TEACHER’S GUIDE - Cloud Object Storage | Store & … · 2012-12-21 · • Use Context Clues to Determine Word Meaning: Descriptions. ... This five-day lesson plan shows one way

B e n c h m a r k e d u c a t i o n c o m p a n y

Theme: 19th Century Communities• Deadwood, South Dakota• A Whaling Community• Three Immigrant Communities

Social Studies

Skills & Strategies

Deadwood, South Dakota: A Frontier CommunityLevel N/30

Anchor Comprehension Strategy

• Analyze Character

Comprehension • Visualize

• Summarizeinformation

• Usegraphicfeaturestointerpretinformation

Vocabulary/Word Study Strategy • Contextcluestodeterminewordmeaning

Social Studies Big Idea • Individuals,events,andideasshapedthe

developmentandinfluencedthehistoryofvariouscommunities.

TEACHER’S GUIDETEACHER’S GUIDE

Page 11: Synthesize Information • Administer Ongoing Comprehension Assessment

• Summarize Information

D a y

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A c t i v i t i e s

Using Navigators Chapter Books

Explicit Strategy InstructionUse the complete guide to model, guide, and support students as they apply comprehension and word-study strategies. Use portions of the guide to scaffold reading instruction for students who do not need modeled instruction.

Small-Group DiscussionsIntroduce the book and model strategies. Have the group set a purpose for reading based on the introduction. Students read the book, or parts of the book, independently. Then have them use the Small-Group Discussion Guide as they discuss the book together.

Independent ReadingHave students select titles at their independent reading levels. After reading, have students respond to the text in reader response journals or notebooks.

Core Lesson Planning Guide

©2012 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

ISBN: 978-1-4108-6295-22

Pages 4–6: Model Strategies: Introduction–Chapter 1• Monitor-Reading Strategy: Visualize

• Comprehension Strategy: Analyze Character

• Use Graphic Features to Interpret Information: Maps

Page 3: Prepare to Read• Build Content Background

• Introduce the Book

Pages 7–8: Guide Strategies: Chapter 2• Monitor-Reading Strategy: Visualize


• Use Context Clues to Determine Word Meaning: Descriptions

Pages 9–10: Apply Strategies: Chapter 3–Conclusion• Monitor-Reading Strategy: Visualize


• Use Context Clues to Determine Word Meaning: Descriptions

This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.

Build Content Background • Ask this question: What problems do you think we would have

if we decided to build a brand-new town in a place where there were no towns?

Discuss the question with students. Encourage them to suggest things that they, as town builders, would need to think about. If necessary, prompt them with questions such as these:

Where would we get food and water? What kinds of buildings would we need? What kinds of buildings

does our community have? Who would run the town? How would we make rules for everyone

to follow?• Draw a T-chart as shown below. Write the headings

Problems and Solutions. Then in the first column list the problems students identified.

• Read aloud each problem and ask: How could we solve this problem? What could we do to take care of it?

Write students’ response in the second column.• Say: We are going to read a book about a community on the

American frontier. It will tell about how the town began and how it solved its problems. We find out if your ideas are correct.

Introduce the Book • Give students a copy of the book.• Have them read the title and skim the table of contents. Ask: What word do you see in the book title and in all three

chapter titles? (community) What kinds of people do you think lived in Deadwood, South Dakota? (miners and immigrants)

• Have students choose a chapter. Ask them to look at the pictures and other graphics, choose a picture they think is interesting, and explain to the group why they think that.

• To introduce key words and text/graphic features found in this book, use the inside front cover of the book.

Informal Assessment Tips

1. Assess students’ ability to skim for interesting pictures and to offer reasonable explanations for their choices.

2. Document your observations in a folder or notebook.

3. Keep the folder or notebook at the small-group reading table for handy reference.

©2012 Benchmark Education Company, LLC A Frontier Community 3

Meeting Individual Needs

For students who struggle with skimming for pictures, model the process, using the first chapter. Comment on each picture or graphic, tell which one you choose, and explain why you chose that one over the others.

Help students understand the difference between the past and the present. Show the picture on page 4 and explain that it shows a town in the past. Show pictures of modern towns and explain that they are towns in the present. Have students locate pictures in other books and tell whether they show the past or the present.

Work with students to create a concept web. In the center circle, write the word town. Then ask students to suggest things that towns need. They might name laws, schools, and stores. Write their ideas in circles around the center circle. Be sure students understand these concepts before reading the text.

This five-day lesson plan shows one way to use the chapter book for explicit strategy instruction.

Prepare to Readnglish anguage earnersE L L

Problems Solutions

Before ReadingMonitor-Reading Strategy: Visualize

• Use a real-life example of visualizing while you read.

Say: When I read about a city I’ve never seen—for example, Chicago—I try to picture in my mind what it looks like. When the text tells me that Chicago is a big city with tall skyscrapers, I think of other cities I’ve seen or visited. I try to imagine what it would be like to be at the top of a hundred-story building looking out at the other buildings in the city. Visualizing while I read helps me understand how big or small a place is and what it looks like.

• Say: Yesterday we previewed the book Deadwood, South Dakota: A Frontier Community. Today we are going to visualize what we read about in the Introduction and Chapter 1.

• Read pages 2–3 while students follow along.

Say: It can be hard to picture places we have never seen or can never see, such as long-ago towns. We have to use what we read and what we already know to help us visualize. The author tells us that when gold was discovered in Deadwood Gulch in 1875, a town suddenly appeared there. I know that gold rushes often made towns spring up almost overnight. So I can visualize how quickly Deadwood began and what it looked like at the beginning.

During Reading Set a Purpose for Reading

• Ask students to read pages 4–9 silently. Have them visualize Deadwood as a mining camp and then as a mining community. Encourage students to draw what they have visualized.

4 A Frontier Community ©2012 Benchmark Education Company, LLC

ABOUT THE STRATEGY Visualize

What? Readers visualize when they create pictures in their minds to help them “see” and understand characters, settings, objects, and actions in their reading. These pictures are like movies or photographs made by a camera.

Why? Visualizing keeps readers engaged with the text and helps them understand and remember what they read. When readers do not visualize, it is usually because they have lost connection with the text.

When? Good readers visualize during reading to monitor and clarify their understanding.

How? Good readers visualize by using these kinds of information:

Vivid verbs that describe actions

Adjectives that describe sizes, shapes, colors, and other details

Graphic aids (charts, maps, time lines, diagrams) that tell sizes, shapes, lengths, distances, times, and other facts

Similes and metaphors that compare one thing to another

Sensory language that evokes how something looks, sounds, smells, tastes, or feels

Model Strategies: Introduction–Chapter 1

After Reading Discuss the Reading

• Ask students to tell about what they visualized as they read pages 4–9.

• Have volunteers display and explain the drawings they made during Set a Purpose for Reading.

• For text-dependent comprehension practice, ask the questions for the Introduction and Chapter 1 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Comprehension Strategy: Analyze Character• Say: When I read about interesting people in history, I always

imagine what it would be like to talk with them. I try to learn about their personalities, or characters, from my reading. I look at what they say and do, and I think about what the author or other characters say about them. Then I analyze, or draw conclusions about, the kinds of people they are.

• Distribute the graphic organizer “Analyze Character” (blackline master, page 14 of this guide). You may want to make a chart-sized copy of the graphic organizer or use a transparency.

• Explain that as students read, they will complete the first two rows as a group. They will complete the last row in pairs or independently.


1. Watch students as they draw pictures of their visualizations.

2. In a folder or notebook, jot down what you see each student doing.

3. Students should be visualizing as they read. Document students who are and are not using this monitor-reading strategy.



For students who struggle with this activity, model the strategy again. Have them close their eyes and make a picture in their minds as you describe what you see in your visualization.

Rapid readers can write more detailed descriptions of their drawings to include in their journals. Encourage them to use as many adjectives, adverbs, and other descriptive words as they can.

Introduction–Chapter 1 (continued)


Comprehension Strategy: Analyze Character (continued)

• Have students return to Chapter 1 and follow along as you model how to analyze characters. Turn to page 5 and read aloud the They Made a Difference feature.

Say: The text says that Sarah Campbell was the first non-Native American woman to come to the Black Hills. I will write this in the Clues column of the chart as the first clue about her character.

Write this information on the chart.

• Say: The text also says that Campbell worked as a cook. She was the first woman to have a mining claim. She helped nurse many children through smallpox. Sarah’s actions are important. They will tell me about her character. I will add them to the Clues column.

• Record these clues on the chart. Then point to the Analysis column.

• Say: Now that I have recorded clues about Sarah Campbell, I can analyze, or draw conclusions about, her character. From these clues, I can tell that Sarah Campbell was brave and willing to take risks. She was a hard worker. She was a kind and caring person.

• Tell students they will learn more about analyzing character as they continue reading the book.

Use Graphic Features to Interpret Information: Maps

• Explain that maps can be used for many different purposes. Some maps show mountains and bodies of water. Other maps show the borders of countries. Have students look at the map on page 3. Explain that this map shows the location of Deadwood during its early days.

• Explain that maps may have a compass rose, which shows directions on the map. Point out the compass rose on this map.

• Ask: Is South Dakota in the northern or southern part of the United States? (northern)

Reader Response

Reread page 7. What laws do you think a community needs to be safe? Write a response in your journal and share your thoughts with a group member.

• She was brave and willing to take risks.

• She was a hard worker.

• She was a kind and caring person.

Clue Analysis

• First non-Native American woman to come to the Black Hills

• Worked as cook• First woman to

have mining claim• Nursed many

children through smallpox

Sara

h C

am

pb

ell


• Remind students that when they visualize, they make pictures in their minds about what they are reading. Discuss how visualizing helped them “see” what the author is describing in the Introduction and Chapter 1. Remind them that visualizing will help them better understand and remember what they read.

• Say: Use all five of your senses when you visualize. Imagine how something looks, sounds, smells, tastes, and feels. Today we will use our senses to visualize what we are reading.

• Say: When you read about a place you’ve never been, picture the place in your mind. Imagine that you are actually in the place. Ask yourself: “What does this place look, sound, smell, taste, and feel like? The more you visualize the place, the more you’ll feel like you’re there. This will make what you read more interesting.

• Have students turn to pages 12–13. Read aloud the text. Tell students to imagine that they are in Chinatown in Deadwood. Ask them these questions:

What kinds of businesses do you see along the street? What smells are coming from these businesses?

What do you hear as you are walking along the street? What languages are the people speaking? What are they talking about?

During Reading Set a Purpose for Reading • Have students finish reading Chapter 2. Ask them to draw

what they visualize as they are reading. Also have them jot down notes about what they might hear, smell, taste, or feel in Deadwood when it was an immigrant community.

After Reading Discuss the Reading • Ask students to share what they visualized when they were

reading. Have them display their drawings or read aloud their notes.

• Ask: How did your visualizations of Deadwood change as you read? Did you use senses besides sight when you visualized? Which senses?

Have students discuss their responses.

• For text-dependent comprehension practice, ask the questions for Chapter 2 found on the Comprehension Through Deductive Reasoning Card for this chapter book.


Watch ELL students closely as they complete the assignment. If they are not visualizing, it may be that they do not understand the strategy. Model it again using the text in Chapter 2. If they are visualizing, make sure they are using details given in the text.


For students who struggle with this strategy, model it again. Then have students close their books. Read aloud the first paragraph on page 15. Ask students to draw a picture of what they see in their minds when you read the description of Deadwood fading. Discuss how details such as mines closing and people moving to other places help readers picture how different the town looked in the 1900s.

Rapid readers can review their visualizations and add more details. Challenge them to research additional information about frontier towns that they can add to their descriptions. Let volunteers share their findings with the group.

Guide Strategies: Chapter 2

nglish anguage earnersE L L

Chapter 2 (continued)

Reader Response

Imagine you are in Deadwood in the 1890s. Describe whom and what you can see there. Write a response in your journal and share your thoughts with a group member.


Comprehension Strategy: Analyze Character

• Review the “Analyze Character” graphic organizer. Remind students that they can draw conclusions about a character or person based on what that person says and does or on what the author tells them about the person’s actions and thoughts.

• Read aloud the text on page 11 and the They Made a Difference feature as students follow along.

Say: Sol Star left Europe and came to Deadwood to open a business—a hardware store. What does this tell you about his character?

(Possible answers: He wanted to try new things. He was willing to take chances. He was ambitious.)

• Have students look for additional clues and write them on the chart. Then help students use the clues to analyze Sol’s character. Use the completed graphic organizer on this page for suggested answers.

Use Context Clues to Determine Word Meaning: Descriptions

• Tell students that it is often possible to figure out what a word means from the words and sentences around it. This is called the word’s context. Have students find the word depressed in the second paragraph of page 10. Point out that the author does not define the word in this sentence but does describe the term.

• Say: This sentence uses the word depressed to describe cities and towns. Earlier, the author says that a depression is a time when there aren’t many jobs and people have to leave their homes to find work in other places. From this description of a depression, I can figure out that a depressed city or town is a place where there aren’t many jobs and people have to leave that place to find work somewhere else.

• Read aloud the first paragraph on page 15 and have students find the word fade in the first sentence. Ask them to identify the descriptions that help define the word fade. (mines closed, men left for other gold mines, families bought land in other states to start farms, many Chinese returned to China) Point out that fade means “to slowly disappear.”

• Tell students they will practice this strategy again later.

• He wanted to try new things.

• He was willing to take risks.

• He was ambitious.• He was willing to

do his part to make Deadwood a better place.

• He believed in law and order.

• He was tolerant of people who were different from him.

Clue Analysis

• Left Europe• Started

business in Deadwood

• Became mayor of Deadwood

• Helped pass laws

• Let Jewish miners use Masonic Lodge building as synagogue

So

l Sta

r


Apply Strategies: Chapter 3–Conclusion


• Remind students that when they visualize, they make pictures in their minds about what they are reading. They have used their imaginations and their senses to visualize Deadwood as a mining community and as a thriving immigrant community.

• Say: Today we will use what we already know to help us visualize as we read.

• Read aloud the text on pages 16–17 as students follow along. Ask them these questions:

Have you ever seen a ghost town or a place that wasn’t as nice as it had once been?

How did the place make you feel? Did it make you sad? Did you wonder what happened to the people who lived there?

The people of Deadwood had a plan. Do you think it was a good plan? Why or why not?

• Say: Using what you already know can help you visualize what you read more clearly. It helps you make a more vivid picture in your mind.

• Encourage students to use what they know to help them visualize as they finish reading the book.

During ReadingSet a Purpose for Reading • Have students silently read the rest of the book. Encourage

them to look for places and things in the text that they can visualize, using their imaginations, senses, and prior knowledge. Ask them to draw a picture or write notes in their journals focusing on one of their mental images.

After ReadingDiscuss Reading

• Have students share their drawings or notes.

• Ask: What did you think was most interesting to visualize? Why? How did using what you know help you visualize as you read?

• Have students turn to pages 16 and 22 and read the checkpoints. Explain that visualizing is one way to understand and remember what we read. Have students answer the prompts in their journals.

• For text-dependent comprehension practice, ask the questions for Chapter 3 found on the Comprehension Through Deductive Reasoning Card for this chapter book.

Teaching Tips

After discussing the reading, have students label the notes in their journals “Visualizing” and then tape their drawings to the journal pages after their notes. Use these pages to review visualizing throughout the year.

Comprehension Strategy: Analyze Character• Review the graphic organizer with students. Explain that they

will work in pairs or independently to record clues about W.E. Adams and analyze his character. Have students reread page 20.

• Ask students if they have any questions before they begin. Monitor their work and intervene if they are having difficulty completing the graphic organizer. Discuss students’ responses together.

• For more practice analyzing character, have students complete this guide’s blackline master “Analyze Character” on page 15.

Use Context Clues to Determine Word Meaning: Descriptions• Remind students that they can use words and descriptions from

the text to figure out the meanings of unfamiliar words. Have students find the term ghost town on page 16. Point out that the author does not define this term but does describe it.

• Say: The author describes a ghost town by saying that if everyone left the town, Deadwood would become a ghost town. People wanted the town to be lively and full of people, not a ghost town. From this description, I can tell that a ghost town is a town that has no people living in it anymore.

• Have students find the word museum on page 20. Read aloud the text. Invite students to identify the descriptions that explain the word museum. (W.E. Adams wanted to preserve objects. These objects were part of Black Hills history.) Point out that a museum is a building or place devoted to preserving objects that are valuable in learning about history.

• For additional practice, have students complete the blackline master on page 16 of this guide.

Chapter 3–Conclusion (continued)



1. Watch students as they analyze character. Ask yourself: How have students progressed with this strategy? What problems are they still having?

2. Watch students as they complete the graphic organizer. Ask yourself: Who is still struggling with this strategy? How can I help them?

3. Jot down your thoughts in your folder or notebook. For students who struggle with identifying main ideas and supporting details, review the strategy using the information from the graphic organizer.

Reader Response

What would you most want to see if you visited Deadwood? Why? What do you think you might learn there? Write a response in your journal and share your thoughts with a group member.

• He was clever and resourceful. (He didn’t try to look for gold; he made money off those who did.)

• He cared about Deadwood and the area and wanted to preserve their history for others to see and know.

Clue Analysis

1. C

2. B

3. D

4. Farnum was the head of the committee that set up the first election. He served as the town’s mayor and took care of jobs such as cleaning the streets. He wanted a fort built near the town, and he worked to create schools for children.

1. roles Clues: worked in their homes; nurses, church workers, teachers Definition: jobs2. founded Clues: first, set up Definition: began; created3. isolated Clues: far away from other people Definition: alone; separated from4. excursions Clues: in wagons or on trains, visit the nearby hills Definition: trips or tours5. widows Clues: husbands died, lived alone or with their children Definition: women whose husbands have died

• Was wealthy• Sold supplies

to miners• Added museum

to house to preserve objects that were part of Black Hills history

W.E

. Ad

am

s

Administer Ongoing Comprehension Assessment• Have students take Ongoing Assessment #1 on pages 38–39 in

the Comprehension Strategy Assessment Handbook (Grade 3).

Summarize Information• Tell students that they are going to summarize the book

Deadwood, South Dakota: A Frontier Community. Remind them that when we summarize, we write only the main ideas of a story or book. Explain that students will first identify the main idea(s) of each chapter, and then they will use that information to write a summary of the whole book.

• Pair students and have partners work together to find the main idea(s) of each of the three chapters in the book. Ask them to write the main idea(s) in their journals.

• Have partners use their notes to create an oral summary of the book. They can practice giving their summary to each other before one partner gives it to the group. Encourage speakers to talk clearly and slowly.

• After all summaries have been given, discuss with students how the summaries were alike and different. Point out the strong points of the summaries.



1. Score assessments and determine if more instruction is needed for this strategy.

2. Keep group assessments in a small-group reading folder.

3. Look closely at students’ responses. Ask yourself: Why might this student have answered the question in this manner? For in-depth analysis, discuss responses with individual students.

4. If needed, reteach this strategy and administer Ongoing Assessment #2 on pages 40–41 in the Comprehension Strategy Assessment Handbook (Grade 3).

5. Use ongoing assessments to document growth over time, for parent/teacher conferences, or for your own records.

Pair ELL students with more proficient English speakers. Partners can work together to write the main idea(s) of the chapters. Then put two pairs together to make a small group. Suggest that the group members compare, revise, and agree on the main ideas before working together to write a summary of the whole book. Make sure that all students are participating in the activity.

Synthesize Information

nglish anguage earnersE L L Chapter 1

Deadwood started out as a mining camp and then grew into a mining community.

Chapter 2

People from all over the world came to Deadwood to mine for gold or open businesses, but then the town started to fade.

Chapter 3

The people of Deadwood worked to preserve the town so that tourists would come and the town would not die.

Write a Personal Response Invite students to respond to the book in a way that is

meaningful to them. The prompts below provide a variety of alternatives.

• Compare your community to Deadwood as it is today. (text-to-self)

• Compare this book about Deadwood to other books that you have read about the frontier. (text-to-text)

• Why do people from around the world come to see places such as Deadwood? (text-to-world)

• Did anything in this book confuse you? What did you do to make that part clearer? (self-monitor)

• What did you like best about the way this book was written? (evaluate)

• How did you feel when you read about people who wanted to preserve Deadwood’s history? (personal response)

• What main ideas do you think the author wants you to remember from this book? (synthesize information)

Write to a Text PromptUse the prompt below as a timed writing activity. Students have a maximum of one hour to draft, revise, and edit a response. Use the rubric provided in the sidebar to score students’ writing.

Write to a Picture PromptUse the following picture prompt to develop students’ visual writing abilities.

Reading/Writing Connections

Teaching Tips

Transfer personal response prompts to a piece of large chart paper and hang it in the room. Students can refer to the list throughout the year.

The prompt is well developed. There is strong evidence of focus, organization, voice, and correct conventions.

The prompt is developed. There is adequate evidence of focus, organization, voice, and correct conventions.

The prompt is somewhat developed. There is minimal evidence of focus, organization, voice, and correct conventions.

The prompt is weakly developed. There is little evidence of focus, organization, voice, and correct conventions.

Scoring Rubric

4

3

2

1

Do you think it is important to preserve the history of places such as Deadwood, South Dakota? Why or why not? Use information from the book to support your answer.

Look at the picture on page 4. What would it be like to live in this mining camp? Write a response in your journal and share your thoughts with a group member. Use details from the picture to support your answer.


©2012 Benchmark Education Company, LLC

Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _

Directions: Use this sheet to talk about the book.

Word Study: Write words you did not know. Discuss the meanings with your group. Use the text to clarify the meanings.

Questions:Write two or three questions you had while reading this book. Discuss the questions and answers.

Make Connections:Write three connections you made with the text. Discuss them with your group.

Adapted from Literature Circles: Voice and Choice in the Student-Centered Classroom, Harvey Daniels (Portland, ME: Stenhouse Publishers, 1994).

Rules for a Good Discussion:

1. Be prepared.

2. Pay attention to the person who is talking and do not interrupt him or her.

3. Think about what others are saying so you can respond.

4. Use inside voices.

5. Let everyone in the group have a turn to speak.

6. Be respectful of everyone’s ideas.

Adapted from Guiding Readers and Writers (Grades 3–6): Teaching Comprehension, Genre, and Content Literacy, Irene C. Fountas and Gay Su Pinnell (Portsmouth, NH: Heinemann Publishing Co., 2001).

Ways to Make Connections

Text-to-Self: This reminds me of a time when I . . .

Text-to-World: What’s going on in this book is like what’s happening right now in . . .

Text-to-Text: This book reminds me of another book I read called . . . . It was about . . .

Small-Group Discussion Guide


Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _

Analyze Character

Sarah Campbell

Sol Star

W.E. Adams

Clue Analysis


Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _

Analyze CharacterDirections: Read the character sketch. Then complete the exercise below.

E.B. FarnumWhat would it be like to start a brand-new town? A new town

needs businesses and laws. E.B. Farnum helped with both of these in Deadwood, South Dakota.

Farnum brought his family from Wisconsin to Deadwood. He opened a store. It was one of the earliest businesses in Deadwood. Farnum knew that businesses would be important in the new town. So he made claims on many pieces of land. He knew that Deadwood would need supplies. So he helped create a toll road. Farnum helped set the price of gold dust to $16 an ounce.

Farnum also helped start the local government in Deadwood. He was the head of the first committee to have an election, and he was elected mayor in 1876. The mayor and the committee took care of important jobs, such as cleaning the streets. Farnum asked the federal government to build an army fort near Deadwood to protect the town.

Farnum was a busy man. He was the head of the school board that created Deadwood’s first school, and he performed the first legal wedding in Deadwood!

Directions: Circle the letter of the best answer.

1. Farnum opened one of the earliest businesses in Deadwood. This shows that he was A greedy and dishonest. C clever and brave. B lazy and afraid. D generous but foolish.

2. The details about Farnum in the second paragraph show that he A did not work hard. C mined for gold. B planned ahead. D loved his family.

3. What do the last two paragraphs tell you about Farnum’s character? A He wanted to be famous more than anything else. B He liked Deadwood to be neat and clean. C He liked to control everything in Deadwood. D He wanted Deadwood to be a real town.

4. What clues in the last two paragraphs support your answer to #3?

______________________________________________________________________

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _


Use Context Clues to Determine Word Meaning: Descriptions

Directions: Read the passage. Write the clues that tell you what each boldfaced word means. Then write a definition for each word. Use a dictionary if necessary.

Women on the FrontierBetween 1877 and 1887, more than four and a half million

Americans headed west. Many of these settlers were women. They had many different roles. Some worked in their homes. Others were nurses, church workers, or teachers. Phoebe Hurst was a frontier woman. She helped start a library, worked for the rights of workers, and founded a kindergarten in the late 1870s. The kindergarten she set up was the first free kindergarten.

Many families lived isolated lives in the Black Hills of South Dakota. Yet, even though they were far away from other people, they still had dances, parades, picnics, and concerts. They would take excursions in wagons or on trains to visit the nearby hills.

Frontier women’s lives were not easy. Many women became widows when their husbands died. The women lived alone or with their children, and they supported their families by doing laundry, sewing, or baking for others.

1. roles Clues: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Definition: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

2. founded Clues: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Definition: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

3. isolated Clues: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Definition: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

4. excursions Clues: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Definition: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

5. widows Clues: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Definition: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Build ComprehensionIDENTIFY CAUSE AND EFFECT

• Explain Create an overhead transparency of the graphic organizer “Deadwood, South Dakota: A Frontier Community” or draw it on the board. Say: Nonfiction books sometimes tell about things that happen and why they happen. The reason something happens is the cause. What happens is the effect.

• Model Say: Let’s figure out the cause-and-effect relationships in Deadwood, South Dakota: A Frontier Community. Ask students to read the Introduction on pages 2 and 3. Say: We read that people from all over the world settled in Deadwood around 1875. Why did they do this? They heard that gold had been found in Deadwood Gulch. Finding gold is the cause. In the first Cause box on the graphic organizer, write Gold was found in Deadwood Gulch. Then say: The effect of finding gold was to bring people from all over the world. In the first Effect box, write People traveled there from all over the world.

• Guide Say: Let’s find another cause and effect. Read the first paragraph on page 6 to learn why shopkeepers opened stores in Deadwood. (Allow time for students to read and respond.) Yes, shopkeepers knew the miners would buy supplies. This is the cause. What happened because they knew miners would buy supplies? (Again allow time for students to respond.) Yes, the effect of them knowing miners would buy supplies is that they opened stores in Deadwood. Write the cause and effect in the second row of the graphic organizer.

• Apply Ask students to work with a partner to find other causes and effects in the book. Remind them that a cause makes something happen next and an effect happens as a result of the cause. Point out that some causes have multiple effects. And some effects result from multiple causes. After each partnership shares, agree on how to word the entries on the graphic organizer. Finally, invite volunteers to read the completed graphic organizer aloud.

Skills Bank


Act Out Causes and Effects

Number students off as a 1, 2, 3, or 4. Invite 1s and 3s to choose a cause from the graphic organizer and make up a brief impromptu skit to illustrate its idea. Then 2s and 4s respond with an impromptu skit showing the effect. Have odd- and even-numbered groups exchange roles. Continue until all causes and effects have been illustrated.


Name _________________________________ ______ Date __________________

Identify Cause and Effect

A Frontier Community

Cause Effect

Notes


Notes


Documents

TEACHER’S GUIDE - Cloud Object Storage | Store & … · 2012-12-21 · • Use Context Clues to Determine Word Meaning: Descriptions. ... This five-day lesson plan shows one way