TWO OLD WOMEN (An Alaskan Legend of Betrayal, Courage and Survival) By Velma Wallis Sample Lesson meeting the Alaska English/Language Arts Standards Grade 4 By Nita Rearden Vocabulary List: Pick words from the book as you think your students need. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Menacingly Malnutrition Ch idzigyaak Babiche Unflinchingly Turmoil Rebelliously Stealthily Humiliation Sa Salvage Boughs Pilfered Exasperation Affronted Add more words as the book is read. Content Connection: Language Arts Social Studies History Anthropology Science Math Theme-based: Athabaskan culture and language Storytelling Seasons Values Environment/Land/Water Survival Cultural Art/Skills Clothing Hunting Tools Ceremonies Birds Land Animals Fish Weather Note: Selected E/LA Standards are to begin the lessons using the book, Two Old Women. Other standards can be selected as the new lessons are created accordingly to meet the student needs. I would suggest to make a list of the standards either to check off or to show that the students have met the standards being taught. Most of the standards can be taught interchangeably or combined. My created lessons are suggested lessons for you to use or to change and add as you see the need for your students. Most importantly, these lessons are geared to teach culturally responsively and making lessons interesting to students to help them achieve and meet beyond the standards. 1
E/LA Standards: Language Progressive Skills L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their). L.4.3a. Choose words and phrases to convey ideas precisely. L.4.3b. Choose punctuation for effect. Reading Standards for Literature 2. Determine a theme or author s message or purpose of a story, drama, or poem using details and evidence from the text as support; summarize main ideas or events, in correct sequence, including how conflicts are resolved. Integration of Knowledge and Ideas 7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Reading Standards for Information 1. Locate explicit information in the text to explain what the text says explicitly and to support inferences drawn from the text. Reading Standards: Foundational Skills 3.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Apply Fluency Writing Standards 1.Write opinion pieces on topics or texts, supporting a point of view with fact-or-text-based reasons and information (e.g., The character was brave because she ). a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section that reinforces or restates the opinion presented. Speaking and Listening Standards 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. Language Standards 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2
a. Use nouns, pronouns, verbs, adjectives, adverbs, relative pronouns (who, whose, whom, which, that), and relative adverbs (where, when, why) appropriate to function and purpose in order to apply the conventions of English. b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* g. Correctly use frequently confused words (e.g., to, too, two, there, their). * NOTE Language arts lessons will include variety of Athabaskan cultural activities for students to gain a deeper understanding and knowledge of the book, Two Old Women, while at the same time gain reading and writing skills. As the book is read, teacher(s) can do many lessons to meet the standards. The standards picked for this beginning lesson of the book is just a beginning of how to use them in a lesson from cultural perspective. ENGAGEMENT/CONNECTION (Motivational Hook) Before reading nor introduction to the book, ask the students if they have watched any survival episode on television show. Have them tell stories. Once each student had a chance to tell their stories about their favorite show, let them express which parts they enjoyed or not. Why is survival in any show or in the wild so important? Further discussion questions to prepare for the book can include the following questions. a. How do you feel when your stomach starts to growl? b. What did you do to satisfy your hungry? c. What does malnutrition mean? d. What would you do if you were left in the wilderness? PREWRITING LESSON After a t.v. show or survival discussions with the students, begin with a prewriting lesson. The following is a writing prop. Imagine you are out on a winter camping trip at your trapline. You are traveling on a snowmachine. Your gear included a tent, sleeping bag, wood stove, ax, hunting tools, and contained food. The weather became a factor which delayed you from coming back to your village. Your plan was to be out a week or in a less time. You ran out of food. Write about your trip and what you did do to help yourself to survive the harsh weather? When students complete their first writing draft, have them read to a partner and edit. They should rewrite their stories. Once edition is completed, have volunteers or draw names to read their stories to the class. File the papers to go back to rewrite and edit after they have read the book. Remember to make a list of the standards you will be working on during this section. 3
ON ANOTHER DAY Following activities can be done either before any activities are started or while you are reading the book. I would suggest to invite snowshoe cultural expert before beginning the story. It will make sense to the students when they read the book. 1. 2. 3. Invite local cultural expert who knows how to make snowshoes to come and tell a story how to make them and how and when to use them or. Have students borrow and bring in snowshoes. Learn to wear them, take care of them, and the importance of keeping their snowshoes in a safe place, and when to use them. For a fun outdoor activity, create games such as snowshoe relay race, hike in the woods, and other things. Another idea might be to have an elder to tell stories of how to survive in the nature. These stories can include elders telling historical stories of how people use to travel, subsist, traplines, care for relatives, sharing of food, building log cabins and any that will help the students to gain knowledge of their own culture. INTRODUCE THE BOOK Ask the students if they know the book: Two Old Woman. Have them discuss the book if they know the sequence of the story. If not, tell them that events and the story will be studied. Write these words on the board, An Alaska Legend of Betrayal, Courage, and Survival. Ask and discuss what does Betrayal, Courage, and Survival mean? INTRODUCE THE AUTHOR Read Velma Wallis, bio on the book cover. Ask if she relates to their daily lives or where they are from? How many of you come from large family as she did? How was food shared in large families? Accept an answers without further questioning their lives at home. Have you met Velma? Would you like to become a writer like her? When we read her book, keep in mind of becoming a writer like her or similar to her but with your own style. READ THE FIRST CHAPTER ALOUD Stop after page 3 to learn to pronounce the Athabaskan names of the old women. Ask the students if they too, know their Athabaskan names and what might their meaning be. Tell them they can use their Athabaskan names to fix their writing. When you finish the first chapter, it may be a good time to go back to their writing and find out if they described a place. This could be a time to learn how to write a descriptive writing piece. Before assigning chapter 2, take out the Athabaskan values. Discuss with student what values are found from the first chapter. Respect. Make a list with the students how best or ways to treat Elder(s) in their community. Refer to this list and add more values as they continue to read the book. 4
4 Draw out vocabulary words. Explain the meanings of each word using the sentences from the book. Add all vocabulary words to your word wall. Students should be able to add as they read the book too. Assign chapter by chapter each day or night to read. Have a discussion groups to monitor understanding, lessons learned from reading, and how new words can help students to become good readers and writers. READING CHAPTERS, LESSON CONNECTION Each chapter titles can be used to discuss and make predictions of the story. This time or after reading all the chapters, you can address how to choose topics to write about. The following questions are to help you ask students before reading the chapter. You can also create your own prediction questions. Ideas for writing prompts can be used from these chapters. Chapter 2: Let us die trying Do you think the two women are going to die while doing something? What do you think is going to happen in this chapter? Chapter 3: Recalling old skills. What do you think are the skills the two old women had to regain so that they can survive? What skills do you need to become better reader or a writer? Chapter 4: A painful journey. Where do you think these two old women are going to? What makes their trail seem painful? Is your journey in reading this book and becoming a writer painful too? Why or why not? Chapter 5: Saving a cache of fish. What kinds of fish do you think they are saving? How is a cache build? Do you have a cache of titles or topics to write about? You can put titles of books you read in your own cache to keep track of. Let s see how many you will have in your cache at the end of the year. Chapter 6: Sadness among the people. Who do you think is sad in this part of the story? Why do you think the Athabaskan people are sad? How do you take care of your own sadness? Chapter 7: The stillness is broken. What does stillness mean? In nature, how or what do you think broke the quietness? Who do you think might have discovered the old women? Chapter 8: A new beginning. What did the author mean when she used this title? What are the values learned in this chapter? How about starting a new title of your new story. ADDITIONAL ACTIVITIES Have students study their kinship relationships Create a drama from the book Invite cultural experts to show how to make fish traps, snares, and set them outside on animal trails. Write another stories using different topics and engage students to improve their skills on their weaknesses in writing. Present the drama to another class, parents, or the community. Create a Christmas play. Invite another cultural expert to learn to show fur and different animal skins. Make story mural for the school. 5
5 Map out the trail the old women went on the story and learn the names of the places where they have been. Build a snow cave or a shelter with tarp to experience how warm it can be during winter. Do the Athabaskan Mitten Art from Articulate kit. Invite Velma Wallis to the class. Create theater reader from the story. Write a letter to parents on what skills they would like to learn and why. Another letter might be on the values they learned from the book and how they can practice them at home. Read another book and do a compare and contract of the two books. Cook subsistence food in the class and invite parents for a special event. Study fish, large animals, and trees in their area. Make survival kit for traveling. Gather wood and learn to cut wood properly. Interview parents or elders in the community to find out what hardships they have faced in their live. Create a digital story. Write a story of their interviews. Make willow branch dip nets. Catch and tan squirrels or muskrats. Study beaver and habitats. Make a long handled snare and try to catch a spruce hen or a rabbit with it. Practice Native Youth Olympic skills. Make sled pulls out of animal skins or leather. Learn to build camp fires. Test which kindling are best for fire starters. Make a winter shelter with tree boughs and willows. Develop a classroom chapter book from the student writing. RESOURCES TO USE OR ADD Athabaskan Potlatch Birch Bark Uses Traditional Values Stories Visit to the Museum Any activities presented and practiced should help teachers how best to meet the standards in a culturally responsive way. Teachers can add other standards not mentioned at the beginning throughout the lessons. This E/LAS book sample lesson is a growing lesson to be continued as the teachers see the need of their students. I developed the lesson how I would have taught it incorporating Athabaskan culture and working with the student background knowledge to engage them and continually develop their interest in learning. There is lots to do. I hope you enjoy the lessons to be taught. Nita Yurrliq Rearden Curriculum Specialist 6
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