lesson 20 teacher’s guide lewis and clark’s packing list

Number of Words: 936

L E S S O N 2 0 T E A C H E R ’ S G U I D E

Lewis and Clark’s Packing Listby Kate Johanns

Fountas-Pinnell Level QNonfictionSelection SummaryIn the early 1800s, Lewis and Clark packed up to head west to explore a wilderness few Americans had ever seen.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Nonfi ction

Text Structure • Third-person narrator• Introduction and eight short chapters

Content • Description of preparations made for the trip• A categorized list of what Lewis and Clark packed for their trip

Themes and Ideas • Being prepared for a journey is important to making the trip successful.• Taking chances to acquire new knowledge is worthwhile.

Language and Literary Features

• Descriptive language and many details

Sentence Complexity • Some longer complex sentence structures• Questions draw readers into the text

Vocabulary • Expedition-related terms, such as: Louisiana Territory, keelboat, pirogues, compassesWords • Some multisyllable target vocabulary words that may be challenging: accompany,

interpreter, proposed, territoryIllustrations • Photographs and illustrations with captions

• MapBook and Print Features • Map with labels, photographs, illustrations

• Thirteen pages of text with section headings• Variety in print and background color

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

accompany – to go somewhere with someone, p. 10

clumsy – awkward or done without skill, p. 6

corps – a group of people who work together, p. 3

duty – a job or responsibility, p. 11

interpreter – someone who translates words from one language to another, p. 14

landmark – a familiar or easily seen object that identifi es a place, p. 2

proposed – suggested, p. 4route – a road or path between

two places, p. 2supplies – important items

needed for survival, p. 6territory – an area of land, p. 3

Lewis and Clark’s Packing List by Kate Johanns

Build BackgroundHelp students use their knowledge of packing and of American history to visualize the selection. Build interest by asking a question such as the following: What would you take if you were going camping or on a long hike? Read the title and author and talk about the cover illustration. Explain that Lewis and Clark made an important journey of discovery more than 200 years ago.

Introduce the TextGuide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:

Pages 2–3: Read the caption on page 2. Explain that this book is about Lewis and Clark and the Corps of Discovery. Explain that the p and s in Corps are silent, and the word is pronounced core. Suggested language: Lewis and Clark explored the wilderness that was part of the Louisiana territory and took a route that no one had taken before. Ask: What kind of hardships do you think the group might have faced?

Page 6: Lewis and Clark had to pack many types of supplies for their journey. Ask: What are some of the things that Lewis and Clark might need to take?

Page 8: Direct students to the photograph. Point out that captions can give clues about information in the text. Ask: Why do you think that Lewis and Clark packed items to give to the Native Americans?

Page 10: Read the caption. Explain that Lewis provided a dog to accompany the expedition. Ask: Can you guess why a dog would be useful on a trip like this?

Now, turn back to the beginning to fi nd out more about how Lewis and Clark packed for their journey.

2 Lesson 20: Lewis and Clark’s Packing ListGrade 4© Houghton Mifflin Harcourt Publishing Company

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ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.

Remind students to use the Visualize Strategy and to use text details to form pictures in their minds of what they are reading.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text. Suggested language: Did it surprise you that Lewis and Clark had to pack so many things? Why or why not? Do you think Lewis and Clark were well prepared for their trip? Why or why not?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Lewis and Clark explored a route that had never been explored, so they had to be prepared.

• They packed supplies for themselves, as well as gifts for the Native Americans who they hoped would help them.

• Their planning paid off when they reached the Pacifi c Ocean.

• Survival in the time of Lewis and Clark depended on careful planning.

• Lewis and Clark relied on their friendship with the Native Americans to help them along the way.

• The author uses a map, illustrations, and photographs to help explain the details of Lewis and Clark’s trip.

• The author provides an actual list of items that Lewis and Clark took along which helps readers understand the text.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite students to participate in choral reading. Remind them to demonstrate

the appropriate pausing and phrasing, intonation, stress on words, and use of punctuation.

• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that many words have Greek or Latin roots. Tell them that the root word uni- in the word uniforms on page 9 comes from the Latin word unus, which means one. Other words that share this root include united and unitary.



Writing about ReadingVocabulary Practice Have students complete the Vocabulary questions on BLM 20.1.

RespondingHave students use their Reader’s Notebook to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: landmark)

Reading Nonfi ctionNonfiction Features: Maps and Captions Remind students that nonfi ction has many features to help readers fi nd and understand important information. Maps and captions are two of these features. Have students look at the map on page 5. Ask what information they can learn from the map (where Lewis and Clark went and what route they took). Then have students make a list of four places that Lewis and Clark encountered on the way.

Explain that captions can be short phrases or longer sentences, as in this book. Captions tell what a photo or map or diagram is about. Go back and read the captions on pages 5–8 and tell how those captions summarize the ideas presented in the main text. Have students choose a caption from the text and rewrite it in their own words.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.

Assessment Prompts• What is the selection mainly about?

• What words on page 2 help readers understand what the word route means?

• What can readers learn about Lewis and Clark’s expedition from reading this selection?



Target VocabularyComplete each sentence below with the correct Target Vocabulary Word.

territorycorpsinterpreterlandmark

routedutyaccompany

proposedsuppliesclumsy

Vocabulary

1. A highway is a type of people use for travel.

2. A person who is might trip and fall down a lot.

3. An animal’s is where it lives.

4. A , such as a building or a park, can help you find your way around town.

5. When you perform a , you are doing something you should do.

6. Pencils and paper are two examples of you need for school.

7. When you someone, you go with them.

8. A (n) can help you talk to people who speak a different language.

9. A is a group of people.

10. The person who you share a snack with him or her was probably hungry.

Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Lesson 20B L A C K L I N E M A S T E R 2 0 . 1

Grade 4, Unit 4: Never Give Up!

Lewis and Clark’s Packing List

Target Vocabulary

3

Name Date

route

clumsy

territory

landmark

duty

supplies

accompany

interpreter

corps

proposed

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First Pass

English Language DevelopmentReading Support Pair advanced and intermediate readers to read the selection softly, or have students listen to the audio or online recordings. Remind students that this selection is about Lewis and Clark and what they brought with them on their journey.

Idioms The text includes some idioms and phrases that may be unfamiliar. Explain the meaning of expressions such as Corps of Discovery (p. 3), football fi eld (p. 3), thick paste (p. 7), record-keeping instruments (p. 11), and mosquito curtains (p. 12).

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: What is this selection about?

Speaker 2: Lewis and Clark’s packing list

Speaker 1: Why did Lewis and Clark need these supplies?

Speaker 2: because they were taking a long journey

Speaker 1: Why did President Jefferson want Lewis and Clark to take their journey?

Speaker 2: President Jefferson wanted them to fi nd a route to the Pacifi c Ocean.

Speaker 1: Why did they pack gifts for Native Americans?

Speaker 2: They packed gifts so Native Americans would help them along the way.

Speaker 1: What area did Lewis and Clark explore?

Speaker 2: They explored the Louisiana Territory and found a route to the Pacifi c Ocean.


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Name Date

Lewis and Clark’s Packing ListThinking Beyond the Text

Think about the questions below. Then write your answer in one or two paragraphs.

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

Lewis and Clark’s Packing List gives many details about what their expedition was like. They tried to think of everything they would need. Look again at the packing list on pages 12–13. Then look at the question on page 2: What would you take on a two-day camping trip? The author suggests a few things you should take. What else would you take? Make a list and explain why you would take those things with you.



Lesson 20B L A C K L I N E M A S T E R 2 0 . 1


Target Vocabulary


Target VocabularyComplete each sentence below with the correct Target Vocabulary Word.

territorycorpsinterpreterlandmark

routedutyaccompany

proposedsuppliesclumsy

Vocabulary

1. A highway is a type of people use for travel.

2. A person who is might trip and fall down a lot.

3. An animal’s is where it lives.

4. A , such as a building or a park, can help you find your way around town.

5. When you perform a , you are doing something you should do.

6. Pencils and paper are two examples of you need for school.

7. When you someone, you go with them.

8. A (n) can help you talk to people who speak a different language.

9. A is a group of people.

10. The person who you share a snack with him or her was probably hungry.

Name Date

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1414

225

Student Date Lesson 20

B L A C K L I N E M A S T E R 2 0 . 2 4


Running Record Form

Lewis and Clark’s Packing List • LEVEL Q

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

2

3

What would you pack for a weekend camping trip? How

about food, clothing, and a small stove? Don’t forget your tent,

sleeping bag, and a map to help you identify important

landmarks such as lakes.

Two days of camping can take a lot of preparation. What

would you do if your trip were to last two years over a route

that had never been explored?

In the early 1800s, explorers Meriwether Lewis and

William Clark had to pack for the camping trip of their lives.

President Thomas Jefferson had asked them to explore the

land beyond the Mississippi River.

Comments: Accuracy Rate (# words read

correctly/99 × 100)

%

Total Self- Corrections



lesson 20 teacher’s guide lewis and clark’s packing list

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