By: Maddie Vaughn

Noah Chu
Breannah Gammon
Stephanie Vargas

WHAT WE WANT YOU TO KNOW.

1. The origin story of the Native American dream catcher.

2. Dreams can be important to individuals.
3. Dreams can be expressed in a variety of ways.
4. Dreams can change based on our experiences.

BIG IDEA: DREAMS (3RD GRADE)

Dream Catchers
Authentic American Indian tradition
Native Americans believed that the night air was filled with good and bad dreams
Legend goes that the bad dreams will get caught in the web, only good dreams will pass
positive dreams would slip through the hole in the center of the dream catcher, and glide
down the feathers to the sleeping person below
https://www.youtube.com/watch?v=3XzU1jwx9bA

Refrence
http://www.dream-catchers.org

ANTICIPATORY
Students will begin the
class by using VTS with a
photograph of American
Indian women from the
Miwok tribe.

ESSENTIAL QUESTIONS
1. What can a dream be?
2. Why are dreams important?
3. What can dreams tell us?
4. How can dreams be expressed?

WHAT WE WANT YOU TO DO

1. The students will (TSW) be able to construct an artistic

representation of their dreams.
2. The students will (TSW) be able to write a narrative
describing their dreams.
3. The students will (TSW) be able to explain how local
American Indian tribes use dream catchers.

IDENTIFY AND DEFINE

1.Meaning making is the ability to understand and share the thoughts
and feeling of other.
2. VTS (Visual Thinking Strategies) is a activity facilitated by teacher.
Students are to participating by look at art, responding to questions,
and participating in group discussions
3. Expressive writing - the student will express their feelings about
their dreams and goals coherently.

LESSON OVERVIEW
Students will design dream catcher bag inspired by the ideas of the original
American Indian art of dream catchers. They will display their interpretations of
their dreams and goals in and outside of the dream catcher bag. Finally the students
will write a letter to themselves regarding these dreams and seal it inside the bag to
be opened at a later date.

LESSON ACTIVITIES AND PROCEDURES

1. Introduce ourselves to class.
2. Introduce VTS image and invite students to move closer, Breannah will facilitate.
3. Nou will put students into small groups of 3-4 to discuss the reading. Provide 3-5 minutes to discuss the
benefits of VTS mentioned in the article and how they could use VTS in a classroom.
4. Stephanie will begin the PowerPoint, and the group will take turns introducing information from the
slides.
5. Maddie will introduce the sample dream catcher bags to students.
6. Each group member will share the meaning of what they included on their bags.
7. Nou will inform the class where the materials are located and what is available.
8. Each group member will walk around the classroom while students are working to observe their artwork.
9. When students have completed decorating and writing letters, they will staple their bags shut.

TICKET OUT.

To leave the students will complete their bags

and one instructor will staple them closed with
the letter inside as they leave the classroom.

FORMATIVE ASSESMENT

In small groups, students will generate 2-3 ideas of how

they can integrate other Common Core standards with art
making experiences. Each group will then report out to
the class.