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Childhood Memories of Fishing at Celilo Falls

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Childhood Memories of Fishing at Celilo Falls 7. Involve students in a role-play for the negotiation of the village they have created in their classroom. Enlist the help of the principal or other adult in Close Reading Lesson for “Childhood the negotiations to represent the Army Corps of Engineers, which wants to take the students’ village away. The role-play can simulate the experience Memories of Fishing at Celilo Falls” the people of Celilo had with their negotiations. Students will experience (NOTE: This lesson is linked to the Common Core State Standards, using the close read- a “non-choice” choice. They will not be able to save their village, but they ing approach. It will develop over several days. Students may predict and read on one need to try to make the best of a bad situation—perhaps by negotiating for day, then reread and discuss over one or more days. Allow time for in-depth discussion a new village to be built for them elsewhere or by obtaining help in taking and close analysis of the text.) down and moving their village. Before Reading 8. Discuss the purpose of contracts with students. Provide students with the Contract Template and have them write a contract with the principal based R5 Provide students with a copy of the article and read the title together. Ask on their negotiations for their village. students to review with a partner the things they have learned about life in Celilo Village. 9. Have students express their feelings about the negotiation by creating mandalas. A mandala (Sanskrit for circle) is a symbolic circular work of art. R5 Give students a copy of the Crystal Ball Prediction Worksheet. Ask them A circle within a circle is the basic structure of a mandala, with geometric to write predictions about what they think they will read about in this patterns starting from the center and working outward in repetitive patterns. article based on what they know about Celilo. Explain that as they read, they will be able to use evidence from the text to confirm their predictions. 5)/5(5/-5."5Mandala Templates provided to get your students started. Or, you may prefer to have students create their own. If students make their Read the Text own, have them start by drawing a circle with a compass on the top part of R5 Have students read the full text first, before close discussion of sections a sheet of paper (they will write in the bottom part), and then add in shapes ) 5."5.2.85)/5'#!".51(.5.)5,5."5.2.5&)/5.)5-./(.-5 #,-.65(5 and colors. As students create their mandala, suggest that they: then have them read it silently. Or, you may want to give students the R5 let their feelings and emotions inspire them opportunity to grapple with the text independently by having them read it silently before you read it aloud. Reading the text aloud to students will R5 think about the symbolism in their mandala and how it represents their help improve reading fluency and ensure that all students have access to feelings about the negotiation the text in order to participate in the discussion of the text. R5 focus on one shape used in a variety of ways if they want to keep the R5 As students read the text and/or listen to you read it, they should keep in mandala simple mind their predictions. Have them mark places in the text that confirm R5 use a variety of symbols, shapes, patterns, and even letters, if they want their predictions. They can complete the Crystal Ball Prediction to create something more complex Worksheet after the reading and before the discussion. Students can use a variety of materials to create their mandalas, such as Discuss and React to the Text watercolors, pastels, colored pencils, markers, and paper cutouts. R5 Use the text-dependent questions below to have students reread the text Once students have completed their mandala, ask them to write about it in and discover both the literal and implied meanings. Students will make the bottom part of the paper and explain what the mandala represents. comparisons to the Carol Craig article “I Wish I Had Seen the Falls” 5)/5 (5 /-5 ."5 )'*&.5 '(&5 .)5 ----5 -./(.5 -3(."-#-5 ) 5 ."5 presented in Episode 1. Make sure students have copies in order to do negotiation process and potential outcomes. comparative reading and discussion. 88 Storypath: Living in Celilo - Episode 5 Close Reading Lesson for “Childhood Memories of Fishing at Celilo Falls”—Page 1 Storypath: Living in Celilo - Episode 5 89 R5 Direct students to reread the sections of the text indicated in the bar above the facsimiles of the pages. (Note: The sections of text that contain the answers to the discussion questions are highlighted for you in the facsimiles of the pages.) Allow time for students to closely explore the text in order to find and support their ideas and to develop a deeper understanding of it. Take more than one day to explore the article if necessary. R5 Ask the questions and allow students to search the text for answers. Do not answer for them or direct them to the answer. Allow time for students to work with a partner, group, or independently to search for the answers themselves. Do not accept only partial answers: make sure students can answer at both the literal level and also explore the text at a deeper level. After a period of time, if students have difficulty responding to a question or digging deeper into the text, use further probing questions to help them arrive at an answer. R5 In order to develop students’ speaking and listening skills, provide ways for all students to be involved in the discussion of the questions. They can first discuss a question with a partner and look for evidence in the text, before sharing ideas with the class. Encourage students to ask relevant questions to clarify or challenge the answers of other students. Encourage them to find justification for their answers with reference to the text. R5 )/5(551,#.#(!5.#0#.#-5.)5."5&--)(5# 53)/5"))-85./(.-5(5 write a summary that compares the ideas of Carol Craig’s article (Episode 1) and Pinkham’s article. They can write an argument using Pinkham’s ideas about the need to take care of the environment. 90 Storypath: Living in Celilo - Episode 5 Close Reading Lesson for “Childhood Memories of Fishing at Celilo Falls”—Page 2 Section 1 Students reread from the beginning of article to the beginning of the last paragraph on page 587. OHS neg., OrHi OrHi OHS neg., ALLEN V. PINKHAM, SR. 901 66 Childhood Memories of Fishing at Celilo Falls MY LIFE HAS BEEN FILLED with pleasant memories of hunting and fish- ing with my father and brothers, which I can first remember doing as a boy start of four or five years of age. All my brothers are older than I am — Albert, Alex, Jr., Alfred, and Alvin; I am the youngest, born January 24, 1938. We have lost our oldest brother Albert, who fished at Celilo for many years prior to the inundation. Our grandfather Johnny Pinkham and father Alex Pinkham also fished there. The family was blessed with four sisters — Audrey, Priscilla, Loretta, and Bernadine. We have lost three, and Loretta is our remaining The person fishing on the left is using a technique known as “roping.” These islands sister. Our mother was Annette Blackeagle Pinkham. could be part of a set of small islands that were just upriver from the S.P. & S. My father would at times tell me and my brothers of the olden times and Railway Bridge. ways of our people. He would say things that didn’t make sense to me as a young boy but that I came to understand as very important lessons later in at all, and everyone was sleeping. I thought there was no reason to be afraid, life. He would say, “Don’t be afraid if you see or feel something you don’t and I went back to sleep. It was later that I came to understand what this understand. You may see what you think is a ghost but is not. You hear a sound and silence meant. As I grew up, I would become very accustomed to noise and nothing is there. A figure or person appears then is gone.” He said, the sounds of the falls and the sounds of life as the people caught, cooked, “These are messengers that carry something for you, you may not realize it and cured the eels and salmon at Celilo. until later. So don’t be afraid.” During 1949, my brother Alvin and I moved with our father to the Yakama This is what happened to me as a young boy of about ten years of age Indian Reservation to start a new life there with our stepmother Elsie Cree. in 1948, on the Clearwater River at a place called Cewekte (pronounced sa Alvin and I had chosen to be with our father after our parents’ divorce. But week tah), my mother’s home place. It was well past midnight in June, when after a year or two, Alvin went back to Cewekte on the Clearwater River to be summer thunderstorms could occur suddenly. I suddenly awoke to a roaring with our older sister Audrey. I remained with Elsie and my new stepbrothers and thunderous sound and quickly sat upright in my bed. I thought it was and stepsisters on the Yakama reservation, much closer to Celilo Falls.
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