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M Olson   Showcase
M Olson   Showcase
M Olson   Showcase
M Olson   Showcase
M Olson   Showcase
M Olson   Showcase
M Olson   Showcase
M Olson   Showcase
M Olson   Showcase
M Olson   Showcase
M Olson   Showcase
M Olson   Showcase
M Olson   Showcase
M Olson   Showcase
M Olson   Showcase
M Olson   Showcase
M Olson   Showcase
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M Olson Showcase

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  • The Story used for the basis of the unit.
  • Transcript

    • 1. The Arts and Native American Culture By: Megan Olson
    • 2. Purpose <ul><li>Students will learn about Native American culture by observing artwork, listening to stories, creating their own Native American inspired artwork, and retelling a Native American story. </li></ul>
    • 3. Student Objectives <ul><li>Students will listen to, learn, and understand a Native American story, “How the Porcupine Got His Quills.” </li></ul><ul><li>Students will observe aspects of Native American artwork and tools. </li></ul><ul><li>Students will create a “buckskin” with Native American symbols and style to depict a story. </li></ul><ul><li>Students will cooperate in small group work. </li></ul><ul><li>Students will perform an oral story telling of a Native American story to class. </li></ul><ul><li>Students will sequence a Native American story in correct order to show understanding and story order. </li></ul>
    • 4. Day 1: Introduction <ul><li>Students will listen to the Native American Story: “How the Porcupine Got His Quills”. (Story on next slide.) </li></ul><ul><li>As a class the story will be discussed for meaning and sharing information about Native American culture and oral story telling. </li></ul><ul><li>Information will be shared about how some stories were told through art to depict what happened, just like we have books with pictures to share a story. </li></ul>
    • 5. Day 1: Story
    • 6. Day 1: Museum Collection <ul><li>Museum collection with Native American artifacts and artwork representative of Native American life will be shared with discussion about what students notice about work. </li></ul><ul><li>Click on Buckskin to connect to Art Collector. </li></ul>
    • 7. Day 2: Native American Symbols <ul><li>Students will listen to the story of the porcupine again, and then practice telling main ideas of the story as a whole class and then with a partner. </li></ul><ul><li>Students will be exposed to various Native American symbols to show how they are represented and shown examples (on next slides). </li></ul>
    • 8. Day 2: Native American Symbols
    • 9. Day 2: Native American Symbols
    • 10. Day 2: Buckskin <ul><li>Then students will create their own “buckskin” to retell the story of the porcupine, example shown using a brown paper bag. </li></ul><ul><li>During student work time, examples of Native American music will be played quietly. Click on black rectangle to watch a clip. </li></ul>
    • 11. Day 3: Small Groups <ul><li>Class will try to retell the story of the porcupine together, with help from the teacher as needed. </li></ul><ul><li>Whole class will then discuss how to work in a cooperative small group. </li></ul><ul><li>Students will be put in small groups of about 5 students to work on planning and preparation to retell the story of the porcupine to the class. </li></ul>
    • 12. Day 4: Performing Story <ul><li>Groups will have more time to meet to finish preparing. </li></ul><ul><li>Small groups will present their retelling to the class. </li></ul><ul><ul><li>Possible examples will be through plays and skits, but ideas are up to students. </li></ul></ul><ul><ul><li>This may take more than one day. </li></ul></ul><ul><ul><li>Teacher or teachers aid will take pictures of performances to post to classroom website for families to share. </li></ul></ul>
    • 13. Day 5: Sequencing <ul><li>Students will individually get story card pictures that match the story of the porcupine to cut out and sequence in the correct order. </li></ul><ul><li>They will be able to add details, color, or words if they would like to show their understanding and ability to retell the story. </li></ul><ul><li>Story Cards shown on next slide. </li></ul>
    • 14. Day 5: Sequencing Cards
    • 15. Day 5: Sequencing Cards in Order 2 3 4 5 6
    • 16. Assessment Rubric   1 Basic Expectations Not Met 2 Basic Expectations Not Met Completely 3 Meets Expectations 4 Exceeds Expectations Created a Buckskin to represent story of Porcupine         Student cooperates in small group         Student participates in retelling of story         Student is able to properly sequence story cards.        
    • 17. Resources <ul><li>Iroquois Dancers at Nama 9. (n.d.) Native American Music Awards. Retrieved August 6, 2009, from http://www. nativeamericanmusicawards .com/media/video/ IroquoisDancers . wmv </li></ul><ul><li>Macmillan. (1988). Fall Frolics: How the porcupine got his quills. Macmillan Educational Company, 53-54. </li></ul><ul><li>Native American Art (2009). Retrieved August 6, 2009, from http://www.artsconnected.org/resource/102664/native-american-art </li></ul><ul><li>Native American/Indian Symbol Sheets </li></ul><ul><li>Slideshare. www.slideshare.net </li></ul>

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