Using Graphic Organizers with Stealing Indians - Sequential Roundtable Alphabet
| Title: Stealing Indians Unit - Sequential Roundtable Alphabet | Author: Linda S. White |
| Subject(s): English/Language Arts | |
| Grade Level(s): 7 & 8 | Total Time: 8 Weeks |
Overview / Description:
Students will listen to and/or independently read, and read along with the teacher the story of four Native American teens taken from their homes against their will and sent to boarding school, Stealing Indians by John Smelcer. This lesson is intended to be used in conjunction with other lessons simultaneously for the duration of reading the book.
Learning goals/objectives:
After completing this activity, students should be able to use higher order thinking in choosing the best words for the Sequential Roundtable Alphabet with teacher guidance. Students will gain an understanding of some of the issues faced by Native American children when sent to boarding schools. For the duration of the reading, students will be able to choose words and/or phrases from the readings that aid in comprehending and recalling important details from the book.
Workplace Readiness Skill:
| X | Social Skills | X | Communication |
| X | Teamwork | X | Critical Thinking |
| Attitude and Initiative | X | Planning and Organization | |
| Professionalism | Media Etiquette |
Content Standards:
Wisconsin Standards for English Language Arts
Anchor Standards for Reading
Strand: Reading 6-12
Overarching Statement: Read and comprehend a variety of complex literary and informational texts for many purposes (including enjoyment), including texts that reflect one’s experiences and experiences of others. This includes independently and proficiently understanding grade-level text.
Craft and Structure - Grade 7
R.7.4 Determine the meaning of words and phrases, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings within a text. (RI&RL)
R.7.9 Evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, identities, eras, and personal experiences. (RI&RL)
Strand: Writing Standards 6-12
Overarching Statement: Write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended time frames (time for inquiry, reflection, and revision) and shorter time frames.
Strand: Speaking & Listening 6-12
Overarching Statement:
Listen to understand and adapt speech to a variety of purposes, audiences, and situations in order to meet communicative goals. Be able to justify intentional language choices and how those choices differ for culture and context.
Comprehension and Collaboration - Grade 7
SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study.
Anchor Standard
Vocabulary Acquisition and Use
Anchor Standard L2: Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level reading and content; use context clues, analyze meaningful word parts, consult general and specialized reference materials, and apply word solving strategies (for meaning) as appropriate.
Anchor Standard L3: Demonstrate an understanding of figurative language, word relationships, and nuances in word meanings.
Anchor Standard L4: Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms and phrases; use vocabulary appropriate to the context and situation
Materials:
Stealing Indians by John Smelcer
The Sequential Roundtable Alphabet Graphic Organizer
Dictionary
Thesaurus
Learning Activities:
WHO (T=Teacher Focus Lesson; WG=Whole Group\; SM=Small Group; I=Independent)
| Learning Activity Task | WHO is responsible for this step? | Approximate time for task |
| Distribute copies of the Sequential Roundtable Alphabet graphic organizer and set the purpose for the graphic organizer informing students that they will be adding words from the readings throughout the duration of the book to aid in comprehension and retelling of details and examples from the book. | T | 5 mins |
| Read aloud Chapter 1 section beginning, "LUCY SECONDCHIEF" p. 17 - 22 with students following along as the teacher reads. | T | 15 - 20 minutes |
| Model choosing a word to add to the graphic organizer sheet and explain the rationale for why you chose that word repeating this step at least one more time so students understand the concept of choosing a word. Note: I use a document camera during this time, so students can see what I'm writing, however, this lesson can be done without using a document camera. | T - Whole Group | 5 minutes |
| Once the students grasp the concept, have them choose words to add to the graphic organizer and their rationale for choosing that word. This step is done repeatedly over time so choose words carefully so as not to have too many words too soon in the reading. You will need space for them on the graphic organizer. | T - Whole Group | 5 - 10 minutes |
| Read aloud Chapter 1 section beginning "SIMON LONEFIGHT" p. 22 - 27 | T | 15 - 20 minutes |
| Discuss words to add to the graphic organizer and when there is a majority agreeing to specific words, add them. | Whole Group | 5 - 10 minutes |
| Read aloud Chapter 1 section beginning "NOAH BOYSCOUT" p. 27 - 33 | T | 15 - 20 minutes |
| After the section on Noah, the teacher will discuss words to add to the graphic organizer and when there is a majority agreeing to specific words, add them. | T - Whole Group | 5 - 10 minutes |
| Read aloud Chapter 1 section beginning "ELIJAH HIGHHORSE" p. 34 - 40 with students following along as teacher reads. | T - Whole Group | 15 - 20 minutes |
| After the section on Elijah, the teacher will discuss words to add to the graphic organizer and when there is a majority agreeing to specific words, add them. | T - Whole Group | 5 - 10 minutes |
| It is at this point where you can choose to have students read for themselves in an allotted time or continue to read aloud for them. After each reading about 7 - 10 pages each day, add a few words to the graphic organizer for the duration of the book repeating what was done during the first chapter. Some students may require teacher guidance for a longer period of time. These time frames are suggested and should be tweaked to your liking. | T - Whole Group | 25 minutes |
| After the book is complete, engage students in a discussion of the words they chose for their graphic organizers and how their importance helps in understanding and recalling details from the text. | T - Whole Group | 10 - 15 minutes |
Assessment:
Completion of The Sequential Roundtable Alphabet
Wrap-Up:
Students will use the words from the graphic organizer and create a Wordle of the words either on the computer or on paper.
Extension Activity (for intervention or enrichment):
ATTACHMENTS