LL Teacher dition Sample Page - Mentoring Minds€¦ · Direct students to write an original poem. Have students label parts, literary devices, and sound devices of the poems and

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Unit Instructional Plans

Laughing Flower Speaks

Unit 11

Getting Started (student pages 115–124)

Introduction

“Laughing Flower Speaks” is the story of a fifth-grade girl who has an experience that provides a meaningful account of Native American history. This text has the added feature of embedded poetry. A cross-curricular connection for this unit might focus on the culture of Native Americans and the importance of natural resources to their survival.

Lexile Text Measure 770L

Building Background Knowledge

Post or display this quote: “They made us many promises, more than I can remember. But they kept but one–They promised to take our land…and they took it.” Allow students to interpret the meaning of this quote from the perspective of Native Americans. Read Westward Expansion by Teresa Domnauer or a related title to provide information about the impact of westward expansion on the Native Americans. Continue this discussion by describing the challenges encountered by the Native Americans because of westward expansion.

(SL.5.1, SL.5.2, SL.5.3, L.5.5, DOK: 3, Bloom’s/RBT: Analysis/Analyze)

Suggested Formative Assessment

Have students create a tri-fold paper labeled Events of Westward Expansion, Reasons for Westward Expansion, Consequences of Western Expansion. Have students complete the sections using information from the Building Background Knowledge discussion and read aloud. Review student responses to determine individual understanding of gleaning information from discussions/presentations or organizing information learned from discussions/presentations.

(W.5.4, L.5.1, L.5.2, L.5.3, DOK: 3, Bloom’s/RBT: Comprehension/Understand)

Suggested Unit Content Literature

Continue building student knowledge related to this unit by selecting books from the following list for read alouds, for student independent reading, and for research resources.

Westward Expansion – Teresa Domnauer The Wisdom of the Native Americans – Edited by Kent NerburnThe Trail of Tears – Joseph Bruchac Buffalo Before Breakfast – Mary Pope Osborne Following the Great Herds: The Plains Indians and the American Buffalo – Ryan P. RandolphThe Buffalo and the Indians: A Shared Destiny – Dorothy Hinshaw Patent Indian Handcrafts: How to Craft Dozens of Practical Objects Using Traditional Indian Techniques – C. Keith Wilbur, M.D. More Than Moccasins: A Kid’s Activity Guide to Traditional North American Indian Life – Laurie Carlson The Inca: Activities and Crafts from a Mysterious Land – Arlette N. Braman American Indian Crafts Kids Can Do! – Carol Gnojewski

(RL.5.10, RI.5.10, RF.5.4, RF.5.4a, RF.5.4b, RF.5.4c, SL.5.1, SL.5.2, SL.5.3, SL.5.4, SL.5.5, SL.5.6, DOK: 3, Bloom’s/RBT: Comprehension/Understand)


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Unit 11

Vocabulary Focus

*Teachers using this selection for direct instruction may need to preteach these vocabulary words. If the unit selection is used for assessment, vocabulary should not be pretaught.

Selection-Speci�c Vocabulary CCSS Vocabulary

raised* heritage chapter stanza

appreciation moccasins drama story

artifacts Native American explain structure

chanted pageant poem/poetry

focus sod scene

fringe warrior series

Vocabulary Activities

Target the Word Have students create Bull’s Eye graphic organizers by writing selection-specific vocabulary words in center circles. In outer circles, instruct students to write meanings of the words based on the context of the selection. In second outer circles, direct students to write meanings of the words in different contexts. Allow students to use print or digital dictionaries to support responses. In third outer circles, direct students to sketch pictorial representations of the words or to write original sentences using the words. Allow students to post and share the organizers.

(RL.5.4, RF.5.3, W.5.4, L.5.1, L.5.2, L.5.3, L.5.4, L.5.4a, L.5.4c, L.5.6, DOK: 2, Bloom’s/RBT: Application/Apply)

Poetry BallWrite a selection-specific or CCSS vocabulary word in each colored section of a beach ball. Have students form a circle and toss the beach ball. Have the student who catches the ball read and define the word under his/her left thumb. Continue the activity until all students have participated.

(RL.5.4, RF.5.3, SL.5.6, L.5.4, DOK: 1, Bloom’s/RBT: Comprehension/Understand)

Suggested Formative Vocabulary Assessment

Provide students with a poem about Native American Indians. Have students label the elements of line, stanza, and rhyme within the poem and explain how these elements contribute to the poem’s message. Use the evidence to clarify misconceptions and to plan further instruction or interventions.

(RL.5.4, RL.5.5, W.5.4, DOK: 2, Bloom’s/RBT: Analysis/Analyze)


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Unit 11

Unpacking the Standards

CCR Anchor Standard CCRA.R.5

CCSS Focus RL.5.5

Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem.

The structure of a literary selection determines its genre. Structure refers to the way the parts or elements of a selection are written and joined.

A poem is a form of literary text that incorporates aesthetic and rhythmic qualities with a highly imaginative use of words to share ideas about a topic. This form of literature is written in verse form using elements such as rhythm, meter, and rhyme. Most poetry is structured using parts such as lines and stanzas. Forms of poetry include narrative, lyric, free verse, patterned, nursery rhymes, and limericks.

Poetry is written to create specific emotional responses within readers. Poetry can express a variety of moods and tones through the use of literary devices also referred to as figurative language, including personification, metaphor, simile, and hyperbole. A metaphor is a subtle comparison in which the author describes a person or thing using words that are not meant to be taken literally. Personification is figurative language in which nonhuman things are represented as having human qualities. A simile is a comparison of two things that are essentially different, using the words like or as. Hyperbole is an intentional and extreme exaggeration used for emphasis or effect. Other key terms for the study of poetry include sound devices (e.g., alliteration, end rhyme, internal rhyme, onomatopoeia, repetition) and poetic elements (e.g., tone, imagery, mood).

In order for students to develop an understanding of poetry, they must employ a high level of abstract and critical thinking. The analysis of poetry allows students to develop an appreciation of the text and to comprehend the text at its deepest level of meaning.

Instructional ActivitiesPoetic Presentations

Provide multi-stanza poetry to small groups of students, assigning one stanza to each student. Have students identify the number of lines and rhyme patterns of assigned stanzas. Instruct students to write brief summaries of the stanzas. Guide students to read the poems together and share analyses and summaries to determine the common messages among the stanzas.

(RL.5.2, RL.5.5, W.5.2, SL.5.1, SL.5.2, SL.5.6, L.5.1, L.5.2, L.5.3, DOK: 2, Bloom’s/RBT: Comprehension/Understand)

Narrative NotesDisplay narrative poems as they are read. Pause at the end of each stanza to identify the structural elements of the lines and rhyme patterns. Then have students write sentences that summarize the stanzas. At the conclusion of reading the entire poem, have students write additional stanzas to extend the poems.

(RL.5.2, RL.5.5, W.5.4, DOK: 3, Bloom’s/RBT: Synthesis/Create)

Suggested Formative Assessment

Direct students to write an original poem. Have students label parts, literary devices, and sound devices of the poems and explain their contributions to the message of the poem. Use the evidence to clarify misconceptions and to plan further instruction or interventions.

(RL.5.2, RL.5.5, W.5.2, W.5.4, L.5.1, L.5.2, L.5.3, DOK: 3, Bloom’s/RBT: Synthesis/Create)


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Unit 11

Assessment of Standards (student pages 119–121)

CCSS addressed in Assessment of Standards

RL.5.2, RL.5.3, RL.5.4, RL.5.5, RL.5.6, RL.5.7, L.5.1c, L.5.2a, L.5.2b

Item # Answer Item StandardCCR Anchor

StandardClaim Target DOK Bloom’s Original/Revised

1 B RL.5.4 CCRA.R.4 1 3 2 Application/Apply

2 B RL.5.2 CCRA.R.2 1 2 3 Comprehension/Understand

3 B RL.5.5 CCRA.R.5 1 6 2 Analysis/Analyze

4 C,D RL.5.4 CCRA.R.4 1 7 2 Analysis/Analyze

5 A RL.5.3 CCRA.R.3 1 4 2 Analysis/Analyze

6 B,C RL.5.6 CCRA.R.6 1 4 3 Comprehension/Understand

7 B RL.5.6 CCRA.R.6 1 4 2 Analysis/Analyze

8 C RL.5.5 CCRA.R.5 1 6 2 Analysis/Analyze

9 D RL.5.7 CCRA.R.7 1 5 2 Analysis/Analyze

10 D RL.5.3 CCRA.R.3 1 4 2 Analysis/Analyze

11 C L.5.2a CCRA.L.2 2 9 1 Application/Apply

12 B L.5.2b CCRA.L.2 2 9 1 Application/Apply

13 A,C L.5.1c CCRA.L.1 2 9 1 Application/Apply

Interventions

CCSS Focus RL.5.5

When formative assessments reveal students in need of intervention, use the following activities.

Intervention Activities

Poem PartsHave students analyze poems by identifying the following: structural elements (e.g., lines, stanzas), literary devices (e.g., metaphor, simile, personification, hyperbole), sound devices (e.g., alliteration, rhyme, onomatopoeia, repetition). Allow students to share poems to compare analyses, confirm accuracy, and make corrections as needed.

(RL.5.5, SL.5.1, DOK: 2, Bloom’s/RBT: Analysis/Analyze)

Prescriptive Poems Have students compose poems based on prescribed numbers of lines, stanzas, and rhyme patterns (e.g., Write a two-stanza poem with four lines in each stanza.).

(RL.5.5, W.5.4, DOK: 3, Bloom’s/RBT: Synthesis/Create)


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Unit 11

Critical Thinking (student page 122)

Analysis/Analyze

Answers may vary. Student responses might include: The narrator is emotionally moved by the presentation; the narrator has a new perspective related to the suffering of Native Americans caused by westward expansion.

(RL.5.10, W.5.2, W.5.9a, L.5.1, L.5.2, L.5.3, DOK: 3, Bloom’s/RBT: Analysis/Analyze)

Evaluation/Evaluate

Answers may vary. Students select the poem determined to be the most meaningful and provide an explanation for the choice.

(RL.5.10, W.5.1, W.5.1b, W.5.9a, W.5.10, L.5.1, L.5.2, L.5.3, DOK: 3, Bloom’s/RBT: Evaluation/Evaluate)

Synthesis/Create

Answers may vary. Student responses should include an assignment and its explanation that Mrs. Blount might require of her students following the speaking event.

(RL.5.10, W.5.4, W.5.9a, L.5.1, L.5.2, L.5.3, DOK: 3, Bloom’s/RBT: Synthesis/Create)

Motivation Station (student page 123)

Answers may vary. Student responses should include a poem that expresses a connection to the story.

(L.5.5, W.5.4, W.5.9, DOK: 3, Bloom’s/RBT: Synthesis/Create)

Journal (student page 123)

Answers may vary. Student responses should include a personal narrative about a time he or she learned about a different culture.

(W.5.3, W.5.9a, W.5.10, L.5.1, L.5.2, L.5.3, DOK: 3, Bloom’s/RBT: Application/Apply)


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Unit 11

Extended Practice Assessment (student page 124)

The Extended Practice text includes a chart showing the ways Native Americans used the body parts of the buffalo. A cross-curricular connection for this text might focus on ways animals are used to meet the needs of humans.

CCSS addressed in Extended Practice Assessment

RI.5.7

Item # Answer Item StandardCCR Anchor

StandardClaim Target DOK Bloom’s Original/Revised

1 B RI.5.7 CCRA.R.7 1 13 2 Application/Apply

2 D RI.5.7 CCRA.R.7 1 13 2 Application/Apply

3 B RI.5.7 CCRA.R.7 1 13 2 Application/Apply

4 Open-ended

Performance Task Assessment

CCSS Focus

RL.5.10, RI.5.10, W.5.2, W.5.2a, W.5.2b, W.5.2c, W.5.2d, W.5.2e, W.5.4, W.5.6, W.5.7, W.5.8, W.5.9, W.5.10, SL.5.4, SL.5.5, SL.5.6, L.5.1, L.5.2, L.5.3

Performance Task

Create a museum display of a Native American artifact. Prepare a script from a tribe member’s point of view to describe the artifact and its importance to the culture.

(DOK: 4, Bloom’s/RBT: All)

Performance Task Steps

1. Read “Laughing Flower Speaks” and the Extended Practice text.2. Use print and digital sources to research Native American tribes and their cultures.3. Select a tribe and a related artifact appropriate for a museum display.4. Answer questions about your task.

• What artifacts might Laughing Flower display? Why might she have chosen the artifacts?• Based on your research, which aspect of tribal culture is most interesting to you? Explain your

choice. • What artifact will you highlight that represents that aspect of tribal culture? • What are the important characteristics of the artifact that best represent your tribe?

5. Plan and build the model of your artifact and write your script.

Scoring Criteria

Use a rubric with the following criteria for student self-assessment and teacher scoring: Visual Display, Effective Presentation Techniques, Accuracy of Information, Connection between Script and Display.

ELA | LEVEL 5Student Edition Sample Page

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Name __________________________________________


Unit 11 Selection

Read the story and then answer the questions that follow.


My classmates and I were sitting and waiting for the program to begin. Mrs. Blount, our

teacher, was standing behind the curtain talking to a woman on the stage. The woman had

brought some artifacts, and we could see them on the stage. I said to my classmates, “This is

going to be good.”

For several weeks, we had been studying Native American poetry in language arts and

history. Today’s program was a celebration of the work we had accomplished. Mrs. Blount

invited a guest speaker to share poetry and to discuss topics we had covered in our study.

We knew that our guest speaker was a professor at our local community college, but we did

not know of her heritage.

Mrs. Blount approached the microphone and announced we were about to begin. The

lights dimmed, and our guest came to the center of the stage. Raising her arms, she began

chanting “Buffalo Dusk” by Carl Sandburg.

Buffalo Dusk by Carl Sandburg

The buffaloes are gone.

And those who saw the buffaloes are gone.

Those who saw the buffaloes by thousands and how they

pawed the prairie sod into dust with their hoofs,

their great heads down pawing on in a great pageant of dusk,

Those who saw the buffaloes are gone.

And the buffaloes are gone.

The hair on my arms stood up. I could not take my eyes off the speaker. She looked like

a statue that had come to life. She was clothed in a dress made of deerskin painted white.

Long fringe spilled from the sleeves and hem of the dress, and she wore beaded moccasins.

A feather was woven into her midnight black hair. The spotlight was shining on her, and it

brought every detail of her clothing into focus. Our class had memorized “Buffalo Dusk,” so

we chanted softly with her.

“A real Native American,” I thought.


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Name __________________________________________

Laughing Flower SpeaksUnit 11 Selection

Next, Laughing Flower motioned for three of us to join her on stage. I was amazed

that she had chosen me. She invited us to recite a poem with her. Mrs. Blount must have

informed her that we had memorized some of her poems. I was scared but excited at the

same time. She directed us to sit on the floor with her. She handed each of us an artifact

which we held in our hands. The lights dimmed, and the spotlight was on the four of us. She

led us through one of our favorite poems “Hidden Warrior.”

Hidden Warrior by Laughing Flower

Alone in the shadows, with a bow in his hand,

In silence, Warrior watches,

Unnoticed, unseen.

White men with fire sticks tramp past,

Exploring his land,

Claiming his land.

Warrior waits,

Ready with his arrow.

Who are these men with white skin?

Warrior guards his forests.

He watches his streams filled with fish.

His arrows fly.

Still, they come to his shores.

The white-skinned men rob his land.

What once belonged to his people,

The white-skinned men claimed for themselves.

The land was not empty.

Warrior and his people were here first.

When we finished reciting the poem, Laughing Flower lowered her head and grew still.

So did we. After a moment, she looked my way and asked me to share my thoughts about

the Indians. They lived on the land first, yet they were the ones to lose the land. I swallowed

hard and answered quietly.


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Name __________________________________________

Laughing Flower Speaks Unit 11 Selection

Mrs. Blount led us off the stage as beautiful Indian music started to play. Laughing

Flower began to sway and dance. My heart was pounding so rapidly that I thought it would

drown out the music. The lights and music faded as pictures burst onto the screen behind

her. Laughing Flower recited my favorite of her poems, “First People.” The words sounded as

if they came from deep within her. From somewhere off stage, we heard a drum and a soft

rattling sound.

First People by Laughing Flower

First people we were,

Hunting for buffalo—

Sustainer of life,

Grazing in the golden fields

Ripe with grain.

First people,

In the cool, clear water,

Unspoiled, unpolluted,

Spearing the fish.

First People,

Respecting the land,

Using only what we needed from its fruits.

Second People came,

Greedy, haughty.

Our land disappearing.

Second People,

Thundering across the prairies,

Riding our wild ponies

Wind blowing through their hair.

Second People,

Taking everything.

Nothing was left.


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Name __________________________________________

Laughing Flower SpeaksUnit 11 Selection

When Mrs. Blount raised the lights, Laughing Flower directed a question to my best

friend, Charlie. Laughing Flower asked, “What do you think the last line of the poem,

Nothing was left, means?”

Charlie, who is usually shy, answered the question confidently. “Mrs. Laughing Flower,”

he began, “I don’t think Nothing was left is correct because you are here and you are more

than nothing.”

As tears flowed down the cheeks of Laughing Flower, the curtain lowered. We stood and

applauded to show our appreciation.

“Laughing Flower, thank you for changing my life,” I whispered.


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Unit 11 Assessment


Name __________________________________________


3. In the poem “First People,” why does the speaker begin each stanza in the same way?

A The repetition of the words expresses what the groups have in common.

B The repetition of the words connects the ideas while demonstrating contrast.

C The repetition of the words reinforces the poet’s view of the Native American Indian.

D The repetition of the words emphasizes the importance of both groups in history.

4. Read the sentence from the story.

The words sounded as if they came from deep within her.

Choose two statements that explain the meaning of this sentence.

A Laughing Flower wanted the students to feel sorry for the Native American people.

B Laughing Flower wanted the students to understand the needs of the Native American people.

C Laughing Flower wanted the students to realize that her poetry is very meaningful to her.

D Laughing Flower wanted the students to recognize her intense feelings about the Native American people.

1. Read the sentence from the story.

When Mrs. Blount raised the lights, Laughing Flower directed a question to my best friend, Charlie.

In which sentence does the word raised have the same meaning?

A My mother’s family raised and sold roses.

B I covered my ears when the volume was raised on the car radio.

C We raised three hundred dollars as a donation for the charity.

D My brother raised the garage door when he returned from school.

2. What is the message of the poem “Buffalo Dusk”?

A As the moonlight appears at dusk, so have the buffalo and Native Americans shed light on the history of our country.

B As the light of the day disappears at dusk, so have the buffalo and Native Americans vanished.

C As the dust settles in the prairie, so have the buffalo and Native Americans moved to new areas.

D As the buffalo and Native Americans depended on the land, so have those who followed them.


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Unit 11 Assessment


Name __________________________________________


5. Why are the narrator and Laughing Flower portrayed as sensitive to others?

A Their sensitivity allows them to make personal connections to people and events of the past.

B Their sensitivity demonstrates their knowledge of history as told through poetry.

C Their sensitivity displays a recognition of the rights of First People and Second People.

D Their sensitivity causes them to appear more realistic.

6. Which sentences support the idea that the guest’s presentation was meaningful to the narrator? Select two options.

A “We knew that our guest speaker was a professor at our local community college, but we did not know of her heritage.”

B “The hair on my arms stood up.”

C “I could not take my eyes off the speaker.”

D “I was amazed that she had chosen me.”

7. Which sentence demonstrates the impact of the narrator’s use of first-person point of view?

A “After a moment, she looked my way and asked me to share my thoughts about the Indians.”

B “My heart was pounding so rapidly that I thought it would drown out the music.”

C “The words sounded as if they came from deep within her.”

D Laughing Flower asked, “What do you think the last line of the poem, Nothing was left, means?”

8. How do the stanzas fit together to support the structure of the poem “Hidden Warrior”?

A The stanzas show cause and effect.

B The stanzas reveal a solution to the problem.

C The stanzas share the events in time order.

D The stanzas describe the proud Indian Warrior.

9. How is the illustration important to the story?

A The picture allows the reader to identify the narrator of the story.

B The picture allows the reader to have a visual image of the main character.

C The picture allows the reader to have a historical glimpse of Native Americans.

D The picture allows the reader to know that Laughing Flower is speaking of her own heritage.

10. Laughing Flower uses artifacts, music, movement, and pictures in her presentation to help the students

A learn the differences between the Native American culture and their own cultures.

B realize the importance of symbols in Native American history.

C understand how Laughing Flower wrote the poems.

D use their senses to connect to the messages of the poetry.


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Name __________________________________________

Laughing Flower Speaks Unit 11 Revising/Editing

11. A student wrote a sentence that contains an error in punctuation. Select the word that should be followed by a comma.

Laughing Flower made her presentation interesting by using lighting, music and costumes to set the mood.

A “Flower”

B “interesting”

C “music”

D “costumes”

12. Choose the sentence that is punctuated correctly.

A I enjoyed the beat of the drums did you?

B Listen, can you hear the beat of the drums?

C At the concert we heard the beat of the drums.

D Susan, enjoyed listening to the beat of the drums.

13. Choose two sentences that have errors in subject-verb agreement.

A Laughing Flower and her people works to pass down Native American traditions.

B Laughing Flower’s turquoise jewelry glistens beneath the stage’s bright lights.

C The drum’s beating bring chill bumps to my arms.

D Our special guest wears a white deerskin dress.


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Unit 11 Critical Thinking

Why do you think the narrator views the presentation by Laughing Flower as a life-changing event?

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Analysis

Analyze


Which poem is the most meaningful to you?

Place a check (√) by your answer choice.

“Buffalo Dusk” “Hidden Warrior” “First People”

Explain why you chose this poem.

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Evaluation

Evaluate

Create and explain an assignment Mrs. Blount might require of her students following the speaking event.

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Synthesis

Create


Name __________________________________________



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Write about a time when you learned something about a different culture.

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Motivation Station

Journal

Motivation Mike says, “A stanza is a group of lines that makes up a verse of a poem.”

A poem is a composition written in verse that may use rhythm and rhyme. Think about what “Laughing Flower Speaks” means to you. Write a poem that expresses that connection.

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Name __________________________________________

Laughing Flower Speaks Unit 11 Creative Thinking


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3. What two parts of the buffalo produce similar items?

A Tongue and Bones

B Horns and Rawhide

C Hair and Stomach liner

D Buckskin and Hooves and Feet

4. Tell about a resource you depend on as the Native Americans depended on the buffalo.

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1. What is the most important idea of the chart?

A The buffalo provided food for their families.

B The buffalo provided essential resources for their survival.

C The buffalo provided medical supplies for Indian children.

D The buffalo provided necessary tools for defending their land.

2. The rawhide of the buffalo provided the Indians with all of the following except

A clothing.

B food.

C instruments.

D medicine.

On the Great Plains in the early 1800 s, the Native Americans hunted the buffalo in order to survive. At one time, this valued resource to the Indians numbered more than 50 million. Once a buffalo was killed, the Indians used every part of the animal to provide for the needs of their people.

Body Part Uses

Muscles Bows, thread, arrows

Hair Headdresses, saddle pads, pillows, ropes, ornaments, medicine balls

Horns Cups, �re carriers, spoons, ladles, toys, headdresses

Tongue Food

RawhideContainers, clothing, food, shields, buckets, moccasin soles, rattles, drums, drumsticks, cinches, ropes, sandals, saddles, belts

Buckskin Moccasin tops, cradles, winter clothing, bedding, shirts, leggings, dresses, pouches

Hooves and Feet Glue, rattles

Meat Food

Stomach liner Containers for carrying and storing water, cooking vessels

Tail Medicine switch, �ybrush, decorations

Bones Knives, arrowheads, shovels, paintbrushes, sleds

✁

1. Help your child use print or digital sources to learn about Indians native to your area.

2. With your child, visit the library to locate books about famous Native American Indians.

3. Help your child use the Internet to research Carl Sandburg and his poetry.

Parent Activities:


Name __________________________________________

Laughing Flower SpeaksUnit 11 Extended Practice

Documents

LL Teacher dition Sample Page - Mentoring Minds€¦ · Direct students to write an original poem. Have students label parts, literary devices, and sound devices of the poems and