For this activity, separate Worksheets, Resources, and Sample Student Responses have been provided for grade 3, grades 4–5, middle school, and high school.
Overview
The writing prompts on the worksheets for this activity give students an opportunity to organize information, share their ideas, and reflect on their understanding. We encourage you to adapt these worksheets to meet your students’ needs and your teaching style. Prompts can easily be modified by providing alternative instructions. For example, you might instruct lower-grade students to draw and describe their answers, and higher-grade students to provide more analysis in their responses.
Guiding the Inquiry
- Have students read the prompts on their worksheets carefully.
- Make available to students resources from the lists provided so that they can gather information needed to respond to the prompt.
- Invite them to ask questions if they find anything that needs to be clarified.
- Tell students to use the space on the worksheet or a separate piece of paper to draw pictures (grade 3) and write answers to the prompts.
- Decide how to accommodate students who wish to type their responses.
Worksheets Listed by Grade
SQ1 Writing Informational Text: Grade 3
Worksheet, Resources, and Sample Student Responses Worksheet Prompt: How would living near mountains, valleys, woodlands or water affect AbenakiHistorically, this name was used by the French to refer to many different Indigenous communities in Vermont, New Hampshire, and Maine. During the colonial wars, some New England Indians moved to southern Canada as war refugees. They were joined by refugees from other tribes and together became known as Abenaki. (Calloway, 1994) family life? Draw and describe some landforms and natural resourcesParts of the environment that people use, such as sunlight, air, water, soil, rocks, fossil fuels, and living organisms. they would look for. WS 4 – Draw and Describe Resources and Landforms Resources Abenaki CulturalRelating to the beliefs, language, traditions, and other ways of living that a group shares. Practices, LifewaysThe customary foods, clothing, shelters, and arts of a people. , and Natural Resources Card Game [Deck of Cards]…
SQ1 Writing Informational Text: Grades 4 – 5
Worksheets, Resources, and Sample Student Responses There are two worksheets for Grade 4 and 5, WS 5 and WS 6. Worksheet WS 5 Prompt: What are some of the geographic features and natural resourcesParts of the environment that people use, such as sunlight, air, water, soil, rocks, fossil fuels, and living organisms. an AbenakiHistorically, this name was used by the French to refer to many different Indigenous communities in Vermont, New Hampshire, and Maine. During the colonial wars, some New England Indians moved to southern Canada as war refugees. They were joined by refugees from other tribes and together became known as Abenaki. (Calloway, 1994) family would look for when choosing a place to camp or live? Consider what different members of the family…
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SQ1 Writing Informational Text: Middle School
Worksheet, Resources, and Sample Student Responses Worksheet Prompt: Sustainable practices assume that natural resourcesParts of the environment that people use, such as sunlight, air, water, soil, rocks, fossil fuels, and living organisms. are limited and that people should act to ensure that resources will be available for people in the future. Discuss how knowledge of geographyThe study of places on Earth, their features, and the people who live there. guided AbenakiHistorically, this name was used by the French to refer to many different Indigenous communities in Vermont, New Hampshire, and Maine. During the colonial wars, some New England Indians moved to southern Canada as war refugees. They were joined by refugees from other tribes and together became known as Abenaki. (Calloway, 1994) natural resourceA source of information for student learning, such as a website, video, library book, poster, or map. utilization and conservation. How did their geographical awareness contribute to their sustainable practices?…
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SQ1 Writing Informational Text: High School
Worksheet, Resources, and Sample Student Responses Worksheet Prompt: Analyze how the AbenakiHistorically, this name was used by the French to refer to many different Indigenous communities in Vermont, New Hampshire, and Maine. During the colonial wars, some New England Indians moved to southern Canada as war refugees. They were joined by refugees from other tribes and together became known as Abenaki. (Calloway, 1994) people’s familiarity with the region’s geographyThe study of places on Earth, their features, and the people who live there. gave them advantages or challenges when dealing with neighboring tribes and colonial settlersPeople who come to a new place to live. WS 8 – Familiarity with Geography Resources [ResourceA source of information for student learning, such as a website, video, library book, poster, or map. coming soon] Famous Abenaki [Online reading] (Elnu Abenaki Tribe(Related word: Tribal): A group of families or villages that share the same language, traditions, and ancestors. , 2023) Native Land Digital [Digital interactive] (Banaszak,…
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Standards Alignment
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Potential Alignment: English Language Arts Standards
The Writing Informational Text activity can support the following sampling of standards and serve as a starting point for integrating the American Abenaki Curriculum with language arts instruction and assessment.
Grades 3–5
CCSS.ELA-Literacy.W.3.2.b. Develop the topic with facts, definitions, and details.
CCSS.ELA-Literacy.W.4.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.5.2.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Grades 6–8
CCSS.ELA-Literacy.W.6.1.a. Introduce claim(s) and organize the reasons and evidence clearly.
CCSS.ELA-Literacy.W.7.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.8.2.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Grades 9–12
CCSS.ELA-Literacy.W.9-10.2.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.W.11-12.2.b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.