The Oklahoma Land Rush Grade 5

Home , Far and Away, Land Rush of 1889, The Rush

english language arts The Oklahoma Land Rush Grade 5

UNIVERSITY OF PITTSBURGH

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Table of Contents 5

Table of Contents

Introduction

Overview What is this unit about?...... 9 What content and concepts will students learn?...... 9 What practices will students use?...... 9 How long will it take to engage students in the unit?...... 9

Unit Outline...... 10

Materials by Task...... 11

TEXT 1: “Built in a Day: The Oklahoma Land Rush“ by the National Park Service

TASK 1.1: Comprehension...... 15

TASK 1.2: Analysis...... 26

TASK 1.3: Interpretation...... 34

TEXT 2: “The Rush to Oklahoma” by William Willard Howard

TASK 2.1: Comprehension...... 47

TASK 2.2: Analyzing Sources ...... 57

TASK 2.3: Analysis...... 66

TASK 2.4: Interpretation...... 73

Writing Across Texts

Task Handout...... 90 Decision Tree Scoring Guide...... 91 Annotated Student Sample 1...... 92 Annotated Student Sample 2...... 94

Appendix

What is our approach to vocabulary instruction?...... 99 How does the unit provide support for English learners?...... 101 Obtaining Copyright Permission...... 102 Instructional Resources Reader/Writer Notebook...... 103 Reader/Writer Notebook Suggested Feedback System...... 104 Pedagogical Rituals and Routines...... 105 Accountable Talk® Moves and Functions in ELA...... 106 Inquiry-Based Discussion...... 107

Introduction 9

Overview

What is this unit about? In this unit, students will read two texts: “Built in a Day: The Oklahoma Land Rush” by the National Park Service1 and “The Rush to Oklahoma” by William Willard Howard.2 Both texts explore the Oklahoma Land Rush of 1889, an important event in American history. The first text was published inThe Museum Gazette in 2001. The second text, a primary source document, was published in Harper’s Weekly in 1889. Through the study of these two articles, students build their knowledge of the Homestead Act, the Oklahoma Land Rush of 1889, primary and secondary source documents, and essential ways of reading, writing, and talking about informational text.

This short unit is not intended to be a comprehensive exploration of westward expansion, pioneers, frontier life, Native American displacement, or other related topics. This unit can easily be nestled into a larger unit of study on these topics. Additionally, teachers can extend this study to delve deeper into those topics by reading additional sources, viewing photographs and videos, or conducting research.

What content and concepts will students learn? Students will learn about:

• the Homestead Act and the Oklahoma Land Rush of 1889. • the personal qualities of settlers. • the biggest challenges people faced in participating in the Oklahoma Land Rush of 1889. • methods authors use to bring events to life such as imagery, figurative language, dialogue, and anecdotes. • characteristics of explanations. • how an author’s purpose, audience, and proximity to an event shape the content of a text. • why it’s important to consult multiple sources when studying an event.

What practices will students use? Students are supported to develop practices and habits such as how to:

• comprehend and analyze informational texts with assistance and independently. • work from moments in one text and across two texts to develop text-based explanations, analyses, and conclusions. • read, reread, annotate, and take notes on sections of texts and texts in their entirety as a means to enhance their understanding within and across texts. • participate in routines such as maintaining a Reader/Writer Notebook, completing quick writes, sharing in pairs/trios, and participating in whole group discussions.

How long will it take to engage students in the unit? This unit spans approximately 10-13 instructional days, assuming 45- to 60-minute classes. The tasks in the unit are designed to be implemented sequentially in order to support students to achieve the instructional goals. As such, the pacing of the lessons will depend on the time students need to achieve these goals.

1 National Park Service. (2001, April). Built in a day: The Oklahoma Land Rush. Museum Gazette. Retrieved from http://www.nps. gov/jeff/historyculture/upload/oklahoma.pdf

2 Howard, W. W. (1889, May 18). The rush to Oklahoma. Harper’s Weekly, 33, 391-394.

Unit Outline3 Overarching Questions • What do you learn about the Oklahoma Land Rush from reading and studying these texts? • What are the characteristics of effective explanations? TEXT 1 TEXT 2 “Built in a Day: The Oklahoma Land Rush” “The Rush to Oklahoma” by the National Park Service by William Willard Howard 1.1 Comprehension 2.1 Comprehension • What do you learn about the Homestead Act • What do you learn about the Oklahoma Land and the Oklahoma Land Rush from reading Rush of 1889 from reading Howard’s text? this text? • What places in the text are getting in the way • What places in the text are getting in the way of of your understanding? your understanding? 2.2 Analyzing Sources 1.2 Analysis • What are the biggest differences in the content What does the author do to give you a clear picture of the two texts? of the Oklahoma Land Rush of 1889 and the people • To what extent do differences in each author’s involved? purpose, audience, and proximity to the event account for the differences in the content of 1.3 Interpretation these sources? Given what you’ve learned from your readings, writings, and discussions, what adjective best 2.3 Analysis describes the people who were involved in the • What does Howard do to give you a clear Oklahoma Land Rush of 1889? Write an explanation picture of the land rush and the people of your chosen adjective by drawing on evidence involved? from across the text. • Which text gives you a better sense of what it must have been like to be involved in the land rush? Why? 2.4 Interpretation What were the biggest challenges the settlers faced in participating in the Oklahoma Land Rush of 1889? Write an explanation that draws on evidence from both texts. Writing Across Texts Based on what you know about the Oklahoma Land Rush of 1889, write a letter to people who are about to participate in the land rush of 1891 to help them be successful in their quest for land. Provide the potential settlers with several pieces of advice and explain how each piece of advice will help them overcome challenges that come with participating in a land rush. Make sure that your advice is based in evidence from both unit texts.

3 The questions guiding the work of the unit have been carefully and collaboratively crafted to support student engagement with the texts under study and student achievement of the learning goals of the unit. Changing the language of a question may alter the intellectual rigor and/or change the lesson’s or unit’s intention and purpose.

Materials by Task

Task Materials

• “Built in a Day: The Oklahoma Land Rush” by the National Park Service • Handout: Comprehension of “Built in a Day…” • Questioning the Author lesson for “Built in a Day…” 1.1 • Access to Internet or dictionary • Chart: “Built in a Day”: Homestead Act & OK Land Rush of 1889 • Reader/Writer Notebook • Chart paper and markers • “Built in a Day: The Oklahoma Land Rush” by the National Park Service • Handout: Making Moments Vivid (two-page handout that includes the graphic organizer titled, Vivid Moments) 1.2 • Students’ paragraphs from Task 1.1 • Reader/Writer Notebook • Chart paper and markers • “Built in a Day: The Oklahoma Land Rush” by the National Park Service • Handout: Describing the Settlers (two-page handout that includes the graphic organizer titled, Notes: Describing the Settlers) • Teacher’s completed model: Notes: Describing the Settlers for display 1.3 • Chart: “Built in a Day”: Homestead Act & OK Land Rush of 1889 • Highlighters • Reader/Writer Notebook • Chart paper and markers • “The Rush to Oklahoma” by William Willard Howard • Handout: Comprehension of “The Rush to Oklahoma” • Questioning the Author lesson for “The Rush to Oklahoma” 2.1 • Access to Internet or dictionary • Chart: “The Rush to Oklahoma”: OK Land Rush of 1889 • Reader/Writer Notebook • Chart paper and markers • “The Rush to Oklahoma” by William Willard Howard • “Built in a Day: The Oklahoma Land Rush” by the National Park Service • Chart: “The Rush to Oklahoma”: OK Land Rush of 1889 • Chart: “Built in a Day”: Homestead Act & OK Land Rush of 1889 2.2 • Handout: Comparing Sources • Chart: Comparing Sources: Reasons for Differences • Reader/Writer Notebook • Chart paper and markers • “The Rush to Oklahoma” by William Willard Howard • “Built in a Day: The Oklahoma Land Rush” by the National Park Service • Handout: Howard: Making Moments Vivid (two-page handout that 2.3 includes the graphic organizer titled, Howard: Vivid Moments) • Graphic organizer from 1.2: Vivid Moments • Reader/Writer Notebook • Chart paper and markers

Task Materials

• “Built in a Day: The Oklahoma Land Rush” by the National Park Service • “The Rush to Oklahoma” by William Willard Howard • Handout: Settler Challenges • Chart: “The Rush to Oklahoma”: OK Land Rush of 1889 2.4 • Chart: “Built in a Day”: Homestead Act & OK Land Rush of 1889 • Chart: Explaining Ideas (Task 1.3) • Reader/Writer Notebook • Chart paper and markers • “Built in a Day: The Oklahoma Land Rush” by the National Park Service • “The Rush to Oklahoma” by William Willard Howard • Handout: Writing Across Texts Writing Across Texts • Handout: Gr. 5 Writing Across Texts: Decision Tree Scoring Guide • Reader/Writer Notebook • Chart paper and markers

Overarching Questions • What do you learn about the Oklahoma Land Rush from reading and studying these texts? • What are the characteristics of effective explanations? TEXT 1 TEXT 2 “Built in a Day: The Oklahoma Land Rush” “The Rush to Oklahoma” by the National Park Service by William Willard Howard 1.1 Comprehension 2.1 Comprehension • What do you learn about the Homestead Act • What do you learn about the Oklahoma Land and the Oklahoma Land Rush from reading Rush of 1889 from reading Howard’s text? this text? • What places in the text are getting in the way • What places in the text are getting in the way of of your understanding? your understanding? 2.2 Analyzing Sources 1.2 Analysis • What are the biggest differences in the content What does the author do to give you a clear picture of the two texts? of the Oklahoma Land Rush of 1889 and the people • To what extent do differences in each author’s involved? purpose, audience, and proximity to the event account for the differences in the content of 1.3 Interpretation these sources? Given what you’ve learned from your readings, writings, and discussions, what adjective best 2.3 Analysis describes the people who were involved in the • What does Howard do to give you a clear Oklahoma Land Rush of 1889? Write an explanation picture of the land rush and the people of your chosen adjective by drawing on evidence involved? from across the text. • Which text gives you a better sense of what it must have been like to be involved in the land rush? Why? 2.4 Interpretation What were the biggest challenges the settlers faced in participating in the Oklahoma Land Rush of 1889? Write an explanation that draws on evidence from both texts. Writing Across Texts Based on what you know about the Oklahoma Land Rush of 1889, write a letter to people who are about to participate in the land rush of 1891 to help them be successful in their quest for land. Provide the potential settlers with several pieces of advice and explain how each piece of advice will help them overcome challenges that come with participating in a land rush. Make sure that your advice is based in evidence from both unit texts.

“Built in a Day” 15

Comprehension TASK 1.1 • What do you learn about the Homestead Act and the Oklahoma Land Rush from reading this text? • What places in the text are getting in the way of your understanding?

Situating the Task Duration 2 class sessions TEXT 1 “Built in a Day: The Oklahoma Land Rush” by the National Park Service 1.1 Comprehension Why This Task Now? • What do you learn about the Homestead Act This first task asks students to read “Built in a and the Oklahoma Land Rush from reading Day: The Oklahoma Land Rush” (a) to understand this text? the author’s ideas about the Homestead Act • What places in the text are getting in the way of and the Oklahoma Land Rush and (b) to identify your understanding? places that they are finding difficult or confusing. 1.2 Analysis This is the first of several readings students will What does the author do to give you a clear picture do of this text. This task has two purposes. of the Oklahoma Land Rush of 1889 and the people involved? • The purpose of “a” is for students to get the gist of the author’s ideas about the 1.3 Interpretation Homestead Act and the Oklahoma Land Given what you’ve learned from your readings, Rush so that they have a foundation from writings, and discussions, what adjective best which to work for later tasks. describes the people who were involved in the • The purpose of “b” is for students to Oklahoma Land Rush of 1889? Write an explanation identify places that prevent them from fully of your chosen adjective by drawing on evidence from across the text. understanding the author’s ideas and for teachers to learn what aspects of the text students are finding difficult.

Materials • “Built in a Day: The Oklahoma Land Rush” by the National Park Service • Handout: Comprehension of “Built in a Day…” • Questioning the Author Lesson for “Built in a Day…” • Access to Internet or dictionary • Chart: “Built in a Day”: Homestead Act & OK Land Rush of 1889 • Reader/Writer Notebook • Chart paper and markers

TASK Teaching Approach 1.1 Setting Up the Unit: Whole Group (5-7 minutes) Purpose: To introduce students to The Oklahoma Land Rush unit, including the unit’s texts and overarching questions.

• Introduce students to The Oklahoma Land Rush unit. Let them know that they will spend the next two weeks exploring the topic of the Oklahoma Land Rush of 1889, an important historical event. • Tell students that over the next two weeks they will read, write about, and discuss two nonfiction texts. o The first text, “Built in a Day: The Oklahoma Land Rush,” by the National Park Service, was published in 2001—over 100 years after the event. It was published in the Museum Gazette, an official publication of the National Park Service dedicated to publishing informational and narrative articles about historical events. o The second text, “The Rush to Oklahoma,” by William Willard Howard, was published in Harper’s Weekly in 1889. The text was published less than one month after the event in a popular and important political magazine of the time. The magazine reached over 200,000 readers each week. • Share the two overarching questions that guide the work in the unit: o What do you learn about the Oklahoma Land Rush from reading and studying these texts? o What are the characteristics of effective explanations? • Show students a map of the United States and locate—or have students locate—Oklahoma. Spend just a few minutes helping students understand what Oklahoma and the United States were like in the late 1800s. This introduction should be short and serve as a way to contextualize the study. If students have studied westward expansion, they may not need any introduction. Students will gain additional information about Oklahoma and the United States in the late 1800s through reading the texts in the unit.

Teacher Note “Built in a Day: The Oklahoma Land Rush,” is placed first in this unit for several reasons:

1. “Built in a Day” introduces readers to the Homestead Act, an important element in understanding the Oklahoma Land Rush of 1889. 2. “Built in a Day” also informs readers about the displacement of Native Americans, an important historical fact that is often overlooked in primary sources about the Oklahoma Land Rush of 1889. The second unit text, “The Rush to Oklahoma,” includes no information about the effects of this land rush on Native Americans. 3. Additionally, “Built in a Day” provides an overview of foundational ideas about the Oklahoma Land Rush of 1889 that are expanded on in the second unit text, “The Rush to Oklahoma.” Having an understanding of these foundational ideas will support students’ comprehension of the second, longer and more challenging, text. 4. Finally, “Built in a Day” is shorter and more accessible to students than the second unit text. The vocabulary and writing style of “Built in a Day” will be more familiar and comprehensible to students.

Setting Up the Task: Whole Group (3-5 minutes) TASK Purpose: To provide students with clear directions and expectations for the comprehension task on “Built in a Day: The Oklahoma Land Rush.” 1.1

• Provide students with the handout titled Comprehension of “Built in a Day…” (found on page 23). • Review the “Purpose” and “Task” sections with students, giving them an opportunity to ask questions and clarify expectations.

“Built in a Day” 23

Comprehension of “Built in a Day…” TASK 1.1

Purpose Today you will read “Built in a Day: The Oklahoma Land Rush” by the National Park Service. This is the first of several readings you will do of this text. The purpose of today’s reading is for you to get the gist of the author’s ideas about the Homestead Act and the Oklahoma Land Rush of 1889. This will provide a foundation for later tasks that ask you to dig into the author’s ideas and writing style. You’ll also identify places that you find confusing or that get in the way of your understanding the text so that you can work to “untangle” those places with a partner.

Task Step 1: As you read “Built in a Day: The Oklahoma Land Rush,” please do two things:

• Underline or highlight places where you learn something about the Homestead Act and the Oklahoma Land Rush. • Mark with a question mark (“?”) places in the text where you are confused or unsure about what the author is trying to say. Don’t mark every unknown word. Instead, mark places where you are having difficulty figuring out the gist of what the author is writing.

Tips for Independent Reading: Developing Your Internal Reading Voice A reader’s internal voice helps to monitor understanding, build meaning, and persist through difficulty. Your internal reading voice may do things such as read to you, ask you questions, and make connections to what you already know—all while you are reading silently. Developing this internal voice can help you get through a text more effectively.

If you begin to feel overwhelmed, frustrated, distracted, or confused while reading, stop reading and try the following:

• Recap: Use your internal voice to sum up what you’ve read by saying something to yourself like: “So, what this means is…” or “What the author is telling me is…” Some people look away from the text to do this. When you manage to restate what you read, jot down a key word or two in the margin to leave a trail of thinking points. • Reread and recap: If you can’t recap on the first try, reread that section and try again. • Read around and move on: If you still can’t recap after rereading, move on. You can ask for help from a partner once you get as much of the gist of the piece as possible.

Step 2: Work with your partner to:

• share and discuss places where you are learning something about the Homestead Act and the Oklahoma Land Rush. Try to restate these places in your own words. • share places where you were confused or unsure about what the author is trying to say. Do what you can to figure out the meaning and restate the trouble spots in your own words. That will mean doing things like looking up words on the Internet or in a dictionary, talking your ideas out with your partner, and rereading the sentences or paragraphs before and after the moment to see what insight they provide.

• Review the “Tips for Independent Reading” under Step 1 on the handout. • Invite students to ask questions and to share other tips that they use to help their comprehension during independent reading.

“Built in a Day” 23

Comprehension of “Built in a Day…” TASK 1.1

Task Step 1: As you read “Built in a Day: The Oklahoma Land Rush,” please do two things:

If you begin to feel overwhelmed, frustrated, distracted, or confused while reading, stop reading and try the following:

Step 2: Work with your partner to:

Preparing Students to Read: Whole Group (8-10 minutes) Purpose: To provide support for students’ text comprehension by engaging them in a Questioning the Author (QtA)4 discussion before releasing the task to students for independent work.

4 Beck, I. L., & McKeown, M. B. (2006). Improving comprehension with questioning the author: A fresh and expanded view of a powerful approach. New York, NY: Scholastic.

TASK Important 1.1 We have provided a Questioning the Author (QtA) lesson for the entire text; however, when it is clear that students are grasping the ideas in the text, have them finish reading it independently. We recommend that you use the QtA lesson to line 51, and then determine if students are ready to read the remainder of the text independently.

• Tell students that you will begin reading “Built in a Day: The Oklahoma Land Rush” aloud as they follow along on their copy of the text. Let students know that they will be participating in a Questioning the Author discussion where you will stop reading after every one or two paragraphs so that they can discuss what they are learning. • Remind students of the two things they should be marking while reading: o Underline or highlight places where they are learning something about the Homestead Act and the Oklahoma Land Rush. o Mark with a question mark (“?”) places where they are confused or unsure of what the author is trying to say. • Display an enlarged copy of the text. • Begin reading aloud using the QtA lesson (found on page 24) to guide the reading and discussion. As you read, mark the text in the same manner that students will mark their copies. • Each time you pause in the reading to pose questions using the QtA lesson, ask students to quickly share o what they’ve learned so far about the Homestead Act and the Oklahoma Land Rush. o places where they are confused or unsure of what the author is trying to say. Tell students to hold their questions and confusions for now since some may become clear further in the text, others may become unimportant, and a few may need further unpacking later.

Differentiation Not all students will need to have the entire text read aloud to them using the QtA lesson. We recommend that you use the QtA lesson to line 51, and then determine whether students are able to finish the rest of the text independently.

• If you find that students have the gist of the text so far and understand how they should be marking it, have them finish the reading on their own. If not, read another section aloud to the whole group using the QtA lesson and repeat the steps above until students are ready to read the remaining text independently. • If you feel that some students will be unable to read the text independently, continue using the QtA lesson with that group of students while the other students finish reading the text independently.

Monitoring Independent Reading: Individual Work (10 minutes) Purpose: To give students practice in reading a text on their own after they’ve been provided some support and modeling for that process with the beginning of the text.

• Ask students to finish reading “Built in a Day: The Oklahoma Land Rush,” following the directions for Step 1 on the Comprehension of “Built in a Day…” handout. • As students are reading, circulate around the room to monitor students’ progress. Be on the lookout for students who are having difficulty with staying focused or marking the text. If necessary, pull small groups of students together to read the text or review marking the text.

Important TASK Engage students in the rest of the lesson after most have finished reading “Built in a Day: The 1.1 Oklahoma Land Rush.”

Monitoring Student Thinking: Pair Work (10 minutes) Purpose: To provide a supportive environment with high accountability for students to share and continue to develop their understanding about the Homestead Act and the Oklahoma Land Rush.

• Ask students to take about ten minutes to work on Step 2 of the Comprehension of “Built in a Day…” handout. • Circulate around the room to listen in on students’ conversations. Identify students who are doing a good job untangling places where they are confused or unsure of what the author is trying to say. • Monitor students’ ideas during the pair work. Make mental notes of students’ misunderstandings about the text and places where they struggled. Use this knowledge to determine points that might need to be clarified during the upcoming whole group discussion.

Differentiation If students have not had a lot of experience working to untangle places in a text that may prevent them from understanding what an author is trying to say, model the process for them prior to asking them to untangle places with a partner. As a whole group or in small groups, ask students to share a place that got in their way of understanding, and then model untangling that place by doing things like looking up the words or reference on the Internet or in a dictionary, talking ideas out with a partner, and rereading the lines or paragraphs before and after the moment to see what insight they provide.

Guiding Students to Consensus: Whole Group (10-15 minutes) Purpose: To enable students to reach a common understanding about the gist of the text and to determine what students find difficult about the text.

• Bring students together as a whole group. • Invite students to share what they learned about the Homestead Act and the Oklahoma Land Rush from this text. Have students cite line numbers and their marked moments to support what they share. There are different ways to have students share what they learned. o You might begin by having students share the moments they marked and then move from those moments to bigger ideas about what they learned. o Another option is to display an enlarged copy of the text and move through it as a whole group, inviting students to share what they learned for sections of the text. o A third option is to invite students to share in any order, making sure that all students have an opportunity to contribute their ideas. • Record students’ responses on a chart that you title, “Built in a Day”: Homestead Act & OK Land Rush of 1889. Be sure that each item is supported with line numbers.

TASK Learning Target 1.1 Below are some examples of what students may say that they learned about the Homestead Act and the Oklahoma Land Rush from “Built in a Day.” It’s fine at this point if students aren’t capturing everything that is written below. They will have additional opportunities to expand their understanding of the text in subsequent tasks.

• The Homestead Act was a law that was signed in 1862. It allowed white men and single women to own 160 acres of land after a five-year period if they improved and farmed the land (lines 2-6; line 95). • The Homestead Act encouraged settlers to move west (lines 7-9). • Even before the Homestead Act, the U.S. government forced Native Americans to relocate to lands that the government promised would be theirs forever (lines 12-20). • The discovery of gold and silver in the 1840s also brought people west and, again, through Native American lands (lines 21-25). • The Homestead Act led to the creation of the Dawes Severality Act in 1887 and the Appropriations Bill in 1889, both of which greatly reduced Native Americans’ land in order to accommodate white settlement (lines 30-46). • On March 23, 1889, President Harrison signed a bill that promised to open 1.9 million acres in Oklahoma for white settlement on April 22 (lines 46-48). • A great deal of planning and preparation went into the day of the event, including having the U.S. Army divide land into 160-acre plots and clear the area of sooners (lines 52-57). • Thousands entered Oklahoma for the month prior to the land rush. The days leading up to the land rush were filled with excitement and danger (lines 59-61, 63-66, 69-71). • The land rush began at noon on April 22 (lines 67-69). • Settlers traveled by horses, wagons, and government-ordered trains to claim their land (lines 74-77). • Towns were established in a day (lines 78-81; 104-109). • Although illegal, “sooners” arrived in Oklahoma long before the day of the rush (lines 89-94). • Additional land rushes were held in years following 1889, forcing Native Americans into selling additional land (lines 114-121). • The Homestead Act enabled advancement for white Americans, but caused great harm to the Native Americans (lines 122-135).

• Next, invite a few students to share moments that got in the way of their understanding of what the author is trying to say, how they untangled those moments, and what they now understand those moments to mean. After one person shares, ask if there are others who marked the same moments and what they now understand about those moments. • If students have areas of difficulty or confusion that they could not untangle, invite others to help or consider jumping in to provide guidance and clarity quickly and/or directing students to available resources to quickly locate what is needed. • Finally, ask students what they found most interesting or surprising about the content of the text.

Teacher Note TASK The goal here is to support independent sensemaking without providing an explanation of the 1.1 meaning of the text.

• Emphasize to students that readers do not need to know every word or reference in a text in order to learn or move to deeper work. Students don’t need, for example, to learn the details about the “Five Civilized Tribes.” Going down this road will move students away from the ideas of the text and can be counterproductive. Ask students: “Do you really need to know more about that to get the basics of what’s happening here?” • In order to support independence, use resources quickly and sparingly to provide just enough clarity to move forward. • Remind students that there will be several more studies of this text, and that this later work will reveal what more, if anything, needs to be understood or researched.

Facilitating Metacognitive Work: Whole Group StepBack (5 minutes) Purpose: To make students aware of the mental processes they used to comprehend the text so that they can apply those processes to reading texts in the future.

• Remind students of their earlier conversation about developing their internal voice when reading independently. Ask students to share which of the “Tips for Independent Reading” they drew on when reading this text. • Encourage students to share and record any new tips they have for managing comprehension of a text.

Assessing Student Learning: Individual Work (7-10 minutes) Purpose: To informally assess what each student understands about the Homestead Act and Oklahoma Land Rush of 1889 after reading and discussing the text one time.

• Ask students to take a few minutes to do a quick write in response to the following questions on a sheet of paper that they will hand in. Students should draw on evidence from the text to support their response. Let students know that this quick write is a thinking piece that will help you know what they understand about the text; it is not to assess their writing. o According to this author, what did the Homestead Act and the Oklahoma Land Rush of 1889 mean for Native Americans? o According to this author, what did the Homestead Act and the Oklahoma Land Rush of 1889 mean for settlers? • Collect students’ responses. Skim through them before the next lesson to see what students do and do not understand about the text. If students’ responses demonstrate misunderstandings about the text, begin the next lesson with a discussion of the questions above. • Students will need these paragraphs back to complete the next task.

TASK Learning Target 1.1 Sample quick write for the question: According to this author, what did the Homestead Act and the Oklahoma Land Rush of 1889 mean for Native Americans?

The Homestead Act was a law that had severe consequences for the Native Americans. Years before the Homestead Act was signed into law, the government removed the Native Americans from their land because they wanted to use it for mining and farming. The government moved the Native Americans to Oklahoma where they were promised that the land would be theirs “for as long as the stars shall shine and the rivers may flow” (lines 19-20). Unfortunately, that promise was not upheld. The Homestead Act once again forced the Native Americans from their land as the settlers came west and claimed what was supposed to belong to the Native Americans forever.

Sample quick write for the question: According to this author, what did the Homestead Act and the Oklahoma Land Rush of 1889 mean for settlers?

The Oklahoma Land Rush provided settlers with the opportunity of a lifetime as it encouraged them to travel west for the promise of free land. Providing they farmed and made improvements to the land, after five years, settlers were allowed to keep up to 160 acres of land. Since the opportunity to claim free land was open to all settlers, even women took advantage of the Land Rush and traveled west. With the number of settlers traveling west, new towns were built and old towns began to flourish. These booming towns provided settlers with additional professional opportunities, as they needed doctors, lawyers, dentists, and barbers. Thousands of settlers took advantage of the opportunities provided by the Land Rush and traveled west to claim land and begin a new life.

Teacher Note You can find many photographs online to help students visualize the land rush and support their comprehension of the unit texts. A Google Images search for “Oklahoma Land Rush of 1889” will produce pages of images that range from still photographs to maps of the region to headlines from newspaper articles. You can also find video reenactments and short documentaries about the land rush on YouTube.com. Searching “Far and Away Land Rush Scene” will produce a four- minute clip of the land rush from the movie “Far and Away” with Nicole Kidman and Tom Cruise.

Below are three links to resources. The first two links will take you to videos, and the third will take you to a collection of photographs. Links frequently become unavailable, so you might find it more fruitful to use the search terms suggested above. https://www.youtube.com/watch?v=l3qpVkZkGes https://www.youtube.com/watch?v=yxaJY8UZxn4 http://www.hanksville.org/sand/realprop/gof.html

If you choose to show students photographs and/or videos, we suggest that you do so after students have read the text. That way, students have an opportunity to visualize the event based on the information in the text and then use the photographs and/or videos to clarify what they have read. If students struggled to comprehend the text, this is an appropriate time to show students the photographs and/or videos. If students were able to get the gist of the text, show them photographs and/or videos at the end of Task 1.2.

Additionally, we suggest that you view and discuss the visuals fairly quickly, spending no more than 15 minutes or so on them. Since the focus of the unit is on reading informational text, the majority of instructional time should be spent with the texts themselves rather than with ancillary resources.

Comprehension of “Built in a Day…” TASK 1.1

Task Step 1: As you read “Built in a Day: The Oklahoma Land Rush,” please do two things:

If you begin to feel overwhelmed, frustrated, distracted, or confused while reading, stop reading and try the following:

Step 2: Work with your partner to:

TASK Questioning the Author Lesson 1.1 “Built in a Day: The Oklahoma Land Rush”

Read Lines Say and/or Ask Elicit Notes/Options 1-11 What did we learn in The Homestead Act was a law that this first paragraph? encouraged people to move west by giving them land. 12-27 What did we learn The Native Americans keep getting pushed There is a lot about the Native from their land. First, the government of information Americans? How does relocated them, then the people traveling to in this section. this information connect strike it rich on gold pushed them, and once Guide students with the Homestead again, the Homestead Act will push them to work with the Act? from their land. main ideas and not focus on the details. 28-38 How does the Once again, Native Americans’ land was Have students information in this taken from them. address the gist of section add to what we what is happening just discussed? so far—Native Americans keep losing their land. 39-51 What is going on, The government convinced the Native You might need now, with the Native Americans to sell their land and then to clarify the Americans’ land? opened it up to white settlers. meaning of “sooner.” Tell Follow up: So, how is On April 22nd, 1889, the land will be students a sooner this going to work? How officially opened and the first people who is a person who are these settlers going claim the land, own it. settled on the to get this land? land before they legally were allowed. 52-66 What’s going on in these Everyone is getting prepared for the day two paragraphs? of the Oklahoma Land Rush. The army is dividing the land and eliminating any “sooners.” The settlers are staying in nearby towns, so they will be as close to the land as possible. 67-72 What is the author The author is describing the excitement describing in this associated with the day of the land rush. paragraph?

73-83 What new information Because not all settlers owned horses, TASK have we learned about the government provided trains, so that all 1.1 the Land Rush? settlers would be able to make the trip.

Follow up: It says that The government doesn’t want the people the trains were ordered traveling by horse and wagon to have an to go exactly 15 miles advantage and get to the land before the per hour, the speed people on the trains. of the average horse. What’s that about? 84-88 What picture is the The author is comparing the number of author creating for us? settlers to flies on sticky paper to give us the image of how crowded it looked with so many settlers trying to claim land. 89-94 How does this Although the land was supposed to be information connect cleared of sooners, apparently it wasn’t. with what we read earlier? 95-103 What did we learn in One woman and a widower struck an this section? interesting deal that allowed them to get land and a spouse. 104-113 What’s the gist of this The settlers’ claims to land happened so Students might section? quickly that it seemed as if the city had be unfamiliar with been built in a day. the idiom “Rome Follow up: What does wasn’t built in a the author mean, The phrase “Rome wasn’t built in a day” is day,” so you might “Unlike Rome, the city an idiom that means that it usually takes a need to explain of Guthrie was built in long time to do something important. But the meaning a day”? with the Oklahoma Land Rush, something before they can really important did happen in just one day. respond. 114-121 What did we learn in The land rush of 1889 wasn’t the only rush. this section? Several others followed. 122-137 What is the big idea in Although land rushes were beneficial this section? to many people and reflect the accomplishments of some of our great leaders, they also are a reminder of how badly the Native Americans were treated.

TASK Analysis 1.2 • What does the author do to give you a clear picture of the Oklahoma Land Rush of 1889 and the people involved?

Situating the Task Duration 1 class session TEXT 1 “Built in a Day: The Oklahoma Land Rush” by the National Park Service 1.1 Comprehension Why This Task Now? • What do you learn about the Homestead Act Now that students have an understanding of the and the Oklahoma Land Rush from reading Homestead Act and the Oklahoma Land Rush, this text? they are ready to take a more focused look at • What places in the text are getting in the way of what the author did as a writer to create vivid your understanding? images of the Oklahoma Land Rush of 1889 and 1.2 Analysis the people involved. The purposes of this second What does the author do to give you a clear picture task are for students to study how the author of the Oklahoma Land Rush of 1889 and the people works as a writer to: involved? • incorporate vivid descriptions and figurative 1.3 Interpretation language to bring the events to life; Given what you’ve learned from your readings, • use quotations to provide authentic writings, and discussions, what adjective best perspectives; and describes the people who were involved in the • use anecdotes to help readers understand Oklahoma Land Rush of 1889? Write an explanation the real situations that settlers faced. of your chosen adjective by drawing on evidence from across the text.

Materials • “Built in a Day: The Oklahoma Land Rush” by the National Park Service • Handout: Making Moments Vivid (two-page handout that includes the graphic organizer titled, Vivid Moments) • Students’ paragraphs from Task 1.1 • Reader/Writer Notebook • Chart paper and markers

Teaching Approach TASK Connecting to the Previous Lesson: Whole Group (3 minutes) 1.2 Purpose: To refresh students’ memories about the big ideas in “Built in a Day: The Oklahoma Land Rush.” • Ask a few students to share what they learned about the Homestead Act and the Oklahoma Land Rush of 1889 from reading “Built in a Day: The Oklahoma Land Rush.” Setting Up the Task: Whole Group (3 minutes) Purpose: To provide students with clear directions and expectations for the next task on “Built in a Day…,” in which they will analyze how the author works as a writer to create moments that provide vivid and clear images of the land rush and the people involved. • Provide students with the handout titled Making Moments Vivid (found on page 32).

32 “Built in a Day”

TASK Making Moments Vivid 1.2

Purpose As you already know, readers learn a great deal of information about the Homestead Act and Oklahoma Land Rush of 1889 from reading “Built in a Day: The Oklahoma Land Rush.” In addition to factual information, readers also get a sense of what it must have been like to be a participant in the land rush on that April day so many years ago. The purpose of this task is for you to study what the author does to give readers a vivid and clear sense of the Oklahoma Land Rush.

Task PART A:

Working with a partner

1. Reread the text and highlight the moments (or places) that give you the clearest and most vivid picture of the land rush and the people involved. Look for those moments that help you “see” what the event and people were like. 2. Complete the provided graphic organizer. a. In the left column, write the moments you identified. b. In the middle column, explain what each moment helps you understand about the land rush and the people involved. c. In the right column, describe as best you can what the author is doing as a writer to bring the event and people to life. 3. Post your graphic organizer for a gallery walk.

PART B: To be completed after you participate in a whole group discussion on Part A.

Individually, reread your paragraphs from the previous lesson where you wrote about what the Homestead Act and the Oklahoma Land Rush of 1889 meant for settlers and for Native Americans. If necessary, revise what you wrote now that you’ve read the article a second time. Share your revision with a partner.

• Review the “Purpose” and “Task” sections, giving them an opportunity to ask questions and clarify expectations. Let students know that they will work on and discuss Part A before moving to Part B, but you are reviewing the whole thing with students now so that they can get a sense of the whole task. Modeling Thinking and Process: Whole Group (5 minutes) Purposes: To model for students the process of identifying moments that create a vivid picture of the land rush and the people involved, and to give students (as a group, before they are asked to continue working in pairs) the opportunity to practice discussing what they learned from those moments, and what the author did to bring those moments to life. • Tell students that you are going to model (a) highlighting moments that create a vivid picture of the land rush and the people involved, (b) explaining what each moment reveals, and (c) explaining what the author does as a writer to bring the event to life. • Display the Vivid Moments organizer and an enlarged copy of the text. • Skim through the text until you locate a moment that creates a vivid picture of the land rush and the people involved. (See the Learning Target below for some possible ideas.) • When you come across a moment, write it in the left column of the organizer. • Then ask students what the moment reveals about the land rush and the people involved. Use their ideas to write an explanation in the second column of the organizer. • Then think aloud about what the author is doing as a writer to bring the event to life in this moment. Encourage students to chime in with their ideas, too. Write your explanation in the third column of the organizer.

TASK Monitoring Student Thinking: Pair Work (10 minutes) Purposes: To provide students with the opportunity to work in pairs to study moments in the text that give 1.2 a clear and vivid picture of the land rush and the people involved, explain what they learn from those moments, and explain what the author does as a writer to bring the land rush to life.

• Ask students to complete Part A of the Making Moments Vivid handout with the rest of the text. • Circulate around the room to monitor students’ progress. Be on the lookout for students who are having difficulty getting started or getting beyond identifying vivid moments.

Facilitating Student Sensemaking: Gallery Walk (15 minutes) Purpose: To enable students to share their moments and thinking about how the author works as a writer to create vivid images in this text.

• Bring students together as a whole group. • Ask students to move around the room to view each pair’s charts. • As students read their classmates’ work, ask them to note where their thinking is similar and where it is different. Students should also note any questions that they have. • Students should have the opportunity to view all posted work. • Circulate around the room with them to view the charts and review what students are capturing in their notes. This will help to inform where you should begin the whole group discussion of students’ responses.

Teaching Option Rather than asking students to post paper versions of their charts, ask pairs to post their charts to a class blog, wiki, or message board. After students have posted, ask students to view each post and to note similarities and differences, as well as any questions they may have.

Important As you are viewing the students’ organizers, make mental notes about which students were successful in identifying moments where the author creates vivid images of the land rush and the people involved, stating what the moment helped them to understand, and explaining what the author did as a writer to bring the moment to life. Use that information to decide how to facilitate the whole group discussion.

• If most students’ explanations of the moments and what the author did are valid and complete, then you might simply have students note the similarities and differences in the organizers. As part of this discussion, students will naturally talk about what the author did as a writer. • If there are only a few students who have valid and complete organizers, you might consider asking those students to explain their organizers and what they did to complete them.

You’ll also want to note the author’s methods that are apparent in the moments that students have selected and highlight and name those methods for students if they don’t name them during the whole group discussion. For example, you may find that many of the selected moments use metaphors, similes, or personification, or that students have selected quotations or the anecdotes used near the end of the text. If students don’t name those methods during the whole group discussion, you’ll want to draw their attention to and name these methods for them.

Facilitating Student Sensemaking: Whole Group (5 minutes) TASK Purpose: To enable students to share their thinking with the whole group and to come to a shared understanding of what they learn from the vivid moments and about what the author does as a writer to 1.2 bring the land rush to life.

• Engage students in a discussion about their organizers. See the above “Important” note for ways to structure the whole group discussion.

• Encourage various pairs to explain their organizers and what they did and thought about to complete the information in the organizer.

Learning Target The organizer below provides a few moments students may select as providing a clear and vivid picture of the land rush and the people involved. Students may have identified more or different moments than what is shown below. What’s important is that students are able to articulate what each moment reveals and what the author is doing as a writer to bring the event to life.

Moment that gives What each moment reveals What the author is doing as a clear and vivid about the land rush and the a writer to bring the event picture of the land people involved and the people to life. rush and the people involved “Though few settlers This reveals that the Act wasn’t The author uses figurative found the Promised just a law, but it inspired language to describe the land Land they anticipated, people to take action and move in the west, as well as how the Homestead Act westward. Although many the Homestead Act influenced definitely fueled the people didn’t find the land they settlers. desire for Americans were hoping for out west, they to fulfill their so-called still felt like they fulfilled their ’Manifest Destiny.’” dream. (lines 9-11) “April 22, 1889, This gives me a clear picture of The author uses descriptive, dawned cloudless and what the day of April 22, 1889, narrative elements to create sunny....” (lines 67-72) was like. It also helped me to a picture of the day. He/she understand what the people also uses metaphor to give waiting to claim land were like the reader a sense of how it as they waited to claim their sounded to be on the front parcel. lines of the land rush. “Settlers continued to This reveals what it was like The author uses a quotation to pour into Oklahoma....” when people were finally give an authentic perspective (lines 84-88) allowed to claim land, and the on the events of April 22nd. speed at which land was claimed The quotation uses a simile to and towns were built. create an image of what it was like when people were finally allowed to grab land.

TASK “One was a woman This reveals that women were The author uses an anecdote 1.2 from Kentucky....” (lines involved in the land rush, but to make the information 97-103) that they may not have always personal and memorable. participated in claiming land themselves. It also helps me to see that families may have had to make deals to be able to participate in the land rush. It also makes me see how desperate people were for land that they would make deals with total strangers.

Monitoring Student Thinking: Individual Work (3 minutes) Purpose: To allow students to revise what they know about what the Homestead Act and the Oklahoma Land Rush of 1889 meant for settlers and for Native Americans.

• Hand back students’ quick writes from the previous task. • Ask students to work on Part B of the Making Moments Vivid handout. • Circulate around the room as students are working to provide support and assistance with revision as needed.

Differentiation Some students may need extra support to begin or complete PART B. Consider the following adaptation to provide students with extra support:

• Model the process of comparing the information in your model paragraph to the information in your model Vivid Moments organizer, highlighting similarities and differences in the information. Then, model rewriting the paragraph to include information from the organizer. After you’ve completed the model, ask students to share what they noticed you saying, doing, and thinking as you compared the information and revised the paragraph.

Facilitating Metacognitive Work: Whole Group StepBack (3 minutes) Purpose: To make visible for students what they learned from this analysis task.

• Ask students to reflect on the task they just engaged in by discussing their responses to the following questions: o What did you learn from today’s work about how authors work as writers to create clear images? o How can you use what you’ve learned today when you read texts in the future?

Teaching Option TASK If you have not already shown students photographs and/or videos of the land rush, take about 1.2 10 to 15 minutes to do so now. Have students compare and discuss their own visualization of the event with the images in the photographs and/or videos.

You can find photographs by doing a Google Images search for “Oklahoma Land Rush of 1889.” You can find video reenactments and short documentaries about the land rush on YouTube. com. Searching “Far and Away Land Rush Scene” will produce a four-minute clip of the land rush from the movie “Far and Away” with Nicole Kidman and Tom Cruise.

Below are three links to resources. The first two links will take you to videos, and the third will take you to a collection of photographs. Links frequently become unavailable so you might find it more fruitful to use the search terms suggested above. https://www.youtube.com/watch?v=l3qpVkZkGes https://www.youtube.com/watch?v=yxaJY8UZxn4 http://www.hanksville.org/sand/realprop/gof.html

We suggest that you view and discuss the visuals fairly quickly, spending no more than 15 minutes or so on them. Since the focus of the unit is on reading informational text, the majority of instructional time should be spent with the texts themselves rather than with ancillary resources.

TASK Making Moments Vivid 1.2

Task PART A:

Working with a partner

PART B: To be completed after you participate in a whole group discussion on Part A.

Vivid Moments TASK 1.2

Moment that gives a clear and What each moment helps you What the author is doing as vivid picture of the land rush understand about the land a writer to bring the event and the people involved rush and the people involved and people to life

TASK Interpretation 1.3 Given what you’ve learned from your readings, writings, and discussions, what adjective best describes the people who were involved in the Oklahoma Land Rush of 1889? Write an explanation of your chosen adjective by drawing on evidence from across the text.

Situating the Task Duration 2 class sessions TEXT 1 “Built in a Day: The Oklahoma Land Rush” by the National Park Service 1.1 Comprehension Why This Task Now? • What do you learn about the Homestead Act This task asks students to use what they’ve and the Oklahoma Land Rush from reading learned about the Oklahoma Land Rush of 1889 this text? and the settlers through their multiple readings • What places in the text are getting in the way of and discussions of “Built in a Day” to come up your understanding? with an adjective that best captures what they 1.2 Analysis understand about the people who participated in What does the author do to give you a clear picture the land rush. The purposes of this task are for of the Oklahoma Land Rush of 1889 and the people students to: involved? • synthesize what they’ve learned about the 1.3 Interpretation settlers who took part in the Oklahoma Land Given what you’ve learned from your readings, Rush of 1889; writings, and discussions, what adjective best • practice writing effective explanations describes the people who were involved in the that include clearly stated ideas, relevant Oklahoma Land Rush of 1889? Write an explanation textual evidence to support their ideas, and of your chosen adjective by drawing on evidence from across the text. clear explanations that articulate how the evidence supports or links to their ideas; and • practice providing useful feedback to others on their work.

This task also scaffolds students toward the Writing Across Texts assignment.

Materials • “Built in a Day: The Oklahoma Land Rush” by the National Park Service • Handout: Describing the Settlers (two-page handout that includes the graphic organizer titled, Notes: Describing the Settlers) • Teacher’s completed model: Notes: Describing the Settlers for display • Chart: “Built in a Day”: Homestead Act & OK Land Rush of 1889 • Highlighters • Reader/Writer Notebook • Chart paper and markers

Teaching Approach TASK Setting Up the Task: Whole Group (3 minutes) 1.3 Purpose: To provide students with clear directions and expectations for the next task.

• Provide students with the handout titled Describing the Settlers and the accompanying graphic organizer, Notes: Describing the Settlers (found on page 41).

“Built in a Day” 41

Describing the Settlers TASK 1.3

Purpose This task builds from the work you have already done with “Built in a Day.” The purpose of this task is for you to use what you’ve learned from the text and our discussions about the settlers, the Oklahoma Land Rush, and the characteristics of effective explanations to explain what you understand about the people who participated in the Oklahoma Land Rush of 1889.

Task: Writing Prompt What adjective would you say best describes the people who participated in the Oklahoma Land Rush? Write an explanation in which you clearly state your chosen adjective and explain why this adjective accurately describes the people who participated in the land rush. Be sure to support your ideas with evidence from across the text. Keep in mind that effective explanations include clearly stated ideas, textual evidence to support your ideas, and explanations that state how the evidence supports or links to your ideas.

Steps for completing the task 1. Reread the text and review your notes and our class charts. Ask yourself: What were the people like who took place in the Oklahoma Land Rush of 1889? List a few adjectives to describe them. 2. Review your list of adjectives. Choose the adjective that you think best describes the settlers. And then ask yourself: a. Does my adjective capture what the text says about the settlers? b. Is there evidence from across the text to support my chosen adjective? 3. If the answers to the questions above are yes, then complete the graphic organizer titled, Notes: Describing the Settlers. You’ll probably have to reread sections of the text again to complete your organizer. 4. Peer review: Swap your completed organizer with a partner. Review your partner’s organizer using the questions found at the bottom of the organizer. 5. Draft your explanation. 6. Peer review: Swap your completed explanation with a partner. As you read your partner’s explanation, please do the following things: a. highlight where ideas are clearly stated, b. underline evidence used to support those ideas, and c. circle explanations that state how the evidence supports or links to your ideas. You should also note what the writer did well and what the writer could improve. 7. Revise your explanation based on feedback from your partner. 8. Write a short reflection in which you state how you revised your explanation based on your partner’s feedback. Explain what feedback you used and what feedback you didn’t use, and why.

• Review the handouts with students, giving them an opportunity to ask questions and clarify expectations. • Ask students to raise their hands if they think they already know what adjective they will use. Have a few of those students share their potential adjectives along with reasons for their selection. Refrain from approving, rejecting, or otherwise commenting on students’ adjectives. The purpose of this quick share is to see if students are thinking on the right track and to provide students who might not be sure what an appropriate adjective might be with a range of models.

Monitoring Student Thinking: Individual Work (15 minutes) Purpose: To enable students to work independently to select an adjective and gather and explain evidence from across the text to support their chosen adjective.

• Ask students to begin working through Steps 1-4 on the Describing the Settlers task. • As students are working, circulate around the room to provide support and assistance as needed. • Keep an eye out for students who are moving through the steps at a similar pace. Use this to begin to make notes of student pairings for sharing their Notes: Describing the Settlers organizers. • Once many students have a solid start on the Notes: Describing the Settlers organizer, convene the whole group to clarify the expectations for Step 5.

Important Students will move through this task at different speeds. Students who have a solid adjective from the start will move to the Notes: Describing the Settlers graphic organizer much sooner than those who do not. It’s best to have students move through the task at their own pace rather than attempting to keep them together. Bring students together as a whole group to provide them with guidance on how to review their peers’ organizers when many students are ready to begin that step.

TASK Setting Up Peer Review of Organizers: Whole Group (5 minutes) Purpose: To provide students with clear directions and expectations for how to provide their peers with 1.3 feedback on their completed Notes: Describing the Settlers organizer.

• Bring students together as a whole group. • Do a quick check-in to see how students are doing with Steps 1-3. Use this opportunity to clarify any misunderstandings that you noticed as students were working individually. Also, provide students with a few minutes to talk about their chosen adjectives. • Let students know that even though not everyone is finished with their Notes: Describing the Settlers organizer, you want to take a minute to discuss how to give feedback on the organizer. • Direct students to the questions on the Notes: Describing the Settlers organizer for reviewing a peer’s organizer. The questions are: o Does your partner’s adjective capture what the text says about the settlers? Why or why not? o Does your partner have evidence from across the text to support his/her chosen adjective? If not, what’s missing? o Do your partner’s notes explain how each quotation or piece of evidence supports his/her chosen adjective? If not, where is more explanation needed? • Ask students what they notice about the questions. Support students to see that the questions are not simply yes/no questions. Instead, the questions ask for partners to help each other by explaining places where the partner might, for example, need more evidence or need more explanation of the evidence. • Impress upon students that their role as reviewers is to help their partners gather and explain evidence to write an effective explanation.

Differentiation If students are new to peer review or struggle to provide feedback to their peers, bring students together in small groups or as a whole group and model the process of providing feedback on a completed organizer.

• Ask for a volunteer to have his/her organizer reviewed by the group. • Display an enlarged copy of the student’s completed organizer. • Working as a group, review the organizer using the three questions on the Describing the Settlers task sheet. Model providing—and helping students to provide—useful and specific feedback. • When you and the group have finished reviewing and providing feedback, ask the student to share what s/he learned from the group’s feedback and to talk about how s/he will revise the organizer given the feedback.

Important Students will engage in the rest of the lesson after they’ve completed the Notes: Describing the Settlers organizer.

Monitoring Peer Review of Organizers: Pair Work (10 minutes) TASK Purpose: To provide students an opportunity to provide their peers with feedback on their completed Notes: Describing the Settlers graphic organizer. 1.3

• Students review and give each other feedback on their completed Notes: Describing the Settlers organizer. • Students revise their organizers based on peer feedback.

Modeling Thinking and Process of Writing an Explanation: Whole Group (10 minutes) Purpose: To model for students the thinking and process of writing an explanation and to support students to understand the characteristics of an explanation.

• Tell students that you are going to model writing a paragraph based on an adjective you have selected to describe the settlers and the notes you have collected to support your chosen adjective. • Display your completed organizer. We have provided a sample, completed organizer on page 43; if you wish to complete your own organizer with a different adjective, be sure to choose an adjective that students are unlikely to select. • Tell students that as you model writing a paragraph they should pay attention to what you’re saying, doing, and thinking. • Think aloud and model writing a paragraph in which you use information from your completed organizer. As appropriate, have students participate in the writing by asking them to help you craft, revise, and/or edit the paragraph. o Talk through the process of reviewing what’s on the chart to come up with a big idea/topic sentence, grouping and organizing your ideas and evidence, and then writing the paragraph. o Help students see how you incorporate and explain evidence to support your ideas. • When you’ve finished your paragraph, identify—or have students identify—where you have clearly stated ideas, relevant textual evidence to support your ideas, and explanations that articulate how the evidence supports your ideas. These are the criteria that students will use to write their explanations in this task, in Task 2.4, and in the Writing Across Texts task. • Finally, ask students to share what they noticed you saying, doing, and thinking as you wrote the paragraph. If students do not have a great deal of experience explaining ideas in writing, record their responses on a chart titled, Explaining Ideas. Keep this chart visible for students as they write their explanations in this task, in Task 2.4, and in the Writing Across Texts task.

Differentiation Not all students will need the level of scaffolding provided above. Consider your students’ level of proficiency with writing explanations and make adjustments as needed. Below are three potential modifications.

• Instead of thinking aloud through writing the explanation, ask students to be more involved in the writing. For example, ask them to come up with a big idea/topic sentence rather than your thinking aloud to come up with them. • Rather than modeling how to write an explanation, provide students with an explanation you wrote before class and have them identify the clearly stated ideas, relevant textual evidence to support the ideas, and explanations that articulate how the evidence supports the ideas. • Skip modeling altogether. Instead, have students begin writing an explanation without a model. If you see students struggle with aspects of writing an explanation, provide a targeted model at that point.

TASK Monitoring Student Thinking: Individual Work (15 minutes) Purpose: To enable students to work independently to draft an explanation of their chosen adjective and 1.3 explain why this adjective accurately describes the people who participated in the land rush.

• Ask students to begin drafting their explanations. • As students are working, circulate around the room to provide support and assistance as needed. Identify students who do a fairly good job writing their explanations. Ask those students if they would be willing to share their work with the class, including what they did and thought about to draft the explanation. Students’ explanations do not have to be perfect. In fact, students learn a great deal from imperfect models. • When most students are finished with their draft explanation, bring students together as a whole group.

Monitoring Peer Review: Pair Work (5-7 minutes) Purpose: To enable students to share their thinking and for peers to provide feedback on the clarity of their explanations.

• Ask students to get together with a partner. You might have students partner with the same person who reviewed their organizer, or you might switch the partnerships so that students get to see and provide feedback on another student’s work. • As students read their peers’ explanations, they should do the following things: o highlight where ideas are clearly stated, o underline evidence used to support those ideas, and o circle explanations that state how the evidence supports or links to their ideas. Readers should also note what the writers did well and what could be improved. • Have pairs share their feedback and note places where they may need to revise their writing. • As students share, circulate around the room to listen in on students’ conversations. This will give you the opportunity to see what additional writing support students may need.

• Ask for a volunteer to have his/her explanation reviewed by the group. • Display an enlarged copy of the student’s explanation. • Read the paper aloud. Working as a group, review the explanation: highlight where ideas are clearly stated, underline evidence used to support those ideas, and circle explanations that state how the evidence supports or links to your ideas. • Note (1) what the writer does well and (2) what the writer can do to improve the writing. Model providing—and helping students to provide—useful and specific feedback. • When you and the group have finished reviewing and providing feedback, ask the writer to share what s/he learned from the group’s feedback and to talk about how s/he will revise the explanation given the feedback.

Facilitating Student Sharing: Whole Group (10 minutes) TASK Purposes: To enable students to see multiple models of effective explanations, to hear what the writers did and thought about to compose their explanations, and to hear how the writers plan to revise their 1.3 explanations based on feedback.

• Invite those students whom you identified previously as doing a fairly good job writing their explanations to share their explanations with the class one at a time. • Ideally, writers would display their explanations so that all students can see them. If that isn’t possible, have writers read their explanations aloud to the class. After writers share, ask them to: o Talk about what they did and thought about to compose their explanations; o Share the feedback they received from their partner; o Explain how they plan to revise their explanations based on peer feedback.

Differentiation If students need more practice with the characteristics of explanations, have them identify those characteristics (i.e., clearly stated ideas, relevant textual evidence to support ideas, and explanations that articulate how the evidence supports or links to the ideas) in the explanations that writers share.

Monitoring Student Thinking: Individual Work (10 minutes) Purpose: To provide students with the opportunity to revise their writing by implementing the feedback that they received.

• Ask students to revise their explanations based on the feedback they received. • Let students know that they don’t have to act on all of their partner’s feedback. In other words, if there’s feedback that they don’t agree with (i.e., they don’t think it will improve their explanations), they may choose to ignore it. • Students should be prepared to hand in their revisions and reflection (Step 8) at the end of this period or the beginning of the next.

Important Collect students’ explanations now or in the following lesson. Review their explanations to gauge their understanding of the text; to determine what support students need in order to develop, support, and explain their ideas effectively; and to identify student samples that may serve as models of effective explanations.

Effective explanations will include clearly stated ideas, relevant textual evidence to support ideas, and explanations that state how the evidence supports or links to your ideas. Use this knowledge and the student samples to plan follow-up mini-lessons focused on supporting students to write effective explanations.

We suggest using the samples in the following way: Identify the aspects of writing an effective explanation that many students are finding difficult. For example, many students have difficulty connecting relevant textual evidence to their ideas. Locate papers that do this effectively, and in different ways, so that students can see there are various ways to incorporate textual evidence. Ask the authors of those papers you identified if you can share their work with the class. Photocopy those papers without students’ names, and ask the class to talk about where and how the author explains how the evidence they selected supports or links to their ideas.

TASK Facilitating Metacognitive Work: Whole Group StepBack (5 minutes) Purpose: To make visible for students what they learned about the Oklahoma Land Rush and about writing 1.3 explanatory text as a result of rereading, writing about, and discussing the text with their peers.

• Let students know that in the next lesson they will be turning their attention to the second text in the unit, “The Rush to Oklahoma.” As a way to wrap up and take stock of their learning over the last few days, ask students to review the “Built in a Day”: Homestead Act & OK Land Rush of 1889 chart and share what else they learned about the Homestead Act and Oklahoma Land Rush of 1889. Record relevant responses (along with line numbers from the text) on the chart.

• Then ask students to take a few minutes to talk about how it went when they wrote their explanatory paragraphs. Have them share what they found easy and difficult about writing their paragraphs. Also invite them to share what more they need to learn about in order to develop, support, and explain their ideas effectively.

Describing the Settlers TASK 1.3

Steps for completing the task 1. Reread the text and review your notes and our class charts. Ask yourself: What were the people like who took part in the Oklahoma Land Rush of 1889? List a few adjectives to describe them. 2. Review your list of adjectives. Choose the adjective that you think best describes the settlers. And then ask yourself: a. Does my adjective capture what the text says about the settlers? b. Is there evidence from across the text to support my chosen adjective? 3. If the answers to the questions above are yes, then complete the graphic organizer titled, Notes: Describing the Settlers. You’ll probably have to reread sections of the text again to complete your organizer. 4. Peer review: Swap your completed organizer with a partner. Review your partner’s organizer using the questions found at the bottom of the organizer. 5. Draft your explanation. 6. Peer review: Swap your completed explanation with a partner. As you read your partner’s explanation, please do the following things: a. highlight where ideas are clearly stated, b. underline evidence used to support those ideas, and c. circle explanations that state how the evidence supports or links to your ideas. You should also note what the writer did well and what the writer could improve. 7. Revise your explanation based on feedback from your partner. 8. Write a short reflection in which you state how you revised your explanation based on your partner’s feedback. Explain what feedback you used and what feedback you didn’t use, and why.

TASK Notes: Describing the Settlers 1.3

Directions: In the top box, write the adjective that you feel best describes the people who participated in the land rush. In the left column, provide quotations or other evidence from “Built in a Day” that support your adjective. In the right column, jot notes that explain how each quotation or piece of evidence supports your adjective.

Adjective: Quotation or other evidence that Notes that explain how each quotation or supports your adjective piece of evidence supports your adjective

Questions for Peer Review (to be completed by your partner): a. Does the adjective capture what the text says about the settlers? Why or why not?

b. Is there evidence from across the text to support the chosen adjective? If not, what’s missing?

c. Do the notes explain how each quotation or piece of evidence supports the chosen adjective? If not, where is more explanation needed?

Teacher Model TASK Notes: Describing the Settlers 1.3

Adjective: Resolute Quotation or other evidence that Notes that explain how each quotation or supports your adjective piece of evidence supports your adjective “Most of them had no . . . and I don’t give a [darn] The border towns were extremely dangerous, but it which.” didn’t matter to the settlers. They were determined (lines 62-66) to acquire land even if it meant putting their lives in jeopardy. “A great buzz of songs . . .penned up.’” The actual day of the rush was quite challenging (69-71) for the settlers. Amidst chaos and danger, they still were forging ahead to reach their goal. “Some said . . . “ (line 73) “Noise, dust, and . . . shots were fired on more than The trip west continued to be filled with chaos and one occasion.” danger, but it didn’t deter the settlers. (lines 78-83)

It soon became obvious . . . 15 minutes.” Settlers were willing to do whatever was necessary (lines 89-94) to claim land, including make deals with strangers and commit crimes. “It is estimated that . . . Oklahoma.” (lines 96-103) “In the tents and shanties . . . simply divine.” Once settlers claimed land, they still had to face (lines 109-110) and overcome adversity.

“The Rush to Oklahoma” 47

Comprehension TASK 2.1 • What do you learn about the Oklahoma Land Rush of 1889 from reading Howard’s text? • What places in the text are getting in the way of your understanding?

Situating the Task Duration TEXT 2 1 class session “The Rush to Oklahoma” by William Willard Howard 2.1 Comprehension Why This Task Now? • What do you learn about the Oklahoma Land This task asks students to read the article, Rush of 1889 from reading Howard’s text? “The Rush to Oklahoma,” (a) to understand the • What places in the text are getting in the way author’s ideas about the Oklahoma Land Rush of of your understanding? 1889 and (b) to identify places that are difficult 2.2 Analyzing Sources or confusing. This is the first of several readings • What are the biggest differences in the content students will do of this text. This task has two of the two texts? purposes. • To what extent do differences in each author’s purpose, audience, and proximity to the event • The purpose of “a” is for students to get account for the differences in the content of the gist of the author’s ideas of the these sources? Oklahoma Land Rush of 1889 so that they have a foundation from which to work for 2.3 Analysis • What does Howard do to give you a clear later tasks. picture of the land rush and the people • The purpose of “b” is for students to involved? identify places that prevent them from fully • Which text gives you a better sense of what it understanding the author’s ideas and for must have been like to be involved in the land teachers to learn what aspects of the text rush? Why? students are finding difficult. 2.4 Interpretation What were the biggest challenges the settlers faced in participating in the Oklahoma Land Rush of 1889? Write an explanation that draws on evidence from both texts.

Materials • “The Rush to Oklahoma” by William Willard Howard • Handout: Comprehension of “The Rush to Oklahoma” • Questioning the Author lesson for “The Rush to Oklahoma” • Access to Internet or dictionary • Chart: “The Rush to Oklahoma”: OK Land Rush of 1889 • Reader/Writer Notebook • Chart paper and markers

TASK Teaching Approach 2.1 Connect to Previous Text: Whole Group (5 minutes) Purpose: To introduce the second unit text, “The Rush to Oklahoma,” and to remind students of the unit’s overarching questions.

• Remind students of the overarching questions for the unit: o What do you learn about the Oklahoma Land Rush from reading and studying these texts? o What are the characteristics of effective explanations? • Let students know that they will continue their study of these questions about the Oklahoma Land Rush of 1889 and reading informational texts by reading the second text in this unit, “The Rush to Oklahoma,” written by William Willard Howard and published in Harper’s Weekly magazine in 1889. • Tell students that this article was published less than one month after the event, and was written by someone who actually witnessed the land rush. That makes this text a primary source. The text was published in a magazine called Harper’s Weekly. This magazine was a popular and important political magazine of the time and reached over 200,000 readers each week.

Teacher Note “The Rush to Oklahoma” by William Willard Howard was placed second in this unit for two reasons.

1. “The Rush to Oklahoma” provides a firsthand account of the events that students were introduced to in “Built in a Day.” While this second text provides readers with more details about the land rush, it does not include the background of the event that readers gain from “Built in a Day.” In other words, the first unit text, “Built in a Day,” provides the background information that readers need to understand this second unit text, “The Rush to Oklahoma.” 2. “The Rush to Oklahoma” is a longer and more challenging text. There are a number of words and phrases with which students might be unfamiliar, and the sentences are longer and have more complex structures—both of these potentially causing problems for students’ comprehension. The foundation students built from reading “Built in a Day” will aid their comprehension of Howard’s longer and more challenging text.

Setting Up The Task: Whole Group (3-5 minutes) Purpose: To provide students with clear directions and expectations for the comprehension task on “The Rush to Oklahoma.”

• Provide students with the handout titled, Comprehension of “The Rush to Oklahoma” (found on pages 53-54). • Review the “Purpose” and Step 1 and Step 2 of the “Task” sections with students, giving them an opportunity to ask questions and clarify expectations.

“The Rush to Oklahoma” 53 TASK Comprehension of TASK “The Rush to Oklahoma” 2.1 2.1 Purpose Today you will read “The Rush to Oklahoma” by William Willard Howard. Unlike the author of “Built in a Day,” Howard actually witnessed the Oklahoma Land Rush of 1889. In fact, this article was published less than one month after the land rush.

This is the first of several readings you will do of this article. You’ll use the same techniques for working through this text that you did with “Built in a Day.” The difference here is that this text is longer and more challenging. The purposes of this first reading are for you to get the gist of the text’s ideas about the Oklahoma Land Rush of 1889 and to identify places that are getting in the way of your comprehension.

Task Step 1: As you read “The Rush to Oklahoma,” please do two things:

• Underline or highlight places where you learn something about the Oklahoma Land Rush of 1889. • Mark with a question mark (“?”) places in the text where you are confused or unsure about what Howard is trying to say. Don’t mark every unknown word. Instead, mark places where you are having difficulty figuring out the gist of what Howard is writing.

Tips for Reading “The Rush to Oklahoma” As you’ve probably noticed, “The Rush to Oklahoma” is a long text. It also contains some words that you may not know. Here are some tips to help you manage the length and unfamiliar words.

Length

• Monitor your feelings as you read, and use your internal reading voice to stop, question, restate, or reread if you feel overwhelmed, distracted or confused. • A long text can be chunked and treated like a series of shorter texts. Look for the natural breaks in the text. Use these as places to stop and jot a few things about what you read. • Remember that no one expects you to understand every idea and every word on a first read. If you get stuck, mark the part that you don’t get and move on to the next part of the text where you can pick up the gist and continue.

Unknown Words

• Skip over the word, especially when you’re able to get the gist of the sentence or passage. • Figure out the part of speech, or the purpose of the word in the sentence. For example, is it an adjective that describes a type of person or a plot of land? Is it an adverb that describes how a horse ran or how the people rushed to get land? Sometimes that information is enough to help you get the gist of a sentence or passage. • Read the words before and after an unknown word to see if that helps you define it. • Mark places where your overall comprehension is halted by the unknown vocabulary and move on. You can return to them at a later time.

• Review the “Tips” under Step 1 in the middle of the handout. • Invite students to ask questions and to share other tips that they use to help their comprehension during independent reading.

“The Rush to Oklahoma” 53

Comprehension of TASK “The Rush to Oklahoma” 2.1

Purpose Today you will read “The Rush to Oklahoma” by William Willard Howard. Unlike the author of “Built in a Day,” Howard actually witnessed the Oklahoma Land Rush of 1889. In fact, this article was published less than one month after the land rush.

Task Step 1: As you read “The Rush to Oklahoma,” please do two things:

Length

Unknown Words

Preparing Students to Read: Whole Group (8-10 minutes) Purpose: To provide support for students’ text comprehension by engaging them in a Questioning the Author (QtA) discussion before releasing the task to students for independent work.

Important: We have provided a QtA lesson for the entire text; however, when it is clear that students are grasping the ideas in the text, have them finish reading it independently. We recommend that you use the QtA lesson to line 78, and then determine if students are ready to read the remainder of the text independently. If they are not, use the QtA lesson to line 136, and once again determine whether students are ready to read the rest of the text independently.

TASK • Tell students that you will begin reading “The Rush to Oklahoma” aloud as they follow along on their copy of the text. Let students know that they will be participating in another Questioning the Author discussion, 2.1 as they did when they read “Built in a Day.” Remind students that you will stop reading after every one or two paragraphs so that they can discuss what they are learning. • Remind students of the two things they should be marking while reading: o Underline or highlight places where they are learning something about the Oklahoma Land Rush of 1889. o Mark with a question mark (“?”) places where they are confused or unsure of what Howard is trying to say. • Display an enlarged copy of the text. • Begin reading aloud using the QtA lesson (found on page 55) to guide the reading and discussion. As you read, mark the text in the same manner that students will mark their copies. • Each time you pause in the reading to pose questions using the QtA lesson, ask students to quickly share o what they’ve learned so far about the Oklahoma Land Rush of 1889. o places where they are confused or unsure of what Howard is trying to say. Tell students to hold their questions and confusions for now since some may become clear further in the text, others may become unimportant, and a few may need further unpacking later.

Differentiation If you feel that some students will be unable to read the text independently, continue using the QtA lesson with that group of students while the other students finish reading the text independently.

Monitoring Independent Reading: Individual Work (15 minutes) Purpose: To give students practice in reading a text on their own after they’ve been provided some support and modeling for that process with the beginning of the text.

• Ask students to finish reading “The Rush to Oklahoma,” following the directions for Step 1 on the Comprehension of “The Rush to Oklahoma” handout. • As students are reading, circulate around the room to monitor students’ progress. Be on the lookout for students who are having difficulty with staying focused or marking the text. If necessary, pull small groups of students together to read the text or review marking the text.

Important Engage students in the rest of the lesson after most have finished reading “The Rush to Oklahoma.”

• Ask students to take about 10 minutes to work on Step 2 of the Comprehension of “The Rush to Oklahoma” handout. • Circulate around the room to listen in on students’ conversations. Identify students who are doing a good job untangling places where they are confused or unsure of what Howard is trying to say. • Monitor students’ ideas during the pair work. Make mental notes of students’ misunderstandings about the text and places where they struggled. Use this knowledge to determine points that might need to be clarified during the upcoming whole group discussion.

Guiding Students to Consensus: Whole Group (10-15 minutes) TASK Purpose: To enable students to reach a common understanding about the gist of the text and to determine what students find difficult about the text. 2.1

• Bring students together as a whole group. • Invite students to share what they learned about the Oklahoma Land Rush of 1889 from this text. Have students cite line numbers and their marked moments to support what they share. There are different ways to have students share what they learned. o You might begin by having students share the moments they marked and then move from those moments to bigger ideas about what they learned. o Another option is to display an enlarged copy of the text and move through it as a whole group, inviting students to share what they learned for sections of the text. o A third option is to invite students to share in any order, making sure that all students have an opportunity to contribute their ideas. • Record students’ responses on a chart that you title “The Rush to Oklahoma”: OK Land Rush of 1889. Be sure that each item is supported with line numbers.

Learning Target Below are some examples of what students may say that they learned about the Oklahoma Land Rush from “The Rush to Oklahoma.” It’s fine at this point if students aren’t capturing everything that is written below. They will have additional opportunities to expand their understanding of the text in subsequent tasks.

• The Oklahoma Land Rush of 1889 was a significant event that had a drastic impact on the town of Guthrie. The population went from 0 to 10,000 in a day (lines 1-9, 137-140). • Weeks of preparation were necessary in order for the land rush to happen. The railway was prepared to take settlers to OK, and thousands of people camped in covered wagons waiting for the signal that they could go and claim their land (lines 13-19). • Just before noon on the day of the land rush, thousands of settlers from all over the country were ready to rush to claim the land they so desperately desired (lines 22-25). • The day of the rush was beautiful and peaceful (lines 25-31). • As soon as the signal was given, the peaceful day turned into a moment of frenzy (lines 32-39). • Traveling by train was dangerous. The trains were packed with anxious people, some of whom jumped out of the windows of the trains before they stopped moving (lines 71-78, lines 99-109). • Upon arrival, the settlers thought the land was beautiful (lines 79-88). • Although the government tried to stop “sooners,” they weren’t very successful. In fact, the U.S. marshals were among those who claimed the best land illegally before April 22 (lines 44-50, 113-123, 125-128, 130-136). • Not all settlers were pleased with the situation in Guthrie, and many returned home the day following the land rush (lines 147-153). • The “beautiful” land wasn’t quite so beautiful. It was “red dust” (lines 153-162). • There wasn’t enough food or water, and the food was expensive (lines 162-171). • Because of the food shortage and expense, settlers were literally starving (lines 173-178). • After a few days, things settled down. There was enough food and water, and Guthrie was your average frontier town (lines 180-183).

TASK • Next, invite a few students to share moments that got in the way of their understanding of what Howard is trying to say, how they untangled those moments, and what they now understand those 2.1 moments to mean. After one person shares, ask if there are others who marked the same moments and what they now understand about those moments. • If students have areas of difficulty or confusion that they could not untangle, invite others to help, or jump in to provide guidance and clarity quickly and/or to direct students to available resources to quickly locate what is needed. • Finally, ask students what they found most interesting or surprising about the text.

• Remind students of their earlier conversation about how to handle a long text and a text with many unfamiliar words. Ask students to share which of the “Tips” they drew on when reading this text. • Encourage students to share any new tips they have for managing comprehension of a text.

Comprehension of TASK “The Rush to Oklahoma” 2.1

Task Step 1: As you read “The Rush to Oklahoma,” please do two things:

Length

• Monitor your feelings as you read, and use your internal reading voice to stop, question, restate, or reread if you feel overwhelmed, distracted, or confused. • A long text can be chunked and treated like a series of shorter texts. Look for the natural breaks in the text. Use these as places to stop and jot a few things about what you read. • Remember that no one expects you to understand every idea and every word on a first read. If you get stuck, mark the part that you don’t get and move on to the next part of the text where you can pick up the gist and continue.

Unknown Words

TASK Step 2: Work with your partner to: 2.1 • share and discuss places where you are learning something about the Oklahoma Land Rush of 1889. Try to restate these places in your own words. • share places where you were confused or unsure about what Howard is trying to say. Do what you can to figure out the meaning and restate the trouble spots in your own words. That will mean doing things like looking up words on the Internet or in a dictionary, talking your ideas out with your partner, and rereading the sentences or paragraphs before and after the moment to see what insight they provide.

Questioning the Author Lesson TASK “The Rush to Oklahoma” 2.1

Read Lines Say and/or Ask Elicit Notes/ Options 1-12 In the last text we Howard is talking about how quickly the town It might discussed the meaning of Guthrie was built. It went from no people to be helpful of the idiom “Unlike more than ten thousand in one day. to have a Rome, the city of Guthrie student was built in a day.” How restate the does this idiom reflect meaning of the information in the the idiom first section? before asking the question. 13-19 What did we learn in From the trains getting ready to carry the this section? settlers to the wagons gathering nearby, everyone is preparing for the big day. 20-31 What image is Howard It is a beautiful, peaceful day. creating of the day of the land rush? 32-39 How have things The peaceful day has turned hectic as the changed? settlers begin heading west. 40-56 What happened here? When settlers reached the land, many discovered that people (sooners) already had staked their claim illegally. 57-64 What did we learn Not only did settlers travel by train and horse about this group of and wagon, but also some traveled on foot and settlers? were quite successful. 65-78 What did we find out They were so crowded with people that it was about the trains? quite dangerous. 79-90 (Stop What picture are we With its beautiful trees and green forests, the after the getting of the new land? land was breathtaking. words April afternoon.) 90-109 (Start What’s the problem? The settlers who rode the train and got there with the late realized that people had gone ahead of words Men Follow up: How do the them and claimed land. who had.) settlers handle the situation? They didn’t have time to worry about it. They were in such a hurry to claim what land was left that they literally were climbing on top of each other to get off the train.

TASK 110-123 How does this It wasn’t only settlers who obtained the land 2.1 conversation connect illegally, but government officials also illegally with what we just staked claim to land. discussed? 124-136 How did the arriving The settlers argued with the marshals but it settlers handle the did no good. The marshals weren’t about to situation with the leave. So, the settlers held out hope that the United States marshals? government would intervene and solve the problem. 137-146 Describe the scene in Thousands and thousands of people continued Guthrie. to arrive, and tents and houses began to cover the land. 147-180 How are things looking Not so good. The reality of the red dust has (Stop after now for the settlers? replaced the excitement of the “beautiful land.” the word Why? It’s hot and dusty, and food and water are water- scarce. peddlers) 180-183 How did things turn Once the initial rush was over, things settled out for the settlers in down, and the town of Guthrie was similar to Guthrie? other typical frontier towns.

Analyzing Sources TASK 2.2 • What are the biggest differences in the content of the two texts? • To what extent do differences in each author’s purpose, audience, and proximity to the event account for the differences in the content of these sources?

Situating the Task Duration TEXT 2 1 class session “The Rush to Oklahoma” by William Willard Howard 2.1 Comprehension Why This Task Now? • What do you learn about the Oklahoma Land Now that students have read and studied the Rush of 1889 from reading Howard’s text? information in both unit texts, they are ready • What places in the text are getting in the way to study the differences in the content of the of your understanding? texts and to consider what accounts for those 2.2 Analyzing Sources differences. This task is designed for students • What are the biggest differences in the content to work like historians to explore how each of the two texts? author’s purpose, audience, and proximity to • To what extent do differences in each author’s the events shape the content of the text. The purpose, audience, and proximity to the event purposes of this task are for students to: account for the differences in the content of these sources? • identify the biggest content differences in the two sources; 2.3 Analysis • What does Howard do to give you a clear • determine when, why, and for whom these picture of the land rush and the people sources were written; involved? • analyze the extent to which differences • Which text gives you a better sense of what it in each author’s purpose, audience, and must have been like to be involved in the land proximity to the events account for the rush? Why? differences in content of the texts; and 2.4 Interpretation • understand the importance of consulting What were the biggest challenges the settlers faced primary and secondary sources when in participating in the Oklahoma Land Rush of 1889? studying an event. Write an explanation that draws on evidence from both texts.

Materials • “The Rush to Oklahoma” by William Willard Howard • “Built in a Day: The Oklahoma Land Rush” by the National Park Service • Chart: “The Rush to Oklahoma”: OK Land Rush of 1889 • Chart: “Built in a Day”: Homestead Act & OK Land Rush of 1889 • Handout: Comparing Sources • Chart: Comparing Sources: Reasons for Differences • Reader/Writer Notebook • Chart paper and markers © 2015 University of Pittsburgh – English Language Arts Unit, Grade 5: The Oklahoma Land Rush 58 “The Rush to Oklahoma”

TASK Teaching Approach 2.2 Connecting to the Previous Lesson: Whole Group (3 minutes) Purpose: To refresh students’ memories about the ideas in “The Rush to Oklahoma.”

• Ask a few students to share what new information they learned about the Oklahoma Land Rush of 1889 from reading the second text, “The Rush to Oklahoma.” • If students need support, display the chart, “The Rush to Oklahoma”: OK Land Rush of 1889.

Setting Up the Task: Whole Group (3 minutes) Purpose: To provide students with clear directions and expectations for the next task.

• Provide students with the handout titled, Comparing Sources (found on pages 64-65).

64 “The Rush to Oklahoma”

TASK Comparing Sources 2.2

Purpose As you know, the first unit text, “Built in a Day,” is a secondary source and was written long after the Oklahoma Land Rush of 1889. The second unit text, “The Rush to Oklahoma,” is a primary source and was written shortly after the event. Additionally, both texts were written for different audiences and for different purposes. The purpose of today’s task is to explore how these differences shape the information that each author provides.

Task PART A

With a partner, skim through both articles and your notes to complete the charts below. Draw on evidence from the text to support your responses. Be prepared to share your ideas and evidence with others.

“Built in a Day: Oklahoma Land Rush” Who wrote it? When was it written? Why was it written? Who was it written for?

“The Rush to Oklahoma” Who wrote it? When was it written? Why was it written? Who was it written for?

• Review the “Purpose” and “Task” sections, giving students an opportunity to ask questions and clarify expectations. Let students know that they should work on and discuss Part A before moving to Part B, but that you are reviewing the entire task with them now so that they can get a sense of the whole before working on the individual parts. • Let students know that they are coming up with educated, text-based interpretations about why (purpose) and for whom (audience) these texts were written.

Monitoring Student Thinking: Pair Work (5-7 minutes) Purpose: To enable students to work together to share their ideas about when, why, and for whom these sources were written.

• Ask students to work in pairs to complete Part A of the handout. • Circulate around the room to listen in on students’ conversations. Make mental notes of pairs who have particularly interesting or insightful ideas about the purpose and audience based on evidence in the texts.

TASK Differentiation If students have limited practice determining the purpose and audience of texts, think aloud 2.2 coming up with the purpose and audience of “Built in a Day,” before asking students to do the same in pairs for “The Rush to Oklahoma.” As you think aloud, demonstrate how you are referring to the text to come up with your interpretations.

Learning Target Below are examples of valid interpretations and evidence.

“Built in a Day: The Oklahoma Land Rush” Who wrote it? When was it Why was it Who was it written? written? written for? • National Park • 2001 • to report history • 21st century Service • over 100 years • to provide audience • government after the events information about • current people agency (evidence: an important • people who want • someone who did publication date) historical event to learn about not experience the • to provide the history of event (evidence: information about Oklahoma, the publication date) the history of Oklahoma Land • someone who Oklahoma, the Rush, treatment researched the Oklahoma Land of Native event from reading Rush, treatment Americans, and other sources, of Native the Homestead Act including Howard’s Americans, and the (evidence: text (evidence Homestead Act publication date; [from “Built in a (evidence: author author writes Day”]: lines 84-88, writes about all of about all of the 105-106) the above topics; above topics) author situates the Oklahoma Land Rush and the treatment of Native Americans within the history of Oklahoma and the United States.)

TASK “The Rush to Oklahoma” 2.2 Who wrote it? When was it Why was it Who was it written? written? written for? • William Willard • 1889 • to provide • 19th century Howard • shortly after the information about audience • A direct observer event a current event (evidence: of the event (evidence: (evidence: this publication date; (evidence: lines publication date) was written by a outdated language 110-123) reporter shortly such as “wont,” after the event) “well-nigh,” • to provide “forenoon”) information • men (evidence: “To about an event the conservative that is sure to Eastern man…” be significant lines 9-10) (evidence: lines 8-12, 50-56) • to provide readers a glimpse into an event that was astounding, a sight to see (evidence: lines 8-12, 68-78, 99-109)

Facilitating Student Sensemaking: Whole Group (7-10 minutes) Purpose: To enable students to reach a common understanding about when, why, and for whom these sources were written.

• Convene the whole group. • Facilitate a discussion in which students share the information they recorded on their charts for Part A. Be sure that students support their ideas and interpretations with evidence from the texts. Invite those students who had particularly interesting or insightful ideas to share them during this discussion. Monitoring Student Thinking: Pair Work (10-15 minutes) Purpose: To enable students to work together to identify the biggest differences in the content of the texts and to explore the extent to which the authors’ purpose, audience, and proximity to the events account for these differences.

• Ask students to work in pairs to complete Part B of the task. • Remind students that the reasons they come up with should be text-based and/or based on what they

know about the period during which these authors wrote. TASK • Circulate around the room to listen in on students’ conversations. Make mental notes of pairs who have particularly interesting or insightful ideas and interpretations. 2.2

Important Students who have studied Native American history in the United States and westward expansion of the U.S. population may have a great deal to say for Part B of the task. When pairing students, you may want to consider asking students with a great deal of knowledge about these topics to work with students who have little knowledge. As students are working, be sure to remind them that they should draw on evidence from the text to support their responses.

Facilitating Student Sensemaking: Whole Group (10 minutes) Purpose: To provide an opportunity for students to discuss the biggest differences in the content of the texts and to explore the extent to which author’s purpose, audience, and proximity to the events account for these differences.

• Convene the whole group. • Invite students to share the biggest differences they identified between the two sources. Record those on the board or chart paper. • Next, go through each of the differences one at a time. Invite students to share and discuss reasons for the differences. Guide students to consider how differences in purpose, audience, and proximity to the event shape the content that the authors know, share, and deem important. • Invite those students who had particularly interesting or insightful ideas to share them during this discussion. • As students share, capture their thinking on the class chart that you title, Comparing Sources: Reasons for Differences. Encourage students to add new thinking to their own Comparing Sources handouts.

TASK Learning Target 2.2 Below are examples of the biggest content differences between the texts and reasons for those differences:

Biggest Differences in the Reasons for the Differences Content of the Sources When coming up with possible reasons for the differences, consider the author and when, why, and for whom the author was writing. Author of text 1 provides The author of text 1 is writing for a 21st century audience. information about the Homestead The author’s purpose is to provide information about an Act (lines 1-38, 129-131). important historical event, the Oklahoma Land Rush of 1889. In order to fully understand that event, one needs Author of text 2 does not. knowledge of the Homestead Act. The author cannot assume that his/her audience possesses that knowledge.

In text 2, Howard is writing for a 19th century audience who probably knew about the Homestead Act. Author of text 1 provides Part of text 1’s purpose is for readers to understand how information about the effects of unfairly Native Americans were treated over the years. the Homestead Act and Oklahoma The text provides a number of examples where Native Land Rush on Native Americans Americans were forced from their land. Discussing the (lines 1-51, 111-121, 132-137). effects the Homestead Act and the Oklahoma Land Rush had on Native Americans supports that purpose. Author of text 2 does not. Because text 2 was written during a time when the rights of Native Americans were nonexistent, there is no reason for the author to mention the effects that the Homestead Act and the Oklahoma Land Rush had on them. Author of text 1 mentions that Text 1 was written in the 21st century, when women women were involved in the land have equal rights. The author was making the point that rush (lines 95-102). although women didn’t have many rights during the time of the land rush, they were allowed to claim land. Author of text 2 does not mention women. Text 2 was written during a time when women did not have equal rights, so there was no need to mention them. Also, the author’s intended audience was males, so there was no need to mention that women were included in the land rush. Howard’s omission of women is in a similar vein to his omission of Native Americans. Author of text 1 provides The author in text 1 is looking back and reflecting on the information about the legacy role this land rush and other land rushes played in the of the land rush. The author history of our country. contextualizes the event in the history of the U.S. (lines 1-51, The author in text 2 provides information on a current 114-137). event. He does not know what role this event will have in our country’s history. Author of text 2 does not.

Biggest Differences in the Reasons for the Differences TASK Content of the Sources When coming up with possible 2.2 reasons for the differences, consider the author and when, why, and for whom the author was writing. Author of text 2 expresses his While in the midst of any controversial or unfair event, anger about the lawlessness of people’s emotions are at their peak. Because Howard is the U.S. marshals (lines 130-136). writing his article during the time of the event, he is quite angry about the lawlessness of the U.S. marshals. Their Author of text 1 mentions that job was to keep people off the land until April 22, but they sooners claimed land prior to ended up being among those who claimed the best land April 22, but does not mention for themselves. marshals (lines 89-94). The author of text 1 must be aware of the lawlessness of the U.S. marshals given that s/he consulted Howard’s text when writing “Built in a Day.” Perhaps the author did not think the information about the U.S. marshals was important to understanding the event. Author of text 2 provides Text 2 describes a current event. The days following that information about the two days event would be interesting to readers, especially since following the land rush (lines they provide an interesting contrast to the energy and 141-165). enthusiasm of the day of the land rush.

Author of text 1 only includes Because a purpose of text 1 is to provide an overview information about the day of the of the event and its role in our country’s history, it is not land rush. necessary to provide details about the days following the event.

Facilitating Metacognitive Work: Whole Group StepBack (10 minutes) Purpose: To make what and how students learned visible to themselves and others. To help students see how different aspects of the task supported their learning.

• Discuss responses to the following questions with students: o What did you learn by engaging in this task? o What supported your learning? o How will you use what you learned when you read texts in the future? o Why is it important to consult both primary and secondary sources when studying an historical event?

TASK Comparing Sources 2.2

Task PART A

“Built in a Day: The Oklahoma Land Rush” Who wrote it? When was it written? Why was it written? Who was it written for?

“The Rush to Oklahoma” Who wrote it? When was it written? Why was it written? Who was it written for?

PART B—You’ll complete this part of the task after a discussion of Part A. TASK 1. Reread the texts and your notes, and review the charts that we created after reading each of the unit 2.2 texts. With your partner, identify the two or three biggest differences in the content of the texts. Write those differences in the left column of the chart. 2. Then—based on what you know about the author and when, why, and for whom the author was writing—come up with possible reasons for those differences. Write your reasons in the right column.

TASK Analysis 2.3 • What does Howard do to give you a clear picture of the land rush and the people involved? • Which text gives you a better sense of what it must have been like to be involved in the land rush? Why?

Situating the Task Duration TEXT 2 2 class sessions “The Rush to Oklahoma” by William Willard Howard 2.1 Comprehension Why This Task Now? • What do you learn about the Oklahoma Land Now that students have read the text twice Rush of 1889 from reading Howard’s text? and have worked to compare the information in • What places in the text are getting in the way Howard’s text to “Built in a Day,” they are ready of your understanding? to examine how Howard works as a writer to 2.2 Analyzing Sources create clear and vivid pictures of the land rush • What are the biggest differences in the content and the people involved. The purposes of this of the two texts? third task are for students to: • To what extent do differences in each author’s purpose, audience, and proximity to the event • study how the author works as a writer to: account for the differences in the content of o incorporate vivid descriptions and these sources? figurative language to bring the event to life; 2.3 Analysis • What does Howard do to give you a clear o use quotations and first-person picture of the land rush and the people accounts to provide authentic involved? perspectives; and • Which text gives you a better sense of what it • compare Howard’s text to “Built in a Day” must have been like to be involved in the land to draw conclusions about which author rush? Why? provides a better sense of the land rush 2.4 Interpretation and why. What were the biggest challenges the settlers faced in participating in the Oklahoma Land Rush of 1889? Write an explanation that draws on evidence from both texts.

Materials • “The Rush to Oklahoma” by William Willard Howard • “Built in a Day: The Oklahoma Land Rush” by the National Park Service • Handout: Howard: Making Moments Vivid (two-page handout that includes the graphic organizer titled, Howard: Vivid Moments) • Graphic Organizer from Task 1.2: Vivid Moments • Reader/Writer Notebook • Chart paper and markers

Teaching Approach TASK Setting Up the Task: Whole Group (3 minutes) 2.3 Purpose: To provide students with clear directions and expectations for the next task on “The Rush to Oklahoma,” in which they’ll analyze how the author works as a writer to create moments that provide vivid and clear pictures of the land rush and the people involved.

• Provide students with the handout titled, Howard: Making Moments Vivid (found on page 71).

“The Rush to Oklahoma” 71

Howard: Making Moments Vivid TASK 2.3

Purpose Just as with “Built in a Day,” readers learn a great deal of information about the Oklahoma Land Rush of 1889 from reading “The Rush to Oklahoma.” Howard provides readers with a first-hand account of what it was like to be in Oklahoma and participate in the land rush on that April day. The purpose of this task is for you to study what the author does to give readers a vivid and clear sense of the Oklahoma Land Rush.

Task PART A:

1. Just as you did with “Built in a Day,” reread the text and highlight the moments (or places) that give you the clearest and most vivid picture of the land rush and the people involved. Look for those moments that help you “see” what the event and people were like. 2. Complete the provided graphic organizer. a. In the left column, write the moments you identified. b. In the middle column, explain what each moment helps you understand about the land rush and the people involved. c. In the right column, describe as best you can what the author is doing as a writer to bring the event and people to life. 3. Share your graphic organizer with a partner.

PART B: To be completed after you participate in a whole group discussion of Part A.

Working with a partner, compare the information in the Vivid Moments and Howard: Vivid Moments organizers, noting similarities and differences in what the authors do to bring the event and the people to life. Then, respond to the following question:

• Which text gives you a better sense of what it must have been like to be involved in the land rush? Why?

Monitoring Student Thinking: Individual Work (10 minutes) Purpose: To provide students with the opportunity to study moments in the text that provide a clear and vivid picture of the land rush, explain what they learn from those moments, and explain what the author does as a writer to bring the land rush to life.

• Ask students to complete Steps 1 and 2 of Part A of the Howard: Making Moments Vivid handout. • Circulate around the room to monitor students’ progress. Be on the lookout for students who are having difficulty getting started or getting beyond identifying vivid moments.

Differentiation Some students may need extra support to begin or complete Part A. Consider the following adaptations to provide students with extra support:

• Model the process of skimming the first few paragraphs of the text and locating moments where Howard is creating a clear and vivid picture of the land rush. As you skim, think aloud about what you’re seeing in the text. This will allow students to hear what you are looking for as you skim the text for vivid moments. After you finish, discuss with students what they heard you say. Chart and post students’ thinking to serve as a guide for them. • Before students begin, ask them to review their notes from Task 1.2 on “Built in a Day.” Have students share how the moments they selected bring the event to life. Have students use their thinking from Task 1.2 as a place to begin when studying moments in Howard’s text.

TASK Monitoring Student Thinking: Pair Work (5 minutes) Purpose: To enable students to share their moments and thinking about how the author works as a writer to 2.3 create vivid images in this text.

• Ask students to get with a partner to share their organizers. • Circulate around the room and listen in on students’ conversations. This will help to inform where you should begin the whole group discussion of students’ responses.

Important As you listen in on students’ conversations, make mental notes about which students were successful in identifying moments where Howard creates vivid images of the land rush and the people involved, articulating what the moments helped them to understand, and explaining what Howard did as a writer to bring the moments to life. Use that information to decide how to orchestrate the whole group discussion.

• If most students’ explanations of the moments are valid and complete, then you might simply have students note the similarities and differences in the organizers. Students will naturally talk about what the author did as a writer as they engage in this discussion. • If there are only a few students who have valid and complete organizers, you might consider asking those students to explain their organizers and what they did to complete them.

As in Task 1.2, you’ll also want to note Howard’s methods that are apparent in the moments that students have selected and highlight and name those methods for students if they don’t name them during the whole group discussion. For example, you may find that many of the selected moments use metaphors, similes, or personification, or that students have selected quotations or Howard’s use of a first-person account. If students don’t name these methods during the whole group discussion, you’ll want to draw their attention to and name these methods for them.

Facilitating Student Sensemaking: Whole Group (5 minutes) Purpose: To enable students to share their thinking with the whole group and to come to a shared understanding of what they learn from the vivid moments and about what Howard does as a writer to bring the land rush to life.

• Engage students in a discussion about their organizers. See the above “Important” note for ways to structure the whole group discussion. • Encourage various students to explain their organizers and what they did and thought about to complete the information in the organizer.

Learning Target TASK The organizer below provides a few moments students may select as providing a clear and 2.3 vivid picture of the land rush. Students may have identified more or different moments than those shown below. What’s important is that students are able to articulate what each moment reveals and what the author is doing as a writer to bring the event to life.

Moment that gives a clear What each moment helps What the author is doing and vivid picture of you understand about as a writer to bring the the land rush and the the land rush and the event and people to life people involved people involved “At twilight the camp-fires of This reveals that many Howard uses descriptive ten thousand people gleamed people had taken over an language to create an image on the grassy slopes…” area that was once only of what Cimarron Valley (lines 6-8). populated by animals. looked like the night before the land rush. He also provides details about the animals to show contrast between what the valley looked like when he observed it and what it looked like 24 hours prior. “The horsemen had the best This reveals the course The author uses simile to of it...”(lines 40-42). people took when the land compare the path of the rush began. They didn’t riders to a fan. He also gives all rush to the same spot; a bird’s-eye view creating they spread out in different the image of what the riders directions for miles. looked like from above. “It was an eager and an This tells me how the people The author uses adjectives exuberantly joyful crowd...” felt both as they entered the and adverbs to describe the (lines 88-94). area where they thought they people. were going to set up a town and when they realized that sooners had gotten there before them. “I ran with the first of the This reveals the thinking The author provides a crowd...”(lines 110-123). of the marshals who acted first-person account—his as sooners to claim land. It own interaction with the gives the reader the sense marshal—and dialogue that the marshals felt to provide the reader with they did nothing wrong by insights into some of the claiming land early. participants of the land rush.

TASK Monitoring Student Thinking: Pair Work (5-7 minutes) Purposes: To allow students to compare how both authors created clear and vivid images and to draw 2.3 conclusions about which author provides a better sense of what it must have been like to participate in the land rush and why; to use writing as a tool for thinking, a way for students to pull their thoughts together and discover what they know and think.

• Ask students to work on Part B of the Howard: Making Moments Vivid handout. • Circulate around the room as students are working to provide support and assistance as needed. Look for pairs who have solid explanations of which author provides a better sense of what it must have been like to participate in the land rush and why. Let students know that you will call on them to share their thinking with the whole group.

Differentiation Some students may need extra support to begin or complete Part B. Consider the following adaptation to provide students with extra support:

• Model the process of comparing the information in the Vivid Moments and the Howard: Vivid Moments organizers, highlighting similarities and differences in the ways in which the authors bring the event and the people to life. Ask students to share which text they think best brought the event to life and why. As students share, note their ideas and push students to support their ideas with evidence from both texts. Then, model writing a paragraph using the information captured during students’ discussions. Discuss with students what they heard you say and chart their thinking.

Monitoring Student Thinking: Whole Group (10 minutes) Purpose: To enable students to share their thinking with the whole group about which author gave a better sense of what it must have been like to be involved in the land rush.

• Convene the whole group. • Ask each selected pair to present their response to the question: o Which text gives you a better sense of what it must have been like to be involved in the land rush? Why? • As each pair shares their response, encourage others to add to what is being said and to ask questions.

Facilitating Metacognitive Work: Whole Group StepBack (3 minutes) Purpose: To make visible for students what they learned from this analysis task.

• Ask students to reflect on the task they just engaged in by discussing their responses to the following questions: o What more did you learn from today’s work about how authors work as writers to create clear images? o How can you use what you’ve learned today when you read texts in the future?

Howard: Making Moments Vivid TASK 2.3

Task PART A:

PART B: To be completed after you participate in a whole group discussion of Part A.

• Which text gives you a better sense of what it must have been like to be involved in the land rush? Why?

TASK Howard: Vivid Moments 2.3

Interpretation TASK 2.4 What were the biggest challenges the settlers faced in participating in the Oklahoma Land Rush of 1889? Write an explanation that draws on evidence from both texts.

Situating the Task Duration TEXT 2 2 class sessions “The Rush to Oklahoma” by William Willard Howard 2.1 Comprehension Why This Task Now? • What do you learn about the Oklahoma Land This task asks students to use what they’ve Rush of 1889 from reading Howard’s text? learned from both texts to explain the biggest • What places in the text are getting in the way challenges the settlers faced in participating in of your understanding? the Oklahoma Land Rush of 1889. The purposes 2.2 Analyzing Sources of this task are for students to: • What are the biggest differences in the content of the two texts? • synthesize what they’ve learned from both • To what extent do differences in each author’s texts about the Oklahoma Land Rush of purpose, audience, and proximity to the event 1889; and account for the differences in the content of • practice writing effective explanations these sources? that include clearly stated ideas, relevant textual evidence to support their ideas, and 2.3 Analysis • What does Howard do to give you a clear clear explanations that articulate how the picture of the land rush and the people evidence supports or links to their ideas. involved? This task also scaffolds students toward the • Which text gives you a better sense of what it Writing Across Texts assignment. must have been like to be involved in the land rush? Why? 2.4 Interpretation What were the biggest challenges the settlers faced in participating in the Oklahoma Land Rush of 1889? Write an explanation that draws on evidence from both texts.

Materials • “Built in a Day: The Oklahoma Land Rush” by the National Park Service • “The Rush to Oklahoma” by William Willard Howard • Handout: Settler Challenges • Chart: “The Rush to Oklahoma”: OK Land Rush of 1889 • Chart: “Built in a Day”: Homestead Act & OK Land Rush of 1889 • Chart: Explaining Ideas (Task 1.3) • Reader/Writer Notebook • Chart paper and markers

TASK Teaching Approach 2.4 Setting Up the Task: Whole Group (3 minutes) Purpose: To provide students with clear directions and expectations for the next task.

• Provide students with the handout titled, Settler Challenges (found on page 79).

“The Rush to Oklahoma” 79

Settler Challenges TASK 2.4

Purpose Being a participant in the Oklahoma Land Rush of 1889 wasn’t easy. The authors of both unit texts show some of the challenges the settlers faced. The purpose of this task is for you to use what you’ve learned from both texts and about writing effective explanations to explain the biggest challenges the settlers faced in being part of the Oklahoma Land Rush of 1889.

Task PART A

Step 1: Reread both texts and mark with a “C” moments that reveal challenges the settlers faced in participating in the land rush. Each time you mark a place with a C, jot a few words to name the challenge.

Step 2: Review your marked moments to come up with a list of the challenges the settlers faced. Record your list in your Reader/Writer Notebook.

Step 3: Compose a quick write in your Reader/Writer Notebook to answer the following question. Be sure to support your explanation with evidence from both texts.

• What were the biggest challenges the settlers faced in participating in the Oklahoma Land Rush of 1889?

PART B—You’ll complete this part of the task after a whole group discussion of Step 3.

Step 4: Revise your quick write so that it meets the characteristics of an effective explanation. That means your quick write should have clearly stated ideas, textual evidence to support your ideas, and explanations that state how the evidence supports or links to your ideas.

• Review the handout with students, giving them an opportunity to ask questions and clarify expectations.

Monitoring Student Thinking: Individual Work (15 minutes) Purposes: To enable students to work independently to determine the challenges the settlers faced in being part of the Oklahoma Land Rush of 1889; to use writing as a tool for thinking, a way for students to pull their thoughts together, and discover what they know and think.

• Ask students to work through Steps 1-3 on the Settler Challenges task. • As students are working, circulate around the room to provide support and assistance as needed.

Differentiation Some students might find it beneficial to share their marked moments and list of challenges (Steps 1 and 2) before they begin their quick write (Step 3). If that’s the case with your students, take a few minutes to engage them in a whole group discussion or have them share their ideas in trios before they begin Step 3.

Monitoring Student Thinking: Pair Work (5 minutes) Purpose: To provide a safe environment with high accountability for students to share their quick writes regarding the biggest challenges settlers faced in participating in the Oklahoma Land Rush of 1889.

• Ask students to share their quick writes in pairs. Have them listen for the similarities and differences in their responses. • Circulate around the room and listen in on students’ thinking. Make mental notes of the range of student ideas so that you can be sure that these ideas are explored and discussed in the upcoming inquiry-based discussion.

Setting Up the Inquiry-Based Discussion: Whole Group (3 minutes) TASK Purpose: To provide clear expectations for student and teacher roles in the upcoming inquiry-based discussion. 2.4

• Bring students together as a whole group. Ask them to put their desks in a horseshoe or circle so they can see each other. • Explain to students that they will engage in an inquiry-based discussion to discuss their responses to the question: What were the biggest challenges the settlers faced in participating in the Oklahoma Land Rush of 1889? • Let students know that this is an opportunity for them to share their ideas with their peers, to hear what their peers think, and to reshape their own thinking. • Let students know that you will not be a direct participant in the discussion. Instead, you will facilitate the discussion and take notes on their ideas. That means that students should talk to each other rather than to you.

Facilitating Student Sensemaking: Whole Group Inquiry-Based Discussion (15-20 minutes) Purposes: To provide students the opportunity to engage in an academic discussion with their peers to explore the biggest challenges the settlers faced in being part of the Oklahoma Land Rush of 1889. To provide students the opportunity to practice how to develop, support, and explain an idea using textual evidence.

• Facilitate an inquiry-based discussion in which students share their responses to the following question: o What were the biggest challenges the settlers faced in participating in the Oklahoma Land Rush of 1889? • As the discussion is winding down, ask the class to help you summarize the ideas that surfaced during the discussion. As part of the summary, ask students to cite the relevant pieces of evidence to support the ideas and to explain how the evidence supports or links to those ideas. Consider charting what students say so that they have a visual record of the discussion and to reinforce how to develop, support, and explain ideas using textual evidence.

Teacher Note Your role as the facilitator of the discussion includes:

• encouraging all students to participate. • reminding students, when necessary, to anchor their ideas in moments from the text. • reminding students, when necessary, to explain how the textual evidence they cite supports or links to their ideas. • tracking students’ ideas so that you can track and share the progress of the discussion. • reminding students to talk directly to each other; agree, disagree, or otherwise build on each other’s ideas; use textual evidence to support their ideas; and request textual evidence from peers when they offer unsupported ideas. Additional support for leading an inquiry-based discussion is included in the Appendix.

TASK Learning Target 2.4 Below are some of the biggest challenges the settlers faced in participating in the Oklahoma Land Rush of 1889. Some of the categories below overlap and some might be combined into larger categories.

Challenge Evidence from Evidence from “Built in a Day” “The Rush to Oklahoma” Too many people for too little land 77-83, 84-88 44-51, 125-128, 147-150, 151-156 Lawlessness and disorder 63-66, 77-83, 89-94 44-56, 99-109, 110-136 Being in a frontier town; being in an 61-62 141-183 undeveloped town Getting to the land too late 89-94 44-56, 65-67, 89-98 Sooners 89-94 44-49, 110-136 Not knowing the location of good land 57-64, 106-109

Facilitating Metacognitive Work: Whole Group StepBack (5 minutes) Purpose: To make visible for students how their ideas have changed as a result of discussing them with their peers.

• Ask students to reread their quick writes about the biggest challenges settlers faced. • Then ask students to discuss how their ideas are different now that they’ve discussed them with their peers.

Monitoring Student Revision: Individual Work (15 minutes) Purpose: To enable students to work independently to revise their quick writes so that they meet the characteristics of an effective explanation.

• Ask students to complete Step 4 on the Settler Challenges task. • As students are revising their quick writes, circulate around the room to provide support and assistance as needed.

Teacher Note Take this opportunity to meet with students individually or in small groups to reinforce what they did well when writing explanations in Task 1.3 and to provide support or mini-lessons related to aspects of writing explanations that students are finding difficult.

TASK Differentiation There are several ways to modify this lesson depending on how students did with writing and 2.4 revising their explanations in Task 1.3.

• For students who would benefit from a teacher model: o Display your quick write. o Tell students that they should pay attention to what you’re saying, doing, and thinking as you revise your quick write. Think aloud and model revising your quick write to meet the characteristics of an effective explanation. o When you’ve finished, identify—or have students identify—where you have clearly stated ideas, relevant textual evidence to support your ideas, and explanations that articulate how the evidence supports your ideas. o Finally, ask students to share what they noticed you saying, doing, and thinking as you wrote the paragraph(s). If you created the Explaining Ideas chart in Task 1.3, record new responses and keep this chart visible for students as they revise their quick writes. • For students who would benefit from seeing and talking through additional models of explanations: o Identify students who do a good job writing their explanations. o Ask those students to share their work with the class one at a time, including explaining what they did and thought about to draft the explanation. o As a class, talk through the features that make the writer’s explanation effective. Have students identify where the writer has clearly stated ideas, relevant textual evidence to support ideas, and explanations that articulate how the evidence supports or links to the ideas. • For students who would benefit from having a peer provide feedback on their explanations, or who would benefit from providing feedback to a peer: o Put students in trios to review each other’s explanations. o As students review their partners’ explanations, they should: – highlight where ideas are clearly stated, – underline evidence used to support those ideas, and – circle explanations that state how the evidence supports or links to their ideas. o Readers should also note what the writers did well and what could be improved. o Have pairs share their feedback and note places where they may need to revise their writing.

Facilitating Metacognitive Work: Whole Group StepBack (5 minutes) Purpose: To make visible for students what more they learned about the Oklahoma Land Rush and about writing explanatory text as a result of rereading, writing about, and discussing the text and their writing with their peers.

• Ask students to share what they learned by engaging in today’s lesson. • Then ask students to take a few minutes to talk about how it went when they wrote their explanations. Have them compare this writing to the writing they did in Task 1.3. Ask students: o Think back to when you wrote the explanation in which you described the settlers. Compare that experience with this one. Which explanation did you find easier to write? Why? o What more do you need to learn about in order to develop, support, and explain your ideas effectively?

TASK Important 2.4 Collect students’ explanations now or in the following lesson. Review their explanations to gauge their understanding of the text; to determine what support students need in order to develop, support, and explain their ideas effectively; and to identify student samples that may serve as models of effective explanations.

Effective explanations will include clearly stated ideas, relevant textual evidence to support ideas, and explanations that state how the evidence supports or links to their ideas. Use this knowledge and the student samples to plan follow-up mini-lessons focused on supporting students to write effective explanations.

Settler Challenges TASK 2.4

Task PART A

Step 2: Review your marked moments to come up with a list of the challenges the settlers faced. Record your list in your Reader/Writer Notebook.

Step 3: Compose a quick write in your Reader/Writer Notebook to answer the following question. Be sure to support your explanation with evidence from both texts.

• What were the biggest challenges the settlers faced in participating in the Oklahoma Land Rush of 1889?

PART B—You’ll complete this part of the task after a whole group discussion of Step 3.

Writing Across Texts 83

Writing Across Texts

Based on what you know about the Oklahoma Land Rush of 1889, write a letter to people who are about to participate in the land rush of 1891 to help them be successful in their quest for land. Provide the potential settlers with several pieces of advice and explain how each piece of advice will help them overcome challenges that come with participating in a land rush. Make sure that your advice is based in evidence from both unit texts.

Situating the Task Duration 2 class sessions Overarching Questions • What do you learn about the Oklahoma Land Rush from reading and studying these texts? • What are the characteristics of effective explanations?

TEXT 1 TEXT 2 “Built in a Day: “The Rush to Oklahoma” Why This Task Now? The Oklahoma Land Rush” by William Willard Howard by the National Park Service This final task builds from the work 1.1 Comprehension 2.1 Comprehension • What do you learn about • What do you learn about the Oklahoma Land students have already done with both unit the Homestead Act and the Rush of 1889 from reading Howard’s text? Oklahoma Land Rush from • What places in the text are getting in the way texts to understand the Homestead Act and reading of your understanding? this text? the Oklahoma Land Rush of 1889. More • What places in the text are 2.2 Analyzing Sources getting in the way of your • What are the biggest differences in the content specifically, this task extends the work understanding? of the two texts? • To what extent do differences in each author’s of Task 2.4 by asking students to provide 1.2 Analysis purpose, audience, and proximity to the event What does the author do to account for the differences in the content of advice to future land rushers to help them give you a clear picture of the these sources? Oklahoma Land Rush of 1889 and overcome the challenges associated with the people involved? 2.3 Analysis • What does Howard do to give you a clear participating in a land rush. The purposes 1.3 Interpretation picture of the land rush and the people Given what you’ve learned from involved? of this task are for students to: your readings, writings, and • Which text gives you a better sense of what it discussions, what adjective must have been like to be involved in the land best describes the people who rush? Why? • synthesize and apply what they were involved in the Oklahoma Land Rush of 1889? Write an 2.4 Interpretation understand about the settlers and the explanation of your chosen What were the biggest challenges the settlers adjective by drawing on evidence faced in participating in the Oklahoma Land Rush challenges they faced to generate from across the text. of 1889? Write an explanation that draws on evidence from both texts. advice for future settlers to overcome Writing Across Texts similar challenges; Based on what you know about the Oklahoma Land Rush of 1889, write a letter to people who are about to participate in the land rush of 1891 to help them be successful in their • continue to develop their proficiency quest for land. Provide the potential settlers with several pieces of advice and explain how each piece of advice will help them overcome challenges that come with participating in a with explaining and supporting their land rush. Make sure that your advice is based in evidence from both unit texts. ideas.

Materials • “Built in a Day: The Oklahoma Land Rush” by the National Park Service • “The Rush to Oklahoma” by William Willard Howard • Handout: Writing Across Texts • Handout: Gr. 5 Writing Across Texts: Decision Tree Scoring Guide • Reader/Writer Notebook • Chart paper and markers

Teaching Approach Setting Up the Task: Whole Group (5 minutes) Purpose: To provide students with clear directions and expectations for their final task, which asks them to write across “Built in a Day: The Oklahoma Land Rush” and “The Rush to Oklahoma.”

• Provide students with the handout titled, Writing Across Texts (found on page 90).

90 Writing Across Texts

Writing Across Texts

“Built in a Day: The Oklahoma Land Rush” and “The Rush to Oklahoma”

We have spent time over the past two weeks reading, thinking, talking, and writing about “Built in a Day: The Oklahoma Land Rush” by the National Park Service and “The Rush to Oklahoma” by William Willard Howard. We examined and compared each author’s account of the Oklahoma Land Rush of 1889, and we explored how the authors used language to bring the events to life. We also discussed the many challenges the settlers faced while chasing their dreams of owning land. All of this work, along with our work on writing explanations, has prepared you for this final task.

Purpose This final task has two purposes: to apply what you’ve learned about the Oklahoma Land Rush of 1889 to help future settlers, and to practice writing effective explanations.

Task: Based on what you know about the Oklahoma Land Rush of 1889, write a letter to people who are about to participate in the land rush of 1891 to help them be successful in their quest for land. Provide the potential settlers with at least two pieces of advice and explain how each piece of advice will help them overcome challenges that come with participating in a land rush. Make sure that your advice is based in evidence from both unit texts.

A few things: • You have already done much of the thinking that is required to write this letter. For example, you have already identified the many challenges settlers faced, and you’ve written about and discussed the qualities of settlers based on what you learned in “Built in a Day.” These are good starting points for you in thinking about the advice you’ll provide to settlers. • When coming up with advice, ask yourself questions such as: o What practical things can these settlers do to overcome some of the challenges faced by the settlers of the 1889 land rush? o What personal qualities do they need to overcome some of the challenges? • As you plan and write your letter, keep in mind the qualities of an effective explanation: clearly stated ideas, evidence to support your ideas, and clear explanations that state how the evidence supports or links to your ideas. • Organize your letter so that it flows and is easy to follow. • When you quote a specific line from a text, be sure to copy it accurately, put quotation marks around it, and, in parentheses, give the author’s name and the line number(s) of the quotation. Below is an example. Notice in the example below that the part that is quoted is in quotation marks, and the period that ends the sentence comes after the parentheses.

He said it was because “the Oklahoma soil was so rich” (National Park Service, line 94).

• Review the handout with students, giving them an opportunity to ask questions and clarify expectations.

Differentiation There are several ways to engage students in this task depending on students’ proficiency with (a) developing and explaining their ideas, (b) incorporating textual evidence to support their ideas, and (c) organizing their ideas in a cohesive and easy-to-follow manner.

Some students may be able to do this task independently, while others may need teacher and peer support or model essays. The approach below provides scaffolding to support students in how to approach the task and how to generate and organize their ideas.

Monitoring Student Thinking: Individual Work (5 minutes) Purpose: To provide students with individual time to manage their own learning and consider how they will approach the work of the task; to identify what students know about how to tackle writing assignments.

• Ask students to take a few minutes individually to reread the handout and generate a list of the steps they might follow, as well as the resources they have and need to work through the task. • As students are working, circulate around the room to skim the steps and resources students generate. Identify students whose steps and resources might benefit the entire class.

Facilitating Student Sensemaking: Whole Group (5-7 minutes) Purpose: To enable students to share and learn from others about effective ways to approach and manage writing assignments.

• Ask the previously identified students to share the steps and resources they listed. Hear from multiple students. Encourage active listening by asking students to jot down or highlight the steps that they find most helpful. • Ask students to share the steps they found most helpful. If needed, work as a class to generate a list of the steps and resources they need, and a timeframe students might follow, to work through the task.

Learning Target Ideally, students would generate steps and resources similar to the ones below. Students might have additional steps, put them in a different order, or articulate the steps in very different language, but their steps should encompass the following ways of approaching and working through the task.

Support for some of these steps is provided in the “Differentiation” box below.

Students:

• review their notes from Task 2.4 about the challenges the settlers faced in participating in the 1889 land rush. Students determine which challenges future settlers can overcome and consider whether these challenges are good ones to use as the focal point of their letter. • review their notes from Task 1.3 regarding the adjective that best describes the people who were involved in the Oklahoma Land Rush of 1889. Students consider whether their chosen adjective might be something (e.g., an emotional stance or attitude) they suggest that future settlers adopt. For example, if students said the adjective that best describes settlers is “patient,” they might tell future settlers to make sure they are patient when confronted with specific challenges. • determine what advice they will provide settlers, making sure they connect their advice to specific challenges. • gather evidence from the texts and their responses to Tasks 1.3 and 2.4 to support an explanation of the challenges students’ advice will help settlers overcome. (Note that the textual evidence students gather to write their letters will be used to describe the challenges rather than determine the advice. Students will need to come up with their own advice based on the nature of the challenges.) • sketch out how they will organize their letters; determine what they’ll write about first, second, third, etc. • begin drafting the letter.

Monitoring Student Thinking: Individual Work (30 minutes) Purpose: To enable students to work independently to begin working on their letters.

• Give students about 30 minutes to work. Encourage students to bounce their ideas off their peers. • As students are working, confer with them individually or in small groups about their work. • Be on the lookout for what individual students or groups of students are finding difficult about working through this task. As needed, bring students together in small or large groups to share their work or engage in mini-lessons designed to support them to overcome difficulties. Below are some ways to support students with various aspects of this assignment.

Differentiation Students may need support with different aspects of this final task. Before stepping in to provide support, give them time to tackle the task first on their own or with a partner so you can determine what exactly students are finding difficult. Below are some suggestions for ways to support students with various aspects of this assignment.

Support for coming up with advice that is drawn from and supported by the texts:

• Ask students to create a three-column chart like the one below.

Challenge settlers Advice to overcome Why this advice would help faced in the land the challenge with the challenge rush of 1889

• Then have students review their work from Task 2.4 and then Task 1.3 to complete column 1. Students should support their identified challenges with line numbers from the text. Remind students that, as part of Task 2.4, they have already marked with a “C” places in the texts that speak to the different challenges. • After students have completed column 1, have them work to complete columns 2 and 3. Let students know that they may not be able to complete columns 2 and 3 for every challenge. In other words, they might find that some challenges cannot be overcome. • Consider whether to have students share as a whole group so that they can receive feedback on their work.

Support for organizing their ideas:

• One idea: Ask students to sketch a diagram or flow chart on chart paper that represents their thinking about how they will organize their letters. If students are debating between two different ways, encourage them to chart both. Have students review each other’s charts to provide feedback and ask questions. • A second idea: Talk with students about the different ways they might organize their letters. Then have them turn their attention to their own ideas or notes. o Have students think about whether it makes sense to begin each paragraph by describing a challenge and then providing the advice to overcome the challenge, or if it makes sense to begin each paragraph with a piece of advice and then to describe the challenge settlers will overcome by taking that advice. Let students know that either way is fine. – Example of beginning with a challenge: One of the biggest challenges the settlers faced was people who got to the best land before them. In the land rush of 1889, sooners… My advice is to scout out the land before the day of the land rush… – Examples of beginning with advice: My first piece of advice is that you scout out the land before the day of the land rush. I’m telling you this because in the land rush of 1889, a big problem was the best land was claimed… o Have students consider whether they want to organize their letter so that they provide the most important advice first, or if they want to begin with the least important advice. Again, either way is fine, but students should consider both ways before making a decision.

Support for writing about their ideas:

Show students the notes you have collected and a sketch you have created of the organization of your letter. Then model drafting various parts of the letter. Keep in mind that students are best served by seeing multiple models of the same aspect of writing. This allows them to see that there are many ways to write an introduction or conclusion, draft body paragraphs, and so on.

• Introduction: Model drafting several versions of an introduction. For example, you might model beginning your letter with a description of the 1889 land rush that draws on the vivid descriptions the class identified in Tasks 1.2 and 2.3. Show students how you transition from the description of the land rush to a clear statement of your ideas and a preview of the information that readers will encounter in the body of the letter. After writing the introduction, ask students to identify your thesis, or idea statement, and discuss how that statement connects back to the prompt.

• Body paragraphs: Model several versions of the same body paragraph. For example, you might show a model that begins with advice and another that begins with a challenge to overcome. Think through transitions that will help tie the information in the paragraph together and help with the flow of the article. After you’ve written the body paragraph, ask students to identify where you have clearly stated ideas, relevant textual evidence to support your ideas, and explanations that state how your evidence supports or links to your ideas.

• Cite information from texts: Show students how to cite information from texts by putting the author’s name and text line numbers in parentheses.

Providing Clear Expectations: Whole Group (5 minutes) Purpose: To provide students with clear expectations for how their Writing Across Texts task will be scored.

Provide each student with the handout titled, Gr. 5 Writing Across Texts: Decision Tree Scoring Guide (found on page 91).

Grade 5: Writing Across Texts Is the response a letter to settlers that Decision Tree Scoring Guide provides advice to help them successfully no yes participate in the 1891 land rush?

Does the response provide textual Does the response include evidence from both unit texts to explanations that state how the Does the response do more support the advice to settlers? evidence supports or links to the than summarize one or both advice provided? of the unit texts?

Does the response include explanations that state how the Are the explanations clear? evidence supports or links to the advice provided?

Does the response demonstrate an accurate or mostly accurate understanding of the unit texts?

Are the explanations clear?

Does the letter flow and is it easy to follow?

0 1 2 3 4 5

• Review the scoring guide with students, giving them an opportunity to ask questions and clarify expectations related to how their letters will be scored. Remind students that these letters are drafts, and so the scoring guide, along with your feedback, will help them revise their letters. • Have students notice that this scoring guide is designed to assess their understanding of the ideas in

the texts and the characteristics of effective explanations—two things they have been working on in this unit. Have students also notice that this scoring guide does not assess every aspect of their writing. For example, style and conventions are not included on this scoring guide. • Since this Decision Tree Scoring Guide may look very different from what students are used to, take a moment to explain how it works. o Begin by letting students know three key things: (1) the scoring guide is read from left to right, (2) each box presents a yes/no question, and (3) open arrows represent “yes” and lined arrows represent “no.” Point out the key in the upper right corner that shows students the difference between the “yes” and “no” arrows. o To use the Decision Tree Scoring Guide, begin with the first box in the upper left corner. If the answer to that question is yes, follow the “yes” arrow to the next box and repeat the process with the next question. If the answer is no, follow the “no” arrow to drop down to the 0 point score. Show students that sometimes the “no” arrow will take them to another question rather than directly to a point score. • Talk with students about how they can use this scoring guide to review their own or their peers’ essays once they’ve completed them.

Important The Decision Tree Scoring Guide is designed to assess students’ understanding of the ideas in the texts and their proficiency with writing effective explanations. As such, the scoring guide does not assess style or use of conventions. If you want to assess those aspects of students’ writing, please adjust the instruction and scoring accordingly. You can find two annotated and scored samples of student work on pages 92-93 and pages 94-95.

The scoring guide is most useful when it is accompanied by written or oral feedback that helps students revise their drafts with purpose and direction. When providing feedback to a student, be sure to anchor it in specific moments in the draft that relate to the criteria on the scoring guide. Point out moments where the writing successfully meets the criteria, as well as places where the writing could be revised to be more effective. Additionally, include concrete suggestions for how a student might revise his/her draft without doing the revisions for the student or taking away ownership of the writing.

Facilitating Metacognitive Work: Whole Group StepBack (10 minutes) Purpose: To provide an opportunity for students to reflect on their ways of working through the task after they have begun, including identifying what they find difficult and how they will overcome their difficulties.

• Ask students to discuss responses to the questions below: o What are you finding easy and difficult about this task? How will you work through your difficulties? o What additional support do you need from your peers or me? • Wrap up the conversation by negotiating a deadline with students for when they will turn in their drafts for peer feedback and/or your feedback.

Important Engage students in the rest of the lesson after they have completed the Writing Across Texts task.

Facilitating Retrospective Work: Whole Group (10 minutes) Purpose: To provide an opportunity for students to reflect on what they learned by engaging in a final discussion about the work of the unit.

• Facilitate a discussion in which students share their responses to the questions below: o What were the most significant things you learned over the course of this unit? Why were they significant? o How will you use what you learned? o What more are you interested in learning about?

Writing Across Texts

“Built in a Day: The Oklahoma Land Rush” and “The Rush to Oklahoma”

We have spent time over the past two weeks reading, thinking, talking, and writing about “Built in a Day: The Oklahoma Land Rush” by the National Park Service and “The Rush to Oklahoma” by William Willard Howard. We examined and compared each author’s account of the Oklahoma Land Rush of 1889, and we explored how the authors used language to bring the event to life. We also discussed the many challenges the settlers faced while chasing their dreams of owning land. All of this work, along with our work on writing explanations, has prepared you for this final task.

Purpose This final task has two purposes: to apply what you’ve learned about the Oklahoma Land Rush of 1889 to help future settlers, and to practice writing effective explanations.

He said it was because “the Oklahoma soil was so rich” (National Park Service, line 94).

© 2015 University of Pittsburgh – English Language Arts Unit, Grade 5: The Oklahoma Land Rush Writing Across Texts 91 5 yes no Does the letter flow and is it easy to follow? Are the explanations clear? Does the response include explanations that state how the evidence supports or links to the advice provided? 4 Are the explanations clear? 3

Does the response include explanations that state how the evidence supports or links to the advice provided? 2 Decision Tree Scoring Guide Tree Decision Grade 5: Writing Across Texts Texts Across Grade 5: Writing

Does the response provide textual evidence from both unit texts to support the advice to settlers? 1 Does the response demonstrate an accurate or mostly understanding of the unit texts? Does the response do more than summarize one or both of the unit texts? 0 Is the response a letter to settlers that provides advice to help them successfully participate in the 1891 land rush?

Writing Across Texts: Annotated Student Sample 1

Dear settlers, Task & Organization: The writer introduces the topic: providing advice to settlers based I heard you are getting ready to be in the Land Rush of 1891. I read on his knowledge of the challenges faced by a lot about the Land Rush of 1889. I know that the settlers who did that settlers in the 1889 land rush. land rush faced a lot of challenges. So, before you begin your journey I want to give you some advice. Idea: The writer clearly states his idea, that settlers should scout out the land before My first piece of advice to you is to scout out the available land the land rush. before the land rush. One of the biggest problems people faced was that there wasn’t enough land especially good land. Howard said, Evidence: The writer provides evidence from “only a limited number of quarter sections of land on the river bottom both texts that demonstrates why scouting out land is important—because there is were worth settling upon, and that the upland country was nothing but limited land available and the land that is worthless red sand coated over with a film of green grass” (lines 154- available may not be livable land. 156). In the article from the National Park Service also said that there were too many people for the land that was available (lines 77-83, Explanation: The writer connects his 84-88). If you scout out the land you will know what land will be worth advice—scout available land—to the settling on and you will be able to move to that land quickly before evidence by explaining why scouting out someone else claims it. the land is important.

My second piece of advice would be for you to figure out how Idea: The writer clearly states his second many supplies you will need for the trip before you go to Oklahoma. idea, that settlers should figure out how many supplies they will need before they go The people who participated in the 1889 Land Rush had a lot to deal to Oklahoma. with once they reached the town of Guthrie. The National Park Service said, “Small, previously unknown border towns became bustling Evidence: The writer provides evidence from metropolises. Most of them had no sidewalks, street lighting, or other both texts that demonstrates that getting conveniences” (lines 61-620). The other article said that the conditions enough supplies is important—because were horrible and that there wasn’t enough food for all the people the towns aren’t built up enough yet to provide the settlers with what they need, that came to town. It was so bad that one man even left because he and the food and water available may not be thought he was going to starve to death. Another man looked so bad suitable for someone to consume. from starving they said he was “a walking spectre of famine” (Howard, line 178). If you bring enough supplies with you, such as food, water, Explanation: The writer connects his and something to help you make a shelter, you should not have to deal advice—bring enough supplies—back to with unsafe drinking water, famine, or towns where you can’t buy what the evidence by explaining why bringing enough supplies is important. you need.

I know you are excited about starting your journey and getting Organization: The writer concludes his letter free land, but try not to make the same mistakes as the settlers from by reinforcing that he is trying to help the settlers not make the same mistakes that the Land Rush of 1889. Think about the obstacles they faced and think hindered the settlers of 1889. about the suggestions I gave you. I hope you follow my advice and have a successful journey to your new land.

Your friend,

© 2015 University of Pittsburgh – English Language Arts Unit, Grade 5: The Oklahoma Land Rush Writing Across Texts 93 5 yes no Does the letter flow and is it easy to follow? Are the explanations clear? Does the response include explanations that state how the evidence supports or links to the advice provided? 4 Are the explanations clear? 3 Student Sample #1 Does the response include explanations that state how the evidence supports or links to the advice provided? 2 Decision Tree Scoring Guide Tree Decision Grade 5: Writing Across Texts Texts Across Grade 5: Writing

Writing Across Texts: Annotated Student Sample 2

Dear settlers, Task & Organization: The writer introduces the topic—providing advice to settlers— I would like to give you some advice because the other settlers had but the writer is not clear about the to deal with lots of problems. reasons for the advice.

The first problem they had to deal with was that there were so Idea: The writer explains that the land rush was dangerous because so many people many people that showed up so it was dangerous. The article said showed up the day of the event. there were “heated arguments” (line 69) and it was “like thousands of wild animals penned up” (lines 70-71). You should get there early. Evidence: The writer uses textual evidence from “Built in a Day” that supports the idea Another problem was how the settlers travelled to the land. The that the land rush was dangerous. government provided trains. They knew some people didn’t have a horse or wagon. They set up trains for people to use. But the trains Idea: The writer states her advice that were crowded and dangerous. So, my advice to you is to save you’re settlers should get to the land rush money and by a horse and wagon. You definitely don’t want to get early. She does not, however, provide an explanation in this paragraph about how stuck on one of the trains. this advice will help settlers overcome the danger associated with so many people. Another suggestion is get yourself mentally prepared for the trip. The settlers had to deal with the craziness of the day of the rush, and Idea & Explanation: The writer states and they had a lot of problems once they got to their land. So I think before explains another challenge the settlers you go you should practice getting mentally prepared. You should go for faced: travelling to a new land, especially by train, which was dangerous. The writer a day or 2 without food, and try to drink as little water as possible for a does not cite evidence to support her point couple of days. Also, you could sleep outside in a tent for a few nights about the trains. to prepare yourself. Idea: The writer advises settlers to buy a Remember, your trip is going to be really hard. I hope you listen to horse and wagon so as to avoid the trains. the advice I gave you so you don’t have the same problems the settlers of the Land Rush of 1889 had. Idea: The writer advises settlers to get mentally prepared for the trip. Good Luck! I hope you get a lot of land! Explanation: The writer provides a general explanation that the settlers had to deal with “a lot of problems,” which is why the future settlers need to get themselves mentally prepared. The writer does not provide evidence to support her explanation that the day was marked by “craziness” and problems.

Idea & Explanation: The writer explains some of the things the settlers can do to mentally prepare themselves. Once again, the writer does not provide textual evidence to support this advice. Both unit texts provide evidence for the writer’s advice.

© 2015 University of Pittsburgh – English Language Arts Unit, Grade 5: The Oklahoma Land Rush Writing Across Texts 95 5 yes no Does the letter flow and is it easy to follow? Are the explanations clear? Does the response include explanations that state how the evidence supports or links to the advice provided? 4 Are the explanations clear? 3

Student Sample #2 Does the response include explanations that state how the evidence supports or links to the advice provided? 2 Decision Tree Scoring Guide Tree Decision Grade 5: Writing Across Texts Texts Across Grade 5: Writing

Appendix 99

What is our approach to vocabulary instruction? There are at least three different contexts to consider when thinking about vocabulary instruction: during shared reading, during independent reading, and during other times in the ELA block/period/week.

During a First Reading When the Focus is Comprehension and the Context is Shared Reading At some point, in all of our units, you will be guided to lead students in a close reading of at least a portion of text, or in some cases a whole text, in a guided reading context. You are encouraged to identify words in the text that may be unfamiliar to your students and that are essential to comprehension of the text, and to provide a short, student-friendly definition for each of these wordsduring the reading (Collins COBUILD English Learner’s Dictionary, 20125).

The idea here is to provide just enough information (when it is needed and not before) about the new words so that students maintain the flow of ideas and can continue their focus on understanding the central ideas in the text. You will need to analyze the text carefully in advance to identify such words. In some cases, these words have been pointed out in the unit, but you may need to add to the words we have identified and write or find your own student-friendly definition. Coxhead has identified a list of 570 academic word families that consist of words that occur with frequency across a number of academic content areas in academic texts. This list can be a resource in deciding which words are most worthy of attention (Coxhead, A., 20006).

During a First Reading When the Focus is Comprehension and the Context is Independent Reading When reading texts independently, students are likely to encounter a range of words with which they are unfamiliar. They may or may not be able to discern which of these words are essential to understanding the text and which are not. In this situation we recommend that students use one of three approaches to figure out the meaning of the word:

1) Analyze the word to see if students are familiar with the meaning of any part of it or another form of it (e.g., decide versus decision); 2) Look for context clues, such as definitions within the sentence/paragraph; or 3) If these approaches fail, continue reading to see if they can make sense of the passage without this particular word.

During Language Arts Instruction at Other Times During the ELA Block/Period/ Week Vocabulary is a critically important part of supporting students to understand what they read. The vocabulary work within these units is not meant to replace a district’s robust vocabulary instructional program, but rather to be an important part of it. Typical vocabulary instruction that asks students to look up words in a dictionary and use them in a sentence has been demonstrated to be ineffective and, at its worst, may turn students off and diminish an interest in learning new words (Snow, Lawrence, & White, 20097). More powerful approaches include providing repeated exposure to a word in varied contexts; providing

5 Collins Language (Ed.) (2012). Collins COBUILD English learner’s dictionary. Glasgow, UK: HarperCollins Publishers.

6 Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238.

7 Snow, C., Lawrence, J. F., & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2, 325–344.

opportunities and encouragement to use the word in speaking and writing; encountering the word in the context of motivating texts (rather than in a word list); providing explicit instruction in the word’s meaning (such as through student-friendly definitions); and through explicit instruction in using word-learning strategies, such as morphological analysis, cognate use, and learning multiple meanings (Snow, Lawrence, & White, 2009).

For examples of robust vocabulary instruction and programs, see “Word Generation” by the Strategic Education Research Partnership (http://wg.serpmedia.org/); Rev it Up! (2007) by Steck Vaughn; and Bringing Words to Life: Robust Vocabulary Instruction by Beck, McKeown, & Kucan, (2002/20138).

Additional Comments You should decide if talking about a particular word or phrase before reading a text would better support your students to establish essential prior knowledge. There are times when this is useful and necessary, e.g., for English learners and for students with special needs. However, as a rule, we encourage you not to front load vocabulary and instead to give student-friendly definitions right within the text as it is needed for comprehension. We also discourage asking students to provide definitions of unfamiliar words encountered during shared reading. Guessing is likely to distract from comprehension rather than enhance it.

Research suggests that it takes many repetitions with a new word before it truly becomes part of a student’s repertoire (Beck & McKeown, 2002). Students will have many and varied opportunities to incorporate these new words into their spoken vocabulary and writing as a result of repeated use by you, the teacher, and by fellow students throughout the sequence of lessons in these units. You may also want to utilize techniques such as building a word wall on which you post new vocabulary words and to which your students contribute as they discover new words during their reading. Finally, verbally marking when students use any of the newly acquired words in their speaking or writing will encourage other students to show off their newly acquired vocabulary.

8 Beck I. L., McKeown, M. G., & Kucan, L. (2002/2013). Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford Press.

How does the unit provide support for English learners? Support for English learners is provided within the lessons in a number of ways. Students learn new information in manageable segments, which are sequenced to build on existing knowledge of language and genre and explicitly relate to the overarching questions and core concepts of the unit. Students revisit new learning a number of times. For example, students read texts multiple times, each time with a new purpose and using a scaffold appropriate to the purpose and the text.

In this way of working, the first time students read a text it is for literal comprehension and to make overall sense of the text. It is only after students have comprehended a text’s basic plot, characters, ideas, or claims that they read the text again for a new purpose. Given their basic comprehension, students are more ready to analyze the development of the text’s characters, themes, ideas, or claims.

Talk is an essential part of this unit and students’ development of spoken academic language is fostered through routines of discussion. Please see “Accountable Talk® Moves and Functions in ELA” in the Instructional Resources section of the Appendix. The tool offers practical guidelines and exemplars on how to promote and deepen students’ talking to learn and to expand their thinking with powerful facilitation moves. Students are given multiple opportunities to practice using the language in purposeful ways with effective feedback. To help English learners, as well as other students, students are often asked to share in pairs or trios before being invited to share with the larger group. This allows students to practice and gain confidence sharing their responses with one or two students before doing so with the whole group.

® Accountable Talk is a registered trademark of the University of Pittsburgh.

Obtaining Copyright Permission

A number of texts, such as journal and newspaper articles, book chapters, children’s books, and poems, may be mentioned in this IFL Unit. Because of copyright considerations, these resources could not be included in the unit. A comprehensive reference citation has been included in this section of the unit.

The resources referenced in this unit may be protected by copyright law (Title 17, U.S. Code). You are responsible for obtaining permission from the rights holder(s) in order to reproduce and distribute copyrighted material. The rights holder may require a fee for this permission, which will be based on the number of copies made. Even if the rights holder does not require a fee, you are still obligated to make a formal request before redistributing copyrighted material.

Notes

• The rights holder will need the following information to process your request—title of work, author, place of publication, page numbers, and how and when the resource will be used. • When text comes from an anthology or a textbook, the publisher of the book is most likely not the rights holder. The publisher generally gets permission to include the text in their book. The rights holder will need to be determined in order to get permission to use the text. • Picture books generally have two rights holders, one for the text and another for the images. Both rights holders must grant permission to make copies of the texts. • Other resources, such as paintings, photographs, graphics, cartoons, videos, songs, etc., also require copyright permission.

Instructional Resources

Reader/Writer Notebook

What is the Reader/Writer Notebook? It is a notebook with loose-leaf paper that can be added, rearranged, or temporarily removed. Loose-leaf holed paper between pressboard covers, held together with rings would suffice.

Students are asked to use a Reader/Writer Notebook throughout this unit.

What are two main purposes of the notebook? It gives the writer a place for thinking and trying out different voices and techniques. It also serves as a central notebook to store handouts, other papers, and calendars used in English language arts.

What are other specific uses of the notebook? It is our classroom tool for thinking, recording ideas, generating writing ideas, and trying out new voices.

We use it for quick writes, two-column notes, WriteAbouts, WriteLikes, criteria charts, class notes, brainstorming, etc.

• It is a place for writers to work through writing problems and brainstorm. • It is a place where we can go back to reread and/or select pieces for revision. • It is a place where we can go back to reflect on how we have grown as readers and writers.

How may students set up their own Reader/Writer Notebooks? Either on the cover or the first page of the notebook, ask students to write their name, class period, and the date they began using their notebook. They might also personalize their notebooks with decorations, pictures, nicknames, etc.

On the top of the second page of the notebook, ask students to write, “Table of Contents.” On the first line of the Table of Contents page, ask students to write: “date,” “topic,” and “page number.”

Beginning with the Table of Contents, ask students to number the first 30 pages; students may number the rest of the pages when they get to page 30.

Students can now begin using the Reader/Writer Notebook on page 6 (pages 2-5 will be set aside for the table of contents).

Note: Because the Reader/Writer Notebook is a place for students to think and try out different writing and reading ideas, encourage them to write and collect ideas in their notebooks as a habit of practice that extends beyond the times related to specific assignments for class.

Reader/Writer Notebook Suggested Feedback System

Since the Reader/Writer Notebook is expressive writing (writing for the writer), it is important to lower the students’ level of anxiety relative to grammar and usage errors. Randy Bomer, author of Time for Meaning: Crafting Literate Lives in Middle and High School (1995), suggests that teachers also use a Reader/Writer Notebook. This helps to deepen the idea of a writers’ community in the classroom and allows teachers to give students ideas for their notebooks by sharing from time to time from their notebooks.

Bomer has also devised a method of feedback based on the following criteria:

1. Volume A. One entry from each class, including one long selection. B. Five for homework, including two long selections.

2. Variety

3. Thoughtfulness

4. Habits of Thought–Intention for Writing Specifically: A. description B. precise dialogue C. movement between facts and ideas

5. Playful Experimentation with Language He then uses a class rotation system, collecting every student’s notebook once every two weeks. He writes brief comments and the score from the class rubric on sticky notes and places them in each notebook.

Pedagogical Rituals and Routines

When we ask students to engage in inquiry units and lessons, we ask them to use the following key Pedagogical Rituals and Routines. These rituals and routines, derived from research on cognitive apprenticeship, are designed to engage all students as learners in collaborative problem-solving, writing to learn, making thinking visible, using routines for note-taking/making and tracking learning, text-based norms for interpretive discussions and writings, ongoing assessment and revision, and metacognitive reflection and articulation as regular patterns in learning. These cyclical apprenticeship rituals and routines build community when used with authentic tasks through collaboration, coaching, the sharing of solutions, multiple occasions for practice, and the articulation of reflections (Brown, Collins, & Duguid, 1989).

The key English language arts pedagogical routines that support students’ learning are:

• quick writes composed by individual learners in response to questions and tasks for any and all of the design features of lessons and units;

• pair/trio sharing of individual quick writes to establish academic conversations in a safe environment with high accountability to the task and the group members;

• charting of the pair/trio sharing by members of the group to represent the work of the group to the entire class;

• gallery walks for members of the class to read and take notes on the pair/trio work in preparation for a whole class discussion of the task;

• whole group discussions of the questions or tasks that prompted the scaffold of quick writes, pair/trio share, charting, and gallery walks to deepen understandings and address lingering questions;

• model of a total performance in order to help learners understand the essence of an activity and develop a mental picture of what the real thing looks like;

• Reader/Writer Notebook in which learners compose quick writes, take notes, make notes, compose observations for writings, respond to questions and tasks, and track their learning; and

• StepBacks in which learners metacognitively reflect through quick writes, pair/trio shares, charting, gallery walks, discussions, and writing assignments on the content and pedagogy of their learning to develop and track their understandings and habits of thinking.

Accountable Talk® Moves and Functions in ELA

TEACHER MOVE FUNCTION EXAMPLE TO ENSURE PURPOSEFUL, COHERENT, AND PRODUCTIVE GROUP DISCUSSION 1. Marking Direct attention to the value and “I hear you saying _____. Let’s keep this importance of a student’s contribution. idea in mind.” 2. Challenging Redirect a question back to the students “What do YOU think?” “What surprised Students or use a student’s contributions as a you about what you just heard about the source for a further challenge or inquiry. text’s ______?” 3. Modeling Make one’s thinking public and “Here’s what good readers do…” demonstrate a total performance in order to help learners understand the essence of the activity and to develop a mental picture of what the real thing looks like. TO SUPPORT ACCOUNTABILITY TO ACCURATE KNOWLEDGE 4. Pressing for Hold students accountable for the “Where can we find that…?” “What is Accuracy accuracy, credibility, and clarity of their your basis for that conclusion?” “Who said contributions. that?” 5. Building on Prior Tie a current contribution back to “How does this connect…?” “How do we Knowledge knowledge accumulated by the class at a define ______in this context?” “What previous time. else comes to mind given our discussion about ______?” TO SUPPORT ACCOUNTABILITY TO RIGOROUS THINKING 6. Pressing for Elicit evidence and establish what “Why do you think that…?” “What Reasoning contribution a student’s utterance is evidence from the text supports your intended to make within the group’s larger claim? How does this idea contrast with enterprise. _____?” 7. Expanding Open up extra time and space in the “Take your time… say more.” “Given what Reasoning conversation for student reasoning. we just read and discussed, what would you now say about ______?” 8. Recapping Make public in a concise, coherent “What have we discovered?” “So far, we way, the group’s developed, shared have discussed the following …What else understanding of the content or text under do we need to address?” discussion. TO SUPPORT ACCOUNTABILITY TO THE LEARNING COMMUNITY 9. Keeping the Ensure that students can hear each other, “Please say back what _____ just said.” Channels Open and remind them that they must hear what others have said. 10. Keeping Everyone Ensure that everyone not only heard, but “Do you agree or disagree with what Together also understood, what a speaker said. ______just said? Explain your thinking.” 11. Linking Make explicit the relationship between “Who wants to add on to …?” “What do Contributions a new contribution and what has gone you notice is missing?” before. 12. Verifying and Revoice a student’s contribution, thereby “So, are you saying…?” Clarifying helping both speakers and listeners to engage more profitably in the conversation.

Inquiry-Based Discussion

In an inquiry-based discussion, readers discuss their responses to an interpretive question about a text(s). An interpretive question stems from a genuine inquiry about a text, is thought-provoking, and can sustain multiple and varied responses supported by textual evidence.

The purposes of the discussion are to help readers to:

• “try out” their answers and explanations anchored with specific moments from the text; • accept alternative views/interpretations of the same text (not about reaching consensus or proclaiming a winner); • rethink what they think about the text; and • understand that readers can have different, valid interpretations of the same text.

Preparing for the Discussion: • The discussion lead, usually the teacher, explains inquiry to readers, models some responses, and describes the teacher’s and the students’ roles during the discussion. • Allow enough time for the discussion given the text complexity. • The discussion usually follows the second or third reading of a text. • Individually, students WriteAbout the interpretive question and mine the text for evidence supporting their responses. • Students are seated so they can see, talk to, and listen to each other.

Features of the Inquiry-Based Discussion: • A central inquiry/question that can sustain multiple responses related to interpreting the ideas of one text or across texts focuses the talk. • The facilitator prompts students to “say more” and to anchor their talk in the text. • Initial student talk is exploratory and can be halting as participants “try out” and modify their answers and explanations. • Participants return often to cite or reread the text, texts, or their notes. • There is usually genuine talk related to the question by over 60% of the group. • Participants listen to each other using the ideas of others in their answers. • At the end of the discussion, there is time for each participant to jot down what they are thinking about the text given the discussion. • The teacher takes the long view on students’ discussions, expecting the students to get better as they have more experience.

Facilitator’s Role: • The teacher facilitator is not a direct teacher or a presenter. The facilitator does not talk too much, does not repeat the talkers’ responses, and does not verbally compliment or negate responses. • When teachers step out of their role as guides and into their role as participants or teachers, they limit participation (Vygotsky, 1986; Alvermann, et al., 1996). • As teacher facilitator, you elicit what readers are thinking and validating with evidence, but you are not telling them your interpretation. • The teacher facilitator: – Uses questions to get others talking; – Encourages everyone—not just some—to participate; – Presses for clarification and evidence from the text; – Keeps the conversation on track during the time frame provided; – Encourages readers to listen to and learn from each other by not repeating their responses; – Reminds them, only if and when necessary, of the guiding question under discussion; – Asks each discussant to validate answers with explanations anchored in evidence from the text; – Summarizes a flow of three or four responses or questions further to raise rigor of discussion—not to do the mental work for students; – Asks participants to step back and reflect on what they learned from the discussion: Would they now change their first quick write response and, if so, what would they change and why?; and – Asks the idea tracker to recap the intellectual work of the discussion.

• The facilitator asks readers to step back and reflect on the discussion: If they didn’t participate successfully, what needs to improve and who has responsibility for the improvement?

Institute for Learning Learning Research and Development Center

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