Val's+Unit

Understandings (OSEU): || OSEU 1:1, 2; OSEU 2:1 OSEU 4:1, 2; OSEU 5:1 and OSEU 6:2, 3, 4; OSEU 7:1 || Core State Standards: || RL.8.2, RL.8.3, RL.8.4 || to know, do, and understand as a result of the unit?) || Students are expected to be able to consider, evaluate and reflect on acts of kindness they and others do. || questions that will guide the learning?
 * || This column is what you will be filling out for your unit. ||
 * Unit Overview || Students will discover, contemplate, and evaluate the good deeds they have done for others and what other's have done for them through the topics of gossip, giving of themselves, and compassion. ||
 * Unit Introduction || - I will share that we will be evaluating how we have given to others. I will read the introduction "Let The Wind Blow Through You," asking students questions along the way. (i.e.: How many of you have felt bullied on the playground, how did you respond to that, how many have relatives who have shared stories from "back in the day", and who are the people that share with you.) ||
 * Author: || Val Shull ||
 * Title (English) || Finding Yourself ||
 * Title (Lakota/Dakota/Nakota) || iyékiyA - To Find One's Own ||
 * Topic Area/s: || Gossip, Gift of Self, Compassion ||
 * Time Frame: || 4 Weeks ||
 * Description of the Unit: || Using video, notes, puzzles, acrostics, maps, journaling, and stories students will be able describe times that they have chosen the right path in order to help others; and, describe times when others have helped them along the way. ||
 * Grade Range: || Middle School ||
 * Oceti Sakowin Essential
 * Content Area/Common
 * Student Learning Objectives: || Students will gain understandings of how people help other through reflection. They will do this by completing notes, watching videos, posting journal responses, reading and listening to stories, completing Wordles and Acrostic puzzles. ||
 * (What are students expected
 * What are the essential

(Questions that provoke sustained inquiry and get to the ‘heart’ of the discipline or learning.) || Why is it important for us to listen to, and relate, to stories and lesson from our pasts that are told and shared by older generations? || Family Involvement: || Students can ask relatives, and peers, for examples of how people have helped others in the past. || Essential Understandings: || OSEU1:1, 2; OSEU 6:2-4 || Essential Understandings: || OSEU 2:1; OSEU 4:1; OSEU 5:1; OSEU 7:1 || Essential Understandings || OSEU 2:1; OSEU 4:1; OSEU 5:1; OSEU 7:1 || Essential Understandings: || OSEU 2:1; OSEU 4:1; OSEU 5:1; OSEU 7:1 || completed lessons: || These lessons go right along with what Joseph Marshall III is trying to share. We have to learn from others, analyze what we do and why we do it, and grow within ourselves. || for this Unit: || I showed the movie "Dreamkeeper" at the end of the 4 week unit. I used the study guide from the Kidsnet site:http://digital.library.temple.edu/cdm/ref/collection/p15037coll9/id/333. I had kids look up on Wikipedia dates that were important to Native American history and I also had them do a map activity on 10 different tribes that are covered within the movie. I made up a couple of matching activities about the different legends covered and had them list 5 similes they heard in the movie as my Final Assessment for this Unit. ||
 * Notes/Reflections: ||  ||
 * Parent/Guardian/
 * Lesson #1 || "Who Are The Lakota" ||
 * Oceti Sakowin
 * CCSS Standards: ||  ||
 * Teacher Preparations: || Note packet, Speed Review Game (superteachertools.com) ||
 * Materials: || Note Packet, Speed Review Game, Smart Board, Internet ||
 * Resources: || http://wintercounts.si.edu/index.html ||
 * Assessment: || Students will receive timed scores for how quickly they can answer questions related to the notes taken and discussed about the Lakota ||
 * Notes/Reflections: || This takes two days. One day to show the video, then do the notes and review; a second day to play the game. I had them play the game one time to get used to it, then play it three more times. They took their times, converted them to minutes and found the average. ||
 * Lesson #2 || Reflection ||
 * Oceti Sakowin
 * CCSS Standards: || RL.8.2, RL.8.4 ||
 * Teacher Preparations: || Prepare Smart Board with a listing of the 12 Lessons outlined in "The Lakota Way"; Post prompt to Edmodo "When I see the word ___, I think__, which makes me feel _." ||
 * Materials: || "The Lakota Way", Edmodo prompt ||
 * Resources: || "The Lakota Way", Smart Board, Computer ||
 * Assessment: || Students will be assessed on posting their reflection about six of the twelve lessons discussed in "The Lakota Way." ||
 * Notes/Reflections: || I will read the introduction "Let The Wind Blow Through You" and discuss some of the lessons that will be brought up throughout the book as we go through the introduction. It's important to do this so they know what to reflect upon when doing the six of their choice. ||
 * Lesson #3 || Gossip ||
 * Oceti Sakowin
 * CCSS Standards: || RL.8.2, RL.8.4 ||
 * Teacher Preparations: || Edmodo prompt ||
 * Materials: || "The Lakota Way", Computer, Internet ||
 * Resources: || "The Lakota Way" pp. 198-199 ||
 * Assessment: || Student will be assessed based on their journal postings about times they have been gossiped about and times they have gossiped about others. They will also be assessed based on their Wordle puzzles they complete. Words chosen will be taken from reading other students "I think, I feel" statements and reasons people gossip/bully other people. ||
 * Notes/Reflections: || This is a great activity for students to see how their actions, and other's actions affect people. It's a time for reflection. When they are done with their Wordles they really see a common theme that comes from gossiping, it's bullying. ||
 * Lesson #4 || Gift of Self ||
 * Oceti Sakowin
 * CCSS Standards: || RL.8.2, RL.8.4 ||
 * Teacher Preparations: || Edmodo postings, listing of 8 stories ||
 * Materials: || "The Lakota Way", Internet/Computer/Edmodo ||
 * Resources: || "The Lakota Way" pp. 103-110 ||
 * Assessment: || Students will be assessed based on their ability to locate the 8 main stories regarding "The Gift of Self." They will tell (1) Who/What gave of themselves, (2) What they sacrificed, (3) What was gained. ||
 * Notes/Reflections: || Students have to really digest each of the stories to figure out the answers to the three questions. We have a good discussion about each story after they complete their notes. I have them partner up to choose 2 of the stories that they feel reflect the most "gift of self" and then we discuss as a group. ||
 * Overview of
 * Final Assessment
 * Unit Notes/Reflections: || I also did lessons on Compassion and had the students do Acrostics for the word "Compassion" based on what they have done for others or what others have done for them. ||