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Poway High School |
15500 Espola Rd. |
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Stage 1 - Desired Results
California Learning Standards
California Content Standards
Reading 1.1 Identify and use the literal and figurative meanings of words and understand word derivations.
Reading 2.3 Generate relevant questions about readings on issues that can be researched.
Reading 1.1 Identify and use the literal and figurative meanings of words and understand word derivations.
Reading 2.3 Generate relevant questions about readings on issues that can be researched.
Reading 3.5 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work.
Writing 1.4 Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).
Writing 2.2a. Demonstrate a comprehensive grasp of the significant ideas of literary works.
Established Goals
Students will examine and analyze the changes that Native Americans have undergone through assimilation into mainstream culture and in a written essay will be able to identify, analyze and evaluate their own changes as they struggle to maintain home culture under the pressures of mainstream assimilation.
Understandingsstudents will understand that cultures as well as people are constantly changing in response to external and internal pressures. |
Essential Questions1. Should minority cultural groups take on the customs of the United States? |
Students will be able to identify how the native American cultures changed through contact with Europeans and Christianity. |
Students will be able to identify the change process for Native Americans. Will recognize that process in the book "I Heard the Owl Call My Name" and will be able to apply that process to their own changes in the United States. |
Stage 2 - Assessment Evidence
Performance Tasks
1. Students will work in groups and discuss the "Essential Questions" as stated above. They will write their answers down and will examine them after the unit to see if their assumptions have changed.
2. Field trip to Barona Indian Reservation Museum
3. Read "I Heard the Owl Call My Name."
4. In conjunction with reading of book, vocabulary (as identified in the attached document) will be learned.
5. Students will write an Essay comparing and contrasting their own assimilation experiences with those in the book.
Other Evidence
Students will be able to locate and comment on evidence (CDs)in an Essay they will write comparing and contrasting the experiences and struggles in the book with the frustration and struggles of their own. |
Assessment/Rubric Documentessay rubrics.doc |
Stage 3 - Learning Plan
Learning Activities
1. Students will work in groups and discuss the "Essential Questions" as stated above. They will write their answers down and will examine them after the unit to see if their assumptions have changed.
2. Field trip to Barona Indian Reservation Museum
Students will fill out learning packet as supplied by teacher.
3. Read "I Heard the Owl Call My Name."
Each chapter has a packet of thinking questions they must complete in groups which will help with their understanding.
4. In conjunction with reading of book, vocabulary (as identified in the attached document) will be learned.
Materials and Supplies
1. Bus for field trip and entrance to Museum for 50 people.
2. Text Books "I Heard the Owl Call My Name"
3. Vocabulary List.