Integrating First Nations and Metis Content and ...

Integrating First Nations and Metis Content and Perspective Grade 5 POETRY

******Please note: This unit of study is still under construction. As is, it simply provides a resource list and suggestions as to how they can be used along with the Medicine Wheel Philosophy and Tipi Teachings. *******

Name of Teacher: Name of School: School Division: Address of School:

JODI TORKELSON Stobart Elementary Community School Prairie School Division No. 206 616 Front Street Duck Lake SK. S0K 1J0

Rationale:

The medicine wheel provides many teachings. Throughout the poetry unit students will move through the four stages of the medicine wheel, focusing on different teachings. Through the use of poems, students will be able to identify which tepee teaching or quadrant of the medicine wheel that particular poem is relating to. Students should be given the freedom to interpret the poems. Every student will take something different from the poems they read depending on where they are in terms of personal growth. (see Appendix 4)

Once students have become more familiar with how poetry can be used to help themselves move throughout the Medicine Wheel quadrants, they can attempt to create their own poems so that they too can express themselves. Poetry is just one platform for students to express their emotions and experiences through sharing. This can be done either through group discussion, pair shares, teacherstudent discussions or through publishing their poetry. Students will learn to appreciate that poetry is a format wherein they can express themselves therapeutically without judgment.

Students will also compare their work with the work of other poets and reflect through group discussion and individual writing assignments. They will read poems for enjoyment, information, and for reflective discussion

Students will read a variety of poems from selected poets. Within the unit, First Nations and M?tis authors will be presented among other poets. The poems will be used to identify different ways of formatting poetry as well as using poetry to learn about others and their experiences as well as identify ways in which we can connect ourselves within the poem. Published poems will be used as inspiration in order for students to create poems that relate to the team/topic and/or formatting style.

Incorporating Medicine Wheel Philosophy

Spiritual

As learners, students will identify topics to write about that are meaningful for themselves/family/values and find other writers in which they can personally identify with.

Students will discuss the importance of writing and sharing with others in order to find others that are like you, to be your friend, to share experiences, and to learn together

Physical

As learners, students will practice creating poems and identify ways of using effective words and phrases in order to express themselves.

Discuss the importance of practicing and revising ones' work. This practice will teach acceptance and respect for others and their gifts as poets. Writing poetry can be difficult, but being obedient and selfdisciplined the students can gain a sense of achievement in accomplishing tasks they thought they could not do.

Emotional

As learners, students will create poems that carry a personal tone. They will express feelings and ideas and write to persuade, entertain, and connect with other writers and/or readers.

Discuss the importance of releasing emotions through poetry and other writing forms. It is important that people release their emotions that may cause them pain and suffering. Writing can be healing and therapeutic, a chance to say what you cannot say .

Mental

As a learner students will share their work, criticism, and experiences with others in order to help themselves and others express themselves.

Discuss the importance of sharing with others. Sharing helps find friends, common personalities, and to entertain oneself and others. Sharing is an effective healing strategy.

As students work through these stages of learning they will be learning about themselves and others. Have students reflect how poetry can create balance, harmony, an understanding within ones' life.

As students read a variety of poems it is important that each student have the opportunity to identify any personal interpretations of the poems and be accepted by others for their understanding and ways of connecting with the poetry. Use individual interpretations as a platform for discussing the differences we can learn from each other and articulate that every life has individual experiences that make us all unique. It is important that we learn from each other and accept others' work and thoughts.

Deeper Understanding Questions

How can poetry help you grow and develop character? Can the poems we read help us connect with others? Can we learn about ourselves and where we are on our personal journey through life? How does our current positive in the Medicine Wheel influence what we take from the poems we read? How can the tipi teachings help guide us through our readings and can this knowledge help us learn more about ourselves? (see Appendix 3)

Unit Outcomes

CR5.1

Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written,and multimedia texts) that address identity (e.g., Exploring Heritage), community (e.g., Teamwork), social responsibility (e.g. What is Fair?).

CR5.3

Listen purposefully to a range of texts from a variety of cultural traditions (including oral traditions shared by First Nations and M?tis Elders and Knowledge Keepers) to understand ideas and instructions, to evaluate the message heard and the required follow-up action, and to draw conclusions about speaker's verbal and non-verbal message(s), purpose, point of view, and techniques used in presentation.

CR5.4

Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction, script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures including First Nations, M?tis, and Inuit and countries (including Canada).

CC5.1

Compose and create a range of visual, multimedia, oral, and written texts that explore, identity (e.g., What Should I Do), community (e.g., This is Our Planet), social responsibility (e.g. Teamwork) and express personal thoughts shaped through inquiry.

CC5.3

Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g., giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for particular audiences and purposes.

AR5.1

Identify strengths in viewing, listening, reading, speaking, writing, and other forms of representing.

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