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The same with the deer. And our sisters are the roots and the berries. And you would treat them as such. Their life to you is just as important as other person would be.” Margaret Saluskin, Yakima Background: The salmon is a part of the Muckleshoot Community’s spiritual and cultural identity. The annual salmon return and its celebration by native people assures the renewal of life. This unit would integrate the celebration of the salmon and involve the children with classroom activities that reflect the communities’. The tribe also owns and operates a salmon hatchery. The month of September is Salmon Homecoming. The Muckleshoot Tribal hosted the annual canoe-in from the other tribes around Puget Sound (fall ‘99). Following the canoe-in was a salmon bake and a pow wow with intertribal dancing. Lessons and activities based around the salmon would start in September and continue throughout the year. This unit is designed for kindergarten students that have had previous experience with many art modalities. The lessons are designed to develop imagination, self-expression, and individual creativeness. Communication and problem-solving skills will be enhanced by engaging the spirit, mind and body through these activities. Storytelling and Native American legends, that begin each lesson, will familiarize the students with tradition stories that involve salmon and other animals. They will enjoy creative movement and drama activities, as a way to become familiar with the life-cycle of a salmon. The use of paints, scissors, modeling clay, and construction paper will be used to explore salmon themes. Music and creative movement, will provide opportunities for the children to create songs and dances about the experiences of the salmon. The students will become familiar with technology and its many uses while working with a peer tutor. Technology will be used to make a permanent record of their experiences, by completing a Kid Pix slide show. Time Frame: Most of the activities in this unit would be completed during the month of February. The winter is storytelling time by the elders in the Indian community and the lessons in this unit are based around or have a story as an opener or hock. Many more extension activities would continue throughout the year involving students in learning about the salmon and cultural identity themes. Unit Objectives: To explore problem solving through different modalities of art To develop and expand self-expression and communication, especially orally and physically To develop and expand concentration and multi-sensory perception and learning To increase self-esteem and self-confidence To discover the joy of learning though the emotions, the physical, and the intellect Closing Activity: On the last Thursday night of every month the Muckleshoot Tribal School hosts Family Night for the tribal community. The school does not have a PTA, so this is the school’s way of involving the parents and the community with school. The teachers are always responsible for the program and the activities. A salmon bake for the community would be followed by a short program with each of the grade levels participating. The kindergarten would recite poetry and share songs they have learned and created. They would present their Salmon Dance, a dramatization of the life-cycle of a salmon. In collaboration with the upper grades, the Kid Pix slide show would be presented to show the parents and the community the learning that is being done in the classroom. The slide show would be presented as a work-in-progress. The Wee-awtz Song (Welcome Song) would be sung out of respect for the Elders that were present. They would understand that traditions where being handed down. The White River Singers would be invited. (Pow wow singers w/drum) References: Native American Stories Bruchac, J. (1992). Native American Animal Stories. CA: Fulcrum Publishing Co. Bruchac, J. (1996). Four Ancestors: Stories, Songs and Poems from Native North America. US: Bridgewater Books. Challenger, R. (1996). Eagle’s Reflection and Other Northwest Coast Stories. Canada: Heritage House Publishing, Co. Cohlene, T. (1990). Clamshell Boy: A Makah Legend. FL: The Rourke Corp., Inc. Murphy, C. The Prince and the Salmon People. NY: Rizzoli. Rudolph, N. (1996). Paper Animal Masks from Northwest Tribal Tales. NY: Sterling Publishing Co. Native American Legends and Technology Lesson Plans The students have been learning about Indian folklore and Native American Legends. Each student has made an animal mask from one of these legends. Their peer-tutors will take pictures of them wearing their animal mask with a digital camera. Each kindergarten student, with the aid of his peer tutor, will tell about his character by creating a legend of story around it . The students are familiar with Kid Pix Studio Deluxe in which they will import their picture to be combined with the story. This lesson will take approximately 2 -3 half-hour classes in the computer lab. Materials: Kid Pix Studio Deluxe by Broderbund Student-created animal mask digital camera Objectives: The students will demonstrate knowledge of the software Kid Pix Deluxe The students will work cooperatively with their peer-tutor The students will enhance their creative and abstract thinking skills The students will demonstrate problem-solving skills The students will enhance their communication skills The students will make decisions that best suit their own learning styles Procedures: 1. The peer-tutor will photograph the kindergarten student wearing his animal mask. 2. The kindergarten student will discuss with his peer-tutors ideas for a story that he wanted to create about his mask, or he may put into his own words a legend that he likes. 3. The peer-tutor will import the photograph of the student using Kid Pix Studio Delux. 4. The peer-tutor will type the story the kindergarten student wants to use to go along with his animal mask. 5. The finished slides will be combined to create a slide show. 6. These will be downloaded on a disk to be used on the computer in the classroom for viewing by students at their leisure. Evaluation: The teacher will look for events in sequence and comprehension when the kindergarten students are creating or retelling a Native American Legend. She will observe if the students are working together for possible solutions to problems. Extension: The side show maybe one of many that are kept on file and used in the classroom to preview. The language used in the side show will be the student’s own and will promote comprehension and the development of reading skills. 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