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Native American Focus- Ojibway Tribe Study

This workbook introduces the Ojibway tribe from the Mid-West region of the United States. Students will analyze characters, explore unknown words, and complete chapter analysis in The Birchbark House.

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Native American Focus- Ojibway Tribe Study

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  1. Monday, October 28, 2013 Who found out the moon phase? How many words can you unscramble? Waning Crescent 8:10 – 8:30

  2. Class Novel Introduction 8:30 – 9:30

  3. Introduce Class Novel Workbook Group 1 – Savanna, Jordan, Dylan Group 2 – Julia, Katie, Ethan Group 3 – Olivia, Ruthie, Matthew Group 4 – Viktoria, Logan, Austin Group 5 – Destiny, Zachary, Anthony Group 6 –Madison, John, Hayden

  4. Class Novel Workbook pg1 Can you look at the map section above and using all three maps, determine what region in the United States, most of the tribe we will study is from?

  5. Read Thanks and Acknowledgments

  6. Hmmm, there are three sections here. How can we be sure everyone in the group participates?

  7. Native American Focus - Ojibway(also called: Ojibwe, Ojibwa, and Chippewa)from an Algonquian word meaning 'puckered,' probably because of the tribe's puckered moccasin style • Region – The Mid-West of the United States (especially Minnesota, Wisconsin and Michigan, and southern Canada) • Housing - birchbark houses called waginogans, or wigwams • Religion -  Chippewa mythology • Clothing - Ojibwa moccasin • Food – wild rice, corn, fishing, small game, and nuts and fruit. 

  8. This page will be for the main character of the story. Each group member will pick a trait and cite evidence to justify trait selected. You will add documentation to this page as the book is read.

  9. Character: ________ by Group Member 1 On this page, each group member will analyze a different character in the story. Using 1/3 of the page, each group member will then follow the directions at the top of the page. Character: ________ by Group Member 2 Character: ________ by Group Member 3

  10. On this page, any unknown words discovered through the novel, or words that need to be clarified, will be written around the tepee. Your words should also be added to our classroom “Vocabulary Tepee.”

  11. This page will be completed at the end of Chapter 4 by one group member. After each section “season” a different group member will complete the appropriate page. For example: Group Member 1 – summer Group Member 2 – autumn Group Member 3 – winter Joint effort - spring – Group member 1 draw character for illustration - Group member 2 draw setting for illustration - Group member 3 color illustration

  12. Workbook Recorder? For example: Group Member 1: Chapters 1,4,7,10,13 Group Member 2: Chapters 2,5,8,11,14 Group Member 3: Chapters 3,6,9,12,Final page • Group will read each chapter and discus and complete the Chapter Analysis page. • Chapters will be divided evenly between group members and then answers will be recorded by the assigned member.

  13. The Birchbark House • Begin Chapter 1 (if needed, finish for homework) **Focus Skill: Inferencing** • NEEBIN (Summer) Chapter 1. The Birchbark House

  14. Restroom Break 9:30 – 9:40

  15. INDEPENDENT READING 9:40 – 10:25

  16. Making Meaning – Questioning – Expository Text! Partner up and Meet at the Carpet Today we will discuss another book I will read. Your job is to focus on explaining your thinking clearly to your partner. We will report at the end of the lesson. 10:25 – 10:45

  17. During the past few weeks we have been exploring a kind of nonfiction called expository text. In the next two weeks we will use expository text to learn about some of the worlds

  18. This book tells about seven of the largest members of the cat family: tigers, lions, leopards, jaguars, pumas, cheetahs, and snow leopards. Let’s list these “big cats” on a chart! Big Cats Tigers Lions Leopards Jaguars Pumas Cheetahs Snow leopards

  19. I will read this book in sections, and we’ll find out some similarities and differences among the big cats.

  20. Class Discussion • What do you think you know about big cats? • Based on what you think you know, what do you wonder about big cats? We’ll record a few “I wonder” statements on a chart and add some more as we read. Things We Wonder About Big Cats

  21. (students listen to page 4) Vocabulary to listen for in the article… • grace - beauty of movement

  22. After listening to page 4… • Think – Pair – Share • Which “I wonder” statements have been discussed in the reading so far? • What else do you wonder? • (listen to page 5 & 6)

  23. (students listen to pages 5 & 6) Vocabulary to listen for in the article… - tame; not wild • domestic • temperate climates - mild climates

  24. After listening to pages 5 & 6… • Think – Pair – Share • Which “I wonder” statements have been discussed in the reading so far? • What else do you wonder? • (listen to pages 7-10)

  25. (students listen to pages 7-11) Vocabulary to listen for in the article… • canine teeth • retracted • sheaths - Sharply pointed teeth on either side of the front teeth - drawn in - protective coverings

  26. After listening to pages 7 - 11… • Think – Pair – Share • Which “I wonder” statements have been discussed in the reading so far? • What else do you wonder?

  27. Class Discussion • What did you hear about the similarities among big cats? • How do big cats’ senses help them hunt prey? • Which “I wonder” statements got you thinking today as you listened to the reading? How? • We will read more from Big Cats tomorrow, and you will have another opportunity to think about questions you might have about big cats.

  28. Final Class Discussion • How did you and your partner explain your thinking to each other today? • Were there times you did not understand each other? • What did you do when that happened? How did that happen

  29. Being a Writer 10:45 – 11:30

  30. Partner Conferences • Make a short list of things you want to ask your partner. • Did you come up with these? • I want to ask my partner if she can imagine what’s happening. • I want to ask my partner if he can tell what I learned from what I wrote. • I want to find out whether anything is confusing to my partner.

  31. Reflect on your feedback • What was helpful about the way your partner talked to you today? • What problems, if any, did you have during pair conferences? • What will you do to avoid those problems next time? • What is one thing that your partner told you about your piece? Does this remind you of their feedback?

  32. Editing Time  • Now you will proofread and check for grammatical errors.

  33. Editing • Step 1: Circle any words in your writing that you feel uncertain that they may be spelled correctly.

  34. Writing Resource! • Working with your partner, use the dictionary to look up the words you circled. Correct any that you misspelled. • If a word is not listed in the dictionary, then you may: • Ask your partner • Use the computer

  35. Proofreading for Grammar There Their They’re Go back into your writing and see if you used any of these words. Circle them when you find them.

  36. There Their They’re • These words all sound the same, but they have different meanings. • How do you know whether you’re using the right word in your sentence?

  37. Proofreading Notes Let’s make a Homonym chart!

  38. Proofreading Notes • Remember to use your proofreading bookmark as a checklist of things to pay attention to when you proofread your drafts. • What else is listed on your proofreading bookmark that you will check for in your drafts? • In addition to checking for capital letters at the beginnings of sentences and punctuation at the ends, you should also look for very long sentences that need to be divided into two sentences and super short sentences that would sound better combined with another sentence.

  39. Writing Time • For the next 20 to 30 minutes, please complete the following. • Proofread your draft for spelling and punctuation. • Check correct use of there, their, and they’re. • Check for very long sentences and super short sentences. • If you finish 1-3, then you may trade your paper with another classmate to do a final reading.

  40. Sharing and Reflecting • What corrections did you make when you proofread your draft? • How did you check on words that were not in the dictionary? • Did your proofreading notes help you find any errors? Tell us about them. • Did you rewrite any long sentences? What about super short ones? Read us your original sentence(s) and your revision.

  41. Math Time! 11:30 – 12:00

  42. Math Workbook Page 283

  43. Math Workbook Page 284

  44. Out of Classroom! • 12:00 – 12:45 Activity • 12:45 – 1:15 Lunch • 1:15 – 1:45 Recess

  45. Math Time! 1:45-2:45

  46. Math Workbook Page 285

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