Teacher Name: Sarah J. Shaw
Subject Area: Language Arts – Reading
School: Mary Ellen Henderson Middle School
Grade/level: 5th
Lesson Plan Template
based on Understanding by Design by Jay McTighe and Grant Wiggins
Title of Lesson
Primary Sources and Protagonists: A Native American Literature Unit
Unit Topic
Introductory and conclusion lessons to accompany a literature unit
on Native Americans, including: Island of the Blue Dolphins, Julie of
the Wolves, Maroo of the Winter Caves, Bearstone, Sign of the
Beaver, I Heard the Owl Call My Name, and “I Will Fight No More
Forever”
Exact title and link to
an image from the LOC
to be used in the web
publication of your
lesson plan
Enduring
Understanding
Cowichan girl (The North American Indian; v.09)
http://memory.loc.gov/cgibin/query/r?ammem/curt:@field(DOCID+@lit(cp09031))
As a result of this lesson, students will understand:
-
There are common themes among the Realistic Fiction books
studied in this unit, including:
1. the interaction of humans with their environment
2. the interaction of humans with animals, and
3. the reaction of Native American peoples to cultural change
Content Knowledge
As a result of this lesson, students will know:
-
Skills
As a result of this lesson, students will be able to:
-
SOLs addressed
The importance of sequencing when creating a story
The background information that is necessary when
summarizing a scene or event from a text
Write a caption to accompany an image appropriate to their
book
Use Inferring skills to interpret primary source documents and
images
Use Visualizing skills to select images appropriate to their text
English
1
Oral Language
5.1
The student will listen, draw conclusions, and share responses in
subject-related group learning activities.
a) Participate in and contribute to discussions across content
areas.
Reading
5.4
5.5
5.7
The student will read fiction and nonfiction with fluency and
accuracy.
The student will read and demonstrate comprehension of fiction.
a) Describe the relationship between text and previously read
materials.
b) Describe character development in fiction and poetry selections.
c) Describe the development of plot and explain how conflicts are
resolved.
The student will demonstrate comprehension of information from a
variety of print resources.
a) Develop notes that include important concepts, summaries, and
identification of information sources.
History
USI.1
The student will develop skills for historical and geographical
analysis, including the ability to
a) identify and interpret primary and secondary source
documents to increase understanding of events and life in
United States history to 1877;
Length of Lesson
This lesson will take approximately one to two (1 hour) class
sessions at the introduction of the literature unit and two (1 hour)
class sessions at the end of the literature unit.
Overview of lesson
As an introduction to a Native American Literature Unit, students, in
cooperative learning groups, will sort images of Native Americans
into a sequence to create a story. Then, they will share these stories
with the whole group, looking for common elements and themes.
The teacher will then introduce each group to their novel.
Prior Knowledge
As a conclusion to the unit, students will select images to accompany
self-selected passages from their text.
none
Resources needed
Other resources needed
5 – 6 copies of each text:
Maroo of the Winter Caves by Ann Turnbull
Bearstone by Will Hobbes
Julie of the Wolves by Jean Craighead George
Sign of the Beaver by Elizabeth George Speare
Island of the Blue Dolphins by Scott O’Dell
2
One copy of I Heard the Owl Call My Name by Margaret Craven to
use as an accompanying read aloud.
Poem: “I Will Fight No More Forever” by Chief Joseph of the Nez
Perce
Maroo of the Winter Caves
Mountains – Native Americans of the Plains
http://memory.loc.gov/cgibin/query/r?pp/fsaall:@field(NUMBER+@band(fsac+1a34741))
Tipis –
http://memory.loc.gov/cgibin/query/r?pp/horyd:@field(NUMBER+@band(thc+5a44837))
Man on horseback in a winter field –
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3c13245))+
@field(COLLID+ggbain))
plains family moving –
http://photoswest.org/cgi-bin/imager?10032047+X-32047
three Native Americans riding on the prairie –
http://memory.loc.gov/cgibin/query/r?ammem/curt:@field(DOCID+@lit(cp03020))
deer at a lake
http://memory.loc.gov/cgibin/query/r?ammem/curt:@field(DOCID+@lit(cp20002))
Bearstone
Native American wearing headdress –
http://memory.loc.gov/cgibin/query/r?pp/horyd:@field(NUMBER+@band(thc+5a35551))
Native Americans with bear claw necklaces –
http://memory.loc.gov/cgibin/query/r?pp/brhc:@field(NUMBER+@band(cwpbh+04295))
panoramic image of Ute camp –
http://memory.loc.gov/cgibin/query/r?pp/pan:@field(NUMBER+@band(pan+6a25357))
trading –
http://memory.loc.gov/cgibin/query/r?pp/detr:@field(NUMBER+@band(det+4a26400))
3
gardening –
http://memory.loc.gov/cgibin/query/r?pp/detr:@field(NUMBER+@band(det+4a31992))
Five Ute women –
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3c11568))+
@field(COLLID+cph))
tipi –
http://photoswest.org/cgi-bin/imager?10032063+X-32063
black bear http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3b37610))+
@field(COLLID+stereo))
Julie of the Wolves
Eskimo mother with baby on her back –
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3c04397))+
@field(COLLID+cph))
Eskimo children bathing in the Bering Sea –
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3c04392))+
@field(COLLID+cph))
Four Eskimo children in holiday costume –
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3c07325))+
@field(COLLID+ecur))
An Eskimo family and igloo –
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3c05485))+
@field(COLLID+stereo))
Inuit portrait –
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3c05741))+
@field(COLLID+cph))
Kenowun – Nunivak –
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3b21402))+
@field(COLLID+ecur))
4
Squaw wanted ad –
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3c01286))+
@field(COLLID+cph))
Dog sled team –
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3a35388))+
@field(COLLID+ffcarp))
wolf –
http://memory.loc.gov/cgibin/query/r?pp/detr:@field(NUMBER+@band(det+4a21002))
Sign of the Beaver
Settlement on Moosehead Lake –
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3a30487))+
@field(COLLID+cph))
Abenaki Nation rescue –
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3a45746))+
@field(COLLID+cph))
Passamaquoddy land claim –
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3a00735))+
@field(COLLID+pga))
Canoeing –
http://memory.loc.gov/cgibin/query/r?ammem/curt:@field(DOCID+@lit(cp11023))
Digging for clams –
http://memory.loc.gov/cgibin/query/r?ammem/curt:@field(DOCID+@lit(cp09025))
Gathering mussels http://memory.loc.gov/cgibin/query/r?ammem/curt:@field(DOCID+@lit(cp09021))
Beaver home –
http://memory.loc.gov/cgibin/query/r?pp/detr:@field(NUMBER+@band(det+4a27642))
Island of the Blue Dolphins
5
Fishing camp –
http://memory.loc.gov/cgibin/query/r?ammem/curt:@field(DOCID+@lit(cp09010))
Native American girl –
http://memory.loc.gov/cgibin/query/r?ammem/curt:@field(DOCID+@lit(cp09008))
totem pole –
http://memory.loc.gov/cgibin/query/r?ammem/curt:@field(DOCID+@lit(cp11036))
palm trees –
http://memory.loc.gov/cgibin/query/r?ammem/curt:@field(DOCID+@lit(cp15014))
palm trees and a village –
http://memory.loc.gov/cgibin/query/r?ammem/curt:@field(DOCID+@lit(cp15011))
Gathering fruit –
http://memory.loc.gov/cgibin/query/r?ammem/curt:@field(DOCID+@lit(cp02010))
Spearing salmon –
http://memory.loc.gov/cgibin/query/r?ammem/curt:@field(DOCID+@lit(cp13019))
Girl on a cliff –
http://memory.loc.gov/cgibin/query/r?ammem/curt:@field(DOCID+@lit(cp09031))
Dolphin statue http://memory.loc.gov/cgibin/query/r?pp/gottscho:@field(NUMBER+@band(gsc+5a02174))
I Heard the Owl Call My Name
Gathering abalones http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@field(NUMBER+@band(cph+3c05860))+
@field(COLLID+ecur))
Owls –
http://memory.loc.gov/cgibin/query/r?pp/matpc:@field(NUMBER+@band(matpc+02384))
Single Horned Owl 6
http://memory.loc.gov/cgibin/query/r?pp/horyd:@field(NUMBER+@band(thc+5a36854))
Process of lesson
Lesson Opener Activity
1. Place the students in heterogeneous “Discovery Teams”
(cooperative groups of 4-5 students each). **These teams will
later become Literature Circle groups to read the above
novels, keep this in mind when making these groups.** Give
each team an envelope with the printed and laminated
artifacts associated with the book they will be reading. (DO
NOT tell them what the topic of the unit is, or that they will be
a literature circle group.)
2. Tell the group to put their images into a particular order, so
that the group can create a story to go with them. Once the
images are in order, the students should make an outline of
their story (using the Story Outline Sheet), then take turns
being the scribe, to write their story.
3. Have the students share out their stories with the class.
(Suggestion – draw 1 stick for a student from each group from
a jar for this – time saver)
4. While the students are reading their stories, their images
should be taped to the white board (or displayed via a
PowerPoint presentation) for the entire class to see. Tell the
class to begin to look for common themes and elements in the
stories and images.
5. If the students have not realized after the readings, tell them
that the images are all about Native Americans. (As a
challenge activity at this point, you may wish to have the
student look for differences between each groups images.
The images are drawn from either the Native American tribe in
each book, or the region from which the tribe originates.)
6. Show the images for the book I Heard the Owl Call My Name
while introducing the students to the Read Aloud book and
then to their Literature Circle books.
At the conclusion of the unit (after the novels are completed):
1. Have each student select three images from their Literature
Circle book set envelope. These images should represent
three different scenes reflecting a theme of their book.
2. Students should write out the 5 W’s about the picture, as
7
related to their novel, using the Picture Analysis Sheet.
3. After completing this, the students will write a paragraph
caption for the image, with the purpose of helping the reader
to understand the context of the image in relation to the book.
The goal is to create a paragraph description of the theme of
the book within the context of this image, similar to the back
cover of a paperback novel.
4. Once all the students have completed step 4, rearrange them
into ‘jigsaw’ groups, in which there is a student from each
novel in each group. Once in these new groupings, the
students should share about their book, using at least one of
their images and caption as if they were the front and back
covers of their book.
5. While working in these cooperative groups, the students
should look for common themes among their books, listing
them.
Evaluation
Assessment tools:
Rubric for introductory group product (can also be used for individual
products as well)
Rubric for conclusion activity
Extension Activities
-
Have the students write a letter from their book’s protagonist’s
point-of-view to another protagonist from a different book in the
unit. The students can write about ‘their’ experiences and even
include pictures!
-
After the concluding activity, read the poem “I Will Fight No More
Forever” by Chief Joseph of the Nez Perce. Ask the students to
find connections in the meaning and purpose of the poem and the
themes seen in their books. (You may want to review and list all
the possible themes on the board first and illuminate the theme of
change and the clash between Native American and other
cultures.)
-
On a projector (or TV) show the following clip to the class (about
the moving of Native Americans in the U.S. as time progressed.)
http://memory.loc.gov/learn/features/immig/native_american.html
Click on the globe in the left margin to play a flash video
(approximately 30 seconds long).
8
Possibilities for
Differentiation
Depending on the learning needs of your class, you may wish to
add a step into the Introduction Activity. After the group designs
a story, you may wish to have the group rearrange the pictures
into a different order. This time, each member of the group will
create their own story to accompany the images.
Use the graphic organizer template included in this lesson for
those students who may need the prompts in order to analyze
their pictures.
9
Names: _______________________________
Story Outline Sheet
Remember, every story has a beginning, middle, and end. You should introduce your characters in the
beginning and have a problem in the middle that is resolved at the end.
Characters:
____________________________________________________________
________________________________________________________________________
________________________________________________________________________
Setting: ________________________________________________________________
_______________________________________________________________________
PLOT IDEAS
Beginning: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
Middle: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
End: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
Sarah J. Shaw
Native American Literature Unit
Name: ________________________________
Picture Analysis Sheet
Use the prompts below as a graphic organizer for your writing.
Who:
What:
Where:
When:
Why:
Use the space below to write a paragraph, explaining how these 5 W’s relate the selected picture to
your book.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
In the space below, write a paragraph caption for your book. You are creating the description, much
like the author wrote a description on the back of your novel. Make sure to give enough context and
information so that the reader understands how this picture connects to the theme of your book.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Sarah J. Shaw
Native American Literature Unit
Story Writing : Introductory Activity
Teacher Name:
Student Name:
CATEGORY
Writing Process
Setting
Characters
Problem/Conflict
Solution/Resolution
Focus on Assigned
Topic
________________________________________
4
Student devotes a lot
of time and effort to
the writing process
(prewriting, drafting,
reviewing, and
editing). Works hard
to make the story
wonderful.
Many vivid,
descriptive words are
used to tell when and
where the story took
place.
3
Student devotes
sufficient time and
effort to the writing
process (prewriting,
drafting, reviewing,
and editing). Works
and gets the job done.
2
1
Student devotes some Student devotes little
time and effort to the time and effort to the
writing process but
writing process.
was not very
Doesn't seem to care.
thorough. Does
enough to get by.
The reader can figure
Some vivid,
descriptive words are out when and where
the story took place,
used to tell the
but the author didn't
audience when and
where the story took supply much detail.
place.
The main characters The main characters The main characters
are named and clearly are named and
are named. The
described in text as
described. Most
reader knows very
well as pictures. Most readers would have little about the
readers could
some idea of what the characters.
describe the
characters looked like.
characters accurately.
It is hard to tell who
the main characters
are.
It is fairly easy for the
reader to understand
the problem the main
characters face but it
is not clear why it is a
problem.
The solution to the
The solution to the
The solution to the
character's problem is character's problem is character's problem is
easy to understand, easy to understand, a little hard to
and is logical. There and is somewhat
understand.
are no loose ends.
logical.
It is not clear what
problem the main
characters face.
The entire story is
related to the
assigned topic and
allows the reader to
understand much
more about the topic.
No attempt has been
made to relate the
story to the assigned
topic.
It is very easy for the
reader to understand
the problem the main
characters face and
why it is a problem.
It is fairly easy for the
reader to understand
the problem the main
characters face and
why it is a problem.
The reader has
trouble figuring out
when and where the
story took place.
Most of the story is
related to the
assigned topic. The
story wanders off at
one point, but the
reader can still learn
something about the
topic.
Some of the story is
related to the
assigned topic, but a
reader does not learn
much about the topic.
No solution is
attempted or it is
impossible to
understand.
Reading - Analyzing Information : Native American Literature Unit Conclusion
Teacher Name:
Student Name:
CATEGORY
Relates Graphics to
Text
4
3
Student accurately
Student accurately
explains how each
explains how each
graphic/diagram is
graphic/diagram is
related to the text, and related to the text.
accurately determines
whether each
graphic/diagram
agrees with the
information in the text.
2
Student accurately
explains how some of
the diagrams are
related to the text.
1
Student has difficulty
relating graphics and
diagrams to the text.
Thematic Elements
Student shows depth
of understanding by
accurately inferring a
theme of the story.
Student shows some
understanding by
stating a related
theme to the story.
Student shows little
understanding by
stating an unrelated
theme to the story.
Student shows no
understanding and
does not state a
theme for the story.
Comprehension
Student shows a
depth of
comprehension with
many contextual clues
in their paragraph.
Student shows some
comprehension with a
few contextual clues
in their paragraph
Student shows little
comprehension with
scarce contextual
clues in their
paragraph
Student shows no
comprehension and
has no contextual
clues in their
paragraph