Curriculum / ELA / 3rd Grade / Alternate Unit 2: Honoring Indigenous Peoples / Lesson 9

Honoring Indigenous Peoples

Lesson 9

ELA

Alternate Unit 2

3rd Grade

Lesson 9 of 26

Lesson Overview

Objective

Explain what the People realize at the end of the story and what they tell others.

Readings and Materials

Book: The People Shall Continue by Simon J. Ortiz and illustrated by Sharol Graves pp. 21–28

Lesson Notes

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Rubric: Editing Checklist 1 (G3, Alt U2)

Lesson Notes

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Resource: Cause and Effect T-Chart (G3, Alt U2)

Lesson Notes

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Lesson Map

Lesson

Recognize and honor the Indigenous tribe(s) or nation(s) who have stewarded the lands and waters upon which your community is built.

Materials

This Land
Image Set (G3, Alt U2, L1)

Standards

RI.3.3

Lesson

Describe the story's events and explain how Ray and Grampa respond, showing what their actions reveal about their relationship.

Materials

Indian Shoes pp. 1–11 — "Indian Shoes"

Standards

RL.3.3

Lesson

Language

Form and appropriately use simple verb tenses.

Standards

L.3.1.dL.3.1.e

Lesson

Explain two to three things the author wants the reader to know and understand about the People.

Materials

The People Shall Continue pp. 1–6

Standards

L.3.1.dL.3.1.eRI.3.3RI.3.7

Lesson

Writing

2 days

Overview

Write a multi-paragraph piece that informs others about Indigenous nations.

Day 1 - Planning and Drafting

Outline a paragraph that introduces an Indigenous nation by sharing important facts and details.

Materials

Single Paragraph Outline
Indigenous Nation Research Organizer (G3, Alt U2, L5)

Standards

W.3.2W.3.2.bW.3.7W.3.8

Day 2 - Drafting

Draft an informational paragraph that recognizes and celebrates a local Indigenous nation.

Materials

Single Paragraph Outline
Linking Words Practice Handout 1 (G3, Alt U2, L5)

Standards

W.3.2W.3.2.bW.3.7W.3.8

Lesson

Explain how the arrival of European explorers and settlers impacted Indigenous people already living in America.

Materials

The People Shall Continue pp. 7–14

Standards

L.3.1.dL.3.1.eRI.3.3RI.3.7

Lesson

Explain how the Americans impacted Indigenous people, culture, and society.

Materials

The People Shall Continue pp. 15–20

Standards

L.3.1.dL.3.1.eRI.3.3RI.3.7

Write a multi-paragraph piece that informs others about Indigenous nations.

Day 1 - Planning & Drafting

Draft a cause-and-effect paragraph with important facts and details to describe the effects of European contact and the establishment of the American government on the Indigenous nations.

Materials

Single Paragraph Outline
Single Paragraph Outline Example (G3, Alt U2, L8)
Cause and Effect T-Chart Example (G3, Alt U2, L8)
Cause and Effect T-Chart (G3, Alt U2) — completed in Lesson 7
Single Paragraph Outline with Topic and Concluding Sentences (G3, Alt U2, L8)

Standards

W.3.2W.3.2.bW.3.7W.3.8

Lesson

Explain what the People realize at the end of the story and what they tell others.

Materials

The People Shall Continue pp. 21–28

Standards

L.3.1.dL.3.1.eRI.3.3RI.3.7

progress
monitoring

Lesson

Discussion

Analyze and explain the author's purpose for writing The People Shall Continue.

Materials

The People Shall Continue — entire text

Standards

L.3.6RI.3.3RI.3.6SL.3.1SL.3.1.cSL.3.1.d

Lesson

Writing

2 days

Overview

Write a multi-paragraph piece that informs others about Indigenous Nations.

Day 1 - Brainstorming & Planning

Draft an informational paragraph that shows how Indigenous communities have shown resilience and continue to thrive today.

Materials

Partially Complete Single Paragraph Outline (G3, Alt U2, L11)
Single Paragraph Outline

Standards

W.3.2W.3.2.bW.3.7W.3.8

Day 2 - Revision & Editing

Develop and clarify writing by rearranging ideas to ensure a logical progression.

Materials

Mixed-Up Sentences Handout (G3, Alt U2, L11)

Standards

W.3.2W.3.2.bW.3.7W.3.8

Lesson

Describe the story's events and explain how Ray and Grampa respond, showing what their actions reveal about their relationship.

Materials

Indian Shoes pp. 33–42 — "The Accident"
Homeland
“Juane Quick-to-See Smith: Memory Map”

Standards

L.3.1.dL.3.1.eRL.3.3

Lesson

Language

Ensure that subjects and verbs in a sentence agree in number and person.

Materials

Subject-Verb Agreement Handout (G3, Alt U2, L13)
See, Think, Wonder Handout (G3, Alt U2, L13)

Standards

L.3.1.dL.3.1.eL.3.1.f

Lesson

Explain what key information the author wants readers to understand about Indigenous heroes and why their actions and contributions matter.

Materials

Go Show the World

Standards

L.3.1.dL.3.1.eL.3.1.fRI.3.2

Lesson

Use details from the text and illustrations to describe how events in Mary Golda Ross's life led to her becoming an aerospace engineer, and what values guided her along the way.

Materials

Classified pp. 1–16

Standards

L.3.1.dL.3.1.eL.3.1.fRI.3.3RI.3.7

Lesson

Use details from the text and illustrations to explain Mary Golda Ross's contributions as an aerospace engineer and how Cherokee values guided her work and impact on others.

Materials

Classified pp. 17–26

Standards

L.3.1.dL.3.1.eL.3.1.fRI.3.3RI.3.7

Lesson

Use details from the text and illustrations to explain how Grandma Josephine's actions and teachings inspired Autumn to protect water.

Materials

Autumn Peltier, Water Warrior pp. 1–16
“Water Journey Trailer”

Standards

L.3.1.dL.3.1.eL.3.1.fRI.3.3RI.3.7RI.3.9

Lesson

Use details from the text and illustrations to explain how Autumn Peltier became a water protector and how her actions inspire others to protect water.

Materials

Autumn Peltier, Water Warrior pp. 17–32

Standards

L.3.1.dL.3.1.eL.3.1.fRI.3.3RI.3.7RI.3.9

progress
monitoring

Lesson

Explain how Wilma Pearl Mankiller's early life, family, and community shaped her values and helped prepare her to become a leader.

Materials

The First Woman Cherokee Chief pp. 3–27

Standards

L.3.1.dL.3.1.eL.3.1.fRI.3.3RI.3.7

Lesson

Explain why Wilma was motivated to make her community a better place.

Materials

The First Woman Cherokee Chief pp. 28–48

Standards

L.3.1.dL.3.1.eL.3.1.fRI.3.3RI.3.7RI.3.9

Lesson

Use details from the text and illustrations to explain how Charles Bender and John Meyers became professional baseball players.

Materials

Contenders pp. 1–22

Standards

L.3.1.dL.3.1.eL.3.1.fRI.3.3RI.3.7

Lesson

Explain how Charles Bender and John Meyers showed determination and excellence during the 1911 World Series.

Materials

Contenders pp. 23–36

Standards

L.3.1.dL.3.1.eL.3.1.fRI.3.3RI.3.7

Lesson

Discussion

Discuss unit Essential Questions using information from multiple texts and sources.

Standards

RI.3.3SL.3.1SL.3.1.aSL.3.1.d

5 days

Create a presentation about a recent Indigenous changemaker.

Day 1 - Researching

Research a recent Indigenous changemaker.

Materials

Indigenous Changemakers Tracker (G3, Alt U2) — Completed
Influential Indigenous People Note-Taking Guide (G3, Alt U2, L24)
Nonfiction Sources (G3, Alt U2, L24)

Standards

W.3.2W.3.2.bW.3.6W.3.7W.3.8

Day 2 - Planning

Plan an informational paragraph about a recent Indigenous changemaker that introduces a topic, includes related details, and provides a concluding statement.

Materials

Single Paragraph Outline

Standards

W.3.2W.3.2.bW.3.7W.3.8

Day 3 - Drafting

Draft an informational paragraph about a recent Indigenous changemaker that introduces a topic, includes related details, and provides a concluding statement.

Standards

W.3.2W.3.2.bW.3.7W.3.8

Day 4 - Revision & Editing

Develop and clarify writing by adding linking words to connect related ideas.

Materials