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Name of Project:
Domain 6 Native Americans
Fluency Level(s):
Emerging
Duration: 3 weeks
Subject/Course:
English Language Development
Teacher:
Grade Level: Kindergarten
ELD/ELA Objectives:
Content Objectives:
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
RL. K.4 Ask and answer questions about unknown words.
RL.K.10 Actively engage in group reading activities with purpose and understanding.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of
information in a text.
Language Objectives:
I.K.9.Em: Plan and deliver very brief oral presentations.
I.K.11.Em: Offer opinions and provide good reasons (e.g., My favorite tribe is X because X.) referring to the text or
relevant background knowledge.
Project Idea: Summary
of the issue
Students will listen to fictional text and will retell the beginning, middle, and end of the story, as well as, identify
characters, setting, and plot.
Driving Question
What contributions did the Native Americans make to influence our way of living?
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ELD Standards
Part I: Interacting in Meaningful Ways
Collaborative, Interpretive, Productive,
Part I. K.3 Offering opinions and ideas in conversations using a small set of learned phrases as well as open responses
Part I K.5 Demonstrate active listening to read alouds and oral presentations by asking and answering yes-no and whquestions with oral sentence frames and substantial prompting and support
Part I. K.9 Plan and deliver very brief oral presentations
Part II: Learning About How English Works
Understanding Cohesion
Part II. K.2. Apply basic understanding of how ideas, events, or reasons are linked throughout a text using more everyday
connecting words or phrases to comprehending texts and composing texts in shared language activities guided by the
teacher, with peers, and sometimes independently
Part III: Foundational Literacy Skills, as Needed Phonics and Word Recognition/Fluency
CCSS for ELA
Reading Standards: Foundational Skills
Print Concepts
RF.K.1-2: Demonstrate understanding of the organization and basic features of print.
ELA Standards
SL.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
SL.K.1A: Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and
texts under discussion).
SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
W.K.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic
or the name of the book they are writing about and state an opinion or preference about the topic or book.
RL.K3 With prompting and support, ask and answer questions about key details in a text.
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Academic Language Purposes:
-Explain: What did you hear about in this read aloud? How did the ____ find food? What type of food did the ____ eat?
-Evaluate: Describe one type of Native American clothing that you would like to wear if you were living among the Native
Americans long ago?
- Inferential: Why was the buffalo so important to the Native Americans? Why were plants important to the Native
Americans?
-Imagine: Imagine if you were living in a tribe, what kinds of sounds would you hear? How different are the sounds from
today?
-Demonstrate
-Describe: Describe the shelter from the _____tribe?
Patterns:
Text Types:
Informational Text
Text Features:
Cohesion:
Students will use sentence frames to help them in their oral presentations:
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Buffalo was important to the Native Americans because___________.
Plants were important to the Native Americans because___________.
The ______found food by_________.
The ______ ate ________.
Native Americans used animals for _____________.
Native Americans had a ________ for shelter.
The ______ tribe was like_______ because.
The ______ tribe was different because_________.
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Word Level Understanding
Domain Specific Vocabulary:
 Coast
 Shelter
 Tribes
 Sacred
 Warriors
 Chief
 Parfleche
 Travois
 Horizon
 Hunting Party
 Bay
 Feast
 Rock Weed
 Burrows
 Harvested
 Wigwam
 Canoes
 Moccasins
 Tipis
 Totem Pole
 Powwows
 Traditions
Word Level Understanding
Support Vocabulary:
 Burrow
 Roamed
 Agile
 Galloping
 Mischief
 Finally
 Succulent
 Wading
 Trekked
 Harmony
Word Level Understanding
Cognates:
 Traditions-tradiciones
 Coast- La costa
 Tribe-tribu
 Sacred- sagrado
 Horizon-horizonte
 Canoes-canoas
 Traditions-tradiciones
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21st Century Skills to
be taught and
assessed through
instructional
strategies
Collaboration:
Students will practice and rehearse sentence
frames
Students will participate in a variety of
cooperative structures
Instructional Strategies:
 Cooperative Structures:
 Small Circles
 Four Corners
 Think, Pair, Share
 Line up
 Process Grid for all tribes (GLAD Strategy). See page 20 in Domain 6
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Communication:
Students will do short presentations.
Students will use sentence frames.
Students will use visual cues to express
responses.
inside/outside circle
Scaffolding
Shared Reading
Sentence Frames/ sentence stems
Reporting out
Instructional Strategies:
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Turn and talk
Language functions and sentence frames
Visual Cues
Oral presentation
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Major Products
and
Performances
Critical Thinking/Problem Solving:
Students will come to an agreement about
why plants and animals were important to
Native Americans and why they were
useful.
Instructional Strategies:
Technology:
Teacher will show short videos
(of Native Americans) . The purpose of
these videos is to provide additional
background information and experiences
using visual cues for English language
learners.
Instructional Strategies:
Group:
Students will review key points and
details for each tribe and complete
Native American Chart (process grid)
from page 20.
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Picture cards
Sentence frames
Teacher Modeling
Think/ pair share
Select visuals or video clips to support main points
Virtual Native American field trip to museum or reservation
Learn a Native American dance
Presentation Audiences:
x
School: classmates and teacher
Community:
Experts:
Web Publications:
Other:
Presentation Audiences:
Individual:
Students will create a Native American
x
School: older peers and/or teacher;
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Totem Pole to tell a story about one of the
tribes they learned about.
Community:
Experts:
Web Publications:
Other:
Entry Event (to
launch inquiry,
engage students):
Student will watch a shot video clip of a Native American Indian Pow Wow dances. Then the whole class will discuss what they saw and
heard in the video (costumes, dance). As a whole class students will share what they already know about Native Americans.
Read aloud a Native American story (ie. Squanto and the First Thanksgiving).
Students will a watch a short U-tube video: Native American Indian Childrens Stories Storyteller Tales Legends Myths Flute Music
Assessments
Formative Assessments:
Teacher observations
Audience/peer evaluation
Peer talk
Draw a visual
Role play
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Summative Assessments:
Students oral presentation: After the students complete individual Totem Poles they will present them in small groups
identifying the tribes environment, clothing, food, and shelter.
To support students in their presentations, they can use the following sentence frames:
Emerging:
 The _____ tribe ate ________.
 Their environment is ______.
 They lived in ______.
 The ______ wore ________.
Expanding:
 The ______ found food by _______.
 The ______ environment was ______.
 The ______ tribe had ______ for shelter.
 In the _____ tribe they wore ______.
Resources Needed
Equipment:
TV/ LCD Projector/Computer
Materials:
Medallions/Engage New York
Chart paper
Visuals (to explain vocabulary words)
Sentence strips
Oral Presentation Checklist (one per student)
Tag board
Art supplies (markers, feathers, beads, ect.)
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Other Resources:
Read aloud books
Reflection Methods Individual/Group/Whole Class:
Students will review and reflect the important elements of each tribe.
Student will create Totem Poles to show what they have learned.
Students will draw pictures about how they felt during their oral presentation while teacher dictates responses.
Domain 2-K -10/2/14
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