Informational Text Activity Guide
Learning Segment Theme: Native Americans
Grade/Subject: 3rd Grade
Created by: Kaitlyn McCann
Title of text and brief description: Totem Pole by Diane Hoyt-Goldsmith 1990. David
explains his father carving a Totem Pole for the Klallam tribe. He describes the customs
and traditions of Native American people and the way the Totem Pole brings legends
and stories to life. (For the purpose of this activity, pages 8-11 do not need to be read).
Resources/Assets the ELLs are likely to bring to the text:
 Introductory lessons within the unit will familiarize students with background
knowledge about the Native American culture
 ELLs will bring a stronger cultural sensitivity to the classroom and will hopefully
find interest in learning about another diverse civilization
 Students should be able to relate to David’s sense of family pride and the close
parent-child relationship that he describes
 Totem Poles “are a system for passing on legends and stories from one
generation to another for people who have no written language” (14). Using
symbols rather than words may be something an ELL find comfort in.
Potential Difficulties of the Text:
 Lack of fully developed background knowledge about Native American history
 Advanced vocabulary and frequent “rare” words (proper nouns specifically) are
used in David’s story
 Lengthy paragraphs and several words per page may seem initially
overwhelming for students
Common Core Standard(s):
W3.2 Write informative/explanatory texts to examine a topic or convey ideas and
information clearly
RL3.2 Recount stories, including folktales, fables, and myths from diverse cultures;
determine the central meaning
Associated ELP Standard(s) - (copy the standard labeled with the number):
● Level 2
ELP.2-3.1 Identify some key words and phrases and identify the main
topic/message from read alouds, simple written texts and oral presentations
ELP.2-3.3 Deliver simple oral presentations and compose written texts about
familiar texts, topics, experiences or events
● Level 3
ELP.2-3.1 Identify the main topic or message, answer questions and retell key
details from read alouds, simple written texts and oral presentations
ELP.2-3.3 Deliver short oral presentations, compose written narratives and
compose informational texts about familiar texts, topics, experiences or events
● Level 4
ELP.2-3.1 Determine the main idea or message, identify or answer questions
about some key details that support the main idea, and retell a variety of stories
from read alouds, written texts and oral presentations
ELP.2-3.3 Deliver short oral presentations, compose written narratives and
compose informational texts about a variety of texts, topics experiences or
events
ELP Level 2 adaptations should be written in red
ELP Level 3 adaptations should be in blue
ELP Level 4 adaptations should be in green
Learning Objectives:
Content Goal: (What grade-level academic content
Assessment: (How will students show their mastery of
learning will students achieve?)
the content goal?)
SWBAT explain what a Totem Pole means
to Native American culture, and make
connections to their own life.
Pre: whole class discussion & KWL chart
(attached)
Post: “Brainstorm Your Totem Pole” worksheet
(attached)
Language Goal: (How will this lesson specifically
Assessment: (How will students show their mastery of
facilitate English language development? What will
students do that requires them to use English to
communicate and/or develop increased understanding
about language?)
the language goal?)
SWBAT describe Native American culture
using content specific words such as Totem
Pole, Regalia, Tradition and Chief
“Brainstorm Your Totem Pole” worksheet &
class discussion
Literacy Goal: (How will this lesson develop literacy
Assessment: (How will students show their mastery of
skills/strategies that will transfer to other contexts?)
the language goal?)
SWBAT orally retell the story of Totem Pole
and talk about the traditions that David
experiences as a member of the Eagle Clan.
Successfully summarizing and demonstrating
accurate understanding of the story through
class discussion and answers on worksheet.
Pre- Reading/Viewing/Listening:
a. How will you build/activate prior knowledge, create interest, and establish a reason
for engaging with this text?
 Show students images of Totem Poles and ask for volunteers to share what
they already know about the images they see—Pass out K-W-L charts to
each student and fill out K & W on white board as a whole class
 Expand on the way Totem Poles are used to tell a personal story (narrative)
and express experiences
 Show students the cover of the book and give a short synopsis of the story.
Explain that David will describe several Native American traditions, focusing
specifically on the construction and celebration of a Totem Pole.
 Show students their post activity worksheet and point out the key terms they
should be paying attention to while we read.
b.
Pre-Teaching (quick mini-lesson to teach key vocabulary, text structure, and/or
literacy/academic skills/strategies)
 Mini Language Lesson on Proper Nouns—Remind students that while a noun
refers to a person, place or thing, writers will capitalize “proper nouns” that refer
to specific persons, places or things.
o Sorting activity: draw a “T” chart on white board to separate “Proper Noun”
and “Noun”. Ask students to categories familiar words like “bulldog”,
“Spike”, “school” or “Gonzaga”.
o Move on to subject related vocab words: “tribe” vs. “Klallam Tribe”, “city”
vs. “Seattle”.
o Explain to students that we might find some difficult vocabulary words in
the text but that many of them are proper nouns and that it’s okay if we
struggle with them.
c. Establish a purpose (Clarify how to approach the text – e.g. “As you read, I want you
to look for answers to these questions,” or “After we watch this video clip, we’re going to
discuss your opinions about _____.”)
 “As we read this book, please pay attention to the way David describes his
culture and the way his Dad makes a Totem Pole for the Klallam Indian tribe.”
 “Your worksheet lists four key terms that David will talk about during this story.
Listen for these words so that you can complete your worksheet once we’re
finished reading”
During-Reading/Viewing/Listening
a. What will students do while engaging with the text? (e.g. Should they take notes?
Complete a graphic organizer? Jot down questions? Just enjoy?)
 Enjoy and listen for key concepts and words noted in pre-teaching
 Use the K-W-L chart to jot down any notes/new things you didn’t know before
b. How will you support thoughtful interaction with the text while
reading/viewing/listening? (e.g. Ask questions, summarize, pause to discuss with a
neighbor, etc.? Depending on the length and nature of the text, you might choose to do
nothing.)
 Point out answers to things the class listed in “Want to know” section of K-W-L
chart
 Welcome personal responses to familiar concepts/ideas in the text (the fact that
David is from Seattle, the way his Mom emigrated from Europe, etc.)
 Give hints to when the key vocabulary is mentioned
Post-Reading/Viewing/Listening
(How will you provide opportunities for students to question, discuss, and learn from the
text? How will students use the text to extend their learning? How will you assess
student understanding?)
 Partner Talk- ask students to share with a partner what they learned about Totem
Poles. After a minute, call on students to share aloud to the class.
 Use projector to model completing the worksheet as a whole class. Utilize joint
construction to answer question about Totem Pole. Teacher should use own
examples to explain the remainder of the assignment.
 Students begin working on “Brainstorm Your Totem Pole” worksheet
independently.
 Visit students who may struggle to write independently and offer help/allow them
to look through the story for
 Have students volunteer to share to the class what they completed.
Anticipated Time
Step-by-Step Lesson Outline:
Introduction:
15 minutes
1.
2.
3.
4.
Body of the
Lesson:
35 minutes
1. Read story and make comments/ask for student insight while
reading (15 min)
2. Have the students choose to either just listen or fill out “L” section
of KWL chart to prepare for post activity (0 min)
3. Partner talk and share aloud (2 min)
4. Worksheet Modeling (3 min)
5. Independent work time (15 min)
Closure:
5 minutes
Show Totem Pole photo and fill out KWL chart (8 min)
Discuss story (1 min)
Explain what the post activity will be (1 min)
Give mini proper-noun review lesson (5 min)
Ask for volunteers to share what they did on their worksheet!
Know
Want to know
Learned
Brainstorming+Your+Totem+Pole+
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Based!on!the!story,!what!did!you!learn!about!Totem!Poles?!
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Now,!write!a!definition!and!illustrate!your!own!symbol!for!the!following!words!that!you!heard!in!the!story.!!
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1.!Totem:!!
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2.!Tradition!
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3.!Regalia!!
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4.!Chief!
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