Printed in the USA A-Print 1 2 3 4 5 6 7 8 9 10 XXX 27 26 25 24 23
ISBN 979-8-88811-200-7
Module Overview
Summary
Materials and Preparation
Assessments
Arc A | Buffalo Bird Girl
L1 | Opening Bookend
• Share experiences about the American West and how places change over time.
• Explore the module topic.
L2 | Wonder
• Notice and wonder about Buffalo Bird Girl
• Notice and wonder about Buffalo Bull, Grazing on the Prairie and Buffalo Hunter.
L3 | Organize
• Describe the Hidatsa ways of life in Buffalo Bird Girl
• Describe Buffalo Bull, Grazing on the Prairie
L4
| Reveal
• Explain why the buffalo were important to the Hidatsa in Buffalo Bird Girl.
• Examine movement in Buffalo Bull, Grazing on the Prairie and Buffalo Hunter
L5 | Reveal
• Examine the meaning of Buffalo Bird Woman’s quotations in Buffalo Bird Girl
• Conclude what Buffalo Bull, Grazing on the Prairie and Buffalo Hunter communicate about buffalo in the American West.
L6 | Distill
• Explain what was important to Buffalo Bird Woman in Buffalo Bird Girl.
• Determine connections between Buffalo Bull, Grazing on the Prairie and Buffalo Hunter.
L7 | Know
• Expand a sentence to form a knowledge statement about the Hidatsa.
• Describe what is happening in Among the Sierra Nevada, California
Arc B | Where the Buffalo Roam
L8 | Wonder
• Notice and wonder about Where the Buffalo Roam
• Examine the mood in different parts of Among the Sierra Nevada, California.
L9 | Organize
• Identify the main topic of sections in Where the Buffalo Roam
• Describe the knowledge gained from studying Among the Sierra Nevada, California
L10 | Organize
• Identify key information in Where the Buffalo Roam by using text features.
• Identify the structure of an informative paragraph.
L11 | Reveal
• Identify how the treatment of bison has changed over time in Where the Buffalo Roam
• For Module Task 1, identify evidence that supports the focus sentence.
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82
L12 | Know
• Expand a sentence to form a knowledge statement about bison.
• For Module Task 1, write evidence sentences to complete an informative paragraph.
L13 | Listening Comprehension Assessment 1
• Demonstrate knowledge of the American West and apply listening comprehension skills to a new text related to how the American West has changed over time.
L14
| Responsive Teaching
• Analyze relevant questions on Listening Comprehension Assessment 1.
152
156
94
106
118
C | “Life in a Soddy”
L15 | Wonder
• Notice and wonder about “Life in a Soddy.”
• Use collective nouns correctly.
L16
| Organize
• Identify key details in “Life in a Soddy.”
• Use irregular plural nouns.
L17 | Organize
• Describe the process of building a sod house in “Life in a Soddy.”
• For Module Task 2, write a focus sentence for an informative paragraph.
L18 | Reveal
• Identify the author’s purpose in a specific section in “Life in a Soddy.”
• For Module Task 2, write a conclusion sentence that restates the focus of the informative paragraph.
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172
L19 | Know
• Expand a sentence to form a knowledge statement about dugout houses.
• For Module Task 2, write an informative paragraph.
L20 | Organize
• Identify the main topic of the excerpt from “What About the Native Americans?”
• For Module Task 2, use regular past tense verbs correctly.
L21 | Know
• Explain what happened to Native Americans throughout the United States by using evidence found in the excerpts from “What About the Native Americans?” and Buffalo Bird Girl.
• Capitalize names of geographic places in writing.
Arc D | The Buffalo Are Back
L22 | Wonder
• Notice and wonder about The Buffalo Are Back
• Use irregular past tense verbs correctly.
L23 | Organize
• Identify the main events in The Buffalo Are Back.
• For Module Task 3, collect evidence about how people helped save the buffalo.
L24 | Reveal
• Examine the relationships between people, plants, and animals in The Buffalo Are Back
• For Module Task 3, write a focus sentence for an informative paragraph.
208
218
228
L25
| Distill
• Explain why people saved the buffalo, using textual evidence from The Buffalo Are Back.
• For Module Task 3, draft an introduction sentence for an informative paragraph.
L26
| Know
• Expand sentences to form knowledge statements about buffalo.
• For Module Task 3, write an informative paragraph.
Arc E | Powwow Day
L27 | Wonder
• Notice and wonder about Powwow Day
• For Module Task 4, collect evidence for an informative paragraph about why powwows are important to some Native nations in the United States and Canada.
240
L28 | Organize
• Recount the main events in Powwow Day
• For Module Task 4, collect evidence about why powwows are important to some Native nations in the United States and Canada.
250
L29 | Reveal
• Analyze what the drum symbolizes for River in Powwow Day
• For Module Task 4, plan an informative paragraph about why powwows are important to some Native nations in the United States and Canada.
L30 | Distill
• Describe what makes the powwow special for River in Powwow Day
• For Module Task 4, write an informative paragraph.
L31 | Know
• Expand a sentence to form a knowledge statement about powwows.
• For Module Task 4, use nouns correctly.
L32 | Listening Comprehension Assessment 2
• Demonstrate knowledge of the American West and apply listening comprehension skills to a new text related to how the American West has changed over time.
L33 | Responsive Teaching
• Analyze relevant questions on Listening Comprehension Assessment 2.
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352
L38 | Closing Bookend
• Share knowledge gained from the module about how the American West has changed over time.
• Reflect on the module topic.
356
L34
| Know
• Reflect about how life in the American West has changed over time.
• Notice and wonder about The Lakota and the Buffalo.
L35
| Know
• Identify key details in The Lakota and the Buffalo
• For the End-of-Module Task, collect evidence for an informative paragraph about why the buffalo were important to the Lakota.
L36 | Know
• For the End-of-Module Task, plan an informative paragraph about why the buffalo were important to the Lakota.
• For the End-of-Module Task, draft an informative paragraph about why the buffalo were important to the Lakota.
L37 | Know
• Apply learned language skills in the End-of-Module Task.
362
Appendices
Achievement Descriptors
Reference Charts
About the Images
Credits
Acknowledgments
How has life in the American West changed over time?
SUMMARY
Before settlers arrived in the American West, it was the homeland of Native Americans whose ways of life centered on the land and animals. Settlers saw the land as a symbol of hope and possibility. With their move west, settlers introduced changes, some with devastating results, to the land and the lives of the Native Americans in the region. Through deep analysis of the module texts, students explore the people, animals, and plants of the West to probe the module’s Essential Question: How has life in the American West changed over time?
Throughout the module, students study a variety of texts by Native and non-native authors, illustrators, and artists to honor authentic perspectives. Students begin the module with an introduction to the Hidatsa of the Great Plains by reading Buffalo Bird Girl by S. D. Nelson. The illustrations and photographs in the book build knowledge of the Hidatsa’s daily life and traditions while highlighting the experiences of Buffalo Bird Woman in her youth. Students examine two works of art with a buffalo as the primary subject: George Catlin’s Buffalo Bull, Grazing on the Prairie and Julian Martinez’s Buffalo Hunter. In their study of these two works of art alongside Buffalo Bird Girl, students uncover the central role of buffalo in the Great Plains and discuss the wild and majestic nature of this powerful animal. Next, students read Where the Buffalo Roam by Kate Waters to expand their knowledge of buffalo and begin to learn how westward expansion affected the buffalo population. Study of another work of art, Albert Bierstadt’s Among the Sierra Nevada, California, builds students’ understanding of the lure of the West and the historical context of the artist’s idealized representation of the western landscape. “Life in a Soddy” by Marcia Amidon Lusted introduces students to a settler’s perspective of life in the West, while an excerpt
from “What About the Native Americans?” by Mikal Eckstrom juxtaposes the settlers’ arrival in the West with Native Americans’ long history in the region. These two articles provide important background for the next text, The Buffalo Are Back by Jean Craighead George. This literary nonfiction text connects the four key module subjects: Native Americans, buffalo, the Great Plains, and settlers. Students analyze the interdependence of Native Americans, buffalo, and prairie grass before settlers arrived. Students learn about the destruction of the buffalo and the plains in the mid-1800s and the movement, beginning in the early 1900s, to revitalize the buffalo herds and restore the western prairies. Concluding the module with Traci Sorell’s contemporary story Powwow Day, students explore how Native Americans continue to preserve and celebrate their traditions today.
During writing instruction, students study the structure of an informative paragraph to write about how the West has changed over time. Students learn how to compose an introduction sentence that provides background information, a focus sentence, and a conclusion sentence that mirrors the focus sentence. Students collect relevant evidence notes to expand into complete sentences for the paragraph. Using an Informative Paragraph Sandwich, students plan and orally rehearse their ideas before writing a coherent paragraph. Building on the revision instruction from the previous module, students edit their writing for correct use of nouns and verbs and proper capitalization of geographic locations. For the End-of-Module Task, students collect evidence from the Geodes® text The Lakota and the Buffalo to write a paragraph that conveys their knowledge about why buffalo were important to the Lakota.
By the end of the module, students demonstrate an understanding of how life in the West changed over time and the effects of those changes on people, land, animals, and nature. This knowledge recognizes the complexities of the past and prepares students for continued examination of history in subsequent modules and years.
TEXTS
Books
Literary
• Powwow Day, Traci Sorell and Madelyn Goodnight
Literary Nonfiction
• The Buffalo Are Back, Jean Craighead George and Wendell Minor
• Buffalo Bird Girl: A Hidatsa Story, S. D. Nelson
Informational
• Where the Buffalo Roam: Bison in America, Kate Waters
Art
• Among the Sierra Nevada, California, Albert Bierstadt
• Buffalo Bull, Grazing on the Prairie, George Catlin
• Buffalo Hunter, Julian Martinez
Images
• Map of the Great Plains, Great Minds®
• Map of the Plains Indians, Smithsonian
Articles
• “Celebrating Powwows,” Shawn Termin
• “Life in a Soddy,” Marcia Amidon Lusted
• “Little Dugout on the Prairie,” Ann Parr
• excerpt from “What About the Native Americans?” Mikal Eckstrom
Videos
• “Demystified: How Are Buffalo and Bison Different?” Encyclopaedia Britannica
• “Homesteaders,” Great Minds
• “Native American Tribes,” Great Minds
Geodes
• The Lakota and the Buffalo, Marya Myers and Madelyn Goodnight (level 2 module 2 set 1)
KNOWLEDGE THREADS
• Before settlers arrived in the American West, Native American tribes who lived there depended on the land and animals to survive.
• Many Native American communities continue traditions to preserve their culture.
• Settlers moved west to make a new life.
• Preservation efforts have partially restored the grasslands and buffalo of the Great Plains.
MATERIALS AND PREPARATION
• Module 2 World Knowledge Chart
• Module 2 ELA Knowledge Chart
• Module 2 Speaking and Listening Goal Tracker (Great Minds® Digital Platform)
Determine how to display class versions of Learn book pages and lesson materials throughout the module. Use the slides available on the digital platform, or use another method of display, such as chart paper or a document camera. For a comprehensive list of all the materials used in the module, see the digital platform.
LEARNING GOALS
• Build knowledge about the American West by reading literary and informational texts.
• Use a range of vocabulary strategies to determine the meaning and impact of words and phrases about the American West.
• Use text features to identify important information in texts and explain how those features help readers build knowledge about the American West.
• Write informative paragraphs about the American West that include evidence from informational texts.
• Strengthen writing by editing for correct usage of nouns and verbs.
• Participate in discussions about how the American West has changed over time, listening closely to what others say and taking turns with others when speaking.
ASSESSMENTS
In every Arts & Letters™ module, students complete three types of formal assessments: module tasks, Listening Comprehension Assessments, and an End-of-Module Task. For the module tasks, students write informative pieces. Each module task prepares students for the End-of-Module Task.
For additional information about assessments, including texts, rubrics, achievement descriptors, scoring guidance, and report analysis, see the Assessment Guide on the Great Minds® Digital Platform.
End-of-Module Task | Informative
For the End-of-Module Task, students write a paragraph to tell why the buffalo were important to the Lakota. To plan their writing, students collect evidence notes and complete an Informative Writing Planner. As they draft their paragraph, students practice converting their evidence notes into complete sentences that support the focus sentence. Students strengthen their writing by reviewing and editing for correct formation of nouns and past tense verbs and capitalization of geographic names.
Summary of Assessments
Lessons 10–12 | Module Task 1
Students complete a paragraph about bison by writing about where they live. The introduction, focus, and conclusion sentences of the paragraph are provided. Students write two evidence sentences that support the focus, using evidence from Where the Buffalo Roam.
Lesson 13 | Listening Comprehension Assessment 1
Students complete a two-section listening comprehension assessment. The first section, Show What You Know, assesses content knowledge and vocabulary built during the first half of the module. The second section, Grow What You Know, assesses comprehension of a new topically related text about the American West.
Lessons 17–20 | Module Task 2
Students complete a paragraph about life in a sod house using textual evidence from “Life in a Soddy.” The introduction sentence is provided. Students write a clear focus sentence, two evidence sentences that support the focus, and a conclusion sentence.
Lessons 23–26 | Module Task 3
Students write a paragraph to tell how people helped save the buffalo in the West. They collect textual evidence from The Buffalo Are Back. Students write an introduction sentence related to the topic, a clear focus sentence, two evidence sentences that support the focus, and a clear conclusion sentence.
Lessons 27–31 | Module Task 4
Students write a paragraph about why powwows are important to some Native nations in the United States and Canada. They engage in research by collecting textual evidence from two module texts. Students write an introduction sentence related to the topic, a clear focus sentence, two evidence sentences that support the focus, and a clear conclusion sentence.
Lesson 32 | Listening Comprehension Assessment 2
Students complete a two-section listening comprehension assessment. The first section, Show What You Know, assesses content knowledge and vocabulary built during the second half of the module. The second section, Grow What You Know, assesses comprehension of a new topically related text about the American West.
Lessons 34–37 | End-of-Module Task
Students write a paragraph about why the buffalo were important to the Lakota.
ACHIEVEMENT DESCRIPTORS OVERVIEW
Achievement Descriptors (ADs) are standards-aligned descriptions that detail what students should know and be able to do based on instruction. ADs are written by using portions of various standards to form a clear, concise description of the work covered in each module. Grade-level ADs may appear in multiple modules.
Arts & Letters alignment to state standards is available on the digital platform.
The ADs are organized into five strands.
Each strand is composed of grade-level parent ADs. Some parent ADs are further divided into child ADs, and some child ADs are further broken down into grandchild ADs.
Each AD has a unique code, which indicates the strand, the AD number, and the grade to represent the parent AD. If applicable, the code may also include a capital letter to indicate a child AD and a lowercase letter to indicate a grandchild AD.
The example shows the relationship of parent, child, and grandchild ADs.
The first number in the code is the AD number, which corresponds to the list of Achievement Descriptor Numbers by Strand. The second number in the code is the grade-level number.
For a list of this module’s Achievement Descriptors, see the appendix.
Achievement Descriptor Strands M M Make Meaning from Texts
Compose and Present Content BU Build Understanding DF Develop Foundations DM Develop Metacognition
Grade Level 2 Achievement Descriptor
CP.4.2 Structure: Organize content with an e ective structure appropriate to the task, purpose, and audience.
CP.4.2.A: Develop an introduction. G r an dch il
CP.4.2.A.a: Introduce a text or topic and an opinion.
ENGLISH LANGUAGE DEVELOPMENT STANDARDS
By engaging students in a variety of language- and text-based activities, module 2 lessons align with the following English Language Development (ELD) standards. Arts & Letters Prologue™ lessons provide additional language support to develop ELD standards. Educators should consult their state’s ELD standards and proficiency descriptors to identify the best ways to help multilingual learners reach the module’s learning goals. See the digital platform for a lesson-by-lesson breakdown of ELD standards.
WIDA Standards
ELD-SI.K-3.Narrate: Multilingual learners will
• Share ideas about one’s own and others’ lived experiences and previous learning
• Connect stories with images and representations to add meaning
• Recount and restate ideas
ELD-SI.K-3.Inform: Multilingual learners will
• Define and classify objects or concepts
• Describe characteristics, patterns, or behavior
• Describe parts and wholes
• Sort, clarify, and summarize ideas
• Summarize information from interaction with others and from learning experiences
ELD-SI.K-3.Explain: Multilingual learners will
• Share initial thinking with others
• Follow and describe cycles in diagrams, steps in procedures, or causes and effects
• Compare and contrast objects or concepts
• Offer ideas and suggestions
ELD-LA.2-3.Narrate.Interpretive: Multilingual learners will interpret language arts narratives by
• Identifying a central message from key details
• Identifying how character attributes and actions contribute to event sequences
• Determining the meaning of words and phrases as they are used in texts, distinguishing literal from nonliteral language
ELD-LA.2-3.Inform.Interpretive: Multilingual learners will interpret informational texts in language arts by
• Identifying the main idea and key details
• Referring explicitly to descriptions for themes and relationships among meanings
• Describing relationship between a series of events, ideas or concepts, or procedural steps
ELD-LA.2-3.Inform.Expressive: Multilingual learners will construct informational texts in language arts that
• Introduce and define topic and/or entity for audience
• Add details to define, describe, compare, and classify topic and/or entity
• Develop coherence and cohesion throughout text
ELP Standards
Standard 1: An ELL can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.
Standard 2: An ELL can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.
Standard 3: An ELL can speak and write about grade-appropriate complex literary and informational texts and topics.
Standard 7: An ELL can adapt language choices to purpose, task, and audience when speaking and writing.
Standard 8: An ELL can determine the meaning of words and phrases in oral presentations and literary and informational text.
Standard 9: An ELL can create clear and coherent grade-appropriate speech and text.
Standard 10: An ELL can make accurate use of standard English to communicate in grade-appropriate speech and writing.
MODULE PLAN
Essential Question | How has life in the American West changed over time?
KEY = assessment = Prologue lesson
A | Buffalo Bird Girl
Lesson 1
Opening Bookend
Lesson 2
Wonder
Buffalo Bird Girl
Buffalo Bull, Grazing on the Prairie
Buffalo Hunter
Lesson 3
Organize
Buffalo Bird Girl
Buffalo Bull, Grazing on the Prairie
Buffalo Hunter
Lesson 4
Reveal
Buffalo Bird Girl
Buffalo Bull, Grazing on the Prairie
Buffalo Hunter
Lesson 5
Reveal
Buffalo Bird Girl
Buffalo Bull, Grazing on the Prairie
Buffalo Hunter
Lesson 6
Distill
Buffalo Bird Girl
Buffalo Bull, Grazing on the Prairie
Buffalo Hunter
Lesson 7
Know
Buffalo Bird Girl
Among the Sierra Nevada, California
Lesson 8
Wonder
Where the Buffalo Roam
Among the Sierra Nevada, California
Lesson 9
Organize Where the Buffalo Roam
Among the Sierra Nevada, California
Lesson 10
Organize Where the Buffalo Roam
Lesson 11
Reveal Where the Buffalo Roam
Lesson 12
Know Where the Buffalo Roam
“Demystified: How Are Buffalo and Bison Different?”
Module Task 1 completed
Lesson 13
Listening
Comprehension
Assessment 1
Lesson 14
Responsive
Teaching
Arc C | “Life in a Soddy”
Lesson 15
Wonder “Life in a Soddy”
Lesson 16
Organize “Life in a Soddy”
Lesson 17
Organize “Life in a Soddy”
Lesson 18
Reveal “Life in a Soddy”
Lesson 19
Know “Life in a Soddy” “Little Dugout on the Prairie”
Lesson 20
Organize excerpt from “What About the Native Americans?”
Module Task 2 completed
Lesson 21
Know excerpt from “What About the Native Americans?”
Buffalo Bird Girl
Arc
D | The Buffalo Are Back
Lesson 22
Wonder
The Buffalo Are Back
Lesson 23
Organize The Buffalo Are Back
Lesson 24
Reveal The Buffalo Are Back Lesson 25
Distill The Buffalo Are Back Lesson 26
Know The Buffalo Are Back
Buffalo Bird Girl
Where the Buffalo Roam
Module Task 3 completed
Lesson 27
Wonder Powwow Day
Lesson 28
Organize Powwow Day “Celebrating Powwows”
Lesson 29
Reveal Powwow Day
Lesson 30
Distill Powwow Day
Lesson 31
Know Powwow Day
Module Task 4 completed
Module Finale
Lesson 34
Know module texts
Lesson 35 Know module texts
Lesson 36 Know module texts
Lesson 37 Know module texts
End-of-Module Task completed
Lesson 38
Closing Bookend
Lesson 32
Listening Comprehension Assessment 2
Lesson 33
Responsive Teaching
Lesson 1
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
In this opening Bookend lesson, students become familiar with the module topic and the Essential Question. Students share what they know about the American West and change. They continue to engage with the module topic through an experience that the teacher chooses. Students may create a local map of Native lands, experience an interview with a guest speaker from a local Native American community, read a text about the American West, or engage in a teacher-created experience.
Learning Goals
• Share experiences about the American West and how places change over time.
• Explore the module topic.
Agenda
LAUNCH
Read the Essential Question
LEARN
• Share: Discuss Prior Knowledge
• Engage: Create, Experience, or Read
LAND
Revisit the Essential Question
Vocabulary
none
Materials and Preparation
• Map of the Great Plains (digital platform)
• Determine how to display the Essential Question. Students continue working with the Essential Question throughout the entire module.
• Prepare materials for the selected activity in the Engage section.
• Depending on the option you choose, consider planning for more than the typical 60 minutes recommended for a lesson.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH 2 minutes
Read the Essential Question
1. Tell students that today they are starting a new module about the American West.
2. Display and Echo Read the Essential Question: How has life in the American West changed over time?
Teacher Note
Customize this lesson’s content to incorporate your school’s regional geography, the community’s resources, and the area’s history. Use the activities to activate and honor students’ funds of knowledge, including their home life, language, and experiences.
LEARN 53
minutes
Share | Discuss Prior Knowledge | 13 minutes
1. Tell students that they will share what they know about the module topic. Instruct students to Think–Pair–Share to answer these questions:
When I say the American West, what do you think of?
What have you learned about change?
Teacher Notes
To establish a specific geographic context for students, this module’s title and Essential Question refer to the land west of the Mississippi River as the American West. Many texts in this module include events that predate the establishment of these boundaries. As students discuss specific nations, recognize that nations have different ways of naming the land.
As students share, listen closely for what they already know about the topic. Note students’ prior knowledge to activate and incorporate in future discussions. Note misconceptions to clarify in future instruction.
2. Display the Map of the Great Plains. Direct attention to the letter W on the compass rose. Ask this question: What does the letter W stand for?
3. Reinforce that the letter W on the compass rose stands for the word west. Explain that west is a direction to travel, and it is also a word used to describe a part of our country. Draw attention to the western United States on the map. Tell students that in this module they will explore how life in the West has changed over time.
4. Direct attention to the Great Plains region on the map. Tell students that they will also learn about the people, animals, and plants of the Great Plains.
Engage | Create, Experience, or Read | 40 minutes
Choose a Create, Experience, or Read activity to engage students with the module topic. Plan your own activity or choose an option below.
Option 1 | Create a Local Map of Native Lands
1. Guide students through a shared research project to find out which Native nations lived in your area first.
Teacher Note
Use an online resource to learn which Native nations lived on the land in your area.
2. Instruct students to create a map of your area with labels that show which Native nations lived in your area first. Provide art materials, such as white paper, colored pencils, crayons, and markers, for students to complete this activity.
3. Facilitate a brief discussion of these questions:
Which Native nation(s) lived on this land first?
What do you think the land was like before other people moved here?
How does knowing who lived on the land first change the way you think about where we live?
Option 2 | Experience an Interview with a Guest Speaker from a Local Native American Community
1. Invite a guest speaker from a local Native American community to speak to your students.
Teacher Note
To create an enriching experience that is respectful and sensitive to all participants, build relationships with Native community members and coordinate with the guest speaker to prepare the interview questions and responses in advance. If a physical activity is not possible, consider interviewing a virtual guest speaker or showing a recorded interview.
2. Ask the guest speaker questions such as the following:
• Are you a citizen of a Native American nation? If so, which one(s)?
• What area do you live in?
• Do you speak a Native language? If so, what language(s) do you and the members of your community speak?
• What Native traditions and ways of life do you and the members of your community practice today?
3. Invite students to ask the guest speaker additional questions.
Option 3 | Read a Text About the American West
1. Read aloud a volume of reading text on the topic of the American West.
2. Facilitate a brief discussion about students’ prior knowledge of the American West.
LAND 5 minutes
Revisit the Essential Question
1. Facilitate a brief discussion to connect what students experienced in this lesson to the Essential Question. Consider using one of the following questions, based on each option, to initiate the discussion:
• Option 1—Look at the map you created. How has the area changed over time?
• Option 2—What traditions and ways of life are important to the guest speaker?
• Option 3—What did you learn about the American West?
2. Tell students that throughout the module they will continue to build knowledge about how the American West has changed over time.
Teacher Note
Arts & Letters student and teacher materials feature borders, header images, and other carefully chosen visuals to align with each module’s knowledge. Consult About the Images, located in the appendices, to learn more about how these elements connect to the module’s knowledge. As students progress through the module, share related information about the images and encourage students to make connections to what they are learning.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.C, MM.12.2.C.c
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.B
BU.4.2 Expression
DM Develop Metacognition
DM.3.2 Schema Building
Lesson 2
Essential Question | How has life in the American West changed over time?
Content Framing Question | Wonder: What do I notice and wonder about this text?
OVERVIEW Preview
In this Wonder lesson, students listen closely to the first reading of Buffalo Bird Girl and share what they notice and wonder. This work prepares students to write one thing they notice and a related question about the text. During visual instruction, students examine Buffalo Bull, Grazing on the Prairie and Buffalo Hunter. Examining the paintings prepares students to share what they notice and wonder about the two works of art.
Learning Goals
Notice and wonder about Buffalo Bird Girl.
LEARNING TASK: Write one thing you notice about Buffalo Bird Girl and one related question.
Notice and wonder about Buffalo Bull, Grazing on the Prairie and Buffalo Hunter.
LEARNING TASK: Share one thing you notice about Buffalo Bull, Grazing on the Prairie, one thing you notice about Buffalo Hunter, and one related question for each.
Vocabulary none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to Buffalo Bird Girl
• Respond: Notice and Wonder About Buffalo Bird Girl
• Observe: Notice and Wonder About Buffalo Bull, Grazing on the Prairie and Buffalo Hunter
LAND
View “Native American Tribes”
Materials
TEACHER
• Buffalo Bird Girl
• Buffalo Bull, Grazing on the Prairie (digital platform)
• Buffalo Hunter (digital platform)
• class Notice and Wonder Chart for Buffalo Bird Girl (Learn book)
• “Native American Tribes” (digital platform)
• Module 2 World Knowledge Chart
• Module 2 ELA Knowledge Chart
STUDENTS
• Buffalo Bird Girl
• sticky notes in two different colors
• Notice and Wonder Chart for Buffalo Bird Girl (Learn book)
• Fluency Practice for Buffalo Bird Girl (Learn book)
• journal Preparation
• Prepare a duplicate of the Notice and Wonder Chart for Buffalo Bird Girl from the Learn book. During instruction, display this class chart to add responses to it. See the Read section for details.
• Determine how to display the knowledge charts. Students continue working with these charts throughout the entire module.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for Buffalo Bird Girl (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Buffalo Bird Girl.
2. Display and Echo Read the Content Framing Question: What do I notice and wonder about this text?
3. Remind students that during a Wonder lesson the class reads the book for the first time to spark their curiosity. Students share what they notice and wonder about the book. Introduce Buffalo Bird Girl by reading aloud the title and author. Explain that the author is also the illustrator of this text. Tell students that in this lesson they will listen to the entire text and share what they notice and wonder about the book.
1. Display the class Notice and Wonder Chart for Buffalo Bird Girl. Tell students that you will add to the chart what they notice about the text and questions they have about what they notice.
2. Distribute the text to pairs. Instruct students to look closely at the front cover. Invite a few students to share something they notice and related questions about the cover. Add responses to the class chart.
Teacher Note
The text uses the word Indian Arts & Letters materials use the term Native American when a specific tribal nation name is unavailable. Read “The Traditional Way” on page 43 to gain a deeper understanding of the historical context for the text and to prepare for possible student questions.
3. Read aloud pages 2–5, starting with “I was born” and including captions. Draw attention to the term tribes on page 5. Restate the sentence from the text that uses tribes.
Language Support
Based on your students’ needs, pause to define select terms with a synonym (e.g., alliance, harvest, immunity, rations). Use subsequent readings to reinforce synonyms for the terms you selected.
4. Ask this question:
What clues in the text help you understand what the word tribe means?
Key Ideas
• Like-a-Fishhook Village was the home of two Native American tribes: the Hidatsa and the Mandan.
• The two tribes formed an alliance to increase their strength in numbers and protect themselves.
5. Tell students to think about the text clues they found. Ask this question:
What is a tribe?
6. Reinforce the correct response: A tribe is a group of people with the same language, customs, and beliefs. Explain that Native American tribes are not just groups of people with similarities; they also have a governance structure. That means the tribe is sovereign and makes its own laws. Tell students that Buffalo Bird Girl was a member of the Hidatsa tribe.
Teacher Note
Not all groups that share the same language, customs, or beliefs form a tribe. A tribe is bound by kinship, religious connections, central leadership, and blood relations.
7. Read aloud pages 6–19, starting with “It was cool” and including captions.
8. Ask this question:
What do you notice about the book so far?
9. Add responses to the class chart. Ask this question:
What questions do you have about what you notice?
Teacher Note
As students share what they notice and wonder, listen closely for knowledge and skills from prior lessons. For example, what do students notice about the seasons? Are students attending to the text, the images, and the captions? Do their responses represent complete thoughts? Without prompting, conduct informal formative assessments during the Wonder stage, looking for students’ transfer of knowledge and skills. Use this information to inform your preparation for subsequent lessons with this text.
10. Add responses to the class chart.
Respond | Notice and Wonder About Buffalo Bird Girl | 16 minutes
1. Tell students that they will continue to think about what they notice and wonder as they listen to the remainder of the text. Provide each pair with two sticky notes of different colors. Explain that each partner will use a different-colored sticky note and place it on a page they want to ask a question about.
2. Read aloud pages 20–40, starting with “During the summer” and including captions.
3. Instruct partners to share their annotations. Encourage students to read aloud the words from the page they notice. Instruct students to discuss these questions with their partners:
What do you notice that you want to write about?
What questions do you have about what you notice?
4. Introduce the learning task. Direct students to the Notice and Wonder Chart for Buffalo Bird Girl, located in the Learn book. Instruct students to write one thing they notice and one related question about the text.
Analyze Student Progress
Monitor: Do students write at least one thing they notice about Buffalo Bird Girl and one related question?
Offer Immediate Support: If students need additional support writing things they notice and asking related questions, encourage them to draw a picture of what they notice and describe the picture to their partner.
Plan Future Practice: Students practice noticing things and asking questions about Where the Buffalo Roam in lesson 8.
5. Direct attention to the class chart, and tell students to think about their questions from the first part of the text. Facilitate a brief discussion of this question:
Did you learn the answers to any of your questions from the first part of the text?
6. Explain that sometimes when readers ask questions about a text, it helps them realize they have other questions. Facilitate a brief discussion about other questions students have about the text. Add a few questions to the class chart.
7. Tell students that they will practice reading an excerpt from the text. Direct students to Fluency Practice for Buffalo Bird Girl, located in the Learn book. Model how to read aloud the excerpt. Tell students that they will practice reading aloud the excerpt every day.
Teacher Note
Additional fluency instruction occurs in arc B of this module.
Observe | Notice and Wonder About Buffalo Bull, Grazing on the Prairie and Buffalo Hunter | 17 minutes
Teacher Note
George Catlin has been referred to as an “artist–explorer” because he spent his life traveling throughout the American West and creating paintings depicting what he saw. Catlin was among the first artists to set out west of the Mississippi River to record the landscapes, animal life, and people he met. He was passionate about meeting members of many Native American tribes, including those from the Lakota, Hidatsa, Mandan, and Numinu (or Comanche) nations. In this painting, Buffalo Bull, Grazing on the Prairie, which Catlin completed between 1832 and 1833, Catlin has captured a single male buffalo standing dark and proud in the middle of the canvas. Catlin’s reverence for this powerful creature and his appreciation for its dominance of the landscape are clear in the way he allows it to occupy the scene as the sole subject. Catlin created hundreds of paintings of animals, people, and landscapes of the American West during his career. Catlin’s prolific body of work includes many paintings that attempt to capture a landscape and way of life that was new to him and many people on the eastern coast of the US and Europe, while also creating a record of the way of life in the American West during this fascinating time.
Julian Martinez was a member of the San Ildefonso Pueblo and a self-taught painter. Julian created vibrant works on paper, including this watercolor, ink, and pencil piece, Buffalo Hunter. Martinez completed this work between 1920 and 1925, nearly 100 years after Catlin painted Buffalo Bull, Grazing on the Prairie While both works of art celebrate the buffalo, Martinez’s work depicts the buffalo caught in conflict with a Native American hunter. The two figures are intertwined in this image, each moving in reaction to the other. While Catlin’s buffalo is the sole subject of its environment, facing out at the viewer’s gaze, Martinez shows how human and animal are part of the same world.
To promote close observation, do not yet provide background information about these works of art. Rather, let students develop and share their observations. Students revisit the paintings during the next several lessons and learn more about their history.
1. Remind students that they just read Buffalo Bird Girl and shared what they notice and wonder about the book. Now, they will notice and wonder about two new works of art. Tell students that they will discuss this question: What do I notice and wonder about these works of art?
2. Display Buffalo Bull, Grazing on the Prairie without telling students the title or name of the artist. Instruct students to look closely at the work of art in silence. After at least 60 seconds, direct attention to different parts of the work, including the top, middle, bottom, and sides.
3. Instruct students to discuss these questions with a partner:
What do you notice in this work of art?
What questions do you have about what you notice?
Differentiation Support
To help students identify objects, colors, and other art elements, and to ask questions about what they notice, ask these questions:
• What do you first see when you look at the work of art?
• What do you see that makes you want to ask a question?
4. Direct students to their journals. Instruct students to draw in their journals what they notice about the work of art. Then instruct students to write down one question about what they notice.
5. Display Buffalo Hunter without telling students the title or name of the artist. Instruct students to look closely at the work of art in silence. After at least 60 seconds, direct attention to different parts of the work, including the top, middle, bottom, and sides.
6. Instruct students to discuss these questions with a partner:
What do you notice in this work of art?
What questions do you have about what you notice?
Teacher Note
Encourage students to focus on Buffalo Hunter by itself rather than in comparison to Buffalo Bull, Grazing on the Prairie. Students will compare the two works of art in a later lesson.
7. Tell students to draw in their journals one thing they notice about Buffalo Hunter. Then instruct them to write down related questions about the things they notice.
8. Introduce the learning task. Instruct students to Mix and Mingle to share what they wrote in their journals about what they notice and wonder about each work of art.
Analyze Student Progress
Monitor: Do students share at least one thing they notice about both Buffalo Hunter and Buffalo Bull, Grazing on the Prairie and a related question?
Offer Immediate Support: If students need additional support sharing what they notice and asking related questions, display each work of art one at a time and encourage students to describe what they see in a specific part.
Plan Future Practice: Students practice noticing things and asking questions about a work of art in lesson 7.
9. Invite a few students to share their journal entries. Tell students that they will continue to view and discuss these works of art over the next several lessons to deepen their understanding of them.
LAND
5 minutes
View “Native American Tribes”
1. Tell students that they will view a video to learn more about Native Americans. Play “Native American Tribes.”
Teacher Note
Subsequent lessons do not include instructions to play “Native American Tribes.” As needed, play the video in subsequent lessons to help students make more connections between the world knowledge in the text and the video. For students whose home language is Spanish, arrange for them to view the Spanish version of the video.
2. Think aloud to model how to reflect on this lesson’s learning.
Sample Think Aloud
I learned that each Native American tribe shares a language, customs, and beliefs. They also make their own laws.
3. Direct attention to both knowledge charts, and read aloud each chart title. Facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from “Native American Tribes”?
• What did you learn to do?
4. Add a few student-generated knowledge statements to the charts. Place statements about key ideas from the lesson and information from the text or video on the World Knowledge Chart, and place statements about language arts on the ELA Knowledge Chart.
Teacher Note
Adding to the knowledge charts is a concrete way for students to self-assess how their learning has progressed. Students reflect on their own growing knowledge of the module topic and their own development as readers and writers. This reflection helps students identify what they may need to learn more about, including topic- and text-related knowledge and ELA knowledge related to the learning goals.
ACHIEVEMENT DESCRIPTORS
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.A
DM.3.2 Schema Building
Lesson 3
Essential Question | How has life in the American West changed over time?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW
Preview
In this Organize lesson, students listen to excerpts from Buffalo Bird Girl to understand what is happening in the text. Listening to excerpts from the text prepares students to identify and discuss how the Hidatsa adapted their ways of life to each season. During visual art instruction, students identify what is happening in Buffalo Bull, Grazing on the Prairie and Buffalo Hunter. Students describe the figures, objects, and setting in the two paintings.
A Prologue to lesson 3 is available for students who need additional support.
Learning Goals
Describe the Hidatsa ways of life in Buffalo Bird Girl.
LEARNING TASK: Draw and write words and phrases on the Seasons Organizer for Buffalo Bird Girl that describe the Hidatsa ways of life in winter and spring.
Describe Buffalo Bull, Grazing on the Prairie.
LEARNING TASK: Write at least two sentences to describe Buffalo Bull, Grazing on the Prairie.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify the Hidatsa Ways of Life
• Respond: Complete a Seasons Organizer
• Observe: Describe Buffalo Hunter and Buffalo Bull, Grazing on the Prairie
LAND
Reflect on Learning
Materials
TEACHER
• Buffalo Bird Girl
• Buffalo Hunter (digital platform)
• Buffalo Bull, Grazing on the Prairie (digital platform)
• Map of the Great Plains (digital platform)
• signs for each season: summer, fall, winter, and spring
STUDENTS
• Buffalo Bird Girl
• Seasons Organizer for Buffalo Bird Girl (Learn book)
• journal
• Gallery for “Native American Tribes” (Learn book)
Preparation
• Post signs for each season around the classroom. See the Respond section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for Buffalo Bird Girl (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Buffalo Bird Girl.
2. Display and Echo Read the Content Framing Question: What is happening in this text?
3. Remind students that during an Organize lesson the class rereads the book and identifies what is happening to gain a basic understanding of the story. Tell students that in this lesson they will examine the Hidatsa ways of life during each season to understand what is happening in the text.
LEARN
53 minutes
Read | Identify the Hidatsa Ways of Life | 17 minutes
1. Remind students that in the previous module they learned about different types of texts. Ask these questions:
What type of text is Buffalo Bird Girl? How do you know?
Key Ideas
• This is an informational text because it tells information about a topic, and it has photographs and captions.
• This is a story because it tells a story about a girl and her life.
2. Tell students that this book has features of an informational text and a story. It is known as literary nonfiction. Explain that literary nonfiction is a type of text that includes facts like an informational text but also tells a story.
3. Direct attention to the title page, and read it aloud. Direct attention to the word retold. Explain that re- is a prefix that often means “again.” Ask this question:
When a story is retold, what does that mean?
4. Use responses to emphasize that when a story is retold, it is presented again, sometimes in a different way than it was originally. Explain that in this text, Buffalo Bird Woman’s story is retold by the author and illustrator S. D. Nelson.
5. Display the Map of the Great Plains. Tell students that the Hidatsa people live in the Great Plains in a state that we now call North Dakota. The land in North Dakota once belonged to the Hidatsa and other Native American tribes. Explain that some states, such as North Dakota, were not yet formed when Buffalo Bird Woman was a girl.
6. Instruct students to look closely at the map. Invite a student to identify North Dakota on the map.
7. Tell students that now that they know where Buffalo Bird Woman lived as a girl, they will explore the Hidatsa ways of life during each season. Instruct students to Think–Pair–Share to answer this question:
What did you learn in module 1 about the seasons?
Key Ideas
• There are four seasons: summer, fall, winter, and spring.
• People participate in different activities each season.
• Seasonal changes affect nature.
8. Instruct students to listen for what the Hidatsa did during each season as you read aloud the text. Explain that students will discuss the summer activities of the Hidatsa as a class and then discuss the three remaining seasons in small groups.
9. Distribute the text to pairs. Read aloud the portion of page 20 from “During the summer” to “in hauling firewood.” Ask these questions:
What activities did the Hidatsa do in the summer?
How does the illustration show this?
10. Think aloud to model how to draw and describe the Hidatsa ways of life in the summer. Direct students to the Seasons Organizer for Buffalo Bird Girl, located in the Learn book. Instruct students to add notes to the Summer section.
11. Read aloud pages 27–33, starting with “And then came,” excluding captions. Instruct students to Think–Pair–Share to answer this question:
What does this part of the story tell you?
Key Ideas
• The Hidatsa gathered corn, beans, and seeds in the harvest season.
• Corn and other dried crops were stored in caches.
• The Hidatsa would offer thanks and celebrate.
12. Ask these questions:
During which season does the harvest take place? How do you know?
13. Reinforce the correct responses: The harvest takes place during the fall, and readers know this because the text says that the days grew shorter and the cottonwood trees changed from green to gold.
14. Instruct students to draw and write about the Hidatsa ways of life during the harvest season in the Fall section of the Seasons Organizer for Buffalo Bird Girl.
Sample Think Aloud
The text says that in the summer the Hidatsa picked ripe berries, dug prairie turnips, and gathered firewood. So I will draw a picture of some berries, turnips, and firewood. Then I will write notes that say “picked berries, dug turnips, and gathered firewood.”
Respond | Complete a Seasons Organizer | 20 minutes
1. Tell students that they will discuss the Hidatsa ways of life in the season that comes after fall. Ask this question:
What season follows fall?
2. Reinforce the correct response: Winter is the next season. Read aloud page 35, starting with “We all wore.” Instruct students to discuss this question with a partner:
What activities did the Hidatsa do during the winter?
3. Listen for students to discuss key ideas.
Key Ideas
• The Hidatsa moved to the wooded lowlands.
• They lived in temporary winter lodges.
• The Hidatsa packed their food and belongings onto travois pulled by horses and dogs.
4. Tell students that they will discuss one more season before adding to their Seasons Organizer. Read aloud page 11, starting with “In the spring.” Instruct students to discuss this question with a partner:
What activities did the Hidatsa do in the spring?
5. Listen for students to discuss key ideas.
Key Ideas
• The women and girls planted corn, squash, beans, and sunflowers.
• They used digging sticks and iron hoes.
6. Introduce the learning task. Instruct students to complete the Seasons Organizer for Buffalo Bird Girl with drawings and details about the Hidatsa ways of life during the winter and spring seasons.
Analyze Student Progress
Monitor: Do students demonstrate understanding of the Hidatsa ways of life in the winter and spring?
Offer Immediate Support: If students need additional support describing the Hidatsa ways of life in each season, direct them to pages 11, 27, 33, and 35 and use the illustrations in the text to describe the Hidatsa’s actions.
Plan Future Practice: Students practice organizing a text in Where the Buffalo Roam in lesson 9.
Key Ideas
• winter: moved to the woods with their stored food; lived in temporary lodges
• spring: prepared their gardens; planted vegetables
7. Instruct students to think about what they learned in module 1 about seasonal change. Ask this question: How did seasonal change affect the Hidatsa ways of life?
Key Ideas
• There were different activities during each season.
• The seasons determined their ways of life.
• Seasonal change affected where the Hidatsa lived. In the spring, summer, and fall, they lived in Like-a-Fishhook Village, but they lived in the woods in the winter.
• The Hidatsa adapted their ways of life to each season.
8. Use responses to emphasize that the Hidatsa adapted their ways of life to each season. Just as the seasons are cyclical, so were their lives. Direct attention to the four season signs posted in the room. Explain that students will move around the room as they recount the Hidatsa ways of life during each season.
9. Form four small groups, and assign each a starting position at one of the season signs. Instruct students to use their notes from the Seasons Organizer for Buffalo Bird Girl to recount the text with a partner. Signal to groups when they should move to the next season. Continue until all groups have recounted each season.
Language Support
Provide these sentence frames:
• In the summer, .
• In the fall, .
• In the winter,
• In the spring, .
Observe | Describe Buffalo Hunter and Buffalo Bull, Grazing on the Prairie | 16 minutes
1. Remind students that they looked closely at Buffalo Bird Girl to understand what is happening in the text. They will now return to the two works of art from the previous lesson and think about this question: What is happening in these works of art?
2. Display Buffalo Hunter without telling students the title or name of the artist. Instruct students to look closely at the work of art in silence. After at least 30 seconds, direct attention to the objects, figures, and animals in the painting. Then pose this prompt:
Describe the objects, figures, and animals in the work of art.
Key Ideas
• a buffalo bowing in front of a person on a horse
• a person on horseback who is wearing bright colors and holding a spear
• a white horse standing on its hind legs behind a buffalo
3. Instruct students to Think–Pair–Share to answer this question:
How would you describe this work of art?
4. Listen for students to discuss the objects, figures, and animals in the work of art, such as the person on horseback or the buffalo.
5. Display Buffalo Bull, Grazing on the Prairie without telling students the title or name of the artist. Instruct students to look closely at the work of art in silence. After at least 30 seconds, direct attention to the objects and animals in the painting. Pose this prompt:
Describe the objects and animals and where they appear in the work of art.
Key Ideas
• a big buffalo with shaggy hair in the center
• the sky, clouds, and green hills in the background
• pink and orange colors from the sun in the background
6. Instruct students to discuss the following question with a partner:
How would you describe this work of art?
7. Listen for students to discuss the objects and animals in the work of art, such as the buffalo and sky.
8. Introduce the learning task. Direct students to their journals. Instruct students to write at least two sentences to describe the work of art.
Analyze Student Progress
Monitor: Do students write to describe what they see in Buffalo Bull, Grazing on the Prairie?
Offer Immediate Support: If students need additional support writing sentences to describe the work of art, provide these sentence frames: The buffalo is . The sky is .
Plan Future Practice: Students practice describing objects in a work of art in lesson 7.
Key Ideas
• There is a large buffalo with shaggy hair in the center.
• The sky is light blue, orange, and pink.
• There are green hills in the background.
9. Invite a few students to share their sentences. Emphasize that taking a closer look at the people, animals, and objects in the paintings can help students gain an understanding of what is happening in the works of art.
10. Tell students about each painting:
• George Catlin painted Buffalo Bull, Grazing on the Prairie between 1832 and 1833. The painting depicts the buffalo in the American West. Catlin traveled west in the 1830s to record the landscape and the lives of Native Americans, including the Lakota, Hidatsa, Mandan, and Numinu (or
Comanche). The Smithsonian American Art Museum in Washington, DC, displays Buffalo Bull, Grazing on the Prairie.
• Julian Martinez, a San Ildefonso Pueblo artist from New Mexico, painted Buffalo Hunter almost 100 years after Catlin’s work. Buffalo Hunter, a watercolor painting slightly larger than a piece of notebook paper, depicts a scene between a hunter and the buffalo many Native American nations revered. Martinez is most famous because of the pottery he and his wife created. His pottery can be seen at many museums, including the Smithsonian American Art Museum.
11. If time allows, return to each painting and instruct students to look closely at the work of art for at least 30 seconds. Invite students to share new details they see now that they know more information about the works of art.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Native American Tribes,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about the Hidatsa ways of life?
• What did you learn from Buffalo Bird Girl?
• What did you learn to do?
2. Think aloud to model how to form a knowledge statement relevant to the lesson.
3. Add a few student-generated knowledge statements to the charts. Place statements about key ideas from the lesson and information from the text on the World Knowledge Chart, and place statements about language arts on the ELA Knowledge Chart.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.B, MM.1.2.C
MM.4.2 Individuals, Events, and Ideas: MM.4.2.B
MM.5.2 Vocabulary: MM.5.2.A, MM.5.2.A.d, MM.5.2.C
MM.9.2 Media: MM.9.2.B
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.a, MM.12.2.C, MM.12.2.C.b, MM.12.2.C.c
CP Compose and Present Content
CP.5.2 Language: CP.5.2.B
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.B
DM.2.2 Comprehension Monitoring
DM.3.2 Schema Building
Sample Think Aloud I learned that the Hidatsa ways of life depended on the changing seasons.
Lesson 4
Essential Question | How has life in the American West changed over time?
Content Framing Question | Reveal: What does a deeper look at the information about buffalo reveal?
OVERVIEW
Preview
In this Reveal lesson, students examine how the Hidatsa made use of buffalo in Buffalo Bird Girl. Examining how the Hidatsa made use of buffalo helps students gain a deeper understanding of the Hidatsa ways of life and the importance of buffalo in the American West. During visual art instruction, students examine the lines and shapes used in Buffalo Bull, Grazing on the Prairie and Buffalo Hunter. Students describe how the two paintings show movement.
A Prologue to lesson 4 is available for students who need additional support.
Learning Goals
Explain why the buffalo were important to the Hidatsa in Buffalo Bird Girl.
LEARNING TASK: Write at least two sentences describing how the Hidatsa made use of buffalo in Buffalo Bird Girl.
Examine movement in Buffalo Bull, Grazing on the Prairie and Buffalo Hunter.
LEARNING TASK: Describe one way the artist uses lines to show movement in Buffalo Bull, Grazing on the Prairie or Buffalo Hunter.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine the Role of Buffalo
• Respond: Describe the Role of Buffalo
• Observe: Determine Movement in Art
LAND
Reflect on Learning
Materials
TEACHER
• Buffalo Bird Girl
• Buffalo Bull, Grazing on the Prairie (digital platform)
• Buffalo Hunter (digital platform)
• class Parts of a Buffalo Chart
STUDENTS
• Buffalo Bird Girl
• small group Parts of a Buffalo Chart
• markers
• journal
• Gallery for “Native American Tribes” (Learn book, lesson 3)
Preparation
• Make a class Parts of a Buffalo Chart. See the Read section for details.
• Make a Parts of a Buffalo Chart for each small group. See the Respond section for details.
• Determine how to display side by side each work of art. If unable to simultaneously display the images, display them one at a time. See the Observe section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for Buffalo Bird Girl (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Buffalo Bird Girl.
2. Display and Echo Read the Content Framing Question: What does a deeper look at the information about buffalo reveal?
3. Remind students that during a Reveal lesson the class focuses on only a part of the book—a part that is particularly complex or important. The class closely rereads and discusses this part to gain a deeper understanding of it. Tell students that in this lesson they will examine why buffalo were important to the Hidatsa.
LEARN
53 minutes
Read | Examine the Role of Buffalo | 16 minutes
1. Distribute the text to pairs. Read aloud page 11, starting with “In the spring.” Ask this question:
How does this page describe the Hidatsa’s use of buffalo?
2. Reinforce the correct response: The Hidatsa use the buffalo shoulder blade bone to make a gardening hoe.
3. Direct attention to the text under the photograph on page 10. Ask this question:
What type of text feature is this?
4. Reinforce the correct response: The text under the photograph is called a caption. Remind students that in module 1 they learned that captions provide information about an image. Read aloud the caption on page 10. Ask this question:
What does this caption tell you about the photograph?
Key Ideas
• The photograph shows a woman using a hoe made from a buffalo shoulder blade.
• The bone hoe helps turn up soil and weeds.
• The photograph was taken in 1912.
5. Display the class Parts of a Buffalo Chart. Tell students that you will add what you learned from the text to the chart. Later in the lesson, students will add what they learn from the text to a similar chart. Think aloud to model how to add information to the class chart about the Hidatsa’s use of the buffalo shoulder blade bone.
6. Read aloud the portion of page 16 from “Hidatsa and Mandan” to “into leather goods.” Instruct students to Think–Pair–Share to answer this question:
How does this page describe the Hidatsa’s use of buffalo?
Differentiation Support
To help students identify ways in which the Hidatsa used buffalo, ask this question: What did the Hidatsa do with some of the buffalo hide?
7. Reinforce the correct response: The Hidatsa and Mandan traded buffalo hides for other goods. Add “buffalo hide” and “used hide to trade for other goods like metal tools and rope” to the class chart.
Sample Think Aloud
After reading pages 10 and 11, I learned that the Hidatsa attached the bone from a buffalo shoulder blade to the end of a stick to make a gardening tool. I am going to add to the chart “buffalo shoulder blade bone” in the first column, titled Part of a Buffalo. Then I will write “used shoulder bone to make a hoe” in the column titled How the Hidatsa Used the Part.
8. Read aloud page 33, starting with “With a little” and including the caption. Direct attention to the words printed in red at the top of page 33. Explain that ochre is a type of red or yellow dirt used to make colored paints.
9. Ask this question:
How does this page describe the Hidatsa’s use of buffalo?
10. Reinforce the correct response: The Hidatsa used buffalo fat to make face paint. Add “buffalo fat” and “used buffalo fat to make face paint” to the class chart.
Respond | Describe the Role of Buffalo | 19 minutes
1. Review the class Parts of a Buffalo Chart. Tell students that these are just a few ways the Hidatsa made use of buffalo. Explain that students will now work in small groups to continue to explore different ways the Hidatsa made use of buffalo.
2. Form small groups. Read aloud page 14, starting with “The men did.” Tell students to look closely at the illustration on page 15. Instruct students to discuss this question in their small groups:
How do the text and images help you understand the Hidatsa’s use of buffalo?
Differentiation Support
To help students use the text and images to identify ways that the Hidatsa used buffalo, ask these questions:
• What were the different ways that the Hidatsa made use of buffalo hide?
• How was the buffalo meat used?
Teacher Note
Incorporate strategic, flexible ways to form groups of students throughout the module. Bringing together students who have different levels of reading, writing, or English language proficiency can promote rich conversation and exchange of ideas. Also, grouping students with similar levels of reading, writing, or English language proficiency can help focus students on a specific task with teacher support. As applicable, complement any of these groups by pairing students who speak the same home language.
3. Listen for students to discuss key ideas.
Key Ideas
• The Hidatsa used buffalo hide to make clothing and tipis.
• Meat from buffalo was a food source.
• The Hidatsa used rawhide to make bull boats.
4. Distribute the Parts of a Buffalo Chart and markers to each small group. Direct attention to pages 14–15 of the text. Instruct groups to work together to complete their chart with details about how the Hidatsa made use of different parts of the buffalo.
5. Instruct students to discuss this question with a partner:
How did the Hidatsa make use of buffalo in their daily lives?
Language Support
Direct attention to the photograph of Buffalo Bird Girl’s grandmother on page 10 of Buffalo Bird Girl. Instruct students to discuss what the grandmother is using to garden.
6. Listen for students to discuss key ideas.
Key Ideas
• The Hidatsa used buffalo as a food source.
• The Hidatsa used buffalo to make clothes.
• The Hidatsa used buffalo to make shelter.
• The Hidatsa used buffalo to make objects and tools.
7. Introduce the learning task. Direct students to their journals. Instruct students to write at least two sentences in their journals to answer this question:
How did the Hidatsa make use of buffalo in their daily lives?
Analyze Student Progress
Monitor: Do students demonstrate understanding of how the Hidatsa made use of the buffalo in their daily lives?
Offer Immediate Support: If students need additional support writing sentences describing how the Hidatsa made use of buffalo, direct attention to the illustrations on pages 14–15 and instruct students to describe the objects made from parts of the buffalo.
Plan Future Practice: Students practice examining the connection between images and texts in Where the Buffalo Roam in lesson 11.
Key Ideas
• The Hidatsa used the buffalo shoulder blade bone to make gardening hoes.
• The Hidatsa traded buffalo hides for other goods.
• The Hidatsa used buffalo fat to make face paint.
• The Hidatsa used buffalo hide to make clothing and tipis.
• The Hidatsa used the buffalo fat and meat for food.
• The Hidatsa used the buffalo rawhide to make bull boats.
8. Invite a few students to share their sentences. Facilitate a brief discussion of this question:
Why were buffalo important to the Hidatsa?
Key Ideas
• The Hidatsa used different parts of the buffalo for daily living.
• Buffalo was a source of food for the Hidatsa.
• The Hidatsa used buffalo to make different types of tools.
• They used buffalo hide to make clothing and tipis for shelter.
Differentiation Challenge
To encourage students to evaluate aspects of the text, ask this question: What was the most important way the Hidatsa used buffalo? Explain your response.
9. Direct attention to the front cover of the text, and draw attention to the words Buffalo Bird Girl. Read aloud the portion of page 3 from “My name is” to “a good spirit.” Ask this question:
Why does Buffalo Bird Girl believe her name brought her fortune or good luck?
10. Reinforce the correct response: A buffalo has a strong heart, and a bird has a good spirit. Explain that although she was known as Buffalo Bird Girl when she was young, her Hidatsa name was Waheenee, which means “Buffalo Bird Woman.”
Observe | Determine Movement in Art | 18 minutes
1. Remind students that they just discussed the importance of buffalo to the Hidatsa. Now, they will look closely at movement in works of art. Tell students that they will think about this question: What does a deeper look at movement reveal?
2. Display Buffalo Bull, Grazing on the Prairie and Buffalo Hunter side by side. Instruct students to look closely at the works of art in silence and pay attention to what the buffalo are doing in each painting.
3. Ask these questions:
What is the buffalo doing in each painting? How do you know?
Key Ideas
• In Buffalo Bull, Grazing on the Prairie, the buffalo stands in an open field. I know this because there isn’t much around it.
• In Buffalo Hunter, the buffalo looks like it was running and is falling. I know this because its front legs are bent, but its hind legs are straight.
• In Buffalo Hunter, it looks like the buffalo is hurt. I know this because its head is hanging down.
4. Highlight the details students mentioned that gave clues to whether the buffalo was still or moving. Explain that artists can show movement in many ways, even in a work of art that only shows one moment in time. Tell students to imagine how they would pose if they wanted someone to tell from a photograph that they were sitting still or running. Invite students to model a sitting pose and then a running pose. Then ask this question:
How did you position your body differently to show whether you were still or moving?
5. Use responses to emphasize that the artists also added details to show stillness or movement. Direct attention to Buffalo Bull, Grazing on the Prairie and Buffalo Hunter. Ask these questions:
Are the buffalo in each painting standing still or in motion? How do you know?
Differentiation Support
• Where are the buffalo looking?
• What do the legs of the buffalo show?
Key Ideas
• In Buffalo Bull, Grazing on the Prairie, it does not look like the buffalo moves. I know this because its legs are straight and touching the ground.
• In Buffalo Bull, Grazing on the Prairie, the buffalo looks at the viewer and seems still. I know this because all four of its legs are touching the ground.
• In Buffalo Hunter, the buffalo looks like it is moving. I know this because the buffalo’s legs are bent.
• In Buffalo Hunter, the buffalo is in motion. I know this because the buffalo is looking down like it is falling.
6. Tell students that even though the image itself is not moving in Buffalo Hunter, the buffalo appears as if it is falling. In Buffalo Bull, Grazing on the Prairie, the buffalo’s tail is held up and looks like it might be twitching.
7. Explain that artists can use lines to show movement in art. Lines can be curved or straight, thick or thin. They can be simple straight lines, or they can be created by objects within a work of art. An arm or leg or even a whole body can be a line in a work of art. Think aloud to describe how lines show movement in one of the paintings.
Sample Think Aloud
I am looking at Buffalo Hunter. I am looking at the horse and the hunter. The horse’s legs are bent in the front, making curved lines. The horse looks like it is up on its hind legs, which means it moved to get up like that. The hunter is holding a spear above the buffalo. It looks like the hunter’s arms are bent and curved and will throw the spear.
8. Ask these questions:
Where do you see lines in each painting?
What kinds of lines do you see?
Key Ideas
• In Buffalo Bull, Grazing on the Prairie, the buffalo’s tail makes a curved line.
• In Buffalo Bull, Grazing on the Prairie, the buffalo’s back leg is in a straight line.
• In Buffalo Hunter, the spear makes a thin, straight line.
9. Introduce the learning task. Instruct students to Think–Pair–Share to describe one way the artist uses lines to show movement in Buffalo Bull, Grazing on the Prairie or Buffalo Hunter.
Analyze Student Progress
Monitor: Do students describe how the artist uses different types of lines to show movement in both works of art?
Offer Immediate Support: If students need additional support describing how the artists use lines to show movement in the works of art, instruct them to explain what lines they see in the buffalo in Buffalo Hunter.
Plan Future Practice: Students practice examining a specific aspect of a work of art in lesson 8.
Key Ideas
• In both paintings, the curved lines of the buffalo’s legs make it look like the buffalo is bending low.
• In both paintings, the curved line of the buffalo’s tail makes it look like the tail is about to twitch.
• In Buffalo Hunter, the curve of the horse’s neck makes it look like it’s twisting.
• The straight lines in Buffalo Bull, Grazing on the Prairie make it seem as if the buffalo is standing still.
10. Tell students that they will continue studying these works of art in the following lessons.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Native American Tribes,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about how the Hidatsa used buffalo?
• What did you learn from Buffalo Bird Girl?
• What did you learn to do?
2. Think aloud to model how to form a knowledge statement relevant to the lesson.
3. Add a few student-generated knowledge statements to the charts. Place statements about key ideas from the lesson and information from the text on the World Knowledge Chart, and place statements about language arts on the ELA Knowledge Chart.
Sample Think Aloud I learned that the Hidatsa used buffalo hide to make clothing and tipis.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.B, MM.1.2.C
MM.4.2 Individuals, Events, and Ideas: MM.4.2.B
MM.7.2 Structure: MM.7.2.C
MM.9.2 Media: MM.9.2.B
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.a, MM.12.2.C, MM.12.2.C.b
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.C
DM.3.2 Schema Building
Lesson 5
Essential Question | How has life in the American West changed over time?
Content Framing Question | Reveal: What does a deeper look at the timeline and quotations reveal?
OVERVIEW
Preview
In this Reveal lesson, students examine the timeline and quotations in Buffalo Bird Girl. Students use their understanding to explain and discuss how the quotations add to their knowledge about Buffalo Bird Woman and the Hidatsa. During visual art instruction, students look closely at the depiction of the buffalo in Buffalo Bull, Grazing on the Prairie and Buffalo Hunter. Students discuss what the paintings communicate about buffalo in the American West.
A Prologue to lesson 5 is available for students who need additional support.
Learning Goals
Examine the meaning of Buffalo Bird Woman’s quotations in Buffalo Bird Girl.
LEARNING TASK: Write at least one sentence to explain Buffalo Bird Woman’s quotation on page 40 of Buffalo Bird Girl.
Conclude what Buffalo Bull, Grazing on the Prairie and Buffalo Hunter communicate about buffalo in the American West.
LEARNING TASK: Describe what Buffalo Bull, Grazing on the Prairie and Buffalo Hunter show about buffalo in the American West.
Vocabulary reservation (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Explore a Timeline and Quotations
• Respond: Examine Buffalo Bird Woman’s Words
• Observe: Interpret the Meaning of Buffalo Bull, Grazing on the Prairie and Buffalo Hunter
LAND
Reflect on Learning
Materials
TEACHER
• Buffalo Bird Girl
• Buffalo Bull, Grazing on the Prairie (digital platform)
• Buffalo Hunter (digital platform)
• class Text Features Chart (Reference Charts appendix)
STUDENTS
• Buffalo Bird Girl
• journal
• Gallery for “Native American Tribes” (Learn book, lesson 3)
Preparation
• Make a class Text Features Chart. See the Read section for details and the Reference Charts appendix for sample images. Cover the rows of the chart. Save to use throughout the module.
• Determine how to display side by side each work of art. If unable to simultaneously display the images, display them one at a time. See the Observe section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for Buffalo Bird Girl (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Buffalo Bird Girl.
2. Display and Echo Read the Content Framing Question: What does a deeper look at the timeline and quotations reveal?
3. Tell students that in this lesson they will examine different text features in the book to help them gain a deeper understanding of the text.
LEARN
53 minutes
Read | Explore a Timeline and Quotations | 18 minutes
1. Remind students that text features are parts of a text that help organize or emphasize important information. Authors include text features to help readers make sense of the information in the text.
2. Tell students that the first type of text feature they will examine in this lesson is a timeline. Distribute the text to pairs. Direct attention to the timeline on pages 44–46. Explain that the timeline is part of the appendix.
3. Instruct students to examine the timeline. Then read aloud the dates and descriptions for the 1100s and 1839–1840. Facilitate a brief discussion of these questions:
What type of information does the timeline give readers?
How does this timeline help readers?
4. Explain that the timeline tells readers about important events and dates in the lives of Buffalo Bird Woman and the Hidatsa. Display the class Text Features Chart. Uncover the Timeline row on the class chart. Echo Read the purpose: to show the order of events that happen over a span of time.
5. Direct attention to the date 1906 on page 46. Read aloud the timeline entry for 1906. Remind students that Buffalo Bird Woman’s story is retold by S. D. Nelson. Explain that one way the author retold Buffalo Bird Woman’s story is by including her quotations, or words. Tell students that they will examine some of those quotations.
6. Uncover the Quotation row on the class Text Features Chart. Choral Read the purpose: to share the exact words someone said or wrote.
7. Direct attention to the quotation on page 2. Instruct students to follow along as you read aloud the quotation, starting with “I was born.” Ask this question:
Whose words are at the top of this page?
8. Reinforce the correct response: The words at the top of the page were once spoken by Buffalo Bird Woman. Think aloud to model how to share what you learn from the quotation by rephrasing it in your own words.
9. Explain that the quotation on page 2 shows Buffalo Bird Woman introducing herself. Quotations can also help readers understand how a person feels. Tell students that they will now examine a quotation in which Buffalo Bird Woman shares her feelings in her own words. Living her Hidatsa ways made life hard for Buffalo Bird Woman.
Sample Think Aloud I am going to tell what I learned from the quotation in my own words. From reading the quotation on page 2, I learned that Buffalo Bird Woman was born in an earth lodge, and she lived by the mouth of a river. She was born three years after the winter when many people had smallpox.
10. Instruct students to follow along as you read aloud the quotation on page 19, starting with “I look back.”
Ask this question:
What does this quotation tell you about how Buffalo Bird Woman felt when she was young?
11. Reinforce the correct response: Buffalo Bird Woman felt happy when she was young.
12. Instruct students to follow along as you read aloud the quotation on page 38, starting with “I am an.”
Instruct students to Think–Pair–Share to answer this question:
What did you learn from this quotation?
Language Support
If possible, pair students who speak the same home language, and instruct them to discuss the quotation from Buffalo Bird Woman.
Key Ideas
• Buffalo Bird Woman said these words when she was an older woman.
• The buffalo and black-tail deer were gone when she said these words.
• The Hidatsa’s traditional ways of life were almost gone, and Buffalo Bird Woman found it hard to believe that she lived them.
Respond | Examine Buffalo Bird Woman’s Words | 17 minutes
1. Direct students to follow along as you read aloud the quotation on page 40, starting with “But I have.”
2. Introduce the learning task. Direct students to their journals. Instruct students to write at least one sentence to explain what they learned from Buffalo Bird Woman’s quotation on page 40.
Analyze Student Progress
Monitor: Do students explain that Buffalo Bird Woman remembers the Hidatsa ways of life from her childhood?
Offer Immediate Support: If students need additional support writing a sentence to explain the quotation, instruct them to explain one part of the quotation at a time, using the punctuation marks to divide the quotation.
Plan Future Practice: Students practice examining text features in Where the Buffalo Roam in lesson 9.
Key Ideas
• Buffalo Bird Woman remembers the Hidatsa ways of life from her childhood.
• She can still picture their old village in her mind.
• She remembers how the smoke would rise from the earth-mound lodges in their village.
3. Invite a few students to share their sentences.
4. Instruct students to Think–Pair–Share to answer this question:
How did the quotation help you learn more about Buffalo Bird Woman’s life?
Key Ideas
• I learned that life for Buffalo Bird Woman and the Hidatsa changed.
• I learned that her way of life was different from when she lived in an earth lodge.
• I learned that Buffalo Bird Woman still remembers her life as a girl in Like-a-Fishhook Village.
5. Reinforce that Buffalo Bird Woman’s life changed when she had to move to a reservation. Introduce the vocabulary term reservation. Say the term aloud, and instruct students to repeat it. Define the term.
Definition reservation (n.): an area of land in the United States that is kept separate as a place for Native Americans to live
6. Tell students that the timeline tells when the Hidatsa had to move to the reservation. Instruct students to listen for the term reservation as you read aloud the entry for the 1880s on page 46. Emphasize that Buffalo Bird Woman, the Hidatsa, and many other Native Americans’ lives changed dramatically when the US government forced them to live on the Fort Berthold Indian Reservation.
Teacher Note
If students have questions about reservations, consider revisiting page 39 in Buffalo Bird Girl. In 1887, the government passed the Dawes Act and broke up land belonging to Native Americans, such as the Hidatsa. The Dawes Act forced Native American individuals and families to move onto individual allotments of land, instead of together as a community. The goal of individual allotment was to strip Native Americans of their ways of life, culture, and language. Eventually, much of the reservation land set aside for Native Americans was given to settlers.
7. Remind students that they explored two text features during this lesson: a timeline and quotations. Facilitate a brief discussion of these questions:
Why is it helpful to look at the timeline and quotations?
Why would the author include quotations in the text?
Key Ideas
• The timeline helps readers understand how the Hidatsa ways of life changed over hundreds of years.
• The quotations help readers understand what life was like from Buffalo Bird Woman’s point of view.
• The author included quotations to share more about Buffalo Bird Woman’s experiences in her own words.
Observe | Interpret the Meaning of Buffalo Bull, Grazing on the Prairie and Buffalo Hunter | 18 minutes
1. Remind students that they examined important text features. Now, they will deepen their understanding of the works of art they have been studying by discussing what the paintings communicate about buffalo in the American West. In previous lessons, students examined specific elements of the paintings, such as line and movement. Today, they will think about this question: What do the artists help us see?
2. Display Buffalo Bull, Grazing on the Prairie and Buffalo Hunter side by side. Review the contextual information about the paintings shared with students in lesson 3.
Teacher Note
Page 45 of Buffalo Bird Girl includes a timeline entry about George Catlin visiting the Mandan and Hidatsa. If time allows, read aloud the timeline entry for 1832 as additional contextual information about Buffalo Bull, Grazing on the Prairie.
3. Explain that even though both paintings include a buffalo, each artist chose to show the animal from a different perspective. Ask this question:
What is different about the ways the artists show the buffalo?
Key Ideas
• Catlin shows the buffalo alone in a field.
• Catlin shows the buffalo standing still.
• Martinez shows a Native American hunting a buffalo.
• Martinez shows the buffalo in motion.
4. Emphasize that Buffalo Bull, Grazing on the Prairie shows the buffalo alone in the wild while Buffalo Hunter shows a buffalo and a Native American close together.
5. Facilitate a brief discussion of these questions:
Why does the artist show the buffalo and hunter moving together?
How does the artist make this seem like a dance?
Key Ideas
• The artist shows the buffalo and the hunter moving together to show the relationship between the hunter and the buffalo.
• The artist makes this seem like a dance by showing the buffalo bowing to the hunter. Their movements seem to flow together.
6. Facilitate a brief discussion of these questions:
What story do the artists tell about the buffalo? What makes you say that?
Differentiation Support
To help students identify the story in the works of art, ask this question: What does each artist focus on?
Key Ideas
• Buffalo Bull, Grazing on the Prairie tells a story about the buffalo as part of nature because the animal is alone with nature all around.
• Buffalo Hunter tells a story about the importance of the buffalo to Native Americans because it shows the buffalo and a hunter close together.
7. Introduce the learning task. Instruct students to Think–Pair–Share to answer this question:
What do these works of art show about buffalo in the American West?
Analyze
Student Progress
Monitor: Do students describe what the works of art show about buffalo in the American West?
Offer Immediate Support: If students need additional support describing what the paintings show about buffalo in the American West, instruct students to discuss with a partner the action in each painting.
Plan Future Practice: Students practice concluding what a work of art communicates about the work’s topic in lesson 9.
Key Ideas
• Buffalo were powerful animals in the American West.
• Buffalo were important to Native Americans.
• Buffalo were large and impressive animals.
• Buffalo have been appearing in works of art across many times and cultures.
8. Facilitate a brief discussion of this question:
Why do you think buffalo have continued to appear in art for over 100 years?
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Native American Tribes,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about timelines and quotations?
• What did you learn from Buffalo Bird Girl?
• What did you learn to do?
2. Think aloud to model how to form a knowledge statement relevant to the lesson.
3. Add a few student-generated knowledge statements to the charts. Place statements about key ideas from the lesson and information from the text on the World Knowledge Chart, and place statements about language arts on the ELA Knowledge Chart.
Sample Think Aloud
I learned that the quotations in Buffalo Bird Girl help readers understand what life was like from Buffalo Bird Woman’s point of view.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.B, MM.1.2.C
MM.7.2 Structure: MM.7.2.C
MM.9.2 Media: MM.9.2.B
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.a, MM.12.2.C, MM.12.2.C.b
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.C
DM.3.2 Schema Building
Lesson 6
Essential Question | How has life in the American West changed over time?
Content Framing Question | Distill: What is a central idea in this text?
OVERVIEW
Preview
In this Distill lesson, students revisit excerpts from Buffalo Bird Girl to understand what was important to Buffalo Bird Woman throughout her life. Gaining a deeper understanding of what was important to Buffalo Bird Woman prepares students to discuss a central idea in the text. During visual art instruction, students discuss the knowledge they gained from Buffalo Bull, Grazing on the Prairie and Buffalo Hunter. Discussing their knowledge prepares students to identify similarities and differences in the two works of art.
A Prologue to lesson 6 is available for students who need additional support.
Learning Goals
Explain what was important to Buffalo Bird Woman in Buffalo Bird Girl.
LEARNING TASK: During a class discussion, share one example of what was most important to Buffalo Bird Woman in Buffalo Bird Girl.
Determine connections between Buffalo Bull, Grazing on the Prairie and Buffalo Hunter.
LEARNING TASK: Complete the Venn Diagram for Buffalo Bull, Grazing on the Prairie and Buffalo Hunter to compare the works of art.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss a Central Idea
• Observe: Compare Buffalo Bull, Grazing on the Prairie and Buffalo Hunter
LAND
Reflect on Learning
Materials
TEACHER
• Buffalo Bird Girl
• Buffalo Bull, Grazing on the Prairie (digital platform)
• Buffalo Hunter (digital platform)
• class Venn Diagram for Buffalo Bull, Grazing on the Prairie and Buffalo Hunter (Learn book)
STUDENTS
• Buffalo Bird Girl
• sticky notes
• journal
• Venn Diagram for Buffalo Bull, Grazing on the Prairie and Buffalo Hunter (Learn book)
• Gallery for “Native American Tribes” (Learn book, lesson 3)
Preparation
• Determine how to display the discussion question. See the Read section for details.
• Determine how to display side by side the works of art. If unable to simultaneously display the images, display them one at a time. See the Observe section for details.
• Prepare a duplicate of the Venn Diagram for Buffalo Bull, Grazing on the Prairie and Buffalo Hunter from the Learn book. During instruction, display this class diagram to compare the works of art. See the Observe section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete Fluency Practice for Buffalo Bird Girl (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Buffalo Bird Girl.
2. Display and Echo Read the Content Framing Question: What is a central idea in this text?
3. Remind students that during a Distill lesson the class puts together what they learned from different parts of the book. The class uses the evidence they gathered from the book to discuss a central idea. Tell students that in this lesson they will examine what was important to Buffalo Bird Woman throughout her life and discuss a central idea in Buffalo Bird Girl.
LEARN
53 minutes
Read | Prepare for a Discussion | 16 minutes
1. Display and Echo Read today’s discussion question: What was most important to Buffalo Bird Woman?
2. Remind students that to prepare for a discussion, speakers think about what they want to say and how they want to say it.
3. Introduce the speaking and listening goal for today’s discussion: Listen closely to what others say. Ask this question: Why is it important to listen closely to what others say?
Key Ideas
• to understand the speaker’s ideas
• to listen for ideas that are similar to and different from your own
• to prepare to respond to what the speaker says
4. Instruct students to Think–Pair–Share to answer this question:
What are some ways to show someone you are listening?
Key Ideas
• Face the speaker.
• Respond to what the speaker says by using nonverbal cues.
• Restate what the speaker says.
5. Tell students that they will read an excerpt from the text. Then they will talk about today’s discussion question.
6. Distribute the text and sticky notes to pairs. Explain that students will follow along as you read from the text. Tell students to use the sticky notes to annotate parts of the text that describe what was important to Buffalo Bird Woman when she was young. Read aloud pages 11–13, starting with “In the spring.”
7. Facilitate a brief discussion of this question:
What was important to Buffalo Bird Girl when she was young?
Differentiation Support
To help students identify evidence of what was important to Buffalo Bird Girl, ask this question: What did Buffalo Bird Girl and the Hidatsa do in the springtime?
Key Ideas
• planting crops and farming
• taking care of their family garden
• being with her sister
• taking care of the corn plants
8. Explain that students will follow along as you read a new excerpt and that they will use sticky notes to annotate parts of the text that describe what was important to Buffalo Bird Woman when she was older. Instruct students to follow along and annotate as you read aloud page 40, starting with “But I have.”
9. Instruct students to discuss this question with their partner:
What was important to Buffalo Bird Woman when she was older?
Differentiation Support
To help students identify evidence that tells what was important to Buffalo Bird Woman, ask this question: What did Buffalo Bird Woman remember about her childhood?
Language Support
To leverage students’ home languages as resources to support learning, encourage students who share the same home language to discuss questions like this together, especially in preparation for larger class discussions.
Key Ideas
• the gooseberry bushes signaling spring and the time for planting
• planting seeds using her hands and a hoe
• singing to the corn
• remembering time spent with her sister
10. Direct students to their journals. Remind students of today’s discussion question: What was most important to Buffalo Bird Woman? Tell students to choose one idea they would like to share that answers the discussion question. Instruct students to write their ideas in their journals.
Respond | Discuss a Central Idea | 20 minutes
1. Remind students of the speaking and listening goal for today’s discussion: Listen closely to what others say.
2. Instruct students to rehearse their idea with a partner. Remind students to listen closely to what others say as they share their ideas from their journals.
Teacher Note
During the discussion, use the Module 2 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward this goal. As students practice their speaking and listening skills throughout the module, continue to use the tracker to monitor students’ progress toward each goal.
3. Instruct students to form a circle.
4. Introduce the learning task. Explain that students will now engage in a discussion to share their ideas about what was most important to Buffalo Bird Woman. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they hear an idea like their own. Reinforce that this is one way to show that they are listening closely to others. Begin the discussion by asking the discussion question:
What was most important to Buffalo Bird Woman?
Differentiation Support
In module 2, students increase their independence in a class discussion without the use of name sticks. If needed, use the name sticks from module 1 to support the class discussion.
Analyze Student Progress
Monitor: Do students share text-based examples that demonstrate understanding of what was important to Buffalo Bird Woman throughout her life?
Offer Immediate Support: If students need additional support identifying what was most important to Buffalo Bird Woman, direct attention to the quotations on pages 38–40 and instruct students to describe what Buffalo Bird Woman misses about her childhood.
Plan Future Practice: Students practice discussing the central idea of a story in The Buffalo Are Back in lesson 25.
5. At the end of the discussion, reinforce key ideas.
Key Ideas
• remembering some of her old ways of life
• growing vegetables in her garden
• singing to the corn
Differentiation Challenge
To encourage students to summarize concisely, instruct them to state what was most important to Buffalo Bird Woman in two or three words.
6. Instruct students to reflect on how well they met the speaking and listening goal: Listen closely to what others say.
7. Tell students that they will continue working on this goal in future lessons.
Observe | Compare Buffalo Bull, Grazing on the Prairie and Buffalo Hunter | 17 minutes
1. Remind students that they discussed what was important to Buffalo Bird Woman. Now, they will return to Buffalo Bull, Grazing on the Prairie and Buffalo Hunter to discuss the similarities and differences in the two paintings. They will think about this question: How do these works of art build my knowledge?
2. Display Buffalo Bull, Grazing on the Prairie and Buffalo Hunter side by side. Ask this question:
What have you learned about these works of art?
Differentiation Support
To help students identify what they have learned through close study of the works of art, ask these questions:
• What objects, people, and animals do you see?
• How does each work of art show movement?
• What does each work of art show about buffalo and the American West?
Key Ideas
• Curved lines make it look as if the horse is moving.
• Buffalo Bull, Grazing on the Prairie shows that the buffalo is alone in a field but is ready to run at any moment.
• Buffalo Hunter shows the importance of the buffalo to Native Americans.
3. Emphasize that the paintings are alike in some ways and different in other ways. Display the class Venn Diagram for Buffalo Bull, Grazing on the Prairie and Buffalo Hunter. Explain that Venn diagrams are useful to show how two things are similar and different, or how they compare to each other. Tell students that the section of the diagram where the circles overlap is where to write what is similar about the two paintings. The areas outside the overlapping section are where to write what is unique to each painting.
4. Facilitate a discussion of these questions. Add a few student-generated responses to the diagram.
What is similar in these two works of art?
What is different?
Key Ideas
• Both paintings show buffalo.
• Buffalo Bull, Grazing on the Prairie shows a buffalo alone.
• Buffalo Hunter shows a buffalo and a hunter.
5. Introduce the learning task. Direct students to the Venn Diagram for Buffalo Bull, Grazing on the Prairie and Buffalo Hunter, located in the Learn book. Instruct students to complete the diagram by adding similarities and differences in the two paintings.
Analyze Student Progress
Monitor: Do students identify at least one similarity and one difference between the two works of art?
Offer Immediate Support: If students need additional support identifying similarities and differences in the paintings, encourage them to describe objects in each work of art while they add to the diagram.
Plan Future Practice: Students practice expressing what they learned about a work of art in lesson 9.
Key Ideas
• Both works of art show that the buffalo tails are up.
• The buffalo in Buffalo Bull, Grazing on the Prairie is standing still.
• Buffalo Hunter shows a person on a horse.
6. Instruct students to think about what they have learned about buffalo from Buffalo Bird Girl. Then facilitate a brief discussion of this question:
What did you learn about buffalo from these works of art that you did not learn from Buffalo Bird Girl?
Language Support
To support their comparisons of the buffalo from this arc, students may benefit from sentence frames such as these: From Buffalo Hunter, I learned . From Buffalo Bull, Grazing on the Prairie, I learned
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Native American Tribes,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about participating in a discussion?
• What did you learn from Buffalo Bird Girl?
• What did you learn to do?
2. Think aloud to model how to form a knowledge statement relevant to the lesson.
3. Add a few student-generated knowledge statements to the charts. Place statements about key ideas from the lesson and information from the text on the World Knowledge Chart, and place statements about language arts on the ELA Knowledge Chart.
ACHIEVEMENT DESCRIPTORS
Sample Think Aloud
I learned that I can show that I am listening closely by restating what the speaker says.
CP Compose and Present Content
CP.5.2 Language: CP.5.2.B
CP.8.2 Presentation: CP.8.2.A, CP.8.2.B
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.D
DM.2.2 Comprehension Monitoring
DM.3.2 Schema Building
DM.4.2 Reflection and Evaluation
Lesson 7
Essential Question | How has life in the American West changed over time?
Content Framing Question | Know: How does this text build our knowledge?
OVERVIEW Preview
In this Know lesson, students listen to excerpts from the author’s note in Buffalo Bird Girl. They deepen their knowledge of Buffalo Bird Woman’s story and the lives of the Hidatsa today, and they express knowledge statements about what they learn. During visual art instruction, students examine the painting Among the Sierra Nevada, California and share their observations and questions. Examining the painting prepares students to write a description of what is happening in the work of art.
Learning Goals
Expand a sentence to form a knowledge statement about the Hidatsa.
LEARNING TASK: Form a knowledge statement about the Hidatsa.
Describe what is happening in Among the Sierra Nevada, California.
LEARNING TASK: Write at least three sentences to describe the setting, animals, and objects in Among the Sierra Nevada, California.
Vocabulary
nation (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to the Author’s Note
• Respond: Expand Sentences
• Observe: Describe Among the Sierra Nevada, California
LAND
Synthesize Learning
Materials
TEACHER
• Buffalo Bird Girl
• Among the Sierra Nevada, California (digital platform)
• class Text Features Chart (Reference Charts appendix)
• Knowledge Card: nation
STUDENTS
• Buffalo Bird Girl
• journal
Preparation
• Determine how to create and display a knowledge web for the phrase the Hidatsa today. See the Read section for details.
• Determine how to display two sample sentences about the Hidatsa. See the Respond section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete Fluency Practice for Buffalo Bird Girl (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Buffalo Bird Girl.
2. Display and Echo Read the Content Framing Question: How does this text build our knowledge?
3. Tell students that they will learn more from the author’s note in Buffalo Bird Girl and practice expanding sentences to form knowledge statements about the Hidatsa.
LEARN
53 minutes
Read | Listen Closely to the Author’s Note | 18 minutes
1. Reinforce that students have built their knowledge about the Hidatsa and changes in the American West by reading Buffalo Bird Girl. Ask these questions:
What have you learned about the Hidatsa?
What have you learned from Buffalo Bird Girl about how the American West has changed over time?
Key Ideas
• The Hidatsa lived on the Great Plains in Like-a-Fishhook Village and adapted their ways of life to the seasons.
• Native Americans and buffalo used to live freely on the land in the West before the government killed the buffalo and forced Native Americans to move to reservations.
2. Tell students that they will learn more about how life changed for the Hidatsa by reading sections of the author’s note. Display the class Text Features Chart and direct attention to the Author’s Note row. Uncover the Purpose section. Echo Read the purpose: to give extra information about a text.
3. Tell students that they will listen to two sections of the author’s note in Buffalo Bird Girl: one section about Buffalo Bird Woman’s story and one section about the Hidatsa ways of life today.
4. Distribute the text to pairs. Read aloud the portion of page 42 from the heading “An Indian Girl’s” to “to Gilbert Wilson.”
5. Instruct students to Think–Pair–Share to answer this question:
What did you learn from this part of the author’s note?
Key Ideas
• Buffalo Bird Woman worried that people would forget the Hidatsa ways of life.
• She shared the details of her youth.
• Buffalo Bird Woman told her story to Gilbert Wilson, who wrote everything down.
6. Invite a few students to share their responses. Start a class knowledge web (e.g., on chart paper) by adding and circling this phrase: the Hidatsa today.
7. Read aloud the portion of page 44 from the heading “Today and the Future” to “for their children.” Direct attention to the term nation in the second sentence.
8. Introduce the vocabulary term nation by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
9. Instruct students to Think–Pair–Share to answer this question: What does this part of the author’s note tell about the Hidatsa today?
Key Ideas
• The Hidatsa are one nation with the Mandan and Arikara people.
• The Hidatsa have the same freedoms as every citizen in the United States.
• The Hidatsa govern themselves.
Definition
nation (n.): a group of people united under a common history, government, culture, or language who are from a certain country or area of land
10. While students share, add words or phrases to the knowledge web around the central phrase: the Hidatsa today. Draw a line between words and phrases to signify the connections between ideas.
Respond | Expand Sentences | 18 minutes
1. Explain that students will share knowledge statements about Buffalo Bird Woman and the Hidatsa. Remind students that in previous lessons they practiced sharing knowledge by using complete sentences. Tell students that throughout module 2 they will practice sharing knowledge by adding more detail to a sentence.
2. Display and Echo Read this sample sentence: Buffalo Bird Woman told her story.
3. Explain that students can ask questions about sentences to orally expand them, or add details to them. Think aloud to model how to expand the sample sentence by asking and answering a question that begins with the word who.
4. Explain that students can ask another question that begins with the word what. Instruct students to Think–Pair–Share to answer this question:
What did Gilbert Wilson do with Buffalo Bird Woman’s story?
5. Reinforce the correct response: Gilbert Wilson wrote down Buffalo Bird Woman’s story and published it in a book. Revise the sample sentence: Buffalo Bird Woman told her story to Gilbert Wilson, who wrote it down and published it in a book.
6. Read aloud the sample sentence from step 2 and the expanded knowledge statement from step 5. Ask this question: How are these two sentences different?
7. Reinforce the correct response: The expanded sentence shares more knowledge from the author’s note. Tell students that they will now practice expanding a sentence to share their knowledge.
Sample Think Aloud
My sentence is “Buffalo Bird Woman told her story.” I am going to ask myself a question that starts with the word who: Who did Buffalo Bird Woman tell her story to? I will expand my sentence by adding the answer to the question. I can say, “Buffalo Bird Woman told her story to Gilbert Wilson.”
8. Display and read aloud this sample sentence: Today they govern. Tell students to listen closely for details that they can use to expand the sentence as you reread the portion of page 44 from the heading “Today and the Future” to “for their children.”
9. Introduce the learning task. Tell students that they will expand the displayed sentence to express knowledge about the Hidatsa ways of life today. Pair students. Echo Read this sentence: Today they govern. Instruct students to orally expand the sentence by responding to the question words who and what.
Language Support
To help students expand their sentence, ask these questions:
• Who governs today?
• What do they govern?
Teacher Note
Though the learning task focuses on students’ understanding of the content, the task also provides students an opportunity to practice their oral language skills. Students practice expanding sentences during the Know lessons in this module.
Analyze Student Progress
Monitor: Do students add details to the sentence to demonstrate understanding of who and what the Hidatsa govern?
Offer Immediate Support: If students need additional support expanding a sentence to form a knowledge statement, prompt them with one question word at a time.
Plan Future Practice: Students practice expanding sentences to form knowledge statements about bison in lesson 12.
Key Ideas
• Today the Hidatsa govern their own nation.
• Today the Hidatsa govern themselves.
• Today the Hidatsa, the Mandan, and the Arikara govern one shared nation.
10. Invite a few students to share their expanded knowledge statements. Choose one sentence and add it to the Module 2 World Knowledge Chart. If time allows, add additional knowledge statements. Direct attention to how the sentences were expanded by asking questions starting with who and what.
11. Explain that throughout the module students will continue to practice orally expanding sentences to share even more of what they have learned with others.
Observe | Describe Among the Sierra Nevada, California | 17 minutes
Teacher Note
In 1868, the German American artist Albert Bierstadt painted Among the Sierra Nevada, California. Bierstadt’s works of art appealed to an audience of viewers in the eastern United States and Europe, most of whom had never seen the American West and were hungry for images of what the land offered.
For this painting, Bierstadt combined imagery and settings from several different places (including the Matterhorn, which is in Europe) to create an idealized version of the American West’s idyllic scenery. Bierstadt toured with this massive painting, which he would keep behind a curtain and unveil to crowds of awestruck viewers. The painting’s grandiose setting was inspiring to many viewers and gave people an opportunity to catch a glimpse of these lands. Not long after Bierstadt painted Among the Sierra Nevada, California, a massive number of people began moving to the American West in search of opportunities for wealth, land, and independence.
To promote close observations, do not yet provide background information about this work of art. Rather, let students develop and share their observations. Students revisit the painting during the next several lessons and learn more about its history.
1. Remind students that they just discussed their knowledge about the Hidatsa. Tell students that they will make observations and ask questions about a new work of art.
Teacher Note
In lessons 2–6, students built knowledge from works of art using the full series of Content Stages. In this group of lessons, students build their knowledge of the American West and Among the Sierra Nevada, California in a shortened set of lessons. This lesson takes students through the Wonder and Organize Content Stages.
2. Display Among the Sierra Nevada, California without telling students the title of the painting or name of the artist. Instruct students to look closely at the work of art in silence. After at least 60 seconds, direct attention to different parts of the work of art, including the top, bottom, middle, and corners. Ask these questions:
What do you notice in this work of art?
What questions do you have about what you notice?
3. Tell students that they will describe what is happening in the work of art. Ask this question:
What is the setting in this work of art?
Differentiation Support
To help students identify the setting in the work of art, ask these questions:
• Where does the scene in this work of art take place?
• When does the scene in this work of art take place?
Key Ideas
• in a forest by mountains
• on a partly cloudy day
4. Remind students that in previous lessons they learned about the foreground and background in a work of art. Ask these questions:
What does it mean if something is in the foreground?
What does it mean if something is in the background?
Key Ideas
• Objects that are in the foreground appear closer to the viewer.
• Objects that are in the background appear farther from the viewer.
5. Encourage students to use the terms foreground and background to describe the placement of animals and objects in the work of art. Ask these questions:
What animals do you see?
Where are the animals placed in the work of art?
Key Ideas
• birds and deer
• in the foreground
6. Ask these questions: What objects do you see?
Where are the objects placed in the work of art?
Key Ideas
• trees, clouds, waterfall
• in the background
Teacher Note
Students may notice the absence of people in the work of art. As needed, tell students that they will learn more about the work of art in the next lesson.
7. Introduce the learning task. Direct students to their journals. Instruct students to write at least three sentences to describe the setting, animals, and objects in the work of art.
Analyze Student Progress
Monitor: Do students describe the setting, animals, and objects in Among the Sierra Nevada, California?
Offer Immediate Support: If students need additional support describing the animals, objects, and setting in the work of art, draw attention to specific sections of the painting and instruct students to describe what they see.
Plan Future Practice: Students practice describing what is happening in a work of art in module 3.
8. Invite a few students to share their responses.
Key Ideas
• The birds and deer are in the foreground.
• There is dark blue water in the center of the scene.
• The mountains and clouds are in the background.
9. Tell students that they will continue to view and discuss this work of art over the next several lessons to deepen their understanding of it.
LAND 5 minutes
Synthesize Learning
1. Direct attention to both knowledge charts, and read aloud a few knowledge statements. Ask this question:
What did you learn about the Hidatsa?
2. Facilitate a brief discussion of the following question to help students integrate the knowledge they built during the past several lessons:
How does your new knowledge help you understand how life in the American West changed over time?
3. Use responses to reinforce these Knowledge Threads:
• Before settlers arrived in the American West, Native American tribes who lived there depended on the land and animals to survive.
• Many Native American communities continue traditions to preserve their culture.
4. Tell students that they will continue building their knowledge as they study a new text in the next lesson.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.B, MM.1.2.C
MM.4.2 Individuals, Events, and Ideas: MM.4.2.B
MM.7.2 Structure: MM.7.2.C
MM.12.2 Complexity, Diversity, and Genre:
CP Compose and Present Content
CP.5.2 Language: CP.5.2.B
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.A, BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DF Develop Foundations
DF.13.2 Sentence Construction: DF.13.2.A
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.E
DM.3.2 Schema Building
DM.4.2 Reflection and Evaluation
Lesson 8
Essential Question | How has life in the American West changed over time?
Content Framing Question | Wonder: What do I notice and wonder about this text?
OVERVIEW Preview
In this Wonder lesson, students listen closely to the first reading of Where the Buffalo Roam and share what they notice and wonder. This work prepares students to write things they notice and related questions about the text. During visual art instruction, students continue to examine Among the Sierra Nevada, California to learn how the artist uses color to show light. Students use their new knowledge about color and light to discuss the mood in different parts of the painting.
Learning Goals
Notice and wonder about Where the Buffalo Roam.
LEARNING TASK: Write two things you notice about Where the Buffalo Roam and two related questions.
Examine the mood in different parts of Among the Sierra Nevada, California.
LEARNING TASK: Describe how color and light create different moods in Among the Sierra Nevada, California.
Vocabulary
bison (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to Where the Buffalo Roam
• Respond: Notice and Wonder About Where the Buffalo Roam
• Observe: Examine the Mood in Among the Sierra Nevada, California
LAND
Reflect on Learning
Materials
TEACHER
• Where the Buffalo Roam
• Among the Sierra Nevada, California (digital platform)
• Knowledge Card: bison
• class Fluency Reference Chart (Reference Charts appendix)
STUDENTS
• Where the Buffalo Roam
• sticky notes in two different colors
• Notice and Wonder Chart for Where the Buffalo Roam (Learn book)
• Fluency Practice for Where the Buffalo Roam (Learn book)
Preparation
• Make a class Fluency Reference Chart. See the Respond section for details and the Reference Charts appendix for a sample. Save this chart to use throughout arc B.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for Where the Buffalo Roam (Learn book) and focus on a fluency element or retelling.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display Where the Buffalo Roam.
2. Display and Echo Read the Content Framing Question: What do I notice and wonder about this text?
3. Introduce Where the Buffalo Roam by reading aloud the title and author. Tell students that in this lesson they will listen to the entire text and share what they notice and wonder about the book.
LEARN 53 minutes
Read | Listen Closely to Where the Buffalo Roam | 18 minutes
Teacher Note
As students share what they notice and wonder, listen for evidence of the knowledge and skills they built in previous lessons. In addition, listen for connections among ideas in the texts as the module progresses. Use the information you gather to prepare for subsequent lessons with this text.
1. Distribute the text to pairs. Direct attention to the front cover. Echo Read the title.
2. Remind students that they learned about buffalo in Buffalo Bird Girl. Instruct students to Think–Pair–Share to answer this question: What have you learned about buffalo?
Key Ideas
• Buffalo were important to the Hidatsa and their ways of life.
• The Hidatsa made use of buffalo in many different ways.
• The Hidatsa used buffalo hide to make clothing and tipis.
• They used the meat and fat as a food source.
3. Direct attention to the term bison on the front cover of Where the Buffalo Roam. Ask this question:
What is a bison?
4. Reinforce the correct response: A bison is an animal. Explain that many people call bison buffalo, but the scientific name for the animal is bison.
Teacher Note
Arts & Letters materials use the term bison in arc B to align with the animal’s reference in Where the Buffalo Roam. Other arcs refer to the animal as buffalo to align with the terminology used in those texts. The scientific name for the animal is bison, but the term buffalo is deeply woven into the history of the American West. Students may use the terms interchangeably.
5. Introduce the vocabulary term bison by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
6. Read aloud pages 6–31, starting with the heading “Introduction.”
Teacher Note
While the text uses the term Indian to describe people, Arts & Letters materials use the term Native American when a specific tribal nation name is unavailable.
7. Ask this question:
What do you notice about Where the Buffalo Roam?
8. Ask this question:
What do you wonder about Where the Buffalo Roam?
9. Tell students that they will have an opportunity to write down what they notice and wonder about the text later in the lesson. Remind them to use context to quickly self-correct small mistakes in the moment.
Definition bison (n.): a large, hairy wild animal that has a big head and short horns
Respond | Notice and Wonder About Where the Buffalo Roam | 17 minutes
1. Tell students that they will take a closer look at the text with a partner. Distribute two sticky notes to each student. Instruct students to write their initials on the sticky notes.
2. Instruct students to look through the entire book and place a sticky note on a page that they have a question about. Encourage students to read aloud to their partners the pages they notice. Instruct students to discuss these questions with their partners:
What do you notice in the text that you want to write about?
What questions do you have about what you notice?
Language Support
To support multilingual learners with beginning and intermediate English proficiency, pair them with students who fluently speak and read English.
3. Introduce the learning task. Direct students to the Notice and Wonder Chart for Where the Buffalo Roam, located in the Learn book. Instruct students to add two things they notice about the text and two related questions.
Analyze Student Progress
Monitor: Do students write at least two things they notice about Where the Buffalo Roam and two related questions?
Offer Immediate Support: If students need additional support noticing and asking questions, encourage them to draw a picture of what they notice and describe the picture to a partner.
Plan Future Practice: Students practice noticing things and asking questions about “Life in a Soddy” in lesson 15.
4. Tell students that now that they have had time to reflect on the text by sharing what they notice and wonder, they will work to gain fluency with the text. Instruct students to listen closely as you read the fluency passage with attention to accuracy. As you read, model making a mistake (e.g., pronouncing muscle with a /k/ sound) and quickly addressing it by rereading the word correctly.
5. After you read, ask these questions:
What did you notice about how I read the poem?
What did you notice about what I did when I made a mistake?
6. Tell students that all readers, even very accurate ones, sometimes make mistakes when they read. Explain that paying close attention to what you are reading is one way to catch mistakes and self-correct them in the moment. Emphasize that it was possible based on context in the poem to know that the familiar word muscle was more accurate than the guessed word /muskl/.
7. Display the class Fluency Reference Chart. Direct attention to the Accuracy row. Remind students that reading with accuracy means correctly decoding the words.
8. Ask this question:
How does reading with accuracy support fluency?
Key Ideas
• It helps readers understand each word in the text.
• It helps readers say words correctly.
9. Direct students to Fluency Practice for Where the Buffalo Roam, located in the Learn book. Tell students to follow along as you read aloud the fluency passage.
Fluency Reference Chart fluency (n.): the ability to read with accuracy, phrasing, and expression at an appropriate rate accuracy phrasing expression rate correctly decode the words group words into phrases, and pause for punctuation use voice to show feeling read at an appropriate speed
10. Instruct students to annotate words they do not know by putting a box around them. Direct students to discuss the words they annotated with a partner. Then invite a few students to share a word that they annotated. Explain how to decode the challenging word by using guidance from your foundational skills program.
11. Explain that students will practice reading aloud an excerpt on their own as follow-up work. Instruct students to practice reading aloud the excerpt every day.
Observe | Examine the Mood in Among the Sierra Nevada, California | 18 minutes
1. Remind students that they just noticed and asked questions about the text Where the Buffalo Roam. Now, they will look closely at the work of art they examined in the previous lesson. Tell students that they will discuss this question: What does a deeper look at light reveal?
Teacher Note
This second lesson of study for Among the Sierra Nevada, California combines the Reveal and Distill Content Stages. Students focus their attention on the artist’s use of color and learn how to identify mood in the work of art.
2. Display Among the Sierra Nevada, California without telling students the title or the name of the artist. Instruct students to look closely at the work of art in silence. After at least 30 seconds, direct attention to the colors in the work of art.
3. Remind students that in the previous module they learned about warm and cool colors. Warm colors remind us of things that feel warm, such as fire. Cool colors remind us of things that feel cool, such as ice. Facilitate a brief discussion of this question:
Where do you see warm and cool colors in the work of art?
Key Ideas
• The yellow light behind the clouds is a warm color.
• The green of the grass is a cool color.
4. Ask this question:
Where do you see dark and light colors in the painting?
Differentiation Support
To help students identify dark and light colors in the work of art, direct attention to the colors in the foreground and then to the colors in the background.
Key Ideas
• The darker, cooler colors are in the foreground.
• The lighter, warmer colors are in the background.
5. Tell students that just as artists use color to create images, they also use light. Many artists create images with light that is striking, or interesting—maybe a dramatic sunbeam or a dark shadow. Explain that students will examine how the artist uses light in this work of art.
6. Ask this question:
In the work of art, where does the light draw your attention?
Key Ideas
• My eyes start at the top with the clouds and then move down toward the dark colors and animals.
• My eyes look at the waterfall first and then move up to the clouds.
7. Tell students that the colors and light an artist uses can help create a mood for a work of art. The mood of a work of art is a quality that creates a particular emotion, such as peace, joy, or sadness. Ask these questions:
What kind of mood does the light create in the work of art?
What kind of mood do the darker colors create in the work of art?
Differentiation Support
To support students while they describe the mood in the work of art, ask these questions:
• How do the light and warm colors in this work of art make you feel?
• What does the light in the work of art make you think of?
8. Use responses to emphasize that the light creates a hopeful, peaceful, and dreamy mood. The darker colors create a scary and gloomy mood.
9. Introduce the learning task. Instruct students to Think–Pair–Share to answer this question:
How do the uses of color and light create different moods in the painting?
Analyze Student Progress
Monitor: Do students describe how the artist uses color and light to create different moods in the painting?
Offer Immediate Support: If students need additional support describing how light and color create the mood, instruct them to discuss how the colors and light at the top of the painting make them feel.
Plan Future Practice: Students practice concluding what a work of art communicates about the work’s topic in module 3.
Key Ideas
• The light at the top of the clouds feels majestic and grand.
• There are bright colors that feel hopeful and peaceful.
• The dark colors make it look like a big storm just passed.
• The dark colors make it feel gloomy.
10. Tell students about the work of art:
• Among the Sierra Nevada, California is a large oil painting by Albert Bierstadt. The painting is nearly 10 feet wide and 6 feet tall. Bierstadt created the painting in 1868. The painting can be found at the Smithsonian American Art Museum.
• This painting is not a literal image of the Sierra Nevada, but instead it depicts Western scenery unfamiliar to European Americans.
• While Bierstadt’s painting exemplifies the grandeur of the landscape, there are no people in this representation of the American West.
• Many people populated the Sierra Nevada and the American West at the time Bierstadt painted this image, including Native American nations such as the Paiute and Miwok.
11. Reinforce that the painting is supposed to show a part of the Sierra Nevada in the American West.
12. Ask these questions:
Who is missing from the painting?
Who lived in the American West first?
Key Ideas
• the people who lived in the American West when Bierstadt traveled there
• Native Americans
13. Explain that the painting is not the same as a photograph. The artist chose what to include and what to leave out. The artist also chose to change the landscape and setting. Emphasize that Bierstadt included different images and settings, including a mountain in Europe. Facilitate a brief discussion of these questions:
What did the artist include in the painting?
What did the artist leave out of the painting?
14. Use responses to emphasize that Bierstadt included parts of landscapes in the painting, but he left out the people who lived in the mountains and surrounding areas. The painting does not show the Native Americans who lived in the American West at the time. Tell students that they will conclude their study of Among the Sierra Nevada, California in the next lesson.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from Where the Buffalo Roam?
• What did you learn to do?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.B, MM.1.2.C
MM.5.2 Vocabulary: MM.5.2.A, MM.5.2.A.b, MM.5.2.C
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.b, MM.12.2.C, MM.12.2.C.b
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DF Develop Foundations
DF.5.2 Fluency: DF.5.2.A, DF.5.2.B, DF.5.2.C
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.A
DM.3.2 Schema Building
Lesson 9
Essential Question | How has life in the American West changed over time?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW
Preview
In this Organize lesson, students listen closely to a second reading of Where the Buffalo Roam and identify key details in sections of the text. Identifying key details prepares students to describe the main topic of sections in the text. During visual art instruction, students discuss what they have learned about Among the Sierra Nevada, California. This work prepares students to identify how the painting helps them understand the American West.
A Prologue to lesson 9 is available for students who need additional support.
Learning Goals
Identify the main topic of sections in Where the Buffalo Roam.
LEARNING TASK: Write the main topic of pages 20–23 in Where the Buffalo Roam.
Describe the knowledge gained from studying Among the Sierra Nevada, California.
LEARNING TASK: Identify what the viewer can learn about the American West from studying Among the Sierra Nevada, California.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify Key Details
• Respond: Describe the Main Topic
• Observe: Discuss Knowledge from Among the Sierra Nevada, California
LAND
Reflect on Learning
Materials
TEACHER
• Where the Buffalo Roam
• Among the Sierra Nevada, California (digital platform)
• class Fluency Reference Chart (Reference Charts appendix)
STUDENTS
• Where the Buffalo Roam
• Fluency Practice for Where the Buffalo Roam (Learn book, lesson 8)
• small group Gallery Walk charts
• journal
Preparation
• For the Gallery Walk, make three charts with headings from Where the Buffalo Roam. Determine how to display them at separate stations to allow small groups to add to each chart. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for Where the Buffalo Roam (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Where the Buffalo Roam.
2. Display and Echo Read the Content Framing Question: What is happening in this text?
3. Tell students that in this lesson they will identify the main topics and key details of sections in Where the Buffalo Roam to help them understand what is happening in the text.
LEARN
53 minutes
Read | Identify Key Details | 20 minutes
1. Remind students that reading with fluency helps them understand what they are reading. Display the class Fluency Reference Chart. Draw attention to the Phrasing row. Ask this question: What is phrasing?
2. Reinforce the correct response: Phrasing means grouping words into phrases and pausing for punctuation. Ask this question: Why is reading with appropriate phrasing important?
3. Reinforce the correct response: Reading with appropriate phrasing helps readers understand a text.
4. Direct students to Fluency Practice for Where the Buffalo Roam, located in the Learn book. Pair students and instruct them to take turns reading aloud the passage using appropriate phrasing. Remind students to pay attention to punctuation as they read aloud.
5. Tell students that they will identify the main topics and key details in Where the Buffalo Roam to help them understand what is happening in the text. Distribute the text to pairs. Read aloud pages 6–31, starting with the heading “Introduction.”
Teacher Note
The Lexile for this text is within the level 2 and 3 range. When possible, encourage students to read independently or with a partner while you read aloud to the rest of the class.
6. Direct attention to page 5. Tell students that this page shows a text feature known as the table of contents. Explain that the term contents, which is sometimes a shortened version of table of contents, is the heading on the page. Ask this question:
What information does the table of contents provide?
Key Ideas
• The table of contents shows the heading of each section in the text.
• It tells the page numbers of each section.
• It tells the order of the content in the text.
7. Direct attention to the charts for the Gallery Walk. Tell students that each chart includes a heading from a different section of the text. Read aloud the heading on each chart: Where the Bison Roam; Large, Strong, and Fast; and From Calf to Adult. Explain that the headings give clues about the main topic of each section.
Teacher Note
In this lesson, students examine the first part of the book, which is about the features of bison and how they behave. In a later lesson, students examine the next part of the book, which is about the treatment of bison over time.
8. Tell students that they will work in small groups to identify the key details, or important information, in a section of text. Form small groups. Assign each group one of the following sections in the text, and direct them to the corresponding chart:
• Where the Bison Roam, pages 8–11
• Large, Strong, and Fast, pages 12–19
• From Calf to Adult, pages 20–23
9. Tell students to read the pages of their assigned section of text and discuss the key details with their group. Instruct students to add the key details to their group chart.
Language Support
Allow students to discuss the key details that they identify rather than write a response on their group chart. Additionally, some students may benefit from dictating their ideas to another student or adult.
Differentiation Support
Depending on the number of students in your class, you may make multiple charts for each book section. To facilitate group work, consider assigning group roles for students in each group, such as recorder and timekeeper. Support groups who need help identifying the key details by prompting them to name the most important information from their assigned sections.
Key Ideas
• Where the Bison Roam: Bison live in North America. Bison can live in cold or hot weather. Bison gather in herds. Bison live near grass and plants.
• Large, Strong, and Fast: Bison are the largest land animal in North America. Bison can run faster than a horse. Bison have strong horns that they use to protect themselves.
• From Calf to Adult: Bison breed in the summer. Most bison calves are born in the spring. Bison calves live with their mothers for one year.
Respond | Describe the Main Topic | 16 minutes
1. Tell students that they will follow the instructional routine Gallery Walk to review the key details of other sections of the text by moving to one of the charts posted in the room. Explain how this routine works. First, you assign each student a starting point. Then, students silently read the key details noted on the chart. Then on your cue, students move to the next chart.
Teacher Note
Depending on the needs of your class, you may allow students to move and respond at their own pace rather than cueing them.
2. Model how to participate in a Gallery Walk by moving to one of the section charts posted in the room and reading the key details. Begin the Gallery Walk by assigning starting points.
3. Signal to groups when they should move to the next chart. Continue until all groups have read all charts. Close the Gallery Walk by inviting a few students to share their observations.
4. Direct attention to the chart with the heading Where the Bison Roam. Remind students that the headings give clues about the main topic of the section. Instruct students to review the heading and the key details on the chart. Pose this prompt:
Describe the main topic of this section in your own words.
5. Reinforce the correct response: The main topic of the section is where bison live. Add the main topic on the corresponding chart. Explain that stating the main topic in their own words helps readers understand what is happening in the text.
6. Direct attention to the chart with the heading Large, Strong, and Fast. Tell students to review the heading and the key details on the chart. Instruct students to Think–Pair–Share to respond to this prompt:
Describe the main topic of this section in your own words.
7. Listen for students to determine the correct response: The main topic of the section is the features and behaviors of bison. Add the main topic on the corresponding chart.
8. Direct attention to the chart with the heading From Calf to Adult. Tell students to review the heading and the key details on the chart.
9. Introduce the learning task. Direct students to their journals. Instruct students to write in their journals the main topic of the section From Calf to Adult on pages 20–23 in their own words.
Analyze Student Progress
Monitor: Do students identify “how bison grow” as the main topic of pages 20–23?
Offer Immediate Support: If students need additional support describing the main topic, ask this question: What is this section mostly about?
Plan Future Practice: Students practice identifying the main topic and key details in “Life in a Soddy” in lesson 16.
10. Invite a few students to share their responses. Reinforce the correct response: The main topic of the section is how bison grow. Add the main topic on the corresponding chart.
11. Explain that students will now use what they have learned to identify the main topic of the three sections they have discussed. Review the main topic on each chart. Instruct students to Think–Pair–Share to answer this question:
What are these sections of the book mostly about?
Key Ideas
• bison
• how bison live
• how bison behave
12. Facilitate a brief discussion of this question:
How did you use the headings to help you determine the main topic of different sections?
Differentiation Challenge
To encourage students to summarize concisely, instruct them to brainstorm their own headings based on the topic described in each section.
13. Use responses to emphasize that the headings provide clues about the main topic of each section. Tell students that they will discuss other sections of the text in future lessons.
Observe | Discuss Knowledge from Among the Sierra Nevada, California | 17 minutes
1. Tell students that they discussed the main topic and key details of the text Where the Buffalo Roam. Now, they will discuss the knowledge they have gained from studying Among the Sierra Nevada, California.
2. Display the painting. Tell students that Bierstadt, the artist, traveled with the painting and charged a fee for viewers to see it. Remind students that the painting is a combination of real and imaginary landscapes created to draw people to the West. Ask this question:
What made this painting interesting to those who lived far from the Sierra Nevada in California?
Key Ideas
• The painting shows what the American West looks like.
• They might be excited to know that they could visit a place this beautiful.
3. Ask this question:
What effect do you think this painting might have had on the people who saw it?
Differentiation Support
To encourage students to identify responses people might have had upon observing the painting, ask this question: How do you think people felt when they saw a painting of mountains like this?
Key Ideas
• People may have been excited and surprised.
• People might have been excited to see an image of the American West and want to see the Sierra Nevada for themselves.
4. Instruct students to Think–Pair–Share to answer this question:
What does the painting show about the American West?
Key Ideas
• The West is a beautiful part of the country.
• Parts of the West have big mountains and forests.
• Parts of the West have birds and deer.
5. Facilitate a brief discussion of this question:
What does this painting not show about the American West?
Key Ideas
• the people who lived in the West at the time
• Native American nations
• Native American villages and communities
6. Reinforce that the painting does not depict any images of the people who lived on the land.
7. Introduce the learning task. Instruct students to Think–Pair–Share to answer this question:
What did you learn about the American West by studying this painting?
Analyze Student Progress
Monitor: Do students identify at least one thing they have learned about the West by studying the painting?
Offer Immediate Support: If students need additional support, read aloud the information about the painting and the artist and instruct students to answer this question: How is the painting connected to the American West?
Plan Future Practice: Students practice expressing what they learn about a work of art in module 3.
Key Ideas
• Parts of the West were very beautiful, and the painting inspired people to move there.
• Many people in other parts of the country and the world did not know what the West was like.
• People, including Native American nations, lived in the West at the time, but the painting does not show them.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about bison?
• What did you learn from Where the Buffalo Roam?
• What did you learn to do?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.B, MM.1.2.C
MM.2.2 Theme and Central Idea: MM.2.2.B
MM.7.2 Structure: MM.7.2.C
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.b, MM.12.2.C, MM.12.2.C.b
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DF Develop Foundations
DF.5.2 Fluency: DF.5.2.A, DF.5.2.B
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.B
DM.2.2 Comprehension Monitoring
DM.3.2 Schema Building
Lesson 10
Essential Question | How has life in the American West changed over time?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW
Preview
In this Organize lesson, students explore the glossary in Where the Buffalo Roam. Exploring the glossary prepares students to identify the meaning of unknown words in the text. During writing instruction, students learn about informative writing. They examine a writing model and label the parts of the model informative paragraph for module 2.
A Prologue to lesson 10 is available for students who need additional support.
Learning Goals
Identify key information in Where the Buffalo Roam by using text features.
LEARNING TASK: Complete the Vocabulary Chart for Where the Buffalo Roam by using a glossary to determine the meaning of three unknown words in the text.
Identify the structure of an informative paragraph.
LEARNING TASK: Write to label the parts of the model informative paragraph for module 2.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Explore the Glossary
• Respond: Define Unknown Words
• Write: Identify the Parts of an Informative Paragraph
LAND
Reflect on Learning
Materials
TEACHER
• Where the Buffalo Roam
• class Fluency Reference Chart (Reference Charts appendix)
• class Vocabulary Chart for Where the Buffalo Roam (Learn book)
• writing prompt and model for module 2
• class Informative Paragraph Sandwich (Reference Charts appendix)
STUDENTS
• Where the Buffalo Roam
• Fluency Practice for Where the Buffalo Roam (Learn book, lesson 8)
• sticky notes
• Vocabulary Chart for Where the Buffalo Roam (Learn book)
• Writing Model for Module 2 (Learn book)
Preparation
• Prepare a duplicate of the Vocabulary Chart for Where the Buffalo Roam from the Learn book. During instruction, display the class chart to model how to complete it. See the Read section for details.
• Determine how to display the writing prompt and model for module 2. See the Write section for details. Students continue working with the prompt and model throughout module 2.
• Make a class Informative Paragraph Sandwich. See the Write section for details and the Reference Charts appendix for sample images. Save this chart to use again throughout module 2.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for Where the Buffalo Roam (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Where the Buffalo Roam.
2. Display and Echo Read the Content Framing Question: What is happening in this text?
3. Tell students that in this lesson they will examine text features to help them understand what is happening in the text and how the text is organized.
LEARN
53 minutes
Read | Explore the Glossary | 17 minutes
1. Remind students that reading with fluency helps readers understand what they are reading. Display the class Fluency Reference Chart. Draw attention to the Expression row. Ask this question:
What is expression?
2. Reinforce the correct response: Expression is using your voice to show feeling. Ask this question:
Why is it important to read with expression?
Key Ideas
• Reading with expression helps the reader understand the meaning of a text.
• Reading with expression makes a text more interesting and enjoyable to read.
3. Direct students to Fluency Practice for Where the Buffalo Roam, located in the Learn book. Pair students and instruct them to take turns reading aloud the passage with appropriate expression.
4. Remind students that they have learned about different types of texts, including informational texts, stories, and literary nonfiction. Ask this question:
What type of text is Where the Buffalo Roam?
5. Invite a few students to share their responses. Reinforce the correct response: Where the Buffalo Roam is an informational text. Distribute the text to pairs. Instruct students to follow along as you read aloud pages 12–19, starting with the heading “Large, Strong, and Fast.”
6. Tell students that they will practice using context clues to determine the meaning of unknown words. Assess prior knowledge by asking this question:
What are context clues?
7. Reinforce the correct response: Context clues are pieces of information that help readers determine the meaning of unknown words and phrases in a text. Tell students that sometimes context clues are found in the sentences around a word, and sometimes they are found in the images.
8. Display the class Vocabulary Chart for Where the Buffalo Roam. Explain that students will use the chart to write down the meaning of important words in the text.
9. Direct attention to the word signal on page 17, and write the word on the class Vocabulary Chart. Think aloud to model how to use context clues to infer the word’s meaning. Then model how to complete the What I Think the Word Means column on the class chart.
10. Tell students that some books have a text feature that lists important words and the meaning of those words in the text. This type of text feature is called a glossary. Instruct students to turn to the glossary on page 32.
Sample Think Aloud
I do not know what the word signal means. I will look for context clues to help me understand the word. The text says that bison use their tails to signal. In the photograph, the bison is looking at another bison. I wonder if signal means “to talk to another bison.” I will write down what I think the word means in this column.
11. Reinforce that you used context clues to understand how the word signal is used in the text. Tell students that they will use the glossary to check the definition, or meaning, of the word. Direct attention to the word signal in the glossary. Echo Read the definition. Add the meaning of the word to the Glossary Definition column of the class Vocabulary Chart.
12. Tell students that they will continue to practice using context clues and the glossary to identify the meaning of unknown words in the text.
Respond | Define Unknown Words | 17 minutes
1. Distribute three sticky notes to each student. Instruct students to look through the book’s pages and use their sticky notes to identify three words in bold print that they do not know or would like to learn more about.
2. Instructs students to discuss their words with a partner. Encourage students to share ideas about what they think each chosen word means.
3. Introduce the learning task. Direct students to the Vocabulary Chart for Where the Buffalo Roam, located in the Learn book. Instruct students to refer to the glossary to complete the chart to determine the meaning of three unknown words in the text.
Analyze Student Progress
Monitor: Do students use the glossary to define three unknown vocabulary words from the text?
Offer Immediate Support: If students need additional support identifying the meaning of unknown words in the text, instruct students to revisit the images around the unknown words and Echo Read the definitions from the glossary.
Plan Future Practice: Students practice identifying the meaning of unknown words in “Life in a Soddy” in lesson 16.
4. Instruct students to bring their completed charts and Mix and Mingle to share the words they learned and what they mean.
5. Facilitate a brief discussion of this question:
How does using a glossary help readers understand what is happening in the text?
Language Support
Remind students that using a glossary combined with context clues can offer extra support when a word’s meaning is still unknown or unclear.
Key Ideas
• Using a glossary helps readers understand words in the text.
• When there are multiple meanings, the glossary helps readers know the correct definition of a word in the text.
• A glossary can make it easier for readers to find the definition of a word in the text without using a dictionary.
Write | Identify the Parts of an Informative Paragraph | 19 minutes
1. Remind students that Where the Buffalo Roam is an informational text. Now, they will learn about informative writing.
2. Reinforce that informative writing provides information about a specific topic. Tell students that throughout the module they will use the knowledge they gain from reading to practice writing informative paragraphs. They will learn about the structure, or parts, of an informative paragraph.
3. Tell students that they will examine a writing prompt and model to learn more about the structure of an informative paragraph. Echo Read the prompt: Write a paragraph to tell why the buffalo were important to the Hidatsa. Then read aloud the writing model for module 2.
Writing Model
In the past, Native American tribes in the Great Plains had many uses for buffalo. Buffalo were very important to the Hidatsa. They used buffalo bones to make tools. They used fat from the buffalo to cook. The buffalo were important to the Hidatsa in many ways.
Differentiation Challenge
The writing model for module 2 provides an example of an on-target response. Some students will be able to write advanced responses to Module Task 1. For example, they may be able to include more textual evidence and to show additional knowledge of where bison live. See the Assessment Guide for more information, including an example of an advanced response.
4. Instruct students to Think–Pair–Share to answer this question: What did you learn from this informative paragraph?
Key Ideas
• The Hidatsa used buffalo for many different purposes.
• The Hidatsa used buffalo bones to make tools.
• The Hidatsa cooked with buffalo fat.
5. Explain that an informative paragraph is like a sandwich. Display the class Informative Paragraph Sandwich. Echo Read each component of the Informative Paragraph Sandwich: introduction, focus, evidence, and conclusion. Define each component.
• introduction: introduces the topic
• focus: tells the focus of the paragraph
• evidence: uses details from the text to support the focus sentence
• conclusion: restates the focus of the paragraph
Teacher Note
The Informative Paragraph Sandwich provides a concrete representation of the sequential organization of an informative paragraph and illustrates the individual parts. Using an organizational structure creates a shared language and helps students organize their thinking and communicate clearly and effectively. This structure grows and changes in later grades as students expand to multi-paragraph essays.
6. Explain that the introduction comes first and introduces the topic of the paragraph. The focus and conclusion hold the paragraph together, like the bread of a sandwich. Inside the paragraph is the evidence. Like the fillings of a sandwich, the evidence provides information that makes the paragraph interesting.
7. Direct attention to the writing model. Tell students that they will first identify the focus sentence. Ask these questions:
Which sentence in the paragraph is the focus sentence? How do you know?
Differentiation Support
Direct attention to the Focus section of the class Informative Paragraph Sandwich to help students identify the focus sentence in the writing model.
8. Reinforce the correct response: The second sentence of the paragraph, “Buffalo were very important to the Hidatsa,” is the focus sentence. Remind students that the focus sentence tells the focus of an informative paragraph, or what it is mostly about. Label the focus sentence on the writing model.
9. Tell students that they will work with a partner to identify the other parts of the model paragraph.
10. Introduce the learning task. Direct students to the Writing Model for Module 2, located in the Learn book. Instruct students to label the parts of the model informative paragraph in the correct order.
Analyze Student Progress
Monitor: Do students demonstrate understanding of how to order the parts of an informative paragraph?
Offer Immediate Support: If students need additional support, encourage them to review the parts of the class Informative Paragraph Sandwich.
Plan Future Practice: Students practice identifying the parts of an informative paragraph in lesson 19.
11. Invite a few students to identify the remaining sentences in the model. Direct attention to the Writing Model for Module 2. Ask these questions:
Which sentence is the introduction sentence? How do you know?
Which sentences are the evidence sentences? How do you know?
Which sentence is the conclusion sentence? How do you know?
Key Ideas
• The first sentence is the introduction: “In the past, Native American tribes in the Great Plains had many uses for buffalo.” I know because it tells the reader the topic of the paragraph, and it comes before the focus sentence.
• The third and fourth sentences are evidence sentences: “They used buffalo bones to make tools. They used fat from the buffalo to cook.” I know because they are details from the text that support the focus sentence.
• The last sentence is the conclusion sentence: “The buffalo were important to the Hidatsa in many ways.” I know because it restates the focus sentence and ends the paragraph.
12. Tell students that they will learn more about how to write each part of an informative paragraph throughout the module. Preview that in the following lesson students will learn how to collect evidence for an informative paragraph.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about glossaries?
• What did you learn from Where the Buffalo Roam?
• What did you learn to do?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.B, MM.1.2.C
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.b
CP Compose and Present Content
CP.2.2 Planning: CP.2.2.A, CP.2.2.B, CP.2.2.D
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DF Develop Foundations
DF.5.2 Fluency: DF.5.2.A, DF.5.2.B
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.B
DM.2.2 Comprehension Monitoring
DM.3.2 Schema Building
Lesson 11
Essential Question | How has life in the American West changed over time?
Content Framing Question | Reveal: What does a deeper look at the treatment of bison over time reveal?
OVERVIEW Preview
In this Reveal lesson, students revisit excerpts from Where the Buffalo Roam and examine the words and images in the text. Examining the words and images prepares students to describe how the treatment of bison has changed over time. During writing instruction, students learn how to collect evidence for an informative paragraph. Learning how to collect evidence prepares students to write evidence notes about where bison live for Module Task 1.
A Prologue to lesson 11 is available for students who need additional support.
Learning Goals
Identify how the treatment of bison has changed over time in Where the Buffalo Roam.
LEARNING TASK: Write at least three sentences to describe how the treatment of bison has changed over time in Where the Buffalo Roam.
For Module Task 1, identify evidence that supports the focus sentence.
LEARNING TASK: For Module Task 1, write at least three evidence notes that tell where bison live.
Vocabulary evidence (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine the Treatment of Bison in the Past
• Respond: Examine the Treatment of Bison Today
• Write: Collect Evidence for an Informative Paragraph
LAND
Reflect on Learning
Materials
TEACHER
• Where the Buffalo Roam
• class Fluency Reference Chart (Reference Charts appendix)
• class Informative Paragraph Sandwich (Reference Charts appendix)
• writing prompt for Module Task 1
• class Informative Writing Planner for Module Task 1 (Learn book)
STUDENTS
• Fluency Practice for Where the Buffalo Roam (Learn book, lesson 8)
• Informative Writing Planner for Module Task 1 (Learn book)
Preparation
• Determine how to display the writing prompt for Module Task 1. See the Write section for details. Students continue working with the writing prompt throughout arc B.
• Prepare a duplicate of the Informative Writing Planner for Module Task 1 from the Learn book. During instruction, display this class planner to add evidence notes. See the Write section for details. Save this planner to use throughout arc B.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for Where the Buffalo Roam (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Where the Buffalo Roam.
2. Display and Echo Read the Content Framing Question: What does a deeper look at the treatment of bison over time reveal?
3. Remind students that in the previous lesson they explored text features in Where the Buffalo Roam. In this lesson, students examine the connection between the words and images to learn how people’s treatment of bison has changed over time.
LEARN
53 minutes
Read | Examine the Treatment of Bison in the Past | 17 minutes
1. Remind students that reading with fluency helps readers understand what they are reading. Display the class Fluency Reference Chart. Direct attention to the Rate row. Echo Read the explanation of rate: read at an appropriate speed. Ask this question: What happens if someone reads too fast or too slow?
2. Ask this question: Why is it important to read at an appropriate rate?
3. Emphasize that it is important to read at an appropriate rate so that readers and listeners can understand the words. Direct students to Fluency Practice for Where the Buffalo Roam, located in the Learn book.
Differentiation Support
Students continue building fluency in subsequent lessons. If students require additional practice, consider instructing them to participate in a fluency performance. See module 1, lesson 6 for details.
Teacher Note
After this arc of explicit instruction on the elements of fluency (accuracy, phrasing, expression, and rate), students have numerous opportunities to practice fluent oral and silent reading during lessons. Encourage students to apply what they have learned about fluent reading when they read in class, and reinforce these skills with the fluency passages assigned for follow-up. See Implementation Resources for additional fluency resources and advice on identifying readers who need regular fluency support, setting goals, and tracking progress.
4. Pair students. Instruct pairs to take turns reading the passage at an appropriate rate. Encourage students to listen closely and discuss whether their partner read too fast or slow.
5. Remind students that in this lesson they will look closely at the connection between the words and images to learn how the treatment of bison has changed over time. Tell students that they will begin by examining how people treated bison in the past.
6. Distribute the text to pairs. Instruct pairs to read pages 24–25, starting with the heading “Bison and People.” Ask this question:
What does this part of the text tell us about how Native Americans treated bison?
Key Ideas
• Native Americans lived with bison on the land together.
• They hunted bison and made use of almost every part of the animal.
• They honored bison with stories, songs, dances, and prayers.
7. Instruct pairs to read pages 26–27, starting with “Then white settlers.” Read aloud the portion of page 26 from “Some killed bison” to “them for sport.” Direct attention to the phrase “for sport.” Remind students that in the previous lesson they learned that readers can use context clues in images to determine the meaning of unknown words and phrases.
8. Direct attention to the image on page 26. Explain that the image shows a magazine cover from long ago. Instruct students to Think–Pair–Share to answer these questions:
What does the phrase “for sport” mean?
How does the image help you understand the meaning of the phrase?
Key Ideas
• The phrase means for enjoyment or fun.
• The image helps me understand the phrase because it shows a person proudly holding up buffalo hide.
9. Instruct students to review the words and images on pages 25–27. Ask this question:
What do these pages reveal about how Native Americans treated bison differently than settlers and the government?
Key Ideas
• Native Americans honored bison and made use of almost every part of the animal.
• Some settlers killed bison for sport.
• The government killed many bison.
10. Reinforce that students have learned about the treatment of bison in the past. Now, they will examine how people treat bison today.
Respond | Examine the Treatment of Bison Today | 17 minutes
1. Direct attention to page 28 and the word Smithsonian. Explain that the Smithsonian is an organization of museums and education centers created by the government. Instruct pairs to read pages 28–30, starting with the heading “Bringing Back Bison.” Ask this question:
What does this excerpt explain about how people treat bison today?
Key Ideas
• The Smithsonian and other conservationists protect bison.
• Some Native American tribes manage bison herds on their land.
• The bison is the first national mammal and an important symbol of US history.
2. Instruct students to discuss this question with a partner:
How has the treatment of bison changed over time?
Language Support
Provide the following sentence frames to support student discussion:
• First,
• Then,
• Today, .
3. Introduce the learning task. Direct students to their journals. Instruct students to write at least three sentences to describe how the treatment of bison has changed over time. Encourage students to use time order words and phrases to sequence their sentences.
Analyze Student Progress
Monitor: Do students demonstrate understanding of how the treatment of bison has changed over time?
Offer Immediate Support: If students need additional support describing the treatment of bison, instruct them to review the images on pages 25–30 and describe what the images show about how people have treated bison over time.
Plan Future Practice: Students practice describing the connection between historical events in The Buffalo Are Back in lesson 23.
Key Ideas
• First, Native Americans lived together with bison and honored them as part of their way of life.
• Then, some settlers and the government killed many bison.
• Today, the government and conservationists protect bison and honor them as an important symbol of the US.
4. Tell students that they will learn more about what happened to bison in the West in future lessons.
Differentiation Challenge
To extend student thinking across texts, ask these questions: How are bison treated similarly in Buffalo Bird Girl and Where the Buffalo Roam? How are they treated differently?
Write | Collect Evidence for an Informative Paragraph | 19 minutes
1. Tell students that they just examined how people’s treatment of bison has changed over time. Now, they will learn more about informative writing.
2. Remind students that in the previous lesson they learned about the parts of an informative paragraph. Instruct students to discuss this question with a partner:
What are the four parts of an informative paragraph?
3. Invite a few students to share their responses. Reinforce the correct response: The four parts of an informative paragraph are the introduction, focus, evidence, and conclusion.
4. Display the class Informative Paragraph Sandwich. Direct attention to the Evidence section. Tell students that they will learn how to collect evidence for an informative paragraph. Introduce the vocabulary term evidence. Say the term aloud, and instruct students to repeat it. Define the term.
5. Display the writing prompt for Module Task 1. Echo Read the prompt: Complete the paragraph about bison. Write two evidence sentences about where bison live.
6. Ask this question:
What is this prompt telling us to write about?
7. Reinforce the correct response: The prompt tells us to write about where bison live. Tell students that they will revisit Where the Buffalo Roam to collect evidence about where bison live.
8. Instruct pairs to read page 8, starting with the heading “Where the Bison.” Ask this question:
What does this page tell us about where bison live?
Differentiation Support
To help students identify evidence about the bison, ask this question: On what continent do bison live?
Definition evidence (n.): information from the text that supports the focus sentence
9. Use responses to emphasize that the paragraph tells that bison live in North America. Explain that bison are found in North America, which is evidence about where they live.
10. Display the class Informative Writing Planner for Module Task 1. Tell students that you will add notes to the planner that tell that bison live in North America. Explain that when collecting evidence, students do not have to write in complete sentences. Instead, they can take notes by writing words and phrases that tell the most important information. Add the evidence note “live in North America” to the Evidence section of the class writing planner.
11. Direct students to the Informative Writing Planner for Module Task 1, located in the Learn book. Tell students that they will practice adding notes about where bison live.
12. Instruct pairs to read the portion of page 9 from “Bison can live” to “cold or hot.” Ask this question:
What evidence can we add from this excerpt about where bison live?
13. Use responses to emphasize that the excerpt explains that bison can live anywhere with food and water. Add the phrase “places with food and water” to the Evidence section of the class planner. Instruct students to add the evidence note to their Informative Writing Planner for Module Task 1.
14. Tell students that they will continue to identify evidence from the text that tells where bison live. Instruct pairs to read pages 9–11, from “Bison gather in” to “plant and pull!” Instruct students to discuss this question with a partner:
What do these pages tell us about where bison live?
15. Introduce the learning task. Direct attention to the Evidence section on the Informative Writing Planner for Module Task 1. Instruct students to use the information on pages 9–11 of the text to add at least three evidence notes about where bison live.
Analyze Student Progress
Monitor: Do students use the information from pages 9–11 to add at least three evidence notes about where bison live?
Offer Immediate Support: If students need additional support adding evidence notes about where bison live, read aloud each paragraph on page 9 and instruct students to identify the words that tell the most important information.
Plan Future Practice: Students practice collecting evidence in lesson 23.
16. Invite a few students to share their responses, and add them to the class planner. Instruct students to add the additional evidence notes to their own Informative Writing Planner for Module Task 1.
Key Ideas
• places with food and water
• where the weather is hot or cold
• in herds
• on land with grass and plants to eat
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about the treatment of bison over time?
• What did you learn from Where the Buffalo Roam?
• What did you learn to do?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.B, MM.1.2.C
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.b
CP Compose and Present Content
CP.1.2 Genre: CP.1.2.B, CP.1.2.H
CP.2.2 Planning: CP.2.2.A, CP.2.2.D
CP.3.2 Content: CP.3.2.A, CP.3.2.A.b, CP.3.2.A.e
CP.4.2 Structure: CP.4.2.B, CP.4.2.B.b
CP.5.2 Language: CP.5.2.B
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.A, BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DF Develop Foundations
DF.5.2 Fluency: DF.5.2.A, DF.5.2.B
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.C
DM.3.2 Schema Building
Lesson 12
Essential Question | How has life in the American West changed over time?
Content Framing Question | Know: How does this text build our knowledge?
OVERVIEW
Preview
In this Know lesson, students view a video about buffalo and bison. They build knowledge about the unique features of each animal and orally express their new knowledge in an expanded sentence. During writing instruction, students complete an informative paragraph about where bison live. Using notes from previous lessons, students write evidence sentences to support the focus sentence of the paragraph.
A Prologue to lesson 12 is available for students who need additional support.
Learning Goals
Expand a sentence to form a knowledge statement about bison.
LEARNING TASK: Form a knowledge statement about bison that includes a preposition.
For Module Task 1, write evidence sentences to complete an informative paragraph.
LEARNING TASK: For Module Task 1, write two evidence sentences that tell where bison live.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: View “Demystified: How Are Buffalo and Bison Different?”
• Respond: Express Knowledge
• Write: Complete an Informative Paragraph
LAND
Synthesize Learning
Materials
TEACHER
• Where the Buffalo Roam
• “Demystified: How Are Buffalo and Bison Different?” (digital platform)
• class Venn Diagram
• writing prompt for Module Task 1 (lesson 11)
• class Informative Writing Planner for Module Task 1 (lesson 11)
• Make a class Venn Diagram. See the Read section for details.
• Determine how to display two sample sentences about bison and buffalo. See the Respond section for details.
• Determine how to display a brief list of prepositions students can use to expand a sentence. See the Respond section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete Fluency Practice for Where the Buffalo Roam (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Where the Buffalo Roam.
2. Display and Echo Read the Content Framing Question: How does this text build our knowledge?
3. Tell students that in this lesson they will learn more about buffalo and bison. Then they will share what they have learned by expanding sentences into knowledge statements.
LEARN
53 minutes
Read | View “Demystified: How Are Buffalo and Bison Different?” | 17 minutes
1. Reinforce that students have built knowledge about bison and the American West by reading Where the Buffalo Roam. Ask these questions:
What have you learned about bison?
What have you learned about how the American West changed over time?
Key Ideas
• Bison are the largest land mammals in North America and an important symbol in the United States.
• Many bison used to roam the West freely, but the government killed most of them. Today, the government protects bison.
2. Explain that many people use the term buffalo to describe bison, but they are two different animals. Tell students that they will watch a short video about buffalo and bison. Instruct students to listen for how buffalo and bison are different. Play the video “Demystified: How Are Buffalo and Bison Different?”
Teacher Note
If time allows, explain why carefully selecting video sources is an important part of gathering information online. Tell students to use trusted sources, prioritize accuracy, and be cautious of sharing any personal data.
3. Display the class Venn Diagram. Remind students that a Venn diagram shows how two things are similar and different. Explain that you will add how buffalo and bison are similar to the middle section of the diagram, where the circles overlap. Then you will add how buffalo and bison are different to the outside sections of the circles.
4. Instruct students to Think–Pair–Share to answer this question:
How are bison and buffalo similar?
Language Support
Venn
To help students discuss the similarities between bison and buffalo, provide this sentence frame: Both bison and buffalo
Key Ideas
• Both bison and buffalo are large land animals.
• Both bison and buffalo have horns.
5. As students share, add words or phrases from their responses to the appropriate sections of the class Venn Diagram.
Bison Both Buffalo
Diagram
6. Instruct students to Think–Pair–Share to answer this question:
How are bison and buffalo different?
Language Support
To help students discuss the differences between bison and buffalo, provide these sentence frames:
• Bison live in . Buffalo live in .
• Bison have . Buffalo have .
Key Ideas
• Bison live in North America and parts of Europe. Buffalo live in parts of Africa and Asia.
• Bison have humps and beards. Buffalo do not have humps or beards.
• Bison have horns that are sharp and short. Buffalo have horns that are long and curl up.
7. While students share, add words or phrases from their responses to the appropriate sections of the class Venn Diagram.
Differentiation Challenge
To encourage students to share their knowledge creatively, instruct them to draw and label a picture of a bison and a buffalo in the animals’ natural habitats.
Respond | Express Knowledge | 19 minutes
1. Explain that students will work in pairs to share knowledge statements about buffalo and bison. Remind students that throughout module 2 they will practice expanding sentences by adding details to form knowledge statements.
2. Display and Echo Read this sample sentence: Some buffalo live.
3. Remind students that they can respond to questions to expand or add details to sentences. Students can add details by answering the question “Where?” Think aloud to model how to expand the sentence by responding to a question that begins with where.
4. Display and Echo Read this sample sentence: Some buffalo live in South Asia. Draw attention to the word in. Explain to students that when expanding a sentence to tell where, they can use words such as in to describe location.
5. Make and display (e.g., on chart paper) a brief list of prepositions students can use to describe location, such as in, around, and near. Echo Read the list.
6. Pair students. Instruct students to use a word from the list that describes location to expand the first sample sentence: Some buffalo live.
Key Ideas
• Some buffalo live in South Asia.
• Some buffalo live near water.
• Some buffalo live in parts of Africa.
7. Display this sample sentence: Bison live. Remind students that in the previous lesson they collected evidence from Where the Buffalo Roam about where bison live. Instruct students to think about what they have learned from the text and video about where bison live.
8. Introduce the learning task. Choral Read the sample sentence: Bison live. Instruct students to Mix and Mingle and expand the sentence by telling where bison live. Tell students to use a word from the prepositions list that describes location in their response.
Sample Think Aloud “Some buffalo live” is a complete sentence, but it does not have much detail. I will ask and answer this question to help me expand the sentence: “Where do some buffalo live?” Some buffalo live in South Asia.
Analyze Student Progress
Monitor: Do students demonstrate understanding of how to use a preposition to express where bison live?
Offer Immediate Support: If students need additional support expanding sentences, instruct them to read pages 8–11 and describe where bison live.
Plan Future Practice: Students practice expanding knowledge statements in “Life in a Soddy” in lesson 19.
Key Ideas
• Bison live around sources of food and water.
• Bison live in North America.
• Bison live in parts of Europe.
• Bison live in hot or cold weather.
• Bison live near grass and plants.
9. Invite a few students to share their responses. Choose one sentence and add it to the Module 2 World Knowledge Chart. If time allows, add additional knowledge statements. Direct attention to how the sentences include words that describe location, such as in and around.
10. Explain that throughout the module students will continue to practice orally expanding sentences so they can share even more of the knowledge they have gained.
Write | Complete an Informative Paragraph | 17 minutes
1. Remind students that they discussed their knowledge about bison. Now, students will complete an informative paragraph by writing evidence sentences.
2. Display the writing prompt for Module Task 1. Read aloud the prompt: Complete the paragraph about bison. Write two evidence sentences about where bison live.
3. Ask this question:
Why is it important to include evidence sentences in an informative paragraph?
Key Ideas
• Evidence sentences have details from the text that support the focus.
• Evidence sentences give readers information about the topic.
4. Display the class Informative Writing Planner for Module Task 1. Direct attention to the Evidence section. Think aloud to model how to change an evidence note into a complete sentence.
5. Direct students to the Informative Writing Planner for Module Task 1, located in the Learn book. Tell students that they will work with a partner to practice forming complete sentences with their evidence notes.
6. Pair students. Instruct students to orally rehearse their evidence sentences about where bison live.
7. Introduce the learning task. Direct attention to Module Task 1, located in the Learn book. Instruct students to write two evidence sentences about where bison live.
Analyze Student Progress
Following completion of Module Task 1, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan future writing instruction.
Bison live in North America. Bison are land animals.
Sample Think Aloud
In my planner, I wrote “live in North America.” I know that this is not a complete sentence because it does not have a subject. I will add a subject to this note to make it a complete sentence in my own words: “Bison live in North America.”
LAND 5 minutes
Synthesize Learning
1. Direct attention to both knowledge charts, and read aloud a few knowledge statements. Ask this question:
What did you learn about the difference between bison and buffalo?
2. Facilitate a brief discussion of the following question to help students integrate the knowledge they built during the past several lessons:
How does your new knowledge help you understand how life in the American West changed over time?
3. Use responses to reinforce these Knowledge Threads:
• Before settlers arrived in the American West, Native American tribes who lived there depended on the land and animals to survive.
• Preservation efforts have partially restored the grasslands and buffalo of the Great Plains.
4. Tell students that they will continue building their knowledge as they study a new text in the next lesson.
ACHIEVEMENT DESCRIPTORS
CP Compose and Present Content
CP.1.2 Genre: CP.1.2.B, CP.1.2.H
CP.3.2 Content: CP.3.2.A, CP.3.2.A.b, CP.3.2.A.e
CP.4.2 Structure: CP.4.2.B, CP.4.2.B.b
CP.5.2 Language: CP.5.2.B
CP.8.2 Presentation: CP.8.2.A
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.A
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DF Develop Foundations
DF.13.2 Sentence Construction: DF.13.2.A
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.E
DM.3.2 Schema Building
DM.4.2 Reflection and Evaluation
Lesson 13
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
In this lesson, students complete Listening Comprehension
Assessment 1. They listen to a new text read aloud and complete tasks based on the text. This assessment builds on knowledge and skills students developed in the first half of the module. After completing the assessment, students practice reading Geodes or explore a volume of reading text.
Learning Goal
Demonstrate knowledge of the American West and apply listening comprehension skills to a new text related to how the American West has changed over time.
• Refer to the Assessment Guide for information on how to administer Listening Comprehension Assessment 1.
• Select volume of reading books or Geodes for the Read section.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH 2 minutes
Read the Essential Question
1. Display and Echo Read the Essential Question: How has life in the American West changed over time?
2. Tell students that in this lesson they will listen to a new text related to the American West. Reinforce that the text students listen to during the assessment will add to their understanding of the Essential Question.
LEARN
55 minutes
Respond | Complete an Assessment | 40 minutes
1. Introduce the learning task. Tell students that they will complete an assessment. Explain that students will listen closely to a new text and complete tasks that show what they understand about the text.
2. Administer the assessment according to the instructions in the Assessment Guide.
Teacher Note
During the next section of the lesson, continue to administer the assessment to students who need more time to complete it.
Analyze Student Progress
Refer to the Assessment Guide for next steps following Listening Comprehension Assessment 1. Use this information to plan responsive teaching for lesson 14.
Read | Read More About the American West | 15 minutes
1. Instruct students who completed the assessment to explore a volume of reading or Geodes book. Those who are still working on the assessment can explore a volume of reading or Geodes book during the regularly scheduled volume of reading time.
LAND 3 minutes
Revisit the Essential Question
1. Instruct students to share with a partner one thing they learned about the American West from the text for Listening Comprehension Assessment 1.
2. Tell students that they will continue to build knowledge about the American West as they read additional module texts.
ACHIEVEMENT DESCRIPTOR
DM Develop Metacognition
DM.3.2 Schema Building
Lesson 14
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
In this Responsive Teaching lesson, students listen closely to another reading of the text for Listening Comprehension Assessment 1. They discuss assessment questions they might have missed to explain how to identify the correct answers. The lesson concludes with an opportunity for students to review module terms by using Knowledge Cards. Reviewing the assessment and module terms solidifies students’ understanding of how the American West has changed over time and prepares them to continue building their knowledge.
Learning Goal
Analyze relevant questions on Listening Comprehension Assessment 1.
LEARNING TASK: Explain how to identify correct answers for relevant questions on Listening Comprehension Assessment 1.
• Use the student performance data from Listening Comprehension Assessment 1 to determine which questions to review in this lesson. Refer to the Assessment Guide for additional information.
• Gather the Knowledge Cards introduced thus far in the module for use in the Engage section.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display and Echo Read the Essential Question: How has life in the American West changed over time?
2. Tell students that they will listen again to the text for Listening Comprehension Assessment 1 and discuss some of the questions. Emphasize that revisiting the text and assessment helps students deepen their knowledge and respond to the Essential Question.
LEARN
55 minutes
Read | Listen Closely to the Assessment Text | 15 minutes
1. Read aloud the text for Listening Comprehension Assessment 1, modeling fluent reading.
Respond | Revisit the Assessment | 25 minutes
1. Introduce the learning task. Display selected questions from Listening Comprehension Assessment 1. Explain that the class will discuss these questions to understand how to identify the correct answers.
2. Refer to the Assessment Guide for information on responsive teaching for Listening Comprehension Assessment 1.
Analyze Student Progress
Monitor: Do students explain how to identify the correct answers for items reviewed on Listening Comprehension Assessment 1?
Offer Immediate Support: If students need additional support explaining how they arrived at the correct answers, think aloud to model an explanation before having students practice in pairs.
Plan Future Practice: Students practice discussing responses to an assessment in lesson 33.
Engage | Review Module Terms | 15 minutes
1. Review select Knowledge Cards introduced in previous lessons. Choose cards to help students solidify key knowledge of the module topic.
Language Support
To leverage students’ home languages as resources to support learning, prompt students to make crosslinguistic connections between their home languages and English through cognates.
Teacher Note
To expand the vocabulary word selection for students to work with, incorporate terms from the glossary in Where the Buffalo Roam
2. Choose one vocabulary activity to help students make connections among module terms.
• Share What You Know: Choose one Knowledge Card and read aloud the term and definition. Instruct students to silently form a knowledge statement with that term and then share that statement with a partner. Invite pairs to share with the class. Tell students to use a nonverbal signal (e.g., a thumbs-up) if they hear a knowledge statement like their own. Repeat the activity by choosing another Knowledge Card.
• Draw a Term: Gather the nouns from the Knowledge Cards. Read aloud the terms and instruct students to choose one to draw. Encourage students to incorporate as many details as they can into their drawings. Invite students to share their drawing with a partner and have the partner guess what they drew.
• Connect Two Terms: Display two Knowledge Cards. Model how to connect the two terms in one sentence. Instruct pairs to use a complete sentence to make a different connection between the two terms. Invite pairs to share their sentences with the class.
Teacher Note
Reviewing Knowledge Cards offers an opportunity to deepen the knowledge of the module. Consider which Knowledge Threads to elevate when selecting terms for the activity. Find the Knowledge Threads in the module overview.
LAND 3 minutes
Reflect on the Assessment
1. Instruct students to share with a partner one thing they learned as they worked through assessment questions with the class.
2. Tell students that they will continue to build their knowledge about the American West as they read more module texts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.B, MM.1.2.C
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.b
BU Build Understanding
BU.2.2 Discovery and Evidence
DM Develop Metacognition
DM.4.2 Reflection and Evaluation
Lesson 15
Essential Question | How has life in the American West changed over time?
Content Framing Question | Wonder: What do I notice and wonder about this text?
OVERVIEW Preview
In this Wonder lesson, students listen closely to the first reading of “Life in a Soddy” and share what they notice and wonder. This work prepares students to write two things they notice about the text and two related questions. During writing instruction, students learn about collective nouns by reviewing paragraphs from the text. Students practice using collective nouns in complete sentences.
Learning Goals
Notice and wonder about “Life in a Soddy.”
LEARNING TASK: Write two things you notice about “Life in a Soddy” and two related questions.
Use collective nouns correctly.
LEARNING TASK: Write two sentences about life in the American West, using collective nouns correctly.
Vocabulary
collective noun
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to “Life in a Soddy”
• Respond: Notice and Wonder
• Write: Use Collective Nouns
LAND
View “Homesteaders”
Materials
TEACHER
• “Life in a Soddy” (digital platform)
• class Collective Nouns Chart (Reference Charts appendix)
• “Homesteaders” (digital platform)
STUDENTS
• “Life in a Soddy” (Learn book)
• Notice and Wonder Chart for “Life in a Soddy” (Learn book)
• Fluency Practice for “Life in a Soddy” (Learn book)
• journal
Preparation
• Make labels for Question Corners and post in different areas of the room. Write a label for each of the following question words: Who, What, When, Where, Why, and How. See the Respond section for details. Save for use throughout the module.
• Determine how to display the words house and houses. See the Write section for details.
• Make a class Collective Nouns Chart. See the Write section for details and the Reference Charts appendix for sample images. Save this chart to use throughout module 2.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for “Life in a Soddy” (Learn book) and focus on a fluency element or retelling.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display “Life in a Soddy.”
2. Display and Echo Read the Content Framing Question: What do I notice and wonder about this text?
3. Introduce “Life in a Soddy” by reading aloud the title and author. Tell students that in this lesson they will listen to the entire article and share what they notice and wonder.
LEARN 53
minutes
Read | Listen Closely to “Life in a Soddy” | 17 minutes
Teacher Note
As students share what they notice and wonder, listen for evidence of the knowledge and skills they built in previous lessons. In addition, listen for connections among ideas in the texts as the module progresses. Use the information you gather to prepare for subsequent lessons with this text.
1. Remind students that in previous lessons they read about the Hidatsa, who live in the American West. Now, they will read a text about another group of people who lived in the American West.
2. Direct students to “Life in a Soddy,” located in the Learn book. Read aloud the article.
Language Support
Based on your students’ needs, pause to define select terms with a synonym (e.g., dweller, perimeter, tar paper). Use subsequent readings to reinforce synonyms for the terms you selected.
by Marcia Amidon Lusted
3. Ask this question:
What do you notice about “Life in a Soddy”?
Differentiation Support
To help students express things they notice in “Life in a Soddy,” ask these questions:
• What do you find interesting?
• What do you notice about the photographs?
• What do you find unclear?
4. Ask this question:
What do you wonder about “Life in a Soddy”?
5. Tell students that they will have an opportunity to write about what they notice and their related questions later in the lesson.
Respond | Notice and Wonder | 19 minutes
1. Remind students that in previous lessons they used sticky notes to mark what they noticed about a text. In this lesson, students will annotate by drawing a box around what they notice. Tell students that they will take a closer look at the text with a partner.
2. Instruct students to review the pages of the article and then to draw a box around two parts of the text that they want to ask a question about. Instruct students to discuss these questions with a partner:
What did you notice that you want to write about?
What questions do you have about what you notice?
3. Introduce the learning task. Direct students to the Notice and Wonder Chart for “Life in a Soddy,” located in the Learn book. Instruct students to write two things they notice and two related questions.
Analyze Student Progress
Monitor: Do students write at least two things they notice about “Life in a Soddy” and two related questions?
Offer Immediate Support: If students need additional support writing things they notice and related questions, encourage them to draw a picture of something they notice and share a question about it with a partner.
Plan Future Practice: Students practice noticing things and asking related questions about The Buffalo Are Back in lesson 22.
4. Remind students that asking questions about a text can help readers think more deeply about a topic.
5. Tell students that they will follow the instructional routine Question Corners to explore how their questions are similar to each other’s. Explain how this routine works. First, you read aloud the displayed question words. Next, students decide which question they want to share. Then, they move to the area of the room labeled with that question word. Finally, students share their questions with others who moved to the same area of the room.
6. Tell students to choose a question they have about the text from their Notice and Wonder Chart. Direct students to move to the area of the room with the question word that matches their question. Instruct students to discuss their questions with a partner.
Differentiation Support
Instruct students to bring their Notice and Wonder Chart for “Life in a Soddy” with them to the Question Corner to discuss their question.
7. Facilitate a brief discussion of this question:
What do you want to know more about in this article?
Differentiation Support
To help students identify questions that they may have about the article, ask these questions:
• What questions do you have about the settlers who moved to the West?
• What questions do you have about sod houses?
• What questions do you have about what it was like to live in a sod house?
8. Explain that sometimes when readers ask questions about a text, it helps them think of other questions they have. Facilitate a brief discussion about other questions students have about the text.
9. Explain that students just noticed and wondered after listening to the text. As follow-up work, students will practice reading an excerpt from the text on their own. Direct students to Fluency Practice for “Life in a Soddy,” located in the Learn book. Model how to read aloud the excerpt. Instruct students to practice reading aloud the excerpt every day.
Teacher Note
Initially, students practice the full excerpt independently. Later in the arc, as students gain independence with reading the passage, students can practice the fluency passage in more creative ways, such as reading the excerpt in a Readers’ Theater in groups of three.
Write
| Use Collective Nouns | 17 minutes
Language Support
The main focus of this section is on collective nouns instead of the agreement between collective nouns and verbs. If students have questions about which verb to use, support them in selecting the verb that is appropriate for the collective noun in the sentence.
1. Reinforce that students listened to “Life in a Soddy.” Now, they will discuss different types of nouns and then practice using them correctly. Explain that it is necessary to use nouns correctly so that others understand what students are saying and writing.
2. Ask this question: What is a noun?
3. Reinforce the correct response: A noun is a person, place, or thing. Display the words house and houses. Tell students that both words are nouns. Ask these questions:
Which noun is singular? How do you know?
Which noun is plural? How do you know?
4. Reinforce the correct responses: House is a singular noun because it does not end in -s, and it refers to only one thing. Houses is a plural noun because it ends in -s and refers to more than one thing.
5. Direction attention to “Life in a Soddy.” Tell students that they will take a closer look at parts of the text to identify different types of nouns. Direct attention to the word soddy in the article title. Ask these questions:
Is soddy a singular or a plural noun? How do you know?
6. Reinforce the correct response: Soddy is a singular noun because it refers to only one sod house. Direct attention to paragraph 1. Invite students to share the singular and plural nouns they see in the paragraph.
Key Ideas
• singular nouns: person, wagon, son, daughter
• plural nouns: trains, wagons
7. Direct attention to the word family in paragraph 1. Tell students that the word family is a type of noun called a collective noun. Introduce the vocabulary term collective noun. Say the term aloud, and instruct students to repeat it. Define the term.
Definition collective noun: a word that names a group of people, animals, or things
8. Display the class Collective Nouns Chart. Explain that the chart lists collective nouns related to the American West. Echo Read each noun on the chart. Tell students that they will use the collective nouns from the chart to form complete sentences about the American West.
Teacher Note
The class Collective Nouns Chart includes nouns related to the module topic and texts, but it is not an exhaustive list. As the module progresses, consider adding more collective nouns to the chart.
9. Instruct students to choose two nouns from the chart. Tell students to think about how to use those two nouns in complete sentences about the American West. Instruct students to Mix and Mingle to share their sentences. Remind students to speak in complete sentences.
10. Introduce the learning task. Direct students to their journals. Instruct them to write two complete sentences about life in the West, using collective nouns correctly.
Analyze Student Progress
Monitor: Do students use collective nouns correctly in sentences about life in the West?
Offer Immediate Support: If students need additional support using collective nouns in a sentence, prompt students to identify a collective noun from the chart and use a question word to expand a sentence about it.
Plan Future Practice: Students practice working with nouns in lesson 16.
Key Ideas
• The Shores family traveled to Nebraska.
• The Hidatsa live near the Missouri River.
• A bison herd includes mostly females and their young.
11. Invite a few students to share their responses. As students share, instruct them to use a nonverbal signal (e.g., a thumbs-up) when they hear a collective noun.
LAND 5 minutes
View “Homesteaders”
1. Tell students that they will view a video to learn more about settlers that moved to the West. Play “Homesteaders.”
Teacher Note
Subsequent lessons do not include instructions to play “Homesteaders.” As needed, play the video in subsequent lessons to help students make more connections between the world knowledge in the text and the video. For students whose home language is Spanish, arrange for them to view the Spanish version of the video.
2. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from “Homesteaders”?
• What did you learn to do?
3. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.B, MM.1.2.C
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.b, MM.12.2.C, MM.12.2.C.c
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DF Develop Foundations
DF.5.2 Fluency: DF.5.2.A, DF.5.2.B
DF.9.2 Nouns and Pronouns: DF.9.2.A
DF.13.2 Sentence Construction: DF.13.2.A
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.A
DM.3.2 Schema Building
Lesson 16
Essential Question | How has life in the American West changed over time?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW
Preview
In this Organize lesson, students listen closely to an excerpt from “Life in a Soddy” and respond to question words to identify key details in the text. During writing instruction, students learn about irregular plural nouns. Students use irregular plural nouns to complete a paragraph about sod houses.
A Prologue to lesson 16 is available for students who need additional support.
Learning Goals
Identify key details in “Life in a Soddy.”
LEARNING TASK: Write at least two sentences to describe what is happening in “Life in a Soddy” by responding to question words.
Use irregular plural nouns.
LEARNING TASK: Complete the paragraph about sod houses on the Language Practice for Irregular Plural Nouns.
Vocabulary
homestead (n.)
opportunity (n.)
settler (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify Key Details
• Respond: Respond to Question Words
• Write: Explore Irregular Plural Nouns
LAND
Reflect on Learning
Materials
TEACHER
• “Life in a Soddy” (digital platform)
• class set of Question Word Cards for “Life in a Soddy” (Learn book)
• Question Word Cards for “Life in a Soddy” (Learn book)
• journal
• Noun Cards (Learn book)
• Language Practice for Irregular Plural Nouns (Learn book)
• Gallery for “Homesteaders” (Learn book)
Preparation
• Make one set of Question Word Cards for “Life in a Soddy” per student by cutting out the cards from the Learn book page. See the Read section for details.
• Prepare a duplicate set of Question Word Cards for “Life in a Soddy” from the Learn book. During instruction, display the cards to read. See the Read section for details.
• Determine how to display the words trees and inches. See the Write section for details.
• Make one set of Noun Cards per student by cutting out the cards from the Learn book page. See the Write section for details.
• Prepare a duplicate set of Noun Cards from the Learn book. During instruction, display the cards to read. See the Write section for details.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display “Life in a Soddy.”
2. Display and Echo Read the Content Framing Question: What is happening in this text?
3. Tell students that in this lesson they will identify key details in “Life in a Soddy” to help them understand what is happening in the text.
LEARN
53 minutes
Read | Identify Key Details | 17 minutes
1. Direct students to “Life in a Soddy,” located in the Learn book. Remind students that they have learned about different types of texts, including stories, informational texts, and literary nonfiction. Ask these questions:
What type of text is “Life in a Soddy”? How do you know?
2. Reinforce key ideas.
Key Ideas
• It’s an informational text because it gives information about a specific topic.
• It’s an informational text because it includes bold print and captions.
3. Display the class set of Question Word Cards for “Life in a Soddy.” Remind students that in previous lessons they used question words to expand sentences. In this lesson, students will use question words to identify key details in the text.
4. Distribute a set of Question Word Cards to each student. Echo Read the question words: who, what, when, and where.
5. Tell students that you will read aloud an excerpt from the text. Direct students to listen closely for details that answer the question words, specifically who the article is about, what those people did, and when and where they did it. Instruct students to raise the appropriate question card when they hear a detail that answers one of the questions.
6. Read aloud paragraph 1, starting with “In the spring.” Look for students to raise the When card when you read about the spring of 1879. Then look for students to raise the Who card when you read about Jerry Shores and his family.
Differentiation Support
To help students identify the detail that answers the question word, provide sticky notes to students. Instruct them to use the sticky notes to annotate the text as you read. As needed, emphasize which question word the sticky notes are annotating.
Teacher Note
This lesson focuses on what is happening in paragraphs 1, 2, and 11 so students can learn more about the settlers featured in this article. Lesson 17 focuses on paragraphs 3–7 to support students in understanding the steps for building a sod house. Students revisit the whole article and take a deeper look at paragraphs 8–10 in lesson 18.
7. Direct attention to the phrase “former enslaved person.” Tell students that this means Jerry Shores was once owned by another person. Explain that until 1863, it was legal in the United States for White people to own Black people as property and force them to work under hard conditions without pay. Tell students that the word former means that Jerry Shores was once an enslaved person, but by the time he moved to the West, he was free.
8. Read aloud the portion of paragraph 2 from “The Shoreses settled” to “of wooden structure.” Look for students to raise the Where card when you read about the Shoreses’ homestead in Nebraska.
9. Direct attention to the term homestead. Tell students that many settlers moved to the American West to build homes on land that the United States government offered through the Homestead Act. The pieces of land that settlers built on were called homesteads.
10. Introduce the vocabulary term homestead by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
11. Continue reading from paragraph 2, starting with “But good, cheap” to “from the weather.” Look for students to raise the What card when you read about settlers and their families building sod houses. Direct attention to the term settlers. Ask this question:
What is a settler?
12. Use responses to emphasize that a settler is a person who has moved to a new place. Introduce the vocabulary term settler by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
Teacher Note
Definition
homestead (n.): a piece of government land that a person could acquire by living on it and farming it when the western part of the United States was being settled
In the United States long ago, the term settler generally referred to someone from a different country who came to America, or someone who moved out West to find a new life. However, settlers took land away from the native people who were already on the land. Students learn more about the effects of the Homestead Act on Native Americans in lessons 20 and 21.
13. Remind students that although people who moved to the American West called themselves settlers, there were many people who lived on this land long before the settlers arrived. Ask this question:
Who lived on the land in the American West before settlers?
14. Reinforce the correct response: Native Americans lived in the American West before settlers. Tell students that in future lessons they will continue to learn about other people who lived in the West before settlers built homes and farms.
Definition
settler (n.): a person who moves to a new country or area that is usually not occupied by other people
Teacher Note
Students have background knowledge of other people who lived in the American West at the time, such as the Hidatsa. Allow students to add their understanding to the discussion, and correct misunderstandings if they arise.
Respond | Respond to Question Words | 18 minutes
1. Tell students that they identified key details in the text. Now, they will discuss the key details with a partner. Display the following questions, and instruct students to discuss with a partner:
• Who is the article about?
• What did the people in the article do?
• When did the events in the article take place?
• Where did the events in the article take place?
2. Listen for students to identify the correct responses: The article is about the Shores family. They moved to Nebraska in 1879 and built a sod house on the prairie. After students discuss the key details in the text, explain that they are ready to write about what is happening in the text.
3. Introduce the learning task. Direct students to their journals. Instruct students to write at least two sentences to describe what is happening in the text by responding to the question words who, what, where, and when.
Analyze Student Progress
Monitor: Do students respond to question words to describe what’s happening in “Life in a Soddy”?
Offer Immediate Support: If students need additional support writing sentences to describe what is happening in the text, reread paragraphs 1 and 2, and direct students to draw pictures that show the answers to the question words. Then instruct students to use their pictures to help them write sentences about what is happening in the text.
Plan Future Practice: Students practice identifying key details in “Life in a Soddy” in lesson 17.
Key Ideas
• The Shores family moved west to Nebraska in 1879.
• The Shores family and other settlers built sod houses on the prairie.
4. Tell students that they will discuss one more question word: why. Explain that students will listen for why families like the Shoreses moved to the American West. Read aloud paragraph 11, starting with “For all its.”
5. Ask this question:
Why did families move to the American West?
Key Ideas
• to own their own home and land
• to build a new life
• for a new opportunity
6. Direct attention to the term opportunity in paragraph 11. Introduce the vocabulary term opportunity by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
7. Ask this question: Why was moving to the West a good opportunity for settlers?
Key Ideas
• The settlers were able to own homes.
• The settlers were able to own land.
• The settlers were able to start new lives.
Definition opportunity (n.): an amount of time or a situation in which something can be done
8. Tell students that they will focus on the question word how in the next lesson as they discuss how the Shores family built their sod house.
1. Tell students that they used question words to help them identify what is happening in “Life in a Soddy.” Now, they will continue to practice using nouns correctly when speaking and writing.
2. Ask this question:
What are plural nouns?
3. Reinforce the correct response: Plural nouns are words that name more than one person, place, or thing. Display the following plural nouns from “Life in a Soddy”: trees and inches. Read aloud each word. Remind students that regular plural nouns end with -s or -es. Then underline the -s in trees and the -es in inches to show how the suffixes change each base word to plural.
4. Tell students that some plural nouns do not follow the usual pattern. These types of nouns are called irregular plural nouns. Explain that the term irregular means “not usual or common.” Irregular plural nouns do not always end in -s or -es.
5. Display the class Noun Cards. Explain that some irregular plural nouns change the spelling of the base word, such as life and lives. Some plural nouns become a new word, such as mouse and mice. Other plural nouns do not change at all. For example, bison is both a singular and plural noun.
6. Echo Read the Noun Cards. Tell students that they will use the Noun Cards and participate in a Mix and Mingle. They will find a classmate who has the card with the corresponding singular or plural form. Then students will share a sentence about the American West by using the noun on their card. Think aloud to model how to Mix and Mingle.
Language Support
To help students compare the forms of the nouns, instruct them to annotate the spelling of the word on their card and whether it indicates singular or plural.
Sample Think Aloud
My card says child. I know I need to find a card that has the word for more than one child. If I say, “The child helped build sod houses,” that’s just one person. If I want to show more than one child, I would change my sentence to say, “The children helped build sod houses.” I need to find someone with the card children. Once I find the person with the card children, we will share our sentences that use the singular and irregular plural nouns.
7. Distribute one noun card to each student. Instruct students to Mix and Mingle. Remind students to share a sentence about the American West by using the noun on their card.
8. Introduce the learning task. Direct students to Language Practice for Irregular Plural Nouns, located in the Learn book. Instruct students to complete the paragraph about sod houses by writing the correct irregular plural nouns.
Analyze Student Progress
Monitor: Do students write the correct irregular plural nouns to complete the paragraph about moving to the West?
Offer Immediate Support: If students need additional support forming irregular plural nouns, instruct students to work with a partner to match each noun card with its singular or plural form.
Plan Future Practice: Students practice editing for correct noun usage in lesson 26.
Key Ideas
• Many people chose to move west to make a new life.
• They built houses 16 feet by 20 feet
• Even the children helped build sod houses.
• Sometimes, rats, mice, and snakes would live in the cracks of the walls.
• The women had to clean the sod houses often.
9. Invite a few students to share their responses. Tell students that they will continue to practice using nouns correctly in future lessons.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Homesteaders,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about the term opportunity?
• What did you learn from “Life in a Soddy”?
• What did you learn to do?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
Make Meaning from Texts
Comprehension and Evidence:
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DF Develop Foundations
DF.9.2 Nouns and Pronouns: DF.9.2.B
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.B
DM.2.2 Comprehension Monitoring
DM.3.2 Schema Building
Lesson 17
Essential Question | How has life in the American West changed over time?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students listen to an excerpt from “Life in a Soddy” and discuss the steps required to build a sod house. Students add the steps in the building process to a flowchart. During writing instruction, students review evidence notes for an informative paragraph about life in a sod house. Students use evidence notes to write a focus sentence for Module Task 2.
A Prologue to lesson 17 is available for students who need additional support.
Learning Goals
Describe the process of building a sod house in “Life in a Soddy.”
LEARNING TASK: Draw and describe the final three steps of building a sod house on the Flowchart for “Life in a Soddy.”
For Module Task 2, write a focus sentence for an informative paragraph.
LEARNING TASK: For Module Task 2, write a focus sentence about life in a sod house.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify Steps in a Process
• Respond: Complete a Flowchart
• Write: Write a Focus Sentence for an Informative Paragraph
LAND
Reflect on Learning
Materials
TEACHER
• “Life in a Soddy” (digital platform)
• class Flowchart for “Life in a Soddy” (Learn book)
• class Informative Paragraph Sandwich (Reference Charts appendix)
• writing prompt and model for module 2 (lesson 10)
• writing prompt for Module Task 2
• class Informative Writing Planner for Module Task 2 (Learn book)
STUDENTS
• “Life in a Soddy” (Learn book, lesson 15)
• Flowchart for “Life in a Soddy” (Learn book)
• Informative Writing Planner for Module Task 2 (Learn book)
• Gallery for “Homesteaders” (Learn book, lesson 16)
Preparation
• Prepare a duplicate of the Flowchart for “Life in a Soddy” from the Learn book. Cover steps 1 and 2 on the chart. During instruction, display this class flowchart to model how to complete the flowchart. See the Read section for details.
• Determine how to display the writing prompt. See the Write section for details. Students continue working with the prompt throughout arc C.
• Prepare a duplicate of the Informative Writing Planner for Module Task 2 from the Learn book. During instruction, display this class planner to refer to the evidence. See the Write section for details. Save this planner to use throughout arc C.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for “Life in a Soddy” (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display “Life in a Soddy.”
2. Display and Echo Read the Content Framing Question: What is happening in this text?
3. Remind students that in the previous lesson they identified what is happening in the text by responding to question words to identify key details. In this lesson, they will look closely at the steps for constructing a sod house and practice recounting the process.
LEARN
53 minutes
Read | Identify Steps in a Process | 17 minutes
1. Display the class Flowchart for “Life in a Soddy.” Tell students that they will use this chart to organize the steps to construct a sod house. Ask this question:
Why is a flowchart useful when reading a text?
Key Ideas
• It can help readers understand how a text is organized.
• It can help readers organize the steps of a process in a text.
• It can help readers organize the events of a text in order.
2. Tell students that they will revisit the text to explore the steps for building a sod house. Read aloud paragraph 3, starting with “The first step.” Ask this question:
What is the first step of building a sod house?
3. Listen for students to identify the correct response: The first step of building a sod house is to find a flat piece of land. Direct attention to step 1 on the class flowchart, and model how to draw a picture that shows the first step of building a sod house.
4. Tell students that now that you have drawn a picture of what the text says, you will identify the key details in the paragraph and combine them into one or two sentences to add to the flowchart. Think aloud to model how to combine the key details of the paragraph into one or two sentences. Then uncover step 1 on the class flowchart.
5. Read aloud paragraph 4, starting with “It was important.” Instruct students to Think–Pair–Share to identify the second step of building a sod house.
6. Reinforce the correct answer: Find grass with strong roots, and cut sod into strips. Explain that while there are many details in this paragraph, finding grass with strong roots and cutting sod into strips is the most important information to describe the second step of building a sod house. Uncover step 2 on the class flowchart.
Respond | Complete a Flowchart | 18 minutes
1. Direct students to “Life in a Soddy,” located in the Learn book. Direct attention to paragraph 5 of the article. Read aloud the first sentence of paragraph 5, starting with “Once the site.” Explain that the house’s perimeter is the outside walls, or the walls a person could touch if they walked around the outside of the house.
Sample Think Aloud
I know that there are many details in this paragraph. I will underline the key details, or the details that are the most important. Then I will write one or two sentences using those details. In paragraph 3, I see that the first sentence says, “The first step was to find a flat section of land,” so I think that must be the first thing settlers did to build a sod house. I am going to draw what the steps say, and then I am going to write, “Find a flat piece of land.”
2. Ask this question:
What are the key details in this paragraph that tell how to build a sod house?
Key Ideas
• Build a perimeter.
• Form the outside walls of the house.
• Turn layers horizontal.
• Fill in cracks with mud.
3. Pair students. Direct pairs to discuss how to combine the key details from paragraph 5 to create one or two sentences for step 3 on the flowchart. Listen for students to discuss sentences about building the walls of the sod house.
4. Instruct students to follow along as you read aloud paragraphs 6 and 7, starting with “As the walls.”
Pause after reading each paragraph, and ask this question:
What is the next step in the process?
Key Ideas
• paragraph 6: Place wooden frames for the windows and door.
• paragraph 7: Place the ridgepole across the house to hold up the roof.
5. Explain that there are several steps mentioned in these two paragraphs. Instruct students to discuss with a partner how to combine the information in these two paragraphs to add steps 4 and 5 on the class flowchart.
6. Direct attention to the Flowchart for “Life in a Soddy,” located in the Learn book. Tell students that they will complete the flowchart by identifying the final three steps to build a sod house by using the key details they identified with their partner.
7. Introduce the learning task. Instruct students to draw and write the final three steps to build a sod house on the flowchart.
Analyze Student Progress
Monitor: Do students demonstrate understanding of the final three steps in building a sod house?
Offer Immediate Support: If students need additional support writing the final three steps in building a sod house, instruct them to orally rehearse with a partner each step before they write them down.
Plan Future Practice: Students practice describing what is happening in a text in The Buffalo Are Back in lesson 23.
Key Ideas
• step 3: Form the outside walls of the house.
• step 4: Place wooden frames for the windows and door.
• step 5: Place the ridgepole across the house to hold up the roof.
8. Invite a few students to share their responses. Add key ideas to the class flowchart. Instruct students to use their flowcharts and recount with a partner how to build a sod house. Direct students to listen closely to check for understanding as their partner recounts the steps.
Language Support
Display the following sentence frames:
• First, settlers .
• Second, they .
• Third, they
• Fourth, they .
• Fifth, they .
9. Tell students that in future lessons they will continue to learn about why people built sod houses in the American West.
Teacher Note
If time allows, provide materials for students to build their own version of a miniature sod house, following the steps outlined in the article.
Write |
Write
a Focus Sentence for an Informative Paragraph | 18 minutes
1. Remind students that they recounted the steps that settlers used to build sod houses. Reinforce that there are also steps to follow when writing an informative paragraph. Explain that in this lesson students will begin a new informative paragraph about life in a sod house.
2. Explain that for this new writing task students will learn how to write a focus and conclusion sentence for an informative paragraph.
3. Display the class Informative Paragraph Sandwich. Direct attention to the Focus and Evidence sections. Facilitate a brief discussion of these questions:
What does the focus sentence tell readers?
What is the purpose of evidence sentences?
4. Throughout the discussion, use responses to reinforce key ideas.
Key Ideas
• A focus sentence tells the focus of the paragraph.
• An evidence sentence uses details from the text to support the focus sentence.
5. Display the writing prompt and model for module 2. Read aloud the writing prompt: Write a paragraph to tell why the buffalo were important to the Hidatsa. Reinforce that the prompt and topic are different from what students are writing about for Module Task 2. Explain that they will examine the model to help them learn how to write a focus sentence.
Writing Model
In the past, Native American tribes in the Great Plains had many uses for buffalo. Buffalo were very important to the Hidatsa. They used buffalo bones to make tools. They used fat from the buffalo to cook. The buffalo were important to the Hidatsa in many ways.
Teacher Note
Throughout module 2, students revisit the prompt and writing model to build their understanding of the structure of an informative paragraph.
Differentiation Challenge
The writing model for module 2 provides an example of an on-target response. Some students will be able to write advanced responses to Module Task 2. For example, they may be able to expand their focus sentence and add details to explain how their evidence supports the focus sentence. See the Assessment Guide for more information, including an example of an advanced response.
6. Choral Read the writing model. Then ask this question:
Which sentence is the focus sentence?
7. Reinforce the correct response: The second sentence is the focus sentence: Buffalo were very important to the Hidatsa. Explain that the focus sentence and the prompt include similar words, such as Hidatsa, buffalo, and important.
8. Tell students that now that they have reviewed what a focus sentence is, they will practice writing their focus sentence for a paragraph about sod houses. Display and Echo Read the prompt for Module Task 2: Complete the paragraph about life in a sod house.
9. Display the class Informative Writing Planner for Module Task 2. Direct attention to the Evidence section. Explain that the evidence notes have already been added to the planner, so students are ready to write a focus sentence. Echo Read the evidence notes on the class writing planner.
10. Instruct students to Think–Pair–Share to answer these questions:
What is the focus of the evidence notes?
What focus sentence will you write for your paragraph?
Differentiation Support
To help students brainstorm a focus sentence for their paragraph, ask these questions:
• What is the evidence mostly about?
• What does the evidence say about what it was like to live in a sod house?
11. Introduce the learning task. Direct students to the Informative Writing Planner for Module Task 2, located in the Learn book. Instruct students to write a focus sentence on the planner. Remind students to write a complete sentence.
Analyze Student Progress
Monitor: Do students write a focus sentence that responds directly to the prompt?
Offer Immediate Support: If students need additional support writing a focus sentence, instruct them to review the prompt next to the evidence notes in their planner.
Plan Future Practice: Students practice writing a focus sentence in lesson 24.
12. Invite a few students to share the focus sentence they wrote.
Key Ideas
• Sod houses were hard to live in.
• Sod houses were often soggy and wet.
• It was hard to keep things clean in a sod house.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Homesteaders,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about building a sod house?
• What did you learn from “Life in a Soddy”?
• What did you learn to do?
2. Add a few student-generated knowledge statements to the chart.
ACHIEVEMENT DESCRIPTORS
CP Compose and Present Content
CP.1.2 Genre: CP.1.2.B, CP.1.2.H
CP.2.2 Planning: CP.2.2.A, CP.2.2.B, CP.2.2.D
CP.4.2 Structure: CP.4.2.A, CP.4.2.A.b
CP.5.2 Language: CP.5.2.B
CP.8.2 Presentation: CP.8.2.A
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.A, BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DF Develop Foundations
DF.13.2 Sentence Construction: DF.13.2.A
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.B
DM.2.2 Comprehension Monitoring
DM.3.2 Schema Building
Lesson 18
Essential Question | How has life in the American West changed over time?
Content Framing Question | Reveal: What does a deeper look at the author’s purpose reveal?
OVERVIEW Preview
In this Reveal lesson, students revisit excerpts from “Life in a Soddy” to examine the author’s purpose. This work prepares students to write notes that describe the author’s purpose in specific sections of the text. During writing instruction, students select evidence to support the focus sentences they wrote in the previous lesson. Then students write a conclusion sentence for their informative paragraphs.
A Prologue to lesson 18 is available for students who need additional support.
Learning Goals
Identify the author’s purpose in a specific section in “Life in a Soddy.”
LEARNING TASK: Write at least one note to describe the author’s purpose in paragraphs 8–11 in “Life in a Soddy.”
For Module Task 2, write a conclusion sentence that restates the focus of the informative paragraph.
LEARNING TASK: For Module Task 2, write a conclusion sentence for an informative paragraph about life in a sod house.
Vocabulary challenge (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify the Author’s Purpose
• Respond: Write About the Author’s Purpose
• Write: Write a Conclusion Sentence
LAND
Reflect on Learning
Materials
TEACHER
• “Life in a Soddy” (digital platform)
• class Author’s Purpose Organizer for “Life in a Soddy” (Learn book)
• Knowledge Card: challenge
• writing prompt for Module Task 2 (lesson 17)
• class Informative Writing Planner for Module Task 2 (lesson 17)
• writing model for module 2 (lesson 10)
STUDENTS
• “Life in a Soddy” (Learn book, lesson 15)
• Author’s Purpose Organizer for “Life in a Soddy” (Learn book)
• Gallery for “Homesteaders” (Learn book, lesson 16)
Preparation
• Prepare a duplicate of the Author’s Purpose Organizer for “Life in a Soddy” from the Learn book. During instruction, display the class organizer to help students identify the author’s purpose for each section. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for “Life in a Soddy” (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display “Life in a Soddy.”
2. Display and Echo Read the Content Framing Question: What does a deeper look at the author’s purpose reveal?
3. Tell students that in this lesson they will identify the author’s purpose for different sections of “Life in a Soddy” to gain a deeper understanding of the text.
LEARN
53 minutes
Read | Identify the Author’s Purpose | 17 minutes
1. Tell students that the author’s purpose is why an author writes a text. Explain that sometimes an author has more than one purpose for a text. “Life in a Soddy” has more than one purpose. Tell students that they will revisit parts of the text to identify the author’s purpose in different sections. Direct students to “Life in a Soddy,” located in the Learn book.
2. Display the class Author’s Purpose Organizer for “Life in a Soddy.” Tell students that you will add notes to the organizer about the author’s purpose in different sections of the text.
3. Read aloud paragraph 1, starting with “In the spring.” Think aloud to model how to identify the author’s purpose in the paragraph. Add a note on the class organizer that describes the author’s purpose in paragraph 1: to describe how the Shoreses traveled west to Nebraska.
Sample Think Aloud
To identify the author’s purpose in this paragraph, I will ask myself this question: “What does the author explain or describe?” In this paragraph, the author describes how Jerry Shores and his family moved west to Nebraska. I will add a note to the organizer that says the purpose of paragraph 1 is “to describe how the Shoreses traveled west to Nebraska.”
by Marcia Amidon Lusted
4. Direct students to the Author’s Purpose Organizer for “Life in a Soddy,” located in the Learn book. Tell students that they will add notes about the author’s purpose in different sections of the text. Read aloud paragraph 2, starting with “The Shoreses settled.” Ask these questions:
What does the author explain or describe in this paragraph?
What is the author’s purpose?
Language Support
To help students discuss the author’s purpose in this section of the text, provide these sentence frames:
• The author describes
• The author explains .
5. Reinforce the correct response: In paragraph 2, the author explains why settlers used sod to build houses on the prairie. Add a note on the class organizer that describes the author’s purpose in paragraph 2: to explain why settlers used sod to build houses on the prairie. Instruct students to add the note in the next section of their organizer.
Differentiation Challenge
Encourage students to add more than one note to each section or to add complete sentences instead of notes.
6. Tell students that they just identified the author’s purpose of an individual paragraph in the text. They will now identify the author’s purpose in a section of text with multiple paragraphs. Read aloud paragraphs 3–7, starting with “The first step.” Instruct students to Think–Pair–Share to answer this question:
What is the author’s purpose in this section of text?
Differentiation Support
To help students identify the author’s purpose, ask this question: What does the author explain or describe?
7. Reinforce the correct response: The author’s purpose in this section is to explain the steps of building a sod house. Instruct students to add a note on their organizer to describe the author’s purpose in this section. Then add a note about the purpose of the section on the class organizer: to explain the steps of building a sod house.
Respond | Write About the Author’s Purpose | 18 minutes
1. Tell students that they will work with a partner to identify the author’s purpose in the last section of the text. Read aloud paragraphs 8–11. Instruct students to discuss these questions with a partner:
What does the author explain or describe in this section of the text?
What is the author’s purpose?
2. Introduce the learning task. Direct students to the Author’s Purpose Organizer for “Life in a Soddy.” Instruct students to add at least one note to describe the author’s purpose in paragraphs 8–11.
Analyze Student Progress
Monitor: Do students write about how paragraphs 8–11 describe the good and bad things about living in a sod house?
Offer Immediate Support: If students need additional support writing a note to describe the author’s purpose, instruct them to draw a picture of what the author describes in paragraphs 8–11. Then direct students to use their pictures to help them write a note that describes the author’s purpose in the section.
Plan Future Practice: Students practice identifying an author’s purpose in module 3.
3. Invite a few students to share their responses. Reinforce that identifying the author’s purpose can help readers gain a deeper understanding of a text. Tell students that they will look at another section of text to understand why settlers wanted to live in sod houses.
4. Read aloud the first sentence in paragraph 11, starting with “For all its.” Direct attention to the word hardships. Ask students these questions:
What are hardships?
What does the word hardships mean in this sentence?
5. Use responses to emphasize that the word hardships is a synonym for the term challenges. Introduce the vocabulary term challenge by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
6. Read aloud the first sentence in paragraph 11 again, replacing the word hardships with challenges. Facilitate a brief discussion of this question:
Considering all the challenges of living in a soddy, why do you think settlers wanted to live in sod houses?
Key Ideas
• Living in a sod house was a good opportunity to own land and a home.
• The settlers wanted to build better lives for themselves in the West.
Teacher Note
Discussing open-ended questions provides students an opportunity to practice listening closely to what others say. As needed, remind students of this goal, and encourage them to practice as they discuss the settlers in “Life in a Soddy.” Use the Module 2 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward the goal.
7. Instruct students to think about the other texts about the West that they have read in this module. Ask this question:
What other people experienced hardships when settlers moved to the American West?
Differentiation Support
To help students understand that Native Americans also experienced difficult situations, ask this question: What did you learn from Buffalo Bird Girl?
Definition challenge (n.): a difficult task or problem; something that is hard to do
8. Use responses to emphasize that Native Americans experienced hardships when settlers moved to the American West. Tribes such as the Hidatsa were removed from their land and forced to live on a reservation. Tell students that they will learn more about how life in the American West has changed over time in future lessons.
Write | Write a Conclusion Sentence | 18 minutes
1. Tell students that they just discussed what some settlers experienced while living in sod houses. Now, they will continue to write their paragraphs about life in a sod house.
2. Display the prompt for Module Task 2. Read aloud the prompt: Complete the paragraph about life in a sod house.
3. Display the class Informative Writing Planner for Module Task 2. Remind students that in the previous lesson they used the evidence notes on the planner to write a focus sentence for a paragraph about life in a sod house. Explain that students will choose two pieces of evidence that best support their focus sentence. Echo Read the evidence notes on the class planner.
4. Direct attention to the Informative Writing Planner for Module Task 2, located in the Learn book. Instruct students to read the focus sentence they wrote in the previous lesson.
5. Explain that students will read the evidence notes in their planners and determine two evidence notes that best support the focus sentence they wrote. Instruct students to circle the evidence notes they will use in their paragraph about sod houses.
6. Tell students that now that they have worked on their focus sentence and evidence notes, they will move on to the next part of writing their informative paragraph. Ask this question:
Which sentence is last in an informative paragraph?
7. Reinforce the correct response: The conclusion sentence is the last sentence in an informative paragraph. Display the writing model for module 2. Instruct students to read it silently.
Writing Model
In the past, Native American tribes in the Great Plains had many uses for buffalo. Buffalo were very important to the Hidatsa. They used buffalo bones to make tools. They used fat from the buffalo to cook. The buffalo were important to the Hidatsa in many ways.
Differentiation Support
If needed, reinforce the prompt for the writing model: Write a paragraph to tell why the buffalo were important to the Hidatsa.
8. Ask this question:
Which sentence is the conclusion sentence?
9. Reinforce the correct response. The conclusion sentence is the last sentence in the paragraph: The buffalo were important to the Hidatsa in many ways. Instruct students to look closely at the focus and conclusion sentence in the model. Reinforce that the conclusion sentence restates the focus of the paragraph. Ask this question:
How is the conclusion sentence similar to the focus sentence?
Key Ideas
• The conclusion sentence uses the same ideas as the focus sentence, but with different words.
• The conclusion sentence uses some of the same words that are in the focus sentence.
• The conclusion sentence captures the focus of the paragraph, but in a new way.
10. Tell students that they will write their conclusion sentence for their paragraph about sod houses. Instruct students to reread their focus sentences and then orally rehearse with a partner a conclusion sentence that restates the focus of their paragraph differently.
11. Introduce the learning task. Instruct students to write a conclusion sentence that restates the focus of their paragraph about life in a sod house on the Informative Writing Planner for Module Task 2.
Analyze Student Progress
Monitor: Do students write a conclusion sentence that restates the focus of their paragraph about life in a sod house?
Offer Immediate Support: If students need additional support writing a conclusion sentence, instruct them to annotate the focus sentence for important vocabulary to include in their conclusion sentence in a different way.
Plan Future Practice: Students practice writing a conclusion sentence for Module Task 3 in lesson 25.
12. Invite a few students to share their conclusion sentences.
LAND 5
minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion to help students articulate the knowledge they built during the lesson. Direct students to the Gallery for “Homesteaders,” located in the Learn book, to encourage them to make connections between the world knowledge in the text and the video. Ask this question:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about the term challenge?
• What did you learn from “Life in a Soddy”?
• What did you learn to do?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.B, MM.1.2.C
MM.8.2 Point of View, Perspective, and Purpose: MM.8.2.C
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.b
CP Compose and Present Content
CP.1.2 Genre: CP.1.2.B, CP.1.2.H
CP.2.2 Planning: CP.2.2.B, CP.2.2.D
CP.4.2 Structure: CP.4.2.C
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.A, BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.C
DM.3.2 Schema Building
Lesson 19
Essential Question | How has life in the American West changed over time?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW
Preview
In this Know lesson, students listen to an article about dugout houses in the American West. Students compare dugouts with sod houses and form expanded knowledge statements by responding to question words. During writing instruction, students rehearse their informative paragraph about life in a sod house. Students write the first draft of their paragraph for Module Task 2.
Learning Goals
Expand a sentence to form a knowledge statement about dugout houses.
LEARNING TASK: Form a knowledge statement that describes why and how settlers built dugout houses.
For Module Task 2, write an informative paragraph.
LEARNING TASK: For Module Task 2, draft an informative paragraph about life in a sod house.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to “Little Dugout on the Prairie”
• Respond: Express Knowledge
• Write: Write the First Draft of an Informative Paragraph
LAND
Synthesize Learning
Materials
TEACHER
• “Life in a Soddy” (digital platform)
• “Little Dugout on the Prairie” (digital platform)
• writing prompt for Module Task 2 (lesson 17)
• class Informative Writing Planner for Module Task 2 (lesson 17)
• Determine how to display three sample sentences about sod houses and dugouts. See the Respond section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete Fluency Practice for “Life in a Soddy” (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display “Life in a Soddy” and “Little Dugout on the Prairie.”
2. Display and Echo Read the Content Framing Question: How do these texts build our knowledge?
3. Tell students that in this lesson they will read “Little Dugout on the Prairie” to continue building their knowledge about how homes in the West changed over time. Then students will share what they have learned by expanding sentences into knowledge statements.
LEARN
53 minutes Read | Listen Closely to “Little Dugout on the Prairie” | 18 minutes
1. Direct attention to “Life in a Soddy.” Reinforce that in previous lessons students learned about sod houses. Ask these questions: What have you learned about sod houses?
Prairie
How did learning about sod houses build your knowledge about how the American West changed over time?
2. Tell students that in this lesson they will learn about another type of home people built in the West: dugouts. Direct students to “Little Dugout on the Prairie,” located in the Learn book. Introduce the article by reading aloud the title and author.
3. Instruct students to look closely at the images in the article. Invite a few students to share their observations.
4. Tell students that you will read aloud the article. Tell students to listen closely to why and how settlers built dugouts. Instruct students to follow along as you read aloud “Little Dugout on the Prairie.”
Language Support
Based on your students’ needs, pause to define select terms with a synonym (e.g., livestock and scarce).
Use subsequent readings to reinforce synonyms for the terms you selected.
5. Instruct students to Think–Pair–Share to answer this question:
What did you learn from this article?
Differentiation Support
To help students identify new information from the article, ask these questions:
• What materials did settlers use to make dugouts?
• Why did settlers choose to make dugouts when they arrived in the West?
• What challenges did settlers experience by living in dugouts?
Key Ideas
• The materials used for a dugout were sod and dirt.
• Settlers built dugouts because there were no trees to build houses.
• Dugouts provided settlers with protection.
• Floods destroyed many dugouts, and sometimes the roofs collapsed.
6. Tell students to think about what they have learned about sod houses. Instruct students to Think–Pair–Share to answer these questions:
How are soddies and dugouts similar?
How are soddies and dugouts different?
Key Ideas
• People used dirt and sod to make both soddies and dugouts.
• Both soddies and dugouts protected people who moved to the West.
• Soddies were aboveground homes with sod bricks, but dugouts were underground homes or built into the sides of riverbanks.
• A sod house had a ridgepole to support its roof, but the roof in a dugout was only a thick layer of dirt.
7. Tell students that they will have other opportunities to share the knowledge they gained from reading the article later in the lesson.
Differentiation Challenge
To encourage students to evaluate sources, ask these questions: Which text provided you with the most information about the houses settlers built in the American West? Which provided you with the least information about houses in the American West?
Respond | Express Knowledge | 17 minutes
1. Tell students that they will work in pairs to share knowledge about sod houses and dugouts. Reinforce that throughout this module students will practice expanding sentences with added details to form knowledge statements.
2. Remind students that they can ask themselves questions to expand, or add details to, a sentence. Explain that in this lesson students will practice expanding sentences by responding to the question words why and how.
3. Display and Echo Read this sample sentence: Settlers built soddies. Instruct students to Think–Pair–Share to answer these questions:
Why did settlers build soddies?
How did settlers build soddies?
Key Ideas
• Settlers built soddies because they were cheap to build.
• Settlers built soddies because there were not many trees on the prairie.
• Settlers built soddies to provide shelter and protection.
• Settlers built soddies by using bricks made of grasses with deep roots.
• Settlers built soddies by placing a ridgepole in the middle to support the roof.
4. Choose one sentence to display as an expanded sample sentence, such as this one: Settlers built soddies because they were cheap to build. Direct attention to the basic sample sentence and the expanded sample sentence. Ask this question:
How are these sentences different?
5. Use responses to emphasize that the expanded sample sentence provides more information about soddies than the basic sample sentence. Tell students that they will now practice expanding a sentence to share what they have learned about dugouts.
6. Introduce the learning task. Direct attention to the basic sample sentence: Settlers built dugouts. Instruct students to orally expand the sentence by responding to the question words why and how.
Analyze Student Progress
Monitor: Do students add details to the sentence to demonstrate understanding of why and how the settlers built dugouts?
Offer Immediate Support: If students need additional support expanding sentences, prompt them with one question word at a time and tell them to write how the sentence changes with the addition of each detail.
Plan Future Practice: Students practice forming knowledge statements about buffalo in lesson 26.
Key Ideas
• Settlers built dugouts because there were few trees on the prairie.
• Settlers built dugouts to protect themselves and their livestock.
• Settlers built dugouts by using sod and thick layers of mud.
• Settlers built dugouts by digging underground or into the side of a riverbank.
7. Invite a few students to share their sentences. Choose one sentence and add it to the Module 2 World Knowledge Chart. If time allows, add additional statements. Remind students that they expanded the sentences by asking and responding to the questions why and how.
8. Explain that throughout the module students will continue to practice orally expanding sentences to share even more of what they have learned with others.
Write | Write the First Draft of an Informative Paragraph | 18 minutes
1. Reinforce that students just shared what they learned by expressing knowledge statements about dugouts and sod houses. Now, students will share what they have learned by writing an informative paragraph about life in a sod house.
2. Display and Choral Read the writing prompt for Module Task 2: Complete the paragraph about life in a sod house.
3. Display the class Informative Writing Planner for Module Task 2. Remind students that in previous lessons they wrote a focus and a conclusion sentence for their paragraph about life in a sod house. Now, students will rehearse their paragraphs with a partner and write them in their Learn book.
4. Direct attention to the introduction sentence on the class planner. Explain that when students rehearse their paragraphs, they will start by reading aloud the introduction sentence on their planners.
Teacher Note
In Module Task 3, students learn to draft introduction sentences.
5. Direct attention to the Evidence section on the class planner. Remind students that the evidence notes they wrote are words and phrases instead of complete sentences. Instruct students to convert their evidence notes into complete sentences when they rehearse and write their paragraphs.
Differentiation Support
If students need help converting evidence notes into complete sentences, model how to convert an evidence note into a complete sentence. For example, expand the evidence note “leaky roof” into a complete sentence by adding rain as the subject and writing the complete sentence “Rain leaked through the roof.” In addition, students can practice turning their evidence notes into complete sentences on their planners before sharing them orally.
6. Direct attention to the Informative Writing Planner for Module Task 2, located in the Learn book. Instruct students to use their planners to orally rehearse their paragraphs with a partner.
Language Support
To leverage students’ home languages as resources to support learning, allow students to brainstorm and draft by using all their linguistic knowledge.
7. Introduce the learning task. Direct students to Module Task 2, located in the Learn book. Instruct students to write an informative paragraph about life in a sod house. Remind students to write in complete sentences.
Analyze Student Progress
Monitor: Do students include all the parts of an informative paragraph in their draft?
Some settlers in the West lived in sod houses.
Offer Immediate Support: If students need additional support writing an informative paragraph about life in a sod house, review the class Informative Paragraph Sandwich. Then instruct students to orally rehearse the parts of their paragraph in the correct order.
Plan Future Practice: Students practice writing an informative paragraph in lesson 26.
8. Tell students that they will edit and finish their paragraphs in the next lesson.
LAND
5 minutes
Synthesize Learning
1. Direct attention to both knowledge charts, and read aloud a few knowledge statements. Ask this question:
What did you learn about dugouts?
2. Facilitate a brief discussion of the following question to help students integrate the knowledge they built during the past several lessons:
How does your new knowledge help you understand how life in the West changed over time?
3. Use responses to reinforce this Knowledge Thread:
• Settlers moved west to make a new life.
4. Tell students that they will continue building their knowledge as they study a new text in the next lesson.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.B, MM.1.2.C
MM.11.2 Connections: MM.11.2.B
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.b
Essential Question | How has life in the American West changed over time?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW Preview
In this Organize lesson, students listen closely to the first reading of an excerpt from “What About the Native Americans?” and share what they notice and wonder. Students identify the main topic and key details of the text. During writing instruction, students review regular past tense verbs. This work prepares students to edit their informative paragraph about life in a sod house for Module Task 2.
A Prologue to lesson 20 is available for students who need additional support.
Learning Goals
Identify the main topic of the excerpt from “What About the Native Americans?”
LEARNING TASK: Write the main topic of the excerpt from “What About the Native Americans?” on the Topic and Details Map. For Module Task 2, use regular past tense verbs correctly.
LEARNING TASK: For Module Task 2, edit an informative paragraph to include correct regular past tense verbs.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to an Excerpt from “What About the Native Americans?”
• Respond: Identify the Main Topic and Key Details
• Write: Identify Regular Past Tense Verbs
LAND
Reflect on Learning
Materials
TEACHER
• excerpt from “What About the Native Americans?” (digital platform)
• Map of the Plains Indians (digital platform)
STUDENTS
• excerpt from “What About the Native Americans?” (Learn book)
• Topic and Details Map for the excerpt from “What About the Native Americans?” (Learn book)
• Module Task 2 (Learn book, lesson 19)
Preparation
• To study more historical context and to prepare for possible student questions, read the complete article “What About the Native Americans?,” located on the digital platform.
• Determine how to display a sample sentence. See the Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete Fluency Practice for “Life in a Soddy” (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display the excerpt from “What About the Native Americans?”
2. Display and Echo Read the Content Framing Question: What is happening in this text?
3. Introduce the excerpt from “What About the Native Americans?” by reading aloud the title and author. Tell students that in this lesson they will listen to an excerpt from this article and discuss it alongside a map.
Teacher Note
Because students study a map and an article excerpt rather than a full article or book, the Content Stages for these texts have been condensed into two lessons. Lesson 20 combines the Wonder and Organize Content Stages, and lesson 21 combines the Reveal and Know Content Stages.
LEARN
53 minutes
Read | Listen Closely to an Excerpt from “What About the Native Americans?” | 18 minutes
1. Display the Map of the Plains Indians. Instruct students to look closely at the map. Ask this question: What do you notice about the map?
Differentiation Support
To help students identify details from the map, ask this question: What do you find interesting about the map?
by Mikal Eckstrom excerpt from What About the Native Americans?
2. Ask this question:
What questions do you have about what you notice?
3. Tell students that the map of the United States shows the names of Native American tribes and their land many years ago. Direct attention to the shaded area on the map. Explain that many Native Americans of the Great Plains lived in this area.
4. Emphasize that while many Native Americans continue to live in the United States today, their land and ways of life have changed drastically. Tell students that they will read about what happened to Native Americans and their land in the United States.
5. Direct students to the excerpt from “What About the Native Americans?,” located in the Learn book. Read aloud the article.
Language Support
Based on your students’ needs, pause to define select terms with a synonym (e.g., armed conflicts, colonists, restrict, uninhabited). Use subsequent readings to reinforce synonyms for the terms you selected.
6. Instruct students to Think–Pair–Share to answer these questions:
What do you notice about the text?
What questions do you have about what you notice?
Respond | Identify the Main Topic and Key Details | 17 minutes
1. Reinforce that students listened to the excerpt and discussed what they noticed and wondered. Next, they will identify the key details and main topic to help them understand the excerpt better.
2. Remind students that they have learned about different types of texts. Instruct students to discuss this question with a partner:
What type of text is “What About the Native Americans?”
3. Invite a few students to share their responses. Reinforce the correct response: The excerpt from “What About the Native Americans?” is an informational text that provides information about a specific time in history.
4. Tell students that you will read the text again. Instruct students to listen closely for key details about what happened to Native Americans and their land. Read aloud the text.
5. Direct students to the Topic and Details Map for the excerpt from “What About the Native Americans?,” located in the Learn book. Tell students that they will work with a partner to identify the key details before they determine the main topic.
6. Instruct students to Think–Pair–Share to answer this question: What key details did you hear about Native Americans and their land?
Key Ideas
• Native Americans have lived throughout North America for many years.
• Settlers displaced Native Americans.
• The government used removal, treaties, and armed conflicts to force Native Americans off their land.
Teacher Note
Students work closely with the term displace in lesson 21. Lesson 23 includes definitions for government and treaty
7. Instruct students to write the key details of the text on the Topic and Details Map. Tell students that they will now use the key details to determine the main topic.
8. Introduce the learning task. Instruct students to write the main topic of the excerpt from “What About the Native Americans?” on the Topic and Details Map.
Analyze Student Progress
Monitor: Do students write the main topic of the text?
Offer Immediate Support: If students need additional support identifying the main topic, review the key details. Ask this question: What is this text mostly about?
Plan Future Practice: Students practice identifying topics and details in module 3.
9. Invite a few students to share their responses.
Key Ideas
• how Native Americans were forced off their land
• what happened to Native Americans and their land in the United States
• how the government pushed Native Americans off their land
10. Tell students to think about what they have learned in this lesson. Direct attention to the title of the article: “What About the Native Americans?” Facilitate a brief discussion of this question:
Why do you think the author chose this title?
Key Ideas
• to help communicate that Native Americans lived in North America long before settlers arrived
• because some settlers and the government forced Native Americans off their land, even though Native Americans lived on it first
11. Tell students that they will continue to discuss the text in the next lesson.
Write | Identify Regular Past Tense Verbs | 18 minutes
1. Reinforce that students just read a text about what happened to Native Americans and their land in the United States. Tell students that they will use the text to help them review regular past tense verbs. They will edit and complete their informative paragraph about life in a sod house.
Teacher Note
The Common Core level 2 standard for past tense verbs (L.2.1b) focuses on students’ ability to form and use irregular past tense verbs. In this lesson students review regular past tense verbs, and in future lessons they examine irregular past tense verbs.
2. Assess and activate prior knowledge by asking this question: What is a verb?
3. Reinforce the correct response: A verb is a word that tells about an action or a state of being. Explain that the tense of a verb tells when an action happens. An action can happen in the present, past, or future. Display and Echo Read this sample sentence: Native Americans inhabit the land. Instruct students to identify the verb in the sample sentence.
4. Reinforce the correct response: The verb in the sample sentence is inhabit. Emphasize that inhabit is a present tense verb because it tells about an action that is happening now. Ask this question:
What is the past tense form of the verb inhabit?
5. Reinforce the correct response: The past tense form of inhabit is inhabited. Replace the verb inhabit with the past tense form inhabited in the sample sentence. Then Echo Read the revised sample sentence. Remind students that regular past tense verbs end in -ed, like the word inhabited.
Language Support
If students ask about how to form past tense verbs that end in -e, explain that when a verb ends with an -e, the final -e is dropped and the suffix -ed is added to make it past tense (e.g., live and lived).
Differentiation Challenge
To expand students’ vocabulary use, instruct them to generate a list of synonyms for the term inhabit. Then instruct students to form sentences about the West by using the generated synonyms.
6. Direct attention to the excerpt from “What About the Native Americans?” in the Learn book. Tell students that they will take a closer look at the text to identify regular past tense verbs. Invite students to identify the regular past tense verbs in the text.
Language Support
Students may identify irregular past tense verbs in the text, such as was or grew. If students identify irregular past tense verbs, explain that those verbs tell about things that happened in the past, but they do not follow the regular pattern of ending in -ed. Explain that students will learn more about irregular past tense verbs in future lessons.
Key Ideas
• offered
• hoped
• displaced
• increased
• formed
• used
7. Underline the past tense verbs in the excerpt as students identify them. Emphasize that all the verbs in the text are in the past tense. Explain that for clarity writers often use the same verb tense throughout a text.
8. Tell students that now they will read their paragraphs about sod houses to check that they used regular past tense verbs correctly. Direct students to Module Task 2, located in the Learn book. Instruct students to read their paragraph to a partner. Tell them to check the regular verbs in each other’s writing to ensure they are all in the past tense.
Some settlers in the West lived in sod houses.
9. Introduce the learning task. Instruct students to edit their paragraphs about life in a sod house to ensure that they use regular past tense verbs correctly.
Teacher Note
If a clean copy is desired, provide students time to rewrite their informative paragraphs. Since the length of student writing may vary, provide additional writing paper as needed.
Analyze Student Progress
Following completion of Module Task 2, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan future writing instruction.
10. Remind students that in previous lessons they practiced using nouns correctly, especially collective nouns and irregular plural nouns. Instruct students to review the nouns in their paragraphs and correct them as needed.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from the excerpt from “What About the Native Americans?”
• What did you learn to do?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.B, MM.1.2.C
MM.2.2 Theme and Central Idea: MM.2.2.B
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.b, MM.12.2.C, MM.12.2.C.c
CP Compose and Present Content
CP.1.2 Genre: CP.1.2.B, CP.1.2.H
CP.5.2 Language: CP.5.2.B
CP.7.2 Editing
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DF Develop Foundations
DF.9.2 Nouns and Pronouns: DF.9.2.A, DF.9.2.B
DF.10.2 Verbs: DF.10.2.A
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.B
DM.2.2 Comprehension Monitoring
DM.3.2 Schema Building
Lesson 21
Essential Question | How has life in the American West changed over time?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW Preview
In this Know lesson, students revisit the excerpt from “What About the Native Americans?,” the Map of the Plains Indians, and Buffalo Bird Girl to study the meaning of the term displace. Studying the term displace helps students understand what happened to Native Americans of the Great Plains and throughout the United States. During writing instruction, students examine the maps in Buffalo Bird Girl and learn to capitalize geographic names. This work prepares students to practice capitalizing geographic names in sentences.
Learning Goals
Explain what happened to Native Americans throughout the United States by using evidence found in the excerpts from “What About the Native Americans?” and Buffalo Bird Girl.
LEARNING TASK: Write at least two sentences by using evidence found in excerpts from “What About the Native Americans?” and Buffalo Bird Girl to explain what happened to Native Americans when they were displaced.
Capitalize names of geographic places in writing.
LEARNING TASK: Write at least two sentences by using correct capitalization to name the geographic areas where some Native Americans of the Great Plains lived.
Vocabulary
displace (v.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Define Displace
• Respond: Express Knowledge
• Write: Capitalize Geographic Names
LAND Synthesize Learning
Materials
TEACHER
• excerpt from “What About the Native Americans?” (digital platform)
• Buffalo Bird Girl
• two index cards
• Map of the Plains Indians (digital platform)
STUDENTS
• Buffalo Bird Girl
• excerpt from “What About the Native Americans?” (Learn book, lesson 20)
• journal
Preparation
• Write the prefix dis- on one index card and the base word place on another index card to use while introducing the vocabulary term displace. See the Read section for details.
• Determine how to display two sample sentences. See the Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete Fluency Practice for “Life in a Soddy” (Learn book) and focus on a fluency element or retelling.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display the excerpt from “What About the Native Americans?”
2. Display and Echo Read the Content Framing Question: How do these texts build our knowledge?
3. Tell students that they will examine the excerpt from “What About the Native Americans?” to build their knowledge of what happened to Native Americans in the American West.
LEARN
53 minutes
Read | Define Displace | 15 minutes
1. Direct students to the excerpt from “What About the Native Americans?,” located in the Learn book. Read aloud the text.
2. Tell students that they will study a key word in the text to better understand what happened to Native Americans throughout the United States. Direct attention to the term displaced in the fourth sentence. Ask this question: What word do you recognize in the term displaced?
3. Reinforce the correct response: The word place is in the word displaced. Display the index card with the term place. Then display the index card with the prefix dis-. Remind students that some words include a prefix, or a group of letters that come before a base word. A prefix can give us clues to what the word might mean. Put the index cards together to form the term displace.
Language Support
Tell students that other words begin with the prefix dis-. Display the term disagree and draw a box around the prefix dis-. Facilitate a brief discussion about how the prefix dis- changes the word to mean “not agree.”
by Mikal Eckstrom
excerpt from What About the Native Americans?
4. Tell students that the prefix dis- means “not.” Instruct students to Think–Pair–Share to answer this question:
What do you think the term displace means?
Key Ideas
• to not have a place
• to not be in a place
5. Use responses to reinforce the correct definition of displace.
6. Explain that when someone or something displaces a group, the group is no longer in its original place. Read aloud the third and fourth sentences from the excerpt. Ask this question:
Who was displaced from the East Coast of the United States?
7. Reinforce the correct response: Native Americans.
8. Display the Map of the Plains Indians. Remind students of the four cardinal directions: north, south, east, and west. Then direct attention to the East Coast of the United States.
9. Explain that Native Americans on the East Coast were not the only ones forced to leave their land. Direct attention to the other Native American tribe names on the map. Emphasize that Native Americans were displaced throughout the United States.
10. Direct attention to the shaded section on the map. Reinforce that Native Americans of the Great Plains, such as the Hidatsa, Mandan, and Arikara, used to inhabit a much larger portion of the land in this region. Tell students that they will revisit Buffalo Bird Girl to learn more about what happened when the Hidatsa, Mandan, and Arikara were displaced from their land.
Definition displace (v.): to force people or animals to leave the area where they live
Respond | Express Knowledge | 17 minutes
1. Distribute Buffalo Bird Girl to pairs. Read aloud pages 38–39, starting with “I am an.” Ask these questions:
Where did the Hidatsa, Mandan, and Arikara live before they were displaced?
Where did the government force them to move?
Differentiation Support
To demonstrate how the size of the area held by Native Americans decreased over time, read aloud the following dates on the timeline in the appendix of Buffalo Bird Girl: 1870 and the 1880s. Facilitate a brief discussion about how outside forces reduced the Hidatsa, Mandan, and Arikara land over time.
Key Ideas
• They lived in Like-a-Fishhook Village.
• The government forced them to move to the Fort Berthold Indian Reservation.
2. Instruct students to Think–Pair–Share to answer this question:
What did the Hidatsa, Mandan, and Arikara give up when they moved to the Fort Berthold Indian Reservation?
Key Ideas
• their land
• their villages and homes
• their ways of life
• their round earth lodges
Teacher Note
For Native Americans, being displaced was detrimental because their homelands were fundamental to their identity. They took great pride in their relationship to the land and cared for it. So displacement was more than just losing their home or lifestyle; it cut off their identity as a people.
3. Introduce the learning task. Direct students to their journals. Instruct students to write at least two sentences explaining what happened to Native Americans when they were displaced in the United States.
Analyze Student Progress
Monitor: Do students demonstrate understanding of what happened to Native Americans when they were displaced in the United States?
Offer Immediate Support: If students need additional support explaining what happened to Native Americans when they were displaced, provide these sentence frames: Native Americans had to leave . Native Americans had to give up .
Plan Future Practice: Students practice sharing their knowledge in lesson 26.
Key Ideas
• Native Americans were forced off their land.
• Native Americans had to leave their homes and villages.
• Many Native American tribes had to move to reservations.
• They were forced to give up their ways of life.
4. Invite a few students to share their responses. Conclude the discussion by instructing students to Think–Pair–Share to answer this question:
How do these texts build your knowledge about how life in the West changed over time?
Key Ideas
• Native Americans inhabited more of the land than they do now.
• The government and some settlers forced Native Americans off their land.
• Many Native American tribes were forced to move to reservations.
• Native Americans had to give up their homes and ways of life when they were displaced by some settlers and by the US government.
Write | Capitalize Geographic Names | 21 minutes
1. Reinforce that students just examined a map to learn about what happened to Native Americans when they were displaced in the United States. Now, they will examine another map to help them learn how to capitalize the names of geographic places.
2. Direct attention to Buffalo Bird Girl. Remind students that the text includes many different text features, including maps in the front and back of the book.
Teacher Note
The map discussed in this section is on the pages directly following the front cover.
3. Instruct students to examine the map in the front of the book. Ask this question:
What do you notice about the map?
Teacher Note
Many locations on this map have Native American names, which have since been removed and replaced with English or settler names.
Differentiation Challenge
To extend student thinking across texts, ask these questions: How are the map in Buffalo Bird Girl and the Map of the Plains Indians similar? How are they different?
4. Emphasize that the map shows where some Native American tribes of the Great Plains, such as the Hidatsa, Mandan, and Arikara, lived. Instruct students to look closely at the names of different places on the map. Ask this question:
What do you notice about the first letter of each place on the map?
Teacher Note
Students may notice many details from the maps in Buffalo Bird Girl. Guide students to focus on the places where different tribes lived to recognize capitalized geographic place names.
5. Reinforce the correct response: The place names start with capital letters. Explain that people capitalize the names of geographic places when they write them. Geographic places include countries, states, regions, rivers, and oceans.
6. Display this sample sentence: The Hidatsa live on the Great Plains. Ask this question:
What geographic place is in this sentence?
7. Reinforce the correct response: the Great Plains. Direct attention to the capital letters G and P in Great Plains. Explain that when the name of a place has more than one word, each word is capitalized.
8. Display this sample sentence: Buffalo Bird Girl was born in what is now North Dakota. Instruct students to Think–Pair–Share to answer this question:
Why is North Dakota capitalized?
Key Ideas
• It is the name of a geographic place.
• It is the name of a state.
9. Tell students that they will practice capitalizing the names of geographic places. Direct students to the map at the front of Buffalo Bird Girl. Explain that they will use the map to write their own sentences about where some Native American tribes of the Great Plains lived.
10. Introduce the learning task. Direct students to their journals. Instruct students to write at least two sentences to describe where some Native American tribes of the Great Plains lived. Tell students to include at least one geographic name in each sentence.
Analyze Student Progress
Monitor: Do students demonstrate understanding of where some Native American tribes of the Great Plains lived?
Offer Immediate Support: If students need additional support writing sentences that describe where some Native Americans of the Great Plains lived, direct attention to a specific tribe on the map and instruct students to identify geographic places nearby.
Plan Future Practice: Students practice capitalizing geographic place names in lesson 26.
Key Ideas
• The Hidatsa lived in Like-a-Fishhook Village on the Missouri River.
• The Mandan lived near Knife River.
• The Arikara lived in Arikara Village.
• The Lakota lived near Heart River.
• The Hidatsa lived on the Great Plains in North Dakota.
11. Instruct students to share their sentences with a partner and to check each other’s sentences for correct capitalization. Tell students that they will practice capitalizing geographic names in future writing tasks.
LAND 5 minutes
Synthesize Learning
1. Direct attention to both knowledge charts, and read aloud a few knowledge statements. Ask this question:
What did you learn about Native Americans in the West?
2. Facilitate a brief discussion of the following question to help students integrate the knowledge they built during the past several lessons:
How does your new knowledge help you understand how life in the American West changed over time?
3. Use responses to reinforce these Knowledge Threads:
• Before settlers arrived in the American West, Native American tribes who lived there depended on the land and animals to survive.
• Settlers moved west to make a new life.
4. Tell students that they will continue building their knowledge as they study a new text in the next lesson.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts MM.1.2 Comprehension and Evidence:
MM.4.2 Individuals, Events, and Ideas:
Vocabulary:
Complexity, Diversity, and Genre:
CP Compose and Present Content
CP.5.2 Language: CP.5.2.B
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.A, BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DF Develop Foundations
DF.7.2 Capitalization: DF.7.2.C
DF.13.2 Sentence Construction: DF.13.2.A
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.E
DM.3.2 Schema Building
DM.4.2 Reflection and Evaluation
Lesson 22
Essential Question | How has life in the American West changed over time?
Content Framing Question | Wonder: What do I notice and wonder about this text?
OVERVIEW Preview
In this Wonder lesson, students listen closely to the first reading of The Buffalo Are Back and share what they notice and wonder. This work prepares students to write two things they notice about the text and two related questions. During writing instruction, students learn about irregular past tense verbs. Students practice using irregular past tense verbs in complete sentences.
Learning Goals
Notice and wonder about The Buffalo Are Back.
LEARNING TASK: Write at least two things you notice about The Buffalo Are Back and two related questions.
Use irregular past tense verbs correctly.
LEARNING TASK: Complete sentences with the correct irregular past tense verbs.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to The Buffalo Are Back
• Respond: Notice and Wonder
• Write: Explore Irregular Past Tense Verbs
LAND
Reflect on Learning
Materials
TEACHER
• The Buffalo Are Back
• class Irregular Past Tense Verbs Chart (Reference Charts appendix)
• class Verb Cards (Learn book)
STUDENTS
• The Buffalo Are Back
• sticky notes in two different colors
• Notice and Wonder Chart for The Buffalo Are Back (Learn book)
• Fluency Practice for The Buffalo Are Back (Learn book)
• Verb Cards (Learn book)
• Language Practice for Irregular Past Tense Verbs (Learn book)
Preparation
• The Buffalo Are Back is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
• Post the labels for Question Corners in different areas of the room. See the Respond section for details.
• Make a class Irregular Past Tense Verbs Chart. See the Write section for details and the Reference Charts appendix for sample images. Save this chart to use throughout the module.
• Determine how to display the Verb Cards, located in the Learn book. See the Write section for details.
• Make one class set of Verb Cards by cutting them out from the Learn book. Ensure there is one card per student. During instruction, distribute the cards for students to use while they Mix and Mingle. See the Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for The Buffalo Are Back (Learn book) and focus on a fluency element or retelling.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display The Buffalo Are Back.
2. Display and Echo Read the Content Framing Question: What do I notice and wonder about this text?
3. Introduce The Buffalo Are Back by reading aloud the title, author, and illustrator. Tell students that they will listen to the entire text and share what they notice and wonder about the book.
LEARN
53 minutes
Read | Listen Closely to The Buffalo Are Back | 16 minutes
Teacher Notes
The text uses the terms American Indian and Indian. Arts & Letters materials use the term Native American when a specific tribal nation name is unavailable.
The text and lessons in arc D refer to the Apsáalooke people by their English name, the Crow. Apsáalooke is their original name.
1. Assess and activate prior knowledge by asking this question: What have you already learned about bison or buffalo?
Teacher Note
This text and the lessons throughout this arc use the term buffalo; however, students may use the term bison in their responses.
2. Emphasize that students will add to their knowledge about buffalo as they read the text. Distribute the text to pairs. Instruct students to follow along as you read aloud The Buffalo Are Back.
Language Support
Based on your students’ needs, pause to define select terms with a synonym (e.g., eroded, panpipe, shallow). Use subsequent readings to reinforce synonyms for the terms you selected.
3. Ask this question:
What do you notice about The Buffalo Are Back?
Differentiation Support
To help students identify what they notice, ask these questions:
• What part is interesting to you?
• What do you notice about the illustrations in this book?
• What do you find unclear?
Teacher Note
As students share what they notice and wonder, listen for evidence of the knowledge and skills they built in previous lessons. In addition, listen for connections among ideas in the texts as the module progresses. Use the information you gather to prepare for subsequent lessons with this text.
4. Ask this question:
What do you wonder about The Buffalo Are Back?
5. Tell students that they will have an opportunity to write what they notice and their related questions later in the lesson.
Respond | Notice and Wonder | 17 minutes
1. Tell students that they will take a closer look at the text with a partner. Provide each student with two sticky notes that are a different color than their partner’s.
2. Instruct students to review the book’s pages and place their sticky notes next to two parts of the text they want to ask a question about. Instruct students to discuss these questions with a partner:
What do you notice in the text that you want to write about?
What questions do you have about what you notice?
3. Introduce the learning task. Direct students to the Notice and Wonder Chart for The Buffalo Are Back, located in the Learn book. Instruct students to write two things they notice and two related questions.
Analyze Student Progress
Monitor: Do students write at least two things they notice about The Buffalo Are Back and two related questions?
Offer Immediate Support: If students need additional support noticing two things and asking questions, encourage them to draw a picture of something they notice and share a question they have with a partner before writing it.
Plan Future Practice: Students practice noticing things and asking related questions in Powwow Day in lesson 27.
4. Direct attention to the question word labels placed throughout the room. Read aloud each question word: who, what, where, when, why, and how. Lead students through Question Corners to share a question they have about the text.
Differentiation Support
To help students identify questions that they have about the text, ask these questions:
• What questions do you have about buffalo?
• What questions do you have about the people who lived in the Great Plains?
• What questions do you have about the prairie grass?
5. Facilitate a brief discussion of this question:
What do you want to know more about in this text?
Differentiation Support
To help students identify questions that they have about the text, ask these questions:
• What questions do you have about buffalo?
• What questions do you have about the people who lived in the Great Plains?
• What questions do you have about the prairie grass?
6. Explain that sometimes when readers ask questions about a text, it helps them think of other questions they have. Facilitate a brief discussion about additional questions students have about the text.
Teacher Note
If students ask about changes to the Great Plains, explain that they began long before the 1800s. Revisit the timeline in Buffalo Bird Girl and share dates such as 1541, when Spanish conquistadors explored the Great Plains, and the 1700s, when French, British, and Spanish fur traders came to the Great Plains.
7. Explain that students just noticed and wondered after listening to the text. As follow-up work, students will practice reading an excerpt from the text on their own. Direct students to Fluency Practice for The Buffalo Are Back, located in the Learn book. Model how to read aloud the excerpt. Instruct students to practice reading aloud the excerpt every day.
Teacher Note
Initially, students should practice the full excerpt independently. Later in the arc, as students gain independence with reading the passage, students can practice the fluency passage in more creative ways, such as reading the excerpt in a Readers’ Theater in groups of three.
Write | Explore Irregular Past Tense Verbs | 20 minutes
1. Reinforce that students explored a new text about buffalo. Now, they will explore different types of verbs. Tell students that just as they studied irregular plural nouns, today they will learn about irregular past tense verbs. Reinforce that the word irregular means “not usual or common.” Irregular verbs do not follow a usual pattern.
2. Display the class Irregular Past Tense Verbs Chart. Explain that students will use the chart to practice forming sentences with a partner. Think aloud to model how to use the chart to include an irregular past tense verb in a sentence.
3. Echo Read the irregular past tense verbs on the chart. Instruct students to Think–Pair–Share to respond to this prompt: Use an irregular past tense verb in a sentence.
4. Listen for students to use irregular past tense verbs correctly in a sentence.
5. Display the class Verb Cards. Explain that each student will receive a verb card. They will Mix and Mingle to find a partner who has the corresponding present or past tense form of the verb. Then students will share a sentence using the verb on their card. Think aloud to model how to find a corresponding verb card.
6. Distribute one verb card to each student. Instruct students to Mix and Mingle to find their corresponding verb cards and share sentences.
Language Support
Echo Read the words on the class Verb Cards, and encourage students to share sentences related to the module’s content. This activity can be repeated as many times as you would like. Shuffle and distribute the cards, and then instruct students to find their corresponding card and share sentences.
Sample Think Aloud
I see the verb ate. I know that means it happened in the past. It is irregular because it says ate and not eat-ed. I am going to use the past tense verb ate in a sentence: “The buffalo ate prairie grass.”
Sample Think Aloud
My card says eat. If I use it in a sentence like “The buffalo eat prairie grass,” I know that is in the present tense. So I want to find a partner who has the past tense verb ate. When I find my partner, I’ll share my sentence: “The buffalo eat prairie grass.” Then my partner can tell me their sentence with the past tense verb ate
7. Direct students to Language Practice for Irregular Past Tense Verbs, located in the Learn book. Explain that students will complete each sentence on the page by using an irregular past tense verb. Then they will create their own sentence with an irregular past tense verb of their choice.
8. Introduce the learning task. Instruct students to complete each sentence by adding the correct irregular past tense verb. Then instruct students to write their own sentence with an irregular past tense verb of their choice.
Analyze Student Progress
Monitor: Do students use the correct irregular past tense verb in each sentence?
Offer Immediate Support: If students need additional support using irregular past tense verbs, direct students to select an irregular verb from the class Irregular Past Tense Verbs Chart and orally share the complete sentence before writing.
Plan Future Practice: Students practice using irregular past tense verbs in Module Task 3 in lesson 26.
Key Ideas
• Many settlers made their homes from sod.
• The bison ate grass.
• Settlers began their trip in the spring.
• The Hidatsa grew corn.
• Women and girls dug in the ground to plant corn.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from The Buffalo Are Back?
• What did you learn to do?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.B, MM.1.2.C
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.a
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DF Develop Foundations
DF.10.2 Verbs: DF.10.2.A
DF.13.2 Sentence Construction: DF.13.2.A
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.A
DM.3.2 Schema Building
Lesson 23
Essential Question | How has life in the American West changed over time?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW
Preview
In this Organize lesson, students listen to a second reading of The Buffalo Are Back and identify the main events of the text. Students write the events of the text on a story map. During writing instruction, students practice collecting evidence for an informative paragraph. Collecting evidence prepares students to write evidence notes about how people helped save buffalo in the West.
A Prologue to lesson 23 is available for students who need additional support.
Learning Goals
Identify the main events in The Buffalo Are Back.
LEARNING TASK: Write one or two sentences to describe the main events that happen at the end of The Buffalo Are Back.
For Module Task 3, collect evidence about how people helped save the buffalo.
LEARNING TASK: For Module Task 3, write at least three evidence notes from The Buffalo Are Back about how people helped save the buffalo.
Vocabulary
government (n.)
prairie (n.)
preserve (v.)
treaty (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify the Main Events
• Respond: Complete a Story Map
• Write: Collect Evidence for Module Task 3
LAND
Reflect on Learning
Materials
TEACHER
• The Buffalo Are Back
• Map of the Great Plains (digital platform)
• Knowledge Cards: prairie, government, preserve
• class Story Map for The Buffalo Are Back (Learn book)
• writing prompt for Module Task 3
• class Informative Writing Planner for Module Task 3 (Learn book)
STUDENTS
• The Buffalo Are Back
• Story Map for The Buffalo Are Back (Learn book)
• Informative Writing Planner for Module Task 3 (Learn book)
Preparation
• Prepare a duplicate of the Story Map for The Buffalo Are Back from the Learn book. Cover the Beginning box and the first Middle box. During instruction, uncover the boxes to discuss the responses. See the Read section for details.
• Prepare a duplicate of the Informative Writing Planner for Module Task 3 from the Learn book. During instruction, display this class planner to add evidence to it. See the Write section for details.
• Determine how to display the writing prompt. See the Write section for details. Students continue working with the prompt throughout arc D.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for The Buffalo Are Back (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Buffalo Are Back.
2. Display and Echo Read the Content Framing Question: What is happening in this text?
3. Tell students that they will identify the main events in The Buffalo Are Back to help them understand what is happening in the text.
LEARN
53 minutes
Read | Identify the Main Events | 19 minutes
1. Read aloud The Buffalo Are Back. Tell students that it is a literary nonfiction text. Reinforce that a literary nonfiction text includes facts like an informational text does, but those facts are told through a story. Ask these questions:
How is this book similar to an informational text?
How is this book similar to a story?
Key Ideas
• This book is like an informational text because it gives information about a specific topic, buffalo.
• This book is like a story because it tells a story about what happened to buffalo.
2. Explain that now that students have discussed the type of text the book is, they will identify where the story takes place and its main events. Read aloud the portion of page 6 from “The orange calf” to “the Great Plains.” Ask this question:
What is the setting of this story?
3. Reinforce the correct response: The story takes place on the prairies of the Great Plains. Display the Map of the Great Plains. Invite a student to locate and point out the area described in the text. Introduce the vocabulary term prairie by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
4. Display the class Story Map for The Buffalo Are Back. Explain that students will reread portions of the text to determine what happened to the buffalo on the prairie at the beginning, middle, and end of the story. Tell students that some of the events are actions that occurred over brief periods, and some actions occurred over longer periods.
5. Distribute the text to pairs. Direct attention to page 6. Tell students that they will read an excerpt to help them identify what happens at the beginning of the story. Instruct students to follow along as you read aloud page 6, starting with “On the day.” Facilitate a brief discussion of this question:
What is happening at the beginning of this story?
Key Ideas
• Native Americans set the grasses ablaze to make the grass healthier for the buffalo.
• Buffalo was the source of food, shelter, and clothing for Native Americans.
• The buffalo’s sharp hooves helped rainwater reach the soil.
• Buffalo herds grazed the Great Plains.
Definition
prairie (n.): a large, mostly flat area of grassland in North America with few trees
6. Emphasize that multiple events happen at the beginning of the story. Tell students that you will combine the most important ideas into one or two sentences. Think aloud to model how to combine the key ideas from the story’s beginning into two sentences.
7. Uncover the sentences in the Beginning box on the class Story Map for The Buffalo Are Back: The Native Americans and buffalo live together on the prairie. They take care of the grass and each other.
8. Ask this question:
How does the illustration help you understand what is happening in this part of the text?
9. Emphasize that the illustration shows Native Americans setting the prairie on fire. Direct attention to the first Middle box on the class story map. Explain that multiple events happen in the middle of the story. Explain that the Middle section of the story map has two parts. Tell students that they will read another excerpt from the story to identify what happens next and discuss those events with a partner.
10. Instruct students to follow along as you read aloud page 9, starting with “In the mid-1800s.”
11. Direct attention to the term government. Introduce the vocabulary term government by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
12. Ask this question:
What happened to the Native Americans after the government bought their land?
13. Reinforce the correct response: The government forced many Native Americans onto reservations. Introduce the vocabulary term treaty. Say the term aloud, and instruct students to repeat it. Define the term.
Sample Think Aloud
At the beginning of the story, the text says that the Native Americans and the buffalo took care of the grass and each other. I’m going to describe this part of the text by writing “The Native Americans and buffalo live together on the prairie. They take care of the grass and each other.”
Definition government (n.): the group of people who control and make decisions for a country, nation, or state
Definition treaty (n.): an official agreement that is made between two or more countries or groups
14. Tell students to listen for the term treaty as you read aloud page 11. Read aloud the portion of page 11 from “But there was” to “dust and gunfire.” Ask this question:
Why did the government and Native Americans battle?
15. Reinforce the correct response: The government broke the treaties with Native Americans. Facilitate a brief discussion of this question:
What else is happening in this part of the story?
Key Ideas
• The government encouraged settlers and soldiers to kill all the buffalo.
• Native Americans won several battles but could not survive without buffalo.
16. Instruct students to Think–Pair–Share to respond to this prompt:
Describe what is happening in this part of the story by using one or two sentences.
17. Uncover the first Middle box of the class Story Map. Reinforce the correct response: The government had soldiers and settlers kill buffalo. Native Americans could not survive on the plains without the buffalo.
Respond | Complete a Story Map | 16 minutes
1. Tell students that they will listen to another excerpt from the text and work with a partner to describe what is happening in the middle of the story.
2. Read aloud pages 12–19, starting with “With the death.” Instruct students to discuss with a partner what is happening in the middle of the story.
3. Direct students to the Story Map for The Buffalo Are Back, located in the Learn book. Instruct students to write one or two sentences in the second Middle box that describe the most important events in the middle of the story.
4. Invite a few students to share their responses. Use responses to emphasize important events such as these: The prairie grass and crops would not grow back. The prairie became dust.
5. Instruct students to follow along as you read aloud pages 20–30, starting with “In the beginning.” Instruct students to discuss with a partner what is happening at the end of the story.
6. Introduce the learning task. Instruct students to write one or two sentences in the End box of the story map that describe the most important events at the end of the story.
Analyze Student Progress
Monitor: Do students describe how President Roosevelt, the Native Americans, and farmers helped save the buffalo and the prairie?
Offer Immediate Support: If students need additional support writing a sentence to describe what is happening at the end of the text, instruct them to describe what is happening in the illustrations on pages 21, 24–25, and 30.
Plan Future Practice: Students practice identifying story events in Powwow Day in lesson 28.
7. Invite a few students to share their responses. Add the description of what is happening at the end of the story in the End box on the class story map: President Roosevelt, Native Americans, and farmers helped save the buffalo and the prairie.
Teacher Note
Locate additional resources to enrich students’ understanding of the current bison census count in North America. The number listed on page 30 is incorrect.
8. Remind students that recounting a story is a good way to check whether they understand it. Instruct students to use their story maps to recount The Buffalo Are Back with a partner. Direct students to listen closely to check for understanding as their partner recounts the story.
Language Support
Display the following sentence frames:
• At the beginning, .
• In the middle, .
• At the end,
9. Highlight that many students used the word save to describe how many people helped save the buffalo. Tell students that another way to explain how people helped the buffalo is to use the term preserve. Introduce the vocabulary term preserve by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
Teacher Note
Students may recognize preserve as a multi-meaning word used to describe a protected area where buffalo roam.
Definition preserve (v.): to keep something safe from harm or loss
10. Facilitate a brief discussion of this question:
How did people work together to preserve the buffalo and the prairie?
Differentiation Support
To help students discuss how different people worked together to help, ask these questions:
• How did Native Americans, such as the Crow and Wichita, help President Roosevelt preserve the buffalo?
• How did the government and farmers help preserve the prairie?
Key Ideas
• Scouts, such as those from the Crow, found wild buffalo.
• Native Americans, such as a Wichita youth, worked on the Prairie Preserve, counting buffalo for the buffalo census.
• President Roosevelt set aside land where buffalo could live safely.
• Farmers learned to plant in curves and people planted native grasses to help preserve the prairie.
1. Tell students that they organized what is happening in The Buffalo Are Back, and now they will collect evidence from the text for Module Task 3.
2. Display and read aloud the writing prompt for Module Task 3: Write a paragraph to tell how people helped save the buffalo in the West. Explain that students will use The Buffalo Are Back to collect evidence of how people helped save the buffalo.
Differentiation Challenge
Some students will be able to write advanced responses to Module Task 3. For example, they may be able to include more textual evidence and to show additional knowledge of how people saved the buffalo. See the Assessment Guide for more information, including an example of an advanced response.
3. Display the class Informative Writing Planner for Module Task 3. Ask this question:
What is important to remember when writing evidence notes?
Key Ideas
• Notes are usually words and phrases.
• The notes come from information in the text.
• Just the important ideas and information are written in notes.
4. Tell students to listen for evidence of how people saved the buffalo. Read aloud the portion of page 20 from “In the beginning” to “for wild buffalo.” Ask this question:
What notes would you add to show how people helped save the buffalo in this section?
5. Reinforce the correct response: President Roosevelt sent scouts. Add this response to the class Informative Writing Planner for Module Task 3. Explain that students will listen to the text for other examples of how people helped save the buffalo. Continue to read aloud page 20, starting with “The scouts came.”
6. Read aloud page 23, starting with “There had been.” Instruct students to Think–Pair–Share to answer this question:
What evidence in the text explains how people helped save the buffalo?
7. Introduce the learning task. Direct students to the Informative Writing Planner for Module Task 3, located in the Learn book. Instruct students to write at least three evidence notes about how people helped save the buffalo.
Analyze Student Progress
Monitor: Do students add at least three evidence notes about how people helped save the buffalo in the West?
Offer Immediate Support: If students need additional support writing evidence notes, read aloud page 23 and instruct students to explain how people helped the buffalo.
Plan Future Practice: Students practice collecting evidence in lesson 27.
8. Invite a few students to share their responses. Add responses to the class Informative Writing Planner for Module Task 3.
Key Ideas
• A Crow Indian told Hornaday where to find wild buffalo.
• W. T. Hornaday found a herd of three hundred buffalo in Montana.
• President Roosevelt made it illegal to shoot buffalo.
• President Roosevelt set land aside for buffalo in Montana.
Teacher Note
The phrase Crow Indian is included in the key ideas above because that is the phrase used in the text. However, students could rephrase this note to say “a member of the Crow tribe.”
9. Tell students that they will continue planning their Module Task 3 paragraph in the following lesson by adding a focus sentence.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about what happened to the buffalo?
• What did you learn from The Buffalo Are Back?
• What did you learn to do?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.A, MM.1.2.C
MM.3.2 Summary: MM.3.2.A
MM.4.2 Individuals, Events, and Ideas: MM.4.2.A
MM.5.2 Vocabulary: MM.5.2.B, MM.5.2.B.b
MM.9.2 Media: MM.9.2.A
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.a, MM.12.2.C, MM.12.2.C.c
CP Compose and Present Content
CP.1.2 Genre: CP.1.2.B, CP.1.2.H
CP.2.2 Planning: CP.2.2.A, CP.2.2.D
CP.3.2 Content: CP.3.2.A, CP.3.2.A.b, CP.3.2.A.e
CP.4.2 Structure: CP.4.2.B, CP.4.2.B.b
CP.5.2 Language: CP.5.2.B
CP.8.2 Presentation: CP.8.2.A
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.A, BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.B
DM.2.2 Comprehension Monitoring
DM.3.2 Schema Building
Lesson 24
Essential Question | How has life in the American West changed over time?
Content Framing Question | Reveal: What does a deeper look at the relationships between people, plants, and animals reveal?
OVERVIEW Preview
In this Reveal lesson, students examine the relationships in The Buffalo Are Back. This work prepares students to write about how the people, plants, and animals in the West were interdependent. During writing instruction, students review the evidence they collected in the previous lesson and write a focus sentence for Module Task 3. Then students select two pieces of evidence that support their focus sentence.
A Prologue to lesson 24 is available for students who need additional support.
Learning Goals
Examine the relationships between people, plants, and animals in The Buffalo Are Back.
LEARNING TASK: Write at least two sentences about the interdependence of groups on the prairie in The Buffalo Are Back.
For Module Task 3, write a focus sentence for an informative paragraph.
LEARNING TASK: For Module Task 3, write a focus sentence about how people helped save the buffalo in the West.
• Make one set of Relationship Cards for The Buffalo Are Back per student by cutting out the card images from the Learn book page. See the Read section for details.
• Prepare a duplicate set of Relationship Cards for The Buffalo Are Back from the Learn book to demonstrate how each group is related during instruction. See the Read section for details.
• Make a class Relationship Chart. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for The Buffalo Are Back (Learn book) and focus on a fluency element or retelling.
LAUNCH 2 minutes
Read the Content Framing Question
1. Display The Buffalo Are Back.
2. Display and Echo Read the Content Framing Question: What does a deeper look at the relationships between people, plants, and animals reveal?
3. Tell students that they will examine the relationships between the people, plants, and animals in The Buffalo Are Back to understand the connections between these groups.
LEARN
53 minutes
Read | Examine Relationships in The Buffalo Are Back | 15 minutes
1. Direct attention to the term relationships in the Content Framing Question. Introduce the vocabulary term relationship. Say the term aloud, and instruct students to repeat it. Define the term.
Language Support
Annotate relat- in relationship. Reinforce that the verb relate is part of the noun relationship and can help students understand what relationship means. Explain that people or objects relate to each other, and this creates a relationship between the two groups. Provide examples of relationships that students will recognize, such as relationships between friends, students and teachers, or neighbors.
2. Display the class set of Relationship Cards for The Buffalo Are Back. Explain that students will work in pairs to think about the relationships between the Native Americans, buffalo, and prairie grasses.
3. Place the Native Americans and buffalo cards side by side. Tell students to listen for information about the relationship between the Native Americans and the buffalo. Read aloud page 6, starting with the heading “The American Indians.”
Definition relationship (n.): the way in which two or more people, animals, or objects relate to or connect with one another
4. Ask this question:
How would you describe the relationship between the Native Americans and the buffalo?
Differentiation Support
To help students describe the relationship, ask these questions:
• How did the buffalo help Native Americans?
• How did the Native Americans help the buffalo?
Key Ideas
• The buffalo provided Native Americans with sources of food, shelter, and clothing.
• Native Americans helped grow healthy grass for the buffalo to eat.
5. Tell students that they will make more connections by using the cards. Distribute the text to pairs. Distribute a set of Relationship Cards for The Buffalo Are Back to each pair. Instruct students to use evidence from the text to discuss the relationships, or connections, between the Native Americans, buffalo, and prairie grasses. Direct students to pair the cards as they discuss the relationships and connections.
Differentiation Challenge
To extend student thinking, ask this question: What other groups are represented in the text? Instruct students to create additional relationship cards for those groups and to discuss the relationships between all groups.
6. Display the class Relationship Chart. Distribute one sticky note to each student. Explain that each part of the triangle represents a group: Native Americans, buffalo, and prairie grasses. Tell students that they will select one relationship to write about on a sticky note. Think aloud to model how to write about a relationship from the text on a sticky note. Then model how to place the sticky note on the class chart.
7. Instruct students to write about one relationship on a sticky note. Tell students to place their sticky notes on the chart between the two groups they wrote about.
1. Explain that in the relationships described on the class chart, the people, animals, and plants depended on one another, which means they needed one another for support to survive. Instruct students to Think–Pair–Share to answer this question:
How did the Native Americans, buffalo, and prairie grasses depend on one another to survive?
Differentiation Support
To help students discuss the relationships between the groups, ask these questions:
• What did the prairie grasses depend on to survive?
• What did the buffalo depend on to survive?
• What did the Native Americans depend on to survive?
Sample Think Aloud
I am going to write about the relationship between Native Americans and buffalo. I can describe their relationship by writing on my sticky note “Native Americans helped the buffalo eat healthy grass, and the buffalo provided Native Americans with food, clothing, and shelter.” Now, I am going to place my sticky note between Native Americans and buffalo on the chart.
2. Emphasize that the Native Americans, buffalo, and prairie grasses depended on one another to survive. Introduce the vocabulary term interdependent by displaying the Knowledge Card. Engage students in Vocabulary Exploration. Explain that the prefix inter- means “between, among, or together.” It also involves two or more things.
3. Add arrows to the end of each connecting line on the class chart to demonstrate the interdependence of the Native Americans, buffalo, and prairie grasses. Explain that everything on the chart is interdependent.
4. Introduce the learning task. Direct students to their journals. Instruct students to write at least two sentences about the interdependence between the Native Americans, buffalo, and prairie grasses.
Analyze Student Progress
Monitor: Do students demonstrate understanding of how the groups depend on one another to survive?
Offer Immediate Support: If students need additional support writing sentences, direct attention to the class Relationship Chart and instruct students to explain how two groups are interdependent before explaining the relationship between the next two groups.
Plan Future Practice: Students practice examining a specific aspect of a text in Powwow Day in lesson 29.
Key Ideas
• The buffalo needed the Native Americans to make the prairie grass healthy by setting fire to it.
• The Native Americans took care of the prairie grasses because they needed the buffalo for food, clothing, and shelter.
• The prairie grasses needed the buffalo’s sharp hooves to stay healthy and keep nutrients in the prairie’s soil.
5. Invite a few students to share their responses.
Definition interdependent (adj.): related in such a way that each group depends on or needs the other
Write | Draft a Focus Sentence | 18 minutes
1. Tell students that they will use their knowledge about the interdependent parts of the prairie to continue writing about how people helped save the buffalo in the West.
2. Display and read aloud the writing prompt for Module Task 3: Write a paragraph to tell how people helped save the buffalo in the West.
3. Remind students that in the previous lesson they started planning an informative paragraph by collecting evidence about how people helped save the buffalo in the West. Today, they will write a focus sentence for their informative paragraph and select the evidence that best supports it.
4. Display the class Informative Paragraph Sandwich. Direct attention to the Focus section. Ask this question:
What does the focus sentence tell readers?
5. Reinforce the correct response: The focus sentence tells the focus of the paragraph.
6. Direct students to the Informative Writing Planner for Module Task 3, located in the Learn book. Direct attention to the Focus and Evidence sections of the planner. Remind students that they will use the evidence they collected in the previous lesson to write a focus sentence for their informative paragraph.
7. Instruct students to silently read the evidence they added to their planners in the previous lesson. Instruct students to discuss this question with a partner:
What is the focus of the evidence you collected?
Differentiation Support
To help students identify the relationships between the pieces of evidence they collected, ask these questions:
• What is your evidence mostly about?
• What does your evidence say about who helped save the buffalo?
8. Instruct students to orally share their focus sentence with their partner.
9. Introduce the learning task. Instruct students to write on their planners a focus sentence that tells how people helped save the buffalo in the West.
Analyze Student Progress
Monitor: Do students write a focus sentence that responds directly to the prompt?
Offer Immediate Support: If students need additional support writing a focus sentence, instruct them to annotate the prompt for important vocabulary to include in their sentence and then to restate the prompt in a focus sentence.
Plan Future Practice: Students practice writing a focus sentence in lesson 29.
10. Invite a few students to share their focus sentences.
11. Tell students that now that they have selected a focus sentence, they will select evidence to support it. Remind students that evidence gives examples of how the focus sentence is true. Instruct students to review the evidence they collected on their planners.
12. Instruct students to discuss this question with a partner:
Which two pieces of evidence provide the best support for your focus sentence?
13. Instruct students to circle two pieces of evidence that best support their focus sentence.
14. Tell students that they will continue to plan their informative paragraph in the next lesson.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about the term interdependent?
• What did you learn from The Buffalo Are Back?
• What did you learn to do?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.B, MM.1.2.C
MM.4.2 Individuals, Events, and Ideas: MM.4.2.B
MM.5.2 Vocabulary: MM.5.2.A, MM.5.2.A.d, MM.5.2.C
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.a
CP Compose and Present Content
CP.1.2 Genre: CP.1.2.H
CP.2.2 Planning: CP.2.2.D
CP.4.2 Structure: CP.4.2.A, CP.4.2.A.b
CP.5.2 Language: CP.5.2.B
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.A, BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.C
DM.3.2 Schema Building
Lesson 25
Essential Question | How has life in the American West changed over time?
Content Framing Question | Distill: What is a central idea in this text?
OVERVIEW
Preview
In this Distill lesson, students revisit excerpts from The Buffalo Are Back to understand why people saved the buffalo in the West. Gaining a deeper understanding of the value of buffalo to the prairie prepares students to discuss a central idea in the text. During writing instruction, students write a conclusion sentence for their informative paragraph for Module Task 3. Students learn how to craft an introduction sentence for an informative paragraph.
A Prologue to lesson 25 is available for students who need additional support.
Learning Goals
Explain why people saved the buffalo, using textual evidence from The Buffalo Are Back.
LEARNING TASK: During a class discussion, share one example from The Buffalo Are Back about why people saved the buffalo.
For Module Task 3, draft an introduction sentence for an informative paragraph.
LEARNING TASK: For Module Task 3, write an introduction sentence for a paragraph about how people helped save the buffalo in the West.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss a Central Idea
• Write: Draft an Introduction Sentence
LAND
Reflect on Learning
Materials
TEACHER
• The Buffalo Are Back
• writing prompt for Module Task 3 (lesson 23)
• writing prompt and model for module 2 (lesson 10)
• Determine how to display the discussion question. See the Read section for details.
• Determine how to display a group of question words. See the Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for The Buffalo Are Back (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display The Buffalo Are Back.
2. Display and Echo Read the Content Framing Question: What is a central idea in this text?
3. Tell students that they will revisit excerpts from the text to examine the reasons for saving the buffalo in the West. Students discuss a central idea in The Buffalo Are Back. Reinforce that a central idea is an important idea or a lesson that a reader learns.
LEARN
53 minutes
Read | Prepare for a Discussion | 17 minutes
1. Tell students that in this lesson they will have a class discussion. Display and Echo Read the discussion question: Why was it important to save the buffalo in the West?
2. Remind students that to prepare for a discussion, speakers think about what they want to say and how they want to say it. Introduce the speaking and listening goal for today’s discussion: Take turns with others when speaking.
3. Facilitate a brief discussion of these questions: Why is it important to take turns with others when speaking? What are some ways you can ensure everyone has a turn to share?
4. Throughout the discussion, use responses to reinforce key ideas.
Key Ideas
• It is important to take turns with others when speaking so everyone can share ideas.
• You can make sure everyone has a turn by listening for others to finish speaking before you begin to talk.
5. Tell students that they will annotate the text to find examples of how the buffalo helped the prairie and what happened when the buffalo were destroyed.
6. Distribute the text to pairs. Provide each student with two sticky notes in different colors. Instruct students to label their sticky notes—one sticky note with a B and one sticky note with an A. Instruct students to use the B sticky note to annotate examples of what the prairie was like before the destruction of the buffalo. Then instruct students to use the A sticky note to annotate examples of what the prairie was like after the buffalo were destroyed.
7. Tell students that now that they have considered the importance of buffalo to the prairie, they are ready to write notes to prepare for the class discussion. Direct students to their journals. Remind students of today’s discussion question: Why was it important to save the buffalo in the West? Tell students to write at least one idea that they would like to share later that answers the discussion question. Instruct students to write their ideas in their journals.
Differentiation Support
To help students identify strong evidence to support their responses for the discussion, ask these questions:
• How did the buffalo help the prairie?
• What happened to the prairie when the buffalo were gone?
• How did saving the buffalo help the prairie?
Respond | Discuss a Central Idea | 19 minutes
1. Remind students of the speaking and listening goal for today’s discussion: Take turns with others when speaking.
2. Form small groups. Instruct students to rehearse their ideas with their group. Remind students to take turns speaking as they share ideas from their journals.
3. Instruct students to form a circle.
4. Introduce the learning task. Explain that students will now engage in a class discussion to share their ideas about why it was important to save buffalo in the West. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they hear an idea similar to their own. Begin the discussion by asking the discussion question: Why was it important to save the buffalo in the West?
Teacher Note
During the discussion, use the Module 2 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward this goal. As students practice their speaking and listening skills throughout the module, continue to use the tracker to monitor students’ progress toward each goal.
Analyze Student Progress
Monitor: Do students share text-based examples that demonstrate understanding of why it was important to save the buffalo in the West?
Offer Immediate Support: If students need additional support identifying why it was important to save the buffalo in the West, direct students to compare the illustrations on pages 4–5 and pages 16–17.
Plan Future Practice: Students practice discussing the central idea in Powwow Day in lesson 30.
5. At the end of the discussion, reinforce key ideas.
Key Ideas
• The buffalo helped keep the prairie grass healthy.
• Saving the buffalo also meant saving the prairie.
• It was important to protect buffalo herds for the future.
• It was important to preserve the prairie for future generations.
• Although there were fewer buffalo, they were still important to some Native American tribes in the West.
6. Tell students that they will now consider a central, or important, idea from the book. Remind students that to identify a central idea, they must think about how the story relates to the bigger world beyond the book. By looking at the story within the bigger world, they can think about a lesson from the story that they can apply to their lives.
7. Remind students that they discussed how the prairie changed after the destruction of the buffalo and how it changed again when people began saving buffalo. Ask this question:
What does this story teach about change?
Differentiation Support
To support students as they discuss change, ask these questions:
• Is change always better? Why or why not?
• How does change affect people and the environment?
• Does change always happen immediately?
Key Ideas
• Change has positive and negative consequences.
• One change can affect different groups in different ways.
• People can learn from their mistakes in the past to help them make positive changes in the present and future.
• Sometimes the consequences of change are immediate, but some are only apparent over time.
• Change can have unexpected results.
Teacher Note
Students will likely include parts of the central idea in their responses, though they may struggle to clearly articulate the entire central idea. As needed, summarize responses into a clearly stated central idea.
8. Instruct students to reflect on how well they met the speaking and listening goal: Take turns with others when speaking. Tell students that they will continue working on this goal in future lessons.
Write | Draft an Introduction Sentence | 17 minutes
1. Tell students that they will use their knowledge from the class discussion to add to their paragraph for Module Task 3. Display and Choral Read the writing prompt for Module Task 3: Write a paragraph to tell how people helped save the buffalo in the West.
Teacher Note
Students build on the three parts of an informative paragraph learned in level 1. They learn to add an introduction sentence to the paragraph. In this lesson, students draft conclusion sentences to connect back to the focus sentence work in the previous lesson. Students then consider their paragraph as a whole and draft introduction sentences for the first time. In lesson 26, students write their complete paragraph using the Informative Paragraph Sandwich structure.
2. Direct students to the Informative Writing Planner for Module Task 3, located in the Learn book. Tell students that they will begin by writing a conclusion sentence for their informative paragraph. Remind students that the conclusion sentence restates the focus sentence differently.
3. Direct students to silently read their focus sentence on their planner. Then instruct students to discuss these questions with a partner:
How can you restate your focus sentence in a different way?
What will be the conclusion sentence for your paragraph?
4. Instruct students to write a conclusion sentence on their informative writing planner for their paragraph about how people helped save the buffalo in the West.
5. Tell students that now that they have drafted a conclusion sentence for their paragraph, they will learn how to write an introduction sentence. Direct attention to the Introduction section on the Informative Writing Planner. Explain that the introduction sentence introduces the topic of the paragraph.
6. Display the writing prompt and model for module 2. Read aloud the writing prompt: Write a paragraph to tell why the buffalo were important to the Hidatsa. Reinforce that the prompt and topic are different from what students are writing about for Module Task 3. Explain that they will examine the model to help them learn how to write an introduction sentence.
Writing Model
In the past, Native American tribes in the Great Plains had many uses for buffalo. Buffalo were very important to the Hidatsa. They used buffalo bones to make tools. They used fat from the buffalo to cook. The buffalo were important to the Hidatsa in many ways.
7. Instruct students to silently read the writing model. Ask this question: Which sentence is the introduction sentence?
8. Reinforce the correct response. The introduction sentence is the first sentence in the model: In the past, Native American tribes in the Great Plains had many uses for buffalo.
9. Tell students that they can also use question words to help them generate ideas for an introduction sentence. Display the question words: who, what, when, where, and why. Read aloud the introduction sentence in the model. Explain that the introduction sentence in the model tells readers when Native American tribes had many uses for buffalo and where they lived.
10. Tell students that they will use question words to generate ideas for the introduction sentence of their paragraph about how people helped save buffalo in the West. Ask this question: What questions might readers have about the topic of buffalo in the West?
Key Ideas
• Who saved the buffalo?
• How were the buffalo saved?
• Why did the buffalo need to be saved?
11. Think aloud to model how to respond to a question to create an introduction sentence.
12. Instruct students to Think–Pair–Share to answer these questions:
What ideas will you include in your introduction sentence?
What sentence will you use to introduce your paragraph?
Language Support
To help students brainstorm an introduction sentence, ask this question: What is your paragraph mostly about?
13. Introduce the learning task. Direct attention to the Informative Writing Planner for Module Task 3. Instruct students to write an introduction sentence for their paragraph about how people helped save buffalo in the West.
Analyze Student Progress
Monitor: Do students write a sentence that introduces readers to the topic of the buffalo in the West?
Offer Immediate Support: If students need additional support writing introduction sentences, prompt them to explain why the buffalo needed to be saved to introduce the topic.
Plan Future Practice: Students practice writing an introduction sentence in lesson 29.
14. Tell students that they will finish writing their paragraphs in the next lesson.
Sample Think Aloud
I’m going to answer the question “Who saved the buffalo?” to help me introduce the topic of buffalo in the West. For my introduction sentence, I could write this: “Many people helped save the buffalo.”
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about writing introduction sentences?
• What did you learn from The Buffalo Are Back?
• What did you learn to do?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.B, MM.1.2.C
MM.2.2 Theme and Central Idea: MM.2.2.B
MM.4.2 Individuals, Events, and Ideas: MM.4.2.B
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.a
CP Compose and Present Content
CP.1.2 Genre: CP.1.2.B, CP.1.2.H
CP.2.2 Planning: CP.2.2.B, CP.2.2.D
CP.4.2 Structure: CP.4.2.A, CP.4.2.A.b, CP.4.2.C
CP.5.2 Language: CP.5.2.B
CP.8.2 Presentation: CP.8.2.A, CP.8.2.B
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.A, BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.D
DM.2.2 Comprehension Monitoring
DM.3.2 Schema Building
DM.4.2 Reflection and Evaluation
Lesson 26
Essential Question | How has life in the American West changed over time?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW Preview
In this Know lesson, students revisit three of the module texts to review and share their knowledge about buffalo. Students deepen their knowledge about how the role of buffalo in the West changed over time and orally express knowledge statements about what they learned. During writing instruction, students write an informative paragraph about how people helped save the buffalo in the West. Students review and edit their informative paragraphs.
Learning Goals
Expand sentences to form knowledge statements about buffalo.
LEARNING TASK: Form two knowledge statements that describe what happened to the buffalo in the American West.
For Module Task 3, write an informative paragraph.
LEARNING TASK: For Module Task 3, complete an informative paragraph about how people helped save the buffalo in the West.
• Determine how to create and display a knowledge web for the word buffalo. See the Read section for details.
• Determine how to display two sample sentences about buffalo. See the Respond section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete Fluency Practice for The Buffalo Are Back (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Buffalo Bird Girl, Where the Buffalo Roam, and The Buffalo Are Back.
2. Display and Echo Read the Content Framing Question: How do these texts build our knowledge?
3. Tell students that in this lesson they will practice sharing knowledge statements about what they have learned about buffalo.
LEARN
53 minutes
Read | Review Module Texts | 17 minutes
1. Begin a class knowledge web (e.g., on chart paper) by writing and circling the word buffalo. Tell students that they will revisit three of the module texts to build their knowledge about how the role of buffalo in the West changed over time.
Teacher Note
For this lesson, students may use the terms buffalo and bison interchangeably.
2. Direct attention to Buffalo Bird Girl, Where the Buffalo Roam, and The Buffalo Are Back. Remind students that each text added to their knowledge about buffalo. Explain that students will review one of the three texts. They will use sticky notes to annotate pages in the text that show what they learned about buffalo. Finally, they will discuss their examples with a partner.
3. Distribute several sticky notes to each student and one of the three texts to each pair, varying which pairs get which text. Instruct students to use the sticky notes to annotate examples of what they learned about buffalo. Then instruct students to discuss the examples with their partner.
4. Direct attention to the three module texts. Ask this question:
What did you learn about buffalo from your assigned text?
Differentiation Support
To help students focus their attention on their assigned text, ask these questions:
• How were buffalo important to the Hidatsa?
• What did you learn about the bison’s body?
• How were buffalo important to the prairie?
Key Ideas
• The Hidatsa used different parts of the buffalo for food, clothing, and shelter.
• The Hidatsa used different parts of the buffalo to make objects they used in their daily lives.
• Bison use their tails to signal how they are feeling.
• Bison live in both warm and cold climates.
• Bison wrap their tongues around grass to eat since they do not have top teeth.
• The buffalo’s sharp hooves help rainwater reach the soil of the prairie grass.
Differentiation Challenge
To encourage students to synthesize module knowledge, instruct them to categorize the information learned about buffalo into three groups: food and tools, apparel and shelter, and physical features.
5. As students share, add words or phrases to the knowledge web around the central word. Additionally, encourage students to identify connections they recognize between added phrases or words.
6. Echo Read the Essential Question: How has life in the American West changed over time? Explain that students have read several books that can help them answer this question. Instruct students to Think–Pair–Share to answer this question:
How did the role of buffalo in the West change over time?
Key Ideas
• Buffalo roamed freely in the West. Today, they live on preserves.
• Buffalo helped keep the prairie grasses healthy. Now, mostly farmers take care of the land.
• Buffalo were a source of food, clothing, and shelter to Native Americans. Then some settlers and the government began killing the buffalo.
Respond
| Express Knowledge | 18 minutes
1. Explain that students will work in pairs to share knowledge statements about buffalo. Remind students that in previous lessons they practiced expanding sentences with a partner by responding to question words. Ask this question:
Which question words have you previously used to expand sentences?
2. Reinforce the correct response: Students used who, what, where, when, why, and how to help their partners expand sentences.
3. Display and Echo Read two basic sample sentences: The buffalo were destroyed. People saved the buffalo.
4. Tell students that they will work with a partner to form knowledge statements about buffalo by adding details to these two sentences. Explain that students will share their knowledge statements with a partner. Next, their partner will ask a question word. Finally, they will expand their sentence by responding to the question word.
5. Introduce the learning task. Pair students. Instruct students to form two knowledge statements by orally expanding both sample sentences and responding to their partner’s questions.
Analyze Student Progress
Monitor: Do students add details to the sentences to demonstrate understanding of what happened to the buffalo?
Offer Immediate Support: If students need additional support expanding sentences to form a knowledge statement, prompt them to respond to one question at a time.
Plan Future Practice: Students practice forming knowledge statements about Powwow Day in lesson 31.
Key Ideas
• Some settlers destroyed buffalo by hunting them for sport.
• The government destroyed many buffalo.
• President Roosevelt saved the buffalo by creating preserves for them.
• Native Americans saved the buffalo by caring for wild buffalo.
• Hornaday saved the buffalo by finding wild buffalo.
6. Invite a few students to share their knowledge statements. Choose one sentence and add it to the Module 2 World Knowledge Chart. If time allows, add additional knowledge statements. Remind students that they can expand sentences by asking questions.
Teacher Note
To provide students with more examples of how Native Americans today help preserve the buffalo, look for more information about groups such as the InterTribal Buffalo Council.
Write | Write an Informative Paragraph | 18 minutes
1. Tell students that they will use all their knowledge about buffalo to write an informative paragraph.
2. Display and Choral Read the writing prompt for Module Task 3: Write a paragraph to tell how people helped save the buffalo in the West.
3. Direct attention to the Informative Writing Planner for Module Task 3, located in the Learn book. Instruct students to silently review their plans for their paragraph. Remind students that the evidence they collected in previous lessons may not yet be complete sentences because they wrote notes.
Differentiation Support
Instruct students to use the evidence notes on their Informative Writing Planners to write complete sentences.
4. Instruct students to orally rehearse their paragraph with a partner.
5. Introduce the learning task. Direct students to Module Task 3, located in the Learn book. Instruct students to write an informative paragraph about how people helped save the buffalo in the West.
Analyze Student Progress
Following completion of Module Task 3, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan future writing instruction.
6. Reinforce that editing is important because it helps writers correct their writing so that readers can understand it. Remind students that they learned how to use past tense verbs correctly, especially irregular past tense verbs. Explain that all of the verbs in their paragraphs should be in the past tense.
7. Instruct students to review the verbs in their paragraphs and correct them as needed.
Language Support
Direct students to the class Irregular Past Tense Verbs Chart from the Reference Charts appendix to review irregular past tense verbs. Instruct students to use the chart to confirm their use of verbs in their paragraphs.
8. Remind students that they have also practiced using nouns correctly, including collective nouns and irregular plural nouns. Instruct students to review the nouns in their paragraphs and correct them as needed. Remind students to capitalize the names of geographic places, such as the Great Plains or Montana.
Language Support
Direct students to the class Collective Nouns Chart from lesson 15 to review collective nouns. Instruct students to use the chart to confirm their use of nouns in their paragraphs.
LAND 5
minutes
Synthesize Learning
1. Direct attention to both knowledge charts, and read aloud a few knowledge statements. Ask this question: What did you learn about buffalo?
2. Facilitate a brief discussion of the following question to help students integrate the knowledge they built during the past several lessons:
How does your new knowledge help you understand how life in the American West changed over time?
3. Use responses to reinforce these Knowledge Threads:
• Before settlers arrived in the American West, Native American tribes who lived there depended on the land and animals to survive.
• Settlers moved west to make a new life.
• Preservation efforts have partially restored the grasslands and buffalo of the Great Plains.
4. Tell students that they will continue building their knowledge as they study a new text in the next lesson.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.B
MM.4.2 Individuals, Events, and Ideas: MM.4.2.B
MM.11.2 Connections: MM.11.2.B
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.a, MM.12.2.B.b
BU.1.2 Inquiry and Credibility: BU.1.2.A, BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DF Develop Foundations
DF.7.2 Capitalization: DF.7.2.C
DF.9.2 Nouns and Pronouns: DF.9.2.A, DF.9.2.B
DF.10.2 Verbs: DF.10.2.A
DF.13.2 Sentence Construction: DF.13.2.A
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.E
DM.3.2 Schema Building
DM.4.2 Reflection and Evaluation
Lesson 27
Essential Question | How has life in the American West changed over time?
Content Framing Question | Wonder: What do I notice and wonder about this text?
OVERVIEW Preview
In this Wonder lesson, students listen closely to the first reading of Powwow Day and share what they notice and wonder. This work prepares students to write two things they notice and two related questions about the text. During writing instruction, students listen to an excerpt from the appendix in Powwow Day to collect evidence about why powwows are important to some Native nations in the United States and Canada. They use this information to write evidence notes on the Informative Writing Planner for Module Task 4.
Learning Goals
Notice and wonder about Powwow Day.
LEARNING TASK: Write two things you notice about Powwow Day and two related questions.
For Module Task 4, collect evidence for an informative paragraph about why powwows are important to some Native nations in the United States and Canada.
LEARNING TASK: On the Informative Writing Planner for Module Task 4, write at least two evidence notes from Powwow Day about why powwows are important to some Native nations in the United States and Canada.
Vocabulary culture (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Listen Closely to Powwow Day
• Respond: Notice and Wonder About Powwow Day
• Write: Collect Evidence for Module Task 4
LAND
Reflect on Learning
Materials
TEACHER
• Powwow Day
• Map of the Great Plains (digital platform)
• Question Corners labels (lesson 15)
• writing prompt for Module Task 4
• class Informative Writing Planner for Module Task 4 (Learn book)
STUDENTS
• Powwow Day
• sticky notes in two different colors
• Notice and Wonder Chart for Powwow Day (Learn book)
• Fluency Practice for “Celebrating Powwows” (Learn book)
• Informative Writing Planner for Module Task 4 (Learn book)
Preparation
• Powwow Day is an unpaginated text. Number your text; begin with the title page as page 1. Pages on the left will be even, and pages on the right will be odd.
• Post the labels for Question Corners in different areas of the room. See the Respond section for details.
• Prepare a duplicate of the Informative Writing Planner for Module Task 4 from the Learn book. During instruction, display this class planner to add evidence to it. See the Write section for details. Save this planner to use throughout arc E.
• Determine how to display the writing prompt. See the Write section for details. Students continue working with the prompt throughout arc E.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 1 of Fluency Practice for “Celebrating Powwows” (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Powwow Day.
2. Display and Echo Read the Content Framing Question: What do I notice and wonder about this text?
3. Introduce Powwow Day by reading aloud the title, author, and illustrator. Tell students that in this lesson they will listen to the story and share what they notice and wonder about the book.
LEARN
53 minutes
Read | Listen Closely to Powwow Day | 18 minutes
1. Tell students that throughout the module they have read texts about Native Americans in the past. Powwow Day is a story about how some Native nations in the United States and Canada celebrate their culture today.
2. Explain that Canada is a country that shares a border with the United States. Display the Map of the Great Plains. Invite a student to locate Canada on the map. Emphasize that Canada is a neighboring country north of the United States.
3. Display Powwow Day so that students can see the illustrations on the front and back cover simultaneously. Invite a few students to share what they notice and their related questions.
4. Read aloud Powwow Day, excluding the appendix and author’s note on pages 30–32.
Language Support
Based on your students’ needs, pause to define select terms with a synonym (e.g., elders, emcee, intertribal, sage, sweetgrass). Use subsequent readings to reinforce synonyms for the terms you selected.
5. Facilitate a brief discussion of these questions:
What do you notice about Powwow Day?
What do you wonder about Powwow Day?
Differentiation Support
To help students identify what they notice, ask these questions:
• What part of the book is interesting to you?
• What do you notice about the illustrations in this book?
• What do you find unclear about the book?
Teacher Note
As students share what they notice and wonder, listen for evidence of the knowledge and skills they built in previous lessons. In addition, listen for connections among ideas in the texts as the module progresses.
Use the information you gather to prepare for subsequent lessons with this text.
Respond | Notice and Wonder About Powwow Day | 17 minutes
1. Tell students that they will take a closer look at the text with a partner. Distribute Powwow Day to pairs. Provide each student with two sticky notes that are a different color from their partner’s.
2. Instruct students to review the pages of the book and place sticky notes next to two parts of the text they want to ask questions about. Encourage students to read aloud the parts of the text that they notice. Then instruct students to discuss these questions with their partner:
What do you notice in the text that you want to write about?
What questions do you have about what you notice?
3. Introduce the learning task. Direct students to the Notice and Wonder Chart for Powwow Day, located in the Learn book. Instruct students to write two things they notice and two related questions.
Analyze Student Progress
Monitor: Do students write at least two things they notice about Powwow Day and two related questions?
Offer Immediate Support: If students need additional support writing two things they notice and related questions, encourage them to draw pictures of two things they notice and share their questions with a partner before writing them.
Plan Future Practice: Students practice noticing and wondering about a text in module 3.
4. Direct attention to the question word labels placed throughout the classroom. Read aloud each question word: who, what, where, when, why, and how. Lead students through Question Corners to share a question they have about the text.
Differentiation Support
Instruct students to bring their Notice and Wonder Chart for Powwow Day with them to the Question Corner to share their question.
5. Facilitate a brief discussion of this question:
What do you want to know more about in this text?
Differentiation Support
To help students identify questions that they have about Powwow Day, ask these questions:
• What questions do you have about powwows?
• What questions do you have about the Grand Entry?
• What questions do you have about the jingle dress dance?
6. Remind students that sometimes when readers ask questions about a text, it helps them realize other questions they have. Facilitate a brief discussion about additional questions students have about the text.
7. Explain that students just noticed and wondered after listening to the text. As follow-up work, students will practice reading an excerpt from a different text on their own. Direct students to Fluency Practice for “Celebrating Powwows,” located in the Learn book. Model reading aloud the excerpt. Instruct students to practice reading aloud the excerpt every day.
1. Reinforce that students just listened to a text about a powwow. Now, they will begin to plan an informative paragraph about why powwows are important to some Native nations in the United States and Canada.
Teacher Note
Students examine part of the appendix in this lesson and future lessons in arc E. For additional context, review pages 30–31.
2. Display and read aloud the writing prompt for Module Task 4: Write a paragraph to tell why powwows are important to some Native nations in the United States and Canada. Explain that in previous module tasks students wrote about Native Americans in the past. For this writing task, students will write about why powwows are still important to some Native nations today.
Differentiation Challenge
Some students will be able to write advanced responses to Module Task 4. For example, they may be able to expand their introduction sentence and to show additional knowledge of why powwows are important. See the Assessment Guide for more information, including an example of an advanced response.
3. Display the class Informative Writing Planner for Module Task 4. Ask this question:
When writing an informative paragraph, what is the first thing you do?
4. Reinforce the correct response: The first thing to do when writing an informative paragraph is collect evidence. Explain that for this task students will collect evidence from two different sources. In this lesson, they will collect evidence from the text. In the next lesson, they will collect evidence from an article. Remind students that when a writer uses evidence from more than one source, it is called research. Reinforce that they have been developing their research skills throughout the year.
Teacher Note
Research skills, such as collecting and organizing textual evidence, drawing evidence from multiple texts, and discussing and writing about findings, are taught in all modules of all levels in Arts & Letters because students are always building knowledge from texts. In this module, students apply these skills to a more formal research project. This task provides a brief introduction to research. In module 3, students receive more instruction on the process of conducting research and do so with greater independence.
5. Tell students that in this lesson they will collect evidence from Powwow Day about why powwows are important to some Native nations in the United States and Canada. Direct attention to page 30 in Powwow Day. Reinforce that this section of the book is a text feature called an appendix. An appendix is a section of extra information at the end of a book.
6. Tell students that they will listen to a section of the appendix to identify reasons why powwows are important to some Native nations. Read aloud the portion of page 30 from the heading “Information About Powwows” to “the event etiquette.”
7. Direct attention to the term culture in the first sentence. Introduce the vocabulary term culture. Say the term aloud, and instruct students to repeat it. Define the term. Then read aloud the Powwow section from “Powwows are celebrations” to “or meeting spaces.”
Language Support
Based on your students’ needs, pause to define select terms with a synonym (e.g., etiquette, screenings, societies).
Definition
culture (n.): the shared beliefs, traditions, language, and way of life of a particular group of people
8. Ask this question:
What notes can I add from this section that tell why powwows are important to some Native nations in the United States and Canada?
9. Reinforce a correct response: Powwows are celebrations of dance, song, and culture. Add this response to the class Informative Writing Planner for Module Task 4. Tell students to continue to listen for other reasons why powwows are important.
10. Continue reading aloud from “Some powwows feature” to “the event etiquette.” Then instruct students to discuss this question with a partner:
What evidence notes can you write after listening to this section of the appendix?
11. Introduce the learning task. Direct students to the Informative Writing Planner for Module Task 4, located in the Learn book. Instruct students to write at least two evidence notes about why powwows are important to some Native nations in the United States and Canada.
Analyze Student Progress
Monitor: Do students add at least two evidence notes about why powwows are important to some Native nations in the United States and Canada?
Offer Immediate Support: If students need additional support writing evidence notes, read aloud the Powwow section on page 30 and instruct students to orally share two ways powwows celebrate people or special events by using this sentence frame: Powwows celebrate
Plan Future Practice: Students practice collecting evidence for an informative paragraph in lesson 28.
Key Ideas
• Powwows are celebrations to keep Native nations’ cultures alive through dancing, singing, and drumming.
• Some powwows have dance competitions with prizes.
• Some powwows honor a special person.
• Sometimes powwows celebrate special events.
• Sometimes powwows offer a service like health checkups.
12. Invite a few students to share their responses. Add key ideas to the class Informative Writing Planner for Module Task 4. Tell students that they will collect evidence from a different text in the next lesson.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson: What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn from Powwow Day?
• What did you learn to do?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.A, MM.1.2.B, MM.1.2.C
BU.1.2 Inquiry and Credibility: BU.1.2.A, BU.1.2.C
BU.2.2 Discovery and Evidence
BU.4.2 Expression
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.A
DM.3.2 Schema Building
Lesson 28
Essential Question | How has life in the American West changed over time?
Content Framing Question | Organize: What is happening in this text?
OVERVIEW
Preview
In this Organize lesson, students listen closely to a second reading of Powwow Day and identify the main events of the story. Students write the events on a story map and recount them to a partner. During writing instruction, students read and discuss “Celebrating Powwows.” Students continue to collect evidence about why powwows are important to some Native nations in the United States and Canada for Module Task 4.
A Prologue to lesson 28 is available for students who need additional support.
Learning Goals
Recount the main events in Powwow Day.
LEARNING TASK: Recount the main events of the text in the correct order by using the Story Map for Powwow Day. For Module Task 4, collect evidence about why powwows are important to some Native nations in the United States and Canada.
LEARNING TASK: Write at least two evidence notes about why powwows are important to some Native nations in the United States and Canada on the Informative Writing Planner for Module Task 4.
Vocabulary
community (n.)
tradition (n.)
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Identify the Main Events in Powwow Day
• Respond: Complete a Story Map
• Write: Collect Evidence
LAND
Reflect on Learning
Materials
TEACHER
• Powwow Day
• “Celebrating Powwows” (digital platform)
• class Story Map for Powwow Day (Learn book)
• Knowledge Cards: community, tradition
• writing prompt for Module Task 4 (lesson 27)
• class Informative Writing Planner for Module Task 4 (lesson 27)
• Prepare a duplicate of the Story Map for Powwow Day from the Learn book. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 2 of Fluency Practice for “Celebrating Powwows” (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Powwow Day.
2. Display and Echo Read the Content Framing Question: What is happening in this text?
3. Tell students that they will identify the main events in Powwow Day to help them understand what is happening in the text.
LEARN
53 minutes
Read | Identify the Main Events in Powwow Day | 17 minutes
1. Distribute the text to pairs. Remind students that they have read many types of texts throughout this module. Ask this question:
What type of text is Powwow Day?
2. Reinforce the correct response: Powwow Day is a story. Tell students that you will read aloud the text. Instruct students to listen for the events that happen at the beginning, middle, and end of the story. Read aloud Powwow Day, excluding the appendix and author’s note.
Teacher Note
The readability of this text is within the level 2 range. When possible, encourage students to read independently or with a partner. Read aloud to students who may need more support.
3. Display the class Story Map for Powwow Day. Tell students that they will complete parts of the story map to help them understand what is happening in the text.
4. Direct students to the Story Map for Powwow Day, located in the Learn book. Instruct students to write the characters and setting on the story map.
Differentiation Support
To help students identify the character and setting in the text, ask these questions:
• Who is the story mostly about? Who are the most important people in the story?
• When and where does the story take place?
5. Invite a few students to share their responses. Add key ideas to the class story map.
Key Ideas
• characters: River, Amber, River’s mom and dad, Dawn, the elders, the dancers
• setting: the powwow grounds during the day
6. Direct attention to the names in the Characters box on the class story map. Explain that there are many people in this story because powwows are often celebrated by communities. Introduce the vocabulary term community by displaying the Knowledge Card. Engage students in Vocabulary Exploration. Explain that a person’s family is also part of their community.
Differentiation Challenge
To promote vocabulary exploration, instruct students to compare and contrast the terms community and neighbors.
Definition
community (n.): a group of people who live in the same area or have something in common
7. Instruct students to Think–Pair–Share to answer this question:
What characters in the story are members of River’s community?
Key Ideas
• River’s mom and dad
• River’s sister, Amber
• River’s friend, Dawn
• the elders
• the dancers
8. Tell students that they will discuss River’s community more in future lessons.
Respond | Complete a Story Map | 18 minutes
1. Direct attention to the Beginning, Middle, and End boxes on the class Story Map for Powwow Day. Tell students that they will use the page numbers in each box to guide their reading and help them identify the main events at the beginning, middle, and end of the story. Then they will write one or two sentences that describe what happens in each part of the story. Think aloud to model how to use the page numbers to complete the story map.
2. Direct students to the Story Map for Powwow Day. Instruct students to complete the story map with the main events of the story.
Sample Think Aloud
The Beginning box says to use pages 3–7. I will read those pages with my partner. Then I will write one or two sentences on my story map that describe the most important events in that section.
3. Invite a few students to share their responses. As students share their responses, add the key ideas to the class story map.
Key Ideas
• beginning (pages 3–7): River is sick and cannot dance. River and her family go to the powwow.
• middle (pages 8–21): The powwow begins with the Grand Entry. River watches the dancers and listens to the drum.
• end (pages 22–29): Jingle dress dancers perform a healing dance. River feels the beat of the drum and knows she will dance again soon.
4. Remind students that recounting is a good way to check their understanding of a story. Explain that when students recount, they should highlight the most important events. They do not need to retell every detail. Tell students that they will recount the main events of the text in order. Then, as their partner recounts the story, they will listen closely to check for understanding.
5. Introduce the learning task. Instruct students to use the Story Map for Powwow Day to recount the main events of the story in order to a partner.
Language Support
Display the following sentence frames: At the beginning, . In the middle, At the end, .
Analyze Student Progress
Monitor: Do students recount the main events of the story in order?
Offer Immediate Support: If students need additional support recounting the text, instruct them to use the illustrations in the text to recount River’s actions throughout the story in order.
Plan Future Practice: Students practice recounting the events of a text in module 3.
Key Ideas
• At the beginning, River is sick and cannot dance at the powwow.
• In the middle, River watches the Grand Entry and the dancers, and she listens to the drum.
• At the end, the jingle dress dancers perform a healing dance. River feels the beat of the drum and knows she will dance again soon.
6. Tell students that in the next lesson they will take a closer look at the role of the drum at a powwow.
Write | Collect Evidence | 18 minutes
1. Remind students that they just recounted the main events in Powwow Day. Now, they will listen to a new text about powwows to deepen their understanding before they collect more evidence for their paragraphs. Direct students to “Celebrating Powwows,” located in the Learn book. Introduce the article by reading aloud the title and author.
Teacher Notes
The text uses the term American Indian. Arts & Letters materials use the terms Native American or Native nation when a specific tribal nation is unavailable.
The readability of this text is within the level 2 range. When possible, encourage students to read independently or with a partner. Read aloud to students who may need more support.
2. Tell students that you will read aloud the article. Instruct them to listen for details that explain why powwows are important to some Native nations in the United States and Canada. Read aloud paragraphs 1–5, starting with “Dancers swirl.” Direct attention to the term tradition in paragraph 5. Introduce the vocabulary term tradition by displaying the Knowledge Card. Engage students in Vocabulary Exploration.
Language Support
Based on your students’ needs, pause to define select terms with a synonym (e.g., dignity, staff, veteran).
3. Continue reading aloud the remainder of the article. Assess students’ general comprehension by instructing them to Think–Pair–Share to answer this question:
What is the main topic of this article?
Key Ideas
• what people do at powwows
• why powwows are special
• what happens at a powwow
4. Instruct students to Think–Pair–Share to answer this question:
What does this article teach about powwows?
Key Ideas
• Powwows bring families and communities together and preserve Native American cultures.
• Dancing is an important part of powwows.
• The design of the dancers’ dresses has special meaning.
• Some powwows honor veterans.
Definition tradition (n.): a way of thinking, behaving, or acting that has been shared by a group of people for a long time
5. Remind students that they just learned what a tradition is. Explain that throughout the article the author describes different Native American traditions, such as wearing outfits, or regalia, with special designs and feathers. Facilitate a brief discussion of these questions:
According to the article, what other Native American traditions occur at a powwow?
What does the author mean by “Tradition is everywhere”?
Key Ideas
• Other Native American traditions at a powwow include wearing regalia, dancing, camping in tipis, and playing drums.
• “Tradition is everywhere” means that powwows feature many Native American traditions.
Teacher Note
Although the article uses the term outfits, regalia is a more appropriate term to describe traditional Native American attire. If students have questions, explain that regalia is special clothing worn on formal occasions.
6. Tell students that now that they have listened to the article, they are ready to collect evidence for their informative paragraphs. Display and read aloud the writing prompt for Module Task 4: Write a paragraph to tell why powwows are important to some Native nations in the United States and Canada.
7. Display the class Informative Writing Planner for Module Task 4. Remind students that for this task they are collecting evidence from two different sources. Reinforce that when a writer uses evidence from more than one source, it is called research. In the previous lesson, students wrote evidence notes from Powwow Day by using a regular pencil. In this lesson, they will use a coloring utensil to write notes from “Celebrating Powwows.”
8. Direct attention to paragraph 1 of “Celebrating Powwows.” Instruct students to follow along as you read it aloud. Ask this question:
What notes can you add from this section that tell why powwows are important to some Native nations in the United States and Canada?
Teacher Note
As time allows, instruct students to underline evidence in the text or annotate evidence with sticky notes.
9. Reinforce a correct response by using a coloring utensil to write a note such as “a time for family and friends to gather” on the class planner. Instruct students to read the rest of the article with a partner and discuss the evidence they find that tells why powwows are important to some Native nations in the United States and Canada.
Differentiation Support
Read aloud the remainder of the text as needed.
10. Introduce the learning task. Direct students to the Informative Writing Planner for Module Task 4, located in the Learn book. Ensure that each student has a coloring utensil. Instruct students to write at least two evidence notes about why powwows are important to some Native nations in the United States and Canada.
Analyze Student Progress
Monitor: Do students add at least two evidence notes about why powwows are important to some Native nations in the United States and Canada?
Offer Immediate Support: If students need additional support writing evidence notes, read aloud the article, pausing periodically to discuss why powwows are special to some Native nations. Instruct students to write their responses as evidence notes.
Plan Future Practice: Students practice planning an informative paragraph for the End-of-Module Task in lesson 35.
Key Ideas
• a time for family and friends to gather
• a chance to celebrate traditions, such as dancing, drumming, and wearing regalia
• celebrations that preserve the culture of some Native nations in the United States and Canada
• gatherings that bring communities together and create memories
11. Invite a few students to share their responses. Reinforce key ideas and add them to the class planner. Tell students that they will continue planning their paragraphs in the next lesson.
LAND
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about powwows?
• What did you learn from Powwow Day?
• What did you learn to do?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.A, MM.1.2.B, MM.1.2.C
MM.2.2 Theme and Central Idea: MM.2.2.B
MM.3.2 Summary: MM.3.2.A
MM.5.2 Vocabulary: MM.5.2.B
MM.7.2 Structure: MM.7.2.A
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.A, MM.12.2.A.a, MM.12.2.B, MM.12.2.B.b
CP Compose and Present Content
CP.1.2 Genre: CP.1.2.B, CP.1.2.H
CP.2.2 Planning: CP.2.2.D
CP.3.2 Content: CP.3.2.A, CP.3.2.A.b, CP.3.2.A.e
CP.4.2 Structure: CP.4.2.B, CP.4.2.B.b
CP.5.2 Language: CP.5.2.B
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.A
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.B
DM.2.2 Comprehension Monitoring
DM.3.2 Schema Building
Lesson 29
Essential Question | How has life in the American West changed over time?
Content Framing Question | Reveal: What does a deeper look at the drumbeat reveal?
OVERVIEW
Preview
In this Reveal lesson, students analyze how the drum’s heartbeat is central to a powwow and gives a powwow life. Examining the role of the drum helps students analyze and describe how the drum is connected to River’s feelings throughout Powwow Day. During writing instruction, students review the parts of an informative paragraph. Then students complete the Informative Writing Planner for Module Task 4.
A Prologue to lesson 29 is available for students who need additional support.
Learning Goals
Analyze what the drum symbolizes for River in Powwow Day.
LEARNING TASK: Describe River’s connection to the drum in Powwow Day.
For Module Task 4, plan an informative paragraph about why powwows are important to some Native nations in the United States and Canada.
LEARNING TASK: Complete the Informative Writing Planner for Module Task 4 about why powwows are important to some Native nations in the United States and Canada.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Examine the Role of the Drum at the Powwow
• Determine how to display the term heartbeat. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 3 of Fluency Practice for “Celebrating Powwows” (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Powwow Day.
2. Display and Echo Read the Content Framing Question: What does a deeper look at the drumbeat reveal?
3. Tell students that they will examine the role of the drum at the powwow to learn how River feels throughout the story.
LEARN
53 minutes
Read | Examine the Role of the Drum at the Powwow | 16 minutes
1. Display the term heartbeat. Explain that heartbeat is a compound word, which means it is made up of two separate words. Ask this question:
What two words do you see in the word heartbeat?
2. Reinforce the correct response: heart and beat. Underline each word. Ask these questions:
What is a heart? What is a beat?
3. Reinforce the correct responses: A person’s heart is the organ in their chest that pumps blood through the body to keep it alive. A beat is a regular, rhythmic sound. Instruct students to Think–Pair–Share to answer this question:
What do you think the term heartbeat means?
4. Reinforce the correct response: A heartbeat is the sound the heart makes as it pumps blood in a steady rhythm. Model how to pat a surface with a steady beat. Invite students to join by patting or clapping to a steady beat. Assess and activate prior knowledge by asking these questions:
How are drumbeats and heartbeats similar? How are they different?
Differentiation Support
To help students compare and contrast a drumbeat and a heartbeat, play a recording of a drum with a steady beat and the sound of a heartbeat.
5. Read aloud the sentence on page 12 of Powwow Day with the word heartbeat. Instruct students to discuss these questions with a partner:
Does a drum have a heartbeat? Why or why not?
Does a heart have a drumbeat? Why or why not?
6. Invite a few students to share their responses. Explain that while the drum does not have an actual heartbeat, it does have a rhythm. The author uses different words to help readers hear the drumbeat throughout the story. Distribute the text to pairs and a few sticky notes to each student. Instruct students to place sticky notes next to the words that imitate the sound of the drum. Look for students to annotate pages 8, 10, 19, and 27. Ask this question:
In this story, how is the drumbeat like a heartbeat?
Key Ideas
• The drumbeat is a steady sound like a heartbeat.
• The drumbeat’s sound is the same as the rhythm of a heartbeat.
7. Instruct students to Think–Pair–Share to answer this question: What does the drumbeat mean to the community?
Differentiation Support
To help students identify the significance of the drum in the powwow, ask this question: What gives the powwow life?
8. Use responses to emphasize that the drumbeat is the heartbeat, or life, of the powwow. The drumbeat is Mother Nature’s heartbeat.
Teacher Note
For some Native Americans, the drum is one of the most sacred objects. See the appendix of Powwow Day for more information about drums at powwows.
Respond | Describe River’s Feelings | 19 minutes
1. Tell students that they examined what the drum symbolizes, or means, at a powwow. Now, they will examine what the drum symbolizes for River by looking at her feelings alongside the drum’s heartbeat throughout the story.
2. Direct students to the Drum’s Heartbeat Chart, located in the Learn book. Explain that in the first row students will write what River says about the drum’s heartbeat. In the second row, they will write how River feels. Instruct students to follow along as you read aloud page 12, starting with “Dawn squeezes my.” Ask this question:
What does River say about the drum’s heartbeat?
3. Reinforce the correct response: She can’t feel the drum’s heartbeat. Instruct students to write what River says on the Drum’s Heartbeat Chart.
4. Direct attention to the illustrations on pages 12–13. Explain that sometimes the author does not say what a character is feeling. Instead, readers need to use evidence from the words and illustrations to infer, or guess, what the characters might be feeling. Instruct students to Think–Pair–Share to answer these questions:
When River says she “can’t feel the drum’s heartbeat,” how does she feel?
How do the illustrations help you know how River feels?
Key Ideas
• She is sad that she can’t dance and feel the drum’s heartbeat.
• In the illustrations, River’s face looks upset or sad.
5. Instruct students to add their responses to the chart. Tell students that they will use the remainder of the text to find examples of how River connects to the drum’s heartbeat.
6. Instruct students to read pages 20–21, starting with “I lean against.” Explain that even though they cannot see River’s face, students can use the words and illustrations to infer what she is feeling. Think aloud to model how to infer what River is feeling. Then instruct students to discuss these questions with a partner:
What does River say about the drumbeat on page 21?
How do you think River feels watching the dancers? How do you know?
7. Listen for students to identify key ideas. Instruct students to add their responses to the next section of the chart.
Key Ideas
• River says the drum starts to beat inside her.
• River feels inspired watching the dancers. She says that the dancers draw her into their story and that she can start to feel the drumbeat inside her.
Sample Think Aloud
The words describe how the dancers draw, or pull, River into their stories. The illustrations show the dancers wearing colorful regalia, or outfits. I think watching the dancers inspires River.
8. Tell students to follow along as you read aloud pages 26–28, starting with “I sit up.” Instruct students to discuss these questions with a partner:
How does River respond to the drumbeat on page 27?
When River says she can “feel the drum fully now,” how does she feel?
9. Listen for students to identify key ideas. Instruct students to add their responses to the chart.
Key Ideas
• She stands, opens her heart, and feels the drum fully.
• She is happy to be surrounded by her community. She is hopeful she will dance again at the next powwow.
10. Introduce the learning task. Instruct students to Think–Pair–Share to respond to this prompt:
Describe River’s connection to the drum in Powwow Day.
Differentiation Support
To help students discuss River and the drum, ask this question: What does examining the role of the drum help us understand about River?
Analyze Student Progress
Monitor: Do students describe how River’s connection to the drum indicates how her feelings change throughout the story?
Offer Immediate Support: If students need additional support describing River’s connection to the drum, instruct them to draw pictures of how River’s feelings change on the Drum’s Heartbeat Chart. Then instruct students to use their drawings to help them describe River’s connection to the drum.
Plan Future Practice: Students practice analyzing the words in a text in module 3.
Key Ideas
• River’s connection to the drum reveals how her feelings change throughout the story.
• When River feels disconnected and upset, she cannot feel the drumbeat. When River feels connected and happy, she can feel the drumbeat.
• River’s spirit is connected to the heartbeat of the powwow when she can feel the drumbeat.
11. Emphasize that examining a character’s words can help readers better understand the characters in a story. Instruct students to Think–Pair–Share to answer this question:
What does the drumbeat mean to River?
Key Ideas
• The drumbeat symbolizes River’s connection to the life of the powwow.
• The drum helps River feel connected to everyone at the powwow through the same beat.
• The drumbeat is the heartbeat of Mother Earth, and River wants to be connected.
Write | Complete an Informative Writing Planner | 18 minutes
1. Tell students that they just learned how River’s feelings changed throughout the powwow. Now, they will continue to plan their informative paragraph about why powwows are important to some Native nations in the United States and Canada.
2. Display and Choral Read the writing prompt for Module Task 4: Write a paragraph to tell why powwows are important to some Native nations in the United States and Canada. Direct attention to the word are in the writing prompt, and emphasize that it is a present tense verb. Explain that the writing prompt is written in present tense because powwows are still important to some Native nations in the United States and Canada today. Tell students that they will write the sentences of their paragraph in the present tense.
3. Direct students to the Informative Writing Planner for Module Task 4, located in the Learn book. Tell students that in this lesson they will complete the planner. Instruct students to discuss with a partner the parts of an informative paragraph and their function.
Key Ideas
• An introduction sentence introduces the topic.
• A focus sentence tells the focus of the paragraph.
• Evidence sentences use details from the text to support the focus sentence.
• A conclusion sentence restates the focus of the paragraph.
4. Remind students that in previous lessons they collected evidence from Powwow Day and “Celebrating Powwows” about why powwows are important to some Native nations in the United States and Canada. Instruct students to silently read the evidence notes on their planners. Tell students to discuss this question with a partner:
What is the focus of the evidence you collected?
Differentiation Support
To help students identify the relationships between the pieces of evidence they collected, ask these questions:
• What is your evidence mostly about?
• What does your evidence say about why powwows are important to people?
5. Instruct students to tell their partner what they plan to write for the focus sentence of their paragraph.
6. Direct attention to the Conclusion section on the planner. Instruct students to Think–Pair–Share to answer this question:
How are the focus sentence and the conclusion sentence connected?
7. Reinforce the correct response: The conclusion sentence restates the focus sentence in a different way.
8. Direct attention to the Introduction section on the planner. Remind students that one way to think about what to include in an introduction sentence is to answer questions such as who, what, and why to share general information about the topic of the paragraph. Instruct students to discuss ideas for their introduction sentence with a partner.
Language Support
Provide this sentence frame: Powwows are celebrations of .
9. Tell students that they will now use their ideas to complete the planner. Explain that students will write their focus sentence on the planner and circle the two pieces of evidence that best support the focus of their paragraph. Then students will write their introduction and conclusion sentences on the planner.
10. Introduce the learning task. Instruct students to complete the Informative Writing Planner for Module Task 4.
Analyze Student Progress
Monitor: Do students plan all the parts of an informative paragraph for their draft?
Offer Immediate Support: If students need additional support completing the planner, provide sentence frames for specific portions of the planner (e.g., Powwows celebrate ).
Plan Future Practice: Students practice planning an informative paragraph for the End-of-Module Task in lesson 36.
11. Tell students that they will use their Informative Writing Planner for Module Task 4 to write an informative paragraph in the next lesson.
LAND 5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about a heartbeat?
• What did you learn from Powwow Day?
• What did you learn to do?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.A, MM.1.2.C
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.A, MM.12.2.A.a
CP Compose and Present Content
CP.1.2 Genre: CP.1.2.B, CP.1.2.H
CP.2.2 Planning: CP.2.2.D
CP.4.2 Structure: CP.4.2.A, CP.4.2.A.b, CP.4.2.C
CP.5.2 Language: CP.5.2.B
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.A
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.C
DM.3.2 Schema Building
Lesson 30
Essential Question | How has life in the American West changed over time?
Content Framing Question | Distill: What is a central idea in this text?
OVERVIEW Preview
In this Distill lesson, students revisit Powwow Day to understand what makes the powwow special for River. Understanding River’s experience prepares students to discuss a central idea in the text. During writing instruction, students orally rehearse their informative paragraphs about why powwows are important to some Native nations in the United States and Canada. Then students write the first draft of their paragraphs for Module Task 4.
A Prologue to lesson 30 is available for students who need additional support.
Learning Goals
Describe what makes the powwow special for River in Powwow Day.
LEARNING TASK: During a class discussion, share one example of what makes the powwow special for River in Powwow Day.
For Module Task 4, write an informative paragraph.
LEARNING TASK: For Module Task 4, draft an informative paragraph about why powwows are important to some Native nations in the United States and Canada.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss a Central Idea
• Write: Write an Informative Paragraph
LAND
Reflect on Learning
Materials
TEACHER
• Powwow Day
• writing prompt for Module Task 4 (lesson 27)
STUDENTS
• Powwow Day
• sticky notes in two different colors
• journal
• Informative Writing Planner for Module Task 4
(Learn book, lesson 27)
• Module Task 4 (Learn book)
Preparation
• Determine how to display the discussion question. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete day 4 of Fluency Practice for “Celebrating Powwows” (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Powwow Day.
2. Display and Echo Read the Content Framing Question: What is a central idea in this text?
3. Tell students that they will revisit Powwow Day to examine what makes the powwow special for River and discuss a central idea in the text.
LEARN
53 minutes
Read | Prepare for a Discussion | 15 minutes
1. Tell students that in this lesson they will participate in a class discussion. Display and Echo Read the discussion question: What makes the powwow special for River?
2. Introduce the speaking and listening goals for today’s discussion: Listen closely to what others say, and take turns with others when speaking. Remind students that they have practiced each goal at different times throughout the module. Today, they will practice both goals. Facilitate a brief discussion of these questions:
Why is it important to listen closely to what others say?
What are some ways you can ensure everyone has a turn to share?
Key Ideas
• It is important to listen closely to others so that we can learn from each other.
• You can ensure everyone has a turn by listening for others to finish speaking before you begin to talk.
3. Tell students that they will read and discuss an excerpt from the text to prepare for the class discussion. Distribute the text to pairs. Instruct students to read pages 3–5. Ask this question:
How is this powwow different for River?
Language Support
If possible, pair students who speak the same home language, and instruct them to discuss details about how the powwow in the book is different from other powwows that River has attended.
Key Ideas
• River is sick.
• River cannot dance at the powwow.
4. Explain that although River is sick and cannot dance, the powwow is still a special experience for her. Tell students that they will read the rest of the text and identify what makes the powwow special for River.
5. Distribute sticky notes to students, and ensure that each partner has a different color. Instruct students to read the remainder of the text and to place sticky notes next to words and illustrations that show what makes the powwow special for River.
Differentiation Support
To help students identify details from the text that show what was special for River, ask these questions:
• How does the elder make the powwow special for River?
• How do Dawn and the rest of the dancers make the powwow special for River?
6. Look for students to annotate pages 17, 21, 23, 24, 27, and 28.
7. Direct students to their journals. Remind students of today’s discussion question: What makes the powwow special for River? Tell students to write at least one idea they would like to share later that answers the discussion question.
Respond | Discuss a Central Idea | 20 minutes
1. Remind students of the two speaking and listening goals for today’s discussion: Listen closely to what others say, and take turns with others when speaking.
2. Instruct students to rehearse their ideas with a partner. Remind students to listen closely to what their partner says and to take turns as they share ideas from their journals.
3. Instruct students to form a circle.
4. Introduce the learning task. Explain that students will now engage in a class discussion to share their ideas about what makes the powwow special for River. Instruct students to use a nonverbal signal (e.g., a thumbs-up) when they hear an idea that is similar to their own. Begin the discussion by asking the discussion question: What makes the powwow special for River?
Differentiation Support
To help students discuss details about how the powwow is special for River, ask this question: How does River’s community make her feel special at the powwow?
Teacher Note
During the discussion, use the Module 2 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.
Analyze Student Progress
Monitor: Do students share text-based examples that demonstrate understanding of what makes the powwow special for River?
Offer Immediate Support: If students need additional support identifying what makes the powwow special for River, read aloud pages 26–29. Then ask this question: How does River’s community help her open her heart at the end of the story?
Plan Future Practice: Students practice discussing the central idea of a story in module 3.
5. At the end of the discussion, reinforce key ideas.
Key Ideas
• An elder prays for healing for people who are sick like River.
• Dawn tells River that she will dance for her.
• River’s family and friends dance for her health.
• Watching the jingle dress dancers inspires River with hope that she will dance again.
• River feels connected to her community again.
6. Tell students that they will now consider a central, or important, idea this book might teach readers. Remind students that identifying a central idea requires readers to pause and think about how the story relates to the bigger world beyond the book. By looking at the story within the bigger world, readers can think about what they learned and apply the lessons to their lives.
7. Ask this question:
What does River’s experience at the powwow teach us about community?
Differentiation Support
To help students identify a central idea in Powwow Day, ask these questions:
• What types of people make up a community?
• Why is it important to be a part of a community?
• How can the members of a community help each other?
Key Ideas
• A community can include family, friends, neighbors, and others with common interests.
• A community can work together to preserve culture and traditions.
• A community can help people face difficult times and overcome challenges.
• There are different ways to participate and contribute in a community.
• A community can come together to help take care of each other.
Teacher Note
It may be challenging for students to articulate the entire central idea, but they will likely include parts of it in their responses. After asking differentiation support questions, listen to and summarize student responses into a clearly stated central idea, as needed.
Differentiation Challenge
To encourage students to evaluate aspects of the text, ask this question: What is the most important lesson you learned about community? Explain why.
8. Instruct students to reflect on how well they met the speaking and listening goals: Listen closely to what others say, and take turns with others when speaking. Tell students that they will continue working on these goals in future lessons.
Write | Write an Informative Paragraph | 18 minutes
1. Tell students that they will use the knowledge they have built about powwows to write the first draft of their informative paragraph.
2. Display and Echo Read the writing prompt for Module Task 4: Write a paragraph to tell why powwows are important to some Native nations in the United States and Canada.
3. Direct students to the Informative Writing Planner for Module Task 4, located in the Learn book. Instruct students to use the notes from their planner to orally rehearse their paragraph with a partner. Remind students to use complete sentences.
Differentiation Support
If students need additional support, instruct them to write their evidence notes from previous lessons in complete sentences before orally rehearsing their paragraph.
4. Introduce the learning task. Direct students to Module Task 4, located in the Learn book. Instruct students to write an informative paragraph about why powwows are important to some Native nations in the United States and Canada.
Analyze Student Progress
Monitor: Do students include all the parts of an informative paragraph in their draft?
Offer Immediate Support: If students need additional support writing a paragraph about why powwows are important to some Native nations in the United States and Canada, review the class Informative Paragraph Sandwich and instruct students to identify the order in which they will write the parts of their paragraph from their planners.
Plan Future Practice: Students practice writing an informative paragraph for the End-of-Module Task in lesson 36.
5. Tell students that in the following lesson they will read their paragraph and listen for ways to improve their writing.
5 minutes
Reflect on Learning
1. Direct attention to both knowledge charts, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn today?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about community?
• What did you learn from Powwow Day?
• What did you learn to do?
2. Add a few student-generated knowledge statements to the charts.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.A, MM.1.2.C
MM.2.2 Theme and Central Idea: MM.2.2.A
MM.4.2 Individuals, Events, and Ideas: MM.4.2.A
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.A, MM.12.2.A.a
Essential Question | How has life in the American West changed over time?
Content Framing Question | Know: How does this text build our knowledge?
OVERVIEW
Preview
In this Know lesson, students read sections of the appendix in Powwow Day to build knowledge about how powwows bring people together. Understanding how powwows bring people together prepares students to orally express their new knowledge in an expanded sentence. During writing instruction, students review collective nouns and irregular plural nouns. Then they edit and finalize their informative paragraphs about why powwows are important to some Native nations in the United States and Canada.
Learning Goals
Expand a sentence to form a knowledge statement about powwows.
LEARNING TASK: Form a knowledge statement that describes how powwows bring people together.
For Module Task 4, use nouns correctly.
LEARNING TASK: For Module Task 4, edit an informative paragraph to include the correct form of each noun.
Vocabulary
none
Agenda
LAUNCH
Read the Content Framing Question
LEARN
• Read: Build Knowledge About Powwows
• Respond: Express Knowledge by Expanding Sentences
• Write: Edit an Informative Paragraph
LAND
Synthesize Learning
Materials
TEACHER
• Powwow Day
STUDENTS
• Powwow Day
• sticky notes
• Noun Cards (Learn book, lesson 16)
• Module Task 4 (Learn book, lesson 30)
Preparation
• Determine how to create and display a knowledge web for the word powwows. See the Read section for details.
• Determine how to display a sample sentence about powwows. See the Respond section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
• Students complete Fluency Practice for “Celebrating Powwows” (Learn book) and focus on a fluency element or retelling.
LAUNCH
2 minutes
Read the Content Framing Question
1. Display Powwow Day.
2. Display and Echo Read the Content Framing Question: How does this text build our knowledge?
3. Tell students that in this lesson they will continue to build their knowledge about powwows. Then they will practice sharing knowledge statements about what they have learned.
LEARN
53 minutes
Read | Build Knowledge About Powwows | 17 minutes
1. Remind students that they have read a book and an article about powwows. Instruct students to Think–Pair–Share to answer this question: What have you learned about powwows?
Key Ideas
• Powwows preserve the cultures of some Native nations in the United States and Canada.
• They celebrate Native American traditions, such as dancing and drumming.
• They bring communities together.
• Some powwows honor veterans.
• Some powwows have dance competitions.
2. Tell students that they will learn more about powwows by reading a few sections from the appendix in Powwow Day. Distribute the text to pairs. Direct attention page 31. Read aloud the portion of page 31 from the heading “Host Drums” to “and swaying torso.”
3. Instruct students to discuss this question with a partner:
What did you learn from these sections of the text?
Differentiation Support
To help students identify new information from this part of the appendix, ask these questions:
• How is a drum used at a powwow?
• What types of dances do people perform at a powwow?
4. Listen for students to discuss key ideas.
Key Ideas
• Drum groups beat a large drum and sing.
• The powwow activity revolves around the drum.
• Dancers use the drumbeat to know when to begin dancing.
• Everyone can participate in an intertribal dance.
• Traditional dancers’ movements tell stories about hunts, battles, or family.
5. Read aloud the portion of page 31 from the heading “Jingle Dress Dance” to “the terrible disease.” Instruct students to discuss this question with a partner:
What did you learn from this section of the text?
Differentiation Support
To help students identify new information from this part of the appendix, ask these questions:
• What makes a jingle dress special?
• Why do jingle dress dancers perform this dance?
• How did the jingle dress dance begin as a tradition?
6. Listen for students to discuss key ideas.
Key Ideas
• Rows of tiny bells dangle from a jingle dress.
• Jingle dress dancers often dance as a prayer to heal others.
• The jingle dress dance began toward the end of World War I.
• A young Ojibwe girl, sick with the flu, experienced healing after dancing in a jingle dress.
Teacher Note
If time allows, read the remaining sections of the appendix, including the author’s note on page 32. Locate additional resources, such as videos, to enrich students’ understanding of present-day powwows.
7. Distribute sticky notes to students. Instruct students to write at least one thing they learned about powwows from today’s reading to add to a class knowledge web.
8. Start a class knowledge web (e.g., on chart paper) by writing and circling the term powwows. Invite students to add their sticky notes to the knowledge web around the central term. Read aloud several student responses.
Teacher Note
If students post similar responses, model how to identify and categorize similar ideas by placing sticky notes in groups.
9. Ask this question:
How do powwows help some Native nations in the United States and Canada keep their cultures alive?
Language Support
Display the Knowledge Cards for community and tradition. Encourage students to use those vocabulary terms in their responses.
10. At the end of the discussion, reinforce key ideas.
Key Ideas
• Powwows bring Native communities together.
• Powwows celebrate Native nations’ traditions, such as drumming, dancing, and wearing regalia.
• Powwows provide opportunities for people from Native nations to pass down their cultures and traditions to their children.
Respond | Express Knowledge by Expanding Sentences | 17 minutes
1. Tell students that they will now work in pairs to share knowledge statements about powwows.
2. Reinforce that throughout this module students have practiced expanding sentences by adding details to form knowledge statements. Remind students that in previous lessons they worked with a partner to practice expanding sentences by asking questions. Ask this question:
Which question words did you use to help your partner expand a sentence?
3. Use responses to emphasize that question words such as who, what, where, when, why, and how can help them expand a sentence.
4. Display and Echo Read the following sample sentence: Powwows bring people together.
5. Tell students that they will work with a partner to form a knowledge statement by orally expanding, or adding details to, the sample sentence.
6. Introduce the learning task. Instruct students to orally expand the sample sentence by responding to at least one question from their partner.
Analyze Student Progress
Monitor: Do students add details to the sentence to demonstrate understanding of how powwows bring people together?
Offer Immediate Support: If students need additional support expanding a sentence, prompt them to orally answer a what question, such as What do people do at powwows when they come together?
Plan Future Practice: Students practice forming knowledge statements in module 3.
Key Ideas
• Powwows bring people together to celebrate Native nations’ cultures.
• Powwows bring people together every year.
• Powwows bring people together outdoors.
• Powwows bring people together by hosting an intertribal dance for everyone.
7. Invite a few students to share their knowledge statements. Choose one sentence, and write it on the Module 2 World Knowledge Chart. If time allows, add additional knowledge statements. Direct attention to how the sentences were expanded by asking questions.
Write | Edit an Informative Paragraph | 19 minutes
1. Tell students that they just shared what they learned about powwows. Now, they will finish their informative paragraph about why powwows are important to some Native nations in the United States and Canada.
2. Remind students that in the previous lesson they wrote the first draft of their paragraph about powwows. In this lesson, they will edit their paragraph. Ask these questions:
What is editing?
Why is it important to edit your writing?
Key Ideas
• Editing is the process of correcting mistakes in the words and sentences of a piece of writing.
• Editing is important because it helps make your writing clear so readers can understand it.
3. Remind students that in this module they learned about collective nouns. Assess and activate prior knowledge by asking these questions:
What are collective nouns?
What are some examples of collective nouns?
Differentiation Support
Display and Echo Read the class Collective Nouns Chart from the Reference Charts appendix.
Key Ideas
• Collective nouns are words that name a group of people, animals, or things.
• Examples of collective nouns include class, family, group, nation, and tribe.
4. Remind students that they also learned about irregular plural nouns. Ask this question:
What are irregular plural nouns?
5. Reinforce the correct response: Irregular plural nouns refer to more than one person, place, or thing, but they do not follow the pattern of ending with -s or -es. Remind students that in a previous lesson they used Noun Cards to practice using nouns correctly. Today, they will use the Noun Cards to review what they have learned.
6. Explain that students will Mix and Mingle to find a classmate who has the card with the corresponding singular or plural form. Then they will share a sentence about powwows or the West using the noun on their card.
7. Distribute one Noun Card to each student. Then instruct students to Mix and Mingle. Remind students to share a sentence about powwows or the West using the singular or plural noun on their card.
8. Tell students that now that they have reviewed different types of nouns, they are ready to edit their paragraphs about powwows. Explain that they will edit their paragraphs to ensure they use the correct form of each noun.
9. Direct attention to Module Task 4, located in the Learn book. Instruct students to read their paragraph to a partner. Tell students to listen carefully for the correct form of each noun throughout the paragraph.
10. Introduce the learning task. Instruct students to reread their informative paragraph for Module Task 4 and to edit it as needed to include the correct form of each noun. Remind students to capitalize the names of geographic places.
Teacher Note
In previous module tasks, students practiced using past tense verbs in their writing. However, in Module Task 4, students write in the present tense; therefore, past tense verbs have been removed from the rubric for this task. Students will continue to practice using past tense verbs during the End-of-Module Task.
Analyze Student Progress
Following completion of Module Task 4, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan future writing instruction.
11. Remind students that in addition to editing for the correct noun form, it is also important to edit for correct punctuation and spelling. Instruct students to reread their paragraphs and edit punctuation and spelling as needed.
LAND
5 minutes
Synthesize Learning
1. Direct attention to both knowledge charts, and read aloud a few knowledge statements. Ask this question:
What did you learn about powwows?
2. Facilitate a brief discussion of the following question to help students integrate the knowledge they built during the past several lessons:
How does your new knowledge help you understand how life in the American West changed?
3. Use responses to reinforce this Knowledge Thread:
• Many Native American communities continue traditions to preserve their culture.
4. Tell students that they will continue building their knowledge as they study a new text in the next lesson.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.B, MM.1.2.C
MM.7.2 Structure: MM.7.2.B, MM.7.2.C
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.b
CP Compose and Present Content
CP.1.2 Genre: CP.1.2.B, CP.1.2.H
CP.5.2 Language: CP.5.2.B
CP.7.2 Editing
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.A, BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DF Develop Foundations
DF.7.2 Capitalization: DF.7.2.C
DF.9.2 Nouns and Pronouns: DF.9.2.A, DF.9.2.B
DF.13.2 Sentence Construction: DF.13.2.A
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.E
DM.3.2 Schema Building
DM.4.2 Reflection and Evaluation
Lesson 32
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
In this lesson, students complete Listening Comprehension
Assessment 2. In the first section of the assessment, students demonstrate their knowledge by answering questions about important terms and concepts in the module. In the second section, students expand their knowledge by applying comprehension skills to a new text they hear read aloud. After completing the assessment, students practice reading Geodes or explore a volume of reading text.
Learning Goal
Demonstrate knowledge of the American West and apply listening comprehension skills to a new text related to how the American West has changed over time.
LEARNING TASK: Complete Listening Comprehension
Assessment 2.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Respond: Complete an Assessment
• Read: Read More About the American West
LAND
Revisit the Essential Question
Materials
TEACHER
• text for Listening Comprehension Assessment 2
• Assessment Guide (digital platform)
STUDENTS
• Listening Comprehension Assessment 2 (Assessment Guide or digital platform)
Preparation
• Refer to the Assessment Guide for information on how to administer Listening Comprehension Assessment 2.
• Select volume of reading books or Geodes for the Read section.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH 2 minutes
Read the Essential Question
1. Display and Echo Read the Essential Question: How has life in the American West changed over time?
2. Tell students that in this lesson they will show what they know about the American West. Then they will listen to a new text related to the American West to grow what they know. Reinforce that the text students listen to during the assessment will add to their understanding of the Essential Question.
LEARN
55 minutes
Respond | Complete an Assessment | 40 minutes
1. Introduce the learning task. Tell students that they will complete an assessment. Explain that the assessment is made of two sections. In the first section, students show what they know about important words and ideas in the module. In the second section, they listen closely to a new text and answer questions about the text.
2. Administer the assessment according to the instructions in the Assessment Guide.
Teacher Notes
Students may complete Listening Comprehension Assessment 2 on paper or on the digital platform. Using the platform gives students experience with technology-enhanced assessments.
During the next section of the lesson, continue to administer the assessment to students who need more time to complete it.
Analyze Student Progress
Refer to the Assessment Guide for next steps following Listening Comprehension Assessment 2. Use this information to plan responsive teaching for lesson 33.
Read | Read More About the American West | 15 minutes
1. Instruct students who completed the assessment to explore a volume of reading or Geodes book. Those who are still working on the assessment can explore a volume of reading or Geodes book during the regularly scheduled volume of reading time.
LAND 3 minutes
Revisit the Essential Question
1. Instruct students to share with a partner one thing they learned about the American West from the text for Listening Comprehension Assessment 2.
2. Tell students that they will continue to discuss what they have learned about the American West during the module finale lessons.
ACHIEVEMENT DESCRIPTOR
DM Develop Metacognition
DM.3.2 Schema Building
Lesson 33
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
In this Responsive Teaching lesson, students listen closely to another reading of the text for Listening Comprehension Assessment 2. They discuss assessment questions they might have missed to explain how to identify the correct answers. The lesson concludes with an opportunity for students to review module terms by using Knowledge Cards. Reviewing the assessment and module terms solidifies students’ understanding of the American West and prepares them to continue building their knowledge.
Learning Goal
Analyze relevant questions on Listening Comprehension Assessment 2.
LEARNING TASK: Explain how to identify correct answers for relevant questions on Listening Comprehension Assessment 2.
Vocabulary
all module 2 terms
Agenda
LAUNCH
Read the Essential Question
LEARN
• Read: Listen Closely to the Assessment Text
• Respond: Revisit the Assessment
• Engage: Review Module Terms
LAND
Reflect on the Assessment
Materials
TEACHER
• text for Listening Comprehension Assessment 2
• Assessment Guide (digital platform)
• all module 2 Knowledge Cards
STUDENTS
• Listening Comprehension Assessment 2 (Assessment Guide or digital platform)
Preparation
• Use the student performance data from Listening Comprehension Assessment 2 to determine which questions to review in this lesson. Refer to the Assessment Guide for additional information.
• Gather the Knowledge Cards for use in the Engage section. Use the student performance data from the first section of Listening Comprehension Assessment 2 to identify module terms to highlight for review.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display and Echo Read the Essential Question: How has life in the American West changed over time?
2. Tell students that they will listen again to the text for Listening Comprehension Assessment 2 and discuss some of the questions. Emphasize that revisiting the text and assessment helps students deepen their knowledge and respond to the Essential Question.
LEARN
55 minutes
Read | Listen Closely to the Assessment Text | 15 minutes
1. Read aloud the text for Listening Comprehension Assessment 2, modeling fluent reading.
Respond | Revisit the Assessment | 25 minutes
1. Introduce the learning task. Display selected questions from Listening Comprehension Assessment 2. Explain that the class will discuss these questions to understand how to identify the correct answers.
2. Refer to the Assessment Guide for information on responsive teaching for Listening Comprehension Assessment 2.
Analyze Student Progress
Monitor: Do students explain how to identify the correct answers for items reviewed on Listening Comprehension Assessment 2?
Offer Immediate Support: If students need additional support explaining how they arrived at the correct answers, think aloud to model an explanation before having students practice in pairs.
Plan Future Practice: Students practice discussing responses to an assessment in module 3.
Engage | Review Module Terms | 15 minutes
1. Review select Knowledge Cards introduced in previous lessons. Choose cards to help students solidify key knowledge of the module topic.
2. Choose one vocabulary activity to help students make connections among module terms.
• Mix and Mingle: Read aloud each term while distributing one Knowledge Card to each pair of students. Instruct pairs to generate a knowledge statement using the term on their card. Tell pairs to circulate and share their knowledge statement with other pairs.
• Connect Two Terms: Display two Knowledge Cards. Model how to connect the two terms in one sentence. Instruct pairs to use a complete sentence to make a different connection between the two terms. Invite pairs to share their sentences with the class.
• Create a Web: Facilitate creation of a class web of terms. Display and read aloud all module 2 Knowledge Cards. Select one Knowledge Card to be the center of the word web. Tell students to select a new Knowledge Card and state a connection between the two terms. Draw a line between the cards to signify the connection. Instruct students to continue adding new Knowledge Cards to the web as they discuss the connections between terms.
Teacher Note
Reviewing Knowledge Cards offers an opportunity to deepen the knowledge of the module. Consider which Knowledge Threads to elevate when selecting terms for the activity. Find the Knowledge Threads in the module overview.
LAND 3 minutes
Reflect on the Assessment
1. Instruct students to share with a partner one thing they learned as they worked through assessment questions with the class.
2. Tell students that they will continue to discuss what they have learned about how the American West changed over time during the module finale lessons.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.A
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B, MM.12.2.B.a
BU Build Understanding
BU.2.2 Discovery and Evidence
DM Develop Metacognition
DM.4.2 Reflection and Evaluation
Lesson 34
Essential Question | How has life in the American West changed over time?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW
Preview
In this module finale lesson, students revisit the module texts to determine how life in the American West has changed over time. Identifying how life in the West has changed over time prepares students to use text-based evidence to discuss this topic in a Socratic seminar. During writing instruction, students review the End-of-Module Task. Then students read The Lakota and the Buffalo as preparation for writing their final informative paragraph in this module.
Learning Goals
Reflect about how life in the American West has changed over time.
LEARNING TASK: During a Socratic seminar, share at least one example that demonstrates how life in the American West has changed over time.
Notice and wonder about The Lakota and the Buffalo.
LEARNING TASK: Share two things you notice about The Lakota and the Buffalo and related questions.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Read: Prepare for a Discussion
• Respond: Discuss the Essential Question
• Write: Notice and Wonder About The Lakota and the Buffalo
LAND
Synthesize Learning
Materials
TEACHER
• specified texts
• The Lakota and the Buffalo (Geodes level 2 module 2 set 1)
• writing prompt for the End-of-Module Task
STUDENTS
• specified texts
• The Lakota and the Buffalo (Geodes level 2 module 2 set 1)
• journal
Preparation
• Determine how to display the covers of the module texts. See the Launch section for details.
• Prepare sets of texts for small groups. Include at least one copy of the following texts in each set: Buffalo Bird Girl, Where the Buffalo Roam, “Life in a Soddy,” the excerpt from “What About the Native Americans?,” The Buffalo Are Back, and Powwow Day. See the Read section for details.
• Determine how to display the writing prompt for the End-of-Module Task. See the Write section for details. Students continue working with the prompt throughout the module finale.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Tell students that in this last set of lessons they will discuss and write about the Essential Question.
2. Display and Echo Read the Essential Question: How has life in the American West changed over time?
3. Display the front covers of the module texts, along with “Life in a Soddy” and the excerpt from “What About the Native Americans?” Reinforce that students have thought deeply about the Essential Question as they read each module text. Tell students that in this lesson they will discuss what they have learned about how life in the American West has changed over time.
LEARN
53 minutes
Read | Prepare for a Discussion | 18 minutes
1. Remind students that a Socratic seminar is a discussion in which students share what they think about the Essential Question and support their ideas with examples from the texts. Students will prepare for the Socratic seminar by thinking about the knowledge they built from all of the module texts.
2. Remind students that to prepare for a discussion, speakers think about what they want to say and how they want to say it. Ask this question: What speaking and listening goals have you practiced in this module?
3. Reinforce the correct responses: Take turns with others when speaking, and listen closely to what others say. Encourage students to practice both speaking and listening goals as they prepare for the Socratic seminar.
4. Direct attention to the knowledge charts for module 2. Tell students that the charts reflect knowledge they gained throughout the module, or over time. Then direct attention to the phrase over time in the Essential Question. Explain that like the knowledge they built throughout the module, students learned about more than one day or one year in the American West. Emphasize that they learned about changes that happened over many years in history.
5. Tell students that they will participate in a Gallery Walk of the knowledge charts to help them remember what they have learned throughout the module. Facilitate a Gallery Walk of the knowledge charts. Instruct students to discuss this question with a partner:
What did the knowledge charts help you remember from the module?
Language Support
Display the module 2 Knowledge Cards with the knowledge charts to encourage students to use content vocabulary while discussing the knowledge they have built.
6. Distribute sets of texts to groups. Remind students that each text added to their understanding of the American West. Tell students that they will take turns reviewing each text and writing at least one example of how life in the American West has changed over time.
7. Direct students to their journals. Instruct them to write at least one example from a text that shows how life in the American West has changed over time. Provide at least two minutes for students to review each text. Then direct students to pass the text to the next group member. Repeat the process until students have reviewed and taken notes about each module text.
8. Instruct students to discuss this question with a partner:
What are some examples from the texts that show how life in the American West has changed over time?
Differentiation Support
To help students identify examples from the text that show change, ask these questions:
• How have the lives of people in the West changed over time?
• How has the role of bison in the West changed over time?
• How has the land in the West changed over time?
Key Ideas
• Buffalo Bird Girl shows how the Hidatsa lived off the land and used every part of the buffalo in Like-a-Fishhook Village before being forced to move to a reservation.
• Where the Buffalo Roam shows how bison lived in the American West before government officials and settlers killed many of them.
• “Life in a Soddy” shows how some settlers lived in sod houses when they first moved west.
• The excerpt from “What About the Native Americans?” shows how Native Americans in all parts of the United States were displaced from their land.
• The Buffalo Are Back explains how the prairie land in the West went through many changes, including drought and near extinction of the buffalo. Today, many people work to preserve the land and buffalo on the prairie.
• Despite forced changes for so many Native Americans throughout history, Powwow Day teaches us that many traditions, such as powwows, continue to be important to some Native American communities.
Teacher Note
Allowing time for students to discuss their notes with a partner provides additional oral practice for students before the whole group discussion. This time may also provide an opportunity to assess the knowledge of students who may be reluctant to share in larger groups.
9. Encourage students to think about the ideas that they discussed with their partners. Instruct students to choose at least one example of how life in the American West has changed over time to share during the class discussion. Tell students to circle the notes they want to share during the Socratic seminar.
10. Prompt students to form a discussion circle for the Socratic seminar.
Language Support
As an alternative, have students prepare for the discussion by writing their thoughts on sticky notes to share.
Respond | Discuss the Essential Question | 18 minutes
1. Reinforce that in a Socratic seminar students share their ideas about a topic and learn from one another. Remind students of the two speaking and listening goals they have practiced during the module: Take turns with others when speaking, and listen closely to what others say.
Teacher Note
During the discussion, use the Module 2 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals. Focus attention on monitoring the progress of students who have not yet met the two speaking and listening goals of the module.
2. Begin the Socratic seminar by Echo Reading the Essential Question:
How has life in the American West changed over time?
3. Introduce the learning task. Facilitate the discussion by inviting students to share at least one example from the texts of how life in the American West has changed over time.
Differentiation Support
To help students identify examples of change from the text, ask these questions:
• What similarities do you notice across texts?
• How did The Buffalo Are Back deepen your understanding of interdependence on the prairie?
• What did you learn from Powwow Day about how Native nations in the United States and Canada preserve their traditions?
Analyze Student Progress
Monitor: Do students share text-based examples that demonstrate understanding of how life in the American West has changed over time?
Offer Immediate Support: If students need additional support identifying one way life in the American West has changed over time, return to a few of the passages identified in the module’s Distill lessons to provide examples of change in the West.
Plan Future Practice: Students practice contributing ideas to class discussions in module 3.
4. At the end of the discussion, reinforce key ideas.
Key Ideas
• Some Native Americans in the West, like the Hidatsa in Buffalo Bird Girl, used to live off their land and the buffalo. Then they were displaced from their homelands and forced to give up their ways of life.
• The Buffalo Are Back shows how government officials and settlers killed many bison. Today, the numbers of bison are growing because people are working to protect them.
• Many settlers, like the Shoreses in “Life in a Soddy,” built sod houses because there were not many trees in the Great Plains. Now, people live in houses made of different kinds of materials.
• Many Native nations in the United States and Canada preserve their traditions by having powwows, like River and her family in Powwow Day.
5. Bring the Socratic seminar to a close, acknowledging that students have learned about the changes that have happened in the American West over time in this module. Remind students that they will engage in Socratic seminars again at the end of each module this year.
Write | Notice and Wonder About The Lakota and the Buffalo | 17 minutes
1. Tell students that they shared what they learned about how life in the West has changed over time by participating in a class discussion. They will continue to share what they learned by writing an informative paragraph for the End-of-Module Task.
2. Display and read aloud the writing prompt for the End-of-Module Task: Write a paragraph to tell why the buffalo were important to the Lakota. Remind students that it is important to closely read the writing prompt to understand what they will be writing about. Ask this question: What does the prompt instruct you to write about?
3. Reinforce the correct response: The prompt says to write about the Lakota and why the buffalo were important to them. Tell students that they will now listen closely to a new text about the Lakota and the buffalo.
Teacher Notes
Students can use a print version of The Lakota and the Buffalo or the digital version from the digital platform.
To ensure that students build familiarity with The Lakota and the Buffalo before collecting evidence for their writing task, they will identify things they notice and wonder about the text in this lesson and will briefly organize the text in lesson 35.
4. Direct students to The Lakota and the Buffalo. Instruct students to look closely at the front cover. Invite a few students to share what they notice and related questions.
5. Instruct students to follow along as you read aloud The Lakota and the Buffalo.
Teacher Note
The readability for this text is within the level 2 range. When possible, encourage students to read independently or with a partner while you read aloud to students who may need more support.
6. Instruct students to think about at least two things they notice about the text and two questions they have about what they notice.
7. Introduce the learning task. Instruct students to Mix and Mingle to discuss two things they notice about The Lakota and the Buffalo and two related questions.
Analyze Student Progress
Monitor: Do students share at least two things they notice about The Lakota and the Buffalo and two related questions?
Offer Immediate Support: If students need additional support sharing things they notice and related questions about the text, encourage them to look closely at the illustrations on pages 12–13 and share something they notice and a question with a partner.
Plan Future Practice: Students practice noticing and wondering in module 3.
8. Invite a few students to share what they notice and their related questions. Then direct attention to the “More” section of the text. Tell students to listen closely as you read aloud the additional information about buffalo in North America.
9. Invite students to share any new or interesting details they learned about buffalo. Ask this question: Did you learn the answers to any of your questions about the text by reading this section?
10. Tell students that they will revisit The Lakota and the Buffalo in the following lesson to collect evidence for an informative paragraph.
LAND 5 minutes
Synthesize Learning
1. Direct attention to both knowledge charts.
2. Ask this question: What did you learn by discussing the American West with your classmates?
3. Facilitate a brief discussion to help students integrate the knowledge they built during the lesson.
4. Add a few student-generated knowledge statements to the charts as applicable.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: MM.1.2.A, MM.1.2.B, MM.1.2.C
MM.2.2 Theme and Central Idea: MM.2.2.A, MM.2.2.B
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.A, MM.12.2.A.a,
CP Compose and Present Content
CP.1.2 Genre: CP.1.2.H
CP.2.2 Planning: CP.2.2.A
CP.5.2 Language: CP.5.2.B
CP.8.2 Presentation: CP.8.2.A, CP.8.2.B
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.A, BU.1.2.C
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A
BU.4.2 Expression
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.E
DM.3.2 Schema Building
DM.4.2 Reflection and Evaluation
Lesson 35
Essential Question | How has life in the American West changed over time?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW
Preview
In this module finale lesson, students practice reading aloud a fluency passage of their choice to prepare for a performance in a future lesson. They revisit The Lakota and the Buffalo and discuss the main topic and key details to help them understand what is happening in the text. Then students collect evidence and begin to plan an informative paragraph about why buffalo were important to the Lakota for the End-of-Module Task.
Learning Goals
Identify key details in The Lakota and the Buffalo.
LEARNING TASK: Share at least two key details in The Lakota and the Buffalo.
For the End-of-Module Task, collect evidence for an informative paragraph about why the buffalo were important to the Lakota.
LEARNING TASK: Write at least three evidence notes about why the buffalo were important to the Lakota on the Informative Writing Planner for the End-of-Module Task.
Vocabulary none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Read: Practice Fluency Performance
• Write: Identify Key Details
• Write: Collect Evidence
LAND
Synthesize Learning
Materials
TEACHER
• The Lakota and the Buffalo (Geodes level 2 module 2 set 1)
• class Fluency Reference Chart (Reference Charts appendix)
• all module fluency passages (Learn book)
• writing prompt for the End-of-Module Task (lesson 34)
STUDENTS
• The Lakota and the Buffalo (Geodes level 2 module 2 set 1)
• selected fluency passage (Learn book)
• Informative Writing Planner for the End-of-Module Task (Learn book)
Preparation
• Prepare all module fluency passages for students to review. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display and Echo Read the Essential Question: How has life in the American West changed over time?
2. Remind students that throughout the module they have read multiple texts about the West and practiced reading with fluency. In this lesson, students will practice fluently reading a passage of their choice to prepare for a performance in a future lesson. Then students will revisit The Lakota and the Buffalo and collect evidence for the End-of-Module Task.
LEARN
53 minutes
Read | Practice Fluency Performance | 17 minutes
1. Reinforce that reading with fluency is the ability to read grade-level texts with accuracy, phrasing, and expression at an appropriate rate. Ask this question:
Why is it important to practice reading with fluency?
2. Use responses to emphasize that it is important to practice reading with fluency so that readers understand what they are reading.
3. Display the class Fluency Reference Chart. Echo Read the fluency elements from the chart. Explain that it is important for students to reflect on their fluency skills so that they can continue to improve and become better readers. Instruct students to discuss these questions with a partner:
Which fluency elements do you perform well?
Which fluency elements can you improve?
4. Invite a few students to share their responses. Then instruct pairs to discuss this question:
How will you practice the fluency elements you want to improve?
5. Invite a few students to share their plans for improving their fluency skills.
Key Ideas
• Practice reading the passage several times.
• Rehearse reading the passage with a partner.
• Practice decoding and pronouncing words correctly.
6. Tell students that they will now choose a fluency passage to practice for a future performance. Direct students to the fluency passages for module 2 in the Learn book. Instruct students to choose one passage to perform in a future lesson.
7. Instruct students to take turns reading their fluency passage to a partner. Encourage students to share feedback with their partner about what they did well and what they can improve.
8. Tell students that they will continue to practice reading with fluency for a future performance.
Write
| Identify Key Details | 18 minutes
1. Reinforce that students just practiced reading with fluency and that reading with fluency can help readers better understand what they read. Now, students will organize what happens in the text The Lakota and the Buffalo.
2. Direct students to The Lakota and the Buffalo. Instruct pairs to read the text.
Teacher Note
The readability for this text is within the level 2 range. Encourage students who are ready to read independently or with a partner while you read aloud to students who may need more support.
3. Instruct students to discuss this question with a partner:
What is the main topic of The Lakota and the Buffalo?
Differentiation Support
To help students identify the main topic of the text, ask this question: What is the text mostly about?
4. Invite a few students to share their responses.
Key Ideas
• why buffalo were important to the Lakota and their ways of life
• how the Lakota used parts of the buffalo in many different ways
• how buffalo provided the Lakota with food, tools, shelter, and clothes
5. Students will likely express the main topic in a variety of ways. Use responses to emphasize that buffalo were one of the Lakota’s most important resources. Explain that the Lakota honored the buffalo because they were the center of their ways of life.
6. Reinforce that students identified the main topic of the text. Now, they will identify key details that support the main topic.
7. Introduce the learning task. Instruct students to Think–Pair–Share to discuss this prompt:
Identify at least two key details in The Lakota and the Buffalo.
Language Support
Provide a word bank for students to use during their discussion. Include key terms from the text, such as nomadic, outside, hide, inside, and bones.
Analyze Student Progress
Monitor: Do students identify at least two key details in The Lakota and the Buffalo?
Offer Immediate Support: If students need additional support identifying two key details, instruct them to review the illustrations and orally answer who, what, and where questions and then share their responses in one or two sentences.
Plan Future Practice: Students practice identifying key details in module 3.
8. Reinforce key ideas.
Key Ideas
• The Lakota were nomadic, making their homes where the buffalo roamed.
• The Lakota made objects from the outside and inside of the buffalo.
• The Lakota used buffalo hide to make tipis and clothing, and they used the bones to make arrowheads.
• The Lakota used the skull to bless and thank the buffalo for all it gave them.
9. Remind students that they identified the main topic and key details of the text to help them understand it better. Next, students will use their understanding of the text to work on their paragraph for the End-of-Module Task.
Write | Collect Evidence | 18 minutes
1. Tell students that they will use The Lakota and the Buffalo to collect evidence for the End-of-Module Task.
2. Display and Echo Read the writing prompt for the End-of-Module Task: Write a paragraph to tell why the buffalo were important to the Lakota.
3. Direct students to the Informative Writing Planner for the End-of-Module Task, located in the Learn book. Tell students that they will write evidence notes on their planner about why the buffalo were important to the Lakota.
4. Direct attention to The Lakota and the Buffalo. Instruct students to read through the text and identify at least three pieces of evidence that tell why buffalo were important to the Lakota. Encourage students to look for different ways the Lakota used parts of the buffalo.
Differentiation Support
If students need additional support collecting evidence, instruct them to discuss these questions with a partner:
• How did the Lakota use parts of the buffalo?
• How did the Lakota depend on the buffalo?
• Why did the Lakota bless and give thanks to the buffalo?
5. Introduce the learning task. Direct attention to the informative writing planner. Instruct students to write at least three evidence notes about why the buffalo were important to the Lakota.
Analyze Student Progress
Monitor: Do students add at least three evidence notes about why the buffalo were important to the Lakota?
Offer Immediate Support: If students need additional support collecting evidence from the text, instruct them to read pages 8–9 and explain the parts of a buffalo that the Lakota used.
Plan Future Practice: Students practice planning for writing an informative paragraph in lesson 36.
Key Ideas
• used the hide to make tipis and clothes
• used the bones to make arrows
• used the meat for food
• used buffalo parts to make drumsticks and paintbrushes
• used buffalo skulls to give thanks
6. Tell students that in the next lesson they will use their evidence notes to draft sentences for their informative paragraph about why the buffalo were important to the Lakota.
LAND 5 minutes
Synthesize Learning
1. Direct attention to the World Knowledge Chart, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn during this module?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn about buffalo?
• What did you learn about people in the American West?
2. Add any new world knowledge statements to the chart as applicable.
ACHIEVEMENT DESCRIPTORS
MM Make Meaning from Texts
MM.12.2 Complexity, Diversity, and Genre: MM.12.2.B
CP Compose and Present Content
CP.1.2 Genre: CP.1.2.B, CP.1.2.H
CP.2.2 Planning: CP.2.2.D
CP.3.2 Content: CP.3.2.A, CP.3.2.A.b, CP.3.2.A.e
CP.4.2 Structure: CP.4.2.B, CP.4.2.B.b
CP.5.2 Language: CP.5.2.B
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.A
BU.2.2 Discovery and Evidence
BU.3.2 Conversation and Collaboration: BU.3.2.A, BU.3.2.D
BU.4.2 Expression
DF Develop Foundations
DF.5.2 Fluency: DF.5.2.A, DF.5.2.B
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.E
DM.3.2 Schema Building
DM.4.2 Reflection and Evaluation
Lesson 36
Essential Question | How has life in the American West changed over time?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW
Preview
In this module finale lesson, students practice reading aloud a fluency passage of their choice to prepare for a performance in a future lesson. During writing instruction, students finish planning the End-of-Module Task by completing their informative writing planners and orally rehearsing their paragraphs. This work prepares students to write the first draft of an informative paragraph about why the buffalo were important to the Lakota.
Learning Goals
For the End-of-Module Task, plan an informative paragraph about why the buffalo were important to the Lakota.
LEARNING TASK: Complete the Informative Writing Planner for the End-of-Module Task.
For the End-of-Module Task, draft an informative paragraph about why the buffalo were important to the Lakota.
LEARNING TASK: For the End-of-Module Task, write an informative paragraph about why the buffalo were important to the Lakota.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Read: Practice Fluency Performance
• Write: Complete the Informative Writing Planner
• Write: Write an Informative Paragraph
LAND
Synthesize Learning
Materials
TEACHER
• all module fluency passages (Learn book)
• writing prompt for the End-of-Module Task (lesson 34)
STUDENTS
• selected fluency passage (Learn book)
• Informative Writing Planner for the End-of-Module Task (Learn book, lesson 35)
• End-of-Module Task (Learn book)
Preparation
• Prepare fluency passages selected by students in the previous lesson. See the Read section for details.
• Determine how to display fluency reflection questions. See the Read section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display and Echo Read the Essential Question: How has life in the American West changed over time?
2. Tell students that in this lesson they will practice fluently reading the passage of their choice to prepare for a performance in the next lesson. Then students will write the first draft of their paragraph for the End-of-Module Task.
LEARN
53 minutes
Read | Practice Fluency Performance | 17 minutes
1. Remind students that in the previous lesson they chose a passage to read for their fluency performance. Direct students to the fluency passage they selected.
2. Form small groups of students who selected the same fluency passage. Instruct students to practice for their fluency performance by taking turns reading the passage aloud.
Teacher Note
Allowing students to choose their own passage helps them develop as confident, independent, and fluent readers. If a passage is chosen by only one student, allow the student to work independently or encourage them to choose a different passage.
3. Encourage students to silently reflect on their fluency performance. Display the following reflection questions, and read them aloud:
• Did you read the words accurately?
• Did you adjust your phrasing based on the punctuation?
• Did you read with appropriate expression?
• Did you read at a speed that others can understand?
4. Reinforce that students will perform their fluency passage in the next lesson.
Write | Complete the Informative Writing Planner | 18 minutes
1. Tell students that they will finish planning their paragraph for the End-of-Module Task. Display and Echo Read the writing prompt for the End-of-Module Task: Write a paragraph to tell why the buffalo were important to the Lakota.
2. Direct students to the Informative Writing Planner for the End-of-Module Task, located in the Learn book. Tell students that they will sort the evidence notes they collected in the previous lesson to help them determine the focus of their paragraph. Explain that they will group their notes into categories based on how the Lakota used the buffalo. Instruct students to read their evidence notes and label the notes with categories such as homes, food, clothing, or tools.
Teacher Note
Students can use different methods to label their categories (e.g., highlighting evidence in the same category with a colored pencil) based on individual and class needs. Some students might benefit from a visual cue such as sticky notes or index cards with category headings to help them sort their evidence. The number of categories will depend on the amount of evidence students collected. Students will likely incorporate one or two categories into their focus sentence.
3. Tell students that now that they have sorted their evidence, they will use their category labels to plan their focus sentence. Instruct students to discuss this question with a partner:
Based on the evidence you collected, what will be the focus of your paragraph?
Differentiation Support
To help students identify the relationships between the pieces of evidence they collected, ask these questions:
• What is your evidence mostly about?
• What category describes your evidence?
4. Tell students that they will now select evidence for the evidence sentences of their paragraph. Instruct students to mark on their informative writing planner the two pieces of evidence that best support the focus of their paragraph.
5. Ask this question:
What are the remaining parts of an informative paragraph that you still need to plan?
6. Reinforce the correct response: the conclusion and introduction sentences.
7. Instruct students to discuss the following questions with a partner:
How can you rephrase the focus sentence into a conclusion sentence?
What could you write for an introduction sentence?
8. Remind students that when they complete their planner, they will write their focus sentence and review the two pieces of evidence that best support the focus of their paragraph. Then students will write their introduction and conclusion sentences.
9. Introduce the learning task. Instruct students to complete their Informative Writing Planner for the End-of-Module Task.
Analyze Student Progress
Monitor: Do students demonstrate understanding of each part of the informative paragraph as they complete their planner for the End-of-Module Task?
Offer Immediate Support: If students need additional support completing the planner, instruct them to orally share their ideas in complete sentences before writing them on the planner.
Plan Future Practice: Students practice planning an informative paragraph in module 3.
Write | Write an Informative Paragraph | 18 minutes
1. Tell students that now that they have completed their planner for the End-of-Module Task, they will orally rehearse their paragraph about why the buffalo were important to the Lakota. Then they will write a first draft.
2. Instruct students to use the notes from their planner to orally rehearse their paragraph with a partner. Remind students to speak in complete sentences.
3. Introduce the learning task. Direct students to the End-of-Module Task, located in the Learn book. Instruct students to use their planners to write a paragraph about why the buffalo were important to the Lakota.
Analyze Student Progress
Monitor: Do students include all the parts of an informative paragraph in their draft?
Offer Immediate Support: If students need additional support writing a paragraph, instruct them to draft evidence sentences in their journal before writing their paragraph.
Plan Future Practice: Students practice writing an informative paragraph in module 3.
4. Tell students that they will edit and finish their paragraphs in the next lesson.
LAND 5 minutes
Synthesize Learning
1. Direct attention to the ELA Knowledge Chart, and facilitate a brief discussion of the following question to help students articulate the knowledge they built during the lesson:
What did you learn to do during this module?
Teacher Note
As needed, prompt students to reflect on what they learned by asking questions such as these:
• What did you learn to do as a reader?
• What did you learn to do as a writer?
2. Add any new ELA knowledge statements to the chart as applicable.
Essential Question | How has life in the American West changed over time?
Content Framing Question | Know: How do these texts build our knowledge?
OVERVIEW
Preview
In this module finale lesson, students perform the fluency passage they selected in a previous lesson. Then students reread their informative paragraph for the End-of-Module Task. Rereading prepares students to edit their paragraph for the correct usage of nouns and verbs. Students share with others their paragraph about why the buffalo were important to the Lakota.
Learning Goal
Apply learned language skills in the End-of-Module Task.
LEARNING TASK: Edit the End-of-Module Task response for the correct formation of nouns and past tense verbs and capitalization of geographic names.
Vocabulary
none
Agenda
LAUNCH
Read the Essential Question
LEARN
• Read: Perform Fluent Reading
• Write: Edit an Informative Paragraph
• Write: Share Writing
LAND
Synthesize Learning
Materials
TEACHER
• all module fluency passages (Learn book)
STUDENTS
• selected fluency passage (Learn book)
• End-of-Module Task (Learn book, lesson 36)
Preparation
• Prepare fluency passages previously selected by students. See the Read section for details.
• Prepare an area in the classroom for the fluency performances. See the Read section for details.
• Choose an activity to share writing. Prepare materials as needed. See the second Write section for details.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH
2 minutes
Read the Essential Question
1. Display and Echo Read the Essential Question: How has life in the American West changed over time?
2. Reinforce that throughout the module students have practiced reading with fluency. In this lesson, students will show what they have learned by performing a fluency passage of their choice. Then they will finalize their paragraphs for the End-of-Module Task.
LEARN
53 minutes
Read | Perform Fluent Reading | 17 minutes
1. Instruct students to discuss this question with a partner: What does it mean to read with fluency?
Differentiation Support
Review the elements on the class Fluency Reference Chart.
2. Invite a few students to share their responses. Use responses to emphasize that reading with fluency is the ability to read grade-level texts with accuracy, phrasing, and expression at an appropriate rate.
3. Tell students that today they will perform the fluency passage they have been practicing for the module finale. Direct students to the fluency passage that they selected in a previous lesson.
4. Direct students to the performance area. Invite each student to perform their passage for the class.
Differentiation Support
Form small groups based on the fluency passage students selected. Instruct students to rehearse for their fluency performance by taking turns reading the passage aloud.
Write | Edit an Informative Paragraph | 18 minutes
1. Provide additional time for students to complete their informative paragraphs from the previous lesson for those who require it.
Teacher Note
At the start of this lesson, students will be at different phases in completing the End-of-Module Task. Some students may require additional time to complete the learning task from the previous lesson. Take into account your students’ progress toward completion and adjust the timing of this lesson as needed.
2. Tell students that they will now edit their paragraphs to improve their writing. Ask this question:
How does editing improve writing?
Key Ideas
• Editing helps identify grammar and punctuation errors.
• Editing helps fix mistakes in your writing.
• Editing makes writing easier for readers to understand.
3. Tell students that they will edit their paragraphs to include the correct forms of nouns and verbs. Remind students that throughout the module they learned about collective nouns, irregular plural nouns, and irregular past tense verbs. Instruct students to discuss with a partner what they have learned about these types of nouns and verbs.
Differentiation Support
Review the class Collective Nouns Chart and the class Irregular Past Tense Verbs Chart from the Reference Charts appendix.
4. Listen for students to discuss key ideas.
Key Ideas
• Collective nouns are words that name a group of people, places, or things (e.g., family and tribe)
• Irregular plural nouns do not end in -s (e.g., buffalo and people).
• Irregular past tense verbs do not end in -ed (e.g., ate and made).
5. Tell students that in addition to editing for the correct forms of nouns and verbs, they will also edit their paragraphs to capitalize geographic names.
6. Introduce the learning task. Direct students to the End-of-Module Task, located in the Learn book. Instruct students to reread their informative paragraph and edit it as needed to include the correct forms of nouns and past tense verbs and capitalization of geographic names.
Analyze Student Progress
Following completion of the End-of-Module Task, refer to the Assessment Guide for next steps. Use the information in the guide to provide feedback to students and plan future writing instruction.
Teacher Notes
Provide time for students to rewrite their informative paragraph to ensure their final version is clean. Also, the length of student writing may vary. Provide additional writing paper as needed.
If students finish their edits quickly, encourage them to read aloud their draft to a partner, or provide reflection questions such as this: What question words can you answer to add more detail to your evidence sentences?
Write | Share Writing | 18 minutes
1. Tell students that now that they have edited their paragraphs, they are ready to share their writing with others.
2. Choose one of the following activities for students to present their work.
• Instruct students to share completed written work with a partner.
• Invite a lower-grade class to come to your class, and have your students read to them.
• Display completed written work, and facilitate a Gallery Walk.
• Determine a way for students to record themselves reading aloud their completed written work, and then make these recordings available to all students in the class.
• Create copies of completed written work to share with others.
• Invite a few students to display their completed written work in front of the class and read it aloud.
• Create your own activity.
Teacher Note
Allow students to celebrate their writing by sharing with and learning from peers. Some of the options above also provide students an opportunity to practice speaking and listening goals. As needed, use the Module 2 Speaking and Listening Goal Tracker, located on the digital platform, to monitor student progress toward these goals.
LAND 5 minutes
Synthesize Learning
1. Direct attention to both knowledge charts. Read aloud a few knowledge statements.
Teacher Note
If time allows, provide students an opportunity to view some of the videos from Wonder lessons or to look at corresponding Gallery pages in the Learn book to make new connections between the world knowledge in these sources and what they have read in the module texts.
2. Ask this question:
What did you learn about how life in the American West has changed over time?
3. Facilitate a brief discussion to help students integrate the knowledge they built during the module.
4. Ask this question:
How does your new knowledge show how life in the American West has changed over time?
5. Tell students that they will continue building their knowledge as they study new texts in the next module.
ACHIEVEMENT DESCRIPTORS
CP Compose and Present Content
Genre:
CP.5.2 Language: CP.5.2.B CP.7.2 Editing
CP.8.2 Presentation: CP.8.2.A
BU Build Understanding
BU.2.2 Discovery and Evidence
BU.4.2 Expression
DF Develop Foundations
DF.5.2 Fluency: DF.5.2.A, DF.5.2.B, DF.5.2.C
DF.7.2 Capitalization: DF.7.2.C
DF.9.2 Nouns and Pronouns: DF.9.2.A, DF.9.2.B
DF.10.2 Verbs: DF.10.2.A
DM Develop Metacognition
DM.1.2 Content Stages: DM.1.2.E
DM.3.2 Schema Building
DM.4.2 Reflection and Evaluation
Lesson 38
Essential Question | How has life in the American West changed over time?
OVERVIEW
Preview
In this closing Bookend lesson, students reflect on the module topic and Essential Question. Students share what they learned about the American West. They continue to engage with the module topic through an experience that the teacher chooses. Students may create a buffalo diagram, experience a field trip to a local Native American community event, read a book about the American West, or engage in a teacher-created experience.
Learning Goals
• Share knowledge gained from the module about how the American West has changed over time.
• Reflect on the module topic.
Agenda LAUNCH
Read the Essential Question
LEARN
• Share: Discuss New Knowledge
• Engage: Create, Experience, or Read LAND
Revisit the Essential Question
Vocabulary
none
Materials and Preparation
• Prepare materials for the selected activity in the Engage section.
• Depending on the option you choose, consider planning for more than the typical 60 minutes recommended for a lesson.
Follow-Up
• Students listen to, read, or explore a volume of reading text. They respond to a volume of reading question. See Implementation Resources for volume of reading guidance.
LAUNCH 2 minutes
Read the Essential Question
1. Tell students that today is the final day of the second module.
2. Display and Echo Read the Essential Question: How has life in the American West changed over time?
Teacher Note
Customize this lesson’s content to incorporate your school’s regional geography, the community’s resources, and the area’s history. Use the activities to activate and honor students’ funds of knowledge, including their home life, language, and experiences.
LEARN 53
minutes
Share | Discuss New Knowledge | 8 minutes
1. Tell students that they will share what they have learned about the module topic. Instruct students to Think–Pair–Share to answer these questions:
What did you learn about the American West that you did not know before?
How has life in the American West changed over time?
What book in this module is most important to you? Why?
Teacher Note
If you completed option 1 in lesson 1, ask the following question to encourage students to reflect on what they learned: How does knowing who lived on the land first affect the way you think about where we live?
Engage | Create, Experience, or Read | 45 minutes
Choose a Create, Experience, or Read activity to engage students with the module topic. Plan your own activity or choose an option below.
Option 1 | Create a Buffalo Diagram
1. Determine how to divide the class into small groups. Create a large outline of a buffalo on chart paper for each group.
Teacher Note
Use an overhead projector or a digital tool to create an outline of a buffalo. Alternatively, you may have students draw their own outline of a buffalo.
2. Instruct students to Think–Pair–Share to answer this question:
What have you learned about buffalo?
3. Form small groups, and provide each group with an outline of a buffalo. Tell students to color the buffalo and its environment based on what they have learned from the module texts. Then instruct students to label parts of the buffalo and what they were used for (e.g., buffalo bones were used to make arrows). Provide art materials, such as colored pencils, crayons, or markers, for students to complete this activity.
Option 2 | Experience a Native Community Event
1. Plan a field trip to a local Native American festival or powwow.
Teacher Note
If a physical activity is not feasible, consider facilitating a virtual field trip to a Native community event.
2. Facilitate a brief discussion of this question:
How did this experience help you connect with Native Americans in your community?
3. Invite students to share how the experience deepened the knowledge they built in this module.
Option 3 | Read a Book About the American West
1. Read aloud a new volume of reading text or reread the book from the opening Bookend lesson.
2. Facilitate a brief discussion about the knowledge students gained from the book.
LAND
5 minutes
Revisit the Essential Question
1. Facilitate a brief discussion to connect what students experienced in this lesson to the Essential Question. Consider using one of the following questions, based on each option, to initiate the discussion:
• Option 1—Look at the buffalo diagrams. What features of the buffalo are the most impressive? Why?
• Option 2—How do some Native Americans preserve their culture and traditions today?
• Option 3—How did this book build your knowledge about the American West?
2. Reinforce that students have built a lot of knowledge about how the American West has changed over time. Encourage students to continue seeking knowledge about the American West.
ACHIEVEMENT DESCRIPTORS
BU Build Understanding
BU.1.2 Inquiry and Credibility: BU.1.2.B
BU.2.2 Discovery and Evidence
BU.4.2 Expression
DM Develop Metacognition
DM.3.2 Schema Building
DM.4.2 Reflection and Evaluation
Achievement Descriptors
Below is a list of the Achievement Descriptors by code and number. The following pages include a list of the specific grade-level Achievement Descriptors addressed in this module.
ACHIEVEMENT DESCRIPTOR NUMBERS BY STRAND
MM
Make Meaning from Texts
MM.1 Comprehension and Evidence
MM.2 Theme and Central Idea
MM.3 Summary
MM.4 Individuals, Events, and Ideas
MM.5 Vocabulary
MM.6 Diction
MM.7 Structure
MM.8 Point of View, Perspective, and Purpose
MM.9 Media
MM.10 Argument
MM.11 Connections
MM.12 Complexity, Diversity, and Genre
CP Compose and Present Content
CP.1 Genre
CP.2 Planning
CP.3 Content
CP.4 Structure
CP.5 Language
CP.6 Revision
CP.7 Editing
CP.8 Presentation
BU Build Understanding
BU.1 Inquiry and Credibility
BU.2 Discovery and Evidence
BU.3 Conversation and Collaboration
BU.4 Expression
DF
Develop Foundations
DF.1 Print Concepts
DF.2 Phonemic Awareness
DF.3 Phonics and Spelling
DF.4 High-Frequency and Irregularly Spelled Words
DF.5 Fluency
DF.6 Foundational Writing
DF.7 Capitalization
DF.8 Punctuation
DF.9 Nouns and Pronouns
DF.10 Verbs
DF.11 Adjectives and Adverbs
DF.12 Prepositions
DF.13 Sentence Construction
DM Develop Metacognition
DM.1 Content Stages
DM.2 Comprehension Monitoring
DM.3 Schema Building
DM.4 Reflection and Evaluation
ACHIEVEMENT DESCRIPTORS IN MODULE 2
MM Make Meaning from Texts
MM.1.2 Comprehension and Evidence: Read, listen, or observe closely to comprehend a grade-level text, determining what it says explicitly, making logical inferences, and supporting observations, questions, and conclusions with specific textual evidence.
MM.1.2.A: Ask and answer questions to demonstrate understanding of key details in a literary text.
MM.1.2.B: Ask and answer questions to demonstrate understanding of key details in an informational text.
MM.1.2.C: Describe key ideas or details from a text read aloud or information presented orally or through other media.
MM.2.2 Theme and Central Idea: Identify the themes and central ideas of a text.
MM.2.2.A: Determine the central message, lesson, or moral of a literary text, including fables and folktales from diverse cultures.
MM.2.2.B: Identify the main topic of a multiparagraph informational text.
MM.3.2 Summary: Summarize a text, including its key ideas and details.
MM.3.2.A: Recount a literary text, including fables or folktales from diverse cultures.
MM.3.2.B: Identify the focus of specific paragraphs within an informational text.
MM.4.2 Individuals, Events, and Ideas: Explain how and why key individuals, events, and ideas of a text develop, relate, and interact.
MM.4.2.A: Describe how characters in a literary text respond to major events and challenges.
MM.4.2.B: Describe the connections between a series of events, ideas, concepts, or steps in an informational text.
MM.5.2 Vocabulary: Determine the literal, connotative, and figurative meanings of words and phrases.
MM.5.2.A: Determine the literal meaning of unknown words and phrases.
MM.5.2.A.a: Determine the literal meaning of unknown words and phrases as they are used in a literary text.
MM.5.2.A.b: Determine the literal meaning of unknown words and phrases as they are used in an informational text.
MM.5.2.A.c: Use sentence-level context as a clue to meaning.
MM.5.2.A.d: Determine the meaning of a new word formed by adding a known prefix to a known word.
MM.5.2.A.e: Use a known root word as a clue to the meaning of an unknown word with the same root.
MM.5.2.A.f: Use the meaning of individual words to predict the meaning of compound words.
MM.5.2.A.g: Use glossaries and beginning dictionaries to determine or clarify meaning.
MM.5.2.B: Determine the connotative and figurative meanings of words and phrases.
MM.5.2.B.a: Identify real-life connections between words and their uses.
MM.5.2.B.b: Distinguish shades of meaning among closely related verbs and closely related adjectives.
MM.5.2.C: Acquire grade-level conversational, academic, and domain-specific words and phrases, including adjectives and adverbs.
MM.7.2 Structure: Explain a text’s structure, including how specific sentences, paragraphs, and larger portions of the text relate to each other and to the whole.
MM.7.2.A: Describe the overall structure of a literary text, including how the beginning introduces the story and how the ending concludes the action.
MM.7.2.B: Identify and use text features (e.g., table of contents, chapter titles, author’s note, epilogue) to better understand a literary text.
MM.7.2.C: Identify and use text features (e.g., captions, bold print, subheadings, glossary, index, electronic menus, icons) to locate key facts and information efficiently in an informational text.
MM.8.2 Point of View, Perspective, and Purpose: Explain how the point of view, perspective, and purpose of a text shape its content and style.
MM.8.2.C: Identify the main purpose of an informational text, including what the author wants to answer, explain, or describe.
MM.9.2 Media: Analyze and evaluate how diverse media develop meaning, present information, and represent content within a text or across texts.
MM.9.2.A: Use details and illustrations in a literary text to help explain characters, settings, or plot.
MM.9.2.B: Explain how specific images or illustrations (including their labels, captions, or titles) in an informational text contribute to and clarify ideas.
MM.11.2 Connections: Analyze multiple texts that address similar themes or topics to build knowledge or to compare the authors’ approaches.
MM.11.2.B: Compare the most important points presented by two informational texts about the same topic.
MM.12.2 Complexity, Diversity, and Genre: Read, listen to, and comprehend texts of appropriate grade-level complexity across diverse cultures and multiple genres.
MM.12.2.A: Literary
MM.12.2.A.a: Stories
MM.12.2.B: Informational
MM.12.2.B.a: Literary nonfiction
MM.12.2.B.b: Informational
MM.12.2.C: Non-print
MM.12.2.C.b: Visual art
MM.12.2.C.c: Digital or multimedia
CP Compose and Present Content
CP.1.2 Genre: Compose texts in a variety of genres over various timeframes.
CP.1.2.B: Informative or explanatory
CP.1.2.H: Over a period of time
CP.2.2 Planning: With support, plan texts to respond to discipline-specific tasks for a variety of audiences and purposes.
CP.2.2.A: With support, unpack the task demands, purpose, and audience.
CP.2.2.B: With support, analyze a model to identify traits of an effectively written response.
CP.2.2.D: With support, draw or write to plan a response, gathering and organizing ideas, details, and information from texts or experience.
CP.3.2 Content: Develop ideas and describe experiences using details and evidence appropriate to the task, purpose, and audience.
CP.3.2.A: Develop the content of the text.
CP.3.2.A.b: Develop points using facts and definitions.
CP.3.2.A.e: Incorporate evidence from informational texts to support opinions and ideas.
CP.4.2 Structure: Organize content with an effective structure appropriate to the task, purpose, and audience.
CP.4.2.A: Develop an introduction.
CP.4.2.A.b: Introduce a topic.
CP.4.2.B: Organize the content and create cohesion.
CP.4.2.B.b: Group related information together.
CP.4.2.C: Provide a conclusion.
CP.5.2 Language: Convey content with precise language appropriate to the task, purpose, and audience.
CP.5.2.B: Use a variety of words and phrases acquired through reading and experience, including adjectives and adverbs to add detailed descriptions.
CP.7.2 Editing: Edit texts for conventions of academic English as appropriate to the task, purpose, and audience. (Refer to Develop Foundations strand for grade-level language expectations.)
CP.8.2 Presentation: With support, present or perform effectively, adapting speech so that listeners can hear, understand, and appreciate what is being conveyed.
CP.8.2.A: Speak audibly in coherent sentences.
CP.8.2.B: Speak in complete sentences when appropriate to the task and situation and to provide requested detail or clarification.
BU Build Understanding
BU.1.2 Inquiry and Credibility: With support, conduct inquiry-based research and determine the relevance of sources.
BU.1.2.A: With support, engage in shared research and writing projects to build knowledge about a topic.
BU.1.2.B: With support, engage in experiences and activities to build knowledge about a topic.
BU.1.2.C: With support, select information from provided sources or experience to answer a question.
BU.2.2 Discovery and Evidence: With support, use core practices to process textual evidence and information to support analysis, reflection, and research.
BU.3.2 Conversation and Collaboration: With support, engage effectively in discussions and collaborations with diverse partners, expressing ideas clearly.
BU.3.2.A: With support, follow established rules for discussions.
BU.3.2.D: With support, engage in peer review.
BU.4.2 Expression: Write, draw, act out, or speak to respond, to build knowledge, and to demonstrate understanding of a concept, topic, task, or text.
DF Develop Foundations
DF.5.2 Fluency: Read grade-level texts with sufficient accuracy, phrasing, expression, and rate to support comprehension.
DF.5.2.A: Read with purpose and understanding.
DF.5.2.B: Read aloud with accuracy and appropriate phrasing, expression, and rate on successive readings.
DF.5.2.C: Confirm or self-correct word recognition and understanding using context and rereading as necessary.
DF.7.2 Capitalization: Use capitalization, following the conventions of academic English when writing.
DF.7.2.C: Capitalize geographic names.
DF.9.2 Nouns and Pronouns: Form and use nouns and pronouns, following the conventions of academic English when writing or speaking.
DF.9.2.A: Use collective nouns.
DF.9.2.B: Form and use frequently occurring irregular plural nouns.
DF.10.2 Verbs: Form and use verbs, following the conventions of academic English when writing or speaking.
DF.10.2.A: Form and use the past tense of frequently occurring irregular verbs.
DF.13.2 Sentence Construction: Produce, expand, and rearrange complete sentences for meaning, interest, and style when writing or speaking.
DF.13.2.A: Produce, expand, and rearrange complete simple and compound sentences.
DM Develop Metacognition
DM.1.2 Content Stages: Engage in deep reading through a predictable, structured progression of questions via the five Content Stages.
DM.1.2.A: Wonder
DM.1.2.B: Organize
DM.1.2.C: Reveal
DM.1.2.D: Distill
DM.1.2.E: Know
DM.2.2 Comprehension Monitoring: Monitor understanding of a text during and after reading.
DM.3.2 Schema Building: Connect new and existing knowledge to expand and revise understanding of a topic.
DM.4.2 Reflection and Evaluation: Reflect on and assess cognitive processes and performance for engaging in a task or reaching criteria for success, including making a plan for improvement.
Vocabulary
bison (n.)
a large, hairy wild animal that has a big head and short horns
lesson 8
challenge (n.)
a difficult task or problem; something that is hard to do
lesson 18
culture (n.)
the shared beliefs, traditions, language, and way of life of a particular group of people
lesson 27
displace (v.)
to force people or animals to leave the area where they live
lesson 21
collective noun
a word that names a group of people, animals, or things
lesson 15
community (n.)
a group of people who live in the same area or have something in common
lesson 28
evidence (n.)
information from the text that supports the focus sentence
lesson 11
government (n.)
the group of people who control and make decisions for a country, nation, or state
lesson 23
homestead (n.)
a piece of government land that a person could acquire by living on it and farming it when the western part of the United States was being settled
lesson 16
interdependent (adj.) related in such a way that each group depends on or needs the other
lesson 24
nation (n.)
a group of people united under a common history, government, culture, or language who are from a certain country or area of land
lesson 7
opportunity (n.)
an amount of time or a situation in which something can be done
lesson 16
prairie (n.)
a large, mostly flat area of grassland in North America with few trees
lesson 23
settler (n.)
a person who moves to a new country or area that is usually not occupied by other people
lesson 16
tradition (n.)
a way of thinking, behaving, or acting that has been shared by a group of people for a long time
lesson 28
preserve (v.) to keep something safe from harm or loss
lesson 23
treaty (n.)
an official agreement that is made between two or more countries or groups
lesson 23
relationship (n.)
the way in which two or more people, animals, or objects relate to or connect with one another
lesson 24
reservation (n.)
an area of land in the United States that is kept separate as a place for Native Americans to live
lesson 5
Text Features Chart
Text Feature Purpose
Caption to tell information about an image
Timeline to show the order of events that happen over a span of time
Quotation to share the exact words someone said or wrote
Author’s
Note to give extra information about a text
Table of Contents to show the headings or titles of the sections in a text and the page numbers they start on
Glossary to list the important words in a text and their meanings
Fluency Reference Chart
fluency (n.): the ability to read with accuracy, phrasing, and expression at an appropriate rate
accuracy
phrasing expression
rate correctly decode the words group words into phrases, and pause for punctuation use voice to show feeling read at an appropriate speed
Informative Paragraph Sandwich
Introduction
Focus
Evidence
Collective Nouns
A two-column chart with headings labeled People and Animals.
People Animals
class group nation
crowd
family tribe team herd flock team
Irregular Past Tense Verbs
A two-column chart with headings labeled Past Tense and Irregular Past Tense. Below, two forms of the same word are separated by an arrow.
tell come is fly sing keep take
hit told came was sent flew sang kept took send
About the Images
This module’s images are a collection of regalia and cultural objects representing nearly one thousand years of Native American history. As students explore the texts, these images help guide them in answering the Essential Question: How has life in the American West changed over time?
The Mandan, Hidatsa, and Arikara Natives in western North Dakota wove Hidatsa burden baskets like the one in image 1. The baskets carried crops such as corn, squash, and wild berries between the villages. The term burden basket originates from its purpose: to bear the weight and carry the burden of a load of items. The baskets were woven with simple geometric shapes, and rawhide strips served as straps. Carriers wore the basket on their backs with the strap around their shoulders, freeing their hands to harvest or gather crops. The burden basket in image 1 was most likely made between 1905 and 1918 by Buffalo Bird Woman Waheenee-Wea. In this module, S. D. Nelson’s text Buffalo Bird Girl, a biography of Waheenee-Wea, features a burden basket on its cover.
The Apsáalooke (Crow) people of southern Montana created the war shirt pictured in image 2 around 1880. This shirt would have been worn by a high-ranking warrior. The shirt features tanned leather, pigment, glass beads, wool cloth, human hair, feathers, and fur pelts. The prepared pelts come from a type of weasel called an ermine, and the number of ermines on the shirt represents ashkápe, or war deeds. For the Apsáalooke, there are four recognized ashkápe: capturing an enemy’s horse, capturing an enemy’s weapon, striking a live enemy, and leading a successful war expedition in which no one is wounded or killed. The red ocher pigment around the shirt collar represents a spiritual and physical power, while the human hair signifies bravery.
Image 2. War shirt, Apsáalooke (Crow), tanned leather, glass beads, pigment, wool cloth, ermine, human hair, and feathers, ca. 1880, The Metropolitan Museum of Art, New York
Image 1. Hidatsa woven burden basket, attributed to Waheenee-Wea, rawhide, willow, and alder wood, ca. 1905–1918, Minnesota Historical Society Collections
Detail of image 2, war shirt
Detail of image 2, war shirt
Star Knowledge quilt in image 3 is a star quilt, or owinja, created by Gwen Westerman in 2014. Westerman is a member of the Sisseton-Wahpeton Oyate, a Sioux tribe in northeast South Dakota. The owinja depicts an eight-pointed star called the morning star. The morning star symbolizes the gift of each new day and links morning and night, as well as death and life. As an important symbol in Sioux quiltmaking practice, the morning star is the last star before dawn, ushering in the sun and the beginning of a new day. As a highly valued gift among Sioux people, owinja are given at marriages, naming ceremonies, funerals, and other life celebrations. The practice of making owinja remains important for contemporary Native American quiltmakers.
For seven years, Westerman made one extra fabric diamond every time she constructed a quilt for family. She intended to combine each of these diamonds into a single quilt, and in 2012, Westerman had enough diamonds to create Star Knowledge. She personalized this quilt by adding the constellations that appear in the northern sky on her children’s birthdays. In Star Knowledge, a single, central point brings together eight diamonds of equal size, creating a central star surrounded by eight constellations: Orion, Gemini, Leo, Ursa Major, Ursa Minor, Cassiopeia, Aries, and Taurus. Swarovski crystals form each constellation in Star Knowledge.
Image 3. Star Knowledge, Gwen Westerman, cotton, Swarovski crystal, and polyester, 2014, Minnesota Historical Society Collections
Detail of image 3, Star Knowledge, constellation Ursa Major
Detail of image 3, Star Knowledge, morning star pattern
He Nupa Wanica (Joseph No
Two Horns) was a warrior of the Hunkpapa Lakota (Teton Sioux) people who occupied the land that is now Montana, North Dakota, and South Dakota. In 1876, he fought in the Battle of the Little Bighorn, the most decisive Native American victory in the American Indian Wars. Around 1885, Joseph No Two Horns constructed the war shield in image 4 from leather, wood, pigment, and feathers. Joseph No
Two Horns decorated his shield with an image of a bird with power rising from its wings to represent the protection given to the warrior in battle. Traditionally, war shields, often passed down through generations, were created by stuffing feathers, packed paper, or fur between two layers of buffalo hide. These materials effectively repelled arrows on the battlefield.
Created sometime between the years 1200 and 1500, the ceramic bottle depicted in image 5 reflects nearly one thousand years of Caddo history. The Caddo Nation in Oklahoma gets its name from the French abbreviation of Kadohadachho, which means “real chief.” The Caddo’s territorial stability contributed to their development of successful chiefdoms and societies that sustained population growth for more than five hundred years. At the Caddo Nation’s height in 1300, the population grew to more than 200,000 people.
As a matrilineal society, the Caddo decided that houses and gardens belong to women, and the practice of making pottery passes down from mother to daughter. To construct a traditional Caddo ceramic bottle, artists use the coil method: They place hand-rolled clay coils on top of each other to form the vessel. As the artist applies light pressure, the coils join and are then smoothed by hand. In image 5, the curved lines are incised—or drawn into wet clay—to form an owl’s face.
Image 5. engraved Caddoan bottle, ca. 1200–1500
Image 4. Shield, He Nupa Wanica (Joseph No Two Horns), Hunkpapa Lakota (Teton Sioux), tanned leather, pigment, wood, and feathers, ca. 1885, The Metropolitan Museum of Art, New York
The jingle dresses in image 6 originate from the Ojibwe people of the northern Midwestern United States and southern Canada. The jingle dress is created by shaping metal such as soup can lids into small cones and attaching them to the dress in successive rows. The small metal pieces clink together and make a jingling sound reminiscent of falling rain. The jingle dress, also known as the prayer dress, symbolizes healing and peace. The National Congress of American Indians recorded the dress’s origin story, dating to the early twentieth century:
The dance itself began just over a century ago when the granddaughter of an Ojibwe medicine man fell sick. As the man slept he dreamt, over and over, of four women as his spirit guides wearing Jingle dresses and dancing. The women taught the man how to make the dress, what songs to play, and how to perform the dance. The spirits told him that making the dress and performing the dance would make his granddaughter well.
When the man awoke he set out and made the dress, and once completed the tribe gathered to watch the ill girl dance. At first, she was too weak and had to be supported and carried by the tribe. Slowly she gained her strength and performed the dance on her own, cured of her sickness.
Throughout First Nations and Native American communities, women and girls continue to wear the jingle dress for powwow performances of the jingle dress dance. The module text Powwow Day by Traci Sorell features illustrations of girls and women wearing jingle dresses today.
Image 6. Girls wearing jingle dresses at Grand entry, Pi-Ume-Sha Treaty Days, Warm Springs Indian reservation, Oregon, 2011
Image 7. Metal cones on jingle dress
Works Cited
Craighead George, Jean. The Buffalo Are Back. Illustrated by Wendell Minor, Dutton Children’s Books, 2010.
“Demystified: How Are Buffalo and Bison Different?” Encyclopaedia Britannica, 4 May 2020, https://app.boclips.com/ videos/61c1df584a0cb63c9f1e5d20.
Eckstrom, Mikal. “What About the Native Americans?” Cobblestone, vol. 40, no. 8, Oct. 2019, pp. 12–15, https://cricketmedia.widencollective.com/ dam/assetdetails/asset:7bfa7517-4e89-48b9-b54c-25ec4ed2cd15/ false?inav=false.
Lusted, Marcia Amidon. “Life in a Soddy.” Cobblestone, vol. 40, no. 8, 2019, pp. 18–20, https://cricketmedia.widencollective.com/dam/ assetdetails/asset:25b581e1-a4ab-414c-8b6b-1d2f2561bcbe/ false?inav=false.
Myers, Marya. The Lakota and the Buffalo. Illustrated by Madelyn Goodnight. Geodes, level 2, module 2, set 1, Great Minds PBC, 2018.
Nelson, S. D. Buffalo Bird Girl: A Hidatsa Story. Abrams Books for Young Readers, 2012.
Parr, Ann. “Little Dugout on the Prairie.” Information box. “A Home in the Ground.” Illustrated by Lori McElrath-Eslick. Cricket, vol. 44, no. 6, July 2016, pp. 34–35, https://cricketmedia.widencollective.com/ dam/assetdetails/asset:daf1c9a0-0def-42a8-8302-290eb83bc54c/ false?inav=false.
Sorell, Traci. Powwow Day. Illustrated by Madelyn Goodnight, Charlesbridge, 2022.
Waters, Kate. Where the Buffalo Roam: Bison in America. Penguin Young Readers, 2017.
WIDA. WIDA English Language Development Standards Framework 2020 Edition: Kindergarten–Grade 12. Board of Regents of the University of Wisconsin System, https://wida.wisc.edu/sites/default/files/resource/ WIDA-ELD-Standards-Framework-2020.pdf.
Credits
Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this module.
Ana Alvarez, Lynne Askin-Roush, Stephanie Bandrowsky, Mariel Bard, Rebeca Barroso, Brianna Bemel, David Blair, Charles Blake, Lynn Brennan, Adam Cardais, Dawn Cavalieri, Tatyana Chapin, Christina Cooper, Gary Crespo, Lisa Crowe, David Cummings, Cherry dela Victoria, Sandy Engelman, Tamara Estrada Del Campo, Ubaldo Feliciano-Hernandez, Soudea Forbes, Diana Ghazzawi, Laurie Gonsoulin, Kristen Hayes, Marcela Hernandez, Sary Hernandez, Abbi Hoerst, Ashley Kelley, Lisa King, Sarah Kopec, Drew Krepp, Jennifer Loomis, Christina Martire, Siena Mazero Alicia McCarthy, Thomas McNeely, Cindy Medici, Ivonne Mercado, Brian Methe, Sara Miller, Christine Myaskovsky, Mary-Lise Nazaire, Tara O’Hare, Tamara Otto, Christine Palmtag, Katie Prince, Jeff Robinson, Gilbert Rodriguez, Karen Rollhauser, Richesh Ruchir, Isabel Saraiva, Gina Schenck, Leigh Sterten, Mary Sudul, Deanna Thomann, Tracy Vigliotti, Bruce Vogel, Dave White, Charmaine Whitman, Nicole Williams, Glenda Wisenburn-Burke, Samantha Wofford, Howard Yaffe
MORE MEANINGFUL ENGLISH
Knowledge rich. Students build enduring knowledge about important topics in history, science, and more.
Great books. Students enjoy award-winning books by authors from around the world.
Artful. Examining fine art invites all students into the conversation.
Engaging. Unique inquiry routines draw every student into every text.
For everyone. Built-in supports help each student, including multilingual learners and those with dyslexia, meet their full potential.
