Look at the illustrations of Little Gopher's picture writing in the book. The teacher will observe students and they use technology to locate information. Explain to students that The Legend of the Bluebonnet is a legend created to tell how the Bluebonnet flower came to grow in the plains region. Click on pop-out icon or print icon to worksheet to print or download. Evaluation: The teacher will observe students' work on story maps and students' input to class story map.
Activities will be based on two books, The Legend of the Indian Paintbrush and the Legend of the Bluebonnet by Tomie dePaola. They will read about a beautiful flower called the Indian Paintbrush, and they will learn how it got its name. If you think the things could go away, then be brought back, say restored. Materials: Websites: Tasks: Introduce to the students the word culture. There is also an example of a student-created legend at.
The teacher will evaluate written responses. Tell them to create a new name for themselves like Little Gopher's name. Be certain that they understand that all of the pictures have meaning. Have them discuss the plant again now that they have read the legend. Why does this name suit her well? This site also contains activities with each section which you may wish to use for extensions.
Using the class organizer, ask children to share responses from their work. Tell them that the story you are about to read to them is about a Comanche Indian girl named She-Who-Is-Alone. Some of the worksheets for this concept are My first legends the story of bluebonnet pdf, Lesson plan 1 lesson plan for read aloud, Legends comprehension guide, The art lesson by tomie depaola work, Teaching round the legend of the indian paintbrush and, Legends comprehension guide, Native americans thematic unit upper elementarylower, A comprehensive educators guide to the works of tomie depaola. Legends will be shared by posting on the school website, or submitting to a children's authoring site on the web. Evaluation: The teacher will use the questions on the website to evaluate ability to read for information.
After reviewing why the heroine's name was changed from She-Who-Is-Alone to One-Who-Dearly-Loved-Her-People, discuss how the names describe the character and the change she underwent. Have the children work in pairs. Students may answer the questions based on their own culture or create a totem pole to represent an imaginary culture using the questions as a guide. This is a large picture of the Indian Paintbrush plant. Go to the dePaola website and show them how to submit their questions and comments to the author. This might be based on a special talent or on something they like to do. Go back to the Big Book.
Sometimes whole countries might suffer from famine and the people who live there get very sick. Materials: Website: Brown paper bag, paper towel, or butcher paper Crayons, markers Tasks: Go to the above website and look at the picture writing on the teepees. The teacher will evaluate written paragraphs for content and expression of ideas. Did you know that drought causes lots of animals to die? Ask them to briefly describe their favorite possession. Display the site on the large screen monitor. Call on students to answer the question.
For sample pages and to find out what is in a Novel Unit® please visit our page. Click on a few of their projects. Discuss the horse and its importance. Evaluation: The teacher will observe students as they use the Internet for research. Materials: Websites: Tasks: Remind the children that the Plains Indian followed the buffalo because he was so important to their daily life. Materials: Book: The Legend of the Indian Paintbrush by Tomie dePaola Software: Claris for Kids and KidPix, or HyperStudio Tasks: Brainstorm with the children qualities which made Little Gopher special. Have read a variety of non-fiction trade books about the Lakota Indians prior to the lesson.
Students will be led through activities which use a variety of materials, including the Internet. Explain that Tomie de Paola often uses watercolor for his art work. During Reading: The teacher will: 1. This is a student activity site which leads students through developing a culture. Go over the vocabulary words.
Remind them that we have already talked about the way that Native Americans were given names that told about their special qualities or gifts. Additional Activity: Go to the site is called to find easily readable information, a map showing the path the Indians followed to America, and coloring pages which can be printed for students to use. If you look around the room and see lots of the thing, say plentiful. Read the story to the class sharing and discussing some of the artwork as the story is read. Explain to them that culture refers to the way we live, the way we speak, the way we dress, etc.