1. Study for Vocabulary Test Compare and Contrast Text Structure
Tuesday, March 8, 2016
resolve
compel
comply
squander
clash
defenseless
Study for Vocabulary Test
Compare and Contrast Text Structure
(complete if didn’t finish yesterday)
Write a paragraph about what are some of the similarities between our classroom and your homeroom.
Write a second paragraph about what some of the differences are between our classroom and your homeroom.
8:10 – 8:40

2. Vocabulary Test Identify Word Test first
8:40 – 8:55

3. Writing Lesson Being a Writer
8:55 – 9:25

4. Informative/Explanatory Writing Day 2
In this lesson, you will:
Discuss what they have learned about the transcontinental railroad
Read and discuss an article about the transcontinental railroad
Take notes on the article in pairs
Make decisions together
Work in a responsible way

5. Brief Review of Yesterday
Get your pencil and writing folder and sit at a desk next to your partner.
Remember, you are working together to complete an informative writing task about the transcontinental railroad to prepare for the end-of-year performance task.
Yesterday we discussed what we have learned about good informative writing.
We also saw a video about the transcontinental railroad, discussed it as a class, and took notes about what we learned.
Today we will learn more about the railroad.

6. Student Directions for Part 1 Chart
These are directions for the first part of the performance task, in which you will watch the video again, read an article, and write responses to research questions.

7. Student Directions for Part 1 Chart
Because you are working together to practice for the end-of-year performance task, we will not follow these directions exactly. (For example, I will read the article aloud rather than you reading it on your own, and you will have more time than the directions say to complete the steps.
When it is time to do the performance task – you will follow the directions exactly.

8. Transcontinental Railroad
Look at the “Video Notes” chart.
What is something we learned about the transcontinental railroad.
We’ll watch the video again, one more time, this time without any interruptions. Listen and watch for information about the railroad that you missed yesterday and might want to add to your notes.
Time to watch the video!

9. After the Video
What more did you learn about the transcontinental railroad?
Did anyone mention…
It wasn’t just faster to travel using the railroad, it was also cheaper.
Many new cities were built close to the railroad
Chinese workers did the most dangerous jobs, like using explosives

10. Article: Building the Transcontinental Railroad
You will now read this article
This article discusses how the railroad was built, some of the challenges in building it, and why it was important for the United States.
Let’s look at the “Building the Transcontinental Railroad” chart while I pass out a copy of the article for you to follow along while I read it aloud.

11. Directions for Today!
Although I will read this article aloud and work it through with you, when you do the performance task you will read the article and any source materials independently.
I will stop again at different places during the reading for you and your partner to discuss what you are learning from the article.

12. Article:
Please follow along as I read the title and the first three paragraphs. I’ll stop at the end of this page: “The company that laid the most track would receive more money and land grants.”

13. Text Feature: Map
Look at the map under the paragraphs I just read. It shows where the railroad companies started building the railroad lines (Sacramento and Omaha) and where the lines were finally joined (Promontory Point).
What did you learn about the transcontinental railroad in the part of the article you just heard? Turn to your partner. (no classroom discussion, yet)

14. Article: Building the Transcontinental Railroad
Please follow along as I read some more of this article.
I’ll stop at the end of this page: “They proved themselves to be skilled and hardworking laborers who played a significant role in building the transcontinental railroad.”
What did you learn about the transcontinental railroad in the part of the article you just heard? Turn to your partner. (no classroom discussion, yet)

15. Article: Building the Transcontinental Railroad
Please follow along as I read some more of this article.
I’ll stop at the end of this page: “It’s fair to say that the transcontinental railroad changed America forever.”
What did you learn about the transcontinental railroad in the part of the article you just heard? Turn to your partner. (no classroom discussion, yet)

16. Text Feature: Picture with Caption
Look at the photograph on the last page of the article. It shows the last rail being laid to connect the railroad lines in Promontory Point, Utah.

17. Text Feature: Time Line
Now, look at the timeline on the second page of the article and notice that it shows the important dates and events in the development of the transcontinental railroad.
Notice that the timeline begins in 1830 when the first steam locomotive (train) was built in the United States, and it ends in 1869 when the Union Pacific and the Central Pacific lines were joined with the golden spike at Promontory Point, Utah. Take a few minutes to study the timeline.
Text Feature: Time Line

18. Graphic Organizer - Note Taking
I want to share an “Article Notes” chart with you now. This is a graphic organizer just like the “Video Notes” graphic organizer, with the same questions and a section for other notes.

19. Now, I’ll pass out a graphic organizer, also called “Article Notes” to each of you.
As I read the article again, I will stop so you and your partner can discuss what more you learned and then write notes in the appropriate places on your own graphic organizer.
The notes you take will help you answer questions and write a report about the transcontinental railroad later.

20. Restroom Break
9:25 – 9:30

21. Writing Time – Take Notes in Pairs
Please follow along as I read this page again.
What more did you learn about the transcontinental railroad in the part of the article you just heard? (no classroom discussion yet)
Class Assessment Note instructions on page 69

22. Where will you write a note about what you have learned on the graphic organizer, and why will you write a note there? Turn to your partner (not a class discussion yet )
Let’s hear from a few volunteers and record some ideas to our class chart.

23. Article: Building the Transcontinental Railroad
Please follow along as I read this page again.
What more did you learn about the transcontinental railroad in the part of the article you just heard? Turn to your partner. (no classroom discussion, yet)

24. Where will you write a note about what you have learned on the graphic organizer, and why will you write a note there? Turn to your partner (not a class discussion yet )
Let’s hear from a few volunteers and record some ideas to our class chart.

25. Article: Building the Transcontinental Railroad
Please follow along as I read this page again.
What more did you learn about the transcontinental railroad in the part of the article you just heard? Turn to your partner. (no classroom discussion, yet)

26. Where will you write a note about what you have learned on the graphic organizer, and why will you write a note there? Turn to your partner (not a class discussion yet )
Let’s hear from a few volunteers and record some ideas to our class chart.

27. Article Notes (1st section sample) Does yours look similar to this?
Abraham Lincoln signed the Pacific Railroad Act of 1862 that allowed the railroad to be built
Two companies built it: The Union Pacific Railroad and the Central Pacific Railroad
Central Pacific Railroad started in Sacramento, California
Union Pacific Railroad started in Omaha, Nebraska
Chinese immigrants important to the building of the railroad
Companies joined tracks in 1869 at Promontory Point, Utah
Article Notes (1st section sample) Does yours look similar to this?

28. Article Notes (2nd section sample) Does yours look similar to this?
Bad weather and flooding
Bridges collapsed and had to be rebuilt
Trees had to be brought in from far away
Central Pacific Railroad had to build track through the Sierra Nevada Mountains
Workers left when silver was discovered in Nevada
Weather created harsh conditions for workers
Had to blast through rock to build tunnels
Article Notes (2nd section sample) Does yours look similar to this?

29. Article Notes (3rd section sample) Does yours look similar to this?
It was faster and easier for people to ride across the country
Goods could move more quickly
Article Notes (3rd section sample) Does yours look similar to this?

30. Article Notes (last section sample) Does yours look similar to this?
There were many railroads in the 1800s, but none that connected the Pacific to the Atlantic Coast
Leland Stanford, C.P. Huntington, Mark Hopkins, and Charles Crocker were called “the big four”
The last railroad tie was nailed down with a golden spike
The first ride taken on the new transcontinental railroad was from Omaha to Sacramento
Article Notes (last section sample) Does yours look similar to this?
Tomorrow you will work together, using the sources and your notes, to answer research questions about the transcontinental railroad. Please place all your materials in your folder.

31. Sharing and Reflecting
Why do you think it is a good idea to read an article more than once, like we did today?
What did you do today to work in a responsible way?

32. Independent Writing (finishing final publication)
10:00 – 10:25

33. Independent Daily Reading
10:25 – 10:55

34. Return to Homeroom Classes!