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Dream catchers were used to protect the sleeping individual from negative dreams, allowing positive dreams to come through. A dream catcher is a hoop with webbing in the middle. Feathers hang from the hoop. It is said that the positive dreams would slip through the center hole of the dream catcher and glide down the feathers to reach the person. The negative dreams would get trapped in the web.
6. Students will enjoy a read aloud called Grandmother's Dreamcatcher: by Becky Ray McCain. After reading, we will discuss the author's purpose.
http://www.amazon.com/dp/0807530328/ref=rdr_ext_tmb#reader_0807530328
7. After listening to the story, the class will create their very own dream catcher and rain stick.
8. The students will come together in 4 groups (2 groups of dream catchers and 2 groups of rain sticks). Students will have about 15-20 minutes to complete their first project. Once the time is up, students will switch groups so they will have a chance of completing both projects.

glue
single hole puncher
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http://www.ahtahthiki.com/Tours-Programs-Seminole-Tribe-FL-Ah-Tah-Thi-Ki-Museum.html
4. After the students in partners go on the web field trip finding 5 new facts they learned from the field trip and writing them in our flip books. We will then write the principle a persuasive letter on why we should go on the field trip.
5. Then having a class discussion of our different ideas of why we should go on this field trip and how it would benefit us as a class we will learn new vocabulary to get prepared for our field trip.
6. Visiting the webpage http://www.native-languages.org/seminole_words.htm we will learn new words and ways the Seminole tribe talked.
7. Individually the students will complete Native American Symbols work sheets to connect new vocabulary and symbols used for the words and display this in their flip book.
8. After doing so they will be grouped up to come up with a table Indian name from the new symbols and vocabulary learned in todays lesson.
9. After each table completes the desired new table name the groups will go from table to table in order to try and finger out the new names each table has developed.
10. As a class we will then vote on the best name developed and make this the class name that we will use to submit out field trip request.
11. As a homework activity the students will complete a Vocabulary Crossword puzzle to put in their flip books to continue on to the next day.
Resources/Materials
Interactive White Board
Flip-Books
Pre and Post assessment
http://www.youtube.com/watch?v=7Hubq3DOL-Y
http://www.ahtahthiki.com/Tours-Programs-Seminole-Tribe-FL-Ah-Tah-Thi-Ki-Museum.html
http://www.native-languages.org/seminole_words.htm
Interactive handouts

LACC.5.RI.1.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
LACC.5.RI.3.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
and taught directly;directly.
Assessment
How will student learning be assessed? Authentic/Alternative assessments?
Exceptionalities
What accommodations or modifications do you make for ESOL, Gifted/Talented students, Learning/Reading disabilities (SLD), etc.
To review our previous1. We will begin day 4 with a reflection of day 3. Going over the KWL chart that was completed in day 3 and what we learn why don't you guys tell metalking with our groups about what the main focus of the owl dance was? Get a answer from each groupwe have learned thus far and gogoing over the activity in flip book information from the students.
2. I will then play a video for the students and discuss interesting facts we learned.ask them what they think the video might be about.
http://www.youtube.com/watch?v=7Hubq3DOL-Y
3. After writing our ideas down in our flip book and getting the answer from the students of their ideas we will then do a web field trip.
http://www.ahtahthiki.com/Tours-Programs-Seminole-Tribe-FL-Ah-Tah-Thi-Ki-Museum.html
4. After the students in partners go on the web field trip finding 5 new facts they learned from the field trip and writing them in our flip books. We will then write the principle a persuasive letter on why we should go on the field trip.
5.
Resources/Materials