╨╧рб▒с>■  ■                                                                                                                                                                                                                                                                                                                                                                                                                                                   ¤   ■   ■    ■   ■                                                                                                                                                                                                                                                                                                                                                                                                                           Root Entry        ┬█═(т ╬вЪкJr@н Щ┐└MatOST        @░oЩ┐└зуЩ┐MM            MN0    Ю(■   ■                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       ND■      ┬█═(т ╬вЪкJrMicrosoft Works MSWorksWPDocЇ9▓q■ХSа░TЫ╨ Ю(А%Ц%.─%─%─%─%аар=╨/╨8d─%    ╨ t*'─%╓%T Salmon: Unit Summary УSalmon was presented to me and my family through our religion as our brother. 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.Ф Margaret Saluskin, Yakima Background: The salmon is a part of the Muckleshoot CommunityТs 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 communitiesТ. 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 С99). 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 schoolТs 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). EagleТs 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. The Welcome Song Lesson Plan Salmon Boy a Haida Legend is tale of a boy that does not respect traditions of throwing the salmon bones back into the river to complete the life-cycle of the salmon. The little boy eventually went to live with the Salmon People and learned to be respectful. The story is about the return of the salmon as well as the life-cycle of the salmon. In this lesson the students will create their own welcome song to welcome back the salmon. They are familiar with a welcome song that is sung at traditional gatherings (The We-awtz Song). They are also familiar with poetry and have created their own using different styles. Some of the student-created poems have been put to music by using tunes the students are familiar with. This lesson will take about 45 minutes to complete and can be continue at a later time to create more verses. Materials: Northwest Native American drum Student-made paper machТ shakers made out of paper tubes Native American Animal Stories told by Joseph Bruchac Objectives: The students will develop listening skills The students will appreciate music as a way to learn and problem solve The students will explore music as a means of creative expression The students will develop self-discipline The students will be able to work closely with others to a common goal The students will develop communication skills. The students will enhance their abstract thinking The students will make decisions that best suit their own learning styles Procedures: 1. The students will begin this lesson by singing the We-awtz or Welcome Song. They will be told that they will create their own welcome song to welcome back the salmon, as they return to the place of their origin. 2. The teacher will read Salmon Boy to the students and then discuss the sequence of events as they happened and how it relates to the life-cycle of the salmon. 3. The students will discuss the importance of the salmon returning to the rivers to spawn not only for the existence of the salmon but native people and their culture. 4. The teacher will write all of the childrenТs suggestions on the board about what they remembered about the story. 5. The students will sing the We-awtz song again and this time create simple verses to be used to tell about the return of the salmon. 6. The teacher will write these down. 7. The students will practice their newly created welcome song while the teacher uses the drum to assist with the beat and tempo. 8. The students may practice using their paper machТ shakers and singing their welcome song. Evaluation: The teacher will observe the studentТs comprehension of the story by their participation in the discussion and their involvement in creating the Welcome Song. Extension: The students may decide to create their own original tune rather then using the We-awtz Song. The students could create other songs from the stories and legends that read in class. The newly created welcome song will be sung Family Night when the student perform their Salmon Dance. The Welcome Song may be recorded on their Kid Pix slide show. гпВОо ╕ I X ╬ ▀ 1 = · 1EcЧ{u{u{q{u{u{u{q{q{u{q{Ч█ AАЮ╚ъ<cБ╙с<[qsД{w{w{w{w{wqkwgw{wcgДalr}фєХг {w{s{w{w{ бг▒│$&z|м о ╜ ┐ qqiiii_iiiiiiiiiii    р└!┐ G I [ ] Ю ∙ H u ╠ ╬ с у !wwwweeeeeSwwwww  hШ■  /1БГєїjl╗╜°·[]_acБweeeeeeeeeeeeee  БГртвb╤╙▀с<suВДwwwwewwwwwwwwww  Д▒∙<gпр^anp╧3X║fmmmmmmmm[[[[[[[[[  hШ■f╕;Х╠їWВтфёєУХбгmmmmmmmmmmmmmmmm[ hШ■ [┬    mmm[  hШ■ЧД ABC┐ БДf DEFGHIJTimes New Roman╨h аар=╨/╨8аар=╨/╨8dCompObj            U