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Native Americans

SOCIAL STUDIES/LANGUAGE ARTS


Grade Level: 5th Grade
Book: Encounter by Jane Yolen
Houghton Mifflin Harcourt, 1992
Summary:
When Christopher Columbus landed on the island of San Salvador in
1492, what he discovered were the Taino Indians. Told from a young
Taino boy's point of view, this is a story of how the boy tried to warn his
people against welcoming the strangers, who seemed more interested in
golden ornaments than friendship. Years later the boy, now an old man,
looks back at the destruction of his people and their culture by the
colonizers.
Standards that fit the book:
1.1.1 Compare the way individuals in the community lived in the past with the way they live in
the present.
1.1.2 Compare past and present similarities and differences in community life through different
forms of media, biographies, oral histories, folklore, video images, etc.
3.1.1 Identify and describe Native American Woodland Indians who lived in the region when
European settlers arrived.
5.1.1 Identify and describe early cultures and settlements that existed in North America prior to
contact with Europeans.
5.1.3 Compare and contrast historic Indian groups of the West, Southwest, Northwest, Arctic
and sub-Arctic, Great Plains, and Eastern Woodlands regions at the beginning of European
exploration in the late fifteenth and sixteenth centuries.
Expected outcomes/objectives:
1. Listen to the teacher read Encounter aloud.
2. In writing note book
a. Respond to the book by writing a paragraph.
b. Compare and contrast to the knowledge already had about American Indians, to
what was learned.
3. Complete Native American to English worksheet.
4. Complete the A Native American . . . worksheet.
a. In part one complete three A Native American . . . sentences.
b. In part two complete three A Native American . . . sentences.
c. In part three compare and contrast the before and after Native American
sentences.
5. Discuss as a class what they learned.
Resources needed:
Book: Encounter, Writing note book for each child, the A Native American . . . worksheet, the
Native American to English worksheet, and pencil.
Directions:
1. Hand out the A Native American . . . worksheet. Have students fill out part one.
2. Have students go to the reading carpet.
3. Read the book Encounter
4. Have students go back to seats
5. Have the students get out writing note books
a. Have the students respond to the book by writing a paragraph
b. Have the students compare what they already knew about American Indians, to
what they learned.
6. Have the students turn in their writing note books
7. Hand out the Native American to English worksheet, and have the students do the
worksheet.
8. Have students turn in the Native American to English worksheet.
9. Have the students complete section two of the A Native American . . . worksheet.
10. Have students complete section three of the A Native American . . . worksheet.
11. Have the students turn in the A Native American . . . worksheet.
12. Discuss with the whole class, what the class learned.
Performance Assessment/Evaluation: Whole lesson 20 points
1. Completion of writing note book – 6 points
a. Paragraph
i. Student has a paragraph – credit/no credit
ii. Paragraph is a response to the book – credit/no credit
b. Compare and contrast
i. Student has a section on what they already knew – credit/no credit
ii. Student has a section on what they learned – credit/no credit
iii. Student has a contrast section – credit/no credit
iv. Student has a comparison section – credit/no credit
2. Native American to English worksheet – 7 points
a. Every word correct .5 credit/no credit
3. A Native American . . . worksheet – 4 points
a. Part one is filled out – credit/no credit
b. Part two is filled out – credit/no credit
c. Student has comparison section – credit/no credit
d. Student has contrast section – credit/no credit
4. Other things 3 points
a. Students sit quietly and pay attention to book – credit/no credit
b. During transitions student is quite and does what they are supposed to do –
credit/no credit
c. Student participates in discussion – credit/no credit
Name: Date: Student Number:
Native American to English worksheet

1. Chitmunk 2. Aroughcoun 3. Squnk


4. Ochek 5. Musquash 6. Moos
7. Aposoun 8. Pawcohiccora 9. Paccan
10. Pasimenan 11. Msickquatash 12. Askootasquash
13. Tamahak 14. Mohkussin

Write the word you think the Native American word means.
1. .

2. .

3. .

4. .

5. .

6. .

7. .

8. .

9. .

10. .

11. .

12. .

13. .

14. .
Name: Teachers version Date: Student Number:

Native American to English worksheet

1. Chitmunk 2. Aroughcoun 3. Squnk


4. Ochek 5. Musquash 6. Moos
7. Aposoun 8. Pawcohiccora 9. Paccan
10. Pasimenan 11. Msickquatash 12. Askootasquash
13. Tamahak 14. Mohkussin

Write the word you think the Native American word means.
1. Chipmunk

2. Raccoon

3. Skunk

4. Woodchuck

5. Muskrat

6. Moose

7. Opossum

8. Hickory

9. Pecan

10. Persimmon

11. Succotash

12. Squash

13. Tomahawk

14. Moccasin
Name: Date: Student Number:

A Native American . . . worksheet

Part 1:
Before you listen to the book Encounter. Complete the sentence three times.
1. A Native American .

2. A Native American .

3. A Native American .
Part 2:
After you listen to the book Encounter. Complete the sentence three times.
1. A Native American .

2. A Native American .

3. A Native American .
Part 3:
Compare and contrast the before and after Native American sentences.