Team+Elem1

Elementary 1 Weavings<@https://docs.google.com/document/d/1LgRZW1zIa3FYTkDasbUVE5r40siZyhXwpodbXnLrVGU/edit?usp=sharing> Planning.

Unit Overview The Lakota word Tiyospaye is made up of two shorter words: Every Lakota person has many relatives. All of them are part of his/her Tiyospaye, the name given to indicate a person's circle of relatives, including mother, father, grandfather, grandmother, aunts, uncles, cousins and all relatives from marriage and adoption. You become part of a Tiyospaye either by birth, marriage or by [|the ceremony of Hunkakaga], adoption. When you know your relatives, you know where you come from and who you are. __Lessons__:
 * Unit Introduction ||
 * Team Members || Sandra Hespe, Mary Kellogg, Julie Lambert, Melany Williams, Juanita Rooks, Sharla Steever, and Roxie Ahlbrecht ||
 * Title (English) || We Are All Relatives ||
 * Title (Lakota/Dakota/Nakota) || Tiospaye
 * Ti - A shortened form of tipi, meaning dwelling or living place.
 * Ospaye - A cluster of dwellings or a group or herd.
 * [|Hunkakaga] - The Making of Relatives
 * [|Wotitakuye] - Kinship and Relations ||
 * Topic Areas || Family Structure and Kinship ||
 * Time Frame || 2 Weeks-12 days work and 2 days special project sharing. ||
 * Description of the Unit || During this unit, students will develop their own identity within the structure of the larger family. Students will work on developing their understanding of the roles of individuals within both the immediate family and extended family.
 * 1) Elder Stories
 * 2) Lakota, Dakota, Nakota Vocabulary About Family
 * 3) Creating Our Family Circles or Constelations ||
 * Grade Range || Elementary: K-2, 3-5 ||
 * OSEU/Standards

K-2 Understanding . 3-5 Analyzing || ESSENTIAL UNDERSTANDING 4 The Oceti Sakowin kinship systems provide a framework for both individual and group behavior. Its unwritten rules promote harmony, compromise, a sense of order, and group cohesion. Analyze the importance of the Oceti Sakowin family structure and extended family. K-2 (Understanding) 3-5 (Analyzing) Students are able to compare and contrast Oceti Sakowin to mainstream societies' family structure. || 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. __SL.K.1,2,3; SL.1.1,2,3; SL.2.1,2,3__ 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. || (What are students expected to know, do, and understand as a result of the unit?) || Student Learning Goals and Outcomes 1. To recognize roles of gender. 2. To be able to describe gender responsibilities toward one another. 3. To discuss reasoning for understanding either gender roles and responsibilities. 4. To identify the difference between what distinguishes a grandmother relation in the Western and the Lakota culture. 5. To identify an unci’s role within the Lakota culture. 6. To demonstrate understanding of how to relate to/respect an //unci// within the Lakota culture. || (Questions that provoke sustained inquiry and get to the ‘heart’ of the discipline or learning.) || 1. What are the basic roles of males and females within the traditional Lakota/Dakota/Nakota family structure? How are they different? the same? 2. How do the roles within the traditional Lakota/Dakota/Nakota family affect their interactions with one another and promote a sense of order and harmony? 3. In what way does a knowledge of roles and the order and harmony created through those roles help students to increase the understanding of their identity? || Family members and/or elders will be invited to be guest speakers/presenters. A good place to bring families in for this unit is within the section below on the Family Circles. || List of Lessons and possible lesson extensions: Lesson 1-develops students prior knowledge and background Lesson 2-develops communication skills using famly position Lesson 3-identifies student knowledge of importance of family structure. || **Lesson Example #1** -1 Elder Stories- Story Reflection and Connections, 2 Student Guided Lesson- Venn Diagram, 3 Student Independent Activity: Elder Interview, 4 Extendable lesson- Hands on Activity Kinship Chart/ Tiospaye Yawa **Lesson Example #2** - 5/6/7 Developing Lakota/Dakota/Nakota Vocabulary About Family, I Have...Who Has Activity, 8/9 Extendable lesson- Family Vocabulary Flash Cards, **Lesson Example #3** - 10/11/12 Creating Our Family Circles or Constellations ***Subscripted numbering set up for 12 days, for this to be 2 weeks worth we would use days 13, and 14 for reviewing the Special Project days. || This format could be used for any time a student is expected to be actively listening to a speaker or when reflection on that speaker will be needed. || SL1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. || One way to do this would be to gather students into a circle. Ask them who a person is in their life that is really important to them. “What makes them important to you?” (If people older than them are not mentioned, begin asking about parents, grandparents, aunts, uncles, etc. Ask questions about things maybe they have learned from the older people in their lives. Give a personal example. Begin to talk about how in the Native American community, the elders are seen as having a great amount of wisdom that needs to be shared with younger generations.) “Just like we learn from our parents and grandparents. Elder Stories are important to understanding things about life and nature and how to live. We will have an opportunity over the next two weeks to begin to learn from elders (either from the community or from the videos.)” || Elements of Reading and Listening This is an example of what the template would look like after reading the story, __**Storm Maker's** **Tipi**__. || through Paul Goble’s stories this weekend, I appreciated his thoughts concerning asking children to make up their own stories. While this is common practice and perhaps appropriate at times, in this instance, it is important to have the children learn the stories and be able to retell them. He asks that we ask children to retell the stories so that the stories become well-known and ingrained into the child’s mind along with the lessons that will come out of the stories. According to Sharon Taberski, this practice also helps enhance a child’s understanding of the story and builds their comprehension. She uses a story map template to help the child record the important components of the story. || Storm Maker’s Tipi   Story and illustrations by Paul Goble  || Sacred Otter and his son are caught in a terrible snow storm. || __Solution/Resolution__ Sacred Otter saved his people by listening to Storm Maker and following his directions. || Completion of Shared Elements of Reading and Listening Template ||
 * Indicator One**:
 * Content Area/Common Core State Standards || __RI.K.3, RI.1.3, RI.2.3__ (CCSS)
 * Student Learning Objectives
 * What are the essential questions that will guide the learning?
 * Parent/Guardian/Family Involvement || Parents will be included in the unit through weekly newsletters describing what was learned. They will enhance students learning with additional discussion and resources from the home and community. They will also be involved in the culminating activity at the end of the unit.
 * Overview of completed lessons || This unit focused on students developing their understanidn of their place within the famly as well as an understanding of the elder's role in the Native American culture. Time has been spent learning about the Lakota/Dakota/Nakota words for family member, roles of males and females, listening to Native American elders in person or on video, and creating a project to represent their own families. ||
 * Final Assessment for this unit || Assess the learning that has taken place:
 * 1) Student share his/her Family Project with the rest of the class.
 * 2) Have student talk about what they learned about their family, share any of the Lakota/Dakota/Nakota words for family members that they have learned, and any other ideas related to what has been learned.
 * 3) Students should be assessed on both their presentation and their project.
 * 4) Students will be assessed on the standards they have learned. Students will be able to articulate similarities and differences between the Native American culture and their own families.
 * 5) Assess how well students are able to actively listen to others share their stories. ||
 * Notes:
 * Lesson Example #1 - Elder Stories- Story Reflection and Connections || During this lesson, students will listen to/watch stories from Native American elders. As a way of helping students organize their thinking after listening to the stories, the following template could be used. The sample is completed using a book by Paul Goble.
 * CCSS Standards: || SLK.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
 * Teacher Prep prior to lesson presentation to ensure student has background knowledge.
 * 1) Large poster for guided retelling
 * 2) Markers
 * 3) Diagram for listing the elements of a story
 * title
 * characters
 * setting
 * problem
 * solution/resolution
 * sequence of events || Anticipatory Set: It will be important during these lessons on Elder Stories that students be given background on who elders are, what their role in the Native American community is, and the importance of their stories being passed from generation to generation.
 * Shared lesson-Student interactive activity || Following the class discussion about who elders are, a story or video could be shared. After listening to the story, use the following template with the class to begin organizing what they heard. This is an example of what the template would look like after reading the story Storm Maker’s Tipi.
 * Notes: As I was reading
 * __Problem__:
 * Materials list || Elements of Reading and Listening Template for Students ||
 * Resource || Students will read __**If You Lived with the Sioux** **Indians**__ by Anne McGovern. Following the reading, they will ask and answer questions about the key details in a text read aloud or information presented orally or through other media. (2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.) ||
 * Assessment || Participation in discussing elements of reading, differences and similarities, and personal connections.
 * Notes || *Parts of The Elements of Reading and Listening Template is useful for students to use when watching video or listening to speakers. It becomes an organizational tool for them to consider in otehr aspects of their educational day. Additionally, it helps improve their comprehension and understanding of materials in various forms. ||
 * 2nd Interactive Lesson for Lesson 1 || Useable for differentiation purposes. Same read aloud for elements of reading lesson. ||
 * Student Guided Lesson-Venn Diagram

Need ideas of how this lesson would look. I was thinking that the students could look at the pictures in the book shared and think about or look at pictures of today to create the comparison diagram. || Students can create a Venn Diagram, comparing and contrasing historical to modern day family structures within the family. || Students are able to compare and contrast Oceti standards to mainstream societies' family structure. || **ESSENTIAL UNDERSTANDING 4** The Oceti Sakowin kinship systems provide a framework for both individual and group behavior. Its unwritten rules promote harmoney, compromise, a sense of order, and group cohesion. Analyze the importance of the Oceti Sakowin family structure and extended family. || Pencils ||  || Students will create a Venn Diagram comparing and contrasting Native Family structure to their own.
 * OSEU/S-3rd-5th (Analyzing)
 * Indicator One:**
 * Materials || Need only copy of Venn Diagram
 * Assessment || Students will participate in the group discussion.

Students will share findings of similarities and differences of cultures. || Added an Interview using the questions already in the lesson. || Student Independent Activity: Elder InterviewInterviewing a family elder: Give students an opportunity to talk to an elder or grandparent in their families. Write a letter, call, or ask grandparents about their family when they were younger. This can be a story or memorable event. Possible Interview questions: 1.What can you learn about roles in your family? 2.How does this person see their role in the family? 3.What do they remember about life when they were your age?
 * Notes ||  ||
 * 3rd Extendable Lesson || This could be a Special Project ofr the two week unit. Students can share with the whole class and have a short brunch or afternoon snack gathering. ||
 * Student Independent Activity: Elder Interview

*Or students can create personal individual questions.

Closing: Share the elder story. (students will be learning about their own families and will be creating a Family Circle to share with the class about their family in a later lesson.) || Interview Questions Identified Elder to interview || Students should have a completed interview with both questions and answers. Students will share their interview stories with the class. Students will post their interview stories on teh bulletin board. || 2. Any two shapes to specify gender differences- in any color. as much as possible for the students size of family. 3. Gather- large pieces of brown paper(to be used as hide), glue, markers, tape, and yarn. 4. OPTIONAL- straight stick to wrap finished project on to as hanger. 5. Parent Involvement- family would provide family names and relation to student. || The kinship chart is the opposite of the family tree.
 * Materials: || Pper, Pencils
 * Assessment: || Students should have the questions to be answered.
 * Notes: ||  ||
 * 4th Extendable Lesson || Kinship Chart/Tiospaye Wayawa ||
 * Extendable lesson- Hands on ActivityKinship Chart/Tiospaye Wayawa || Lesson learning activities-Students will practice identifying family members with correct family naming structure. Both female and male. Students will also develop a Kinship Chart for self. ||
 * Teacher Example- The teacher will give an example for the students to follow. The example will be used as a guide || T eacher prep:1. Family member list of words in both languages(Lakota/Dakota/Nakota- English) Notes: Proper position name is different for either female or male in the native Languages.
 * Kinship Chart- Put the grandparents in the center and other generations in a linear form.

Orange star with yellow circle- me (would be at center) Yellow circles females ( same age or younger) Yellow diamonds- same age or younger males White stars- older females (mother, aunts, and grandmothers) Yellow squares- older males (father, uncles, and grandfathers)

Family-Title/Position || (Graphic) Family- Title/Position Grandmother- unci, Great Grandmother-uncila Grandfather- kaka, Great Grandfather- kakala Mother- Ina Father- Ate Daughter- cunksi, Son- cinksi, Aunt-female- tunwincun,, male- tunwin Uncle- Leksi Sister-hakata Younger Sister-female- tanka, tankaku, male- tanksi Older Sister-female-cuwe, males- tanke Sister in-law- female-scepan, male- hanka Daughter inlaw- wiwoha Brother- Younger Brother-sunkaku, misun Older Brother-females elder- tiblo,, males elder- ciye Brother in law- female- sice,, males- tanhan Son inlaw- wicawoha, Cousin- Female Cousin-Male-hankasi,, Female- scepansi Male Cousin- male-tahansi/ female- sicesi Self- miy Nephew- female- toska, male- tunska || Students are able to identify examples of kinship terms || Oceti Sakowin Essential Understandings and StandardsSouth Dakota Office of Indian Education Page 22 ESSENTIAL UNDERSTANDING 4 The Oceti Sakowin kinship systems provide a framework for both individual and group behavior. Its unwritten rules promote harmony, compromise, a sense of order, and group cohesion. Indicator one: Analyze the importance of the Oceti Sakowin family structure and extended family || 1. Collect all the shapes needed for family members list. 2. Label shapes with names and family position. 3. Crunch up brown paper, position family shapes with fathers side on the left and mothers side on the right. 4. Glue the shapes onto assembled area, beginning with self at the center with siblings on the same horizontal position, 5. The parents and grandparents are glue above the student and siblings. || Students will complete a template including sequence of events, similarities and differences, and a personal connection to the story. Complete Kinship Chart for individual students Interview an elder in the family. Complete a story reflection and connection template with elder input from interview. Share story reflection and connection template with peers. || [|__http://1onewolf.com/lakota/language3.htm#LEDic__] [|__http://www.nativeshop.org/learn-dakota.html__] [|__http://www.native-languages.org/assiniboine.htm__] || **Indicator 1**: Evaluate the different forms of Lakota/Dakota/Nakota language dialects. Standard: Students will explain the significance of the language to the Oceti Sakowin. || Students will be able to recognize family title when verbalized. || Index cards Hole punch Metal rings || 2. write the word 3. use the word in a sentence. 4. practice using the words with a partner or small group ( building communication skills) I have begun to use common communication sentences within the class and found that the process above has become very essential to participation among the students. || During this lesson, students will become familiar with the Lakota, Dakota, or Nakota Vocabulary words for family members. Hopefully, some of the words will have been introduced through the storytelling, books, or other conversations.As the family member names have been introduced, they should be posted on a bulletin board for the students to use as a future reference. To build vocabulary, it is important for students to understand the word’s meaning, write a definition in their own words,use it in a sentence, and then draw a graphic to represent the word. It is helpful for the students to have a vocabulary notebook to record new words as they are introduced. Perhaps you will want to display samples of student work as they define, illustrate, and use the new family words in a sentence. This could easily become a part of your bulletin board display. || C’inca __blu ha__. __Who has__- Cinca __tuwa yuha__ he/ hwo? the two above are Lakota versions of how the structure would begin or end. We have used index cards hole punched and placed on a ring. One side has the English sentence and on the other side the Lakota sentence. || Cards to be cut out for "I have..., Who has..." game.
 * OSEU/S-K-2 Understanding
 * Student Independent Hands On Activity || Student Activity:
 * Extending Resources || (Resource to build background regarding elders: __The Lakota Way: Stories and Lessons for Living__ pp. xii & 1) Another good resource for this would be a picture of the teacher’s own grandparent to help students begin to make their personal connections. The picture could be shared when the teacher talks about their personal example.(Resource: Use the OSEU Video #4 on Kinship if elders or other stories are not available. ||
 * Assessment || __ Outcomes of Lesson __ Students will participate in the discussions.
 * Notes: ||  ||
 * Example Lesson #2 - Developing Lakota/Dakota/Nakota Vocabulary About Family || Vocabulary Lesson:
 * Oceti Sakowin Essential Understandings and Standards || ** ESSENTIAL UNDERSTANDING 3 ** The origin, thought and philosophy of the Oceti Sakowin continues in the contemporary lifestyles of Tribal members. Tribal cultures, traditions and languages are incorporated and are observed by many Tribal members both on and off the reservations.
 * Assessment of Learning || Students will create individual cards with "I have... Who has..." tasks.
 * Materials: || Pencils
 * Building Our Vocabulary-1. read the word
 * I have... Who has template || As the students become more familiar with the words, they can play the “I have...Who has...?” game. It is a great community building activity during the morning circle time. The game included uses Lakota words. This game can be easily adjusted to include additional words or Nakota and Dakota words. ||
 * __I Have__- Ate, __blu ha__.

Need cards ||
 * # Word-Lakota/Dakota/Nakota
 * 1) Definition-English meaning
 * 2) Sentence-using theLakota/Dakota/Nakota words also translated into English
 * 3) Picture-this area is used for a graphic representation to help the student visualize the word || __**Family Vocabulary Sheet**__

(This is where the students write the vocabulary word.

Definition (written in their own words):

Use the word in a sentence:

This picture will help me remember this word:

Adapted from Building Background Knowledge by Marzano || These wordwall photos are used daily for students to gain communication process skills in Lakota.
 * Template for Family Vocabulary Flash Cards ||  ||
 * Notes from teacher for Lesson 2: || In my class, this task becomes a daily oral language review of communications. (15 minutes)

Classroom nouns wowapi/book, wicazo/pencil, mni/water, owa/colors, mazaskanskan/clock, ojanjanglepi/window, oakanke/chair, akanwowapi/desk, wowapi ska/white paper wakanyeja/children; || RI1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. || After visiting with a Native American elder woman and asking her about how to best represent family, she suggested using a circle with the grandma in the center or a constellation - also with the grandma in the center as an important star, and then other family members branching out. The constellation idea would lead nicely into a unit on star knowledge. The Family Circle idea would possibly slightly simpler to organize as you consider the grandma in the center with lines extending out to the other family members. The important piece of this lesson is for students to begin to understand how the members of their families are related, the roles they might play, and how their families are different/similar to others’ families. This will in turn help to develop the students’ sense of identity within their family - an important step to developing identity beyond the family. Sample Layout- Family Circle Project || - crayons, colored pencils or markers - white specifically for the Family Constellations - pictures of family members if available - Lakota/Dakota/Nakota vocabulary for the names of family members (see previous lesson) - shiny star stickers for Family Constellations || Explain to students that they will be sharing their Family Circles or Family Constellations to the rest of the class || Students will share the family circle and connections with the class. Students will answer essential questions during share time. Students will listen attentively to each peer as they share || RIK.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. || (At this point it is crucial to be aware of students and their family- as i have found that in my area some students are not connected to grandmother but oldest aunt- instead) After visiting with a Native American elder woman and asking her about how to best represent family, she suggested using a circle with the grandma in the center or a constellation - also with the grandma in the center as an important star, and then other family members branching out. The constellation idea would lead nicely into a unit on star knowledge. The Family Circle idea would possibly slightly simpler to organize as you consider the grandma in the center with lines extending out to the other family members. The important piece of this lesson is for students to begin to understand how the members of their families are related, the roles they might play, and how their families are different/similar to others’ families. This will in turn help to develop the students’ sense of identity within their family - an important step to developing identity beyond the family.
 * || During this lesson, students will create a depiction of their family using a Family Circle or Family Constellation format. From previous lessons which focused on talking to family members, students have learned about the members of their family and how they are related. Oftentimes a tree is used to represent the family and its branches. In the Native American Culture, the Grandmother is central to the relationships of the family members. So rather than a tree with the grandparents at the roots and growing up.A different way to represent the Native American family would be to use a circle with the Grandmother in the center and family members branching out from there. Another way to represent the family would be to create a constellation with the different family member being the stars that make up the constellation. ||
 * Standards-CCSS RI.K.3, RI.1.3, RI.2.3 || Standards:RIK.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
 * Teacher Prep || Resources to build background: A great book - [|__http://www.amazon.com/Honor-Grandmothers-Dakota-Lakota-Stories/dp/0873513851__] A great resource - [|__http://wintercounts.si.edu/html_version/pdfs/lakotaTG__][|__http://lakotastories.edublogs.org/__][|___full.pdf__] ||
 * Teacher Prep Notes: In this lesson, both a Family Circle and a Family Constellation are referred to. I think it would be easiest to choose one or the other to have all students do. || Anticipatory Set: Bring in a picture of a family tree. Talk about what a family tree is and ask if anyone has seen their own family’s tree. Remind students that as they have been learning about the names of family members that the “unci” or grandmother has a special role in the family. Explain that since the role of the grandmother is so important, we will be putting her in the center of our Family Circle or Family Constellation.__(At this point it is crucial to be aware of students and their family- as i have found that in my area some students are not connected to grandmother but oldest aunt- instead)__
 * Teacher Prep- remember to collect all the needed materials prior to lesson. || Materials needed:- Large paper sacks (to give the effect of leather) for Family Circles or large black paper (to give the effect of space) for Family Constellations
 * Student Independent Objectives || Students will begin to create their own Family Circles or Family Constellations. Work together to place the grandmother in the center of the project. Draw lines from the grandmother to other family members. Share- Invite students to talk about who the family members are. A picture could be added next to the names, or students could draw the pictures.
 * Student self-connection essential questions || Can they name them in Lakota/Dakota/Nakota? How are they connected ||
 * Assessment of Outcomes || Students will participate in the class discussions.students complete family circle project.
 * Notes from the teacher: ||  ||
 * Example Lesson #3 - Creating Our Family Circles or Constellations || During this lesson, students will create a depiction of their family using a Family Circle or Family Constellation format. From previous lessons which focused on talking to family members, students have learned about the members of their family and how they are related. Oftentimes a tree is used to represent the family and its branches. In the Native American Culture, the Grandmother is central to the relationships of the family members. So rather than a tree with the grandparents at the roots and growing up.A different way to represent the Native American family would be to use a circle with the Grandmother in the center and family members branching out from there. Another way to represent the family would be to create a constellation with the different family member being the stars that make up the constellation. ||
 * Standards-CCSS || Standards:RI.K.3, RI.1.3, RI.2.3, (CCSS)
 * Teacher Prep || Resources to build background: A great book - [|__http://www.amazon.com/Honor-Grandmothers-Dakota-Lakota-Stories/dp/0873513851__]A great resource - [|__http://wintercounts.si.edu/html_version/pdfs/lakotaTG__][|__http://lakotastories.edublogs.org/__][|___full.pdf__] ||
 * Teacher Prep Notes: In this lesson, both a Family Circle and a Family Constellation are referred to. I think it would be easiest to choose one or the other to have all students do. || Anticipatory Set: Bring in a picture of a family tree. Talk about what a family tree is and ask if anyone has seen their own family’s tree. Remind students that as they have been learning about the names of family members that the “unci” or grandmother has a special role in the family. Explain that since the role of the grandmother is so important, we will be putting her in the center of our Family Circle or Family Constellation.

Sample Layout- Family Circle Project || - crayons, colored pencils or markers - white specifically for the Family Constellations - pictures of family members if available - Lakota/Dakota/Nakota vocabulary for the names of family members (see previous lesson) - shiny star stickers for Family Constellations || Explain to students that they will be sharing their Family Circles or Family Constellations to the rest of the class. || Students will share the family circle and connections with the class. Students will answer essential questions during share time. Students will listen attentively to each peer as they share. || 2. Have student talk about what they learned about their family, share any of the Lakota/Dakota/Nakota words for family members that they have learned, and any other ideas related to what has been learned. 3. Students should be assessed on both their presentation. 4. How many of the standards they have learned, similarities and differences that they are able to articulate between the Native American culture and their own families. 5. Assess how well students are able to listen to others share their stories and actively listen. ||
 * Teacher Prep-remember to collect all the needed materials prior to lesson. || Materials needed:- Large paper sacks (to give the effect of leather) for Family Circles or large black paper (to give the effect of space) for Family Constellations
 * Student Independent objectives. || Students will begin to create their own Family Circles or Family Constellations. Work together to place the grandmother in the center of the project. Draw lines from the grandmother to other family members.Share- Invite students to talk about who the family members are. A picture could be added next to the names, or students could draw the pictures.
 * Student self- connection essential questions || Can they name them in Lakota/Dakota/Nakota? How are they connected? ||
 * Goals and Outcomes || Students will participate in the class discussions.students complete family circle project.
 * Overview of completed lessons || This unit focused on students developing their understanding of their place within the family as well as an understanding of the elder’s role in the Native American culture. Time has been spent learning about the Lakota/Dakota/Nakota words for family members, roles of males and females, listening to Native American elders in person or on video, and creating a project to represent their own families. ||
 * Final Assessment for this unit || Assess the learning that has taken place,1. Student share his/her Family Project with the rest of the class.

Sequence of Events: 1. One autumn, Sacred Otter was going to teach his son how to hunt buffalo. 2. They rode along a ridge to find buffalo. 3. Morning Plume killed his first buffalo. 4. While they were skinning the buffalo, white snow clouds came. 5. They used the buffalo as a shelter from the storm. 6. Sacred Otter had a dream. 7. He saw a tipi and walked toward it. 8. The tipi belonged to Storm Maker. 9. Storm Maker told Sacred Otter how to paint his tipi to stay safe and hang horsehair by the door to be rich with many horses. 10. Sacred Otter had good luck, just as Storm Maker had said.

Template Adapted from On Solid Ground: Strategies for Teaching Reading K-3 by Sharon Taberski.

After filling in the organizer template and the sequence of events, discuss things such as differences and similarities as well as personal connections. Interviewing a family elder- Give students an opportunity to talk to an elder or grandparent in their families. Write a letter, call, or ask grandparents about their family when they were younger. This can be a story or memorable event. What can you learn about roles in your family? How does this person see their role in the family? What do they remember about life when they were your age? Closing: Share the elder story. (students will be learning about their own families and will be creating a Family Circle to share with the class about their family in a later lesson.)