Lesson 1: Exploring History, Language & Culture
Learning Activities
Task 1: Click on our Dialectic and Multilingual Learning Blog. Create can and share your learning goals for the unit.
Task 2: Brainstorm and make jot notes about what artifacts using our interactive jot notes at
https://drive.google.com/file/d/0Bw7ZUQgZJPb_M3YxSjQ1LXdmaGc/view?usp=sharing
Go to the following website to find or view additional artifacts at:
https://www.glenbow.org/
Task 3: Using the following translation websites to label your first artifacts:
http://www.creedictionary.com/, http://kids.creedictionary.com/
and https://translate.google.com/
Task 4: Click on the link below to open our interactive chart of formal and informal English differences. Follow the
instructions to share your learning both in written and audio form.
https://docs.google.com/document/d/1nOkSG3KQMVhM9XSpb-dZ5c-p3rOgD7GwYKRJ4q7itYE/edit?usp=sharing
Task 2: Brainstorm and make jot notes about what artifacts using our interactive jot notes at
https://drive.google.com/file/d/0Bw7ZUQgZJPb_M3YxSjQ1LXdmaGc/view?usp=sharing
Go to the following website to find or view additional artifacts at:
https://www.glenbow.org/
Task 3: Using the following translation websites to label your first artifacts:
http://www.creedictionary.com/, http://kids.creedictionary.com/
and https://translate.google.com/
Task 4: Click on the link below to open our interactive chart of formal and informal English differences. Follow the
instructions to share your learning both in written and audio form.
https://docs.google.com/document/d/1nOkSG3KQMVhM9XSpb-dZ5c-p3rOgD7GwYKRJ4q7itYE/edit?usp=sharing
Assessment
Below is a collaborative checklist for our digital portfolio, blog checklist and a presentation rubric for our final RAFT presentation.
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This week, students will be assessed on completing their first digital portfolio activity (6 marks total) and (6 marks total) for completing a blog entry following out co-constructed checklist
Lesson 2: Unpacking Figurative Language
Learning Activities
Task 1: View the story below while you read along and highlight unknown or difficult words. Then, add them to out interactive word bank.
Turtle Island: https://docs.google.com/document/d/1njGL4sdMU58euHTffMXSCkfG9EnE_JyDZ3VeIGZuPXU/edit?usp=sharing
Interactive Word Bank:
https://docs.google.com/document/d/1iq0SpCHvUtLYl8Zha_oSUmvJh7xV1DmaqmGcnioAGvc/edit?usp=sharing
Turtle Island: https://docs.google.com/document/d/1njGL4sdMU58euHTffMXSCkfG9EnE_JyDZ3VeIGZuPXU/edit?usp=sharing
Interactive Word Bank:
https://docs.google.com/document/d/1iq0SpCHvUtLYl8Zha_oSUmvJh7xV1DmaqmGcnioAGvc/edit?usp=sharing
Task 2: Then, as a class we will complete the anchor chart on figurative language together at:
https://docs.google.com/document/d/1I-33paqZP7JQYTwseNUcldpBof2KK6wN2yScErUOu8s/edit?usp=sharing
Task 3: Once we are done with this anchor chart, complete a webquest in your groups to find other First Nation's stories and complete the interactive graphic organizer. Use the following websites for your webquest:
http://firstnationspedagogy.ca/storytelling.html , http://www.native-languages.org/cree-legends.htm
or http://www.horizonzero.ca/elderspeak/stories/respect.html
Click on the link below to open the interactive graphic organizer to find one example each of figurative language in traditional Aboriginal stories. at https://docs.google.com/document/d/1O0XN-7I1TtYLrdpVyTh5OsgwF1UhUbyY2ez7_0KE1xQ/edit?usp=sharing
Task 3: Collect your next set of artifacts and document them using the provided template.
https://docs.google.com/document/d/1I-33paqZP7JQYTwseNUcldpBof2KK6wN2yScErUOu8s/edit?usp=sharing
Task 3: Once we are done with this anchor chart, complete a webquest in your groups to find other First Nation's stories and complete the interactive graphic organizer. Use the following websites for your webquest:
http://firstnationspedagogy.ca/storytelling.html , http://www.native-languages.org/cree-legends.htm
or http://www.horizonzero.ca/elderspeak/stories/respect.html
Click on the link below to open the interactive graphic organizer to find one example each of figurative language in traditional Aboriginal stories. at https://docs.google.com/document/d/1O0XN-7I1TtYLrdpVyTh5OsgwF1UhUbyY2ez7_0KE1xQ/edit?usp=sharing
Task 3: Collect your next set of artifacts and document them using the provided template.
Assessment
Students will be assessed on Task 3 activities for finding a correct sentence and meaning of figurative language in First Nation's stories (2 marks per student in each group).
Completion of digital portfolio activities (6 marks).
Completion of digital portfolio activities (6 marks).
Lesson 3: The Gift of Life
Learning Activities
Task 1: Add to the KWL chart on our blog about the importance of Elder teachings from our in class activities.
Task 2: Use the synonym word bank and graphic organizer to create a paragraph using vivid word choice about your artifact
Task 2: Use the synonym word bank and graphic organizer to create a paragraph using vivid word choice about your artifact
class_anchor_chart_figurative_language.docx | |
File Size: | 13 kb |
File Type: | docx |
Task 3: Using our interactive chart, we will complete a contrastive analysis, underlining samples of non-standard dialect or "home talk". I will draw attention to words we can change and together we will brainstorm different words that fit better in the sentence.
https://docs.google.com/document/d/1P-Rjl9oK-33FpjKCRuvtpRb8MPeTBva0Q9QAiM3TI0g/edit?usp=sharing
https://docs.google.com/document/d/1P-Rjl9oK-33FpjKCRuvtpRb8MPeTBva0Q9QAiM3TI0g/edit?usp=sharing
Task 4: In pairs, complete your own contrastive analysis and try to help your partner use vivid "school talk" or formal words.
Task 5: Follow the co-constructed checklist and outline to complete their paragraphs.
https://docs.google.com/document/d/15SaBf5evc-2Gde_XfsUSHgJ4QTY-4V1fafNwjdF1Ras/edit?usp=sharing
Task 5: Follow the co-constructed checklist and outline to complete their paragraphs.
https://docs.google.com/document/d/15SaBf5evc-2Gde_XfsUSHgJ4QTY-4V1fafNwjdF1Ras/edit?usp=sharing
Assessment
This week, students will be assessed on their paragraph outline (5 marks), the final paragraph copies (24 marks) and digital portfolio activities (6 marks).
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Lesson 4: The Gift of Elders
Learning Activities
Task 1: Read the traditional creation story, the Kitchie Manitou and complete a word puzzle.
the_creation_story_of_kitche_manitou.docx | |
File Size: | 19 kb |
File Type: | docx |
Task 2: Using the interactive contrastive analysis chart from the previous lesson, we will add new examples of formal and informal language found in our aritifact paragraphs.
Task 3: Complete the worksheet on singular and plural pronouns.
singular_and_plural_pronouns.docx | |
File Size: | 15 kb |
File Type: | docx |
Task 4: For your next artifact, interview your elders about its significance and include a special family story about the artifact. Complete the graphic organizer below. Then record this interview using your mobile technology. You will use this interview as one of your final presentation assignments.
elder_interview.docx | |
File Size: | 12 kb |
File Type: | docx |
Assessment
Students will be assessed on completing their puzzle activity, worksheet on singular and plural nouns (10 marks), their elder interview (6 marks) and digital portfolio activities (6marks).
Lesson 5: The Gift of Spirituality and Celebration
Learning Activities
Task 1: After listening to the Elder Story about the Medicine Wheel teachings, add at least one idea on the KWL chart on our classroom blog.
Task 2: Label the parts of the Medicine Wheel and complete the cloze activity based on a reading that further explains the Medicine Wheel.
Task 2: Label the parts of the Medicine Wheel and complete the cloze activity based on a reading that further explains the Medicine Wheel.
Task 3: Write at least two paragraphs that compare and contrast your spiritual beliefs and/or celebrations and Aboriginal spiritual beliefs and celebrations.
Task 4: With a partner, peer correct and highlight any informal language that needs to be changed. Use the rubric as your guide.
Task 5: Complete the exit slip and then post your comments from the exit slip on our blog. Respond to at least one other student on our discussion board. Finish interviewing your elders in upload it onto Sway.
lesson_5_activities.docx | |
File Size: | 145 kb |
File Type: | docx |
Assessment
Students will be assessed on completing the cloze activity (16 marks), the attached expository writing rubric (16 marks), blog checklist (6 marks) and digital portfolio activities (6 marks).
compare_and_contrast_expository_writing_activities_and_rubric.docx | |
File Size: | 262 kb |
File Type: | docx |
Lesson 6: The Gift of Parenting and Discipline
Learning Activities
Task 1: Read along while the traditional Aboriginal story, Wisakecahk, The Origin of the Moon is projected in class. Together, we will highlight any difficult words and any verbs you find. Click on the link below to read the story and complete the linking verb chart as a class. https://docs.google.com/document/d/15Bsf6C7nskgjn9h8c0Aq_8BBYu2b8WVgoAVUJyWR84o/edit?usp=sharing
Task 2: Complete the graphic organizer below to check for understanding of the story you just listened to.
Task 3: Interview your elders at home and write a two to four paragraph summary about "their best lessons learnt in life." Re-tell this story using the graphic organizer provided. Make jot notes with a partner, then write 3 rough copies and one final copy of this interview. Record this interview with your Smartphone or IPAD to include it in your final presentation.
lesson_6_activities.docx | |
File Size: | 78 kb |
File Type: | docx |
Assessment
Students will be assessed on completion of the graphic organizer (7marks), listening and re-telling writing rubric (16 marks) and digital portfolio activities (6marks).
listening_and_retelling_writing_rubric.docx | |
File Size: | 14 kb |
File Type: | docx |
Lesson 7: The Gift of Natural Laws and Nature
Learning Activities
Task 1: Students will play pronoun bingo in small groups, read the story, How People Hunted the Moose and highlight all of the pronouns they see.
pronoun_bingo_&_story.docx | |
File Size: | 117 kb |
File Type: | docx |
Task 2: Using the interactive chart, as a class we will fill in the chart together to find words we can use to substitute proper nouns from the story.
https://docs.google.com/document/d/1-l8KpjOsVmPSFUi2EWZtdvYPFx8kHyY3E9J9uSytQrU/edit?usp=sharing
https://docs.google.com/document/d/1-l8KpjOsVmPSFUi2EWZtdvYPFx8kHyY3E9J9uSytQrU/edit?usp=sharing
Task 3: Go to the following website and complete the double entry journal to make connections between the reading and your thoughts about environmental conservation and the Aboriginal concept of "take only what you need."
Task 4: Write a four to six paragraph essay paying attention to correct pronoun forms about the idea of "take only what you need." Write three rough (informal copies) and one good copy.
Task 5: Using our classroom blog. Write one entry summarizing your learning from this week. Respond to at least one of your classmates.
lesson_7_activities.docx | |
File Size: | 23 kb |
File Type: | docx |
Assessment
Students will be assessed on their expository essay on environmental conservation (16marks), double entry journal (2marks), ( digital portfolio activities (6marks) and a response on our classroom blog (6marks).
Lesson 8: The Gift of Story
Learning Activities
Task 1: Listen to an Elder story explaining the meaningfulness of oral stories transmitted by Elders, the traditional keepers of knowledge.
Task 2: Read two narrative stories, The Red Sash and The Grandmother's Drum.
Task 3: Map out both of these stories to illustrate the differences between linear narratives and Aboriginal circular narratives.
story_mapping.docx | |
File Size: | 45 kb |
File Type: | docx |
Assessment
Students will be assessed on completion of story mapping activities (12 marks) and digital portfolio activities (6marks).
Lesson 9: The Gift of Values
Learning Activities
Task 1: Go to the Four Directions Teachings and listen to the Tipi Teachings that describe First Nations traditional values. Click on the link to listen to Elder, Mary Lee at: http://www.fourdirectionsteachings.com/main.html .
Task 2: Follow along to read and listen to the Tipi teachings. Then, complete the matching activity of values.
four_directions_teachings.docx | |
File Size: | 31 kb |
File Type: | docx |
Assessment
Students will be assessed on The Gift of Values matching activity and digital portfolio assessment (6 marks).
Lesson 10: Artifact and RAFT Presentations
Learning Activities
Task 1: Students will participate in RAFT (role, audience, format, topic) culminating activities to present ideas learnt from this unit using digital forms to create one of the following: an autobiography, biographical sketch, blog article, newsletter. Click in the icon below for more detailed information on each task.
Task 2: Complete your artifacts portfolio to share in digital format with classmates using Sway.com. Artifact portfolios will be uploaded onto this site when complete.
raft_details.docx | |
File Size: | 13 kb |
File Type: | docx |
Assessment
Students will be assessed according to the expository and narrative analytic rubric for 16 marks total.
Students will also be assessed on their digital portfolio presentations (16 marks total)
Students will also be assessed on their digital portfolio presentations (16 marks total)
presentation_rubric_for_digital_portfolio.docx | |
File Size: | 14 kb |
File Type: | docx |
expository_writing_activities_and_rubric_for_raft.docx | |
File Size: | 262 kb |
File Type: | docx |
narrative_writing_activities_for_raft.docx | |
File Size: | 392 kb |
File Type: | docx |
Support Documents & Answer Keys
support_documents_&_answer_keys.docx | |
File Size: | 918 kb |
File Type: | docx |