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Reading Enrichment Unit

Unit Title: Native Americans Fiction or Reality?Subject: ELA & Social Studies Grades: 2

Learner Analysis: This unit will focus on students in 2

nd

grade. The GPS for 2

nd

grade states thatstudents in the 2nd grade need to have an understanding of Creek and Cherokee Native AmericanIndians. The elementary school has created a schedule so that Fridays are used for the purpose of

teaching the content areas of Science and Social Studies in interdisciplinary units.

Stage 1 Desired ResultsEstablished Goal(s):

21st

Century Learner Standards:4.1.1 Read, view, and listen for pleasure and personal growth.

4.1 5 Connect ideas to own interests and previous knowledge and experience.4.1.7 Use social networks and information tools to gather and share information.

4.3.1. Participate in the social exchange of ideas, both electronically and in person.

Georgia Performance Standards:

SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms

of tools, clothing, homes, ways of making a living, and accomplishments.

a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people usedtheir local resources.

b. Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today.

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The

student

a. Reads a variety of texts for information and pleasure.

d. Recalls explicit facts and infers implicit facts.

e. Summarizes text content.

f. Distinguishes fact from fiction in a text.h. Makes connections between texts and/or personal experiences.m. Recognizes the basic elements of a variety of genres (e.g., poetry, fables, folktales)o. Recognizes the authors purpose.

ELA2W1The student begins to demonstrate competency in the writing process. The student

f. Begins to write a response to literature that demonstrates understanding of the text and expressesand supports an opinion.

The student produces a response to literature that:a. Captures a readers interest by stating an opinion about a text.

b. Demonstrates understanding of the text and expresses and supports an opinion.c. Makes connections: text-to-self, text-to-text, text-to-world using details from the reading selection.

d. Uses organizational structures to ensure coherence (T-charts, compare and contrast, letter toauthor, rewrite the ending, beginning, middle, and end with details from the text).

e. Develops a sense of closure.

f. May include pre-writing.

g. May include a draft that is revised and edited.

h. May be published.

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The teacher will ask the students to try to place the group of books on their table into differentcategories.

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

a Native American folktale.

Next, have the students gather on the carpet and read aloud a Native American folktale. Reviewthe elements of a story (the students have already learned these in reading and writing). Next

have the students work to create a response to literature about the story that has been read. It isimportant that in the reflection area the students make a text to self statement. Allow the students

to share, and then have a discussion about whether or not this is a true story and why not.

Send several books to the classroom that reinforce the Native American Folktale theme, andhave the classroom teacher read these books throughout the next week to the students. If time,

allow them to continue to write a response to literature text to self response.

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

Use the ACTIV board again to show the students a short video clip of a Cherokee tribe and their

lifestyle. Next show them a series of pictures that compare and contrast fictional pictures andevents to nonfictional. Discuss how we can tell the difference.

On a graphic organizer have the students tell the parts of a nonfictional story. Read an

informational text to the students and have them use a classification scheme graphic organizer (aweb) to show how the writer has organized the text. Share several other books that fall into this

category. Send several back to the classroom and have the teacher share these books, and thestudents complete a response to literature with text to self.

Day 3: Technology component. Have the students use PIXIE and illustrate which genre they

liked better (fiction or nonfiction). The students need to reflect back to a book they have read andillustrate the book and write WHY they like fiction or nonfiction better.

Sources:

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

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