Native American Unit

Materials:

Book: The Very First Americans by Cara Ashrose
Large poster boards
Small poster boards
Journals
Microsoft Word
Microsoft PowerPoint
Microsoft Publisher
One item to be used for bartering for each student

Tip: Have students bring in their bartering items on the first day of the unit. Have them displayed on a table throughout the unit so students know what is available to barter.

Differentiation:

For ESL students:

1. Pair ESL students with native speakers whenever buddies are required or for entire unit if interpretation is required
2. Allow ESL students to write only 1 paragraph per journal entry
3. Adjust pacing of unit, extend unit to 10 days if necessary
4. Choose ESL students to present oral assignments for their groups to incorporate speaking component
5. Allow beginning ESL students to write assignments in their native languages
6. Be sure to include ESL students' perspectives regarding Native Americans whenever possible
7. Allow beginning ESL students to illustrate concepts instead of write them out in their journals
8. Allow students to videotape responses to questions and journal entries if oral skills are superior to writing skills

For students with ADHD:

1. Allow students with ADHD to work in pairs for entire unit
2. Assign students with ADHD special jobs during group work to ensure they stay engaged
3. Allow students with ADHD to write only 1 paragraph per journal entry
4. Adjust pacing of unit, extent unit to 10 days if necessary

For different learning styles:

1. Allow students to approach you with alternate assignments that accomplish the same goal
2. Allow students to illustrate concepts instead of write them out in their journals
3. Allow students to videotape responses to questions and journal entries in addition to writing them if students express themselves better that way; use videotaped responses for grading purposes
4. Allow students to type responses to questions and journal entries instead of writing them

For students with physical disabilities:

1. Ensure safe and adequate access to computer
2. Allow students to record responses in the best way for them (i.e. tape recording, typing, videotaping, having someone else write out their answers)
3. Allow students with physical abilities to work with a buddy for the entire unit, particularly for students who are visually impaired so that the assignment can be read to them and their answers can be recorded

For advanced or gifted students:

1. Require 3 or more paragraphs per journal entry
2. Require one of the extension activities on the conclusion page
3. Have advanced students "teach" portions of the lessons by pairing them up with struggling students
4. Have students find other books relevant to the topics presented in the WebQuest using the Internet. Obtain at least one of those books for the students and assign it to be read.

Language Arts Integration

1. Reading book
2. Reading articles
3. Reading buddies' work
4. Listening to buddies read
5. Listening to videos
6. Listening to classroom presentations
7. Speaking during group interactions
8. Speaking to buddies
9. Speaking during presentations
10. Writing in journals
11. Writing letter
12. Writing speech