Professional Documents
Culture Documents
Content Area: Language Arts Grouping Strategy: Whole Group, Small Group, and
Individual
2. How will you design the lesson to meet the needs of all learners in your classroom? Our poetry activity
will have students connect an object to a person or pet using metaphor and symbolism. In case students are
not able to bring an object or if they forget, have a variety of objects on hand in case they need to use those.
Based on the lesson objectives, select an appropriate teaching model Madeline Hunter
Indian Education For All (IEFA) No X Yes. If yes, please describe Part of the discussion on symbols will
include symbols used by Montanas Native American Tribes. Students will also have the opportunity to
research the significant symbols of our states Native American tribes in a Language Center Activity.
Classroom
Lesson Procedures/Activities Materials
Management Needs
Anticipatory Set: Show students a number of symbols seen in Elmo ready to go. Students stay at their
everyday life. (see attached sheet) Sheet with examples desks for this part of
of symbols. the lesson.
What do all of these images have in common? (They tell you
something, they dont use words.) Check the room for
symbols. Add a few
When something stands for or represents something else, that extra examples, if
thing is called a symbol. What other symbols can you think of? needed.
What pictures or objects without words tell you to do
something? Note that sometimes there are minimal words, as in
a stop sign or a sign that says fire on a fire alarm.
Ask students to recall what similes and metaphors are. Can they
provide an example of each?
Love
Friendship
Enemies
Pain
Sleepiness
Joy
Symbols are very common in our world, but they are not new.
Native Americans have used symbols to represent things
important to them in their worlds for a long time. Several of
Montanas plains Indians tribes created pictographs to
communicate information and keep records of what was
happening in their world.
Guided Practice:
Independent Practice:
Closure:
Examples:
Gloria wants to see Opal with her heart.
Opal thinks Glorias yard is a jungle.
The preacher reminds her of a turtle hiding in his shell.
Opals father says her mother felt like a bug under a
microscope.
Opal thinks Winn-Dixie looks like a furry bullet when he
catches a mouse at church.
Are these things literally or actually true? How does this kind of
language relate to symbols or symbolism? Does it help us
picture the idea the author is trying to get across to the reader?
Unit Day 9
Anticipatory Set:
Give an example
A baseball is like a stuffed cheetah because both are fast, they
both can win, the both are fierce, etc.
Have students keep the objects at their tables with the ideas
written on a piece of paper. Students will do a gallery walk to
look at the ideas generated at the other tables. If they think of
another idea to add to the list, they may do so.
Tell students that the strips work best on something that is either
a liquid or that is wet. They can test a bar of soap that has been
put under water, for example. Think of some ideas of things
they could test.
Distribute litmus papers and go over the procedure for dipping, Extra cups in case
model the steps for students before they try. students bring items to
1. Only dip one side in for one second (count one-one test.
thousand)
2. Shake the strip off before you walk away.
3. Tape the dry part of the strip onto a blank sheet of paper.
4. Label the strip with what was tested.
5. Compare your color on the strip to the acidity chart and write
down the number next to the color you think matches your strip.
Why do you think the author included the story about Littmus
Block and the Littmus lozenge in the story? What does the
reaction people have to the taste of the lozenge tell us about that
person?