Professional Documents
Culture Documents
about the traditions of the Navajo Tribe, we included two different weaving
activities. One activity includes creating looms out of popsicle sticks, rubber bands
and ribbons. We included this activity because the children will get to practice the
weaving technique individually. We also included a whole class weaving activity so
the children could work together to make a communal weaving project. Both of
these weaving activities connect to the INTASC 2 Standard #2 because we included
both an individual project and a group project which is important because each child
learns differently. These activities also connect to INTASC 1 Standard #1 because
they are developmentally appropriate for our age group but also provide some
challenges. We also included a dramatic play center to teach the children about the
Navajo culture. The students will act out the story The Three Little Sheep. We
included this activity so the children could get creative and show their off
personalities. To connect to the CREATE 1 Principle we will have a sheep shearing
activity that will incorporate the childrens funds of knowledge about sheep and
wool. To teach the children about the Havasupai Tribe, we created a lesson plan
about a popular stick game played in the Havasupai community. We included this in
our unit plan because it gives the children insight into the types of things Havasupai
people enjoy doing. It also was beneficial because the students practiced following
rules, their counting skills and interacting with one another. We chose to make
homemade clay to teach the children about the important traditions of the Pueblo
Tribe. We included this activity because it allows us to invite parents into the
classroom. Also, clay making and pottery is a long process which can keep the
children engaged for a few days. To teach the children about the Tohono Oodham
Tribe, we included a tortilla making activity. This activity teaches the students about
the traditional foods of the tribe. The children will get to experience the process
Communication
Students practice communication skills with students and teachers
when creating the communal weaving project and acting out The
Three Little Sheep
Social Studies:
Strand 1: Family
Understands Family
Children will receive a better understanding of family and and roles
of family members in a different culture by reading the variety of
books.
Strand 2: Community
Understands Community
Students will become more familiar with a new cultural communities
by reading books and making connections to their lives.
The children will see the community getting involved when a parent
comes in to assist with the clay making process
Rights, Responsibilities and Roles within Community
Children act out The Three Little Sheep and build their own houses.
Geography
Teacher and children will count and locate native tribes on a map.
Strand 3: Historical Thinking
Understands Time Past, Present and Future
After reading Sing Down The Rain students will better understand
the seasons, and reasons for each season.
WEEK ONE
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Read Jingle
Dancer during
circle time
Read
Johonaa'ei:
Bringer of
dawn during
circle time
then have a
discussion
about the
book
We will count
and locate
how many
tribes there
are on the
map of the
Southwest
The children
will recognize
the pattern
that certain
things occur
when the sun
is up by
creating
pictures that
show this
By practicing
weaving with
their popsicle
stick looms
students will
be learning how
to follow a
pattern (over,
under, over,
under)
By practicing
weaving with
their popsicle
stick looms
students will
be learning
how to follow
a pattern
(over, under,
over, under)
SCIENCE
The children
will predict
how many
different
tribes they
think there
are in the
Southwest
The children
will observe
what they see
in the book
and draw
conclusions
about the
Navajo
environment
and make
connections to
their own
The children
will observe
what they see
in the book and
draw
conclusions
about what
American
Indians from
the Southwest
do as daily
activities
The children
During the
will dip cotton sheap shearing
balls (wool)
activity the
into different
children will
colored dyes
observe the
as shown in
sheep before
the book The
and after it is
Goat in the
sheared and
Rug
see what they
notice
WRITING
We will make
a chart with
everyones
predictions
about how
many tribes
there are in
the
Southwest
The children
will explain
their picture
they drew in
their journal
to a teacher
and the
teacher will
write down
those words
as a caption
Children and
teachers will
make a chart
comparing and
contrasting
activities
American
Indians from
the Southwest
do and what
they do in their
daily lives
The children
During the
will trace over sheep shearing
vocabulary
activity the
words from
children can
The Goat in
practice their
the Rug (ie:
letters in the
battens,
shaving cream
weaver, pin,
dye bucket)
LITERACY
MATH
Read The
Three Little
Sheep during
circle time
By acting out
The Three
Little Sheep,
the children
will be
practicing
spatial cues
(ie: next to,
over there)
SOCIAL
STUDIES
We will look
at a map of
the four
corners (like
the one in our
CSB) and
locate where
different
tribes are
throughout
the
Southwest
The children
The children will
will learn about make connections
the similarities
between
and differences themselves and
between the
American Indians
Navajo
from the
environment
Southwest to
and their own
create the class
environment
chart
ART/
DRAMA/
MUSIC
We will listen
The children
to different
will draw a
tribes music
picture of what
and connect it they see in their
to the book
own
we read
environment
earlier (Jingle when the sun is
Dancer)
out during the
day in their
journals
WEEK TWO
MONDAY
TUESDAY
LITERACY
The children
follow
directions with
a step-by-step
set of
instructions
Read Children
of the Clay
during circle
time then
have a class
discussion
about the
book
Review and
discuss the
story that was
read yesterday,
Children of the
Clay, during
circle time
Read Big
Moon Tortilla
during circle
time
We will have
a whole class
discussion
about the
books weve
read over the
two weeks
and what
weve
learned
MATH
During the
stick game (our
lesson plan)
the children
have to count
how many
sticks are
facing up and
The children
will measure
how much of
each
ingredient
they need to
make the clay
The children
will have
different plastic
shapes to
stamp the
clay that they
made
The children
will measure
how much of
each
ingredient
they need to
make tortillas
During our
class
discussion
we will make
a chart of all
the things
we have
learned
Creating
popsicle stick
looms with
rubber bands,
ribbon and
different
decorative
items to show
weaving
WEDNESDAY
The children
will further
understand
the traditions
of Navajo
people by
weaving
The children
will do a sheep
shearing
activity (using
shaving cream)
and learn
about the
importance of
sheep to the
Navajo culture
The children
will act out the
story of The
Three Little
Sheep
THURSDAY
FRIDAY
about the
American
Indians from
the
Southwest
SCIENCE
WRITING
Children write
on their
popsicle sticks
and sign it with
their initials
SOCIAL
STUDIES
We will have
sticks for the
children to
use to write
with on the
clay they
made
We will make a
chart of
everything the
children
observed about
the pictures
The children
will explain
their picture
they drew in
their journal to
a teacher and
the teacher
will write down
those words as
a caption
The children
will write in
their journals
(or tell a
teacher and
have them
write it)
what they
enjoyed
doing or
what they
learned
ART/
DRAMA/
MUSIC
During the
stick game the
children learn
and repeat a
chant that the
Havasupai
Indians
use/they
decorate the
sticks for the
game
The children
will get to play
with the clay
and make
pottery
Annotated Bibliography
Blacksheep, B., Yazzie, E., & Ruffenach, J. (2003). Babys First Laugh
Flagstaff, AZ: Salina Bookshelf.
To the Navajo tribe a babys first laugh is an important time. A babys
first laugh is a sign that the baby is ready to relate to his or her family. After
a babys first laugh it is tradition to the Navajo people to have a Awee
Chiideeldo ceremony. The ceremony is to honor the baby.
Blacksheep, B., Ruffenach, J., & Thomas, P. (2005). Baby Learns
About Seasons. Flagstaff, AZ: Salina Bookshelf.
Baby Learns About Seasons is a bilingual board book perfect for infants
and young children. The book consist of the Navajo baby taking part in a
different activities during each season. The book is translated in both English
and Navajo.
Blood, C. L., Link, M. A., & Parker, N. W. (1976). The goat in the rug.
New York: Parents' Magazine Press.
The Goat in the Rug follows Geraldine, a goat, and Glenmae, a Navajo
weaver through the process of weaving a Navajo rug. This book shows how
intricate the process is and the extreme care it takes to create a beautiful
piece. It shows how important weaving is to the Navajo people.
Collings, J. (2015). Retrieved December 01, 2016, from
https://www.pinterest.com/pin/350717889706720685/
This is a website that has a picture of where the tribes are located in
the Southwest. We will use this for the children to count and locate the
different tribes.
Moreillon, J., & Chiago, M. (1997). Sing Down The Rain. Santa Fe,
NM: Kiva Publishing.
Sing Down The Rain is about the Tohono Oodham tribe and the Wine
Ceremony they take part in. Tohono Oodham is translated to Desert People.
The Tohono Oodham people have lived in the Sonoran Desert for thousands
of years. The Wine Celebration is the most important harvest celebration to
the Tohono Oodham tribe.
N. (2012, August 12). Retrieved December 01, 2016, from Pueblo
Songs
https://www.youtube.com/watch?v=SCmb7Ym_InA
This is a youtube video of tribal Pueblo songs. We will use this video for
children to hear what the Pueblo music sounds like.
Oughton, J., & Desimini, L. (1994). The Magic Weaver of Rugs: A tale
of the Navajo. Boston: Houghton Mifflin.
The Magic Weaver of Rugs is about a two women from a starving tribe
that are desperate for help. They learn how to weave then bring these skills
back to their tribe. Once everyone learns to weave, this tribe is able to
prosper. This book shows how important weaving is to American Indians
emotionally and economically.
Pueblo Pottery Maine. (2000). Retrieved December 01, 2016, from
http://www.pueblopotteryme.com/
This is a website that contains information and pictures on Pueblo
pottery. We will use the pictures from this website to show the children what
the end product of pottery looks like.
Smith, C. L., Wright, C. V., & Hu, Y. (2000). Jingle Dancer. New York:
Morrow Junior Books.
Jingle Dancer follows a young Native American girl as she dreams
about dancing at the powwow- a jingle dancing tradition that runs in her
family and many other Native American families around the world. This book
shows the importance of traditions and families to the Native American
culture.
Swentzell, R., & Steen, B. (1992). Children of Clay: A Family of
Pueblo Potters. Minneapolis: Lerner Publications.
5. Have the students get in a large circle in an open area (they should be
standing with their sticks in hand)
6. All the children chant Hey, chin-amah, Ho chin-a-mah, Hoya, Hoya, Hey!
before they throw their stick dice
7. Each child gently throws all six of their stick dice in front of them inside the
circle the children made
8. Once the sticks land, the children count the sticks that are facing up and the
ones that are facing down. There are three different ways the children can
score a point and receive a toothpick1. All 6 sticks landing face up
2. All landing face down
3. 3 up and 3 down
9. If the children throw a winning throw, the teacher hands them a toothpick
that is counted as one point
10.
This process is continued as many times as the teacher decides
11.
Once the teacher says that the game is done, each child counts how
many toothpicks they ended up with
Invitation: I will invite the children to do this lesson by beginning with doing
arts and crafts. I will allow the students to decorate their tongue depressors
with markers. I will tell them that we are doing this so we can play a fun
game together afterwards. I will make sure to tell them to only decorate ONE
side of the tongue depressor and leave the other side completely blank. Then
I will begin telling the students that we are going to play a game with our
decorated tongue depressors that many Havasupai Indians play. Then I will
teach the children a Native American chant that will be used in the game,
Hey, chin-amah, Ho chin-a-mah, Hoya, Hoya, Hey! I will explain that this is
a chant from the Havasupai language that they tend to use.
EXPLAIN:
The teacher will demonstrate how to gently throw the stick dice so the
children understand what is acceptable and so the throwing does not get out
of hand during the game. Then there will be a practice round for the children
to see how the game works before it actually begins.
EXTEND:
For children who are getting bored with the game, the teacher can ask the
children different questions about American Indians (they should have some
prior knowledge from lessons earlier on). The teacher could also ask the
students different things they like to do in their pastimes.
EVALUATE:
The children will be able to take home their stick to show their family their
decorations and explain the game they played at school. During the game I
will observe the children to make sure they understand how to follow a set of
rules. At the end of the game, I will have each child tell me how many
toothpicks they got. I will have them count each toothpick to me so I can
observe their counting skills.
STANDARDS CONNECTING TO LESSON PLAN/UNIT PLAN:
CREATE 1: We will incorporate a sheep shearing activity which is a fund of
knowledge of Navajo people.
CREATE 2: We will encourage story as a meaning-making process by having
discussions that connect different tribes to the childrens own experiences
such as the connections between the two different environments.
CREATE 3: Our book selections celebrate family literacies by showcasing
their different languages, traditions and structures.
INTASC 3: Our unit plan encourages individual learning by having crafts that
are meant to be done on their own as well as encourages collaborative
learning through dramatic play of The Three Little Sheep.
INTASC 4: Our unit plan engages our students in inquiry by having class
discussions that prompt deep thinking.
INTASC 5: Our unit plan allows our students to make connections between
their own culture and the culture of the American Indians from the Southwest
by encouraging discussion and critical thinking about different books.
INTASC 7: Our unit plan allows our students to express their knowledge and
skills in a variety of ways by implementing multiple activities such as crafts,
music, writing and dramatic play.
INTASC 8: Our unit plan stimulates discussions by having deeper
conversations about books and the connections they find between
themselves and others.
NAEYC 4B: Our unit plan uses effective strategies for early education by
implementing a variety of materials, activities, and resources for the
students to explore.
NAEYC 4C: Our unit plan includes developmentally appropriate activities
because each activity allows for the students to complete the given task on
their own or with little help.
NAEYC 4D: Our unit plan promotes positive outcomes for all children
because there are a variety of activities that allows each child to showcase
their strengths.
families and children choose to stick with the ribbon when making their looms. I
think we could have included more materials to increase the difficulty for the older
children, like including more textured ribbon.. Overall I believe our community event
went very well.
that the children really enjoyed the activity and were engaged with is. Something
that I think that could be improved for my future students is letting them create
their own looms. I dont think this wouldve been beneficial for the WOW event
because it would take too much time for everything to dry. But I think this would be
good for students in a classroom setting because the craft would be more their own
and it will allow them to practice more gross motor skills. Overall, this event was a
great experience as a future educator and was a lot of fun to participate in.
REFLECTION/APPLICATION STANDARDS:
CREATE 4: By opening the WOW event to the community, we are providing
professional learning opportunities about American Indians from the Southwest to
the community, schools and universities
INTASC 9: By reflecting on our WOW event activity we will be able to modify the
weaving to meet the needs of each learner. Some children are more advanced with
their gross motor skills therefore we can adapt our activity to benefit a wider range
of needs.
INTASC 10: During the event we were able to collaborate with families and other
professionals to improve our activity for next time.
NAEYC 5: We used our knowledge of the Navajo Tribe to create an activity that
would be meaningful for young children to learn.