The document outlines a 5-day lesson plan introducing students to Native American culture through storytelling, art, and cooperative activities. On day 1, students listen to the story of "How the Porcupine Got His Quills" and discuss it. On day 2, they learn Native American symbols and create their own "buckskin" artwork retelling the story. Days 3-4 have small groups plan and perform their retellings. On day 5, students sequence picture cards of the story to demonstrate comprehension. The goal is for students to understand and appreciate Native American culture through multiple lessons and activities.

1. The Arts and Native American Culture By: Megan Olson

2. Purpose 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.

3. Student Objectives Students will listen to, learn, and understand a Native American story, “How the Porcupine Got His Quills.” Students will observe aspects of Native American artwork and tools. Students will create a “buckskin” with Native American symbols and style to depict a story. Students will cooperate in small group work. Students will perform an oral story telling of a Native American story to class. Students will sequence a Native American story in correct order to show understanding and story order.

4. Day 1: Introduction Students will listen to the Native American Story: “How the Porcupine Got His Quills”. (Story on next slide.) As a class the story will be discussed for meaning and sharing information about Native American culture and oral story telling. 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.

5. Day 1: Story

6. Day 1: Museum Collection Museum collection with Native American artifacts and artwork representative of Native American life will be shared with discussion about what students notice about work. Click on Buckskin to connect to Art Collector.

7. Day 2: Native American Symbols 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. Students will be exposed to various Native American symbols to show how they are represented and shown examples (on next slides).

8. Day 2: Native American Symbols

9. Day 2: Native American Symbols

10. Day 2: Buckskin Then students will create their own “buckskin” to retell the story of the porcupine, example shown using a brown paper bag. During student work time, examples of Native American music will be played quietly. Click on black rectangle to watch a clip.

11. Day 3: Small Groups Class will try to retell the story of the porcupine together, with help from the teacher as needed. Whole class will then discuss how to work in a cooperative small group. 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.

12. Day 4: Performing Story Groups will have more time to meet to finish preparing. Small groups will present their retelling to the class. Possible examples will be through plays and skits, but ideas are up to students. This may take more than one day. Teacher or teachers aid will take pictures of performances to post to classroom website for families to share.

13. Day 5: Sequencing Students will individually get story card pictures that match the story of the porcupine to cut out and sequence in the correct order. They will be able to add details, color, or words if they would like to show their understanding and ability to retell the story. Story Cards shown on next slide.

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 Iroquois Dancers at Nama 9. (n.d.) Native American Music Awards. Retrieved August 6, 2009, from http://www. nativeamericanmusicawards .com/media/video/ IroquoisDancers . wmv Macmillan. (1988). Fall Frolics: How the porcupine got his quills. Macmillan Educational Company, 53-54. Native American Art (2009). Retrieved August 6, 2009, from http://www.artsconnected.org/resource/102664/native-american-art Native American/Indian Symbol Sheets Slideshare. www.slideshare.net