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DOCUMENT RESUME
RC 015 047
Brecia, William, Ed.; And OthersChdctaw Culture Early Education Activities.Mississippi Band of Choctaw Indians, Philadelphia.Department of Education, Washington, DC..,.84G00810625145p.; For related documents, see RC 015 04A-053.Research and Curricullin Development, Missis94ippi Bandof Choctaw Indians, Tribal Office Building, Rt. 7-Box21, Philadelphia, MS 39350 ($5.00).Guides Classroom Use Guides (For Teachers) (052)
MF01/PC06 Plus Posta§e.Activity Units; *American Indian Education; American 4Indian LiteratureC*Cognitive Development; *CulturalInf'uences; tEarly Childhood Education; *LearningActivities; Preschool Education; *Relevance(Education); Story. ReOing*Mississippi Band ol Choctaw (Tribe)
ABSTRACTAn effort to better prepare Choctaw youngsters for
kindergarten, the Choctaw Cultur'e Early Education Program developed aresource of 58 activities adapted to meet the needs of Choctaw 3- and
-4-year olds. The activities are divided into four sections pertainingto getting started, relating to five project publications (How the'Flowers Came to Be, The Tale of the Possum, Sokosi Aliha--LittlePigs, Welcome to Choctaw Fair, and Looking Around--No Ya PiSa),matching activities, and miscellaneous. Each activity provides thefollowing information: name of activity, objectives, materialsneeded, procedures, and things to tUlk about. Examples of some of theactivities are classroom helpers charts, learning center markers le(medallion-style necklaces worn to indicate which learning center achild is to be participating in), straw puppets in a cup, possumattendance chart, bacon and eggs, weather match, color match drums,Choctaw frog pattern match, drop and see, Choctaw clothes line game,number, jigsaw puzzle, Choctaw chanter's sticks, ,how hominy is made,Siti puzzle, stringing the drum, washer-hooker board, and Loksi storypuzzle. Black and white photographs illustrate some of theactivities. (ERB)
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* ,Reproductions supplied by,EDRS are the best that can be made ,*
from the original document.*************************************************************,4********
N,
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re CHOCTAW CULTURELr\
EARLY EDUCATION ACTIVITIEStz)
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U8 DEPARTMENT OF EDUCATIONNATIONAL INSTIWIt OF MICAT IONI', A il!NA 141 4,14, I , !NI 111 MA )N
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i'c) Copyright 1984 Choctaw Heritage Press
Published by Chocta4 Heritage,Press, MISSISSIPPI BAND OF CHOCTAW INDIANSPhiladelphia, MissisSippi (
1 ( 11 t 1 1 1 ( \ 1 h'IOrt b
I..11110 I hr':
Virginia Dale AllenMimic. BenDoris Billie/Arnie BillyWilliam BresciaJames JohnsonAgnes kingFvaline Lewis.1shaddus Jane I ewis
I.illyDewey Truitt MorrisPam MyrickLinda Skinnerlienrietta }aye ThomasSandra Willis NAleaverMelba WilliamsFannie WillianhonBrenda Wilson
William, BresciaCarolyn Reeveslinda Skinnei
Photographs by;
1:17)ed.by:
VVilliarn BresciaEdward John
`Fsterlene IsaacNellie Steve
/raw/ ('hue /: Phillip Martin
hha'a 11011 COMM WC(' Chair/MM.' l.tlke 111111111e
ak
.Special Thanks to all the childretrwho participated in the program and did so well and to antheir parents for supporting the program.
book wa% made tioNNII le by a grant from the Department -of I:ducat ion to the Choctaw Culture Fatly
.1 klut-at Ion Pwgiam, (Irani Number ( AX)8 1 062 5
iNTRODUCTIONO
The activities in this hook were.
developed h the staff of the Choctaw Culture Early I'duca-lion Program, Mississippi Rand of Chocta Indians. These activities were used in the com-munity centers during the life of the program with three and four year olds. While the ac-tivities were originally designed for preschoolers, many can he used in early grades with littler no changes. We do not clann to have developed all of these ideas on our own. We have bor-rowed heavily from existing early childhood publications and adapted them for use here onthe reservation. You may wish to adapt them to your own special needs.
As a classroom instructor you will need to do some construction to use the activities in thishook, but do not despair, remember the, people who made these activities the first time pro-
-bably live right down the road from you. We would like people to use this book as many waysas possible, so feel free to make copies and distribute to anyone you think would like to have aparticular activity.
The Choctaw Culture Early Education Program was conceived as an experimental project toshow that by using Choctaw Culture and Early Childhood Educational techniques together,our students here could go into kindergarten better prepared to do the work expected of them.Our test results show some staggering improvements in all areas of development; from largemotor to language, the average gain was two years during the eight month classrobm term.We hope that by producing this book some of the success we had with our 'students will becontinued in your classroom. Good luck. Have fun, we did.
TABLE OF CONTENTS
I flit oductiot;
( ;citing, Started: eLClasroorn I icIpers ChartCalendar Chart 3
Learning Centel Marker
Activities Relating to Project PublicationI low Flowers Came to Be 7
nation 9
Straw Puppets in a Cup 11,
Napakali Puppets 13
Flower Matching Game 15
The "rile of the Possum 17
Possum Attendance Chart 19
Possum and Raccoon Story ................. 21
Na Yo Pisa-Intellectual kits 23
Household Sorting Box ..... ........... . . . . 25
Washer toss 2' 7
Word Cards 29
Sokosi Aliha .31
I -Hp The Little Pigs Find the Hominy 33
Bacon and Eggs . 35
Welcome to The Choctaw Fair 37
Number Matching Game .. .. . . .19
Matching ActivitiesWeather Match 41
Match the Choctaw Object 43
Color Bingo- 4S
Design Match . . . ..... 47Aciittiholba 49Matching Choctaw Faces .
51
Color Match Drums-- 53
Picture Letter Bingo Game 55
Matching Clothes Game . . . .57Choctaw Frog Pattern Match . 59
Drop and See 61
Choctaw Clothes line Game .. 63
Going Barefoot 65
Carrot Crunch 67
Nani Game 69Stickball Counting 711
Counting FeathersTali Number Game I 75
Number Jigsaw Puzzle 77
I5I
Miscellaneous ActivitiesI lit the Rabbit 79Choctaw Design Sewing Cards .................. . .......... 81
Choctaw Chanter's Sticks 83How Hominy is Made 85Manipulation Board 87Siti Puzzle 89Traiing Game 91
Days of Week Train 93Rainbow Game 95Choctaw Drum Nail Game 97Making Ginger Men 99Self Concept Activities 101
Stringing the Drum 103
Washer-Hook Board 105
6.)kfi Weather Chart 107
Sorting Objects/ Pictures 109The Same or Different Game 111
Loksi Story Sequencing 113
Loksi Story Puzzle 115
Appendix
6-
Classroom h a 1persCharts
Al
1. Name of Activity: Classroom Helpers Charts
2. Objectives: To develop sense of responsibility and self-esteem.Picture detail awareness.To develop sense of pride about one's surroundings.
3. Materials Needed: Chart containing rabbit with pockets on his Choctaw clothes(The pockets have drawings on them to represent: calendar,table clean-up, weather, classroom helpers.
4. Procedures: Place children's names in the pockets each day to indicate theirresponsibilities.Rotate the names so that everyone gets to do everythinf at leastone time.
5. Things to Talk About: Why do we need classroom helpers?
t
2
Calendar Chart
1
3 A
3
1. Name of Activity: Calendar Chart
2. Objectives: To develop concepts of day, week, month, year, etc.Number sequenceLanguage development in English and Choctaw
3.
0
Materials Needed: Calendar Chart with both English and Choctaw names of thedays of the week on it.Masking tapeFlowers with numbers in center of them (1-31)
4. Procedures: Each day a different child finds the correct flowerNumber for the day of the month and places it on the chartwith maskingDiscuss the day's name and date
5. Things to Talk About: What do you do on Sunday? On Saturday? Which day of theweek do you like best?
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1. Name of Activity: Learning Center Marker/Necklace
,.2. Objectives:
3. Materials Needed:
4. Procedures:
To improve classification skillsTo follow directionsTo use symbols for places markers
Necklaces fashioned out of 4" circles (poster board/, whichcontain pictures, with a hcile punched dear the edge bf the cir-cle, and a yarn string is pulled through the hole ana tied so itcan he slipped over the child's head a medallion stylenecklace. (5-6 necklaces of each kind are needed.)
Exydain to children that the necklaces represent the type oflearning center they are to go to (example: the ball stickyplay/game center; the pot = cooking center, etc.) They weal k:::,)the necklace while a(the center and change to another necklacewhen they leave.
5. Things to Talk About: The necklaces can be used to play a classification game: All theraccoons stand up; all the ball sticks stand on one foot, etc.
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HOW THE FLOWERS CAME TO BE
Teacr's (.;aide
How The Flowers Came To.Be is a Choctaw story that reinforces many traditional Choctawvalues. The granddaughter learns from her elders about observing and respecting Nature andconserving,her many gifts. The oral tradition is featured as a teaching method which impartsknowledge and values. The child is given an understanding of the interrelatedness of allthings, the importance of keeping cultural knowledge, of giving to others, if spiritual power,of respect for one's elders. (The celestial event referred to was the Crabikebula Supernova-theexplosion of a giant star, which happened in 1054 A.D. and was recorded in rock art and oraltraditions by native people. The Constellation of the Seven Sisters is the Pleides.) The sug-gested activities that follow are designed to assist in cognitive development by providing ex-
ile periences in sequencing, seriation, one to one correspondence, number and color recognition,counting, and creative expression. Introductory science concepts relating. to Constellations,spiders and the growing cycles of plants, are also included. It is our hope that this book andteacher's guide will enable cognitive and cultural learning to blend in enjoyable experiencesfor our children.
Suggested Activities:I. Introduce How the Flowers Come to Be book.
V
a. Read it to students
b. Retell_ the story using ha,nd puppets of Mississippi wildflowers (i.e.) tiger lilly, wildiris, red clover, buttercups, black-eyed susan, etc.)
c. Create set of Mississippi wildflower finger puppets and people finger puppets toretell story with. Leave in language area of clasSroom.
2. Flowers matching game: I
a. Talk ?bout the cover of the hook which depicts the people's prayers "goin§ up"and changing into flowers that come to live on earth.
b. Prepare and shapes using red, orange, yellow, green, blue
and purple for both' sets of shapes.
c. Keep, the "prayers" and "flowers" in a Choctaw basket for matching colors and1-1 correspondence.
8t.
rIow ihe FlowersCame io Be
Sedation
1. Name of Activity: Now The Flowers Came To Be Seriation
2. Objectives: To Familiarize children with Mississippi wildflowersTo 1dtntify Mississippi. wildflowersMatching colorsTo develok vocabularyLanguage Development
3. Materials Needed: One set of wildflower cards (7 to a set)MarkersEnvelopes,for storage 9 x 12
4. Procedures: Put the baskets in order of size (start with small to large orlarge to small....)Put the stars in order of size...Put the flowers in order of size...
Variation: Put all the flowers in a Choctaw basket. Match the colors.Match the sizes.
5. Things to Talk About:Variation: Also cut out flannelboard flowers from bright felt.
10
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1. Name of Activity: Straw Puppets in a Cup
2. Objectives: Strengthening of oral language skills in EnglishDevelopment of story sequence concept .
Encouragement of creative expression
3. Materials Needed: Storybook: How the Flowers Came to BeFelt flowers attached to plastic drinking stawsPainted 1Vctures of characters from the story cut out andattach to trawlCup made to look like Choctaw basket
4. Procedures: After having heard the story read to them several times, thefollowing activities can be done:
1) Children act out story as teacher reads it (creativedramatics)
2r Children retell the story in their words and act out thestory using the puppets
3) Children select a puppet and tell about the puppet
5. Things to Talk About: Is the story truth or fiction? Why? Why should people respectflowers and other growing plants? How do plants help us?
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1. Name of Activity: Napakali Puppets
2. Objectives:
3. Materials Needed:
4. Procedures:
Retelling Choctaw Story of How Flowers Came to BeOral language DevelopmentBilingual vocabulary development and labeling
Flower puppets on socks for teacherPhotocopies of flowers,stapler or scotch tapemagic markerscrayons or watercolorscontact paper
4
Let each child have I set of drawings 81/2 " x 1 l "Color noting pictures ofactual flowers
5. Things to Talk About: Creati4c language experiences
flowers MatchingGame
1. Name of Activity: Flowers Matching Caine
2. Objectives: Attention to detail and shapesMatching colors with wordsOne-to-one correspondenceConceptual understanding of "smallest to largest"
3. Materials Needed: Book: Now The Flowers Came To BeFelt flowers of all colors cut in shapes of flowers found in thebook.Choctaw basket in which to keep the felt flowers
4. Procedures: After reading and discussing the book, the following activitiesmay be done:
a) point to a flower in the book and let children locate thesame flower shape in the felt flowers.
b) Say a color name and let children hold up flowers of thatcolor.
c) Let children find the same nAnber of felt flowers asthere are flowers on a page the teacher points to
d) Let children arrange the felt flowers from smallest tolargest.
5. Things to Talk About: What other gifts has nature given us (trees, rivers, etc.)? Whydid the sisters go down to Earth?
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16 ;I'4,)
The 'ale of thePossum
I. Name of Activity: The Tale of the Possum (A Story)
2. Objectives:
3. Materials Needed:
I4. Procedures:
To improve listening skillsTo encourage creative expressionTo reinforce concept of story sequence
Book, The Tale of the PossumPossum puppetTree (limb from a real tree)Raccoon puppet
Read and discuss the storyLet children use puppets to act out the story as it is read again.Later, let children tell story and act it out at the same timeusing the puppets.
5. Things to Talk About: You tell me the story. What is it about the story that you like?What is the last *thing that happened in the story?
18
'PossumAttendance Chart'
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1. Name of Activity:- `Possum Attendance Chart'
2. Objectives: Promote positive self-conceptDevelop and strengthen name recognition
3. Materials Needed:
4. Procedures:
Brown and green construction paperpossum pattern drawn on gray construction paper or color thepossum gray with pink tailcontact paperpipe cleaner (pink if possible) as reinforcement for tails
Make a tree with several branches from which children canhang their possums.Add a green top or given leaves:Make. a posum for each child with his name written in blackmagic marker.Cover the possums with clear contact paper.As. each child comes into school, have him hang his possum onthe tree.
5. Things to Talk About: The attendance chart can be used at xircte time for counting,name recognition, one,io-one correspondence, etc...The possum is common in Choctaw stories.He-likes to play tricks.
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"Possum andRaccoon" Story
)41
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1. Name of Activity: "Possum and Raccoon" Story Sequencing
2. Objectives: lnterpretin pictures and detailsDeveloping logical thinking'Strengthening left -to ,right progressionPlacing a series of pictured events in sequence to tell a story.
3. Materials Needed: '"si Group of pictures from "Possum and Raccoon" story1 Small pocket chart for pictures made by stapling a 1/2 " strip
along bottom of cardboard rectangle.Small envelope for pictures.Large envelope for quire activity storage.
4. Procedures: The child hears "Possum and Raccoon" several times inseveral forms (i.e. hand puppet show, storybook, flari-nelboard, stick puppets, etc.)The child looks through the pictures.He decid& what he thinks happened in the story and places thefirst pictures' in the sequence at the left.The next picture shows the second event, and so forth, until thestory is told.
5. Things to Talk About: Tell me about this sfory. Which picture happened first? Howdo you think the 'possum fuels in this story? How do you,thirikthe raccoon feels? Why do you think they feel this way? Whatpart of story did you, like best?
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1. Name of Activity: Na Yo Pisa Intellectual kits
2. Objectives: Stimulate language developmentEncourage creative expressionDevelop classification skillsIdentify common items
3. Materials Needed: 3 large boxes for child-created containers for activityPhotocopies backed with cardboard and covered with contactpaperActual items from Na Yo Pisa (or presentation)
4. Procedures: Let children create 1 box to look like a typical home, 1 box as aschool, 1 bok as a storeCollect items found in Na Yo Pisa (if size is prohibitive, cut outpictures from magazines and paste on tagboard)Students classify itemsStudents match actual item to picture of item in Na Yo Pisa
5. Things to Talk About: What things are made to be used? Wj at things are decoration?What is used for entertainment? tat are other categories?Makeup a story about an item in the kit.
24
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1. Name of Activity: Na Vo Pisa Household Sorting Box
2. Objtctives: Identify common household itemsStrengthen eye-hand coordinationDevelop classification skills
3. Materials Needed: 1 large cardboard box with lid3 small cardboard boxes of similar size, with no lids_Colored construction paperContact paper or wrapping paperColored felt tip markersGlue
. TapeScissors
4. Procedures:
HOUSEHOLD ITEMS
plates cups cookiemeasuring cups toothbrush hairbrushscissors lipstick toilet paperbandaid box telephone teapotwashcloth towel spongebaby -bottle dustpan recordsetc.
Put all household items collected in large boxCover three small boxes with colored construction paper, con-tact paper, or wrapping paper.On the outside of each of these boxes, draw a room from ahouse (i.e. kitchen, bathroom, living room.)Write the name of each room under its picture
5. Things to Talk About: Child takes household item from large box. "In what roomwould you find the washcloth? What item could be found in
re than one room? Would you like to collect pictures (oriter s) so we could make another game about school, orto n?"
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1. Name of Activity: Wiiher Toss
2. Objectives: Eye-hand coordination'Small and Large muscle CoordinationTaking turns in a group
3. Materials Needed: Several washers from hatdware store (2-3" in diameter anddrcotate0 with magic marker to show Choctaw destns)A 8" ho in the ground (or a large, heavy can)
4. Procedures: Children, one at a time, try to throw washers in the hole. Start -at 4 feet distance and increase by 1 foot each time child showsproficiency.One point is gained for each washer pitched in the hole.
J
5. Things to Talk About: What else are washers used for? Count the washers gotten inthe holy', not gotten in the hole, etc.
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1. Name of Activity: Na Yo Pisa Word Cards
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2. Objectives: Stimulate verbal skillsDevelop word-associate skillsExpand vocabulary in Choctaw & English
3. Materials Needed: Tagboard cardsPhotocopies (or pictures cut from magazines) of objects withword printed underneathGlueFelt tip markers /Contact paperStaplerScissors
4. Procedures: Use as flash cards for verbal recognition of pictures.Use for classification activities.Possible categories for classification: Home, school, town
people inside/outsidestores things people wearanimals things people do
things people use
5. Things to Talk About: Imagine what is unseen in pictures. Take field trips to theplaces depicted in Na Yo Pisa. Play charades... Do all thethings people are doing in book. Think of all the w rds you canfor each object (i.e. show = theater, mov ick, cinema,Ellis...) L.
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1. Name of Activity: gokosifi Mika (Little Pig)
2. Objectives: Improvement of listening skillsDevelopment of English and Choctaw language skillsCounting experience (1-10 in both language)
3. Materials Needed: The book, okgi Alitia (Little Pigs)
4. Procedures: Read and discuss the book with the children, in the languagedesired.Let children count the pigs in the truck on the last page.Let children use the finger puppets to repeat the story and act itout. ih
5. Things to Talk About: Use a map of the Choctaw communities and let children findeach community on the map.
32
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1. Name of Activity: Help the little Pigs Find the Hominy
2. Objectives: Familiarize children with Choctaws Communities .
Identify shapes of circle, diamond, half-diamond, squares, rec-tangle.Identify colors
3. Materials Needed: 2 sheets posterboard5 piggy markersmagic markersI " x 2" cards with shapes and community pictures drawn onthem.Community names should be written on the picture card also.
6Some of the cards should be return cards
4. Procedures:
vab
For example: "Ran out of gas. Go to Bogue Homa""Return to Conehatta and make anotherbasket.""Hurt in the stickball game. Sit out a turn inthe Pearl River.""Need a new hat band. Go to Red Water.""Go to Tucker and tw for another home run.""hops, torn shirt! Co to Standing Pine for anew one."
Candy Corn or Corn nuts for. "feast" at end of game.
Five children may play the gameThe first child chooses a card and moves to the nearest spaceindicated by the card.Encourage children to identify the shape and color they landon, or the communityThe first child to reach the pot of hominy gets to pass Out thehominy (candy corn or corn nuts)
5. Things to Talk About: Talk about the importance of the community, and the sharingthat must take place within and among communities.Discuss the cultural tradition of sharing whatever we have withothers.Discuss the feelings the person or people who "get" mighthave.Discuss the importance of taking care of each other.
34 'i'r
con and Eggs
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35
1. Name of Activity:- Bacon and Eggs
2. Objectives:
3. Materials Needed:
I4. Procedures:
Importance of meat in our dietImportance of pigManipulative practice
\iaper platesFelt pieces to represent bacon (brown felt cut to look likebacon) and eggs (white felt with yellow centers to look like egg?)
Chil:pretends he or she is having a meal.They select the number of bacon pieces and eggs they want toeat and arrange them sin the plate.
5. Things to Talk About: Where does bacon come from? In what other ways is the pig im-portant to Choctaw? What other foods do you like to eat withbacon and egis?
4
'WelcomeChoctaw Fair
37
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1. Name of Activity: Welcome to Choctaw Fair (A Book)
2. Objectives: . Practice in numeral identificationIdentification of shapes: diamond, triangle, circle, rectangleOne-to-one correspondence
3. Materials Needed: The book, Welcome to Choctaw FairNumerals 1-5 written on cards
4. Procedures: Read and discuss the book with the childrenLet the children identify numerals and count aloud as eachpage is read.Later, hold up one of the numeral cards and let the childrenfind the pages that has that number of people on it.Let children find and point to shapes on the various pages;diamond, triangle, circle and rectangle.
5. Things to Talk About: Let children share the experiences they have had at theChoctaw Fair.
38
',umber MatchingGame
1. Name of Activity: Number Matching Came
2. Objectives: One-to-one correspondenceLanguage developmentMatching practice
3. Materials Needed: 43 large, red posters which contain pictures, numerals, and yarnMasking tape
4. Procedures: Child loOks at the picture as the teacher reads the words whichgo with it, and then places the yarn attached to it on the correctnumeral (hold it on the numeral with masking tape)
5. Things to Talk About: What other things do you see at the Choctaw. Fair? What isyour favorite thing to do at the Fair?
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1. Name of Activity: Weather Match
2. Objectives: Reading readiness-matching words with pictures.Attention to detailsClassifyingLearning label names for weather
3. Materials Needed: Weather Match folderWeather labels (can be kept in envelope attached to back offolder)
4. Procedures: The child matches the correct word (weather label) with eachpicture.Less confident children may rely on color coding while acquir-ing readiness skills which lead to reading (the teacher shouldsay the word and then let the child see if he or she can locate it).Confident and developmentally ready children will be able tomatch the labels and pictures on their own, eventually.
5. Things to Talk About: Feelings that different krinds of weather promote in people.What clues in the picture help us know the kind of weather itrepresents.
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I. Name of Activity: Match the Choctaw Object
2. Objectives: Promote visual discriminationDevelop eye-hand coordinationPractice matching skills
3. Materials Needed: 1 piece of tagboard 14" x 15"Black felt tip penScraps of tagboard in contrasting color1) Basket, 2) Cooking pot, 3) Drum, 4) stickball, 5) BeadNecklace, 6) Choctaw Shirt, 7) Choctaw Dress, 8) ChoctawIlat
4. Procedures: Individually or in small groups the children should match eachshape to its outline on the board.
5. Things to Talk About: Of each picture on the tagboard.
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1. Name of Activity: Color Bingo
2. Objectives: Language development in English and ChoctawDevelopment of visual discrimination skillsReading readiness development
3. Materials Needed: Bingo cards with six colors on themChips (square of construction paper) for placement on theBingo cards.
4. Procedures: As the color words are called out the child places a chip on thesquare which represents the color word. Work on only onelanguage at a time do not mix Choctaw! Mid English colorwords during a game.
5. Things to Talk About: Find other things in the\room which are green (substitute othercolors with the direction to find things). Name some things out-side which are blue.
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1. Name of Activity: Design Match
2. Objectives:
3. Materials Needed:
4. Procedures:
Visual discrimination skillPre-reading skillOne-to-one correspondence
Design match folderDesign cards (can be kept in envelope attached to back of(older).
The child matches the correct design card with the design in thefolder by placing it on top of the design.Confident children can he challenged by atter pting to arrangethe design cards in the same pattern as contai ed in the folder.
5. Things to Talk About: Find two lines which cross each other. Find a line which curves.
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1. Name of /Utility: Avci Ittiholba Ahocih (Match Choctaw Quilt Design)
2. Objectives: To have the children recognize Choctaw quilt designs and tomatch them with the right one.
3. Materials Needed: 4 poster boardsBlack magic markersDesign pattern; stickball sticks, crosses, etc.Felt-tips of different colorsDesign patterns should be drawn on posterboard
4. Procedures: A group of 4 individual can play.First step set the cards 041Second step Get the designs that you made with the feltThis game familarizes the children with different Choctawdesigns. It also shows the children how their ancestors usedthese,designs on quilts.
Things to Talk About: Talk about the importance o keeping traditions going.Also the significance of differ nt designs that are used on thequilts made by the Choctaws.
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I. Name of Activity: Matching Choctaw Faces
2. Objectives:
3. Materials Needed:
4. Procedures:
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Development of visual discriminationAttention to detailsOne-to-one correspondence
Matching Choctaw people folderPeople faces to match those in folder (can be kept in envelopeattached to back of folder)
The child places the faces, one at a time, on the identical faceinside the folder.Less confident children may need praise after each correctmatch. #t
5. Things to Talk About: Ask the child to describe why particular sets of faces match.Ask the child why a particular pair of faces do not match.
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I. Name of Ac Color Match Drums
2. Objectives: Improvement of matching skillsDevelopment of eye-hand coordinationDevelopment of visual-discrimination skillsVocabulary development in English
3. Miiterials Needed: Different colored drumsConstructiov paper of different colorsCut in 5 x 7 sires with the color of the paper. printed on thepaper clothespin pinned to the pieces 61 construction paper.
4. Procedures: Child selects a drum and finds the piece of construction paperwhich is the same color and has the word written on it."Lie child pins the construction paper piece on the drum withthe clothes pin.The child then says the name of the color.
5. Things to Talk About: Discuss shades of colors, such. as the different shades of green,blue, etc., and let children find colors which represent differentshades of the same color.
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1. Name of Activity: Picture/Letter Bingo Came
2. Objectives: Language DevelopmentSound/symbol recognitionPre-reading skills
3. Materials Needed: 6 game cards (9" square) which contains pictures of things onone side and alphabet letters on the other side.3 x 5 earns with an alphabet letter on eachLarge dried beans
4. Procedures: Give each player a card and some beans.4 Picture game: Teacher holds up a 3 x 5 card with a letter on it
and the players look to see if any of their pictures begin withthat letter; if so, they place a bean on it.Letter game: Teacher says the letter name (or a word beginningwith the letter name) and players place a bean on the letter ifthey have it.
5. Things to Talk About: Let children drop a bean and then tell the letter the picturebegins with that the bean 1 nded on, or name a word thatbegins with the letter that tl e bean landed on.
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I. Name of Activity: Matching Clothes Came
2. Objectives: Recognition of upper and lower-case letters of the alphabetSequence of alphabetManipulative practice
3. Materials Needed: Shirts (decorated as Choctaw shirts) with upper-case lettersprinted in lower-left corner of shirt.Pants (decorated as Choctaw pants) with lower-case lettersprinted on bottom of left leg.
4. Procedures: Children match upper and lower-case letters of the alphabet byplacing the clothes on the table in a row.Later, children can arrange the clothes in alphabetical order.
5. Things to Talk About: Point to the first letter of the alphabet. . .the last. . .the mid-dle. Point to M (teacher says a letter name and the child pointsto it; repeat with other letters).
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1. Name of Activity: Choctaw Frog Pattern Match
2. Objectives: Visual discriminationMatching skills
k3. Materials Needed:
4. Procedures:
Posterboard or file folderWallpaper samplesConstruction paperMarkers
Draw a large frog with various shaped spots on constructionpaperCut out designer wall paper sample and paste to outline shapesCut out separate outline shapes on construction paper and gluewallpaper patterns on shapesChildren can then match patterns as well as shapes
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I. Name of Activity: Drop and See
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2. Objectives:
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Improvement lof matching skillsConcept development about: "the Community" and "things"that go togetherLanguage development
3. Materials Needed: Red and black checker-type board containing pictures of
4. Procedures:
familiar Community thingsA set of cards which contain pictures of the same things on the°boardA bean or piece of corn (dried) for dropping
Game I-----"The C6Mmunity": Distribute the cards to 2-4children, and have them place the cards face up in front ofthem. Then the first players drops the bean or corn on theboard_ When the bean or corn drops on a picture, ask all thechildren to look at their cards and find one or two cards thatbelong with the picture, based on their knowledge of their com-munity. When they are found they are placed in a stack. RepeatWith the next plater, and continue until all the cards have beenused.Game 2 "Things That Belong Together": The first playerdrops the bean or corn. When the bean or corn drops on a pic-ture, the teacher displa 2-4 cards and tells the player to pointto any cards that .-go vith the picture. (If none of the cardsbelong with the pict -e, the player says: "None of the cardsbelong with the picture.") Fact), player keeps the cards whichhe says belohg with the picture, When he or she is correct.Repeat with the next play; and continue until all cards arigone. 'Inhe player with the most -cards wins the game.
5. Things to Talk About: Name some other things in the Community .which belongtogether (school , books, pencils, etc.)
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2. Objectives:
3. Materials Needed:
I 4. Procedures:
Choctaw Clothesline Game
Recognition of upper and lower-case letters of the alphabetSequencing the alphabet lettersPractice with letter names of the alphabet
Clothes pins with upper-case letters printed at the bottom ofthe pin and another set with lower-case letters printed at thebottom A) f the pin (keep pins in a can or basket)String/yarn for clothes-Mine
Put a glothes line in the rdom.Let children match the upper and lower-case letters by pinningthem on the line.Later, let children put upper and lower-case letters in correctsequence on the clothes line.
5. Things to Talk About: Say different letter names (or point to them) and let childrenthink of words which Vegin with the letters.
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1. Name of Activity: (;oink Barefoot--
2. Objectives: AlphabetlitcognitionAssociation of symbols wititvinds
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3. Materials Needed: .Construction per feet with an upper-case letter prihted onthe ball section of the foot and it's matching lower-case letter
--- printed on the h eeL,jce Ction of the toot.
4. Procedures: Arrange the feet in alphabetic order.Let child remove shoes and walk on the feet, stopping on theletter which begins his or her name.Later, scramble the letters and let the child place them in pro-
.per sequence.
5. Things to Talk About: Say a word, such as "dog" and let child step on the letter itbegins with.
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1. Name of Activity: Carrot Crunch
2. Objectives:
3. Materials Needed:
Practice in letter recognition, numbers, and color words.Visual DiscriminationReading readiness skills
Tennis ball can covered with paper or cloth and aplastic lid from rim to rim
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4 large carrots from poster hoard (8-9" tall includingtops) with 'lines drawn horizontally on them; one carrot
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color words.
4. Procedures: Carrots are stuck into lid-of can with only the green top show-ingAs the teacher pulls up the carrot, the child will says the letter,etc. that is exposed.
5. Things to Talk About: Other Carrots may be made which contain pictures (and childsays a word that begins with same sound as the picture does)drawings with something missing (and child tells what is miss-ing), etc.
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1. Name of Activity: Nani Came (Fishing game)
2. Objectives: Recognition of Choctaw and English alphabets and numeralsone to tenRecognition of likenesses and differences in symbol shapes
3. Materials Needed: Construction-paper Or cardboard)Fish with Choctaw and English lettersisymbols on themCane fishing poles with yarn fishing lines containing magnetsat the end of the linesPaper clips attached to,,fish
4. Procedures: Each student uses a fishing pole and tries to get the magnet onthe end1of the fishing- line to attach to a paper clip on a fish.The child says the name of the letter or symbol which he Nilsup with the fishing pole. If the child does'not know the let-ter/symbol the teacher says it and the child repeats it.
5. Things to Talk About: Is the letter/symbol in the English or Choctaw alphabet orboth? What are the Eng liSh and Choctaw words for thenumerals. Hold up the number of fingers that the numeralrepresents
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1. Name of Activity: Stickball Counting
2. Objectives: Improvement of counting skill, 1-10One-to-one correspondenceLanguage development (counting in English and Choctaw)
3. Materials Needed: Ten poster boards (6" square) which contain a numeral and,,circles (to represent balls) to match the numeralLarge paper clips (to represent stickball sticks)
4. Procedures: Child selects a board and then clips a paper clip over each ball(pretending to catch the ball with stickball stick), counting ashe or she does it. When all have been clipped, the last numbersaid is the numeral on the board.
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5. Things to Talk About: Look around the room and find sets of objects/things whichreflect the same number on the board.
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I. Name of Activity: Counting Feathers
2. Objectives: Recognizing niAithers in Choctaw and EnglishImportance of numbersPutting numbers in sequence
3. Materials Needed: PosterboardTagboardMarkersScissorsRubber CementWhite Construction paper
4. Procedures: Draw feathers on construction paper and paste them on thetagboard.Cut and color.Name and identify the numbers on the feathers.
5. Things to Talk About: Importance of understanding-the sequence of numbers.
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1. Name of Activity: Tali (Rock) Number Came'.4k
2. Objectives: Numberal recognition practiceAddition facts of 20Concept of addition (putting groups of things together)
3. Materials Needed: . Set of card strips with addition facts printed on them (example:2 +- 4 = 6, 10 + 5 = 15, etc.)Set of 20 construction paper rocks (-brown construction paper)with numerals 1-20 on them.
4. Procedures: Place the rocks on the floor with the numbers in random order.Hold up an addition fact and let child find the rock-.,whichmatches the answer on the card strip.Let child place it on the rock.Continue until all strips are correctly matched.-p
5. Things to Talk About: Use objects (paper strips, paper clips, beam, corn, etc.) to letchild place under the card strip in correct numbers to match theaddition fact.
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1. Name of Activity: Number Jigsaw Puzzles_
2. Objectives: Reinforce winning skillsDevelop one to one correspondencePrognote visual discriminationliuVourage eye-hand .coordinationIncrease small muscle coordination
3. Materials Needed: 10 tagboard cards 41/2 " x 9"Colored felt tip markersClear contact paper o laminateRulerPedCi IScissors
4. Procedures: Draw or paste an object on One side of t card and the number 1on the other side.Draw or paste two objects on one side of a card and the otherside.Repeat through ten.Cover,all pieces with clear contact paper.Cut each card in half vertically with a different cutting pattern,zigzig, wavy, straight edge,,etc. ,
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2. Objectives:
3. Materials Needed:
4. Procedures:
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Large and small muscle developmentEye-hand coordination
Wooden board %Kith rabbit drawn on itBean Bag
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1. Name of Activity: Choctaw 1)esi4n Sewing Cards(Diamond and 1.2 Diamond Designs)
2. Objectives: Focus dUldrei 's attention upon the design which is found onChoctaw clot ling.Develop tine Mtvor coordination.Develop concepts of "in" and "out", "up" and "down".Identification and matching colors.
3, Materials Needed: 6" x 2" strips pf taghoard with diamond or I,...! diamond designdrawn in cliff rent colors15" strands o; colored yarn (red, yellow, blue, orange, green,
4. Procedures:
purple, black etc. . .)magic tarke6hole p nchlarge irn ne dlesclear contact apex
Cover cards With clear contact paper and punch holes at everypoint in the design.Thread needle's with yarn and place on the table with the cards.14ave childrerA select a card and matching yarn.Direct the children to start stitching by bringihg the needle upfrom under the card and then bring the needle down throughnot her hole.
Continue by telling the children so stitch in and out of theholes.The thread may be secur ed by knotting the end or it may be tied.
4tx loosel.i, onto the card.
5. Things to Talk About: Encourage the children to talk about where they have seen thedesign before, who they have seen making it and where.thedesign came from originally. ,
NOTES FOR THE'TEACHERS: -I-he diamond design symbolizes the diamond -,back rattlesnake
which possesses many sacred and mystelions qualities. Hiisdesign is signifiC:at in Choctaw Culttire. The diamond designis appliqued wilt) Choctaw men's and women's clothing, andwoven into their basketry and beadw;ork.If possible, display an article of clothing which has the designor a picture of ChQctaw Aess so that the children can relatewhat they are doing to the actual derign.
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1. Name of Activity: Choctaw Chanter's Sticks
2. Objectives: Appreciate musicPromote eye-hand coordinationExplore culture through musicIntroduce students to rhythm of dances
3. Materials Needed:
4. Procedures:
2 dowels (per child) cut to 1 x 9"Sand ends of dowels where cutLet children color- with paint or magic marker(Sticks are usually solid dark color)
tatPlay record or tape of Choctaw danceHave kids beat aloud with chanteeThey can move around if4hey want to but getting the rhythmof dance is important here.4
5. Things to Talk About: Have you ever heard a dance like this? When? Where? Do youknoW any dances? Did you like the sound the stick made? Didyou like sound of the chanters? Who do you know that is achanter?
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1. Name of Activity: 110w Hominy is Made, a Sequence Story
2. Objectives:
3. Materials Needed:
4. Procedures:
5. Things to Talk About:
Development of story sequenceImprovement of listening skillsAttention to picture detailReinforce the traditional procedure for making hominy
Sa.ven sheets of construction paper with a drawing glue to eachone.Each drawing depicts a step in making hominy.
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Let hildrcn tell what each drawing is showing. Let children tellhow they can help their mother or grandmother make hominy.
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1. Name of Activity: Manipulation Board
2. Objectives: To improve hand and finger dexterityEye-hand coordination
3. Materials Needed: Laige boards (Made from cardboard box pieces covered clothand a picture made from felt/cloth attached) with instructionat bottom of each;.(i.e. Tie my apron back of Choctaw girl ismshown with 2 long ties to tie her apron with.)
4. Procedures: Give the child. a board and show him or her how to do themanipulative task.Let child repeat the task until heor she reaches proficiency.
/--:--S. "things to Talk About: Nam some other thi S which can be tiedl. (Board can be con-
structed which requ- . snapping, buttoning, lacing, tucking,buckling, etc.)
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1. Name of Activity:. Siti (Rattlesnake Puzzle)
2. Objectives: Pali* to whole recognition4 Fine motor skill development
3. Malerials Needed: Woden puzzle (which is a picture of a rattlesnake)
4. Procedures: Let the child assemble the puzzleIlsishould be given to children who have trouble bydemonstrating how to do it.
5. Things to Talk About: What is this a picture of (seek both Choctaw and English/labels)? Have you ever seen a live snake? Tell .me a story about
a snake.
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1. Name of Activity: Tracing Came
2. Objectives:
Materials Needed:
-eft
4. Procedures:
Matching shapesVocabulary developmentEye-hand coordination
Large poster board (2 x 3,feet) with traced outline of objectsonit.Assortment of objects (those which have been traced on theposter board.
Let children place the objects, one at a time, on its tracedoutline on the poster board.Ile or she should name the object after placing it on the posterboard.I.ater, children can select an object and try to trace around iton a sheet of paper.
5. Things to Talk About: Point to the brush (substitute the various name. of the objects).Point to something that is: (describe the object thout namingit).
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1. Name of Activity: Days of Week Train (Choctaw & English)
2. Objectives: Learning days of week; readingLearning about the CalendarReinforcing left-to-right progression
3. Materials Needed: Paper for cutting out outline of seven train carsblack marking penclear contact papercontainer for train
4. Procedures: -Draw off cars with a colored hook on each end to match withthe hook of the next car.This makes the activity self-checking.Also provide a calendar for reference as the child orders thedays.
5. Things to Talk About: Ask the children to associate certain activities with specificdays. Example; what day do we go to Church? What day is thefirst school day? How many days are.there in a week? Howmany in a weekend? Which day begins with a "W"? Whichbegins with an "M", etc.
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1. Name of Activity: Rainbow Came
2. Objectives: To develop concepts bf pla'Cernent: over, under, beside, etc.To develop vocabularyManipulative practice
3. Materials Needed: .Set of 10" square cards with rainbows drawn on them (5-10cards)10 sets of small cards with animals drawn on them -(2 "
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sr'4. Procedures: Give each child a rainbow card and a set of animal cards.
Say: 'place the duck over the rainbbw" (let children do it).`Place the frog beneath the rainbow" (let children do it).Continue until interest wanes.
5. Things to Talk About: Use these words also: on top if, on, to the left of, to the right ofon the right end of, just below the middle,
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Classifying according to sizeDeveloping ability to think ahead aid make predictionsDeveloping tactile and visual sensesMaking comparisons
Piece of wood 31/2 " thick and 8" x 16''15 small nails (11/4 ") with heads15 medium nails (21/4 ") with heads15 large nails (31/4 ") with heads _°
Hand or power drill with small, medium, and large- bits tomatch naik, container for nails.
A child takes a can of nails and spread them out on a smaji rugso he can see all of them. .
He puts the nails one at a time into the appropriate holes.The task. is self-checking; the child ends up with extra nails andthe wrong sized holes if he makes a mistakes along the livay.
S. Things to Talk About: Discuss,how tile child puts nails into the board. Did you see anypattern as you did it? Can 'you tell by looking at the nail whereit goes? How? Ask child to make distinction between small andlarge nails. What shape do nails outline? Do different size nailsmake different parts?
NOTE: Holes should be drilled'at same depth:
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1. Name of Activity: Making Gingerbread Men
2. Objectives: Part-to-whole relationshipsManipulative practice to improve finger dexterityCreative expression
3. Materials Needed: Gingerbread men cut from brown construction paper_Circles of different colored construction paper (Use paper-holepunch to make these)GluePieces of yarn of different colors and children's scissors (don'tforget to have left-handed scissors available)
4 . Procedures: Give each child a gingerbread man, some circles, and someyarn.Tell them to decorate the gingerbread man using the circles ofyarn.Help them with the glue and the scissors (if they need to cut theyarn shorter).
5. Things to Talk About: Tell a story about your gingerbread man. Have you ever eatengingerbread? If so, did you like it?
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1. Name of Activity: Self-Concept Activity
2. Objectives:
3. Materials Needed:
4. Procedures:
Promote self-esteemlanguage developmentPart-to-whole relationship
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Construction paper cut outs which include: /face, eyes, ears,lips, nose, Choctaw hat, beadwork for hay (barrettes, head-bands, etc.), Choctaw earrings, Choctaw girl's hair. (makeseveral sets of these.)
Give each child a complete set of the head parts. (only girls willget the beadwork of hair, .earrings, and hair.) Let each childassemble the head parts to form a complete head. :Fell childrento pretend the head is their head and to tell the gryrntittheirname, where they live, And their favorite foods.
5. Things to Talk About: Let children name the people who live in their home, desciibetheir favorite play activity; etc.
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1. Name of, Activity;. Stringing the Drums
2. Objectives: Improvement of hand and fingei- dexterityLye-hand coordinationAids small-muscle develoNnt
3. Materials Needed: .Drums cut from poster board of various colors, with holesaround the bottom and sides of drum (use paper-hole punchfor these)Yarn of various colors
4. Procedures: Give each child a drum and a long piece of yarn.Let the child string the drum by going in and out the holes withthe yarn.
5. Things to Talk About: What are drums used for? Have you ever seen someone make aChoctaw drum? If so, how did they make it? Who is a Choctawperson that make drums?
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1. Name of Activity: Choctaw Washer-Hook Board
2. Objectives: Experiencing one-to-one correspondenceDeveloping eye-hand coordinationStrengthening small muscles used in writingWorking with and distinguishing among various sizesMaking comparisons
3. Materials Needed: Plywood 12" x 16"Piece of wood nailed to edge of plywood to make it standBras's cup hooks of various sizes: 10 small, 10 medium, 10 largeMetal washers: 10 small, 10 medium, and 10 largeContainer for the metal washers
4. Procedures: The child matches washer size to hook size and hangs washerson hooks
5. Things to Talk About: Talk about different sizes the child sees. Ask the child to tellwhat they did with circles. I lave children trace circles on a pieceof paper to make a pictures.
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1. Name of Activity: okfi Weather Chart
2. Objectives: Help the children recognize the different types of weather.Strengthen Choctaw language skills.Reinforce the concept of weather.
3. Materials Needed: PosterboardWhite construction paperColored felt-tip markersBrass fastenerClear contact paperScissorsPictures of different weather conditions named in Choctaw.
4. Procedures: Draw or make out of felt-tip and construction paper-thingsdepicting the weather conditions.Name and identify the different weather conditions.Draw an arrow and cut it out and place it on the posterboard.Also laminate the figures.
5. Things to Talk About: How does the weather change from one season to another?
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1. Name of Activity: Sorting Objects/Pictures
2. Objectives: Categorization skillConcept/vocabulary developmentScience readinessTactile awareness development
3. Marials Needed: Poster boards with two opposite concepts represented on eachone, such as hard and soft; flat and sink; short and tall;rough and smooth, etc.
4. Procedures: Given groups of objects and pictures, the child sorts' them. ac-cording to the concept they represent by placing them under thecorrect word (concept) on the-poster boards.
Things to Talk About: Can you name some other things which arc hard? Soft?Rough? Smooth?, etc. How does something feel to you when itis rough? smooth? hard? soft?, etc.
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1. Name of Activity: The Same - Difference Game _
2. Objectives:
Materials Needed:
Seeking sinilarities and differenceNotice detailsMaking comparisons Of sy ols and picturesDeveloping a concept of opposites
1-2" x 18" tagboardCard board to back the tagboard4-4" x 9" pieces of construction paperMarking pens to line one .of the piece's of paperMasking tape to straighten all edges
"Clear contact paperPictures showing similarities and differencesCard boards to back the pictures
V 4. Procedures: The child sorts through the cards one at a time and dcideswhether the pictures are "different" or "same".If they are the same, they are placed to the side over the twopictufe tljklare the sane colorIf different they are placed on the other side where the two pic-ture's aren't the same color
5. Things to Talk About: Why did you-put all these cards together all on the same pile?Why did you choose this sidevf the answer board to put themon? Where are the picture that are different? Tell what isferent about the two picture. What color is this dress? house?
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1. Name of Activity: "Loksi" Story Sequencing
2. Objectives:
3. Materials Needed:
4. Procedures:
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Placement of story events in correct sequencePicture interpretationDevelopment of listening skills
The story, "Loksi".Felt cloth with drawings on it which depict the sequence of thestory
Read or tell the story to the children.Point to the drawings at the appropriate places in the story.
5. Things to Talk About: Which drawing/picture is the story about? How do you thinkthe turtle felt before the ants sewed him back together? Whichdrawing/picture happened first in the stTry? second? third?,etc., yst?
One day a man was walking along on a trail he came upon something that looked a lot like arock. He looked at it. Kick it over and saw that it had legs. Still, not realizing that it was aturtle he stomped on it and broke its shell. The man did not know the turtle was hurt so hewalked on. The turtle laid theft wondering what would ha pen to him. Until one little blackant came along and found him. Ile looked at the turtle forli long time, and then ran hack tothe other ants and told them to bring with them different kinds of thread. They worked to sewthe turtle together. They all worked had to rebuild its shell. When they were finished, theturtle shell was different colors. This is 41e reason, many turtles you see today have manydifferent colors or drawings on their shells.
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1.. Name of Activity: "Toksi" Story Puzzle (Cloth)
2. Objective's:
Mater als Needed:
4. Procedures:
Improvement of sequence skillsEye-hand coordinationManipulative development
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Large piece of black cloth (3 ft. by 4 ft approximately)Felt turtle with inside cut into puzzle pieices (each drawing/pic-ture is a separate piece)Straight pins
After having heard the story, "II,oksi" read or told to them, thechildren assemble the puzzle b} finding the first- drawing,second drawing, etc. (as each piece is found the teacher can usea pin to keep it in place on the cloth.
5. Things to Talk About: Why do you think the man stomped the turtle? Is this story trueor fantasy (explain that we use fantasy stories for enjoyment)?Why do turtles put their head inside their shells? Where dotitles
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