Lesson #10
Lesson Length: 1.5 hrs.
STANDARDS:
SS.4.5.1 Summarize the major expeditions that played a role in westward expansions
including those of Daniel Boone, Lewis and Clark, and Zebulon Pike.

SS.4.5.2 Explain the motivations and methods of migrants and immigrants who moved
West, including economic opportunities, the availability of rich land, and the country’s
belief in Manifest Destiny.

SS.4.5.3 Explain the purpose, location, and impact of key United States acquisitions in the
first half of the nineteenth century, including the Louisiana Purchase, the Florida
Purchase, the Oregon Treaty, the annexation of Texas, and the Mexican Cession.

OBJECTIVE:
Given a study guide, the student will be able to demonstrate proficient knowledge of
westward expansion in the U.S. by obtaining at least an 85 out of 100 on the westward
expansion test.

FOCUS AND REVIEW (Review of any prerequisite knowledge necessary for the lesson)
1. Class Discussion Prompt: What are good test taking tips and strategies to be
successful?
2. Class discussion of prompt

TEACHER INPUT (Presents information/examples/modeling):

1. Teacher finishes reviewing westward expansion study guide with class.

GUIDED PRACTICE (Teacher provides practice/feedback – small group/partners):

1. Students get into pairs of 2.
2. Pass out whiteboards and markers to each student.
3. give instructions test review activity.
4. Set timer to 15 minutes.
5. Each student develops 5 possible test questions on his or her whiteboard.
6. Pairs switch boards. Each student must record his or her answer to each question
on a sheet of paper. After each student answers the questions, the partner must
check the answers.
7. Students discuss his or her answers.
8. When timer goes off, students return to seats. One student collects the
whiteboards. Another student collects the markers.
INDEPENDENT PRACTICE (Individual practice to check for understanding):

1. Students prepare to take test by cleaning off their desk and getting their pencil
ready.
2. Student set up their testing cabinets.

(​http://1.bp.blogspot.com/-_-UW3tkOW2o/U1hVJJm0K1I/AAAAAAAABg4/2KB7tTFeJ-Y/s1600/DIY+Privacy+Shields
+5.jpeg​)

3. Students complete the Westward Expansion assessment.

4. Turn in Assessment to the SS basket.

EVALUATION/ASSESSMENT (Formative or summative depending on lesson- quiz,

journal write, exit ticket, etc.)

1. Westward Expansion Assessment

MATERIALS/RESOURCES (Any item necessary to the lesson – books, PPT, chart paper,
etc. ).

1. Westward Expansion Assessment

2. whiteboards
3. dry-erase markers
4. pencils
5. testing cabinets
6. Westward Expansion Tests

Performance Assessment/Culminating Activity:

In a group setting, the student will be able to develop a readers theater presentation scoring at
least a 3 out of 4 on a teacher-made rubric.

TI: To begin instruction, the teacher introduces and explains what readers theater is. The
teacher shows a video of a readers theater performance to give students an idea of what a good
performance looks like. The teacher models how to design and create a readers theater
presentation using the teacher model, “Walker Family’s Journey on the Oregon Trail.” After
instructing how to create a readers theater presentation, the teacher presents the prompt;
students work with a group to develop a readers theater performance about a family’s journey
out west during the time of westward expansion. She passes out the guidelines handout and a
copy of the rubric to each student. The teacher reviews both the handout and the rubric to
ensure that all students understand the expectations for the performance task. The readers
theater performance task is introduced in lesson #3. Students work on the project throughout
the unit. Students present their performances at the end of the unit, and the teacher videotapes
each presentation for students to watch.

Assessment: The teacher will assess the development and delivery of a readers theater
presentation using a teacher-made rubric.

Rubric for Performance Assessment:

Readers Theater Rubric

Name: ______________________________ Date of Performance: ______________

Group Members: ________________________________________________________

Scores 4- Excellent 3- Good 2- Fair 1- Needs

Improvement

Delivery Student read Student read Student read Student had

the script with the script with the script but difficulty
confidence some had little reading the
and expression, expression, script and
expression, gestures, or few gestures, consistently
made eye contact. or little eye did not use
gestures and contact expression,
good eye or eye
contact contact.

Cooperation Student Student Student Student did

with Group worked worked worked not work
cooperatively cooperatively cooperatively cooperatively
with the with group in with group in together with
group in all most aspects some aspects group and
aspects of of the project of the project, could not
the project and shared but agree on
and shared most sometimes what to do.
all responsibilitie could not Student did
responsibilitie s and ideas. agree on not share
s and ideas what to do responsibilitie
well. and wasted s or ideas
time. and wasted
time.

Visual Student used Student used Student used Student did

Performance excellent average props not use props
props in the props in the inappropriatel in the
performance. performance. y in the performance.
 performance.

Score: ___________________

Teacher Comments:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________

Student Reflection:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_________________________

Reflection:

Before I began the process of creating my own thematic unit, I had never written a
lesson. At first I found it a challenge, but as I moved through the development of the unit, I found
the task to be less daunting. First, I developed a plan. I brainstormed what types of
assessments I wanted to include in the unit. Next, I developed the objectives for each lesson.
Then, I created the ten lesson plans for the unit. Lastly, I developed the performance task and
embedded it in the unit. After I completed the lesson, I proofread each lesson. I made sure that
each assessment assessed the objective for the lesson. After I completed all ten lessons, I
completed the thematic unit template for the assignment. I plugged in each standard and
indicator used, cited each book in APA format, and cited the other resources used within the
unit. I wrote the reflection after I completed the entire assignment. Before turning in the unit, I
proofread each part.
I found the most challenging part of writing this thematic unit was figuring out what order
to teach the lessons and figuring out when and where to use each book incorporated within the
unit. My goal for this piece of work was to develop a thematic unit that I could use in my own
classroom one day. After reviewing the unit in its entirety, I feel satisfied with my finished
product. I feel that I could use this unit one day in my classroom.
As a future teacher, I would like to improve my lesson plans. I would like to incorporate a
variety of teaching techniques and strategies. I would improve my skills in writing objectives and
developing strong assessment tools to test the objectives. I would also like to improve my
understanding of the standards and indicators, so that I am able to be confident in my selection
of a standard for any lesson that I create. Overall, once I got started on the thematic unit, I truly
enjoyed the process. I felt accomplished when I completed the assignment. I feel that writing
this thematic unit helped me grow as a future educator.