1. Unit: Words of Indian Boarding Schools
Grade: 6th grade
Subject Area: English Language Arts
Length: 4 weeks per 50 minute class sessions
Goals: Through the reading and analysis of narrative stories and informative essays, students
will develop an understanding of the historical prevalence of the Indian Boarding Schools
within the United States between the 1880’s thru the 1940’s. With this comprehension,
students will synthesize their understanding by composing six poems related to aspects of
Indian Boarding Schools, such as separation from family, loss of identity, and the
indecisive futures of Indian students.
Assessment: Students will be assessed on their final Poetry Portfolio. This Poetry Portfolio will
consist of six poems. The poems will be assessed on poetic devices, word choice, poetry
format, presentation, and mechanics.

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Day One: A Picture is Worth a Thousand Words
Objective: Students will be introduced to Indian Boarding Schools through observing and analyzing
photos, as well as predicting and confirming information based off their inferences.
Materials:
 Construction paper
 Pens/Pencils/Markers
 10 Photos from Montana Historical Society and Indian Education for All (IEFA)
 Computer
 Projector
 Notebook Paper
 Pencil
Instructional Procedure:
Activity A
1. For approximately 12 minutes, students will independently read. (Note: Every Monday,
Wednesday, and Friday students independent read)
2. Introduce the week. Inform the students they will be learning plenty of new information over
the next week. Therefore,they must diligently pay attention and monitor their comprehension.
3. After this discussion, a video pertaining to Visual Note Taking will be presented
(https://www.youtube.com/watch?v=3X3rzlyaHYs)
4. It will be explained that over the week,students will be developing a visual note page. There
will be very minimal time to do their visual note taker in class; therefore,they must keep updating
their notes outside of class. An example of visual note taken will be visually presented.
Activity B
1. There will be 10 photos posted sporadically throughout the room. These photos are from
moments during the time period of Indian Boarding Schools. They were provided by Montana
Indian Education for All and the Montana Historical Society.
2. Each photo will have one question. The following are examples of questions:
a. Who do you think these people are?
b. When do you think this photo was taken?
c. What do you think the purpose of this photo was?
d. What are they wearing?
e. What is in the background of this photo?
f. What are the people doing in this photo?
g. What do you think the body language and expressions are saying?
h. Do they appear happy, sad,afraid, etc.? Why do you think so?
3. During approximately 15 minutes, students will silently walk throughout the room and answer
the questions from the photos on a separate piece of paper. It will be explained that these are
predictions and there is no wrong answer.

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5. After all photos are rotated through by each student and questions answered,the photos will be
presented on the overhead projector. Class discussion will be developed based on prediction and
confirmation of information related to Indian Boarding Schools.
6. The remainder of class period will be spent on beginning their visual note map with the
information provided today.
Evaluation: Students will be evaluated based on the completion of answering ten questions related to
Indian Boarding School photos. These answers will be in at least one complete sentence.
Day Two: Indian Boarding Schools Articles
Essential Understanding(s):
Essential Understanding 5 There were many federalpolicies put into place throughout American
history that have affected Indian people and still shape who they are today. Many of these
policies conflicted with one another. Much of Indian history can be related through several major
federalpolicy periods.
Essential Understanding 6 History is a story most often related through the subjective experience
of the teller. With the inclusion of more and varied voices, histories are being rediscovered and
revised. History told from an Indian perspective frequently conflicts with the stories mainstream
historians tell.
Objectives:
 Students will discuss selected vocabulary related to the content they will be learning about
within the Indian Boarding Schools unit.
 Students will create an 8-tier foldable that will contain the article title, one sentence,and one
detail related to each article/document.
 Individually, students will write a five minute quick write containing specific information from
the articles related to Indian Boarding Schools that they read during class.
Materials:
 8-10 articles/documents from Montana Historical Society and Indian Education for All
(IEFA)
 Notebook paper
 Pencil
 Projector
 Computer
Instructional Procedure:
1. As an introductory procedure to this Indian Boarding School unit, students will watch a one
minute video titled, “Humanities in a Minute: Indian Boarding Schools.” This video can be found
on YouTube at the following web address: https://www.youtube.com/watch?v=PTm479tr2jo

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2. Next, we will discuss vocabulary usage in relation to Indian Boarding Schools, such as
assimilation, reservation, tribes, etc. Presented on the projector will be a document with specific
words and definitions. This will also be available in documented form within the classroom
throughout the next few weeks for students to refer to.
3. Students will then be instructed to make an 8-tier foldable. Each tier of the foldable will be
used to place the title of the article and 1-2 sentences summarizing the article and one detail from
the article. These foldables will assist students in their final quick write.
4. For the next twenty minutes, students will read a variety of articles related to Indian Boarding
Schools (provided by IEFA) as well as fill out their foldable. Students must be continuously
reading during this time period, as well as reading numerous articles. It will be instructed that
through this reading they will be gaining plenty of new information.
5. After reading is completed, classroom discussion will be conducted. Then students will do a
five minute quick write about the information they learned. This quick write will not be evaluated
based on structure, rather it will be evaluated on content.
6. For the remainder of the class period, students will work on their visual note map.
Evaluation: Students will be evaluated on their five minute quick write that should include specific
information from the articles read in class. Students will also be evaluated on the completion of
the 8-tier foldable with at least once sentence,one detail, and article title within each tier.
Day Three: Mike Jetty Presentation
Essential Understanding(s):
Essential Understanding 1 There is great diversity among the twelve tribal nations of Montana in
their languages, cultures, histories and governments. Each Nation has a distinct and unique
cultural heritage that contributes to modern Montana
Essential Understanding 3 The ideologies of Native traditional beliefs and spirituality persist into
modern day life as tribal cultures, traditions, and languages are still practiced by many American
Indian people and are incorporated into how tribes govern and manage their affairs.
Objective: Students will listen to speaker,Mike Jetty, give a 50 minute presentation on Indian Boarding
Schools.
Instructional Procedure:
1. Students will attend a fifty minute session. During this session, students will listen to Mike
Jetty, Indian Education for All Implementation Advisor, discuss his knowledge of Indian
Boarding Schools and tribal policies, as well as stories from his father’s experience of attending
an Indian Boarding School. Prior to the session, students were to develop one question they
would ask Mike Jetty.

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2. For the 20 minutes of remaining time in each class period, students and teacher will discuss
Mike Jetty’s presentation. Students will write down, on a sticky note, two things they learned and
one question they have. Also, students will use information gained through this presentation to
continue working on their visual note map.
Evaluation: Students will be informally evaluated based on their attentiveness during the presentation, as
well as contribution to discussion related to the presentation.
Day Four: Walk in Others’ Footsteps
Essential Understanding(s):
Essential Understanding 2 There is great diversity among individual American Indians as identity
is developed, defined and redefined by entities, organizations and people. A continuum of Indian
identity, unique to each individual, ranges from assimilated to traditional. There is no generic
American Indian.
Essential Understanding 4 Reservations are lands that have been reserved by the tribes for their
own use through treaties, statutes, and executive orders and were not “given” to them. The
principle that land should be acquired from the Indians only through their consent with treaties
involved three assumptions: I. Both parties to treaties were sovereign powers. II. Indian tribes had
some form of transferable title to the land. III. Acquisition of Indian lands was solely a
government matter not to be left to individual colonists.
Essential Understanding 6 History is a story most often related through the subjective experience
of the teller. With the inclusion of more and varied voices, histories are being rediscovered and
revised. History told from an Indian perspective frequently conflicts with the stories mainstream
historians tell.
Objectives:
 Students will contribute their individual viewpoints related to the comparisons between today’s
educational system and the boarding school educational system through discussion.
 Students will differentiate between today’s educational system and the boarding school
educational system by creating a Venn diagram with at least three points in each section.
Materials:
 Overhead projector
 Computer
 Paper
 Pencil
Instructional Procedure:
1. To begin, students will watch the following scene from "Into the West,"
https://www.youtube.com/watch?v=yfRHqWCz3Zw.

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2. Today’s lesson consists primarily of discussion of elements of Indian Boarding Schools compared
to present school systems. The following are the discussion topics:
a. Ask students, “How far do you live from school?” A Montana map will be shown on the
overhead projector. This map has the Montana reservations represented,as well as a star
on the reservations that had boarding schools. Looking at where Helena is, students
would make an educated guess of where they would have go to boarding school.
However,children were not able to make a choice during the 1800-1900s. Then, a map
will be shown that represents the distance from Montana to Carlisle, Pennsylvania. It will
be explained that although there were boarding schools within Montana, the children did
not have any control of where they were sent.
b. Next, as a class, students will fill out their daily schedule according to designated time
slots. Then, next to it, a daily schedule of a student going to an Indian Boarding School
will be presented. Students will discuss the difference, as well as their reaction to having
to attend school on that basis.
c. Working in groups, students will create a Venn diagram with Traditional Education and
Indian Boarding School education as their basis. Students will turn these diagrams in for
points.
3. If time allows, students will be given time to work on their visual note map. Note, this map is due
the next day; however, it is useful if the students work on it in class due to the available resources
they can refer to.
Evaluation: Students will be evaluated on the completion of the group Venn diagram upon the end of the
class period. The diagram must have at least three points in each section.
Day Five: Professional Learning Community Common Assessment
 Today, students will refer back to the previous unit on Argumentative Essays. They will take a
mandatory common assessment.
 Note: Students visual notes are due today.
Day Six: Senses Description
Objective: Students will write four complete sentences about a designated photo through the perception of
their senses.
Materials:
 Projector
 Computer
 Montana Historical Society "To Learn a New Way" Footlocker
 Paper
 Pencil
Instructional Procedure:
1. Due to the day being Monday, students will be given approximately 15 minutes to independently
read. However,during this independent reading, the designated colored groups will rotate
viewing and interacting with the new arrival of the Montana Historical Society Footlocker. This

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footlocker has artifacts and replicas based from Indian Boarding Schools, books, photos, and
maps.
2. After each group has seen the footlocker items, they will be asked to describe what they observed,
such as the jump suit, bow & arrow, and/or the moccasins.
3. With this description motivational activity, students will then listen to a journal entry from "My
Name is Seepeetza."The specific journal entry describes her family, the residential school, the
punishment, and her emotions. There will be class discussion related to the description used
within this journal entry.
4. Next, students will be asked what the five sense of a human are. With discussing the importance
of senses used to describe, students will view various photos (provided by MHS). When viewing
these photos they are writing descriptive sentences using their senses. However,it is discussed
that they are not to view the photos as a 6th
grade student in 2016; rather, they are to perceive the
photo as the camera man,a student, a teacher,a bird, etc. (i.e. I hear the pain of my mother's cry
as the wind flows by my face).
Evaluation: Student will be evaluated on the completion of the four sentences. These four sentences will
integrate the perception of the photo through the five senses.
Day Seven: "Land ofRed Apples"
Essential Understanding 6 History is a story most often related through the subjective experience of the
teller. With the inclusion of more and varied voices, histories are being rediscovered and revised. History
told from an Indian perspective frequently conflicts with the stories mainstream historians tell.
Objective: Students will read aloud "Land of Red Apples" and then answer four questions consisting of
identifying, evaluating, and synthesizing. The students will write at least one complete sentence for each
question.
Materials:
 Classroom set of "Land of Red Apples"
 Notebook Paper
 Pencil
 "Cheyenne Again"
Instructional Procedure:
1. For an anticipatory set related to description, students will describe to their classmates what they
had for breakfast. They will describe through using their senses.
2. Then, as a class,students will orally read "Land of Red Apples." This autobiography will provide
further information related to boarding schools, as well provide great examples of description.
Throughout the story, discussion will develop related to comprehension and identification of
description usages.
3. Students will answer the following four questions in at least one complete sentence:
a. What do the people on the train do that frightens or upsets Zitkala-Sa?

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b. What do the children expect life in the "red apple country" to be like?
c. How do the children feel before their journey? How do they feelafter their journey ends?
Explain.
d. Does the school seem to be a pleasant place? Explain.
4. After approximately 10 minutes of answering questions, students will be further instructed to
complete these questions as homework.
5. For students to further understand description, as well as the American Indian tradition of
storytelling, the teacher will orally read "Cheyenne Again" to students.
Evaluation: Students will be evaluated on their complete sentence(s) answers to the four comprehension
questions about "Land of Red Apples."
Day Eight: Letter Home
Objective: Students will write at least a six sentence letter home from the perspective of an American
Indian student attending a boarding school in the late 1800s. The letter will include at least three details
related to the food, physical layout, and emotionality of the student.
Materials:
 Large Notecards
 Pencil
 Colored Pencils
 Notebook Paper
Instructional Procedure:
1. Students will be instructed that they are to write a letter to someone of their choice. In this letter,
they must include the following:
a. Write in the perspective of an American Indian student attending a boarding school in the
late 1800s
b. Have at least six complete sentences
c. Include details and information related to Indian Boarding Schools that they have learned
over the past week,such as food they were served,work they did, the daily schedule, the
exclusion of the native language, etc.
d. A drawing depicting the boarding school
e. Complete addressed postcard format
2. Also, students will be allowed to use resources,such as articles and books that we have
previewed throughout the lessons.
Evaluation: Students will be evaluated on the completion of their letter consisting of six complete
sentences,three specific details, and a detailed drawing.
Day Nine: Poetry Introduction
Objective: Students will listen and interact during direct instruction pertaining to figurative language and
poetic devices.

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Materials:
 PowerPoint
 Projector
 Computer
 Kahoot Account
Instructional Procedure:
1. Throughout the class period, students will listen and interact during a direct instruction lecture
about figurative language and poetic devices. This lecture will be orally instructed supported by
the visual aid of the PowerPoint presentation. It will be implied that students are to attentively
listen and answer questions throughout the lecture. With this attentiveness and engagement,
students will be prepared to take a Kahoot quiz based off poetic elements, devices, and figurative
language.
Evaluation: Students will be indirectly evaluated through teacher observation based on their engagement
throughout the class period in relation to attentiveness, engagement, and respect.
Day Ten: Poetry Stations
Objectives:
 Students will write and read poems during the rotation of poetry stations that consist of virtual
interaction poetry and tangible poetry textbooks.
 Students will find at least 6 poetic devices in at least three different poems.
Materials:
 Chromebooks/student
 An array of poetry textbooks (approx. 5 Native American Poetry Books)
 Poetry Scavenger Hunt Worksheet
 Poetic Devices Handout
 Headphones
Instructional Procedures:
1. Students will be separated into two groups according to teacher instruction. Students desks have
specific colors on the upper right hand corner; therefore,it may be useful to use these colors to
coordinate equal grouping size.
2. Once separated,the teacher will give the instructions related to the two stations.
a. Station One: Prior to class,students were sent the following website link via e-mail:
http://interactivesites.weebly.com/poetry.html. Within this website, students are to
explore poetry, write poetry, and listen to poetry.
b. Station Two: Students are provided with a Poetic Device Handout and Poetry Scavenger
Hunt Worksheet. With these two resources,students will read numerous poems provided
by the chosen textbooks. The students must find each of the poetic elements within at
least three different poems. They are to write the example, title of the poem, author, and

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page number on the Poetry Scavenger Hunt Worksheet. Note,students may use a
separate piece of paper to allow for more writing room.
3. Students will be given approximately 15 minutes at each station. Students may not be able to
complete the entirety of the Scavenger Hunt Worksheet; however, attempt to complete the entire
Worksheet. But also remember, quality over quantity.
Evaluation: Students will be evaluated on the finding and identifying of at least six poetic devices from
three different poems.
Day Eleven: Pi Poetry
Objective: Students will write a Pi Poem consisting of at least one poetic device.
Materials:
 Notebook Paper
 Pencil
 Projector
 Poetry Portfolio Handout
Instructional Procedures:
1. To begin, the students will be given instructions related to their Poetry Portfolio. This portfolio
consists of writing at least six designated poems, while also integrating poetic devices. The
students will have a week and a half to complete this. There will be class time to complete the
poems, but students will also have to compose poems outside of class.
2. As an informal introduction to writing poetry for the portfolio, the students are going to write a Pi
Poem. This poem is in relation to the present day, March 14. The poem is 8 lines long and
consists of specific instructions related to the designated amount of words on each line. The
students will be given an example of a Pi Poem.
3. In relation to Indian Boarding Schools, we will discuss how many American Indian student's
memories of their culture and traditions were diminished after being separated from their family
for years. Therefore,in connection, students are to relate their Pi Poem to a memory and/or an
event they recall.
Evaluation: Students will be evaluated on their completion of the PiPoem, as well as the implementation
of the designated format of the poem. Also, students must have at least one poetic device within their
poem.
Day Twelve: Narrative Pyramid
Objective: Students will write an eight line poem fitting the format of the Narrative Pyramid about a book
they have read.
Materials:

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 Jim Thorpe’s Bright Path
 Notebook Paper
 Pencil
 Construction Paper
 Colored Pencils/Marker
Instructional Procedure:
1. To begin, students will listen to Jim Thorpe’s Bright Path. This story is about Jim Thorpe, an
American Indian who attended Indian Boarding Schools. In this story, it addresses the loss of
family, the cherishing of traditions, and the success of an athlete.
2. After reading the picture book, students will create a Narrative Pyramid through class discussion.
This type of poem addresses characteristics,setting, and plot.
3. When students understand the concept of a Narrative Pyramid poem through this practice, they
will be instructed that they are to write their own Narrative Pyramid poem about a book they have
read.
4. First, students will write their poem on a notebook paper. After the completion, the teacher will
proofread to check for spelling errors and provide constructive criticism.
5. Once given the permission to move forward, students will write their poem on a folded piece of
construction paper. The construction paper will be folded in the shape of a book. From there,
student will write their poem inside the folded paper. On the outside, they will create their own
book cover relating to the book they are doing their poem on.
Evaluation: Students will be evaluated based on their quality of the Narrative Pyramid poem consisting of
the creativity of the book cover, completion of the designated format of the poem, and the quality of the
writing within the poem.
Day Thirteen: Family Poem
Objective: Students will write a 13-line Family Poem following the designated format. Their poem will
contain at least one poetic device.
Materials:
 Birthright: Born to Poetry (Provided by OPI)
 Sweetgrass Basket
 Notebook paper
 Colored Pencils/Markers
 Pencils
 Printer Paper
Instructional Procedure:
1. Class will begin with students beginning to read Sweetgrass Basket. This book is written in
prose and consists of two different points of views. The plot relates to two sisters attending an

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Indian Boarding School. Within the story, the sisters understand the influence of separation
from family.
2. Given approximately ten minutes to begin reading the book, students will develop an
understanding of prose poetry, as well as the theme within the book.
3. The students will discuss key events that they read, connections they had pertaining to their
background knowledge related to Indian Boarding Schools, and the impact of separation.
4. The class will discuss the elements of a family, such as a brother, sister, pet, etc. With this,
the class will orally listen to the teacher read the following poems provided by internet
sources,as well as OPI:
i. “Ode to Family”
ii. “Sisters & Brothers”
iii. “You, You Missed Me”
iv. “This is Just to Say”
5. After discussing elements of the poems, such as theme, meaning, poetic elements, etc.,the
teacher will introduce how to write the Family Poem.
6. The students will spend the remainder of the class period composing a rough draft of their
Family Poem, as well as begin the final draft. Also, students have to incorporate at least one
poetic device within their poem. The importance of spelling, meaning, and quality are very
important in the composition of this poem.
Evaluation: Students will be evaluated on the completion of the Family Poem, which should include, but
is not limited to, one poetic device, no spelling errors, depiction of emotion and meaning, and overall
quality.
Day Fourteen: “I Am” Poem
Objective: Students will compose an “I Am” poem following the provided format that includes three
stanzas. Within this poem, the students must include at least one poetic device, have no spelling errors,
and integrate creativity within the quality of the poem.
Materials:
 Sweetgrass Basket
 Birthright: Born to Poetry- A Collection of Montana Indian Poetry
 Good Hair by Sherman Alexie
 Google Chromebooks
 Internet
 Projector
Instructional Procedure:
1. Using a Thesaurus and a Characteristic Trait list, students will write down at least three
words describing their identity. (While students are reading and discussing the poems, the
teacher will create a Word Collage using an online resource).
2. After the identification of their own identify, we will discuss how when attending Indian
Boarding Schools, many students lost their identity or their identity was transformed.

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3. To initiate the connection between identity and Indian Boarding Schools, students will read a
specific page from Sweetgrass Basket, Good Hair by Sherman Alexie, and I, Too by
Langston Hughes. Students will be placed in groups to read specific poems. They will be
instructed to discuss the following questions:
i. Who is speaking in the poem?
ii. What are examples of poetic devices?
iii. What is the meaning of the poem? Literal or Figurative.
iv. Why was this poem written?
4. These various poems will allow students to make a connection related to identity, identify
poetic devices, and make inferences about the poem meaning.
5. Students will then be asked to provide words describing the identity of students attending
Indian Boarding Schools. These words will be written on the white board.
6. Students will then look at the comparisons between the two lists of identity words.
7. Transitioning to writing a poem related to identity, students will be instructed to go to the
following website: http://oakdome.com/k5/lesson-plans/word/i-am-poem.php
8. At this website, students will be given further information related to how to construct this
poem. A reminder that this poem needs to have at least one poetic device (simile, metaphor,
hyperbole, alliteration, etc.). An example will also be provided.
9. For the remainder of class, students will compose their “I Am” Poem. If students do not
complete this poem in class, it will be issued as homework. Note, students will need to create
their poem and save it in a Word Document file.
Evaluation: Students will be evaluated on the completion of the three stanzas “I Am” Poem that will
consist of at least one poetic device, no spelling errors,and quality poetic creativity.
Day Fifteen: Future Life Poem
Objectives:
 Students will read sections from Sweetgrass Basket and discuss the relevance of future pertaining
to the two sisters.
 Students will write a Future Life Poem.
Materials:
 Sweetgrass Basket
 Chromebooks
Instructional Procedure:
1. Students will i-read from Sweetgrass Basket for approximately 12 minutes. After the 12 minutes,
the class will discuss events that occurred in their reading.
2. Next, students will read pages 127-145. This section is in the point of view of Mattie who has ran
away from the Boarding School because she was on the verge of getting in trouble from
apparently stealing from one of her teachers. In discussion, talk about her future.

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3. Students will then read pages 224-226. This section is in the point of view of Sarah. It is revealed
in this section that Mattie, her sister, has died. Discuss what the future of Mattie is, as well as the
future of Sarah.
4. Overall, discuss how Indian Boarding Schools played a prominent role in the future of Indian
students.
5. Then, students will begin typing their Future Poem on their Chromebooks. The format and
example are in the e-mail sent out previously. Focus on students grasping the idea of them being
able to have a future pertaining to careers,prominent events,life choices, etc.
Evaluation: Students will be evaluated on the informal observation of their participation in the class
discussion. Students will also be evaluated on the quality completion of the Future Poem.