Subjects:

     Language Arts, Technology, Social Studies, Art

Learner Outcomes:

• The students will realize that different cultures will have different ways to remember and retell their history and cultural heritage.
• The student will learn how other patchwork items can bring back precious memories.
• Through character analysis, the student will develop an awareness that they are unique and special.
• The student will develop cultural awareness.

     Three 45 minute class periods

Materials:

• Aunt Flossie's Hats (and Crab Cakes Later) by Elizabeth Fitzgerald Howard
• The Totem by Diane Hoyt-Goldsmith
• Coat of Many Colors by Dolly Parton
• Venn Diagram sheets
• Chart paper
• Magic marker
• Various sizes of boxes
• Brown butcher paper
• Tempera paint
• Paint brushes

• Multi-media Computer
• CD-ROM:  Microsoft Encarta 98

• Assignment for first class period of this lesson:  Students are to bring a hat that represents a memory or has a story to tell
• Collect boxes of various sizes for class totem pole
• Cover boxes with brown butcher paper prior to totem pole enrichment activity
• Contact guest reader for Aunt Flossie's Hat (and Crab Cakes Later)

First Period

1. The teacher will provide students with background information on the cultural influence on the art of quilting.
2. The teacher will illustrate other ways to preserve cultural heritage.
3. After hearing Aunt Flossie's Hat (and Crab Cakes Later) creatively presented to them by a guest speaker portraying Aunt Flossy, the student will show their hat and share its story.

1. A student will read Coat of Many Colors aloud to the class.
2. After the reading, small peer reading groups will have "Book Talks".
3. The student will complete a character analysis of the little girl in the story and themselves using a venn diagram.

1. The teacher will divide the students into peer reading groups to read Totem Pole by Diane Hoyt-Goldsmith.
2. After bringing  the small groups back together, the students will discuss how a totem pole preserves the tribal heritage.
3. The student will brainstorm for ideas to be used in designing a classroom totem pole.
4. The teacher will assign a recorder to record ideas on chart paper.

• The teacher will modify lessons to meet student's IEP (Individual Educational Program and/or special needs).
• The teacher will assign a peer tutor to student who needs additional help completing the assigned activities.

1. The students can research totem poles using Microsoft Encarta 98 CD-ROM.
2. The student will participate in painting and constructing a class totem pole using recorded ideas from third lesson.

     Informal teacher observation (record on checklist):

• Student's active participation in cooperative learning activities
• Student's presentation of hat and story

     Language Arts:

• Listening/Speaking - 3.2, 3.3, 4.8, 4.9, 4.12, 4.13, 4.14, 4.15
• Reading Comprehension - 3.18, 3.19, 3.20, 4.20, 4.25, 4.26, 4.33, 4.39
• Reading Vocabulary - 3.80
• Computer Technology - 3.90

• History - 3.37, 3.40, 3.42, 4.39

National Standards:

     Language Arts:

• Reading
• Listening/Speaking

• Family Life/Cultural Contributions

References:

Aunt Flossie's Hat (and Crab Cakes Later) by Elizabeth Fitzgerald Howard
Coat of Many Colors by Dolly Parton
The Totem by Diane Hoyt-Goldsmith
CD-ROM:  Microsoft Encarta 98
Venn Diagram
 

Created By:

     Janet Mundell
     Mary DeBalski
    Cathy Lennon

Pleasant Valley Elementary
 
 
 
 

LESSON 1

LESSON 2

LESSON 3

LESSON 5