Unit: Native American Legends - Lesson Plan 2: The Legend of Mackinac Island Origami Turtles and Bio-Poems

Grade Level Third Grade Time Required 70 -75 minutes

Materials: The Legend of Mackinac Island by Kathy-jo Wargin Construction Paper Bio-Poem Handout Markers or Crayons Scissors Tape Michigan Literacy Objectives: R.MT.03.01 self-monitor comprehension when reading or listening to texts by automatically applying strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, and summarizing. W.PR.03.05 proofread and edit writing using appropriate resources (e.g., dictionary, spell check, writing references) and grade-level checklists, both individually and in groups. 3 H3.0.4 Draw upon traditional stories of American Indians (e.g., Anishinaabeg Ojibway (Chippewa), Odawa (Ottawa), Potawatomi; Menominee; Huron Indians) who lived in Michigan in order to make generalizations about their beliefs. Lesson Specific Objectives 1. The students will listen to the reading of The Legend of Mackinac Island and use comprehension strategies to increase their understanding. They will be asked to make predictions and ask questions while the book is being read. 2. Students will have a good understanding of the story and the characters. 3. Students will construct a bio-poem and use proper editing techniques to construct their final draft. 4. Students will be able to use prior knowledge about Native Americans and their beliefs to help understand the Legend.

Anticipatory Set I will ask students if they have ever visited Mackinac Island and then discuss how they think the Island was formed. This will get a discussion going and flow nicely into the reading of the book. Well lets read the book and see how Mackinac Island was formed according to this Native American Legend.

During reading: I will ask the students to make predictions throughout the story. I will also ask the students to ask questions when they do not understand. After reading: We will have a discussion about the book before moving onto the assignment. Our discussion will consist of the characters from the story and the main points. This will make it clear to me that they understood the story. We will then discuss the procedure for completing the required assignment. I will have them construct their very own island with Makinauk as the actual island and blue construction paper as the water. The students will use origami and construction paper to make the turtle, Makinauk. I will then ask them to write a bio-poem to go along with their islands. The bio-poem will be about the main character from the book. I will ask them to write a rough draft of their poem in their learning logs before they move onto their final draft.

Modeling: I have constructed an example that I will show the students before beginning the activity. I will also slowly walk them through the origami portion of the activity. I will go step-by-step with the students and demonstrate how to construct their origami turtles. I will also have a sample of the bio-poem that demonstrates exactly what I expect. I will help them brainstorm ideas for their poems, if needed. Independent practice and Extending: They will put together their turtles (origami) and water (blue construction paper) to create Mackinac Island by stapling their turtles onto the blue water. They will then staple their poems onto the bottom of their Islands. As the students finish I will ask them to write their thoughts about the legend and what they learned throughout the lesson in their learning logs.

Closure Have students share their poems and origami turtles. Go over vocabulary and add to word wall. Assessment Participation and Discussion throughout the lesson. The Origami turtles and bio-poems. Adaptations for Diverse and/or Special Needs For a student with a learning disability, I will make sure to seat them close to me so that I can help them as needed. I will offer wide lined paper to allow them to write a little larger, if needed. I will color code their assignment, so that the student knows where to write different verses of the poem. Reflections