Lesson Plan- Raven

Jill Peer

1.Context: Fourth Grade lesson on creating Native American trickster myths. This lesson will be used following the Native American WebQuest. Students should have some familiarity with Northwest Native American tribes. Time Required- about 2 hours or 2 class periods.

2.Objectives:

   During the lesson, students will be able to demonstrate their understanding about the place of the arts within, and influences on, Native American culture through storytelling by creating their own trickster myth to share with the class.

   During the lesson, students will be able to demonstrate their understanding of Pacific Northwest Native Americans by identifying and making connections to prior knowledge gained from their WebQuest during class discussion.

   At the end of the lesson, students will be able to apply their understanding of trickster myths by using the key elements of a myth to create their own.

3.Benchmarks:

SS.05.HS.05.01 Identify and understand the groups living in the Western Hemisphere before European exploration, their ways of life, and the empires they developed.

AR.05.HC.02 Identify and relate common and unique characteristics in works of art that reflect social, historical, and cultural contexts.

AR.05.HC.04 Describe how the arts serve a variety of purposes and needs in other communities and cultures.

EL.04.WR.24 Write responses to literature: Demonstrate an understanding of the literary work. Support interpretations through references to both the text and prior knowledge.

4.Preparation: (30 minutes)

Get story of “Raven: A Trickster Tale from the Pacific Northwest” by Gerald McDermott. Gather white sheets of blank and lined paper, pencils, markers, crayons, colored pencils and water colors with brushes. Gather other stories involving trickster characters for students to browse through, see differentiations for examples. Cd: Canyon Trilogy: Native American Flute Music by R. Carlos Nakai to play during student work time. For extensions, provide a few tape recorders for students to explore and use as needed.

5.Introduction: (10 minutes)

Who during their WebQuest research on Northwest Native American tribes was able to find a story, legend or myth on their assigned tribe? Have students share the stories they found and discuss key characters or common characteristics. Write on board for students to see. (Example: each story’s main character was an animal, or each explained the creation of something in our nature)

6.Sharing Objectives: (1 minute)

Today’s class will be about learning another type of Northwest Native American story. We will focus on the characteristics of the story before creating our own story to share with the class.

7.Learning Activities:

a.Read Raven to whole class- (8 minutes)

Read the book and stop at the following pages to comment or ask question to class.

Page: 13, Raven reborn as a child.

Teacher script: What just happened? Is this the first time we saw Raven change himself? I wonder why he did that.

Page: 20, Young woman opening box.

Teacher Script: What could be in the box? What do you think Raven will do with the contents of the box?

After the story: Discuss what we learned about Raven from the story. Write notes

on board.

b.Go over features and key elements of stories. (10 minutes)

•Shape-changers: can take any form though usually appear as animals

•Can break rules, be boastful and play tricks on both humans and gods

•Possess powers

•Can have a sorry end in one story but reappear in other tales

•Can be creator or culture hero whose activities explain how part of the world came into being

•Considered culture hero when actions benefit humans

Leave key elements/features on board for students to refer back to during their independent work.

c.Independent work: (30 minutes)

Now it is time for each of you to create your own Raven story using the characteristics of a trickster myth. Feel free to create a picture to go along with your story when you are finished. In thirty minutes we will gather on the carpet area and share our stories. If planning to break lesson into two sessions, provide a little independent work before concluding for the day. Reconvene for more independent work next time before continuing to the storytelling.

        Extension:

        Provide students the opportunity to use tape recorders to tell their story

        and discuss the importance oral storytelling was for Native Americans at

        that time. Tape recorders should be available also for students who are visually    

        impaired. Encourage students who finish early to create a visual that correlates

        with their story or main character using an assortment of art materials provided.        

d.Class storytelling session: (30-40 minutes)

Students will sit in large circle and share their stories with the class. Students can share all or a few lines depending on comfort level

e.Differentiations:

Content: Provide alternative books of trickster myths or extra copies of

Raven for students to look through. Such as:

“Myths & Legends of the Haida Indians of the Northwest: the Children of the Raven” by Bellerophon Books, “Native American Myths” by Anita Dalal, “Trickster: Native American Tales: A Graphic Collection” by Matt Dembicki, “How Raven Stole the Sun” by Maria Williams, “Coyote in Love” by Mindy Dwyer, “Coyote and the Sky: How the Sun, Moon and Stars Began” by Emmett Garcia, “The Mythology of the American nations: an illustrated encyclopedia of the gods, heroes, spirits, sacred places, rituals and ancient belfies of the North American Indian nations” by David M. Jones, “Coyote Walks on Two Legs” by Gerald Hausman

Process: Increase or decrease scaffolding, can provide a more laid outformat of story line for students based on their ability level.

Product: Allow students other alternatives to writing: picture story, skit, oral

storytelling, poem, song, etc.

Environment: Provide stories in other languages used within the

classroom to accommodate others needs and allow students to

choose where they want to work in the classroom to write.

Spanish: “Illustrated Book of Myths” by Neil Phillip, “Coyote” by Gerald McDermott

Books on tape: “Native American Tales, Myths and Legends” by Trout Lake Media, narrated by Alec Sand, “Native American Coyote Stories” narrated by Michael Lacapa, “How Rabbit Tricked Otter” by Gayle Ross, narrated by Murv Jacob

Extension:

For those who finish early, provide art materials for student to create a piece of

artwork that follows along with the story. Students also can browse through

books that are described above and search for key elements that were discussed

or correlate with the Raven/trickster myth that was shared as a class. All students

can explore the books on tape but ensure availability to those who are visually

impaired.

8.Closure: (5-8 minutes)

Have students reflect on their process and on lesson. What did you learn, what did you enjoy, share something special about what you heard from your classmates. What elements of the Raven/trickster did you hear that were reoccurring in our class stories?

9.Student Assessment: Students will be evaluated throughout the lesson through observation, participation and discussion. Particular attention will be given to students’ sharing their stories during the closure for their use of key elements within their stories. It is important for the teacher to be walking around the class during the writing process to informally discuss with the students’ their understanding.

10.Teacher Reflection: During the activities, check for understanding through questions and input. Make sure to walk around and assist those who might be struggling with key elements. Keep noise level down during writing to allow others to focus and pick a space in the classroom they feel most productive in.