®
The Lost Colony
Guided
Reading
Historical
850L
Written by Christie Merriman Breault and illustrated by Pat Paris
Key IDEA Through the eyes of 11-year-old Samuel, readers experience the hardships
of the tiny Virginia colony of Roanoke, all of whose colonists died or disappeared. One
colonist, Virginia Dare, became the first English child born in North America in 1587.
LITERACY STANDARDS ADDRESSED IN THIS PLAN
RL.5.1* MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Ask and answer questions to demonstrate
understanding of the text using character
quotes and/or a series of actions and events as
a basis for the answers.
*Standard adapted from another grade
L.5.4
Sessions 1, 2, Additional Instruction Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on
grade 5 reading and content, choosing flexibly
from a range of strategies.
L.5.4b
RL.5.4 Craft & Structure Sessions 1, 3 Determine the meaning of words and phrases
as they are used in a text, including figurative
language such as metaphors and similes.
RL.5.7
Additional Instruction RF.5.3
Sessions 2, 3 ISBN 978-1-62889-274-1
RL.5.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend
literature, including stories, dramas, and poetry,
at the high end of the grades 4–5 text complexity
band independently and proficiently.
SL.5.1b Comprehension & Collaboration Sessions 1, 2, 3 Follow agreed-upon rules for discussions and carry
out assigned roles.
Phonics & Word Recognition Session 2, Additional Instruction Know and apply grade-level phonics and word
analysis skills in decoding words.
RF.5.4b Fluency Session 2 Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression.
MAIN FOCUS Integration of Knowledge & Ideas Analyze how visual and multimedia elements
contribute to the meaning, tone, or beauty
of a text (e.g., graphic novel, multimedia
presentation of fiction, folktale, myth, poem).
Vocabulary Acquisition & Use Use common, grade-appropriate Greek and Latin
affixes and roots as clues to the meaning of a word
(e.g., photograph, photosynthesis).
RL.5.5* MAIN FOCUS Craft & Structure Sessions 2, 3 Identify how the author describes characters,
sets up major events across the story and uses
events to establish the overall plot.
*Standard adapted from another grade
Vocabulary Acquisition & Use W.5.3
Text Types & Purposes Writing Task Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
W.5.8* 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.5.10 Range of Writing Write routinely over extended time frames and
shorter time frames for a range of disciplinespecific tasks, purposes, and audiences.
Mondo Bookshop Grade 5 1
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Session 1 Text Selection: pp. 5–15
Learning Focus
RL.5.1*
Students ask and answer
questions to demonstrate
understanding of the text
using character quotes and/or
a series of actions and events
as a basis for the answers.
VOCABULARY
RL.5.4 Guide students to
understand colonial word
usages in the novel and to
substitute modern synonyms,
e.g., there for yonder (page 19)
and crime for offense (page 20).
Key Idea: Text Selection In the preface, Gov. John White returns to the
Roanoke colony after three years absence to find it deserted. Chapter 1
begins a book-length prequel: Samuel Lane, a London youth, finds his father
determined to move the family to the American colony.
PREVIEWING THE TEXT 5 minutes
Read the title and author credit with students. Have them look at the front
cover illustration, read the back cover blurb, and skim the chapter titles.
I think we’ve learned enough to get interested, but not so much that we
know what’s going to happen. We’ll still have lots of questions as we go
along. Who’d like to briefly state what you’ve learned about the book from
this preview?
It’s a novel based on history. It’s about an English boy who moves to the
New World with his family.
READING THE TEXT Closely ELL SUPPORT
RL.5.1* Discussing the Text
Ask questions at students’
language proficiency levels
and provide the following
sentence frame for student
responses:
B: Why did ___? How did
___? Where is ___? (as
appropriate) ___ [character
name] said ___.
The author wrote that ___.
I/A: I wonder why ___ feels/
did ___. ___ felt/did ___
because ___. I wonder why
___ happened. ___ happened
because ___. I know because
the text says ___. I know
because ___ said ___.
Corrective Feedback
Have students closely reread
the first two paragraphs to find
text quotes that answer the
questions asked previously.
Have students work with
partners to ask and answer
questions about the rest of the
Preface before rejoining the
main discussion.
SL.5.2 DISCUSSION
Collaborative
10 minutes
Explain the learning focus. Have students read the first two paragraphs on
pages 5–6. Check their application of the focus. Then have students read to
page 15.
et’s begin the book and begin to use our learning focus. Who has a question
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based on the first two paragraphs?
Who is Governor John White and what is he doing?
Who can find the answer in the text?
In the second paragraph it says that White is the governor of Roanoke
colony in Virginia. He’s returning there after spending three years back in
England getting soldiers and supplies.
If students show they can apply the focus, set the reading assignment for the
session. If not, ask them to reread the first two paragraphs and find specific
sentences that answer the questions that were previously asked. Students may
not read the entire selection during this session.
s we read, our work is going to be to understand the selection by asking
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questions whenever there’s something we don’t fully understand. Then we’ll
search the text for the answers. A good place to look for answers is what
characters say. Another good place is in the narration of events. For example,
reread the conversation on page 7. Who can suggest a question and quote us
an answer from the dialogue?
Why does John White expect to find people on the island? The answer is
in his quote, “ ’Twas only last night we saw smoke, which puts me in good
hope that there are people here expecting our return.”
DISCUSSING THE TEXT 10 minutes
Invite students to discuss the text by asking questions and using character
quotes, or events, to support their answers.
s we talk together, let’s make some simple rules and stick to them. Who’s
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got a suggestion?
Don’t interrupt; listen quietly; speak clearly, without mushing your words.
2 THE LOST COLONY
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ow let’s go on to Chapter 1 and ask questions that will help us understand
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the text. Who has one?
What is happening in Samuel’s life, besides going to a play? My answer is
that his family is packing to leave for the New World.
here’s been very little dialogue in the book so far, so let’s skip ahead to
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some and ask a question about it. Who’ll ask one?
What are Samuel’s father’s reasons for wanting to leave England?
And who can answer by quoting from Samuel’s father?
On page 13 he says, “What have I here that keeps me from leaving? No
man who knows I am a Puritan will dare be seen in my apothecary
shop. . . . Freedom is nothing without respect!” He’s saying that because
he’s a Puritan, he’s losing business and people don’t respect him.
Focus on the word perished on page 12.
et’s do a close read of one of the important concepts in the book. Many
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people at the Roanoke colony will perish because of illness, injury, starvation,
or battle. Read the first two lines on page 12. What clue does it give you to
the meaning of perished?
It says that Viola survived but her brother perished. I think that means that
he didn’t survive—he died.
hat’s what it means. You found a context clue that contained the antonym,
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or opposite, of the new word.
Confirm students’ good use of the focus and encourage them to keep it in
mind whenever they read historical fiction.
DISCUSSION TIP
Have a brief discussion in
which students share and
decide on rules for discussion
in small groups, pairs, or the
whole class, such as speaking
one at a time, gaining the
floor in respectful ways, and
listening carefully to others.
Post the rules where all can
see them.
L.5.4 VOCABULARY
Vocabulary Strategies
COMPREHENSION SHARE
If you are not clear about what
happens in a certain passage,
make a self-stick note so that
you can find the passage later
and ask questions about it.
ou did a great job of asking and answering questions that the text brought
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to your minds. Historical fiction will usually raise a lot of questions because
you might not be an expert on the history behind the story. So use this
focus often!
E-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 individuals’ effective use of
the learning focus.
TEACHER’S
CHOICE COMPREHENSION: ASK AND ANSWER QUESTIONS
E-RESOURCE
Formative Assessment Have students use the blackline master on
page 10 to ask and answer questions about The Lost Colony. Review students’
answers as you evaluate their mastery of the learning focus.
RL.5.1* COMPREHENSION
Ask and Answer Questions
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-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 question: What details about events and characters’ actions help
you understand the experiences of people who crossed the ocean to live in a
new land? Review students’ collected evidence as you evaluate their mastery of
the learning focus.
W.5.8*, RL.5.1* WRITING
Gather Information
Mondo Bookshop Grade 5 3
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Session 2 Text Selection: pp. 5–15
LEARNING FOCUSES
RETURNING TO THE TEXT RL.5.1*, RL.5.5*, RL.5.7
Ask students to reflect on the text read previously. Guide them to recall how
they applied the learning focus to their reading.
Students return to the text
to read closely to identify
how the author describes
characters and events to
establish the overall plot
while analyzing how visual
elements contribute to the
meaning, tone, or beauty
of the historical novel.
They continue to and ask
questions and base their
answers on character
quotes, actions, and events.
5 minutes
e’ll return to the first section of the historical novel today. Let’s have
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someone remind us of what we’ve read and of our learning focus so far.
We read in the Preface that Governor John White returns to Roanoke in
1590. In Chapter I, we read about Samuel Lane in London getting ready to
go to the New World. We asked questions and answered them with quotes
from characters about events.
READING THE TEXT Closely 10 minutes
Explain the learning focuses. Invite students to read pages 5–7. Check to see
how well they have understood the focuses. If you are satisfied that students
can apply them, set the reading assignment for the session. If not, provide
corrective feedback as suggested on page 2 of this lesson plan.
oday we’re going to use two additional focuses as well as continuing to ask
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and answer questions. Reread pages 5–7 silently. Let’s ask questions about
how the author introduces the characters and sets up the plot in these first
pages. My question for you is, “What have you learned so far about the plot
situation?”
There’s a colony on Roanoke Island. John White was governor of it, but
when he returns after three years, he doesn’t see anyone.
o build on that, what question would any of you like to ask about the plot
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so far?
Are there going to be any colonists on the island?
Could someone answer that?
We don’t know yet!
hen you ask a question about plot or character, you sometimes have to
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read more to find the answer. Let’s talk about visuals, too. If you were an
illustrator, how would you illustrate this scene in order to show how the plot
is being set up?
I’d show the men stepping from the boat onto the ground, and I’d show
that there are no signs of human life, just pine trees and vines.
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 reading.
4 THE LOST COLONY
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DISCUSSING THE TEXT 10 minutes
Facilitate a discussion in which students use the three learning focuses to
analyze Chapter 1 on pages 8–15. Remind students to follow the discussion
rules they established.
efore we begin talking, briefly go over the list of discussion rules on your
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own. You’ve been doing a great job of following them. Now, Chapter 1
introduces all new characters, and it’s set in a different time and place. Who
can suggest a question about how the author is setting up the plot and
characters?
My question is, “What’s the connection between the events in London in
1587 and the events on Roanoke in 1590?”
e don’t know all the answers yet, because we’ve only read this far. But can
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anyone make an educated guess?
SL.5.1b DISCUSSION
Collaborative
COMPREHENSION SHARE
Asking questions about cause
and effect is a great way to
keep track of plot. To find
causes, ask, “Why did that
happen?” To find effects,
think ahead and ask, “What
happens as a result of this?”
I think Samuel and his family will go to Roanoke. Maybe John White knows
them there.
et’s look for evidence in the text. Can anyone find evidence in something a
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character says that shows that the Lane family will be going to Roanoke?
Samuel says, “I was told that Governor White will be bringing his family
along.” And earlier on the page it says that John White is arranging the
voyage.
he author is also describing characters in this chapter. Who has a question
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about a character that can be answered with a quotation?
I’d like to ask, “What kind of a person is Samuel’s father?” My answer is
that he’s pretty bossy. He says about Samuel, “He is but a bottle boy in my
apothecary. . . . I will decide for him.”
Focus students’ attention on how illustrations might contribute to the meaning
of the text.
ow, let’s say you’re the illustrator. What details would you put into a picture
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of this scene to help readers understand the meaning and the characters?
I’d show Samuel and his parents in a small room in an old-fashioned house.
I’d put in lots of details of furniture and knickknacks and clothes. Samuel
and his mom are standing at her loom. She looks sad, and Samuel is
talking to her gently, with his hand on her shoulder.
Focus on the word apothecary in the third paragraph on page 13 and the
fourth paragraph on page 14.
e don’t use the word apothecary much anymore because there are more
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modern words for the same thing. What clues does Mr. Lane’s dialogue give
you about the meaning of apothecary?
L.5.4 VOCABULARY
Vocabulary Strategies
It has to do with a kind of shop, and there are bottles in it. Samuel does
something with the bottles. That’s about all I can tell.
I think to find out more, we’ll have to look in the dictionary. Who’d like to tell
us the definition?
It’s a pharmacist or druggist.
Exactly. Apothecary is an old-fashioned word for pharmacist or druggist.
In those days, people often went to apothecaries to buy treatments and
medicines for illnesses. Apothecaries were almost like doctors in some ways.
Mondo Bookshop Grade 5 5
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Have students discuss how they have used the three learning focuses to help
them understand the text. Remind students to continue using the agreed-upon
discussion rules.
e’ve practiced the three learning focuses on these first chapters of the
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book. In the next session, we’ll apply them to the following two chapters. As
you read, remember to keep making notes and observing how the plot and
characters take shape. Ask yourself or a partner questions when you don’t
understand something. And pay attention to the illustrations. Visualize scenes
and think about how you’d illustrate them. That will help you see the plot and
characters more clearly.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick
Start Planner, note this session’s learning focuses. Observe each student’s
articulation and use of text evidence to evaluate individuals’ effective use of
the learning focuses.
TEACHER’S
RF.5.4a
FLUENCY
Oral Reading
CHOICE FLUENCY FOLLOW-UP
Fluency Practice Use Reader’s Theater to assess students’ oral reading for
rate, accuracy, and expression. Follow this procedure: (1) Students take roles
or parts of text. (2) Students practice reading text. (3) Students get help from
others, if needed. (4) Students read their roles or text portions in performance.
TEACHER’S
W.5.8*, RL.5.1*
WRITING
Gather Information
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students continue
to use the blackline master on page 11 for collecting evidence as they read.
Students will continue to collect details from the text to answer the question:
What details about events and characters’ actions help you understand the
experiences of people who crossed the ocean to live in a new land? Use text
evidence, including quotes from characters, to answer the question. Students
may need multiple copies of the organizer. Review students’ collected
evidence as you evaluate their mastery of the learning focus.
6 THE LOST COLONY
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Session 3 Text Selection: pp. 16–27
Key Idea: Text Selection The Lanes and other colonists depart from Plymouth,
England. Samuel meets Eleanor Dare, who is expecting a baby, and boys his
own age.
RETURNING TO THE TEXT 5 minutes
Explain that students will continue applying the three learning focuses to the
next two chapters of the historical novel.
e’re going to read two more chapters for this session, and we’ll use
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the same three learning focuses that we used last time. Who’ll remind
us of them?
Ask and answer questions. See how the author introduces characters
ad sets up the plot. See how illustrations and visual elements enhance
the text.
READING THE TEXT Closely 10 minutes
State the learning focuses and invite students to read pages 16–17. Check to
see how well they are doing with application of the focuses as you have done
previously. Then have students read pages 18–27, paying specific attention
to character quotes and events. If student mastery of focuses is sufficient,
consider having them read independently for 20 minutes while you meet with
another group. Then reconvene for discussion.
s we read these chapters, I think we’ll discover that character and plot
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work together. When we ask and answer a question about a character, it will
help us understand the plot, too. And what can visuals contribute to your
understanding of character and plot?
They can show us what the characters look like, and their expressions. In
events, the pictures can clarify what’s happening and what the setting is.
DISCUSSING THE TEXT 10 minutes
Facilitate a discussion that links the three learning focuses.
I’d like to start this discussion with a visual question. Imagine that you’re
watching a movie of The Lost Colony. What would it show that would clarify
the text?
The movie would show more about how things looked back then. The
movie would help you see what living in a tiny wooden ship was like.
ho would like to offer a character question that a movie or illustration
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would help us see more clearly?
What is Mrs. Dare like?
ould someone like to answer, giving us text evidence and a quote from
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Mrs. Dare?
LEARNING FOCUSES
RL.5.1*, RL.5.5*, RL.5.7
Students return to the text
to read closely to continue
to identify how the author
describes characters
and events to establish
the overall plot while
continuing to analyze how
visual elements contribute
to the meaning, tone, or
beauty of the historical
novel. They continue to
and ask questions and base
their answers on character
quotes, actions, and events.
VOCABULARY
RL.5.4 Point out words in
the text that refer to historic
phenomena, such as chamber
pot (page 22), parchment
(page 23), and scurvy
(page 25). Guide students
to understand the words.
Discuss that the diction used
in character dialogue and the
specific terms about objects
in use at the time in which a
historical novel is set create
atmosphere and provide
historical information.
SL.5.1b DISCUSSION
Collaborative
TEACHER TIP
Character development is
an important element of
fiction. Encourage students
to identify details of speech,
appearance action, and
thought that contribute to
characterization and character
change.
She’s beautiful and wise. The text says she has hair the color of honey and
strong gray eyes. She shows she’s wise when she tells Samuel on page 19,
“The natives may teach us many things.”
ho can see a place where the author sets up a plot event? To find an
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answer, look for a place where characters talk about events.
Also on page 19, Mrs. Dare tells Samuel, “His people were not happy
with the English when they left Roanoke last time.” That sets up conflict
between the English and the natives.
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Imagine how an illustration would look. What would you show, in order to
show that the natives weren’t happy with the English?
You could show their village after the English burnt it, and show the natives
looking at the ruins unhappily.
Encourage students to finish reading the novel independently. Remind them to
use the same strategies and techniques as they complete it.
ou’ll finish reading the book on your own. There’s a lot of action in it, so I
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think you’ll find many things to ask and answer questions about, and many
plot events, and many places you can imagine more illustrations. Enjoy this
exciting historical novel!
TEACHER’S
W.5.8*, RL.5.1*
WRITING
Respond to Question
CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE
E-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 sheet of paper that answers the question: What details
about events and characters’ actions help you understand the experiences of
people who crossed the ocean to live in a new land? Use text evidence, including
quotes from characters, to answer the question. Have students use the text
evidence they collected to support their writing.
TEACHER’S
CHOICE CLOSE READING OPTIONS
E-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.
TEACHER’S
CHOICE
Writing Task: Narrative
W.5.3
WRITING
Narrative
E-RESOURCE
Summative Assessment Review with students that a narrative is
a story. Tell them that they will be writing a historical fiction narrative based
on the story they read in The Lost Colony. Students will write narratives in the
form of letters. Guide them to use page 12 to help them write a first draft
of their narrative letters. Before they write, have students work in pairs to
compare the text evidence they gathered and make any necessary changes.
Students will work independently to write their narrative letters. Consider
having students publish their letters by gathering them together into a packet
of letters that could have been discovered in Roanoke.
our writing task today combines historical fiction with letter writing.
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People wrote a lot of letters back in the 1500s. Since travel was hard and life
was dangerous, sometimes they found themselves writing farewell letters to
their loved ones. I want you to imagine that you’re a Roanoke colonist like those
you read about. You’re concerned about the colony’s relations with the native
people and what may happen, so you write a farewell letter to a loved one back in
England. You have collected text evidence about what happened to the colonists
and their actions in the novel. In your letter, use the text evidence you collected
to help you briefly tell what’s happened, express your feelings, and send parting
words using words and details that a colonist might use.
8 THE LOST COLONY
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TEACHER’S
CHOICE
Additional Instruction
WORD STUDY
Affixes Focus on the word transferred on page 16.
L.5.4b VOCABULARY
Affixes
ransferred begins with the Latin prefix trans-, which means “across.” Can
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you see how the meaning of transferred includes the idea of across?
If you transfer something, you take it across from one place to another.
es. Can you or someone else give us an example of something you’d
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transfer, and how it involves across?
You could transfer your notes from a notebook to a computer. It’s like
carrying the notes across from one place to the other.
et’s brainstorm other words that start with the prefix trans-. Does anybody
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have ideas?
translate, transatlantic, transparent, transmitter
VOCABULARY
Vocabulary Strategies Focus on the word melancholy on page 25.
L.5.4 VOCABULARY
Vocabulary Strategies
s you know, there are many strategies we can use to find out the meaning
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of an unfamiliar word. Who can remind us of some?
Use context clues. Use prefixes and suffixes. Look it up in the dictionary.
et’s try using context first. Read the passage on page 25 in which
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melancholy appears. Who can make a guess about what kind of a feeling
melancholy might be?
It might be “unexciting, sad, lonely.”
Does anybody see any word parts they know?
No.
Then let’s look in the dictionary. What synonyms does it give for melancholy?
TEACHER TIP
Encourage students to share
their impressions of important
aspects of the novel, such as
Samuel’s character and the
hardships of colonial life.
sad, gloomy, cheerless, depressed
WORD RECOGNITION
Word Analysis Focus on the word designated on page 34.
ere’s a tricky word, even though you might see familiar parts in it. Who sees
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a shorter word in it?
RF.5.3 PHONICS & WORD
RECOGNITION
Word Analysis
design
he part after design is one you’ve probably seen in some familiar words.
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(Write stated, rated, and created in a column at the board.) If you put design
and -a-t-e-d together, how would that be pronounced?
/dee-ZYN-ayted/
ou’d think so, but it isn’t! This word gets divided between the g and the n.
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That makes the pronunciation, what? Who’ll try?
dez-ug-NAY-ted/
es. English spelling and pronunciation can be irregular sometimes. The rules
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don’t always work. So don’t worry if you make mistakes. You can always look
in the dictionary.
Mondo Bookshop Grade 5 9
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Name
Date
Comprehension: Ask and Answer
Questions
Use this organizer to ask questions about the book The Lost Colony and
look for answers in the text. Remember to look for direct quotes from
characters and the action and events of the book as you find answers. Be
sure to write the number of the page where you found an answer.
Question 1
Answer I Found in the Text
Page number _____
Question 2
Answer I Found in the Text
© Mondo Publishing
Page number _____
Score:
10 THE LOST COLONY
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Name
Date
Collecting Text Evidence
What details about events and characters’ actions help you
understand the experiences of people who crossed the
ocean to live in a new land?
Use this chart to collect evidence you can use to answer the question. Be
sure to include page references. You may need more than one copy.
Page Number
© Mondo Publishing
Evidence from the Text
Score:
Mondo Bookshop Grade 5 11
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Name
Date
Writing Task: Narrative First Draft
Write a farewell letter that a lost colonist might have written to a
loved one in England. Include details and feelings appropriate to The
Lost Colony. Think about the effect you want to create and write your
ending accordingly.
REMEMBER: A well-written narrative includes:
• Beginning: For this narrative letter, include a heading that tells who the letter
is written to and the date.
• Opening paragraph: Include details about the setting and why you are
writing so the recipient understands what the letter is about.
• Middle: Use details to describe events and your actions and feelings as well
as other characters’ actions and feelings.
© Mondo Publishing
• Ending: Write your final words. Consider how you want your letter to end.
Score:
12 THE LOST COLONY
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12/19/14 10:16 AM