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Sample  Pages  from    

 Teaching  through  Text  Sets:  American  Indians  in  the  1800s  

 

     

   The  following  sample  pages  are  included  in  this  download:    

• Teacher’s  Guide  Table  of  Contents,  Text  Set  Chart,  and  Supporting  Text  1—First  Reading:  Independent  lesson  

• Wilma  Mankiller  Quote  supporting  text  card    For  correlations  to  Common  Core  and  State  Standards,  please  visit  http://www.teachercreatedmaterials.com/correlations  

AmericanAmericanAmericanAmericanAmericanAmerican IndiansIndiansIndiansIndiansIndiansIndiansin the i n the i n the i n the i n the i n the 1800s1800s1800s1800s1800s1800s

Teacher’s GuideTeacher’s GuideTeacher’s GuideTeacher’s GuideTeacher’s GuideTeacher’s Guide

Teaching through Text Sets Am

erican Indians in the 1800s Teacher’s G

uide

AmericanAmericanAmericanAmericanAmericanAmerican IndiansIndiansIndiansIndiansIndiansIndiansin the i n the i n the i n the i n the i n the 1800s1800s1800s1800s1800s1800s

Teacher’s GuideTeacher’s GuideTeacher’s GuideTeacher’s GuideTeacher’s GuideTeacher’s Guide

Teaching through Text Sets A

merican Indians in the 1800s

Teacher’s Guide

© Teacher Created Materials 20198—Teaching through Text Sets: American Indians in the 1800s 3

Table of Contents

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Research Text Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Text Complexity. . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Close Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Text-Dependent Questions . . . . . . . . . . . . . . . . 7

How to Use This Product Components. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Pacing Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Reading Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Teaching a Lesson. . . . . . . . . . . . . . . . . . . . . . . . 10

Correlations Introduction to Correlations . . . . . . . . . . . . . . 13

American Indians in the 1800s UnitText Set Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Introductory Text. . . . . . . . . . . . . . . . . . . . . . . . . 16

Essential Question . . . . . . . . . . . . . . . . . . . . . . . . 17

Anchor Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Supporting Text 1—First Reading: Independent . . . . . . . . . . . . . . . . . . . . . 20

My First Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . 21

Supporting Text 1—Second Reading: Teacher-Guided. . . . . . . . . . . . . . . . . . . 22

Text-Dependent Questions . . . . . . . . . . . . . . . . 23

Supporting Text 2 . . . . . . . . . . . . . . . . . . . . . . . . 24

Wise Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Supporting Text 3 . . . . . . . . . . . . . . . . . . . . . . . . 26

Coexistence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Extension Text . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Two Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Parent Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Culminating Unit Assessment Assessment Overview . . . . . . . . . . . . . . . . . . . . 31

Oral History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Folktale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Informative Essay . . . . . . . . . . . . . . . . . . . . . . . . . 34

Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Digital and Audio Content . . . . . . . . . . . . . . . . 42

20198—Teaching through Text Sets: American Indians in the 1800s © Teacher Created Materials14

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Text Set Chart

20198—Teaching through Text Sets: American Indians in the 1800s © Teacher Created Materials20

ALA

MY

© Teacher Created Materials 20270

Wilma Mankiller Quote I experienced my own Trail of Tears when I was a young girl. No one pointed a gun at me or at members of my family. No show of force was used. It was not necessary. Nevertheless,

the United States government through the Bureau of Indian Affairs, was again trying to settle the ‘Indian problem’ by removal. I learned through this ordeal about the fear and anguish that occur when you give up your home, your

community, and everything you have ever known to move far

away to a strange place. I cried for days, not unlike the children who had stumbled down the Trail of Tears so many years before. I wept tears that came from deep within the Cherokee part of me. They were tears from my history, from my tribe’s past. They were Cherokee tears.

I experienced my own Trail of Tears when I was a young girl. “

tribe’s past. They were Cherokee tears. “

From MANKILLER: A CHIEF AND HER PEOPLE © 1993 by Wilma Mankiller and Michael Wallis. Reprinted by permission of St. Martin’s Press. All rights reserved.

Am

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Before Reading 1. For the first read, let the class know that they will be reading for meaning.

Explain that they will think about the following questions as they read: • What is this text about? • What do I think about this text? • What questions do I have? 2. Next, tell the class you will show them one way to read for meaning. It is

called coding the text. As they read, they will “read with a pencil”—writing their thoughts and ideas relevant to the questions listed above. Encourage students to note main ideas and details, words or phrases that are powerful, and words or phrases that are confusing. Students may write words or phrases, or they may use a code, such as m for main idea or ? for confusing.

3. Model how to code the text by writing on sticky notes and placing them on a sheet of chart paper that represents a page of text.

During Reading

1. Distribute the Wilma Mankiller Quote and sticky notes to students. 2. Tell students that they will now independently begin coding the text. • For below-level learners and English language learners, print copies of

the text from the Digital Resource CD and have students write directly on the text. Students should circle powerful words or phrases and underline parts that are confusing. This can help them keep their thoughts organized.

After Reading

1. Distribute copies of the My First Thoughts activity sheet (page 21) to students. 2. Have students complete the activity sheet independently. 3. As a class, discuss student responses. You may want to have students place

their sticky notes on a class chart similar to the activity sheet.

Progress Check: During Step 3, listen for students asking and answering questions to demonstrate understanding of the text, referring explicitly to the text as the basis for the answers.

Standards • CCSS Reading:

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

• CCSS Writing: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

• Content: Know about the forced relocation of American Indians and how their lives, rights, and territories were affected by European colonization and expansion of the U.S.

• Language: Communicate information, ideas, and concepts necessary for academic success in the area of Social Studies.

© Teacher Created Materials 20198—Teaching through Text Sets: American Indians in the 1800s 21

Name: _______________________

Date: ________________________

Directions: Write the main ideas and details of the text. Then, summarize what you think about the text. Write any questions you have.

My First Thoughts

What is this text about?

What do I think about this text?

What questions do I have?

What is this text about?

What do I think about this text?

What questions do I have?

ALA

MY

© Teacher Created Materials 20270

Wilma Mankiller Quote I experienced my own Trail of Tears when I was a young girl. No one pointed a gun at me or at members of my family. No show of force was used.

It was not necessary. Nevertheless, the United States government through the Bureau of Indian Affairs, was again trying to settle the ‘Indian problem’ by removal. I learned through this ordeal about the fear and anguish that occur when you give up your

home, your community, and everything you have ever

known to move far away to a strange place. I cried for days, not unlike the children who had stumbled down the Trail of Tears so many years before. I wept tears that came from deep within the Cherokee part of me. They were tears from my history, from my tribe’s past. They were Cherokee tears.

I experienced my own Trail of Tears when I was “

were Cherokee tears. “

From MANKILLER: A CHIEF AND HER PEOPLE © 1993 by Wilma Mankiller and Michael Wallis. Reprinted by permission of St. Martin’s Press. All rights reserved.