1. science
2. social science
3. history

TITLE ONE
Reading Residency Program
2014 Study Guide
Sacagawea
4th Grade
Broward County
Public Schools
Welcome to the
SEAS READING RESIDENCY PROGRAM
The School Board of Broward County, in partnership with the Broward Center for the Performing Arts, is proud
to continue their reading residency program for students who attend Title I schools.
Literacy is the fundamental building block to all learning. Without the ability to read and write, successful
academic achievement is not possible. Research shows a strong link between reading comprehension skills and
the dramatic enactment of stories. Additional research confirms that learning in the arts is especially beneficial
for young children, students from disadvantaged economic backgrounds, for those needing remedial instruction,
and for those developing proficiency in English. The SEAS, Reading Residency Program was designed upon
the foundation of these findings.
Broward County Public Schools’ Literacy Department has selected stories from the Broward School’s Core
Literacy Program, Journeys, for Grades 2 and 4 (Click, Clack, Moo: Cows That Type by Doreen Cronin and
Sacagawea by Lise Erdrich). The Broward Center has selected a professional theater company to perform each
story as part of the SEAS program. Every second and fourth grade student attending a Title I school will attend
these performances.
We have identified three key components of literacy: plot development, story sequencing, and inference, as
areas that would be directly advanced by a dramatic enactment of a story. As the curtain rises on the SEAS
Title I Reading Residency Program, the spotlight focuses on ensuring that all students achieve at their highest
potential, by energizing classroom learning through the arts.
The Broward Center has had a partnership with the School Board of Broward County for over forty years. This
partnership has provided the foundation from which the Student Enrichment in the Arts (SEAS) program has
thrived. SEAS is the country’s only program, of such magnitude, to offer students free and equal access to
professional performances, in a quality theater setting. The Kennedy Center Alliance for Arts Education
Network and the National School Boards Association called the SEAS program a “national model for
integration of the arts into the classroom curriculum.” The Broward Center has proudly hosted some two
million Broward County Public School students since the program’s inception.
The SEAS Reading Residency is the most innovative arts learning program in the nation. Thank you for being
a part of history.
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Broward County Literacy Department 2014
The SEAS staff and the Broward County Public Schools’ Literacy Department have developed this guide to
provide support for the unique opportunities offered through the SEAS Reading Residency Program.
This guide includes:
1. Welcome and overview of the SEAS Reading Residency Program
2. Tools for infusing drama and incorporating the arts
3. Suggested lesson plan ideas for implementation during a 180-minute extended literacy block
incorporating both the Journeys anchor text and the stage performance
Teachers are encouraged to collaborate with fellow fourth grade teachers, in order to plan a curricular sequence
using LAFS (Language Arts Florida Standards), NGSSS (Next Generation Sunshine State Standards), Journeys
Literacy Program and this guide. Teams will choose components that meet the needs of their students and may
be influenced by their yearlong plan for curriculum delivery.
The activities are based on both the Journeys anchor text and stage performance of Sacagawea. Students will
explore character traits of Sacagawea and use evidence from both sources to identify which one was most
valuable to the Discovery of Corps expedition.
Additional Sacagawea resources are referenced at the back of this packet. Adjust lesson plans in order to meet
the needs of your students.
SEAS Title I Reading Residency Program
As the curtain rises on the SEAS Title I Reading Residency Program, the spotlight focuses on ensuring that all
students achieve at their highest potential, by energizing classroom learning through the arts. The cast of players
includes second and fourth grade teachers and students in Title I Broward Schools and professional theater
companies. The experience will connect the story read aloud and the live performance, enabling teachers and
students to apply Florida Standards. The three, targeted skill areas for fourth grade are: identifying
characteristics, supporting details, and inferential thinking. The Title I Reading Residency Program supports the
Broward County Public School Board’s Strategic Plan.
Sacagawea Overview
The play follows the courageous journey of the Native American Sacagawea (Sa-ka-ga-Way-ah), who traveled
with the great expedition of the land acquired by President Thomas Jefferson under the Louisiana Purchase.
Known as the Corps of Discovery and led by Merriweather Lewis and Lt. William Clark, history will unfold
illuminating important moments in America’s past.
*Note: If students are conducting additional research, they may also see Sacagawea spelled as Sacajawea.
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DRAMA TOOLS FOR LEARNING
The SEAS Title I Reading Residency Program allows teachers to bring their classrooms alive through the use of
drama strategies. During the experience, teachers are encouraged to imbed drama tools to increase student
engagement and understanding.
SCULPTURES
Students work in pairs. One student is the imaginary “silent sculptor” who uses gestures, facial expressions, and
other nonverbal communication to “shape” the second student into an imaginary “sculpture” that expresses a
key word, idea, or character trait. Students are allotted one minute to create each sculpture. Signal students to
”freeze” and look around the room at all of the interesting “shapes”. Students take turns in each role.
DESCRIPTIVE OBSERVATION
DESCRIBE - Instruct students that we are entering the land of Look and Describe where we see with
our eyes and not our minds. Say, “For the moment, let’s take our imagination hats off and put on our
expert eyes. Look carefully at ______________ (a painting, a video, the student shapes, etc.) in silence
and see every detail. I will be the ‘describe police’, making sure that we describe the image by
completing the sentence: ‘My eyes see….’.” If students begin to make interpretations or inferences,
remind them to return to the land of Look and Describe.
INFER/INTERPRET - After several minutes of describing, invite students to move to the land of Think
and Infer, where they need to put imagination hats back on and try to figure out what the previously
referenced painting, video, shape, etc. means. Prompt students to complete the sentence: “Because I
see________, I wonder if it means ___________.” For example, “Because I see the student shape
shaking his fist and speaking loudly, I wonder if he might be communicating FURIOUS?”
EVALUATION - This is the last step in Descriptive Observation and a step that is not always used,
especially when describing the work of other students. AFTER carefully observing all of the rich details
in the previously referenced painting, video, shape, etc. and AFTER wondering about many possible
meanings or interpretations, the next step is to invite the students to judge, by asking them such possible
questions as: “Did you like it and why?” or “How did the strategies, described or inferred, help you
understand the book/play?”
SHAPE, FACE, WALK, TALK
Students move through the stages of acting, by discovering each of the ways that actors can communicate
through body shapes, facial expression, ways of walking, and finally, with words, or dialogue. To prompt
students with verbal cues that focus on vocabulary, ideas, or characters from the story, you may follow this
sequence:
Example: furious
Make your whole body into a very FURIOUS shape.
Now add your face: make a very FURIOUS face.
Now, keep your shape and face and walk in a FURIOUS way.
And finally, as you walk, say: “I am FURIOUS!”
Extension: Before beginning the strategy, have students write lines of dialogue that a character from the story
might say. They will read this dialogue as they walk.
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Broward County Literacy Department 2014
TABLEAU
Tell students they are going to create a frozen picture, like a photograph, with a small group. Using a signal,
such as a countdown of 5,4,3,2,1, students should first practice their individual shapes, which will eventually be
added to their team members’ shapes, to create the final tableau. You may choose to allow them to practice a
few times, before making the final tableau. The tableau may portray characters from the story or vocabulary
words. You may want to have the students hold each tableau for ten seconds.
You may also choose to give small groups of students the topics for their tableaux. This might be a section of
the story or play, a conflict or problem, the main idea, or moral of the story, etc. Students have three minutes to
create their frozen pictures. After three minutes, do the countdown for a whole class practice. Finally, have
each group show their tableau as other students practice DESCRIPTIVE OBSERVATION – “My eyes see…”
Extensions: THOUGHT TRACK – After careful observation, students in the audience can suggest a “title” for
the tableau. The teacher then taps each character in the tableau and each student speaks to capture the role of
the character at that exact moment. For example, “On April 7, 1805, the Corps of Discovery started west,
struggling upstream on the mighty, muddy Missouri in two pirogues and six smaller canoes.” or “Sacagawea
stayed calm and rescued the captains’ important things—journals, gunpowder, medicines, scientific
instruments—every bundle she could reach.” SLIDE SHOW – Students can also create several tableaux to
show a sequence – one tableau for the beginning of the story, one for the middle and one for the end.
SAMPLE CRITERIA FOR EFFECTIVE TABLEAU:
Whole bodies are used.
Facial expressions communicate.
Body positions can be held without moving for several minutes.
Students all stay in character the entire time.
The tableau uses a variety of levels (some students low, some high).
Students use eye contact and focus to communicate.
The relationships among the characters are clear.
The audience sees meaning in the tableau.
ROLE PLAY
After students work with the nonverbal tools of drama, they are ready to retell parts of the biography by playing
the roles of the characters, using body, face, movement, and dialogue. Props may or may not be used.
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These are features of text
These are features of a play
Biography . . .
Often starts with birth or early life
and often covers birth-to-death.
In a Play . . .
Only the most important events are
shown.
Often delves in to a person's
formative years, exploring early
influences on a subject's later life.
The events may be organized into
acts or scenes.
Situates person’s life in historical
terms and a cultural context.
A narrator sometimes tells you what
a character is thinking,
OR
Uses direct quotes from that person A character sometimes thinks out
and those who knew him/her.
loud to tell you how he/she feels,
Sometimes uses fictionalized
OR
scenes/dialogues, but always based
on what is known about the person You might learn about a character
through his/her expressions and
and the events described.
actions.
Often uses pictures, maps,
The setting is shown using sets and
photographs, or other historically
props.
available documents.
Biographer possesses a point of
view, a larger agenda, and a
purpose in reporting on the
person’s life.
Sometimes you must use your
imagination to complete the scene.
Actors may need to play more than
one character.
Actors may change costumes, props,
or voices to become different
characters.
Music and sound effects may be
used to tell the story, set the mood,
or enhance the setting
This page maybe enlarged to create a classroom poster.
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Experiencing the Arts
Through Theater
Before the Play . . .
Discuss theater etiquette and expectations.
Use Tableau to show both appropriate and inappropriate behavior.
Discuss the story summary.
Activities
• Use Sculpture to demonstrate emotions (impatient, furious, demanding, sincere).
• Discuss different ways that each character might be portrayed. Use Shape, Face, Walk, Talk.
• Use Descriptive Observation tool. Describe what sets or props might be used.
• Infer why the director might use the above.
• Discuss the theme of negotiation and compromise. Role-play examples of these themes.
• Introduce vocabulary related to theater. Sculpt roles or meanings of the words.
Theater Vocabulary
moral
script
director
staging
act
lighting
scene
set design
dialogue
special effect
monologue
During the Play . . .
• Ask yourself. . . What do I notice?
• Think about – moral, scenes, dialogue, staging, lighting, and set design.
• Make a brain note of how the actors move and what they say to express their ideas.
• Identify the mood created during the different scenes.
After the Play . . .
• Lead a class conversation on the theater experience.
o Have students give examples of how they used or saw proper etiquette. o How did the characters change from the beginning to the end of the play? o How did the staging of the scenes help you understand the events? o Did the music, sound, or special effects create a particular mood? o How did the actors show you the characters’ feelings? • Compare the play to the text. How was the biography told differently through action?
• Use Role-Play to retell events in the play.
• Write a class, group, or individual thank you note.
• Perform a Reader’s Theater
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Broward County Literacy Department 2014
Interdisciplinary Mini-Lessons
Sacagawea by Lise Erdrich
Interdisciplinary Curriculum:
The power of interdisciplinary curriculum lies in the ability to make connections across the disciplines through
a transdisciplinary concept. A concept is an enduring idea that is not tied to a specific time or place. For
example, The American Revolution could be a topic of study, but not a concept. There are a number of
concepts, such as conflict or justice that could be used as a lens with which to study the American Revolution.
Although one week is truly not enough time to fully develop a concept, the following activities were written
through a conceptual lens of: Culture and Environment
Throughout the week, the teacher can relate each activity to the concepts of culture and environment in order
to increase student understanding and retention.
Essential Question: How do character traits influence one’s relationships and actions?
Performance Task: Each student will identify which of Sacagawea’s character traits was the most valuable to
the Corps of Discover. Then determine if the Journeys biography or the stage production of Sacagawea
demonstrated this trait most prominently.
In order for students to successfully complete the performance task, below are some suggested lessons. The
following lessons allow students to use graphic organizers to take notes about Sacagawea’s character traits
while reading the Journeys anchor text and then after watching the stage production of Sacagawea. By
collaborating with others, students discuss their findings and then select a character trait they believe was
Sacagawea’s most valuable during the Discovery of Corps expedition.
Building Authentic Background
Discovery Education has several video segments about Sacagawea and the Discovery of Corps expedition.
Also, your school’s media center most likely has reference materials on the topic including maps, photographs,
informational resources, and even picture books. It may be in the students’ best interest to start with more
basic, simplistic resources before moving to more complex ones.
Before Reading Sacagawea in Journeys
Take some time to review character traits with students. Here are some character traits that might be associated
with Sacagawea.
adventurous
ambitious
attentive
bold
brave
calm
clever
curious
dependable
fierce
generous
hard-working
helpful
leader
patient
resourceful
responsible
spunky
stubborn
trusting
wise
A variety of activities students can do with these character traits: sort words, create mnemonics, define words,
look at the shades of meanings between words, make connections, and examine word parts (prefixes, roots,
suffixes).
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Broward County Literacy Department 2014
Lesson for Reading Sacagawea in Journeys
The target skill for this biography is identifying details. As students read the text, ask them to use the graphic
organizer to identify Sacagawea’s character traits in the text. Explain that they will need to use evidence from
the text or illustrations to support their findings.
Model: Read aloud the prologue (p. 590). Point out that Sacagawea must have been brave after she had been
kidnapped by the Hidatsa Indians and curious as she learned how to grow food in the Great Plains.
Once students know the expectations, give them time to read and identify Sacagawea’s character traits within
the text. Then provide time for students to compare and share their findings with a partner. Encourage students
to make adjustments or additions to their graphic organizers during this time.
Now give each student the Sacagawea’s Most Important Traits graphic organizer. Ask them to think about the
traits they have identified and to determine which three they believe are the most valuable to Sacagawea in her
role. Students can record that information along with referencing evidence from the text on the chart. It might
be a good idea for students to indicate page numbers for future reference.
Collect both graphic organizers so they can be used after seeing the play.
Lesson for Following the Stage Performance of Sacagawea
When students return from the play, give them another copy of the graphic organizer. Allow students to work
with a partner to have conversation and to record traits that Sacagawea exhibited during the play. Remind them
that they need to reference evidence from the play to support those traits.
Now return the Sacagawea’s Most Important Traits graphic organizer to students. Ask them to record what they
believe are the three most valuable traits from the stage performance. Some of them may be the same as from
the Journeys text.
Lesson for the Performance Task
Return all graphic organizers to students and ask students to open their Journeys book to biography of
Sacagawea. Explain that they need to review all their notes and to refer back to the text if necessary. Students
need to identify which of Sacagawea’s character traits they believe was the most valuable to the Discovery of
Corps expedition. Remind them they will need to back up their claims by using evidence from both the text and
the play. Before writing, provide time for students to discuss their thoughts with a partner. Now it is time for
the students to write.
Journeys offers writing and presentation rubrics that may be used within the unit.
STANDARDS COVERED:
LAFS.4.RL.1.1, LAFS.4.RL.1.3, LAFS.4.RL.3.7, LAFS.4.RL.3.9.
LAFS.4.W.1.1, LAFS.4.W.2.4, LAFS.4.W.2.5, LAFS.4.W.2.6, LAFS.4.W.3.9.
LAFS.4.SL.1.1, LAFS.4.SL.1.2, LAFS.4.SL.1.3, LAFS.4.SL.2.4.
LAFS.4.L.1.1, LAFS.4.L.1.2, LAFS.4.L.2.3, LAFS.4.L.3.6,
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Broward County Literacy Department 2014
Name:
Date:
Use the graphic organizer to record Sacagawea’s traits found in the text or play. Then determine if the
evidence of that trait was presented because of Sacagawea’s or someone else’s actions, dialogue, or
feelings. Record your findings below.
Traits
Actions
Sacagawea
Text / Play
(circle one)
Dialogue
Feelings
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Broward County Literacy Department 2014
Name:
Date:
Use this chart to gather your thoughts. Identify three of Sacagawea’s traits from the text and from the
play that were important to the success of the Corps of Discovery. Then complete the chart. When
you are finished, select the one trait that you believe is the most valuable by putting a star next to it.
Sacagawea’s Important Character Traits
Trait
Evidence
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Text or Play
Broward County Literacy Department 2014
Science This topic could be tied to Science Fusion Units 9 & 10. Social Studies This topic could be tied to Florida Social Studies, Florida Studies Unit 2, Lesson 5 and Unit 3, Lessons 1 – 3. Poetry Additional reading materials may include the three poems below. Some suggested activities for their use may include, but are not limited to: • Reading for fun • Label figurative language-­‐ similes, metaphors, and personification • Read to self •
Make connections text to text/ text to world/ • Read aloud text to self • Discuss what is the mood • Were there any words (imagery) that made • Discuss what is the main idea pictures? Which words? • Discuss what is the theme •
Discuss whether there were any repeated • List or discuss any unknown words lines, why they were repeated and what the • Think/ pair/ share your favorite part repeated lines say • Charting author’s style-­‐label any text features • Count stanzas and shape circle rhyming words July 30th, Monday 1804
Lewis:
The sun loiters in the river,
Now drowns in gold,
Turns black in night.
What lies beyond?
We must fix each place on maps
And give out names,
Measure and record
The very sun and night.
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Broward County Literacy Department 2014
Sacajawea
Behind them toward the rising sun
The traversed wilderness layAbout them gathered- one by one
The baffling mysteries of their way!
To Westward, yonder, peak on peak
The glistening ranges rose and fell, Ah, but among that hundred paths,
Which led aright?—Could any tell?
Wherever you turned in wonderment
In that wild empire, unsurveyed,
Unerring still she pointed WestUnfailing, all your pathways laid!
She nodded toward the setting sunShe raised a finger toward the seaThe closed gates opened one by one,
And showed your path of Destiny!
Brave Lewis and Immortal Clark!
Bold spirits of that best crusade,
You gave the waiting world the spark
That thronged the empire paths you made!
But standing on that snowy height,
Where Westward yon wild rivers whirl,
The guide who led your hosts aright
Was that barefoot Shoshone girl!
The wreath of Triumph give to her:
She led the conquering Captains West;
She charted first the trails that led
The hosts across yon mountain crests!
Barefoot she toiled the forest paths,
Where now the course of Empire speeds
Can you forget, loved Western land,
The glory of her deathless deeds?
You halted in those dim arcadesYou faltered by those baffling peaksYou doubted in those pathless glades,
But ever, ever true she speaks!
Where lay the perilous snows of Spring,
Where streams their westward course
forsook.
The wildest mountain haunts to her
Were as an open picture book!
In yonder city, glory-crowned,
Where art will vie with art to keep
The memories of those heroes greenThe flush of conscious pride should leap
To see her fair memorial stand
Among the honored names that beHer face toward the sunset still.
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Undaunted Courage
Let me tell you a story,
A story of 28 great lives,
Of hope, of enterprise,
An inspiring story,
Of adventure, of glory
Enriched science with
Idyllic flora and fauna,
Won over the
Mandans, Lakotas, Crows
With their gentle persona.
Clark, hero of Kentucky
Lewis, loyal to the President
With a melancholic strain,
Sallied into the unknown
The Corps of Discovery’s
Body and brain.
Sacagawea, the Shoshonee
Stood with many a males,
York, the slave
Was devoted to the cause
Of keeping the Corps a-sail.
After long patient winter
And portage over their backs,
They finally stood atop
The Continental Divide
Gauging their stocks.
Commanded by
The Son of America
Equipped with bravery,
A Giant,
Who dared throw off
The yoke of King’s slavery.
Dumbstruck
At the expanse ahead,
They pressed on
Into the unknown
And chose starvation instead.
Lured by a dream
Of the virgin land,
Set forth to discover
The Northwest Passage,
This ragtag band
Finally, at Fort Clatsop
In misty Columbia Gorge
The Shangri-La was claimed,
Thanks to the defiant few
The Wild West had been tamed
They sailed
The mighty Mississippi
Christening from the start,
Madison, Gallatin, Jefferson
A young republic
Honored from their heart.
It took 4 years
For this momentous journey,
Of adventure, of enterprise,
Of great lives,
Of glory,
That inspires
With its singular story.
The journey into the unknown
Was fraught with surprise,
Would they ever win
And claim their prize?
The west was
Pristinely beautiful
Rockies, Prairies, Great Plains,
With death as their friend
Persevered without complaints.
Many a times voted
In American tradition,
Strengthened by discipline
Their leaders’ demanding condition.
Madam Anonymous
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Technology Connections:
Resources available through BEEP portal:
Discovery Education:
Use these search words: Sacagawea, Lewis and Clark, and specify grades 3-5.
TeachingBooks:
4 books found, use search word: Sacagawea
The following websites are available for additional support:
Name
PBS:
Inside the Corps
Biography Channel
PBS:
New Perspectives
on The West
National Park
Service
Notable Woman
Ancestors
History Channel
Scholastic
National Archives
National Archives
Our Documents
Our Documents
Missouri Historical
Society
Web Address
http://www.pbs.org/lewisandclark/insi
de/saca.html
http://www.biography.com/people/saca
gawea9468731#awesm=~oD1jSmKiwC3gU
o
http://www.pbs.org/weta/thewest/peopl
e/s_z/sacagawea.htm
How It Fits
Provides additional Biographical
information.
Provides additional Biographical
information.
http://www.nps.gov/lecl/historyculture/
sacagawea.htm
http://www.rootsweb.ancestry.com/~n
wa/sacajawea.html
http://www.history.com/topics/nativeamerican-history/sacagawea
http://teacher.scholastic.com/activities/
lewis_clark/1805.htm
http://docsteach.org/activities/77/detail
?mode=browse&menu=closed&era%5
B%5D=expansion-andreform&sortBy=title
http://docsteach.org/documents/29980
7/detail?mode=browse&menu=closed
&era%5B%5D=expansion-and-reform
http://www.ourdocuments.gov/doc.php
?doc=18
http://www.ourdocuments.gov/doc.php
?flash=true&doc=17
Provides additional Biographical
information.
Provides additional Biographical
information.
Provides additional Biographical
information.
Interactive Website for experiencing
Westward Expansion as an explorer.
Interactive Activity analyzing primary
sources of the different political
interests in the west.
http://www.lewisandclarkexhibit.org/4
_0_0/page_4_1_7_1_3_4.html
Provides additional Biographical
information.
Primary source of the agreement to pay
France for the Louisiana Purchase.
Primary source of the transcript of the
Louisiana Purchase.
Primary source of Jefferson’s secret
message to Congress about the Lewis
and Clark Expedition.
Lesson Plan:
Seeking Sacagawea’s Role
Theater Etiquette
Notable behavior is a vital part of theater for youth. Going to the theater is not a casual
event. It is a special occasion. If students are prepared properly, it will be a memorable,
educational experience for all.
AT SCHOOL:
1. Teacher should review Theater Etiquette rules and study guide information with students in
preparation for the upcoming performance.
2. Teacher should remind students to wear their best outfits on the day of the performance.
3. Before departure from school, send students to the restroom. Remind them that it will be
quite a while before they can use the restroom again.
AT THE THEATER:
1. Upon arrival, teachers should keep all students from one class together and follow the
directions of the ushers.
2. While seated, teachers should space themselves so they are visible, every 10 students. (This
is School Board policy.)
3. During the performance: Teachers should model appropriate behavior and stop any
distracting student behavior immediately.
4. Teachers should instruct students that during the performance they must:
• Listen attentively
• Remain quiet
• Stay seated
• Remain in their own space
HAVE AN ENJOYABLE TIME AT THE THEATER!
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The School Board of Broward County, Florida
PATRICIA GOOD, Chair
DONNA P. KORN, Vice Chair
ROBIN BARTLEMAN
HEATHER BRINKWORTH
ABBY M. FREEDMAN
LAURIE RICH LEVINSON
ANN MURRAY
DR. ROSALIND OSGOOD
NORA RUPERT
ROBERT W. RUNCIE
Superintendent of Schools
The School Board of Broward County, Florida, prohibits any policy or procedure which results in
discrimination on the basis of age, color, disability, gender, national origin, marital status, race,
religion or sexual orientation. Individuals who wish to file a discrimination and/or harassment
complaint may call the Executive Director, Benefits & EEO Compliance at 754-321-2150 or Teletype
Machine TTY 754-321-2158.
Individuals with disabilities requesting accommodations under the Americans with Disabilities Act
(ADA) may call Equal Educational Opportunities (EEO) at 754-321-2150 or Teletype Machine TTY
754-321-2158.
www.browardschools.com