Time

What Teacher Does

What Students Do

10 Min

• Review with students the last lesson.  Ask some questions.  What did we use kidspiration for last period?  What is some knowledge you learned about First Nations people of the Plains from your research in the library?

• Students discuss with teacher as a class
• Ask questions

• Let students know they will be collecting information off the internet in the same groups and taking notes.  Their notes will be organized into a web using kidspiration
• Show them the web from kidspiration made last class.  Ask if they have any questions about using the program and the activity in general

• Students listen and ask questions

 20 min

• Handout the worksheet with websites to examine and paper for the notes.  The students will have to research at least two websites.  Place students into groups and the students can start researching.  The students will have to write the notes first.  

• Once students receive supplies, they can get into their groups and start their research.  The students must work cooperatively. 

• Teacher observes and is around for assistance

• The students must take at least five notes from each website

 25 min

• The teacher then tells students to open kidspiration on their computer and make a web with the notes they received

• The students use kidspiration to orgranize their information.  They print their web

 5 min

• Conclude the lesson with a discussion about webs and the KWL form.  What is different about them?  Was getting the information from the internet different from books?  What did you find most helpful?

• Hand-in Notes and Web
• Kids discuss the questions

Time

What the Teacher Does

What Students Do

5 min 

• Discuss with students and review their knowledge of the First Nations people of the Plains.  Show the cover of the story you are about to read.  Ask what they think the story is going to be about

• Students answer questions and predict what the story is going to be about looking at the cover

• Handout Story Board sheets to the students.  Ask students to take out their pencils

• Students take out their pencils

 40 min

• Read to end of first significant event.  Ask the students to draw what happened in one of the boxes and write what happened
• Students then share their work with their partner’s and discuss what happened and predict what is next

• Students draw and write about what occurred in the first section
• Share with their partner’s what happened and discuss what happened and predict what is next

• Repeat process for the rest of the story, separating the books into parts

• Students continue the activity with the next boxes

 5 min

• Conclude the activity with discussion about what occurred in the story.  Ask some students to share some of their Story Boards
• What does each section tell you about what a story contains?
• Mention that they will be writing stories about First Nations people of the Plains culture area this unit

• Students discuss and share as a class

Time

What Teacher Does

What Students Do

5 min

• Ensure everything is setup for the rehearsal
• Have a discussion with the children and review the last couple of weeks regarding the Powwow
• The students will be performing many of the elements they have learned regarding the powwow
• Ask if they have any questions before they start

• Students ask questions and discuss with the teacher regarding the powwow and their rehearsal

10 min

First Song

• One student starts the event and reads what a Powwow is as the students are gathering to their benches and the drummers to their drums
• Music is playing in the background
• Music changes and the teacher signals the students to start their first dance
• Stop the dance or speech when making suggestions

First Song

• One student reads their selected writing about the Powwow as the music and lights come on
• As the speech begins all the students gather to the benches and the drummers to their drums (which are set up)
• When the music changes the students get up from their benches, the drummers start drumming, and they begin their dance
• When the first song is finished they gather back to the benches and drummers go back to their original positions

10 min

Second Song

• Same process as before
• One student reads one of their writings of the First Nations people of the plains as the music begins to play
• The students repeat same process, but with different song and a different dance
• The teacher makes suggestions throughout the practice

Second Song

• Same process
• Students ask the teacher questions
• Suggestions can even be made by the students

10 min

• Repeat same process with the third song

10 min

Fourth Song

• This is the final song
• One student begins with reading their selected writing, as four students are dancing around him/her
• Students dance around the tee-pee for this final dance
• Drummers can dance as well as they are dancing
• One final writing is read by a student which is great for a conclusion
• The music suddenly stops when the reading stops

Fourth Song

• One student reads their selected writing
• Four students dance around the reader
• The students assemble around the tee-pee and begin their dance
• Drummers can dance as well
• After the music changes, one student reads their selected writing and the music stops when they stop speaking

• The computer and projector will be operated by the teacher
• Each I movie will last as long as each dance

15 min

• Conclude the rehearsal with discussion about their strengths during the rehearsal and what they can work on for the final performance
• This discussion allows students to ask question and make suggestions

• Students discuss, ask questions, and can make suggestions