Winds of Change, Nimi'ipuu Sacred Will
Fifth Grade Integrated & Interactive Curriculum
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Nez Perce Art
Chapter 8 & 9 (Pages 42 -51 ) Lesson 7: Coyote Stories
SummaryIn this lesson it is important to understand the importance of Coyote Stories, traditional stories and oral histories in North American Tribes. In these chapters there are some indications of landscapes and the telling of coyote stories that are not accurate. This lesson is about why the author may have misinterpreted the Salmon River and felt Sound of Running Feet telling a Coyote Story would help the text. This lesson explains how inaccurate information misleads the reader making the reader always question the context. In this lesson students learn how the Nimi’ipuu Tribe became good friends with the Salish Tribe.
Lesson Objectives and Montana Core Curriculum Standards for English Language Arts
Reading Standards: Foundational SkillsPhonics and Word Recognition
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.(Standard 3)
Fluency
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.
Reading Standards for Informational Text
Key Ideas and DetailsThis lesson addresses the following unit objectives. Students will:2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Integration of Knowledge and IdeasT
his lesson addresses the following unit objectives. Students will:9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories including traditional and contemporary stories by and about American Indians) on their approaches to similar themes and topics.Craft and StructureThis lesson addresses the following unit objectives. Students will:4. Determine the meaning of general academic and domain-specific words and phrases iin a text relevant to a grade 5 topic or subject area.Language StandardsConventions of Standard EnglishThis 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.
Resources/Materials/Teacher Preparation:
Computer LabCoyote Stories - Nez Perce Creation Story & Snow ShoeRabbit in the Mountains
Google document-Student on line assignment for Chapter 8 & 9 (Pages 42 -51)Excerpt from “I Will Fight No More Forever” & Nez Perce Indians Background Information
Thunder Rolling in the Mountains; Chapter 8 - A moon had passed since the Battle of Whitebird and the Sound of Running Feet described the Battle of Clearwater with only the aftermath. The Blue Coats lost many and the Nimi’ipuu only lost four warriors and six wounded. After the Clearwater Battle, Chief Looking Glass was taking the clan to Montana which is the land of the Crows for extra support. The trail they were traveling was rugged, steep and rainfall added to the challenges. The clan camped at a spot just beyond the summit beside a creek where hot springs came out of the ground. Soldiers were spotted ahead of the clan’s camp building a fort. The chiefs and redcoats went to officially meet the white soldier carrying a white flag. The white soldier in command wanted the Nimi’ipuu clan to give up their weapons. The Nimi’ipuu could not give their weapons as they needed them for hunting and refused. The tribe was following Looking Glass’s leadership getting past the soldiers and traveled through the valley.
*Inaccurate information was used in this chapter and may be for a reason, the author died and his underwriter did not understand or no reason at all. The author calls the water system they followed to be the Salmon Creek, more than likely the Bitterroot River.
Thunder Rolling in the Mountains; Chapter 9 - Without fears the Nimi’ipuu people followed the creek into the Bitterroot Valley where they are treated well as the shopkeepers sell their goods to them and wish them well. All the tribes rode horses and pulled travois. Chief Joseph had a sadness about him that caused Sound of Running Feet to ride to the front and to talk with him. He explained that his heart was sad as their people are getting farther away from the Land of Wandering Waters. Sound of Running Feet tried to lighten her father's spirit by telling him that they can still fight and are ready to die for the cause. Chief Joseph was in disbelief with the words from his daughter of fighting. He explained again that fighting will only amount to more people coming and fighting his people. After the fighting he knows that many of his people will die, not just the warriors but the women, children and the elders. Chief Joseph was the guardian of the clan and he worried for their continual safety. Chief Joseph believed that if they follow Chief Looking Glass’s instructions to go to Crow country they can hunt buffalo and live happily. Sound of Running seems content at that moment and slows down with her horse to ride with the children of the tribe. Swan Necklace rides up by her side. Sound of Running Feet was embarrassed and hide her feeling by connecting with the children. At this time she starts to tell Coyote, the trickster, stories to the children about the creation of man and how it included people of all colors and nations. Sound of Running Feet describes the story of how Coyote created the tribes. Coyote in the summer realized a monster is eating all animals and coyote then is eaten by the monster. When coyote is inside the monster, he started a fire and cut the monster’s heart. As the monster is dying coyote let all the animals go. Coyote continued to cut up the monster and he flung the pieces out on the land which became the tribes Flathead, Crow, Sioux Assiniboin, Blackfeet, Kutenai, Bannock, Cayuse and Painte. Fox told Coyote that he had forgotten a piece the heart, so when Coyote picked up the monster’s heart and sprinkled the land with its blood, the drops of blood became the Nimi’ipuu, the real people. Coyote never threw away the heart and liver they became mounds in the middle of their country known as “Heart of the Monster.
* Inaccurate information was used in this chapter, the fact that Sound of Running Feet does not align with tradition of Nez Perce and telling coyote stories. Coyote stories are only told in the winter and only by elders. Creation story also follow tradition.
”Procedure
1.Review the Battle of the Clearwater and the results for student clarification
2. Demonstrate that authors have to research for books and how many native american books are inaccurate.Today’s reading there are a couple portions that are not true soit is important to clarify before moving along.Coyote Stories are lessons that the Native American Tribes tell and continue to tell. Oral Histories & Legends sometimes seem like a coyote stories. Coyote is usuallythe trickster, know to have bad things happen to him so others can learn from his mistakes.
3. As a Whole Class read Arleen Adams’s The Lessons of Coyote and the Medicine Tree for importance of the stories and how the Salish-Kootenai became friends with the Nimi’ipuu. Identify symbols used throughout the story and their significance. a Coyote Story together and identify symbols and what the lesson could mean.
4. With a partner discuss and read “Snowshoe Rabbit is in the Mountains” or a Legend from First People Websitehttp://www.firstpeople.us/ and determine important symbols and what lesson is being taught and be ready to discuss your finding with the class.Discuss Inaccurate information and how it affects the reader.
5. As a whole class read an excerpt from I Will Fight No More Forever and The Nez Perce Indians about crossing the trail and highlight the section that provides evidence that the Nimi’ipuu People did not follow the Salmon River, but the Bitterroot River. What caused the author to do this? Ignorance, situation as author was writing the book. Proper Sources and especially when writing about another culture like the Nimi’ipuu.
6. Students read Chapter 8 & 9 and look for the inaccurate information.Students write the accurate information in the book with pencil.Characters from the Battle of the Big Hole Practice parts for Smartboard Battle on the following day.
Formative Assessment Discussion with partner about important landscapes and symbols in Nimi’ipuu culture
Summative Assessment group discussion with coyote story accurate information proved with evidence
SummaryIn this lesson it is important to understand the importance of Coyote Stories, traditional stories and oral histories in North American Tribes. In these chapters there are some indications of landscapes and the telling of coyote stories that are not accurate. This lesson is about why the author may have misinterpreted the Salmon River and felt Sound of Running Feet telling a Coyote Story would help the text. This lesson explains how inaccurate information misleads the reader making the reader always question the context. In this lesson students learn how the Nimi’ipuu Tribe became good friends with the Salish Tribe.
Lesson Objectives and Montana Core Curriculum Standards for English Language Arts
Reading Standards: Foundational SkillsPhonics and Word Recognition
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.(Standard 3)
Fluency
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.
Reading Standards for Informational Text
Key Ideas and DetailsThis lesson addresses the following unit objectives. Students will:2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Integration of Knowledge and IdeasT
his lesson addresses the following unit objectives. Students will:9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories including traditional and contemporary stories by and about American Indians) on their approaches to similar themes and topics.Craft and StructureThis lesson addresses the following unit objectives. Students will:4. Determine the meaning of general academic and domain-specific words and phrases iin a text relevant to a grade 5 topic or subject area.Language StandardsConventions of Standard EnglishThis 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.
Resources/Materials/Teacher Preparation:
Computer LabCoyote Stories - Nez Perce Creation Story & Snow ShoeRabbit in the Mountains
Google document-Student on line assignment for Chapter 8 & 9 (Pages 42 -51)Excerpt from “I Will Fight No More Forever” & Nez Perce Indians Background Information
Thunder Rolling in the Mountains; Chapter 8 - A moon had passed since the Battle of Whitebird and the Sound of Running Feet described the Battle of Clearwater with only the aftermath. The Blue Coats lost many and the Nimi’ipuu only lost four warriors and six wounded. After the Clearwater Battle, Chief Looking Glass was taking the clan to Montana which is the land of the Crows for extra support. The trail they were traveling was rugged, steep and rainfall added to the challenges. The clan camped at a spot just beyond the summit beside a creek where hot springs came out of the ground. Soldiers were spotted ahead of the clan’s camp building a fort. The chiefs and redcoats went to officially meet the white soldier carrying a white flag. The white soldier in command wanted the Nimi’ipuu clan to give up their weapons. The Nimi’ipuu could not give their weapons as they needed them for hunting and refused. The tribe was following Looking Glass’s leadership getting past the soldiers and traveled through the valley.
*Inaccurate information was used in this chapter and may be for a reason, the author died and his underwriter did not understand or no reason at all. The author calls the water system they followed to be the Salmon Creek, more than likely the Bitterroot River.
Thunder Rolling in the Mountains; Chapter 9 - Without fears the Nimi’ipuu people followed the creek into the Bitterroot Valley where they are treated well as the shopkeepers sell their goods to them and wish them well. All the tribes rode horses and pulled travois. Chief Joseph had a sadness about him that caused Sound of Running Feet to ride to the front and to talk with him. He explained that his heart was sad as their people are getting farther away from the Land of Wandering Waters. Sound of Running Feet tried to lighten her father's spirit by telling him that they can still fight and are ready to die for the cause. Chief Joseph was in disbelief with the words from his daughter of fighting. He explained again that fighting will only amount to more people coming and fighting his people. After the fighting he knows that many of his people will die, not just the warriors but the women, children and the elders. Chief Joseph was the guardian of the clan and he worried for their continual safety. Chief Joseph believed that if they follow Chief Looking Glass’s instructions to go to Crow country they can hunt buffalo and live happily. Sound of Running seems content at that moment and slows down with her horse to ride with the children of the tribe. Swan Necklace rides up by her side. Sound of Running Feet was embarrassed and hide her feeling by connecting with the children. At this time she starts to tell Coyote, the trickster, stories to the children about the creation of man and how it included people of all colors and nations. Sound of Running Feet describes the story of how Coyote created the tribes. Coyote in the summer realized a monster is eating all animals and coyote then is eaten by the monster. When coyote is inside the monster, he started a fire and cut the monster’s heart. As the monster is dying coyote let all the animals go. Coyote continued to cut up the monster and he flung the pieces out on the land which became the tribes Flathead, Crow, Sioux Assiniboin, Blackfeet, Kutenai, Bannock, Cayuse and Painte. Fox told Coyote that he had forgotten a piece the heart, so when Coyote picked up the monster’s heart and sprinkled the land with its blood, the drops of blood became the Nimi’ipuu, the real people. Coyote never threw away the heart and liver they became mounds in the middle of their country known as “Heart of the Monster.
* Inaccurate information was used in this chapter, the fact that Sound of Running Feet does not align with tradition of Nez Perce and telling coyote stories. Coyote stories are only told in the winter and only by elders. Creation story also follow tradition.
”Procedure
1.Review the Battle of the Clearwater and the results for student clarification
2. Demonstrate that authors have to research for books and how many native american books are inaccurate.Today’s reading there are a couple portions that are not true soit is important to clarify before moving along.Coyote Stories are lessons that the Native American Tribes tell and continue to tell. Oral Histories & Legends sometimes seem like a coyote stories. Coyote is usuallythe trickster, know to have bad things happen to him so others can learn from his mistakes.
3. As a Whole Class read Arleen Adams’s The Lessons of Coyote and the Medicine Tree for importance of the stories and how the Salish-Kootenai became friends with the Nimi’ipuu. Identify symbols used throughout the story and their significance. a Coyote Story together and identify symbols and what the lesson could mean.
4. With a partner discuss and read “Snowshoe Rabbit is in the Mountains” or a Legend from First People Websitehttp://www.firstpeople.us/ and determine important symbols and what lesson is being taught and be ready to discuss your finding with the class.Discuss Inaccurate information and how it affects the reader.
5. As a whole class read an excerpt from I Will Fight No More Forever and The Nez Perce Indians about crossing the trail and highlight the section that provides evidence that the Nimi’ipuu People did not follow the Salmon River, but the Bitterroot River. What caused the author to do this? Ignorance, situation as author was writing the book. Proper Sources and especially when writing about another culture like the Nimi’ipuu.
6. Students read Chapter 8 & 9 and look for the inaccurate information.Students write the accurate information in the book with pencil.Characters from the Battle of the Big Hole Practice parts for Smartboard Battle on the following day.
Formative Assessment Discussion with partner about important landscapes and symbols in Nimi’ipuu culture
Summative Assessment group discussion with coyote story accurate information proved with evidence