sherrilafreniere.weebly.com file · Web viewB.C. PLO’sPg. 20. Word WallPg. 21. Unit Rationale: This unit will introduce parts of Yukon First Nations culture, traditions and values

Unit Plan:

Yukon First Nations

Grade 7

Sherri Lafreniere

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Table of Contents:

Unit Rationale Pg. 3

Unit Materials Pg. 4

Integrated Unit Plan Pgs. 5 - 9

Lesson Plans:

• Storytelling Pgs. 10-12

• Elders Stories Pgs. 13-14

• Creating a Story/Rubric Pgs. 15-16

• Creating a Story Pgs. 17-18

• Lesson Overviews 5-8 Pgs. 19

B.C. PLO’s Pg. 20

Word Wall Pg. 21

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Unit Rationale:This unit will introduce parts of Yukon First Nations culture, traditions and values to students to

help them understand the importance and richness of our First Nation culture. Students will be

given the opportunity to explore how Yukon First Nations people value storytelling and Elders.

Students will be asked to complete a number of activities and assignments to help them explore

their own values and beliefs and to understand Yukon First Nations traditions. By teaching about

Yukon First Nations, students are given the opportunity to learn and explore the rich, unique,

lifestyle that is present in their communities.

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Unit Materials:

• Story (A story that is good to tell teenagers when they are finishing school)

• Story ( Frog Story by Kitty Smith)

• Story ( Wolf Helper b Kitty Smith)

• Journals

• Paper

• First Nation Elder

• White Board

Pens/Pencils

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Essential Question(s) for Learning:

(What essential question or learning are you addressing? What would students care or want to know about the topic? What are some questions to get students thinking about the topic or generate interest about the topic? What questions can you ask students to help them focus on important aspects of the topic? What background or prior knowledge will you expect students to bring to this topic and build on?)

• Addressing the importance and significance Yukon First Nation culture and traditions.

• Students should be aware of the culture, values and traditions of the first people in the Yukon and what the significance is in their way of life.

• Who knows anything about Yukon First Nations culture and traditions? Who would like to understand the significance of Yukon First Nations culture and values? Can anyone describe any traditions of Yukon First Nations people?

• Why do we consider Yukon First Nation people to be important in Yukon history? Why are Yukon First Nations values and traditions important to us as Yukoners?

• Students should carry an understanding of what being First Nations means and why it may play a significant role in the Yukon?

Curriculum and Content Standards:

What do you want your students to know and be able to do in relation to the essential question or essential learning? What knowledge, skills, and strategies do you expect students to gain

• Students should be able to relate this new knowledge to their surroundings and have a solid foundation of the importance of this rich culture surrounding them on a daily basis.

• Students are expected to gain an understanding of the importance of Yukon First Nations values and traditions by being introduced to the significance of stories, storytelling, and Elders in the First Nations way of life.

Overview:

Give a short summary of the lesson or unit including assignment or expected possible products. Consider whether the learning outcomes will warrant all the steps and work.

• This unit will allow students to gain an understanding of the significance of Yukon First Nations values, cultures, traditions. By creating stories students are given the opportunity to share what is important to them and to create a lesson in their story to share with their classmates while developing a respect for Elder’s while they work together in the classroom.

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Assessment:

What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do? Who will be the audience for a digital product or presentation? How will you differentiate products/outcomes? (e-portfolios, tests, journals, web pages, rubrics) What part of this unit will students be able to do something better or faster because of technology? In what part of this unit will students be able to do things that would not be possible without technology?)

• Students will produce a number of assignments such as stories, illustrations, and brainstorm ideas. There will be class discussions on the topics covered in each lesson and students will show their learning by participating in group discussions as well as producing assignments.

• Students will participate during lessons and show interest in the lesson content. They will demonstrate scaffold learning by connecting prior knowledge to new knowledge. By asking questions students can organize ideas and link new knowledge to prior knowledge.

• Students will produce work during all lessons and this will demonstrate what they are learning from the lesson content.

• For story presentation fellow classmates, the classroom teacher and I will act as an audience.

Technology Integration:

Has technology had any impact on the content area(s) related to the essential question? How does technology support student learning? What previous technology tools should student have to complete this unit?

• Technology has provided the students with opportunity to type their stories on the computer.

• Technology supports learning by providing students with enjoyable, concrete practice, using up to date devices that support student learning.

Resources:

Does the question(s) suggest a task or tasks where technology tools are used to gather analyze, organize information or data? How does technology support student learning? What digital tools, and resources – online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc.—help explain the content or allow students to interact with the content? What previous technology skills should students have to complete this project? (URLs, access to computers, lab time, digital cameras, games, guest speakers, web quests, virtual field trips, online projects, etc.)

• Technology supports student learning by offering students the tools to make skill development friendly and fun.

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• There will be visual learning presented on the white board and students will be given the opportunity to use computers to type stories.

• Guest speaker needs to be paid respect and students need to understand the importance of showing Elder’s respect.

Instructional (Lesson) Plan(s):

A. Preparation:

What student needs, interests, and prior learning provides a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?

• Students must have a basic understanding of First Nation culture and understand that the Yukon is predominantly First Nations.

• By starting the set of the lesson with questions the teacher will gain an understanding of student knowledge required for future lessons.

Students may have difficulty understanding the difference between First Nation stories and stories they have experienced in their own families; whether they have differences or similarities.

B. Management:

How and where will your students work? Classroom, lab, groups, etc.?

• There will be small and whole group work throughout the unit, students will also be working individually for some assignments.

C. Instruction and Activities

What instructional strategies will you use with this lesson? How will your learning environment support these activities? What is your role? What are the students’ roles in the lesson? How can the technology support your teaching? What engaged and worthwhile learning activities and tasks will your students complete? How will they build knowledge and skills? Will students be expected to collaborate with each other and others? How will you facilitate the collaboration?

• Teacher will use strategies such as inviting an Elder into the classroom, large and small group discussions and projects, small amounts of direct teaching, questioning, and assignments to solidify students learning.

• The learning environment will be warm and friendly, students will feel safe and comfortable sharing thoughts and ideas, and students will feel comfortable asking questions if they feel they need to.

• Teacher’s role will be one of support, guidance, and encouragement.

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• Technology can support the lessons by having computers available to type stories.

• Students will complete a number of tasks such as creating stories, creating illustrations, brainstorm ideas, taking notes, and class discussions.

• Students will build knowledge and skills by participating in discussions, working on assignments and collaborating with fellow students.

• There will be large and small group work, students will be expected to participate and work closely with other students to complete some assignments.

• Teacher will be available during collaboration if students need guidance and encouragement.

Differentiate Instruction:

How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment? What assistive technologies will you need to provide?

• Content will be adapted to each students abilities; some students may need more detailed instruction; some students may need one on one explanation and guidance; place weaker students with stronger students to promote collaborative learning.

• Students will be given opportunities to work in groups, to learn from and with others, and given tasks that require independent work.

• Students will be given time to review previous lessons so they can use prior knowledge to develop new skills and strategies.

Closure and Reflection:

Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions:

• Did students find the lesson meaningful and worth completing?

• In what ways was this lesson effective?

• What went well and why?

• What did not go well and why?

• How might you teach this lesson differently?

• Students will be asked throughout each lesson to participate in an assignment which will give them the opportunity to solidify knowledge.

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• During each closure of the lesson we will review the content covered that day to make sure students understand the importance of the lesson and gain knowledge from the lesson.

• Did the teacher observe students participating in the lesson and assignments with enthusiasm and showing an effort to understand concepts.

• The effectiveness of the lesson will be evaluated with observation and assignments.

• Observation will tell the teacher if the lesson was successful

• Teaching the lesson differently will completely depend on what exactly went wrong with the lesson; adjustments can be made after the lesson has been presented.

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General Lesson Information:

Teacher: Sherri Lafreniere Date: May, 2012 Grade Level: Seven

Cooperating Teacher: Cam Good/Rebecca Bradford

Lesson Topic: Storytelling Unit Topic: Yukon First Nations

Rationale: (the overall purpose for teaching the lesson in relation to the curriculum expectations and overall educational values)

Students will gain an understanding of Yukon First Nation Stories as they relate to First Nation values and traditions. They will develop the concept that through stories First Nations teach values and lessons and keep their history alive and pass it on to future generations. Students are expected to listen and extract important information as it relates to the traditional storytelling concept.

Prescribed Learning Outcomes (PLO’S): (referring to the curriculum organizer and the prescribed learning outcomes)

• identify influences and contributions of ancient societies to present-day cultures

Prerequisite Learning:

Students must be familiar with storytelling procedures such as what protocols students need to follow while listening to a story and understand that storytelling comes in many different forms.

Lesson Objectives: (knowledge, skills and attitudes)

As a result of this lesson the students will be able to:

1) Understand why storytelling is significant to First Nation people’s oral traditions.

2) Understand that storytelling is part of all First Nations but we are discussing Yukon First Nations and how stories play a role in their lives.

3) Demonstrate storytelling components

Procedures:

Set (introduction) 7 minutes (can be written from the teacher’s perspective)

Start by introducing students to the concept of storytelling and why First Nations people use storytelling in their way of life. First Nations use stories to keep their history alive and pass it on to future generations. Stories brought people together to share the past, to explain creation and to instruct. A powerful story might also make children see the consequences to their actions. What other reasons may First Nations use stories? They use them for entertainment, recording history and to educate about First Nations values and beliefs. When was the main time First Nations told stories? In the winter. Why may this be? Ask what types of things stories would be told about? Animals, places, people, communities,

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areas. Ask students how stories are the same and different in their cultures and First Nation cultures. They are all entertaining, they all have a different point to make, they all have a lesson involved, and they teach us something.

Lesson Development 35minutes (written from the student’s perspective & reflects each lesson objective)

In a whole group setting students will brainstorm ideas of what Traditional storytelling means to them and why. Teacher will write student’s ideas on the board and students will take notes from the board. The brainstorm ideas will be posted in the classroom for the students to use as a reference throughout the storytelling unit.

Students will be given quotes from Yukon First Nation Elders and asked to get into groups and pick a quote. Discuss what you think they mean. Then, choose one statement that you agree with and respond in your journal. Copy the statement into your journal and then write what you think the quote means. State whether you agree or disagree with the statement, and why.

"If I ever get stuck in the bush, I wouldn't have any trouble. I'd just remember what Asuya did when he was travelling around and I'd know what to do. You follow that story and it tells you everything you need to know. That's how they used to teach us when we were kids." Ed Scurvey, Reading Voices, 1992

"I have no money to leave for my grandchildren. My stories are my wealth!" Angela Sydney

"Stories, you see, are not just entertainment. Stories are power." Keeshig-Tobias, 1990

"The old folks said the stories themselves had the power to protect us and even to heal us because the stories are alive; the stories are our ancestors." Silko, 1992

"In the simple act of telling a story we are planting a seed - a seed that may grow and blossom for a lifetime." Ed Porcino, 1992

Closure 5 minutes (sums up the lesson)

Review the concepts of storytelling we discussed in the set such as what are the purpose of stories? What are some different topics First Nation stories are about? Ask if the students were happy with the stories they created?

Adaptations for Individual Needs:

Pair students according to varying abilities (stronger students help weaker students) so that they can share ideas and gain new knowledge from each other.

Assignments and Reminders:

Students will copy brainstorming notes from the board into their journals to use throughout the unit and discuss in their groups their ideas from the quotes they analyzed.

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If Time Remains for Early Finishers:

Early finishers can carry on discussions in their groups.

Materials and Equipment Needed:

Journals, Pencils, Elder quotes,

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Lesson Topic: Elders Stories Unit Topic: Yukon First Nations


Students will hear a First Nation Elders story and write about how the story made them feel and use critical thinking skills to determine why the story is important to them and why.


Social Studies

• apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying, using analogies, identifying relationships, summarizing, and drawing conclusions – to a range of problems and issues

Language Arts

• use writing and representing to critique, express personal responses and relevant opinions, and respond to experiences and texts


Students must have knowledge of the significance of First Nation stories and think about the meanings and lessons portrayed in stories.



1) Listen to stories and gain personal meaning from them

2) Express personal opinion from listening to stories

Procedures:


Review the brainstorming list created the lesson before. Ask students if there is anything they feel should be added to the list.

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Teacher will read a First Nations Elders story to the students then ask if there is anything they want to discuss about the story. The teacher will read the story one more time so students have the opportunity to listen to it again and gain further meaning from the story.

In their journals students will be asked to write a page about how the story made them feel, and why. They also need to express why they felt this story was so important and what lessons were being portrayed in this story.


Ask students if there is anything they would like to discuss, either about what they wrote or what the story meant to them.

Adaptations for Individual Needs:

Some students may need more time to finish.


Students will develop a personal writing about what the story meant to them. Proper grammar, and punctuation will be checked.


Journals, Pencils, Elders story

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Lesson Topic: Creating a Story/Rubric Unit Topic: Yukon First Nations


Students will be introduced to a writing project and given the opportunity to participate in the development of a rubric for the final assignment.


Social Studies

• apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying, using analogies, identifying relationships, summarizing, and drawing conclusions – to a range of problems and issues

Language Arts

• select and use various strategies when expressing and presenting ideas, information, and feelings, including

– setting a purpose

– accessing prior knowledge

– generating ideas

– making and sharing connections

– asking questions to clarify and confirm meaning

– organizing information

– racticing delivery

– self-monitoring and self-correcting in response to feedback


Students must have knowledge and understanding of the significance of First Nations stories and meanings.

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1) Present ideas contributing to the creation of a rubric

2) Brainstorm ideas in a group setting

Procedures:


Quick review of the significance of First Nation storytelling.


Students will be introduced to the assignment they are expected to produce which will be a story they create which includes a solid lesson, proper story form (beginning, middle, ending), and a personal meaning that is portrayed.

Students will be asked to brainstorm ideas about what they think should be included in the expected criteria for their stories. The teacher will write their ideas on the board and have the students take notes. The teacher will have a rubric already developed but will add students input.


The teacher will explain to students that a rubric displays what is expected of the students for this assignment.


Students will have written the notes about the rubric and understand what is expected of them


Journals, Pencils

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Lesson Topic: Creating a Story Unit Topic: Yukon First Nations


Students will develop a story, in proper form, that demonstrates their knowledge about the content of First Nation stories.


Social Studies

• identify influences and contributions of ancient societies to present-day cultures

Language Arts

• select and use various strategies when interacting with others, including

– accessing prior knowledge

– making and sharing connections

– asking questions for clarification and understanding

– taking turns as speaker and listener

– paraphrasing to clarify meaning


Students must have knowledge and understanding of the significance of First Nations stories and meanings.



1) Successfully work in a group setting

2) Generate and share ideas with peers

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Procedures:


Introduce the story assignment that students will start in this lesson. Review the components of the story and what they will include in their stories, such as: lesson or morale, personal meaning and significance, proper structure.


Have students get into pairs and discuss their ideas for their stories.

Have students discuss the proper structure of a story in their pairs.

Encourage students to generate ideas from each other.

Have students start the rough draft of their story.


The teacher will ask students how they felt about starting their stories and ask if there is anything they didn’t understand or may need more instruction with.


Students will start the first draft of their stories.


Paper, Pencils

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Lesson 5:

This lesson will review the elements of a story and what is included in a story. Students will be given this block of time to finish their stories and work in pairs to peer edit each others work and make corrections. If time remains in this lesson students will work on the final steps in their story: editing, typing.

Lesson 6:

This lesson will have students that are finished typing their stories, draw illustrations of how they see their story in their mind and demonstrate with an illustration. Students will attach their stories and their illustrations to a poster board and it will be displayed.

Lesson 7:

The class will review the elements of a well delivered presentation and students will be asked to present their stories and illustrations. Students will have time to practice with their peers before the final presentation.

Lesson 8:

This lesson is a wrap up lesson to the unit and will include an Elder from the community coming into the classroom and telling the students a story that is significant to them. Before the Elder comes into the classroom there will be some discussion on the proper protocol of inviting an elder into the classroom.

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B.C. PLO’S:

Social Studies:

identify influences and contributions of ancient societies to present-day cultures apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying,

using analogies, identifying relationships, summarizing, and drawing conclusions – to a range of problems and issues

identify influences and contributions of ancient societies to present-day cultures

English Language Arts:

use writing and representing to critique, express personal responses and relevant opinions, and respond to experiences and texts

select and use various strategies when expressing and presenting ideas, information, and feelings, including – setting a purpose– accessing prior knowledge– generating ideas– making and sharing connections– asking questions to clarify and confirm meaning– organizing information – racticing delivery– self-monitoring and self-correcting in response to feedback

select and use various strategies when interacting with others, including– accessing prior knowledge– making and sharing connections– asking questions for clarification and understanding– taking turns as speaker and listener– paraphrasing to clarify meaning

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Word Wall:

First Nations Land

Languages Contribute

Family Illustration

Storytelling Values

Elder Significant

Morals Beliefs

Sharing History

Brainstorming Consequences

Lessons Traditions

Respect Culture

Listening Practices

Significance Society

Generations Behaviours

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