1. Native Americans4th GradeFive Day Unit http://www.denacwilliams.com/technologyresources.htm

3. Group two- You are the tribe “Mohawk”!

4. Group three- You are the tribe “Oneida”!

5. Group four- You are the tribe “Seneca”!

7. 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 Cinderellaand 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.

8. Lesson Plan Continued Assessment: 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.

9. New York State Standards Social 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.

10. NYS Standards Continued Technology 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.

11. The Rough-Face Girl Let’s read !!!!!

12. Let’s Compare and Contrast The Rough-Faced Girl Cinderella How are they alike?

13. Let’s Compare and Contrast Again!!How was life then different than now?Example: Homes, clothes, food, ect. Then Now

14. 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. Objectives Students, 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?

15. Lesson Plan Continued Step By Step Procedures Students will read in their textbooks and online the importance of Native American drums. Teacher and students will have a class discussion on the importance of these drums to the Native American culture. Students will then, within their groups, discuss something of importance to them and why it is important. Students will then complete a drum of their own based on what they have learned about drums.

16. Lesson Plan Continued Assessment: 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.

17. New York State Standards Social 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. 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.

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

19. 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. Source: http://www.drstandley.com/nativeamerican_drumming_circles.shtml

20. 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 this However, with your own creative style! Click here, can you make this rhythm? 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

21. Lesson PlanDay 3 Goal/ Objectives Students 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.

22. Lesson Plan Continued Assessment 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.

23. New York State Standards Social 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. 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.

24. 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.

25. 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 Americans You will search the internet to find what you would like to draw When you turn your computer on go to the Next, click on the address box at the top of the page You 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/

27. 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!!

28. Lesson PlanDay 4 Goals/Objectives Students 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.

29. Lesson Plan Continued Assessment 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.

30. New York State Standards Social 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.

31. 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.

32. 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.

33. 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.

34. New York State Standards Social 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. 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.

35. Watch to Learn As you watch this video please answer the following questions Describe 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