Essential Question(s): What is the difference between Northwest Coast and Northwest United States?
What is an Indigenous legend or story?
How can you tell a story by just looking at the pictures of a story?
Curriculum written by: Shawn D. Orr
Content area: Native American Studies – Language Arts
Grade level: 3
Summary of Outcomes: Students will be able to question themselves about a picture and write about it. They will learn how to be more descriptive in their writing by stretching sentences with adjectives, adverbs, and more lively verbs. The students will learn transition words for a story, so they are used appropriately for a specific part of the story. Students will then create their own story (legend) by just having the title and illustrations of the story. Students will peer edit and revise their stories to go along with the illustrations. They will then compare their story with the original.
EU 1 – There is great diversity among the 12 tribal Nations of MT in the languages, cultures, histories, and governments. Each Nation has a distinct and unique cultural heritage that contributes to modern MT.
EU 3 – Each tribe has its own oral histories, which are as valid as written histories. These histories pre-date the “discovery” of North America.
EU 6 – History is a story most often related through the subjective experience of the teller. With the inclusion of more and varied voices, histories are being rediscovered and revised. History told from an Indian perspective frequently conflicts with the stories mainstream historians tell.
I can compare the Northwest Coast, Plateau, Plains, and Great Basin Cultural Areas and the Northwest United States.
I can tell the differences between Cultural Areas and directional areas of the United States.
3.RL.2 – Recount stories, including fables, folktales, and myths from diverse cultures (including those by and about American Indians); determine the central message, lesson, or moral and explain hot it is conveyed through key details in the text.
3.RL.6 – Distinguish their own point of view from that of the narrator or those of the characters. Include works by and about American Indians.
3.RL.7 – Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
I can make my sentences more descriptive by using adjectives, adverbs, and lively verbs.
I can write a sentence describing what I see in a picture.
I can create a paragraph from my descriptive sentences.
3.RL.9 – Compare and contrast the themes, settings, and plots of stories written by the same author, including American Indian authors, about the same or similar characters (e.g., in books from a series)
3.RI.2 – Determine the main idea of a text; recount the key details and explain how they support the main idea
I can create a part of an Indigenous story by looking at an illustration of the story.
I can closely observe an illustration to help me.
I can explain what Indigenous means.
3.RI.6 – Distinguish their own point of view from that of the author of a text.
3.RI.7 – Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur)
3.RI.8 – Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence)
3.W.3 – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
3.W.3a – establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
3.W.3b – use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
3.W.3c – use temporal words and phrases to signal event order.
3.W.3d – provide a sense of closure.
3.W.4 – With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
3.W.5 – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
3.L.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3.L.1i – produce simple, compound, and complex sentences.
3.L.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
3.L.2a – capitalize appropriate words in titles.
3.L.2e – use conventional spelling for high-frequency and other studied words and for adding suffixes to base words
3.L.2f – use spelling patterns and generalizations in writing words.
3.L.3 – Use knowledge of the language and its conventions when writing, speaking, reading, or listening.
3.L.3a – choose words and phrases for effect.
I can re-create an Indigenous story by just having the title and illustrations of the story.
I can revise my story with a peer to see how my transitions move along the story.
Sequence of scaffolding lessons
What sequence of steps will best engage, support and hold students accountable to reaching the above learning targets?
What student and teacher involved assessment for learning strategies and routines can you build in?
What instructional practices and protocols will you use?
Cultural Areas vs. Directional Areas of United States
Admit – “How many Cultural Areas are in Northwestern United States?”
Think a-loud – What are differences of Cultural Area and directional area of United States.
Map Synthesis – Look at maps of Cultural Areas and United States and compare.
Self-Reflection – Opinion on similarities and differences between cultural area and directional areas
Sentence Stretching and Sentence Combining
Admit – “What makes a good sentence?”
Think a-loud – Adjectives, Adverbs, and lively verbs
Photo Analysis – Look at photo of man telling story around fire.
Think a-loud – Teacher led sentence stretch
The homes are round.
Small Group – Each group sentence stretch a basic sentence.
The moon is in the sky.
A man telling a story.
There is a fire.
People are sitting.
Group Share – read basic sentence and then share group stretched sentenced.
Group Edit – look for adjectives, adverbs, and lively verbs that were used.
Individual – now combine sentences to make sentences into a paragraph about the picture.
Exit – “What was easier, sentence stretching or sentence combining?” and “What worked well in the group and what didn’t work well in the group?”
Mad-lib Indigenous Story
Admit – What are transitions of a story?”
Think a-loud – Discuss what time oriented transitions are.
Read a-loud - Read “Turtle who went to War”, a Lakota Story and have students write down all transitions they hear from story.
Word Wall – students share the transitions they heard in story
Illustration Observation – pass out pages from the story with only the illustration and page number from The Bear and the Deer, a Shoshone-Bannock story from Ft. Hall Indian Reservation. Students are to only look at their illustration.
Writing Workshop – students are to observe the page number and what is going on in the illustration and write their part of the story with transitions and description.
Group Share – Read students new story of The Bear and the Deer in order.
Think a-loud – opinions if it makes sense and the story flows well.
Discussion – writing to another person’s perspective (illustrations) of an Indigenous story
Read a-loud – read “The Bear and the Deer” to the class.
Reflection – what was easy/hard about this and why didn’t the story flow well when each student wrote a page to the story.
Writing Indigenous story with only title and illustrations.
Read a-loud – read students mad-lib story of “The Bear and the Deer” and the Indigenous story of “The Bear and the Deer”
Writing Workshop – creating a full Indigenous story
Pass out stories to students
One student, one story
Illustration observation before writing
take notes for each page to revise for transitions and description