LESSON PLAN NATIVE AMERICAN LITERATURE Name of the lesson: NATIVE AMERICAN LITERATURE APPROACH Subject: English literature

Instruction settings: group work or individual depending on the activity. Grade 9th Time: 90 minutes

Institution Centro Muikyta Number of students: 28

Presented by: Juan Pablo Prez / Victoria Muoz Narvaez.

Introduction Native American literature has been known as a bridge between oral tradition and the contemporary texts; but this topic has shown some difficulties experienced by students, like learning history elements in order to realize the context of a specific text that is absolutely necessary to properly interpret it. Native Americans are incomparable in their tribal cultural heritage that they maintained with extraordinary sense through orality and passed from generation to generation. Some interesting traditions like passionate dance, beautiful jewelry, legends, pottery, medicine, celebrations and rituals are not commonly remarked as an essential and functional native's point of view. This lesson plan uses some of these components to encourage the students to read and research about a particular culture, but also trying to impact positively the student learning process. Vocabulary: In this lesson plan we are going to know some words used in the rituals and circles that the American native people do. Copal, Salvia, Chicano, instinctively, unwritten, dine, punishing, praising, pup, anew, primeval, howl, whole, steadily, swept, utmost, blessed. Grammar subject: simple past. Communicative function.

OBJECTIVE: Appreciate and recognize and the principal features in native American literature and its context. PROCEDURE

WARM UP 10 Minutes 1. 2. 3. 4. The students have to sit together in a circle on the floor Burn some Copal (native incense) and white salvia. Explain to the students why oral tradition is important in all societies. Present the Copal as a traditional instrument used in rituals with different properties and purposes. 5. Present to the students 10 pictures of different American tribes. 6. Ask to the students to identify the characteristics they found on the pictures. PRE-TASK 15 Minutes 7. The students are going to learn how to tie a feather to the hair. (10 Minutes) (Explain to the students this tradition) 8. The students will listen 2 poems: A Native American poem narration wolf ways by Mark D Martinson (Voice: Laurence Koh) (2 minutes) Eagle Poem by Joy Harjo (2,23 Minutes)

9. Invite the students to detect native characteristics suggested on the poems. TASK (60 Minutes) 10. Ask the students to make groups of 4 people 11. Give to the students a bunch of lines (divided poems) 12. Ask them to remake a poem using the characteristics they had identified before and giving an intention to the poem. (10 Minutes) 13. Encourage the students to be creative about their presentations. 14. The students are going to paint their faces like Native American Warriors (pictures). (5 minutes) (Explain to the students this tradition) 15. Every group has to present the poem explaining the intention and the elements used. (3 minutes each group) 16. The teacher will explain the simple past and make some exercises to fill blanks with the correct conjugation of the verb.

17. The students will make a short presentation about themselves using the simple past. MATERIALS Videos and poems 1. How to Make Feather Hair Ties: http://www.youtube.com/watch? v=UOIavgOA2Qg&list=HL1354714804&feature=mh_lolz 2. A Native American poem narration wolf ways by Mark D Martinson (Voice: Laurence Koh) http://www.youtube.com/watch?v=ga-Fbrh9rdk WOLF WAYS The cry of the wolf, cuts the silence of the night. A sound so anciently familiar, that man instinctively seeks flight. Those who seek to understand, know that they are not cruel. They kill only what they need, living by mother nature's rules. The wolf pack is a family, just like yours and mine. Living together with unwritten laws, each member knows when it is their turn to dine. Wolves are loving and caring parents, punishing and praising each pup their due. For each one must learn their place, if the pack is to survive each generation anew. So when you hear a wolf's howl, listen to it to the full. Feel its' primeval beauty, way deep down in your soul! ~Mark D Martinson~

3. Eagle Poem by Joy Harjo http://www.youtube.com/watch?v=snJ3-0PjuJo

Eagle Poem by Joy Harjo To pray you open your whole self To sky, to earth, to sun, to moon To one whole voice that is you. And know there is more That you can't see, can't hear Can't know except in moments Steadily growing, and in languages That aren't always sound but other Circles of motion. Like eagle that Sunday morning Over Salt River. Circled in blue sky In wind, swept our hearts clean With sacred wings. We see you, see ourselves and know That we must take the utmost care And kindness in all things. Breathe in, knowing we are made of All this, and breathe, knowing We are truly blessed because we Were born, and die soon, within a True circle of motion, Like eagle rounding out the morning Inside us. We pray that it will be done In beauty. In beauty.

EQUIPMENTS

Software applications . PowerPoint . Media Player Computer equipment .Computer .Internet connection Video equipment .Projector Some colorful feathers Printed pictures Make up Copal White Salvia 4. Pictures:

Theoretical frame: It important for us, as language teachers to have clear goals, but we have to try to make the learning funny and easy even if we know that for some of the students is going to be hard work. This is not easy most of the time. To know how we are going to plan our class about the Native American Literature is important to define the concept of Language for us, the language is the ability that we have to communicate and express what we feel or thing about the context, language also help us to establish rules or attitudes in front certain situations or people. The Language is not just verbal but gestural, visual or symbolic.

We as teachers are supposed to help students to achieve their own goals (to get their aims when they want to learn a language for a specific activity or situation like get a work or pass an exam) but also to let them know the skills they need to the acquisition of a second language in an integrative way. We think that learning and teaching is important to all human kind and cultures, because the education allow the human beings to be conscious about their own processes, the needs they have, and the things that we have to change to have welfare and improve ourselves. Just being conscious that all time we are learning and teaching and we do not have to be in a school to do it. Our Lesson plan is based on the task based learning approach , we decide to use this approach to have a better structure planning our class, we also choose certain activities that have into account the multiple intelligences in the students and help him to internalize the features of the Native American Literature improving their visual, kinetic, inter and intrapersonal intelligences as we will see in the next paragraphs, we are going to explain to these concepts and how we can prepare a class using these approaches. Task based learning is a relative new way to teach languages. It can help the student by placing her or him in a situation like in the real world. A situation where oral communication is essential for doing a task. Task based learning has the advantage of getting the student to use her skills at her current level. To help develop language through its use. It has the advantage of getting the focus of the student toward achieving a goal where language becomes a tool, making the use of language a necessity. First of all the definition of TASK, a task is an activity where the target language is used by the learner for a communicative purpose in order to achieve an outcome. (Jane Willis) Let us have a brief explanation about the different phases in task based learning approach: The pre-task phase introduces the class to the topic and the task, activating topicrelated words and phrases. The task cycle offers learners the chance to use whatever language they already know in order to carry out the task, and then to improve the language, under teacher guidance, while planning their reports of the task. In the task stage the students complete the task in pairs and the teacher listens to the dialogues. Then the teacher helps to correct the completed tasks in oral or written form. One of the pairs performs their dialogue in front of the class and once the task has been completed the students will hear the native speaking teachers repeat the same dialogue so they can compare it with their own. The last phase in the framework, language focus, allows a closer study of some of the specific features occurring in the language used during the task cycle. The teaching techniques required for task-based learning are not very different from those of ordinary language teaching. The differences lie in the ordering and weighting of activities and in the fact that there is a greater amount of student activity, and less direct, up-from teaching.

Multiple intelligences The topic of multiple intelligences has been studied and developed since long, however the most important contributions have been made by Howard Gardner.

With Piagetian training an interdisciplinary perspective and a cognitive approach, questioned the existence of a single general intelligence, he propose a set of multiple intelligences (MI). For him; intelligence is defined as the ability to solve problems or create products that are valued in one or more cultural settings. In defining intelligence as ability Gardner recognizes that it is dynamic, it can and should develop. This statement implies that it is possible to find two packages of equal intelligence, as the result of intelligence is the product of genetic background and experience provided by the context in which it develops, and identical twins (monozygotic) have the same set of intelligences. The proposed set of intelligences that, based on his studies with normal children, gifted or brain damage were initially seven, and adding naturalist intelligence and currently proposing an existential intelligence. Multiple intelligences proposed by Howard Gardner Below we present eight intelligences proposed by Gardner, along with some of its key features. Intrapersonal Intelligence. Ability to assess one's own strengths, weaknesses and interests. They enjoy being alone, are introspective and self-aware, have excellent ability to think and rethink. Interpersonal Intelligence. Ability to organize people and communicate clearly, learn with their peers, own and maintain friendships, lead and organize others. Visual-Spatial Intelligence. Ability to perceive and represent the world primarily through images, display solutions to problems, have a great ability to locate space, draw and create, think with images. Logical-Mathematical Intelligence. Ability to use numbers to calculate and describe; learning using logic and mathematics, logical problem solvers, have an abstract thought, use lots of symbols, patterns and numbers to think clearly and analytically. Verbal-Linguistic Intelligence. Ability to use language to describe events, learn through readings, lectures, writings and discussions; easily communicate their ideas orally and in writing; think with words. Bodily-Kinesthetic Intelligence. Ability to use the body and the tools to act efficiently they learn using their hands, they communicate through body gestures; possess excellent coordination; enjoy sports, acting and dancing. Naturalist Intelligence. Ability to recognize and classify plants, minerals and animals learn in a natural environment, have excellent observation skills, enjoy gardening and animal care. Musical Intelligence. Ability to understand and develop musical skills, learn through music, listen to music, hum or whistle melodies, usually, read and writes music. This is how it gives the musical intelligence, traditionally only taken as specific skill own status on cognitive development of the human being. What factors lead to the intelligences to develop in certain ways? To consider the proposal of Gardner's multiple intelligences theories, taking into account the limitations of the mind allows us to have a conception of the human being as a black box where you can print anything, but a human being possessor

of a multitude of intelligences, with its own advantages and limitations, which are always expressed in the context of tasks, disciplines and specific areas. That is, when talking about a set of intelligences we have to take into account that human beings belong to cultures that group different fields. In the book multiple intelligences theory into practice page 85 Gardner mentioned three requirements to be met by the new form of evaluation of the education system should be neutral with respect to the type of intelligence that is the power of intelligence should be controlled directly and through lenses mathematical logic. Must be developmentally appropriate, ie use appropriate techniques to developmental level of the child and the specialty in question. Must be linked to a series of recommendations for the specific intellectual profile of each individual. Howard Gardner emphasizes the fact that all minds are equally important, the problem is that our school system does not treat them equally and has enthroned the math and verbal logical language, to the point of denying the existence of the other. It is absurd that we continue to insist that we all learn in the same way, the same subject can be taught in various ways that allow students to assimilate based on their capabilities and leveraging their strengths. If in the process of education is taken into account and recognize that we are all different and have different combinations of intelligences, would develop different strategies for the acquisition of knowledge (since there are at least seven ways to try) promoting breadth and possibilities interact in various ways with peers and objects. You must also change the evaluation form, you can further evaluate a person from a single intelligence as the human being is more complex and complete. To conclude this work we need to consider whether an education focused on only two types of intelligence is suitable for man in a world increasingly globalized and complex, and if somehow, the separation of these intelligences is due to the segmentation that education suffers different areas or disciplines. We need to create and experiment with different methods and approach to tech languages in order to make easier and funny the learning in that way the learning is going to be significant and the student is going to link the previous ideas with the new concepts seen in class. It is a challenge for the future training professionals with new paradigms of interpretation and action to the world; where open educational awareness and concern by finding and innovate are at the center of their professional work and the languages are being used to communicate and be critic facing reality and not to indoctrinate people to continue living as slaves. Bibliography -http://www.languages.dk/archive/pools-m/manuals/final/taskuk.pdf -http://nclrc.org/about_teaching/topics/lang_learn_strat.html - Frames of mind; the theory of multiple Intelligences. Gardner Howard, 1993 Basic Books.