1. The Cheyenne By Andrew Santella
Cyberlesson Prepared by Mrs. Shannon Karlowicz
Native Americans and Natural Resources Grade 3

2. Introduction
Did you ever wonder who roamed the continent of North America before Columbus arrived?
What would you do for dinner if you couldn’t visit the grocery store? What would you wear without Old Navy?
The following activities will help you answer these questions as you read about the people of the Cheyenne…ENJOY

3. Materials The Cheyenne by Andrew Sandella Pencil
Crayons or colored pencils
A computer with:
an Internet connection
Power Point access
a link to a printer
Sticky Notes
Cyberlesson Active Reader Journal

4. Before You Read
Click Cheyenne to find a list of frequently asked questions. Choose 3 questions to record in your journal. Write and draw what you find out by reading and following the blue links in the written answer.
Read the Important Words and the definitions on page 46. Click the camera to view images that will help you form understandings of these words.
3. Take a picture walk through the text and talk with a partner about what you think this book will be about.

5. Before Reading: Setting the Mood!
All your senses should be activated so that you can have an excellent reading experience…imagine the smoky smell of camping fires and sweet leather. Picture colorful beads and feather headdresses.
Click on the pictures to watch videos of Native American dance and other images.
Butterfly Dance
Musical Tribute to Native Americans of the Cheyenne People

6. While You Read Part I: Pages 5-9 The Cheyenne and Horses
As you read, use your Cyberlesson Active Reader Journal to record 3 words that are new to you and/or important to the big ideas of this section.
Draw a picture next to the word to show that you have an understanding of the meaning. You may want to use labeling. Use color.

7. While You Read Part II: Pages10-17 Hunting on the Plains
Click on the buffalo to find a Main Idea and Details graphic organizer. As you read Part II, collect ideas about Hunting on the Plains and record them by typing in the organizer.
Print your organizer and “save as” Cheyenne Organizer in your student computer file.

8. While You Read Part III: Pages 18-31 Cheyenne Warriors/Traditions and Customs
Use sticky notes to record questions and wondering as you read. Place at least 3 fully elaborated notes in this section of the text. Be prepared to use your note to participate in a class discussion about our reading.

9. While You Read Part IV: Pages 32-43 The Cheyenne and The United States/ Today’s Cheyenne
Click the easel to find your poster template. As you read, think about images that you can insert from Clip Art to represent the big ideas and details from this section. Create a collage of images to represent this section of text.

10. Self-Evaluation of Reading Activities
Before Reading
During Reading
Part I
Part II
Part III
Part IV 4
WOW!
I made extensive observations on the Cheyenne site and used them to support multiple predictions with specific vocabulary.
I recorded more than three meaningful or new words from the text and illustrated them with elaborate labeling, color and possibly symbolism.
I completed the graphic organizer with detailed and precise language connecting specifically to the text. I may have included more than three details.
I generated three or more elaborate questions relating to the content of the story and used them to lead class discussion.
I created a collage that included more than three images that directly related to the content of the reading in creative and maybe symbolic ways. 3
Meeting Expectations
I learned a lot from the Cheyenne site and used that knowledge to make meaningful predictions about the story.
I recorded three new/meaningful words from the text and illustrated their meaning using labeling and color.
I completed the graphic organizer to collect a main idea and three related details from the text.
I generated three questions relating to the text and used them to participate in the class discussion.
I created a collage of at least three images that match the ideas included in the reading. 2
Getting there…
I made a prediction about the story that did not relate to the Cheyenne site.
I recorded less than three new or meaningful words and included illustrations.
I collected less than three details to support
I generated less than three questions relating to the text and used them to participate only a little in the class discussion.
I created collage with less than three images or the images did not match the ides in the reading. 1
Still working…
I did not make a prediction.
I did not record new words.
I did not complete the graphic organizer.
I did not generate questions or participate in the class discussion.
I did not create a collage.

11. After You Read
You have had an opportunity to get to know some basic information about the Cheyenne people. Now it is time for you to write a letter to a Cheyenne child. Include facts that you have learned about the Cheyenne and questions that you still may have after completing the text. Click on the envelope below and use the Letter Generator to complete your letter

12. Beyond Reading
After your reading experience with The Cheyenne by Andrew Sandella you may have a new opinion of the importance of Native American culture.
You will create a PowerPoint presentation to show your new learning and persuade the United States government to support education about Cheyenne history. Click on the computer below to get started.

13. Final Self-Evaluation3 4
After Reading
Beyond Reading 4
I wrote a detailed letter to a Cheyenne child that include more than three facts that I had learned and more than one elaborate question that I still have.
I created a Power Point presentation with detail facts, colorful slides and an elaborate persuasive statement to the United States government. 3
I wrote a letter to a Cheyenne child that included at least three facts that I had learned and at least one question that I still have.
I created a Power Point presentation with four slides that included a persuasive statement to the United States government. 2
I wrote a letter to a Cheyenne child that included less than three facts that I had learned and possibly one question that I still have.
I created a Power Point presentation with incomplete slides or a weak statement to the United Stated government. 1
I did not write a letter, or my letter did not relate to the reading.
I did not work on a Power Point presentation or write a statement to the United States government.

14. Resources The Cheyenne By Andrew Santella
Cheyenne Indian Fact Sheet
Fire Image
Leather Clothing Image
Beads Image
Headdress Image
Butterfly Dance
Musical Tribute to Native Americans
Read Write Think

15. Teacher Pages
This cyberlesson is intended to supplement a variety of instructional strategies to teach about the culture of the Cheyenne.
It is meant to be used in a sequence of lessons about many Native American Tribes, but can be used independently as well.
I recommend that this experience be implemented with a combination of whole-group, small group, partner and independent sessions.
Students can be given a hard copy of the Power Point to reference and use for tasks that don’t involve direct computer time. I used the folder colors to organize groups for processing information and sharing findings.
Session 1- Navigation- As a whole group go through the show to teach/review how to get started, get from slide to slide or end the show. After the general outline see if students have questions about navigating the materials.
Session 2- Before Reading –As a group view videos as not to jam the server with the videos being watched all on separate computers. The allow students to work alone to do the before reading activity. Provide time for pair sharing of predictions and findings.
Session 3-During Reading Part I- During a Reading time have students read and respond in Active Reading Journal to be ready for next computer session.
Session 4-During Reading Part 2- pre-read pages so that the organizing activity will be done during a 2nd read Review as a group how to save as to their own file folder.
Session 5-During Reading Part3- During a reading session have students complete sticky note activity.
Session 6- During Reading Part 4- In the lab have students read and select images that connect to the meaning, Give students a chance to share and justify choices, often they are more on the right track than the image may convey on its own.
Continued on next slide…

16. Teacher Pages Cont.
Session 7- After Reading- Be sure that students get a chance to start and finish their letter in one sitting. Letter can’t be saved. Also, struggling students might benefit from writing a letter ahead of time so that they don’t need to generate ideas and type at the same time.
Session 8- Beyond Reading-A fish bowl discussion and lots of exposure to Native American literature will help students build prior knowledge to draw from on this activity.
Session 9- Debriefing and Feedback- Meet as a class and ask students what worked for them. It is very valuable to have input from students and I have found that they take it very seriously