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Reading Enrichment Unit Unit Title: Native Americans Legends Subject: ELA & Social Studies Grade: 4 Learner

Analysis: This unit will focus on 4th grade students that are in the Reading/Math Intervention Program. The GPS for 4th grade states that students in the 4th grade need to have an understanding of early Native American cultures developed in North America. Stage 1 Desired Results Established Goal(s): 21st Century Learner Standards: 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.5 Connect ideas to own interests and previous knowledge and experience. 4.1.7 Use social networks and information tools to gather and share information. 4.3.1 Participate in the social exchange of ideas, both electronically and in person. Georgia Performance Standards: SS4H1 The student will describe how early Native American cultures developed in North America. a. Locate where Native Americans settled with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeast (Seminole). b. Describe how Native Americans used their environment to obtain food, clothing, and shelter. ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Relates theme in works of fiction to personal experience. c. Identifies the speaker of a poem or story. d. Identifies sensory details and figurative language. h. Identifies themes and lessons in folktales, tall tales, and fables. i. Identifies rhyme and rhythm, repetition, similes, and sensory images in poems. For informational texts, the student reads and comprehends in order to

develop understanding and expertise and produces evidence of reading that: e. Distinguishes cause from effect in context. f. Summarizes main ideas and supporting details. g. Makes perceptive and well-developed connections. h. Distinguishes fact from opinion or fiction. ELA4W2 The student demonstrates competence in a variety of genres. The student produces a narrative that: a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest. b. Establishes a plot, setting, and conflict, and/or the significance of events. c. Creates an organizing structure. d. Includes sensory details and concrete language to develop plot and character. e. Excludes extraneous details and inconsistencies. f. Develops complex characters through actions describing the motivation of characters and character conversation. g. Uses a range of appropriate narrative strategies such as dialogue, tension, or suspense. h. Provides a sense of closure to the writing. The student produces a response to literature that: a. Engages the reader by establishing a context, creating a speakers voice, and otherwise developing reader interest. b. Advances a judgment that is interpretive, evaluative, or reflective. c. Supports judgments through references to the text, other works, authors, or non-print media, or references to personal knowledge. d. Demonstrates an understanding of the literary work (e.g., a summary that contains the main idea and most significant details of the reading selection). e. Excludes extraneous details and inappropriate information. f. Provides a sense of closure to the writing. Knowledge: Students will know. . . that reading is an essential skill that not all ideas are explicitly stated that good readers can make predictions

Skills: Students will be able to. . .

share their understanding of a book with others (podcasts, virtual posters, create a cartoon version, video clip) form an opinion recognize the difference between a fable and a nonfiction piece of information Enduring Understandings: Students will understand that. . . reading will develop vocabulary and writing skills reading for pleasure is different from content reading Stage 2 Acceptable Evidence Performance Tasks: Native American Webquest: http://www.zunal.com/webquest.php?w=114149 Stage 3 Learning Experiences and Instruction WHERETO Model Goals: To increase pleasure reading To differentiate fiction and nonfiction To expose students to a different culture and system of beliefs Essential Questions: What are the elements of a story? What are the parts of an informational text? How did Native Americans pass down their beliefs and values? HOOK Introduce students to the artist Bev Doolittle. She is famous for her interesting Native American artwork. Have students see if they can find some of the hidden pictures throughout her work.

Explore, Experience, and Equip Learning Activities: Day 1: Arrow to the Sun Have students discuss what a legend is and explain that Arrow to the Sun is a legend. Discuss the origin of the legend (Southwest tribes). Read the story. Ask students if they would rather be a corn grower, a pot maker, or an arrow maker. Ask the possibility of shooting an arrow to the Sun. Discuss the Sun and if a person could stand on it. Introduce new vocabulary Kiva and its use. (This is a place where a person went to confront his fears. It is a room accessible only through a ladder in the roof.) Ask students to discuss their fears. Have students write about their fears: I am scared of ________ because. . . They will then create a virtual poster using Glogster to illustrate what they are afraid of in a kiva. Evaluation: Students class discussions, writing, and Glogster posters. Day 2: Raven Review what a legend is. Discuss that it is a tale, passed down from generation to generation, which is usually not true. A legend is sometimes created to explain an occurrence in the world. Explain that Raven is a legend. Read the story. Ask why is Raven searching for light? Is this a good thing? Discuss that Raven must have magic to become a boy. Ask the students if they have a special possession, if they keep it in a special place and explain that the Sky Chief kept his in the box. Discuss how hard it must have been for the Sky Chief to give up his possession. Was it right for Raven to take the Sun? How would they feel if someone took their favorite possession? Was it good that Raven gave the people light? Have students create a cartoon version of the book Raven using Creaza, Piki Kids, or Kerpoof and write their version using their favorite possession.

Evaluation: Students class discussions and Cartoons.

Day 3: Knots on a Counting Rope Ask students to predict what a counting rope might be. Explain to the students that this book is a conversation (discussion) between two people. Read the story. Ask students who the conversation is between. Ask students if they have ever heard the wind sound like a voice. Discuss how the boy was named. Why might the boy have to live in the dark? What were the clues that the boy was blind? How was the boys horse named? How would it feel to ride a horse while blind? Talk about what a counting rope is. See if the children understand after reading the explanation. Review about how the boy was named. Suggest that the baby liked the horses and may have been named after the horses. Tell students that they are going to create their own name. Give examples from other literature and discuss possible reasons for the naming. Have students discuss their likes and dislikes. Have students write My name is _________ because I like/dislike. . . Have students create a podcast of their story using Audacity, G Cast, or Pod Bean. Have students watch the United Streaming video Reading Rainbow: Knots on a Counting Rope: http://player.discoveryeducation.com/index.cfm?guidAssetId=84E9A556 -57E1-4937-87BB-3C1BF33D65CA&blnFromSearch=1&productcode=US Evaluation: Class discussions, writings, and podcasts. Day 4: The Legend of the Indian Paintbrush What is a legend? Ask students what they like to draw? Explain that this is a story of a boy who drew well? Read the story. Ask students when they get older would they go out into the hills to think about growing up as Little Gopher does?

What is a buckskin? Discuss how paintbrushes are made from animal hair. Ask students why Native Americans drew on animal skins. Discuss the importance of drawing pictures in the Native American culture. Ask students if they have ever drawn something that didnt turn out the way that they had hoped. Ask how Little Gopher got the colors he needed. Ask how the flowers came to be. Point out Little Gophers new name. Discuss Little Gophers illustrations. Discuss how the Native Americans used pictures to tell a story. Discuss some of the symbols and their meanings. Create a few new symbols with the class. Have students create their own animal skin drawings using symbols and paper bags. Have students use brown lunch bags and paint a story on the bag, then wrinkle the bag to make it look more like an animal skin. Have students watch the United Streaming video Reading Rainbow: The Legend of the Indian Paintbrush: http://player.discoveryeducation.com/index.cfm?guidAssetId=7B8A1F6C -F38C-4E94-B669-7F183992F7F2&blnFromSearch=1&productcode=US

Evaluation: Class discussions, symbols, and animal drawings.