The Pilgrim Voyage to the new World - Mondo Publishing · 4 THE PILGRIM VOYAGE TO THE NEW WORLD...

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MOndO BOOKSHOP GRade 3 1

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LIteRACY StANDARDS ADDReSSeD IN tHIS pLAN

KeY IDeA This nonfiction book describes the Pilgrims’ reasons for leaving england, their journey to the new World and settlement in Plymouth, Massachusetts, and the first Thanksgiving.

RI.3.3 MAIN FoCUS Key Ideas & Details Sessions 1, 2, 3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

RI.3.4 Craft & Structure Sessions 1, 2, 3 determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

RI.3.5 MAIN FoCUS Craft & Structure Sessions 2, 3 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

RI.3.8 MAIN FoCUS Integration of Knowledge & Ideas Sessions 2, 3 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

RI.3.10 Range of Reading & Level of text Complexity By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

SL.3.3 Comprehension & Collaboration Sessions 1, 2, 3 ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

L.3.4 Vocabulary Acquisition & Use additional instruction determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

L.3.4c Vocabulary Acquisition & Use additional instruction use a known root word as a clue to the meaning of an unknown word with the same root.

RF.3.3c phonics & Word Recognition additional instruction decode multisyllable words.

RF.3.4c Fluency Session 2 use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.3.2 text types & purposes Writing Task Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.8* Research to Build & present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather

information from provided sources to answer a question.

*standard adapted from another grade

W.3.10 Range of Writing Write routinely over extended time frames and

shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

The Pilgrim Voyage to the new WorldWritten by Laurie Calkhoven

GR_G3_B20_PilgrimVoyage_LP_JO.indd 1 12/16/14 8:42 PM

2 THE PILGRIM VOYAGE TO THE NEW WORLD

LeARNINg FoCUS RI.3.3

Students read closely to describe the relationship between a series of historical events using text evidence and language that pertains to sequence of events.

VoCABULARY

RI.3.4 Introduce the word voyage to students and invite them to share their understanding of it. Read the title of this book together and clarify the word’s meaning.

Corrective FeedbackHave students closely reread the title, table of contents, and pages 4 to 6 to find key ideas and ask questions. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.

Session 1 Text Selection: pp. 4–9

Key Idea: Text Selection After leaving the Church of England, the Separatists were anxious to find a place where they could live freely and practice their own religion.

PREVIEWING THE TEXT 5 minutesRead the title and author credit with students. Invite students to read the table of contents and flip through the book to look at the photographs and illustrations.

Looking at the title and the covers of this book, what do you think this report will be about?

the Pilgrims settling in the New World

Open the book and read the table of contents. What will you learn about as you read this book?

who the Pilgrims and Separatists were, the Mayflower Compact, what the first Thanksgiving was like

READING THE TEXT CLOSELY 10 minutesExplain the learning focus and have students read pages 4 to 6. Check their application of the focus and provide support if needed. Then have them read to page 9.

As we read today, we are going to pay close attention to the key facts and details the author gives us about the historical events described in this book. To start, who can tell me about one event described on pages 4 to 6?

The Separatists left the Church of England.

What happened next?

They had to leave England so they could practice their own religion.

Who has something else to add?

They moved to Holland.

You just described a series of historical events. What connection can you make between these ideas? Ask yourself why or how to help form a connection.

I asked myself why they moved to Holland and then I looked at the events that took place before they left England. I understand that one event, leaving the Church of England, led to the others we mentioned. If they hadn’t left the church, they probably wouldn’t have moved to Holland.

You did a great job describing a cause-and-effect relationship between a series of historical events.

If you are satisfied that students can apply the focus, set the reading assignment for this session If you are not, prompt students to return to pages 4 to 6 to ask and answer more questions about this information in order to make connections.

By asking why or how ideas connect, we can describe the cause and effect relationship between events in the text. As we continue reading this book, think about how one idea or event connects to another.

eLL SUppoRt

L.3.4 Vocabulary Support vocabulary words such as Pilgrims, pure, and particular using the ELL vocabulary strategies in Getting Started.



DISCUSSIoN tIp

You might want to encourage students to ask questions of each other during discussions by asking the group, “Who has a question for ____?”

SL.3.3 DISCUSSIoN Collaborative

RI.3.4 VoCABULARY Word Meanings

W.3.8*, RI.3.3 WRItINg gather Information

RI.3.3 CoMpReHeNSIoN Cause & effect

CoMpReHeNSIoN SHARe

As you read, keep track of the events with notes, bookmarks, or self-stick notes. Think about what each event has to do with the next event. Did one event cause another to happen? Was the order of events important? Why?

DISCUSSING THE TEXT 10 minutesInvite students to continue to explain relationships between historical events. Ask them to cite evidence from the text as they explain their thoughts and ideas.

As we talk together, listen to what your classmates say about the text. Then ask him or her a question about his or her ideas. Who can tell us about another historical event in the text?

The Separatists lived in a city in Holland, but they did not really like living there.

Who can ask a question about this event?Why didn’t they like it there?

How would you answer this question? They missed farming and they worried about their children’s English identities.

What happened as a result of their feelings about Holland? They decided to move to the New World.

Who can make a connection about the events on page 6?Because they were unhappy in Holland, they decided to move to the New World so they “could be English and worship freely.”

You figured out how one historical event caused another and used text evidence to describe a cause-and-effect relationship.

Draw students’ attention to the word Puritans on page 5.

On page 4, the author writes about a group of people called Puritans. I noticed that some of you seemed unsure of the word Puritans. How could you figure out what it means?

I reread page 5 and guessed that the word was a synonym for Separatists. But I wasn’t sure, so I looked it up in the Glossary.

What did you find?A Puritan was a person who wanted to practice a pure, simple religion.

That’s a great way to use context clues along with other resources to understand the meaning of a new word.

Confirm students’ good use of the focus and encourage them to keep it in mind whenever they read informational texts.

You paid attention to the text and described the relationship between historical events. Remember to make connections like this as you read other reports.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate their effective use of the learning focus.

TEACHER’SCHOICE COMPREHENSION: CAUSE AND EFFECTE-RESOURCEE-RESOURCE Formative Assessment Have students use the blackline master on page 10 to write about the cause-and-effect relationships of the historical events in Pilgrim Voyage. Review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCEE-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the questions: Why did the Pilgrims move to the New World? Gather details from the text that describe each idea. Review students’ collected evidence as you evaluate their mastery of the learning focus.



LeARNINg FoCUSeS RI.3.3, RI.3.5, RI.3.8

Students return to the text to read closely in order to explain historical events, as well as cause/effect relationships, by referring to specific text evidence and details. Simultaneously, students explain how text features contribute to an understanding of the text.


RETURNING TO THE TEXT 5 minutesAsk students to reflect on the text read previously. Guide them to recall how they applied the learning focus to their reading.

Let’s review our discussion from the last session.

We read about the Pilgrims, why they left England, and their arrival in the New World. We asked how and why questions that helped us describe relationships between historical events in the text.

Many of you identified and described connections to help you understand more about the Pilgrims.

READING THE TEXT CLOSELY 10 minutesExplain the learning focuses and invite students to reread pages 4–7. Check in to see how well they have understood the focuses. If you are satisfied that students can apply them, set the reading assignment for this session. If not, provide corrective feedback as suggested on page 2 of this lesson plan.

Authors often use a cause-and-effect structure to explain how or why things happened in the past. Remember that a cause is a condition or action that makes something happen, and an effect is the outcome of a particular cause. As we read today, we’re going to focus on how the author uses a cause-and-effect structure to explain historical events. We’re also going to use text features, such as key words, headings, captions, table of contents, and timeline and index to help us locate information that describes these cause/effect relationships. Then we’ll describe how the sentences connect.

How can you quickly identify the main idea of pages 4 through 7?

I can find the section title on the table of contents and on page 5, “Separatists.”

The main idea of these pages is the Separatists. What other information can you gather from the text features on these pages?

I can see that William Brewster was a leader of the Separatists from the portrait on page 6. The map on page 7 shows me that they are going to settle in Virginia in the New World.

Let’s read more closely to find connections between the sentences and paragraphs. Take turns identifying concepts from these pages in the order they happened.

England gave the Separatists permission to settle in the New World, so they borrowed money to pay for their trip.

Let’s find some text evidence to support this statement.

On page 7, the text says, “The Virginia Company loaned the Separatists money for the trip.” It also explains that the Pilgrims would “repay the company in furs, fish, and lumber.”

How are these concepts you described connected?

One event caused the next. England gave them permission to go to the New World, which caused the Separatists to make a deal with the Virginia Company.




RI.3.4 VoCABULARY Word Meanings

CoMpReHeNSIoN SHARe

If there is more information you are looking for about a topic, use key words, information in sidebars, or electronic links to find it.

Formative Assessment: Fluency Listen to each student read a portion of the text. Observe students’ fluency. If students need additional practice with fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading.

DISCUSSING THE TEXT 10 minutesFacilitate a discussion in which students use text features to quickly locate information as they use text evidence to identify and describe cause/effect relationships between events. Encourage students to share any questions they have about the content.

As we discuss our ideas, ask questions when you need more information from the speaker. I’d like to continue finding connections between the historical events in this text. Let’s begin by talking about text features that helped you locate information.

I found the title “Strangers” in the table of contents and looked at text, photos, and captions on pages 8 and 9. They tell me that this section will be about Strangers and how they worked with Separatists.

What else did you learn?

The caption on page 8 explains that the Strangers helped the Separatists learn to defend themselves.

Those text features gave a lot of information. Will someone help us make a connection between this information and the rest of the chapter?

The Strangers traveled with the Separatists to the New World.

Who else has something to add?

They joined together because the Separatists didn’t have enough people to build a colony in the New World.

That’s a good use of the event sequence between those sentences. Is there a relationship between ideas here?

Yes. It is a cause/effect relationship. The cause is that the Separatists wanted to settle in the New World, but they couldn’t do it on their own. The effect is that the Strangers joined them to make the journey and build a new colony.

You made a logical connection between ideas from different sentences and pages. Any other connections?

When they joined forces, the larger group was called the Pilgrims. The joining of the groups is the cause and the new name of “Pilgrims” is the effect.

That shows another cause/effect relationship. Where did you find that connection?

The last sentence on page 9.

Focus on the word colony in the first sentence on page 8.

Let’s have a close read of page 8. The word colony in the first paragraph in the may be unfamiliar. Who can figure out what colony means?

I can use the context clues. It is the new city or town the Separatists want to build in the New World.

Who has another idea?

I found the word in the glossary. It means “an area under the control of another government.”



Using context clues and the glossary are good strategies to use when you want to figure out the meaning of a word.

Point out that as students discussed the text, they focused on cause/effect relationships between the information.

As we discuss what we’ve read, it is important to pause and consider how the information is connected. Why is it important to find relationships between events in the text?

It helps us understand why certain events take place and what happens a result of each event.

How does asking questions about ideas presented in a group discussion help you identify these connections?

When my classmate shares more details about his ideas, I can follow his thought process and I learn more about the information in the text.

Confirm students’ good use of the focuses and encourage them to keep the focuses in mind when they read other informational selections.

You did a wonderful job as you described connections, used text features to efficiently locate information, and identified cause/effect relationships between events and ideas. Remember to use these strategies when you read other reports.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note the session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate their effective use of the learning focus.

TEACHER’SCHOICE FLUENCY FOLLOW-UPFluency practice Model using context to strengthen fluency. Follow this procedure: 1) Read aloud a passage containing a difficult word, stopping to use text and/or illustrative clues to think aloud about the meaning of the word. 2) Reread the passage fluently. 3) Students read aloud the passage.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate piece of paper that answers the questions: Why did the Pilgrims move to the New World? Gather details from the text that describe each idea. Review students’ collected evidence as you evaluate their mastery of the learning focuses.

RF.3.4cFLUeNCY

Word Recognition & Context

W.3.8*, RI.3.3WRItINg

gather Information

teACHeR tIp

Help students locate Southampton, England, and Plymouth, Massachusetts on a map or globe. Encourage them to share ideas about what life might have been like traveling on the Mayflower or settling in the New World.




LeARNINg FoCUSeS RI.3.3, RI.3.5, RI.3.8

Students return to the text to read closely in order to explain historical events, as well as cause/effect relationships, by referring to specific text evidence and details. Simultaneously, students explain how text features contribute to an understanding of the text.

Key Idea: text Selection The Separatists and Strangers join forces to sail across the rough Atlantic Ocean on their journey to the New World.

RETURNING TO THE TEXT 5 minutesExplain that students have read about Separatists and Strangers. They used text features to quickly locate information and made connections between the historical events.

As we discussed the Separatists and Strangers, what strategy did we use to help us efficiently find information?

We used the text features like the table of contents, captions, labels, and key words.

How did this help us make connections between the events?

We could easily locate the topic we were looking for and then read about it to understand how the events were related to each other.

READING THE TEXT CLOSELY 10 minutesState the learning focuses and invite students to read pages 10–11, Check to see how they are doing with application of the focuses. Then have students read pages 12–15.

As you read pages 10 through 11, think about how the text and the text features work together to help you find connections between ideas. Who can share a cause/effect relationship they found as they read?

On page 11, the author explains that the Speedwell was leaking, so the Pilgrims all sailed together to the New World on the Mayflower. The leaks on the first ship caused some people to stay behind and the others to move to the second ship for their journey.

I like the way you found a cause/effect relationship between these two events. How did the text features on these pages help you make this connection?

The heading on page 10 was “Setting Sail” so I knew this section about be about their trip. The picture on page 10 showed me all the Pilgrims setting sail from Holland, which helped me understand how they were going to travel across the ocean.

Let’s continue describing connections, using text features to locate information, and describing cause/effect relationships between these sentences and ideas.

DISCUSSING THE TEXT 10 minutesFacilitate a discussion that links the three learning focuses. Remind students to use text features to quickly locate information as they search for connections between the ideas.

Let’s continue to use text features to locate information and focus on the cause/effect relationship between historical events. Remember to pose and answer questions to expand on points that you discuss in your groups. Pages 14 through 15 tell about the Pilgrims landing in the New World. Can you describe a connection from the events here?

The Pilgrims landed in Cape Cod instead of Virginia. As a result, some people decided that they didn’t have to help build the new colony.


VoCABULARY

RI.3.4 Introduce the word seasick to students and invite them to share their understanding of it. Point out that it is a compound word. Talk about the meanings of the two words that make up seasick and encourage students to explain how each component word contributes to the meaning of the compound word.



Who can explain how they know where the Pilgrims landed?

There’s a map on page 14 that shows the Mayflower’s path along Cape Cod. I can see exactly where the ship landed at the very tip of the land. That helped me understand that they were far away from their original destination of Virginia.

You did a great job using text features and events from other pages of the book to describe a connection.

Support students as they continue to find connections and relationships between the information in this text. As they share their ideas with each other, remind them to clearly explain their thoughts and support their ideas with evidence from the text.

You’ll finish reading this book on your own. At the end, you’ll be knowledgeable about the Pilgrims’ voyage to the New World. You’ll also be experts on finding cause/effect relationships. Remember these strategies as you read other informational texts.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCEE-RESOURCEE-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate piece of paper that answers the questions: How did the Pilgrims travel to the New World? Gather details from the text that describe each idea. Have students use the text evidence they collected to support their writing.

TEACHER’SCHOICE CLOSE READING OPTIONS E-RESOURCEE-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read the selection indicated on the page independently and respond to the prompts (summarize author’s message, identify critical vocabulary, respond to constructed response questions) before returning for a small-group discussion. Alternatively, you can use the completed blackline master for summative assessment.

W.3.8*, RI.3.3WRItINg

Respond to Question

E-RESOURCEE-RESOURCE Summative Assessment Review with students the elements of an informative text. Invite them to name the important events in the Pilgrims’ voyage and settlement in the New World and to explain the importance of these events. Guide them to use the guide on page 12 as they plan their report. Encourage them to create illustrations to accompany their writing.

You have been thinking about important events in the Pilgrims’ voyage and settlement in the New World. Work with a partner to discuss which events are most important and why. Then, in your own words, write about the important events in the Pilgrims’ journey and explain why these events are important. When you write your report, use reasons and evidence from the text, and include information about the relationships you’ve identified while reading. Use the guide on page 12 as you plan your writing. When you are finished, illustrate and display your writing on the class bulletin board.

TEACHER’SCHOICE Writing Task: Informative

W.3.2WRItINg

Informative

CoMpReHeNSIoN SHARe

While reading, look for connections between sentences and paragraphs. For instance, one sentence may have a cause and the next, an effect. Sentences and paragraphs may also give a sequence of events or tell about comparisons and contrasts. Think about how the sentences and paragraphs connect to each other.



WORD STUDYSuffixes Focus on the word settlement on page 19. Break down the word and guide students to use word parts to determine the meaning in context.

Let’s read the first paragraph on page 18. Find the word that has the suffix -ment.

settlement

What is the base word?

settle

The suffix -ment added to a word means “the act or process of doing something.” What does the word settlement tell us about the Pilgrims’ life in Plymouth?

It tells us where the Pilgrims decided to build their homes, or go through the process of settling, in the New World.

As you read, use your knowledge of suffixes to determine the meaning of a word.

VOCABULARYMultiple-Meaning Words Help students recognize that some words have more than one meaning.

Sometimes you will see words that have more than one meaning. In one sentence, a word may mean one thing, but in a different sentence it could mean something else. Let’s look at the word practice on page 4. What does the word practice mean?

to do something over and over in order to become better at it

Let’s reread the first paragraph again. Does our definition make sense here?

no

How can we find out the correct meaning in this context?

We can use a dictionary.

Who would like to look it up for us?

to live according to the customs and teachings of a religion

Yes, in this paragraph, that is the correct definition. Keep this in mind when you read, so you can use context clues to make sure the word’s definition makes sense in the story.

WORD RECOGNITIONMultisyllabic Words Help students locate the word commemorates in the caption on page 19.

As you read, you’ll come across words with several syllables, such as commemorates in the caption on page 19. Let’s try to break the word into syllables. Say the syllables with me: com-mem-o-rates. What root word can you find in this word?

memo, memory

Using this clue, along with the context of the caption, what do you think this word means?

to remind people of something in the past

You did a great job using context clues and your prior knowledge to figure out how to pronounce and use this word.

TEACHER’SCHOICE Additional Instruction

L.3.4c VoCABULARY Suffixes

L.3.4 VoCABULARY Multiple-Meaning Words

RF.3.3c WoRD ReCogNItIoN Multisyllabic Words

teACHeR tIp

When students encounter words with suffixes, have them try to use the meaning of the suffix together with the meaning of the root to try to figure out the meaning of the word.



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Comprehension: Cause and EffectWhen we learn about history, we learn about many events and what caused them. use this chart to list some of the events you read about in Pilgrim Voyage. Write about the cause and the effect of each event. include the page number of where you found it in the book.

event Page number

Cause

effect

event Page number

Cause

effect

event Page number

Cause

effect

Score:



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Collecting Text EvidenceWhy did the pilgrims move to the New World?

use this chart to collect evidence you can use to answer this question. Be sure to include page references. You may need more than one copy.

Score:

Details from the Text Page Number



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Writing Task: Planning Your ReportLook at the evidence you collected and think about the important events during the Pilgrims’ voyage and settlement in the new World. Write an informative report explaining this topic and how the historical events are connected. Make sure your facts are accurate, but use your own words to explain the topic.

Introduction (introduce your topic):

Facts and Details (explain the main ideas about your topic):

Conclusion (restate your topic and sum up your ideas):

nOTe: Write your response on a separate piece of paper or on a computer. Remember to read your writing when you are done and make any necessary revisions.

Score:


The Pilgrim Voyage to the new World - Mondo Publishing · 4 THE PILGRIM VOYAGE TO THE NEW WORLD...

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