PROJECT GLAD



PROJECT GLAD

Kayenta Unified School District # 27

ARIZONA (4th Grade)

Idea Pages

I. Unit Themes: Arizona’s Place in the World

The People of Arizona

Early Life in Arizona

Mining Leads to Statehood

The Government of Arizona

Multicultural Sensitivity

II. Focus/Motivation

• Observation Chart

• Big Book

• Inquiry Chart

• Chants and Poems

• Cognitive Content Dictionary (Signal Words to teach academic vocabulary)

• Picture File Cards

• Narrative

• Realia

• Reinforcements/ Awards

III. Closure

• Process all charts

• Presentations of group and individual work

• Total points of group work

• Conference Portfolios

• Class Big Book

• Class Poems and Chants

• Journal Writing

• Parent Letter

• Unit Test

• Trip to the Grand Canyon

IV. Vocabulary

Geography landforms adobe governor Natural resource

Desert elevation mammoth reservation recreation

Temperature geologist drought mining territory

Precipitation tradition explorer transportation jointure

Climate religion missionary agriculture Canyon

Environment population mission irrigation architecture

Plateau culture independence constitution Civil War

World War I World War II Recall referendum Great Depression

bill architect manufacturing industry Executive Branch

Mineral slavery City Council tax metropolitan area

Economy county New Deal pollution Legislative Branch

Urban suburb livestock Mayor Judicial Branch

initiative services Supervisor city manager Veto

V. Resources

A. Extended Activities & Pictorial Input pictures

National Geographic

Southwest Art

Brochures

Internet

Newspaper

B. Nonfiction

• From Sea to Shining Sea: Arizona, Dennis Brindell Fradin. Childrens Press, Chicago.

• Arizona The Beautiful, Dorothy F. Robinson. Southwest Book Service.

• A guide to American States: Arizona, Rennay Craats. Weigel Publishers, Inc.

• Portrait of America: Arizona, Kathleen Thompson. Steck-Vaughn Publishers.

• One Nation: Arizona, Capstone Press, Mankato, Minnesota.

• A True Book: Petrified Forest National Park, David Peterson. Childrens Press – Grolier Publishing.

• The Grand Canyon: The Widest Canyon. Aileen Weintraub, The Rosen Publishing Group’s – Powerkids Press, New York.

• Exploring The Grand Canyon, Colleen Adams. The Rosen Publishing Group, Inc.

• Arizona’s Sonoran Desert: Imagine Living Here This Place Is Dry, Vicki Cobb. Walker and Company, New York.

• Arizona Facts and Symbols, Emily McAuliffe. Capstone Press.

• Arizona Adventures In Time and Place, Macmillan/McGraw-Hill.

• Discovering Arizona, Gibbs/Smith Publisher.

• Monument Valley: The Story Behind The Scenery, KC Publications, Inc.

• Canyon De Chelly: The Story Behind The Scenery, KC Publications, Inc.

• A New True Book: Deserts, Elsa Posell. Childrens Press, Chicago.

• Desert Discoveries, Ginger Wadsworth. Charlesbridge Publishing.

• Desert Biomes, Christy Steele. Raintree Steck-Vaughn Publishers.

• Eco Journey: Exploring Deserts, Barbra J. Behm & Veronica Bonar. Gareth Stevens Publishing, Milwaukee.

• Read About Deserts, Carroll R. Norden, PH.D.. Raintree Steck-Vaughn.

• Expanding Deserts, Paula Hogan. Gareth Stevens Children’s Book.

• A Desert Scrapbook, Virginia Wright-Frierson. Simon & Schuster Books For Young Readers.

• Desert Trek: An Eye-Opening Journey Through The World’s Driest Places, Marie-Ange Le Rochais. Walker & Company, New York.

• Eyewitness Books: Desert, Dr. Miranda Macquitty. Dorling Kindersley Limited Publishing, Inc.

• The Earth’s Garden: Cactus, Jason Cooper. Rourke Enterprises, Inc.

• A Saguaro Cactus, Jen Green. Crabtree Publishing Company.

• Let’s Read And Find Out: Cactus in the Desert, Phyllis S. Busch. Thomas Y. Crowell, New York.

• Desert Animals At Night, Rourke Publication, Inc.

• Habitats of Desert Animals, Rourke Publication, Inc.

• Animal Life In The Desert, Rourke Publication, Inc.

• Reptiles, Rourke Publication, Inc.

• A True Book: Desert Mammals, Elaine Landau. Childrens Press.

• A New True Book: Desert Birds, Alice K. Flanagan. Childrens Press.

• Read and Learn: Coyotes, Patricia Whitehouse. Heinemann Library.

• Animals of the Biomes: Desert Animals, Christy Steele. Raintree Steck-Vaughn Publishers.

• Lizards Weird and Wonderful, Marger Facklam. Little, Brown and Company.

• Life Cycles: The Prairie Dog, Sabrina Crewe. Raintree Steck-Vaughn Publishers.

• Animal Families: The Hawk Family, Bev Harvey. Chelsea Club House Publishers.

• Hiding In A Desert, Patricia Whitehouse. Heinmann Library.

• Southwestern Indian Ceremonials, KC Publications.

• A New True Book: The Navajo, Alice Osinski. Children’s Press.

• Indigenous Peoples of North America: The Navajo, Patricia Cronin Marcello. Lucent Books, Inc.

• Native American People: The Navajo, Susan Stan. Rourke Publication, Inc.

• The Navajos: A First Americans Book, Virginia Driving Hawke Sneve. Holiday House, New York.

• Cliff Dwellers of Walnut Canyon, Carroll Lane Fenton. The John Day Company.

• Indian Nations: The Story of the Navajo, Country Beautiful and Marion E. Gridley. Country Beautiful Foundation, Inc.

• The Navajo Nation, Sandra Pasqua. Bridgestone Books.

• Indians of North America: The Navajos, Peter Iverson. Chelsea House Publishers.

• The Navajo Indians, Leigh Hope Wood. Chelsea House Publishers.

• Child of the Navajos, Seymour Reit. Dodd, Mead & Company, New York.

• Indian Nations: The Navajo, Lana T. Griffin and Tommy J. Nockideneh. Raintree Steck-Vaughn Publishers.

• Native American People: The Navajo, Susan Stan. Rourke Publications, Inc.

• A History of the Navajos: The Reservation Years, Garrixk Bailey and Roberta Glenn Bailey. School of American Research Press.

• The Library of Intergenerational Learning Native American: Apache Children and Elders Talk Together, E Barrie Kavasch. The Rosen Publishing Group’s, PowerKids Press.

• The Apaches: A First Americans Book, Virginia Driving Hawke Sneve. Holiday House/New York.

• Indians of North America: The Apache, Michael E. Melody. Chelsea House Publishers.

• A New True Book: The Apache, Patricia McKissack. Childrens Press, Chicago.

• Native American People: The Apaches, Barbara A. McCall. Rourke Publications, Inc.

• A New True Book: The Hopi, Ann Heinrichs Tomchek. Childrens Press.

• Indigenous Peoples of North America: The Hopi, William W. Lace. Lucent Books and The Gale Group, Inc.

• The Hopi, Elaine Landau. Franklin Watts, New York.

• The Hopis: A First Americans Book, Virginia Driving Hawke Sneve. Holiday House/New York.

• Multicultural Junior Biographies: R.C. Gorman, Navajo Artist, Spring Hermann. Enslow Publishers, Inc.

• A New True Book: Rodeos, James W. Fain. Childrens Press, Chicago.

• Indigenous Peoples of North America: Native Americans of the Southwest, Stuart A. Kallen. Lucent Books, Inc.

• The Apaches and Navajos, Craig A. Doherty and Katherine M. Doherty. Franklin Watts, New York.

• A New True Book: The Anasazi, David Petersen. Childrens Press.

C. Fiction

• Apache Rodeo, Diane Hoyt-Goldsmith. Holiday House/New York.

• Yippe – Yay! A Book About Cowboys and Cowgirls, Gail Gibbons. Little, Brown and Company.

• Hopi Holiday: A Story of the Hopi Indians of Long Ago, Ben Berkey. T.S. Denison & Company, Inc.

• Rattlesnake Dance: True Tales, Mysteries, and Rattlesnake Ceremonies, Jennifer Owings Dewey. Boyds Mills Press.

• The Magic School Bus: Gets All Dried Up, A Book About Deserts, Scholastic Inc.

• The Desert Is Theirs, Byrd Baylor. Charles Scribner’s Sons, New York.

• The Mouse Couple: A Hopi Folktale, retold by Ekkehart Malotki, Illustrated by Michael Lacapa. Northland Publishing.

• The Flute Player: An Apache Folktale, Retold and Illustrated by Michael Lacapa. Northland Publishing.

• Maii and Cousin Horned Toad: A Traditional Navajo Story, Shonto Begay. Scholastic Inc.

• The Mud Pony, Retold by Caron Lee Cohaen, Illustrated by Shonto Begay. Scholastic Inc.

• Monster Birds: A Navajo Folktale, retold by Vee Browne, Illustrated Baje Whitethorne. Northland Publishing.

• Brighty of the Grand Canyon, Marguerite Henry. Aladdin Paperbacks.

• Cactus Hotel, Brenda Z. Guiberson, Illustrated by Megan Lloyd. Henry Holt and Company, New York.

• Gila Monsters Meet You At The Airport, Marjorie Weinman Sharmat. MacMillan Publishing Company, New York.

• The Desert Alphabet Book, Jerry Pallotta. Charlesbridge Publishing.

• Tinker and the Medicine Men: A Story of a Navajo Boy of Monument Valley, Barnard Wolf. Random House, New York.

• Salt Boy, Mary Perrine. Houghton Mifflin Company.

• Monster Slayer: A Navajo Folktale, Retold by Vee Browne, Illustrated by Baje Whitethorne.

• Desert Giant: The World of the Saguaro Cactus, Barbara Bash. Little, Brown and Company.

• The Goat In The Rug, Charles L. Blood, Martin Link and Geraldine Parker. Four Winds Press, New York.

• The Three Sedonas, Lisa Schnebly Heidinger. Book Division of Arizona Highways magazine.

D. Video

• Phelps Dodge Corporation, Copperstate Chronicles: Volumes 1 – 9

• Arizona Highways, Lost Treasures in Arizona

• Arizona Highways, Women In Early Arizona

• Arizona Highways, Outlaws and Lawmen In Old Arizona

• Arizona Highways, Ghost Towns in Arizona

• Arizona Highways, Ancient Ones

• Camera One, Ancient America

• AIMS Media, The Gila Monster

• Vestron Video, Tarantula

• Rainbow Educational Media, Native Americans: People Of The Desert

• Random House Video-Newbery Video Collection, Annie and the Old One

E. Internet

•

•

•

•

•

•

•

•

•

IV. Arizona State Standards

4th Grade Social Studies

PO 1: Place key events on a timeline and apply chronological terms correctly, including B.C.E. (B.C.), C.E. (A.D.), decade, century, and generation.

PO 2: Identify primary and secondary sources historians use to construct an understanding of the past, using such sources as letters, diaries, newspaper articles, archaeological evidence, maps, and government records.

PO 3: Interpret historical data in the form of simple graphs and tables.

PO 4: Distinguish fact from fiction in historical novels and movies.

PO 1: How archaeological and anthropological research gives us information about prehistoric people.

PO 2. Look for characteristics of hunter-gatherer societies, including their development of tools and adaptation to environments.

PO 3: The development of agriculture with the domestication of plants.

PO 4: The distinctive cultures of the Anasazi, Hohokam, and Mogollon, including where they lived, their agriculture, housing, decorative arts, and trade networks.

PO 5: How prehistoric cultures adapted to, and altered, their environment, including irrigation canals and housing.

PO 1: The location and cultural characteristics of the O’odham (Papagos and Pimas) and Apaches during the Spanish period.

PO 2: The reasons for the early Spanish explorations, including those of Fray Marcos de Niza, Estevan, and Francisco Vásquez de Coronado.

PO 3: The reasons for Spanish colonization, including the establishment of missions, presidios, and towns and impact on native inhabitants.

PO 4: The contributions of Father Kino.

PO 5: The creation of unique, strongly held cultural identities from the Spanish and Indian heritage.

PO 6: The change of governance from Spain to Mexico.

PO 1: How Arizona became a part of the United States through the Mexican Cession and the Gadsden Purchase.

PO 2: The conflict of cultures that occurred between newcomers and Arizona Indian groups, including the Indian Wars.

PO 3: The lives and contributions of various cultural and ethnic groups, including American Indians, Hispanics, and newcomers from the United States and other parts of the world.

PO 4: The importance and contributions of various occupations to the growing Arizona communities, including soldiers (Buffalo soldiers), miners, merchants, freighters, homemakers, ranchers, cowboys, farmers, and railroad workers.

PO 1: The reasons for European exploration of the Americas.

PO 2: The characteristics and results of various European expeditions, including those of Christopher Columbus, John Cabot, Hernando Cortes, and Hernando deSoto.

PO 3: The political, economic, and social impact on the indigenous peoples.

PO 1: The reasons for colonization, including religious freedom, desire for land, economic opportunity, and a new life.

PO 2: The meaning and importance of the Mayflower Compact.

PO 3: The importance of the religious aspects of the earliest colonies in shaping the new nation and American principles.

PO 4: Key differences among the three colonial regions and the significance of key individuals who founded the colonies, including William Penn, Lord Baltimore, and Roger Williams.

PO 5: Interactions between American Indians and European settlers, including the agricultural and cultural exchanges and alliances and reasons for, and the results of, the conflict.

PO 6: The introduction and institutionalization of slavery, including the slave trade in Africa and the Middle Passage.

PO 7: The early representative government and democratic practices that emerged, including town meetings and colonial assemblies.

PO 1: The causes, including the Tea Act, the Stamp Act, and the formation of the Sons of Liberty.

PO 2: Major turning points in the Revolutionary War and the importance of aid from France.

PO 3: The influence of key personalities, including King George III, John Adams, Thomas Jefferson, George Washington, Patrick Henry, and Thomas Paine.

4th Grade Language Arts

PO 1: Express ideas that are clear and directly related to the topic.

PO 2: Provide content and selected details that are well-suited to audience and purpose.

PO 3: Use relevant details to provide adequate support for the ideas.

PO 1: Use a structure that fits the type of writing (e.g., letter format, narrative, lines of poetry).

PO 2: Create a beginning that captures the reader’s interest.

PO 3: Place details appropriately to support the main idea.

PO 4: Use a variety of transitional words that creates smooth connection between ideas.

PO 5: Create an ending that provides a sense of resolution or closure.

PO 6: Construct a paragraph that groups sentences around a topic.

PO 1: Show awareness of the audience through word choice and style.

PO 2: Convey a sense of originality, sincerity, liveliness, or humor appropriate to topic and type of writing.

PO 2: Use a variety of specific and accurate words that effectively convey the intended message.

PO 2: Use descriptive words and phrases that energize the writing.

PO 4: Use literal and figurative language in a variety of ways (e.g., imitating, creating new words, rhyming). Although may be inconsistent or experimental.

PO 1: Use a prewriting plan to develop a draft with main idea (s) and supporting details.

PO 1: Write simple and compound sentences.

PO 2: Write sentences that flow together and sound natural when read aloud.

PO 3: Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.

PO 4: Use effective and natural dialogue when appropriate.

PO 1: Use capital letters for, Proper nouns, Titles, Names of place, Abbreviations, Literary titles.

PO 2: Punctuate endings of sentences using:

PO 3: Use commas to punctuate:

PO 4: Use quotation marks to punctuate, titles, etc.

PO 5: Use a colon to punctuate time.

PO 6: Use apostrophes to punctuate, Contractions, Singular possessive

PO 7: Spell high frequency words correctly

PO 8: Use common spelling patterns/generalization to spell words correctly, including:

PO 9: Spell simple homonyms correctly in context.

PO 10: Use resources (e.g., dictionaries, word walls) to spell correctly

PO 11: Use paragraph breaks to indicate an organizational structure.

PO 12: Use the following parts of speech correctly in simple sentences such as verb agreement in simple and compound sentences.

PO 1: Write a narrative based on imagined or real events, observation, or memories that include, Characters, Setting, Plot, Sensory details, Clear language, Logical sequence of events.

PO 2: Write in a variety of expressive forms that may employ, Figurative language, Rhythm, Dialogue, Characterization, Plot, Appropriate format.

PO 1: Record information related to the topic.

PO 2: Write an expository paragraph that contains a topic sentence, supporting details, and relevant information.

PO 1: Write a variety of functional text.

PO 2: Write communications

PO 3: Address an envelope for correspondence that includes:

PO 2: Write persuasive text that attempts to influence the reader.

PO 2: Write a book report or review that identifies the:

PO 3: Write a response that demonstrates an understanding of a literary selection, and depending on the selection.

PO 1: Paraphrase information form variety of sources.

PO 2: Organizes notes in a meaningful sequence.

PO 3: Write an informational report that includes main idea(s) and relevant details.

PO 3: Determine the difference between figurative language and literal language.

PO 4: Identify figurative language, including similes, personification, and idioms.

PO 5: Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and Internet when available.

PO 6: Identify antonyms, synonyms, and homonyms for given words within text.

PO 1: Read from familiar prose and poetry with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text.

PO 1: Predict text content using prior knowledge and text features.

PO 2: Confirm predictions about text for accuracy.

PO 3: Generate clarifying questions in order to comprehend text.

PO 4: Use graphic organizers in order to clarify the meaning of the text.

PO 5: Connect information and events in text to experience and to related text and sources.

PO 6: Use reading strategies to comprehend text.

PO 1: Identify the main problem or conflict of a plot.

PO 2: Identify the resolution of a problem or conflict or conflict in a plot.

PO 3: Identify the moral of literary selection.

PO 4: Distinguish between major characters and minor characters.

PO 5: Describe a character’s traits using evidence.

PO 6: Identify the speaker or narrator in a literary selection.

PO 7: Identify all aspects of the setting.

PO 8: Compare (and contrast) the characters, events, and setting in a literary selection.

PO 9: Identify characteristics and structural elements of poetry.

PO 10: Identify common forms of based upon their characteristics.

PO 1: Describe the historical and cultural aspects found in cross-cultural works of literature.

PO 1: Identify the main idea and supporting details in expository text.

PO 2: Distinguish fact from opinion in expository text.

PO 4: Locate specific informational by using organizational feature PO 3.

PO 5: Identify appropriate print and electronic reference source needed for a specific purpose.

PO 6: Interpret information from graphic features in expository text.

PO 7: Distinguish cause and effect.

PO 1: Locate specific informational from functional.

PO 8: Draw valid conclusions based on information gathered from expository text.

PO 2: Interpret details form functional text fro a specific purpose Concept.

PO 1: Determine the author’s position regarding a particular idea, subject concept, or object.

PO 2: Identify persuasive vocabulary used to influence reader’s opinions.

PO 1: Generate ideas through a variety of activities.

PO 2: Determine the purpose of a writing piece.

PO 3: Determine the intended audience of a writing piece.

PO 4: Use organizational strategies to plan writing.

PO 5: Maintain a record of writing ideas.

PO 6: Use time management strategies, when appropriate, to produce a writing product within a set time period.

PO 2: Organize writing into a logical sequence that is clear to the audience.

PO 1: Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency.

PO 2: Add details to the draft to more effectively accomplish the purpose.

PO 4: Use a combination of sentence structures to improve sentence fluency in the draft.

PO 5: Modify word choice appropriate to the application in order to enhance the writing.

PO 6: Apply appropriate tools or strategies to refine the draft.

PO 7: Use resources and references materials to select more precise vocabulary.

PO 1: Identify punctuation, spelling, and grammar and usage errors in the draft.

PO 2: Use resources to correct conventions.

PO 3: Apply proofreading marks to indicate errors in conventions.

PO 4: Apply appropriate tools to edit the draft.

PO 1: Prepare writing in a format appropriate to audience and purpose.

PO 2: Share the writing with the intended audience.

PO 3: Use margins spacing to enhance the final product.

PO 4: Write legibly.

4th Grade Science

PO 1: Differentiate inferences from observations.

PO 4: Measure changes in weather.

PO 5: Interpret the symbols on a weather map or chart to identify the following:

PO 6: Compare weather conditions in various locations.

PO 2: Evaluate the consequences of environmental occurrences that happen either rapidly or over along period of time.

PO 2: Describe benefits and risks related to the use of technology.

PO 3: Explain various ways scientist generate ideas

PO 2: Describe how currents and wind cause erosion and land changes.

PO 2: Differentiate renewable resources from nonrenewable resources.

PO 1: Explain the role of experimentation in scientific inquiry.

PO 2: Describe science-related career opportunities.

PO 2: Choose an appropriate graphic representation for collected data:

PO 3: Communicate with other groups or individuals to compare the results of a common investigation.

PO 5: Record data in an organized and appropriate format.

PO 1: Describe how science and technology have improved the lives of many people.

PO 2: Give examples of adaptations that allow plants and animals to survive.

PO 1: Describe ways various resources are utilized to meet the needs of population.

PO 1: Compare structures in plants and animals that serve different functions in growth and survival.

4th Grade Art Standards

PO 1: Describe characteristics of various musical genres and cultures

PO 1: Identify the roles and responsibilities of various music professions

PO 1: Demonstrate technical ability and skill to complete visual arts assignments

PO 2: Demonstrate improvement of technical ability and skill in a sequence of one’s own artwork

PO 3: Produce a portfolio demonstrating improved technical ability and skill

Possible links to: Language Arts – illustrations; Mathematics - charts, graphs;

PROJECT GLAD

Kayenta Unified School District # 27

ARIZONA (4th Grade)

Planning Pages

I. Focus/ Motivation

• Cognitive Content Dictionary w/ signal word

• Big Book

• Observation Charts

• 10/2

• Inquiry Chart

• Picture File

• Reinforcements/ Awards

II. Input

• Pictorial Input

• Narrative Input

• Read Aloud

• 10/2

• Time line

III. Guided Oral Practice

• Poetry, chants, highlight and sketch new words

• T-graph for Social Skills

• Picture File Cards

• Sentence Patterning Chart

• Process Grid

• Poetry

• Expert Groups

IV. Reading/Writing Activities

A. Whole Class

• Read Aloud

• Poetry

• Cooperative strip paragraph

• Writer’s Workshop

• Ear to ear reading

B. Team

• Team tasks

• Coop strip paragraph

• Ear to ear

• Expert groups

• Sentence patterning chart

• Poetry writing

C. Individual Tasks

• Interactive Journal

• Listen & Sketch

• Learning Logs

D. Writer’s Workshop

• Mini lesson

• Write

• Author’s chair

V. Extended Activities

• Home/ School Connection

• Jeopardy: Arizona facts

VI. Assessment/Evaluation

• Learning Logs

• Individual projects

VII. Closure

• Process all charts

• Student generated text

• Individual portfolio

• Class made big book

PROJECT GLAD

Kayenta Unified School District # 27

ARIZONA (4th Grade)

Sample Daily Lesson Plan

DAY ONE

Focus/Motivation

• Cognitive Content Dictionary/ Signal Word

• Reinforcements

• Observation Charts

• Inquiry Chart

• Big Book

• Poetry

Input

• Pictorial Input

- learning log

- 10/2 discussion

- ELD Review

• Narrative Input

Guided Oral Practice

• T-Graph

• Picture File Cards

• Poetry / Chant

Reading/Writing

• Interactive Journal

Closure

• Home/School Connection

PROJECT GLAD

Kayenta Unified School District # 27

ARIZONA (4th Grade)

Sample Daily Lesson Plan

DAY TWO

Focus/Motivation

• CCD Signal Word

• Home / School Connection

• Review Narrative Input (w/ Conversation Bubbles)

• Review Pictorial Input (w/ Word Cards)

Input

• Timeline

o Learning Log

o ELD Review

Guided Oral Practice

• Chant (Highlight and Sketch)

• Review T-Chart

Reading/Writing

• Expert Groups

o Team Tasks

• Writer’s Workshop

o Mini lesson

o Sketch

o Author’s chair

Closure

Interactive Journal

Home/School Connection

PROJECT GLAD

Kayenta Unified School District # 27

ARIZONA (4th Grade)

Sample Daily Lesson Plan

DAY THREE

Focus/Motivation

• CCD / Signal Word

• Return Interactive Journals

• Home / School Connection

• Review Timeline

Guided Oral Practice

• Poetry / Chant

• Sentence Patterning Chart

• Expert Groups

o Review Team Tasks

• Process Grid

Reading/Writing

• Coop Strip Paragraph

• Writers Workshop

• Story Map (Narrative Input)

• Interactive Journal

Closure

Home/School Connection

PROJECT GLAD

Kayenta Unified School District # 27

ARIZONA (4th Grade)

Sample Daily Lesson Plan

DAY FOUR

Focus/Motivation

• CCD / Signal Word (Student’s Choose)

• Home / School Connection

• Poetry / Chant

Guided Oral Practice

• Poetry / Chant (Highlight & Sketch)

Reading/Writing

• Leveled Reading Groups

o Struggling / Emergent (Coop Strip Paragraph)

o At / Above (Clunkers & Links)

o ELD Group Frame

• Team Tasks

• Team Presentations

• Listen and Sketch

• Ear to Ear

Closure

• Read the Walls

• Personal CCD

• Interactive Journal

PROJECT GLAD

Kayenta Unified School District # 27

ARIZONA (4th Grade)

Sample Daily Lesson Plan

DAY FIVE

Focus/Motivation

• Journals (Collect)

• CCD / Signal Word (Student’s Choose)

• Process Big Book

• Process Inquiry Chart

• Process Observation Charts

Reading/Writing

• Found Poetry

• Writer’s Workshop

o Author’s Chair

Closure

• Certificates

The Important Book

The Important thing about Arizona is it’s a land of diversity

Arizona’s geography is divided into three regions.

• The Plateau Region is a place with flat land that is higher than the land around, a good example is Monument Valley and the Grand Canyon.

• The Mountainous region stretches from the San Francisco Mountain in Flagstaff to the White Mountains in the Chiricahua Mountains towards the southeast corner of the state.

• The Desert Region is a part of the Sonoran Desert which extends into Mexico. There is very little water in the Desert so the plants and the animals can go without water or with little water for long periods of time.

But the Important thing about Arizona is it’s a land of diversity.

The Important thing about Arizona is it’s a land of diversity

The culture of Arizona is a very rich and diverse.

• Because many people of Arizona come from many ethnic backgrounds they also bring along with them their culture.

• The different ethnic cultures share celebrations in birthday parties, parades, festivals, Pow-wows and the Arts they craft.

• Clothing among the people of Arizona differs in ties, boots, and cowboy hats.

• There are many Native American artists, and their specialty range from making baskets, jewelry, and pottery to rug weaving.

But the Important thing about Arizona is it’s a land of diversity.

The Important thing about Arizona is it’s a land of diversity

Many American Indians lived long ago in a land that became the state of Arizona.

• Ancient Indians include the Anasazi, Mogollon, Hohokam and the Sinagua.

• Many different groups of Native Americans live in Arizona: Kaibab-Paiute, Hualapai, Fort Mojave, Yavapai, Yavapai-Apache, Tonto-Apache, Fort McDowell Apache, Salt River Apache, Pascua-Yaqui, Hopi and the Navajo is the largest tribe of Native Americans.

• In the 1500s, people from Spain came to North America. They were explorers and missionaries.

• In 1912, Arizona officially became part of the United States.

But the Important thing about Arizona is it’s a land of diversity.

The Important thing about Arizona is it’s a land of diversity

Millions of People in Arizona today support themselves and their families.

• They are doctors, lawyers, farmers, factory workers, secretaries, and truck drivers.

• Many of Arizona’s most important industries are manufacturing electronics like computers, radios, missiles and spacecrafts.

• Other Industry include: service, tourist, ranching, farming, logging, mining, transportation and sports.

But the Important thing about Arizona is it’s a land of diversity.

The Important thing about Arizona is it’s a land of diversity

We have government to work for peace, safety, and well-being of the people.

• The National Government and the Arizona Government both have 3 branches of power.

• The state government must charge tax to the people of the state to pay for the services needed to take care of roads and State Parks.

• The government in each county in the State of Arizona has a Board of Supervisors and they are elected every 4 years. They decide how the taxes will be used and what services will be needed.

• Each City has a City Council that is chosen by the people and makes laws for the city. The Major or the City Manager run the city with the help of the City Council.

• In Kayenta, there are two governments: the Chapter House and the Kayenta Township.

But the Important thing about Arizona is it’s a land of diversity.

[pic]

[pic]

Background Information for Pictorial

The Anasazi

A group of people we now call the Anasazi moved to the plateau region of the Southwest. Anasazi means “the ancient ones.” The first Anasazi hunted wild animals and gathered fruits, seeds and nuts for food. They used an atlatl to throw spears. Over many years they started using stone daggers as weapons. Even later, the people learned to use bows and arrows.

After hundreds of years, the people started farming and raising animals. They planted corn and beans. The corn was not like our corn. The corn cobs were more like a thin shaft of wheat. As time went on, they developed better corn. They even had popcorn. They raised turkeys and had dogs to help them pull heavy loads.

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

The first Anasazi were called “basketmakers.” They wove strong beautiful baskets from part of the yucca plants or wet willows that bent easily. They carried food and water in their baskets. They even put hot stones and water in baskets to cook food.

Hundreds of years later, the Anasazi started making pottery for cooking and storing things. Most of the pottery was painted black and white, but they decorated some pottery with other colors. They traded pottery with other groups of people for gems, jewelry, copper bells, buttons, and beads.

At first, the Anasazi built round pit houses

| |

partly underground. The sides of the roof were made

of wood poles covered with brush and mud. A fire

burned inside in the winter, and smoke escaped from a hole in the roof. Since there were no windows, the homes were quiet and dark inside. The people did most of the work and cooking outside in the sun.

Later groups built large pueblos. They are like large apartment houses made of stone or adobe bricks. Adobe is made by mixing mud and straw and baking the bricks in the sun. For each roof, heavy logs were laid across the walls. Many of the rooms were used for storing food. The people climbed up wood ladders to go from one level to the next. They built their houses high up on the sides of rock cliffs. The cliff houses were not easily attacked by enemies. Each day, the people climbed up and down wooden ladders to work in the flat gardens at the top of the mesa or in the valley below.

No one knows what happened to the Anasazi, but after many years they left their cliff houses. There was a long, dry period, and the people needed rain to grow crops. Maybe they moved to find water and never came back. Many Hopi people living today may be descendents of the Anasazi.

My Poetry Book

Name: ________________________

[pic]

Arizona

The Grand Canyon State

Anthropology Bugaloo

By Lorna Loy

I’m an anthropologist and I’m here to say.

“I study native cultures every day.

Sometimes I do interviews, or hear an elder’s song,

Capturing history all day long.”

Language, traditions, environment too,

Doing the Anthropology Bugaloo!

I study about people and what they use

For hunting, fishing and cooking food.

I study about shelter that people live in,

Made of yucca plants and deer skin.

Language, traditions, environment too,

Doing the Anthropology Bugaloo!

The Hohokam dug canals for irrigation,

The Sinagua ran from the volcano eruption,

The word Anasazi means the ‘ancient ones’.

The Mogollon pottery designs were triangles and hexagons.

Language, traditions, environment too,

Doing the Anthropology Bugaloo!

| |

| |

| |

| |

| |

| |

| |

| |

Arizona Symbols – Yes Ma’am

By Lorna Loy

Do you know the Arizona State Symbols? Yes, ma’am.

Do you know the Arizona State Symbols? Yes, ma’am.

What is the state mammal? It’s the Ringtail.

What is the state reptile? The ridge-nosed rattlesnake.

What is the state fish? It’s the Apache Trout.

What is the state amphibian? It’s the Arizona tree frog.

Do you know the Arizona State Symbols? Yes, ma’am.

Do you know the Arizona State Symbols? Yes, ma’am.

Tell me the state bird. It’s the cactus Wren.

Tell me the state tree. It’s the Palo Verde tree.

Tell me the state flower. The saguaro blossom.

Do you know the Arizona State Symbols? Yes, ma’am.

Do you know the Arizona State Symbols? Yes, ma’am.

What is our state necktie? The bola necktie.

Are Native Americans silversmiths? Yes, ma’am.

What gemstone do they use? The turquoise gemstone.

Do you know the Arizona State Symbols? Yes, ma’am.

Do you know the Arizona State Symbols? Yes, ma’am.

What colors are in our state flag? Gold, copper and blue.

What does the copper star symbolize? Our copper industry.

What do the 13 red and gold rays symbolize? They honor the 13 original colonies.

What else do the rays symbolize? They also represent the setting sun.

Do you know the Arizona State Symbols? Yes, ma’am.

Do you know the Arizona State Symbols? Yes, ma’am.

| |

| |

| |

| |

| |

| |

| |

| |

| |

Artifacts Here, Artifacts There

By Lorna Loy

Artifacts here, artifacts there,

Artifacts, artifacts everywhere!

Sharp tools used for hunting,

Decorated pottery used for cooking,

Beautiful baskets used for gathering,

And Adobe homes left standing.

Artifacts here, artifacts there,

Artifacts, artifacts everywhere!

Artifacts beneath the ground,

Clues under the sand,

Archeologist digging in the earth,

Scientist studying near the village.

Artifacts here, artifacts there,

Artifacts, artifacts everywhere!

Artifacts! Artifacts! Artifacts!

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

Arizona Sound Off

By Evangeline Tso

War is dangerous I’ve been told

There can be a rise in the death toll

Statehood was many advantages

Voting is an honor we love to hold

Arguments about land can lead to war

You must be able to travel far

People fought hard to claim their

Independence from Mexico

Sound off – TERRITORY

Sound off – became a state

Sound off – 1,2,3,4, U.S. WON!

Territories I’ve been told

Can be a bit of a bore

States on the other hand

Can hold a lot of sand

Arizona joined the United States

First became a territory

U.S. needed Arizona to get to California

To join the rush for gold

Sound off – TERRITORY

Sound off – became a state

Sound off – 1,2,3,4, ON TO STATEHOOD!

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

Arizona Rap

By Evangeline Tso

I’m an Arizonan and I’m here to say,

I love Arizona and that’s okay

Remnants of pottery found from days long passed

The canyons are silent, see if that will last.

Very little rainfall, leave the deserts hot

Mountain are cool and far from all

Plateaus stretch for miles and miles

Three regions of Arizona, yes they are

People bring their culture and ethnic pride

Sports range from Phoenix Suns to hiking outside

Diversity is evident in the Art

People of Arizona, a varied population

Natural Resources are water, trees, and soil

Silver and copper may be found if you toil

Arizona’s statehood was dependent on

Helping the economy these minerals were

Arizona’s Natives tell tales of gold

Brought plenty of explorers and mountain men I’ve been told

They searched and searched and nary a chip they found

The land was worth more than gold

The Apaches were an aggressive lot

Gave the soldiers a run for their buck

Never to continue on a reservation they would not

Realized their freedom to roam was gone

On to statehood Arizona campaigned

Congress told them to unite as a jointure

NO! Bantered the people

As the population grew

Towns popped and cities grew

1914, statehood was achieved

The right to vote was procured

ARIZONA, our 48th STATE!

| |

| |

| |

| |

Native American Tribes Here, Native American tribes There

By Lorna Loy

Tribes here, Tribes there,

Native American tribes everywhere!

Athapascan tribes moving and fighting,

Pueblo Indian tribes hiding,

Desert farming tribes planting,

Plateau tribes gathering and hunting.

Tribes here, tribes there,

Native American tribes everywhere!

Navajo children herding sheep,

Apache children dancing,

Hopi children carving Kachinas,

Pima children planting corn,

Havasupai children playing in the water,

Yavapai children making baskets.

Native American are an important part of Arizona’s history.

Tribes here, tribes there,

Native American tribes everywhere!

Traditions! Culture! Language!

| |

| |

| |

| |

| |

| |

| |

| |

Arizona’s Place in the world

By Lorna Loy

To understand Arizona,

We must look closer,

We must find our place in the world,

And our country.

Arizona seems very large,

But it’s just one small part of the world.

We live in Arizona.

It is important to us.

It is our home.

Arizona is part of the southwest,

Along with New Mexico, Texas and Oklahoma.

The southwest has high mountains and low deserts.

Our region is a land of beauty.

People like to visit our state.

They like the warm climate,

And all awe at the wonder of the Grand Canyon.

You see a lot of cactus and sagebrush.

If you look closely you might spot a roadrunner or desert turtle.

But watch out for the rattlesnakes!

In the mountains, aspen, and pine trees cover our land.

Moose, elk, and deer wander through the trees.

If you real quiet you might even hear a coyote howl.

Our land provides water, food, wood and minerals.

In Arizona, we raise crops and animals on the land.

Late summers in Arizona bring the monsoon.

Every needs water, we keep it in our reservoirs and dams.

“Where water flows, Arizona grows.”

Can you believe someone once said,

“Not even a wolf could live in this desert!”

What do you think that person would say now?

Today, the Southwest is growing fast.

We live in Arizona.

It is important to us.

It is our home.

Date: ____________________

Project GLAD

ARIZONA UNIT

HOME/SCHOOL CONNECTION #1

Native Americans lived in certain geographic areas for specific reasons. Interview your parents. Ask them why they moved to this area?

Parent: ________________________ Student: ___________________________

Project GLAD 2004

Date: ____________________

Project GLAD

ARIZONA UNIT

HOME/SCHOOL CONNECTION #2

Interview your parents. Ask them to tell you a folk tale or legend from your family’s culture.

Parent: ________________________ Student: ___________________________

Project GLAD 2004

Date: ____________________

Project GLAD

ARIZONA UNIT

HOME/SCHOOL CONNECTION #3

Interview your parents. Discuss with them what natural resource are in your area and how they use them in different ways.

Parent: ________________________ Student: ___________________________

Project GLAD 2004

Hohokam

The Hohokam were the first irrigation farmers in the Southwest. They did not rely on rain to water their crops. Instead, they dug canals and brought water from rivers. They grew cotton, corn, beans, and squash.

Workers built a dirt or rock dam across the river. The water rose higher and higher behind the dam until it formed a small lake.

Workers dug canals with stone and wooden tools and carried the dirt away in baskets. They dug many miles of canals. The water flowed into the canals of the Gila and Salt Rivers. The canals carried water to the corn and cotton fields. The Hohokam ate many different plants. One was the prickly pear cactus. People took off the poky needles and baked them in cactus pits. Then it was ready to eat. People also ate deer, lizards, mice, squirrels, turtles, and rabbits.

The largest Hohokam village was at Snaketown. Most of the people lived there in pit houses. A family dug a pit in the ground. Then they built a frame out of logs. They covered the frame with brush and mud. The house was cool in the summer and warm in the winter. Later the Hohokam built large pueblos. One large pueblo was Casa Grande. It is a national monument now. Casa Grande means “big house” in Spanish.

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

The Hohokam made beautiful jars, bowls, and pots. They also wove cotton into cloth. They made clay figures and carved jewelry out of bone. They traded with other tribes to get seashells and other items to use in their artwork. The Hohokam learned to etch. They drew designs on seashells with pitch. Pitch is the sticky sap of a pine tree. The design was usually of an animal such as a toad. Then they soaked the shell in acid made from a cactus fruit. The part of the shell not covered with pitch was eaten away by the acid to show the design.

Hohokam means “those who have vanished.” No

| |

one knows why the Hohokam left their villages. Their

farmland may have been flooded, or irrigating may have

made the soil too salty to grow crops. Maybe a great flood

ruined their dams and canals. Maybe they left because of

disease and war.

The Hohokam probably stayed somewhere in the

desert region. Many archeologists believe that the Hohokam

are ancestors of the modern Pima and Tohono O’ odham

tribes in southern Arizona. An ancestor is a family member

who lived a long time ago.

The Mogollon

The Mogollon lived in the mountain region. The Mogollon Mountains are named for the Indians who live there. Like the Anasazi, they hunted animals that were plentiful in the mountains, gathered food from wild plants, and grew corn. The mountains had a lot of wild berries and nuts, so the people didn’t grow as much of their food as other tribes. They grew corn, dried it in the sun, and ground it into flour. They ate what they needed and stored the rest for winter.

Families live together in a village of pit houses on the side of a mountain that got the most rain. Later, they built pueblos and cliff houses of stone and adobe. They used kivas for special ceremonies. They may have learned how to build these houses from visiting with the Anasazi. The adobe homes had thick walls that kept the home warm in the winter and cool in the summer. The adobe was so sturdy that parts of the homes can still be seen today.

The people traded ideas and things they made with other groups of Indians. They got many ideas from the Anasazi. The may have learned about cotton from the Hohokam.

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

Mogollon pottery is famous for the pictures of animals, people, and geometric designs of triangles, and other shapes. The designs are black on a white background. Pictures on Mogollon pottery help us see what their lives were like. Men are shown picking bugs off of the corn plants. Other people are setting traps to catch birds. Some are killing deer with a bow and arrow. Others are dancing. The people sometimes buried pottery with a person who died. A hole was punched in the pot before it was put in the grave because the Mogollon believed that each pot held the spirit of its owner. The spirit was freed from the pot through the hole.

| |

No one knows why the Mogollon left their

mountain villages. Some of the people may have

mixed with other Indians, especially the Anasazi.

Archeologist believe that many Mogollon people

went to Mexico. No Native Americans in Arizona

today are descendents of the Mogollon.

The Sinagua

The Sinagua live near today’s town of Flagstaff. The word Sinagua means “without water.” The people depended on rain, not canals, to water their crops. For many years, the Sinagua farmed in peace. Then a nearby volcano erupted. Hot lava flowed across the land for miles. Smoke and ash filled the sky. They people were scared. They fled from their homes. Today, the volcano is called Sunset Crater. It has never erupted again. The Sinagua moved back after awhile. They found that the volcanic ash had made their soil rich. The news spread, and some Anasazi and Hohokam moved in.

The style of the Sinagua houses changed. Before the eruption, the people lived in pit houses. They use logs to build the frame of the house. They covered the logs with grass or bark and earth. After the eruption, the Sinagua built stone pueblos with flat roofs. This pueblo style house can be seen at Wupatki National Monument today.

After many years, there was a long period when there was little rain. The Sinagua had to move again. Many of them went to the Verde Valley. They learned to irrigate their fields. The people built more stone pueblos there. They built a large pueblo called Tuzigoot. At one time, 200 people lived at Tuzigoot. It was a busy place.

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

Hunters killed deer, antelope, rabbits, and ducks for meat. They used salt to make their food taste better and last longer without spoiling. People ground corn, wove cloth from cotton, dried animal skins, and made baskets. They made jewelry out of shells, turquoise, or a red stone. They made stone axes, knives, and hammers. The Sinagua traded some of these things with other groups of people. They got parrots form Mexico and pottery from the Anasazi. The Sinagua never made their own pottery.

The Sinagua suddenly left, but no one knows why. Maybe there was not enough rain, perhaps other tribes attacked the peaceful Sinagua. Whatever their reasons for leaving, the Sinagua likely went north to Hopi country. Today, the Hopi tell a story about some people joining them from the south.

| |

Process Grid

|Ancient Indians |Where did they live? |What foods did they eat? |What Artifacts were left? |What happened to them? |

|Anasazi | | | | |

| | | | | |

|Mogollon | | | | |

| | | | | |

|Sinagua | | | | |

| | | | | |

|Hohokam | | | | |

| | | | | |

(teams of three for this unit since Anasazi is whole class which leaves Mogollon, Sinagua, and Hohokam as expert groups)

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download