S1+Nerney+Margaret

=Stage 1 Identify Desired Results= A1. //Interconnected Elements////: Comprehension, Vocabulary, Alphabetics, Fluency// //Grade 7// //Students read and make generalizations from texts, within grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.//
 * **Establish Goals:** **(G)** ||
 * //Maine Learning Results//: English Language Arts- A. //Reading//

//Maine Learning Result//s: English Language Arts- B. //Writing// B1. //Interconnected Elements// //Grades 6-8// Students use a writing process to communicate for a variety of audiences and purposes.

//Maine Learning Result//s: English Language Arts- E. //Listening and// //Speaking// E2. //Speaking Grades 6-8// //Students adjust speaking strategies for formal and informal discussions, debates, or presentations appropriate to the audience and purpose.// ||

//What understandings are desired?//
• oral traditions allowed the Native American people to pass down the origins of the world and their people, the history of the tribe, as well as life lessons and cultural beliefs. • legends differ as a genre from myths, fables, or fairy tales. ||
 * //Students will understand that:// **(U)** ||
 * • interaction between cultural groups leads to changes in both cultures (languages, tools, belief systems, or behavior)

//What essential questions will be considered?//
• Why do cultural values, beliefs, and traditions shape who you are, your decisions and behaviors? • How have cultural groups affected the United States of America and the United States of America impacted other cultures? ||
 * **Essential Questions:** **(Q)** ||
 * • How can cultural beliefs and values be discerned from a cultural group's oral traditions?

//What key knowledge and skills will students acquire as a result of this unit?//
• (2) Critical Details- ways in which customs and culture transfer from one generation to another through stories and other mediums. • (3) Sequence and Timelines- seeing effects on cultures through exploration of timelines related to interaction and adaptation. || • Explain: Demonstrate an understanding of the terminology through appropriate use in writing and class discussions. (K1) • Interpret: Interpret //a story for its// common themes, beliefs, and cultural elements of Native American people. (K2) • Apply: //P////erform// a traditional Wabanaki story that is engaging, accurate, and clearly demonstrates cultural meaning to the audience. (K2) • Perspective: //Compare// cultural similarities and differences between the Wabanaki people and the majority population in Maine. (K3) • Empathy: //Consider// the perspective of modern Natives and the importance of cultural revival. (K3) • Self-knowledge: //Be aware of// the words that they use in relation to Wabanaki people and other minority groups. (K1) ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * • (1) Terminology- correct references to Native American people and their ways (Wabanaki or specific tribe names, regalia vs. costume, stereotyping vs. racism etc.)


 * 2004 ASCD and Grant Wiggins and Jay McTighe**