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Family
Trees
Group 3: Josie Dayton, DeAnn
Moore, Jan Cabanis, & Heather Karmun
Grade Level: Grade
4-6
Recommended length of time for
unit: 3 weeks
Alaska Student Content Standards
addressed:
English/Language
Arts A1, A2, A4, A5, AS, D1, D3, E1, E4
History A1, A5,
A6, A8, C1, C2, C3, C4, D1
Skills for a
Healthy Life A1, A5, A8, B2, B3, B4, B5, B6, D6
Alaska Standards for Culturally
Responsive Schools addressed
Students A2 - recount their own geneology
and family history A3, A6, D1, D3, D4, E5, E8, and many
more
Goal: Students will gain a
greater understanding of who they are and where they come from
through research into their family background, constructing a family
tree, and gathering stories and pictures about their family. In the
process they will also gain knowledge about cultural values, have fun
and produce a family legacy (family tree, stories and photographs)
they can be proud of.
Objectives: Who am I and where
do I fit within a family and local community? These are questions
that can guide students in understanding themselves and their
importance to their community. Students will develop a sense of
personal pride and understanding through establishment of family
history. They will also establish ties to ancestors and culture
through communication and exploration that involve collecting and
recording stories from elders and community members. Students will
learn how to connect family units which have been fragmented and
separated. They will learn how to research family history and develop
a family tree through the use of books, technology, interviews, oral
tapes and personal knowledge.
Materials:
Journals
|
Computers
|
Note Pad
|
Books on family
trees
|
Tape recorder
|
Book making material (see
book history and book making by group 2)
|
Tapes
|
|
Batteries
|
|
Plans and
Procedures
We have chosen to have our students
make a project portfolio about their families. This will include a
diagram of their family tree, a self reflection of "Who am l," comparison chart
of activities in their lives and their elders, conducting an interview with an
elder, and a final written paper of a
favorite story that was told to them. They will end with a self
reflection of what they learned. This portfolio will be compiled into
a book with pictures included.
Plan & Procedure
WEEK 1: Timing of this unit would be
best if it were done during family times, such as Christmas,
Thanksgiving, or Easter.
Day 1
-Introduce thematic
unit by reading from the biography series (or any book related to
the unit family tree, heritage, or grandparents)
-Students will be required
to fill out; Exercise 1: "Who Am I?"
Exercise 2: "My Favorite
Things"
-Students will begin
each day with writing in their journals. These entries will be
placed in their portfolios. Daily Writing Topic: Students will
take ideas from exercise 1 and 2.
Day 2
-Read from thematic
book
-The students will be given
a copy of the family tree and will be required to bring it home
and fill out with their family.
-The class will brainstorm
on where to get information for their family tree (such as the
library, Internet, and school)
-Continue Daily Writing
Topic: Imagine that you had spent a weekend with a grandparent.
You had a terrific time! Describe what you did.
-Family tree research in
school.
Day 3
-Read from thematic
book
-Students will fill out
their portion of "Did You Ever?"
-Explain to the student
that not all students' grandparents/parents are nearby and
students can have anyone in their family fill out "Did You
Ever?"
-Continue to do research in
the school.
-Continue Daily Writing
Topic: If you can go anywhere with your Grandmother or
Grandfather, where would you go. Why would you go there? How would
you get there? Write about your trip.
Day 4
-Read from thematic
book
-Students will brainstorm
question they can ask in their interview. This interview will
either be done with parents or grandparents.
-Students will learn how to
write a cinquain poem. The poem will be placed as a journal
entry.
Day 5
-Read book Knots
on a Counting Rope by Bill Martin and John ArchambauIt.
-Explain to the students
that not all stories are written down. Ask them for examples of
stories they know are not written in books (oral history, family
stories, etc.)
-Students will learn how to
write an acrostic poem. The poem will be placed as a journal
entry.
-Open discussion and
brainstorming on Cultural Values
-Students will take home a
recorder and interview family member over the weekend.
WEEK 2: During this week the students
will be taught the writing process and all steps will be included in
their portfolio. The students will be read to daily from thematic
book.
Day 1
-Explain writing
process
-Students will transcribe
interview.
Day 2
-Students will start
writing process by either fast write, bubbling, outline.
Day 3
-Students will begin
essay.
Day 4
-Assign students in
groups of two and have them edit each other's essay.
Day 5
-Students will write
final draft.
WEEK 3: During this week, the
students will have essays! stories done and these will be compiled
into a book.
Day 1
-Students will learn
how to make a book (Cover, contents, bibliography, etc.)
Day 2-4
-During the process
of finishing the book, students will have the opportunity to give
an oral presentation of their family tree. The teacher will
explain that this is sharing time.
-Students will write an
invitation letter to family to come in and look at the
students' final product.
Day5
-When guests have
arrived, the students will be encouraged to read aloud their
poems, writing, or tell about their favorite part of the
unit.
Assessment Practices
For our unit on Family Trees, we have
chosen to have our students make a Project Portfolio about their
families. The many steps included in this project provide a variety
of learning opportunities for our students as well as assessment
opportunities. Besides meeting several of the Alaskan Student Content
and Cultural Standards, our students will gain a greater
understanding of their family background and how they fit into their
family and community. Each student's portfolio will be a
family keepsake and the collection of stories a tribute to their
elders, families and themselves.
For assessment purposes, Project
Portfolios show the completion of steps over time. Assessment is made
on Performance; were the steps completed and what was the quality of
the work? A rubric will be established and our expectations discussed
with our students at the beginning of this project. Students will
also make self assessments as a tool in the learning
process.
Journals: (personal communication
assessment) Students will keep a daily journal as well as a list of
questions they would like to ask the Elder they interview. Ideas
might come from the class brainstorming session, the oral short story
or personal thoughts. Students will be assessed using a
pre-established rubric.
Family Tree chart: exercises "Who Am I?", and "My Favorite Things" (performance
assessment) These require students to draw from their personal experiences
as well as
collaboration with their families.
Observation Rubric: (performance
assessment) This is a teacher designed record to be used twice weekly
to assess each student's listening skills, participation in
the class discussions, independent work skills and collaboration and
cooperation with their partner. Respect for others will be
stressed.
Conducting an Interview with an
Elder: (performance assessment) Students will prepare in class by
brainstorming ideas for questions and tips on how to interview and
listen with respect. An Elder's story may either be recorded
or written. This may require more than one visit.
Cinquain poem and acrostic poem:
(essay assessment). These exercises are quick-writes and
hopefully will be fun and inspiring. Assessment is by
rubric.
Final Paper: (essay
assessment). Students will be asked to write their favorite story.
This will require referring to their journals, the questions they
chose to ask and collaborating with their partners. Students will be
encouraged to pre-write, draft, revise, rewrite, self-edit, and then
peer edit. The teacher will assist with grammar and mechanics in
context as needed. Self Assessment of the final product will be made
using a checklist which assigns points for ideas, organization,
grammar, voice, word choice, sentence fluency, and conventions
(correct spelling, punctuation, grammar, and capitalization.). The
following rubric will be followed for assessment. Students will then
have the opportunity to make improvements and polish their story
which can raise their assessment before publishing for their
book.
HOLISTIC WRITING
RUBRIC
Each paper will be given one
of three scores: Q, A, or NA. The reader will read the paper
with these descriptors in mind:
|
Q
|
Quality-can easily
complete the writing process
· prewriting and then following the steps
· has no more than three minor errors (mechanics, word choice,
sentence structure)
· meets all requirements
|
A
|
Acceptable- takes some
effort to complete the writing process
· prewriting and then the following steps
· has four to seven minor errors (mechanics, word choice,
sentence structure)
meets all the requirements
|
NA
|
Not Acceptable- cannot
complete process
· does not follow directions
· has more than seven
errors (mechanics, word choice, sentence structure)
|
Wessels and Birkholz, 1994 as quoted
in Barnhardt: Assessment of Learning
Brief teacher student conferences:
(personal communication) during the writing process will help
students with any problems that may arise or assist with grammar or
writing issues.
Self reflection: (personal
communication) Each student will write a self evaluation of their
part in this portfolio. What were the favorite ideas that you
learned? What would you change? What was your least favorite
activity?
Oral Presentation of their story:
(performance assessment) Each student will share their story with
their classmates and families at the celebration following the
completion of this project. A rubric that has been discussed in class
will be used for assessment.
Resources
Internet:
http://www.genhomepage.com/
http://www.ngsgenealogy.org/
http://www.uaf.edu/library/oralhist/home.html
Books:
Briggs, Jean L.Never in Anger.
Portrait of an Eskimo Family. Cambridge: Harvard University
Press, 1970
Dayton, Roger. A Biography
Koyukuk. Blame: Hancock House Publishing, 1981
Huntington, Sidney. Shadows on the
Koyukuk. An Alaskan Native's Life Along the River.
Anchorage: Alaska Northwest Books, 1994
Oquilluk, William A., and
Bland Laurel L. People of Kauwerak. Legends of the Northern
Eskimo. Anchorage: Alaska Pacific University Press
Solomon, Madeline. A Biography
Koyukuk. Blaine: Hancock House Publishing, 1981
Wallis,Velma. Bird Girl. New
York: Harper Perennial, 1994
Wallis,Velma Wallis. Two Old
Woman. New York: Harper Perennial, 199?
Wilder, Edna. Once upon An Eskimo
Time. Anchorage: Alaska Northwest Books, 1989
Other:
Native Values for the
Curriculum
Alaska Native Knowledge
Network
Project Jukebox, University of
Alaska, Lucinda Taylor, Oral History Office, Rasmuson Library, P.O.
Box 756S0S, Fairbanks, Alaska, 99775-6808, (907) 474-6672
Iñupiaq
Ilitqusiat
Athabascan
Values
Who Am I?
No person would, I think,
exchange their existence with any other person, however
fortunate.
-Hazlitt
1. My name
is__________________________________.
2. My street address
is_____________________________ My town is_______________
state_______ zip_________
3. Age_____ My birthday
is________________________(day,
month, year)
4. Color of my eyes_______
. Color
of my hair________
5. My height .My weight______________
6. My *father's name is___________________________
7. My *father's occupation is______________________
8. My *mother's name is____________________________
9. My *mother's occupation is____________________
10. I am the____________
(first, last, middle, **only)
child in my family.
I like (do not like) being the
child in my family
because_________________________________
*Add information for stepparents as
appropriate.
**Omit #~511 and 12
11. The names and ages of my **brothers
are
Name Birth Date
a.____________________
b.____________________
c.____________________
12. The names and ages of my **sisters
are Name
Birth Date
a.____________________
b.____________________
c.____________________
13. My paternal
***grandfather's
name
is____________________
He lives in _______________
14. My paternal
***grandmother's
name is
___________________
She lives in ______________
15. My ***maternal
grandfather's
name
is____________________
He lives in________________
16. My ***maternal
grandmother's
name
is____________________
She lives in_______________
**Add the names of step-siblings as
appropriate.
***If a grandparent or parent is deceased
indicate that by writing "d" and the date of his/her death after
his/her name. If grandparents have remarried, you may wish to write
the name of their current spouses on the appropriate lines, and write
"re." after their names. Include the dates of the new marriages,
too.
Did you Ever?
Early Alaskans did the things listed below.
Put a check or highlight the boxes next to the activities you have
done. Then ask your parents and grandparents to put checks or
highlight the boxes next to the activities they have
done.
1. Chop firewood with axe
|
2. Cut wood with handsaw
|
3. Carry firewood
|
Go to bed by candlelight
|
5. Go to bed by kerosene lamp or
lantern
|
6. Read by flashlight
|
7. Sleep outdoors without a tent
|
8. Live in seasonal camps
|
9. Make bread
|
10. Empty the honeybucket
|
11. Wash clothes with a washboard
|
12. Pick wild greens
|
13. Pick berries
|
14. Pluck and clean ptarmigan
|
15. Lived in semi-subterrain house
|
16. use an outhouse
|
17. Eat mush for breakfast
|
18. used cloth diapers
|
19. Take a bath in galvanized tub
|
20. Dry clothes on a clothesline,
outside
|
21. Check snares and traps
|
22. Cut fish
|
23. Check fishnet
|
24. Live in a log cabin
|
Cinquain
A cinquain is a poem with five lines
following this form:
Line 1
One noun which names your
subject
Line 2
Two adjectives Which
describe the noun
Line 3
Three action words ending
with "ing" which describe the
noun Line
4
Four words expressing a
feeling or another action
Line 5
One word which is another
word for line 1
Dad
Kind, strong
Playing, helping, loving
Cares for his child
Pal
Acrostic
An acrostic is a poem in which a word
or phrase is written for each letter of a word. Begin writing a
grandparent acrostic by printing "GRANDMA" down the side of a piece
of paper, one letter per line. Here is an example of a grandparent
acrostic.
Great
to be with
Ready
for a hug
Always
there for me
Nice
to everyone
Dressed
in her Sunday best
My
best friend
Awesome
Handbook
for Culturally Responsive Science Curriculum by Sidney Stephens
Excerpt: "The information and insights contained in this document will be
of interest to anyone involved in bringing local knowledge to bear in school
curriculum. Drawing upon the efforts of many people over a period of several
years, Sidney Stephens has managed to distill and synthesize the critical ingredients
for making the teaching of science relevant and meaningful in culturally adaptable
ways." |