Thunder Rolling in the Mountains Language Arts Unit Chapters 6 & 7 (Pages 30 - 42)

Lesson 4 : War Protocol By Karen Peterson, Hellgate Elementary

This is the first battle in the novel and most fifth graders do not know standard military tactics so the information is very motivating and must be given attention. The military procedures are basic procedures and the Nimi’ipuu war Tactics are common knowledge among warriors. Students will learn how to denote the military procedures on a map so looking back the can revisit the battle by the sequence of events. Lesson 

This lesson addresses the following objectives. Students will: 3. Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

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.

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).

This lesson addresses the following unit objectives.  

Students will:3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,and clear event sequencesd. Use concrete words and phrases and sensory details to convey experiences and events precisely.e. Provide a conclusion that follows from the narrated experiences or events.

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

This lesson addresses the following unit objectives.  

Students will:4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

This lesson addresses the following unit objectives.  

Students will:1. Demonstrate command of the conventions of standard English grammar and usage when writing or speakingKnowledge of LanguageThis lesson addresses the following unit objectives.  Students will:3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Rolling Thunder in the Mountains  by Scott O’DellComputer, Lab to take Quiz Military & Nimi’ipuu Tactics Online DocumentGoogle 

Rolling Thunder in the Mountains; Chapter 6 - The Nimi’ipuu and the five bands managed to cross the Salmon River easier than the Snake River and there were no soldiers within sight. Chief Joseph proclaimed that Lapwai was near and that they needed to make camp and celebrate their last day of freedom. Everyone agreed and prepared for a fancy parade, feasts, songs, dance, games and horse races. Then Ollokot and Chief Joseph went hunting. During their absent Wah-lit-its started the war. Wah-lit-its was getting rowdy on his horse with his buddy  in camp and knocked down Sour Tongues’s kouse roots and this made her husband speak out against the aggressive obnoxious teen. He shouted the obvious truth “ See what you do playing like a brave, you ride over my woman’s hard-worked food. If you are so brave, why do you not kill the white man who killed your father? Or are you happy just riding your dead father’s horse like a child? Wah-lit-its could not control his rage and almost killed the man before Ferocious Bear stopped him. Wah-lit-its laid on the ground and cried and then suddenly got the urge to prove the man wrong. Wah-lit-its retrieved a rifle, shot  it in the air and galloped away to Larry Ott's cabin and then to Richard Devine's place. Previously Richard Divine killed a cripple Nimi’ipuu for no apparent reason and Wah-lit-its was going to make sure he paid the price. Wah-lit-its killed Divine with his own gun. Swan Necklace was heading into camp and explained everything to Sound of Running Feet and she was  pleasantly surprised to hear Swan Necklace speak like a warrior, so she gave him more bullets. Swan Necklace ran into Chief Joseph and Ollokot as he was leaving and again Chief Joseph explained how killing was what he had feared the most and he had fought hard against it from the beginning.  Ollokot understood that this event has caused the war. Chief Joseph explained it was a war they could  not win. Ollokot scolded Swan Necklace and explained that none of the soldiers or dead men would ever be scalped or mutilated and requested he be sure to tell his friends. 

Rolling Thunder in the Mountains; Chapter 7 - The chiefs and elders went into a council that evening and it was decided that the five non-treaty bands must depart from their camp at midnight and travel to White Bird Canyon, a safe place for them to stay and decide whether to fight or flee. By morning soldiers had moved  in and the chiefs agreed to not shoot first and carry a truce flag with five warriors. The bugler sounded which started the shots to be fired on the truce flag, war was now in progress. Chief Joseph did not want to fight and he continued  to convince his people to hide and flee in the evening. Chief Joseph was a great guardian of the tribe and he always thought of the clan first and foremost. Ollokot divided the warriors to scatter through the canyons. Sound of Running Feet took a group of children far away into a hiding place and played games with them. One of the children Red Owl started a game of wolf with the children. Red Owl was Ollokot son and itching to be a warrior, wandered into the battlefield to get close and personal with the action. Sound of Running Feet put another child in charge and went to find Red Owl. Red Owl was in the midst of the battle and fixated on the bugle and was trying to retrieve it. Red Owl covered himself with a soldier’s carcass. The battle moved and progressed in a different direction and Red Owl smiled at Sound of Running Feet and he got his prize. The last battle ended and the Nimi’ipuu were badly outnumbered but the warriors inspired by Ollokot believed they were fighting for their gods. None of the Nimi’ipuu were killed only two were wounded. By nightfall all blue coats or soldiers were gone and 34 white soldiers lay dead. Looking Glass insisted  the Nimi’ipuu flee to the land of the Crows in Montana to flee where they can live freely hunting buffalo. The chiefs agreed and Chief Looking Glass was now their leader. Swan Necklace and Sound of Running discussed the battle and Swan Necklace was no longer afraid because he had  plenty of bullets and rifles from the dead soldiers. Sound of Running Feet  was jealous and proud of Swan Necklace for his bravery and fighting abilities. 

2. Discuss and ask questions about the content of the Chapters 4 & 5 Students’ responsibility is to have novel open on the readings during discussions and be ready to respond accordinglyIn the beginning of the chapter 4; Chief Joseph is explaining to the clan to listen to him with their hearts about having to leave their homeland. What does he mean and why is making this kind of speech? Chief Joseph is trying to connect with his clans emotions, that is why he said to listen with his heart. He knows that the red coats - warriors of his clan want to fight but he knows it would be a useless fight, as like dodging hail in a hailstorm.  He wants to get his people on board with the idea of no violence and to move peacefully to where ever. Most importantly he wants NO BLOODSHED. Why is Too-hul-hul-sote restless and quarrelsome and how does the soldiers, Chief Joseph respond to his lashes of words? Too-hul-hul-sote is angry because he was held prisoner with General Howard and holds resentment in his heart and truly believes he can not be removed from the land which he referred to as his mother. Nobody ends up hearing him as they all have seemed to ignore his constant words of hatred. What does it mean to defy and why is Springtime defying her husband requests? Defy means to 2: to refuse boldly to obey or to yield to : DISREGARD <defy public opinion>. Springtime wants her child to be born in the Land of Wandering Waters so she is willing to disobey her husband’ss and chief’s orders to risk the soldiers causing her harm. 

3.Present United States Military Protocol of 1877 of  The Nimi’ipuu War Protocol 

5. Students read Thunder Rolling in the Mountains; Chapters 6 - 7 (Pages 30 - 42) and write positions of the soldiers, red coats and chiefs to develop the events using effective techniques like descriptive details,and clear event sequences. Student should use concrete words and phrases and sensory details to convey experiences and events precisely.

Formative Assessment student responses to discussion questions battle electronic maps charting the positions of soldier, red coats and chieftains

Summative Assessment student written responses to questions on electronic document battle electronic maps charting the positions of soldier, red coats and chieftains