Curriculum / ELA / 3rd Grade / Unit 6: Honoring Indigenous Peoples / Lesson 13
ELA
Unit 6
3rd Grade
Lesson 13 of 18
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Explain the challenges Wilma and her family faced and what Wilma learned from the challenges.
Book: Native Women of Courage by Kelly Fournel pp. 35 – 39 — Stop at "Wilma had two daughters"
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What challenges did Wilma face as a child? What did she learn from the challenges? Make sure to include two specific challenges in your answer.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
What was life like for Wilma's family at Mankiller Flats?
Why did Wilma’s family decide to move to California? How was life in California different from life in Oklahoma?
What was the Trail of Tears? Why did Wilma say that she could identify with the people who were impacted by the Trail of Tears?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
activist
n.
(p. 35)
a person who uses or supports strong actions to make political or social change
integrity
the quality of being honest and fair
minority
(p. 37)
the group that is the smaller part of a larger group
resettlement
(p. 38)
a new area people are living in after leaving an old one
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RI.3.3 — Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Standards that are practiced daily but are not priority standards of the unit
L.3.4.b — Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
RF.3.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.4 — Read with sufficient accuracy and fluency to support comprehension.
RI.3.1 — Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.4 — Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.10 — By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2—3 text complexity band independently and proficiently.
SL.3.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
W.3.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 12
Lesson 14
Explain two to three things the author wants the reader to know and understand about the People.
RI.3.3 RI.3.7
Explain how the arrival of European explorers and settlers impacted Indigenous people.
Explain how the Americans impacted Indigenous people, culture, and society.
Explain what the People realized at the end of the story and what they told others.
Writing
Elaborate by adding important details to prove a point.
L.3.1.i W.3.2.c
Discussion & Writing
Analyze and explain the author’s purpose for writing The People Shall Continue.
L.3.6 RI.3.3 RI.3.6 SL.3.1 SL.3.1.c SL.3.1.d
Writing – 2 days
Research an Indigenous nation or tribe in your area. Create a report that shows how the Indigenous population has changed over time.
RI.3.3 W.3.2 W.3.2.a W.3.2.b W.3.2.c W.3.2.d W.3.7 W.3.8
Explain what information the author wants readers to understand about Native languages and why they are important.
RI.3.2
Explain what messages Chester received about speaking Navajo and why the messages changed.
Explain why the Navajo Code Talkers were vital to the war.
Explain why being a Code Talker required both intelligence and bravery.
RI.3.2 RI.3.3 RI.3.7
Explain why it is important to honor and remember the Navajo Code Talkers.
RI.3.3
Explain why Wilma was motivated to make her community a better place.
Describe why Wilma Mankiller was "an ordinary person who was given an opportunity to do extraordinary things."
RI.3.2 RI.3.9
Discuss why Wilma Mankiller is considered an "ordinary person who was given an opportunity to do extraordinary things."
RI.3.2 SL.3.1 SL.3.1.c SL.3.1.d W.3.2
Writing – 6 days
Create a presentation about a recent Indigenous changemaker.
RI.3.3 SL.3.1 W.3.2 W.3.2.a W.3.2.b W.3.2.c W.3.2.d W.3.7 W.3.8
Assessment
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