Lesson 3: Words in Context by Karen Peterson, Hellgate Elementary

In this lesson students will use context clues to determine the meanings of words. Phrases in the text will be examined for author's purpose. Student will also look at figurative phrases and determine how it helps the reader to understand the situation in the story. 

This lesson addresses the following objectives. 

This lesson addresses the following unit objectives.  

Students will: 4. Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Using key ideas and details This lesson addresses the following unit objectives.  Students will: 2. determine how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.  Include texts by and about American Indians (Key Ideas and details, Standard 2) 3. compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).(Standard Ideas and Details, Standard 3)Craft and StructureThis lesson addresses the following unit objectives.  Students will: 4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

This lesson addresses the following unit objectives.  

Students will:1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.b. Follow agreed-upon rules for discussions and carry out assigned roles.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally

Resources/Materials/Teacher Preparation Rolling Thunder in the Mountains, by Scott O’Dell,Computer Lab to take Quiz Chapters 4 -5, Context Clue Google Document 

Rolling Thunder in the Mountains; Chapter 4 - The Nimi’ipuu were gathered around the fire and Chief Joseph pleaded with his clan to listen to his words with their hearts and that they must move from the Place of Wandering Waters and be peaceful with the displacement. He knew the Red Coats - Wah-lit-its and Red Moccasin Tops were not aligned with his ideas and they were gaining trust among some of the other clan members. Chief Joseph explained that it was worthless to fight and compares it to dodging hail from a hailstorm. "There are too many soldiers and not enough warriors", Wah-lit-its commented "that Sitting Bull defeated Custer; therefore it is possible." Chief Joseph responded to Wah-lit-its that Sitting Bull is far away in Old Lady’s Country (Canada). Ollokot one of the best warrior supported his father by demonstrating with a bow; strong alone until a stronger force acts on it and he breaks the bows. It was decided that in ten suns or ten days their clan would move. Chief Joseph’s wife, Springtime, was saddened as she is about to have a baby and wanted the baby born in the Land of Wandering Waters. Before nightfall Sound of Running Feet went to speak with Swan Necklace, her future husband, and asked his opinion about the decision to move peacefully. Swan Necklace was proud to fight even as a horse handler, but he was not used to carrying a weapon and that worried Sound of Running Feet so they discussed that he must be brave, pray and carry the weapon. Sound of Running Feet retrieved her rifle and bullets for Swan Necklace.  Sound of Running Feet was excited about her marriage to Swan Necklace but her father was disturbed that she brings up the topic of marriage during a war and demands no marriage until after war as young husbands make poor warriors. 

Rolling Thunder in the Mountains; Chapter 5 - The big move was taking place on the Snake River and Ollokot was in command. Soldiers watched without helping and the Nimi’ipuu expected to lose some cattle, horses and people during the dangerous crossing. Ferocious Bear from the Seven Devils Country believed it was a good time to shoot the soldiers; Chief Joseph talked him out of it and insisted they were a hundred more soldiers to take their place if one falls. Too-hul-hul-sot was restless and shouted with anger to the white soldiers about how The Great Spirit Chief made the land and put him on the land. The land was his mother and how dare the white soldiers take him from his mother bosom. Unfortunately nobody heard his remarks. For the crossing to take place the clan had to build boats; the men built rafts build from alder and the women worked on bull boats. Bull boats look like melons cut in half and were sturdy for carrying supplies down swift rapids. The next day the five bands gathered at the river. Chief Joseph’s band is the Wallowa which consisted of 62 warriors, 300 women, children and old people. Chief White Bird brought his band  from White Bird Canyon of 51 warriors, 255 women, children and old people. Chief Looking Glass, the great warrior brought his people from Clearwater River, where they were ran out of their land by white settlers who killed the cattle and stole their horses. His band was 40 warriors and 200 women, children and elderly. The smallest band is Too-hul-hul-sote,  the quarrelsome Palouse. These 50 warriors carried rifles and were the best buffalo hunters among the Nimi’ipuu. Ollokot lead the crossing with a shot from his rifle. All the horses made it across the river, but half of the cows were lost. Next the rafts and bull boats were sent across and only two were lost. The crossing took all day and Springtime, Sound of Running Feet and Chief Joseph were left after to cross as the day ended. Springtime refused to move and started walking away from Chief Joseph to defy his command to move, but she wanted with her heart to have her baby be born in Land of Wandering Waters. Chief Joseph had no choice but to let her stay as she was desperate, so a fire was built and by dawn she had delivered her baby in the Land of Wandering Waters and then they crossed the river.

1. Discuss/summarize and review previous work: Nimi’ipuu Powerpoint and Character Webs showing correct responses

2. Discuss and ask questions about the content of the Chapter 1 - 3 Are the characters in the book based on real characters? Yes, however Swan Necklace is a combination of several characters put together for author’s reasons. Do you think it is standard practice for Sound of Running Feet and her cousinsto be away from home collecting roots for three suns? How does the child’s responsibility different from today’s family structure? Yes, young Nimi’ipuu had the role and responsibility of collecting bulbs, watching the young, tending camp and often it is not in the area of their camp, which meant they would travel a distance away and often without an adult. In the end of Chapter 3; the girls run into a grizzly bear on the trail? What is their reaction and were you surprised by their responses? The girls did not seem to be bothered by the grizzly bear who is eating berries and at one point is standing on his hind legs. The Nimi’ipuu culture is one which the animals are the same as people, therefore there seems to be no threat more peace and acceptance. The girls waited until the bear moved on and the continued on the trail.

3. Build Background Knowledge by sharing Nimi’ipuu Sharp Shooting Techniques 

4. Model how to figure out the part of speech of a word in a context. Demonstrate with chieftain; page 18 and scavengers pg. 19 ; write steps on whiteboard

5. Students read with partners Chapter 4 & 5 while they are to find parts of speech and definitions for all words and determine figurative speech and how it helps reader

6. Students will need to add new characters to the Character Web - Springtime, Bending Willow (baby),  Ferocious Bear, Ollokot etc.

7.  When students have completed the readings they go to computer, answering  definitions for the words given as an Chapter 4 & 5 Google Document-assignment and take the Quiz online. 8. Students watch Watch Landscape of History - The Nez Perce (Nee-Me-Poo) National      Historic Trail; 28 minutes

Formative Assessment Students respond to discussion questions

Summative Assessment Online quiz, characters added to character web and notes on Video