5.3.4LA

 ** Theme: Clues to a Culture **
 * This six-week unit focuses on aspects of Native American nations/cultures as revealed through pairings of literature and informational text. **

** Theme Essential Question: How does literature provide insight into to a culture? **

** Essential Question: How can readers be certain that the culture depicted in literature pieces is portraying the culture accurately? **

** Standards ** ** Objectives **
 * ** RL.5.1: ** Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
 * ** RI.5.1: ** Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
 * ** RI.5.7: ** Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
 * ** RF.5.4: ** Read with sufficient accuracy and fluency to support comprehension.
 * ** RF.5.4(c): ** Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
 * ** W.5.1: ** Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
 * ** SL.5.3: ** Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
 * ** L.5.1: ** Observe conventions of grammar and usage when writing or speaking.
 * ** L.5.1(c): ** Use verb tense to convey various times, sequences, states, and conditions.
 * ** L.5.1(d): ** Recognize and correct inappropriate shifts in verb tense.
 * ** L.5.4: ** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grade 5 reading and content//, choosing flexibly from a range of strategies.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** L.5.4(c): ** Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Compare fiction and nonfiction books about a specific topic (e.g.Native American nations in America)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Participate in group discussions.

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Assessment **
 * Product **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Short opinion essay and a debate
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Opinion essay: Determine whether the fiction literature is culturally accurate with the non-fiction literature in portraying the story.

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Key Questions ** (match Standard)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">How can you record and organize information from two or more sources
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">What is the difference between an important piece of information and a non-essential detail? Which of these should be included in your opinion essay?

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Observable Student Behaviors ** (Performance) <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Vocabulary **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Summarizing speaker’s/author’s point of view
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Participate in student discussions
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Reading fiction and non-fiction text
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Recording findings in a matrix
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Writing opinion essay
 * ** ELA ** ||

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Sample Literacy Block ** <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Reading Workshop (1 hour) <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Writing Workshop <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Suggested Activities ** [see Legend to highlight MCO and HYS] <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">EXAMPLE MATRIX Sequoyah saw settlers had a written system of writing Took letters from the American alphabet. || 1824 game Sequoyah a metal for creating a writing system ||
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Familiar Reading (15 min)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Word Study (30 min)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Read Aloud (15 min)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Book Talk (5 min)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Mini-Lesson (10 min)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Independent Reading-Guided Reading-Independent Research (40 min)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Sharing-Reflection-Feedback (5 min)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Writers Talk/Mini-Lesson-Status of the Class (10 min)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Independent Writing/Guided Writing/Investigations (45 min)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Sharing/Reflection/Feedback (5-10 min)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Study the speech of Chief Joseph of the Nez Perce nation and use the lesson plan included in this resource. Consider the speech of Chief Joseph the Younger (“I will fight no more forever”). Consider:
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">How did Chief Joseph feel?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Why did he make such a passionate speech?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Have students decide what their opinion is about this question: “Do you think he needed to be consoled or encouraged to go on?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Divide your class into two groups. Students will individually write an (Opinion) piece.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Partner student with differing opinions. Have them each read and discuss their opinion papers. Ask them if anyone changed their opinion based on the view of their partners, and have them explain the rational for the change. (MCO – RD, IM, S& HYS – OF)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Immerse students in literature piece from the suggested reading list:(MCO - IM, IC)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Sioux:
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">A Boy Called Slow
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">If you Lived with the Sioux Indians
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">A History of US – The First Americans (pg 42-45)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Cherokee
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">Sequoyah: The Cherokee Man Who Gave his People Writing
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">If you Lived with the Cherokee
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">A History of US – The First Americans (pg 52-55)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Students Fill in a matrix in order to organize their learning of the non-fiction texts. Then they read the fiction and compare if it portrays the culture accurately. (HYS – SN, CQO)
 * TOPIC || NON-FICTION || FICTION ||
 * Foods || Deer, Fish, Mushrooms, Berries || Didn’t mention eating in text ||
 * Writing || No written language until 1821.

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Homework **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Students synthesizing their note-taking matrix to create an opinion piece regarding the fiction literature they choose. (MCO – EC& HYS – HP)

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Terminology for Teachers ** ** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers ||   || <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">**Lesson Plan in Word Format** (Click Cancel if asked to Log In)
 * || ** Multicultural Concepts **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Resources ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Early Literacy Learning In Arkansas (ELLA) ** Professional Texts – 2011 – 2012 <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Literary Texts ** Poems: <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Novels & Picture Books: ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Informational Texts ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** *Indicates book not in unit packet purchased by PCSSD ** <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Speeches <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Art, Music, and Media ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Manipulatives ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Games ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Videos ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Segment Description: ** In the early days of film, Native Americans were often portrayed as blood-thirsty savages or ignorant sidekicks. <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Segment Description: ** The young United States government passed the Indian Removal Act in 1830, which resulted in the migration of thousands of Native Americans to the "Indian territory" (modern-day Oklahoma). <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Segment Description: ** Native Americans had different views, but all had a deep reverence for the earth. Some of the first Europeans to arrive were Christian missionaries. The religion of natives to the Washington area was based on salmon. <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Segment Description: ** Despite the differences between Native Americans, Europeans called all Native Americans Indians. Indian cultures varied in language, how they sustained themselves, and the groups in which they lived. <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Segment Description ** : Experience the rich history of the Native Americans through the eyes of young Suzy Redhawk as she recounts the stories told to her by her wise grandmother. From the rocky northwest coastline through the desert mesas, across the Great Plains to the eastern woodlands, Suzy visits the magnificent tribal cultures as they commune with nature and provide valuable lessons in life. <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Sight Words ** <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">The expectation for fifth grade is for students to learn the first 600 words by the end of the year. <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** SMART Board Lessons, Promethean Lessons ** <span style="color: #333333; font-family: arial,helvetica,sans-serif; font-size: 11pt;">This map is linked to different aspects of Native American life in the different regions and names of different tribes that live in those areas. <span style="color: #333333; font-family: arial,helvetica,sans-serif; font-size: 11pt;">Students will be able to describe how early Native American cultures developed in North America, locate their settlements on a map, and discuss how they used their environments influenced their food, clothing, and shelter. <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">** Other Activities, etc. **
 * Professional Texts **
 * Effective Literacy for Grades 2- 4 **
 * Professional Texts for 2011-2013 **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Bringing Words to Life // by Beck et al (9781572307537)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Guiding Readers and Writers Grades 3-6 // by Fountas and Pinnell (9780325003108)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Is That A Fact? Teaching Nonfiction Writing, K-3 // by Tony Stead (1571103317)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Strategies That Work, 2nd edition // by Harvey and Goudvis (9781571104816)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Teaching for Comprehending and Fluency; Thinking, Talking, and Writing About Reading, K-8 by Fountas and Pinnell (0-325-00308-4) //
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Teaching for Deep Comprehension // by Dorn and Soffos (9781571104038)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Teaching Reading Sourcebook, 2nd Edition // by Honig, Diamond, and Gutlohn (978-1-57128-457)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// The Fluent Reader // by Rasinski (9780439332088)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// The Writing Workshop: Working Through The Hard Parts (and They’re All Hard Parts) // by Katie Wood Ray (0-8141-1317-6)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Words Their Way, Word Study for Phonics, Vocabulary, and Spelling Instruction, // 4th Edition by Bear, Invernizzi, Templeton, and Johnston (978-0-13-2239684)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Apprenticeship in Literacy // by Dorn et al (9781571100887)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Bringing Words to Life // by Beck et al (9781572307537)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Guided Reading: Good First Teaching for All Children // by Fountas and Pinnell (9780435088637)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// I’ve DIBEL’d, Now What?Designing Interventions with DIBELS Data // by Hall (9781593184971)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Leveled Books K-8, Matching Texts to Readers for Effective Teaching // by Fountas and Pinnell (9780325008189)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> // Nonfiction Reading Power:Teaching Students How to Think While They Read All Kinds ofInformation // by Gear (9781551382296)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Phonemic Awareness in Young Children // by Adams et al (9781557663214)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Put Reading First //// Read it Again! // byParkes (9781571103048)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Reading Power: Teaching Students to Think While They Read // by Gear (9781551382036)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> // Reading Writing Connections in the K-2 Classroom Find the Clarity Then Blur the Lines // by Mermelstein (9780205412778)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Shaping Literate Minds // by Dorn and Soffos (9781571103383)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// The Fluent Reader // by Rasinski (9780439332088)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4/E // b y Bear and Templeton ( 9780132239684)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">“Dream Catchers” (Ojibway, Traditional)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 15px; line-height: 22px;">“You are Part of Me” (Cherokee, Lloyd Carl Owle)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// The Birchbark House // byLouiseErdrich
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Little House on the Prairie // by Laura Ingalls Wilder and Garth Williams
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Knots on a Counting Rope // by John Archambault, Bill Martin, Jr., and Ted Rand
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// * //// Dreamcatcher // by Audrey Osofsky and Ed Young
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Walk Two Moons // by Sharon Creech
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Coyote: A Trickster Tale from the American Southwest // by Gerald McDermott
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Raven: A Trickster Tale from the Pacific Northwest // by Gerald McDermott
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Trickster Tales : Forty Folk Stories from Around the World // by Josepha Sherman
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Guests // byMichaelDorris
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// A Boy Called Slow // by Joseph Bruchac and Rocco Baviera
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Julie of the Wolves // by Jean Craighead George and John Schoenherr
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Sign of the Beaver // by Elizabeth George Speare
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// *American Girl Series books for this unit: //
 * // Kaya by // Janet Shaw
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Kirsten by // Janet Shaw
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// A History of US: The New Nation, 1789-1859 // (Book 4) by Joy Hakim
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// A History of US: First Americans, Prehistory-1600 // (Book 1) by Joy Hakim
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// If You Were a Pioneer on the Prairie // (If You…Series) by Anne Kamma and James Watling
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Black Frontiers: A History of African-American Heroes in the Old West // by Lillian Schlissel
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// If You Lived with the Cherokee // (If You…Series) by Peter and Connie Roop and Kevin Smith
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// If You Lived with the Sioux Indians // (If You…Series) by Ann McGovern and Jean Syverud Drew
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// *If You Lived with the Iroquios (If You …. Series) by Marina, Wayne, Randy, and Faith //
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// You Wouldn’t Want to be an American Pioneer! A Wilderness You’d Rather Not Tame // (You Wouldn’t Want To…Series) by Jacqueline Morley and David Antram
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// The Nez Perce // (Scholastic, A True Book) by Stefanie Takacs
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">// Sequoyah: The Cherokee Man Who Gave His People Writing // by James Rumford
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> *//The Earth Under Sky Bear’s Feet// by Joseph Bruchac
 * “I Will Fight No More Forever” (Chief Joseph the Younger, October 5, 1877)
 * Artist Unknown, __San Juan, A Mescalero Apache Chief__ (no date)
 * Bill Hupe, __Dedication Potlatch: the Honoring of Ancient Traditions__ (2006)
 * Edward S. Curtis, __Apache Still Life__ (1907)
 * Edward S. Curtis, __East Side of Walpi__ (1921)
 * __ Haida mask __ (1879)
 * __ Hopi Girl with Jar __ (no date)
 * __ Indian Village Alaska __ (1897)
 * Noah H. Rose, __View of two Native American Apache women outside their cloth-coveredwickiups in a camp in Arizona__ (1880)
 * __ Wooden Hopi Kachina doll __ (1925)
 * Portrayal of Native Americans in Film (Discovery Education) 1:35 minutes
 * Indian Removal Act (Discovery Education) 3:10 minutes
 * Similarities in Native American Cultures (Discovery Education) 3:16 minutes
 * Differences in Native American Cultures (Discovery Education) 1:30 minutes
 * American Heritage: Native Americans (Discovery Education) 20:00 minutes
 * FRY LIST @http://www.uniqueteachingresources.com/Fry-1000-Instant-Words.html
 * **Native American Cultural Regions**[SMART Notebook lesson]
 * **Native Americans**[SMART Notebook lesson]


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