1 Paint Activity
2 Learning About the Culture
3 Getting Information from Graphs
4 Children's Work
5 Lesson Plan 1
6 Lesson Plan 2
Ute Indians of North America
Coyote Steals the Blanket
Retold and Illustrated by Janet Stevens
Look at this picture and tell me what you see.
What is Coyote wearing?
Learning About the Culture
1. Click on the picture of a corn cob. Can you name an item of food that you enjoy eating that the Indians also liked to eat?
2. Click on the picture of the feathered headdress. Can you spell a word before the turtle hides in his shell?
3. Click on the picture of the Indian. Can you dress the Indian girl?
Cultural Diversity Activity for Grades 3 - 5
Integrating Math and Science
Getting Information from Graphs
What does the symbol °F
Would you need to carry an umbrella in Salt Lake City during July?
During which month would you need to wear a jacket while in Salt Lake City?
During which month is it hottest in Salt Lake City?
Salt Lake City is the capital of Utah, a state that is located in the western region of the United States of America. It is the largest city in the state and is located near Great Salt Lake. Salt Lake City experiences four different weather seasons: winter, spring, summer, and fall. It's winter is cold and snowy. It's spring is very wet. It's summer dry with some thunderstorms. There are wide temperature swings during it's fall. Salt Lake City is famous for hosting the 2002 Winter Olympics.
Children's Work
Lesson Plan 1
____________________
Mentor
Teacher's Signature
____________________
Date
Coyote Steals the Blanket: A Ute Tale
General
Information
Name:
School/Mentor Teacher:
Grade Level: Kindergarten
Subject Areas: Technology Integration,
Social Studies (Multicultural Understanding)
Date Taught:
Total Duration of Lesson: 55
minutes. (This lesson may be presented in 2 sessions)
Primary Learning Outcomes (PLO)
The primary learning outcomes to be achieved with this lesson include:
A. Students will be able to use the
mouse while operating the computer to find
information related to a multicultural children’s story.
B. Students will listen to a
story about another culture.
C. Students
will work cooperatively in a small group to make a story picture
about things they learned from the story.
Related
QCC & GPS Standards
A. Grade: K
Technology Integration
Strand: Basic Skills
Standard: Operates basic
technology tools and applications.
B. Grade: K
Social Studies Georgia Performance Standard
Geographical
Understandings
SSKG1: The student will describe
American culture by explaining diverse community and family
celebrations and
customs (this also includes the cultures represented by children from
other
countries who are enrolled in our schools whose native language is one
other
than English).
Technology
Connection
Technologies that will be used in this lesson include: computer with
Internet
connection, a picture developed using a computer drawing program, and a
designed website that includes a computer painted picture and links to
cultural
websites that represent the country in the multicultural literature
book.
Elementary students will use computers to view website developed for
the
multicultural literature book.
Part One: PAINT PICTURE ACTIVITY
Work with a small group of students (2-5). Show students the
PAINT
picture on your page.
Ask the children to use the mouse to
point to
various objects in the picture and tell them to describe them or name
them.
Read the text under the picture then
read the
questions. Write their responses individually on a large sheet of
chart
paper that also has the questions on it.
“Coyote is very stubborn;
he does what he wants, goes where he wants, and takes what he
wants.
Coyote spots a beautiful blanket draped over a large rock in the middle
of the
desert and he wants it to wear as a new coat. Hummingbird tries
hard to
stop Coyote from stealing the blanket, but Coyote ignores him and takes
the
blanket anyway. All of a sudden a strange RUMBLING noise erupts
from
behind Coyote. The large rock is chasing him!! Hummingbird
tells
Coyote that the Spirits of the desert are angry with him for taking
what
doesn't belong to him. Oh, no!”
- Look at
this picture and tell me what you see.
- What is
Coyote wearing?
Reading
the story:
Introduction
to story
Read the title of the book,
author, illustrator, and do a picture walk with the students.
“The
title of the book I will be reading is Coyote Steals the Blanket: A
Ute Tale
and it is retold and illustrated by Janet Stevens.”
Ask some questions or point out words or
objects:
a. Do you
know what it means when a story is “retold”? When
you see that a story is retold it means that the story was
not written by the author because the person who first wrote the story
is
unknown. A retold story began as a tale
that was never written down, it was just told over and over by
different
people. So, we don’t know who first
told this story, it was just passed down from one generation to the
next, and
finally an author decided to write it down in a book in order to share
it with
everyone.
b. It says on the cover that this
book is a “Ute
Tale”; what does that mean? This
story is a tale that came from the Ute Indian tribe who lived out west
in Utah
and Colorado. The Ute Indians passed
this story down from generation to generation.
c. What does it mean to steal? It says in the title that Coyote is going to
steal a blanket; this means that he is going to take something that
does not
belong to him without asking.
d. Why is
wrong to take things that do not belong to you?
e. What
do you think is going to happen to Coyote?
Read the
story to the children
Ask the children to decorate
or enhance the chart picture with their own words or pictures related
to the
story.
Assessment
of the Primary Learning Outcomes
"Now that
we have visited my website, and listened to a story about a Ute Indian
tale,
tell us what you wrote or drew on the chart paper from the story and
why
you chose to put it on the page."
A.
Technology Integration
Student will be assessed through observation while using the mouse to
control
the computer.
B. Social Studies
Student will be assessed through answers to questions, illustrations,
and
discussions about diverse cultures.
Rubric:
|
Level 3 |
Level 2 |
Level 1 |
|
Student
is able to use the mouse to control the computer with no or little
assistance. |
Student
is able to use the mouse to control the computer with much assistance. |
Student
is not able to use the mouse to control the computer. |
|
Student
responded with accuracy to all the questions about the culture and was
able to draw or write words accurately that related to the story. |
Student
responded with accuracy to some the questions about the culture and was
able to draw or write words accurately that related to the story. |
Student was unable to respond with
accuracy to questions about the culture, and did not draw pictures that
accurately represented the story. |
Lesson Plan 2
Mentor Teacher's Signature
________________________
Date
Exploring Our World
Through Literature and Technology
Exploring the Ute Indian Tribe
General
Information
Name:
School/Mentor Teacher:
Grade Level: Kindergarten
Subject Areas: Technology Integration,
Social Studies (Multicultural Understanding)
Date Taught:
Total Duration of Lesson: 55
minutes. (This lesson may be presented in 2 sessions)
Primary Learning Outcomes (PLO)
The primary learning outcomes to be achieved with this lesson
include:
A. Student will be able to use the mouse while operating the computer
B. Student will be able to respond to questions about a diverse culture
and a
language other than English.
Related QCC & GPS Standards
A. Grade: K
Technology Integration
Strand: Basic Skills
Standard: Operates basic technology tools and applications.
B. Grade: K
Social Studies Georgia Performance Standard
Geographic Understandings
SSKG1: The student will describe American culture by explaining diverse
community and family celebrations and customs (this also includes the
cultures
represented by children from other countries who are enrolled in our
schools,
whose native language is other than English)
Materials and Equipment
1. Computer with Internet connection set to your Global Diversity
Graphic
Organizer. The following web
pages:
Native American Food Pyramid
http://www.nal.usda.gov/fnic/Fpyr/NAmFGP.html
NativeTech: Guess the Word Before the
Turtle
Hides!
http://www.nativetech.org/games/turtle.html
NativeTech: Virtual Paper Dolls
http://www.nativetech.org/games/paperdolls/index.html
2. Multicultural children’s book:
Stevens, Janet.
(1993). Coyote Steals the Blanket: A
Ute Tale. New York: Holiday
House.
3. Colored markers, crayons, and chart paper.
4. Paper or props related to the multicultural story.
5. Markers, crayons, points, etc. You can also use the PAINT
program if
there is time for each student to create a PAINT picture.
(Students’ work will be scanned or saved and
will be posted on your Global Diversity page.)
Technology
Connection
Technologies that will be used in this lesson include: computer with
Internet
connection, a picture developed using a computer drawing program, and a
designed website that includes computer painted picture and links to
cultural
websites that represent the country in multicultural literature
book.
Elementary students will use computers to view website developed for
multicultural literature book.
Step One: Introduction
Show students the graphic organizer and talk about your country and
also how it
relates to the story you read them earlier.
“The first people to live in North
America were
Native Americans. One of the many
tribes that lived in the United States was the Ute tribe.
The Utes were native to the area now known
as Colorado and parts of Utah and northern New Mexico. They were a
unique
people and had a unique way of life.
The Utes lived off the land. They hunted the many animals in the
area.
These included bear, elk, deer, buffalo, antelope, mountain sheep,
beaver, jack
rabbits, sage hens, geese, ducks, wolves, minks, and more. From these
animals
they got their clothing and homes. The
Utes lived in tipis. They used twelve to eighteen straight poles and
put them
in a cone shape. They then covered these with the skins of the animals
they
killed. The Utes were very religious.
Their medicine man, or shaman, was a doctor or healer. The medicine man
carried
a bag of special things to heal people. Some of the special things they
carried
in the bag were deer tails, small drums, rattles, and a tiny sack of
herbs
containing yarrow. Besides using
medicines to cure someone, the Utes also had many dances. One of the
important
dances was the Bear Dance. The Utes believed that they were very
closely
related to bears. The Utes called the Bear Dance "Momaqui Mowat".
This was a very sacred and honored name.
The Utes had other words for things. They called themselves
Yuuttaa. The
state of Utah was named after the Utes. They also called horses "magic
dogs". This was because the horses seemed like big dogs that magically
appeared as a present from the Great Spirit.
Today the Utes don't have Colorado, Utah, and New Mexico to roam
in the
way of their ancestors. Today, reservations are what most Utes call
home.”
Information obtained
from: <
http://www.stringsinthemountains.org/m2m/ute.htm>
(Estimated Time 15 minutes)
Step Two: Teaching the
Primary Learning
Outcomes
Ask the students to take turns reading the questions for each web site
and ask
them to tell you what they see or to provide the information from the
questions:
1. Food: http://www.nal.usda.gov/fnic/Fpyr/NAmFGP.html
“Click on the
picture of a corn cob. Can you name an
item of food that you enjoy eating that the Indians also liked to eat?”
2.
Language: http://www.nativetech.org/games/turtle.html
“Click on
the picture of the feathered headdress.
Can you spell a word before the turtle hides in his shell?”
3.
People: http://www.nativetech.org/games/paperdolls/index.html
“Click on the picture of the Indian. Can
you dress the Indian girl?”
Step
Three: Assessment
a. Give students props or paper and ask them to write words or draw
pictures
that relate to what they learned from going through the web sites.
b. Ask them to describe what they drew
or wrote.
(Estimated Time: 15 minutes)
Assessing the Primary Learning Outcomes
A. Technology Integration
Student will be assessed through observation while using the mouse to
control
the computer.
B. Social Studies
Student will be assessed through answers to questions, illustrations,
and
discussions about diverse cultures.
(Estimated Time: 15 minutes)
Closure
Read student responses together, or ask each student to read or tell
what they
drew on the chart.
You will need to save the students’ pictures and answers as evidence
for your
lesson plan learning goals. Later you will scan the students’
papers to
place in your ECE Portfolio. You will also share your chart in
class when
you present your activity.
|
Level
3 |
Level
2 |
Level
1 |
|
Student
is able to use the mouse to control the computer with no or little
assistance. |
Student
is able to use the mouse to control the computer with much assistance. |
Student
is not able to use the mouse to control the computer. |
|
Student
responded with accuracy to two of the critical thinking questions about
the story. |
Student
responded with accuracy to one of the critical thinking questions about
the story. |
Student
responded with accuracy to none of the critical thinking questions
about the story. |
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