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Grade:
Grade 4
Subject: English Language Arts
Created by:
Tiffany Nelson
Lesson Length:
45 minutes
Keywords/Tags:
Reading, Writing, Compare and Contrast
Lesson Description:
Students will learn how location helped the Native Americans throughout the continent establish settlements and utilize the resources available in their area. By understanding the intrinsic reasons for movement/migration, student will learn how the Potawatomi Native American culture developed in North America. Students will gain a deeper understanding using context clues for key vocabulary comprehension and by comparing and contrasting seasonal adaptations necessary for survival. Finally, students will complete a written constructed response to include food, shelter, climate/location, and clothing to inform on the day-to-day life of the Potawatomi Native American tribe during a specific season. |
Common Core Standards Covered with This Lesson
- CCSS.ELA-Literacy.RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- CCSS.ELA-Literacy.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
- CCSS.ELA-Literacy.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
- CCSS.ELA-Literacy.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
- CCSS.ELA-Literacy.RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
- CCSS.ELA-Literacy.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- CCSS.ELA-Literacy.SL.4.1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
- CCSS.ELA-Literacy.L.4.3a: Choose words and phrases to convey ideas precisely.
- CCSS.ELA-Literacy.L.4.4a: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
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Lesson Content: Reading
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Instructions: Please read the following reading passage as many times as needed (aloud and silent) before starting to go through other lesson pages. Understanding the content of this passage is very important since the lesson activities will be all about this content. Feel free to print the passage if needed. |
Potawatomi Prairie
The Potawatomi came to this area several hundred years ago and established a home here for many decades. In summer, the families all relocated to one large village; while in winter, they set up separate smaller camps. Imagine their homes as you read about their routines in the different seasons. The following paragraphs describe a typical year for a Potawatomi family in this area a couple hundred years ago.
Summer
We use long poles to build the structure of our new house in the communal village. The roof is a shelter over the cooking area as well so it is even bigger than the floor space. My mother and I plow the ground together with a shoulder bone from a deer. It is very difficult work; though, because of our work, we will have lots of food in the fall. It is always a fun time for everyone because we see our friends and the entire extended family and there are so many things to see and do in the summer, which makes it my sister’s favorite season. My mother likes it too because being with our big family means there are people to help with the work. There is a lot of work to do, but everyone helps and there is company.
Autumn
We have lots of food. We grow big squashes and pumpkins and corn too. Every day, I am able to harvest even more beans. We dry the big gourds to save for the winter, when we will have less food. My father found salt from a salt spring and we are using it to dry the meat. I search for nuts and berries from the forest. Sometimes, I eat them when I find them, but I try to bring most of them home. Soon we will move to our winter site.
Winter
We saw deer and raccoons and, therefore, knew this would be a good place for hunting. We set up a wigwam. We stuck one end of tree branches in the ground and then tied them together in the middle. We cook inside and had to remember to leave a gap for the smoke from the fire to get out. We pasted bark on the outside of the wigwam to maintain the heat. Today, it is cold and it just snowed. My father says that he will be able to see the tracks of elk in the snow so he can more easily hunt them. He will soon go to hunt. My mother says that afterwards we will have lots of food, but also lots of work. If we don’t have enough food in this place, we may move our camp to another place, with more animals. We will look for a place with more animal tracks.
Spring
We can find my favorite food now. We make a hole in a tree and then the sweet juice comes out of the tree. My father made a fishing net from deer sinew and will go out to fish soon. He tied shells to the bottom of the net and when they fill with water, it sinks to the bottom of the stream. This summer, my brother will get to fish, too. He has a line and hook, which he uses to fish in the lake. Since we get fish in the winter only when we go out and cut through the ice, fishing is mostly a spring and summer job. My father likes the spring best. He says it is a time of hope. He hears the birds sing and sees the plants start to grow again. I like spring too because soon we will see the flowers.
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Task 1: Vocabulary Activity (40 points)
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Instructions: Please complete the following vocabulary activity by choosing the correct meaning of each word selected from the passage and use of each word correctly in a sentence. |
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Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RI.4.4, CCSS.ELA-Literacy.L.4.3a, CCSS.ELA-Literacy.L.4.4a, |
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Task 2: Discussion Activity (30 points)
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Instructions: This discussion forum will have questions for students to respond. Read the posted questions, and respond to each. Students are responsible for posting one initial and and two peer responses for each topic. |
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Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RL.4.1, CCSS.ELA-Literacy.RI.4.2, CCSS.ELA-Literacy.RI.4.3, CCSS.ELA-Literacy.SL.4.1c, |
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Task 3: Writing Activity (30 points)
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Instructions: You are to write and post a constructed response to compare and contrast information about food, shelter, climate/location, and clothing to inform on the day-to-day life of the Potawatomi Native American tribe during a specific seasons. Be sure to provide specific examples.
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Standards Covered with This Lesson Activity:
CCSS.ELA-Literacy.RI.4.6, CCSS.ELA-Literacy.W.4.2, |
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