3.+Five+Day+Integrated+Thematic+Unit+Plan

= Daily Lesson Plan Day/Title: //Monday//: Introduce the history of the Cherokee Indians = **What will students accomplish / be able to do at the end of this lesson?** || # The students will learn about some important and famous Cherokee Indians. || SS.2.A.2.1: Recognize that Native Americans were the first inhabitants in North America. SS.2.A.2.3: Describe the impact of immigrants on the Native Americans. SS.2.A.2.5: Identify reasons people came to the United States throughout history. SS.2.A.3.1: Identify terms and designations of time sequence. LA.2.4.2.2: The student will record information (e.g., observation, notes, lists, charts, map labels, legends) related to a topic LA.2.6.4.1: The student will use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, presentations) Themes: 1. Culture 2. Time, Continuity, and Change (history) 3. People, Places, and Enviornments (geography) || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || 1. Have music playing when students enter the room: (Cherokee Morning Song) [] 2. Teacher asks students if they have ever heard this type of music before. 3. **Introduce topic:** This week we are going to learn all about the Cherokee Indians. The Cherokee Indians are a group of Native Americans who were the first inhabitants in North America. We are going to learn about their history, religious ceremonies, shelter, food, and folklore. We are going to complete a lot of fun activities, and you are going to put your finished projects in the portfolios created in art class. (//Teacher will show an example of a completed portfolio).// 4. **Hook:** Today we are going to learn about some important Cherokee Indians as well as some historical background. We are also going to create a timeline that you will be able to put inside your portfolio. 5. **Background Knowledge:** Teacher will create a KWL chart and ask students what they know about the Cherokee Indians. //(Allow time for students to respond, and record date on the board.)// Teacher will explain that the Cherokee Indians were a tribe who settled along the Tennessee River in the Appalachian Mountains. //(Show Map)// 6. Teacher explains that the first known European-Native contact was in 1540, when a Spanish expedition led by Hernando de Soto passed through the Cherokee country. //(examples: food, shelter, gold, silver, money, treasures)// 8. Teacher will show the timeline created on PowerPoint: __1540 AD- De Soto expedition came through Cherokee territory__ - Teacher asks: "From what we just discussed, can anyone remind me of what happened when Hernando De Soto came into the Cherokee territory? Also, What was he looking for?" //(Allow time for student response.)// __1700 AD- Cherokees began trading with British and French__ - Teacher asks: "What are some reasons that people trade? What are some things that you think the Cherokee Indians had to offer the British and French? //(Allow time for response.) - Examples:// - Give a brief overview of these definitions: * **Goods**- an item of value. - Have students give some examples that they can think of that relate to their own lives. (//Allow time for response.)// __1760-1761 AD- Cherokee war- Cherokees vs. British__ - Teacher explains: __1776-1785 AD- Cherokees are again enemies against the British in the American Revolution.__ __1780- Cherokees sign treaties leaving their land to the U.S.__ //(//Notice the difference in the size of their land) __1824 AD- Cherokee National Council awards a medal to Sequoyah for inventing Cherokee syllabary__ - Teacher Explains who Sequoyah was and why he was important: 9. The teacher will continue teaching the historical timeline of the Cherokee Indians: __1828- Andrew Jackson becomes president of the U.S. and John Ross becomes Principal Chief__ - Teacher explains who John Ross was: __1838 AD- Trail of Tears started because Cherokees are forced off their land to Indian Territory__ - Teacher explains the importance of the Trail of Tears and how it got its name: 10. Teacher asks students: 11. Teacher continues instructing students on Cherokee historical timeline. __1907- Indian and Oklahoma territories are combined by Oklahoma statehood. Tribal government dissolves.__ //(Show Map)// - Teacher asks students what they notice about the difference in size of the Cherokee tribe according to the picture. //(Allow time for student response.)// 12. Teacher continues with timeline: __1987- Wilma ManKiller becomes the first woman elected chief, and makes history.__ - Teacher explains who Wilma Mankiller was: 13. Teacher explains __life of Cherokee Indians Today:__ 14. The teacher will have the students arrange the timeline dates using the Active Board presentation created. Students will take turns cooperatively. 15. Teacher will explain the activity of creating their own timelines. These timelines will be put inside their portfolios and assessed at the end of the week. - Each student will receive a small plastic container, 2-3 feet of rolled accounting paper, and tape. - The students will copy the timeline from the PowerPoint (//slide 2)//, and decorate their small containers however they want. //(This will help promote individuality and imagination.)// - The teacher will assist the students in putting their timelines together. __//Instructions for timeline://__ 16. Teacher will wrap up the lesson with a class discussion about what the children learned. - The teacher will have the students locate where the Cherokee Indians lived using a blank map. __(Teacher will be able to assess the students by their completed timelines and KWL.Teacher will also be able to informally assess the students by the completion of the timline arrangement on the last slide.)__ 17. **Closure:** Tomorrow you are going to learn about the different ceremonies of the Cherokee Indians. ||
 * Teacher(s) Name:** Crystal Bunn, Janexy Herrera, Samantha Goldsmith, Fazeela Alli
 * Word Processed By:** Samantha Goldsmith
 * Thematic Unit Theme/Title/Grade Level:** Second Grade Native Americans: Cherokees
 * Wiki space address:** http://ucfgr2nativeamericansf09.wikispaces.com/
 * = Learning Objectives =
 * 1) The students will understand that the Cherokee Indians are a group of Native Americans who were the first inhabitants in North America.
 * 2) The students will be able to correctly show on a map where the Cherokee lived.
 * 3) The students will learn about the Trail of Tears. ||
 * **NCSS Theme/Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [].//
 * Student Activities & Procedures
 * 7.** Teacher explains the impact of immigrants on the Native Americans:
 * **Hernando de Soto** was a Spanish explorer who sailed the Atlantic Ocean looking for gold, and was the first European to explore Florida and the southeastern U.S.
 * Teacher asks: Does anyone know any other reasons these immigrants might have come to the U.S.?
 * When Hernando de Soto followed the Cherokee roads into their villages in 1540, everything changed. The Spaniards brought foreign diseases, horses, chains, weapons, and vicious dogs to America, and they stole women, food, and slaves along the way. Smallpox killed many people and shrunk their population tremendously. Probably more then half of the people died.
 * __Timeline__** __:__
 * Food, Shelter, Gold, Silver etc...
 * **Services**- Work done to help others.
 * **Resources**- something of value that takes care of a need. They are needed by people and animals in order to live.
 * For many years Britain and France struggled to gain control of the interior of North America. The Cherokee frequently found themselves courted on both sides. Although they initially sided with Britain, they were at war with them by the end of the 1750s. Cultural misunderstandings, trade abuses, and the new governor of South Carolina, all contributed to the breakdown.
 * During this War, the Cherokees retaliated and mortally wounded Britain’s Lieutenant. Great Britain sent two expeditions in 1760 and 1761 to subdue the Cherokee. In both instances, the Anglo-American forces destroyed Cherokee towns, crops, and livestock.
 * By September 1761, the Cherokee headman has negotiated a preliminary peace with South Carolina’s colonial government.
 * **Sequoyah** was the inventor of the Cherokee alphabet and a Native American leader. He worked as a trader and a silversmith in the Cherokee county, Georgia. He served with the United States Army during the Creek War. He was determined to preserve Cherokee culture and began to form a system of writing for the Cherokees in about 1809. He has improved the alphabet and thousands of people learned to read and write in there new written language.
 * The teacher will show the students an example of the new Cherokee alphabet.
 * Teacher tells the students that they are going to learn how to write some words using this alphabet tomorrow.
 * **John Ross** was Principal chief of the Cherokee Native American Nation from 1828-1860. He led the Nation through years of development and relocation to Oklahoma.
 * **Trail of Tears** was the relocation and movement of Native Americans in the United States. During the 1800s, the U.S. government created an “Indian Territory” in Oklahoma. The Cherokee tribe was one of the largest eastern tribes and they were forced to move there. Many Native Americans suffered from disease and starvation on their route to the destination. Thousands of Cherokee Indians died, which is why it was called the Trail of Tears.
 * Do you think it was fair that the Indians were forced to move out of their hometowns?
 * How would you feel if you were forced to move away from your home?
 * How do you think these people transported all their belongings?
 * **Wilma Mankiller** was the first woman to be a chief of the Cherokee Nation, and a Cherokee leader. Under her leadership, the tribe’s population increased from 55,000 to 156,000. She renovated houses and built water systems for the Cherokee Nation. She also served as a Cherokee deputy chief.
 * Today there are about 3 million Native Americans in Canada and the United States. Some of them continue to live by hunting wild animals or by traditional farming. Many others still speak their own languages, keep their own religious beliefs, and retain their special relationships with the land. They are determined to fight to preserve their remaining land and their rich and beautiful cultures. //(Show pictures.)//
 * //Copy the timeline from slide 13 of the PowerPoint.//
 * //Roll the timeline up and tie it together with a ribbon.//
 * //Decorate the timeline if desired.//

|| **Materials** Book: Websites: [] [] [] // [] // __[]__ || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || **Pre-Assessment:** **Post-Assessment:** What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || **ESOL:** Visual aids, group work, hands-on activities. Speak slowly and clearly. Provide additional examples. - One week prior to start of thematic unit plan begin to gather materials and realia. - Have the Cherokee Morning Song playing as students enter the room: ([]) - Go to the last slide when children create their own time line. - Ask for volunteers to assist students who need extra help. - **Extension activity** : if time permits read the book: The Trail of Tears (Step into Reading, Step 5) by Joseph Bruchac. Cherokee Timeline PowerPoint: ||
 * ==Resources/Materials ==
 * Portfolios
 * PowerPoint
 * Maps of Cherokee territory throughout history
 * Cherokee Alphabet
 * Writing Utensils
 * Ribbons
 * 2-3 feet of rolled accounting paper
 * Markers/Crayons
 * Resources**
 * The Trail of Tears (Step Into Reading, Step 5) By Joseph Bruchac
 * Native Americans by James Wilson
 * Music:
 * Information:
 * Cherokee Alphabet:
 * **Assessment**
 * KWL chart
 * Discussion and questioning
 * Portfolio Checklist
 * Completed timelines
 * Completed KWL chart
 * Active Board: Arrangement of timeline
 * Locating where the Cherokees lived using a map ||
 * ==Exceptionalities==
 * Gifted:** These students will be required to write a brief summary about 2 points on their timeline. They will be able to choose one on their own, but they will be required to write something on the Trail of Tears.
 * Learning Disabilities:** Increase the amount of personal assistance with a specific learner. Adapt the number of items that the learner is expected to know. Establish predictable classroom routines and make an outline/schedule on the board of the day’s activities. ||
 * ==Discussion Notes== || - Prior to Monday lesson bring in portfolios created in art class.

Teacher(s) Name: Crystal Bunn, Janexy Herrera, Samantha Goldsmith, Fazeela Alli Word Processed by: Fazeela Alli Thematic Unit Theme/Title/Grade Level: Native Americans Wiki space address: [] = Daily Lesson Plan Day/Title: Day 2 (Tuesday) / Cherokee Religion and Ceremonies = **What will students accomplish / be able to do at the end of this lesson?** ||  1. The student will learn about the major ceremonies carried out by the Cherokee Indians. 2. The student will come to terms with the main beliefs of the Cherokee Indians as well as grasp an understanding of Native American religion. 3. The student will be able to name and relate each ten commandment of the Native Americans to everyday life. 4. The students will write his/her name using the Cherokee Alphabet. || SS.2.C.2.5: Evaluate the contributions of various African Americans, Hispanics, Native Americans, veterans, and women. LA.2.1.4.1: The student will use knowledge of spelling patterns (e.g., vowel digphthongs, difficult word families) LA.2.1.4.2: The student will apply knowledge of spelling patterns to identify syllables. || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || 1. Begin Lesson with a review of Day 1, learning about the roles of men and women in society and touching on the trail of tears as well as a Native American YouTube Video featuring the Native American Ten Commandments. 2. Ask students about what they know about Native American religion and way of life. 3. Complete a Tree Chart Diagram as a graphic organizer. Students will write all they know about the Cherokee Indians and other Native American ceremonies and religions. 4. Discuss the ten commandments. //(Split students into groups of two or three and have each group discuss an individual commandment.)// Have each group write their own interpretation of each commandment and why it was so important to the Cherokee. 5. Have groups share their Tree Chart Diagrams and interpretations of the Ten Commandments. 6. Transition into the Cherokee naming process by asking the students how their parents came up with their names. For example, a child may have their name because of a loved one, a great friend, or another person with the same name. Explain there are many reasons for names, and the Cherokee Indians had a special process of naming each child that was born. 7. Read a portion out of the book titled: __If You Lived with the Cherokee__ by Connie and Peter Roop about the Cherokee babies received their names. Discuss with class. 8. Now explain to students both the first naming process and the second naming process. Students will learn the significance behind the first name of the Cherokee. Students will learn how the Medicine Man prepares the child for naming and what types of names the Elderly women of the tribe choose for the child. The Great Spirit created Mother Earth and was responsible for creating life and destroying life. - Explain significance of fire and water in connection to the naming process. - Students learn that a child's future is linked to his or her name. - Ask students: 9. Introduce class to the Cherokee Alphabet. Have each child choose a Cherokee name from the list of names provided, and then have the students attempt to write their Cherokee name using the alphabet. (Explain that they will not use their own names due to the fact of the Cherokee alphabet not having certain consonant sounds that our alphabet carries.) 10. Introduce Folklore as tomorrow’s agenda. || || [] [] [] [] [] [] [] || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || Pre-Assessment: Post-Assessment: What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || **ESOL/SLD:** Working in groups, Instead of filling out KWL chart, students are able to show or tell what they know about Cherokee Indians by using pictures and speech, Modeling name writing and allowing partnership - Reading assignment: book relating to the Cherokee - Possible report on Cherokee religion - Put completed projects inside portfolio || **Teacher(s) Name:** __Crystal Bunn, Fazeela Alli, Janexy Herrera, Samantha Goldsmith__ = Daily Lesson Plan Day/Title: //__Wednesday__// __–Folklore and Legends of the Cherokee Indians__ = **What will students accomplish / be able to do at the end of this lesson?** || The student will… 1. Recognize the literary genre of folklore and legends 2. Learn about the contributions of Cherokee Indians to the genre of folklore and legends 3. Illustrate and compose a “pop-up” reader’s response paragraph demonstrating an understanding of the text, as well as detailed connections they made to it. In doing so, students will attain a grade of at least 10 out of 12 points possible according to the rubric provided. 4. Students will present their “pop-up” reader’s response paragraph to further demonstrate mastery of today’s lesson content. || LA.2.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text. LA.2.2.1.1: The student will identify the basic characteristics of a variety of literary forms (e.g., fables, stories, fiction, poetry, folktales, legends) and how they are alike and different. LA.2.4.2.2: The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to the topic LA.2.2.1.5: The student will respond to various literary selections (e.g., biographies, poetry, fables, folktales, legends), connecting text to self (personal connection), text to word (social connection), text to text (comparison among multiple texts) LA.2.3.5.1: The student will produce, illustrate, and share a variety of compositions LA.2.5.2.4: The student will listen politely to oral presentations by classmates || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectations? · What products will be developed and created by students? || 1. Teacher will select several students (at least two boys & two girls) to help the class briefly review the previous days’ Social Studies lessons with the aid of their Tree KWL Charts. Questions: 2. Teacher will then share with students the objectives for today, taking time to explain each as they relate to the unit. 3. After asking students to recall a previously studied unit on the topic of Cinderella stories across various cultures, teacher will aid students in recalling prior knowledge of the definition and purposes of folklore or legends in a society. 4. Students will then be allowed to fill out a new branch on their Tree KWL Chart relating to “what they know” about Cherokee folklore or legends and “what they want to know”. 5. Teacher will then introduce __The Story of The Milky Way: A Cherokee Tale__ By: Joseph Bruchac and Gayle Ross as one example of Cherokee folklore or legend. Again, she will call attention to the fact that this represents a very important style of literature for the Cherokee people. 6. Teacher will engage students in an interactive read aloud with the above noted text, asking students to be able to share what this story tells them about Cherokee beliefs or religion at the end. 7. Next, teacher will lead students in a discussion of what they discovered about the literature, folklore, and beliefs of the Cherokees. How does this match up with what they knew or thought they knew? 8. Students will then be provided time to make additions or corrections to their Tree KWL Charts, particularly in the “what I learned” section. 9. In order to reinforce concept of folklore or legends, teacher and students will work together to fill in a Venn diagram worksheet highlighting the similarities and differences between __The Story of The Milky Way__ and folklore with which children may be more familiar like __Cinderella__. 10. At this point, students will be provided with “Pop-up” reader’s response paragraph rubric. Teacher will explicitly explain each criterion and share a model of the completed assignment. 11. Students will then work to construct, illustrate, and compose their “Pop-up” reader’s response paragraph, discussing at least three details related to Cherokee folklore they discovered from this story and how it is similar or different from folklore with which they are familiar. 12. Given time, students will present their “pop-up” reader’s response paragraph to further demonstrate mastery of today’s lesson content. 13. As a lesson wrap up, teacher will select several students (at least two boys & two girls) to help the class briefly summarize the things they have learned today about Cherokee folklore and legends. Questions: 14. Students will be reminded to place their completed Venn diagrams, “pop-up” reader’s response paragraphs, and the KWL Tree Chart inside their Cherokee portfolios so they can be easily found for class tomorrow. 15. Finally, teacher will preview Thursday’s lesson by sharing with the class that tomorrow, we will be learning about the clothing and homes of the Cherokee Indians. || || * Tree KWL Chart By: Joseph Bruchac and Gayle Ross · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || ** Pre-Assessment: ** || || **ESOL and SLD:** **R**ead aloud, Venn diagram graphic organizer, KWL chart, modeling of completed assignment, opportunity to work with partners. - Make sure students put their completed work into their portfolios. - To further facilitate and reinforce student understanding of Cherokee folktales and legends, as well as a variety of other genres related to this unit, place selection of books in reading center. Also make these books available for spare moments between lessons. || = Daily Lesson Plan Day/Title: //Thursday//: Shelter, clothing, and food of the Cherokee Indians = SS.2.A.2.3: Describe the impact of immigrants on the Native Americans. SS.2.A.2.4: Explore ways the daily life of people living in Colonial America changed over time. LA.2.4.2.2: The student will record information (e.g., observation, notes, lists, charts, map labels, legends) related to a topic LA.2.6.4.1: The student will use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, presentations) || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || 1. __Introduce Topic:__ Yesterday we learned about some of the Cherokee Indians folklore and legends. What are a few things we discussed yesterday? (//Allow time for student response.)// Today we are going to discuss how the Cherokee Indians built their houses, and we are going to build own own houses. We will also learn about the many different clothing styles, as well as its purpose. We are also going to eat some famous Cherokee Indian food! I am also going to read aloud __The Cherokee (Indians of North America__ by Theda Perdue. 2. __Hook__: Today we are going to learn about some important Cherokee Indian culture. We will learn what their housing looked like, what they wore, and what some of their common foods taste like. 3. __Background Knowledge__: Students will create a KWL chart and explain what they know about the Cherokee food, shelter, and housing//. (Allow time for students to respond and record date on the board)// 4. Teacher explains that the Cherokee Indians lived in settled villages, usually located near a river. Cherokee houses were made of river cane and plaster, with thatched roofs. These dwellings were about as strong and warm as log cabins. Many Cherokee villages were along the banks of rivers. Most of the time, grandparents, parents and children lived together. //(Show picture of Cherokee housing)// · Discuss with the students what a home represents to them. On the board or flipchart print out the following questions: a. What is a home? b. Why do we have a home? c. What kind of home did our Mom and Dad live in when they were children? d. Did our grandparents live in the same kind of house? · Ask the students if they know what kind of homes First Nations people lived in long ago. (//The students will name the kind of home (tipi), if not, give the students clues until they come up with the word – tipi.)// · Show the pictures to the students and discuss various aspects of the tipi as shown in the pictures. Ask the students how the structure of the tipi differs from the homes we live in today. · “__All Life is sacred and all things are interconnected”__. The tipi is in the shape of a circle, it symbolizes unity within the tribe, and everyone is part of the family and part of Mother Earth. The circle also refers to the many circles of life in the creation around us. · //Activities//: __Making a tipi:__# Cut out the shape of the tipi. · Explain that homes lived in long ago were different than the homes we live in today. Homes are built differently today; however, they still provide protection and a sense of belonging to their inhabitants. //(Show pictures of the tipi and of modern homes//.) Ask the students these questions: - Have students sort out what belongs in a tipi and what belongs in a house. Have the students make a booklet. 5. Teacher explains Cherokee Indian Clothing: 6. Teacher will explain that the Cherokees ate journey cake. 7. Teacher will wrap up the lesson with a class discussion about what the children learned. They will be able to assess the students by their KWL chart. 8. Students will put their completed work inside their portfolios. 9. __Closure__: Tomorrow you are going to review what we have learned about the Cherokee Indians this week! || · Template of the tipi. · Straws · Crayons/markers · Scissors · Tape/glue · Lid cover of a small margarine container · Pictures of the tipi and modern homes · Various pictures of furniture, appliances and other items that belong in a home. · Construction paper or file folders · The Cherokee (Indians of North America) By: Theda Perdue http://www.native-languages.org/houses.htm#daubhouse http://www.nps.gov/history/history/online_books/albright3/chap7c.htm || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes || **Pre-Assessment:** What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || **ESOL**: Provide additional examples, visual aids, work with partners, read aloud, graphic organizer directions will be read to them. - Students will be asked to bring in the materials needed for the activities in class. - Make sure students put their completed work into their portfolios. Power Point presentation on food, housing, and clothing of the Cherokee people: ||
 * = Learning Objectives =
 * **NCSS Theme/Sunshine State Standards** || SS.2.A.2.2: Compare the cultures of Native American tribes from various geographic regions of the United States.
 * Student Activities & Procedures
 * Have students heard of the Great Spirit?
 * What do you think of all this?
 * Could a name determine your future?.
 * Can the students relate this information to other Native American tribes? //(For example, Grandmother Willow in Pocahontas or the Medicine Man were important people in society.)//
 * ==Resources/Materials ==
 * **Assessment**
 * Tree KWL Chart
 * Discussion of Ten Commandment
 * Discussion of names and Book
 * Actually writing names in Cherokee Language
 * Overall participation ||
 * ==Exceptionalities==
 * Gifted/Talented:** Group with kids of similar learning levels, provide students with opportunity to further research Cherokee religion and ceremonies, discussion and questioning ||
 * ==Discussion Notes== || - Possible Parent Cherokee Night
 * Word Processed By:** __Crystal Bunn__
 * Thematic Unit Theme/Title/Grade Level:** __Native Americans: Cherokee Indians/2nd Grade__
 * Wiki space address:** __http://ucfgr2nativeamericansf09.wikispaces.com/__
 * = Learning Objectives =
 * **NCSS Theme/Sunshine State Standards** || SS.2.C.3.5: Evaluate the contribution of various African Americans, Hispanics, Native Americans, veterans, and women.
 * Student Activities & Procedures
 * Raise your hand if you can share a fact we discovered on Monday about a famous Cherokee.
 * How did the special writing system Sequoyah developed help his people? Do they still use it today?
 * Raise your hand if you can share, in your own words, one of the beliefs we learned about from the Native American Ten Commandments.
 * How is the process of naming a child different for the Cherokee people compared to your own culture?
 * Raise your hand if you can tell us what the stars were made of in __The Story of The Milky Way__.
 * Why do you think the spirit dog ate the people’s cornmeal?
 * Do you think it was right of the people to scare him away? Why/Why not?
 * What sort of connection (text to text, text to self, text to real world) did you make to this folktale?
 * Name one way you determined this story is similar to a folktale with which you are also familiar.
 * ==Resources/Materials ==
 * __The Story of The Milky Way: A Cherokee Tale__
 * Venn Diagram worksheet from [|www.readwritethink.org]
 * “Pop-up” reader’s response paragraph rubric
 * Various art supplies (construction paper, glue, crayons, markers, scissors, etc)
 * “Pop-up” reader’s response paragraph form
 * In the event a student elects to complete gifted extension ideas: computer equipped with scanner, digital presentation software, and microphone. ||
 * **Assessment**
 * Tree KWL Chart
 * Post-Assessment: **
 * Tree KWL Chart
 * “Pop-up” reader’s response paragraph rubric
 * ==Exceptionalities==
 * GIFTED****:** Higher ability students may visit school computer lab to scan their drawing(s), using it to illustrate a power point slide which they will then enhance with a audio recording of their reader’s response activity. This may be shared with peers at presentation time, emailed home, or even added to class wiki site to share with parents. ||
 * ==Discussion Notes== || - Inform students that any work unfinished at close of lesson may be taken home for homework, however the last day to receive credit is Friday.
 * Teacher(s) Name: ** Crystal Bunn, Janexy Herrera, Samantha Goldsmith, Fazeela Alli
 * Word Processed By: ** Janexy Herrera
 * Thematic Unit Theme/Title/Grade Level: ** Second Grade Native Americans: Cherokees
 * Wiki space address: ** http://ucfgr2nativeamericansf09.wikispaces.com/
 * =Learning Objectives=
 * What will students accomplish / be able to do at the end of this lesson?** || # The students will be able to identify the clothing the Cherokee Indians wore.
 * 1) The students will learn about the housing the Cherokee Indians lived in.
 * 2) The students will understand that the Cherokees produced their own clothing and shelter.
 * 3) The students will learn and taste the common food of the Cherokee Indians. ||
 * **NCSS Theme/Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education// [|//http://flstandards.org//]//.// || SS.2.A.2.1: Recognize that Native Americans were the first inhabitants in North America.
 * Student Activities & Procedures
 * 1) Take each straw and tape its end to the margarine container lid. Do this with each straw.
 * 2) Wrap the colored tipi shape around the straws; leave a space open for the door.
 * 3) __Optional__ – moss can be purchased at a hobby shop. Take the moss and glue it around the edge of the margarine container lid.
 * What are the differences between a tipi and a modern home?
 * What are the similarities between a tipi and a modern home?
 * Discuss the bathrooms, water, heat, furniture, materials used to build the home, how many rooms, paint for houses, stationary or movable, etc.
 * Fold construction paper in half (a file folder can also be used)
 * Cut out the circles of the tipi and the house
 * Glue the house on one side of the construction paper and the tipi on the other side
 * Color the other items on the student pages
 * Cut out the rest of the circles
 * Glue each item that belongs in a house on the house page
 * Glue each item that belongs in the tipi to the tipi page
 * Make a cover page for the booklet and title it: “Homes Yesterday and Today.”
 * The Cherokee women wore wraparound skirts woven from plants, fibers or deerskin. The women would sew feathers into light capes made of netting.
 * The men wore breechcloths or leggings. The men would paint their skin and decorate it with tattoos.
 * As for shoes, the Cherokees wore moccasins.
 * The Cherokees didn't wear long headdresses. The men usually shaved their heads except for a single scalplock. Sometimes they would also wear a porcupine roach.
 * Cherokee women always wore their hair long.
 * In times of war, men would paint tattoos all over there body.
 * Women wore beaded necklaces and copper armbands instead of painted tattoos. //(Show pictures of Cherokee clothing.)//
 * The recipe is: egg, milk, cornmeal, sugar, salt
 * Students will experience a taste of Native American food: Journey cake (a kind of corn bread), that is popular in some Native American cultures including the Cherokee’s.
 * ==Resources/Materials == || **Materials**
 * PowerPoint
 * Photos of Cherokee Indians different clothing and shelter
 * Journey Cake
 * Resources**
 * Housing:
 * Clothing:
 * **Assessment**
 * KWL chart
 * Discussion and questioning
 * Post-Assessment:**
 * Completed booklets
 * Completed KWL chart
 * Class discussion ||
 * ==Exceptionalities==
 * Gifted**: These students will be required to write a description of the shelter Cherokees used compared to our housing.
 * Learning Disabilities:** Class activity directions will be read to them and work with partners. ||
 * ==Discussion Notes== || - Students will sent home with a letter letting parents know the outline of the 5 day lesson plan and what their child will be learning that week.

Teacher(s) Name: Crystal Bunn, Janexy Herrera, Samantha Goldsmith, Fazeela Alli Thematic Unit Theme/Title/Grade Level: Second Grade Native Americans: Cherokees Wiki space address: http://ucfgr2nativeamericansf09.wikispaces.com/ = Daily Lesson Plan Day/Title: //Friday: Review of Cherokee Indians// = **What will students accomplish / be able to do at the end of this lesson?** || # The student will be able to verbally express at least four facts about each topic they have learned about this week. ||     S.S.2.A.2.4: Explore ways the daily life of people living in Colonial America changed over time. S.S.2.C.2.5: Evaluate the contributions of various African Americans, Hispanics, Native Americans, veterans, and women LA.2.1.6.1: The student will use new vocabulary that is introduced and taught directly. LA.2.1.7.3: The student will summarize information in text, including but not limited to main idea, supporting details, and connections between texts; SC.K.N.1.1: Collaborate with a partner to collect information. || //Teacher Activities/Student Activities// · What best practice strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? || 1. This is the day to celebrate all we have learned in the past four days about the Cherokee Indians. There will be Cherokee music playing in the background as students enter the room. 2. Throughout the room, centers will be set up designating a different aspect of the Cherokee Indian life, whether it be culture, food, architecture, festivals, or gardening. 3. Students will first complete their KWL tree charts by inserting all they have learned in the "L" section. Class will discuss what they have learned, and perhaps what they would still like to learn about Cherokee Indians. 4. After class discussion, students will be put into groups of three or four and they will be given instructions of the Cherokee Centers.Students will pretend they are journeying back in time to the 1700s where settlers first began to interact with Cherokee, and they are entering Cherokee tribal grounds. Each center represents a different area of the Cherokee homeland, and students will venture with their groups to a certain center. There will be a total of 6 centers.
 * = Learning Objectives =
 * 1) The student will be able to complete their KWL chart regarding all they have learned and would like to learn.
 * 2) The student will be able to complete a topic of research related to one of the four topics covered during the week.
 * 3) The student will be able to complete all of the portfolio projects assigned throughout the week. ||
 * **NCSS Theme/Sunshine State Standards** List each standard. Cutting and pasting from the website is allowed. //These can be downloaded from the Florida Dept of Education [].//
 * Student Activities & Procedures
 * __Center 1__: Food,clothing, and shelter
 * __Center 2__: War and Hunting
 * __Center 3__: Language and communication
 * __Center 4__: Crafts
 * __Center 5__: Trivia
 * __Center 6__:Special Contributions to our world today

5. After 15 minutes, the teacher will signal the students to move to the next center. //(Students will move to the next number, as centers will be numbered.)// At each center, students will participate in the different crafts, listening activities, assigned writings, skits, and taste testing. 6. Each center contains an enhanced version of what has been taught in class during the week along with new information not introduced. Because of time constraints, not everything can be taught directly to students. Therefore, centers have been created to give students more knowledge about the Cherokee. 7. After a majority of the centers have been visited, students will return back to their desks. The teacher will discuss with everyone about their experience with the centers. Were there any interesting discoveries? What were the students' favorite parts within the centers? 8. Students will write a few sentences and draw a picture illustrating how their lives would be different if they lived during this time period. This will be the completion of their portfolios. 9. Students will look through their completed portfolios and discuss all they have created. || || //**Informational Websites**// || · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation note || **Pre-Assessment:** **Post-Assessment:** * Completed KWL chart What accommodations do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities, etc || ** ESOL/SLD: ** Visual aids, group work, hands-on activities. Speak slowly and clearly. Provide additional examples. Adapt the number of items the learner is required to know. - As an extension, students can complete a report and project on a topic of their choice related to the Cherokee Indians. - Students can complete a worksheet on their discoveries made throughout the centers. - Cherokee Night for parents is also a suggestion for students to show off all of their work and knowledge to parents. - Complete portfolios. || __NCSS Themes by day __ Monday (Day #1) Lesson: History of Cherokee Indians  1. Culture  2. Time, Continuity, and Change (history)  3. People, places, and environments (geography)
 * ==Resources/Materials ==
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 * **Assessment**
 * KWL tree chart
 * Class discussion
 * Completed sentences and picture
 * Class discussion
 * Review of completed portfolios
 * Completed Checklists ||
 * ==Exceptionalities==
 * Gifted/Talented:** These students will be required to write a few sentences about which center they liked the best and why. ||
 * ==Discussion Notes== || - Have music playing when students enter the room

Tuesday (Day #2) Lesson: Religion and Ceremonies of Cherokee Indians  1. Culture  4. Individual development and identity  5. Individuals, groups, and institutions (sociology) 9. Global connections 10. Civic Ideals and practice

Wednesday (Day #3) Lesson: Folklore and Legends of Cherokee Indians  1. Culture 4. Individual development and identity 5. Individuals, groups, and institutions (sociology) 9. Global connections 10. Civic Ideals and practice

Thursday (Day #4) Lesson: Shelter, clothing, and food of the Cherokee Indians  1. Culture  4. Individual development and identity 9. Global connections

Friday (Day #5)  1. Culture  2. Time, Continuity, and Change (history)  3. People, places, and environments (geography)  4. Individual development and identity (psychology) 8. Science, technology, society 9. Global connections 10. Civic Ideals and practice