Session 1 Historical Narrative Text

In the spring of 1804, Meriwether Lewis and William Clark set out on an important journey. President Thomas Jefferson asked them to explore the land west of the Mississippi River. Their mission was to find a water route to the Pacific Ocean, meet Native American tribes, and record new plants and animals.

They began in St. Louis, Missouri, and followed the Missouri River northwest. Along the way, near present-day North Dakota, they met a Shoshone woman named Sacagawea. Sacagawea became their guide and interpreter. She showed them safe places to camp and helped them trade for horses.

After crossing the wide plains, the team faced the tall Rocky Mountains. The mountains were steep and covered in snow. Lewis and Clark wrote in their journals about the cold nights and how they climbed rocky trails. When they reached the top, they could see rivers flowing down toward the Pacific Ocean.

In November 1805, the explorers finally arrived at the Columbia River and watched the waves of the Pacific Ocean crash on the shore. They knew their trip would help future travelers understand this part of the country. Lewis and Clark carefully drew maps showing the river routes, mountain passes, and the places where they had met different tribes.

Before returning to St. Louis in 1806, the team spent the winter near the coast, preparing supplies for the trip home. Their expedition gave Americans a clearer picture of the land far to the west, inspiring others to explore and settle new places.

Session 1 Mapping Worksheet

Use the Session 1 Blank Map Template and refer to the Session 1 Historical Narrative Text to complete the tasks below.

1. Label Key Locations

On your map, find and label each of the following places. Draw an arrow or write the name next to each location:

• St. Louis, Missouri
• Missouri River
• Rocky Mountains
• Columbia River
• Pacific Ocean
  
  
  
  

2. Draw Icons for Important Events

Using your map as a guide, draw a small symbol or icon at each location below to show what happened there. Then write a brief caption under each drawing.

2a. Sacagawea meets Lewis and Clark near present-day North Dakota:

Caption: ____________________________________________

2b. Lewis and Clark cross the Rocky Mountains:

Caption: ____________________________________________

3. Main Idea

Write one clear sentence that states the main idea of the Lewis and Clark narrative.

4. Extension: Add an Additional Feature

Choose one event, plant, animal, or Native American tribe mentioned in the narrative. On your map:

• Place a small icon where it occurred.
• Write its name and a sentence explaining why you chose this feature.
  
  
  
  
  
  
  
  
  

Be prepared to share your labeled map and discuss how mapping helped you understand the journey better during our next class discussion.

Session 1 Teacher Script

Total Time: 30 minutes

1. Warm-Up (5 minutes)

Teacher holds up Warm-Up Prompt Cards and says:

“Good morning, everyone! Today we are going to explore a real-life adventure by reading and mapping a story together. But first, let’s warm up our brains. On the board, you see three questions: What is a historical narrative? Have you ever read one? Why do you think stories about the past are important?

Turn to your partner. Take 1 minute to discuss the first question: What is a historical narrative? Ready? Go!”

(After 1 minute)

“Okay, let’s hear one definition. [Select Student]?”

Possible follow-up if no one volunteers: “I’ll call on someone who is sitting quietly. [Select Student]?”

“Great! Thank you. Now, have you ever read a historical narrative before? Turn and tell your partner. You have 30 seconds.”

(After 30 seconds)

“Who would like to share one example?”

Allow 2–3 students to answer.

“Thank you for sharing. Historical narratives help us learn about real events and people, just like we will do today.”

2. Introduction & Objectives (3 minutes)

Teacher writes on the board while speaking:

“Here’s what we’ll do today:

1. Read for main ideas and supporting details.
2. Identify key locations in our story.
3. Begin creating our own map of the events.

By the end of this session, you will have highlighted important information in the text and started your very own map.”

“Questions about our goals? (Pause) All right—let’s get started with our reading.”

3. Guided Reading (10 minutes)

Teacher distributes the Session 1 Historical Narrative Text to each student.

Teacher says:

“I am handing out our narrative text about the Lewis and Clark expedition. First, watch me annotate the top of the first page.”

Project or hold up a copy and use a colored marker to:

• “Highlight this first sentence—the main idea of the whole story.”
• “Underline supporting details—look for words like mission, meet, record.”
• “Circle any place names you see; for example, St. Louis and Missouri River.”

Teacher continues:

“Now it’s your turn. Read silently or with your partner. As you read, do the same: highlight the main idea, underline details, and circle place names. I will walk around and help if you have questions about words or locations.”

(Circulate for about 8 minutes, prompting individual students with questions such as, “What is the main idea of this paragraph?” or “Which location did you circle here?”)

4. Discussion (5 minutes)

Teacher gathers students into small groups of three and hands out the Discussion Question Sheet.

Teacher says:

“In your groups, use your sheet to answer these questions:
• What was the purpose of Lewis and Clark’s journey?
• Which event seemed most difficult for them and why?
• How did Sacagawea help the team?

You have 4 minutes. I’ll come by and listen to your ideas.”

(After 4 minutes)

“Let’s share out. Group 1, what did you decide was the purpose of the journey?”

Allow one or two responses.

“Excellent. Group 2, tell us how Sacagawea helped.”

Briefly acknowledge each contribution.

5. Mapping Introduction (5 minutes)

Teacher reveals a prepared chart-paper map example and says:

“Look at this example map. I have placed and labeled St. Louis, Missouri, where the journey began. Now I will model how to do it on your blank map.”

Teacher distributes the Session 1 Blank Map Template.

Teacher models:

“On your map, find the spot for St. Louis and write the label ‘St. Louis, Missouri’ right here. (Point.) Now, draw the Missouri River path moving northwest.”

Teacher continues:

“Great. Now you try. Label ‘St. Louis, Missouri’ and ‘Missouri River’ on your map. Then pick one more location from the text—maybe the Rocky Mountains or the Columbia River—and label it. You have 3 minutes.”

(Circulate, offering support: “Where might the Rocky Mountains go? What symbol could you use?”)

6. Cool-Down & Formative Quiz (2 minutes)

Teacher distributes the Session 1 Formative Quiz and says:

“Last, I want you to write one sentence that states the main idea of the story and then name one key location you mapped today. You have 2 minutes.”

(After 2 minutes; paces student work)

“Please hand your quizzes to me. Thanks for your hard work!”

End of Session 1

“Tomorrow, we will continue by adding icons for important events and talking about why mapping helps us understand history.”

“See you then!”

Session 1 Warm-Up Prompt Cards

Use these prompt cards to activate prior knowledge about historical narratives. Display each question one at a time and have students turn and talk before sharing aloud.

Card 1: What is a historical narrative?
(Explain in your own words what makes a story a historical narrative.)

Card 2: Have you ever read a historical narrative before?
(If yes, what was it? If not, what do you think it might be like?)

Card 3: Why do you think it’s important to learn stories from the past?
(Share one reason why we study historical narratives.)

Session 1 Discussion Questions

In your small group, discuss each question below. Write your group’s ideas in the space provided and be ready to share one answer with the class.

1. What was the main purpose of Lewis and Clark’s expedition?
   (Consider President Jefferson’s goals and what they hoped to learn.)
   
   
   
   

2. What were two big challenges the team faced on their journey?
   (Explain why each challenge was difficult for the explorers.)
   
   
   
   

3. How did Sacagawea help Lewis and Clark?
   (Identify at least two ways she supported the expedition.)
   
   
   
   

4. Why do you think mapping the land was important for future travelers?
   (Discuss how maps can help people understand geography and history.)
   
   
   
   

5. Which event or location in the narrative did your group find most interesting or surprising?
   (Share one reason why this stood out to you.)
   
   
   
   

Be prepared to share one answer from your group’s discussion with the whole class.

Session 1 Quiz Answer Key

This answer key provides sample responses and scoring criteria for the two-question formative quiz.

Question 1

Prompt: Write one clear sentence that states the main idea of the Lewis and Clark narrative you read today.

Scoring Criteria (2 points)

• 1 point: Identifies the main idea (exploration mission and outcomes).
• 1 point: Clear, complete sentence with subject and predicate.

Sample Responses (full credit)

• “Lewis and Clark traveled west of the Mississippi River to explore land, meet Native American tribes, and map a route to the Pacific Ocean.”
• “The narrative explains how Lewis and Clark journeyed from St. Louis to the Pacific Ocean to discover new lands, record plants and animals, and create maps.”
• “President Jefferson sent Lewis and Clark to explore the western land, learn about Native peoples, and find a water route to the Pacific.”

Partial Credit (1 point)

• Main idea identified but sentence is incomplete or unclear:
  • “They explored west of the Mississippi River and met Sacagawea.”
• Clear sentence but only mentions one part of the mission:
  • “They wanted to find a route to the Pacific Ocean.”

Question 2

Prompt: Name one key location mentioned in the narrative and explain why it was important to the expedition.

Scoring Criteria (2 points)

• 1 point: Correctly names a location from the narrative.
• 1 point: Provides a logical explanation of its importance.

Sample Responses (full credit)

1. St. Louis, Missouri
   • “St. Louis was the starting point of the expedition where they gathered supplies and planned their journey.”
2. Missouri River
   • “The team followed the Missouri River northwest as their main route to reach the interior of the continent.”
3. Rocky Mountains
   • “Crossing the Rocky Mountains was a major challenge because of steep, snowy trails and cold nights.”
4. Columbia River
   • “Reaching the Columbia River showed them they were near the Pacific Ocean and gave them a water path to follow.”
5. Pacific Ocean
   • “Arriving at the Pacific Ocean marked the successful end of their westward exploration.”

Partial Credit (1 point)

• Names correct location but explanation is vague or incomplete:
  • “Rocky Mountains – they had to climb them.”
• Explanation correct but location is slightly off or misspelled (reasonable attempt):
  • “Missouri Rivers – they used it to travel west.”

Use this key to guide feedback. Award full credit for responses that meet all criteria. For partial understanding, give 1 point and prompt students to clarify either the main idea or the role of the location in a follow-up discussion.

Mapping Activity Rubric

Use this rubric to assess students’ map-based stories. Scores range from 1 (Beginning) to 4 (Exemplary) for each criterion.

Total Points: ____ / 20

Session 2 Project Guide

Objective: Students will complete their map-based stories by adding meaningful icons, writing narrative paragraphs that explain key events, participating in peer review for feedback, and presenting their finished work to the class.

Why: This session allows students to synthesize reading, writing, and spatial reasoning skills. By creating a cohesive map-story and sharing it, learners deepen comprehension, practice academic writing, and develop communication strategies.

Approach: Project-based learning with guided writing, peer feedback, and oral presentation.

Audience: Essentials (Tier 1 Classroom)

Time: 30 minutes

Materials:

• Session 1 Blank Map Template
• Session 1 Historical Narrative Text
• Session 2 Narrative Writing Template
• Session 2 Peer Review Sheet
• Mapping Activity Rubric
• Pencils and colored pencils
• Clipboards or hard writing surface
• Timer or clock

Teacher Preparation (10 minutes):

• Print and organize all materials.
• Preview the Session 2 Narrative Writing Template and Session 2 Peer Review Sheet.
• Arrange seating for partner pairs and a presentation area.
• Review rubric criteria so you can guide students quickly.

Instructions:

1. Warm-Up (3 minutes)

   • Display a completed example of a map-story.
   • Ask: “How do the icons and paragraphs help you understand the journey?”
   • Turn and talk for 1 minute; share two observations with the class.

2. Introduction & Objectives (2 minutes)

   • Explain today’s goals: finish maps with icons, write event paragraphs, give and receive peer feedback, and present your story.
   • Write objectives on the board.

3. Complete Map & Icons (7 minutes)

   • Students pick up their blank map and Session 1 Mapping Worksheet.
   • Add remaining required icons (events, tribes, plants/animals) in correct locations.
   • Use colored pencils to make icons clear and creative.

4. Narrative Writing (8 minutes)

   • Distribute the Session 2 Narrative Writing Template.
   • Students write one short paragraph (3–5 sentences) describing their chosen event or feature on the map, using details from the narrative text.
   • Encourage use of transition words (First, Next, Finally).

5. Peer Review (5 minutes)

   • Pair up students and exchange map & narrative.
   • Use the Session 2 Peer Review Sheet to give feedback on clarity, labels, icon meaning, and writing.
   • Spend 2 minutes reviewing and 3 minutes discussing suggestions.

6. Presentation Prep & Cool-Down (3 minutes)

   • Students make final revisions based on peer feedback.
   • Choose a 30-second highlight to share with the class.

7. Class Presentations & Wrap-Up (5 minutes)

   • Invite 3–4 volunteers to present their map and read their paragraph aloud.
   • Highlight effective use of icons, labels, and narrative details.
   • Collect all maps and narratives; use the Mapping Activity Rubric to assess student work.

End of Session 2 – Project Complete!

Session 2 Narrative Writing Template

Use the Session 1 Historical Narrative Text and your map from the Session 1 Mapping Worksheet to write a short paragraph (3–5 sentences) about one event or feature you selected.

Paragraph Structure

1. Topic Sentence: Introduce the event or feature and explain its importance to Lewis and Clark’s journey.
   
   
   
   

2. Detail Sentences: Provide at least two details from the narrative. Answer these prompts:

• Detail 1 (Who & What): Which people or animals were involved, and what happened?
  
  
  
  
• Detail 2 (Where & Why): Where did this event take place, and why was it significant?
  
  
  
  

3. Concluding Sentence: Summarize how this event or feature helps us understand the expedition as a whole.
   
   
   
   

Writing Tips

• Use transition words like First, Next, Finally, or In addition to connect your ideas.
• Write in complete sentences with correct capitalization and punctuation.
• Be sure to mention the location’s name exactly as it appears in the narrative text.
• Reread your paragraph and check for clarity and detail before sharing.

Session 2 Peer Review Sheet

Use this sheet to give friendly, specific feedback on your partner’s completed map and narrative paragraph. Be respectful and helpful!

Partner Name: _______________________ Reviewer Name: _______________________

1. Location Labels
   Are all required locations accurately placed and labeled on the map?
   • Yes [ ] No [ ]
   Comments:
   _______________________________________________________________
   
   
   

2. Icon Representation
   Are the event icons creative, meaningful, and placed in the correct spots?
   • Yes [ ] No [ ]
   Comments:
   _______________________________________________________________
   
   
   

3. Narrative Writing
   Does the paragraph include:
   • A clear topic sentence? Yes [ ] No [ ]
   • At least two supporting details? Yes [ ] No [ ]
   • A concluding sentence? Yes [ ] No [ ]
   Comments on writing (clarity, detail, transitions):
   _______________________________________________________________
   
   
   

4. Connection to Map
   Does the paragraph match and explain the feature shown on the map?
   • Strong connection [ ] Weak connection [ ]
   Comments:
   _______________________________________________________________
   
   
   

5. Positive Feedback
   What did your partner do especially well?
   _______________________________________________________________
   
   
   

6. Suggestions for Improvement
   Offer one or two ideas to make the map or writing even better.
   _______________________________________________________________
   
   
   

Reviewer’s Signature: _______________________
Partner’s Signature (after reviewing): _______________________