Vocabulary Celebra un powwow con Sandy Starbright

Vocabulary Celebra un powwow con Sandy Starbright

CELEBRA UN POWWOW
LESSON PLAN FOR GRADES K–2
Book/Text Set:
Celebra un powwow con Sandy Starbright /
¿Qué es un powwow?
by F. Isabel Campoy and Alma Flor Ada
Content Overview: In the fiction story, Sandy and her family are preparing to travel to a
powwow on Sandy’s birthday. Sandy receives many birthday presents, which make up her
outfit for the traditional dance she will perform at the powwow. Sandy can’t find her
moccasins, but her dad has a surprise in store for her. The non-fiction section introduces a
powwow as a Native American celebration for many types of events. It explains the
importance of dance, songs, drums, decorations, and animal symbols.
Materials and Preparation
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chart paper or butcher paper and markers
construction paper
prepared book pages
assorted books on Native Americans and powwows
Standards Covered
NCSS Social Studies Strands
I. Culture: a, c, d, e
II. Time, Continuity, and Change: c, e
III. People, Places, and Environments: a, b, c, e, g, h
IV. Individual Development and Identity: h
V. Individuals, Groups, and Institutions: b, f, g
IX. Global Connections: a, b, d, e, f
NCTE/IRA English Language Arts Standards: 1, 3, 4, 5, 6, 7, 10, 11, 12
Vocabulary
F:
banda / mocasines / cinturón / broche / pañuelo / abanico / anuncia (anunciar)
cascabeles/ cuentas / brillan (brillar) / bordó (bordar)
NF:
indígenas americanos / cosecha / orgullosos / praderas / participar / alegre
naturaleza / reciben (recibir) / trajes / flecos / plumas / formas
respetan (respetar) / amigables
Pacing Guide
3 days; 45–60 minute sessions, plus optional extensions
Reading and Activities
DAY 1
Explore the Topic: Powwow / Indígenas americanos
Before starting the lesson, prepare a sheet of butcher or chart paper by cutting it into a circle
or by penciling in a curve at the top and bottom to create the illusion of a circle, an important
shape in Native American culture. Following the top curve, write “¿Qué es un powwow?”
and following the bottom curve, write “¿Qué se hace en un powwow?”
Generate a discussion about special celebrations. Ask students to name some reasons or
events that people celebrate. After a short discussion, show students some pictures of Native
Americans at a powwow from the non-fiction section of the book or from the internet,
introduce the word “powwow,” and have students observe and describe what they see in the
photographs.
Post the powwow circle chart and ask students the two questions. Write their responses
inside the circle as questions: “¿Es un/una ______?” or “¿Se _____?” etc. When finished, tell
students they’ll be answering these questions later.
Tell students that you’re going to be reading them a story about a Native American family
that attends a special celebration called a powwow, and a little girl who wears some very
special clothing to the event.
Vocabulary Introduction
On the top of a piece of chart paper, write the words “powwow” and “indígena americano”
and then write the vocabulary words for the fiction section in a column. Read the words with
the students one at a time, asking if anyone knows any of the meanings. As students respond,
add to their responses as appropriate to give a clear definition for each word. If possible, glue
small photographs of each item of clothing next to the corresponding word. Note that in this
context, the word “banda” refers to a headband, not to a music band, and “cuentas” refers to
beads no to a form of the verb “contar.”
Fiction Read-Aloud & Discussion
In this session you will read aloud only the fiction story, Celebra un powwow con Sandy
Starbright. Before reading the story, show students the cover and read the title aloud. Have
students describe the setting and Sandy’s clothing, and tell what they think the story will be
about. Explain that Sandy is a Native American (“una indígena Americana”) and this image
shows her wearing traditional regalia (“un traje tradicional”). As you read, have students
predict what will happen next before turning each page.
Celebra un powwow / Lesson Plan for Grades K-2
©Santillana USA
p.2/6
Have students review the story line, then ask the following questions, using the pictures for
reference:
Beginning
Intermediate
Advanced
1. ¿Quién cumple años?
2. Nombra dos cosas que se puso Sandy para el powwow.
3. ¿Quién tenía los mocasines de Sandy?
1. ¿Por qué éste es un día especial para Sandy?
2. ¿Qué se pone Sandy para el powwow?
3. ¿Qué problema tenía Sandy con sus mocasines?
1. ¿Adónde van Sandy y su familia? ¿Qué van a celebrar?
2. Habla sobre el vestido y los adornos que se puso Sandy.
3. Describe los mocasines de Sandy. ¿Quién los bordó?
Revisit the powwow circle chart. Read each question aloud and have students answer “Sí.”
or “No.” according to what they learned from the story. Write “Sí” next to any of the
statements which are true of a powwow.
DAY 2
Vocabulary Activity
Review the vocabulary word list by having students read the words with you. Have them
define the words and use them in sentences that tell about the story. Add the vocabulary
words for the non-fiction section to the list. Read the words aloud one at a time, have
students repeat them, and give them a chance to tell what they know about any of the
meanings before defining them and using them in sentences. Tell students they will hear the
vocabulary words in the next story.
Show students the cover and title page of Celebra un powwow con Sandy Starbright and ask
them to tell you about Sandy’s regalia (“traje tradicional”). Then tell them that you are going
to read a story that tells about what happens at a powwow.
Non-Fiction Read-Aloud & Discussion
Before reading, review the “¿Qué se hace en un powwow?” portion of the powwow circle
chart. Open the book to pages 16–17 and have students read the section title with you.
Read the story, ¿Qué es un powwow? As you read, stop to define and discuss any words the
children may not know. Also, stop as appropriate to point out the traditional components of
the powwow: dances, drums, songs, and symbols, including animals. Provide ample time to
examine the photographs and discuss the rich details of the images.
When the read-aloud is finished, have students answer the following questions. Use
photographs in the book during the questioning as needed to help students with the answers:
Celebra un powwow / Lesson Plan for Grades K-2
©Santillana USA
p.3/6
Beginning
1. ¿Qué es un powwow?
2. ¿Qué se hace en un powwow?
3. Señala un traje que tenga un dibujo o la forma de un animal.
Intermediate 1. ¿Para qué hacen los indígenas los powwows?
2. ¿Qué actividades se realizan en un powwow?
3. ¿Qué animales ves en los trajes (págs. 28-29)?
Advanced
1. Explica qué es un powwow, y por qué se realizan.
2. Describe varias cosas que se pueden hacer en un powwow.
3. ¿Por qué muchos trajes de los indígenas americanos tienen
dibujos o formas de animales?
Review the powwow circle chart by reading each question again and adding “Sí” next to
those that are true.
In the center of another piece of chart paper, write “En un powwow...” inside a circle and ask
students what they’ve learned about powwows. Write student responses in short phrases
around the circle, in various colors of markers. Leave both charts on display.
DAY 3
Vocabulary Review
Distribute the El traje de Sandy worksheet. Help students with the reading as needed. Make
sure they understand the directions.
As students finish, give them time to browse and read additional picture books about
powwows and Native Americans. After this independent book time, revisit the question
chart to answer any questions that might be still unanswered, and the “En un powwow…”
chart to add any new information.
Writing Activity
Before starting this activity, collect a variety of photographs of wild animals that will be
familiar to the children and which they can use to glue onto the covers of the books they will
make. Students can help find pictures in magazines.
Also before starting the activity, copy the following prompts onto half sheets of white paper
and make copies for all the students:
____________ vive _________________ .
Creo que ____________ come ___________ .
Yo sé que _____________ puede ___________ .
Me gusta __________ porque ___________________ .
Celebra un powwow / Lesson Plan for Grades K-2
©Santillana USA
p.4/6
Explain to students that they will write about an animal, telling where it lives, what they
think it eats, how it moves, and what they like about it.
Model the process for students before they write on their own using a picture of a common
animal, such as a frog. Write the prompts on a piece of chart paper. Tell students everyone is
going to write a quick story together first, and then they will each write their own. Hold up
the picture and read the first prompt. Elicit information from students by using the picture
for clues and fill in all the blanks with their responses.
Have students choose an animal picture and then hand out the prompt sheets. As students
work on their writing, make sure they are using their photographs to help them get
information. Instruct them to include the appropriate article before the name of the animal
(“el” or “la”). Tell students that as they write, if there are words they need to know how to
spell, you can put them on the board for them. For some students, it may be helpful to give
them just one page at a time.
As students finish their writing, staple the pages into a construction paper cover and have
them glue their animal picture on the front. When finished, have students read their books to
themselves and each other, and invite volunteers to read their books aloud to the class.
Extensions
Writing
Write what you would do if you went to a powwow. Use the sentence
starter, “Si algún día voy a un powwow...” and either repeat it to make a
patterned story, or write a few sentences and illustrate. Use the vocabulary
charts to help with spelling and ideas.
Art
Draw an outline of an animal shape on graph paper. Color the squares in a
pattern. Cut out the animal shape when finished, mount it on brown
construction paper, and display in the classroom.
Music
Watch some online videos of different types of powwow dances at
http://www.drakevisual.com/powwow.html.
Listen to a variety of recordings of Native American powwow drums at
http://www.gatheringofnations.com/native_american_music/hand_dru
m_blues.htm. Listen to the different rhythms and use a variety of rhythm
instruments or clapping to copy the rhythmic patterns.
Mathematics
Use beads or colored macaroni to create patterned bracelets or necklaces.
Explore other patterns as well, including drum and other rhythm patterns.
Translate drum patterns to visual patterns with colors and shapes.
Science
Use the last question in the book as a jumping-off point for animal
research. Write a class book about favorite animals with a picture and one
fact for each animal on each page.
Celebra un powwow / Lesson Plan for Grades K-2
©Santillana USA
p.5/6
Social Studies
As a whole class, read and discuss Indigenous myths in different
countries of Latin America at
http://www.oas.org/children/mitos/mitos2.html
Technology
Plan an online memory game with Native American symbols:
http://www.mce.k12tn.net/indians/games/native_american_games.htm
Weave a virtual belt online with three colors of beads to make a pattern:
http://www.nativetech.org/beadwork/wampumgraph/index.html
Be creative with a virtual coloring book
http://www.nativetech.org/games/coloring/index.html
Have fun dressing yourself in gold:
http://www.banrep.gov.co/museo/esp/n_vistete.htm
Creative Reading
Share this book with your students using Alma Flor Ada’s Creative Reading methodology
based on the principles of Transformative Education. Suggested questions to initiate the
dialogue are provided for Beginning, Intermediate, and Advanced levels as well as selfassessment tools for teachers and students—in English and Spanish.
© Santillana USA Publishing Company, Inc.
Developed by Renee Goularte
Renee Goularte started teaching in the late 1980s. She has taught students in all elementary grades, and has
worked specifically with English language learners, at-risk students, and GATE students. Renee holds a
Master’s Degree in Elementary Education from San José State University. In addition to teaching, she also
writes and presents workshops for teachers. Renee lives in Northern California.
Celebra un powwow / Lesson Plan for Grades K-2
©Santillana USA
p.6/6
El traje de Sandy
Nombre __________________
Encierra en un círculo las cosas que se puso Sandy para el powwow.
Sandy fue a un powwow con su familia. Su hermana le dio
una banda para el pelo. Su tía le dio un cinturón. Su abuelo
le dio un broche para su pañuelo. Su abuela le regaló un
abanico y su mamá le hizo un lindo vestido. Y lo mejor de
todo: su papá decoró sus mocasines con cuentas de colores.
Dibuja a Sandy con
su traje tradicional
completo. Traza una
línea desde cada
palabra al dibujo
que corresponde.
banda
cinturón
broche
pañuelo
abanico
vestido
mocasines
© Santillana USA Publishing Company, Inc.
Developed by Renee Goularte
CUENTOS PARA CELEBRAR
Celebra un powwow con Sandy Starbright
Creative Reading Methodology
Questions to Initiate Dialogue
The purpose of these questions is to invite the students to reflect on the book and relate it to
their own lives and their future actions. The questions do not have one specific answer, but
rather should serve as the starting point for an ongoing dialogue. It is important, however, that
at some point all questions be posed to the group and to individual students.
BEGINNING LEVEL
Descriptive Phase
Questions to ascertain comprehension of the story and its concepts
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¿Cuáles fueron algunos de los regalos que recibió Sandy en su cumpleaños?
¿Qué se le había perdido a Sandy?
¿Qué es un powwow?
Personal/Interpretive Phase
Questions to invite sharing of personal experiences, feelings, and emotions
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¿Celebras tu cumpleaños? ¿Recuerdas algo muy divertido de un cumpleaños al que
hayas ido?
¿Alguna vez se te perdió algo que después encontraste? ¿Cómo te sentiste?
Los familiares de Sandy disfrutan bailando juntos en un powwow. ¿Qué le gusta
hacer a tu familia cuando están juntos?
Critical/Multicultural/Anti-Bias Phase
Questions to promote critical reflection and anti-bias awareness
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¿Por qué son importantes los powwows?
¿Quiénes son los indígenas americanos? ¿Por qué son importantes en la historia de
Estados Unidos?
Creative/Transformative Phase
Questions to promote attitudes for social change in support of equity, justice, and peace
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Los regalos que recibió Sandy eran muy importantes porque los hicieron sus
familiares. ¿Qué regalo sencillo puedes hacerle a alguien de tu familia para expresarle
tu cariño?
Los powwows son celebraciones. En un powwow se celebran cosas muy distintas.
¿Qué te regala la vida cada día y cómo lo celebras?
© Santillana USA Publishing Company, Inc.
Developed by Alma Flor Ada and F. Isabel Campoy
INTERMEDIATE LEVEL
Descriptive Phase
Questions to ascertain comprehension of the story and its concepts
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¿Por qué eran tan valiosos los regalos que recibió Sandy?
¿Cómo se sintió Sandy cuando recibió los mocasines que se le habían perdido?
¿Qué es un powwow? ¿Qué te parece lo más interesante de un powwow?
Personal/Interpretive Phase
Questions to invite sharing of personal experiences, feelings, and emotions
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¿Recuerdas algún cumpleaños tuyo muy especial? ¿Cómo te gustaría celebrar tu
próximo cumpleaños?
¿Has visto alguna vez un powwow? ¿En vivo? ¿En la televisión?
¿Cuáles son las principales celebraciones de tu cultura?
¿En qué se parecen a un powwow? ¿En qué se diferencian?
Critical/Multicultural/Anti-Bias Phase
Questions to promote critical reflection and anti-bias awareness
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¿Por qué son los powwows tan importantes para los indígenas de Estados Unidos?
¿Por qué es importante conocer las celebraciones de otras culturas?
Transformative/Creative Phase
Questions to promote attitudes for social change in support of equity, justice, and peace
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¿Qué puedes hacer para darle alegría a algún familiar o amigo en su cumpleaños?
¿Cómo puedes aprender más sobre los indígenas americanos?
© Santillana USA Publishing Company, Inc.
Developed by Alma Flor Ada and F. Isabel Campoy
ADVANCED LEVEL
Descriptive Phase
Questions to ascertain comprehension of the story and its concepts
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¿Cómo describirías a los familiares de Sandy?
¿Qué es un powwow? ¿Por qué son importantes los powwows?
¿Cómo podrías enterarte si va a haber algún powwow en el área donde vives?
Personal/Interpretive Phase
Questions to invite sharing of personal experiences, feelings, and emotions
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¿Recuerdas algún cumpleaños especial? ¿Qué lo hizo especial?
¿Has asistido alguna vez a un powwow? ¿Has visto alguno en la televisión?
¿Cuáles son las principales celebraciones de tu cultura?
¿En qué se parecen a un powwow? ¿En qué se diferencian?
Critical/Multicultural/Anti-Bias Phase
Questions to promote critical reflection and anti-bias awareness
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Los indígenas americanos han sufrido grandes injusticias. ¿Sabes cuáles han sido
algunas de ellas?
¿Por qué para los indígenas americanos de hoy en día son tan importantes los
powwows?
Transformative/Creative Phase
Questions to promote attitudes for social change in support of equity, justice, and peace
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¿Qué crees que podemos hacer para demostrarles nuestro reconocimiento a los
indígenas americanos como los primeros habitantes de este país?
¿Qué debemos hacer para asegurarnos de que no se cometen más injusticias?
© Santillana USA Publishing Company, Inc.
Developed by Alma Flor Ada and F. Isabel Campoy