Education Indian Em H MSB or ©& D © JlLto^^3-^*V Model Teaching Unit Language Arts - Middle School Level For Marlene Car veil's Sweetgrass Basket Montana 371.3028 St Office ofPublic Instruction DeniseJuneau,StateSuperintendent MODEL opi.mt.gov 2010 MontanaStaleUbratv lllllll 3 0864 1005 8915 2 Model Teaching Unit - Language Arts - Middle School Level For Sweetgrass Basket By Marlene Carvell Unit written by Michael Munson-Lenz and Debra Westrom Published bythe Montana Office ofPublic Instruction 2010 fc. . /"t",) Indian Education \f MontanaOfficeofPublic Instruction DeniseJuneau,Superintendent fc Model Teaching Unit Language Arts Middle School Level for Marlene Carvell's Sweetgrass Basket Unit Written by Michael Munson-Lenz and Debra Westrom Anchor Text Carvell, M. Sweetgrass Basket. New York: Dutton Children's Books. 2005. Fast Facts Genre Poetry SuggestedGrade Level 7 (can be modified for 5th-8,h grade classes) Tribe (s) Mohawk U.S.-Canadian border, upstate New York and Carlisle Indian School, Place Southern Pennsylvania Time 1879-1918 About the Author and Illustrator Marlene Carvell earned a Master of Fine Arts degree from the University ofTexas at Austin. Her career has consisted ofteaching at both secondary and post-secondary levels. In addition to teaching, Carvell has authored Who Will TellMy Brother?, Sweetgrass Basket, and Caught Between the Pages. Carvell's publications have earned nominations and awards from the International Reading Association, the Young Adult Library Services Association, the Jane Addams Peace Award, the American Library Association, and many others. Ms. Carvell currently lives with her husband and has recently retired from DeniseJuneau,Superintendent • Montana Office ofPublic Instruction *www.opi.mt.gov teaching English at a high-school in New York State. The above information can be found on the book jacket and the Marlene Carvell website (http://www.marlenecarvell.com/index.html). Text Summary Carvell uses prose poetry in alternating voices to illustrate the stories oftwo Mohawk sisters. Mattie and Sarah are sent to Carlisle, an off-reservation boarding school where intimidation, corporal punishment, and domestic training are used to assimilate students from theirtraditions into mainstream America. The sisters' love and protection ofculture, memories, family, friends and one another, through this demoralizing experience create an extraordinary novel. Materials 1 copy per student- Sweetgrass Basket Unit Pre-Test Chalkboard, Whiteboard, SMART Board, or Projector Several sticky notes for each student Studentjournals- A plain lined-paper notebook with student-labeled dates specific to each journal entry works well. 1-3 copies for class-Awayfrom Home:American Indian BoardingSchoolExperiences Presentation Log 3 copies of per student- Character Map Thought Organizer 1 copy ofeach per student- Character Maps forSelf, Shi-Shi-Etko, Mattie, and Sarah Optional- Individual student access to a computer (lab situation is best) 1 copy per student- Sweetgrass Basket Group Act-It-Outs handout/rubrics 1 copy per student- Sweetgrass Basket Final Project handout/rubric 1 copy per student- Sweetgrass Basket Unit Post-Test Implementation Level, Essential Understandings and MT Content Standards " ImplementationLevels Essential Understandings- BigIdeas MontanaContentStandards 1-Thereisgreatdiversity 4-Tribesreservedaportionof Communication Technology 1 betweentribes. theirland-basethrough Arts 1.5,2.1,2.2,2.3, treaties. 1.3,1.5,1.7,2.5, 2.4,2.2,3.5,4.1 2.6,2.7,2.8,2.9, 2-Thereisgreatdiversity 5-Historyistoldfrom 2.10,2.11,2.13, 3 Transformative X betweenindividualswithin X subjectiveexperienceand 2.14,3.1,3.2, anytribe. perspective. 3.5,3.6,5.1,5.3, 5.6,5.13 6-FederalIndianpolicies SocialStudies WorldLanguages 2 Additive X shiftedthroughsevenmajor 3-ldeologies,traditions, 1.1,1.3,2.6,3.1, 6.2,7.1,7.4,8.1 periods. beliefs,andspirituality 3.4,4.1,4.4,4.6, continuethroughasystem 4.7,6.1,6.2,6.5 oforaltraditions. 7-Threeformsofsovereignty 1 Contributions existintheUS-federal,state, &tribal. LearningTargets listen attentively. I work effectively and respectfully in a small group. I make and explain inferences and conclusions using details and connections between multiple I sources related to boarding school experiences. compare and contrast important print/non-print information with one another and my existing I knowledge to draw conclusions and to relate to boarding school experiences. interpret and provide oral and written responses to ideas and feelings generated by Sweetgrass I Basketand the other sources that used and am able to compare my responses with my peers. I I demonstrate understanding of and analyze literary elements such as character and plot. I ask questions, check my inferences, and summarize information prior, to during and after reading I and viewing the sources related to boarding school experiences. make connections, explain relationships between, and integrate similar information from the sources I related to the boarding school experiences. identify cultural perspectives including those ofthe American Indians, People ofthe First Nations, I and Indigenous Peoples ofAustralia. respond to sources related to boarding school experiences on the basis of personal insights and I respect the different responses ofmy classmates through a blogging experience. create and share responses to sources related to boarding school experiences through the I application oftechnology and performing arts. share information in appropriate ways for intended audiences. I summarize major issues, such as boarding school experiences affecting the history, culture, tribal I sovereignty, and current status ofthe American Indian tribes of Montana and the United States. Companion Resources Archuleta, M. L, Child, B. J, & Lomawaima, K. T. Awayfrom Home:American Indian BoardingSchool Experiences, 1879-2001. Phoenix: Heard Museum. 2000. Campbell, N. I. Shi-Shi-Etko. Toronto, Canada: House ofAnansi Press. 2005. Noyce, P. (Producer), Olsen, C. (Producer), Winter, J. (Producer) & Noyce, P. (Director). RabbitProofFence [Motion picture]. Australia: Miramax Films. 2002. Day by Day Plan - Steps Optionsfor TeachingSweetgrass Basket • Consider inviting your school librarian team with you on this project. Especially note Day Two- Building Background Knowledge Workshop. • This unit is designed to incorporate the following resources: Awayfrom Home:American Indian BoardingSchool Experiences; Shi-Shi-Etko; Rabbit ProofFence. However, educators who do not have access to them are encouraged to explore the day-by-day lessons and utilize those aspects that are appropriate fortheir classrooms. DayOne- Pre-Test, ReadShi-Shi-Etko & Exit Ticket 1. Pass out the Sweetgrass Basket Unit Pre-Test. It is attached at the end ofthe unit plan. Instruct students to complete the questions the best they can. Remind them that this is a pre-test and the results will help you and your students understand how their understandings have changed throughoutthe unit. Collect the pre-tests. 2. IntroduceShi-Shi-Etko by explaining that Shi-Shi-Etko is a young girl who lives in Canada. Explain that she is leavingto attend a Residential School. Ask ifanyone knows what a Residential School is. Help students make a connection to the synonymous term Boarding School, commonly used in the United States. Explain that the Indian Boarding Schools that are being examined throughout the unit are historical. Explain that the first Indian boarding school in America began in 1879. Explain that boarding schools still exist in America and throughout the world today. Help them understand there are many types of boarding schools and that today, people often choose to attend them. 3. Introduce the book, author and illustrator ofShi-Shi-Etko. Do not read the Author's Note opposite ofthe copyright page. Read the entire Shi-Shi-Etko story aloud. 4. Upon completion ofthe story, explain that students must complete their "ExitTicket" assignments before they may leave the class. You may write the following assignment on the board, in a PowerPoint presentation, in a SMART Notebook page, orwhereveryou would like. Ifyou choose one ofthese options, have students use a piece oftheir own paperto complete the assignment. Your "ExitTicket" fortoday is to: A. Tell one thing you learned today, in a complete sentence. B. Ifyou think back to Shi-Shi-Etko, what is something that stands outto TeacherTip: Suggestionsfor quick you? Explain. formative assessment are located C. What is one question from the pre-test that you directly undercollection ofitems didn't know but hope to throughoutthe curriculum. They are learn more about? often labeled as seen on the left. Ifyou find that students are not meetingthe D. Extra Credit- Any otherthoughts, feelings, expectations ofthe assessment, it is a hopes, etc. good idea to re-teach the concept(s). In 5. Collect Exit Tickets as students are dismissed. addition, use yourown discretion S Assessment- Today's Exit Tickets can be regarding assessment ofusage of assessed quickly by looking (and awarding points) complete sentencesthroughoutthe unit for students' responses to the three questions based on students' developmental and above. performance levels. Day Two- Building BackgroundKnowledge Workshop 1. Organize the room so that students can complete the two tasks listed below. Teacher Tip:Students are required to 2. When class begins, explain that the class is going to Acpopmrpolpertieatseevreroaolmtaasrkrsadnugreimnegntthiasndday. participate in the first day of a three day Building extra adult assistance may be very Background Knowledge Workshop. helpful to ensure studentsuccess. One 3. Display and go over the following information. suggestion istoset up stations in the Students will need to use theirjournals and sticky library and askthe librarian to assist as notes to complete the fourtasks. needed. Students can move through a A. Choose and label (with a sticky note) a page rotation aboutevery 10 minutesto from Awayfrom Home:American Indian completethe specifictasksfound at Boarding SchoolExperiences. This can be eachtable. It is importantthat students aresilentto ensure all students have equal opportunityto do theirbest work at each station. anything that you find interesting. Tomorrow you will share what your selection is, why you picked it, how it relates to Indian Boarding Schools, and any other reactions you have to your selection. B. Spend time with a partner or a small group exploring the information related to Boarding Schools and the Interactive Map found at http://www.pbs.org/indiancountrv/history/interactive map.html . C. You will have eight to ten minutes ofsilence to read and view as many ofthe articles and images at yourtable as you can (those items can be selected and printed from sources found in the Bibliography). At the end ofthe ten minutes, you must select two articles, keeping in mind, the questions from the pre-test, and highlight anything that is meaningful to you, as well as answers to those questions. You will be expected to share these in class during our Popcorn Read. D. Choose one or more ofthe articles or images and respond in yourjournal by telling why you chose this piece. What is your reaction to the articles and images you chose to look at? Explain your thoughts, feelings, and anything else you think is important or stands out to you. 4. Provide students the time needed to complete these tasks. Provide students with a method for keeping the articles they have highlighted, such as carrying folders with them. 5. Collect thejournals orjournal entries as an Exit Ticket while students are dismissed. S Assessment- Today's Journal entry can be assessed quickly by looking (and awarding points) to see if students provided their reactions to the artifact they chose to look at. This reaction can provide an insight regarding each student's understanding ofthe selected article. Day Three- Building BackgroundKnowledge Workshop 1. Begin class by explaining that students will be presenting their choices from Awayfrom Home: Teacher Tip: Selectionsfrom Awayfrom American Indian BoardingSchool Experiences. Home:American Indian BoardingSchool Discuss the importance ofand your expectations Experiences can be shared in multiple ways. A for respecting the speaker. Direct students to use teacher maywantto projectthe selections the "Awayfrom Home:American Indian Boarding using a document camera, or PowerPoint School Experiences Presentation Log" to help keep that has been created byscanning students' track oftheir peers' presentations. It is attached selections in. Another method isto make copies and distribute them to students. One at the end ofthe Unit Plan. Instruct them to write final option isto have each student locate each student's name on the corresponding line as their selection in the book and have them they present. You may expand the worksheet to hold it up asthey present. include the appropriate number ofentries by duplicating the worksheet as needed. 2. Display and go over the following information: Today, you will present yourAwayfrom Home choices, be sure to share: A. What your selection is; B. Why you picked it; C. How it relates to Indian Boarding Schools; D. Any other reactions you have to your selection. E. You may refer backto the book ifyou need to. 3. Begin and continue presentations until every student has presented. / Assessment- Today's presentation can be assessed based on the following criteria. Pay particular attention to the third item, which demonstrates student understanding ofthe selection as he/she presents. Did he/she share: What his/her selection was; i. Why he/she chose ii. it; iii. How it relates to Indian Boarding Schools; iv. Any other reactions he/she had to the selection. DayFour- BuildingBackgroundKnowledge Workshop 1. Instruct students to retrieve the articles they highlighted forthe Popcorn Read. 2. Display, discuss and emphasize the following instructions for the Popcorn Read. Popcorn Read A. The room will be silent except for the one person talking. We B. will get in a circle to begin. C. One person will begin by reading a piece of information, or quote, that stands out to him/her. D. There is no certain order, so each student should try to find a connection to what was said and read the piece of information, or quote, that stands out to him/her at the time that he/she feels is important. Every student should read at least one time. E. It is ok to repeat a phrase ifit is something the student thinks is important as well. 3. Begin the Popcorn Read with a piece that you as the teacherwould like to share. Continue the Popcorn Read until each student has shared as many times as you think is appropriate. 4. Upon completion ofthe Popcorn Read Activity, have students respond to the questions "A" - "H" in theirjournals, in complete sentences: A. What was the experience ofthe Popcorn Read like? B. What new ideas and feelings did you gain from the experience? Describe these in the best detail possible. C. Explain the connections and relationships you were able to make as a result ofthe Popcorn Read? D. How did highlighting key points help you? E. How did it help to hearwhat others read aloud? F. What was it like to tryto connect to what other people think is important? G. Explain the new understandings that you gained from the experience? S Assessment-Today's Popcorn Read can be assessed in two ways: Based on the discussion, participation throughout the discussion encourages i. students to take part in a very meaningful experience when otherwise unlikely to do so. One wayto do this is to record that each student has shared a specific number of times. ii. Based on students' journal entries, questions B and C can provide an understanding of students' progression. DayFive- Inferencesbetween Shi-Shi-Etko andSweetgrass Basket 1. Begin class by teaching students what an Inference is. One wayyou can do this is by displaying the following information and discussing it with them. Inferences An inference (sort of prediction) is your ability to use facts and details to discover unstated meanings and ideas about what you are reading or looking at. For example, you can make inferences about a character's: personality traits, feelings, interactions with others, conflicts, motivation, decisions, outcomes, etc. After you make an inference you read/learn more to determine whether your inference was correct/incorrect and learn more. 2. Ensure student understanding of inference by providing examples such as the following: Within many Cinderella stories, the main character is a girl whose family forces herto work, perform unpleasant tasks, and she has poor clothing and difficult living circumstances. Ifyou were to stop at some point throughout the middle ofthese stories, what would you infer about Cinderella's outcome? (You might infer that her hard work, dedication, tolerance and kindness would be rewarded and that she would live happily- ever-after.) Why might you make these inferences? (You might make these inferences because Folk Tales, such as Cinderella and the otherversions from around the world are Traditional Stories. As a rule, Traditional Stories and Folk Tales exist to teach lessons. Therefore, goodness is almost always rewarded and evil is almost always punished. Note: Point out to students, however, that Shi-Shi-Etko and Sweetgrass Basket are not Traditional/Folk Tale Stories; therefore, students should make inferences based not on a formula but on the students perception ofthe information in the story. Hold ordisplay Sweetgrass Basketand Shi-Shi-Etko for students to see. Ask students to make inferences about the relationships between Shi-Shi-Etko and Sweetgrass Basket. Provide a minute for students to record their inferences in theirjournals. Provide a minute for students to share their inferences with a partner or person who sits nearthem. Then, ask the class to come back together. Ask students to volunteertheir inferences. Discuss them. 3. Read the introduction ofShi-Shi-Etko that Nicola I. Campbell has written for her readers. It is located on the facing page ofthe copyright information. 4. Introduce Sweetgrass Basket and Marlene Carvell. There is wonderful information on the inside ofthe bookjacket, ifyou have hard back copies. Also, be sure to read the Author's Acknowledgements, Author's Note and go over the pronunciation key that are at the beginning ofthe book. Emphasize that Sweetgrass Basket is a story about two Mohawk sisters who were sent to a Residential or "Boarding School" in the United States. 5. Pass out the Character Map and Character Map Thought Organizer for Shi-Shi-Etko. They are attached at the end ofthe unit plan. 6. Re-read Shi-Shi-Etko aloud. Have students record theirthoughts on the Character Map Thought Organizer for Shi-Shi-Etko. 7. Ask students to record the inferences they have at this point in their journals Ask them to . reflect on the differences between their original inferences and those that theyjust made. Have them respond in theirjournals by answering the following questions: A. How have your inferences about the relationships between Shi-Shi-Etko and Sweetgrass Basketchanged? Provide details that support your response. B. How are they similar? Provide details that support your response. C. Why do you think Shi-Shi-Etko and Sweetgrass Basket have been chosen for you to study? J Assessment- Today's Journal entry can be assessed quickly by checking (and awarding points) students' understanding of Inference. In addition, it would be good to assess how students are at comparing and contrasting the information, in the first and second questions. Finally, students can be assessed on how they draw conclusions in the final question. DaySix-Shi-Shi-Etko CharacterMapping, Readpp. 1-10, CharacterMap Entrance Tickets