ED 305 Lesson 2

Names: Jess Locke and Yvonne Boeskool

Big Idea: Me and the Sleeping Bear: An Exploration of Sleeping Bear Dunes National Park
Thread/Crossover: Culture, ELA

I. Objectives
What is the main focus of this lesson?
In this lesson, we will be addressing the culture strand of our unit as introduced in the history lesson. This time around, we will be
digging deeper into the culture of Native Americans, or the Ojibwe tribe specifically since they were prevalent in the region of
Sleeping Bear Dunes. We will primarily be focusing on their musical traditions and how they incorporate the tribe’s core religious
and cultural values.

How does this lesson tie in to your unit’s Big Idea?

This lesson is a continuation of the history lesson. After students have a foundation of knowledge of the types of people in the
area of Sleeping Bear Dunes, and they have studied the historical tradition of legends, they will dive deeper into various cultural
traditions involving music (and how religion plays into this). We want this to be sort of a celebratory lesson in which students use
their creative abilities to replicate the rich culture of Native Americans of early time periods in this area. This will be a two day
lesson.

What are your objectives for this lesson?

Culture Standards:
NCCS 1A - Explore and describe similarities and differences in the ways groups, societies, and cultures address
similar human needs and concerns
NCCS 1C - Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of
culture and influence behavior of people living in a particular culture

GLCEs:
3 – H3.0.4 Draw upon traditional stories and/or teachings of American Indians (e.g., Anishinaabeg - Ojibway
(Chippewa), Odawa (Ottawa), Potawatomi; Menominee; Huron Indians) who lived in Michigan in
order to make generalizations about their beliefs.
3 – G5.0.2 Describe how people adapt to, use, and modify the physical environment of Michigan.

ELA Common Core Standards:

CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
CCSS.ELA-LITERACY.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is conveyed through key details in the text.

II. Before you start

Students should know the Native American tribes in the area of Sleeping Bear Dunes and
Prerequisite knowledge and skills. have a basis of understanding of the importance of literature/oral traditions/legends in their
culture. This was taught in the previous lesson addressing the history thread.

- The discussion with the class at the beginning of the lesson serves as the assessment
for learning and gives the teacher an idea of what students already know about
Native American music and instruments.
- The class discussions serve as an assessment as learning and allows students to
Assessment monitor their understanding as well as the teacher to see where they’re at.
(formative and summative) - The teacher should also walk through while students are working on the two
activities/projects to assess their progress as learning.
- The Dandelion Song sheet and the rainstick/shaker craft serves as an assessment of
learning in that students are able to apply the concepts to show the teacher, peers,
and themselves what they have learned.
 Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Representation Multiple Means of Expression (Action) Multiple Means of Engagement
Options for Perception Options for action/interaction Options for recruiting interest
There is valuable auditory experiences in Students express themselves artistically The musical and artistic elements get
this lesson as student explore one tribe’s by decorating their rainstick/shaker. students excited for the lesson.
musical traditions.

Options for Language/Symbols Options for Expression and Options for Sustaining Effort & Persistence
Students analyze a poem and highlight Communication
parts of it. Students discuss and work with partners
on the poem analysis.

Options for Comprehension Options for Executive Function Options for Self Regulation

- Ojibwe prayer song https://www.youtube.com/watch?v=1o3cOH70C-0

- Pictures of Native American musical instruments found in this folder:
https://drive.google.com/open?id=1iFKXmA9jRq_Ph2QejrtTJLRI5ff02LdK
- Dandelion Song Poem (attached below)
- Highlighters for student use
- Materials for rainsticks (instructions found here: https://buggyandbuddy.com/how-
to-make-a-rainstick-instrument/
Materials-what materials (books, - Sturdy cardboard tube (can use empty cardboard tube from aluminum foil
handouts, etc) do you need for this roll)
lesson and do you have them? - Paint (Tempera works best)
- Large, brown paper grocery bag
- Yarn
- Rubberbands
- Scissors
- Pipe cleaners and/or craft wire
- Beads, rice, beans, or other material for inside the rainstick

There should be space at the front of the room for whole class discussion, and there should
Do you need to set up your also be space for students to work in partners on the Dandelion Song as well as individually
classroom in any special way for on the rainstick/shaker craft.
this lesson? If so, describe it.

III. The Plan

Time The description of (script for) the lesson, wherein you describe teacher activities and student
Parts
activities (indicate in parenthesis where you are addressing standards and themes)
Motivation https://www.youtube.com/watch?v=1o3cOH70C-0
(Opening/ - This song is to be played at the beginning of class. However, beforehand, encourage the
Introduction/ students to listen into key details, such as instruments, voices, animals, etc.
Engagement) - Key notes: flute, drum, shakers, chanting, etc.
- Ask students if they have ever heard music like this.
- If they haven’t explain that it’s okay and that we will be learning about Native
American Music and their culture.
- Has anyone heard of the word culture before? What can you tell us about it?
- Possible answers may be, art, music, religion, language, etc.

Development
- Begin to discuss how the Ojibwe culture reflects their core beliefs. Explain these four concepts
to students and make a list on the board as you go, listing the words in bold:
- They believe that family and education are very important.
- They believe that humans are always learning and growing.
- They use music to connect with nature, by using sounds and words inspired by the
wind, sun, animals, and other things in nature.
- Music in the Ojibwa culture was considered sacred because it delivers peace,
encourages reflection, and teaches about respect and love for others.
- Continue to discuss how music plays a role in the Ojibwe culture.
- Show students pictures of some of the musical instruments they used to use. Show
pictures of each (included below).
- An important instrument was the flute. The flute represents love. It also represents a
woman who is sad. In their culture, women’s love songs are about goodbyes or
loneliness.
- Another important instrument is the shaker/rainstick. The purpose of the shaker is to
keep the rhythm and also play along with the drums and voices. This is known to be the
first instrument of the Ojibwe.
- Finally, the drum is an important instrument for performances, rituals, and
celebrations.
- Can anyone tell us what a performance or ritual is?
- Allow time for answers and discussion.
- May ask them for examples.
- The drum is known to be the heartbeat of the Ojibwe people. There are three different
types of drums they use, the big drum, the hand drum and the water drum.
- The big drum is the one that keeps the beat.
- The hand drum is represents the Earth. It is made from wood they gathered
from cutting down trees, and deer pelt. The deer pelt represents peace.
- The water that they used in the water drum represented life.
- Teach the purpose of music in Ojibwe culture.
- The songs they sing/perform have meaning and purpose. They promote a better,
happier, and healthier life.
- All of their songs have a purpose and many are special, some are so special that they
shouldn’t be performed other than at the proper time.
- Pass out copies of the Dandelion Song to students in pairs. Have them read it together and
discuss themes.
- Which of these Ojibwe core cultural beliefs talked about in this poem/song?
- Highlight evidence of any of these themes you find throughout the poem and label
them. You won’t be able to find all of them - just a few.
- Go over this work with the whole class.
- Many poems, like the one we just read, were put to music using the instruments we talked
about earlier.
- The Native Americans used natural materials to make these instruments. Picture the Ojibwe
people living in the area of Sleeping Bear Dunes. What kinds of materials might they use to
make a flute, shaker/rainstick, or drum?
- Have students turn and talk to their neighbor
- Today we are going to make our own rainstick using the resources that are available to us here
in the classroom.
- Go over how to make the Rainsticks, showing students a simplified demonstration of each step.
This should be done before distributing materials to avoid distractions.
- Set students free to begin work, but circulate through the room to help any students who may
be struggling with the instructions.
- Here are the steps:
1. Start by painting your cardboard tube. You may show students how to resemble a
piece of hollow wood. Let it dry.
2. Cut out two circles from a large, paper grocery bag. You can crumpled the paper up to
make it soft and look worn. Cut some fringe around the outside of the circle.
3. Attach one circle to the end of your cardboard tube using a rubber band.
 4. Experiment with different ways to fill your rainsticks. We have read that a good
combination is placing a few twisted pipe cleaners into the rainstick along with rice. It
sounds most like a typical sound you’d expect from a rainstick.
5. Once you’re happy with the sound of your rainstick, rubberband the other paper circle
to the opposite end.
6. Tie some different colored pieces to yarn to each end.
7. Create music and explore sound with your homemade rainsticks!

- Call students back together and discuss the lesson.

Closure - What types of instruments were the most common in Ojibwe music?
- In what ways did music reflect their cultural beliefs or religion?

Explain how this lesson supports your Big Idea. What is the “takeaway”?
This lesson is a continuation of the history lesson. After students have a foundation of knowledge of the types of people in the
area of Sleeping Bear Dunes, and they have studied the historical tradition of legends, they will dive deeper into various cultural
traditions involving music (and how religion plays into this). We want this to be sort of a celebratory lesson in which students use
their creative abilities to replicate the rich culture of Native Americans of early time periods in this area.