lesson 7 teacher’s guide the columbian … of words: 2,948 lesson 7 teacher’s guide the...

Number of Words: 2,948

L E S S O N 7 T E A C H E R ’ S G U I D E

The Columbian Exchangeby Elizabeth Bain

Fountas-Pinnell Level ZNarrative NonfictionSelection SummaryIn 1492, Christopher Columbus sailed from Spain and changed the course of human history. His voyage also changed the course of biology with a great exchange of ideas, people, animals, plants, and diseases between the old world and the new. This is known as the Columbian Exchange.

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Characteristics of the Text Genre • Narrative nonfi ction

Text Structure • Third-person narrative • Six chapters in historical sequence

Content • Historical and biological signifi cance of Columbus’s voyagesThemes and Ideas • Both good and bad resulted from the exchanges between old and new worlds.

• Exploration requires courage and bravery. • Mistakes can result in brilliant discoveries. • Persistence pays off.

Language and Literary Features

• Conversational tone• Setting distant in time and place from students’ experiences• Heavy content load requiring careful reading• Author offers a “fresh take” and new ideas about subject

Sentence Complexity • Some long descriptive sentences with words in series• Declarative, imperative, and interrogative sentences

Vocabulary • Many new words must be derived from contextWords • Undefi ned terms related to disease: cholera, tuberculosis, infl uenza

• Proper names are followed by phonetic pronunciationsIllustrations • Realistic illustrations and photos

Book and Print Features • Sixteen pages of text• Map, chart, sidebars, table of contents and index

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

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Expand Your Vocabulary

antibodies – substances produced in the body that keep someone from getting sick, p. 9

catastrophic – something that is terrible or disastrous, p. 9

cuisine – food, p. 5 domesticated – tame, p. 14

globalization – growing worldwide trade and culture among nations, p. 16

immunity – the body’s resistance to disease p. 9

The Columbian Exchange by Elizabeth Bain

Build BackgroundHelp students use their knowledge of early exploration to visualize the selection. Build interest by asking questions such as the following: Besides courage, what would Christopher Columbus have needed in 1492 to set off on his sailing ship? What practical things would he have needed for his journey? Read the title and author and talk about the cover illustration. Tell students that this selection is narrative nonfi ction, which gives factual information by telling a true account.

Introduce the TextGuide students through the text, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:

Pages 4-5: Have students look at the map and read the caption. Suggested language: The text explains that the Columbian Exchange is the exchange of animals, plants, and even diseases between the Old World and the New World. Ask: What is the New World? Yes, the term New World refers to the Americas. What is the Old World? Yes, the term Old World refers to Europe. Point out the highlighted word on page 5 and offer help as necessary with pronunciation. Ask students what kinds of cuisines they enjoy.

Pages 6-7: Direct students to the chart on page 7. Ask: Did llamas, tomatoes, and cacao travel from Old World to New World or from New World to Old World? The text on page 6 describes the Columbian Exchange as a “two-way street.” What does this metaphor mean? Based on the chart, why could the Columbian Exchange be described as a “two-way street”?

Now turn back to the beginning and read about both the positive and negative events that followed Columbus’s exploration of the New World.

2 Lesson 7: The Columbian ExchangeGrade 6© Houghton Mifflin Harcourt Publishing Company


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 Summarize Strategy and to tell the important parts of the text in their own words.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection.Suggested language: What were the most interesting things you learned about food and health from reading the text?

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

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

• Plants and animals were generally benefi cial, though imported weeds killed off some native plants.

• Native Americans were exposed to several deadly diseases from the Old World; small pox killed 95 percent of Native Americans.

• Like the Columbian Exchange, today’s globalization affects both culture and biology.

• Exploration brings great dangers and risks as well as great benefi ts.

• If the Americas had not been discovered by Europeans, the United States would not exist.

• The text describes a different time and place in history.

• Maps and charts help summarize major points in text.

• In describing the Columbian Exchange, the author presents a different view of how Columbus changed the world.

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

Choices for Further Support• Fluency Invite students to choose a passage from the text to act out or use for

readers’ theater. Remind them to pay attention to punctuation and to stress certain words to sound as if the narrator were actually speaking.

• 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 Explain that the suffi x –an means “of” and is added to nouns to create other nouns and adjectives. The word Columbian means “of Christopher Columbus.” Other examples of –an nouns or adjectives in the text include American and European.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 7.9.

RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillPersuasion

Target Comprehension Skill Remind students that they should examine how the author

tries to convince readers to support an idea. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

The fi rst two paragraphs on page 4 state the view that the author wants to persuade readers to agree with: Columbus’s voyage was one of the most important events in modern history. One reason, stated on page 12, is an increase in the world food supply. Another reason is an increase in different domesticated animals, such as horses. A third reason—a negative one—is the spread of diseases that killed millions of people.

Practice the SkillHave students share an example of another selection in which the author tried to convince readers to support an idea.

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• The author probably wrote this selection to

________________________________________________________________.

• What is the meaning of antibodies on page 9?

• What was an effect of the Aztecs’ exposure to smallpox?



Critical ThinkingRead and answer the questions.

1. Think within the text What did Columbus’s sailors fear most on that

famous fi rst voyage?

2. Think within the text What were some of the diseases exchanged

between the Old World and the New World?

3. Think beyond the text How has this text changed your understanding

of the impact of Christopher Columbus’s contributions to the world?

4. Think about the text How do you feel about Cortés’s decision to take

Montezuma hostage?

Making Connections How many of the plants listed on the chart on page 7 do you eat? List the dishes you eat that use the plants, and then explain how your food choices are impacted by Christopher Columbus’s first voyage.

Write your answer in your Reader’s Notebook.

The Columbian ExchangeCritical Thinking

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 6, Unit 2: Common Ground

Name Date

Lesson 7B L A C K L I N E M A S T E R 7 . 9

11

The sailors feared sea monsters.

small pox, malaria, bubonic plague, and typhoid

I’ve learned much more about the effects Christopher Columbus’s

voyage had on the world. He helped ideas, people, plants, and

animals fi nd homes in the New World.

I think he misled the people when he pretended to come in peace.

I think his decision was unkind.

Possible responses shown.

07.09_6_246260RNLEAN_Crtl Thk.in11 11 6/22/09 12:28:20 PM

English Language DevelopmentReading Support Make sure the text matches the students’ reading level. Language and content should be accessible with regular teaching support.

Vocabulary The text includes many undefi ned terms that might be unfamiliar. Explain the meaning of such words as agility (page 3), evolved (page 4), staple (page 5), ransom (page 8), jubilant (page 8) and expedition (page 10).

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 the Columbian Exchange?

Speaker 2: exchange of people, ideas, animals, plants and diseases between the old and new worlds

Speaker 1: Who is it named after?

Speaker 2: Christopher Columbus

Speaker 1: Why did so many Native Americans die of smallpox?

Speaker 2: They had never before encountered the germs and had no immunity.

Speaker 1: What Native people did Montezuma conquer?

Speaker 2: He conquered the Aztecs of what is now Mexico.

Speaker 1: What are the benefi ts and dangers of modern-day globalization?

Speaker 2: It can lower the price of goods. It also can foster the spread of disease as well as pollution and global warming.


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Name Date

The Columbian ExchangeThinking Beyond the Text

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

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

Trade today occurs on a global scale, called globalization. How do you think the Columbian Exchange was similar to modern-day globalization? How was it different? Give examples from the book to support your ideas.



Critical ThinkingRead and answer the questions.

1. Think within the text What did Columbus’s sailors fear most on that

famous fi rst voyage?

2. Think within the text What were some of the diseases exchanged

between the Old World and the New World?

3. Think beyond the text How has this text changed your understanding

of the impact of Christopher Columbus’s contributions to the world?

4. Think about the text How do you feel about Cortés’s decision to take

Montezuma hostage?

Making Connections How many of the plants listed on the chart on page 7 do you eat? List the dishes you eat that use the plants, and then explain how your food choices are impacted by Christopher Columbus’s first voyage.

Write your answer in your Reader’s Notebook.

The Columbian ExchangeCritical Thinking

Name Date

Lesson 7B L A C K L I N E M A S T E R 7 . 9



1414

219

Student Date Lesson 7

B L A C K L I N E M A S T E R 7 . 1 3

The Columbian Exchange

Running Record Form

The Columbian Exchange LEVEL Z

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

12 Since 1492, the world’s population has grown in leaps and

bounds. Many experts say that the main reason for this growth

is the Columbian Exchange. The introduction of Native

American food plants to other countries increased the world’s

food supply. Since there was enough food to feed more

people, the world’s population began to grow and grow – and

grow some more.

Out of all the plants that were exchanged, corn and the potato

are considered the most important. Both of these plants

started in the New World.

Comments: Accuracy Rate (# words read

correctly/87 × 100)

%

Total Self- Corrections



lesson 7 teacher’s guide the columbian … of words: 2,948 lesson 7 teacher’s guide the...

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