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CA4-TS Teacher Supplement Corrections CA4-TS Teacher Supplement Corrections *NOTE: Only the pages with corrections are included here. You will see the page with the error highlighted in red first. Then, you will see the correction outlined in green. All other (non-included) pages have no changes. For optimum viewing in Adobe Acrobat, go to menu bar>view>page display>two page view. 6. How were the canoes of the Valley People different from those of the Coastal People? HSS 4.1.5, 4.2, 4.2.1; AS K5CST5 m Valley canoes were more shallow and made of reed. m Valley canoes were made of giant sequoia wood. m Valley canoes were totally enclosed. m Valley canoes were wide and flat, more like a raft. 7. In the Mountain Region, in order to catch fish while ice fishing, natives used __________________. HSS 4.1.5, 4.2, 4.2.1 m nets m a spear m fishing poles m a bow and arrow 8. The largest tree in the world is the General Sherman ______________________. HSS 4.1.5 m giant redwood m giant white oak m giant sequoia m giant pine 9. The people of the Desert Region found food in many ways, including hunting rabbits, fishing in streams and ______________. HSS 4.1.5, 4.2, 4.2.1; AS K5CST5 m gathering nuts and berries m collecting wild onions and garlic m harvesting apples and cherries from trees m growing squash, melons, pumpkins and corn Use this week’s issue of Studies Weekly to help you answer this question. Include the page number and the article title that helped you find the answer in your response. 10. Explain in detail how the California Indians hunted ducks? HSS 4.2.1 ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 93 6. How were the canoes of the Valley People different from those of the Coastal People? HSS 4.1.5, 4.2, 4.2.1; AS K5CST5 m Valley canoes were more shallow and made of reed. m Valley canoes were made of giant sequoia wood. m Valley canoes were totally enclosed. m Valley canoes were wide and flat, more like a raft. 7. In the Mountain Region, people ________ food so they could eat during the winter. m traded m dried m cooked m burned 8. The largest tree in the world is the General Sherman ______________________. HSS 4.1.5 m giant redwood m giant white oak m giant sequoia m giant pine 9. The people of the Desert Region found food in many ways, including hunting rabbits, fishing in streams and ______________. HSS 4.1.5, 4.2, 4.2.1; AS K5CST5 m gathering nuts and berries m collecting wild onions and garlic m harvesting apples and cherries from trees m growing squash, melons, pumpkins and corn Use this week’s issue of Studies Weekly to help you answer this question. Include the page number and the article title that helped you find the answer in your response. 10. Explain in detail how the California Indians hunted ducks? HSS 4.2.1 ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 93 Name:___________________________________ Date:___________________ California Studies Weekly Quarter 1, Week 6 Pacific Coast Indians Flipbook Fold this worksheet in half lengthwise (hot dog style) so that the printed boxes are on the top side. Use scissors to make three cuts to create lift-the-flap “doors” only on the printed top half. (If you cut through both sides of this paper, your flipbook will fall apart.) After you have finishedcutting, lift up each door and draw a line from the fold to the bottom of your paper. Draw a picture to represent each American Indian tribe on top; then, on the inside, write facts out the tribe’s culture and traditions. Fold Here Fold Here Fold Here 103 HUPA CHUMASH MIWOK YUROK HSS Standards Covered: 4.2, 4.2.1 ELA/Literacy Standards Covered: RI 4.1, RI 4.2, RI 4.5 ELD Standards Covered: Interacting in Meaningful Ways 1, 2 Cognitive Complexity Level: LOW-MODERATE/2 Name:___________________________________ Date:___________________ California Studies Weekly Quarter 1, Week 6 Pacific Coast Indians Flipbook Fold this worksheet in half lengthwise (hot dog style) so that the printed boxes are on the top side. Use scissors to make three cuts to create lift-the-flap “doors” only on the printed top half. (If you cut through both sides of this paper, your flipbook will fall apart.) After you have finishedcutting, lift up each door and draw a line from the fold to the bottom of your paper. Draw a picture to represent each American Indian tribe on top; then, on the inside, write facts about the tribe’s culture and traditions. Fold Here Fold Here Fold Here 103 HUPA CHUMASH MIWOK YUROK HSS Standards Covered: 4.2, 4.2.1 ELA/Literacy Standards Covered: RI 4.1, RI 4.2, RI 4.5 ELD Standards Covered: Interacting in Meaningful Ways 1, 2 Cognitive Complexity Level: LOW-MODERATE/2 California Studies Weekly Teacher Supplement Describe the Tribe HSS Standards Covered: 4.2, 4.2.1 ELA Standards Covered: RI 4.1, RI 4.9 ELD Standards Covered: I.B.6, I.C.12, II.C.6 Analysis Skills Covered: K5CST5, K5HI2 Lesson Suggestions: independent work or work with a buddy Cognitive Complexity Level: MODERATE/2-3 Differentiated Instruction for Universal Access English Learner Connection: Break the text up into smaller, more manageable pieces for ELL students. Stop frequently for comprehension and vocabulary checks. Ask students to retell the articles in their own words to help check for understanding. Below/Developing Learner: Pair developing learners with stronger readers to read the text together and discuss. Push students to ask one another questions as they read. Then, ask students to create a collaborative summary of the text together. Gifted and Talented (GATE) Connection: Have students conduct additional research on the homes of the Cahuilla Indians. After conducting research, have students create a photo board or 3-D model of a kish. Day 4 (20 minutes) Let’s Write: Writing Literacy Skills Prompts (*Indicates that prompt is featured in this week’s Student Edition) HSS Standards Covered: 4.2, 4.2.1 ELA/Literacy Standards Covered: W 4.1, W 4.2, W 4.3, W 4.4 *Opinion: In a paragraph or two, tell which California Desert Indian group you would rather have belonged to. Be sure to explain your reasons for choosing this group over the other. Include many details and remember to use correct spelling, grammar and punctuation. Informative/Explanatory: Explain the key differences of the Mojave Indians and the Cahuilla Indians. Use the Venn diagram from the Desert Indians Compare and Contrast blackline master to help you recall the information from the reading this week. Narrative: This week, you read a Cahuilla legend about coming of age. Write your own legend that helps explain a natural phenomenon, such as the changing of the seasons, rain, sunrise and sunset, etc. Try to use information you learned about the Cahuilla from the text this week in your legend. Day 4 Continued (20 minutes) Looking Back Activities and Suggestions Think & Review Questions: located on Page 4 of the Student Edition Ask students to answer each question in a complete sentence. HSS Standards Covered: 4.2, 4.2.1 ELA Standards Covered: RI.4.1, RI 4.10, W 4.2, W 4.9, SL 4.1D ELD Standards Covered: I.B.6, I.C.10, I.C.12 111 California Studies Weekly Teacher Supplement Describe the Tribe HSS Standards Covered: 4.2, 4.2.1 ELA Standards Covered: RI 4.1, RI 4.9 ELD Standards Covered: I.B.6, I.C.12, II.C.6 Analysis Skills Covered: K5CST5, K5HI2 Lesson Suggestions: independent work or work with a buddy Cognitive Complexity Level: MODERATE/2-3 Differentiated Instruction for Universal Access English Learner Connection: Break the text up into smaller, more manageable pieces for ELL students. Stop frequently for comprehension and vocabulary checks. Ask students to retell the articles in their own words to help check for understanding. Below/Developing Learner: Pair developing learners with stronger readers to read the text together and discuss. Push students to ask one another questions as they read. Then, ask students to create a collaborative summary of the text together. Gifted and Talented (GATE) Connection: Have students conduct additional research on the homes of the Cahuilla Indians. After conducting research, have students create a photo board or 3-D model of a kish. Day 4 (20 minutes) Let’s Write: Writing Literacy Skills Prompts (*Indicates that prompt is featured in this week’s Student Edition) HSS Standards Covered: 4.2, 4.2.1 ELA/Literacy Standards Covered: W 4.1, W 4.2, W 4.3, W 4.4 *Opinion: Tell which California Desert Indian groups you would most like to learn more about. Explain why you are interested in that particular group. Include details and remember to use correct spelling, grammar and punctuation. Informative/Explanatory: Explain the key differences of the Mojave Indians and the Cahuilla Indians. Use the Venn diagram from the Desert Indians Compare and Contrast blackline master to help you recall the information from the reading this week. Narrative: This week, you read a Cahuilla legend about coming of age. Write your own legend that helps explain a natural phenomenon, such as the changing of the seasons, rain, sunrise and sunset, etc. Try to use information you learned about the Cahuilla from the text this week in your legend. Day 4 Continued (20 minutes) Looking Back Activities and Suggestions Think & Review Questions: located on Page 4 of the Student Edition Ask students to answer each question in a complete sentence.
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