Unit Overview: Grade 5, Unit 2, Go West!

Unit Focus Reading, Writing and Research

In this unit, students will: Knowledge and Skills
● learn about the American westward
expansion and its impact on different Knowledge Skills
groups. Students will know… Students will be skilled at (Do)…
● examine different groups in fictional and ● Why Americans decided to settle in the ● Annotating specific information from
informational texts and their motivation West. text to support the main idea.
for journeying west. ● what laws were passed to allow pioneers to ● Using information from multiple print or
● use their understanding of key details expand westward. digital sources to locate an answer to a
from texts to analyze the challenges and ● How Westward Expansion impacted question quickly.
benefits of those who traveled. different groups of people. ● Using information from multiple sources
● write an essay that uses reasons and ● How to use evidence to determine whether to compare and contrast the different
evidence to support a response. Westward Expansion was worth it for experiences of various groups that
specific groups. settled or lived in the West.
Duration: 34 ● Writing an opinion piece where they are
able to state a claim and support it with
sufficient evidence from the text.

Making Meaning with Content

DCPS units will provide students with multiple
opportunities to engage in rich, rigorous text. Lines of Inquiry Understanding
Combined with ample opportunities to discuss Students will keep considering… Students will understand that…
text, students should be aiming to become ● What motivated people to settle in the ● People migrated and settled in the West to
experts in the content. During the course of the West and were the challenges of acquire more land.
unit, students will read, write, research, take settlement worth it? ● Before Europeans expanded West, Native
part in activities, and discuss. ● What were the different experiences of Americans were already living on the land.
various groups that settled or lived in ● Different groups of people that lived and
Fifth grade students should read the majority of the West? settled in the West had different
the texts independently, with appropriate ● How was the experience of Westward experiences.
scaffolds. Some texts may be read to the Expansion different for Native Americans ● Settling in the new region had its benefits,
students, for the first read, to ensure that all than the other settlers? but was also very challenging.

1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

 English Language Arts Unit 2: Go West! Grade 5
students have been able to enjoy the text as a Writing Focus
whole. Longer texts may chunked into several “To evaluate student writing, teachers should use the DCPS PARCC aligned rubric and students
parts to create more access. should have access to the DCPS student-friendly checklists.”

Opinion Writing: Students will write an opinion piece in which they:

● Introduce a topic, state an opinion, and create an organizational structure in which ideas are
logically grouped to support the writer’s purpose.
● Provide logically ordered reasons that are sufficiently supported with facts and details.
● Link opinions and reasons using words, phrases, and specific clauses.
● Provide a concluding statement or section related to the opinion presented.

Unit Vocabulary Writing Prompts

Content Vocabulary:
Confidence, Conflict, Depiction, Frontier, Informative Writing prompts: The following 3 prompts are to help students build background
Motivation, Pioneer, Prairie, Reservation, knowledge about the topic throughout the unit.
Settlement, Tension, Native Americans, ● Explain what motivated people to settle in the West and how their settlement was both
Territory, Treaty, Acquired, Worth, Beneficial challenging and beneficial.
● Explain what the different experiences of various groups were that settled or lived in the
Academic Vocabulary (from standards): West.
Cite, Quotation, Paraphrase, Perspective ● Explain how the experiences of Native Americans and settlers differ.

Opinion Writing prompts: The following prompts are for opinion writing. These prompts have
lessons written in the unit below.
For vocabulary sections in each module, refer to ● Many people migrated to the West for a chance to provide a better life for themselves and
Unit 2 Appendix for vocabulary enrichment their families. They were faced with many challenges and triumphs (successes) as they
graphic organizers. settled on their new land. Write an opinion essay stating whether you believe Westward
Expansion was worth it for pioneer girls and women.
● Perspective is the way things are seen from a particular point of view. Using details
from The Last of the Sioux, write an opinion essay about the Sioux’s perspective (point of
view) on the settlers’ expansion to the West. Include reasons and information that supports
this perspective (point of view) with evidence from the text.

Note to the teacher: The student document below should be utilized with each group affected by Westward Expansion (Native Americans, pioneer
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 English Language Arts Unit 2: Go West! Grade 5
groups, etc) under study. It can be used to informally assess students about their comprehension of the text as well as their ability to write an opinion
piece. Students will then, be able to use the information gathered and organized with the culminating task and cornerstone assignment. You can access
the student version blank template in the 5th Grade ELA Appendix.

Note to the teacher: The class anchor chart and student annotating sheet is designed to use throughout unit 2. When reading a text, the group under
study will be posted. Using evidence from the text, students will record the challenges the group experienced. Students will also record the benefits
they faced. Then, students will be able to use the sheet to support collaborative discussions and to help them determine whether or not
Westward Expansion was worth it. You can find the supporting student document in the Appendix.
Class Anchor Chart/Student Annotating Sheet - Unit 2

Group Name Challenges Benefits

Note to the teacher: In order to assess students’ understanding of the concepts and skills, one model of an exit ticket has been included that can be
used with any of the texts in Unit 2. The following standards are addressed with this model exit ticket: RI.5.1, RI.5.2, W.5.1, W.5.8. Speaking and
listening can also be addressed, if the teacher chooses to have students share what they wrote after completing the exit ticket. You can find the
supporting student document in the Appendix.
Exit Ticket - Model
Text(s) Title:

Group Under Study:

Prompt:
Based on evidence from the text, was Westward Expansion worth it for (group) _________? Cite evidence from the text to support your claim.

Your Opinion Statement Evidence That Supports the Claim

I believe Westward Expansion was worth it for (group) _________. According to the text, Westward Expansion was worth it because…
I do not believe Westward Expansion was not worth it for (group) _______. According to the text, Westward Expansion was not worth it

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English Language Arts Unit 2: Go West! Grade 5
because...

Reading, Research, and Writing

Assessment Overview
What will students know and be able to do by the end of this unit?
Students will demonstrate an understanding of the lines of inquiry and meeting the expectations of the Common Core State Standards on the unit
and assessments.

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English Language Arts Unit 2: Go West! Grade 5
Lines of Inquiry: Daily Performance Activities: End of the Unit Assessment
The lines of inquiries of this unit Daily instruction and activities aligned (Culminating Task):
include: to the CCSS prepare and inform Students will demonstrate an
What motivated people to students on meeting the expectations understanding the “line of inquiries”
settle in the West and were of the unit assessments. through a writing task:
the challenges of settlement Students will demonstrate their daily: Culminating Task:
worth it? Understanding of the texts Using multiple sources from the unit
and the “lines of inquiries” by of study, choose one of the following
What were the different
meeting grade level CCSS groups to create an opinion piece (i.e.
experiences of various groups CS
expectations for reading, essay or PowerPoint presentation):
that settled or lived in the listening, and language. (Pioneer women, Pioneer men,
West? Ability to express their Black cowboys, or the Sioux)
How was the experience understanding by meeting grade Using the information researched
level CCSS expectations for from multiple sources, you will write
of Westward Expansion
speaking, writing/ drawing, and an opinion essay to explain whether
different for Native Americans language. you believe Westward Expansion was
than the other settlers? worth it from the perspective group.
State your claim. Cite evidence from
the text to support your claim.

Reading, Research, and Writing

Texts Reading Standards Texts andSpeaking
Standardsand Listening Writing Standards Language Standards

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 English Language Arts Unit 2: Go West! Grade 5
Standards

Text Set: Literature: SL.5.1: Engage effectively W.5.1: Write opinion L.5.1 (d): Recognize
Literature RL.5.1: Quote accurately from a in a range of pieces on topics or texts, and correct
Pioneer Girl by Houghton Mifflintext when explaining what the collaborative discussions supporting a point of view inappropriate shifts
text says explicitly and when (one-on-one, in groups, with reasons and in verb tense.*
Black Cowboys, Wild Horses by drawing inferences from the text. and teacher-led) with information. L.5.2 (a): Use
Julius Lester RL.5.2: Determine a theme of a diverse partners on W.5.4: Produce clear and punctuation to
story, drama, or poem from grade 5 topics and texts, coherent writing in which separate items in a
details in the text, including how building on others' ideas the development and series.*
Informational Texts characters in a story or drama and expressing their own organization are L.5.2 (b): Use a
Who Settled the West? by Bobbie respond to challenges or how the clearly. appropriate to task, comma to separate
Kalman speaker in a poem reflects upon a SL.5.2: Summarize a purpose, and audience. an introductory
topic; summarize the text. written text read aloud or (Grade-specific element from the
If You Traveled West in a RL.5.4: Determine the meaning of information presented in expectations for writing rest of the sentence.
Covered Wagon (ARC) by Ellen words and phrases as they are diverse media and types are defined in L.5.4: Determine or
Levine used in a text, including figurative formats, including standards 1-3 above.) clarify the meaning
language such as metaphors and visually, quantitatively, W.5.5: With guidance and of unknown and
Women on the Lone Prairie by similes. and orally. support from peers and multiple-meaning
Sean McCollum RL.5.5: Explain how a series of SL.5.3: Summarize the adults, develop and words and phrases
chapters, scenes, or stanzas fits points a speaker makes strengthen writing as based on grade 5
Pioneer Photographer’s View of together to provide the overall and explain how each needed by planning, reading and content,
the Sioux by Barbara Stern structure of a particular story, claim is supported by revising, editing, rewriting, choosing flexibly
drama, or poem. reasons and evidence. or trying a new approach. from a range of
Westward Expansion: The RL.5.7: Analyze how visual and SL.5.6: Adapt speech to a (Editing for conventions strategies.
Oregon Trail (Readworks.org) multimedia elements contribute variety of contexts and should demonstrate L.5.5: Demonstrate
to the meaning, tone, or beauty of tasks, using formal command of Language understanding of
Westward Expansion: a text (e.g., graphic novel, English when appropriate standards 1-3 up to and figurative language,
Introduction to Westward multimedia presentation of to task and situation. including grade 5 here.) word relationships,
Expansion (Readworks.org) fiction, folktale, myth, poem). (See grade 5 Language W.5.7: Conduct short and nuances in word
Informational Text standards 1 and 3here research projects that use meanings.
RI.5.1: Quote accurately from a for specific expectations.) several sources to build
text when explaining what the knowledge through
text says explicitly and when investigation of different
drawing inferences from the text. aspects of a topic.

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English Language Arts Unit 2: Go West! Grade 5
RI.5.2: Determine two or more W.5.8: Recall relevant
main ideas of a text and explain information from
how they are supported by key experiences or gather
details; summarize the text. relevant information from
RI.5.3: Explain the relationships or print and digital sources;
interactions between two or more summarize or paraphrase
individuals, events, ideas, or information in notes and
concepts in a historical, scientific, finished work, and provide
or technical text based on specific a list of sources.
information in the text. W.5.9: Draw evidence from
RI.5.4: Determine the meaning of literary or informational
general academic and domain- texts to support analysis,
specific words and phrases in a reflection, and research.
text relevant to a grade 5 topic or
subject area.
RI.5.6: Analyze multiple accounts
of the same event or topic, noting
important similarities and
differences in the point of view
they represent.
RI.5.7: Draw on information from
multiple print or digital sources,
demonstrating the ability to locate
an answer to a question quickly or
to solve a problem efficiently.
RI.5.8: Explain how an author uses
reasons and evidence to support
particular points in a text,
identifying which reasons and
evidence support which point(s).

Foundational Skills
RF.5.4 (c):Use context to confirm
or self-correct word recognition
and understanding, rereading as

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 English Language Arts Unit 2: Go West! Grade 5
necessary.

Reading, Research, and Writing

Text Sequence Overview

Approximate Number Text(s) or Writing Prompt and Lesson Focus

of Days

1-2 Days Westward Expansion: Introduction to Westward Expansion, Readworks.org & video History.com

1-2 Days Westward Expansion: The Oregon Trail, Readworks.org

1 Day The Last of the Sioux, (video) History.com

1-2 Days Pioneer Photographer’s View of the Sioux, EBSCO

3-4 Days Writing Lesson, mentor multimedia text, The Last of the Sioux, (video) History.com

1-2 Days Who Settled in the West?, ARC

3-5 Days If You Traveled West in a Covered Wagon, ARC

3-5 Days Pioneer Girl, Houghton Mifflin

3-4 Day Women on the Lone Prairie, EBSCO

2-3 Days Writing Lesson, paired text, Pioneer Girl and Women on the Lone Prairie

5-7 Day Black Cowboys, Wild Horses, Houghton Mifflin & 1878 The Black Cowboy and George McJunkin (video) Schooltube.com

3 Days Using information from a variety of texts, students will write a summary of their opinion of the importance of Westward
Expansion.
CS

1 Day Using multiple sources from the unit of study, choose one of the following groups to create an opinion piece (i.e. essay or
Culminating Task PowerPoint presentation): (Pioneer women, Pioneer men, cowboys, or the Sioux) Using the information researched from
multiple sources, you will write an opinion essay to explain whether you believe Westward Expansion was worth it from the
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 English Language Arts Unit 2: Go West! Grade 5
perspective group. State your claim. Cite evidence from the text to support your claim.
Note: In addition to the texts listed above, it is very important to include daily read-alouds to expose students to the rich language of quality text. When choosing read-
alouds for the purpose, the teacher should consider how the books will extend the student’s understanding of the theme, build vocabulary, and provide opportunities for
thoughtful classroom discussions. There are also multiple opportunities to extend knowledge and vocabulary for the topic during guided reading and independent
reading.

Reading, Research, and Writing

Daily Activities

Westward Expansion: Introduction to Westward Expansion (Readworks.org)

1-2 Days

Standards Text Focusing Question

Reading How did the Louisiana Purchase motivate people to move to the West?
RI.5.1: Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RI.5.2: Determine two or more main ideas of a text and explain how they Theme Connections
are supported by key details; summarize the text.
This informational article provides information about what motivated
Speaking and Listening people to travel the West. The article details the benefits of the Louisiana
SL.5.1: Engage effectively in a range of collaborative discussions (one-on- Purchase, therefore describing why so many Americans wanted to travel
one, in groups, and teacher-led) with diverse partners on grade 5 topics there and begin new lives. The article also describes the idea of Manifest
and texts, building on others' ideas and expressing their own clearly. Destiny and the American optimism as a result of Westward Expansion.
SL.5.3: Summarize the points a speaker makes and explain how each
claim is supported by reasons and evidence.
Materials
Writing ● Mentor text - Westward Expansion: Introduction to Westward
W.5.2: Write informative/explanatory texts to examine a topic and Expansion
convey ideas and information clearly. ● Video:
http://www.history.com/topics/louisiana-purchase/videos/louisia
Language na-purchase-doubles-size-of-america?
L.5.4: Determine or clarify the meaning of unknown and multiple- m=528e394da93ae&s=undefined&f=1&free=false
meaning words and phrases based on grade 5 reading and content, ● Teacher anchor chart about text features
● Map of the Louisiana Purchase (See the Appendix)

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 English Language Arts Unit 2: Go West! Grade 5
choosing flexibly from a range of strategies. ● Westward expansion timeline (suggestion)
● Text focusing question exit ticket

Reader and Task Considerations

● Speaking & Listening Routines should be explicitly taught and
posted in classroom prior to start of unit.
● The teacher should encourage students to use academic language
(i.e. main idea and key details) within their sentence starters.
● Students will need multiple opportunities to work with the focus
vocabulary. See the Vocabulary Routines Guide for possible
activities.
● The teacher should read the text aloud to students and use the
text-dependent questions for group discussions. See the Speaking
and Listening Routine Guide for suggestions.
● The teacher should reference the map of the Louisiana Purchase
throughout the article.
● The teacher can use the Westward Expansion Timeline (located in
ELA Grade 5 Appendix) as a supporting document for students.

Vocabulary

Acre - a unit of area used to measure land

Portion - a part of a whole
Continent - one of Earth’s seven largest areas of land
Envision - to imagine
Cultivate - to grow crops
Destiny - something a person or group is meant to be or do
Embodiment - the physical form of something
Optimism - the belief that something will turn out well

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English Language Arts Unit 2: Go West! Grade 5

Example of a Vocabulary Activity: The Frayer Model

Note to the teacher: The Frayer Model is another model vocabulary activity that can be used to help students develop a strong understanding of a
word. The teacher introduces this model to the students. After the students have received instruction and support using the model comfortably,
this activity can be added to a workstation. You can access the student version blank template in the 5th Grade ELA
Appendix.

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 English Language Arts Unit 2: Go West! Grade 5

Definition: Sentence:

“To them, exploring and

cultivating new territory was
to grow crops
the destiny of the young
country and its citizens.”

CULTIVATE
Image:

to farm, to plant, to fertilize

Image Resource: Senior man cultivating field using a water buffalo. Photograph. Encyclopædia Britannica ImageQuest. Web. 14 Jul 2015.
http://quest.eb.com/search/105_1393938/1/105_1393938/cite

Learning Targets (Skills/Outcome) Focus of Instructions: Reading and Responding to Text and Vocabulary

I can explain how the main ideas in First Read - (Introduction to the text/setting the purpose):
Westward Expansion: Introduction to ● The teacher introduces the text to students. The teacher provides students with the text
Westward Expansion are supported by text focusing question to consider as they read. [How did the Louisiana Purchase motivate people

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 English Language Arts Unit 2: Go West! Grade 5
features and details in the text. (RI.5.2) to move to the West?]
● Show video here to launch information:
I can use what I know and what I have http://www.history.com/topics/louisiana-purchase/videos/louisiana-purchase-doubles-size-
read from Westward Expansion: of-america?m=528e394da93ae&s=undefined&f=1&free=false
Introduction to Westward Expansion to
explore new ideas about a topic during a ● The teacher tells the students that informational texts often include text features so that the
discussion. (SL.5.1) information is clearer to the reader. This text is divided into sections by using two headings.
The headings tell the reader what each section is mostly about. The text features support
these ideas.
● The teacher tells students that another text feature is a map. A map provides information
about location. The teacher shows students a map of the Louisiana Purchase (shown on left
and can be assessed in ELA Grade 5 Appendix). The teacher should project the map while the
text is read.
● The teacher reads the section of the text, “The Louisiana Purchase” aloud to students.
Through modeling, prompt students to underline key details in the text that are supported by
Resource: Louisiana Purchase. HORIZONTAL. the map. In groups, prompt students to use Think-Pair-Share from the Speaking & Listening
Encyclopædia Britannica ImageQuest. Web. 16 Routines to share the details they identified.
Jul 2015. ● Then, the teacher reads the section of the text, “Manifest Destiny” aloud to students. The
http://quest.eb.com/search/115_862957/1/115_ teacher prompts students to create an additional text feature to support this section of the
862957/cite text. If the students need support, the teacher should show an anchor chart with various text
features. The teacher reminds students that a text feature supports the ideas in the text.
● Sentence starter: This text feature supports the main idea because...
Note to the teacher: You can access the
student version blank template in the 5th
Grade ELA Appendix.

I can explain how the main ideas in Rereading for Comprehension

Westward Expansion: Introduction to ● The teacher prompts students to think about what would motivate a person to move to a
Westward Expansion are supported by new place. Have students share their ideas with a group and explain their rationale. The
details in the text. (RI.5.2) teacher records the ideas on an anchor chart.
● The teacher should read the text aloud to the students for a second time. The students
I can summarize the points from Westward should have a copy of the text. As they read, the students should underline quotes/key
Expansion: Introduction to Westward details from the text that suggest what a reason or cause that motivated people to move to
Expansion and explain my reasons and the West. The teacher should model this by underlining the detail, “[The Louisiana Purchase]
evidence for those points. (SL.5.3) more than doubled the size of the United States! The teacher should explain that because the
land was so large, people wanted to move to the West. Through modeling, the teacher

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 English Language Arts Unit 2: Go West! Grade 5
Lesson 2 Anchor Chart should show students how to support their detail with evidence. (Teacher note: the students
What would motivate a person to move to a new will use these details for their exit ticket at the end of the lesson.)
place? ● Sentence starter: This key detail shows why people wanted to move to the West because...

(Teacher lists bullet points of student responses Text Dependent Anticipated Evidence Based Responses
on chart.) Questions
Ex. They did not like their home, they lost their What is the Lousiana The Louisiana Purchase was a territory of land located west of the
job, they got a new job somewhere else, they Purchase? Use Mississippi River that Thomas Jefferson purchased in 1803. He purchased
wanted to be closer to their family, they wanted
evidence from the the land from France.
something different.
text to support your
response.

What does the According to the author, Americans would now be responsible for
author mean by, “the exploring and settling much of the huge continent as a result of the
Westward Expansion Louisiana Purchase. As a result of the new land, the settlers had the
was about to start?” opportunity to expand to the West, therefore sparking the Westward
Expansion.

According to the text, The destiny of the young country and its citizens was to explore and
what “was the cultivate new land from other countries.
destiny of the young
I can use context clues to figure out the country citizens?”
meanings of words or phrases in If You
Traveled West in a Covered Wagon. (L.5.4) How do the headings The headings organize the information into two categories. The first
help organize the heading is “The Lousiana Purchase”. The second heading is “Manifest
information in the Destiny”.
article?

Vocabulary Acquisition:
Vocabulary Anticipated Evidence-Based Responses
Questions

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 English Language Arts Unit 2: Go West! Grade 5

What does the Based on information in the text, this phrase means that Americans
author mean by, “a dreamed of a nation that went from one sea to the other. This meant
nation that spread that the land would be extremely large and have lots of space.
from sea to shining
sea”?

Note to the teacher:

The teacher asks the
students what kind of
strategies they could
use to figure out the
meaning of the word.
(Ex. Read the words
before and after the
phrase) The teacher
models how to find
clues within the text.

Based on the I think that an acre is large because the text says that the Louisiana
information in the Purchase cost 15 million dollars, which means that each acre was only 4
text, how large is an cents. The text also says that the new territory was double the size of
acre of land? the United States. If an acre only cost 4 cents, it must be large because
so much land was purchased.

I can accurately quote from Westward Reread to Gather Evidence/Information:

Expansion: Introduction to Westward
Note to the teacher: While students continued to unpack information from the text to help
Expansion when I am explaining what the
them understand the topic and to answer the Text Focusing question, an anchor chart was
author says. (RI.5.1)
being used to gather and record information from the text. This anchor chart should be posted
for students to be able to use when answering the Text Focusing question below.
I can summarize Westward Expansion:
Introduction to Westward Expansion. ● Teacher rereads the Text Focusing question:
(SL.5.2) [Text Focusing Question] How did the Louisiana Purchase motivate people to move to the
West? Use at least one quote from the text to support your response.
Note to the teacher: Motivate - means to provide someone or something with a reason to do
something.

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 English Language Arts Unit 2: Go West! Grade 5

● Teacher prompts to the mode of writing - writing to explain and give information.
● Teacher refers to the Student Friendly Writing Checklist to explain the expectations for
writing. (See the Appendix)
● The teacher passes out the student Exit Ticket to assess students’ understanding of the
Text Focusing Question.

I can write to inform/explain ideas about Assessing Students’ Understanding

how the Louisiana Purchase motivated Exit Ticket: [Student responses should be written. Students should refer to annotated text to
people to move West to others clearly. support their response.] The Louisiana Purchase motivated people to move to the West because of
(W.5.2) the opportunities that the new, large land presented. As a result of the Louisiana Purchase, early
pioneers were able to explore and cultivate the new land. The text states, “Many American
adventurers would go west to seek their fortunes.” People were motivated by the chance to start
over in a new place.

Note to the teacher: In order to assess students’ understanding of the concepts and skills, one model of an exit ticket has been included that can be
used with any of the texts in Unit 2. The following standards are addressed with this model exit ticket: RI.5.1, RI.5.2, W.5.1, W.5.8. Speaking and
listening can also be addressed, if the teacher chooses to have students share what they wrote after completing the exit ticket. You can find the
supporting student document in the Appendix.
● Because this text has an exit slip attached, this activity can also be used in a workstation after reading this text.
Text Title:

Group Under Study:

Prompt:
Based on evidence from the text, was Westward Expansion worth it? Cite evidence from the text to support your claim.

Your Opinion Statement Evidence That Supports the Claim

I believe Westward Expansion was worth it for (group)_________. According to the text, Westward Expansion was worth it because…
I do not believe Westward Expansion was not worth it for (group)_______. According to the text, Westward Expansion was not worth it
because...

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 English Language Arts Unit 2: Go West! Grade 5

Reading, Research, and Writing

Daily Activities

Westward Expansion: The Oregon Trail (Readworks.org)

1-2 Days

Standards: Text Focusing Question:

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 English Language Arts Unit 2: Go West! Grade 5

Reading: According to the text, what made the journey on the Oregon Trail
RI.5.1: Quote accurately from a text when explaining what the text says challenging?
explicitly and when drawing inferences from the text.
RI.5.6: Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they represent. Theme Connections:
RI.5.8: Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence support This text describes what it was like for early settlers traveling along the
which point(s). Oregon Trail. This text serves as an introduction to the unit because it
provides students with knowledge about what the Oregon Trail was, why
Speaking and Listening: settlers traveled along it, and what challenges they may have faced along
SL.5.1: Engage effectively in a range of collaborative discussions (one-on- the way. Students will gain insight into what it would be like as a settler
one, in groups, and teacher-led) with diverse partners on grade 5 topics traveling to the West with their family in the early mid 1800’s.
and texts, building on others' ideas and expressing their own clearly.
SL.5.3: Summarize the points a speaker makes and explain how each
claim is supported by reasons and evidence. Materials:
● Mentor text - Westward Expansion: The Oregon Trail
Writing: ● Worries/challenges teacher anchor chart
W.5.2: Write informative/explanatory texts to examine a topic and ● Worries/challenges student graphic organizer
convey ideas and information clearly. ● Challenges/why it was a challenge student graphic organizer
W.5.9: Draw evidence from literary or informational texts to support ● Text focusing question exit ticket
analysis, reflection, and research. ● Westward expansion timeline (suggestion)

Language: Reader and Task Considerations:

L.5.4: Determine or clarify the meaning of unknown and multiple- ● The teacher should encourage students to use academic language
meaning words and phrases based on grade 5 reading and content, (i.e. main idea and key details) within their sentence starters.
choosing flexibly from a range of strategies. ● Speaking & Listening Routines should be explicitly taught and
posted in classroom prior to start of unit.
● Students are likely to need support with the vocabulary in this
text. The teacher should consider showing pictures of the
vocabulary words listed below to support understanding.
● The teacher should read the text aloud to students and use the
text-dependent questions for group discussions. See the Speaking
and Listening Routine Guide for suggestions.
● The teacher should remind students that an inference comes

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 English Language Arts Unit 2: Go West! Grade 5
from textual evidence and background knowledge.
● The teacher can use the Westward Expansion Timeline (located in
ELA Grade 5 Appendix) as a supporting document for students.

Vocabulary
Expansion - the act or process of getting bigger
Settler - a person who goes to live in a new place
Fatigue - extreme tiredness
Livestock - animals raised by farmers, such as cows or pigs
Caravan - long train of vehicles of travelers
Cholera - a deadly disease during the 1800’s
Symptom - something that happens in the body that shows that you are
sick or have a disease

Example of a Vocabulary Activity: The Frayer Model

Note to the teacher: The Frayer Model is another model vocabulary activity that can be used to help students develop a strong understanding of a
word. The teacher introduces this model to the students. After the students have received instruction and support using the model comfortably,
this activity can be added to a workstation. You can access the student version blank template in the 5th Grade ELA
Appendix.
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 English Language Arts Unit 2: Go West! Grade 5

Definition: Sentence:

“The later pioneers had

animals raised by farmers,
trouble finding food for their
such as cows and pigs
livestock.”

LIVESTOCK

Image:

farm animals, cows, pigs, herd

Image Resource: Livestock. Photography. Encyclopædia Britannica ImageQuest. Web. 14 Jul 2015.
http://quest.eb.com/search/156_2427521/1/156_2427521/cite

Learning Targets (Skills/Outcome) Focus of Instructions: Reading and Responding to Text and Vocabulary

I can analyze multiple accounts of the same event by First Read - (Introduction to the text/Setting the purpose):
discussing similarities and differences with my point of ● The teacher introduces the text to students. The teacher provides students with
view and the point of view of the settlers in Westward the text focusing question to consider as they read. [According to the text, what

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 English Language Arts Unit 2: Go West! Grade 5
Expansion: The Oregon Trail. (RI.5.6) made the journey on the Oregon Trail challenging?]
● The teacher prompts students with the question, “Imagine that you were about
I can use what I know and what I have read from to walk 2,000 miles. What would you do to prepare yourself? What would you
Westward Expansion: The Oregon Trail to explore new be nervous about?” Use think-pair-share from the Speaking & Listening
ideas about a topic during a discussion. (SL.5.1) Routine Guide. The students share out their ideas after sharing with their group.
My worries about the The challenges the settlers ● The teacher reads the text aloud to students. As the teacher reads, students
journey faced should underline details from the text that describe what the settlers did to
prepare for the journey, and what challenges they faced along the way. Then,
students will compare and contrast their own worries with what actually
happened to the settlers. The students should record this information in a T-
Note to the teacher: You can access the student version blank chart (shown on the left).
template in the 5th Grade ELA Appendix. ● Sentence starter: The journey was challenging because...

I can explain how an author uses specific evidence to Rereading for Comprehension:
support the idea that traveling on the Oregon Trail ● During the second read, the goal is for students to gain a deep understanding of
was difficult in Westward Expansion: The Oregon Trail. the challenges that early settlers on the Oregon Trail faced. The teacher will read
(RI.5.8) the text again, and students will have a copy of the text. The teacher explains
that an author uses evidence to support specific ideas in an information text. In
this text, the students should consider any challenges that settlers may have
I can summarize the points from Westward Expansion: faced. The students will underline these details and rewrite them into a graphic
The Oregon Trail and explain my reasons and evidence organizer. Once students have identified a challenge, they will infer why this was
for those points. (SL.5.3) a challenge. The teacher should model how to identify one challenge and infer
why it was a challenge. Then, students should fill out the remainder of the
Challenge the settlers Why was this a graphic organizer with a group or independently.
faced challenge for settlers?
Text Dependent Anticipated Evidence-Based Responses
Ex. Crossing a river was Ex. I infer that this was
Questions
extremely dangerous a challenge because the
and often caused the covered wagon was the
Why did some Some settlers ended up walking the Oregon Trail
wagon to break. only way the settlers
could move all of their settlers end up because there was only enough room for one or two
belongings. walking the Oregon people to ride in the covered wagon. Some settlers
Trail? (Use think- had to walk barefoot.
Note to the teacher: You can access the student version pair-share from
blank template in the 5th Grade ELA Appendix.
Speaking & Listening

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 English Language Arts Unit 2: Go West! Grade 5

Routine Guide)

What was the The author’s purpose for including the question at
author’s purpose for the end of the first paragraph was to encourage the
including the reader imagine what life must have been like for
question, “Can you early pioneers traveling on the Oregon Trail. By
imagine walking all imagining their experience, the reader gains a
the way across the clearer picture of how difficult the journey must
I can use context clues to figure out the meanings of United States?” at have been.
words or phrases in If You Traveled West in a Covered the end of the first
Wagon. (L.5.4) paragraph? (Use
listen & build on
from Speaking &
Listening Routine
Guide)

How would you [Responses will vary. The trait chosen should reflect
describe a person an understanding of how to describe someone who
who had to walk traveled such far distances.] Possible traits:
2,000 miles? Use one Determined, strong, brave. Someone who had to
trait and evidence to walk 2,000 miles must be determined because it
support your would be easy to stop and give up. However, this
response. (Use think- person decided to keep going because they wanted
pair-share from to move West and start a better life.
Speaking & Listening
Routine Guide)

Why might settlers Settlers gathered their covered wagons into a big
gather their covered circle at night to ensure a safe place to eat, and
wagons into a big sleep.
circle at night? (Use
listen & build on
from Speaking &
Listening Routine

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 English Language Arts Unit 2: Go West! Grade 5

Guide)
Vocabulary Acquisition:
Vocabulary Anticipated Evidence-Based Responses
Questions

Based on context According to the text, a caravan is long train of covered

clues in the text, wagons traveling together. Based on the word long, I think
approximately how that a caravan is made up for approximately 5-10 covered
many covered wagons.
wagons might make
up a caravan?

What does the word A cure is a way to make something healthy. If a disease has
cure mean? Explain no cure, it means that there is no way to stop the disease.
your response with The text says, “In the days of the Oregon trail, cholera had
evidence from the no cure. Once someone showed the slightest symptom of
text. illness, he or she could die within a few hours.” Cholera had
no cure, so it would cause people to die.

I can accurately quote from Westward Expansion: The Reread to Gather Evidence/Information:
Oregon Trail when I am explaining what the author
Note to the teacher: While students continued to unpack information from the text to
says. (RI.5.1)
help them understand the topic and to answer the Text Focusing question, students have
been gathering and recording information from the text. The evidence collected should
I can summarize my point of view and explain my
be used as support for students when they begin answering the Text Focusing question
reasons and evidence for those points based off of the
below.
information in Westward Expansion: The Oregon Trail.
(SL.5.3) ● Before the students complete their written response, they will participate in an
oral rehearsal.
I can write to inform/explain ideas about the Oral Rehearsal: [If you were traveling on the Oregon Trail, what would you find to be the
challenges settlers faced along the Oregon Trail to most challenging aspect? Support your response with evidence from the text. Responses
others clearly. (W.5.2) will vary. Responses should reflect an understanding of the challenges that settlers faced
while traveling on the Oregon Trail. Students should support their opinion by describing
I can gather evidence from Westward Expansion: The one of the challenges mentioned in the text.]
Oregon Trail to support my investigation and research.
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 English Language Arts Unit 2: Go West! Grade 5
(W.5.8)
● The teacher reviews the Text Focusing Question with the students.
● Teacher prompts to the mode of writing - writing to explain and give
information.
● Teacher refers to a rubric - the expectations of a good writing piece. See
the Appendix for the rubric.

Assessing Students’ Understanding:

Exit Ticket:
According to the text, what made the journey on the Oregon Trail challenging? Cite at
least three details from the text to support your answer.
Anticipated Response:
[Consideration for differentiation: Number of details that students include in their
response may vary. Some students may only explain what was challenging with 2-3
details from the text. Extend activity by requiring more details.] According to the text, the
journey on the Oregon Trail was challenging for a number of reasons. First, crossing
rivers in a covered wagon was extremely dangerous because the wagon would often
break. Second, people died from diseases such as cholera. There was no cure for cholera.
Finally, some settlers had trouble finding food for their livestock because of the amount
of people traveling on the trail. By the time the later settlers came, the food was gone.

Note to the teacher: In order to assess students’ understanding of the concepts and skills, one model of an exit ticket has been included that can be
used with any of the texts in Unit 2. The following standards are addressed with this model exit ticket: RI.5.1, RI.5.2, W.5.1, W.5.8. Speaking and
listening can also be addressed, if the teacher chooses to have students share what they wrote after completing the exit ticket. You can find the
supporting student document in the Appendix.
● Because this text has an exit slip attached, this activity can also be used in a workstation after reading this text.

Text Title:

Group Under Study:

Prompt:
Based on evidence from the text, was Westward Expansion worth it? Cite evidence from the text to support your claim.

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 English Language Arts Unit 2: Go West! Grade 5
Your Opinion Statement Evidence That Supports the Claim
I believe Westward Expansion was worth it for (group)_________. According to the text, Westward Expansion was worth it because…
I do not believe Westward Expansion was not worth it for (group)_______. According to the text, Westward Expansion was not worth it
because...

Reading, Research, and Writing

Daily Activities

The Last of the Sioux, History.com

1 Day

Standards: Text Focusing Question:

Reading:

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 English Language Arts Unit 2: Go West! Grade 5
RI.5.6: Analyze multiple accounts of the same event or topic, Perspective is the way things are seen from a particular point of view. Compare
noting important similarities and differences in the point of view the perspectives of the U.S. soldiers to the Sioux Nation regarding the events that
they represent. led to settlers expanding to the West - Westward Expansion. Use evidence from
RI.5.7: Draw on information from multiple print or digital sources, the video to support the points of view of each.
demonstrating the ability to locate an answer to a question
quickly or to solve a problem efficiently. **Students will respond orally to this question within this lesson. The written
response will occur as a 3 paragraph opinion (piece) essay in a writing task that
Speaking and Listening: follows.
SL.5.1: Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on
grade 5 topics and texts, building on others' ideas and expressing Theme Connections:
their own clearly.
SL.5.2: Summarize a written text read aloud or information Students have launched the unit Go West! with learning about The Louisiana
presented in diverse media and formats, including visually, Purchase and The Oregon Trail from the perspective of the settlers. Over the
quantitatively, and orally. course of the unit, students will investigate the “pioneer’s experience” during
SL.5.3: Summarize the points a speaker makes and explain how Westward Expansion and learn of the challenges and benefits of their journeys.
each claim is supported by reasons and evidence. Within this lesson, The Last of the Sioux, students meet Black Elk one of the
original Sioux and learn of his perspective during Westward expansion. It is
Writing: important for students to understand the perspective of the native inhabitants of
W.5.8: Recall relevant information from experiences or gather America prior to the pioneer movement to the west.
relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a
list of sources. Materials:
● Video, The Last of the Sioux
Language: ● Post-it notes
L.5.6: Acquire and use accurately grade-appropriate general ● Student copies of graphic organizer (can be written/glued in to
academic and domain-specific words and phrases, including those response journals)
that signal contrast, addition, and other logical relationships (e.g., ● Class chart of graphic organizer (sample responses follow this
however, although, nevertheless, similarly, moreover, in addition). lesson)

Historical Perspective/Point of View

Event
U.S. Soldiers Sioux Nation

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English Language Arts Unit 2: Go West! Grade 5

Reader and Task Considerations:

● Students will watch video several times in this lesson. The first
viewing will be to note historical events that occur during the takeover of
the Sioux people’s land. The second viewing will be to capture evidence
that supports the perspective/points of view of the U.S. soldiers vs. the
Sioux people. In noting the perspective of the US soldiers, teachers may
need to pull from content knowledge gained from previous texts in the
unit. Teacher will need to split class into two heterogeneous groups
that will capture each perspective. Groups should be heterogeneous to
provide differentiated support and allow students to hear various
perspectives.
● Some students might need additional post-it notes to jot down
ideas they need to remember from the video and for organizing their
thoughts.
● Students may need support in understanding the interchangeable
use of the terms “perspective” and “point of view” in the text. The terms
are synonymous and students will benefit from exposure to both terms
throughout the unit.
● Teacher may need to sit with a small group to support their note-
taking during the video.
● Teacher will need to PREVIEW this video to determine further
needs for scaffolding with vocabulary/content.
● Students may need multiple opportunities to work with the focus
vocabulary. See the Vocabulary Routines Guide for possible activities.
These can also be incorporated into workstation activities.

Vocabulary
Perspective - the way things are seen from a particular point of view
Point of view - a way of thinking about or looking at something
Treaty - a formal agreement between two or more countries

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English Language Arts Unit 2: Go West! Grade 5
Isolated - to set apart in order to make alone
Acquire - to get or come to have as one’s own
Triumph - the winning of a great victory or success
Prospector - a person who searches for precious minerals or metals
Reconnaissance - the act or process of examining an area of a potential enemy to
gain useful information regarding activity and resources
Defeat - to beat in a game or battle
Surrender - to turn over or yield to the power or control of another
Massacre - the killing of a large number of people or animals in a cruel and violent
manner

Example of a Vocabulary Activity: The Frayer Model

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English Language Arts Unit 2: Go West! Grade 5

Definition: Sentence:

the act or process of examining an

“The US Soldiers were on a
area of a potential enemy to gain
Reconnaissance mission when they
useful information regarding
stumbled across the Sioux camp.”
activity and resources

RECONNAISSANCE
Image:

survey, investigation, inspection

Note to the teacher: You can access the student version blank template in the 5th Grade ELA Appendix

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 English Language Arts Unit 2: Go West! Grade 5
Learning Targets (Skills/Outcome) Watching and Responding to Video and Vocabulary

I can draw information from the First Viewing (Introduction to the video/setting the purpose):
video, The Last of the Sioux, and ● The teacher introduces the video to students. The teacher provides students with the text
locate answers to questions focusing question to consider as they read. [Compare the perspectives of the U.S. soldiers to the Sioux
accurately. (RI.5.7) Nation regarding the events that led to settlers expanding to the West - Westward Expansion. Use
evidence from the video to support the points of view of each.] Teacher can say, “We have just learned
I can participate in collaborative about settlers traveling West seeking to explore new territory and seek fortune. Today we will watch a
conversations with my peers video that tells the story of what happened before settlers began their journey west. We will meet
about topics in The Last of the Black Elk, a Sioux Nation Native American and follow the story of how his people were forced from
Sioux. (SL.5.1) their homeland to government owned reservations.”
● Depending on class needs, this would be a good time to complete a quick activity from the
I can summarize information Vocabulary Routines Guide to expose students to some of the vocabulary within the video (listed above).
from the video, The Last of the Some terms can be figured out through context, others may need more direct instruction. Scaffold as
Sioux. (SL.5.2) needed. Additional vocabulary reinforcement can happen through work station activities as well as in
the writing task that will follow.
I can recall, summarize and ● Give students post-it notes and tell them that during this first viewing of the video they should
paraphrase relevant information write down events that they observe in the video. After the video they should be prepared to share.
from the video, The Last of the ● WATCH VIDEO.
Sioux. (W.5.8) ● Following the video, have students to share events with a thought partner and then aloud with
the class. It will be important for the teacher to PREVIEW the video so that as students share the events,
the teacher can put post-its on the board in the order that they occur. Teacher will then group post-its
into the four events that will be written on the class chart (see graphic organizer following this lesson)

I can analyze the accounts of the Second Viewing (Rewatching for comprehension):
U.S. soldiers and the Sioux ● Prior to the second viewing, teacher will need to assign students to one of the two perspectives,
nation noting how their points U.S. soldiers or Sioux Nation.
of view are similar and different. ● Tell students, “Now we will watch the video for a second time, but this time I want you to
(RI.5.6) watch from the perspective of your group. Perspective means the way things are seen from a
particular point of view. If you are part of the U.S. Soldiers group, I want you to think about each of
I can summarize the points the the events from the point of view of the U.S. soldiers. What would they think? What would they say?
narrator and Black Elk make in Use information that you learned in the last two articles to help you infer how they would think. If you
the video, The Last of the Sioux, are part of the Sioux Nation, do the same. The video gives evidence for both sides, but will give much
and explain how their more regarding the Sioux nation through the quotes of Black Elk. Infer and record the thoughts/words
statements are supported. of the group you belong to while watching the video.”

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 English Language Arts Unit 2: Go West! Grade 5
(SL.5.3) ● After viewing the video a second time, have the groups of students share with each other what
they recorded. (Encourage students to use the sentence frames previously introduced, to help facilitate
I can learn and use academic their discussion. You can find model sentence frames in the appendix.)
words and phrases. (L.5.6) ● Teacher should gather the class and go through each event on the chart and have students share
quotes from their group’s perspectives. Students should record these quotes in their response journals
on the student copy of the graphic organizer as they will need this as a resource for the writing task to
come.

Note to the teacher: The model vocabulary chart below includes the words and a definition for each word. Based on student need, the teacher may
consider assigning one, two, or all three additional parts of the activity. The teacher can also fill in additional columns as scaffolding support.
Vocabulary Activity Chart

Word Definition Example Possible Pair/Share Picture

(Interactive Activity)

Perspective the way things are seen

from a particular point of
view

Point of view a way of thinking about or

looking at something

Treaty a formal agreement

between two or more
countries

Isolate/isolated to set apart in order to

make alone

Acquire/acquired to get or come to have as

one’s own

Triumph the winning of a great

victory or success

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English Language Arts Unit 2: Go West! Grade 5
Prospector a person who searches for
precious minerals or metals

Reconnaissance the act or process of

examining an area of a
potential enemy to gain
useful information
regarding activity and
resources

Cavalry soldiers who fight on

horseback

Defeat to beat in a game or battle

Surrender to turn over or yield to the

power or control of another

Massacre the killing of a large number

of people or animals in a
cruel and violent manner

Note to the teacher: You can access the student version blank template in the 5th Grade ELA Appendix.

Teacher Anchor Chart/Sample Student Answers:

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 English Language Arts Unit 2: Go West! Grade 5
Historical Perspective/Point of View
Events
U. S. Soldiers Sioux Nation

Government acquires hunting ground to make We need to take their land to build railroads for We have to pack up and leave because they are
way for the “iron horse” and the Sioux are our trains. taking our land.
forced to move deep into the Black Hills
(0:26– 1:10)

Gold is discovered in the Black Hills, There has been gold found in the Black Hills and We thought we were safe moving to the Black
prospectors rush in to seek their fortune and we have to go get some so that we can get Hills…now they are coming to take our land
the government wants to clear the area rich!! We need to take that land too!! again!
(1:13 – 1:24)

Reconnaissance mission the soldiers decide to Let’s go out and survey the land where the gold We are not letting them take our land this time
attack Sioux camp to take their land is to see what we need to do to take it as our without a fight!
(1:24 – 2:10) own. Oh there are Native Americans here…let’s
attack and take this land! Charge!!

Dec 29, 1890 the last band of independent The last of the Sioux are finally surrendering. We finally gave up after struggling to survive for
Sioux surrender by Wounded Knee creek and a Let’s take their weapons so there won’t be any a long time. We went to Wounded Knee Creek
gun goes off accidentally and triggers a more problems. Oh no someone shot a gun! to surrender. When the soldiers were taking
massacre (2:31 – 3:48) Are they trying to attack us? We have to our weapons one of the guns went off
defend ourselves! Fire! Fire! accidentally and that triggered a massacre.
There were guns and bombs going off and in a
few minutes most of our people were dead!
There were bodies of everywhere. Our dreams
were dead. We have no more hope.

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 English Language Arts Unit 2: Go West! Grade 5

Reading, Research, and Writing

Daily Activities

“Pioneer Photographer’s View of the Sioux” by Barbara Stern, EBSCO

1-2 Days

Standards: Text Focusing Question:

How did John Anderson’s interactions with the Sioux Native Americans
Reading: differ from those of other westward traveling photographers? Explain
RI.5.1: Quote accurately from a text when explaining what the text says how this relationship affected his ability to “honestly” document Native
explicitly and when drawing inferences from the text. American civilization and history.
RI.5.3: Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or technical
text based on specific information in the text. Theme Connections:
RI.5.6: Analyze multiple accounts of the same event or topic, noting Student are learning about Westward Expansion and its experience as
important similarities and differences in the point of view they represent. seen from the perspective of the Native Americans and homesteaders. In
RI.5.8: Explain how an author uses reasons and evidence to support this text, students meet John Anderson, a historical photographer who is
particular points in a text, identifying which reasons and evidence support able to foster genuine relationships with the Sioux Native Americans,
which point(s). thereby enabling him to more accurately document Native American
civilization during Westward expansion.
Speaking and Listening:
SL.5.1: Engage effectively in a range of collaborative discussions (one-on- Materials:
one, in groups, and teacher-led) on grade 5 topics and texts, building on ● Text, Pioneer Photographer’s View of the Sioux
others’ ideas and expressing their own ideas clearly. ● Reading journals
● Vocabulary Activity Sheet (as needed)
Writing: ● Responding to Text Sentence Starters
W.5.8: Recall relevant information from experiences or gather relevant ● Collaborative Discussion prompts (Speaking and Listening)
information from print and digital sources; summarize or paraphrase ● Class anchor chart and post-its
information in notes and finished work, and provide a list of sources.
W.5.9: Draw evidence from literary or informational texts to support Reader and Task Considerations
analysis, reflection, and research. ● The underlying theme of unexpected camaraderie
between John Anderson and the Sioux is the defining element that
Language: allows this precise account of Native American civilization to be
L.5.4: Determine or clarify the meaning of unknown and multiple-meaning recorded. Students will need support in understanding the
historical context of the pre-existing tensions between the Native

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 English Language Arts Unit 2: Go West! Grade 5
words and phrases based on grade 5 reading and content, choosing Americans and Homesteaders in order to the importance of this
flexibly from a range of strategies. connection.
L.5.6: Acquire and use accurately grade-appropriate general academic ● Students will need support in understanding the author’s
and domain-specific words and phrases, including those that signal use of “Indians” vs. “Native Americans”. In explaining the
contrast, addition, and other logical relationships (e.g., however, historical significance, they should be encouraged to use the term
although, nevertheless, similarly, moreover, in addition). “Native Americans” as opposed to “Indians.” Therefore, all TDQs
use the term “Native Americans.”
● In comparing the work of John Anderson to other
traveling photographers, a connection should be made for
students that historical accounts may differ based on perspective
and motivations.
● Students will need multiple opportunities to work with the
focus vocabulary. See the Vocabulary Routines Guide for possible
activities.

Vocabulary:

Reservation - an area of land set given to Native Americans by the U.S.

government as payment for taking the land of their original homes
Creekbed - area of land at the base of a creek
Tension - the strain created by conflict between people
Homestead/homesteader - an area of land given by the US government to
people who promise to live and farm on it
Agitated - being made upset
Camaraderie - friendship and closeness among a group
Romanticize - to give a positive or romantic interpretation to
Native Americans - any persons who lived in North or South America
before Europeans arrived
*Indians - (used within some texts, however culturally incorrect. Cultural
sensitivity accurately names the original inhabitants of America as “Native
Americans”)

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English Language Arts Unit 2: Go West! Grade 5

Example of a Vocabulary Activity: The Frayer Model

Definition: Sentence:
an area of land given to Native
Americans by the U.S. “There was plenty of tension
government as payment for between the homesteaders and
taking the land of their original the reservation Indians” (pg. 30)
homes

Synonyms: RESERVATION
Image:

land set aside

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 English Language Arts Unit 2: Go West! Grade 5

Note to the teacher: The model vocabulary chart below includes the words and a definition for each word. Based on student need, the teacher may
consider assigning one additional part of the activity - the picture. The teacher can also add in additional columns to extend students understanding of the
word and continue to challenge their thinking.
Vocabulary Activity Chart

Word Definition Example

Reservation an area of land set given to Native The Native Americans planted corn
Americans by the U.S. government on their reservation.
as payment for taking the land of
their original homes

Creek bed area of land at the base of a creek She hid by the creek bed from her
brother.

Tension the strain created by conflict There was tension between the
between people teams as to who really won the
game.

Homestead/homesteader an area of land given by the US The family moved west to get a
government to people who promise homestead to farm and build a new
to live and farm on it life.

Agitated being made upset His mom was agitated with his poor
grades.

Camaraderie friendship and closeness among a We have a close camaraderie in our

group class.

Romanticize to give a positive or romantic When you romanticize something,

interpretation to you try to make it better than it
actually is.

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 English Language Arts Unit 2: Go West! Grade 5
Native Americans any persons who lived in North or The Native Americans were very
South America before Europeans nervous about the homesteaders.
arrived

Indians (*improper usage of term) a person born in or a citizen of European explorers thought they
India; *Native Americans were had reached the Indian Ocean and
called this in error as Europeans therefore called the people Indians.
thought they had landed in India

Learning Targets Focus of Instructions: Reading and Responding to Text and Vocabulary
(Skills/Outcome)

I can actively participate in First Read- (Introduction to the text/setting the purpose):
discussions on tensions ● Pgs, 30, first 3 paragraphs, and pictures throughout the text
between Native Americans and ● Teacher introduces students to John Anderson and the Sioux Native American tribe via the text,
Westward traveling Pioneer’s Photographer’s View of the Sioux. Teacher should tell students that within this text, they will
homesteaders. (SL.5.1) learn of how John Anderson was able to cultivate a genuine relationship with the Sioux during a time
when tensions were still present between Native Americans and Westward traveling homesteaders.
I can gather relevant ● Teacher should explain that as a result of this relationship, John Anderson was given intimate
information from photographs access to the lives and habits of the Sioux people. His interactions and documented accounts of the Sioux
in Pioneer Photographer’s View led to the accurate documentation of the history of Native Americans.
of the Sioux and summarize ● Teachers should have students look thru the photographs in the article and identify the settings
information in notes for our of each. Within this query, students should note that the setting of some photographs appear as natural
class chart. (W.5.8) settings while others are staged (with props and backdrops). Tell students that understanding the
photographs will play a key role in their understanding of how the relationship between John Anderson
and the Sioux unfolded and eventually proved to be historically relevant.
● Tell students, “John Anderson was a photographer who documented the lives of the Sioux
people. Take a look at the photographs in this article. I want you to look closely at the setting of each.
On the table below, list page number, main image, background/setting for each photograph that you see.
Teacher should be sure to point out the use of backdrops and props vs. natural setting. Break students
into groups and assign page numbers to break text up. Students can share findings on post-its and place

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 English Language Arts Unit 2: Go West! Grade 5
on class chart.

Example of Class Chart:

Page # Main Image of Photograph Background/Setting of Image

30 John Anderson white backdrop

31

32

33 Little Bald Eagle and his family their teepee on the Rosebud reservation

34

I can identify and quote Vocabulary Acquisition:

accurately from Pioneer ● New read of different portion of text pages 30-33
Photographer’s View of the
Sioux when describing John
Text Dependent Question Anticipated Evidence-Based Response
Anderson’s first meeting with
the Native Americans. (RI.5.1) Describe the first meeting of John Anderson and the When John Anderson first saw the Sioux they were
Brule Sioux Native Americans. Why were the Brule sitting by a creek in a meeting. He wanted to take
I can explain the historical Sioux Native Americans agitated? Use quotes from their picture so he “focused his camera on a group of
relationship of tension between the first paragraph to explain this meeting and the Brule Sioux sitting quietly in a creek bed below.” The
Native Americans and actions of both. text says that the “Indians looked up and saw a man
Westward travelers based on with his head under a dark cloth, pointing a large box
specific information and points at them. As Anderson took aim, the Sioux sprang
of view from the text, Pioneer from their council meeting and rushed about clearly
Photographer’s View of the agitated.” They Native Americans were obviously
Sioux. (RI.5.3, 5.6) surprised and afraid to see what was happening. The
text also says “for all these Sioux knew, the hidden
I can figure out the meaning of stranger meant to shoot them with a newfangled
new words in Pioneer gun.” John Anderson didn’t know that they hadn’t
Photographer’s View of the seen a camera before and when the Native
Sioux and use them accurately.

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 English Language Arts Unit 2: Go West! Grade 5
(L.5.4, 5.6)
Americans ran towards him he “fled” as well.

Tension is defined as strain created between groups of The text says, “Anderson and the Brules became
people. Unlike what was common in that time, In friends. Unlike the photographers who traveled the
paragraph 2, the author states “homesteaders and West arranging props and romanticizing images of
Indians were not always at each other’s throats.” exotic natives, Anderson took pictures of his
Identify and explain a quote from the same paragraph neighbors. He learned their names, witnessed their
that supports this statement and explains how John hard times and shared in some of their celebrations.”
Anderson’s relationship was different from other This means that the other photographers didn’t try to
photographers. make friends with the Native Americans and so they
didn’t trust them. John Anderson lived next to the
Native Americans and took part in their activities and
so they became friends. This made them trust each
other.

Rereading for Comprehension:

I can explain how Barbara ● New read of different portion of text pages 34-35
Stern (author) uses specific
Text Dependent Question Anticipated Evidence-Based Response
reasons and evidence to
support which collection of On page 34 (2nd paragraph), the author divides John The text says that the collection of photographs from
photographs are noted as Anderson’s collection of photographs after meeting 1885-1900 mostly concentrated on “spontaneous
“honest” (RI.5.8) the Sioux in 1885 into three periods. The first time shots of group activity on the reservation.”
period is described as the most “honest” of the three. Spontaneous means not planned or in the moment.
I can draw relevant evidence Using information the author gives on this “first” The other photograph collections were family
from Pioneer Photographer’s collection of photographs, explain why it is called the portraits or staged with props and backdrops. Those
View of the Sioux to analyze most “honest” photographs in comparison to the shots weren’t “honest or true” pictures of how the
and explain images that are other time periods. Native Americans lived. In the 4th paragraph it also
“honest” vs. “romanticized”. says that his earliest photographs were “as it was” or
(W.5.9) “unmistakably real.”

Identify two pictures in the text that represent (Answers will vary per photographs chosen; students
“honest” vs. “romanticized” images. Describe the should choose and describe an image with
pictures using quotes from the text and evidence in props/backdrop as the “romanticized” photo and one
the pictures that supports the author’s classifications in the natural setting as the “honest” photo)

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English Language Arts Unit 2: Go West! Grade 5

of these images as “honest” vs. “romanticized”.

Reread to Gather Evidence Information and Respond to Text:

● New read of different portion of text pages 34-37. Refer to the graphic organizers for additional
support responding to the questions.
Text Dependent Anticipated Evidence-Based Response
Question

How did the In 1893, John Anderson continued to act in ways to foster his trusted relationships
relationship that John with the Native Americans. Quote an example of something he did that showed his
Anderson and the commitment to the well-being of the Sioux. (page 36, 3rd par.) John Anderson
Sioux have foster his worked at a trading post and one of the workers there, Charley Eads, is quoted
ability to capture saying “I’ve seen hungry old Indians with no money come in and go back and talk
“honest” photos of with John and he would give them things to take home and eat and then charge
their life? The text them to himself.” This showed that John even paid for food for the Native
says that the Native Americans so that their families could eat.
Americans did not
allow the other
photographers to
take their pictures. It
says that over time
“everyone there
apparently came to
trust the man who
hid his head under a
dark cloth to shoot
them.” (page 34, 4th
par.)

On the last page of Because John was able to have a good relationship with the Native Americans, they
the article, the allowed him to take their pictures in their true state. The pictures that he took and
author tells of the the artifacts that he collected are now part of the Sioux Indian Museum in South
impact of having this Dakota. Being able to see these things helps us to learn about the history of America
“honest” before Westward expansion happened. It also helps to tell the “honest” story

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 English Language Arts Unit 2: Go West! Grade 5

photographs that
documented the life
of the Native
Americans. What
effect did having
these pictures have
on our lives today?

I can accurately quote from Reread to Gather Evidence/ Information:

Pioneer Photographer’s View
Note to the teacher: While students continued to unpack information from the text to help them
of the Sioux when I am
understand the topic and to answer the Text Focusing question, an anchor chart was being used to gather
explaining what the author
and record information from the text. This anchor chart should be posted for students to be able to use
says. (RI.5.1)
when answering the Text Focusing question below.
I can acquire and use new
vocabulary when responding
to text. (L.5.6) ● Teacher rereads the Text Focusing question:
[Text Focusing Question] How did John Anderson’s interactions with the Sioux Native Americans differ from
those of other westward traveling photographers? Explain how this relationship affected his ability to
“honestly” document Native American civilization and history.

I can write to inform/explain Assessing Students’ Understanding

how the relationship between Exit Ticket: [Student responses should be written. Students should refer to annotated text to support their
John Anderson and the Sioux response.] John Anderson had a relationship with the Sioux that was different from other westward traveling
affected his ability to photographers. John Anderson lived among the Sioux and became a neighbor and friend. Because of this
“honestly” document Native relationship with the Sioux, he was able to create trust with them and therefore was given access to document
American civilization. (W.5.2) their daily lives in a more honest way than other westward traveling photographers. Other photographers staged
their pictures with props and false backgrounds that were said to “romanticize” the images of these “exotic
natives”.

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 English Language Arts Unit 2: Go West! Grade 5
Reading, Research, and Writing
Daily Activities

Writing Lesson -The Last of the Sioux

3-4 Days

Standards: Writing Prompt:

Reading: Perspective is the way things are seen from a particular point of view. Using details
RI.5.1 Quote accurately from a text when explaining what the from The Last of the Sioux, write an opinion essay about the Sioux’s point of view
text says explicitly and when drawing inferences from the text. on the settlers’ expansion to the West. Include reasons and information that
RI.5.2 Determine two or more main ideas of a text and explain supports this point of view with evidence from the text.
how they are supported by key details; summarize the text.
Theme Connections:
Writing: Over the course of the unit, students will investigate the “pioneer’s experience”
W.5.1: Write opinion pieces on topics or texts, supporting a point during Westward Expansion and learn of the challenges and benefits of their
of view with reasons and information. journeys. Within this lesson, The Last of the Sioux, students meet Black Elk, one of
W.5.5: With guidance and support from peers and adults, the original Sioux, and learn about his perspective on Westward expansion. It is
develop and strengthen writing as needed by planning, revising, important for students to understand the perspective of the native inhabitants of
editing, rewriting, or trying a new approach. (Editing for America prior to the pioneer movement to the west.
conventions should demonstrate command of Language
standards 1-3 up to and including grade 5 here.) Materials:
W.5.8: Recall relevant information from experiences or gather ● Video, The Last of the Sioux and Pioneer’s Photographer’s View of
relevant information from print and digital sources; summarize or the Sioux
paraphrase information in notes and finished work, and provide a ● ELMO or chart paper
list of sources. ● Supporting anchor chart
● Student copies of planning organizer
Language: ● Class chart of graphic organizer (sample responses from previous
L.5.1: Demonstrate command of the conventions of standard lessons)
English grammar and usage when writing or speaking.
L.5.2: Demonstrate command of the conventions of standard Reader and Task Considerations:
English capitalization, punctuation, and spelling when writing. ● Students will need support reviewing the information gathered
from the video and the article to identify and gather relevant details from
the text before writing.
● Students will need support organizing the information to write.

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 English Language Arts Unit 2: Go West! Grade 5
● Students will need support during writing to introduce the topic
and transferring details and quotes into their writing.

Writing Lesson 1 - Planning and Organizing

Lesson: 1 Procedures:

I can quote accurately from a text when Setting the purpose for writing:
explaining what the text says explicitly [Teacher Thinks Aloud] Great writers use write an opinion essay by first gathering specific facts from
and when drawing inferences from the different sources of text to support their opinion or claim.
text. (RI.5.1)
Teacher models for students:
I can write opinion pieces on topics or Writing Prompt: Launch the writing lesson with the prompt. Perspective is the way things are seen from
texts, supporting a point of view with a particular point of view. Using details from The Last of the Sioux write an opinion essay about the
reasons and information. (W.5.1) Sioux’s point of view on the settlers’ expansion to the West. Include reasons and information that
supports this point of view with evidence from the multi-media text. Provide the students with an explicit
definition of writing to give an opinion.
1. Review the class anchor chart from Pioneer’s Photographer’s View of the Sioux and
discuss the perspective of the Sioux from a different experience with a pioneer photographer.
2. Review the video, The Last of the Sioux and discuss with the class the perspective of the
Sioux. [Record different examples of students’ perspectives shared.]
3. Model how to complete the opinion planning organizer. Use an anchor chart or the
ELMO to model using the planning organizer. Provide a few examples, not all.
4. Students will complete their opinion planning organizer.

Opinion Planning Organizer

Opinion Statement: Based on the evidence from The Last of the Sioux and the Pioneer’s Photographer’s View
of the Sioux, I believe the Sioux disliked (resented) the settlers’ expansion to the West.

Supporting Evidence: 371 treaties were in place to keep Native Americans separate from the settlers.

Supporting Evidence: The Federal government took millions of acres of Native American lands they used as

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 English Language Arts Unit 2: Go West! Grade 5

hunting grounds for the coming of the “iron horse.”

Supporting Evidence:The government and the settlers lied to them. They said they only wanted a little land.

Supporting Evidence: They were forced from their homes and into the black hills as they continued to build the
railroad and destroy the buffalo.

Supporting Evidence: US soldiers forced 3,000 onto reservations.

Concluding Statement: I believe the Sioux disliked (resented) the settlers’ expansion to the West because the
settlers took their land, their homes, their food, and their lives.
Note to the teacher: You can access the student version blank template in the 5th Grade ELA Appendix.

Writing Lesson 2 - Drafting Opinion Essays

Lesson: 2 Procedures:

I can produce clear and coherent writing Students begin drafting their opinion essays.
in which the development and 1. Teacher uses the model graphic organizer to model writing an introduction and the
organization are appropriate to task, beginning of the body. Best practice is to have the writing prepared in advanced in order to
purpose, and audience. (Grade-specific provide students with an exemplar model. (The purpose for modeling the introduction and part of
expectations for writing types are defined the body is to model enough writing for all students. Some may only complete the introduction.
in standards 1-3 above.) (W.5.4) Other students may be ready to move forward.)
2. Teacher transitions to independent writing. During this time, the teacher conferences
and coaches students through their writing process. Model remains up to support students while
writing.
3. Teacher brings students back together to share writing and assess students informally on
the writing they completed for the day.

Writing Model for Lessons 2 and 3 - Drafting

Note to the teacher: Lessons two and three model how to use the writing plan to draft their writing. Therefore, the model has been placed between

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 English Language Arts Unit 2: Go West! Grade 5
lessons two and three. It is labeled below and chunked by each lesson. Not every detail is used so that students have the opportunity to use different
details and evidence to support their writing about the topic.

LESSON 2: Students begin drafting their opinion essays.

Teacher uses the model graphic organizer to model writing an introduction and the beginning of the
body.
Based on the evidence from The Last of the Sioux and the Pioneer’s Photographer’s View of the
Sioux, I believe the Sioux resented (disliked) the settlers’ expansion to the West. According to the video,
The Last of the Sioux, one of the surviving Sioux from Wounded Knee, Black Elk, said that he felt hopeless.
According to the video, three hundred seventy-one treaties were in place to keep Native Americans
separated from the settlers. The Federal government took millions of acres of Native American lands they
used as hunting grounds for the coming of the “iron horse.” The government and the settlers lied to the
Native Americans, the Sioux. They said they only wanted a little land. [Now it is time for the students to
write independently. Using the model, have the students write their introduction and work on the body of
their opinion essay. The teacher conferences with students independently or in small groups about their
writing.]

LESSON 3: Students complete their opinion essays.

Use the model graphic organizer to model writing the conclusion. Reread what was written from the
previous lesson, reminding the students that smaller chunks were modeled and they should have more
detail in their writing
[Conclusion]I believe the Sioux resented (disliked) the settlers’ expansion to the West because the
settlers took millions of acres of land. Settlers took the land they hunted for food. Settler and soldiers took
their lives.

Writing Lesson 3 - Drafting Opinion Essays

Lesson: 3 Procedures:

W.5.4: Produce clear and coherent Students complete their opinion essays.
writing in which the development and 1. Teacher uses the model graphic organizer to model writing the conclusion. The teacher
organization are appropriate to task, rereads what was written from the previous lesson, reminding the students that smaller chunks
purpose, and audience. (Grade-specific were modeled and they should have more detail in their writing.
expectations for writing types are defined 2. Teacher transitions to independent writing. During this time, the teacher conferences
in standards 1-3 above.) and coaches students through their writing process. Model essay remains up to support students

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 English Language Arts Unit 2: Go West! Grade 5
while writing.
3. Teacher brings students back together to share writing and assess students informally on
the work that has been done.

Writing Lesson 4 - Revising and Editing

Lesson: 4 Procedures:

I can, with guidance and support from Students will proofread their drafts, correcting capitalization, punctuation, and spelling mistakes.
peers and adults, develop and strengthen 1. The teacher models rereading a chunk of text, correcting capitalization, punctuation, and
writing as needed by planning, revising, spelling mistakes.
editing, rewriting, or trying a new 2. Students begin to edit their writing. The teacher determines the best method to edit
approach. (Editing for conventions should student drafts:
demonstrate command of Language a. Editing in pairs
standards 1-3 up to and including grade 5 b. Small group edits with the teacher
here.) (W.5.5) c. Editing independently
2. Students complete their writing.
I can demonstrate command of the 3. Optional - After the students have finished revising and editing, the students can publish
conventions of standard English the writing - rewrite, type, or a powerpoint.
capitalization, punctuation, and spelling 4. Oral Rehearsal: The class spends time sharing their writing
when writing. (L.5.2) Note to the teacher: Refer to the Student Friendly Checklist as guidance for the teacher and students.

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 English Language Arts Unit 2: Go West! Grade 5

Reading, Research, and Writing

Daily Activities

Who Settled in the West? by Bobbie Kalman

1-2 Days

Standards Text Focusing Question

Reading:
RI.5.1: Quote accurately from a text when explaining what the During the 1800s diverse groups of immigrant settlers began to start a new life in
text says explicitly and when drawing inferences from the text. the West. What reasons did people have for settling in the West?
RI.5.2: Determine two or more main ideas of a text and explain
how they are supported by key details; summarize the text. Theme Connections
RI.5.4: Determine the meaning of general academic and domain- Students will be able to learn that settlers migrated west from different countries.
specific words and phrases in a text relevant to a grade 5 topic or This portion of the informational text gives students insight into why immigrants
subject area. left their native country and the challenges they faced on their “new” homeland.

Speaking and Listening:

SL.5.1: Engage effectively in a range of collaborative discussions
Reader and Task Considerations
(one-on-one, in groups, and teacher-led) with diverse partners on
● Pictures paired with captions may be confusing to students.
grade 5 topics and texts, building on others' ideas and expressing
● Explicitly model how to read the text and to identify the captions that are
their own clearly.
paired with pictures.
SL.5.2: Summarize a written text read aloud or information
● Students may not be familiar with the countries mentioned in the text.
presented in diverse media and formats, including visually,
Show students on a map where the countries are located.
quantitatively, and orally.
SL.5.3: Summarize the points a speaker makes and explain how
each claim is supported by reasons and evidence.

Writing: Vocabulary
W.5.8: Recall relevant information from experiences or gather
relevant information from print and digital sources; summarize or Immigrant- a person who moves to another country from his or her native land.
paraphrase information in notes and finished work, and provide a
list of sources. Immigration- the act of coming to live in a new country.
Language:

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 English Language Arts Unit 2: Go West! Grade 5
L.5.4: Determine or clarify the meaning of unknown and multiple- Smallpox-a contagious viral disease characterized by a fever and pus-filled
meaning words and phrases based on grade 5 reading and pimples that often leave scars
content, choosing flexibly from a range of strategies.
L.5.5: Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.

Learning Targets Focus of Instructions: Reading and Responding to Text and Vocabulary

I can summarize the chapter First Read - (Introduction to the text/Setting the purpose):
The immigrants Arrive from ● Conduct a think aloud showing how information is connected in the text
Who Settled in the West? ○ Example: use the table of contents to show the progression of topics
(RI.5.2) ● Tell students that they are only going to read a portion of the informational text, in order to summarize
why immigrants left their native country and the challenges they faced on their “new” homeland
● Use “ The immigrants Arrive” to generate questions about how and why immigrants left their country
and traveled to America to begin new lives (*Students generate question on post-it notes and place
them on “Questions” anchor chart)
● Ask students to summarize what they have read at the end of this reading.

I can use evidence from the Rereading for Comprehension

Who Settled the West? to
Text-dependent Anticipated Evidence-Based Responses
support my answers. (RI 5.1)
Questions
I can effectively participate in What inspired Immigrants were inspired to move to the West because they wanted to escape the
different types of discussions and immigrants to bad conditions of war, starvation, and unemployment. (Pg. 19)
with different people about 5th migrate to the
grade topics and texts. (SL.5.1) West?

I can determine the meanings of

words in the text Who Settled What challenges did Sentence starters
West? (RI 5.4) immigrants face “The challenges immigrants faced before migrating were__________”
before, during, and ● Starvation/Food Shortage
after their ● War
migration to ● Unemployment

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English Language Arts Unit 2: Go West! Grade 5

America? ● Religious restrictions

(*3 sticky note stop and “The challenges immigrants faced during their migration ___________”
jot. Students could place ● Incorrect documentation of names and country of origin
their findings on a whole
group anchor chart See ● Language barriers
appendix for anchor “The challenges immigrants faced after their migration _________”
chart) ● Poor living condition
● Cultural differences
● Low paying jobs
● Dangerous working conditions

Sick immigrants were Sick immigrants were sent back home to prevent diseases from entering the country.
often sent back
home. Do you believe *Opinions vary*
this was fair or Sentence Starter-
unfair ? Justify your “In my opinion, this was fair because______”
response. In my opinion, this was unfair because______
(*Turn and Talk)

Vocabulary Acquisition
Vocabulary Questions Anticipated Evidence-Based Responses

Based on the information in the text, what is a patron? A patron is a person who is a sponsor that organizes
How did they help the Italian immigrants? job. They helped the Italian immigrants by finding

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 English Language Arts Unit 2: Go West! Grade 5

jobs for them.

According to the text, what is a crofter? Why did Farmers from Scotland were called crofters. They
crofters prosper on their new land? prospered on their new land because Scotland’s
climate and land were similar to the northern areas
of the West. Farming was not an issue for the crofter,
which was necessary part of survival in the West.

RI 5.1: I can use evidence from Reread to Gather Evidence/ Information

Who settled in the West? when
Note to the teacher: While students continued to unpack information from the text to help them understand
responding to a question.
the topic and to answer the Text Focusing question, students had the opportunity to stop and jot key details
down. Students need to use the information gathered when answering the Text Focusing question below.

● Teacher rereads the Text Focusing question:

[Text Focusing Question] During the 1800’s, diverse groups of immigrant settlers began to start a new life in
the West. What reasons did people have for settling in the West?
● Teacher prompts to the mode of writing - writing to explain and give information.
● Teacher refers to a rubric - the expectations of a good writing piece. (See the Appendix)
● The teacher passes out the student Exit Ticket to assess students’ understanding of the Text
Focusing Question. Refer to the Teacher Consideration Section of the lesson for scaffolding ideas for
students that may need additional supports.
● The teacher prompts students to refer to their notes and any anchor chart supports when
completing their exit tickets.

Assessing Students’ Understanding:

Note to the teacher: This exit ticket includes the question as well as the anticipated response.
Exit Ticket
[Text Focusing Question] During the 1800’s, diverse groups of immigrant settlers began to start a new life in
the West. What reasons did people have for settling in the West? Cite at least three supporting details from
the text to support your answer.
Anticipated Response
According to the text, immigrants settled in the West because they wanted a chance for a better life and
escape conditions from their countries. On page 22, it states that Mennonites, Hutterites and Dukhobors “
Wanted religious freedom. At home, they were rarely allowed to worship in peace. The United States and

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English Language Arts Unit 2: Go West! Grade 5

Canada offered religious freedom and cheap land”, In addition, Icelanders left their country because of food
shortage. They were able to build a strong farming community on their new land.

Reading, Research, and Writing

Daily Activities

If You Traveled West in a Covered Wagon by Ellen Levine

3-5 Days

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 English Language Arts Unit 2: Go West! Grade 5
Standards: Text Focusing Question:

Reading: What was life like for early pioneers who traveled along the Oregon Trail?
RI.5.1: Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RI.5.2: Determine two or more main ideas of a text and explain how they Theme Connections:
are supported by key details; summarize the text.
RI.5.6: Analyze multiple accounts of the same event or topic, noting This informational text gives detailed information about what it was like
important similarities and differences in the point of view they represent. for the early pioneers who traveled along the Oregon Trail. The text is
organized by question, which allows students gain knowledge on a wide
Writing: variety of aspects of life in a covered wagon. The text goes on to explain
W.5.2: Write informative/explanatory texts to examine a topic and not only why the journey was difficult, but also how pioneers adapted to
convey ideas and information clearly. this new lifestyle while they traveled.

Speaking and Listening:

SL.5.1: Engage effectively in a range of collaborative discussions (one-on- Materials:
one, in groups, and teacher-led) with diverse partners on grade 5 topics ● Mentor text - If You Traveled West on a Covered Wagon (ARC)
and texts, building on others' ideas and expressing their own clearly. ● Teacher and student anchor chart (for the first read)
SL.5.2: Summarize a written text read aloud or information presented in ● Anchor chart with annotation codes
diverse media and formats, including visually, quantitatively, and orally. ● Student main idea graphic organizer
SL.5.3: Summarize the points a speaker makes and explain how each ● Student Venn diagram
claim is supported by reasons and evidence.
Reader and Task Considerations:
Language: ● Speaking & Listening Routines should be explicitly taught and
L.5.4: Determine or clarify the meaning of unknown and multiple- posted in classroom prior to start of unit.
meaning words and phrases based on grade 5 reading and content, ● The teacher should encourage students to use academic language
choosing flexibly from a range of strategies. (i.e. main idea and key details) within their sentence starters.
● Students will need multiple opportunities to work with the focus
vocabulary. See the Vocabulary Routines Guide for possible
activities.
● The teacher should read the text aloud to students and use the
text-dependent questions for group discussions. See the Speaking
and Listening Routine Guide for suggestions.
● Students are likely to need support, through explicit modeling, on
how to annotate a text as they read using the annotation codes

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 English Language Arts Unit 2: Go West! Grade 5
listed below.
● The entire text will not be covered during whole group
instruction. The sections of text that are not used can be taught
during independent reading and writing station, or with a guided
reading group.

Vocabulary:

Territory - Pg. 6 - an area of region of land

Marten - Pg. 6 - a weasel-like animal that hunts in trees and has shiny fur
Muskrat - Pg. 6 - a rodent that lives in and near water and has brown fur
Canvas - Pg. 9 - heavy, strong cloth made of linen or cotton
Mule - Pg. 10 - an animal that people use for riding or carrying heavy
loads
Prairie - Pg. 11 - a large area of land covered with grass
Schooner - Pg. 11 - a sailing ship that is very large
Pioneer - Pg. 19 - someone who is the first to live in or explore a new
place
Scow - Pg. 25 - a large flat-boat used for carrying heavy loads across water
Fetch - Pg. 52 - to go somewhere, pick up something, and bring it back

Example of a Vocabulary Activity: The Frayer Model

Note to the teacher: The Frayer Model is another model vocabulary activity that can be used to help students develop a strong understanding of a
word. The teacher introduces this model to the students. After the students have received instruction and support using the model comfortably,
this activity can be added to a workstation. You can access the student version blank template in the 5th Grade ELA
Appendix.
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 English Language Arts Unit 2: Go West! Grade 5

Definition: Sentence:
“There were drawstrings in
heavy, strong cloth made of the front and back of the
linen or cotton canvas [on a covered
wagon].”

CANVAS

Image:

farm animals, cows, pigs,

herd

Image Resource: Covered wagon. Photography. Encyclopædia Britannica ImageQuest. Web. 14 Jul 2015.
http://quest.eb.com/search/139_1929572/1/139_1929572/cite

Learning Targets Focus of Instructions: Reading and Responding to Text and Vocabulary
(Skills/Outcome)

I can determine two or more First Read - (Introduction to the text/setting the purpose):
main ideas in the text If You ● The teacher introduces the text to students. The teacher provides students with the text focusing

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 English Language Arts Unit 2: Go West! Grade 5
Traveled West in a Covered question to consider as they read. [What was life like for early pioneers who traveled along the Oregon
Wagon. (RI.5.2) Trail?]
● The teacher tells the students that there are often multiple main ideas in an informational text because
I can use what I know and what they have many sections. This text is divided into sections based on a question about the topic. Today,
I have read from If You Traveled students will focus on the question, “What was a covered wagon?” as a way to introduce the topic.
West in a Covered Wagon to ● The teacher should introduce the text by explaining to students that early pioneers traveled West in a
explore new ideas about a topic covered wagon. The teacher should project the cover page of the book for students to see. The teacher
during a discussion. (SL.5.1) asks students to describe a covered wagon based on the illustration. (Use think-pair-share from
Speaking & Listening Routine Guide) The teacher should chart these descriptions on an anchor chart
Lesson 1 Chart (shown on left).
Key Details Key Predict ● Read pages 9 - 11 aloud to students. The teacher asks students to describe a covered wagon based on
from Details what life the text. (Use think-pair-share from Speaking & Listening Routine Guide) The teacher should chart
Illustration from may these descriptions on an anchor chart (shown on left).
Text have ● Then, ask students to predict what life may have been like for early pioneers based on how they
been like described the covered wagon. (Use think-pair-share from Speaking & Listening Routine Guide) The
teacher should chart these descriptions on an anchor chart (shown on left).
● Sentence frame: Based on ______________ (key detail), I predict _________________.

Note to the teacher: You can

access the student version blank
template in the 5th Grade ELA
Appendix.

I can accurately quote from If Rereading for Comprehension:

You Traveled West in a Covered ● Lesson 2: The teacher should read pages 5-8 and 18-19 aloud to students. Students should have a copy
Wagon when I am explaining of the text. As students read along, they should annotate key details that describe the following: the
what the author says. (RI.5.1) Oregon trail and territory, the wagon, the type of people traveling, and the purpose for traveling (see
annotation codes on left). The teacher should model how to annotate the text using these codes at the
Lesson 2 Chart beginning of the text using an anchor chart.
Annotation Codes
Text Dependent Questions Anticipated Evidence-Based Responses
T Trail and territory

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 English Language Arts Unit 2: Go West! Grade 5

W Wagon
Look at the illustration on page 7. How does the map The map shows the trail that early pioneers followed
help you to understand what the journey West was to the Oregon Territory. The map helps the reader
P Purpose for (Pg. 7) (Use Listen & Build On from Speaking &
like? understand that the journey was extremely long and
Traveling
Listening Routine Guide) difficult. I know this because the map shows that
pioneers had to travel across many states and through
Type of people tough terrain, such as the Rocky Mountains.
traveling
Why did the name “Oregon” make people think of The word Oregon made people think of starting new
Note to the teacher: You can starting new adventures? (Pg. 8) (Use Listen & adventures because many stories told about Oregon
access the student version Summarize from Speaking & Listening Routine Guide) made it seem like a magical place. According to other
template in the 5th Grade ELA stories about Oregon, flowers bloomed all year, the
Appendix.
land was good for farming, and there was plenty of
land that you could get for free.

What kind of people traveled to the West and why? Many different people traveled West for a variety of
I can explain how the main Use evidence from the text to support your answer. reasons. Farmers went West to find good new land.
ideas in If You Traveled West in (Pgs. 18 - 19) Storekeepers went to set up new shops. Doctors,
a Covered Wagon are supported teachers, carpenters, artists, and lawyers also went to
by details in the text. (RI.5.2) Oregon to try something new.

I can summarize the points from

If You Traveled West in a
Covered Wagon and explain my ● Lesson 3: The teacher should read pages 20-22 and 25-29 aloud to students. Students should have a
reasons and evidence for those copy of the text. Explain that readers notice clues given by an author throughout a text to help them
points. (SL.5.3) understand ideas that are not stated. Guide students to draw conclusions about traveling in a covered
wagon. Refer students back to the predictions they made about life on a covered wagon during the first
read. Have students work collaboratively to identify clues that will help them understand that traveling
Lesson 3 Chart in a covered wagon was not easy. Use the graphic organizer on the left to record details.
Main Idea: Traveling in a covered wagonText
wasDependent Anticipated Evidence-Based Responses
not easy for early pioneers. Questions

Key Detail: How did pioneers

This detail supports Pioneers decided what to bring based on how long they would be traveling. There
the main ideadecide
because:
what to bring were no supermarkets along the way, so they needed to figure out what they would
on their trip? Why need to be able to live for six months. It was important to only bring what was
was it important to necessary because bringing too many things would make the wagon heavy. If the

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 English Language Arts Unit 2: Go West! Grade 5

bring only essential wagons were too heavy, the oxen pulling it could die.
items in your covered
wagon? (Pgs. 20 - 21)
(Use Listen & Build
On from Speaking &
Listening Routine
Guide)
Note to the teacher: You can What did early There were many ways to cross a river. First, large flat boats, or scows, could take
access the student version blank pioneers need to do wagons across the Missouri River. Sometimes Indians had rafts and would ferry you
template in the 5th Grade ELA
in order to cross the across rivers. Sometimes you would build your own rafts to cross the river. You could
Appendix.
river in a covered also take the wheels off of the wagon and make your own flat boat.
wagon when there
was no bridge
access? (Pgs. 25 - 27)
(Use Listen &
Summarize from
Speaking & Listening
Routine Guide)
I can analyze multiple accounts
of the same topic by discussing ● Lesson 4: The teacher should read pages 50-58 aloud to students. Students should have a copy of the
similarities and differences in text.The main focus of this section of text will be for students to compare and contrast their lives with
their points of view in If You the lives of children traveling West. As students read, they should record details about the lives of
Traveled West in a Covered children in a Venn Diagram. Once students have finished reading this section of text, they should record
Wagon. (RL.5.5) details about their lives on the other side of the Venn Diagram. Using this information, prompt students
to find similarities and differences.

Lesson 4 Chart
Text Dependent Anticipated Evidence-Based Responses
Questions

What does the The trip was sometimes called one great big school because children learned many
author mean by, things along the way. For example, the text says, “You would learn about fixing
“Some people said things when they broke down, because you couldn’t just go to a store and buy

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 English Language Arts Unit 2: Go West! Grade 5

that the whole trip something new.”

Note to the teacher: You can
access the student version blank
was one great big
template in the 5th Grade ELA school”? Use one
Appendix. quote from the text
to support your
response. (Pgs. 50-
51)

How does the author The author supports the idea that children had important roles while traveling on
support the idea that the Oregon Trail by describing the important chores that children had. The text
I can use context clues to figure children had says, “Everybody worked very hard during the long days of traveling West. Children
out the meanings of words or important roles while had lots of things to do.” Some chores were milking the cows, fetching water from
phrases in If You Traveled West traveling on the the rivers, and washing dishes.
in a Covered Wagon. (L.5.4) Oregon Trail? (Use
Listen & Build On
from Speaking &
Listening Routine
Guide)

What was life like for Life for children during the Westward Expansion was very difficult, but sometimes it
a child during the was fun. Children had many chores to do to help their families. They also had to
Westward walk extremely long distances. Life was fun because the children went many places
Expansion? (Use that they had never been before. They had the chance to explore and sing and
Listen & Summarize dance.
from Speaking &
Listening Routine
Guide)

Vocabulary Acquisition:
Vocabulary Anticipated Evidence-Based Responses
Questions

The author states, Canvas is a type of fabric that was used to cover wagons. It was light in color and
“The cloth was called extremely durable. The text states that it was rubbed with oil to make it

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 English Language Arts Unit 2: Go West! Grade 5

canvas…” What does waterproof.

canvas mean based
off of the illustration
on the cover page?
(Pg. 9)

What does the word The word pioneers refers to travelers who were the first group of people to move
pioneers mean as it is into a new land and make a new home.
described in the text?
(Pg. 19)

Reread to Gather Evidence/Information:

Note to the teacher: While students continued to unpack information from the text to help them
understand the topic and to answer the Text Focusing question, students had the opportunity to gather
I can accurately quote from If
evidence using different graphic organizers and another annotating guide. Students need to use the
You Traveled West in a Covered
graphic organizers they completed when answering the Text Focusing question below.
Wagon when I am explaining
what the author says. (RI.5.1) ● The teacher includes time for students to clarify any misunderstandings about the text through an
Oral Rehearsal. Question to pose to the students to discuss:
I can summarize If You Traveled If you were a child traveling on the Oregon Trail, what would be the most difficult thing for you? Support
West in a Covered Wagon. your opinion using evidence from the text. (Use Roundtable from Speaking & Listening Routine Guide)
(SL.5.2) Oral Rehearsal: [Responses will vary. Responses should reflect an understanding of the challenges that
children faced while traveling on the Oregon Trail.]
I can write to inform/explain ● Teacher rereads the Text Focusing question:
ideas about life as an early [Text Focusing Question] What was life like for early pioneers who traveled along the Oregon Trail?
pioneer traveling along the ● Teacher prompts to the mode of writing - writing to explain and give information.
Oregon Trail to others clearly. ● Teacher refers to a rubric - the expectations of a good writing piece. (See the Appendix)
(W.5.2) ● The teacher passes out the student Exit Ticket to assess students’ understanding of the
Text Focusing Question. Refer to the Teacher Consideration Section of the lesson for scaffolding
ideas for students that may need additional supports.

Assessing Students’ Understanding:

Note to the teacher: This exit ticket includes the question as well as the anticipated response.
Exit Ticket

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 English Language Arts Unit 2: Go West! Grade 5

● What was life like for early pioneers who traveled along the Oregon Trail? Cite evidence from the
text to support your answer. [Consideration for differentiation: Number of details that students
include in their response may vary. Some students may only explain what life was like for early
pioneers with 2-3 details. Extend the activity by requiring more details.]
Anticipated Response:
[Student responses should be written] Life was difficult for early pioneers who traveled along the Oregon
Trail. Life was difficult because the journey was extremely long. Another part of the journey that was
difficult was that there wasn’t room for beds for the entire family in the covered wagon. (Other details
may mention food supply, limited room for packing, walking long distances, doing chores, and crossing
rough terrain, etc.)

Reading, Research, and Writing

Daily Activities

Pioneer Girl by Andrea Warren

3-5 Days

Standards Text Focusing Question

Reading: Family and community played a role in helping families settle in the West. How
RL.5.1: Quote accurately from a text when explaining what the did the McCance family navigate the hardships of the prairie?
text says explicitly and when drawing inferences from the text.
RL.5.4: Determine the meaning of words and phrases as they are
used in a text, including figurative language such as metaphors Theme Connections
and similes.
RL.5.6: Describe how a narrator's or speaker's point of view Students will learn about the hardship of living in the West through the
influences how events are described. experience of Grace McCance and her family. The text focuses on the trails and
tribulations the family faces on their newly settled land. Students will be able to

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 English Language Arts Unit 2: Go West! Grade 5
RL.5.7: Analyze how visual and multimedia elements contribute recognize that only half the battle is won during the migration west when the
to the meaning, tone, or beauty of a text (e.g., graphic novel, family faces challenges that are beyond their control.
multimedia presentation of fiction, folktale, myth, poem).
RL.5.10: By the end of the year, read and comprehend literature, Materials
including stories, dramas, and poetry, at the high end of the ● Pioneer Girl, pages 499-513, Houghton Mifflin
grades 4-5 text complexity band independently and proficiently. ● Post-its
RF.5.3: Know and apply grade-level phonics and word analysis ● Highlighters
skills in decoding words. ● Chart paper
RF.5.4: Read with sufficient accuracy and fluency to support
comprehension. Reader and Task Considerations
● The teacher needs to explicitly explain what a memoir is
Speaking and Listening: ● Students will need to know that when a statement is in quotations it
SL.5.1: Engage effectively in a range of collaborative discussions means that it’s the direct words of a person
(one-on-one, in groups, and teacher-led) with diverse partners on ● Teachers may not be able to get through the entire text in one day due to
grade 5 topics and texts, building on others' ideas and expressing its length
their own clearly. ● Pair ELLS and SPED with higher performing students during reading.
● The teacher can create an anchor chart to capture the challenges faced
Writing: on the prairie. This will be referenced in the pair writing module
W.5.1: Write opinion pieces on topics or texts, supporting a point
of view with reasons and information. Vocabulary:

Language: Homesteader - Pg. 501 - someone who lawfully claims and settles on a piece of
L.5.1: Demonstrate command of the conventions of standard land.
English grammar and usage when writing or speaking. Backfire - Pg. 501 - to have results that are unplanned and the opposite of those
L.5.2: Demonstrate command of the conventions of standard desired
English capitalization, punctuation, and spelling when writing. Soddy - Pg. 503 - a home made out of sod
L.5.4: Determine or clarify the meaning of unknown and multiple- Sod - Pg. 505 - the layer of ground that contains the grass; turf.
meaning words and phrases based on grade 5 reading and Immigrant - Pg 509 - a person who moves to another country from his or her
content, choosing flexibly from a range of strategies. native land
Steadfast - Pg. 513 - not likely to change; firmly established
Memoir - Pg. 513 - an account of facts or events based primarily on the author's
personal experience

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English Language Arts Unit 2: Go West! Grade 5

Learning Targets (Skills/Outcome) Focus of Instructions: Reading and Responding to Text and Vocabulary

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 English Language Arts Unit 2: Go West! Grade 5
I can determine the theme of a First Read - (Introduction to the text/setting the purpose):
fiction text by thinking about the ● The teacher introduces the text to students. The teacher provides students with the text focusing
details in Pioneer Girl. (RL.5.2) question to consider [Family and community played a role in helping families settle in the West.
How did the McCance family navigate the hardships of the prairie?]
Theme: ● The teacher tells the students that they are going to read to find out what the theme of the story
is:” Today we are going to read the text Pioneer Girl. As we are reading we want to think about
Capture Sheet theme or lesson. We will be paying close attention to details in the text that helps us to support our
Page # Detail Detail Detail theme. This will help us to navigate through the text and set us up for success to answer our text
#1 #2 #3 focusing question.”
● During the first read the teacher should have students capture details for the theme using a
capture sheet or sticky notes.
● Students should share their theme with a partner before sharing with the whole group.

I can explain how visuals contribute Rereading for Comprehension

to Pioneer Girl. (RL.5.7)
Text Dependent Anticipated Evidence-Based Responses
Questions
I can accurately quote from Pioneer
Girl when I am explaining what it What is the purpose The poster is trying to draw settlers West along the Union Pacific Railroad
says. (RL.5.1) of the poster on page through Nebraska by advertising rich farming lands for $1.50 to $8.00 per
500? What are some acre; it also offers town lots for sale. It promises a mild and healthful climate,
claims this poster is dark soil that is good for growing corn, wheat, oats, barley and offers to
making about the provide coal to settlers at inexpensive costs.
farmlands? (Turn and
talk with a partner)

Sentence starters:
“The purpose of the
poster is
__________”
“The claims the

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English Language Arts Unit 2: Go West! Grade 5

poster made are

_________”

Why does the author The author begins the story with a poster because she wants us to know that
begin the story with the McCance family moved to the West for the advertised rich farming land.
the poster on page
500?

Reread page 501. According to page 501, Grace is the 5 year-old daughter of Poppie McCance.
Homesteaders were She had written a memoir when she was older, and her experience is woven
those settlers who into the story with the direct quotations from her memoir. (A memoir is an
headed West to claim account or description of one’s personal life and experiences—an
land and build a autobiography.)
house. According to
the text, who is Grace
McCance, and how is
her experience as a
homesteader woven
into the story?

Reread pages 502 – According to the text, hailstorms, lightning, and rainstorms were threats that
504. What threats to were caused by the weather, which damaged crops and harmed animals. On
families and farms page 502, it states “Hailstorms could pound crops to pieces in a matter of
does the weather minutes, and injure or kill birds and animals” In addition, it states that people
cause? How do were killed by hailstorms if they were not sheltered.
homesteaders handle
the challenges?

Reread page 507. The girls wore new dresses their mother had sewn from fabric sent by their
How did the grandmother. They used a plum bush for a Christmas tree, which they
McCances celebrate decorated with paper chains and popcorn strings. They didn’t have any
their first Christmas presents. The neighbors shared in the celebration by joining them for a turkey
on the prairie? dinner.

Based on the text, do [Responses may vary]

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English Language Arts Unit 2: Go West! Grade 5

you believe that the Sentence Starters:

McCance’ westward I believe that the McCance’s journey was worth it because
journey and _______________________.
settlement was
worth it? Use two I believe that the McCance’s journey was not worth it because
pieces of evidence _____________________.
from the text to
support your opinion.
(Stop and Jot.
Students’ opinion
should be added to
anchor chart)

Many settlers had The description explains how Poppie was optimistic, looking at the
different perspectives opportunities or potential that the fertile land offered. Mama saw the
about living in the challenges of homesteading life, hoping to have a well to make these a little
West. How does easier.
Grace’s description,
above, of Poppie and
the fertile land and
Mama and the well,
show how her
parents experienced
homesteading life
differently? (Pg. 507)

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 English Language Arts Unit 2: Go West! Grade 5
Vocabulary Acquisition
I can determine the meanings of
Vocabulary Anticipated Evidence-Based Responses
words and phrases used by the
Questions
author of Pioneer Girl. (RL.5.4)
Many settlers lived in According to the details in the text, the author is describing what it was
sod houses, or like when a huge rainstorm struck, the lightning flashed and her house
houses made from shook. These are Grace's exact words from her memoir.
the prairie grass and
dirt. Re-read the last
paragraph on page
503, what does Grace
mean when she
remembers, “Then
there was a cracking,
I can use context clues to clarify the tearing sound, and
meaning of words and phrases in the soddy seemed to
Pioneer Girl. L.5.4 (a) quiver?” Why is it in
quotation marks?

Many settlers lived in The author is describing what it was like when a huge rainstorm struck,
sod houses, or the lightning flashed and her house shook. These are Grace's exact words
houses made from from her memoir.
the prairie grass and
dirt. Re-read the last
paragraph on page
503, what does Grace
mean when she
remembers, “Then
there was a cracking,
tearing sound, and
the soddy seemed to
quiver?” Why is the
phrase in quotation
marks? (Students can

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English Language Arts Unit 2: Go West! Grade 5

stop and jot their

responses and share
with a partner.)

Poppie said, for the Fertile land is rich soil for growing plants. Poppie was very thankful for the
hundredth time, that rich land for growing crops. A well is where homesteaders would get
he had never seen water. Her mother really wanted a well so she could easily get water for
such a land as this, so the family. Because they did not have enough money for a well, Poppie
rich, so fertile. But would drive elsewhere to fill up water barrels.
Mama said only that
she wished we had a
well in our own
yard.” What does
fertile mean and why
did Mama wish for a
well? (Pg. 507)

Reread to Gather Evidence/Information:

Text Dependent Anticipated Evidence-Based Responses
Questions

Family and Exit Ticket: When lightning started prairie fires, the family worked together to
community played a fight the fires. They would light backfires or dig trenches to keep the fires from

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English Language Arts Unit 2: Go West! Grade 5

role in helping spreading. When a rainstorm caused major damage to the McCance sod
families settle in the house, the family worked together to pick up the pieces that had blown into
West. How did the the fields. At Christmas, when their family was too far to celebrate with them,
McCance family neighbors joined together to feast on a roast turkey dinner. From a very young
navigate the age, the children always helped with work on the prairie.
hardships of the
prairie?

Reading, Research, and Writing

Daily Activities

Women on the Lone Prairie by Sean McCollum

3-4 Days
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 English Language Arts Unit 2: Go West! Grade 5
Standards Text Focusing Question

Reading: The Homestead Act of 1862 offered up to 160 acres of free land to
RI.5.1 Quote accurately from a text when explaining what the text says settlers. However, this free land came with many challenges that women
explicitly and when drawing inferences from the text. and their families had to overcome. How did women settlers conquer the
RI.5.2 Determine two or more main ideas of a text and explain how they challenges faced on the American frontier?
are supported by key details; summarize the text.
RI.5.3 Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or Theme Connections
technical text based on specific information in the text.
RI.5.4 Determine the meaning of general academic and domain-specific Students will learn about the challenges that women confronted as
words and phrases in a text relevant to a grade 5 topic or subject area. pioneers. As homesteaders the women maintained a sense of purpose to
RI.5.5 Compare and contrast the overall structure (e.g., chronology, overcome hardships. The author of the text has provided visuals and
comparison, cause/effect, problem/solution) of events, ideas, concepts, features to support their interpretation of life as a pioneer.
or information in two or more texts.

Speaking and Listening Materials

SL.5.1 Engage effectively in a range of collaborative discussions (one-on- ● Women on the Lone Prairie (Anchor text)
one, in groups, and teacher-led) with diverse partners on grade 5 topics ● Graphic Organizer
and texts, building on others' ideas and expressing their own clearly. ● Highlighter
SL.5.3 By the end of the year, read and comprehend informational texts, ● Post-it notes
including history/social studies, science, and technical texts, at the high
end of the grades 4-5 text complexity band independently and Reader and Task Considerations
proficiently. ● The text is an article with multiple sub-headings. Teachers
should explicitly model how to read the article
Writing ● Students will need to know that when a statement is in
W.5.1 Write opinion pieces on topics or texts, supporting a point of view quotations it means that it’s the direct words of a person
with reasons and information ● The structure of the article can be challenging. Pair ELLs
W.5.2 Write informative/explanatory texts to examine a topic and convey and SPED with higher performing students during reading.
ideas and information clearly. ● The teacher can create an anchor chart to capture the
challenges women faced on the prairie.
Language: ● This anchor chart will be referenced in the daily writing
L.5.1 Demonstrate command of the conventions of standard English module.
grammar and usage when writing or speaking.
Vocabulary

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 English Language Arts Unit 2: Go West! Grade 5
L.5.2 Demonstrate command of the conventions of standard English Desolate - Pg. 18 - lacking the people, plants, animals, etc. that make
capitalization, punctuation, and spelling when writing. people feel welcome in a place
Inhospitable - Pg. 18 - having an environment where plants, animals, or
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning people cannot live or grow easily
words and phrases based on grade 5 reading and content, choosing Chattering - Pg. 18 - to make a clicking sounds by knocking together
flexibly from a range of strategies. rapidly
Paralyzed - Pg. 18 - to be unable to move, function or act
Resourceful - Pg. 19 - able to deal with new or difficult situations and to
find solutions to problems
Endurance - Pg. 19 - the ability to do something for a long time
Plague - Pg. 20 - a deadly disease, sudden invasion of harmful insects, or
any terrible thing that harms many people

Learning Targets Focus of Instructions: Reading and Responding to Text and Vocabulary
(Skills/Outcome)

I can explain how the main ideas First Read - (Introduction to the text/setting the purpose):
in Women on the Lone Prairie ● The teacher introduces the text to students. The teacher provides students with the text focusing
are supported by the details in question to consider [The Homestead Act of 1862 offered up to 160 acres of free land to settlers.
the text. (RI.5.2) However, this free land came with many challenges that women and their families had to overcome.

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 English Language Arts Unit 2: Go West! Grade 5
How did women settlers conquer the challenges faced on the American frontier?]
● The teacher tells the students that they are going to read to find out what the main idea of the story:”
Today we are going to read the text Women on the Lone Prairie. As we are reading we want to think
about what the story is mostly about. We will be paying close attention to details in the text that help us
to support our main idea. This will help us to navigate through the text and set us up for success to
answer our text focusing question”
● During the first read, the teacher should have students capture details for the main idea using a capture
sheet or sticky notes.
● Students should share their explanations of the main idea with a partner before sharing with the whole
group.

I can read and understand 5th Rereading for Comprehension:

grade informational texts ● During the second read of the text, students should annotate using the annotation symbols
independently. (RI.5.10) chart.

I can accurately quote from

Text Dependent Anticipated Evidence-Based Responses
Women on the Lone Prairie
Questions
when answering a question.
(RI.5.1). Based on the text, Based on the text, people were inspired to move west because the homestead gave
what inspired people people the chance to escape poverty, persecution, and own land.
I can explain how the author of to move west?
Women on the Lone Prairie uses
specific reasons and evidence to Under the heading A clue that explains the meaning of the phrase “break[ing] the will” is the story of
support particular points in “Trials, Tribulations, one pioneer, Rachael Calof, who talked about growing wheat and it being
informational texts. (RI.5.8) and the Pioneer destroyed by a hailstorm.
Spirit”, the author
states, "the fierce The growth of the wheat was a symbol of hope, but once it was ruined by the
weather of the Great hailstorm Rachael realized all of her family’s hard work was destroyed.
Plains could break
the will and hopes of
a homesteader in an
afternoon." What
clue in the text helps

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English Language Arts Unit 2: Go West! Grade 5

to determine the
meaning of the
phrase “break[ing]
the will and hope”?

How did the weather

play a part in
“breaking one’s
hope”?( Turn and
talk with a partner.
Students should use
highlighters to find
supporting details)

Based on the text, When the homesteaders settled on the prairie, Native Americans lived on the land.
how did cultural One of the narrators described an incident where she thought she was going to be
misunderstandings scalped by two Native Americans who were peeking through her window, so she
amongst the settlers ran off. She later discovered the two Native Americans were curious about her hair
and Native Americans and wanted to touch it.
lead to
miscommunication
between the two
groups?

The author describes (Responses vary) A quotation from the text that supports the idea that women
the experiences of encountered challenges is “It was of such intensity that in few minutes practically
the women who lived all for which we had suffered and labored was destroyed.”
on the frontier by
using details from the
women pioneers’
point of view. Which
quotes support
the idea that the
women encountered

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 English Language Arts Unit 2: Go West! Grade 5

challenges?

I can determine the meanings of Vocabulary Acquisition:

words and phrases in science
and social studies texts. (RI.5.4)
Vocabulary Anticipated Evidence-Based Response
Questions

On the top of page In order for a land to be “proved up” land must be developed within 6 months, and
I can determine the meanings of 19, the author uses a homesteader must live on the land for five years. After, meeting both
words and phrases in Women the phrase “proving requirements the homesteader owns the land.
on The Lone Prairie. (RI.5.4) up”. What were the
requirements of “Proving up” the land will be challenging for homesteaders because the author
“proving up” a land describes the land as tough. According to the text, there were only two natural
claim? resources available which were grass and soil.

How might “proving

up” the land be
challenging to
homesteaders? Use
evidence from the
text

The author helps the A reader can conclude that the prairie was a desolate environment, because the
reader conclude that author states that the only natural resources on a prairie were grass and soil. The
the prairie was a illustrations, depicted in the article show flat land without the presence of trees,
desolate animals, numerous homes, or any neighboring sources of water.
environment for the
pioneers. How does
evidence from the
text and illustrations
support this
conclusion?

On page 18, the The Great Plains was an inhospitable environment for the pioneers because there

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English Language Arts Unit 2: Go West! Grade 5

author states that the was of the lack of trees for building and heating homes. In addition, extreme
Great Plains “was weather conditions forced people to live along with their farm animals, and
one of the toughest, hailstorms damaged crops.
most inhospitable
regions of America
yet to be settled.”
Inhospitable means
having an
environment where
plants, animals, or
people cannot live or
grow easily. After
reading page 19,
what details does the
author use to help
the reader conclude
that the Great Plains
was an inhospitable
environment for the
pioneer?

Resourceful means Building a soddy was an example of being resourceful, because a soddy is a house
to be able to deal made from bricks that consisted of soil and grass. Bricks were placed side by side to
well with new or create walls two feet thick.
difficult situations
and to find solutions Because there were very few trees available on the land, homesteaders were
to problems. Reread resourceful by using the soil and grass to make bricks for housing.
paragraphs 1 and 2
under the heading
“People in Grass
Houses.” Paraphrase
the description of a
soddy. How was
building a soddy an

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 English Language Arts Unit 2: Go West! Grade 5

example of being
resourceful?

I can tell you the cause and Reread to Gather Evidence/Information:

effect relationships in the text
Text Dependent Anticipated Evidence-Based Response
Women on the Lone
Question
Prairie. (RI.5.5)
The author tells the
I can accurately quote from experiences of
Women on the Lone Prairie Cause Effect
women and their
when answering a question. families who lived on Homestead Act of Settlers move to the West; free land was available to
(RI.5.1) the prairies and how 1864 be claimed; The West became populated.
they adapted to their
circumstances by
using a cause/effect
text structure. What
evidence is provided
in the text to support
the author’s use of
cause/effect
throughout the text?
(Teachers could Lack of Natural Building of sod houses and the burning of manure for
explain the meaning Resources fuel
of cause/effect.
Severe Weather Destruction of crops; families lived in homes with
Teachers can scaffold
animals; extreme temperatures; possibility of prairie
by giving students
fires during dry summer
the causes and have
them find the effect) Isolated Life Loneliness drove some settlers mad; no immediate
medical attention; products and goods were not
abundant

Cultural Interaction between Native Americans and settlers

Misunderstanding were tense

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English Language Arts Unit 2: Go West! Grade 5

and Racism

The Homestead Act Many ordinary women moved with their families to settle the desolate land of
of 1862 offered up to the American frontier. Despite their settlement and hope for a better future, the
160 acres of free land women and their families faced numerous challenges that made living on the
to settlers. Amongst prairie difficult. For example, “trees and lumber were few and far between” on
these settlers, the land. Due to the absence of many trees, women and their families had to use
women and their the only resource available to build their homes, which was grass and soil.
families helped settle Furthermore, the lack of trees also resulted in a lack of fuel for families for
the American frontier cooking and heating their homes. Many of the women would then gather dried
despite many manure because the plains had “had been an open range, first for buffalo, then
challenges they had for cattle.” This particular resource was then used “to make a fire.” Another
to overcome. How example, …
did women settlers
conquer the
challenges faced on
the American
frontier? Include
three examples
described in the text
that show the
challenges women
and their families
endured and how
they conquered
those challenges.

Reading, Research, and Writing

Daily Activities

Writing Lesson (paired text) - Pioneer Girl and Women on the Lone Prairie
3-4 Days

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 English Language Arts Unit 2: Go West! Grade 5
Reading: Writing Prompt:
RI.5.1: Quote accurately from a text when explaining what the Many people migrated to the West for a chance to provide a better life for
text says explicitly and when drawing inferences from the text. themselves and their families. They were faced with many challenges and triumphs
RI.5.2: Determine two or more main ideas of a text and explain (successes) as they settled on their new land. Write an opinion essay stating
how they are supported by key details; summarize the text. whether you believe Westward Expansion was worth it for pioneer girls and
women. Refer to your Was it Worth It? graphic organizer to help you organize your
Writing: writing. Be sure to cite evidence from the text to support your claim.
W.5.2: Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
W.5.5: With guidance and support from peers and adults, Theme Connections:
develop and strengthen writing as needed by planning, revising, The lessons provide opportunities for students to gather key information from two
editing, rewriting, or trying a new approach. (Editing for texts in order to evaluate the experiences of pioneer girls and women. Then,
conventions should demonstrate command of Language students will use a graphic organizer to plan how they will write their opinion with
standards 1-3 up to and including grade 5 here.) the claim that they either believe Westward Expansion was worth it or not worth it
for women. The lessons will also allow students to determine the worthiness of
Language: details in the text when preparing to write opinion essay that includes relevant
L.5.1: Demonstrate command of the conventions of standard supporting details.
English grammar and usage when writing or speaking.
L.5.2: Demonstrate command of the conventions of standard Materials:
English capitalization, punctuation, and spelling when writing. ● Mentor texts - Pioneer Girl and Women on the Lone Prairie
● ELMO or chart paper
● Supporting anchor chart (to model annotating)
● Student graphic organizer
Task Considerations:
● Students will need support rereading to identify and gather key details
from the text before writing.
● Students will need support organizing the information to write.
● Students will need support during writing to introduce the topic and
transfer details and quotes into their writing.

Writing Lesson 1 - Gathering Evidence and Planning

Pioneer Girl and Women on the Lone Prairie

Lesson: 1 Procedures:
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 English Language Arts Unit 2: Go West! Grade 5
RI.5.1 Quote accurately from a text when Setting the Purpose for Writing:
explaining what the text says explicitly and [Teacher Thinks Aloud] “Great writers use specific facts from the text to give information about the
when drawing inferences from the text. experiences girls and women had out West.”
RI.5.3 Explain the relationships or
interactions between two or more Reading the Mentor Text:
individuals, events, ideas, or concepts in a In this lesson, students will reread the text and annotate to gather information about the experiences
historical, scientific, or technical text based girls and women had moving west. Model rereading to gather key evidence from both sources and
on specific information in the text. organize on the graphic organizer.
1. An anchor chart of the student organizer should be pre-made for the lesson if an ELMO is not
being used.
2. Model rereading a chunk of the text and recording at least 2 pieces of evidence on each side
of the anchor chart with the students.
3. Allow students time to record the details written on the chart.
4. Release the students to finish reading and completing their organizers.
5. Share the information collected at the end of the session.

Note to the teacher: You can access the Annotation Guide template in the 5th Grade ELA Appendix.
Annotation Guide for Paired Text

C Challenges

B Benefits

Benefits that made

move west worth it.

Model of Student Organizer:

Student Writing Organizer [Answers may vary]

Evidence of Challenges Evidence of Benefits

- Hailstorms and - Women settlers were able to get free land.

rainstorms were - Page 508 - Other families they knew started moving near.

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English Language Arts Unit 2: Go West! Grade 5

threats. They - Pages 509-510 - Settlers and immigrant families worked together on the
damaged crops and farm.
harmed animals. On
page 502, it states
that people were
killed by hailstorms if
they were not
sheltered.
- Families lived in
homes at times with
animals; extreme
temperatures
- According the text,
“trees and lumber
were few and far
between” on the
land. So, women and
their families used
the only resource
available to build
their homes - grass
and soil.
- According to
Women on the Lone
Prairie, housing was
the biggest challenge
because of the lack of
trees.
- There was a lack of
fuel for women and
families to cook and
heat their homes. So,
many of the women
would gather dried

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 English Language Arts Unit 2: Go West! Grade 5

manure because the

plains had “had been
an open range, first
for buffalo, then for
cattle.”
- It was lonely.

Writing Lesson 2 - Finish Planning and Begin Drafting

Lesson: 2 Procedures:

W.5.2: Write informative/explanatory texts Students begin drafting their essays.

to examine a topic and convey ideas and 1. Teacher uses the sample graphic organizer to model writing an introduction and the
information clearly. beginning of the body paragraph. Best practice is to have the writing prepared in advance in
W.5.5: With guidance and support from order to provide students with an exemplar model. (The purpose for modeling the
peers and adults, develop and strengthen introduction and part of the body is to model enough writing for all students. Some students
writing as needed by planning, revising, may only complete the introduction. However, other students may be ready to move
editing, rewriting, or trying a new approach. forward.)
(Editing for conventions should demonstrate 2. Teacher transitions to independent writing. During this time, the teacher conferences and
command of Language standards 1-3 up to coaches students through the writing process. Model remains posted in classroom to support
and including grade 5 here.) students while writing.
3. Teacher brings students back together to share writing and assess students informally on the
work that has been done.

Writing Model for Lessons 2 and 3 - Drafting

Note to the teacher: Lessons two and three model how to use the writing plan to draft their writing. Therefore, the model has been placed between
lessons two and three. It is labeled below and chunked by each lesson. Not every detail is used so that students have the opportunity to use different
details and evidence to support their writing about the topic.

Writing Model MODEL BEGINNING OF LESSON 2:

According to the texts Pioneer Girl and Women on the Lone Prairie, pioneer girls and women

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 English Language Arts Unit 2: Go West! Grade 5
experienced more challenges than benefits when they moved to the West with their families. Although
many were able to move onto land that was free, life was very difficult. In my opinion, Westward
Expansion was not worth it for pioneer girls and women because of the challenges they faced.
[OPINIONS MAY VARY - What is important is that the young writer has sufficient evidence from the text
to support his or her claim. Students may add more details to the introduction. You want to give
students the exemplar model and release them to try out the rest, coaching them along the way.]
According to Pioneer Girl, the weather out West made life difficult. Pioneer women and girls
experienced terrible weather. For example, hail and rainstorms damaged the crops they had to tend to.
As listed on page 502 of Pioneer Girl, people even died from hailstorms. END of LESSON 2: [Students
should be encouraged to use their graphic organizer to add more evidence about their experiences,
while writing independently. Continue to keep in mind, you want to give them an exemplar model and
release them to try out the rest, coaching them along the way.]
BEGINNING OF LESSON 3:
In my opinion, Westward Expansion was also not worth it for women and girls because it was very
lonely. There were not many families that lived in land nearby. [Students should be encouraged to use
their graphic organizer to add more evidence about their experiences, while writing independently.
They should also be encouraged to finish their draft - all four paragraphs. The conclusion can be
modeled for students (This is based on student need). Continue to keep in mind, you want to give them
an exemplar model and release them to try out the rest, coaching them along the way.]

Writing Lesson 3 - Drafting Opinion Essays

Lesson: 3 Procedures:

W.5.2: Write informative/explanatory texts Students continue drafting their essays.

to examine a topic and convey ideas and 1. Teacher uses the sample graphic organizer to model writing another chunk of the body. Best
information clearly. practice is to have the writing prepared in advanced in order to provide students with an

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 English Language Arts Unit 2: Go West! Grade 5
W.5.5: With guidance and support from exemplar model.
peers and adults, develop and strengthen 2. Teacher transitions to independent writing. During this time, the teacher conferences and
writing as needed by planning, revising, coaches students through their writing process. Model remains up to support students while
editing, rewriting, or trying a new approach. writing.
(Editing for conventions should demonstrate 3. Teacher brings students back together to share writing and assess students informally on the
command of Language standards 1-3 up to work that has been done.
and including grade 5 here.)

Writing Lesson 4 - Revising and Editing

Lesson: 4 Procedures:

W.5.2: Write informative/explanatory texts Students will proofread their drafts, correcting capitalization, punctuation, and spelling mistakes.
to examine a topic and convey ideas and 1. The teacher models rereading a chunk of text, correcting capitalization, punctuation, and
information clearly. spelling mistakes.
W.5.5: With guidance and support from 2. Students begin to edit their writing. The teacher determines the best method to edit student
peers and adults, develop and strengthen drafts:
writing as needed by planning, revising, a. Editing in pairs
editing, rewriting, or trying a new approach. b. Small group edits with the teacher
(Editing for conventions should demonstrate c. Editing independently
command of Language standards 1-3 up to 3. Students complete their writing.
and including grade 5 here.) Oral Rehearsal: The class spends time sharing their writing
L.5.2: Demonstrate command of the Note to the teacher: Refer to the Student Friendly Checklist as guidance for the teacher and students.
conventions of standard English
capitalization, punctuation, and spelling when
writing.

Reading, Research, and Writing

Daily Activities

Black Cowboy, Wild Horses by Julius Lester

5 Days

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 English Language Arts Unit 2: Go West! Grade 5
Standards Text Focusing Question
In the 1870s and 1880s, one out of every three cowboys were African-American.
Reading: How does Bob Lemmons experience as a former slave help him tame the wild
RL.5.1: Quote accurately from a text when explaining what the horses, and how does he respond to various challenges of living in the West?
text says explicitly and when drawing inferences from the text.
RL.5.2: Determine a theme of a story, drama, or poem from Theme Connections
details in the text, including how characters in a story or drama This lesson provides students with an opportunity to understand the experiences
respond to challenges or how the speaker in a poem reflects upon of black cowboys during Westward Expansion. The text highlights the challenges
a topic; summarize the text. and benefits of settling in the West.
RL.5.4: Determine the meaning of words and phrases as they are
used in a text, including figurative language such as metaphors
and similes.
Materials
RL.5.10: By the end of the year, read and comprehend literature,
Lesson 1:
including stories, dramas, and poetry, at the high end of the
● Read page 12 and 13 “African-American Settlers” of Who Settled The
grades 4-5 text complexity band independently and proficiently.
West? by Bobbie Kalman
RF.5.4: Read with sufficient accuracy and fluency to support
● Video 1878 The Black Cowboy and George McJunkin- SchoolTube:
comprehension.
http://www.schooltube.com/video/484f7beb5913455cb106/Black
%20Cowboys
Speaking and Listening
● Supporting anchor chart to model Challenges/Benefits - 1878 The Black
SL.5.1: Engage effectively in a range of collaborative discussions
Cowboy and George McJunkin
(one-on-one, in groups, and teacher-led) with diverse partners on
● Student Graphic Organizer Cloze Note for 1878 The Black Cowboy and
grade 5 topics and texts, building on others' ideas and expressing
George McJunkin
their own clearly.
● Map of States
● Writing journals or lined paper
Writing
W.5.2: Write informative/explanatory texts to examine a topic
Lessons 2 -5:
and convey ideas and information clearly.
● Mentor Text - Black Cowboy, Wild Horses: A True Story Houghton Mifflin
W.5.4: Produce clear and coherent writing in which the
● Supporting anchor chart to model- Simile and Metaphor
development and organization are appropriate to task, purpose,
● Student graphic organizer - Simile and Metaphor
and audience. (Grade-specific expectations for writing types are
● Supporting anchor chart to model challenges/Actions to overcome the
defined in standards 1-3 above.)
challenges
● Student graphic organizer - Challenges/Actions to overcome challenges
Language
Black Cowboys, Wild Horses
L.5.1: Demonstrate command of the conventions of standard
● Supporting anchor chart to model - Vocabulary Development

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 English Language Arts Unit 2: Go West! Grade 5
English grammar and usage when writing or speaking. ● Student vocabulary graphic organizer - Frayer Model
L.5.2: Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing. Reader and Task Considerations:
L.5.4: Determine or clarify the meaning of unknown and multiple- ● To build geographical knowledge teacher can have students highlight the
meaning words and phrases based on grade 5 reading and states that were developed during Westward Expansion based on
content, choosing flexibly from a range of strategies. information in 1878 The Black Cowboy and George McJunkin- video The
L.5.5: Demonstrate understanding of figurative language, word blank map is included in the 5th Grade Appendix
relationships, and nuances in word meanings ● Students will need on-going support to understand the literary devices of
similes and metaphors used throughout the text.
● Students should be aware that the text is based on a true story.
● A simile and metaphor anchor chart would support ongoing learning. The
anchor chart should be a work in progress - adding to it as the feature is
explicitly taught.
● A Challenge/Action anchor chart would support ongoing learning.The
anchor chart should be a work in progress-adding to it as more challenges
arise in the text.
● For vocabulary consider using a Frayer Model. A Frayer model anchor
chart would support ongoing learning. The anchor chart should be a work
in progress - adding to it as more synonyms are taught. A blank Frayer
model template is included in the 5th Grade Appendix.
● Teachers should explicitly state the difference between similes and
metaphors, and provide examples of each from the text.

Vocabulary:
Bluff - Pg. 525 - a hill or shore with steep sides
Corral - Pg. 525 - an area with a fence around it. Corrals are used to keep horses
and cattle from wandering away
Suspended - Pg. 525 - to make something hang from a higher position
Stallion - Pg. 526 - An adult male horse
Mustangs - Pg. 526 - A wild horse of the western plains of North America
Herd - Pg. 526 - Any group of cattle or wild animals that feed and travel together
Colt - Pg. 526 - a young male horse
Grazed - Pg. 526 - to feed on growing grass
Saddle - Pg. 526 - a leather seat that is used on the back of a horse or other
animal to carry the rider

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 English Language Arts Unit 2: Go West! Grade 5
Canteen - Pg. 526 - a small container for carry water
Intently - Pg. 526 - focused
Dismounted - Pg. 526 - to get down from a horse or vehicle
Pranced - Pg. 535 - to raise the front legs and spring forward with the rear legs
Descending - Page 535 - to move downward or to a lower position
Feebly - Pg. 535 - without strength, weak in mind or body
Fetlocks - Pg. 537 - the projecting bone above and behind the hoof of a horse or
horse-like animal
Remorse - Pg. 529 - a feeling of guilt are real sorrow after over having done
something wrong
Ravine - Pg. 529 - a deep narrow valley. Ravines are usually created from flowing
water

Note to the teacher: Students will be learning a considerable amount of vocabulary,

within a variety of contexts. So, one model supporting document has been incorporated
into the lessons in order to provide support with vocabulary instruction to support access
for all students. The blank templates are included in the 5th Grade ELA Appendix.

Learning Targets Focus of Instructions: Reading and Responding to Text and Vocabulary
(Skills/Outcome)

I can explain how Bob Lemmons First Read: (Introduction to the text/setting the purpose):
responds to challenges and ● The teacher introduces the text to the students. The teacher provides the students with the text focusing
discuss the overall lesson of question to consider. [How does Bob Lemmons experience as a former slave help him tame the wild
Black Cowboy Wild Horses: A horses, and how does he respond to various challenges in the West?]
True Story (RL.5.2) ● The teacher explains to the students that while a reader reads the text, they should consider the
challenges the main characters face. Encourage students to think about the challenges Bob Lemmons
faces and how he overcomes them.

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 English Language Arts Unit 2: Go West! Grade 5
I can quote accurately from Rereading for Comprehension:
Black Cowboy Wild Horses: A
Text Dependent Anticipated Evidence-Based Responses
True Story and provide textual
Questions
evidence to explain what it
says(RL 5.1) The author shows Bob is up and working at dawn. “First Light. Bob Lemmons rode his horse slowly up
us that Bob’s life on the rise.” (pg. 525) Although it was cold, he “could not make a fire. The mustangs
the range is not would smell the smoke in his clothes from miles away.” (pg. 526)
easy. What clues
from the text
demonstrate this?
(Pgs. 525-529)

How can we tell Bob knows how to read the tracks. Even without the tracks, he knows where the
that Bob has mustangs will probably go and what they will do. He knows where to wait for the
herded wild horses and how to keep from scaring them.
mustangs many
times before?

How does the “If the stallion smelled anything new, he and the herd would be gone and Bob
author show us that would never find them again.” (pg. 530)
the Stallion (an
adult male horse) is When Bob and Warrior joined the herd “The stallion eyed them for a moment.
the leader of the Then, as if to test this new comer, he led the herd off in a gallop.” (pg. 532)
herd?
(pp. 530-535) After the death of the colt, “The stallion wanted to move the herd from there, and
pushed the mare with his head.” (pg. 535)

Reread page 535. “The horses whinnied and pranced nervously.” “The mustangs milled aimlessly.
After the colt is The colt’s mother whinnied, refusing to leave the side of her colt.” (pg. 535)
killed by the
rattlesnake, how Bob used this time to challenge the stallion. He knew that right after the colt died,
does the author the stallion would not have the heart to put up a good fight.”

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 English Language Arts Unit 2: Go West! Grade 5

show that the

horses are agitated
by this incident?
How does Bob use
I can understand similes and
the death of the
metaphors in Black Cowboy
colt to his
Wild Horses: A True Story
advantage?
(RL 5.4)

Vocabulary Acquisition:
Vocabulary Questions Anticipated Evidence-Based Responses

A bluff is a high steep bank. Use the text and “He looked down at the corral where the other
illustration on page 525 to describe what Bob can see cowboys were beginning the morning chores.” (pg.
from the bluff. 525) The illustration shows the various farm
buildings, horses in corrals, and cowboys working.

A simile is a comparison of two or more words using “Near dusk, clouds appeared, piled atop each other,
like or as. On page 529, the author uses similes that like mountains made of fear. … The rain came as
include words like grief, remorse (regret for a wrong hard and as stinging as remorse. … The clouds
committed) and fear. What are the similes and what thinned, and there, high in the sky, the moon
might the author be telling us about Bob’s life on the appeared as white as grief.” These words indicate
range? that life on the range might be difficult and
frightening.

Choose one of the similes or metaphors on page 525 “land stretching as wide as love” = unending plains
and explain what it means. “suspended on cold threads” = gliding
“land and sky kissed” = horizon

Reread page 526. What does it mean when the Because he had been a slave, Bob had never learned
author says that Bob could not read words, but he to read. Bob learned that there was a “herd of eight
could read the ground. What information was he mares, a colt, and a stallion.” “They had passed there
able to attain by reading the ground? two days ago.” (pg. 526)

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 English Language Arts Unit 2: Go West! Grade 5
I can determine the theme of Reread to Gather Evidence/Information:
Black Cowboy Wild Horses: A Note to the teacher: The teacher will take time to reread the identified pages below and ask text-dependent
True Story by thinking about questions to continue to gather information. Immediately following, is a video to clarify any misunderstandings
details in the text.(RL 5.2) about Black Cowboys and their experiences during Westward Expansion.
Text Dependent Anticipated Evidence-Based Responses
I can build on others’ ideas and
Question
express my own ideas clearly
while discussing 1878 The Black Reread page 537. In Bob surprised the stallion by having Warrior rear up on his back legs. The two horses
Cowboy and George McJunkin. your own words, fought each other using their front legs and their teeth. After striking again and again,
(SL.5.1) describe how Bob Warrior pushed the stallion and it lost its footing and fell. The stallion then scrambled
took over the herd. to its feet and trotted away.
I can think about new ideas
being discussed and then draw Reread page 541. Bob likely feels remorse about corralling the mustangs. He rode away from the
my own conclusions based on How do you think corralled horses and stopped and stared out at the plain. When Warrior “reared and
what I have learned from 1878 Bob feels about whinnied loudly” Bob responded with “I know. Maybe someday.” (pg. 541) The author
The Black Cowboy and George bringing the tells us Bob thinks that maybe someday he and Warrior “would ride with the
McJunkin (SL.1.D) mustangs into the mustangs, ride to that forever place where land and sky kissed, and then ride on.” (pg.
corral? Use evidence 541) This indicates that Bob values his freedom and that he would like to ride freely
from the text to with the mustangs instead of leading them to the corral.
support your answer.

Black Cowboys, video - SchoolTube

Preview of Video: Black Cowboys - SchoolTube

● First View - Preview video of 1878 The Black Cowboy and George McJunkin to understand basic
concept. Show map of states that were developed during Westward Expansion. The map can be
found in the 5th Grade ELA Appendix.

Second View- Using the video, students will take notes about the challenges and benefits black cowboys faced
during Westward Expansion. Use the note-taking sheet to pause at various points throughout the video to
I can write one paragraph that enable students to complete Cloze-Notes. Teachers will model how to complete Challenge/Benefit T-Chart.
explains my opinion on the The blank templates are included in the 5th Grade Appendix.
benefits and challenges of Anticipated Response Notes:
blacks/black cowboys during 1. According to the video, After the Civil War, why did blacks move West?
Westward Expansion and provide According to the video, blacks moved West because they were tired of war and politics.

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 English Language Arts Unit 2: Go West! Grade 5
reasons and information to
support that opinion (W.5.1)
2. To former slaves the West was a place to start over.

3. What states did blacks move to during Westward Expansion? (Hint: There are nine).
New Mexico, Arizona, California, Oregon, Washington, Kansas, Nebraska, The Dakotas, and Montana

4. List four jobs blacks held during Westward Expansion (Answers may vary).
Farmers, Miners, Oilmen, Merchants, Bankers, Lumberjacks, Seaman, and Sheriffs

5. As cowboys, blacks could experience freedom in ways they never had before.

6. Of the 35,000 men who worked on the trail drives and ranches nearly 8,000 were black.

Video Debrief (Oral Rehearsal)- Teacher will facilitate a discussion with students about the challenges and
benefits black cowboys encountered during Westward Expansion. Teachers should guide students in
understanding that many cowboys were former slaves, thus westward expansion gave them freedom to
control their own lives. As a result of slavery, they already understood how to farm the land and survive on
their own.

Teacher Says: Student Says:

“Based on the “According to the video, a benefit is that blacks moved to areas that were rich in
evidence presented Timber and natural minerals.”
in the video,
what are some
challenges that
blacks/black
cowboys faced
during Westward
Expansion?”

“We’ve discussed Students may ask clarifying questions before beginning the writing task

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English Language Arts Unit 2: Go West! Grade 5

many benefits and

challenges that
blacks faced during
Westward
Expansion. Now for
independent
practice I’d like to
you to use evidence
from the video to
explain if you think
the experience
blacks/black
cowboys faced
during Westward
Expansion was
worth the
challenges, and
why?”

Assessing Student Understanding:

Exit Ticket/Outcome - Teacher can pull a small group to guide them in formulating their paragraph. Stronger
writers can work independently.

Prompt: Former slaves took advantage of the opportunity to move West during Westward Expansion to start a

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English Language Arts Unit 2: Go West! Grade 5
new life for their families. Many worked as cowboys, farmers, merchants and even sheriffs. Using evidence from
the video 1878 The Black Cowboy and George McJunkin, write one paragraph explaining if you believe the
challenges blacks/black cowboys faced during Westward Expansion was worth it, and why?

Re-Read, Think, Discuss, Write

Activity:

1. Many times throughout the story, Bob displays patience to attain his
goal. Give examples from the text that show Bob acting patient and why
this patience helps him reach his goal.

Anticipated Response: Though Warrior wanted to “run across the

vastness,” Bob made him go slowly. This enabled Bob to find the tracks
that would eventually lead him to the herd of mustangs. Bob was anxious
to see the herd, but he took the time to “smell of sun, moon, stars, and
wind.” This made it so that the herd would accept him. Bob followed the
herd slowly and stopped far away. Because he did this, he was able to
gauge when was the correct time to approach the herd. Had he, “come too
close, too soon,” the stallion would lead the herd away and Bob would
never catch them. As Bob finally joined the herd, he moved Warrior
“slowly, without sound, without dust.” This made it so the mustangs did
not get frightened or even notice that Bob was among them. Once he was
in the herd, he was able to wait for the right moment to challenge the
stallion and take over the herd.

Additional Task
The Author uses several similes and metaphors throughout the story.
Choose two of them and explain what the author is showing with that simile
or metaphor.
Anticipated Responses:
● “the land stretching as wide as love in every direction” This

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gives the reader a vivid picture of the vastness of the area where
Bob lives.
● “clouds appeared, piled atop each other like mountains
made of fear” This shows that it is a dangerous storm and sets a
tense mood.
● “Bob saw the rattler, as beautiful as a necklace...” This
shows that, though the rattler is a deadly animal, Bob views it as a
thing of beauty and an important part of the natural order. The
author shows the same thing with the simile.
● “The vultures were descending from the sky as gracefully as
dusk.” He portrays the scavengers as graceful to show that they
too play an important part in the natural order.
● “The mustangs followed as if being led on ropes.” This
shows that the mustangs accepted Bob as their new leader and
followed him easily.

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English Language Arts Unit 2: Go West! Grade 5

Note to the Teacher: The chart below can be used with the video or the re-read, think, write activity.

Name: Date:

Title: Black Cowboys

Challenges Benefits

Note to the Teacher: You can access the blank version of the student template in the ELA Grade 5 Appendix.

Example of a Vocabulary Activity: The Frayer Model

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Definition: Sentence:

a leather seat that is used on the back of a horse “Bob took the saddle, saddlebag, and blanket
or other animal to carry the rider. off Warrior.” (pg. 526)

Synonyms: SADDLE
Image:

Attach

Image Resource: 1890s Canadian stock saddle. Photography. Encyclopædia Britannica ImageQuest. Web. 14 Jul 2015.
http://quest.eb.com/search/118_847802/1/118_847802/cite

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