Guided Reading Lesson Plan (Levels M-Z)
Title:
The Split History of Westward
Expansion in the United States
Level:_W__ISBN:_978-0-7565-45963_Publisher: _Compass Point Books_
Before Reading: (5-7 min.)
*Summarize plot (M)
*Discuss pictures (M)
*Unfamiliar book language/character names (S)
*Draw upon students’ experiences (M)
Day 1: Chapters 1-2 (Settlers)
From the time the first colonists arrived in America, people have been claiming land. Owning land has
been a goal for many and the new country had plenty to explore and own. The Northwest Ordinance and the
Louisiana Purchase helped to progress westward expansion by making large pieces of land available cheaply
to those willing to say goodbye to friends and family and to set off on a difficult journey.
Words/Text Layout:
*New or important words (V) expansion (5), enacting (7), migration (8), annexing (10), cholera (17)
*Unusual aspect of text layout (V) This book is two in one. When you get to the middle of the book you
flip the book over and start the second part. Each part shares a different perspective.
Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Readers discuss mature topics such as war, death, prejudice, and courage.
During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.
After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)
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What is “manifest destiny” and how did it effect Westward Expansion?
Why would you describe people settling out West as courageous? Justify your answer.
What dangers did settlers face?
Why did attacks by Indians increase?
Writing Connection (optional):
Why would you describe people settling out West as courageous? Justify your answer.
Guided Reading Lesson Plan (Levels M-Z)
Title:
The Split History of Westward
Expansion in the United States
Level:_W__ISBN:_978-0-7565-45963_Publisher: _Compass Point Books_
Before Reading: (5-7 min.)
*Summarize plot (M)
*Discuss pictures (M)
*Unfamiliar book language/character names (S)
*Draw upon students’ experiences (M)
Day 2: Chapters 3-4 (Settlers)
Once people began settling out West a new problem arouse: how do you easily transport goods across
country? Trains and waterways were both possible solutions we will read about in today’s chapters.
Words/Text Layout:
*New or important words (V) canal (21), maintenance (21), transcontinental (22), arid (27),
irrigation (27), tapestry (26)
*Unusual aspect of text layout (V)
Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Readers respond to text in writing and use evidence to support thinking.
During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.
After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)
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The book refers to the Transcontinental Railroad as a “Massive Undertaking.” Why would they
describe it that way?
Describe life for many settlers once they claimed their land.
Why did people want to go West?
If you were a settler, would you have been willing to go West? Why or why not?
Writing Connection (optional):
The book refers to the Transcontinental Railroad as a “Massive Undertaking.” Why would they describe it that
way?
Guided Reading Lesson Plan (Levels M-Z)
Title:
The Split History of Westward
Expansion in the United States
Level:_W__ISBN:_978-0-7565-45963_Publisher: _Compass Point Books_
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Day 3: Chapters 1-2 (Native Americans)
As settlers arrived in the new world, Indians helped them in many ways. As more people arrived and
land was needed for white people, tensions grew. Soon Native Americans were being forced off of their land.
This led to hard feelings, fighting, and the death of many.
Words/Text Layout:
*New or important words (V) tribal (6), immigrants (8), negotiate (8), federal (13), relocating (14)
*Unusual aspect of text layout (V)
Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Readers discuss mature topics such as war, death, prejudice, or courage.
During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.
After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)
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What did Indians believe would happen if they fought early settlers?
Why did treaties between American Indians and the government get broken?
What was the Trail of Tears? Do you believe people should be forced off their land for any reason?
What if it was for ___________(teacher fill in the blank with reasons that might be compelling to
students).
Writing Connection (optional):
Compare/Contrast the Trail of Tears through a Cherokee’s perspective and President Jackson’s perspective.
Guided Reading Lesson Plan (Levels M-Z)
Title:
The Split History of Westward
Expansion in the United States
Level:_W__ISBN:_978-0-7565-45963_Publisher: _Compass Point Books_
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Day 4: Chapters 3-4 (Native Americans)
While the Transcontinental Railroad helped get goods to settlers out west, it didn’t have the same
positive impact on native groups. Read about how the railroad and English boarding schools changed Native
American lives and their cultures.
Words/Text Layout:
*New or important words (V) commuted (21), chanting (24), confrontation (25)
*Unusual aspect of text layout (V)
**Caution**Page 29 briefly refers to physical and sexual abuse
Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance
Readers use text structure to help them understand nonfiction.
During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.
After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)
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How did the Transcontinental Railroad effect native American lives?
What was the purpose of sending Native American children to boarding schools?
How was Westward Expansion different for settlers and Native?
Why do you think the author chose to write this text as a flip book? How does this style influence or
impact a reader?
Writing Connection (optional):
Write a paragraph from the perspective of a Native American child at an English boarding school. What are
you thinking and feeling? What is life like for you?