North America - Pearson Educationassets.pearsonschool.com/asset_mgr/current/201313/CPS_G5... · 2016. 6. 14. · view of the first peoples of North America. Taken from a litany of

Grade 5Theme Books

North America

Copyright © 2013 Pearson Education, Inc., or its affiliates.

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Contents

Grade 5 Theme 1: North America

3 Unit Theme: North America Overview

4 Book Summaries

7 Common Core State Standards Book Summary Chart

8 Theme Standards and Skills

9 Anchor Book Reading

Exploring Continents: North America11 Activity Page for Anchor Book

12 Vocabulary Activities

13 Vocabulary Activity Page

14 Read Aloud Books

15 Activity Page for Read Aloud Books

16 Short Text 1 Set Reading

17 Activity Page for Short Text 1

18 Short Texts 2 and 3 Set Reading

19 Activity Page for Short Texts 2 and 3





24 English Language Learners Book 1 Reading

25 Activity Page for English Language Text 1

26 English Language Learners Books 2 and 3 Set Reading

27 Activity Page for English Language Texts 2 and 3

28 Answer Key

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North AmericaOverviewThe books chosen for Grade 5 Theme 1, North America, are a rich mixture of selections that explore the people, places, and events central to the North American experience. The theme’s fiction and nonfiction selections trace the history of North America, focusing mainly on colonial times from the settlement of the earliest English colonies through the war years of the American Revolution and the establishment of the United States. Attention is given to both the original inhabitants of the land and those who came to North America later seeking wealth, opportunity, or freedom. The exploration begins with the Anchor Book, Exploring Continents: North America. This richly detailed reference book outlines the geography, climate, resources, and environments of the continent. It also provides a valuable leaping off point for students who want to learn about the history, people, and governments of the countries of North America. The two Read Aloud Books, Who Belongs Here?: An American Story and John, Paul, George & Ben, offer intriguing looks into two differing aspects of the American experience. Who Belongs Here? is a work of narrative fiction that tells the story of Nary, a young Cambodian refugee who comes to the United States searching for freedom but instead finding prejudice. Nary’s story teaches us about the history of immigration in America while reminding us about compassion and tolerance. John, Paul, George & Ben is also a work of narrative fiction. It tells the story of a select group of founding fathers as boys, ascribing attributes to them that would later be integral components of their character. An early history of the land that would become the United States is the focus of the selections The New Americans: Colonial Times 1620–1689, A History of US: Making Thirteen Colonies, 1600–1740, and A History of US: From Colonies to Country, 1735–1791. Additionally, the selection We the Kids: The

Preamble to the Constitution of the United States

offers student-friendly illustrations in concert with the preamble to the founding document of the United States. Two selections introduce students to the perilous and capricious nature of exploration. Explorers Who Got Lost is a lighthearted but thorough examination of 15th and 16th century explorations, their intentions, and their actual results. Quest is a fictional account of the travel of Henry Hudson from the viewpoint of his son, John. One selection examines the lore of the native peoples who originally populated the lands. Native American Stories is a collection of myths from various tribes throughout North America. While very different from one another, the tales offer a central theme of love for the earth and a symbiosis between the planet and those who inhabit her. Part of what made the United States into the nation it was to become was the immigration of people from throughout the world. The Statue of Liberty beckoned, “Give me your tired, your poor, your huddled masses yearning to breathe free…” Land of Plenty tells the story of one family’s journey to the United States, highlighting their hope and trepidation as they pass through the immigration center at the entrance to New York City. The final books for this theme are reference materials that provide students with resources to discover more about the features and geography of the United States. TIME for Kids United States Atlas provides more than 60 maps as well as valuable information about each of the 50 states. The Wonders of Western Geography provides relevant details and exquisite photographs of the geographic wonders and wildlife preserves of the western United States, including Hawaii. Through these high-quality selections, students can gain a greater understanding of the geography and development of North America from its exploration to its colonization to its transformation into a free republic.

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Book SummariesAnchor Book

Exploring Continents: North AmericaThis richly detailed reference book outlines the geography, climate, resources, and environments of the continent. It also provides a valuable leaping off point for students who want to learn about the history, people, and governments of the countries of North America.

Read Aloud

Who Belongs Here?: An American StoryWho Belongs Here? is a work of narrative fiction that tells the story of Nary, a young Cambodian refugee who comes to the United States searching for freedom but instead finding prejudice. Nary’s story teaches us about the history of immigration in America while reminding us about compassion and tolerance.

John, Paul, George & BenJohn, Paul, George & Ben is also a work of narrative fiction. It tells the story of John Hancock, Paul Revere, George Washington, Ben Franklin, and Thomas Jefferson as boys, ascribing skills and attributes to them that would later be integral components of their character.

Short Text Sets

Explorers Who Got LostThe Age of Discovery was a time when explorers expanded the globe and changed the course of history. However, as we learn in Explorers Who Got Lost, that may have been in spite of their true intentions. In this fun, fact-driven work of nonfiction, Diane Sansevere-Dreher chronicles the intentions and actualities of European explorations across the globe, from Columbus to Magellan and Cabot to Cartier.

A History of US: Making Thirteen Colonies, 1600–1740The European discovery and colonization of the North American continent is the focus of A History of US: Making Thirteen Colonies, 1600–1740. In this award-winning historical book, Joy Hakim presents the rich story behind the settlement of the eastern colonies, the confrontation between Native Americans and immigrants, and the economic development of this fertile new land, including the steep costs of that production (slavery).

A History of US: From Colonies to Country, 1735–1791This is the second book in a series by Joy Hakim, and picks up when conflict between colonists and their mother country begins rising in tenor. The book explains how the transcendent events such as the Boston Massacre, Boston Tea Party, and “the shot heard ‘round the world” galvanized a group of colonies into becoming a unified force, and how that force of farmers and fishermen took on and defeated one of the strongest armies in the world. The book then goes on to describe the formation of this new country, the United States, and the transformative documents that remain inspiring to this day.

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Native American StoriesThis anthology of Native American myths provides an insight into the life and world-view of the first peoples of North America. Taken from a litany of different tribes, Native American Stories provides a similar theme: that we are merely stewards of this world and its resources, and that we must always be mindful to be ethical keepers of our charge.

The New Americans: Colonial Times 1620–1689Places such as Plymouth , New York, and Salem are brought to life in this visually sharp history of American colonization. Vibrant illustrations capture the difficult lives of the European colonists in this new land and their interaction with the original settlers, Native Americans.

Abraham Lincoln: Great Man, Great WordsAbraham Lincoln, the sixteenth President, is well-known for his spoken and written words. In this book, readers learn how Lincoln’s use of words helped him gain the presidency, end slavery in the Confederate states, and lead a nation during war. Emancipation Proclamation and Gettysburg Address are rich examples of Abraham Lincoln’s powerful use of words.

The Wonders of Western GeographyThe Wonders of Western Geography provides relevant details and exquisite photographs of the geographic wonders and wildlife preserves of the western United States, including Hawaii. Yellowstone, Yosemite, and the Rocky Mountains are just some of the geographic wonders highlighted in this look at the beauty and majesty of the American West.

QuestKathleen Benner Duble brings history to life with the novel Quest, the story of Henry Hudson’s search for the Northwest Passage and the ripple effects that voyage has on numerous lives. Told from numerous viewpoints, the story revolves around Hudson’s obsession to find a western sea route to Asia and the unrest that grows as the mission progresses. Both at sea and back home in London, lives are transformed in this story of hope, heartbreak, and survival.

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English Language Learner Sets

Land of PlentyThe history of the United States cannot be told without telling the story of the immigrants that became the backbone of her labor force. The Statue of Liberty, a beacon of hope to generations of unfortunate and downtrodden travelers beckoned, “Give me your tired, your poor, your huddled masses yearning to breathe free…” Land of Plenty tells the story of one family’s journey to the United States, highlighting their hope and trepidation as they pass through the immigration center at the entrance to New York City.

TIME for Kids United States AtlasThis vibrant atlas offers more than 60 maps of the United States, showing the nation, its regions, and states. There is a summary of each state as well as a list of pertinent facts. Questions, puzzles, and games make this a truly interactive reference guide that will keep students interested and enthused.

We the Kids: The Preamble to the Constitution of the United StatesNever has the preamble seemed more alive than in this illustrated version. Pictures illuminate and explain the opening passage of the U.S. Constitution, at times in an amusing and lighthearted way.

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Book

Reading Literature

or Information

Foundational Skills

Writing Speaking/ Listening

Language

Anchor BookExploring Continents: North America

Read AloudsWho Belongs Here?: An Amiercan Story

John, Paul, George, & Ben

Short Text Sets Explorers Who Got Lost

A History of US: MakingThirteen Colonies, 1600-1740

Native American Stories

The New Americans:

Colonial Times 1620-1689

The Wonders of Western Geography

Quest

ELL SetsLand of Plenty

TIME for Kids United

States Atlas

We the Kids: The Preamble to the Constitution of the United States

Common Core State Standards

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Theme: North America The books chosen for Grade 5 Theme 1, North America, are a rich mixture of selections tracing the history of

North America from its European discovery to the foundation of the United States. This eclectic set of theme texts includes a novel, various historical texts, fictionalized historic accounts, and insightful reference sources. Each book provides opportunities for students to deepen their knowledge of North American history or geography through close reading, writing, and speaking activities.

Texts Anchor Book Exploring Continents: North AmericaRead Aloud Texts• Who Belongs Here?: An American Story• John, Paul, George & BenShort Texts• Explorers Who Got Lost• A History of US: Making Thirteen Colonies, 1600–1740• A History of US: From Colonies to Country, 1735–1791• Native American Stories • The New Americans: Colonial Times 1620–1689• The Wonders of Western Geography• QuestEnglish Language Learner Texts• Land of Plenty• TIME for Kids United States Atlas• We the Kids: The Preamble to the Constitution of the United States

Common Core Standards

Standards RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including

how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

SL.5.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Additional Standards RL.5.1, RL.5.5, RL.5.6, RL.5.7, RI.7.3, RI.7.4, RI.7.5, RI.7.6, RI.7.8, RI.7.10, W.5.1.a–W.5.1.d, W.5.2.a–W.5.2.e, W.5.3.a–W.5.3.d, W.5.4, W.5.7, W.5.8, W.5.10, SL.5.1.a– SL.5.1.c, SL.5.4, SL.5.5, SL.5.6, L.5.4.a, L.5.4.b, L.7.4.d

Skills • Use evidence to support explanations of explicit text and inferences.

• Summarize text using main idea and important details.

• Apply the characteristics of opinion/argument writing.

• Apply characteristics of informative/explanatory writing.

• Apply characteristics of narrative writing.

• Present a report providing facts and details to support the topic.

Grade 5 Theme 1: North America

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Summary This richly detailed reference book outlines the geography, climate, resources, and environments of the

continent. It also provides a valuable leaping off point for students who want to learn about the history, people, and governments of the countries of North America.

Essential Question

• What are some things that make North America unique? How is the continent different from region to region?

Learning Activities

Preparing Students to Read• Have students discuss what they already know North America: its countries,

geography, climate, and people.

• Display the book. Then ask students to identify the continent on a globe or world map. Tell students that they are going to read an informational text about the North American continent.

• Display the photographs from the book. Ask students to identify the region or area of North America they associate with and tell what they see.

• Display images of symbols of Canada, the United States, and Mexico. Ask students to correctly associate the symbol with its country and then to explain why that symbol might be representative of that nation.

• Remind students that informational text provides facts and details to inform the reader about the natural or social world. Informational texts also make use of text features to assist readers in their comprehension. Some common text features found in informational texts include the Table of Contents, Index, Glossary, and photographs. Ask students to flip through the book and identify some of the text features.

• Introduce the essential question and have students focus on answering the question as their purpose for reading.

Establishing Reading ProceduresProvide copies of the graphic organizer “Fact and Detail Chart.” Suggest that students complete the chart by identifying facts and details from each major section of the book.

• Have advanced students read independently and complete the chart as they read. (RI.5.2)

• Have students read with partners. Suggest that students summarize each section before they read on. Partners can work together to complete the “Fact and Detail Chart.” (RI.5.2)

• Use guided reading strategies with students who need more support. Discuss each section including some of the more important points, or facts. Help students complete the chart by identifying details about those facts. (RI.5.2, RI.5.10)

Anchor Book: Exploring Continents: North America

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Providing Minilessons/Activities for Close Reading• Direct students to the map of natural resources on page 16. Ask them to identify

their location as closely as possible and discover what resources are found nearby. Ask students if they are familiar with the production of these natural resources. Then ask students to list any other prominent natural resources in the area.

• Ask questions about the information on specific pages and have students use text evidence to support their answers. For example, for page 12–15 ask:

What is a habitat? (the place and conditions that a living thing needs to survive) What is the bison’s habitat? (It lives in the North American plains.) How did Native Americans use the bison? (They used their meat, hides, and dung for food, clothing, and shelter.) Why did European settlers treat the bison differently? What was the effect? (European settlers killed the bison because they were not good for farming or railroads. As a result, the bison population has shrunk from millions to just a few.) (RI.5.4)

• Work with students to analyze the book’s structure. Discuss the author’s choice to include or exclude information. Analyze how this contributes to the overall understanding of the reader.

The author divides the book into sections. Within each section, the author provides a general overview and then a few specific examples. What natural resources does the author discuss? (cotton and iron) Where is cotton grown? (the warm southern parts of the United States and Mexico) Why doesn’t the author provide information on all the natural resources in North America? (There are too many resources to list information about all of them.) (RI.5.5)

• Have students look at the photograph of the Inuit man on page 23. How is this man prepared for his environment? (He is dressed warmly for the cold weather. He is using a dog sled for transportation.)Then discuss ways people prepare for the surroundings where they live.

Integrating the Language Arts• Speaking/Listening: Have students think of a famous place in North America

they have visited or would like to visit. Ask them to give a speech discussing this famous place. Have them identify what makes their location special or unique. Have students explain why they believe everyone should visit this location. Encourage students to use vivid language to describe what they saw or would like to see. Encourage the rest of the class to be good listeners. When the speaker has finished, ask students to raise their hands with any questions. (SL.5.1c, SL.5.4)

• Informational/Explanatory Writing: Have students write a compare-and-contrast essay about two different parts of North America. Remind students that when they compare they explain ways things are similar, and when they contrast they discuss how they are different. Have them use comparative words, phrases, and clauses to link ideas. They can use the author’s structure as a guide for what they should include in their essay. You may wish to help students locate information on the Internet or in reference and other nonfiction books. Encourage children to summarize their essays in a concluding paragraph. (W.5.2.a, W.5.2.c, W.5.4, W.5.8, W.5.10)

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Activity Page for Anchor BookExploring Continents: North AmericaAs you read the book, provide information to complete the Fact and Detail Chart.

Fact and Detail Chart

Geography Fact:

Detail:

Weather Fact:

Detail:

Plants and Animals Fact:

Detail:

Natural Resources Fact:

Detail:

Cities/Countries Fact:

Detail:

People Fact:

Detail:

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Vocabulary

Introduce the Strategies Have students use the following strategies to identify the meanings of academic and domain-specific words as well as unknown words in reading a selection. Encourage students to use the chart on the following page to record words and their meanings.

Vocabulary Activities

Context Clues Explain to students that informational text often provides context clues to help readers identify the meanings of words. These clues may be explanations of the word, descriptions, stated definitions, synonyms, or antonyms. Have students look for context clues for unknown words and academic or domain-specific words in the selections. Provide an example by reading the first sentence at the top of page 20 of Explorers Who Got Lost. Point out that the word navigation is used. The context clue to the word’s meaning, an explanation of the word, is provided later in the same sentence. Encourage students to reread as they encounter unknown, academic, or domain-specific words to look for clues to meaning. (RI.5.4, L.5.4.a)

Word Structure Remind students that they can use word structure to help them determine the meanings of words. Provide examples of compound words and words with inflectional endings or prefixes and suffixes. Have students identify each base word and use its meaning as well as the meaning of the word parts added to it to determine the meaning of the word. For example, read the second sentence of the third full paragraph on page 14 of A History of US: From Colonies to Country, 1735–1791. Write the word disagree on the board and discuss its base word, agree, which means “to have the same opinion as someone.” Then discuss the prefix dis-, meaning “opposite of” or “not.” Putting all of this together, disagree means “not have the same opinion as someone.” Have students think of other dis- words they have heard and discuss the words’ definitions. (RI.5.4, L.5.4.b)

Figurative LanguageRemind students that figurative language is typically language designed to appeal to the senses. It is not intended to be taken literally, as it is written. Figurative language includes similes, metaphors, alliteration, onomatopoeia, and idioms. Offer examples of each of these types of figurative language. For example, read the final paragraph on page 7 of Quest. Then write the phrase, “my face was as red as an apple.” Explain that this is a simile, where the author uses the words “like” or “as” to compare two different objects. Help students understand that in this simile, the author is comparing a face to a red apple. Suggest that students keep a list of the different types of figurative language so that they can recognize examples of it in their reading. (L.5.5.a)

Dictionaries Display a classroom dictionary, and project an entry on the whiteboard. Discuss each part of the entry—for example, entry word; pronunciation in parentheses; numbered dictionary meanings, often with example sentences or phrases; for some words, inflected forms of the word or forms of the word in other parts or speech. Have students choose an unfamiliar word in a book they are reading and look it up in a dictionary. (L.4.4c)

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Vocabulary Activity Page

Vocabulary in the Text __________________________________________________

WordPage

NumberText Clues to

MeaningStructural Clues to Meaning

Glossary or Dictionary Meaning

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Read Aloud Books: Who Belongs Here?: An American Story; John, Paul, George & Ben

Essential Question

• Why is it important to be tolerant of people’s unique traits and differences?

Learning Activities

Preparing Students to Read• Introduce Who Belongs Here?: An American Story and direct students to

look at its illustrations. Ask students if they think it would be difficult to be an immigrant. Have them identify some things that would be hard about living in a new country. (SL.5.1c)

• Discuss the child’s illustration opposite the first page of text of Who Belongs Here?: An American Story. Have children attempt to identify what each part of the picture represents and the order with which it occurs. (SL.5.1a)

• Introduce John, Paul, George & Ben by having students page through the book and talk about its illustrations and other features. (RL.5.7)

• Introduce the essential question and have students focus on answering the question as their purpose for reading. (RL.5.2)

Establishing Reading ProceduresProvide copies of the graphic organizers for Who Belongs Here?: An American Story and John, Paul, George & Ben. Suggest that students complete the charts after they read the books.

• Have more advanced students read independently. (RL.5.1, RL.5.2)

• Have students read with partners. Encourage partners to use illustrations to support their understanding of the text. Partners can work together to complete their charts. (RL.5.1, RL.5.2, RL.5.7)

• Use guided reading strategies with students who need more support. Help students complete the charts. (RL.5.1, RL.5.2)

Providing Minilessons/Activities for Close Reading• Have students discuss ways each boy’s characteristics in John, Paul,

George & Ben get them in trouble. (RL.5.2)

• Have students find the reasons Nary had to flee Cambodia in Who Belongs Here?: An American Story. Ask children to think of other reasons people may have wanted to immigrate to the United States. (RL.5.2)

• Discuss the italicized information presented on the pages below Nary’s story in Who Belongs Here?: An American Story and have students explain how specific this information supports or extends information from the main story. (RI.5.2)

Integrating the Language Arts• Speaking/Listening: Have students think of one of their own character traits or something that makes them unique or special. Has the trait ever gotten them in trouble like it did the boys in John, Paul, George & Ben? Have them give a short speech about some ways that trait might be useful for a job or in a crisis. (SL.5.4)

• Narrative Writing: Write three short diary entries from Nary’s point of view: one just after he arrives in the United States, one after he is made fun of at school, and one after the other students in his class learn more about refugees and immigration. (W.5.3.a, W.5.10)

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Activity Page for the Read Aloud BooksWho Belongs Here?:An American Story; John, Paul, George & BenFor the chart on Who Belongs Here?: An American Story, identify what the book says about each topic and provide the page numbers where you found the information. For the chart on John, Paul, George & Ben, identify each boy’s character trait and note how it would later help the cause of American liberty.

Who Belongs Here?: An American Story

Topic Key Ideas

Why people immigrate to the United States

Number of people who immigrate to the United States

Influence of immigrants on the United States

Treatment of immigrants in the United States

John, Paul, George & Ben

Trait How the Trait Was Useful During the Revolution

John

Paul

George

Ben

Tom

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Essential Question

• What geographical wonders can be found in the American West?

Learning Activities

Preparing Students to Read• Introduce the book by discussing the concept of wonders. Ask students to

name some natural and man-made wonders.

• Have students look at the map on page 13. Have them identify the wonders on the map. Ask students what they have in common.

• Before students begin reading the selection, have them look at the photographs. Ask them to name what leaps out about each of the images.

• Introduce the essential question and have students focus on answering the question as their purpose for reading. (RI.5.1)

Establishing Reading ProceduresProvide copies of the graphic organizer for The Wonders of Western Geography. Suggest that students complete the chart as they read.

• Have more advanced students read independently. (RI.5.2)

• Have students read with partners. Encourage partners to use photographs and captions to support their understanding of the text. Partners can work together to complete their charts. (RI.5.2)

• Use guided reading strategies with students who need more support. Help students complete the chart. (RI.5.2)

Providing Minilessons/Activities for Close Reading• Have students summarize information about each wonder. (RI.5.2)

• Ask questions about the information on specific pages and have students use text evidence to support their answers. (RI.5.1)

• Ask students to infer why knowing the location of fault lines is important. Have them use Internet research or the school’s library to discover the nearest fault line to where they live. (RI.5.1)

• Have students examine the photographs on page 11. Ask them to identify which small photo shows a cause and which shows an effect.

Integrating the Language Arts• Speaking/Listening: Have partners create a travel poster about one of the

wonders listed in the selection and then deliver a short speech advertising why people should come visit this jewel of the American West. Students can use nonfiction books and Internet sources to do further research on their landform. (SL.5.4, SL.5.5)

• Informational/Explanatory Writing: Have students write a short essay about a famous earthquake or volcanic eruption. Provide resources so students can research the event. Remind students to provide a concluding statement at the end of their essay. (W.5.2.a, W.5.2.b, W.5.2.d, W.5.2.e)

Short Text 1: The Wonders of Western Geography

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Activity Page for the Short Text 1The Wonders of Western GeographyUse information in the book to complete the chart.

Western Wonder Location What Makes It Unique

Yellowstone National Park

Mount Rainier

Mount St. Helens

Yosemite National Park

Death Valley

Denali National Park

Mauna Loa

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Short Texts 2 and 3: A History of US: Making Thirteen Colonies, 1600-1740; A History of US: From Colonies to Country, 1735-1791

Essential Question

• A History of US: Making Thirteen Colonies, 1600–1740: What are some of the difficulties colonists overcame in coming to America? A History of US: From Colonies to Country, 1735–1791: What key policies and events led to the Revolutionary War?

Learning Activities

Preparing Students to Read• Display each book, read its title, and direct students to the Table of

Contents. Have students make inferences about the content of the book from the chapter titles. (RI.5.1)

• Briefly discuss the meanings of the terms colonies, colonialism, and native. (RI.5.4, L.5.4.a)

• Introduce the book’s essential question and have students focus on answering the question as their purpose for reading. (RI.5.2)

Establishing Reading ProceduresProvide copies of the graphic organizer. Suggest that students complete the chart for each book as they read.


• Have students read with partners. Encourage partners to use illustrations to support their understanding of the text. Partners can work together to complete their charts. (RI.5.2)

• Use Guided Reading strategies with students who need more support. Help students complete each book’s chart. (RI.5.2)

Providing Minilessons/Activities for Close Reading• Help students compare and contrast the colonization of New England with

that of the southern states. (RI.5.1, RI.5.3, RI.5.10)

• Have students look at the engraving on the opening page (unnumbered) of A History of US: Making Thirteen Colonies, 1600–1740. Ask students why this picture could be used as an advertisement for people in Europe to move to America. (RI.5.1)

• For each book, have students consider which conflicts could have been avoided and how the conflicts could have been avoided. (RI.5.1)

Integrating the Language Arts• Speaking/Listening: With students, compile a list of debate topics related

to colonialism. Have students choose a topic, form debate teams, choose a side of the debate, and organize their arguments. Then host a debate where questions are asked regarding colonialism and teams are given time for responses and rebuttals. Have students from the audience ask follow-up questions and score responses. (SL.5.1.a, SL.5.1.b, SL.5.1.c, SL.5.1.d, SL5.4)

• Opinion/Argument Writing: Have students respond in writing to the following prompt: For what reasons did the colonists rebel against Great Britain? Explain why those reasons did or did not justify going to war. Remind students to state their position and to organize the evidence or reasons that support their position from least important to most important. They should summarize their position in a closing statement or paragraph. (W.5.1.a, W.5.1.b, W.5.1.c, W.5.1.d)

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Activity Page for the Short Texts 2 and 3A History of US: Making Thirteen Colonies, 1600-1740; A History of US: From Colonies to Country, 1735-1791

Conflicts in the ColoniesComplete the chart by telling about the conflict and its effect.

Date Conflict and Effects

Salem Witch Trial 1692-1693

King Philip’s War

English Civil War

Stamp Act and Quartering Act

Boston Massacre

Boston Tea Party

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Short Texts 4 and 5: Explorers Who Got Lost; Quest

Essential Question

• Explorers Who Got Lost: How have accidental discoveries changed the world? Quest: What price do we pay to follow our dreams or do what we think we must?

Learning Activities

Preparing Students to Read• Preview each book by pointing out that one book is an informational text

while the other is a work of historical fiction. Read the introduction of Explorers Who Got Lost. Then discuss the difference between a history book and a work of historical fiction. Discuss each author’s purpose for writing his or her book.

• Introduce the book’s essential question and have students focus on answering the question as they read. (RL.5.1, RI.5.1)

Establishing Reading ProceduresProvide copies of the Activity Page for Explorers Who Got Lost and Quest.

• Have more advanced students read independently. Have students complete the charts as they read. (RL.5.1, RI.5.1)

• Have students read with partners. Partners can work together to complete the chart for each book. (RL.5.1, RI.5.1)

• Use guided reading strategies with students who need more support. Help students complete the chart for each book. (RL.5.1, RI.5.1)

Providing Minilessons/Activities for Close Reading• Have students summarize information after each section of Explorers

Who Got Lost. (RI.5.2)

• Discuss the type of information presented in the sidebars of Explorers Who Got Lost and have students explain how specific sidebars support or extend information in the main text. (RI.5.5)

• Read Quest and discuss the different narrators of the story. Ask students to explain if each narrator uses the same voice. Then ask them to consider the reason the author decided to tell the story this way. (RL.5.6)

• Ask students to identify real historical details from the story Quest. Ask them to explain how these details add to the story. (RL.5.5)

Integrating the Language Arts• Speaking/Listening: Have partners select a scene from the novel to act

out in front of the class. Have students identify the characters and the setting for their scene. Encourage students to pantomime the action and adjust their volume and intonation to express mood. (SL.5.5, SL.5.6)

• Narrative Writing: Have students write a diary entry from the point of view of one of the characters on the ship in Quest. Encourage students to supplement their writing with facts and details about what life on the ship might have been like at that time. You may wish to help students locate information on the Internet or in reference and other nonfiction books. (W.5.3.a, W.5.3.d, W.5.4, W.5.8, W.5.10)

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Activity Page for the Short Texts 4 and 5Explorers Who Got Lost; QuestFind information about the following topics in the books. Identify what each book says.

Explorers Who Got Lost

Complete the chart by telling about the conflict and its effect.

Explorer What He was Looking For What He Found

Christopher Columbus

John Cabot

Ferdinand Magellan

Giovanni de Verrazano

Jacques Cartier

Henry Hudson

Quest Complete the chart by telling about the conflict and its effect.

Role in the Story Character Traits Actions

John Hudson

Richard Hudson

Isabella Digges

Seth Syms

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Short Texts 6 and 7: The New North Americans; Native American Stories

Essential Question

• The New Americans: How did the presence of Native Americans affect the lives of European colonists? Native American Stories: What common elements or themes can you find in each of the stories?

Learning Activities

Preparing Students to Read• Read the titles and preview each book by examining its cover and pictures.

Based on what they see, have students infer how the books might cover different topics. (RL.5.7, RI.5.1)

• Explain to students that in a very short time, the population of America changed dramatically. Ask students to explain dramatic ways the arrival of Europeans might have affected the lives of Native Americans.

• Introduce the essential question and have students focus on answering the question as they read. (RL.5.1, RI.5.1)

Establishing Reading ProceduresProvide copies of the activity page for The New Americans and Native American Stories. Have students complete the activity for each book.

• Have more advanced students read independently. (RL.5.2, RI.5.1)

• Have students read with partners. Encourage partners to use illustrations to support their understanding of the text. Partners can work together to complete their chart. (RL.5.2, RI.5.1)

• Use guided reading strategies with students who need more support. Help students complete the chart. (RL.5.2, RI.5.1)

Providing Minilessons/Activities for Close Reading• Ask students to integrate information from the two selections to answer the

following question: How did the goals of the early European settlers contrast with those of the Native Americans they encountered? (RL.5.2, RI.5.2)

• Help students draw conclusions about recurring themes in Native American mythology. (RL.5.2)

• Reread pages 14–17 of The New Americans and have students discuss the irony of the Puritan position on religious freedom. (RI.5.1, SL.5.1.a)

• Have students choose one of the myths from Native American Stories and retell it in their own words.

Integrating the Language Arts• Speaking/Listening: Have students deliver speeches as if they are

representatives for a settlement of colonists meeting Native Americans for the first time, or vice versa. Ask them to explain their brief history as well as provide a list of their desires. (SL.5.6)

• Narrative Writing: Have students write their own myths related to a one of the topics listed in Native American Stories: creation, fire, earth, wind and water, sky, seasons, plants and animals, life and death, and unity of earth. Encourage them to employ personification in their myth. (W.5.3.a, W.5.3.b, W.5.3.d)

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Activity Page for the Short Texts 6 and 7The New North Americans; Native American StoriesComplete the time line chart by writing key events for each year.

The New Americans

Year Key Events

1620

1625

1634

1664

1675

1682

1682

Choose one story from each of the topics listed. Then identify the characters and message of the story, or theme.

Native American Stories

Topic Story Main Characters Theme

Creation

Fire

Water

Sky

Plants and Animals

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English Language Learners Text 1: TIME for Kids United States Atlas

Essential Question

• What are some facts about and unique traits of the United States?

Learning Activities

Preparing Students to Read• Discuss background information about where you live: the region, capital of your

state, nearby rivers, etc.

• Ask students to explain the importance of maps. Have them explain their purpose and uses. Ask them to think of as many different kinds of maps as they can: political, topographic, physical, climate, resource, road.

• Preview the maps in TIME for Kids United States Atlas. Ask students to explain what they think they will be able to learn from these maps. (RI.5.10)

• Introduce the essential question and have students focus on answering the question as they read. (RI.5.2)

Establishing Reading ProceduresProvide copies of the “The United States” chart. Have students complete the chart as they read.


• Have students read with partners. Encourage partners to use illustrations to support their understanding of the text. Partners can work together to complete their chart. (RI.5.2)


Providing Minilessons/Activities for Close Reading• Look at the map on page 113 of the TIME for Kids United States Atlas. Ask

students to locate the city of Salmon on the map and explain what geographic conditions are like there. (RI.5.2, RI.5.10)

• Ask students to identify one state where the capital is also the largest city. (RI.5.10)

• Have students compare the maps of Colorado (p. 109) and Kansas (p. 75). Ask them to describe the differences they recognize in the geography. (RI.5.10)

• Ask students to explain the rights that citizens of U.S. territories have. (RI.5.2)

Integrating the Language Arts• Speaking/Listening: Have partners use TIME for Kids United States Atlas to

research a state and create a television advertisement promoting that state’s tourism. Encourage them to discover both indoor and outdoor attractions. Then have them read their advertisement in front of the class. (SL.5.4, SL.5.5, SL.5.6)

• Informational/Explanatory Writing: Have students create an atlas entry like those shown in TIME for Kids United States Atlas for a state in Mexico or a territory in Canada. Provide reference materials or access to the Internet so students can research their subject. (W.5.2.a, W.5.2.a, W.5.7)

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Activity Page for English Language Learners Text 1TIME for Kids United States AtlasFill in the chart with a state from each region, a geographic fact about the state, and another interesting piece of information.

The United States

Region State Geographic Fact Interesting Information

Northeast

South

Midwest

Southwest

West

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English Language Learners 2 and 3 Texts:Land of Plenty; We the Kids: The Preamble to the Constitution of the United States

Essential Question

• Land of Plenty: What was it like to immigrate to the United States? We the Kids: The Preamble to the Constitution of the United States: Why are the rights listed in the Preamble to the Constitution important?

Learning Activities

Preparing Students to Read• Introduce the titles of each book. Ask students to flip through each book and look at

the illustrations. Have them predict what each book is going to be about.

• Create a KWL chart on the board. Ask students what they know about the Constitution and what they want to learn about the Constitution, and fill in the chart accordingly. (SL.5.1.a)

• Ask students if they have ever traveled somewhere unfamiliar. Have them explain their emotions as they saw new things and met new people. Then ask them to describe how they would feel if they had to move somewhere unfamiliar.

• Introduce the essential questions and have students focus on answering the question as they read. (RI.5.1)

Establishing Reading ProceduresProvide copies of the graphic organizer for Land of Plenty and We the Kids: The Preamble to the Constitution of the United States. Suggest that students complete each chart as they read that book. They can use the chart to review topics discussed in the books.


• Have students read with partners. Encourage partners to use illustrations to support their understanding of the text. Partners can work together to complete their chart. (RI.5.2)


Providing Minilessons/Activities for Close Reading• Discuss the definition of primary and secondary sources. Then have students

determine whether We the Kids: The Preamble to the Constitution of the United States would be considered a primary or secondary source.

• Discuss Land of Plenty. Ask students to explain why they think the O’Maras and so many other families like them were willing to immigrate to the United States. (SL.5.1.a)

• Complete the KWL chart about the Preamble by having students list something new they have learned. (RL.5.1)

Integrating the Language Arts• Speaking/Listening: Have students deliver a speech in the voice of an immigrant arriving in New York City. Ask them to express both their hopes and fears. (SL.5.6)

• Informational/Explanatory Writing: H: Have students write a short biography about one of the Founding Fathers who helped draft the Constitution. Encourage the use of the Internet and the school library as resources. (W.5.2b, W.5.7, W.5.8)

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Activity Page for English Language Learners Texts 2 and 3: Land of Plenty; We the Kids: The Preamble to the Constitution to the United StatesWe can learn many things about characters by their actions or what they say. Find something each of the characters said in Land of Plenty and explain what it shows about them.

Land of Plenty

Character What They Say or Do What It Reveals About Them

Colleen

Mr. O’Mara

Mrs. O’Mara

Fiona

Patrick

The illustrations in We the Kids: The Preamble to the Constitution of the United States help explain the meaning of each line. Look at each image and explain the meaning.

We the Kids: The Preamble to the Constitution

Line Meaning

...establish justice

...ensure domestic tranquility

...provide for the common defense

...promote the general welfare

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Answer KeyThe Answer Key provides possible answers to the activity pages for the reading selections. Student responses may vary but should reflect book content.

Activity Page for Anchor BookGeographyFact: The Appalachian Mountains are the best-known mountain range in the east.Detail: These mountains run from north to south.WeatherFact: The northern part of North America has an arctic climate.Detail: In an arctic climate it is even cold in the summer.Plants and AnimalsFact: Four-fifths of what we eat originated in a rain forest.Detail: Potatoes are one of these foods.Natural ResourcesFact: Where you find iron, you find industries that convert that iron into steel.Detail: Detroit grew into a major car-making area because of the nearby iron.Cities/CountriesFact: Canada is the second largest country in the world.Detail: The far north of Canada is cold and hard to live in.PeopleFact: The Dutch, British, French, and Spanish all began settling North America about 500 years ago.

Detail: The Spanish settled in the United States, Mexico, and Central America.

Activity Page for Read Aloud BooksWho Belongs Here?: An American Story

Why people immigrate to the United StatesKey Ideas: Some people come by choice, to seek a better opportunity. Others come because they are forced to by war, slavery, or famine.

Number of people who immigrate to the United StatesKey Ideas: From 1892 to 1954, more than 12 million people immigrated to the United States. Every year, millions of people try to come to the United States.

Influence of immigrants on the United StatesKey Ideas: Many foreign words have been incorporated into daily use. Many different foods have become extremely popular. Immigrants are an important part of the American workforce.

Treatment of immigrants in the United StatesKey Ideas: Over the years, many immigrants have been treated unkindly. Some are looked down upon because people thought they would take away jobs.

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John, Paul, George & BenJohnTrait: He was quite bold.

How the Trait Was Useful During the Revolution: He signed the Declaration of Independence in very large print.

PaulTrait: He was very noisy.

How the Trait Was Useful During the Revolution: He was so noisy that all the colonists knew the British were coming.

GeorgeTrait: He was very honest.

How the Trait Was Useful During the Revolution: He chose to be a good President, and not a King.

BenTrait: He was very clever

How the Trait Was Useful During the Revolution: He made clever statements about their separation from Britain.

TomTrait: He was independent.

How the Trait Was Useful During the Revolution: He helped the colonies declare their independence.

Activity Page for the Short Text 1The Wonders of Western GeographyYellowstone National Park

Location: parts of Wyoming, Idaho, and Montana

What Makes It Unique: covers more than two million acres, has geysers, including Old Faithful, has many animal species

Mount Rainier

Location: Cascade Mountains in Washington State

What Makes It Unique: It is a 14,000-foot volcano.

Mount St. Helens

Location: Cascade Mountains in Washington State

What Makes It Unique: It is a volcano. It erupted in 1980.

Yosemite National Park

Location: California

What Makes It Unique: in the Sierra Nevada, offers excellent views, has ancient giant sequoia trees

Death Valley

Location: California, north of the Mojave Desert

What Makes It Unique: It is one of the hottest places on Earth. It is also beautiful.

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Denali National Park

Location: Alaska

What Makes It Unique: It is a nature and wildlife refuge that covers more than six million acres.

Mauna Loa

Location: Hawaii

What Makes It Unique: If measured from its base to its summit, it is the tallest mountain in the world.

Activity Page for the Short Texts 2 and 3Salem Witch Trial

Date: 1692–1693

Conflict and Effects: People in Salem, MA, began accusing others of witchcraft. Over 100 people were accused. Twenty people and two dogs were executed. It was a shameful chapter in American history.

King Philip’s War

Date: 1675–1676

Conflict and Effects: Colonists in New England fought a war against the Wampanoag people and their leader Metacom (aka King Philip). The war was very brutal; 600 colonists and 3,000 Indians died.

English Civil War

Date: 1649

Conflict and Effects: Puritans in England overthrew the king, King Charles I, executed him, and replaced him with Oliver Cromwell. Puritans attack many Anglican and Catholic churches and followers. Eventually the monarchy is restored.

Seven Years’ War

Date: 1756–1763

Conflict and Effects: In Europe, war between European nations over land in Europe; in America, war between Great Britain and France over American territories. War left Britain in debt and the leaders decided to tax Americans to help pay the war debt and the protection Britain gave the colonists.

Stamp Act and Quartering Act

Date: 1765

Conflict and Effects: Stamp Act required colonists to pay a tax on all printed materials and the Quartering Act required colonists to care for British soldiers. Colonists objected to taxation because they had no representation in government. Colonists stopped buying British goods and the Stamp Act was repealed. Disagreements over taxes and housing soldiers continued.

Boston Massacre

Date: 1770

Conflict and Effects: A crowd surrounded soldiers outside the Custom House in Boston. Someone threw a snowball and soldiers began shooting, which resulted in five deaths. Colonists used the event to stir up anti-British feelings.

Boston Tea Party

Date: 1773

Conflict and Effects: A group of colonists boarded British ships and dumped tea aboard it to protest the Tea Act. The British responded by passing laws punishing the colonists in Boston. The colonies sent representatives to the First Continental Congress, which voted to stop trade with Britain until the punishing laws were repealed.

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Activity Page for the Short Texts 2 and 3Explorers Who Got LostExplorer: Christopher Columbus

What He Was Looking For: A route to Asia

What He Found: the Bahama Islands, San Salvador, and Cuba

Explorer: John Cabot

What He Was Looking For: Japan

What He Found: Newfoundland

Explorer: Ferdinand Magellan

What He Was Looking For: a short route west to the Spice Islands

What He Found: It was possible to sail south around South America

Explorer: Giovanni da Verrazano

What He Was Looking For: a strait that connected to the Pacific

What He Found: New York Harbor

Explorer: Jacques Cartier

What He Was Looking For: Northwest Passage to China

What He Found: St. Lawrence River

Explorer: Henry Hudson

What He Was Looking For: Northwest Passage

What He Found: areas all around New York

QuestJohn Hudson

Role in the Story: 17-year-old son of Henry Hudson and member of his crew

Character Traits: playful, good-natured, adventurous

Actions: plays pranks on crew members

Richard Hudson

Role in the Story: 8-year-old son of Henry Hudson, forced to stay home with his mother while his father makes his journey

Character Traits: loving, considerate, worried

Actions: provides relief to his mother during the mission.

Isabella Digges

Role in the Story: girlfriend of John Hudson and spy for the British

Character Traits: ambitious, open-minded

Actions: spies for British against Dutch, dates a boy below her station

Seth Syms

Role in the Story: member of Henry Hudson’s crew

Character Traits: occasional thoughtlessness, searching for peace

Actions: avoids a duel, sets to sea to hide

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Activity Page for the Short Texts 6 and 7The New Americans1620: Pilgrims land at Plymouth, write and sign Mayflower Compact.

1625: New Amsterdam is founded by the Dutch.

1634: Maryland is founded by George Calvert.

1664: English capture New Amsterdam from the Dutch. They rename it New York.

1675: King Philip’s War breaks out between New England settlers and Wampanoags.

1682: William Penn founds Quaker colony of Pennsylvania.

1682: La Salle claims the Mississippi River and its valley for France.

Native American StoriesTopic: Creation

Story: The Coming of Gluscabi

Main Characters: Tabaldak, Gluscabi

Theme: The world is an amazing place filled with wonderful things.

Topic: Fire

Story: How Grandmother Spider Stole the Sun

Main Characters: Bear, Fox, Possum, Grandmother Spider, Buzzard

Theme: Explains how animals came to look the way they do through myth.

Topic: Water

Story: Koluscap and the Water Monster

Main Characters: Koluscap, Water Monster, villagers, Gitchee Manitou

Theme: No one has a right to own and horde natural resources.

Topic: Sky

Story: How Coyote Was the Moon

Main Characters: Yellow Fox, Coyote

Theme: Explains the coyote’s curious nature through myth.

Topic: Plants and Animals

Story: Manabozho and the Maple Trees

Main Characters: Manabozho, Gitchee Manitou

Theme: A gift can sometimes lead to laziness.

Activity Page for English Language Learners Text 1TIME for Kids United States AtalsNortheast

State: Delaware

Geographic Fact: Delaware is part of a flat, low-lying region called the Atlantic Coastal Plain.

Interesting Information: Delaware has only three counties; fewer than any other state.

South

State: Florida

Geographic Fact: The highest point of Florida is the lowest high point of any state.

Interesting Information: Florida is one of the top tourist destinations in the world.

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Midwest

State: Illinois

Geographic Fact: The longest river in Illinois is the Illinois River.

Interesting Information: Chicago is not the capital of Illinois, but it is the third largest city in the United States.

Southwest

State: New Mexico

Geographic Fact: The three geographic sections of New Mexico are the Great Plains, the Basin and Range region, and the Colorado Plateau.

Interesting Information: New Mexico has the highest percentage of Hispanics in any state.

West

State: Idaho

Geographic Fact: Most of Idaho is covered with mountains and thick forests.

Interesting Information: NASA once trained astronauts in a section of New Mexico because it naturally had moon-like characteristics.

December 6, 1865 the Thirteenth Amendment to the Constitution ends slavery in the United States.

Activity Page for English Language Learners Texts 2 and 3Land of PlentyCharacter: Colleen

What They Say or Do: She tells her father about their “address” on Baxter Street.

What It Reveals About Them: She is a quick thinker who takes action.

Character: Mr. O’Mara

What They Say or Do: “Let’s be off. Our fortunes await us.”

What It Reveals About Them: He is optimistic about the family’s future in America.

Character: Mrs. O’Mara

What They Say or Do: “No one is going to hand it to us.”

What It Reveals About Them: She knows that they will have to work hard to make their fortune in America.

Character: Fiona

What They Say or Do: Her eyes were round, amazed at the sights of New York Harbor.

What It Reveals About Them: She is in awe of this new city.

Character: Patrick

What They Say or Do: He learns to read from a friend.

What It Reveals About Them: It shows he is ambitious and wants to learn.

We the Kids: The Preamble to the ConstitutionLine: …establish justice

Meaning: have rules and make sure they are followed

Line: …ensure domestic tranquility

Meaning: have peace and happiness at home

Line: …provide for the common defense

Meaning: protect ourselves

Line: …promote the general welfare

Meaning: make sure everyone is happy

North America - Pearson Educationassets.pearsonschool.com/asset_mgr/current/201313/CPS_G5... · 2016. 6. 14. · view of the first peoples of North America. Taken from a litany of

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