Louisiana Purchase
Unit 3 Lessons 1 - 43
Unit 3 Lessons 1 - 43
In Unit 3 Louisiana Purchase, students read literary and informational texts to learn about the Louisiana Purchase and the characteristics of pioneers during this time period. While exploring these texts, including quotes from primary source documents, students develop their understanding of narrative writing and make connections between sentences and paragraphs in a text. Students express their understanding of the Louisiana Purchase by explaining the events leading up to the acquisition of the territory and the results of those events.
Books in this Unit: The Louisiana Purchase, Would You Close the Deal?, Thunder Rose, Swamp Angel, How We Crossed the West: Lewis and Clark, and Lewis and Clark and Me: A Dog's Tale.
Lesson 1: Unit introduction
Students read "The Happy Wanderer" to introduce the unit. Students consider what motivates the speaker to “go a-wandering,” define vocabulary in context, and practice reading fluently.
Lesson 2: "The Happy Wanderer"
Students reread “The Happy Wanderer” and further how details in the poem reveal the author’s attitude toward wandering and the main idea of the poem.
Lesson 3: "A Nation Waiting to Grow"
Students read “A Nation Waiting to Grow” to learn about life in America prior to the Louisiana Purchase. They learn how and why many Americans wanted to expand the borders of America, including the importance of the Port of New Orleans.
Lesson 4: "Settlers Move West" and "Many Stay in America"
Students read “Settlers Move West” and “Many Stay in America” to learn why settlers chose to move west or to stay in what was considered America at the time and some of the benefits for each choice. Students also meet Napoleon and learn of his motivations,
Lesson 5: Compare and contrast settlers
Students reread “Settlers Move West” and “Many Stay in America” and analyze the text for words which signal relationships. They compare and contrast the settlers and explain how the signal words support the development of a main idea of the two chapters.
Lesson 6: Research an explorer
Students choose an explorer to research. In this lesson, students will be selecting an explorer from a class generated list and reading a variety of texts to compose an informative essay to demonstrate their new knowledge of the explorer.
Lesson 7: Finish researching
Students use the research collected from Lesson 6, to begin writing a multiparagraph essay about their chosen explorer.
Lesson 8: Explorer Trading Cards
Students revise their research essays and use technology to publish their writing.
Lesson 9: Buying Louisiana
Students read “Spain Accepts France’s Deal” from "The Louisiana Purchase: Would You Close the Deal?" and “Buying Louisiana” (page 20-21) from "The Louisiana Purchase: From Independence to Lewis and Clark" by Michael Burgan in small groups.
Lesson 10: Comparing and contrasting Napoleon and Thomas Jefferson
In this lesson, students complete a comparing and contrasting task about two influential historical figures: Napoleon Bonaparte and President Thomas Jefferson.
Lesson 11: Writing a compare and contrast essay
After their partner work in the previous lesson, students use their thinking to write a compare and contrast essay about Jefferson and Napoleon.
Lesson 12: Revise and publish a final draft
Students work collaboratively to revise their rough drafts from Lesson 11 and then publish their writing.
Lesson 13: "Thunder Rose"
Students participate in a whole-class reading of "Thunder Rose," and then engage in partner study of various vocabulary words.
Lesson 14: Determining central message
Students close read "Thunder Rose," analyze the element of tall tales, exaggeration, and determine the central message.
Lesson 15: Analyzing tall tales
Students participate in a whole-class reading of "Swamp Angel," a partner reading of "Mike Fink" and note elements of tall tales to analyze text details and identify the central message.
Lesson 16: Exploring the role of exaggeration in tall tales
Students dig deeper into the role of exaggeration in tall tales. They investigate how the main character’s superhuman traits affect the plot events of the story and move it forward through impossible events.
Lesson 17: Practice cold-read task
Students read a new text to demonstrate their ability to read, understand, and express understanding of the text.
Lesson 18: Identifying character traits of historical figures
Students begin to identify characteristics of Robert Livingston that helped him in his negotiations with Napoleon.
Lesson 19: Using text features
Students continue to read about Robert Livingston’s trip to France and as a class discuss which characteristics made him a good candidate for working with Napoleon.
Lesson 20: Six Thinking Hats
In this lesson, students use the Six Thinking Hats Strategy to consider various perspectives of Thomas Jefferson selecting Robert Livingston as the candidate to negotiate in France.
Lesson 21: Main idea and key details
Students begin reading about the fight over the ownership of the Port of New Orleans and focus identifying main ideas, key details, and elaborations.
Lesson 22: Identifying cause and effect
Students interact with a text using the “Say Something” strategy and practice identifying cause and effect relationships in an informational text.
Lesson 23: Identify text features
Students read about problems Napoleon encounters that prevent him from attacking the British.
Lesson 24: Create a timeline
Students read the last two sections of text, which conclude the reading of "The Louisiana Purchase: Would You Close the Deal?," and bring the reader up to the point of the acquisition of the Louisiana Territory by the United States. Students create a timeline.
Lesson 25: Writing a tall tale - dialogue
Students have concluded their reading on the acquisition of the Louisiana Purchase. In this lesson, they brainstorm possible interactions and dialogue between Jefferson, Livingston, Monroe, Napoleon, and/or the pioneers and practice revising the word their timeline.
Lesson 26: Writing a tall tale - brainstorming
Students begin the tall tale rough draft based on the events leading to the acquisition of the Louisiana Purchase.
Lesson 27: Writing a tall tale comic strip
Students begin the tall tale comic strip rough draft based on the events leading to the acquisition of the Louisiana Purchase.
Lesson 28: Publishing a tall tale comic strip
Students finalize a published copy of their tall tale comic strips.
Lesson 29: Culminating writing task brainstorming
Students begin to the writing process to answer the question: What are three events that led to the United States acquiring the Louisiana Territory?
Lesson 30: Culminating writing task drafting
Students continue the writing process to answer the question: What are three events that led to the United States acquiring the Louisiana Territory?
Lesson 31: Culminating writing task revising
Students continue the writing process to answer the question: What are three events that led to the United States acquiring the Louisiana Territory?
Lesson 32: Culminating writing task editing and publishing
Students work collaboratively to revise the content of their first drafts.
Lesson 33: Elements of narrative nonfiction
Students read a literary text based upon excerpts from the journals of Lewis and Clark. They identify elements of narrative and nonfiction, and how both genres can be identified in this text.
Lesson 34: Main idea and key details
Students identify the main idea and recount the events from a narrative nonfiction text and include specific details from the text.
Lesson 35: Digging deeper with close reading
Students reread excerpts from "How We Crossed the West: The Adventures of Lewis and Clark" to dig deeper into the meaning of the text. They examine characteristics of tall tales within the text as well as explore Sacagawea’s role in the expedition.
Lesson 36: Understanding point of view
Students identify the point of view from which this text, "Lewis and Clark and Me: A Dog’s Tale" is told. They use this text as a model for brainstorming their own narrative based on an excerpt from "How We Crossed the West: The Adventures of Lewis and Clark.
Lesson 37: Extension task brainstorming
Students identify the point of view from which this text, "Lewis and Clark and Me: A Dog’s Tale" is told. They use this text as a model for brainstorming their own narrative based on an excerpt from "How We Crossed the West: The Adventures of Lewis and Clark.
Lesson 38: Extension task drafting
In this lesson, students draft a narrative from Seaman’s perspective based on an excerpt from "How We Crossed the West: The Adventures of Lewis and Clark."
Lesson 39: Extension task revising
In this lesson, students work collaboratively to revise the content of their first drafts.
Lesson 40: Extension task editing and publishing
Students complete their final drafts of their narrative based on an excerpt from "How We Crossed the West: The Adventures of Lewis and Clark."
Lesson 41: Cold-read task, part 1
Students read two new texts to demonstrate their ability to read, understand, and express understanding of the text.
Lesson 42: Cold-read task, part 2
Students read two new texts to demonstrate their ability to read, understand, and express understanding of the text.
Lesson 43: Cold-read task, part 3
Students read two new texts to demonstrate their ability to read, understand, and express understanding of the text.
Books in this Unit: The Louisiana Purchase, Would You Close the Deal?, Thunder Rose, Swamp Angel, How We Crossed the West: Lewis and Clark, and Lewis and Clark and Me: A Dog's Tale.
Lesson 1: Unit introduction
Students read "The Happy Wanderer" to introduce the unit. Students consider what motivates the speaker to “go a-wandering,” define vocabulary in context, and practice reading fluently.
Lesson 2: "The Happy Wanderer"
Students reread “The Happy Wanderer” and further how details in the poem reveal the author’s attitude toward wandering and the main idea of the poem.
Lesson 3: "A Nation Waiting to Grow"
Students read “A Nation Waiting to Grow” to learn about life in America prior to the Louisiana Purchase. They learn how and why many Americans wanted to expand the borders of America, including the importance of the Port of New Orleans.
Lesson 4: "Settlers Move West" and "Many Stay in America"
Students read “Settlers Move West” and “Many Stay in America” to learn why settlers chose to move west or to stay in what was considered America at the time and some of the benefits for each choice. Students also meet Napoleon and learn of his motivations,
Lesson 5: Compare and contrast settlers
Students reread “Settlers Move West” and “Many Stay in America” and analyze the text for words which signal relationships. They compare and contrast the settlers and explain how the signal words support the development of a main idea of the two chapters.
Lesson 6: Research an explorer
Students choose an explorer to research. In this lesson, students will be selecting an explorer from a class generated list and reading a variety of texts to compose an informative essay to demonstrate their new knowledge of the explorer.
Lesson 7: Finish researching
Students use the research collected from Lesson 6, to begin writing a multiparagraph essay about their chosen explorer.
Lesson 8: Explorer Trading Cards
Students revise their research essays and use technology to publish their writing.
Lesson 9: Buying Louisiana
Students read “Spain Accepts France’s Deal” from "The Louisiana Purchase: Would You Close the Deal?" and “Buying Louisiana” (page 20-21) from "The Louisiana Purchase: From Independence to Lewis and Clark" by Michael Burgan in small groups.
Lesson 10: Comparing and contrasting Napoleon and Thomas Jefferson
In this lesson, students complete a comparing and contrasting task about two influential historical figures: Napoleon Bonaparte and President Thomas Jefferson.
Lesson 11: Writing a compare and contrast essay
After their partner work in the previous lesson, students use their thinking to write a compare and contrast essay about Jefferson and Napoleon.
Lesson 12: Revise and publish a final draft
Students work collaboratively to revise their rough drafts from Lesson 11 and then publish their writing.
Lesson 13: "Thunder Rose"
Students participate in a whole-class reading of "Thunder Rose," and then engage in partner study of various vocabulary words.
Lesson 14: Determining central message
Students close read "Thunder Rose," analyze the element of tall tales, exaggeration, and determine the central message.
Lesson 15: Analyzing tall tales
Students participate in a whole-class reading of "Swamp Angel," a partner reading of "Mike Fink" and note elements of tall tales to analyze text details and identify the central message.
Lesson 16: Exploring the role of exaggeration in tall tales
Students dig deeper into the role of exaggeration in tall tales. They investigate how the main character’s superhuman traits affect the plot events of the story and move it forward through impossible events.
Lesson 17: Practice cold-read task
Students read a new text to demonstrate their ability to read, understand, and express understanding of the text.
Lesson 18: Identifying character traits of historical figures
Students begin to identify characteristics of Robert Livingston that helped him in his negotiations with Napoleon.
Lesson 19: Using text features
Students continue to read about Robert Livingston’s trip to France and as a class discuss which characteristics made him a good candidate for working with Napoleon.
Lesson 20: Six Thinking Hats
In this lesson, students use the Six Thinking Hats Strategy to consider various perspectives of Thomas Jefferson selecting Robert Livingston as the candidate to negotiate in France.
Lesson 21: Main idea and key details
Students begin reading about the fight over the ownership of the Port of New Orleans and focus identifying main ideas, key details, and elaborations.
Lesson 22: Identifying cause and effect
Students interact with a text using the “Say Something” strategy and practice identifying cause and effect relationships in an informational text.
Lesson 23: Identify text features
Students read about problems Napoleon encounters that prevent him from attacking the British.
Lesson 24: Create a timeline
Students read the last two sections of text, which conclude the reading of "The Louisiana Purchase: Would You Close the Deal?," and bring the reader up to the point of the acquisition of the Louisiana Territory by the United States. Students create a timeline.
Lesson 25: Writing a tall tale - dialogue
Students have concluded their reading on the acquisition of the Louisiana Purchase. In this lesson, they brainstorm possible interactions and dialogue between Jefferson, Livingston, Monroe, Napoleon, and/or the pioneers and practice revising the word their timeline.
Lesson 26: Writing a tall tale - brainstorming
Students begin the tall tale rough draft based on the events leading to the acquisition of the Louisiana Purchase.
Lesson 27: Writing a tall tale comic strip
Students begin the tall tale comic strip rough draft based on the events leading to the acquisition of the Louisiana Purchase.
Lesson 28: Publishing a tall tale comic strip
Students finalize a published copy of their tall tale comic strips.
Lesson 29: Culminating writing task brainstorming
Students begin to the writing process to answer the question: What are three events that led to the United States acquiring the Louisiana Territory?
Lesson 30: Culminating writing task drafting
Students continue the writing process to answer the question: What are three events that led to the United States acquiring the Louisiana Territory?
Lesson 31: Culminating writing task revising
Students continue the writing process to answer the question: What are three events that led to the United States acquiring the Louisiana Territory?
Lesson 32: Culminating writing task editing and publishing
Students work collaboratively to revise the content of their first drafts.
Lesson 33: Elements of narrative nonfiction
Students read a literary text based upon excerpts from the journals of Lewis and Clark. They identify elements of narrative and nonfiction, and how both genres can be identified in this text.
Lesson 34: Main idea and key details
Students identify the main idea and recount the events from a narrative nonfiction text and include specific details from the text.
Lesson 35: Digging deeper with close reading
Students reread excerpts from "How We Crossed the West: The Adventures of Lewis and Clark" to dig deeper into the meaning of the text. They examine characteristics of tall tales within the text as well as explore Sacagawea’s role in the expedition.
Lesson 36: Understanding point of view
Students identify the point of view from which this text, "Lewis and Clark and Me: A Dog’s Tale" is told. They use this text as a model for brainstorming their own narrative based on an excerpt from "How We Crossed the West: The Adventures of Lewis and Clark.
Lesson 37: Extension task brainstorming
Students identify the point of view from which this text, "Lewis and Clark and Me: A Dog’s Tale" is told. They use this text as a model for brainstorming their own narrative based on an excerpt from "How We Crossed the West: The Adventures of Lewis and Clark.
Lesson 38: Extension task drafting
In this lesson, students draft a narrative from Seaman’s perspective based on an excerpt from "How We Crossed the West: The Adventures of Lewis and Clark."
Lesson 39: Extension task revising
In this lesson, students work collaboratively to revise the content of their first drafts.
Lesson 40: Extension task editing and publishing
Students complete their final drafts of their narrative based on an excerpt from "How We Crossed the West: The Adventures of Lewis and Clark."
Lesson 41: Cold-read task, part 1
Students read two new texts to demonstrate their ability to read, understand, and express understanding of the text.
Lesson 42: Cold-read task, part 2
Students read two new texts to demonstrate their ability to read, understand, and express understanding of the text.
Lesson 43: Cold-read task, part 3
Students read two new texts to demonstrate their ability to read, understand, and express understanding of the text.