13 the daily life of the cherokee - hmhco.com · page 2: this book describes the daily lives of the...

Number of Words: 647

L E S S O N 1 3 T E A C H E R ’ S G U I D E

The Daily Life of the Cherokeeby Dan Greenberg

Fountas-Pinnell Level NNonfictionSelection SummaryThe author looks back at the woodland Cherokee Indians of the 1700s and 1800s: their homes, clans, and gender roles. He also looks at the Cherokee today; they are modern yet maintain their clans — and still enjoy celebrating together by stomp dancing.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Nonfi ction

Text Structure • Expository text organized under section headings• Text patterns: descriptive (pp. 2, 10), chronological (pp. 3–4), classifying (pp. 5–9)

Content • Cherokee history, society, customsThemes and Ideas • Men’s and women’s roles vary in different societies.

• Indians, like people of other cultures, like to celebrate together.• Indians today are modern people who retain many of their old traditions.

Language and Literary Features

• The author begins and ends with celebratory Cherokee stomp dancing.• Tense shifts from present (p. 2) to past (pp. 3-8) and back to present (pp. 9–10).

Sentence Complexity • A mix of short, simple and long, complex sentences (four longer than 15 words)• Commas in series (e.g., pp. 2, 6); to set off words, clauses, phrases (e.g., pp. 3, 7, 9)• Sentences types: mainly statements, with three exclamations (pp. 2, 5)

Vocabulary • Cherokee cultural terms: stomp dance, sacred fi re, Green Corn Festival, clan names• Some clan-associated tree names may be unfamiliar: ash, locust, hickory• Possibly unfamiliar words: woodland nation, sacred, swift, rugged, specialty, traditional

Words • Many multisyllabic words: celebration, American, Oklahoma, traditional• Many affi xed words, especially -er/-or noun endings: farmer, driver, protector• Possible decoding challenges: sacred, fortune, specialty, examined, customs

Illustrations • Color and black-and-white photographs support and supplement the text.Book and Print Features • Nine pages, all a mix of text and art

• Captioned photographs, a map with labels (p. 3), and a chart (p. 7)© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

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Target Vocabulary

examined — looked at closely, p. 5

fondly — in a loving way, p. 10mist — a mass of tiny drops of

water in the air, p. 5

pausing — stopping briefl y, p. 10peak — pointed top of

something, p. 3pleaded — made an urgent

request, p. 5

rugged — rough and uneven, p. 3

steep — very high, p. 3

The Daily Life of the Cherokee by Dan Greenberg

Build BackgroundUse students’ knowledge of family or cultural celebrations/traditions to create interest, asking a question like this: Are there special events, activities, foods, or clothing that have been in your family for a long time? Then read the title and author, and discuss the cover. Explain that the Cherokee are a nation of Indians and that these modern-day Cherokee girls are performing a traditional dance in traditional clothing.

Introduce the TextGuide students through the text, noting important ideas and nonfi ction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions:

: This book describes the daily lives of the Cherokee Indians, today and in the past. Suggested language: Turn to page 2. Men and women in this old photo are Cherokee Indians from long ago. Read the caption and tell what dance they are doing and why they are doing it.

Page 3: Introduce the map. This map shows the rugged land of the Cherokee in the 1700s. You can see places on the map that show where mountains are. The Cherokee land has mountains with steep peaks.

Pages 4–5: Turn to pages 4 and 5 and examine the headings, photos, and captions to tell what you will read about on these pages.

Page 7: Draw attention to the chart. Charts organize lots of facts in a small space. This chart is about Cherokee clans. Every Cherokee belongs to a group, or clan. What can you learn about the clans from reading the chart?

Now turn back to the beginning of the book and read to fi nd out about the lives of the Cherokee—as they used to be and as they are now.

2 Lesson 13: The Daily Life of the CherokeeGrade 3© Houghton Mifflin Harcourt Publishing Company


ReadHave students read The Daily Life of the Cherokee silently while you listen to individual students read. Support their problem solving and fl uency as needed.

Remind students to use the Analyze/Evaluate Strategy , thinking carefully about the text and then forming an opinion about it.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the book.Suggested language: What Cherokee custom or tradition did you fi nd the most interesting? Why?

Ways of ThinkingAs you discuss the text, help students understand these points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• The Cherokee changed their homes and location over time.

• Cherokee men and women lived in clans and had different jobs to do.

• Cherokees today have modern jobs but many still live in clans and keep traditions like the stomp dance.

• Indians’ lives today are a mix of the new and the old.

• Men’s and women’s roles can be different in different societies.

• People of all cultures like to celebrate together and have fun.

• The author begins and ends with the Cherokee celebrating and doing the stomp dance.

• Black-and-white photos show earlier times. Color photos show the present.

• A map and a chart are included to show more information about the Cherokee.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for Further Support• Fluency Invite students to choose a paragraph to read to demonstrate phrased

reading. Remind them that when they read a long sentence, they should look for ways to group words together, as in this sentence on page 2: The Cherokee / have been holding / dances like this / for many years.

• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that the -er ending can be added to a base word (verb) to make a noun that means “someone who does something.” Demonstrate with farmers (p. 5), showing how farm + -er makes a word that means “someone who farms.” Have students identify the base words and discuss the meanings of these words from the text (listed in the singular): singer, healer, hunter, teacher, leader, and tracker.



Writing about ReadingVocabulary PracticeHave students complete the Vocabulary questions on BLM 13.1.

RespondingHave students complete the vocabulary activities on page 11. Remind them to answer the Word Teaser on page 12. (Answer: rugged)

Reading Nonfi ctionNonfiction Features: Maps and Charts Remind students that maps are drawings of a part of the world. Maps usually have labels that identify places, with different colors used for water and land. Point out the state names and bodies of water on the map on page 3. Read the caption to identify the purpose of the map. Have students compare this map with another classroom or textbook map: What parts of the world are shown in each? What kinds of labels are used? How are colors used? What is each map’s purpose?

Explain that charts show a lot of information in a small space. Use the chart on page 7 to review parts of a chart: the heading (what the chart shows), the columns/column headings, and rows. Tell them that when they read down, the column headings tell what is in each row. When students read across, they can compare information in two or more rows. Ask questions about individual entries such as: Which clan’s color is brown? What special job do people of the Paint Clan have? Then ask questions that have students compare entries, such as: Which clans have one special job? Which have two? Which clans share the same job?

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6.

Assessment Prompts• In the paragraph on page 3, which word means almost the same thing as high?

• Which word on page 5 tells the reader that Cherokee women took the time to know how every plant they planted was doing?

• What can readers tell from the fact that modern Cherokee still get together to do the stomp dance, even though they may not plant corn any more?

________________________________________________________________.



Read directions to students.

Target VocabularyWrite words and ideas that go with the word examined in the web. Then create your own webs for the remaining Target Vocabulary words.

examinedfondlymist

pausingpeak

pleaded

ruggedsteep

Vocabulary

looked closely

clues

microscope

doctor’s visit

examined

Possible responses shown.

Name Date

Grade 3, Unit 3: Learning Lessons3

Lesson 13B L A C K L I N E M A S T E R 1 3 . 1

Target Vocabulary© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

The Daily Life of the Cherokee

Target Vocabulary

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English Language DevelopmentReading Support Pair English-speaking and English language learners so that they can check their understanding with each other. After reading the text, have pairs make a list of interesting language they learned from fi nding out about the Cherokee way of life, such as stomp dance, sacred fi re, and Wild Potato Clan.

Vocabulary Students may be more familiar with other words that sound like the target vocabulary words mist, peak, and pausing. Show the spellings and discuss the different meanings for these homophone pairs: mist/missed, peak/peek, and pause/paws.

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Which Indians did you just learn about?

Speaker 2: Cherokee

Speaker 1: What dance have the Cherokee always liked to do?

Speaker 2: the stomp dance

Speaker 1: Each clan has special jobs and special rules. What other two special things does it have?

Speaker 2: It has special colors and special trees.

Speaker 1: What main job did Cherokee men have?

Speaker 2: Their main job was to fi nd food (or to hunt and fi sh).

Speaker 1: How has the reason for the stomp dance changed?

Speaker 2: Today it is a fun gathering. Long ago, it was a celebration of a new corn crop.

Speaker 1: How are Cherokee clans different?

Speaker 2: Each clan has different colors, trees, and jobs.



Name Date

The Daily Life of the CherokeeThinking Beyond the Text

Read the paragraph. Then write your journal entry on the lines.

Imagine you are a Cherokee child, living with your family in the 1800s. Write a journal entry describing how you help your parents with their daily jobs. Use details from the book in your journal entry.


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Target VocabularyWrite words and ideas that go with the word examined in the web. Then create your own webs for the remaining Target Vocabulary words.

examined

fondly

mist

pausing

peak

pleaded

rugged

steep

Vocabulary

examined

Name Date

Lesson 13B L A C K L I N E M A S T E R 1 3 . 1


Target Vocabulary



1414186

Student Date Lesson 13

B L A C K L I N E M A S T E R 1 3 . 2 3


Running Record Form

The Daily Life of the Cherokee • LEVEL N

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

2

3

Welcome to a Cherokee stomp dance! At this celebration,

singers sing, rattles shake, and dancers stomp and shuffle as

they circle the sacred fire. What a night!

The Cherokee have been holding dances like this for many

years. It is a celebration of the past. It is also a celebration of

the future. Let’s learn about the Cherokee.

In the 1700s, the Cherokee were a woodland American

Indian nation. At that time, their home was in the southeast

United States. The Cherokee lived in a rugged land. It was a

land of swift rivers and steep mountain peaks.

Comments: Accuracy Rate (# words read

correctly/98 × 100)

%

Total Self- Corrections



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