Project GLAD
Hemet Unified School District
CALIFORNIA NATIVE AMERICANS
(Level 4)
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- UNIT THEME: Native Americans of California had a diversity of culture based on: region and natural resources. This in turn affected the social, political, and economic lives they led.
- FOCUS/MOTIVATION:
- observation charts
- inquiry charts
- Big Books
- Poetry chants
- Awards
- Research center
- CLOSURE/ASSESSMENT:
- assessment of learning logs
- process charts
- conference – portfolios
- Expository writing – compare/contrast with a teacher made rubric
- Teacher/student made quizzes
- CONCEPTS:
The diverse lives of the early Californian Native Americans were shaped by their location and natural resources that were available.
- ORAL LANGUAGE/READING/WRITING SKILLS ELA AND ELD
Reading:
1.0Word Analysis, Fluency and Systematic Vocabulary Development
Word Recognition
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1.1Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate spacing, intonation, and expression.
Vocabulary and Concept Development
1.2Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.
1.3Use knowledge of root words to determine the meaning of unknown words within a passage.
1.4Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words.
2.0Students read and understand grade-level
Appropriate material. They draw upon a variety of comprehension strategies as needed. Structural Features of Informational Materials
2.1 Identify structural patterns found in informational
text.
Comprehension and Analysis of Grade-Level
Appropriate Text
2.2 Use appropriate strategies when reading for
different purposes
2.3 Make and confirm predictions about text itself
by using prior knowledge and ideas presented in the
text itself, including illustrations, titles, topic
sentences, important words, and foreshadowing clues.
2.4 Evaluate new information and hypotheses by testing
them against known information and ideas.
2.5 Compare and contrast information on the same topic
after reading several passages or articles.
3.0 Literary Responses and Analysis:
Narrative Analysis of Grade-level Appropriate
Text
3.2 Identify the main events of the plot, their causes,
and the influence of each event on future actions.
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3.3 Use knowledge of the situation and setting and of a
character’s traits and motivations to determine the
causes for the character’s actions.
3.5 Define figurative language and identify its use in
literary works.
Writing:
1.0 Writing Strategies
Organization and Focus
1.2 Create multiple-paragraph compositions
1.3 Use traditional structures for conveying information
Research and Technology
1.5 Quote or paraphrase information sources, citing
them appropriately.
1.6 Locate information in reference texts by using
organizational features
1.7 Use various reference materials as an aid to writing.
1.8 Understand the organization of almanacs, newspaper,
and periodicals and how to use those printed
materials.
Evaluation and Revision
1.10 Edit and revise selected drafts to improve
coherence and progression by adding, deleting,
consolidating, and rearranging text.
2.0 Writing Applications (Genres and Their
Characteristics)
2.1 Write narratives.
2.3 Write information reports
2.4 Write summaries that contain the main ideas of
the reading selection and the most significant
details.
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Written and Oral English Language Conventions:
1.0 Written and Oral English Language Conventions
Sentence Structure
1.1 Use simple and compound sentences in writing and
speaking.
1.2 Combine short, related sentences with appositives,
participial phrases, adjectives, adverbs, and
prepositional phrases.
Grammar
1.3 Identify and use regular and irregular verbs,
adverbs, prepositions, and coordinating
conjunctions in writing and speaking.
Punctuation
1.4 Use of parentheses, commas in direct quotations, and
and apostrophes in the possessive case of nouns and
in contractions.
1.5 Use underlining, quotation marks, or italics to
identify titles of documents.
Capitalization
1.6 Capitalize names of magazines, newspapers, works
of art, musical compositions, organizations, and
the first word in quotations when appropriate.
Spelling
1.7 Spell correctly roots, inflections, suffixes and
prefixes, and syllable constructions.
Listening and Speaking:
1.0 Listening and Speaking Strategies
Comprehension
1.1 Ask thoughtful questions and respond to relevant
questions with appropriate elaboration in oral setting.
1.2 Summarize major ideas and supporting evidence
presented in spoken messages and formal
presentations.
1.3 Identify how language usage reflect regions
and culture.
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1.4 Give precise directions and instructions.
Organization and Delivery of Oral Communication
1.6 Use traditional structures to convey information.
1.7 Emphasize points in a way that help the listener
or viewer to follow important ideas and concepts.
1.8 Use details, examples, anecdotes, or experiences
to explain or clarify information.
1,9 Use volume, pitch, phrasing, pace, modulation, and
gestures appropriately to enhance meaning.
2.0 Speaking Applications (Genres and their
Characteristics)
2.1 Make narrative presentations.
2.2 Make informational presentations.
2.4 Recite brief poems, soliloquies, or dramatic dialogues
using clear diction, tempo, volume, and phrasing.
Listening and Speaking (Grades 3-5 ELD California Standards)
Comprehension
B:Speak with few words/sentences
Answer simple questions with one/two word
response
Retell familiar stories/participates in short
conversations/using gestures
EI:Ask/answer questions using phrases
simple sentences
Restates/execute multi step oral
directions
I:Ask/answer questions using support
elements
Identify key details from stories and
information
EA:Identify main points/support details
from content areas
A:Identify main points/support details
from stories and subject areas
Respond to and use idiomatic expressions
Appropriately
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Comprehension, Organization, and Delivery of Oral
Communication
B:Uses common social greetings
EI:Identify main points of simple conversation/
stories (read aloud)
Communicates basic needs
Recites rhymes/songs/simple stories
I:Speak with Standard English grammatical
forms/sounds
Participates in social conversations by asking
answering questions
Retells stories/share school activities using
vocabulary, descriptive words/paraphrasing
EA:Retells stories including characters, setting,
plot, summary, analysis
Use Standard English grammatical forms
sounds/intonation/pitch
Initiate social conversations by asking and
answering, questions/restates and soliciting
information
Appropriate speaking based on purpose,
audience, subject matter
Ask/answer instructional questions
Use figurative language and idiomatic
expressions
A:Question/restate/paraphrase in social
conversations
Speak/write based on purpose, audience, and
subject matter
Identify main idea, point of view, and fact
fiction in broadcast and print media
Use Standard English grammatical forms
sounds/intonation/pitch
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Reading – Word Analysis
Concepts about Print, Phonemic Awareness,
Decoding, and Word Recognition
B:Recognize familiar phonemes
Recognize sound/symbol relationship
in own writing
EI:Read orally recognizing/producing phonemes
not in primary language
Recognize morphemes in phrases/simple
Sentences
I:Read aloud with correct pronunciation of
most phonemes
Use common morphemes in oral and
Silent reading
EA:Use knowledge of morphemes to derive
meaning from literature/texts in
content areas
A:Use root and affixes to derive meaning
Reading – Fluency and Systematic Vocabulary
Development
Vocabulary and Concept Development
B:Read aloud simple words in stories/games
Respond to social and academic
interactions (simple questions/answers)
Demonstrate comprehension of simple
vocabulary with action
Retell simple stories with drawings,
words, phrases
Uses phrases/single word to communicate
basic needs
EI:Use content vocabulary in discussion/reading
Read simple vocabulary, phrases, and
sentences independently
Uses morphemes, phonics, syntax, to decode
and comprehend words
Recognize and correct grammar, usage, word
choice in speaking or reading aloud
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Read own narrative and expository text
aloud with pacing, intonation, expression
I:Create dictionary of frequently used words
Decode/comprehend meaning of unfamiliar
words in texts
Recognize and correct grammar, usage, word
choice in speaking or reading aloud
Read grade level narrative/expository text
aloud with pacing, intonation, expression
Use content vocabulary in discussions/
reading
Recognize common roots and affixes
EA:Uses morphemes, phonics, syntax, to decode
and comprehend words
Recognize multiple meaning words in content
literature and texts
Use common roots and affixes
Use standard dictionary to find meaning
Recognize analogies and metaphors in
content literature and texts
Use skills/knowledge to achieve independent
reading
Use idioms in discussion and reading
Read complex narrative and expository
texts aloud with pacing, intonation,
expression
A:Apply common roots and affixes knowledge
to vocabulary
Recognize multiple meaning words
Apply academic and social vocabulary
to achieve independent reading
Use idioms analogies, and metaphors in
discussion and reading
Use standard dictionary to find meaning
Read complex narrative and expository
texts aloud with pacing, intonation,
expression
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Reading Comprehension
B:Answer fact questions using one/two word
response
Connect simple text read aloud to personal
experience
Understand and follow one-step directions
Sequence events from stories read aloud
using key words/phrases
Identify main idea using key words/phrases
Identify text features: title/table of
content/chapter heading
EI:Use simple sentences to give details from
simple stories
Connect text to personal experience
Follow simple two-step directions
Identify sequence of text using simple
sentences
Read and identify main ideas to draw
inference
Identify text features: title/table of
content/chapter heading
Identify fact/opinion in grade level text
read aloud to students
I:Orally respond to comprehension questions
about written text
Read text features: titles, table of content,
headings, diagrams, charts, glossaries,
indexes
Identify main idea to make predictions and
support details
Orally describe connections between text
and personal experiences
Follow multi-step directions for classroom
activities
Identify examples of fact/opinion and
cause/effect in literature/content texts
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EA:Give main idea with supporting detail from
grade level text
Generate and respond to text-related
comprehension questions
Describe relationship between text and
personal experience
Identify function of text features: format
diagrams/charts/glossary
Draw conclusions and make inferences
using text resources
Find examples of fact, opinion, inference,
and cause/effect in text
Identify organizational patterns in text:
sequence, chronology
A:Make inferences/generalizations, draw
Conculsions from grade level text resources
Describe main ideas with support detail
From text
Identify patterns in text: compare/contrast
Sequence/cause/effect
Writing Strategies and Applications
Penmanship, Organization, and Focus
B:Write alphabet
Label key parts of common objects
Create simple sentences/phrases
Write brief narratives/stories using
Few standard grammatical forms
EI:Write narratives that include setting
and character
Respond to literature using simple
sentences, drawings, lists, charts
Write paragraphs of at least four
sentences
Write words/simple sentences in content
area
Write friendly letter
Produce independent writing
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I:Narrate sequence of events
Produce independent writing
Use variety of genres in writing
Create paragraph developing
central idea using grammatical
form
Use complex vocabulary and sentences
in all content areas
Write a letter with detailed sentences
EA:Write detailed summary of story
Arrange compositions with organizational
patterns
Independently write responses to
literature
Use complex vocabulary and sentences
in all content areas
Write a persuasive letter with
relevant evidence
Write a multi-paragraph narrative and
expository for content areas
A:Write short narrative for all content areas
Write a persuasive composition
Write narratives that describe setting,
character, objects, events
Write a multi-paragraph narrative and
expository composition
Independently use all steps of writing
process
Writing Conventions
B:Begin own name and sentences with a
capital letter
EI:Begin proper nouns and sentences
with a capital letter
Use period at end of sentence/use
some commas
Edit for basic conventions
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I:Produce independent writing
Use standard word order
EA:Produce independent writing with correct
capitals, punctuation, spelling
Use standard word order
Edit for basic conventions
A:Use complete sentences and correct
order
Use correct parts of speech
Edit for punctuation, capitalization
spelling
Produce writing with command of
standard conventions
Reading Literary response and Analysis
Narative Analysis of Grade Level Appropriate Text
B:One/two word oral responses to factual
comprehension questions
Word/phrase oral response identifying
characters and setting
Distinguish between fiction/non-fiction
Identify fairy tales, folk tale, myth,
legend using lists, charts, tables
EI:Orally answer factual question using
simple sentences
Orally identify main event in plot
Recite simple poems
Orally describe setting of
literature piece
Orally distinguish among poetry, drama,
short story
Orally describe character of a selection
I:Paraphrase responses to text using
expanded vocabulary
Apply knowledge of language to derive
meaning from text
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EA:Describe figurative language (simile,
metaphor, personification)
Distinguish literary connotations
from culture to culture
Identify motives of characters
Describe themes stated directly
Identify speaker/narrator in text
Identify main problem of plot and how
it is resolved
Recognize first and third person in
literary text
A:Describe characteristics of poetry,
drama, fiction/non-fiction
Evaluate author’s use of techniques to
influence the reader
Describe directly stated and implied
themes
Compare/contrast motives of characters
in work of fiction.
VI. SOCIAL STUDIES STANDARDS – Grade 4
4.1Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
3. Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g. water, landforms, vegetation, climate) affect human activity.
5. Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.
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4.2Students describe the social, political, cultural, and
economic life and interactions among people of California
from the pre-Columbian societies to the Spanish mission
and Mexican rancho periods.
- Discuss the major nations of California Indians,
Including their geographic distribution, economic activities, legends, and religious beliefs: and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and the use of sea resources.
VII. SCIENCE STANDARDS – Grade 4
Investigation and Experimentation
Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding
this concept, and to address the content the other three
strands, students should develop their own questions and
perform investigations. Students will:
- Formulate and justify predictions based on cause-and-effect relationships
VIII. VOCABULARY
head dresspotterycelebrationsacorn
gamestradedancetrap
traditionsrock paintingnetdye
huntinggatheringtomoltools
deer skinsalmonharvesttule
settlementsreligionbasketPomo
reservationsshamanirrigationregion
sweat housetattooshelter
loyaltyceremoniescultures
asphaltominousancestors
artifactsarchaeologyresources
diversityloin clothelevation
granariesphysicianChumash
CahuillaYokutesShasta
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IX. RESOURCES AND MATERIALS – Teacher
* National Geographic
* May 2004, “Great Plains”
* September 2004, “American Indians”
* June 1994, “Pow Wow”
* July 1990, “Salmon”
* Open Court Reading, 2002
* Adventures in Time and Place, McGraw-Hill, 2000
RESOURCES AND MATERIALS – Fiction
* Girl Who Loved Wild Horses, Paul Goble
* RainbowBridge, Audrey Wood and Robert Florczak
* The Sugar Bear Story, Ernestine Ygnacio-Desoto/Mary Yee
* The Legend of the Indian Paintbrush, Tomie dePaola
* The Legend of the Bluebonnet, Tomie dePaola
* The Rough Face Girl, Rafe Martin
RESOURCES AND MATERIALS – Non-fiction
* The Chumash (New True Book), Jill Duvall
* California Indian Fact Cards, ToucanValley Publication, 1996
* Tribes of Native America – Chumash, Marla Felkins Ryan
* Indians (New True Book), Children’s Press, 1982
TECHNOLOGY
* Google advanced search
Project GLAD
California Native Americans
Level 4
UNIT PLANNING PAGES
I.FOCUS/MOTIVATION
* Cognitive Content Dictionary with Signal Word
* Big Book
* Observation Charts
* Inquiry Charts
* Realia
* Awards
* Personal interaction
II.INPUT
* pictorial – Life of Chumash
* Narrative – RainbowBridge
* Graphic Organizer – Four region of California
* Read aloud
* United States map
III.GUIDED ORAL PRACTICE
* T-graph/team points
* Picture files – observe, classify, categorize, label – why?
* Poetry
- Chumash here/there
- I know a Native American
- Chumash Sound-off
- Regions- Yes Ma’am
- BUGALOO
* Sentence Patterning chart (Farmer-in-the-Dell)
* Expert groups – Chumash
* Team Tasks
* Process grid
* Personal interactions
* Oral book sharing
PLANNING PAGE
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IV.READING/WRITING
A.TOTAL CLASS
* coop strip with responding, revising, and editing
* Poetry Frame and Flip Chant
* Narrative – Story Map
B.FLEXIBLE GROUP
* Team tasks
- Mind Map-Process Grid- picture
- Personal CCD- Flip Chant- labeling of charts
- Strip Book- Poem
- Narrative- Expository Paragraph
* ELD Review