TCNJ Lesson Plan

The Tlingit Tribe of the Northwest

Student Name: Jennifer Sheridan

School Name: Hopewell Elementary

Grade Level: 2nd

Host Teachers Name: Ms. Harjes

Guidingand/or EssentialQuestions:
-

What is a totem pole?

Why are they tied with family stories?
How do they tell a familys story?

Pre-lesson Assignments and/or Student Prior Knowledge(ex. background knowledge,

possible misconceptions, prior lesson content)
Throughout the semester the students have been covering different Native American tribes. They
have covered the Sioux and the Iroquois tribes already. They have only begun the unit on the
Tlingit tribe this week with a close reading lesson about totem poles and family stories. Some of
the students may already know what a totem pole is whereas others may have never heard of one
so prior knowledge may vary.
Standards:
CCSS.ELA-Literacy.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central
message, lesson, or moral.
6.1 U.S. History: America in the World:
6.1.P.D.1 Describe characteristics of oneself, ones family, and others.
Learning Objectives and Assessments:
Learning Objectives

Assessment

The students will determine the lesson/moral of

the Tlingit totem pole folktale.

Teacher will assess student responses for

identification of the lesson moral.

The students will determine characteristics of

themselves and their family members.

Students will choose family members who fit

the roles of raven, fox, butterfly, and whale and
complete the writing piece.
Teacher will assess totem pole layer book for

detailed family stories/use of similes.

The students will determine characteristics of
themselves and their family members.

Students will choose characteristics of family

members and self using a list of 16 symbols
with traits listed and create a totem pole model.
Teacher will assess totem pole model for
detailed family stories/use of similes.

Materials/Resources:(List materials, include any online or book references and resources)

The book Totem Tale by Deb Vanasse; illustrated by Erik Brooks
20 Totem Pole layer booklets premade
Scissors
Colored pencils/crayons/markers
Pencils
20 toilet paper rolls (with cut out wings prepared)
Construction paper
Glue sticks
Tlingit totem pole symbols
List of symbols meanings for reference
My two models of the activities
Plan for set-up/distribution/cleanup of materials:
-

Ms. Harjes will have already handed out the close reading a few days prior
The students will go to the octagon table when called on and pick up a totem pole layer
book
While the students are busy writing in their totem pole booklets I will begin putting out
the materials for the craft and pass out a toilet paper roll to each student along with the
symbols and their meanings

Step by Step plan:

1. Lesson beginning: To begin the lesson I will discuss the article briefly that Ms. Harjes
has chosen for the close reading lesson this week in order to tie into my lesson properly. I
will say Alright boys and girls, recently you have been focusing your social studies time
on different Native American tribes. So far you have discussed the Sioux and the Iroquois
tribes. Now we have moved onto the Northwest Tlingit tribe. Earlier in the week Ms.
Harjes introduced a close reading to you all regarding totem poles. What have you
learned about totem poles so far after reading that piece? Now we are going to further
look into totem poles by creating versions of them to tell the tale of our own personal
families. Why do you think the Tlingit tribe places so much importance on telling their
families history?

2. Next, I will read aloud the short folktale picture book A Totem Pole to the students while
they sit story style on the carpet. The story depicts the animals on the totem pole and
makes them come to life in the story, highlighting the importance of their individual
characteristics and teaches a moral at the end about the story they tell as a whole unit.
We are going to read a fun tall tale about totem poles. It is an easier read but really focus
on what moral we want to get from it at the end and see if we can connect it to what we
already know about totem poles, okay?
3. After the book is read I will ask the students what the moral of the story was. What do
you think the moral of the story was or the main lesson you learned from listening to it?
Turn and talk to your neighbor. 3, 2, 1 talking is done What characteristics did you
notice that one of the characters had?
4. While the students are focused at the rug I will present them with my model of the
assignment they will be doing themselves. I will project my familys totem pole layer
booklet using the document camera. I will say This is my version of my personal
familys totem pole. Although my family is 5 people I used the characteristics given to
determine who in my family fits what characteristics. The top part of the totem pole
depicts the raven which I declared to resemble myself. Under the colored-in symbol I
wrote I am like the raven because I am living alone at college and am very independent
here. I am also very free-spirited and unique. Etc. for the rest of the characters.
5. The students will be given instructions of what they are expected to do and return back to
their seats, for instance When I call your colored table I would like you to pick up a premade totem pole layer booklet, return to your seats, and take out a pencil. On the board
will be the character descriptions for the raven, fox, butterfly, and whale for this
assignment and a sentence structure you may use in order to get started. It reads My
(insert family member) is like the (insert 1 of 4 animals) because.
6. After the children have finished the writing aspect they will get to create their very own
totem poles out of construction paper, empty toilet paper rolls, and printed out images of
the animal symbols. I have created my own for my family as well which I will model for
them. I will emphasize some important information by saying, Remember as we learned
in the close reading piece, the Totem Tale book, and the writing activity, the symbols of
the animals given to represent your family members should not just be chosen because
they are your favorite. You should take notice of the characteristics and truly think about
what best fits your family members best. I really thought about my two brothers and
my two parents as much as possible when choosing mine, for example I made my little
brother who is 19 years old a seagull because he is loud, creative, and lazy. He is the
goofball of the family making him always loud and making me laugh, he is creative and
can get out of trouble every time, and he is lazy because his favorite activities are
watching TV and playing video games. I dont like seagulls very much but I think it
really tells the story of my brother Mark and describes his personality the best.
7. The students may use any of the supplies given to them including the construction paper,
scissors, glue, coloring utensils and so on. They must however have at least 3 symbols on
their totem pole to represent at least 3 people, including themselves.
8. While the students are working I will put up a few pictures on the document camera of
real life totem poles to emphasis how large they can actually be and add a bit of
authenticity to the assignment. Has anyone ever seen a real totem pole before? Does

anyone remember the size that the close reading piece said that totem poles can be?
(answer: 70 feet tell aka taller than many schools)
9. Closure: Long: After everyone has finished making their layer booklets and their totem
pole models I will go around asking the students to share their favorite part. They may
read out loud one of their layer booklet sentences or may instead just explain why they
chose a particular symbol for a member of their family on their totem pole model. Short:
If time is limited we will not get to share much but instead I will wrap up the lesson by
explaining the importance of family to the Tlingit tribe and quickly discuss the idea that
each family within the tribe would have different totem poles and different family
dynamics just like we do if we look around at our neighbors totem pole models.
Key Questions (that you will ask):
-

Why do you think the Tlingit tribe places so much importance on telling their families
history?
What characteristics did you notice that one of the characters had?
Have any of you ever seen a real Totem Pole before?
Does anyone remember the size that the close reading piece said that totem poles can be?
What characteristics do you think fit different members of your family?
What symbols would you use to represent your parents/siblings?

Logistics:
Timing:

Lesson beginning: 2 minutes

Story read aloud and discussion: 8 minutes
Totem pole layer booklet (my model, instructions, creation): 20 minutes
Totem pole craft (my model, instructions, creation): 25 minutes
Closure: 5 minutes

Transitions:
-

The lesson will begin at the desks

I will call the students by table in order to switch over to the rug for the read aloud
The students will be called by table again to grab materials and return to their desks
The closure may be performed on carpet if time permits
Classroom Management:

I will utilize 1, 2, 3 all eyes on me *students repeat 1, 2 eyes on you

I will call tables by color to ensure fast but easy traffic flow
I will give explicit instructions of what I ask from the students

Differentiation
In order to differentiate for this lesson I am choose to create models for the students to utilize if
they need help, such as my family booklet, my totem pole model, and even the My ____ is like

the ____ because sentence I am going to write on the board for reference. Likewise I am
creating lists of the symbols meanings so each student can have their own. This activity is
differentiated on its own because the students can get as creative with it as they want with the
materials provided. I will also be walking around to aid students if they are having any trouble.