Using Graphic Organizers with Stealing Indians - Character Trait
| Title: Using Graphic Organizers with Stealing Indians - Character Trait | Author: Linda S. White |
| Subject(s): English Language Arts | |
| Grade Level(s): 7th & 8th grades | Total Time: 1 - 40 minute class period |
Overview / Description:
Students will listen to an read along with the teacher the story of four Native American children taken from their homes against their will and sent to boarding school, Stealing Indians by John Smelcer, completing one of 5 activities to aid in understanding how Indian children were treated and how you can tell about a person by the character traits they display.
Learning goals/objectives:
After completing this activity, students should be able to use higher order thinking in choosing the best words for the Character Trait graphic organizer with teacher guidance. Students will gain an understanding of some of the issues faced by Native American children in the mid 20th century.
Workplace Readiness Skill:
| X | Social Skills | X | Communication |
| X | Teamwork | X | Critical Thinking |
| Attitude and Initiative | X | Planning and Organization | |
| X | 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.
Integration of Knowledge and Ideas - Grade 7
R.7.7 Compare and contrast a written text with audio, filmed, staged, or digital versions in order to analyze the effects of techniques unique to each media and each format’s portrayal of a subject. (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: 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.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on topics, texts, and issues, building on others' ideas and expressing one’s thinking clearly. a. Come to discussions prepared and explicitly draw on that preparation by referring to evidence on the topic, text, or issue. Support analysis by making connections, paraphrasing, clarifying, or explaining the evidence. b. With guidance and support, set and track specific norms and goals for collegial discussions (e.g., gaining attention in respectful ways, actively listening, speaking one at a time about the topics and texts under discussion). c. Pose questions that invite elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Promote multiple perspectives. d. Review the key ideas expressed and demonstrate an understanding of multiple perspectives through analysis, including reflection, clarification, and paraphrasing.
Materials:
Stealing Indians book 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 |
| After reading Chapter Six of the book, the teacher will lead a discussion and help students understand the character trait form by filling in the information for one specific character, Mr. Hand. Distribute copies and set purpose for the Character Trait form. | Teacher | 5 minutes |
| 1. First, tell students that we will be analyzing the character Mr. Hand and to write his name in the box labeled "Character's Name". | Teacher | 2 minutes |
| 2. Brainstorm words to put in the circles (words that describe Mr. Hand's character) | Whole Group | 5 minutes |
| 3. Choose 3 adjectives that describe Mr. Hand's character and add them in the circles on the graphic organizer (My students chose the words: Mean, racist, and ignorant) | WG | 5 minutes |
| 4. Have students go through the chapter and find examples of how Mr. Hand is mean, racist, and ignorant and add them to the graphic organizer in the speak bubble boxes under the heading Support from Text. Adding page numbers of the details that helps us understand Mr. Hand's character trait is helpful when revisiting this page. | WG | 30 mins |
Assessment:
Completed Character Trait graphic organizer - Did students fill out the form correctly? Do they have three describing words and support from the text that shows examples of how the character traits fit the character?
Wrap-Up:
Go though the completed graphic organizer and discuss character traits.
Extension Activity (for intervention or enrichment):
Students can do a character trait form on any of the characters from the book to help them understand the character's traits.
ATTACHMENTS