Using Graphic Organizers with Stealing Indians - Story Map,
| Title: Using Graphic Organizers with Stealing Indians - Story Map | Author: Linda S. White |
| Subject(s): English Language Arts | |
| Grade Level(s): 7th and 8th grades | Total Time: Duration of the book |
Overview / Description:
Students will listen to and read along with the teacher the story of 4 indigenous children taken from their homes against their will and sent to boarding school, Stealing Indians by John Smelcer. Students will identify the elements of stories including: characters, setting, plot, rising action, climax, falling action, conflict, resolution, and author's theme.
Learning goals/objectives:
After completing this activity, students should be able to identify the elements of stories including: characters, setting, plot, rising action, climax, falling action, conflict, resolution, and author's theme.
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:
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.
Materials:
Stealing Indians by John Smelcer
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 Story Map | T | Within the first 5 minutes of class |
Set purpose for the Story Map After everyone has the Story Map, explain to students that as a class, we will be filling out the Story Map with details from the text | T | Within the first 5 minutes of class |
Read aloud the first section beginning with Chapter 1 - LUCY SECOND CHIEF. Before moving onto the section on SIMON LONEFIGHT students will add information from the book onto their graphic organizers. For example, after the section on Lucy, the teacher will pause and allow students to add Lucy's name and one detail about Lucy to the graphic organizer, and so on through the chapter with Simon next, then Noah, then Elijah. Note: there are other characters, however, they are not the main characters. | T - Whole Group | 15 - 20 minutes |
| When reading aloud, pause when there is something you feel is important that the student's remember. For example, when Lucy is being chased by an unknown assailant that attempted to assault her roommate, Maggie is a significant event that should make it's way onto the graphic organizer. | WG | 5 minutes |
| After nearly every section you read, you will want to stop and add details that are either rising action, the climax, or falling action. | WG | 5 - 10 minutes |
| The setting needs to be added to the graphic organizer and is mentioned early in the book (1950's) | WG | |
| Have student add the conflict in the book. There are various conflicts in the book, however, one such conflict would be that the students were taken against their will and sent to boarding school away from family, friends, and sent on their own at school. | WG | 5 minutes |
| Have student add a resolution to the conflict in the book. The resolution would be that the four Native American students graduated from Wellington and went back to their reservations. | WG | 5 minutes |
| Finally, the theme of the book could be that friendships can get us through some pretty rough times regardless of race. | WG | 5 minutes |
Assessment:
Check completed Story Map for accurate details.
Wrap-Up:
This activity is meant to be completed over the course of the book and can be wrapped up in several different ways. One of the ways in which I wrapped this unit up was to have students complete some kind of project about the book. Dioramas, posters, presentations or some other way to wrap it up is acceptable.
Extension Activity (for intervention or enrichment):
ATTACHMENTS