This Lesson was created to use in conjunction with materials in Clusive [https://clusive.cast.org], a free, online learning environment that makes materials flexible and accessible.  The Lesson is designed for students in grades 6-8, and targets ELA standards as well as SEL skills of self-awareness and learner agency. As you use this lesson, students will be guided to recognize, understand, and apply key elements of a mystery story, tools that they can use to build learner agency, self-awareness, and comprehension

Tribal Government on the Wind River Reservation is in a state of flux. In the accompanying lessons plans (found in the Support Materials), learn how the Eastern Shoshone and Northern Arapaho tribes govern their people, what is the relationship between Tribal, State, and Federal government?

LEARNING OBJECTIVES:

Students will demonstrate an understanding of the workings of tribal government on the Wind River Reservation by creating a written report.
Students will understand the differences and similarities between state, tribal and federal governments and their functions, structures, and powers.

This episode of STEM in 30 covers the end of World War II and the Victory over Japan

This handout is a short set of questions for students to use to explore the elements of the mystery genre. When they use thisy, students will be able toList core elements of mystery storiesIdentify how the core elements of a mystery story are manifested in a story they are currently reading.  

Lesson Title:  Using Setting to study the meaning of Home in The One and Only Ivan Grade level: 6 Standard: RL 6.2, 6.6 Time: Objectives: Students will analyze the elements of setting in each of Ivan’s homes throughout the novel.Students will work in groups to find textual examples and evidence.Students will use setting analysis to write a paragraph about the meaning of Home in the novel. Materials: The One and Only Ivan novelsPoster board (1 per pair of students)Markers, crayons, colored pencils of choicePaper and writing utensils Procedures: Assign students their partner pairings, and have them spread out around the room, sitting with their partners.Pass out poster boards (one per pair).  Students should draw two lines through the center of the poster, one horizontally and one vertically to create four equal quadrants on the poster.In a large group discussion, students should help identify the four settings described in the novel which served as HOME for Ivan at some point.  They should then label each quadrant with one of the settings (Mack’s house, jungle, circus, zoo)Give them time to work with their partners to identify as least four textual examples describing each of the four settings.  (four examples x four settings = at least 16 textual references) Students should record these examples in the corresponding quadrant of the poster.  They should also create a drawing or visual representation of each setting in the corresponding quadrant.Students will then present their posters to the class, sharing at least one example for each setting, so as not to take up too much class time and become too repetitive.Discuss as a full group those details that made each setting either positive or negative.  Have students reflect on what they think HOME means to the author that is conveyed through the character of Ivan.Assign students (individually, no longer in partners) a paragraph writing assignment describing the meaning of HOME in the novel.  They should reference at least four textual examples from their partner projects in their paragraphs.