American Indians in Michigan Unit Lesson: Potawatomi Native Americans Danielle Zatkoff November 26, 2013 Grade level:

3rd Grade Time: 40 minutes Materials: Sticky notes Poster board Overhead Word walls Definition of Potawatomi http://www.potawatomilanguage.org/lessons.php?page=basics&lessonsub=basic s-pronunciation Potawatomi article print out Two maps of Michigan Pencils/markers Clipboard

Big Idea: 1. After the Hopewell, came The People of the Three Fires. This was an alliance made up of the Potawatomi, the Odawa (Ottawa) and the Ojibway. They had similar cultures.

Michigan GLCEs: 1. 3-H3.0.5: Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment. 2. 3-G1.0.2: Use thematic maps to identify and describe the physical and human characteristics of Michigan. 3. R1.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4. W.3.08: Recall information from experiences or gather information from print and digital resources; take brief notes on sources and sort evidence into provided categories.

Specific Student Objectives: 1. Students will be able to pull key information from an expository text on the Potawatomi Indians. 2. Students will be able to list at least three responses, answering each of the following questions: Where in Michigan did the Potawatomi live? What did they eat? What were they really good at? 3. Students will be able to write one opinion they have about the Potawatomi Indians. Anticipatory Set: 1. Briefly review The Three Fires. 2. Sing The Three Fires chant with the students. 3. Ask students to add Potawatomi to their word walls and explain that Potawatomi means, Keepers of the Sacred Fire. The Potawatom i referred to themselves as Neshnabek, which means true people. They were the youngest of the three fires. 4. Ask the students to greet their neighbors on their right by saying hello in Algonquin language, which is Bo sho Guided Practice: 1. Display the poster with the following (3) questions on it: Where in Michigan did the Potawatomi live? What did the Potawatomi eat? What were the Potawatomi really good at? 2. Explain to the students how you want them to be thinking about these three questions as we read through the article together. 3. Post the article on the Potawatomi on the overhead. Read the article together with the class. (Remind students to keep those three questions in mind as we read.) 4. Explain how students will be split up into six groups. At the bottom of their article they will see a number. The number on their paper will tell them what group they are in. Ask students to raise their hands if they are in group 1. Have those students look around and see who their group members are. Then show them where at in the room they will be going. (Do this with groups 2-6 as well) 5. Ask for two students to model what it looks like when I ring the chimes and it is time to rotate to the next question. Have those students who are watching point to where it is they are supposed to be going next. 6. Once students get into their groups, explain how each group will reread the article together, really emphasize looking for the answers to those (3) questions. 7. After they reread the article together, explain how they will have 5 minutes to answer each of the three questions. On the back of their articles they will each have three sticky notes attached to questions #1-3. Use one sticky note for each question. Look at the number of the question you are answering on your poster

board (This is important as some groups will not be starting at the beginning with question 1, you may start at question 2 and rotate through). 8. Post your post-it! 9. To signal time is up I will ring the chimes. This is cue for the students to rotate to the next question or poster. 10. Once all groups have answered all three questions ask students to quietly return to their seats. Closure: Walk around and share the students responses from each of the questions that were posted. Provide feedback.

Independent Practice: 1. Have students complete a worksheet that asks for them to either write/draw 3 facts theyve learned, 2 questions they still have, and 1 opinion they now have about the Potawatomi.

Assessment: 1. By having the students complete the above assessment I will be able to see what they have learned from this activity, and if they have met the objectives. I will also be doing a formative assessment by walking around the room while students are participating and working in groups together. Listening, looking for active participation and team work. Student Needs: For those students who need extra guidance and support I have created the groups so that they are heterogeneous. Students are able to learn from one another, and work well together. I have placed Eva, Brayden, and Corrina all in the same group so that our aid can work with their group and provide them with some extra one-on-one. I have placed Gracie in a group with students whom I think she would work best with, and with students whom I feel would be helpful and supportive of Gracie in a group setting.