Southwest Children's Literature

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Dzání Yázhí Naazbaa': Little Woman Warrior Who Came Home
A Story of the Navajo Long Walk


In the classroom/library:

Introduction
GRADE LEVEL: 5th
SUBJECT(s): Writing and Social Studies
OVERVIEW: In this lesson students will listen to a story then discuss the different heroes they have already learned about, reflecting what aspect of a person constitutes him to be a hero. Students will identify when the heroes lived on a timeline and write an expository paragraph about a hero they have studied.
PURPOSE: The purpose of this lesson is for the students to compose a paragraph about their hero and to be introduced to a timeline. Both objectives require historical knowledge.

Outcomes
Students will be able to arrange the heroes they have learned about in class previously into chronological order on a timeline. They will demonstrate their knowledge of the heroes by selecting one and writing an expository paragraph demonstrating why their subject is a hero.

Standards
Strand 3: Writing
Concept 2: Expository
The writing supports a thesis based on research, observation, and/or experience. (W05-S3C2)
PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic.
PO 2. Write an expository paragraph that contains:
a. a topic sentence
b. supporting details
c. relevant information
Standard 1: History
o Understand and apply the basic tools of historical research, including chronology and how to collect, interpret, and employ information from historical materials. (SS1-E1)
PO 1. place key events on a timeline and apply chronological terms correctly, including B.C.E. (B.C.), C.E. (A.D.), decade, century, and generation

ELL -
1. Express in writing his or her own thinking and ideas. (ELL-W-1)
2. Identify, describe, and apply conventions of Standard English in his or her communications. (ELL-W-2)

Resources
Dzání Yázhí Naazbaa': Little Woman Warrior Who Came Home A Story of the Navajo Long Walk
By Evangeline Parsons Yazzie, Ed.D. and illustrated by Irving Toddy, Timeline, Navajo music, rubric


Materials
Reading books, Social studies book, Reading book, paper, pencil


Process - EEI
1. Introductory/Anticipatory Set
Prepare to read a story about a Navajo girl, about the students' own ages, who grew up in northern Arizona. This is the story of how she and her clan survived the Navajo Long Walk. The U.S. army forced the Navajo Indians to walk from the base of the Black Mesa to New Mexico, a 450-mile march. Show pictures of the area the Long Walk took place. As you are listening, pay attention to the traits and characteristics of this girl. Does she sound like someone you would want to be friends with? Do you recognize some of her traits in yourself or others? Does she seem like a hero to you? How does she compare to other heroes you have read about?

2. Objectives
1. Students will be able to arrange the heroes they have learned about in class previously into chronological order on a timeline.
2. Students will demonstrate their knowledge of the heroes by selecting one and writing an expository paragraph demonstrating why their subject is a hero.

3. Input
We will read the story on the first day. After reading the story we will start a discussion about heroes and incorporate the heroes the class has learned earlier this year. We will let the class know that tomorrow they will update the timeline and write a paragraph about a hero that is meaningful to them. We will provide a timeline with specific spots for certain dates. The dates will be for an era in history when a hero they have studied previously lived let the class know that tomorrow they will update the timeline and write a paragraph about a hero that is meaningful to them. Previous heroes are: Rosa Parks Martin Luther King, Roberto Clemente, Poncho Villa, Christopher Columbus, Thomas Jefferson, Abraham Lincoln, George Washington, Lance Armstrong, and James Madison.
Tomorrow we ask students to identify the correct date in correlation to the correct hero. Ask students why they think the people on the timeline are heroes. Students will write a paragraph about that hero that we discussed.

4. Modeling
Each teacher will read a paragraph written about Dzání stating her reasons as to why she picked her hero. This shows the students that there is no right or wrong answer. The paragraph will have a topic sentence, supporting details and relevant information. She will also make a place on the timeline for the hero.

5. Check for Understanding
Review the steps of the assignment with the students and write them on the board. Hand out the rubric they will be assessed with and review it. Ask a couple of students the order that they are to complete the task. Make sure they understand to first pre-write. If they finish before everyone else, they may draw an illustration of their hero.

6. Guided Practice
The students will start prewriting/writing with the teacher walking around the classroom to help. The teacher will ask students what their definition of a hero is. The teacher will be available to answer questions and advise the students making sure they are doing prewriting, and they understand the assignment.

7. Independent Practice - or Homework
If they are not finished with the paragraph they can finish it up for homework.

8. Closure
Students can share their hero paragraphs with the class or split into groups and share. Students will be encouraged to talk with their families about heroes and who they think are heroes in today's society. With their parents permission some of the paragraphs will be posted on the SW Children's Literature website.

Assessment
Students will be assessed by their discussion during the timeline portion of the lesson. They will be assessed by a rubric for their writing.


Extensions and Modifications
Extensions: The initial paragraph can be used as a starting point for a more extensive research paper.
Modifications: Narrow down the choices of the heroes to help students focus on only one. Depending on a students writing ability the paragraph could be done in oral form.

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