ChiefJoseph18401904

ED 618: Design A Socially Designed Assignment

ByLisaVann

Preface
A.1CurriculumContextinwhichthetextisbeingused.
ChiefJosephsSurrenderSpeech
http://www.emersonkent.com/history_notes/chief_joseph.htm#Surrender_Speech

HistoricalBackground
ChiefJosephwasborn
Hinmahtooyahlatkekt
,whichmeans
ThunderRollingDowntheMountain.
ChiefJosephwasaleaderoftheWallowabandofthe
NezPerce
,or
NezPerc
,tribe.
Duringthetribesdesperate,daringwarwiththeUnitedStatesin1877,toavoidthe
whiteswhowantedhispeopletoresettleonareservationinIdaho,ChiefJoseph
madeanattempttoescapetoCanada.
ThegroupstartedmarchingonJune17,1877.BySeptember30,1877,theyhad
coveredadistanceofabout1,700milesor2,735kilometers.
Thewhites,ledby
GeneralNelsonA.Miles
,stoppedChiefJosephspeoplejust40
milesfromtheCanadianborder.WiththewhitesontheirheelsonOctober5,1877,
ChiefJoseph,anotedorator,wasforcedtodeliverhis

SurrenderSpeech
,an
eloquentattemptatachievingpeacebetweenNativeAmericansandwhitesettlers.His
speechwouldfallondeafears
inthedaysofGoldRushfeverandrapidwesternexpansion.
Thegreatchief'sspiritlivesonthroughhiswordsandtheirtimelessmessage.
"Treatallmenalike.Ibelievemuchtroublewouldbesaved
ifweopenedourheartsmore."
~
ChiefJoseph

18401904
TheEarthisthemotherofallpeopleandallpeopleshouldhaveequalrightsuponit.

~ChiefJoseph

Clickonthedashaboverepresentingthe
symboliclifeofChiefJosephtohearhisbiographyinEnglish.
HazunclicenelnombreescritoenazlparaverlabiografadelCaciqueJosephenespaol.

Iam
tired
offighting.

Ourchiefsarekilled

Lookingglass
isdead.

Toohulhulsuit
isdead.

Theoldmenarealldead.

Itistheyoungmen,now,whosay
yes
or
no
[thatis,voteincouncil].

Hewholedontheyoungmen[Josephsbrother,
Ollicut
]isdead.

Itiscold,andwehavenoblankets.

Thelittlechildrenare
freezingtodeath
.

Mypeople
someofthemhaverunawaytothehills,andhavenoblankets,nofood.

Nooneknowswheretheyare
perhaps
freezingtodeath.

Iwanttohavetimetolookformychildren,andseehowmanyofthemIcanfind
maybe
Ishallfindthemamong
thedead
.

Hearme,
my
chiefsmyheartissickandsad.

From
wherethesunnowstands,
Iwillfightnomore
forever!

(SMARTBOARDDISPLAY)


A1.2A.3RationaletoGuidePreparingtheField

Rationale: The content of a surrender speech varies from the previously researched historical
recountsinthatitisabiographicalsociallydesignedspeechwiththesolepurposeofsharing,as
many chiefs have historically done, the events surrounding the life and times of a group of
people that Chief Joseph feels should be remembered by his people. Students need to realize
that historical events evolved around people, not just places and times, and the people had
emotions that the audience can identify with and relate to in their times of struggle. It is
important for students to study the development of persuasive speeches and surrender
speeches as they develop skills sets of communication to persuade people and surrender to
otherswhileappreciatingtheprideandsenseofdutyofleaders.
Previous Units of Study: Students should have previous detailed reading exposure with the
craft and structure of historical recounts, persuasive speech structure, the purpose of
nominalizations, the interwoven relationship between a primary and secondary source, an
authors point of view and purpose, tone, mood, field, tenor, mode, diverse registers, the
function of wordsandphrasesinacademictext,comprehensionof participants, material,verbal,
relational, mental existential,andbehavioralprocesses,circumstances,conjunctions,andhowa
text presents information causally, structurally, paradigmatically, comparatively, sequentially,
and systematically. This unit of study is a culminating example ofasummativelessonplanthat
students should be able to navigate through with guided assistance from a professional
educator and readingspecialistwho hasintricatelyscaffoldedthenecessaryformativeelements
throughoutpreviousindividuallessons.

Therhetoricalresources
deployedwithinthetextthatteachersmustexplicitlymodel
forstudentstoincludeintheirwritingthatmayalsoprovetobeproblematicforELLsor
strugglingreadersinclude:hyperbolefreezingtodeath,personificationwherethesun
stands,nominalizationthedead,culturalnamesoftribalwarriorsOllicut,metaphorical
namesoftribemembersLookingGlass,theeventswithinU.S.Historyleadinguptothe
surrenderspeech,thedifferencesbetweenkilometersandmiles,themultiple
possibilitiesthatcauseonetofeelfatigueandtheparadigmaticsignificanceand
causalityoftired,andanynecessarytranslationsscaffoldedintotheactivitiesand
resourcesforlanguagelearnerstoparticipateandflourishwithinthecontextofthe
lesson.Pragmaticsisalwaysahurdleforlanguagelearners.Forexample,tiredcanbe
areferencetodegreesoffatigueordegreesofstressfromdespairorstrugglevoidof
reprieve,butthetranslationsfortiredof,areoftenlimitedtowordsforfatiguedueto
lackofsleepinotherlanguages,limitingthemeaningmakingofELLsengagingwith
thetext.Ihavechosentoincludeavarietyofhyperlinks,includingtranslationsandlinks
thatsupportthesystemicfunctionallinguisticsofcomplextext,inadditiontoscaffolding
theactivitieswithexplicitmodelingwithinastudentsZPD.


Preparationsopendoorsforallstudentstoengageinthetext,identifyingwordingsorimagesin
thetextandproposingideasfromtheirownknowledge.Preparingsomethingforeignwiththe
utilityofastructurethathasalreadybeenembeddedintheschemaofourstudentspromotes
comprehension.
Howwepreparedependsontheneedsofthestudents.
Elaborationsraise
theleveltoextendallstudentsunderstandingandskillstolearnsomethingnewaboutlanguage
andlearnmoreaboutthecontext,includingthetopicsthatthetextisaboutand
howweelaboratedependsonthepurposeforthelesson.
Byusingthesamebasicstructureforclassroomdiscussionasthedetailedreadingactivitythe
studentsarefamiliarwiththeexplicitmodelingandpromptsbytheteacher.
PreparationActivitywithaMusicalHookforaComparativeLiteratureActivity
UsingMentorTexttoComparetheRelationships
BetweenComplexTextandPopularSongLyrics:
ChiefJosephs
Biography
with
RingaRingoRoses.
Rationale:
Thecharacteristicallyinterculturalandtransnationalfieldofcomparativeliterature
concernsitselfwiththerelationbetweenliterature,broadlydefined,andotherspheresofhuman
activity,includinghistory,politics,philosophy,art,andscience.Unlikeotherformsofliterary
study,comparativeliteratureplacesitsemphasisontheinterdisciplinaryanalysisofsocialand
culturalproductionwithinthe"economy,politicaldynamics,culturalmovements,historicalshifts,
religiousdifferences,theurbanenvironment,internationalrelations,publicpolicy,andthe
sciences."AsaprofessionaleducatorofESLandSpanishandaReadingTeacherIwould
highlypromoteusingapopularchildrenslyrictosupportahistoricalrecountofchronological
events,howeverforELLsanybackgroundknowledgemustbeexplicitlymodeledasnotall
cultureswillunderstandtheplayonwordslostintranslation.(
ComparativeLiterature
)
TeacherTalk:
Wearegoingtolearnapopularsong,someofyoumayhavealreadyheard,in
ordertocontinueourstudyandreviewthelifeofChiefJosephandafamousspeechhemade
neartheendofhislifethatrelatestoourSocialStudieslessonabouttheGoldRush.(Thesong
lyricsarewrittenontheboardandonsentencestripsforeachchildtoreadalongwherethey
aresitting.)Theteacherstates,Letsreadthewordsonoursongssentencestripstoget
started!ThefirstsentencesaysRingaroundtherosy.Thesecondsentencesays,Pocketful
ofposies.Thethirdsentencesays,Ashes.Ashes.Thefourthsentencesays.Weallfall
down.(Teacherrepeatsandthistimeshepointstowordsontheboardasshestateseach
word.Thentheteacherinvitestheclasstolistentohersingthewords.Thentheteacherasksif
anyonehasheardthesonglyricsormelodybeforeandencourageseveryonetorepeatoneline
atatimeuntilrehearsedenoughtimesthateveryoneisabletosingalongwiththefourth
sentencecoveredup,followedbythefourthandthirdsentencecoveredup,followedbythe
secondsentencecoveredup,andlastlywithouttheuseofwordsatall.Studentsarethen
invitedtostandupandjoinhandswhilewalkingaroundinacirclewiththekinestheticactivity
thatgoeswiththesong.Theteachercanplaythefirst30secondsofthevideoattachment
here
toexplicitlymodelthesongandactionsoftheparticipants.Repeatthevideountilallstudents
areparticipatingandsingingtogether.)TeacherTalk:Iwantyoutobringyoursentencestrips
withyouasweallfalldowntogetherinacircletohearastorythatyoumaynothaveheard
before.(Studentsformacirclearoundtheteacherwithsentencestripsintheirlaps.)


TeacherTalkPrepare:(MusicalHook:Playthefirst30secondsofthevideotothis
link
.)
ThinkingaboutthepromisestotheAmericanIndiansbythewhitesduringthetimeperiodofthe
GoldRushwelearnedinourSocialStudiesclassthatmanypromisesweremade,butnotkept.
Theslowesttoleavetheirland,theAmericanIndians,becametherosiewhoreceiveda
penaltyandwereforcedintoaparticularpositionwhilebeingsurroundedbyotherpeopleof
power.(Teacherexplicitlymodelshowtoholdupthefirstsentencestripandasksstudentsto
singandholduptheirfirstsentencestrip.)Ourfirstsentencestripsays,Ringaroundtherosie.
Letsrepeatthat.
StudentProposal:(Ringaroundtherosie.)
TeacherTalkFocus:
LetsthinkaboutourSocialStudieslessonfromearliertodaywithour
clipboardsofcontentweusedtorecordourthinkingaswediscussedahistoricalrecountfrom
historyaboutafamousperson.Whichgroupofpeoplebecametherosieandreceiveda
penaltyofbeingforcedintoaparticularplacebyothers?
StudentProposal:[Indians]
TeacherTalkAffirmationwithCorrectiveElaboration:
AmericanIndians,right?Aswe
studiedthewestwardmovement(modelonaglobe)createdbytheGoldRushweclearlysee
biographies,likethelifestoryofournewfamouspersoninhistory,ChiefJosephandhis
belovedtribe.ChiefJosephstribereceivedtreatmentthatwascoveredupbyfalsepromises.
(Teacherholdsupherpocketfullofposeysigninvitingstudentstosingandholduptheir
secondsentencestrip.)
StudentTalkProposal:(Pocketfulofposies.)
TeacherTalkAffirmation:
Perfecttiming!TheposiesrepresentfalsepromisesthatAmerican
Indianscouldkeeptheirlandandtheycouldkeeptheirculture!Allofthepromises(wafttheair
andpretendtosmileandsmellflowers)seemedwonderful,buttheywereonlycoveringupthe
dirtytruth(frownandgesturediggingtothedirt)thattheAmericanIndianswouldbetaken
advantageofverysoonandnoneofthepromiseswouldbefulfilled.
TeacherTalkPrepare:
Posiesareflowersthatsmellwonderfully!
TeacherFocus:
Inoursongthewordposiesrepresentstheprettypromisesthatseemedso
wonderful,buttheyarecoveringupthestinkydirtytruthunderneaththem.
TeacherTalkIdentify:
LookingatourSmartWordWall,whatarethewordingsthatdescribe
thestinkyorbadtreatmentthatwasbeingcoveredupbyprettypromisesmadetotheAmerican
Indiansfromoursocialstudieslessontoday?(PointtoSmartWordWallwithPromisesto
AmericanIndians=land,continuewiththeirownbeliefsystemsandculture.)
StudentTalkProposal:

[nolandorculturepromiseskept]
TeacherAffirm:
100%Correct!
TeacherTalkElaborate:
Apocketfulofposiesrepresentsthepocketfulofpromises,butthe
AmericanIndiansendedupwithemptypockets!(Showinsideofapocket.)Nothingatall.Chief
Josephisforcedtosurrender,despitehisloyaltyandleadership,andmakesonelastattemptto
arriveatpeacewithasurrenderspeech,whichmeansheisgivingupthefight.

TeacherTalkDirect:
Iampassingoutyourvocabularybookletsforourclassroomcirclesonce
wefinishdiscussingourstoryandsongconnections.Iwantyoutohighlightallvocabulary
termsinyourprintedstoriesatyourdesksthatIplacedinyourbookletsaswereviewtogether
andreadourvocabulary.Ourfirstvocabularyword,surrender,meanstogiveup.Repeatafter
me,surrender.Beforewegoletswrapupourstudyoftheendofoursonglyricswiththeend
ofourstory.Oursecondwordisashes.
TeacherTalkPrepare:
Whenweburnfirewood,thewoodchangesintoashes.Atyourdesk
youhaveasmallziplocbagofashes,likethisoneinmyhand,frommyfireplacetohelpyou
seethatChiefJosephdoesnotfeellikehecanchangeanythingbacktothewayitwaswhen
hispeoplehadmorefreedom.Whenyoulookattheashesyouwillseethattheashesarenot
abletoreturnbackintothefirewoodIburnedtoheatupourhouse.
TeacherTalkFocus:
WhileexplaininghislossesthroughthedeathsofhispeopleChief
Josephiswishinghecouldbringthembacktolife,butitisnotpossible.
TeacherTalkIdentify:
Whensomethingdiestheendresultiseventuallyturnedinto...

(Teacher
holdsupthirdsentence.)
StudentProposal:(Ashes.Ashes.)
TeacherTalkElaboration:
ChiefJosephsdeathisdocumentedashappeningafterhis
surrenderspeechwasdeliveredondeafears,meaningitseemednobodywaslisteningtohim
atall.Whatemotionwouldthatcauseustofeel?
StudentProposal:[Angry,sad]
TeacherTalkAffirmation:
Absolutely!Wehavelearnedtolistentooneanotherinour
classroomtoavoidpeoplefeelingsadthatwedidntheartheiropinion,haventwe?
TeacherTalkElaboration:
SomesayChiefJosephdiedofabrokenheart,whichmeansthat
hewasalsofeelingverysad.
TeacherTalkFocus:
Aswecontinuetoseekoutclueswithinthetextofournewstorywewill
seethatChiefJosephsIndiannametranslatestoaphrase,TumblingDownaMountain,as
manymembersofatribeexperiencewiththeirnames(holdupalargestripofpaperwiththe
phraseandrepeatit,TumblingDownaMountain.)Whatwordsinoursonghelpusidentifya
similaractiontothewordtumbling?(Teacherholdsupthesonglyricunderneaththename.)
StudentProposal:(Weallfalldown.)
TeacherTalkAffirmation
:Excellentjobnoticingthatthewordtumblingmeansfallingdown.
WhenwecomparethelifeofChiefJosephtoRingaroundtheRoseyhowdowefeel?When
wearetiredwefalldownalotorfallshortofreachingourgoals.Inthosemomentsdowefeel
happyorsad?
StudentProposal:[Sad.]
TeacherTalkAffirmation:
Unfortunatelythatisright.Thesademotionswehavewhilereading
aboutChiefJosephsspeechallowustounderstandhowhewasfeelingwhenhewroteit.

TeacherTalkElaboration:
Authorswritewithapurpose.InhissurrenderspeechChiefJoseph
istired,notjustfromalackofsleep,butalsotiredfromtoomuchstress,ashemakesafinal
pleaforpeaceforhispeople.
Stress
,oneofournewvocabularywords,isanemotionpeople
feelwhentheyaresad,angry,worried,orunsatisfiedaboutaneventtakingplace.Highlight
stressinyourbookletsanddrawapictureofamomentinyourlifewhenyoufeltstresseddueto
asad,angry,worried,orunsatisfactorymomentinyourlife.Itwillserveyouwellasareaderto
feelthatemotionwhilewestudyChiefJosephsmomentsinhislife.WhenyouarereadingI
wantyoutonoticehowoftenhesaysthewordmy,tellingushowmuchhecaresforhistribe.
TeacherDirection:
Letsgobacktoourseatsnowandreflectonwhatwehavelearnedabout
ChiefJosephsbrokenheartasaresultofsadnessafterusingourdetailedreadinggroupsto
studyhissurrenderspeech.Usingourhighlightsandnotesfromourdetailedreadingwewill
discussinsmallgroupshowitrelatestooursongwithourgraphicorganizers.Youwillneed
yoursentencestrips,vocabularybooklets,andhighlighters,whileyourreadinggroupsits
aroundthebagofashes.Wewillusethatasourwritinginspirationforwritingaboutanevent
thatcanbedividedupintostagesthatmatchoursentencesinoursong.Yourwritingtemplates
tofillinforyourroughdraftareonyourdesks.IwillbecirculatingtheroomlikeChiefJoseph
wouldhavedoneforhistribeasheinspiredthemtodotheirverybest.Iamequallyproudof
yourwritingskillsandIknowthatyouwillusethestrategiesinyourwritinghandbooksthatwe
havedevelopedallyear.Wewillnowsingthreeroundsofoursongandbytheendofthethird
songweshouldbeinourseatscalmlyandcarefully.(Ringaroundtherosie.Pocketfulof
posies.Ashes.Ashes.Weallfalldown.x3)

GraphicOrganizer
(Explicitlymodeledexamplesontheboardwiththestudents.Theteachertalkisinparentheses.)

Songlyricsthat
metaphorically
represent
aneventinyourlife.

Writeaboutamomentinyourlifethatleft
youfeelingdefeated,tired,andfullof
stress.Itshouldbeamomentwhenyou
justwantedtosurrendertrying.

Ringaroundtherosie.
(Inthissectionyoushouldwriteatitleabout
yourfeelingslikeourmentortext,Chief
JosephsSurrenderSpeech,locatedonthe
boardnexttoourgraphicorganizerandon
yourdesks.Yourspeechshouldbeabouta
timewhenyouwereaskedtodosomething
youdidntwanttodoorgosomewhereyou
didntwanttogo.Perhapsitwasachoreyou
hadtodooutinthegarden?Whatarethe
wordingswewouldneedtouseinourwriting
aboutsomethingthatwedislikedoing?)

Ididntwanttogotothe,but
toldmeIhadtogothere,because

Iwasforcedtolistento,because.

NoticehowChiefJosephstartsbysayinghis
negativereactiontobeingforcedtodo
somethinghedidntwanttodo.Hesays,I
amtired.Didyouincludeyourfeelings?

Pocketfulofposies.
(Inthissectionyouwouldwriteabouta
momentwhensomeonetriedtotellyouthat
somethingwasgoingtobegreat,butit
turnedouttobelessthanwonderful,or

....toldmethatitwouldbewonderfulto
spendtimetogetherand..Inthe
.,butthetruthisthat

Iwaspromised.
(afuntime),
butended

originallypromised.Perhapssomeonesaid,
Itwillbefuntopickpeasinthegardenwith
me!Unfortunatelyyouendedupfullof
mosquitobites!Weneedtosetupaconflict
inthissection.)

upwith
(boredom).

IfIhadknownIwasgoingtobeliedto
about
(gardening)
Ineverwould
have
(volunteered.)

Ashes.Ashes.
Whatisthenegativeeffectofwhatactually
happened?

Afterbeingforcedto.
(pickpeas)
beyondmywillIendedupwith..(
a
sunburnfrombeinginthegardentoolong.
)

Weallfalldown!
(Howareyoudefeated?Describeyour
stressfulemotionsorthoughts.)

AsaresultofthesituationIfelt
(
betrayed
andtootiredtofightagainstwhatIdidnt
wanttodo,butcouldntcontrol.)

LiteraryNote:
Since the 20th century, the rhyme has often been associated with the
Great Plaguewhich happenedin
England in 1665, orwith earlier outbreaks of the
BlackDeathinEngland. Interpreters of the rhyme before
the Second World War make no mention of this
by 1951, however, it seems to have become well
establishedas anexplanation fortheformof therhymethat had become standardin the UnitedKingdom.
PeterandIonaOpie
,theleadingauthoritiesonnurseryrhymes,remarked:
The invariable sneezing andfallingdowninmodernEnglishversionshavegivenwouldbeoriginfindersthe
opportunity to say that the rhyme dates back to the GreatPlague.Arosyrash,theyallege,wasasymptom
of the plague, and
posies of herbs were carried as protection and to ward off the smell of the disease.
Sneezingorcoughingwasafinalfatalsymptom,and"allfalldown"wasexactlywhathappened.

A.4BasicFunctionsofPersuasiveText:
EHTWActivitiesfortheClassroomSetting:
IntheReadingTeachercourseworkwehavebeenreviewingthecurriculumcyclebyreading
ExploringHowTextsWork
.BeverlyDerewiankadescribesthecurriculumcycleinfourstages:
1. BuildingtheField:
IhaveintroducedthepersuasivesurrenderspeechbyChiefJoseph
bytappingintoafamiliarfieldwiththestudents,songlyrics,withakinestheticactivity
attachedtothelyricsforstudentengagement.Thestudentsareabletovisualizethe
emotionsoftheauthortounderstandhispositionpriortowritingaboutasimilareventin
theirownlife.Writingrestsonspeakingandlistening,sobuildingthosedomainswiththe
contentisidealduringthebuildingofthefield.Wetalkaboutthecontentwithexisting
schemaandlistentooneanotherwhileIremindthemthatChiefJosephssurrender
speechfellondeafears.Sociallyourclassroomhasexperiencedhowastudentfelt
whennobodylistenedtohisopinion,sonaturallyIembeddedthatlessonintothetext
andourdiscussionswhileprovidingchildrenwiththesocialreasonsforcommunication.
Additionalactivitieswiththechildrenincludetheprovisionofextensionsandremediation.
Ifstudentsfinishpriortotheirpeerstheyhaveasidebarofediblelessonstomanipulate
similarcontent.Forexample,studentsaregivensimilarpersuasivespeechesandasked
torankthemonascaleof13intermsoforganization,evokingthemostemotion,and
overallpersuasionanddiscussingtheiropinionswhileaffirmingtheopinionsofothers.
Studentsarealsochallengedwithwritingactivitiesinthesidebar.Forexample,students
mayattempttoconvinceauthorstochangetheiropinionsaboutasubjectbywritinga
lettertoexplainpotentialopposingpositions.
2. ModelingtheTextType:
IntheclassroomourSmartWordWallsincludevisualgraphic
organizersasareferencethatmodelsthetexttype,similartotheactivityinthe
preparationstagesofthislessonwhereIusebeingforcedtopickpeasinthegardenas
amentortopic.Studentscanhighlightlanguagefeaturesincertaincolorsbasedonthe
SmartWordWallexampledemonstratedbelow.HavingstudentsreconstructChief
Josephssurrenderspeechfromstripsisalsoawayfortextreconstructiontohappen.
ScriptedTeacherTalk:
ExplicitlymodelthisusingthehyperlinkforBasicStructureon
aSMARTboarddisplay,followedbyjointconstructionandindependentconstruction.
PersuasiveSpeechPurpose:
Topresentalogicalargumentwithaparticularpointofview.
BasicStructure
Thesis:
Ageneralconcern
positionstatement.
Arguments:
Atleasttwo
majorargumentswithproof
foreachone.
Conclusion:
Restatethe
thesiswithbitsofproof.

LanguageFeatures

GeneralNouns:
(people,dogs,cats)

EmotiveWords:
(wordsthatcauseemotions)

ConnectiveWords
:

(providethecohesiveglueto
linkthetexttogether)

Extratime?Finishearly?
DictoglossActivity
:Dictation
exerciseswherestudentswork
togethertorecreateatext.Teacher
modelsactivityandthenstudents
areabletorecreateit.Onestudent
readstextandotherslisten.Then
studentswriteasmuchastheycan
rememberwithpictures,words,and
symbols.Nextstudentreadstext
againandstudentsaregiven
revisiontime.Studentspasstheir
papersaroundtoreadtheworkof
classmatesandaregivenonelast
chancetorevisetheirownrecall.


3. JointConstruction:
ClassrereadsChiefJosephsSurrenderSpeechonthe
SMARTboardafterteacherreadstheEvokingtheTextversionincludedwiththis
lessonplan.StudentsstandupduringtheEvokingtheTextversionandtakeastep
forwardeverytimethewordsmovetheminanywayassoonastheyheartheword.
Dividestudentsintogroupsdependingontheirstepsforward.Askstudentstosquatin
literarycircleformationpreviouslypracticedinclassandhavethemdiscusswhy/whynot
feelingtheemotionstheyarecurrentlyfeelingwhilewritingoutemotionsonstickynotes.
Regroupandhavestudentsplacetheirstickynotesonathermometergraphicorganizer
basedonthedegreeoftheiremotions.
Togetherrereadthesurrenderspeechonelineatatime.

or
or

Duringjointconstructionthemajorityofthediscussionshouldcomefromthestudentswiththe
teacherasaguide,pointingoutgrammaticalorlinguisticfocusofthewordingsincontextto
developthenecessarymeaningmakingthethesupportofteacherprompts.Allstudentsshould
beabletoviewandpraiseorpolishthestickynotesoftheirpeersgivingaffirmationforthe
emotionsofclassmatesastheyreevaluatetheiremotionsthroughoutthespeech.
Analternativetothethermometerisanemotionalbankaccount.
Studentsmaystartwith$25intheiraccountanddeterminehowmuchtheyhaveleftaftereach
phraseofthespeech.Forexample,Iamtiredoffighting!wouldcost$5whileMychiefsmight
earn$5forprideChiefJosephfeelsforhispeople.Discussioncouldreflectuponthediverse
interpretationoftextbyclassmateswithdiversebackgroundexperiencescausingadifferencein
thebalanceswithintheaccountsafterengagingwiththetext.
InsideOut

isafilmbyPixarthatwouldalsobeworthwhileforexplorationofmoodand
emotions.

4.IndependentWritingOptions

OptionA
RapSongJointRewritewithupto3peers.
Imagineyouarerapsingers
fullofemotionoverthelossoffriendsandfamily
whileyouweretryingtorelocatetoaforeignplace.
RecreatethemoodofChiefJosephsSurrenderSpeech
RapSongExampleProvidedBelow:
HereIGo
Tumblingdownthemountain,thatsmyname,ChiefJoe.
Icamefromanothertypeofhood,tilIwasforcedtogo.
NowImsickoffightincuzwerefeelinthechill,
Stilltheweathersnottheworst,ourchiefswerekilled.
Notasinglecover,brotherssplituponthehill,
Cantevenfindourkids,nomatterhowlil.
Tiredandsick,fromwhereIstand.
Nootherchoicebuttosurrenderthisland.
Iwillfight,
nomoreforever,
Mypleafallsondeafears
Respondingnever.
Thesunstheonlymanstanding
Inthemidstofalldemanding.
Tumblingdownthemountain,mynamesChiefJoe..
Deathbybrokenheart,hereIgo.

~WrittenbyMrs.Vann

OptionB
Studentschooseamomentinhistoryfromalistoffamouspeople
likeChiefJoewhowroteapersuasivespeech.
Studentschoosethestatementtheyfeelstronglyaboutandwriteapersuasivespeech.
Allstudentscreateroughdraftsusinggraphicorganizersandapreliminaryteachingconference
fortheteachertoguidethestudentwithscaffoldsofsupport.
Priortopublishingandsharingthepiecestheteacherandstudenthaveanumberofrevision
conferenceswiththewritingprocess.

OptionC
Usingtheresourcesprovidedcreateatraveldiaryofyourjourney
withChiefJosephstribeincludingthestrugglesyouencounteralongtheway.

MapoftheNezPerceTrail

Links
PhotosbySydneyAustin,Eugene,OR
http://www.oregonvos.net/~wnp/npphotos.htm
WallowaBandNezPerceTrailInterpretiveCenter
http://www.oregonvos.net/~wnp/
NezPerceTrailInterpretiveCenter
http://www.eoni.com/~wallowa/nezperce.htm
NezPerceNationalHistoricalPark
http://pigpen.itd.nps.gov/nepe/
Photowithgraphics
http://members.tripod.com/Lyonheartress/Chief1.html
QuotesfromChiefJoseph
http://www.benjerry.com/thanksgiving/joseph.html

EvokingtheText
ChiefJosephmadeapromisetohisdyingfathertonevergiveuphispeopleslandwherehe
wouldbeburied.JosephneversignedatreatygivingthislandtotheUSGovernmentbutthey
tookitanyway.InanattempttokeephispeoplefreehemadeadesperateruntoCanadatojoinup
withSittingBull.Hecameup40milesshort.Whenpeopleworksohardtoarriveatagoal

DetailedReading
Hyperlinkto5pageDetailedReadingExcelSpreadsheet
SFLAssignment

Iam
tired
offighting.
Ourchiefsarekilled
Lookingglass
isdead.
Toohulhulsuit
isdead.Theoldmenare
alldead.Itistheyoungmen,now,whosay
yes
or
no
[thatis,voteincouncil].He
wholedontheyoungmen[Josephsbrother,
Ollicut
]isdead.Itiscold,andwehave
noblankets.Thelittlechildrenare
freezingtodeath
.
Mypeople
someofthemhaverunawaytothehills,andhavenoblankets,nofood.
Nooneknowswheretheyare
perhaps
freezingtodeath.Iwanttohavetimetolook
formychildren,andseehowmanyofthemIcanfind
maybe
Ishallfindthemamong
thedead
.Hearme,
my
chiefsmyheartissickand
sad.From
wherethesunnowstands,
Iwillfightnomore
forever!

PersuasiveWritingTechniques

StructureofPersuasiveText
1.Openwithastatementoftheissuebeingaddressed
2.Stateyourpositionontheissue
3.Mainbodyoftextcontainsargumentsthatareelaboratedwithreasonsandevidence
4.Structurethetextbyusingphrasesandwordslikesomebelievethat,itiscertainthat,I
amsurethat,surely,firstly,secondly,finally
5.Tolinkideaswithinthetextusewordssuchasconsequently,therefore,so,moreover,
because,
6.Endwithasummary
Rhetoricalquestions:
Usingquestionsthatdontneedananswertogettheaudiencetothink.Somequestion
startersHowcouldyou(we)possibly,Doyoureallythink,Doyouwanttobepart
of,Couldyourconsciencecopewith,Isitreallyworth
Repetition:Repeatingwordsorphrasessothattheystickinyouraudiencesmind.
EmotiveLanguage:Usingwordsthatmakepeoplefeelsad,angry,upset,sympatheticor
guilty.
Exaggeration:Wheninformationisgiventhatisoverthetopandmaymakethingssound
betterorworsethantheyactuallyare.
FactsandStatistics:Whentruthfulevidenceanddetailisgiventobackupapoint.
GroupsofThree:When3adjectivesorphrasesareusedtoemphasiseapoint.
PersonalPronouns:Usingwordslikewe,you,ourandustomakeyouraudience
thinkyouaretalkingonlytothem.
Alliteration:Repeatingtheconsonantsoundsatthebeginningofwordstomakethem
standout.

LessonPlanStructureRationale:

GenrePedagogyCycle