UNIT: LOUISIANA PURCHASE ANCHOR TEXT UNIT FOCUS The Louisiana Purchase: Would You Close the Deal? Students learn about the Louisiana Purchase and the characteristics of pioneers during this time (What Would You Do?), Elaine Landau (Informational) period. While exploring literary and informational texts, including quotes from primary source documents, students discuss elements of narrative writing and apply them to their own writing. Students also learn about words that signal spatial and temporal relationships and the logical RELATED TEXTS connections between sentences and paragraphs in a text. Literary Texts (Fiction) • Mike Fink, Steven Kellogg Text Use: Gaining knowledge through literary, nonfiction, and primary source texts; identifying and • Thunder Rose, Jerdine Nolen applying elements of narrative and informational writing; recognizing and using transitions in • Swamp Angel, Anne Isaacs writing • Introduction, “Buffalo,” and “Kidnapped” from Lewis and Clark and Me: A Dog’s Tale, Laurie Reading: RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.5, RL.3.6, RL.3.7, RL.3.9, RL.3.10, RI.3.1, RI.3.2, RI.3.3, Myers RI.3.4, RI.3.5, RI.3.6, RI.3.7, RI.3.8, RI.3.9, RI.3.10 Informational Texts (Nonfiction) Reading Foundational Skills: RF.3.4a-c • The Louisiana Purchase: From Independence to Writing: W.3.1a-d, W.3.2a-d, W.3.3a-d, W.3.4, W.3.5, W.3.6, W.3.7, W.3.8, W.3.10 Lewis and Clark, Michael Burgan Speaking and Listening: SL.3.1a-d, SL.3.2, SL.3.3, SL.3.4, SL.3.5, SL.3.6 • How We Crossed the West: The Adventures of Lewis and Clark, Rosalyn Schanzer Language: L.3.1b-i; L.3.2a, c-g; L.3.3a; L.3.4a-d; L.3.5a-c; L.3.6 • “Vikings & European Explorers: Ferdinand CONTENTS Magellan” Nonprint Texts (Fiction or Nonfiction) (e.g., Media, Page 80: Text Set and Unit Focus Video, Film, Music, Art, Graphics) Page 81: The Louisiana Purchase Unit Overview • “The Happy Wanderer,” Frank Weir (Audio) (Song) Pages 82-86: Summative Unit Assessments: Culminating Writing Task, Cold-Read Task, and • “Home on the Range,” Dr. Brewster M. Higley Extension Task (Audio) (Song) Page 87: Instructional Framework • “Go West Across America with Lewis and Clark!” (Website) Pages 88-104 Text Sequence and Sample Whole-Class Tasks English Language Arts, Grade 3: Louisiana Purchase 80 Louisiana Purchase Unit Overview Unit Focus Summative Unit Daily Tasks • Topic: The Louisiana Assessments Daily instruction helps students read and understand text and express that Purchase A culminating writing task: understanding. • Themes: The spirit of • Lesson 1: “The Happy Wanderer” (sample tasks) • Explain historical events exploration and the • Lesson 2: “A Nation Waiting to Grow” from The Louisiana Purchase: Would You and their cause-and- values of American Close the Deal? effect relationships • The Louisiana pioneers Lesson 3: “Settlers Move West” and “Many Stay in America” from • Write in response to Purchase: Would You Close the Deal? (sample tasks) • Text Use: Gaining informational text • Lesson 4: “Spain Accepts France’s Deal” from The Louisiana Purchase: Would knowledge through You Close the Deal? and pages 20-21 of “Buying Louisiana” from The Louisiana A cold-read task: literary, nonfiction, Purchase: From Independence to Lewis and Clark (sample tasks) and primary source • Read and understand a • Lesson 5: “Home on the Range” texts; identifying and grade-level text • Lesson 6: Mike Fink, Thunder Rose, and Swamp Angel (sample tasks) • Lesson 7: “Robert Livingston Goes to France,” “Livingston Has Little Success,” applying elements of • Understand academic and “Jefferson Tries to Make a Deal” from The Louisiana Purchase: Would You narrative and vocabulary Close the Deal? informational • Write in response to text • Lesson 8: “Napoleon Does Not Sell,” “Congress Avoids War,” and “Napoleon writing; recognizing An extension task: Does Not Attack the British” from The Louisiana Purchase: Would You Close the and using transitions Deal? in writing • Conduct a short research • Lesson 9: “Napoleon Decides to Sell” and “Livingston and Monroe Make the project on an explorer Louisiana Purchase!” from The Louisiana Purchase: Would You Close the Deal? • Read and gather and “Foes of the Louisiana Purchase” and “The Americans Take Control” from information from The Louisiana Purchase: From Independence to Lewis and Clark (sample tasks) • Lesson 10: The Louisiana Purchase: Would You Close the Deal? (culminating multiple sources writing task) • Write and publish an • Lesson 11: How We Crossed the West: The Adventures of Lewis and Clark explanatory report • Lesson 12: Introduction, “Buffalo,” and “Kidnapped” from Lewis and Clark and Me: A Dog’s Tale and excerpts from How We Crossed the West: The Adventures of Lewis and Clark (sample tasks) • Lesson 13: “Vikings & European Explorers: Ferdinand Magellan” (cold-read task) English Language Arts, Grade 3: Louisiana Purchase 81 • Lesson 14: Various texts selected by students for research on 20th and 21st century pioneers (extension task) SUMMATIVE UNIT ASSESSMENTS CULMINATING WRITING TASK1 Have students respond to the following prompt: Select three events that led to the American acquisition of the Louisiana Territory. Write an essay that describes each event and explains what led to that event and the results of the event. (RI.3.1, RI.3.2, RI.3.3, RI.3.7, RI.3.8) Make sure to use words that signal sequence and cause/effect relationships. (W.3.2a-d, W.3.10, L.3.1h, L.3.6) Teacher Note: The completed writing should use grade-appropriate words and phrases chosen for effect. (L.3.1b-i; L.3.3a; L.3.6) It should also demonstrate command of proper grammar and usage, capitalization, punctuation, and spelling. (L.3.2a, d, e, f) Use peer and teacher conferencing as well as small-group work that targets student weaknesses in writing to improve student writing ability. (W.3.4, W.3.5, L.3.2g) UNIT FOCUS UNIT ASSESSMENT DAILY TASKS What should students learn from the texts? What shows students have learned it? Which tasks help students learn it? • Topic: The Louisiana Purchase This task assesses: Read and understand text: • Themes: The spirit of exploration and the • Explaining historical events and their • Lesson 2 values of American pioneers cause-and-effect relationships • Lesson 3 (sample tasks included) • • Text Use: Gaining knowledge through • Writing in response to informational text Lesson 7 literary, nonfiction, and primary source • Lesson 8 texts; identifying and applying elements of Express understanding of text: narrative and informational writing; • Lesson 4 (sample tasks included) recognizing and using transitions in writing • Lesson 10 (use this task) 1 Culminating Writing Task: Students express their final understanding of the anchor text and demonstrate meeting the expectations of the standards through a written essay. English Language Arts, Grade 3: Louisiana Purchase 82 COLD-READ TASK2 Independently read “Vikings & European Explorers: Ferdinand Magellan” from ReadWorks.org. Then answer a combination of multiple-choice and constructed- response questions3 about the text, using evidence for all answers. Sample questions: 1. What is the main idea of “Vikings & European Explorers: Ferdinand Magellan”? (RI.3.2) 2. What is the meaning of the suffix -able as it is used in drinkable in the following sentence: “The sailors ran out of food and drinkable water.” (RI.3.4, L.3.4c) 3. What is the meaning of overcome as it is used in the following sentence: “His ship eventually was overcome by bad weather.” (RI.3.4, L.3.4a, L.3.4c, L.3.6) 4. Which of the following sentences from the passaged supports the meaning of overcome? a. “The other captain disagreed and headed east.” b. “Magellan’s expedition returned to Spain.” c. “Most of the crew had died of malnutrition and starvation.” d. “Only one ship made it back with 18 survivors.” 5. What is the meaning of the prefix mal- as it is used in malnutrition in the following sentence: “Most of the crew had died of malnutrition and starvation”? (RI.3.4, L.3.4c) 6. Select three events that happened on Ferdinand’s voyage, and complete the chart below. (RI.3.2, RI.3.3, L.3.6) Event What happened? What came before? What were the results? 1. 2. 3. 2 Cold-Read Task: Students read a text or texts independently and answer a series of multiple-choice and constructed-response questions. While the text(s) relate to the unit focus, the text(s) have not been taught during the unit. Additional assessment guidance is available at http://www.louisianabelieves.com/resources/classroom-support-toolbox/teacher-support-toolbox/end-of-year- assessments. 3 Ensure that students have access to the complete texts as they are testing. English Language Arts, Grade 3: Louisiana Purchase 83 7. What led to the success of Magellan’s voyage? (RI.3.1, RI.3.3) 8. Read this sentence from paragraph 3: “They sailed for 98 days without seeing land.” How does this sentence connect to the sentences that follow it? (RI.3.1, RI.3.8) 9. What information in “Vikings & European Explorers: Ferdinand Magellan” is similar to information in How We Crossed the West: The Adventures of Lewis and Clark? Explain the challenges that explorers experienced on their journey. (RI.3.1, RI.3.2, RI.3.9) UNIT FOCUS UNIT ASSESSMENT DAILY TASKS What should students learn from the texts? What shows students have learned it? Which tasks help students learn it? • Topic: The Louisiana Purchase This task focuses on: Read and understand text: • Themes: The spirit of exploration and the • Reading and understanding a grade-level • Lesson 2 values of American pioneers text • Lesson 3 (sample tasks included) • • Lesson 4 (sample tasks included) Text Use: Gaining knowledge through • Understanding academic vocabulary literary, nonfiction, and primary source • Writing in response to text Express understanding of text: texts; identifying and applying elements of • Lesson 8 narrative and informational writing; • Lesson 9 (sample tasks included) recognizing and using transitions in writing • Lesson 13 (use this task) English Language Arts, Grade 3: Louisiana Purchase 84 EXTENSION TASK4 1.