September 14-18, 2009

Cherokee legends


Georgia Studies
Monday
EQ: How did Native American cultures live prior to European contact.
Warm UP:
WORDSPLASH INDIANS
GPS
SS8H1 The student will evaluate the development of Native American cultures and the impact of European exploration and settlement on the Native American cultures in Georgia.
a. Describe the evolution of Native American cultures (Paleo, Archaic, Woodland, and Mississippian) prior to European contact.
b. Evaluate the impact of European contact on Native American cultures; include Spanish missions along the barrier islands, and the explorations of Hernando DeSoto.
c. Explain reasons for European exploration and settlement of North America, with emphasis on the interests of the French, Spanish, and British in the southeastern area.
Mini Lesson: TAKE A DIG online
Task:
Students will view GEORGIA STORIES and answer the following.
Students will view GA Stories and complete the following questions.

Name____________________________________ Date_______________________

Georgia Stories I
Video 1
Program 2: The Early Inhabitants of Georgia, Part I
Story 2: Primitive Technology

Do You Remember?

1.Name three items early Native Americans used to make things they needed.


2.What were the dances performed by the early Native Americans meant to be?


3.What item did some of the dancers wear to represent animals?


4.In the story told by the Native American, what kind of bird made the first flute?


5.What plant did the Native Americans use to build homes, weave baskets, and make
blowguns?


6.What were the blowguns used for?


7.In what peculiar way was the Cherokee language different from English?

What Do You Think?

8.Why do you think that women, rather than men, were the leaders of the Cherokee clans?

Want to Learn More?

9. Find out more about the Cherokee language. Who was Sequoia?

What’s the Connection?

See pages 84-97 in your student textbook.

Answers to Video 1, Program 2, Story 2


1. Early Native Americans used stone, bone, wood, and skin to make items.

2. prayers

3. masks

4. a woodpecker

5. river cane

6. to kill small animals such as rabbits, squirrels, and birds

7. Their language did not have any profanity or curse words.

8. Responses will vary.

9. Sequoia was the Cherokee who devised the first Cherokee syllabary.
Closer-QUIZSHOW

Tuesday
EQ: Who were the 2 main Indian tribes living in GA? What was the Cherokee clan system?
Warm UP:
List the seven Cherokee Clans from page 87 and draw or list the symbol associated with each.
GPS SS8H1
Mini Lesson:
Fill in blank GA map with location of Indian tribes and GA. Students will complete notes on INDIANS TODAY in GA.
http://www.bigorrin.org/creek_kids.htm
http://www.native-languages.org/georgia.htm
http://www.american-indians.net/today.htm
http://www.nmai.si.edu/searchcollections/results.aspx?catids=0&country=USA&state=Georgia&src=1-3
Task:
Students will finish reading activities from text Indian Nations in GA.
Closer
CRCT review pdf and Ch 2 text

Wednesday
EQ: What were the Cherokee and Creek folktales, legends, and myths? culture?
Warm UP
Using a dictionary rewrite the definition of CULTURE. Tell one thing you know about the Cherokee and Creek cultures
GPS: SS8H1
ELA8R1 The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts.
Mini Lesson:
Students will read aloud with their teacher about Indian Myths and Legends. Students will complete the accompanying question and discuss.
Task
Students will complete the Reading for Meaning Chapter 3 Enrichment Activity
Closer: Whiteboard Rapid Review-CRCT review pdf

Thursday
EQ: What were the Cherokee and Creek folktalkes, legends, and myths?
Warm UP
Using a dictionary, define folktale, legend, and myth. Tell how each are similar and different.
GPS: SS8H1
ELA8R1
Mini Lesson:
http://www.native-languages.org/cherokee-legends.htm
http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-515
http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-515
Students will read about the different CREATION STORIES of each and compare to Creation Stories told to them by their families.
Task
Students will search the Internet to read folktales of Creek and Cherokee Indians. Students will work collaboratively to retell this story either using Powerpoint, Booklets, Comic Strips, or Posters.
Closer-Share your findings/Rapid Review/CRCT review pdf

Friday
EQ: What contributions to our society today did the Native Americans make?
Warm Up
Being honest was important to Native Americans. Explain how this may have helped them and put them at risk for attack from Europeans.
GPS: SS8H1
ELA8R1
Mini Lesson:
Read from text. Answer and discuss questions on page 96. Discuss the LAW of RETALIATION. Discuss what contributions Native Americans have made to our current society and culture. Why is it relevant to study past peoples? View
ftp://ftp-fc.sc.egov.usda.gov/MI/AI/ContributionsByAmericanIndians.pdf
http://www2.scholastic.com/browse/article.jsp?id=3748131
Task
Students will finish stories from Thursday. Students will complete STUDY GUIDES for CH 3 Test on Monday.
Closer-Share your findings/Rapid Review

GA Online Resources:
Chapter 3 Hyperlinks gastateparks.org/georgia/parks Home page for the Georgia state parks and historic sites notatlanta.org/indian_city.html Contains information on the Etowah Indian Mounds www.darientel.net/~aatrain/FtKgG.html Contains information about Fort King George www.georgia-archaeology.org/SGA/Arch2002Poster.pdf Contains a description of the Kolomoki Mounds in Blakely www.georgiaencyclopedia.org/ Website of the New Georgia Encyclopedia. www.georgiaencyclopedia.org/nge/Article.jsp?id=h-580 A good support site for the Archaic period www.nativeamericans.com/Literature.htm Contains links to a number of Native American creation stories and folk tales www.nps.gov/bela/html/vvcenter.htm The Bering Land Bridge National Preserve
www.nps.gov/ocmu/History.htm Gives students an excellent summary of each of the prehistory and historic eras of the Ocmulgee www.cr.nps.gov/seac/archaic.htm National Park Service site that describes the three Archaic periods www.cr.nps.gov/seac/woodland.htm National Park Services site on the Woodland period www.runningdeerslonghouse.com/webdoc98.htm Describes how a vision quest might have given a Native American boy his name
English Language Arts
Monday
EQ: How do I identify compound nouns? How do I revise sentences to correct grammatical errors?
Warm UP (5 to 10 minutes):
Write 10 sentences. Underline the nouns you used.
GPS
ELA8R2 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student
a. Determines pronunciations, meanings, alternate word choices, parts of speech, or etymologies of words.
b. Determines the meaning of unfamiliar words in content and context specific
to reading and writing.
ELA8R3. The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student
a. Uses letter-sound knowledge to decode written English and uses a range of
cueing systems (e.g., phonics and context clues) to determine pronunciation
and meaning.
b. Uses self-correction when subsequent reading indicates an earlier miscue
(self-monitoring and self-correcting strategies).
c. Reads with a rhythm, flow, and meter that sounds like everyday speech
(prosody).
ELA8RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.
ELA8C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
Mini Lesson/Opener (10-15 minutes):
Students will complete a graphic organizer defining COMPOUND NOUNS using examples. Students will complete GUIDED PRACTICE in identifying compound nouns from textbook(PAGE 27 Ex. 2 1-5)
Task (30 to 35 minutes)
Students will finish Ex 2 6-10 with a cooperative partner or individually.Whole class review. Students will work individually on Grammar Workbook page 27. Work not finished in class will assigned for homework.
Closer
Whiteboard Rapid Review (10-15 minutes)-Vocabulary/Chapter 1/Nouns or Read from "The Island" by Gary Paulsen.

Tuesday
EQ: How do I identify common and proper nouns? How do I revise sentences to correct grammatical errors?
Warm UP (5 to 10 minutes):
Using the dictionary, find five compound nouns that are written as separate words, five that are hyphenated, and five that are closed compounds.
GPS: ELA8R2, ELA8R3, ELA8C1, ELARC1
Mini Lesson/Opener (10-15 minutes):
Students will complete a graphic organizer defining COMMON and PROPER NOUNS using examples. Students will complete GUIDED PRACTICE in identifying common and proper nouns from textbook(PAGE 28 Ex. 3 1-5)
Task (30 to 35 minutes)
Students will finish Ex 3 6-10 with a cooperative partner or individually.Whole class review. Students will work individually on accompanying GRAMMAR HANDBOOK activity. Work not finished in class will assigned for homework.
Closer
Whiteboard Rapid Review (10-15 minutes)-Vocabulary/Chapter 1/Types of Nouns or Reading from "The Island" by Gary Paulsen.

Wednesday
EQ: How do I identify concrete and abstract nouns? How do I revise sentences to correct grammatical errors?
Warm UP (5 to 10 minutes):
Students will list 10 examples of Common Nouns and corresponding examples of Proper Nouns on a Tchart.
GPS: ELA8R2, ELA8R3, ELA8C1, ELARC1
Mini Lesson/Opener (10-15 minutes):
Students will complete a graphic organizer defining CONCRETE and ABSTRACT NOUNS using examples.Students will review COLLECTIVE NOUNS. Students will complete GUIDED PRACTICE in identifying nouns from textbook. REVIEW A page 30.
Task (30 to 35 minutes)
Students will finish REVIEW A with a cooperative partner or individually.Whole class review. Students will work individually on accompanying GRAMMAR HANDBOOK ACTIVITIES. Work not finished in class will assigned for homework.
Closer
Whiteboard Rapid Review (10-15 minutes)-Vocabulary/Chapter 1/Nouns or Reading from "The Island" by Gary Paulsen.

Thursday
EQ: How do I identify pronouns? How do I revise sentences to correct grammatical errors?
Warm UP (5 to 10 minutes):
Students will be given a list of nouns on the board. They must identify which type is listed.
GPS: ELA8R2, ELA8R3, ELA8C1, ELARC1
Mini Lesson/Opener (10-15 minutes):
Students will complete a graphic organizer define PRONOUNS by TCHARTING nouns/pronouns. Students will complete GUIDED PRACTICE in identifying pronouns (page 31-32 ex. 4)
Task (30 to 35 minutes)
Students will finish Ex 4 with a cooperative partner or individually.Whole class review. Students will work individually on accompanying GRAMMAR HANDBOOK ACTIVITIES. Work not finished in class will assigned for homework.
Closer
Whiteboard Rapid Review (10-15 minutes)-Vocabulary/Chapter 1/Nouns or Reading from "The Island" by Gary Paulsen.

Friday
EQ: How do I identify pronouns? How do I revise sentences to correct grammatical errors?
Warm UP (5 to 10 minutes):
Students will look up the word ANTECEDENT and the prefix ante- in the dictionary. The teacher will point out that this prefix is Latin and means "before." Students will learn that antecedents USUALLY BUT NOT ALWAYS come before the pronoun.
GPS: ELA8R2, ELA8R3, ELA8C1, ELARC1
Mini Lesson/Opener (10-15 minutes):
Students will complete a graphic organizer listing the different TYPES of PRONOUNS. Students will complete GUIDED PRACTICE in identifying pronouns and antecedents(page 33- ex. 5)
Task (30 to 35 minutes)
Students will finish Ex 5 with a cooperative partner or individually.Whole class review. Students will work individually on accompanying GRAMMAR HANDBOOK ACTIVITIES. Work not finished in class will assigned for homework.
Closer
Whiteboard Rapid Review (10-15 minutes)-Vocabulary/Chapter 1/Nouns and Pronouns or Reading from "The Island" by Gary Paulsen.

ELA Online Resources:
www.spellingcity.org
www.grammarbytes.org

Monday
Short quiz on Identifying Nouns in ELA
Ch 3 Open Book Test in Ga Studies