Curriculum / ELA / 3rd Grade / Unit 6: Honoring Indigenous Peoples / Lesson 9
ELA
Unit 6
3rd Grade
Lesson 9 of 18
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Explain what messages Chester received about speaking Navajo and why the messages changed.
Book: Chester Nez and the Unbreakable Code, A Navajo Code Talker's Story by Joseph Bruchac pp. 1 – 11 — Stop at "June 1952: Month of Big Planting"
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What messages did Chester receive about speaking Navajo from 1929 to 1942? Why did the messages change?
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Questions about the text that will help guide the students understanding
What happened when Betoli went to boarding school? How does the illustration on page 2 help readers understand what happened?
How does Chester feel when he is back at home? What do the matrons say when he returns to school?
Compare and contrast the illustrations on pages 4 and 5. What emotion does each illustration convey? Why?
Chester says he wanted to "prove his worth." What does he mean by this?
How does Chester respond when the principal shares that the United States was at war?
Why did the US military recruit Navajo soldiers?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
encode
v.
(p. 10)
to put a message into the form of a code so that it can kept secret
decode
to find or understand the true or hidden meaning of something
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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.
Next
Explain why the Navajo Code Talkers were vital to the war.
Explain two to three things the author wants the reader to know and understand about the People.
Standards
RI.3.3RI.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.
Elaborate by adding important details to prove a point.
L.3.1.iW.3.2.c
Analyze and explain the author’s purpose for writing The People Shall Continue.
L.3.6RI.3.3RI.3.6SL.3.1SL.3.1.cSL.3.1.d
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.3.3W.3.2W.3.2.aW.3.2.bW.3.2.cW.3.2.dW.3.7W.3.8
Explain what information the author wants readers to understand about Native languages and why they are important.
RI.3.2
Explain why being a Code Talker required both intelligence and bravery.
RI.3.2RI.3.3RI.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.3.2RI.3.9
Discuss why Wilma Mankiller is considered an "ordinary person who was given an opportunity to do extraordinary things."
RI.3.2SL.3.1SL.3.1.cSL.3.1.dW.3.2
6 days
Create a presentation about a recent Indigenous changemaker.
RI.3.3SL.3.1W.3.2W.3.2.aW.3.2.bW.3.2.cW.3.2.dW.3.7W.3.8
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