According to Goshute tradition, Coyote tales should only be told during the winter time. Please use this lesson and story in the winter months. This lesson utilizes the Confederated Tribes of the Goshute (CTGR) tale, “Coyote and Frog Race” to decode common words with suffixes. The students will also be introduced to why eagle feathers are significant in Native cultures and its similarity to present day ways of honoring those who accomplish great things. Students will also participate in cooperative activities to build teamwork in the classroom.Native peoples tell stories about Coyote and other animals to their children. Based on Coyote’s mistakes, the elders teach children about proper behavior and positive attitudes. The lessons taught help children to avoid making the same mistakes as Coyote and suffering the consequences in their own lives. 

This is the detailed lesson plan to create a story map based on the "Coyote and Frog Race" Goshute story booklet adapted by LeeAnn Parker and Cultural Consultants Genevieve Fields and Chrissandra Murphy. This story should only read told or read during the winter months. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.Lesson Plan Author: Patricia Helquist

In this lesson, students are given a description of tribal sovereignty and federal recognition specific to the Confederated Tribes of the Goshute Reservation. They will also be introduced to characteristics of a trickster tale and then write a short story to activate their prior knowledge of specific words. The whole class will then read "Coyote and Mouse Make Snow," a trickster tale shared by the Confederated Tribes of the Goshute Reservation. Students will identify the characters, problems, and solutions within the story by filling out a handout. Possible extensions tie in with the Science Core.

The students will write a story to activate their prior knowledge. They will then read a story and identify the characters, problems, and solutions within that story. After reading the story, the students will retell it in comic strip form. Possible extensions tie in with the Science Core. This concept map is based on the "Coyote and Mouse Make Snow" story booklet. According to Goshute tradition, Coyote tales should only be told during the wintertime. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.Lesson Plan Author: Patricia Helquist

The Ute Indian Tribe of the Uintah and Ouray Reservation (UIT) tale, “Coyote and the Buffalo” is read and used to enhance comprehension skills, provide an introduction to the importance of the bison to Native people and gives examples of how choices impact consequences. An activity to explore how Indigenous peoples used different parts of the bison helps students to recognize the ingenuity and creativity of Native Americans.The Ute people tell stories about Coyote and other animals to their children. Based on Coyote’s mistakes, the elders teach children about proper behavior and positive attitudes. The lessons learned help them avoid making the same mistakes Coyote did and suffering the consequences in their own lives. According to Ute tradition, Coyote stories should only be told during the winter time. 

Coyote tales are part of the Paiute oral tradition used to teach proper behavior and values from an early age. These stories are only told during the winter time. The Coyote illustrates the mischievous nature in all of us. This lesson helps students compare and contrast characters in the story, Coyote and the Geese. Students are asked to reflect on how characters respond to challenges and events by filling out a worksheet and engaging in discussions about the book. Students also learn more about Native American storytelling and its importance in Native cultures. The background information with resources listed helps each teacher become more familiar with the Paiute Indian Tribe of Utah (PITU) and their perspective on petroglyphs, pictographs and how long the Paiute people have lived in Southern Utah.

This lesson utilizes the experience-text-relationship method to enhance comprehension of the story "Coyote and the Rolling Stone," a traditional Goshute tale. It includes an experience-eliciting discussion/activity, a discussion about the students' reading of the story, and a discussion relating students' experiences to the content of the story. This story should only read told or read during the winter months. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center. These stories come with glossaries of traditional language vocabulary and teaching points. The Kennedy Center's ArtsEdge "Elements of Dance" lesson plan (http://bit.ly/2Em9JZN) for teaching dance elements can be tied in with "Coyote and the Rolling Stone" by incorporating the action words used in the story for choreographing a dance movement experience as a class.Lesson Plan Author: LeeAnn Parker

Students will use predicting, questioning, commenting, and connecting to the text as strategies while they read. They will also practice retelling the story to a partner to demonstrate comprehension. This detailed lesson plan is based on the Goshute story "Coyote and the Rolling Stone" story booklet adapted by Merry Adams; Cultural Consultants: Genevieve Fields and Chrissandra Murphy. This story should only read told or read during the winter months. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center.Lesson Plan Author: Patricia Helquist

Students practice prepared scripts, film a broadcast, critique the clips, and create a criteria for improving broadcasts. Teacher creates rubric from student generated criteria. Class then critique the original broadcasts using the rubric, practice using the criteria, refilm and critique looking for improvements.

This is a lesson plan created to help students in 6th grade cement their understanding of the digital citizenship they have learned in their years of elementary school.  This will be done as a collaborative group project.  Students will revieiw the ISTE Digital Citizen standards, create Interland-style questions that relate to this standard (geared toward a 4th grade audience), create a question slide and an answer slide, and then create an internaut-style character to use on their slides.  

Students will pick out the main theme for the book and discuss the elements used to make up the story. They will use the iPad App Story Creator to illustrate and write their own story. They will be learning how to take a paper illustration and put it into a digital story and add their own text. This can be adapted to 4-6 grades.

Students will pick out the main theme for the book and discuss the elements used to make up the story. They will use the iPad App Story Creator to illustrate and write their own story. They will be learning how to take a paper illustration and put it into a digital story and add their own text. This can be adapted to 4-6 grades.

In this lesson, students will learn and create a digital story.  This lesson will take approximately 45-50 minutes and is taught face to face with time to work on the iPads.

This lesson plan will help students learn how create a podcast about their topic for National History Day, incorporating music clips found on Soundzabound from Utah's Online School Library.Image by: Internet Archive Book Images. Modified by Opensource.com. CC BY-SA 4.0

Students will identify key elements to include in a resume, discuss best practices, analyze another person’s resume, and write a first draft resume.

This is a lesson plan created by Mikayla Judd. The lesson plan talks about how to help students multiply and divide fractions using a task based instruction. Once students have mastered the skill, they will create a digital story explaining how to solve problems that multiply and divide fractions. 

This lesson plan aims at incorporating technology, in this case the Pages app on iPad, to create pamphlets that demonstrate depth of knowledge of social studies content. 

This lesson is the start of a unit on photojournalism and teaches the foundations of photojournalism and composition rules to Journalism students to enable them to create their own effective visuals to add visual elements and interest to Journalism articles.

This lesson is the start of a unit on photojournalism and teaches the foundations of photojournalism and composition rules to Journalism students to enable them to create their own effective visuals to add visual elements and interest to Journalism articles.

"How Wood Tick Became Flat" is a tale from the Northwestern Band of Shoshone Nation. This tale helps students become familiar with cultural storytelling and its importance in Native cultures. Students will have a brief introduction to the Northwestern Band of the Shoshone Nation and thier location in Utah. This lesson include an experience eliciting discussion and literacy activities. Students will create a diamante poem using a Native American tale.