Lesson Plan Format for Blocks I and II



Unit Overview

Purpose

The purpose of the First Nations and European Explorers Unit is to be knowledgeable about First Nations History from Pre-Contact to Present Day. It will illustrate the differences between First Nations and European Peoples and the struggles First Nations peoples have had to endure because of contact.

Strand: Heritage and Citizenship

Expectations

• Describe characteristics of pre-contact First Nations cultures across Canada including their relationships with the natural environment, the motivations and attitudes of European explorers and the effects of contact on both the incoming and receiving groups

• Use a variety of resources and tools to investigate different historical views about the positive and neg. effect of contact between First nations peoples and European explores

• Analyze examples of interaction between first nations people and European explorers to identify and report on the effects of cooperation and the reasons for disagreements between the two groups.

Context

We will situate this unit at the beginning of the year. It will cover the first half of the year. It will be approximately 12 lessons covering 4 weeks, of 50-minute classes. This unit will include a culminating activity of going to a reserve to view a pow-wow and then coming back and designing artwork that depicts the First Nations peoples history from pre-contact to present day.

Task/Activity Outline

Throughout the 4 week unit, students will be involve in a number of hands on learning experiences that enable the development of inquiry/research, communication skills, being objective, presentation skills, internet researching, tableaux, brainstorming, individual and group work.

Required Resources:

• SS/H/H Notebooks

• Individual Stories for students to read

• letter block worksheets

• Chart Paper - KWL chart

• Markers

• Word Wall/Concept map already up with ample space for additions

• computers

• Research Assignment: European Explorers Handout

• Positive and Negative Results of Contact Handout

• Checklist for European Explorer Presentation

• Rubric for Contact Tableaux Assessment

• Chart paper for brainstorming

• Newspaper articles

• readers log bogs

• handout of nomination form

• pencils, pens, pencil crayons etc

• props for mock awards show: paintbrush, hard hat, business suit, musical instrument or microphone or hockey jersey/stick, sketchbooks, pencils and a variety of mixed media, acrylic paint, paintbrushes, jar of clean water, and white bristol board.

Art books and websites showing Norval Morrisseau's work such as: Morrisseau. Have post-it notes, checklists and rubrics ready for assessment and evaluation.

Collections Canada. (2006). “Passageways: True Tales of Adventure for Young Explorers.”

Retrieved February 17, 2007.

James Bartleman:







Jordan Tootoo:





Douglas Cardinal:







Susan Aglukark:







Norval Morrisseau:







First Nations bid to stop land swap denied:

First Nations Files Court Action Against Toronto For Landfill Expansion:

Lawson, Jennifer et al. [2002]. Hands-on Social Studies: Grade 6. Winnipeg: Portage & Main Press.

Native American Legends, Myths and Lore.

Pollock, Jack and Lister Sinclair. Morrisseau: The Art of Norval Morrisseau.Methuen: Toronto, 1979.

Ruling paves way for 'green' Seaton

Soldiers take 100,000 books to children in North:

Tories Cancel Caledonia Standoff Meeting In Last Minute Snub at Liberal “Grandstanding”:

Assessment/Evaluation Strategies

We are going to use a variety of rubrics and checklists, observations and anecdotal notes.

Cross Curricular Connections:

Language:

Oral Communication:

1. Identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex oral texts

1. Interpret oral texts by using stated and implied ideas from the texts

2. Extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights

1. Communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information.

1. Visual Aids-Students will use a variety of appropriate visual aids to support or enhance oral presentations

Reading:

1.1 Read a wide variety of texts from diverse cultures

2. Demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas

Writing:

1. gather information to support ideas for writing, using a variety of strategies

3. Identify and order main ideas and supporting details and group them into units that could be used to develop a structured, multi-paragraph piece of writing

1. Produce pieces of published work to meet identified criteria based on the expectations

Media Literacy:

1. Explain how a variety of media texts address their intended purpose

1.2  interpret media texts, using overt and implied messages as evidence for their interpretations (i.e. Watching videos on the computer taken from CBC news and from a residential school and having the students identify what emotions, themes and messages they interpret) (Grade 6 Media Literacy)

1. Produce a variety of media texts for specific purposes and audiences

Arts

Drama

• will demonstrate an understanding of ways of sustaining the appropriate voice of character (e.g. through language, gestures, body movements) when speaking or writing in role for different purposes (e.g., to entertain, to inform, persuade)

• By the end of this lesson, students will produce two-dimensional works of art, in the style of Norval Morrisseau, to communicate a range of thoughts, feelings, and ideas for specific purposes and to specific audiences

• Before they begin, students will describe in their plan for a work of art how they will research their subject matter (e.g. choosing a theme/topic of interest, by examining photos and magazines about their topic, and paintings by Morrisseau) select their media, and use the elements and principles of design in solving the artistic problems in the work

• Describe the meaning and evaluate the effect of the tableaux of other students

• Recognize when it is necessary to sustain concentration in their tableaux

• Discuss their interpretations and experiences of social or historical significance which

they have experiences through dramatic role

Music

• identify and perform music and dance from various cultures

Concept Map

Lesson #1

At the conclusion of this lesson, students will be able to describe the characteristics of pre-contact First Nation cultures including their close relationships with the natural environment, through exploration of oral tradition and storytelling as well as gaining an understanding of the role that oral tradition plays in First Nations culture and their own lives.

Resources : Guest Speaker, various oral traditions stories, Notebooks,

Evaluations: Letters to guest speaker, oral presentation rubric (x2) Journal writing, Rubric for final assignment.

Lesson #2 Part 1

Identify some Viking, French, and English explorers who first came to and explored Canada and show the reasons for their travels and their importance to Canada's history.

Resources: Collections Canada, “Passageways: True Tales of Adventure for Young Explorers” [website], computers [internet], chart paper, Research Assignment: European Explorers Handout

Evaluation: Student presentation on a European Explorer [checklist for assessment]

Lesson 2: Part 2 and 3

Examine the positive and negative effects of early contact between European and First Nations. Explain how cooperation between First Nation groups and early European explorers benefited both groups and how differences between First Nation peoples and early European explorers led to conflicts between the two groups.

Resources: Hands-on Social Studies: Grade 6, Impact of Contact on First Nations People and European Explorers

Evaluation: Rubric for the Tableaux 90 Minutes

Lesson #3

Explain what it felt like to be a First Nations person in a residential school and what the impact was on their culture. Students will experience this through a role play and by exploring an ebook about the topic.

Resources - computers, paper and pen, role playing props and `Readings in Canadian history'

Evaluation: Rubric for marking their primary document writing.

Lesson #4

Identify current First Nations issues and identify the achievements and contributions of present-day Aboriginal people.

Resources-Newspaper articles and websites

Evaluation- Readers logbooks and a rubric

Lesson Plan - Lesson 2

1. Identification:

|Name: Allison Hall |Grade: 6 No. of Students: 30 |

|Teacher: |Subject/Strand: Social Studies - First Nation Peoples and |

| |European Explorers, Drama/Dance, Language-Oral Communication |

|School: |Lesson Type: Research-based, Group Presentation |

|Duration: 3 X 50 minutes |Students Absent for this Lesson: none |

2. Lesson Topic: This lesson will have three parts to it. The first part will examine European explorers, and will look at some specific examples of explorers and why they came to Canada. The second part will look at the results of contact between the European explorers and the First Nations people. The third part will use drama to bring together all of these lessons.

3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X ] Attitudes: [ ]

Social Studies: identify some Viking, French, and English explorers who first came to and explored Canada and show the reasons for their travels and their importance to Canada's history by researching them on the internet and by representing them in tableaux form

-show the positive and negative effects of early contact between European and First Nations peoples through tableaux

-explain in writing and in tableaux form how cooperation between First Nation groups and early European explorers benefited both groups

-explain in writing and in tableaux form how differences between First Nation peoples and early European explorers led to conflicts between the two groups.

-Drama: -describe the meaning and evaluate the effect of the tableaux of other students

-recognize when it is necessary to sustain concentration in their tableaux

-Language: Oral Communication 2.3: -students will communicate their research on a European explorer in a clear, coherent manner, while emphasizing the key points

4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |

|Journal: |Projects: |Presentation: X |Work Samples: | |

4.b. Tools for the Teacher: Mark with an x:

|Observation: |Checklist: X |Rubric: X |Quiz, Test: |Other: |

|Self-assess.: |Rating Scale: |Notes: |Peer Assess: | |

4.c. Teacher's Routine for Marking, Tracking, and Reporting:

The student's will be assessed using a checklist for their presentation on an explorer, and a rubric for their tableaux.

5. Lesson Modifications:

5.a. Mark with an x:

|Increase Time: |Challenge: |Decrease | |Alternate Assignment: |

| | |No./Difficulty: | | |

|Oral Explan.: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |

|Peer Tutor: |Visuals: |Manipulatives: |Other: Completed notes |Instruct. Technologies: |

5.b. Teacher's Routine for Lesson Modifications:

Most of the work in the three parts of this lesson will be group-worked based. The teacher will ensure that the students that are struggling more with the material are placed into groups with other students who are comfortable with the material. For filling in the handout about the impacts of contact, students with modifications will be given a sheet that is already filled in, so that they can concentrate on listening to the teacher.

6. Materials and Equipment Required:

6.a. For the Students:

-computers

-handout entitled “Positive and Negative Impacts of Contact”

-handout entitled “Research Assignment-European Explorers”

6.b. For the Teacher:

-checklist for assessment

-handouts

-rubric for assessment

-chart paper for brainstorming

7. Instructional Strategies:

7.a. Student-Centred: Mark with an x:

|Cooperative: X |Centres: |Inquiry; Problem-solving: |Computer-Assisted: X |Other: Dramatic presentation |

7.b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: X |Guided Inquiry: X |Demonstration: |Other: |

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction: ……………………………………………..…………15 Minutes [W]

-The class will begin with the teacher telling the students that they have been selected to leave school and take on a very important task. They will now be "undertaking the voyage of this kingdom to the New Lands to discover certain islands and countries where there are said to be great quantities of gold and other riches"[ carti_e2.html#top]. Students will be asked if they accept this task, why or why not. As a class they will brainstorm different reasons why they may or may not accept this job.

8.b.A Sequence of Teaching and Learning: ………………………………5 Minutes [W]

-The class has already learned about the First Nations people in Canada, now we will learn about the European explorers who came to Canada, people like Jacques Cartier, who had actually been given the order to explore by the King of France in 1534.

8.c. Application:………………………………………..........………… 120 Minutes [S/W]

-Students will break off into groups of 5, and each group will be given an explorer to research. The explorers that they will research will include the Vikings, Jacques Cartier, Samuel de Champlain, Martin Frobisher and John Cabot.











-Students will research the origins of the explorers, when they came to Canada, and what they found. The students present their explorers to the class in a brief 5 minute presentation.

Part Two:

-After students have learned about the European explorers and their voyages to Canada, a discussion of the repercussions of those voyages on the First Nations people will be examined. Students will discuss why those explorers came to Canada, and the teacher will go into further detail if not included in the presentations [ie. routes to the Far East, the fishing industry, the fur trade [fashion], search for gold, population growth in Europe leading to the search for new areas for settlement]

-The teacher will discuss how contact between the two groups had both positive and negative impacts for each side. While she is talking, students must fill in the handout that will be given to them.

Examples: [From Hands-on Social Studied 6, page 103] Positive Impacts for First Nation peoples: metal tools, new medicines, horses ect.

Negative Impacts: mistreated, new diseases, overhunting ect.]

Positive Impacts for Europeans: new lands, fur for fashion, land ect.

Negative Impacts: dangerous journeys ect.

Part Three:

-Students will be divided into 5 groups [assuming there are 30 students in the class], and each group will be given a different tableaux to produce. Each group will create a series of 3 tableaux's that blend together.

Group 1: Pre-contact tableaux's [from previous lesson knowledge]

Group 2: Explorers

Group 3: What might have they done at initial contact

Group 4: Positive results of contact

Group 5: Negative results of contact

-Students will have 20 minutes of a 50 minute class to put together their tableaux's of three different scenes. After 20 minutes each group will take a turn presenting their tableaux's to the class, so that the tableaux's of each group blend with each other.

8.d. Closure and Assessment:………………………………..………..…...................…………… 5 Minutes [W]

Students will be assessed on their tableaux's on criteria such as, the use of the lesson material to create their tableaux, group participation, and the overall concentration of the group.

9. Post-lesson Reflections and/or Notes:

These should be written by the candidate. Additional comments from teacher associates are appreciated.

Resources:

Lawson, Jennifer et al. [2002]. Hands-on Social Studies: Grade 6. Winnipeg: Portage & Main Press.

Collections Canada. (2006). “Passageways: True Tales of Adventure for Young Explorers.”

Retrieved February 17, 2007.

-computers

-Research Assignment: European Explorers Handout

-Positive and Negative Results of Contact Handout

-Checklist for European Explorer Presentation

-Rubric for Contact Tableaux Assessment

[pic]

• Students will be assigned into groups of approximately 6 students. Each group will be given ONE explorer to research. Once the teacher assigns your explorer, put a check next to his name:

__Vikings

__Jacques Cartier

__Samuel de Champlain

__Martin Frobisher

__John Cabot

*Only use the provided websites to do your research

• Students will work with ONE member of their group to research their explorer. After, the group will get together and decide what their most important information on the explorer is, and they will get ready to give a 5-minute presentation about their explorer to the class. The presentation must include all group members, and must touch on each question listed below.

Name of Explorer: _______________________________

Original Country of Explorer: ________________________

Why did the explorer come to Canada?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Why is/are he/they important to Canadian history? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Interesting Facts:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Checklist for Evaluation of Explorer Presentation

| |Yes |No |

|Did all students in the group participate | | |

|in the presentation? | | |

|Did the group talk about the original | | |

|country of the explorer? | | |

|Did the group discuss why the explorer came| | |

|to explore Canada? | | |

|Did the group discuss why the explorer[s] | | |

|is important to Canada's history? | | |

|Did the group discuss any interesting facts| | |

|about the explorer? | | |

Group Members: ______________________________________________________________

Explorer: ____________________________________________________________________

What still needs to be mentioned about the explorer: ____________________________________________________________________________________________________________________________________________________________

Rubric for European Explorers/ First Nations Contact Tableaux Assessment

| |Level 1 |Level 2 |Level 3 |Level 4 |

|Group Participation in |Few members have a role |Some members have a role |All members are involved |All members have a |

|Tableaux |in the tableaux scene |in the tableaux scene |in the tableaux scene. |significant role in the |

| | | | |tableaux scene |

|Concentration |Few members of the group |Some members of the group|Most members of the group|All members of the group |

| |maintain their |maintain their |maintain their |maintain their |

| |concentration for all 3 |concentration for all 3 |concentration for all 3 |concentration for all 3 |

| |tableaux |tableaux |tableaux |tableaux |

|Subject Material |Students use limited |Students use some |Students use knowledge |Students use knowledge |

| |knowledge from previous |knowledge from previous |from previous lessons to |from previous lessons to |

| |lessons when creating |lessons when creating |create a meaningful |create a meaningful |

| |their tableaux |their tableaux |tableaux centered around |tableaux that contains |

| | | |the main topic |many different issues |

| | | | |related to the main topic |

Group Members: ________________________________________________________________

Tableaux Topic: ________________________________________________________________

Name: ___________________________

Impact of Contact on First Nations Peoples and

European Explorers

First Nations People: Positive Impacts

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

First Nations People: Negative Impacts

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

European Explorers: Positive Impacts

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

European Explorers: Negative Impacts

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Rubric for Final Oral Project

|Criteria |Level 1 |Level 2 |Level 3 |Level 4 |

|Organization of Written |Information is |Information is |Information is organized|Information is very well |

|Component |unorganized and not in a|organized, but the |with well-constructed |organized with |

| |logical sequence |paragraphs are not well |paragraphs. |well-constructed paragraphs.|

| | |constructed. | | |

|Mechanics of Written |Many grammatical, |A few grammatical, |Almost no grammatical, |No grammatical, spelling, or|

|Component |spelling, or punctuation|spelling, or punctuation|spelling or punctuation |punctuation errors. |

| |errors. |errors |errors. | |

|Interview |Bare minimum questions |A few questions were |Many questions are asked|Many interesting questions |

| |asked, no notes recorded|asked, some notes |from the list, notes |are asked, and notes were |

| | |recorded. |recorded |recorded |

|Visual Presentation: |Is not visually |Is slightly visually |Is visually appealing, |Is extremely visually |

|Appeal |appealing, thrown |appealing, a bit sloppy.|neat. |appealing, very neat. |

| |together. | | | |

|Visual Presentation: |Lacks a clear purpose or|Vague and does not |The purpose, theme, or |The purpose, theme, or main |

|Information |central theme. |create a strong sense of|main idea is evident. |idea is unique and |

| |Information is |purpose. Information is |The content is |evident.The content is |

| |misleading or |incomplete or inaccurate|informative and provides|extremely informative and |

| |inappropriate for the | |useful information to |very useful. |

| |intended audience. | |the reader | |

Further Comments:

Native History - Residential Schools and Lost Identity

1. Identification:

|Subject/Strand: Social Studies, Heritage and Citizenship |

|Lesson Type: Role play, interactive media, writing and lecture |

|Date: Duration: 2consecutive 45 minute periods, 2 S.S. and 1 music |

2. Lesson Topic: What it felt like to be a First Nations person in a residential school and what the impact was on their culture.

3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X ] Attitudes: [ X ]

At the conclusion of the lesson, students will be able to:

- Use media works and written notes to communicate the results and effects of contact between First Nations people and Europeans in the years following early contact

- use appropriate vocabulary (residential school)

- identify some present-day issues concerning First Nation peoples that results from issues in the years prior to first contact

- discuss their interpretations and experiences of social or historical significance which they have experiences through dramatic role (Gr. 6 Drama and Dance curriculum)

- interpret media texts, using overt and implied messages as evidence for their interpretations (i.e. Watching videos on the computer taken from CBC news and from a residential school and having the students identify what emotions, themes and messages they interpret) (Grade 6 Media Literacy)

- Sort and classify information for their writing in a variety of ways that allows them to view information from differencnt perspectives and make connections between ideas (example: writing a primary document, journal entry, letter home, etc. as if they were a First Nations student living in a residential school (Gr. 6 writing)

- identifying and performing musical songs and dances from different cultures and historical periods (Music)

4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: X |Other: |

|Journal: |Projects: |Presentation: |Work Samples: X | |

4.b. Tools for the Teacher: Mark with an x:

|Observation: X |Checklist: |Rubric: X |Quiz, Test: |Other: |

|Self-assess.: |Rating Scale: |Notes: X |Peer Assess: | |

4. Teacher's Routine for Marking, Tracking, and Reporting:

5. Lesson Modifications:

5.a. Mark with an x:

|Increase Time: |Challenge: |Decrease | |Alternate Assignment: |

| | |No./Difficulty: | | |

|Oral Explain.: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |

5.b. Teacher's Routine for Lesson Modifications:

6. Materials and Equipment Required:

6.a. For the Students:

- computer (in the lab)

- Social studies book

– pen, paper

6.b. For the Teacher:

- power book ebooks loaded onto each students computer file

- notes for questioning to start the class

- props for role play - numbers, dollar store ponchos, numbered stickers, Brussels routs

- The book `Readings in Canadian history'

- drums

– Guest speaker, Leslee White-eye

7. Instructional Strategies:

7.a. Student-Centred: Mark with an x:

|Cooperative: |Centres: |Inquiry; Problem-solving: X |Computer-Assisted: X |Other: |

7.b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: X |Guided Inquiry: X |Demonstration: |Other: X (role play) |

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction: ………………………………………………….. (W) Minutes 20

Include reviewing, motivating, and providing a context.

- Before the class I will have pieces of red and white circles cut and ready to hand to the class

- I will also set up a small block of desks in the back of the classroom with a few chairs and the rest of the desks where the normally would be

- when the students come in I will pass out the pieces of paper

- Once the students have the paper I will quickly inform them that we are about to do a role play and that I will be teaching as the `teacher in role' After that, I will start the role pay

- I will tell the students that everybody who has a red circle is welcome to come up to the front where they are nice and close and where they can have lots of room if they would like it

- I will tell the students with white circles that they may no longer sit near the front of the class because it is no longer good for them to be there. I will also tell them that they no longer will go by their `old names' and that to make it simple I will no refer to them by their numbers (I will call them all up to get a yellow sticker with a number on it). The students at the front will be welcomed to eat their snack or whatever food they would like, while the group at the back will eat the snack I have provide, which will be Brussel sprouts

- After that I will tell them that they have been relocated to the desks in the back corner of the class and that if there isn't enough room they will have to share or make due

- Next, I will start a simple spelling lesson with the students where I will as them how to spell simple words. When a student from the group at the front spells a word correctly I will tell them the spelled it correctly. If a student from the back spells the word correctly I will tell them that they are wrong and that the way the believe words are spelled is no longer acceptable in the culture of our classroom.

- We will quickly repeat the same exercise with math questions

– Once that is over I will end the role play and ask that the desks get put back where they used to be and that the students please take their seats

8.b. A Sequence of Teaching and Learning:………… … ……Minutes 45

Include checking for understanding and reviewing key points.

- Once we have all sat back down in our seats I will ask the students what it felt like to be in their position. I will ask them if the people in the white group felt good about themselves or if they felt bad or ashamed or stupid. I will ask the red group how they felt about how the other group was being treated. I will also ask the group what their feelings were towards me

- Next, I will explain to the class that this role play was done to illustrate something that occurred in Canada's history

- I will ask the students to review what it was that we discussed about First Nations people, what they believed and what their culture was like. I will also ask them if they remember what the main differences were between the European and First Nations people when they first met

- We will quickly discuss how many more European people came to Canada and formed their own governments that the differences between First Nations People and the Canadian government became greater and that the government decided that they were going to put the First Nations people into separate schools called residential schools

- After this, I will explain to the class that we are going to go to the computer lab to start an ebook exploration about residential schools and the kind of affect that the experience had on native culture

- Before we log onto the computers I will read the students two first person accounts by students in residential schools taken from Douglas R. Francis and Donald B. Smith's book “Readings in Canadian history”

- Once we are in the lab and everybody has logged on and into the book I will begin the lesson by explaining that I will lead some of the discussion and that they will read, follow along and explore aspects online as well.

– We will go along and discuss different aspects of the residential school, discuss how their schooling was different from how they were taught in their tribes or with their families, how it would have felt to be in one of the school and other themes (please see the attachment of the ebook slides to see the progression of the lesson in the lab

8.c. Application:………………………………… ……….Minutes 30

Include facilitating guided and/or independent practice.

- After we have concluded the lesson, the final slide will discuss how the excerpt that I read and the video clips were called primary documents because they took place at the time of the event. I will ask the students to remember the emotions that they felt during the dramatization and the emotions that they think the actual native students may have had I the residential schools.

– Having considered this, I will ask the students to write a diary entry or a letter to the people in their tribe as if they were an actual native student in a res. School. The letters should show what they have learned in class today as well as the emotions that they think the people may have experienced and how the lesson has made them feel

8.d. Closure and Assessment:………………………… ………..Minutes 5

Include sharing, reflecting, and considering next steps.

– To conclude I will ask if any students would like to share what they have wrote with the class. I will ask if anybody can tell me what some themes are that they have discussed in the letters. To conclude I will remind the students that the residential school experience was very important for shaping how Native People view their own culture and interact with the Canadian government today and that because many of them lost their cultural identity, it is very important for them to find parts of their history to hang onto today

Extension:…………………………..Minutes 45

- Building off the last point, we will go back to our class for our music period where we will learn from Leslee White-Eye from the Aboriginal Educational Initiatives Organization and who is also an Ojibwa woman

- I will explain to her (and remind the class) what we have been talking about today

- Then I will take out the homemade, class set of tomato soup drums

- She will lead us in a traditional drumming circle where she is the leader and we follow. We will talk about how we sit in a circle because it is like we are a community and our sound is only as good as what we make together

- She will also give the students an opportunity to lead the rhythm and have the rest of us follow along

- After we have don't that Leslee will tell us a traditional story based on oral history and then teach us a song that accompanies with it

- Once we have learned the song and performed it, she will also teach us an accompanying dance that can go along with the song

- Lastly, Leslee will tell us another story about how important music, dance and storytelling is to her community and that although a lot of their culture and history was lots during the time of the residential schools, that Native Canadians still have a rich culture and that people need to respect its many amazing aspects today

– If there is time, we will give the students an opportunity to ask her questions

9. Post-lesson Reflections and/or Notes:

These should be written by the candidate. Additional comments from teacher

Resources:

CBC video archives

Readings in Canadian History by Douglas and Smith

Historica (historica.ca) Canada's online, historical encyclopedia

Please see attached:

Slides from the Residential School slide show

Rubric for marking the writing assignment

Mark Brubacher

Date: _______________

Residential School Primary Document Writing Evaluation

Student's name: _____________

|CATEGORY |4 |3 |2 |1 |

|Quality of Information |Information clearly |Information clearly |Information clearly |Information has little or|

| |relates to the main |relates to the main |relates to the main |nothing to do with the |

| |topic. It includes |topic. It provides 1-2 |topic. No details and/or|main topic. |

| |several supporting |supporting details and/or|examples are given. | |

| |details and/or examples. |examples. | | |

|Paragraph Construction |All paragraphs include |Most paragraphs include |Paragraphs included |Paragraphing structure |

| |introductory sentence, |introductory sentence, |related information but |was not clear and |

| |explanations or details, |explanations or details, |were typically not |sentences were not |

| |and concluding sentence. |and concluding sentence. |constructed well. |typically related within |

| | | | |the paragraphs. |

|Quality of Information |Information clearly |Information clearly |Information clearly |Information has little or|

| |relates to the main |relates to the main |relates to the main |nothing to do with the |

| |topic. It includes |topic. It provides 1-2 |topic. No details and/or|main topic. |

| |several supporting |supporting details and/or|examples are given. | |

| |details and/or examples. |examples. | | |

|Mechanics |No grammatical, spelling |Almost no grammatical, |A few grammatical |Many grammatical, |

| |or punctuation errors. |spelling or punctuation |spelling, or punctuation|spelling, or punctuation |

| | |errors |errors. |errors |

Comments:

Lesson Plan Format for Blocks I and II

1. Identification:

|Candidate: Sofia Teles Damil |Grade: 6 No. of Students: |

|Associate: |Subject/Strand: Social Studies/Heritage and Citizenship: First|

| |Nations People and European Explorers |

|School: |Lesson Type: Culminating lessons |

|Date: Duration: 2 45 min Social |Students Absent for this Lesson: |

|Studies periods, 2-45 min. Art periods | |

2. Lesson Topic: Present-day First Nations issues and the achievements and contributions of Aboriginal people in present-day Canada.

3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X ] Attitudes: [ X ]

At the conclusion of the lesson, students will be able to:

Specific expectations from the Social Studies doc., p.33

• identify some present-day issues concerning First Nations peoples that relate to results of early contact (opening activity:  small groups of 3-5 students will read a short article and then present-give a summary to the class about their article, listen to other groups, then we will have an open discussion)

• identify achievements and contributions of Aboriginal people in present-day Canada (students will get into groups of 3-5 by chosing an Aboriginal person to research and then present information about their person through a mock National Aboriginal Achievement Awards show, 14th annual show to be held in March in Edmonton, Alberta, one person from each group will get into character and play the Aboriginal person receiving the achievement award while another student acts as the presenter) 

Cross Curricular Expectations

Specific expectations from The Arts doc.-Drama and Dance, p.57

• Students will demonstrate an understanding of ways of sustaining the appropriate voice of character (e.g. through language, gestures, body movements) when speaking or writing in role for different purposes (e.g., to entertain, to inform, persuade)

Specific expectation from the Language Arts doc., Reading (1. Reading for Meaning) p.111

• 1.4 Demonstrating Understanding- Students will demonstrate understanding of increasingly complex text by summarizing and explaining important ideas and citing relevant supporting details (e.g., general idea and related facts in online and print magazine articles, editorials, websites)

Specific expectations from the Language Arts doc., Oral Communication (2.Speaking to Communicate) p.109:

• 2.7 Visual Aids- Students will use a variety of appropriate visual aids (e.g. costumes such as a paintbrush, hard hat, business suit, musical instrument or microphone or hockey jersey/stick) to support or enhance oral presentations

• 2.3 Clarity and Coherence-Students will communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information (e.g., with an opening statement, sequence of points with supporting evidence, and summary/conclusion)

Specific expectations from The Arts doc.-Visual Arts, p.40-41

• By the end of this lesson, students will produce two-dimensional works of art, in the style of Norval Morrisseau, to communicate a range of thoughts, feelings, and ideas for specific purposes and to specific audiences

• Before they begin, students will describe in their plan for a work of art how they will research their subject matter (e.g. choosing a theme/topic of interest, by examining photos and magazines about their topic, and paintings by Morrisseau) select their media, and use the elements and principles of design in solving the artistic problems in the work

• 4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students: Mark with an x:

|Oral Report: X |Portfolio: |Conference: |Multi-media: |Other: Sketch book |

|Journal: X |Projects: |Presentation: X |Work Samples: X | |

|(readers log) | | | | |

4.b. Tools for the Teacher: Mark with an x:

|Observation: X |Checklist: X |Rubric: X |Quiz, Test: |Other: |

|Self-assess.: |Rating Scale: |Notes: |Peer Assess: | |

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:

Observe students as they carry out tasks. Make brief notes during or shortly after class discussions. Collect readers log books to assign a check mark for completed entry. Complete a rubric for each group during the mock Aboriginal Achievement Awards show. Collect art sketch books and assign a check mark for planning, collecting and organizing ideas for their work. Complete an Evaluation Observation Checklist as students present their pieces to the class.

5. Lesson Modifications: (Where applicable, provide student names.)_________________________________

5.a. Mark with an x:

|Increase Time: X |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |

|Oral Explan.: X |Repeat: X |Re-teach: |Scribe: |E. A. Assistance: |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |

5.b. Teacher’s Routine for Lesson Modifications:

Give students more time to complete tasks. Provide further oral explanation myself, or have a peer explain to fellow students, and repeat instructions. Write clear, short instructions on the board and or provide each group with a copy of instructions.

6. Materials and Equipment Required:

6.a. For the Students:

Each group of 3-5 students will receive a newspaper article about present-day First Nations issues , readers log books, access to computers to research Aboriginal people, handout of nomination form as they conduct research, pencil, props for mock awards show: paintbrush, hard hat, business suit, musical instrument or microphone or hockey jersey/stick, sketchbooks, pencils and a variety of mixed media, acrylic paint, paintbrushes, jar of clean water, and white bristol board.

List of website for reseach

James Bartleman:







Jordan Tootoo:





Douglas Cardinal:







Susan Aglukark:







Norval Morrisseau:







6.b. For the Teacher:

Prepare all of the above materials and equipment for students.

Articles online:

First Nations bid to stop land swap denied:

Soldiers take 100,000 books to children in North:

Tories Cancel Caledonia Standoff Meeting In Last Minute Snub at Liberal “Grandstanding”:

First Nations Files Court Action Against Toronto For Landfill Expansion:

Ruling paves way for 'green' Seaton

Art books and websites showing Norval Morrisseau's work such as: Morrisseau. Have post-it notes, checklists and rubrics ready for assessment and evaluation.

Pollock, Jack and Lister Sinclair. Morrisseau: The Art of Norval Morrisseau.Methuen: Toronto, 1979.

7. Instructional Strategies:

7.a. Student-Centred: Mark with an x:

|Cooperative: X |Centres: |Inquiry; Problem-solving: |Computer-Assisted: |Other: |

7.b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: |Guided Inquiry: |Demonstration: X |Other: |

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction: …………………………………………………………………………..………10……Minutes

Include reviewing, motivating, and providing a context.

(W) Begin by informing students about the topic of today's lesson: Present-day First Nations issues and the achievements and contributions of Aboriginal people in present-day Canada. (S) Explain opening activity: Students will work in small groups of 3-5 students and read a newspaper article about present-day First Nations issues. Then students will identify and discuss the issues within the article. Walk about the room, and observe students as they carry out the task, ask students questions about their article, and check for understanding.

Each group will introduce their article to the class and share the issues and outcomes presented in the article. (I) Students will write an entry into their readers logbooks, reflecting on the article they read and create possible solutions to the issue(s). (What is the title of your article? Tell me what you think and feel about what you have read. How would you resolve the issue(s)?)

8.b. A Sequence of Teaching and Learning:………………………………………………… 15……Minutes

Include checking for understanding and reviewing key points.

Have two students collect the readers logbooks to be checked after the lesson. (W) Ask students if they know someone who is Aboriginal or have met an Aboriginal person? A relative, a friend, a neighbour or a famous person. Have students share their stories and experiences with the class. After discussion, inform students that the 14th annual Aboriginal Achievement Awards show is coming up in March and it will be held in Edmonton, Alberta. Provide an explanation of the awards show on an overhead, and choose volunteers to read each paragraph aloud:

What are the National Aboriginal Achievement Awards?

The National Aboriginal Achievement Awards (NAAA) established in 1993 exemplify, encourage and celebrate excellence in First Nations, Métis and Inuit communities across Canada.

The awards recognize career achievements by Aboriginal professionals in diverse occupations, building self esteem and pride as well as providing valuable role models for Aboriginal youth. Supported by the public and private sectors, this Aboriginal initiative represents the highest honour the community bestows upon its own achievers.

A national jury, comprised of accomplished Aboriginal people, selects 12 career award winners, one youth and one lifetime achievement award recipient. The 14 recipients are then honoured at a nationally televised gala awards ceremony.

What is the eligibility criteria?

Any Aboriginal or Canadian may nominate individuals:

• Of First Nations, Inuit or Métis heritage;

• Who demonstrate outstanding career achievement;

• Of any age (youth achiever nominees must be 15-24 years of age);

• Who are permanent Canadian residents or Canadian born.

In what categories can I nominate an achiever?

• LIFETIME ACHIEVEMENT AWARD

• SPECIAL YOUTH AWARD (Aged 15 to 24)

• ARTS–For example, artists, performers, writers, architects, etc.

• BUSINESS & COMMERCE–For example, careers in business, finance, commerce, entrepreneurs, etc.

• CULTURE, HERITAGE & SPIRITUALITY–For example, Elders, spiritual leaders, First Nations, Inuit, Métis languages, etc.

• EDUCATION-For example, teachers, trainers, college & university professors/lecturers, researchers, scientists, etc.

• ENVIRONMENT & NATURAL RESOURCES–For example, careers in agriculture, energy, forestry, fisheries, mining, gas & oil, water, etc.

• HEALTH–For example,  medical doctors, nurses, midwives, paramedics, specialists (psychiatrists, dentists, optometrists, etc.), pharmacists, medical technicians, traditional healers, etc.

• LAW & JUSTICE–For example, lawyers, judges, paralegals, court workers, traditional approaches to conflict resolution, etc.

• MEDIA & COMMUNICATION–For example, careers in journalism, television, radio, newspaper, magazines, etc.

• POLITICS–For example, community leaders, Chiefs, counselors, politicians at the regional, provincial & federal levels, etc.

• PUBLIC SERVICE–For example, careers in administration, social services, housing, public works, human resources, etc.

• SPORTS–For example, athletes, coaches, etc.

• TECHNOLOGY & TRADES–For example, engineers, technologists, computer sciences, etc.



Tell students that we are going to create a mock awards show to celebrate the achievements and contributions of 5 present-day Aboriginals. They are:

1. James Bartleman-politician

2. Jordan Tootoo-athlete

3. Douglas Cardinal-architect

4. Susan Aglukark-musican

5. Norval Morrisseau-artist

Explain to students that they will form into groups of 3-5, based on who they would like to nominate. Provide each group with the nomination form and lined paper. Explain that students will be writing a short biography of the nominee which will be used by the “presenters” at the awards show.

Each group must submit the following:

1. A nomination form

2. A short biography of the nominee

3. An acceptance speech which will be used by one of the group members who will play the role of their nominee at the awards show.

During the mock awards show, each group will present their nominee with the Aboriginal Achievement Award. Two-three group members will introduce their nominee, providing a short biography, and one group member will be the nominee accepting the award.

Have students begin collecting information at specific sites in the library or school computer lab for 15 minutes. During the last 5 minutes have students log off computers, return to desks and place nomination forms and notes in their social studies notebooks. Next Social Studies period give students 15 minutes to complete nomination form, short biography, and an acceptance speech. Give students 5 minutes to practice their mock awards show, and then allocate the rest of the class period to presentations (mock awards show). Approximately 5 min per group. Complete rubric as students present their nominee.

8.c. Application:………………………………………..........………………………………………15…….Minutes

Include facilitating guided and/or independent practice.

Have students begin collecting information at specific sites in the library or school computer lab for 15 minutes. During the last 5 minutes have students log off computers, return to desks and place nomination forms and notes in their social studies notebooks. Next Social Studies period give students 15 minutes to complete nomination form, short biography, and an acceptance speech. Give students 5 minutes to practice their mock awards show, and then allocate the rest of the class period to presentations (mock awards show). Approximately 5 min per group. Complete rubric as students present their nominee.

For Visual Arts, students will create a painting in the style of Norval Morrisseau, one of the recipients of our mock Aboriginal Achievement Awards show.

Two- 60 minute Visual Arts periods will be spent observing paintings by Norval Morriseau, planning and collecting ideas and materials, and creating paintings of wildlife.

(W) Teacher chooses five paintings by Morrisseau to show the class, and have students thinking creatively and critically to guess the animals in the picture/scene/title, and discuss the elements of art: line, value, texture, space and colour, and the principles of design:repetition, emphasis, contrast, unity, and balance.

(I)Students will select a painting by Morrisseau to use as a model for their wildlife painting, and make notes and drawings to plan for their work. Students will also draw sketches of their painting. Once students have shown the teacher their plan and explained their ideas, students will be able to collect their materials and begin their paintings. Students will also create a title for their piece.

8. Closure and Assessment:………………………………..………..…...................………………..Minutes

Include sharing, reflecting, and considering next steps.

Students will present their finished wildlife paintings to the class and discuss reasons for their piece. Classmates will offer three stars (things they like about the piece) and a wish (suggestions to improve the piece). Teacher fills in the Evaluation Observation Checklist and makes any additional anecdotal notes.

Culminating Activity

Depending on the time of year this unit is taught you could plan a field trip to the pow-wow in Toronto at the Rogers Centre held in November or have a party in your school to celebrate National Aboriginal day, June 21. Wildlife paintings in the image of Norval Morriseau are hung up for display as an exhibition of students work in the gym or library, and classes are invited to see their work, play Aboriginal games and eat snacks.

9. Post-lesson Reflections and/or Notes:

These should be written by the candidate. Additional comments from teacher associates are appreciated.

Date :___________________

Checklist for Readers’ Logbooks:

|Name of Students: |Entry complete for present-day First | Entry incomplete |

| |nations issues | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|Grade 8 | |

|Mock Aboriginal Achievement Awards Show | |

|[pic] | |

| | |

|Name: ________________________ |Teacher: Sofia Damil | |

| | |

|Date of Presentation: ____________ |Title of Work: ___________________ | |

| | |

|  |Criteria |Points | |

| | |

| |1 |2 |3 |4 |  | |

|Organization |Audience cannot understand |Audience has difficulty|Students present |Students present |____ | |

| |presentation because there |following presentation |information in logical|information in logical, | | |

| |is no sequence of |because student jumps |sequence which |interesting sequence | | |

| |information. |around. |audience can follow. |which audience can | | |

| | | | |follow. | | |

|Content |Students do not have grasp |Students are |Students are at ease |Students demonstrate full|____ | |

|Knowledge |of information; student |uncomfortable with |with content, but fail|knowledge (more than | | |

| |cannot answer questions |information and is able|to elaborate. |required)with | | |

| |about subject. |to answer only | |explanations and | | |

| | |rudimentary questions. | |elaboration. | | |

|Delivery |Students mumbles, |Students incorrectly |Students' voices are |Students used a clear |____ | |

| |incorrectly pronounces |pronounce terms. |clear. Students |voice and correct, | | |

| |terms, and speaks too |Audience members have |pronounce most words |precise pronunciation of | | |

| |quietly for students in the |difficulty hearing |correctly. |terms. | | |

| |back of class to hear. |presentation. | | | | |

|  |  |  |  |Total----> |____ | |

| | |

| | |

|Teacher Comments: | |

|  | |

| | |

| |

Date :___________________

Checklist for Sketchbooks:

|Name of Students: |Planning complete, including a | Planning is incomplete with |

| |satisfactory-considerable amount of notes|little or no planning involved, few|

| |and drawings for painting in the style |notes and drawings for painting in |

| |of Norval Morrisseau. Choices are clear |the style of Norval Morrisseau. |

| |and a title is chosen. |Choices are unclear and no title is|

| | |chosen. |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

Evaluation Observation Checklist

Student’s Name: _________________________

Date: ________________________________

Often sometimes seldom

1. Contributes ideas

2. Develops one aspect in detail

3. Transfers knowledge of theme

4. Explores several ideas

5. Takes risks with the new

6. Demonstrates commitment

7. Challenges self

8. Describes what worked and what didn’t

9. Identifies what to change

10. Expresses personal meaning

11. Displays concentration

12. Discusses why choices are made

13. Works cooperatively

14. Works independently

15. Shares materials independently

16. Uses materials confidently

17. Shows frustration

18. Seeks help

19. Displays perseverance

20. Others…

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download