This is a series of Language Arts lessons that I run concurrently with a Native American literature week. The students love researching tribes that they are reading about in folktales and other Native American literature. Pairing informational text with literature is an awesome combination! Please watch this short video to hear some of the highlights of this lesson. Thank you!
The students are publishing their edited paragraphs into a "pop-up" book page. The pages will be stapled at the corners to become a collaborative class book after we present tomorrow. For now, student pages are individual. When folded inward, the middle (half-circular part), pops up when the pages are turned in the book. I've added lines to the center of the page for students to help organize their writing. (See Resource File: Student Sample - Also more in the next section)
Preview Sample Together:
I pass out a Native American Book Page Rubric, and display a sample pop-up book page I've created about the Zuni location on my document camera. (See Resource File: Native American Book Page Rubric) We read through my sample pop-up page, and discuss my illustrations and how they support the text I've written. You can use some of the student samples I've provided within this lesson to use with your tribe!
Assess Sample Together Using Rubric:
After we look at my sample page, we read through the rubric together. I read the bold parts of the rubric aloud, or the "I" statements. We talk about the score my sample page would receive in each category. Again, keeping the standards front and center, this allows students to critically analyze my work, and apply it to their own.
The students receive their edited papers back from yesterday. I also pass out a pop-up page to each student, and they still have the rubric from a few minutes ago. They write their name, date, tribe/topic at the top of the rubric. I leave out plenty of crayons and colored pencils for students to use if they need them. Before we begin, I have students make a mark where the first word of their paragraph should begin, so they don't forget to indent. I've asked students to begin by copying their paragraph first, then after the writing is finished, to add illustrations meaningful to their text.
Publishing Our Work:
It's now quiet work time as I play some soft Native American music while students publish their Native American pop-up book page. I walk around the room helping students with editing marks as needed (this was a lesson covered earlier in the year within my classroom). When students say they are finished, I ask them to read through their work, and check it against the rubric. I also have them practice reading the page to themselves, or with a partner, for tomorrow's presentations.
Assessment of Book Page:
I grade the student pop-up pages using the rubric. I found it was very helpful to have the students "grade" my sample earlier using the rubric, and knew exactly what they needed to accomplish while completing their own pages. (See Resource File: Native American Research Book Page Rubric)
We'll take the last few minutes of class to practice reading our Native American pop-up book pages to a partner to get comfortable for our presentations tomorrow.
I also take the last few minutes to read through the presentation rubric with students so they know what is expected while they are presenting and listening tomorrow. We read the bold times in the rubric boxes that begin with "I".
We look forward to our presentations tomorrow!