Connecting the Comprehensive Curriculum Lesson Plan Title:  American Indian Creation Myths Subject:  English/Language Arts Grade Level:  11 - 12

Overview:
Students will read creation myths from at least three American Indian tribes and work in cooperative groups to analyze each myth in terms of the attributes of the creator, characteristics of the created, and explanations about human nature. Groups will then create visual representations (e.g., collage, drawing, sketch, or graphic produced electronically) of one myth. Each group will then present its visual representation with a brief oral description in a whole-class setting.

Approximate Duration:   Four 50-minute periods

• Standard 1
       Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.
• Standard 4
       Students demonstrate competence in speaking and listening as tools for learning and communicating.
• Standard 6
       Students read, analyze, and respond to literature as a record of life experiences.
• Standard 7
       Students apply reasoning and problem solving skills to reading, writing, speaking, listening, viewing, and visually representing.

• ELA-1-H3
       reading, comprehending, and responding to extended, complex written, spoken, and visual texts;   (1,2,3,4)
• ELA-4-H1
       speaking intelligibly, using standard English pronunciation and diction;   (1,4)
• ELA-4-H4
       speaking and listening for a variety of audiences (e.g., classroom, real-life, workplace) and purposes (e.g., awareness, concentration, enjoyment, information, problem solving);   (1,2,4,5)
• ELA-6-H1
       identifying, analyzing, and responding to United States and world literature that represents the experiences and traditions of diverse ethnic groups;   (1,2,4,5)
• ELA-7-H1
       using comprehension strategies (e.g., predicting, drawing conclusions, comparing and contrasting, making inferences, determining main ideas, summarizing, recognizing literary devices, paraphrasing) in contexts;   (1,2,4)
• ELA-7-H2
       problem solving by analyzing, prioritizing, categorizing, and evaluating; incorporating life experiences; and using available information;   (1,2,4,5)

• Grade 11-12

  3. Draw conclusions and make inferences about ideas and information in complex texts in oral and written responses, including:

  (ELA-1-H3)

  5. Analyze and critique the impact of historical periods, diverse ethnic groups, and major influences (e.g., philosophical, political, religious, ethical, social) on American, British, or world literature in oral and written responses

  (ELA-6-H1)

  9. Demonstrate understanding of information in American, British, and world literature using a variety of strategies, for example:

  (ELA-7-H1)

  10. Identify, gather, and evaluate appropriate sources and relevant information to solve problems using multiple sources, including:

  (ELA-7-H1)

  11. Analyze and evaluate the philosophical arguments presented in literary works, including American, British, or world literature

  (ELA-7-H2)

  25. Use standard English grammar, diction, and syntax when speaking in formal presentations and informal group discussions

  (ELA-4-H1)

  26. Select language appropriate to specific purposes and audiences for speaking, including:

  (ELA-4-H1)

  30. Use active listening strategies, including:

  (ELA-4-H4)

  31. Deliver oral presentations, including:

  (ELA-4-H4)

• Demonstrate knowledge and skills of Internet use and other resources consistent with acceptable use policies including the legal consequences of plagiarism and the need for authenticity in student work through an understanding of copyright issues.
• Refine knowledge and enhance skills in keyboarding, word processing, desktop publishing, spreadsheets, databases, multimedia, and telecommunications in preparing and presenting classroom projects.
• Collaborate (e.g., desktop conferencing, e-mail, on-line discussions) with peers, experts, and others to compile, synthesize, produce and disseminate information, models, and other creative works.
• Use appropriate technology to locate, retrieve, organize, analyze, evaluate, and communicate information for problem solving and decision making.
• Evaluate the usage of technology and the processes involved during and upon completion of individual and group projects.

Objectives:
1. The learner will draw conclusions and make inferences about ideas and information in complex texts in oral and written responses.
2. The learner will deliver oral presentations, including: responses that analyze information in texts and media.

Lesson Materials and Resources:
United Streaming video: "Pueblo Tales of the Creation of the Anasazi"

TrackStar: Track 275481

Hardware:
computer with internet access and projector

Software:
PowerPoint

Websites:
TrackStar
      http://trackstar.4teachers.org/trackstar/ts/viewTrack.do?number=275481

Background Information:
Students should know that American Indian myths are part of the Colonial Period in American Literature.

Lesson Procedures:
Day 1: Introduce activity by viewing United Streaming video. Divide students into groups and let them begin researching various myths as listed at TrackStar. A worksheet is provided.
Day 2: Continue research. As students complete their research they will decide on which myth to present to the class and begin work on their PowerPoint.
Day 3: Continue work on PowerPoint presentations.
Day 4: Students present their findings.

Assessment Procedures:
PowerPoint rubric

Accommodations/Modifications:
Students will work in cooperative groups.
          ----- written by Mary Stodghill  

Explorations and Extensions:

Lesson Development Resources:
Comprehensive Curriculum Units, English III, Unit 1, Activity 2 http://www.doe.state.la.us/lde/uploads/7022.doc

Reflections:

Contact Information:
Mary Stodghill
mary.stodghill@mcschools.net
Instructional Technology