Week #3 Sept. 16- 20

September 16-20, 2019 Week 3

This week in Room 106 with the Pod Thinkers… (I selected a few I can statements.)

• Þ   I can read in my seat for a minimum of 25 minutes or more. (Our stamina is increasing.)
• Þ   I can record the books I am reading.
• Þ   I can find (edit) the mistakes in a sentence.
• Þ   I can write a quick-write about a time I lied or when I was hurt. (Sometimes, students write about observing someone else’s experiences.)
• Þ   I can explain how equal groups represent multiplication and division.
• Þ   I am beginning to understand the relationship between multiplication and division.

   Reading logs began this week at home.
   Link 1.1 and 1.5 went home today and are due next Friday morning. 

Students benchmarked:  21 out of 24.

Most completed the NWEA, Map Math test on Thursday, 9/19.

Some completed the NWEA MAP Reading Test on Tuesday, 9/17/19.

Make are scheduled to occur Friday, 9/20 and Monday, 9/24.

Wednesday, September 25, 2019: Early Dismissal @1:29 No childcare!

Thursday, Sept. 26, 2019: Unit 1 Practice Test in class

Friday, September 27, First Reading log is due and 3 homework sheets.

Tuesday, October 1, 2019: Unit 1 Math test, Math Tools, Time and Multiplication

Week of 9/9- 9/13

Week of 9/9- 9/13

September 9-13, 2019 Week 2

Next week:

Tuesday, September 17 @9:30- 10:30 AM NWEA Reading 

Thursday, September 19 @12:30- 1:30 PM NWEA Math

Friday, September 20 @ make up and completion

This week in Room 106 with the Pod Thinkers… (I selected a few I can statements.)

I can read in my seat for a minimum of 20 minutes or more.

I can explain what I read in my Just Right book.

I can find (edit) the mistakes in a sentence.

I can come to morning meeting, greeted my classmates, and participated (share) in the activity.

I can think Win-Win as oppose to lose-lose or lose- win.

I can synergize with my classmates. (We practiced lining up by birth month without talking.)

I can write a quick-write about best or worst birthday.

I can tell time to the nearest minute.

I can show elapsed time (time passed) using an open number sentence or a successful strategy.

I can round to the nearest ten.

Students benchmarked:  12 out of 24.

Final Three habits of Leader in Me were reviewed.

Stereotypes of Native Americans

Stereotypes of Native Americans

Stereotypes of Native Americans

Due: Tuesday, February 12, 2019

Native Americans were the first inhabitants of North American; however, American history has been unpleasant to these indigenous people. From sports mascots to unrealistic portrayals, there is a picture painted of Native American with feathers, tepees and buffalo for food.  Associating these images with all Native Americans is stereotyping.

We have read a glimpse of the different cultural regions of Native Americans. You are somewhat of an expert. Choose one of the choices below and discuss the inaccurate portrayal versus the accurate portrayal of Native Americans.

Choice 1

Read the poem, Indian Blood by Mary Tall-Mountain. Write a description of your visualization while you read the poem. Then sketch your visualization on the same paper. Next, write a paragraph describing the inaccurate region/ environment of the character in the poem and the possible accurate region/ environment of the character. Use her clothes and language to help you. 

Choice 2: A movie clip on the internet showed a Native American with feathers in a mohawk running out of a tepee. Write a letter to the Director explaining the inaccurate depiction. Use evidence of cultural regions of Native Americans.

Choice 3 (challenging)

Watch the PBS video, Breaking Stereotypes of Native American Artist. Answer the following questions by writing paragraph(s).

Before the video:

• Describe what you view as Native American Art.
• Can an artifact be different from art?

After the video:

• How have your thoughts about Native American Art changed after the video?
• What advice would you give to a contemporary Native American Artist?
• Be sure to use your knowledge of Native American environments and cultural regions including information about food, climate, housing, traditions and artifacts.

Poem, Blood Indian

Indian Blood

By Mary Tall-Mountain (June 19, 1918 – September 2, 1994)

On the stage I stumbled,

My fur boot caught

On a slivered board.

Rustle of stealthy giggles.

Beendaaga’ made of velvet

Crusted with crystal beads

Hung form brilliant tassels of wool,

Wet with my sweat.

Children’s faces stared.

I felt their flowing force.

Did I crouch like goh

Children’s faces stared.

I felt their flowing force.

Did I crouch like goh

in the curious quiet?

They butted to the stage,

darting questions; pointing.

Do you live in an igloo?

Hah! You eat blubber!

Hemmed in by ringlets of brass,

grass-pale eyes,

the fur of daghooda-aak

trembled.

Late in the night

I bit my hand …

with moons of dark

Indian blood.

Translations:

beendaaga' = mittens          goh= rabbit    daghooda-aak= caribou parka

Cultural regions

1. Northwest Coast- cedar trees, rainy, salmon                       
2. Great Plains- large grasslands, camas                                  
3. Plateau- Rocky mountains, large rivers
4. California-Intermountain- Pacific coast, desert area, little rainfall            
5. Eastern Woodlands- Michigan, great lakes, four seasons, wigwams
6. Southwest-hot summers, freezing winters,                                       
7. Southeast- near Atlantic coast but humid, alligators