Instruction+Outline+and+Schedule


 * Instruction Outline and Schedule**
 * Content focus in Social Studies instruction:**
 * Culture: Early Americas to Contemporary; Eurocentricism of American History
 * Major Historical Events: pre-colonial and colonial interactions; impact of founding of the state of New Hampshire
 * Geography: Naming of New Hampshire places
 * Impact of point of view and bias in recording history


 * Content focus in Language Arts instruction:**
 * Research strategies including note-taking, paraphrasing, and citing sources
 * Persuasive and Informational writing strategies including outlining; thesis statements, supporting points, and conclusions; appropriate voice and tone
 * Impact of point of view and bias in recording history
 * Script writing strategies including storyboarding; logical sequencing; and narration appropriate to audience, imagery, and purpose
 * Creative writing genre of storytelling as found in the Abenaki tradition


 * Content focus in Reading instruction:**
 * Characteristics of storytelling as found in the Abenaki tradition; connections to previously studied examples from folk tale genre
 * Comprehension strategies for informational texts
 * Impact of point of view and bias in recording history
 * Research strategies including note-taking, paraphrasing, and citing sources

Time Frame / Instructional Schedule
 * //Day 1 and 2://**
 * Social Studies**: Exploration of historical content/timeline; discussion of Eurocentricism of American History
 * Language Arts**: Pre-assessment writing: preexisting knowledge/assumptions/attitudes
 * Reading****:** Introducing storytelling as cultural tool; oral traditions vs written literature


 * //Day 3://**
 * Social Studies**: Geography, including Abenaki impact on New Hampshire geography
 * Language Arts:** Expert group assignments and discussion/development of research structure; review of effective research strategies
 * Reading:** Reading, discussing, charting of Abenaki legends: “The Coming of Gluscabi”; “Gluscabi and the Wind Eagle”; “Gluscabi and the Game Animals”

develop KWL chart for variety of topics: religion, transportation, housing, agriculture, societal structure, traditions Independent research assignments and work time
 * //Day 4//**
 * Social Studies and Language Arts**: Expert groups; research work
 * HW**: Complete research independently
 * Reading**: Legends relating to cultural topics (traditions, morality, etc)


 * //Day 5//**//://
 * Social Studies and Language** **Arts** (Double Block schedule): Expert Group Work; Correlating research and preparing to Report Back to class; Reporting back to class
 * Reading****:** Review characteristics and themes as well as cultural details
 * Weekend HW**: Create graphic organizer (Venn diagram; two-column list; web) comparing Abenaki legends/stories read during the week.


 * //Day 6://**
 * Social Studies: R** Revisit KWL chart and fill in new information resulting from expert group research work; make connections to Abenaki legends previously discussed in Reading
 * Language Arts:** Introduction of “Persuasive Essay” assignment; prewriting for assignment
 * Reading****:** Review weekend assignment comparing legends/stories of the Abenaki tradition; review characteristics and themes; introduce “Gluscabi and You” partner storytelling assignment
 * HW:** Read and take directed notes on informational texts regarding Contemporary Abenaki culture and community


 * //Day 7://**
 * Social Studies:** Discuss Contemporary Abenaki reading assignment; “Now and Then” Venn Diagram assignment
 * Language Arts:** Outlining and Rough Draft of “Persuasive Essay” assignment
 * Reading****:** work on “Gluscabi and You” storytelling assignment
 * HW:** Final Draft of “Persuasive Essay” assignment


 * //Day 8://**
 * Social Studies:** Read and compare multiple accounts of Abenaki and Colonist interactions; discuss role of point of view on recording an event or interaction
 * Language Arts: “**Persuasive Essay” due; exploratory writing regarding issue of point of view/bias in recording history
 * Reading****:** work on “Gluscabi and You” storytelling assignment; begin sharing
 * HW:** Brainstorm list of important information in understanding the Abenaki people and culture


 * //Day 9://**
 * Social Studies:** Generate class lists of important information in understanding the Abenaki people and culture; review and update KWL chart
 * Language Arts:** Comparisons of storytelling to recorded history; discussion of role of point of view on recording an event or interaction
 * Reading****:** Finish sharing “Gluscabi and You” storytelling assignment; discuss reactions and connections


 * //Day 10://**
 * Social Studies:** Introduce “Moving History”
 * Language Arts:** organize all Abenaki notes and information; exploratory writing on essential questions
 * Reading****:** View episode of “People of the Dawn”
 * Weekend HW:** Brainstorm ideas for “Moving History”


 * //Day 11- 15//**
 * Social Studies:** “Moving History” : create overview; organize information
 * Language Arts:** “Moving History” : create overview; write narration
 * Reading****:** “Moving History”: create overview; storyboarding images with information


 * //Day 16-17//**
 * Social Studies:** Finalize “Moving History”
 * Language Arts:** Finalize “Moving History”
 * Reading****:** Finalize “Moving History”


 * //Day 18//**
 * Team celebration:** View “Moving History” projects


 * //Day 19-20//**
 * Social Studies:** Essential Questions Discussions
 * Language Arts:** “Points of View in History” assessment
 * Reading****:** Unit Reflections