In-depth Study Unit Topic or Title: Morning Girl by Michael Dorris
Essential Question(s):
What was the first encounter of the New World like?
How did the Taino feel about the first meeting?
How did this meeting change the world?
Heather Schneiter-Arlee Elementary Teacher
Language Arts (Reading and Writing), Social Studies, Native American Studies
5th
Curriculum written by:
Content area:
Grade level:
Summary of Outcomes: Students will be introduced to what the first meeting with Christopher Columbus may have been like from the
Taino perspective. Students will be using two sources of texts throughout the unit. Students will begin by describing how a picture makes
them feel and what they think is happening~response to illustration. Students will work in small groups to discuss how the Taino people may
have felt and how this experience affected them. Students will be journaling throughout the reading of Morning Girl. The book Morning Girl
is about a sister and brother and their experiences and of course rivalry. It takes place in 1492 on a Bahamian island with the Taino People.
The book gives insight into the first encounter the Taino had with Columbus. Students will choose one character-either Morning Girl or Star
Boy to journal about. Since the story alternates between the characters, the lessons are aligned so that journaling can be done at the end of
each selected reading. The students will use their journals to assist with their final product-a letter written in the voice of the character.
Content Standards Addressed
Long Term
Student Learning Targets



Language Standards
1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
3. Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest,
and style.
5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in context.
Writing Standards:
3. Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a
narrator and/or characters; organize an event sequence that unfolds
naturally.
b. Use narrative techniques, such as dialogue, description, and pacing,
to develop experiences and events or show the responses of
characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage
the sequence of events.
d. Use concrete words and phrases and sensory details to convey
experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or
events.
4. Produce clear and coherent writing in which the development and organization
Content knowledge, reasoning and skills
Literacy skills: Reading, Writing, Speaking
Citizenship
I can describe the individual differences in the
Taino, and their members in all areas.
I can explain that historically, as well currently,
individuals within any group were unique in their
identity.
I can describe recognize that in this story, as well
as others, roles, relationships, and responsibilities
were key to survival.
I can explain how the first encounter impacted
history and has been told from different perspectives.
I can stretch sentences to make them more fluent
for both the reader and writer.
I can use my journal entries to produce a friendly
letter that relates to a particular experience/event.
I can respond to the text using my own thoughts
and feelings.
I can compare and contrast two characters using
specific details from the text.
I can research a topic on the internet and write a
descriptive paragraph about my findings.
Assessments



Possible sources of assessment
information
Communication of understanding
Final tests and products
Admit/Exit Tickets
Daily Journal Entries
Self- Reflection
Self/Peer Assessment
Final Product-Letter
are appropriate to task, purpose, and audience.
5. With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
6. With some guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of keyboarding skills to type a
minimum of two pages in a single sitting.
7. Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic. Include sources and/or
topics by and about American Indians.
Essential Understanding 1
There is great diversity among the 12 tribal Nations of Montana in their
languages, cultures, histories and governments. Each Nation has a distinct and
unique cultural heritage that contributes to modern Montana.
Essential Understanding 2
There is great diversity among individual American Indians as identity is
developed, defined and redefined by entities, organizations and people. A
continuum of Indian identity, unique to each individual, ranges from assimilated
to traditional. There is no generic American Indian.
Essential Understanding 3
The ideologies of Native traditional beliefs and spirituality persist into modern
day life as tribal cultures, traditions, and languages are still practiced by many
American Indian people and are incorporated into how tribes govern and manage
their affairs. Additionally, each tribe has its own oral histories, which are as valid
as written histories. These histories pre-date the “discovery” of North America.
Essential Understanding 6
History is a story most often related through the subjective experience of the
teller. With the inclusion of more and varied voices, histories are being
rediscovered and revised. History told from an Indian perspective frequently
conflicts with the stories mainstream historians tell.
Reading Standards for Literature:
1. Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
2. Determine a theme of a story, drama, or poem from details in the text,
including how characters in a story or drama respond to challenges or how the
speaker in a poem reflects upon a topic; summarize the text. Include texts by and
about American Indians.
3. Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact).
4. Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
5. Explain how a series of chapters, scenes, or stanzas fits together to provide the
overall structure of a particular story, drama, or poem.
6. Describe how a narrator’s or speaker’s point of view influences how events
are described, including perspectives of American Indians.
Speaking and Listening Standards
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own clearly.
3. Summarize the points a speaker makes and explain how each claim is
supported by reasons and evidence.
I can connect what I know about me, other books,
or the world to understand what I read.
*I combine what I know with new information
to understand the text.
*I interpret what I have read and make
connections between meanings and elements of the
text.
I can use quotes and examples from the text to
support my opinion about a character.
Standards for History/Social Studies
1. Cite specific textual evidence to support analysis of primary and secondary
sources.
2. Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or
opinions.
5. Describe how a text presents information (e.g., sequentially, comparatively,
causally).
Sequence of scaffolding lessons



What sequence of steps will best engage, support and hold students accountable to reaching the above learning targets?
What student and teacher involved assessment for learning strategies and routines can you build in?
What instructional practices and protocols will you use?
Day 1
Admit Ticket-Looking at the picture (page 16 of Encounter by Jane Yolen), what do you think is happening in
the picture? What do you wonder about? What feelings do you have about the picture? Partner share and
discuss.
Whole Group- Before Reading: What do you think the title Encounter means? Whole group discussion.
Read aloud the book Encounter. While reading, stop periodically to inquire about what perspective this story
is being told from? Why do you think the author chose to write the story from this perspective? After
Reading: Make a list of the items the Taino people gave to the Europeans and a list of the items the
Europeans gave the Tainos. Compare items. Students conclude that items were not of equal value and
importance.
Exit Ticket- What do you think the Europeans were most interested in? Why? How do you think this
encounter will change the Taino?
Day 2
From the book Rethinking Columbus, read aloud “The Untold Story” by Tina Thomas (page 42). Cut the
story into strips and give one to each student. Each student will write their strip in their own words telling
what their strip means- with the help of a partner. Students will then draw a picture to illustrate their original
strip and paste their strip to the bottom of their illustration. The teacher will bind the illustrated strips to make
a book. The teacher will read the class made book aloud, stopping after reading each strip and allowing each
student to read their interpretation of their strip.
Exit Ticket- (3-2-1) List 3 things you learned from “The Untold Story”.
List 2 ways the story reminded you of the Salish People.
List 1 way you think this encounter changed the world.
Day 3
Admit Ticket- What is your favorite time of day? Write a descriptive paragraph.
Guided Study- Students will read the first two chapters of Morning Girl (pages 1-12). Students will make a
journal that they will use throughout this unit. Each student will choose a character, either Morning Girl or
Star Boy, to write daily reflective journal entries about. Today, after the assigned reading, students will
journal about how their character got their name. Additionally, students will summarize the reading.
Instructional Practices selected:
Inquiry
Encounter Picture
Comprehension
3-2-1
Pair Share
Jigsaw
Venn Diagram
Web Search
Vocabulary Development
Figurative Language-Similes and
Metaphors
Oral Participation Protocols
Pair Share
Whole Group
Represent-to-Learn
Illustrating Journal
Illustrating Story Strip
Write-to-learn
Journal
Admit/Exit Tickets
Day 4
Admit Ticket- What would you do if you didn’t know what you looked like? How would you find out?
Guided Study- Students will independently read chapters 3 and 4 in Morning Girl (pages 13-30). Students
will journal about the reading and their chosen character’s experience(s). Students will share today’s entry
with a partner who has the opposite character.
Whole Group- Using a flip chart, the teacher will use a Venn Diagram (Smartboard) for the comparison of
the two main characters-Morning Girl and Star Boy. As a whole class, students will brainstorm the traits of
the characters, using the text for support. Leave this chart up for the students to add, subtract, or move the
traits as the characters grow and change throughout the book.
Exit Ticket- Describe your special place.
Day 5
Admit Ticket- Highlight 2 sentences from yesterday’s exit ticket about your special place. Using a red pen, s
t r e t c h the two sentences by adding at least 2 adjectives and 1 verb or verb change. Share one of your
stretched sentences with the class.
Whole Group- Whole group read aloud (popcorn style) chapters 5 and 6 in Morning Girl (pages 30-44).
After reading, students will independently journal about the reading and their chosen character’s
experience(s).
Guided Study- Students will research Zemis using the preselected websites. Students need to document
information found on the web, so they can accurately make their own Zemi out of clay. When students have
completed their research, they can begin making their Zemi. Each student will need a piece of air dry clay
about the size of a golf ball.
Exit Ticket- What is a Zemi and how is it important to the Taino?
Day 6
Admit Ticket- What is a simile? What is a metaphor?
Independent Study- Students will independently read chapters 7-9 in Morning Girl (pages 45-72). Students
will journal when they are finished reading. Allow enough time for students to journal thoroughly.
Whole Group- Students will share their admit tickets. The teacher will define similes and metaphors as
examples of figurative language. Students will brainstorm similes and metaphors they have heard before.
The teacher will make a list on poster paper for students to add to later.
Jig-Saw- Split the class into 4 groups. Each group will get a section of the book Morning Girl. Groups are to
skim through their text selection and find examples of similes and metaphors. Students will make a list, along
with pages to find in the novel, and add to the class list.
Exit Ticket- How did the author, Michael Dorris, use figurative language to establish visual pictures and
mood?
Day 7
The teacher will read aloud the epilogue ( a journal entry from Columbus) at the end of the book Morning Girl.
As the teacher reads, pause and allow for whole group discussion on Columbus’ first impression of the Taino.
Quick Write- How do you feel about the encounter of the Taino after reading/hearing this journal entry?
Final Journal Project- Students will do a RAFT.
R (role)- You are the chosen character you have been journaling about-Morning Girl or Star Boy
A (audience)- Family or Teacher
F (format)- Friendly Letter
T (topic)- Chose one of your journal entries that reflects how your character changed or grew from an
experience. Describe the experience/event and give lots of details about it. Pretend you are the character
and make sure to use your own words.
Day 8
Admit Ticket- Silently review the checklist that will be used in the peer editing conference today. Write down
any questions or comments on the checklist. Whole group discussion to answer questions before editing
conference.
Peer Feedback- Peer editing conferences with the students using the checklist- does it make sense, enough
details, sentence fluency, voice, followed friendly letter format, clear, etc.
Exit Ticket- Corrected rough draft of letter with completed checklist.
Day 9
Final Write- Students will make their final corrections to their letter. They will address the envelope for their
letter and design a stamp (illustrated on the letter in the appropriate spot and size).
Resources: (e.g. Anchor Texts, District adopted materials, Supplementary resources, Web-sites)
Morning Girl by Michael Dorris
Encounter by Jane Yolen
Rethinking Columbus The Next 500 Years Milwaukee, Wisconsin. Edited by Bill Bigelow and Bob Peterson.
Websites:
www.zemis.com
http://pattongold.com/zemi.htm
http://en.wikipedia.org/wiki/Zemi
www.latinamericanstudies.org/taino/exhibit-zemis.htm