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Project GLADEast Whittier City School District

Alicia DeVore, Trisha Gray, Michelle Hamilton, and Karen HernandezNative Americans and Wildlife of California’s Regions (4th)

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I. Unit Themes Use of the coordinate grid system of latitude and longitude to determine the absolute locations

of places in California and on Earth. Regions of California, including how their characteristics and physical environments (e.g.,

water, landforms, vegetation, climate) affect human activity. Living organisms depend on one another and on their environment for survival Pre- Columbian Native Americans: Geographic distribution, economic activities, legends, and

religious beliefs and use of resources.

II. Focus /Motivation Big Book Inquiry chart Observation Charts Cognitive Content Dictionary Read alouds Realia Scientific & Historian Awards: Archeologist & Biologist

III. Closure Process charts Individual Tasks Learning Logs Personal Exploration with Rubric Student generated tests Parent Letter

IV. Concepts Geographical Regions of California The Food Chain Lives and Resources of the California Indians How Living Components Depend on One Another

Native Americans & Wildlife of California’s Regions, Level 4, CA 1Alicia DeVore, Trisha Gray, Michelle Hamilton, Karen Hernandez - Project G.L.A.D (2008)

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V. California State Board Adopted StandardsHistory/ Social Sciences:4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.

1. Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth. 2. Distinguish between the North and South Poles; the equator and the prime meridian; the tropics; and the hemispheres, using coordinates to plot locations. 3. Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity. 4. Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns. 5. Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.

4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.

1. Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.

ScienceLife Sciences 2. All organisms need energy and matter to live and grow. As a basis for understanding this concept:

a. Students know plants are the primary source of matter and energy entering most food chains. b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem. c. Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals.

3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept:

a. Students know ecosystems can be characterized by their living and nonliving components. b. Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. c. Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter. d. Students know that most microorganisms do not cause disease and that many are beneficial.

Language ArtsReading1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentStudents understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.


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Word Recognition 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development 1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.1.3 Use knowledge of root words to determine the meaning of unknown words within a passage.1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g., international). 1.5 Use a thesaurus to determine related words and concepts.1.6 Distinguish and interpret words with multiple meanings.

2.0 Reading Comprehension Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information).

Structural Features of Informational Materials 2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.

Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.2.4 Evaluate new information and hypotheses by testing them against known information and ideas.2.5 Compare and contrast information on the same topic after reading several passages or articles.2.6 Distinguish between cause and effect and between fact and opinion in expository text.2.7 Follow multiple-step instructions in a basic technical manual (e.g., how to use computer commands or video games). 3.0 Literary Response and Analysis Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature

3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.


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Narrative Analysis of Grade-Level-Appropriate Text 3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions.3.3 Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions.3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.

Writing1.0 Writing Strategies Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus 1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.1.2 Create multiple-paragraph compositions:a. Provide an introductory paragraph.b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph.c. Include supporting paragraphs with simple facts, details, and explanations.d. Conclude with a paragraph that summarizes the points.e. Use correct indention.

1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

Research and Technology 1.5 Quote or paraphrase information sources, citing them appropriately.1.6 Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.1.9 Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive).

Evaluation and Revision 1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.

2.0 Writing Applications (Genres and Their Characteristics) Students write compositions that describe and explain familiar objects, events, and experiences. Student


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writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade four outlined in Writing Standard 1.0, students:

2.1 Write narratives:a. Relate ideas, observations, or recollections of an event or experience.b. Provide a context to enable the reader to imagine the world of the event or experience.c. Use concrete sensory details.d. Provide insight into why the selected event or experience is memorable.

2.2 Write responses to literature:a. Demonstrate an understanding of the literary work.b. Support judgments through references to both the text and prior knowledge.

2.3 Write information reports:a. Frame a central question about an issue or situation.b. Include facts and details for focus.c. Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources).

2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.

Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure 1.1 Use simple and compound sentences in writing and speaking.1.2 Combine short, related sentences with appositives, participial phrases, adjectives, ad-verbs, and prepositional phrases.

Grammar 1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking.

Punctuation 1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.1.5 Use underlining, quotation marks, or italics to identify titles of documents.


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Capitalization 1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate.

Spelling 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

Listening and Speaking

1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

Comprehension 1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.1.3 Identify how language usages (e.g., sayings, expressions) reflect regions and cultures.1.4 Give precise directions and instructions.

Organization and Delivery of Oral Communication 1.5 Present effective introductions and conclusions that guide and inform the listener's understanding of important ideas and evidence.1.6 Use traditional structures for conveying information (e.g., cause and effect, similarity and difference, and posing and answering a question).1.7 Emphasize points in ways that help the listener or viewer to follow important ideas and concepts.1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.

Analysis and Evaluation of Oral Media Communication 1.10 Evaluate the role of the media in focusing attention on events and in forming opinions on issues.

2.0 Speaking Applications (Genres and Their Characteristics) Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grade four outlined in Listening and Speaking Standard 1.0, students:2.1 Make narrative presentations:a. Relate ideas, observations, or recollections about an event or experience.b. Provide a context that enables the listener to imagine the circumstances of the event or experience.c. Provide insight into why the selected event or experience is memorable.

2.2 Make informational presentations: a. Frame a key question.b. Include facts and details that help listeners to focus.c. Incorporate more than one source of information (e.g., speakers, books, newspapers, television or radio reports).


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2.3 Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details.2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing.

English Language Development StandardsListening and Speaking (Graded 3-5 ELD Standards)

ComprehensionB: Speak with few words/sentences

Answer simple questions with one/two word responseRetell familiar stories/participate in short conversations/using gestures

EI: Ask/answer questions using support elementsRestate/execute multi-step oral directions

I: Ask/answer questions using support elements Identify key details from stories/information

EA: Identify main points/support details from content areasA: Identify main points/support details from stories and subject areas

Respond to and use idiomatic expressions appropriately

Comprehension, Organization, and Delivery of Oral CommunicationB: Recognize familiar phonemes

Recognize sound/symbol relationships in own writingEI: Read orally recognizing/producing phonemes not in primary

languageRecognize morphemes in phrases/simple sentences

I: Read aloud with correct pronunciation of most phonemesUse common morphemes in oral and silent reading

EA: Use knowledge of morphemes to derive meaning from literature/texts in content areas

A: Use roots and affixes to drive meaning

Reading-Fluency and Systematic Vocabulary Development(Grades 3-5 ELD Standards)

Vocabulary and Concept DevelopmentB: Read aloud simple words in stories/games Respond to social and academic interactions (simple ques/ans) Demonstrate comprehension of simple vocabulary with action Retell simple stories with drawing, words, phrases Use phrases/single word to communicate basic needsEI: Use content vocabulary in discussions/reading Read simple vocabulary, phrases, and sentences independently Use morphemes, phonics, syntax to decode and comprehend words Recognize and correct grammar, usage, word choice in speaking or reading aloud Read own narrative and expository text aloud with pacing,

intonation, expression


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I: Create dictionary of frequently used words Decode/comprehend meaning of unfamiliar words in texts Recognize and correct grammar, usage, word choice in speaking or

reading aloud Read grade level narrative and expository text aloud with pacing,

intonation, expression Use content vocabulary in discussion/reading Recognize common roots and affixes

EA: Use morphemes, phonics, syntax to decode and comprehend words Recognize multiple meaning words in content literature and texts Use common roots and affixes Use standard dictionary to find meanings Recognize analogies and metaphors in content literature and texts Use skills/knowledge to achieve independent reading Use idioms in discussions and reading Read complex narrative and expository texts aloud with pacing, intonation, expressionA: Apply common roots and affixes knowledge to vocabulary Recognize multiple meaning words

Apply academic and social vocabulary to achieve independent reading Use idioms, analogies, and metaphors in discussion and reading Use standard dictionary to find meanings Read complex narrative and expository texts aloud with pacing, intonation, expressionReading ComprehensionB: Answer fact questions using one/two word response Connect simple test read aloud to personal experience Understand and follow one-step directions Sequence events from stories read aloud using key words/phrases Identify main idea using key words/phrases Identify text features: title/table of contents/chapter headingsEI: Use simple sentences to give details from simple stories Connect to personal experience Follow simple two-step directions Identify sequence of text using simple sentences Read and identify main ideas to draw inferences Identify text features: title/table of contents/chapter headings Identify fact/opinion in grade level text read aloud to studentsI: Orally respond to comprehension questions about written text Read text features: titles, table of contents, headings, diagrams,

charts, glossaries, indexes Identify main idea to make predictions and support details Orally describe connections between text and personal experience Follow multi-step directions for classroom activities Identify examples of fact/opinion and cause and effect in literature/content textsEA: Give main idea with supporting detail from grade level text Generate and respond to text-related comprehension questions


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Describe relationships between text and personal experience Identify function of text features: format/diagrams/charts/glossary Draw conclusions and make inferences using text resources

Find examples of fact, opinion, inference, and cause and effect in text Identify organizational patterns in text: sequence and chronology A: Make inferences/generalizations, draw conclusions from grade level text resources Describe main ideas with support detail from the text Identify patterns in text: compare and contrast/sequence/cause and effect

Writing Strategies and Applications (Grade 3-5 ELD Standards)Penmanship, Organization, and FocusB: Write alphabet

Label key parts of common objectCreate simple sentences/phrasesWrite brief narratives/stories using few standard grammatical forms

EI: Write narratives that include setting and characterRespond to literature using simple sentences, drawings, lists, chartsWrite paragraphs of at least four sentencesWrite words/simple sentences in content areasWrite a friendly letterProduce independent writing

I. Narrate sequence of eventsProduce independent writingUse variety of genres in writingCreate paragraph developing central idea using grammatical formUse complex vocabulary and sentences in all content areasWrite a letter with detailed sentences

EA: Write a detailed summary of storyArrange compositions with organizational patternsIndependently write responses to literatureUse complex vocabulary and sentences in all content areas

A: Write short narrative for all content areas Write persuasive composition Write narratives that describe setting, character, objects, and events

Write multi-paragraph narrative and expository compositions Independently use all steps of writing process

Writing ConventionsB: Begin own name and sentences with capital letter

Use period at end of sentenceEI: Begin proper nouns and sentences with capital letter

Use period at end of sentence/use some commas Edit for basic conventions

I: Produce independent writing Use standard word order

EA: Produces independent writing with correct capitals, punctuation, spelling


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Use standard word orderA: Use complete sentences and correct order

Use correct parts of speech Edit for punctuation, capitalization, and spelling Produce writing with command of standard conventionsReading Literary Response and Analysis (Grades 3-5 ELD Standards)

Narrative Analysis of Grade Level Appropriate TextB: One/two word oral responses to factual comprehension questions

Word/phrase oral response identifying characteristics and settingsDistinguish between fiction and non-fictionIdentify fairy tales, folk tale, myth, legends, using lists, charts, tables

EI: Orally answer factual questions using simple sentencesOrally identify main events of a plotRecite simple poemsOrally describe setting of literature pieceOrally distinguish among poetry, drama, short storyOrally describe character of a selection

I: Paraphrase response to text using expanded vocabularyApply knowledge of language to derive meaning from text

EA: Describe figurative language (simile, metaphor, personification)Distinguish literary connotations from culture to cultureIdentify motives of charactersDescribe themes stated directlyIdentify speaker/narrator in textIdentify main problem of plot and how it is resolvedRecognize first and third person in literary text

A: Describe characteristics of poetry, drama, fiction and non-fictionEvaluate author’s use of techniques to influence readerDescribe directly stated and implied themesCompare and contrast motives of characters in work of fiction

VI. Vocabulary

Geography : Latitude longitude north pole south pole equatorprime meridian Tropic of Cancer Tropic of Capricorn hemispheres coordinates plot locations

continents regions oceans Bering Strait

California Regions:Climate temperature humidity topographic featurePopulation density vegetation wildlifeLandforms valleys mountains Physical environmentDeserts coasts harbors baysRanges plains Urban peaksAgriculture terrain wetlands crops


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Native Americans:Archeologist research excavate reportDiscover adapt legend cultureInhabitants modify survive natural resourcesDescendents ancestors beliefs ceremonyTransportation shelter basic needs migrateAncient traditions hunting gatheringHarvesting arrowheads trading system

Life SciencesConsumers producers decomposers herbivoresCarnivores omnivores scavengers carbon dioxideAdaptation photosynthesis oxygen chlorophyllTranspiration vapor nutrients Autotrophic bacteriaFungi mold six kingdoms heterotrophic bacteriaInsects earthworms California Condor beetlesAnts symbiosis species organismsParasite host mutualism parasitismAnimalia plantae protista bacteriaarchaebacteria

VII. Resources and Materials

De Paola, T. (1983). The Legend of the Bluebonnet. Scholastic Inc., New York.

Freedman, R. (1987). Indian Chiefs. Scholastic Inc., New York.

Globe, P. (1984). Buffalo Woman. Macmillan Publishing Comp., New York.

Goldsmith, D. (1991). Pueblo Storyteller. Holiday House., New York.

Liptak, K. (1990). North American Indian Sign Language. Scholastic Inc., New York.

Miles, M. (1971). Annie and the Old One. Little Brown and Comp., Boston.

Martin, Jr. B. (1966). Knots on the Counting Rope. Henry Holt and Co., New York.

Ortiz, S. The People Shall Continue. Children’s Book Press., Emeryville.

Raphael, E. (1993). Pocahontas, Princess of the River Tribes. Scholastic Inc., New York.

Robbins, M. (1996). Native American Tales and Activities. Teacher Created Materials, Inc. U.S.A.

Seattle, C. (1991). Brother Eagle, Sister Sky. Scholastic Inc., New York.

Spizzirri, L. (1986) California Indians. Spizzirri Publishing Inc., New York.

Steptoe, J. (1972). The Story of Jumping Mouse. Scholastic Inc., New York.

Van Laan, N. (1989). Rainbow Crow. Rainbow Books., New York.

Wheeler, C. (1995). Simple Signs. Scholastic Inc., New York.


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Internet Resources:

Pasek, L. (7/17/07). The Yurok. http://www.mnsu.edu/emuseum/cultural/northamerica/yurok.html

Rawks, J. (7/15/07). The First Californians. http://www.californiahistory.net

Tyndall, T. (7/15/07). Native Americans. The Chumash.

http://www.rain.org/campinternet/channelhistory/expedition1/chumash1new.html

Tyndall, T. (7/15/07). Native Americans. Food and Bounty of the Chumash.

http://www.rain.org/campinternet/channelhistory/stories/nafood1a.html

Other resources:

Pictures: National Geographic

Fourth Grade Social Studies Text:California Adventure in Time and Place (2000). Mc Graw-Hill, New YorkReflections: California: A Changing State (2007). Harcourt, New York.


http://www.rain.org/campinternet/channelhistory/stories/nafood1a.html

http://www.rain.org/campinternet/channelhistory/expedition1/chumash1new.html

http://www.californiahistory.net/

http://www.mnsu.edu/emuseum/cultural/northamerica/yurok.html

Planning PagesI. Focus /Motivation

Cognitive Content Dictionary with Signal Word Big Book Observation Charts Inquiry chart Realia Awards (Jeopardy bookmarks, golden pen award, super archeologist award badges, seed notebooks,

flip chant books)

II. Input Graphic Organizer of world map Pictorial input of California & four Regions of California, including their characteristics and physical

environments (e.g., water, landforms, vegetation, climate) Pictorial Input of the Miwok tribe Graphic organizer of food chain, (energy enters through sunlight, to plants through photosynthesis, plants

as primary source of matter and energy in food chain. Matter passes through the organisms and environment) Narrative Input of Rainbow Crow 10/2 Lecture with primary language groups

III. Guided Oral Practice Poetry, chants, highlighting Personal Interactions T-graph for social skills (cooperation) / Team Points Picture file cards / sort for region & Exploration report

Observe, classify, categorize, label, highlight Sentence Patterning Chart (Noun: Creatures) Process Grid (Tribes: Miwok, Chumash, Cahuilla, Yurok, Yokut) Expert Groups (Chumash, Cahuilla, Yurok, Yokut) Mind Map

IV. Reading / Writing ActivitiesA. Whole Class

Poetry Frames Shared Reading Poetry writing based on Here, There frame Found poetry DRTA Transparency Story : The Story of Jumping Mouse Cooperative Strip paragraph (respond, revise, edit)

2.3 Write information reports:a. Frame a central question about an issue or situation.b. Include facts and details for focus.

Narrative Graphic organizer (Rainbow Crow) Narrative Story Map (Rainbow Crow)

+ List sensory details and dialogue that developed the plot


Planning PagesPage 2

B. Cooperative Expert groups Flexible Group Reading

Heterogeneous, leveled Partner focused reading ELD Preview/Review SQ3R Group Frame Team Tasks Cooperative Strip Paragraphs on another process grid tribe Flip chants (from Here, There poem) Strip books Ear-to-ear reading Team writers workshop: Narrative graphic organizer Narrative Story Map Narrative

2.1 Write narratives:a. Relate ideas, observations, or recollections of an event or experience.b. Provide a context to enable the reader to imagine the world of the event or experience.c. Use concrete sensory details.d. Provide insight into why the selected event or experience is memorable.

C. Individual Interactive Journals Expository Paragraph on Native American tribe Narrative graphic organizer, story map, story Poetry Booklet Focused Reading w. personal Cognitive Content Dictionary Patterned paragraph of animal in a region (from sentence patterning chart) Listen & Sketch Learning logs All Team Tasks taken to Individual Tasks Letter to parents (What I learned this week)Writer’s Workshop

D. Writer’s Workshop Mini-lessons Plan, write Author’s Chair Conference Publish

V. Extended Activities Home/school connections Jeopardy (Using Vocabulary Awards) Visit Internet sites of modern Native American Tribes Guided Art Lesson Science Exploration

Planning PagesPage 3

VI. Assessment/Evaluation/ClosureNative Americans & Wildlife of California’s Regions, Level 4, CA 14Alicia DeVore, Trisha Gray, Michelle Hamilton, Karen Hernandez - Project G.L.A.D (2008)

Learning logs Essay test Individual projects: selected tribe Process Charts Team Exploration Team Social Action Plan


Sample Daily Lesson Plan

Day 1:

FOCUS & MOTIVATION Three Standards/Awards Cognitive Content Dictionary with Signal Word: sweathouse Observation Charts Inquiry Chart (What do we know about California’s land & living things?) Big Book: I Know of a Place Portfolios

INPUT World Map Graphic Organizer : continents, oceans, latitude, longitude

o 10/2 Discussion w/ Primary Languageo Learning Logo ELD Review

GUIDED ORAL PRACTICE Chant

INPUT “Big Picture Input” CA Map Living Components and Tribes


GUIDED ORAL PRACTICE Chant T-graph for Social Skills: cooperation

o Team Points Picture File Cards

o List, group, labelo Exploration Report

READING & WRITING Writer’s Workshop

o Mini-lesson: sketch and writeo Plan, share, writeo Author’s Chair

CLOSURE Home /School Connection



Day 2:

FOCUS & MOTIVATION Three Standards/Awards Cognitive Content Dictionary with Signal Word: agriculture Process Home/School Connection Review World Map w/ Word Cards Review CA Map w/ Word Cards Chants, highlight, sketch, add picture file cards


INPUT Pictorial Input of Miwok

o 10/2 Discussion w/ Primary Language preview/reviewo Learning Logo ELD Review


INPUT Graphic Organizer: Food Chain



READING & WRITING Found Poetry : Bering Strait Expert Groups

o Team Taskso Process T-Graph

Team Share Interactive Journals Transparency Story: Modified DRTA : The Story of Jumping Mouse Writer’s Workshop

CLOSURE Process Charts Home /School Connection



Day 3:

FOCUS & MOTIVATION Three Standards/Awards Cognitive Content Dictionary with Signal Word: omnivore Process Home/School Connection Review Pictorial of Miwok w/ Word Cards Review Regions add Living Components with Word Cards & Pictures Review Food Chain w/ Word Cards

INPUT Narrative Input of Rainbow Crow

o Learning Logo ELD Review

GUIDED ORAL PRACTICE Sentence Patterning Chart – (plural noun: creatures)

o Reading/Trading Gameo Flip Chant

Chant T-graph

o Group Oral Evaluations

READING & WRITING Flexible Groups: expert groups

o Team Tasks

GUIDED ORAL PRACTICE Mind Map – Miwok tribe Process Grid Game

READING & WRITING Coop-strip Paragraph

o Respond, revise, edit Writer’s Workshop

o Mini-lesson: Genreso Plan, share, writeo Author’s Chair

Transparency Story: Modified DRTA : The Story of Jumping Mouse

CLOSURE Process Charts Home /School Connection



Day 4:

FOCUS & MOTIVATION Three Standards/Awards Cognitive Content Dictionary with Stumper Word Process Home/School Connection Review Narrative w/ Word Cards

READING & WRITING Story Frame of legends-Rainbow Crow Flip Chant Flexible Group Reading

o Group Frame/ELD Group Frame-Story Retello At or Above – Clunkers and Links w/ SQ3Ro Team Tasks

Process T-grapho Written evaluation

Listen & Sketch-The Salamander Room


READING & WRITING Team legends frame Transparency Story: Modified DRTA : The Story of Jumping Mouse

CLOSURE Process Charts Home /School Connection Interactive Journals



Day 5:

FOCUS & MOTIVATION Three Standards/Awards Cognitive Content Dictionary with Stumper Word Process Home/School Connection: Partner Share Story Map

INPUT Read Aloud : Modern Tribes


READING & WRITING Team Tasks Flexible Group Reading

o Coop Strip Paragraph: Struggling/Emergent Readerso Team Tasks - Team presentations

Written Evaluationo Team Presentations

READING & WRITING Ear to Ear Reading w/ Poetry Booklet Focused Reading w/ Personal CCD

CLOSURE Tribal Games Jeopardy Game Process Inquiry Chart What helped you learn? Letter Home Final Team Chants


I Know of a PlaceBig Book By: Karen Hernandez & Trisha Gray

Page 1

I know of a place…

Where the diversity of landforms, water, resources and climates form four geographical areas called regions.

Where all organisms need energy and matter to live and grow. Inhabitants from the plant and animal kingdoms survive and depend upon one another in symbiotic relationships.

Where people throughout history have used the natural resources and adapted to and modified their environment to meet the basic needs of food, water, and shelter.

Where is this place?It’s between 32° N and 42° N latitude,

and 114° W and 124° W longitude.Located in the western hemisphere…

On the large continent of North America…Inside the coast to coast country of the United States…


It’s our state of California!



Where beautiful mountains tower over lush green valleys. Streams formed by natural springs, rain and melting snow rush down slopes into flowing rivers and brilliant lakes.

Where the abundance of water nurtures tall trees and thick vegetation. Black bears roam, foraging the forest for berries and nuts. Birds build their homes in thick foliage. Carnivorous mountain lions stealthily hunt their prey.

Where forests provided Native Americans with wood for homes, canoes, and art. Where these resourceful people hunted game, gathered berries, and fished from the streams.




Part of the state of California…


It’s California’s mountain region!



Where flat fertile land surrounds life giving rivers. Cool wet winters and hot, dry summers provide the perfect climate for growing vegetables, fruit, and nuts.

Where ducks swim happily through wetland marshes. The frezno kangaroo rat helps keep soil fertile by digging burrows and disperses seeds of plants it has eaten.

Where tribes of long ago used black oak trees to build willow shelters, weave baskets, and create works of art. They hunted game, gathered acorns, and cured sicknesses with herbs.





It’s California’s central valley region!Native Americans & Wildlife of California’s Regions, Level 4, CA 25Alicia DeVore, Trisha Gray, Michelle Hamilton, Karen Hernandez - Project G.L.A.D (2008)

I know of a place…Where very little water falls on hills and flatlands and valleys. The climate is extreme, with temperatures rising up to 120 F and dipping down to -20 F.

Where more than 3,000 species of plants and animals survive in spite of the harsh environment. Cacti stores water in its trunk for itself and others. Snakes and small rodents avoid the heat by staying in burrows or coming out only at night.

Where resourceful indigenous people adapted to their environment by developing irrigation to bring water to their crops of corn, squash, and beans.





It’s California’s desert region!


I know of a place…Where the cold wet climate of the north helps the thick Redwood Forest flourish, and the mild winters and warm dry summers of the south nurture citrus trees. Where the land meets the Pacific Ocean in harbors, bays, and sandy beaches.

Where diverse ecosystems are home to plants and animals which have adapted to their various environments. The Western Sandpiper walks on long legs through mud to pick out worms and clams. Sea lions and otters enjoy the privileges of both land and sea.

Where sea creatures like fish, abalone and clams provided abundant food for the Native Americans on the shore. Reeds were useful for homes and baskets. Clamshells and otter skins were traded for other needed items.

Where is this place? It’s between 32° N and 42° N latitude,




It’s California’s coastal region!


We know of this place and we love it!**************************************************

*****************Frame for Student made big books:

We know of a place…(topography and climate)

Where_________________________________________________________________ ______________________________________________________________________

(Plants and animals)

Where_________________________________________________________________ ______________________________________________________________________

(Native Americans)

Where_________________________________________________________________ ______________________________________________________________________

Where is this place? It’s between 32° N and 42° N latitude,



Part of the state of California…Native Americans & Wildlife of California’s Regions, Level 4, CA 28Alicia DeVore, Trisha Gray, Michelle Hamilton, Karen Hernandez - Project G.L.A.D (2008)

It’s California’s ________________ region!


Poetry BookletNative Americans

and Wildlifeof California’s Regions


Natives Everywhere

Natives here, natives there,Tribes of natives were everywhere!

Swift natives gathering quietly,Hungry natives hunting diligently,Religious natives praying loudly, And creative natives building skillfully.

Natives off the Pacific Coast,Natives through the desert sand,Natives among Redwood trees,And Natives on fertile land.

Natives here, Natives there,Tribes of Natives were everywhere!

By: Karen Barnett


A Native American Story(Tune: Brady Bunch)

Here’s a story of American Natives,who came across the Bering Strait.

Looking for a region to settle,their needs made them migrate.

All their needs were just the same,shelter, clothing and food to survive.

Using diverse natural resources,Helped them to stay alive.

Till the time when other people came,And told them they really had to change,

To give up ancient traditions.They thought that they were strange.

That’s the way they became Americans,Americans, Americans.

That’s the way they became Americans

By: Karen Barnett


Native Californian BugalooNative Californians lived all around,Hunting or gathering from the ground.Each tribe was diverse with many traditions,Adapting to the region and its conditions.

Coasts, deserts, mountains, valleys too!The Native Californian bugaloo!

Miwok tribes in the valley in a cone-shaped hut,Cultivated crops and harvested the acorn nut.Weaving, hunting, adapting quite well,Kept their culture alive to tell.


The Chumash tribes lived along the coast,Berries, fish and acorns were eaten the most.Carving and weaving helped meet their needs,They lived in domed shelters made out of reeds.


Some Cahuilla tribes dwelt upon different land,Quiet hot, scarce water, but lots of sand.Built shelters and tools from a bush called mesquite,Hunted small game and cultivated food to eat.


Yurok near the river cut the Redwood,Built boats and plank houses as they should,Used a pestle and mortar to grind the grain,Fished Salmon from the river in the sun or rain.


Yokuts lived in the marshes in a cone-shaped hut,Made out of the tule they skillfully cut.Wild fowl, antelope, acorns to eat,Living free in the foothills was a treat



By: Karen Barnett


Symbiosis

Do you know about symbiosis? Yes, Ma’amDo you know about symbiosis? Yes, Ma’amWhat do you know? Species interactWhat else do you know? They live long together Give me an example: mutualismAnother example please: parasitism

Do you know about mutualism? Yes, Ma’amDo you know about mutualism? Yes, Ma’amWhat do you know? Both organisms benefitWhat else do you know? They help each otherGive me an example: fungi and treesAnother example please: trees and bees

Do you know about parasitism? Yes, Ma’amDo you know about parasitism? Yes, Ma’amWhat do you know? The parasite benefits…

Nice!What else do you know? The host is harmed…

Ouch!


Give me an example: viruses and humansAnother example please: fleas and dogs

Are you through? Yes Ma’amDid you tell me true? Yes Ma’amWhat did you chant? Symbiosis

By: Karen Hernandez


An Environment Jive

Nonliving components around you see,They don’t need to worry like- you and me. But anything that’s living, you should knowNeeds water, food, and air to make it grow.

Now, what does it take to survive?Adapt to that environment to stay alive!

Special feet, beaks, bones or covering will do,For animals to live where they’ll make it through.Special leaves, seeds, stems, or roots do their partFor plants to grow and survive –now, that’s smart.

Now, what does it take to survive?Adapt to that environment to stay alive!

By: Karen Hernandez


California Regions CadenceCalifornia’s our home state, Sound off – four regionsFour regions are really great! Sound off – four bordersOregon to Mexico, Sound off – 1, 2, 3, 4Nevada to Pacific O Our State!

The Pacific Coast is by the sea, Sound off – San Francisco BayRanges and beaches are there to see. Sound off – Ventura HarborShips fill the many harbors and bays, Sound off – 1, 2, 3, 4An urban place to spend your days. Sea Breeze!

Mountains in altitudes way up high, Sound off – Mt. WhitneyThe source of rivers so we won’t be dry. Sound off – YosemiteJohn Muir came and saw this land, Sound off – 1, 2, 3, 4The Sierra Nevada is really grand. Snowy Peaks!

The Central Valley, long and wide, Sound off – rural lifeGrows agriculture in the countryside. Sound off – fertile landRivers and aqueducts water the terrain, Sound off – 1, 2, 3, 4Wetlands home to fish and game. Grow Crops!

The desert is so hot and dry, Sound off – Great BasinVegetation is scarce, Oh my! Sound off – Mojave3 main deserts don’t you know? Sound off – 1, 2, 3, 4Death Valley is one that’s very low. So Hot!

By: Marsha Bowser


The Energy Connection(Tune: She’ll Be Coming ‘Round the Mountain)

Plants bacteria and algae are PRODUCERS three.They use photosynthesis you see.

They absorb the energy from the sun,And use carbon dioxide before their done,

Converting it to food for living things.

CONSUMERS eat producers for energy.Herbivores eat only plants or trees.

Carnivores eat only meat,And omnivores eat both of these,

But scavengers find dead animals to eat.

Decomposers recycle energy from dead things,Their job is more important than you think,

Earthworms, fungi, and bacteriaDecompose in every area,

So that producers can use them once again

By: Karen Hernandez

Native Californian Yes Ma’amIs this the Miwok? Yes, Ma’amIs this the Miwok? Yes, Ma’amHow do you know? They lived in the Mountain RegionHow else do you know? They lived in the Sierra NevadasHow did they get food? They hunted and fishedHow else did they get food? They harvested plantsGive me some examples. Rabbits, beavers and deerGive me more examples. Acorns, berries and seeds

Is this the Yokut? Yes, Ma’amIs this the Yokut? Yes, Ma’amHow do you know? They lived in the Central ValleyHow else do you know? They lived in the foothills of the San

Joaquin ValleyHow did they get food? They hunted and fishedHow else did they get food? They harvested it from the groundGive me some examples. Salmon, geese and mud hensGive me more examples. Seeds and bulbs

Is this the Chumash? Yes, Ma’amIs this the Chumash? Yes, Ma’amHow do you know? They lived on the southern coastHow else do you know? They lived on the Channel IslandsHow did they get food? They caught fish in the kelp bedsHow else did they get food? They gathered plants and hunted animalsGive me some examples. Seals and sea lionsGive me more examples. Pine nuts and acorns

Is this the Cahuilla? Yes, Ma’amIs this the Cahuilla? Yes, Ma’amHow do you know? They lived in the foothillsHow else do you know? They also live in the valleysHow did they get food? They hunted with bows and arrowsHow else did they get food? They gathered nuts and berriesGive me some examples. Birds and rabbitsGive me more examples. Lizards and tortoises

Is this the Yurok? Yes, Ma’amIs this the Yurok? Yes, Ma’amHow do you know? They lived in the northwestHow else do you know? They also lived along the Pacific coastHow did they get food? They fished and huntedHow else did they get food? They gathered nuts and berriesGive me some examples. Salmon and wild fowlGive me more examples. Acorns into flour

Name: ________________________________

Home/School Connection 1

Tell a family member or caretaker what you learned about the region, natural resources, wild life, and villages of the Miwok tribes.

Sketch & write what you shared with them.

___________________________ _________________________

Student Signature Parent Signature

Nombre: _______________________________

Conección entre escuela y casa 1

Explica a un miembro de tu familia lo que aprendiste sobre la región, recursos naturales, animales, y pueblos de los tribus Miwok.

Trasa y escribe las etiquetas describiendo lo que explicaste a él o ella.

___________________________ _________________________

Firma del estudiante Firma del padre/madre

Name: ________________________________


The Native American tribes passed on their traditions, beliefs, and skills from generation to generation.

Ask a parent or grandparent to tell you about a tradition, belief or skill that has been passed on in your family.

Sketch or write about what you find out.

___________________________ _________________________


Nombre: _______________________________


Los Americanos Nativos pasaron sus tradiciones, creencias, y talentos de generación a generación. Pregunta a tus padres o abuelos sobre una tradición, creencia, o talento que ha sido pasado por

generación a generacion de tu familia. Trasa y escribe sobre lo que te dicen.

___________________________ _________________________


Name: ________________________________


Go to a quiet place outside to make some observations about the living and non-living components of the surrounding environment.

Sketch and write what you see and hear.

___________________________ _________________________


Nombre: _______________________________


Encuentra un lugar tranquilo afuera y observa las cosas naturales que viven alrededor de nuestro ambiente.

Dibuja y escribe todo lo que ves y escuchas.

___________________________ _________________________


Name: ________________________________


In class you have learned about the food chain. Sketch and tell a family member what you have learned.

___________________________ _________________________


Nombre: _______________________________


En clase has aprendido sobre la cadena de comida. Dibuja y cuentale a un familiar todo lo que has aprendido.

___________________________ _________________________


Expert Group: The Yurok

Landforms & Water

The Yurok lived on the Pacific coast of northwestern California. Many of their villages were either on lagoons or at the mouths of streams; others were along the lower course of the Klamath River. They would fish for salmon in the Klamath River. In Northern California, the mountains drop sharply into the Pacific Ocean, forming steep cliffs.

Climate

The Pacific Ocean helped warm the land during the winter, and cool it during the summer. The winds generally blew from west to east, which sent cool, wet air. This caused the Northern Pacific Coast region to be rainy and foggy. Because of all of this rain, some of the tallest trees called the redwoods grew along the coast.

Plants as a Natural Resource

The Yuroks used acorns for food. The acorn was ground and stored as flour. The tribe would gather berries and roots from the surrounding bushes. The redwood trees supplied the material to make baskets and canoes. The tribe would sell the baskets and canoes for currency.

Animals as a Natural Resource

Salmon was a main source of food for the Yuroks. They would hunt for wild fowl and deer to use as food and clothing. The Yuroks used the shell of mollusks found in the Pacific Ocean as a type of monetary system. Woodpecker scalps and albino deerskins were also used to show wealth.

Tribal Beliefs & Activities

The Yurok people believed in ritual cleanliness for the individuals as well as for the entire tribe. They believed that by keeping the world clean, they were able to rejuvenate the world and help make it a better place. They also believed that the salmon came from a being named Nepewo. To honor Nepewo, the Yurok people would have a First Salmon ceremony each year. The shaman, a religious leader, had to catch and eat the first salmon of the season.

Interesting Facts

The Yurok tribe was unique in the way they measured an individual’s wealth. A man’s wealth was measured by the amount of land he owned and it was often sold to one another. His social status was determined by the value of the man’s wealth. The women were able to reach a status of wealth through the power of healing. They would use herbs, roots, sticks, or bark to cure sickness. This power was for women only, giving them a source of wealth.

Expert Group: The Cahuilla

Landforms & Water

The Cahuilla tribe lived in the foothills of the San Bernardino Mountains and the valleys of the San Jacinto Mountains. They lived near areas where water came through openings in the ground called springs. In some areas, high canyon walls provided shade and protected the villages from strong winds.

Climate

The surrounding mountains acted as a huge wall that blocked the humidity (moisture in the air) from reaching the other side. There was very little rain, less than 5 inches a year. During the day, the temperature could reach up to 120° F.


The Cahuilla would leave their village to gather acorns, pine nuts, grass seeds, berries, roots and cactus fruits in the mountains. The mesquite bush provided for much of their needs. The wood from the plant was used for building houses, fences, arrow shafts, and digging sticks. The bark was used for the making of baskets. The juice or sap was used to make black dye. They mashed acorns to make soups and breads to eat. The plants were used as medicine. The Cahuilla used sticks and plants to build their homes called kishes.

Animals as a Natural Resource Food was harder to find in the Desert Region, and the Cahuilla were always trying to hunt

enough food to eat. The Cahuilla hunters used bows and arrows to kill small game, such as birds, rabbits, and lizards. They would also eat One would find desert tortoises in their burrows when it is hot.


The Cahuilla told many stories about how the world began. The boys were taught how to hunt, and the girls were taught how to grind acorns, make baskets and pots. Both men and women made dome shaped or rectangular homes called kishes. They held special ceremonies to celebrate important events. The Cahuilla wore special feathered headdresses, shook rattles, and performed dances and songs during the ceremonies.

Interesting Facts

The Cahuilla traded goods with other people. These goods were shell beads, furs, baskets, and clay pots. Not very many surrounding tribes made clay pots. These pots were used to store food and water.

Expert Group: Chumash

Landforms and Water

The Chumash tribe inhabited the southern coastal regions and the Channel Islands off the coast of California. This area is part of the coastal plain and includes the lowland sandy beaches. On the mainland, the Chumash settled along shorelines where rivers and streams fed into the ocean. On the Channel Islands, they settled near natural spring fed sources.

Climate

In the southern coastal regions, the ocean helped warm the land in the winter and cool it in the summer. This region had mild winters and warm dry summers. The average rainfall was 8-32” of rain per year.


The Chumash used sea grasses on the islands and tule reed leaves on the mainland to use as roofs on their domed shaped houses. Pine nuts and acorns were gathered and stored for winter months. Plant fibers were used to make ropes which were then made into nets for fishing.

Animal as a Natural Resource

Much of the Chumash diet consisted of plants and animals gathered on the land and from the sea. They caught fish in the kelp beds. They used seal and sea lion meat for food, skins for blankets and capes, whiskers for drilling small holes in shells, and bones for tools.


The Chumash were an example of people who studied the stars with a special mastery. The early Chumash based their entire understanding of their place in the cosmos on a dimensional astronomical map that had layers of historical reality and emphasized a relationship to the stars. Chumash rock art is being closely examined and it appears likely that there are large cave / cliff side paintings created as maps of the night sky. Chumash carved ceremonial artifacts show images of the placement of stars in the sky as part of religious observations. And the descendants of the prehistoric Chumash have shared their names for the seasons and mythologies about the stars and the supernatural beings believed to reside in the heavens with anthropologists.

Interesting Facts

The Chumash built tomols, plank boats, for water travel. They used tar to make their baskets and canoes waterproof. Like other Indians, the Chumash had a government to help their people make rules and choose leaders. Leaders encouraged their villages to cooperate with one another.

Expert Group: The Yokuts

Landforms & Water

The Yokut Indians are located in the Central Valley of California. The San Joaquin River was an important water source. The Central Valley is surrounded by the Coast Ranges and Sierra Nevada mountain ranges. Tulare Lake was divided between three tribes to use.

Climate

The climate of central California supported the Yokut. The Central Valley had a wet season during the winter months. Most of the precipitation, between 8”-32” a year, falls during this time. The southern valley summers were long and hot.


In the Central Valley there were many plants, nuts and berries to eat. The valley was covered with wild grasses, plants and trees. Oak trees were found throughout the region except in the hottest, driest part of the south. The Yokuts used wood from the oak trees to build their homes and gathered the acorns for food. Acorns, seeds, and roots were all important foods for the Yokuts.

Animals as a Natural Resource

The Yokuts were excellent hunters although animals and birds were only a small part of their diet. Fish was an important food source for the Yokuts. They fished with nets, basket traps, and spears, hunted waterfowl such as geese, and ducks and collected shellfish.


Many of the religious beliefs of the Yokuts focused on the weather. The shamans were religious authorities. The Shamans were believed to heal people. They took baths in springs every night, hoping to find supernatural power or power and advice from an animal that may come to the spring. This advice helped them to cure the other tribe members. If a shaman failed to heal or if they were suspected of being evil and using their power in a bad way, they were killed by the chief of that tribe rather than being protected by him.

Interesting FactsThere were two types of houses that the Yokuts live in. They were the single family

dwellings and the communal residences. Single family dwellings were built near sloughs and marshes. They consisted of tule mats over a wooden frame. These dwellings were not dug out because water would seep in. The communal residences were long and steep-roofed. They were built so that as many as ten families can live in it with a fireplace and a door of their own. They would also build mat-covered buildings to keep dried food in, but these were owned by the entire community.

Region & Tribe

Process Grid

Regions & Tribes Landforms & Water

Climate Plants as Natural Resources

Animals as Natural Resources


Interesting Facts

Mountain Region

Miwok Tribe

Southern Pacific Coast Region

Chumash Tribe

Northern Pacific Coast Region

Yurok Tribe

Desert Region

Cahuilla Tribe

Central Valley Region

Yokuts

Found Poetry

All was quiet. The chill of the morning air was not yet disturbed by the cry of a

bird or animal. Feather-like clouds of damp fog drifted through the rolling foothills and

clung to the meadow grasses. The treetops along the ridge shone with a soft golden glow

as the sun’s rays began to bring warmth to nature’s world. Bit by bit, sound by sound,

nature shed its shadowy blanket of night to welcome the dawning of a California

morning.

As the misty clouds cleared, the soft voices of nature were joined by the sounds of

human voices. Silhouetted against the velvety green slopes of the foothills stood a small

group of people – the first Californians. Their eyes followed the flight of a radiant

butterfly as it floated over a field of flowers. The quiet was unbroken except for the

noisy chatter of magpies searching for berries and seeds in a nearby thicket. A jackrabbit

scurried into the shadows, unaccustomed to the sound of human voices. Through this

unfolding scene of beauty, nature unveiled its welcome to the first Californians.

No one knows when these first people came to California. No one knows just

what happened when they did come, but we do know that long, long ago there were no

people living in California. There were no people on the whole North American

continent! California belonged only to the birds, animals, grass, mountains and skies!

Permission Given by East Whittier City School District

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