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The Pony Express As a Horseback Mail Delivery System

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The Pony Express As a Horseback Mail Delivery System TThehe PonyPony ExpressExpress 7 Lesson Objectives Core Content Objectives Students will: Identify the Pony Express as a horseback mail delivery system Language Arts Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this domain. Students will: Identify the main topic of “The Pony Express” by creating a quilt square (RI.2.2) Describe the connection between a series of historical events such as the Pony Express and westward expansion (RI.2.3) With assistance, create and interpret a timeline related to the Pony Express and westward expansion (RI.2.7) Write simple sentences to represent details or information from “The Pony Express” (W.2.2) Make personal connections (orally or in writing) to events or experiences in a read-aloud and/or make connections among several read-alouds (W.2.8) Draw pictures to represent details or information from “The Pony Express” (SL.2.5) Prior to listening to “The Pony Express,” identify what they know and have learned about transportation and people moving westward Westward Expansion: Supplemental Guide 7 | The Pony Express 143 © 2013 Core Knowledge Foundation Rehearse and perform poems, stories, and plays for an audience using eye contact, appropriate volume, and clear enunciation Share writing with others Core Vocabulary endurance, n. The ability to go on for a long time even though there is pain or discomfort Example: Olympic athletes have great endurance and can exercise for a very long time. Variation(s): none landmarks, n. Objects or structures on land that are easy to see and recognize Example: The White House and Lincoln Memorial are two famous landmarks in Washington, D.C. Variation(s): landmark route, n. A way to get from one place to another place Example: We looked at the map to f nd the fastest route to the museum. Variation(s): routes venture, n. A business activity that is not sure to work or be successful Example: Opening an indoor ice park in our town is a new venture for my neighbors. Variation(s): ventures 144 Westward Expansion: Supplemental Guide 7 | The Pony Express © 2013 Core Knowledge Foundation Vocabulary Chart for The Pony Express Core Vocabulary words are in bold. Multiple Meaning Word Activity word is underlined. Vocabulary Instructional Activity words have an asterisk (*). Suggested words to pre-teach are in italics. Type of Words Tier 3 Tier 2 Tier 1 Domain-Specif c Words General Academic Words Everyday-Speech Words California deliver/delivered/ across carriers delivery businessmen gallop/galloped/ endurance* carry/carried galloping invented desert hitch/unhitch loyal horses horseback message/ letter Understanding landmarks messages pony Missouri riders New York send Sacramento stations stagecoach telegraph Utah trail journey fast venture route mail Multiple Meaning tough rest ride time Mark Twain can-do spirit speed up Native Americans no guarantees Phrases Pony Express on a moment’s Simpson Springs notice United States telégrafo inventado/inventó acruza Cognates desierto estaciones Westward Expansion: Supplemental Guide 7 | The Pony Express 145 © 2013 Core Knowledge Foundation Note: Introducing the Read-Aloud and Extensions may have activity options that exceed the time allocated for that part of the lesson. To remain within the time periods allocated for each portion of the lesson, you will need to make conscious choices about which activities to include based on the needs of your students. Exercise Materials Details Introducing the Read-Aloud (10 minutes) What Have We Already Transportation Brainstorm Learned? T-Chart for advantages/ Add flatboat and covered wagon to the disadvantages of different types of T-Chart. travel (from Lesson 3) Personal Connections U.S. map Use the map to point out California, Utah, Nevada, and the East Coast. Vocabulary Preview: Image 7A-4; images of local If available, show images of local Landmarks, Telegraph landmarks landmarks that the students may recognize. Image 7A-9 Purpose for Listening Instructional Master 7A-1 Use this Response Card about the Pony (Response Card 4) Express to introduce and discuss the read-aloud. Presenting the Read-Aloud (15 minutes) The Pony Express U.S. map Point out the span from New York to California. Point out Missouri. Discussing the Read-Aloud (15 minutes) Comprehension Questions Word Work: Endurance 146 Westward Expansion: Supplemental Guide 7 | The Pony Express © 2013 Core Knowledge Foundation Exercise Materials Details Complete Remainder of the Lesson Later in the Day Extensions (20 minutes) Westward Expansion Map Westward Expansion Map, green Mark the Pony Express using green marker or crayon; large U.S. map, sticker dots (or green marker) on a large green sticker dots U.S. map. Have students locate and color the Pony Express green on their individual map. Westward Expansion Timeline Image Card 11 (Pony Express); Have students add the Pony Express to Westward Expansion Timeline; their individual Timelines. Timeline Image Sheet On Stage two labeled envelopes Westward Expansion Quilt Instructional Master 7B-1 Write the main topic, important details, and an example sentence on the board. Domain-Related Trade Book trade book about the Pony Express; drawing paper, drawing tools Advance Preparation Add to the T-Chart listing the advantages and disadvantages of different forms of travel (from Lesson 3). + Advantages - Disadvantages Steamboat faster than other boats couldn’t go everywhere cheaper than other boats needed rivers to travel on could carry more goods than other boats Flatboat could transport large freight heavy loads made travel slow faster than shipping by land needed a canal cheaper than shipping by land needed mules bad weather made it diff cult Covered Wagon had a cover for protection very little room People had to walk. needed animals to pull it Bad weather made it very diff cult. Westward Expansion: Supplemental Guide 7 | The Pony Express 147 © 2013 Core Knowledge Foundation Make a copy of Instructional Master 7A-1 for each student. Refer to it as Response Card 4 for this domain. It shows images related to the Pony Express. Students may refer to the images on the response card as you introduce and discuss the content of the lesson. 148 Westward Expansion: Supplemental Guide 7 | The Pony Express © 2013 Core Knowledge Foundation TThehe PonyPony ExpressExpress 7A Note: Introducing the Read-Aloud may have activity options that exceed the time allocated for this part of the lesson. To remain within the time periods allocated for this portion of the lesson, you will need to make conscious choices about which activities to include based on the needs of your students. Introducing the Read-Aloud 10 minutes What Have We Already Learned? 5 minutes Remind students that they have been learning about the movement of people to the western frontier. Have students recall some of the ways that people traveled westward. (steamboat, Erie Canal, covered wagon) Ask students to share what they have learned about these forms of transportation. You may prompt discussion with the following questions: • Why were people like Robert Fulton continually being innovative and designing new means of transportation? • What were the advantages and disadvantages of traveling by steamboat, on the Erie Canal, or in a covered wagon? • How did steamboats, the Erie Canal, and covered wagons increase westward expansion? Personal Connections 5 minutes Ask students to share how they communicate with family members and friends who live far away. Ask students if these forms of communication take a long time or a short time. Explain that many of these forms of communication had not been invented in the 1800s during the time of westward expansion. The setting for this story is also in the mid-1800s, when many people were heading west to start a new life. (Using a U.S. map, point to California and the western states like Utah and Nevada, and then point to the East Coast.) What western territory have you learned about? Westward Expansion: Supplemental Guide 7A | The Pony Express 149 © 2013 Core Knowledge Foundation Vocabulary Preview 5 minutes Landmarks Show image 7A-4: Map showing the start of the Pony Express route 1. In today’s read-aloud, you will hear that the riders on the Pony Express rode past some landmarks on their way from Missouri to California. 2. Say the word landmarks with me three times. 3. A landmark is something on land, such as a building or sign, that is easy to see and recognize. 4. Some of the landmarks the riders saw were an Indian reservation, Chimney Rock, and a fort. 5. [If available, show images of some local landmarks to students.] What are some landmarks where we live? Try to use the word landmarks when you answer. [Help students name some local landmarks.] What do these landmarks tell you when you see them? (We are almost at ; we should turn left/right to get to the ; etc.) Telegraph Show Image 7A-9 1. In today’s read-aloud, you will hear about telegraph messages and how they changed the way people communicated. 2. Say the word telegraph with me three times. 3. A telegraph is a machine that can send messages by a code over wires. 4. A telegraph message sent from the East Coast of the United States to the West Coast would take only a few minutes to get there. 5. Which do you think is a faster way to communicate: sending a letter through a mail carrier such as the post off ce, or sending a telegraph through wires? In which ways do you communicate with friends and family? 150 Westward Expansion: Supplemental Guide 7A | The Pony Express © 2013 Core Knowledge Foundation Purpose for Listening Share the title of today’s read-aloud.
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