Lesson Plan: Born to Dance

Essential Questions:

• How do cultural traditions shape our sense of identity and belonging?
• What does it mean to honor those who came before us?

Preview Text Features (10 minutes)

Guide students to locate the article in their magazines or at Action Online. Then preview the text features by asking the following questions:

• Read the title: “Born to Dance.” What do you think this title suggests about the story? Sample answer: It makes me think the person in the story has always loved dancing or felt it was part of who they are. It sounds like dancing is more than just a hobby—it’s something really meaningful in their life.
• Look at the large photo of Tank dancing and read its caption. What does the caption tell you about the image that you wouldn’t otherwise know? The caption says that Tank got to dance at the opening game for the Oakland Roots soccer team. The caption gives information about the photo. It tells you that Tank is not rehearsing but actually performing at an event.

Preview Vocabulary (10 minutes)

• Point out the vocabulary box. Read the terms (cultures, traditional, stereotypes, elders) aloud and discuss their definitions.
• Play the Vocabulary Slideshow. 

Make a Plan for Reading

Before students start to read, walk them through a reading plan:

• Set a purpose for reading: Tell students that after reading, they’ll analyze cause-and-effect relationships in the story. Point out the activity at the end of the story. 
• Encourage students to pause at the end of each section so they can monitor their comprehension. Prompt them to take note of sentences they think tell them important ideas in each section, as well as any words or sentences they don’t understand.

Read the article. (Higher- and lower-Lexile versions are available on the Story page at Action Online. Click Presentation View to access an audio read-aloud.) Then discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (20 minutes)

• Why does the author describe the drumbeat at the powwow as “like a heartbeat”? (author’s craft) Comparing the drumbeat to a heartbeat helps the reader feel how alive and important the moment is. It shows that the drumbeat gives the powwow life, just as a heartbeat gives a body life. 
• How is a powwow different from a regular dance performance or show? (compare and contrast) A powwow isn’t just about dancing for entertainment—it’s a cultural gathering where people eat traditional foods, sing songs, tell stories, and honor their heritage. 
• What does Tank’s regalia represent to him? (inference) Tank’s regalia was made by his family and community—his uncle gave him an outfit, his grandma helped him make another, and his sisters made beadwork. The clothing he wears for dancing connects him to the people he loves and to his culture.
• What does Tank mean when he says, “I dance for the people who can’t”? What does that tell you about him? (inference) Tank is thinking about elders, people with disabilities, and those who can’t afford regalia. This shows that he’s not just dancing for fun or attention—he dances out of respect and love for his community. It shows that he’s thoughtful, caring, and proud of his culture.

Critical-Thinking Questions (10 minutes)

• Tank says people often believe stereotypes about Native Americans. What are some ways we can challenge harmful stereotypes and learn the truth about different groups of people? Do you think it’s important to do so? Why or why not? Answers will vary. Students might say we can challenge stereotypes by listening to people’s real stories, reading accurate information, asking respectful questions, or speaking up when we hear misinformation. They may say it’s important because stereotypes can be hurtful and keep us from understanding people as individuals.
• Tank feels proud to share his culture through dancing. Have you ever shared something about your identity or background with others? How did it feel? Answers will vary. Students may describe moments when they shared traditions, stories, or customs and felt nervous, excited, or proud. They might reflect on how sharing helped others understand them better or made them feel more confident in who they are.

• Assign students to work in small groups to complete the Spotlight Skill Workout: Cause and Effect activity.
• Go further: Use our Central Idea and Details Skill Builder, available in higher and lower level versions. (Click here to view all your Skill Builders.)
• Writing prompt: Tank says that every time he puts on his regalia, his mood lifts. Do you have something—an outfit, an object, a song—that boosts your confidence or makes you feel like yourself? Describe it and explain why it’s special to you. Bonus: Draw a picture of the item (or of yourself enjoying it), and write your paragraph around it.