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Stage 1 - Desired Results: ND ND ND

This reading enrichment unit focuses on 2nd grade students learning about Native American cultures through fiction and nonfiction texts about the Cherokee and Creek tribes, with the goals of increasing pleasure reading, distinguishing between fiction and nonfiction genres, and exposing students to different cultural beliefs through books, videos, and online sources. Performance will be assessed through students' online blog posts responding to and making connections between the literature.

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Sarah Grimes Wiggins
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89 views3 pages

Stage 1 - Desired Results: ND ND ND

This reading enrichment unit focuses on 2nd grade students learning about Native American cultures through fiction and nonfiction texts about the Cherokee and Creek tribes, with the goals of increasing pleasure reading, distinguishing between fiction and nonfiction genres, and exposing students to different cultural beliefs through books, videos, and online sources. Performance will be assessed through students' online blog posts responding to and making connections between the literature.

Uploaded by

Sarah Grimes Wiggins
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Reading Enrichment Unit

Unit Title: Native Americans Fiction or Reality?


Subject: ELA & Social Studies Grades: 2

Learner Analysis: This unit will focus on students in 2nd grade. The GPS for 2nd grade states that
students in the 2nd grade need to have an understanding of Creek and Cherokee Native American
Indians. The elementary school has created a schedule so that Fridays are used for the purpose of
teaching the content areas of Science and Social Studies in interdisciplinary units.

Stage 1 – Desired Results


Established Goal(s):
21st Century Learner Standards:
4.1.1 Read, view, and listen for pleasure and personal growth.
4.1 5 Connect ideas to own interests and previous knowledge and experience.
4.1.7 Use social networks and information tools to gather and share information.
4.3.1. Participate in the social exchange of ideas, both electronically and in person.

Georgia Performance Standards:

SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms
of tools, clothing, homes, ways of making a living, and accomplishments.
a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used
their local resources.
b. Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today.
ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The
student
a. Reads a variety of texts for information and pleasure.
d. Recalls explicit facts and infers implicit facts.
e. Summarizes text content.
f. Distinguishes fact from fiction in a text.
h. Makes connections between texts and/or personal experiences.
m. Recognizes the basic elements of a variety of genres (e.g., poetry, fables, folktales)
o. Recognizes the author’s purpose.
ELA2W1 The student begins to demonstrate competency in the writing process. The student
f. Begins to write a response to literature that demonstrates understanding of the text and expresses
and supports an opinion.
The student produces a response to literature that:
a. Captures a reader’s interest by stating an opinion about a text.
b. Demonstrates understanding of the text and expresses and supports an opinion.
c. Makes connections: text-to-self, text-to-text, text-to-world using details from the reading selection.
d. Uses organizational structures to ensure coherence (T-charts, compare and contrast, letter to
author, rewrite the ending, beginning, middle, and end with details from the text).
e. Develops a sense of closure.
f. May include pre-writing.
g. May include a draft that is revised and edited.
h. May be published.

Knowledge:
Students will know …
that reading is an essential skill
that not all ideas are explicitly stated
that good readers can make predictions

Skills:
Students will be able to…
share their understanding of a book with others (blog/face-to-face)
form an opinion
recognize the difference between a fable and a nonfiction piece of information

Enduring Understandings:
Students will understand that…
reading also develops vocabulary and writing skills
reading for pleasure is different from content reading
certain behavior is expected in the sharing of ideas

Stage 2 Acceptable Evidence


Performance Tasks
On-line blog posting participation

Stage 3 Learning Experiences and Instruction


WHERETO Model

Goals:
To increase in pleasure reading
To introduce and explain the differences between fiction and nonfiction
To expose students to a different culture and system of beliefs

Essential Questions:
What are the elements of a story?
What are the parts of an informational text?
How did native Americans pass down their beliefs and values?

Hook
Use the ACTIV board to show the students a series of pictures that are about Native Americans.
Some pictures will be stereotypical and some will be realistic. Have the students have an open
discussion about the pictures to see how the students think and what they know about Native
Americans.

Explore, Experience and Equip


Learning Activities:
Day 1: Following the opening introduction, the teacher will show the students several books that
are about Native Americans. These books will be both fiction and nonfiction lumped together.
The teacher will ask the students to try to place the group of books on their table into different
categories.

Invite the students back to the ACTIV board where they will watch and listen to a podcast about
a Native American folktale.

Next, have the students gather on the carpet and read aloud a Native American folktale. Review
the elements of a story (the students have already learned these in reading and writing). Next
have the students work to create a response to literature about the story that has been read. It is
important that in the reflection area the students make a text to self statement. Allow the students
to share, and then have a discussion about whether or not this is a true story and why not.

Send several books to the classroom that reinforce the Native American Folktale theme, and
have the classroom teacher read these books throughout the next week to the students. If time,
allow them to continue to write a response to literature text to self response.

Day 2: The students will return to the media center and this time we will be exploring
nonfictional text about native Americans (specifically Creek and Cherokee).

Use the ACTIV board again to show the students a short video clip of a Cherokee tribe and their
lifestyle. Next show them a series of pictures that compare and contrast fictional pictures and
events to nonfictional. Discuss how we can tell the difference.

On a graphic organizer have the students tell the parts of a nonfictional story. Read an
informational text to the students and have them use a classification scheme graphic organizer (a
web) to show how the writer has organized the text. Share several other books that fall into this
category. Send several back to the classroom and have the teacher share these books, and the
students complete a response to literature with text to self.

Day 3: Technology component. Have the students use PIXIE and illustrate which genre they
liked better (fiction or nonfiction). The students need to reflect back to a book they have read and
illustrate the book and write WHY they like fiction or nonfiction better.

Sources:
http://www.carolhurst.com/subjects/nativeamericans.html

http://www.native-languages.org/kids.htm

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