Unit: Pre Columbian
Goal: The student will compare narrative and expository text structures.
Materials: Legend, Non-fiction piece, venn diagram, journal/learning log
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Lesson:
1.Review the anchor chart on text structures.
2.Read the two types of text; The Three Sisters Legend and the Three Sisters essay.
3.In groups, the students will fill out a venn diagram identifying the similarities and
differences between the two types of text.
4.Journal entry: Answer the question. The two pieces of text were about the same topic.
How were they different from each other?
Text Structures
Narrative Expository/
Informational Practical/ Functional
Structure Focus of the text is on a ries
of actions
Can be fiction or
non-fiction
Text which informs or
explains something.
Non-Fiction
Text is writing meant to
help the reader
accomplish an everyday
task.
Non-Fiction
Text Features •Characters with defined
personalities/identities.
•Dialogue often included -
ten may change to the
prent or the future.
•Descriptive language to
create images in the
reader's mind and enhance
the story.boost
Print Features:
Index, Glossary, table of
contents, Appendix, etc.
Organizational Aids:
Bold print, Bullets,
Headings, Captions,
Italics, etc.
Graphic Aids: Diagrams,
Maps, Tables, Charts,
Photographs,
Illustrations drawings,
etc.
•Directions
•Instructions
•Description of task,
event, or instruction
to be followed.
•What, when, where
•Table of contents
Examples Fiction: realistic fiction,
science fiction, mysteries, folk
tales, fairy tales, and myths.
Non-Fiction: reports, factual
stories, and biographies.
Text books,
Encyclopedias, essays,
reports, news articles,
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Instruction/operation
manuals, recipes, rules
for games, flyers,
science experiments,
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road safety rules.
Descriptive writing, compare and contrast, problem and solution, and cau and effect are also text structures, but they can be organized in a narrative or expository pattern.
Legend of the Three Sisters
A long time ago there were three sisters who lived together in a field.
The sisters were quite different from one another in their size and way of dressing. The little sister was so young that she could only crawl at first, and she was dresd in green.
The cond sister wore a bright yellow dress, and she had a way of running off by herlf when the sun shone and the soft wind blew in her face.
五年级上册英语试卷The third was the eldest sister, standing always very straight and tall above the other sisters and trying to protect them. She wore a pale green shawl, and she had long, yellow hair that tosd about her head in the breeze.
There was one way the sisters were all alike, though. They loved each other dearly, and they always stayed together. This made them very strong.
One day a stranger came to the field of the Three Sisters - a Mohawk boy. He talked to the birds and other animals - this caught the attention of the three sisters.
Late that summer, the youngest and smallest sister disappeared. Her sisters were sad.
Again the Mohawk boy came to the field to gather reeds at the water's edge. The two sisters who were left watched his moccasin trail, and that night the cond sister - the one in the yellow dress - disappeared as well.
Now the Elder Sister was the only one left.
zingShe continued to stand tall in her field. When the Mohawk boy saw that she misd her sisters, he brought them all back together and they became stronger together, again.
The Three Sisters According to Iroquois legend, corn, beans, and squash are three inparable sisters who only grow and thrive together. This tradition of inter planting corn, beans and squash in the same mounds, widespread among Native American farming societies, is a sophisticated, sustainable system that provided long-term soil fertility and a healthy diet to generations. Growing a Three Sisters garden is a wonderful way to feel more connected to the history of this land, regardless of our ancestry.
The Iroquois believe corn, beans and
squash are precious gifts from the Greatlldpe
Spirit, each watched over by one of three
sisters spirits, called the De-o-ha-ko, or
Our Sustainers". The planting ason is
marked by ceremonies to honor them,
and a festival commemorates the first
harvest of green corn on the cob. By
retelling the stories and performing
annual rituals, Native Americans pasd down the knowledge of growing, using and prerving the Three Sisters through generations.
Corn provides a natural pole for bean vines to climb. Beans fix nitrogen on their roots, improving the overall fertility of the plot by providing nitrogen to the following year’s corn. Bean vines also help stabilize the corn plants, making them less vulnerable to blowing over in the wind. Shallow-rooted squash vines become living mulch, shading emerging weeds and preventing soil moisture from evaporating, thereby improving the overall crops chances of survival in dry years. Spiny squash plants also help discourage predators from approaching the corn and beans. The large amount of crop residue from this planting combination can be incorporated back into the mound at the end of the ason, to build up the organic matter in the soil and improve its structure.
safetyfirstCorn, beans and squash also
complement each other
nutritionally. Corn provides
carbohydrates, the dried beans are
rich in protein, balancing the lack of
necessary amino acids found in
corn. Finally, squash yields both
vitamins from the fruit and
healthful, delicious oil from the
eds.
Native Americans kept this system in practice for centuries.
They often look for signs in their environment that indicate the
right soil temperature and weather for planting corn, i.e. when
the Canada gee return or the dogwood leaves reach the size
of a squirrels ear.
Early European ttlers would certainly never have survived without the gift of the Three Sisters from the Native Americans.
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