C LO SE R EA DIN G

Apples to
Oregon

Text Complexity Range

Lexile
740

1010

800
TextEvaluator

Literature Anthology

23

43

51

What makes this text complex?

Genre
Purpose
Specific Vocabulary
Connection of Ideas
Prior Knowledge
This selection is suggested for use as an
Extended Complex Text. See pages T356-T361.

Close Reading Routine

Read

DOK 12

Identify key ideas and details about why people

move.

Take notes and summarize.

Use A C T prompts as needed.
Reread

DOK 23

Analyze text, craft, and structure.

Use the Close Reading Companion
Integrate

DOK 4

Integrate knowledge and ideas.

Make text-to-text connections.
Use the integrate lesson.

A C T

Access Complex Text

Genre
Tell students that the selection is a tall tale and
remind students to connect pictures to the text.
Tall tales are a type of folk tale that feature
a larger-than-life hero. Tall tales also include
exaggerated details.

T89A

UNIT 5 WEEK 2

WEEK 2
Read

Tell students they will be reading about a

familys journey west. Ask students to predict
how the selection will help them answer the
Essential Question.

Note Taking:
Use the Graphic Organizer
As students read the selection, ask them to
take notes by filling in the graphic organizer
on Your Turn Practice Book page 212 to
record the causes and effects.

1 Text Features: Illustrations

Look at the illustration on pages 384 and
385. Based on the title of the selection,
why do you think the oxen are pulling a
wagon full of fruit trees? Turn to a partner
and discuss.

LITERATURE ANTHOLOGY, pp. 384385

Point out the heading under the selection title.

Why does the author say that the narrative is
slightly true? (The author wants the reader to
know that the events in the selection are beyond
believable and exaggerated.)

Why do you think the author lists the children

last? (The author wants the readers to think that
the father might care more about his fruit trees
than his children.)

LITERATURE ANTHOLOGY

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Read

2 Skill: Cause and Effect

On page 386, when Daddy decides to leave

Iowa for Oregon, what can he not bear to
leave behind? What happens as a result?
(Daddy cannot bear to leave his fruit trees
behind so he packs hundreds of them on
a wagon.) Add the cause and effect to
your chart.
Cause
Daddy cannot bear
to leave his fruit
trees behind.

Effect
Daddy packs
hundreds of fruit
trees on a wagon.

Build Vocabulary on page 386

sturdy: strong; solid
daring: bold, brave

A C T

Access Complex Text

Purpose
Tell students that the purpose of this text is to
entertain readers with exaggeration while telling
what happens when a family decides to move west.
What about the illustration tells you that the
events in the story are exaggerated? (The
illustration is of a large wagon with hundreds of
trees followed by the small wagon full of children.
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UNIT 5 WEEK 2

The exaggeration is that Daddy loves his trees

more than his children.)
Reread the sentence Oh, and by the way, he took
us along too. What do you think the narrator
means? (Daddys fruit trees are very important to
him, and might mean more to him than his family.
This is probably an exaggeration too.)

WEEK 2
Reread

Close Reading Companion

Authors Craft: Regional Language

Authors of tall tales use regional language
to help readers understand the characters
and setting in a story. For example, on
page 386 the narrator says: My daddy
loved growin apples. Reread pages 386
and 387. What other examples of regional
language did you read on these pages? How
do these examples help you to understand
the characters and setting? (The narrators
use of slang tells me that the characters
are not very formal. It also fits with the idea
of daring adventures and going off to new
places with a wagon full of trees.)

LITERATURE ANTHOLOGY, pp. 386387

Point out the idiom pull up roots on page 386.

P
Repeat after me: pull up roots.
Have students raise their hands if they have ever
had to pack all their belongings and move to a
new place. Help students respond in short words
or sentences.

Help students find context clues to figure out the

meaning of pull up roots. (leave Iowa for Oregon)
Where do the characters in this story go when
they pull up roots? (Oregon)
What does pull up roots mean? (to move from
one place to another)

LITERATURE ANTHOLOGY

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Read

3 Literary Elements:
Hyperbole
Authors use hyperbole to enhance the
text in a selection. Hyperbole is using
exaggeration that readers are not expected
to believe. Reread this sentence: It was
wider than Texas, thicker than Mommas
muskrat stew, and muddier than a cowboys
toenails. Do you believe that the river is
as wide, as thick, and as muddy as the
narrator describes? (No) Why did the
author include these exaggerations in the
story? (to make it funny and entertaining;
to help the reader understand why it is
difficult to cross the river) Paraphrase the
narrators description of the river without
using hyperbole. Then turn to a partner and
discuss which description fits best with the
style of the rest of the story, and why.

A C T

33

4
4

Access Complex Text

Specific Vocabulary
Point to the idiom get up the nerve on page 388.
Have students look at surrounding words and phrases
to determine its meaning.
What context clues can help you figure out the
meaning of get up the nerve? (made my insides
shrivel; trying)

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UNIT 5 WEEK 2

Direct students attention to the illustration. Point

to the man standing in the water. How does the
illustration help you understand what get up the
nerve means? (The illustration shows a worried
man with his hand on his head looking at the
river. He is the only person in the water. It looks
like he is trying to decide what to do.)

WEEK 2
Read

4 Skill: Cause and Effect

What is the first problem that the family
encounters on their journey? (They are
stopped by the Platte River and have to
figure out how to cross.) What happens
when the other travelers see what is in the
familys wagon? (They laugh and make fun
of the family.) Add the causes and effects to
your chart.
Cause
The narrators
family arrives
at the Platte
River.

Effect
They have to figure
out how
to cross the
river.

The narrators
family arrives with
a wagon full of
trees.

People make fun

of the narrators
family.

5 Strategy: Reread
Why do the people make fun of the wagon
full of trees? (They do not think the trees
will survive. They think the trees will dry out
before the plains or sink in the river.)
Build Vocabulary on page 389
fluttering: moving quickly back and forth

LITERATURE ANTHOLOGY, pp. 388389

U gestures and the illustrations to help students

Use
understand the meanings of these difficult words
and phrases: riverbank, folks, prairie schooners, trees
fluttering, burst out laughing, and nursery wagon.

What is the nursery wagon carrying? (apple trees

and other fruit trees and plants)
Why did the people burst out laughing? (They
think the trees will die before they get to the
plains, or the wagon will sink.)

LITERATURE ANTHOLOGY

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Read

6 Skill: Cause and Effect

Why does the narrators family build a
raft? What happens as they cross the river?
What happens when they arrive at the
other shore? Add these causes and effects
to your chart.
Cause
The narrators
family needs to
cross the river.

Effect
They build a raft.

The narrators
family starts
crossing the river
on the raft.

The raft starts

sinking, and the
fruit trees start to
fall in.

Everyone kicks in
the water to make
the raft go faster.

They get to the

other shore.

A storm starts,
the wind throws
everything around
and hailstones
come down from
the sky.

Everyone uses their

clothes and hats to
protect the fruit
trees.

A C T

Access Complex Text

Connection of Ideas
Tell students that when they read complex text, they
may need to use descriptions and context to figure
out what is happening.
When the narrator says that muddy drink
started to pull us down, what is happening? How
do you know? (The raft is sinking. The characters

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UNIT 5 WEEK 2

say the trees are going down, and the narrator

says they are too heavy.)
The narrator doesnt explicitly say there is a storm.
How do you know there is one? (The narrator
says there are angry-looking clouds, the wind is
throwing things around, and there is hail.)

WEEK 2

STOP AND CHECK

Visualize Which words on page 391 help

you visualize the action during the storm?
(wind began to throw around everything
that wasnt lashed down, hailstones as big
as plums came hurtling out of the sky,
Teacher Think Aloud I can use details
and descriptive language from the story to
visualize what is happening during the storm.
Words and phrases such as a foul-looking
bunch of clouds stomping around the sun,
hailstones as big as plums came hurtling out
of the sky, and Daddy howled help me
create a vivid mental picture of the storm.
Reread

Close Reading Companion

Authors Craft: Description

Reread page 391. How does the author

show what is important to Delicious and her
family? (The authors description of what
happens during a big storm shows that
Delicious and her siblings love their father
and will do anything to help him save his
fruit. For example, in the last paragraph,
they tear off their clothes to hold over
Daddys darlings to+ protect the fruit from
hail.)

LITERATURE ANTHOLOGY, pp. 390391

Reread page 390, restating the events and pointing

R
to the illustrations: Daddy builds a raft for the
children and trees. They are too heavy. The children
take off their shoes and kick to get across the river.
Have students repeat. Then restate the events on
page 391.

Provide support for the dialect: square in the

eye (look directly); muddy drink (river); bellyup (ruined, destroyed); young uns (young ones,
children); spied (notice, catch sight of); foullooking (dangerous); fit to be tied (angered).

LITERATURE ANTHOLOGY

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Read

7 Skill: Cause and Effect

According to Daddy, finding water will be
a challenge. Why? (they are in a desert)
What happens when they do not find
water? (The fruit trees begin to droop and
get crispy.) When the trees begin to die,
what does Delicious do? (She goes looking
for water.) Why does she do this? (She
doesnt want her Daddy to be unhappy.)
Add these details to your chart.
Cause
Deliciouss family is
crossing a desert.

Effect
Water will be hard
to find.

Daddy cannot find

water for his fruit
trees.

The fruit trees are

starting to droop
and get crispy. The
trees might die.

Delicious wants
Daddy to be happy
again.

She looks for water

to save the trees.

Build Vocabulary on page 392

brow: forehead

A C T

Access Complex Text

Prior Knowledge
Tell students that sometimes authors use phrases
or references that may be unfamiliar. Point out the
phrase redder than the poison apple the old witch
give to Snow White. Explain that this is a reference
to a fairy tale and it is used to exaggerate how red
the childrens feet were.

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UNIT 5 WEEK 2

Why did the childrens feet turn red? (They lost

their boots and wagon during the storm and they
have to walk barefoot across a sandy desert. The
sand they are walking across is probably very hot,
which would turn their feet red.)

WEEK 2
Read

8 Vocabulary: Homographs
Remember that homographs are words that
are spelled the same but have different
meanings and origins. What is the meaning
of the homograph bear in the second
paragraph on page 393? (to put up with; to
stand) What context clue in the surrounding
sentence and paragraph can help you
identify the meaning of bear? (suffer) What
is another definition for the homograph
bear? (a large, strong animal; to support the
weight of something; to produce flowers or
offspring)
Reread

Authors Purpose
Reread page 393. What is Deliciouss
response to her fathers suffering? What
does it reveal about her character?
(Delicious says she couldnt bear to see my
daddy suffer which shows how much she
cares about him. She bravely decides to keep
searching for water to save his trees.

LITERATURE ANTHOLOGY, pp. 392393

Specific Vocabulary
Have students use context clues or a dictionary to
define unfamiliar words and phrases.

Identify the context clues that help you

understand the phrase tuckered out. (early the
next morning; searched and searched; after a
while; plopped down under an old sagebrush.
Tuckered out means to be tired or weary.)

R
Read
aloud the sentences where the words droop,
itty-bitty and crispy appear. Use gestures and give
examples to demonstrate the meaning of each
adjective.

What is something that is droopy?

Point to something in the classroom that is itty-bitty.
Is an apple crispy?
LITERATURE ANTHOLOGY

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Read

9 Skill: Problem and Solution

What does Delicious find in the desert?
(her boot and Mommas pots and pans)
How does her discovery help solve a
problem? (The trees need water and the
family cant find a water hole. The boot and
pots and pans still have water in them from
the melted hailstones. The water keeps the
trees alive until the family finds the next
water hole.)

9
10

10 Ask and Answer Questions

Generate a question of your own about
the text and share it with a partner. To
find the answer, try rereading the text. For
example, you might ask, Why is Delicious
so happy when she finds water in her boot
and her mommas pots and pans? To find
the answer you can reread the text on page
394. (Delicious is happy because she knows
how much Daddy has been trying to find
water for his precious plants.)

A C T

Access Complex Text

Specific Vocabulary
Point out the word whooped and the phrase keeled
over on page 394.
Explain that whooped means someone gave a
loud, strong shout or cheer. What context clues
can help you figure out the meaning of whooped?
( joy; My very own boot!)

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UNIT 5 WEEK 2

Ask students to suggest other words or phrases

that could be used in place of whooped. (Possible
answers: yelled, hollered)
Tell students that when something keels over,
it collapses or falls over. Ask: What might cause
something to keel over? (being tired, sick, or hot)

WEEK 2
Read

11 Genre: Tall Tale

Tall tales often include descriptions that
are highly exaggerated. Reread the third
paragraph on page 395. What does
Delicious say happened to the missing boot?
(The wind blew it to the other side of the
moon.) Is this likely? (No) Delicious asks the
reader for a favor. What part of her request
is exaggerated? (Delicious asks the reader
to send her the boot if it drops out of the sky
and lands on the readers head someday. It
isnt very likely that the boot would actually
fall out of the sky or hit someone in the
head.)
Reread

Authors Craft: Repetition

Reread the last paragraph on page 395.
What words does Delicious say over and
over? (rock and rocks.) How does the
repetition of this word affect the story? (It
reinforces the idea that they are on a long
hard journey full of rocks. The rocks are
obstacles on the trail. The repetition also
makes it seem as though the journey is a
long one`.)

LITERATURE ANTHOLOGY, pp. 394395

U gestures to demonstrate the phrase keeled

Use
over. Have students repeat the gestures and say the
phrase keeled over.

Have students use the phrase to complete the

sentence frame: It was so hot that I almost

L STU
IA

S
DIE

SOC

11

CONNECT TO CONTENT
LANDMARKS AND THE JOURNEY WEST

Landmarks played an important role for

pioneers heading west. Rock formations,
rivers, and other markers helped
pioneers track their progress along the
trail. Courthouse Rock, Chimney Rock,
and Independence Rock are all major
landforms pioneers looked for along the
Oregon Trail. Pioneers often considered
Independence Rock to be the halfway
point of the Oregon Trail.

LITERATURE ANTHOLOGY

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Read

12 Skill: Cause and Effect

Who does Delicious see sneaking around
the campsite? (Jack Frost) What does
Delicious do about it? (She makes a big
fire and waits for him.) When Jack Frost
appears, what does Delicious do? (She gets
ready to fight.) Paraphrase what happens
in the battle that occurs between Delicious
and Jack Frost. (Jack Frost turns the ground
cold and makes her toes numb. Delicious
throws a burning stick at him, and he
runs away.)

12

13

13 Genre: Tall Tale

What features of a tall tale have you found
on pages 396 and 397? (a larger than life
hero and exaggerated details) Identify the
specific features of the story that tell you
it is a tall tale. (Delicious has a fight with
Jack Frost and she drives him away with a
flaming stick.)
Build Vocabulary on page 396
slinking: sneaking
numb: frozen

A C T

Access Complex Text

Genre
Tell students that the author uses literary devices,
such as personification, in the selection. Frost is
personified and given human characteristics, such as
the ability to fight another character.
What human traits is frost given? (It has a name,
sneaks around, and has a tongue.)

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UNIT 5 WEEK 2

Do you believe that Jack Frost and Delicious were

really fighting? Why? Why not? (No. Frost is cold
air and cold air cannot really fight.)

WEEK 2

STOP AND CHECK

Visualize Which words on page 396 help

you visualize the showdown between
Delicious and Jack Frost? (turning the
ground so cold my toes went numb;
grabbed a flaming stick)
Teacher Think Aloud Authors use
descriptive words to help their readers
visualize what is happening in the story.
Prompt students to apply the strategy in a
Think Aloud by asking them to visualize the
showdown between Delicious and Jack Frost.
Student Think Aloud Words like turning
the ground so cold my toes went numb,
grabbed a flaming stick, and that lowdown scoundrel was hightailing it out of
there help me picture the fight between
Jack Frost and Delicious.

LITERATURE ANTHOLOGY, pp. 396397

H
Help
students understand the phrase ornery varmint
on page 396.
Explain that a varmint is an animal or pest that is
considered a problem and the word ornery means
difficult to deal with or control.

Point out that bugs are an example of an

ornery varmint.
What does Delicious call an ornery varmint? (Jack
Frost) Can frost harm the little trees? (yes)

Guide students on a picture walk of a farm

that has been attacked by pests, such as bugs.
LITERATURE ANTHOLOGY

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Read

14 Strategy: Visualize
Reread the first two paragraphs on page
398. With a partner choose descriptive
phrases that help you visualize the events.
Student Think Aloud
The phrases We floated them on boats
down the mighty Columbia and we
planted them in that sweet Oregon dirt
help me picture the events in the first
paragraphs.

14

STOP AND CHECK

Reread How did Daddy reward Delicious

for her brave deeds? (He bought her a
pair of new boots.)
Build Vocabulary on page 398
swanky: expensive; fancy

A C T

15

Access Complex Text

Connection of Ideas
Tell students that when they read complex text they
should try to connect new information to information
they have already learned.
Reread this sentence: Daddy never forgot my
brave deeds on the trail.
How did Delicious show bravery on the trail to
Oregon? (She tells everyone to take off their shoes
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UNIT 5 WEEK 2

and kick so they wont sink in the Platte River. She

discovers water for Daddys plants from melted
hailstones. She protects Daddys fruit trees from
Jack Frost.)

WEEK 2
Read

Authors Craft: Word Choice

Throughout the story, the author uses
phrases and descriptions connected to fruit,
such as hailstones as big as plums and our
feet were redder than the poison apple the
old witch gave Snow White. What other
examples can you find on page 398? (sweet
as a peach, ripe old age, apple of my
eye)

15 Return to Predictions Review students

predictions and purposes for reading. Ask
them to answer the Essential Question. (Some
people, like Delicious and her family, moved
west because they wanted to have a better
life. Others moved west to seek their fortune
during the Gold Rush.)

Reread

Close Reading Companion

Illustrators Craft
At the beginning of the story, Delicious does
not explain why her family decides to move
from Iowa to Oregon. How does the illustration
help you understand why the family moved
to Oregon? (The illustration shows Delicious
and her father looking at a huge orchard and
leaning on shovels. I think the family moved
to Oregon to find a better life and more land.)

LITERATURE ANTHOLOGY, pp. 398-399

Help students understand the idiom apple of my eye.

H
Repeat after me: apple of my eye.
Have students tell the name of a person they care
about. Explain that we use the expression apple of
my eye to refer to someone we love and care about
greatly.

Help students complete the sentence frame:

is the apple of my eye.
Why does Daddy say, Delicious, youll always
be the apple of my eye. (to show how much he
cares about her)

LITERATURE ANTHOLOGY

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Read

About the
Author
Deborah Hopkinson and Nancy
Carpenter
Have students read the biographies of the
author and illustrator. Ask:

How might Deborah Hopkinson have used

her love of historical fiction to write this story
about a familys journey west?

How do the illustrations add to your

understanding of the text?

Authors Purpose
To Entertain: Remind students that authors
who write to entertain create stories for readers
to enjoy. Students may say that Delicious gives
vivid descriptions of her fathers love for his
fruit trees and what she had to do to save
them. Students may also say that Deliciouss
descriptions are exaggerated and entertaining.
Reread

Authors Craft: Point of View

The author tells the story with a first-person
narrator. What effect does this have on the
story? (It allows the reader to see the events in
the story through Deliciouss eyes and to hear
her thoughts. For example, on page 386 she
says My daddy loved growin apples.)
What effect does Deliciouss point of view
have on the overall mood of the story? (Possible
response: Delicious contributes to the humorous
mood of the story. On page 394, she says that
the first sip of water was good even if I did
have to wait my turn behind some Baldwin
apples.)

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UNIT 5 WEEK 2

LITERATURE ANTHOLOGY, pp. 400401

WEEK 2
Read

Respond to
the Text
Summarize
Tell students that they will use the details
from their Cause and Effect Charts to
summarize. As I read Apples to Oregon,
I kept track of how the main characters
traits and actions helped them in their
journey west. To summarize, I will retell these
important details.
Reread

Analyze the Text

After students summarize
the selection, have them
reread Apples to Oregon to
develop a deeper understanding of the text
by answering the questions on pages 140-142
of the Close Reading Companion. For students
who need support in finding text evidence,
use the scaffolded instruction from the Reread
prompts on pages T89DT89P.

Write About the Text

Integrate

Make Connections
Essential Question Answer: Delicious and her family hoped
to build a better life. Evidence: On page 398, Delicious
describes how good her familys life is in Oregon. The long
journey west was worth the difficulties.
Text to World Answers: Possible Answer: People are willing
to face challenges when they want a better life. Evidence:
I read on page 398 that people moved to Oregon to find
gold. Deliciouss family found land and good soil.

Review the writing prompt with students.

Remind them to use their responses from the
Close Reading Companion cite text evidence
to support their answers.
Answer: The author describes the farm using
descriptive language to show that the trip was
successful. Evidence: On page 391, Delicious
and her siblings bravely protect their fathers
trees during a strong storm. On page 398,
the author uses several fruit-related words, as
she does throughout the text, that show how
important the trees are in the story. Page 398,
Delicous says they already had their fortune.)

LITERATURE ANTHOLOGY

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Westward Bound:
Settling the
American West
Text Complexity Range
Lexile

Literature Anthology

740

1010

830
TextEvaluator

23

41

51

What makes this text complex?

Purpose
Genre

Compare Texts
As students read and reread Westward
Bound, encourage them to take notes and
think about the Essential Question: What
are some reasons people moved west? Tell
students to think about how this text compares
with Apples to Oregon.

A C T

Access Complex Text

Purpose
Tell students that the purpose of the text is to inform
readers about the reasons people moved west.
Why did people think that moving west would
give them a better life? (People believed the West
offered more opportunities. The East Coast was
crowded, and work was hard to find. Out West,
people could own land.)
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UNIT 5 WEEK 2

WEEK 2
Read

1 Skill: Cause and Effect

Remember that a cause is why something
happens and an effect is what happens.
Why did many escaped slaves head west?
(Slavery was still practiced in the United
States.) How did they think moving west
would help? (They hoped to be free if they
migrated west.)

2 Strategy: Summarize
What were the reasons people decided to
move west? Discuss with a partner. Retell key
details to summarize. (Some people wanted
to escape crowded conditions and find land
to farm. Others wanted freedom from slavery
and freedom to practice their religion. Some
were hoping to find gold and become rich.)

Reread

Authors Craft: Make Inferences

Reread the third paragraph on page 403.
What does the author mean by writing
Unfortunately, many prospectors learned
the hard way that gold was not so easy to
find.? Use text evidence to support your
answer. (Not everyone who went west found
gold and many were disappointed.)

LITERATURE ANTHOLOGY, pp. 402403

Po out the cognates immigrant (inmigrante) and

Point
migration (migracin).

Display a map of the United States and Canada.

Explain that an immigrant moves from one
country to another. Use the map to reinforce
the concept.

Point out that migration is the physical movement

by people from one place to another. Have
students say the words with you.

LITERATURE ANTHOLOGY

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Read

3 Use Text Features

What information does the map add to the
text? Why did the author include it? (The
text tells us how long each trail is but the
map lets us see the distance. For example,
the pioneers who traveled the Oregon Trail
went halfway across the country. In relation
to the Oregon Trail, the Santa Fe Trail looks
much easier. The author included the map
to emphasize how long the journeys were.)
Reread

Close Reading Companion

Authors Craft: Text Structure

Reread page 404. How does the author
organize the information to help you
understand the westward migration?
(The author organized the information
by comparing the routes or trails that the
pioneers traveled to go west. Pioneers used
the Santa Fe Trail, the California Trail, the
Mormon trail, and the Oregon Trail. The
Oregon Trail was the most heavily traveled.)

A C T

Access Complex Text

Genre
Remind students that in an expository text, authors
use text features, such as maps, to help readers
understand information.
What does the map tell you about the routes
pioneers took? (their locations and lengths)
What trail was the most heavily-traveled route?
(The Oregon Trail) Have students trace this trail
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UNIT 5 WEEK 2

on the map. What other details does the author

include about this trail in the text? (It was 2,000
miles long and took six months to complete.)
Look at the map. What other routes did pioneers
use to travel west? (The Santa Fe, California, and
Mormon Trails.)

WEEK 2
Read

Summarize
Guide students to summarize the selection.
Reread

Analyze the Text

After students summarize,
have them reread to develop
a deeper understanding
of the text by annotating and answering
questions on pages 143-145 of the Close
Reading Companion. For students who need
support citing text evidence, us the scaffolded
instruction from the Reread prompts on pages
T89T-T89U.
Integrate

Make Connections
Essential Question Answer: Pioneers made
the journey west for many reasons, including
better opportunities, freedom, and to find gold.
Evidence: On page 403, I read that it was
difficult for people to find jobs and many felt
they would have a better life in the West.
Slaves who hoped to be free and religious
people who hoped to freely practice their
religion all headed west.
LITERATURE ANTHOLOGY, pp. 404405

R
Read
the sentences: There were other hardships on
the trail, too. Pioneers dealt with illness, hunger,
exhaustion, and natural dangers, such as snake
bites. Say: A hardship is something that causes great
suffering or pain. Briefly review each hardship.

Text to Text Answer: In both selections, the

people moving west overcame great obstacles
to make the journey, hoping they would have a
better life when they arrived.
Evidence: On page 392, I read about
Deliciouss family reaching the desert on
their way to Oregon. Just like the pioneers in
Westward Bound, they faced harsh weather
conditions on their journey.

What hardships did the pioneers face? (illness,

hunger, exhaustion, snake bites)
LITERATURE ANTHOLOGY

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