Curriculum / ELA / 3rd Grade / Unit 6: Honoring Indigenous Peoples / Lesson 2
ELA
Unit 6
3rd Grade
Lesson 2 of 18
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Explain how the arrival of European explorers and settlers impacted Indigenous people.
Book: The People Shall Continue by Simon J. Ortiz pp. 7 – 14
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How did the arrival of Europeans impact Indigenous people?
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 happened when the strange Spanish men arrived? What did the Spanish men want? How did they affect the People?
What happened when the English, French, and Dutch men arrived? What did they want? How did they affect the People?
How long did the People fight to defend their land?
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
destruction
n.
(p. 9)
the act or process of destroying something
forceful
adj.
done with physical force
dreadful
(p. 11)
very bad or unpleasant
fertile
able to support the growth of many plants
colonial
(p. 14)
of or relating to a colony
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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.
RI.3.7 — Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Standards that are practiced daily but are not priority standards of the unit
L.3.4 — Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
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 1
Lesson 3
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 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.
Explain the challenges Wilma and her family faced and what Wilma learned from the challenges.
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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