Annie and the Old One:
Curriculum Objective 6020-0201:
Identify cultural traits and values
that are inherited and acquired; i.e.,
family, religious, and cultural traditions, physical
By contrasting the students' own
culture and values to another, the
Navajo, the students will be able to distinguish
commonalities between the two in both written and oral
Annie and the Old One by Miska Miles
overhead transparencies (3)
relative poem handouts
Introduction (20 min)
1. Introduce the picture book
Annie and the Old One with some
background information about the Navajo people, the
setting of the story, and a little about the plot.
2. Discuss unfamiliar
3. Read the story.
Methods (15 min):
4. After the story, on an overhead,
list things about Annie and her family
from the story.
what does her house look like
food they eat
animals they have
5. Now list things from students'
lives using these categories.
6. Read through the lists and mark
the things that are similar.
7. On a second transparency, write
the items in these lists on a Venn
Diagram. Emphasize the middle/common ground between the
Conclusion (35 min):
8. Talk about that Annie's family
was her grandma and her parents.
Besides being the head of the family, Annie's grandma was
family member. Ask the students why Annie liked being
grandmother so much? (Stories of long ago, laughing
together like little
9. Ask the students about their
favorite or important family members.
Who are they? What makes them special?
10. Tell students we're going to
write a poem about a special relative
11. On an overhead, model what the
students are to do with a relative of
1) Write their
2) An object that reminds you
of them. Carpenter's tool
3) A favorite time
Picking raspberries in his backyard
4) A reason they're
Gruff, yet gentle
5) Their name
12. Pass out poem
13. Leave the overhead up so
students can have a model.
14. Have students draw a picture of
that person in the blank space above
Assessment (ongoing throughout
15. After the story has read and
the class is listing things about Annie and
themselves, get a response from each student in order to
know if all
16. While students are working on
their relative poems, wander and
observe their progress. Help where needed.