Powwow! Instructional Focus CHARACTERISTICS OF SEQUENCE TEXT PATTERN In sequence text pattern, details are arranged in the order in which they happen. It helps the reader clearly understand what happens first, second, third, and so on. This is called chronological order. Key words and phrases may include on (date), after, then, now, as, before, to begin with, first, second, and finally. A wide variety of forms are organized using chronological order, including history books, journals, diaries, biographies, and comic strips. Instructional Approach GUIDED OR INDEPENDENT READING Powwow! Student Book 4b, p. 90 Expectations LANGUAGE Student Book 4b, pages 90 93 Applying Strategies O: Oral R: Reading W: Writing ML: Media Literacy O R W Communicate ideas and information orally in a clear, coherent manner Recognize a variety of organizational patterns in texts and explain how text patterns help readers understand Revise written work to improve content, clarity, and interest, using various strategies ML Identify conventions and techniques used in some media forms, and explain how they help convey meaning SOCIAL STUDIES CONNECTION Canada s Provinces, Territories, and Regions: Identify, analyze, and describe economic and cultural relationships that link communities and regions within Ontario and across Canada. About This Selection This descriptive recount, written by a photographer, recounts her experience photographing a powwow near Regina, Saskatchewan. The colourful photographs strongly support the sequence of events. The repetitive vocabulary, together with the photographs that strongly support the text, make this article accessible for most students. ACCESSIBILITY Easy Average Challenging Selection available on audio CD. ASSESSMENT FOR LEARNING Ongoing Observation Students who understand will use visuals to help understand the order of events use text features like captions to help understand sequence look for time words to follow the order of the events explain how recognizing the characteristics of sequence text pattern helps the reader to understand what is read Differentiated Instruction If students do not understand, provide extra support in a guided reading lesson (see Differentiated Instruction: Guided Reading, p. 59) use Order Events in Sequence (see Differentiated Instruction: Extra Support, p. 59) If students find this text difficult to read, use a shared reading approach, or choose an alternative selection from your school collection Assessment Demonstration Task, p. 62 Key Assessment Question How did recognizing the characteristics of sequence text pattern help you read Powwow!? Assessment Tools BLM 2: Oral Language Tracking Sheet BLM 3: Small-Group Observation Tracking Sheet BLM 4: Self-Assessment Checklist and Personal Goal Setting BLM 16: Strategy Rubric Strip Sequence Text Pattern BLM 17: Demonstration Task Powwow Events Powwow! 57
Before ACCESSING BACKGROUND KNOWLEDGE 1. Prepare a T-chart on chart paper with the headings What We Think We Know, What We Learned. 2. Tell students that the title of the selection they will be reading is Powwow! Ask: Have you attended a powwow? What did you see? What do you know about powwows? What things might happen in the daytime? at night? Record students responses under What We Think We Know. 3. Tell students that they will come back to this chart after reading the selection to add new information they learned. During Applying Strategies Identifying Characteristics of Sequence Text Pattern As you read, Use visuals to help you understand the order of events. Use text features, like captions, to help you understand the sequence. Look for time words to help you follow the order of events. Nance Ackerman is a photographer who has been taking pictures around the world for many years. One of her favourite events to photograph is the powwow. Her love of powwows started with her Mohawk grandmother. This account tells about her taking photographs for a magazine article on powwows. One summer, Nance packed up her cameras, lenses, and rolls and rolls of film. Then she travelled from her home in Nova Scotia to Saskatchewan to a place about 100 kilometres southeast of Regina. As soon as she arrived, she carefully unpacked all her equipment and got ready to enjoy the Carry the Kettle First Nation Powwow! The opening event was the grand entry procession. The participants came together, dancing and singing to the drummers music. During the grand entry, Nance photographed the Chiniki Lake Singers performing the traditional opening song. INTRODUCING THE TEXT 1. Ask students to preview the photographs and captions. Ask: How might the photographs and captions help you read and understand this selection? (help me understand what the text says; give new information) 2. Read the introduction in italics. Ask: What did you learn about Nance? (Nance is a photographer; she loves powwows; her grandmother is Mohawk; she will send her photographs to a magazine) 3. Read Applying Strategies on Student Book page 90 to students. Ask: What will you look for to help you read and understand this selection? (visuals, captions, and time words to help me understand the order of events) 90 Canada s Regions Vocabulary The Chiniki Lake Singers from Morley, Alberta, perform the traditional opening song, Heartbeat of a Nation. developed turned a photographic negative into a picture issue one publication of a magazine or newspaper lenses pieces of glass or plastic used on a camera to form images procession a line of people or vehicles that moves forward silhouette a dark image outlined against a lighter background traditional describing customs or stories from the past that are still held, known, or practised Strategy Tip: Using context Write the following sentence on the board: One summer, Nance packed up her camera, lenses, and rolls and rolls of film. Model how a reader may figure out the meaning of lenses using context: Lenses must be pieces of photographic equipment because this word is in the sentence with camera and rolls of film. She is packing them with her other photography equipment. 58 Nelson Literacy 4 Teacher s Resource: Canada s Regions
Young dancers help each other get ready. Written by Laura Edlund Photographed by Nance Ackerman A teenage boy is dressed and waits his turn to perform. READING THE TEXT INDEPENDENTLY 1. Direct students to read the selection independently, using what they know about sequence text pattern to aid comprehension. 2. Provide students with sticky notes to mark places in the text where sequence text pattern helped them understand what they were reading. OR FOR THOSE STUDENTS WHO REQUIRE ADDITIONAL SUPPORT After the grand entry, an Elder took Nance around and introduced her to many different people. She saw some young dancers getting ready for their performances. She took a picture of some boys helping each other with their outfits. Then she took a picture of a young man who was dressed and ready for his performance. Later in the day, Nance noticed a woman and a girl walking hand in hand in the prairie grass. Nance couldn t resist taking their photograph. Two performers take a break from the busy events of the powwow. Differentiated Instruction: Extra Support Order Events in Sequence 1. After students have read the selection, write the following phrases in mixed order on the board. Ask students to put them in the right order to show what Nance did when she got home: developed her films, sorted through her photos, chose some photos to send to the magazine, looked at some photos from another powwow, picked a photo of jingle dancers to send, sent photos to the magazine Discuss with students how they knew the right order. 2. If needed, choose a section of another selection students have read (for example, Fox on the Ice ), and repeat the activity. 91 DIFFERENTIATED INSTRUCTION: GUIDED READING 1. Direct students to look at the photograph on Student Book page 90 and read the caption. Ask: Why do you think this is the first photograph in the selection? (it s about the opening song) 2. Tell students to read the first two paragraphs. Ask: What time words do you see? (one summer, then, as soon as she arrived, during) What did Nance do first, next, and so on? (packed up her equipment; travelled to Saskatchewan; unpacked her equipment; photographed the opening song) 3. Have students read the text on page 91. Ask: What time words do you see? (after, then, later) Which photograph on page 91 was taken first? (young dancers) How do you know? (the text says she took a picture of performers getting ready, then some boys helping each other, then a boy who was dressed) When did Nance take the picture on the bottom of page 91? (later in the day) CONTINUED Powwow! 59
DIFFERENTIATED INSTRUCTION: GUIDED READING 4. Invite students to read the text on page 92 to find out what happens next. Ask: What time words did you see? (when, after sunset, late into the evening) How long was Nance at the powwow? (two days) When did Nance take photographs? (daytime, evening, after sunset, late into the evening) When were the photographs on page 92 taken? (sunset, later in the evening) 5. Have students read the text at the top of page 93. Ask: What time words did you see? (later, then, after that, finally) Where is Nance now? (at home in Nova Scotia) 6. Have students read the paragraph at the bottom of page 93. Ask: When were Nance s photographs published? (a year later) A dancer s silhouette shows in the light of the setting sun. Dancers perform later in the evening inside a tent. Over two days, Nance watched and photographed many daytime events of the powwow. When evening came, she found there were still more reasons to keep her camera ready. As the light changed with the setting sun, she took more pictures. After sunset, and late into the evening, the powwow performances continued. Inside a large, lighted tent, Nance watched and photographed more dances. She wished that her photographs could show the music and singing, too! After These questions and activities give students the opportunity to share and consolidate their learning about sequence text pattern. You may use BLM 2: Oral Language Tracking Sheet and BLM 3: Small-Group Observation Tracking Sheet to track student progress through the unit. REFLECTING ON THE STRATEGY 1. Revisit the T-chart from the Before activity. Ask students to use information from the selection to confirm or revise facts in the first column and add new learning to the second column. 2. Read the Strategies question on the bottom of page 93. Discuss it with students, encouraging them to use examples from the 92 Canada s Regions selection Powwow! to illustrate their answers. Ask: What did the writer use to help you understand the order of events in this selection? (time words, photographs, captions) 3. Read the Connections questions. Arrange students in small groups to discuss them. Circulate as students talk. Highlight common responses and interesting information for the whole class. ORAL: DISCUSSING THE TEXT 1. What events happened at the powwow? (procession, drumming, dancing, singing) 2. How do you think Nance felt about being asked to take photographs of a powwow for a magazine? How do you know? (happy, excited; because it was one of her favourite events, she loves powwows, has a passion for powwows) 3. What was your favourite photograph and why? 4. A powwow is a time to celebrate Aboriginal traditions. What traditions do you celebrate in your family? 60 Nelson Literacy 4 Teacher s Resource: Canada s Regions
A few days later, Nance was back home in Nova Scotia. She developed her film, sorted through her many photos, then chose some to send to the magazine s offices. After that, she looked at some photographs she d taken at another powwow. One of them showed jingle dancers. Nance thought that readers would be interested in learning that the jingle dance is performed by women in powwows all over North America, but that it started in an Ojibwa village in Ontario. Finally, she put all the photos she d chosen in a package and sent it off to the magazine editors. ANOTHER TRIP, ANOTHER POWWOW Jingle dancers join in the grand entry procession at the Echoes of a Proud Nation Powwow in Québec. At last, a year after Nance went to the powwows,16 of her photos appeared in the July/August issue of Canadian Geographic. Her photographs made it possible for thousands of readers to share her passion for powwows. Reflect on Strategies: How does thinking about sequence text pattern help you understand what you are reading? Connections: What important traditions have you learned about in your family? What pictures would you include in a photo essay about your traditions? 93 WRITING: REVISING FOR TIME WORDS 1. Explain to students that they are going to revise their draft trip diary entry from Guy s Ontario Adventure and focus on time words. 2. Arrange students in pairs. Tell students to read their draft to a partner and circle or highlight the time words. Ask them to examine the words to see if any are repeated too often, and whether they clearly describe the order of events. Have pairs discuss possible changes. 3. Tell students to rewrite their entries, making any changes they wish to the time words. MEDIA LITERACY: TECHNICAL CONVENTIONS 1. Explain to students that photographers use various technical conventions to create meaning. Use the photos from Eh Is For Canada, Student Book pages 68 and 69, or collect your own photographs to show the following techniques: close-up shots zero in on the subject to give impact and show details (lobster, beaver, wheat) long-distance shots show a larger scene and put the subject of the photo in a context (whales, Parliament Buildings, oil well) different angled shots shots looking up or looking down can change the perception of size or make you focus on one thing (bridges, carrying canoes) different lighting and contrast can make a photo more dramatic (cowboy) 2. Have students turn to page 90 of Powwow! and look at the photo. Ask: What convention(s) did Nance use? (close-up of the drum and drummers; angle looking down) What does this make us focus on in the photo? (the drum) Why might Nance want our attention on the drum? (the drummers music is the most important part of the opening song) 3. Direct students to the picture of the teenaged boy on page 91. Ask: What convention(s) did Nance use? (close-up) Why do you think Nance shot a close-up here? (so we can see the detail of his costume) 4. Direct students to the photo of the two performers at the bottom of the page. Ask: What convention(s) did Nance use? (long-distance shot) What feeling does this photograph create? Why? (closeness, because the two performers are close together in a wide-open space) What do you think Nance wanted to show with this photo? (quiet time away from the powwow) 5. In pairs, have students look at the photographs on pages 92 and 93. Ask them to pick a picture and discuss the conventions the photographer used and what Nance may have wanted to show with the photo. Powwow! 61
Word Study Prepositions 1. Write the following sentences on the board, underlining the prepositions: The hat is on the shelf. I wore my hat during the winter. 2. Explain that a preposition is a word that connects a noun or pronoun to other words in the sentence. Prepositions and the words that come after often tell things like where or when. Ask students to look at the first sentence. Ask: What is the noun the sentence is about? (hat) What is the preposition? (on) What do the preposition and the words that follow it explain about the hat? (where the hat is; it is on the shelf) Continue the same procedure with the next two sentences. Challenge partners to look through Powwow, to find examples of prepositions, and discuss the purpose of each preposition and the words following them. You may use Word Study Master 5. ASSESSMENT FOR LEARNING Checking Progress Demonstration Task Ask students to open their Student Books to p. 90. Then ask them to list the main events in Powwow! in sequence. For each event, ask them to identify the text feature(s) that helped them determine the correct order of events (headings, captions, visuals, time words). Students can use BLM 17: Demonstration Task Powwow Events. Key Assessment Question Students may respond to the Key Assessment Question either in writing or orally in a conference. Ask: How did knowing sequence text pattern help you read Powwow!? Record individual progress on BLM 16: Strategy Rubric Strip Sequence Text Pattern. Next Steps Use the following resources to give students further opportunities to identify the characteristics of sequence text pattern. Nelson Literacy Guided and Independent Reading Kit #19 Easy: The Appalachian Highland #20 Average: Everyday Life in Canada s Far North #21 Challenging: Arctic Adventure Other Nelson Resources PM Library, Ruby Level: Changing Cultures PM +, Emerald Level: Dancing to the Beat; Get the Picture Power Magazine, Volume 4: Water Sports; Come On, Canada! Strategy Rubric Strip: Sequence Text Pattern A full-size version of this rubric, suitable for recording assessments, is provided on BLM 16. Criteria Level 1 Level 2 Level 3 Level 4 identifies the sequence of events in a text with some identifies the features of the text that help determine the sequence of events with some explains how recognizing the characteristics of sequence text pattern helps the reader to understand what is read with some Cross-Curricular Application applies the knowledge of sequence text pattern in other areas of the curriculum with some Student Self-Assessment Encourage students to think back to their learning with Guy s Ontario Adventure and Powwow! and ask them to reflect on their ability to use and understand sequence text pattern. Let students review their knowledge of sequence text pattern with a partner. Give students a chance to reflect on their work and then check off the appropriate box on BLM 4: Self- Assessment Checklist and Personal Goal Setting. 62 Nelson Literacy 4 Teacher s Resource: Canada s Regions