Native
American
Mythology
When
Grizzlies
Walked
Upright
&
The
Navajo
Origin
Legend
Standards:
• CC
Reading
Standard
1.
Cite
strong
and
thorough
textual
evidence
to
support
analysis
of
what
the
text
says
explicitly
as
well
as
inferences
drawn
from
the
text,
including
determining
where
the
text
leaves
matters
uncertain.
• CC
Reading
Standard
2.
Determine
two
or
more
themes
or
central
ideas
of
a
text
and
analyze
their
development
over
the
course
of
the
text,
including
how
they
interact
and
build
on
one
another
to
produce
a
complex
account;
provide
an
objective
summary
of
the
text.
• CC
Reading
Standard
9.
Demonstrate
knowledge
of
eighteenth‐,
nineteenth‐,
and
early‐twentieth‐century
foundational
works
of
American
literature,
including
how
two
or
more
texts
from
the
same
period
treat
similar
themes
or
topics.
Objectives:
• Students
will
understand
the
historical
significance
of
Native
American
mythology.
• After
reading
When
Grizzlies
Walked
Upright
and
The
Navajo
Origin
Legend,
students
will
be
able
to
identify
specific
plot
elements
from
the
legends.
• After
reading
When
Grizzlies
Walked
Upright
and
The
Navajo
Origin
Legend,
Students
will
be
able
to
engage
in
classroom
discussion
about
the
work.
• Students
will
compare
the
three
myths
using
the
Native
American
Mythology
chart
distributed
on
Monday.
Initial
Focus:
(10
minutes)
Daily
Oral
Language
Lesson
on
homophones.
Homophones
are
words
that
sound
alike,
but
are
spelled
differently.
Ask
the
students
for
examples
of
homophones,
write
these
on
the
board.
Ask
the
students
to
give
the
meanings
that
distinguish
these
words
from
one
another.
Make
sure
to/too/two,
and
they’re/there/there
are
included.
Give
the
students
example
sentences
where
as
a
class
we
choose
the
correct
homophone
to
use
(use
some
from
below).
Then
give
students
the
Homophone
“Quiz.”
• My
mom
gave
me
_______
apples
to
give
_______
Samantha
_______.
(to/too/two)
• I
have
more
M&Ms
_______
Kayla.
(then/than)
• I
don't
know
_______
to
go
out
or
not.
(weather/whether)
Words
to
review:
• Sight/Site
• Threw/Through
• Allowed/aloud
• Pale/Pail
• Principle/Principal
• Road/Rode/Rowed
• To/Two/Too
• There/Their/They’re
• Weather/Whether
• Then/Than
(not
actually
a
homophone,
but
important)
Lesson
Body:
Introduction:
(3
minutes)
Ask
the
students
if
any
of
them
need
clarifications
about
their
BHS
Myth
assignment,
remind
them
that
the
assignment
is
due
at
the
beginning
of
the
class
period
on
Friday,
September
16
(tomorrow)!
Introduce
the
two
myths
to
the
students
(On
Monday,
we
read
a
myth
from
the
Onondaga
tribe,
today
we
will
read
creation
myths
from
the
Modoc
tribe
and
the
Navajo
tribe)
Main
Focus:
(22
minutes)
Are
there
any
volunteers
to
read
the
myth
When
Grizzlies
Walked
Upright
aloud?
(If
there
are
no
volunteers,
the
instructor
will
read).
After
reading
the
story,
ask
the
students
to
summarize
the
events
of
the
story.
How
does
this
myth
compare
to
The
Earth
on
Turtle’s
Back?
Ask
the
students
for
volunteers
to
read
The
Navajo
Origin
Legend.
(If
there
are
no
volunteers,
the
instructor
will
read).
After
reading
the
story,
ask
the
students
to
summarize
the
events
of
the
story.
How
does
this
myth
compare
to
The
Earth
on
Turtle’s
Back
and
When
Grizzlies
Walked
Upright?
Closing:
(15
minutes)
The
Native
American
Mythology
graphic
organizer
will
be
due
tomorrow,
at
the
beginning
of
class
along
with
the
BHS
Myth.
Allow
the
students
to
use
the
rest
of
the
class
time
to
quietly
complete
their
graphic
organizer,
they
may
work
in
pairs
or
on
their
own.
As
the
bell
rings,
remind
the
students
one
final
time
about
the
assignments
due
tomorrow.
(If
the
students
are
working
hard
and
have
not
finished
their
graphic
organizer,
they
will
be
allowed
to
finish
it
quickly
in
class
on
Friday
because
they
cannot
take
their
Literature
books
home
with
them).
Resources/Materials:
• 1
Textbook
for
each
student
• 50
Homophone
“Quizzes”
• Writing
utensils
(student
provided)
Evaluation
Procedures:
Students
will
receive
20
points
for
the
accurate
and
timely
completion
of
their
graphic
organizers.
The
homophone
quiz
will
be
collected
for
instructor
data,
but
will
not
be
given
a
score
in
the
grade
book.
Diversity
Strategies:
Students
who
have
an
IEP
will
be
given
all
necessary
provisions
included
in
their
IEP.
The
ELL
student
will
have
access
to
his/her
ELL
para‐professional
at
all
times
and
will
use
the
services
available
to
her
at
her
discretion.
Self­Evaluation/Reflection:
• How
was
the
lesson
timing?
Did
the
lesson
elements
take
more
or
less
time
than
I
expected?
• Were
the
students
willing
to
read
aloud?
• Was
reading
aloud
as
a
class
a
successful
strategy
for
the
students
to
receive
the
information
in
a
timely
manner,
or
should
I
have
implemented
other
reading
strategies?
• Was
I
able
to
keep
the
students
engaged
in
the
story?
• What
would
you
do
differently
the
next
time
you
teach
this
lesson?