Native americans

Native Americans4th Grade

Five Day Unit

http://www.denacwilliams.com/technologyresources.htm

A few Tribes located in New YorkCayuga, Mohawk, Oneida, Seneca, Onondaga

Your seating group for the next couple of weeks

will be known as a tribe name!

Group one- You are the tribe “Cayuga”! Group two- You are the tribe “Mohawk”! Group three- You are the tribe “Oneida”! Group four- You are the tribe “Seneca”! Group five- You are the tribe “Onondaga”!

Lesson PlanDay 1

Goal: Students will listen to the story The Rough Face Girl, by Rafe Martin, and make connections between Native American living to their own living situation.

Objectives: Students will participate in a conversation about what

they know about Native Americans prior to reading The Rough Faced Girl, Rafe Martin

Students will begin to understand Native American life and the differences from their own life.

Students will work together with the teacher, and use their knowledge from the story and pictures to complete a Venn diagram.

Students will again as a class complete a compare and contrast chart of life then and now.

Lesson Plan Continued Step By Step Procedure:

Teacher begins unit with a class discussion of what they already know about Native Americans.

Engage student learning with the story The Rough Face Girl, by Rafe Martin.

Explain to the students that this story will have many connections to the story Cinderella; however, they will find differences.

On the Smartboard have a completed Venn diagram prepared prior to the activity.

Students will come to the Smartboard one at a time to write a fact about the story. They will be writing how the book is alike with Cinderella and how the two stories are different.

Students will again complete a compare and contrast table of how Native Americans lived compared to now. This will also be done on the Smartboard.

Lesson Plan ContinuedAssessment: Each student will participate in all activities. Each

student will have the opportunity to write a fact on the Smartboard. Teacher will ask questions throughout all activities to be sure that students are engaged and have the opportunity to show what they know.

Adaptations/Differentiations: The teacher will allow students to have a small group

discussion on their own to explain their thoughts prior to completing the different charts. Students who have visual or auditory difficulties will be seated towards the front of the room. Students who may have difficulty writing can choose a writing pal, who will assist in writing the thoughts of the student on the Smartboard. Students who have issues with anxiety will also be able to choose a writing pal.

New York State StandardsSocial Studies

Standard 1: History of the United States and New YorkStudents will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 2: World HistoryStudents will use a variety of intellectual skills to demonstratetheir understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

English Language Arts Standard 1: Language for Information and Understanding Students will listen, speak, read, and

write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 3: Language for Critical Analysis and EvaluationStudents will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from avariety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

NYS Standards ContinuedTechnology

Standard 1 - Creativity and Innovation Students demonstrate creative thinking, construct knowledge,

and develop innovative products and processes using technology.

Standard 5 – Digital Citizenship Students understand human, cultural, and societal issues

related to technology and practice legal and ethical behavior.

Standards 6 – Technology Operations and Concepts Students demonstrate a sound understanding of technology

concepts, systems, and operations.

The Rough-Face Girl

Let’s read !!!!!

Let’s Compare and Contrast

The Rough-Faced Girl Cinderella

How are they alike?

Let’s Compare and Contrast Again!!How was life then different than now?

Example: Homes, clothes, food, ect.

1)

2)

3)

4)

5)

6)

7)

1)

2)

3)

4)

5)

6)

7)

Then Now

Lesson PlanDay 2

Goal After students have read about and discussed the

importance of Native American drums, they will recreate their own drum from their classroom learning.

ObjectivesStudents, from their readings in their classroom, will be

able to have a discussion about Native American drums.Students will understand the importance of Native

American drums and music. Students will discuss with their groups what they own

that they feel is in great importance to them, and why?

Lesson Plan ContinuedStep By Step Procedures

1. Students will read in their textbooks and online the importance of Native American drums.

2. Teacher and students will have a class discussion on the importance of these drums to the Native American culture.

3. Students will then, within their groups, discuss something of importance to them and why it is important.

4. Students will then complete a drum of their own based on what they have learned about drums.

Lesson Plan ContinuedAssessment: Students will be assessed by their completed project.

Does the project show signs of a typical Native American drum, and from what was taught in class? Did students comprehend the readings and apply the information to their final project?

Adaptations/Differentiations: Students who may have difficulties completing this

activity will be paired with a partner. Together the partners will use their creative ideas to compete the project. They will design and discuss how they want to compete this project. Teacher will monitor all students at all times. Students who have visual and auditory difficulties will be placed in front of the classroom so that may participate in discussion.




The Arts Standard 1: Creating, Performing, and Participating in the Arts Students will actively engage in

the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.Standard 2: Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.Standard 3: Responding to and Analyzing Works of ArtStudents will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. Standard 4: Understanding the Cultural Contributions of the ArtsStudents will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

NYS Standards ContinuedTechnology

Standard 1 - Creativity and Innovation Students demonstrate creative thinking, construct knowledge,

and develop innovative products and processes using technology.

Standard 3 - Research and Information Fluency Students apply digital tools to gather, evaluate, and use

information.

Standards 6 – Technology Operations and Concepts Students demonstrate a sound understanding of

technology concepts, systems, and operations.

Native American Drums Native American drums played an important role in their culture. These drums were very important to Native Americans and were

looked at as part of the family. Native Americans used these drums for healing, dancing,

chanting, and singing. Drums were made out of different animals skins like deer, elk,

buffalo, as well as, rope.

http://www.drstandley.com/nativeamerican_drumming_circles.shtmlSource:

Let’s Recreate Our Own Native American Drums!!!!!

What we will need for our drums…1 empty 39-oz. coffee can Construction paper Clear glue Crafting feathers Wooden tongue depressor

Your drum should look a little bit like thisHowever, with your own creative style!

Let’s make our own rhythms. We will have our own

powwow!!

http://www.ehow.co.uk/how_5380143_make-native-american-drums-kids.html

Click here, can you make this rhythm?

Lesson PlanDay 3

Goal/ ObjectivesStudents will use technology to research, be creative,

and to show what they know. Procedures

Students will utilize the internet to research a Native American object that they can recreate by drawing.

Students will only go to the websites that the teacher has provided.

Students will become familiar with the program Paint. Students will ask questions as they complete this

lesson.

Lesson Plan ContinuedAssessment

Teacher will monitor student activity to make sure students are selecting Native American artifacts. Teacher will sit down with each child and ask the following quesitons. What are you drawing? Why do think that image was or is important to Native Americans? Do you enjoy using the computer? Is there anything I can help you with?

Adaptations/Differentiations:Students who may have difficulties with the keyboard or navigating

the web and programs during this activity will work with a partner. If students have visual difficulties, teacher will make their font larger on the computer screen.




The Arts Standard 1: Creating, Performing, and Participating in the Arts Students will actively engage in

the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.Standard 2: Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.Standard 3: Responding to and Analyzing Works of ArtStudents will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. Standard 4: Understanding the Cultural Contributions of the ArtsStudents will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

NYS Standards Continued…Technology

Standard 1 - Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop

innovative products and processes using technology.

Standard 3 - Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.

Standard 5 – Digital Citizenship Students understand human, cultural, and societal issues related to technology

and practice legal and ethical behavior.

Standards 6 – Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems,

and operations.

Have You Ever Drawn a Picture Without Any Pencils, Crayons, Markers, or Paints?

We are going to create a beautiful picture using a computer program Paint

Draw anything that is related to Native AmericansYou will search the internet to find what you would

like to drawWhen you turn your computer on go to the

Next, click on the address box at the top of the pageYou may use these websites only!

• http://kids.nationalgeographic.com/kids/photos/native-americans/

• http://www.native-languages.org/houses.htm•

http://www.apples4theteacher.com/coloring-pages/native-americans/

http://www.native-languages.org/houses.htm








Here Is One That I Have Created!

After you find your picture and I have approved it, you may start your drawing.

•Go to you’re desktop once again and find the

•Play around the program at first to learn how it works, and ASK QUESTIONS!

WE WILL BE UPLOADING THESE CREATION ON OUR SCHOOL WEBSITE, SO BE SURE TO DO YOUR BEST. WE WANT ALL TO

ENJOY OUR WORKS OF ART!!

Lesson PlanDay 4

Goals/ObjectivesStudents will be able to write a script to a section

of a movie based on their classroom learning. Procedures

Students will watch a Native American scene from the Disney movie, Pocahontas with very little sound.

Students will then write a script of what is happening in the scene based on their learning throughout this unit.

Students will use appropriate vocabulary terms and references.

Lesson Plan ContinuedAssessment

Teacher will assess student writing. Have they used vocabulary words and references used in class? Does their writing reflect a clear understanding? Teacher will also assess their writing, looking for grammar and punctuation.

Adaptations/Differentiations:Students who have difficulties writing will explain to

the teacher what they feel is happening in the section of the movie. The teacher will scribe for the student word for word. While watching the section students who have difficulty watching the video will be seated at the front of the class.

New York State Standards Social Studies



English Language Arts Standard 1: Language for Information and Understanding Students will listen, speak, read, and

write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 3: Language for Critical Analysis and EvaluationStudents will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from avariety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

NYS Standards Continued Technology

Standard 3 - Research and Information Fluency Students apply digital tools to gather, evaluate, and use

information. Standards 6 – Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

Writing a MovieShow Me What You Know!

We are going to watch a section from the Disney movie Pocahontas

After watching this short section you will notice that this section has very little talking.

You will write what you think is happening in the section

Every script may be different, however you will use vocabulary and facts that we have learned so far from the activities we have done and our readings in our textbooks.

Lesson PlanDay 5

Goal Students will be able to watch and comprehend a YouTube video to

complete a set of questions. Objectives

Students will watch a YouTube video based on Native American children. Students will understand the concept of the video and Native American

culture to answer a set of questions. Students will appreciate the idea of different cultures.

Assessment Students will be called one at a time to share their answer to one of the

questions. Students will hand in their completed questions. Teacher will assess student learning according to their answers.

Adaptations/Differentiations: Teacher will place all students with auditory and visual difficulties towards

the front of the class. Students who have difficulty with writing or writing their thoughts will explain the answers to the questions to the teacher. The teacher will the scribe for the students word for word.

New York State Standards Social Studies


Technology

Standard 1 - Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products

and processes using technology.

Standard 3 - Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.

Standard 5 – Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal

and ethical behavior.

Standards 6 – Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.

Watch to Learn

As you watch this video please answer the following questionsDescribe the clothing these Native

American wear.Describe the music, how does it make

you feel?How are the children just like you?

Please click the link below to enjoy a YouTube video

http://www.youtube.com/watch?v=Wiawk5GeITA




Education

Native americans