Fnmi List 1 Final

Literature to Support First Nations, Mtis and Inuit (FNMI) Student Success in Elementary Schools, Grade 1
Literature to Support First Nations, Mtis and Inuit (FNMI) Student Success
Grade 1
Selected Bilio!raphy
NB" #lder titles that you may $ind in your lirary ha%e een included, and ne&er titles are pro%ided as a !uide $or purchasin! o$ ne& resources'
Boo( types include re$erences, non)$iction, picture oo(s, no%els, poetry, alphaet oo(s, $ol(lore and io!raphy' Emphasis has een placed on
*anadian titles' (#+, - out o$ print)
Title Book
Type
First
Nation
Some Suggested Activities Curriculum
Links
Bruchac, .oseph' (//), 0oert Goet1l,
Illustrator (/I)' Many Nations: An
Alphabet o Native America' 1223, 4)5163)
7852)7' 9his picture oo( is eauti$ully
illustrated &ith rie$ te:t presentin! aspects
o$ the li%es o$ many %aried Nati%e peoples
across North /merica' 9he content has an
historical $ocus' 9he oo( includes an
author;s note' Each letter is $or a di$$erent
First Nations !roup'
/lphaet
Boo(
Many /cti%ity" Ma(e an /lphaet Boo(
9emplate $or /lphaet oo("
http"++&&&'teacherspayteachers'com+,roduct+Bl
an()/B*)Boo()9emplate)83<818
http"++&&&'teacherspayteachers'com+,roduct+F
0EE)/lphaet)Boo()9emplate)1<733<
Students can also create an alphaet oo(
online &ith 0ead =rite 9hin('or!
http"++&&&'read&ritethin('or!+$iles+resources+in
teracti%es+alphaet>or!ani1er+
/cti%ity" Sharin! ideas and pictures in a
sharin! circle? 9he students &ill each choose
one letter $rom their alphaet oo( and share
their ima!es they choose to display &ith that
letter' /$ter ma(in! the alphaet oo(, they
&ill share &ith their classmates &hy they
choose the ima!es they did $or that letter' 9he
students can also cut and paste ima!es $rom
ma!a1ines' 9his is dependent on the teacher@s
instruction'
/cti%ity" Ase a Benn Cia!ram to
compare Many Nations" /n /lphaet o$ Nati%e
Lan!ua!e /rts"
/lphaet
1'1 Cisco%er and
E:plore
!"press ideas
and develop
understanding
Share personal
e:periences
prompted y
oral, print and
other media te:t
Set Goals" 9al(
aout o&n
readin! and
&ritin!
e:periences
Combine #deas
*onnect related
ideas and
in$ormation'
Developed by Southern Alberta Professional Development Consortium, June 2010. 1
/merica y .oseph Bruchac &ith a ,rairie
/lphaet /B* y .o Bannatyne)*u!net
DEo& are they the sameF
DEo& are they di$$erentF
D=hy types o$ ima!es did the author useF
=hyF
Letter F $or Fla!s" Loo( at all o$ the di$$erent
First Nations Fla!s'
=hy are $la!s si!ni$icantF
=hat do they meanF
=hat are the symols su!!estin!F
=hat colors are theyF
*ompare First Nations $la!s &ith
pro%incial and the *anadian Fla!'
*anadian Fla!+ Maple Lea$ colorin! sheets
http"++&&&'colorin!'&s+canada'htm
Inuit colorin! sheets" Start &ith the letter
e!innin! the &ord o$ the day' *olor the ima!e
http"++&&&'colorin!'&s+inuit'htm
*hildren dra& pictures to illustrate letters o$
the alphaet'
Each student creates a sentence that &ill
represent the e!innin! letter o$ his or her
!i%en name'
Each student &ill share their letter and the
ima!e they chose'
9he Students illustrate indi%idual copies o$ the
story' *reatin! the entire alphaet in ima!ery'
9he students &ill use ma!a1ines, to cut and
paste pictures o$ items that start &ith each
e!innin! letter o$ the alphaet' (9eachers &ill
7'< /ttend to
*on%entions
/ttend to
*apitali1ation
and ,unctuation
*apitali1e $irst
letter o$ o&n
name
Social Studies"
9raditions
Developed by Southern Alberta Professional Development Consortium, June 2010. <
ha%e each letter pre)cut and ready $or students
to !lue items on each letter)
Students may ma(e their o&n alphaet oo(s
or ma(e one as a class proGect'
/$ter decidin! &hat topic the alphaet oo( is
!oin! to address, assi!n each student one letter
$rom the alphaet' I$ there are more than <6
students in the class, create pairs o$ students
that can ene$it $rom &or(in! to!ether on a
letter' Brainstorm &ith the class &hat &ords
mi!ht e used $or each letter o$ the alphaet'
First nations symols to include"
http"++communications'usas('ca+!uides+aori!in
al)symols+inde:'php
Topic suggestions:
B is or Bualo H an alphaet o$ all the &ays a
u$$alo &as used traditionally y the *ree or
the Blac($oot people' Be sure to read $idden
Bualo to the students'
/ is $or /lerta H an alphaet o$ /ori!inal
people o$ /lerta'
/ori!inal /lphaet H /ori!inal terms
Loo( at First Nations o$ *anada /lphaet
Boo(, and the Mtis /lphaet Boo(
Ma(e a Numer Boo(
Students &ill use pre)cut numers and dra& the
numeral representation on that numer usin!
pictures' Be speci$ic and ha%e each student
dra& shapes and or symols'
9 is $or 9ipi" Cesi!n your o&n tipi? Ase the
materials to uild your o&n tipi and decorate it
&ith paint colors and tools'
http"++&&&'collectionscanada'!c'ca+settlement+
(ids+4<1418)164I)e'html
I is $or Iya!a Game"
(ids+4<1418)1514)e'html
*ompare the ,rairie /lphaet and the Many
Nations /lphaet' Eo& are they the sameF
Eo& are they di$$erentF =hy types o$ ima!es
did the author useF =hyF
) Ase a Benn Cia!ram
Inuit *olorin! SheetsF
Activity: /ll /out *anada ,aper Juilt cra$t
http"++&&&'dlt()(ids'com+canada+mJuilt'htm
Ma(e the entire Juilt usin! the letters o$ the
alphaet
Bannatyne)*u!net, .o% A &rairie Alphabet
ABC #llustrations: 'vette Moore Montreal"
9undra Boo(s, 122<
Ages ()*+
Each scene eauti$ully e%o(es the essence o$
the ,rairies, illustratin! a letter o$ the
alphaet &ith detailed depictions o$
/cti%ity" Ma(e an /lphaet Boo(
9emplate $or /lphaet oo("
http"++&&&'teacherspayteachers'com+,roduct+Bl
an()/B*)Boo()9emplate)83<818
http"++&&&'teacherspayteachers'com+,roduct+F
0EE)/lphaet)Boo()9emplate)1<733<
Lan!ua!e /rts"
/lphaet
1'1 Cisco%er and
E:plore
!"press ideas
and develop
indi%iduals and oGects
Students can also create an alphaet oo(
online &ith 0ead =rite 9hin('or!
http"++&&&'read&ritethin('or!+$iles+resources+in
teracti%es+alphaet>or!ani1er+
/cti%ity" Sharin! ideas and pictures in a
sharin! circle? 9he students &ill each choose
one letter $rom their alphaet oo( and share
their ima!es they choose to display &ith that
letter' /$ter ma(in! the alphaet oo(, they
&ill share &ith their classmates &hy they
choose the ima!es they did $or that letter' 9he
students can also cut and paste ima!es $rom
ma!a1ines' 9his is dependent on the teacher@s
instruction'
Eo& are they the sameF
Eo& are they di$$erentF
=hy types o$ ima!es did the author useF =hyF
Letter F $or Fla!s" Loo( at all o$ the di$$erent
First Nations Fla!s'
=hy are $la!s si!ni$icantF
=hat do they meanF
=hat are the symols su!!estin!F
=hat colors are theyF
*ompare First Nations $la!s &ith pro%incial
and the *anadian Fla!'
understanding
Share personal
e:periences
prompted y
oral, print and
other media te:t
Set Goals" 9al(
aout o&n
readin! and
&ritin!
e:periences
Combine #deas
*onnect related
ideas and
in$ormation'
7'< /ttend to
*on%entions
/ttend to
*apitali1ation
and ,unctuation
*apitali1e $irst
letter o$ o&n
name
Social Studies"
9raditions
Developed by Southern Alberta Professional Development Consortium, June 2010. I
Munsch, 0oert' Smelly Socks, <44I,
4782263363' Eere@s a classic Munsch story,
$ull o$ silliness and sure to e a hit' 9ina
lo%es her rand ne& soc(s so much, she@s
ne%er, e%er !oin! to ta(e them o$$, ut &hen
her &onder$ul soc(s !et smelly, her $riends
ha%e to ta(e action' Set in northern *anada,
&e can see that 9ina li%es in a Cene
*ommunity and that she and her $amilies are
/ori!inal' =e also see that 9ina is a
Kre!ular (id,L Gust li(e any other (id'
Munsch;s oo( &ill help a$$luent children to
appreciate the challen!es o$ lo&er socio)
economic $amilies, and uran children can
!et a %ie& o$ li%in! in an isolated location
&ith limited ser%ices and resources'
,icture
Boo(
Cene 0ead $or enGoyment'
Identi$y characteristics o$ /ori!inal li$estyle
today'
In &hat &ays is it a lend o$ traditional and
modernF
Ciscuss traditions such as National Aboriginal
,ay" http"++&&&'aadnc)
aandc'!c'ca+en!+1144144418<75+1144144418<
72
/cti%ity" Eold a First Nations stories and
le!ends day M $ind /ori!inal le!ends
common to the First Nations in your area and
read them to the children or in%ite an
/ori!inal storyteller'
/cti%ity" *elerate First Nations in%entions' In
the &ee(s leadin! up to .une <1, you can
discuss &ith students the %arious in%entions
that ori!inated &ith First Nations in *anada'
(9he N.olly .umper,N cradleoards, moccasins,
rattles, sno&shoes, too!!ans, dream catchers
and more') #n .une <1, ha%e the children create
a lar!e poster, dra&in! their $a%orite First
Nations in%ention on a N0easons to *elerate
National /ori!inal CayN poster'
9he students can dra& placemats o$ $a%orite
$oods shared &ith their $amilies on special
occasions? they tal( aout acti%ities and e%ents
related to those special times'
http:!!!.ndstudies.or"resour#esa#tivite
saindmedi#ine$.html
Language Arts:
1'1 Cisco%er and
E:plore
!"press ideas
and develop
understanding
Share personal
e:periences
prompted y
oral, print and
other media te:t
9al( aout ideas,
e:periences and
$amiliar e%ents
Social studies:
9raditions" 9o
introduce
National
/ori!inal Cay
to children and
encoura!e them
to celerate it
e%ery year
9o introduce
some o$ the
uniJue
contriutions o$
First Nations
people to
*anada
9o loo( at
speci$ic &ays in
&hich
/ori!inal
people,
includin! First
Nations, Mtis
and Inuit, ha%e
helped to
impro%e li$e in
*anada throu!h
their %arious
in%entions and
contriution
Smith, *ynthia, (//), *ornelius =ri!ht,
Illustrator (//)' -ingle ,ancer' <444, 4)655)
16<71)O' .enna dreams aout her
!randmother;s Gin!le dancin! ) she &ould
lo%e to do the same' She does ha%e a
prolem, thou!h ) ho& &ill her dress sin! i$ it
has no Gin!lesF 9his is the story o$ a
contemporary Nati%e !irl &ho turns to her
$amily and community to help her dance' /
%ery nice story aout a modern /ori!inal
child com$ortale &ith oth contemporary
li$e and her traditions'
,icture
Boo(
Mus)
co!ee
(*ree()
0ead $or enGoyment'
*ompare &ith -enneli.s ,ance and /ibbon
/escue
=hat is special aout .ennaF
Identi$y characteristics o$ /ori!inal li$estyle
today'
/cti%ity" In%ite an /ori!inal drum and dance
troupe to per$orm at the school and to teach
po&&o& dances'
Ma(e a drum and a eater'
http"++&&&'collectionscanada'!c'ca+settlement+(
ids+4<1418)1545)e'html
*ompare contemporary li$e &ith traditional li$e
usin! a 0enn ,iagram'
Musical instruments
Language Arts:
General #utcome
1
1'1 Cisco%er and
E:plore
Share personal
e:periences
prompted y
oral, print and
other media
te:ts'
I'1 0espect
others and
Stren!then
*ommunity
/ppreciate
di%ersity
E:plore personal
e:periences and
$amily traditions
Li$estyles
Cance
Ciscuss the ,o&&o& as a Nati%e /merican
social and spiritual e%ent that includes
drummin!, sin!in!, eatin!, and sometimes
campin!, tradin!, storytellin!, rodeos, or $ilm,
and art sho&s to celerate and preser%e
traditions'
9he students can desi!n their o&n re!alia? the
hi!hly %alued clothin! and accessories o$ a
dancer' ,ro%ide the outline' Ase /B*+1<8
patterns and details'
http"++&&&'dlt()(ids'com+t'aspF
-mPt-http"++&&&'dlt()
(ids'com+&orld+nati%e+nati%e7'!i$
(ids'com+&orld+nati%e+nati%eI'!i$
(ids'com+&orld+nati%e+nati%e<'!i$
related to oral,
print and other
media te:ts
Social Studies:
Mathematics)
,atterns P
0elations )
,atterns (Gr' 1)
General
#utcome" Ase
patterns to
descrie the
&orld and to
sol%in!
prolems'
Speciic
1utcome *
Cemonstrate an
understandin! o$
repeatin!
patterns (t&o to
$our elements)
y"
descriin!
reproducin!
e:tendin!
creatin!
patterns usin!
manipulati%e,
*olours are si!ni$icant to many First Nations'
http"++&&&'aadnc)
aandc'!c'ca+en!+1816I8418<833+1816I841576
I2Qun7
Many First Nations decorate their clothin!,
huntin! implements and other oGects &ith
natural colours throu!h emroidery usin! dyed
moose or cariou hair, eads made $rom
coloured shells or dyed porcupine Juills'
*reate a poster that sho&s the si!ni$icance o$
the numer $our (e'!' 7 seasons 7 sta!es o$ li$e,
7 colors o$ man, 7 directions)
http:!!!.ndstudies.or"resour#esa#tivite
saindmedi#ine$.html
Gi%e the students an outline to create their o&n
moccasins' Each student &ill create a pattern
$or their moccasins usin! /B or /B* patterns'
(*an use symols, shapes, color etc')
dia!rams,
sounds and
actions'
Specific Outcome 4
Describe equality as
a balance and
inequality as an
imbalance,
concretely and
pictorially (0 to
20).

,'E" 0esearch
and learn !ames
and dance $rom
aori!inal
cultures
Cenny, Eli1aeth, -enneli.s ,ance' <445,
2351527335612' .enneli is a shy youn!
*anadian Mtis !irl &ho $eels that she is
nothin! special, until she learns aout the
Mtis 0ed 0i%er .i! $rom her Grandma'
.enneli;s story instills a sense o$ pride in the
Mtis culture'
,icture
Boo(
Mtis =hat tradition is this story aoutF
*ompare &ith -ingle ,ancer and /ibbon
/escue%
=hat is the 0ed 0i%er .i!F
=hat instruments are used and &hat type o$
dancin! is in%ol%edF
=hat type o$ dancin! can you do to tell a
storyF
Language Arts:
General #utcome
1
1'< Cisco%er and
E:plore
I'1 0espect
others and
Stren!then
*ommunity
/ppreciate
di%ersity
*reate a desi!n on a drum used in aori!inal
po&&o&'
ids+4<1418)1545)e'html
http"++&&&'cantstopma(in!thin!s'com+<411+11
+moccasins'html
*ompare contemporary li$e &ith traditional li$e
usin! a 0enn ,iagram'
Musical instruments
Li$estyles
Cance
Ciscuss the ,o&&o& as a Nati%e /merican
social and spiritual e%ent that includes
drummin!, sin!in!, eatin!, and sometimes
campin!, tradin!, storytellin!, rodeos, or $ilm,
and art sho&s to celerate and preser%e
traditions'
(Bannoc( recipe- http"++&&&'dlt()
(ids'com+recipesd+%ie&'aspFrid-8I)
Cesi!n and create a pattern $or a Gin!le dress'
9he students can desi!n their o&n re!alia? the
hi!hly %alued clothin! and accessories o$ a
Social Studies: #
Belong2 # Am
3ni4ue
5%*%6 )
appreciate the
uni4ue
characteristics2
interests2 gits
and talents o
others:
/ppreciate
$eelin!s, ideas,
stories and
e:periences
shared y others
*iti1enship R
Identity
Balue oral
traditions o$
others
*iti1enship
/ppreciate that
French and
En!lish are
*anada;s o$$icial
lan!ua!es
*iti1enship R
Identity
Mathematics)
Patterns & Relations
- Patterns (Gr. 1)
General Outcome:
Use patterns to
describe the world
dancer' ,ro%ide the outline' Ase patterns and
details'
(ids'com+&orld+nati%e+nati%eI'!i$
(ids'com+&orld+nati%e+nati%e<'!i$
http"++&&&'aadnc)
aandc'!c'ca+en!+1816I8418<833+1816I841576
I2Qun7
and to solving
problems.
Specific Outcome 1
Demonstrate an
understanding of
repeating patterns
(two to four
elements) by:
Describing
Reproducing
Extending
Creating
Patterns using
manipulative,
diagrams, sounds
and actions.
Social Studies"
9raditions
Music
P.%: &esear#h
and learn
"ame and
dan#e from
abori"inal
#ultures
/s( students the importance o$ these colours to
the decorations'
Ma(e a drum and a eater
ids+4<1418)1545)e'html
Munsch, 0oert and Michael Susu!a(' A
&romise is a &romise% 1255, 1II483442O'
/llashua, a little Inuit !irl, disoeys her
mother@s &arnin! that the TuallupelluJ (an
ima!inary creature li(e a troll) &ill ta(e her
a&ay i$ she $ishes in the crac( in the ocean'
In e:chan!e $or her li$e, /llashua promises to
rin! her rothers and sisters to the crac( in
the ocean ice' Eer $amily@s coura!eous tric(
allo&s /llashua to (eep oth her $amily))and
her promise'
Fol(tale Inuit =hat $amily tradition is part o$ this $amilyF
=hy do you suppose this tradition de%elopedF
*ompare your $amily &ith /llashua@s'
Eo& do people (eep their cultures and
traditions ali%eF
*ompare you culture and traditions &ith
/llashuas culture and traditions'
S=L *hart'
My Native Americans Book
*ompare this story &ith 0ery Last First Time
and &ith Nanabosho2 Soaring !agle%
7alking together 8ebsite:
=atch a %ideo on (inship systems' Students
discuss the si!ni$icance o$ (inship in their li%es
and in FNMI culture'
Social Studies" I
elon!
9raditions
Lan!ua!e /rts"
comparin!
stories
Language Arts:
General #utcome
1
1'8 Cisco%er and
E:plore
) Share
personal
e:periences
prompted y
oral, print
and other
media te:ts'
I'1 0espect
others and
Stren!then
*ommunity
/ppreciate
di%ersity
Developed by Southern Alberta Professional Development Consortium, June 2010. 1<
Cocumentation aout the li$e o$ the Inuits
Es(imos ,art 1 (1Imin)"
https"++&&&'youtue'com+&atchF
%->A6O6$3J*nT
Students &ill dra& a Family 9ree to sho& all
connections or relations &ith others' In pairs
the students &ill share their dra&in!s or &es'
Family 9ree template"
http"++&&&'dlt()ile'com+t'aspF
ile'com+!enesis+$amilies+tree8'!i$
or
ile'com+!enesis+$amilies+tree<'!i$
ile'com+!enesis+$amilies+tree1'!i$
In !roups o$ 7" Focus on one Juestion?
=hat is the story ehind your nameF
Cescrie the relationship et&een children and
!randparents in your $amily or community'
Co you $eel a (inship &ith people other than
your immediate $amilyF =ith other li%in!
E:plore personal
e:periences and
$amily traditions
related to oral,
print and other
media te:ts
Social Studies: I
Belon!, I /m
AniJue
S'1'< )
appreciate the
uniJue
characteristics,
interests, !i$ts
and talents o$
others"
/ppreciate
$eelin!s, ideas,
stories and
e:periences
shared y others
*iti1enship R
Identity
Balue oral
traditions o$
others
*iti1enship
/ppreciate that
French and
En!lish are
*anada;s o$$icial
lan!ua!es
*iti1enship R
ein!sF ,etsF
Share a memory o$ place' Eo& is this place tied
to your (inship identityF
Ciscuss the di$$erent types o$ !ames children
play to (eep usy' Build an #yaga game%
(ids+4<1418)1514)e'html
Inuit colorin! sheets
Identity
Mathematics)
- Patterns (Gr. 1)
General Outcome:
Use patterns to
describe the world
and to solving
problems.
Specific Outcome 1
Demonstrate an
understanding of
repeating patterns
(two to four
elements) by:
describing
reproducing
extending
creating
patterns using
manipulatives,
diagrams, sounds
and actions.
,'E" 0esearch
and learn !ames
$rom aori!inal
cultures
Bruchac, .oseph and Bruchac, .ames (//),
/rue!o, .ose and /riane Ce&ey, Illustrator
(//), Turtle.s /ace 8ith Beaver: A
traditional Seneca tale' <448, 4)5483)<5I<)
<' Bea%er &ith his $ast s&immin! challen!es
Fol(tale
(Fale)
Seneca /cti%ity" Tortoise and $are Stories
http:99888%storyarts%org9library9aesops9stori
es9tortoise%html
Lan!ua!e /rts"
*omparin! and
&ritin! stories'
9urtle $or o&nership o$ the pond' 9urtle
outsmarts Bea%er, and Bea%er learns to share'
/ %ersion o$ the traditional tortoise and hare
$ol(tale'
/cti%ity" Learn aout turtles and ea%ers' Loo(
at some oo(s and %ie& a $e& %ideos aout real
turtles and ea%ers' /t circle time, the students
can discuss each, &hat they eat, &hat they do,
&here they li%e, ho& they care $or their aies'
=hy is the ea%er important in *anadaF
*ro& and Little ear Story, /%ailale on /udio
http"++&&&'aadnc)
aandc'!c'ca+en!+1816I8418<833+1816I841576I2Qc
hpm8
Sharing 7ith Animals and Nature
It should e clear to students that sharin! &ith
other people is important' It is also important
$or them to understand that they are sharin! the
Earth &ith plants, animals and other &ildli$e'
9his acti%ity should !et students to thin( aout
eha%ior that is harm$ul to &ildli$e and the
en%ironment and eha%ior that is ene$icial'
Bea%er *olorin! Sheets
http"++&&&'colorin!'&s+ea%er'htm
Bea%er /cti%ities and *ra$ts"
http"++&&&'dlt()(ids'com+animals+ea%ers'htm
http"++&&&'(id1one'&s+!eo!raphy+aoutcanada
1'htm
9urtle *olorin! Sheets
http"++&&&'colorin!'&s+turtle'htm
*onnect the dots
Science" Needs
o$ /nimals and
,lants
Developed by Southern Alberta Professional Development Consortium, June 2010. 1I
Bruchac, .oseph P Bruchac, .ames' (//),
.ose /rue!o P /riane Ce&ey, Illustrator
(//) /accoon.s Last /ace: a traditional
Abenaki story' <447, 4)5483)<233)7' 9ells
the story o$ ho& 0accoon, the $astest animal
on earth, loses his speed ecause he is
oast$ul and rea(s his promises' / %ersion
o$ the traditional tortoise and hare $ol(tale'
Fol(tale
(Fale)
/ena(
i
/cti%ity" Tortoise and $are Stories
http:99888%storyarts%org9library9aesops9stori
es9tortoise%html
/cti%ity" Learn aout 0accoons' Loo( at some
oo(s aout 0accoons' /t circle time, the
students can discuss each, &hat they eat, &hat
they do, &here they li%e, ho& they care $or
their aies'
Learn a Blac($oot &ord $or"
Bear
Ceer
0ait
0accoon
Fo:
*hipmun(
Mouse
Ceer
0accoon *ra$ts and *olorin! sheets
http"++&&&'dlt()(ids'com+animals+$orest)
raccoon'htm
Students can construct &ords on read &rite
thin('or!
9he teacher can collect &ords $rom the oo(
and the students can try and construct each
&ord the &esite
http"++&&&'read&ritethin('or!+$iles+resources+i
nteracti%es+construct+
Lan!ua!e /rts"
*omparin! and
&ritin! stories'
Science" Needs
o$ /nimals and
,lants
Susu!a(, Michael' Littlest Sled ,og' <445,
2351II1783I<1' 9his appealin! story aout a
little cairn terrier &ho dreams o$ ein! a i!,
stron! sled do!, incorporates many aspects o$
Inuit culture and the northern en%ironment'
,icture
Boo(
Inuit *ompare &ith similar stories, such as $o8 #
:ot My ,ogsled and A Sled ,og or Moshi%
Find out ho& to care $or and train a sled do!'
Ciscuss the Inu(su( and &hat it is used $or'
*olor an inu(su(U
#nline .i!sa& pu11le o$ a do!sled' 9he
students &ill &or( to $inish the picture'
http"++&&&'(id1one'&s+s!+&inter+<I'htm
/ time to learn' Series" =apos Bay' Episode I
(<7"4<)' 9his National Film Board o$ *anada
animation is set in a $ictional *ree community
in northern Sas(atche&an named =apos Bay'
In this episode o$ the series, a youn! oy must
complete his school &or( e$ore !oin! out on
the trap line &ith his $ather $or a &ee( &hile
another youn! oy is tas(ed &ith helpin! to !et
the do! team ready $or the traditional trappin!
trip' 9his episode is on the Learn /lerta
=esite'
http"++&&&'learnalerta'ca+,ro!ram#$Study'as
p:Flan!-enP,ro!ramId-I677<8Q2I8731
,ronouncin! &ords $rom the oo(" /udio File
http"++michael(usu!a('com+&ordpress+F
pa!e>id-67
Social Studies"
9raditions
Science" Needs
o$ /nimals and
,lants
Lan!ua!e /rts"
Literature
/nalysis,
*omparin!
stories
%->A6O6$3J*nT
Bushey, .eanne' A Sled ,og or Moshi,
1227, 1)II471)2I6)4' 9his is a story set in
the present day IJaluit, no& capital o$
Nuna%ut' .essica, &hose $amily has mo%ed to
the remote northern *anadian to&n $rom
Ne& Vor( *ity, $inds a ne& $riend in Moshi,
an Inu( !irl' .essica does not understand
aout sled do!s, or other characteristics o$
li$e in an Inuit %illa!e' #ne day, oth !irls are
stranded in a &hiteout, and it is Moshi;s
(no&led!e o$ the Inuit &ays o$ sur%i%al, and
the help o$ her $ather;s sled do! Nuna, that
sa%e the !irls' / %ery rich resource'
,icture
Boo(
Inuit *ompare &ith similar stories, such as $o8 #
:ot My ,ogsled and Littlest Sled ,og
9ell some o$ the thin!s Moshi (ne& that helped
to sa%e the !irls'
Find out ho& to care $or and train a sled do!'
Ciscuss the Inu(su( and &hat it is used $or
Ciscuss the di$$erent types o$ !ames children
play to (eep usy' 9he students &ill uild an
#yaga :ame:
(ids+4<1418)1514)e'html
#nline .i!sa& pu11le o$ a do!sled' 9he
students &ill &or( to $inish the picture'
http"++&&&'(id1one'&s+s!+&inter+<I'htm
/ time to learn' Series" =apos Bay' Episode I
(<7"4<)' 9his National Film Board o$ *anada
animation is set in a $ictional *ree community
in northern Sas(atche&an named =apos Bay'
In this episode o$ the series, a youn! oy must
complete his school &or( e$ore !oin! out on
the trap line &ith his $ather $or a &ee( &hile
another youn! oy is tas(ed &ith helpin! to !et
the do! team ready $or the traditional trappin!
trip' 9his episode is on the Learn /lerta
Science" Needs
o$ /nimals and
,lants
Lan!ua!e /rts"
Literature
/nalysis,
*omparin!
stories
Social Studies"
9raditions
,'E" 0esearch
and learn
!ames $rom
aori!inal
cultures
=esite'
http"++&&&'learnalerta'ca+,ro!ram#$Study'as
p:Flan!-enP,ro!ramId-I677<8Q2I8731
%->A6O6$3J*nT
Einarson, Earl' The Moccasins' <447, 1)
527335)17)6' / $oster mother !i%es her
youn! $oster child a pair o$ moccasins that
ma(e him $eel accepted and lo%ed' By the
time he !ro&s out o$ them, he no lon!er
needs them ut &hen he has his o&n child,
the &ise $oster mother (no&s Gust &hat !i$t to
!i%e' 9he illustrations are simple and tactile'
Eere is a simple circular tale that rein$orces
the &armth and lo%e one can recei%e $rom a
carin! person' / positi%e e:ample o$ a $oster
parent and $oster child relationship' /
cautionary note" it &ould e important $or the
teacher to chec( the students; ac(!rounds,
especially i$ he+she suspects that a child is in
$oster care'
,icture
Boo(
E:plore di$$erent (inds o$ $amilies'
=hat are some $amily traditions that you (no&
are meanin!$ul $or peopleF
=hat helped the oy $eel that he &as lo%ed and
elon!edF
0ead &ith 7here ,id you :et 'our
Moccasins;
9o learn aout the ori!in o$ the moccasins in
the story'
*ompare your $amily &ith the one in this story'
=hat traditions ha%e een passed $rom
!eneration to !eneration in your $amilyF
Social Studies"
9raditions
Lan!ua!e /rts"
*omparin!
stories
1'< *lari$y and
E:tend
Consider
others< ideas
Listen to
e:periences and
$eelin!s shared
y others
Science" colors
Students 8ill
becom
e
amili
ar
Mystery Bo:" Each student &ill rin! in an
oGect that is special or uniJue to his or her
$amily' #nce all oGects are collected the class
&ill loo( at all o$ the oGects and discuss their
si!ni$icance to each $amily and or culture'
Bannoc( recipe- http"++&&&'dlt()
(ids'com+recipesd+%ie&'aspFrid-8I
For e:ample, red, lac(, yello& and &hite are
the colours o$ the Medicine =heel, a %ital
teachin! tool amon! many First Nations' 9he
interpretations o$ the colours %ary $rom
community to community'
http"++&&&'aadnc)
aandc'!c'ca+en!+1816I8418<833+1816I841576
I2Qun7
/s( students the importance o$ these colours to
the decorations'
8ith
natura
l dyes2
8hich
plants
they
came
rom2
and
ho8
Native
Ameri
cans
have
used
them%
- Patterns (Gr. 1)
General Outcome:
Use patterns to
describe the world
and to solve
problems.
Specific Outcome 1
Demonstrate an
understanding of
repeating patterns
(two to four
elements) by:
Describing
Reproducing
Extending
Creating
Patterns using
manipulative,
diagrams, sounds
Developed by Southern Alberta Professional Development Consortium, June 2010. <4
and actions.
McLeod, Elaine' (/I)' Lessons rom Mother
!arth' <414, 23545552258<8' 9ess has
%isited her !randmother many times &ithout
really ein! a&are o$ the !arden' But today
they step outside the door and 9ess learns that
all o$ nature can e a !arden' /nd i$ you ta(e
care o$ the plants that are !ro&in!, i$ you
learn aout them M understandin! &hen they
$lo&er, &hen they !i%e $ruit, and &hen to
lea%e them alone M you &ill al&ays $ind
somethin! to nourish you'
,icture
Boo(
(,roal
y in the
Vu(on)
/cti%ity" 0espect $or Nature
9he students can ma(e Gam, Guice, or mini pies+
tarts $rom the erries that are in season'
0ead First Stra8berries by .oseph Bruchac
1225' 9his pourJuoi story e:plains the ori!in o$
stra&erries, &hich &ere !ro&n y the sun to
help the $irst man and &oman patch a Juarrel'
Ciscuss carin! $or the land and ma(e a list o$
all the thin!s students can do to help care $or
the land'
0ecycle
Garden
Vard &or(
/cti%ity" 9he students can dra& a dia!ram o$ a
!arden area'
Ciscuss plantin! !ardens' 9he student tal(s
aout helpin! to plant a !arden and tells ho&
seeds &ere planted'
*ra$t" http"++&&&'dlt()
holidays'com+sprin!+m$lo&er'html
/cti%ity" Go on a nature &al( and ha%e
students choose plants' Identi$y &hat the plant
is and ho& it can e used'
Make bannock" (Bannoc( recipe-
Science: Needs
o$ /nimals and
,lants
9he child sho&s
a&areness o$
similarities and
di$$erences in
li%in! thin!s,
oGects and
materials'
,emonstrates
a8areness o
the properties
o ob=ects and
events in the
environment2
by:
)Cescriin! some
properties
) Sortin! oGects
accordin! to
common
properties? e'!',
colour, si1e,
shape and
te:ture
)/rran!in!
oGects or e%ents
in lo!ical order
)Matchin!
oGects or e%ents
http"++&&&'dlt()(ids'com+recipesd+%ie&'aspF
rid-8I)
0ead Come and Learn 7ith Me (Land is our
Storyoo() y Sheyenne .umo and Mindy
=illett <414' 9hrou!hout this oo( Nine)year)
old Sheyenne li%es in 9rout La(e, N=9, and
shares her li$e H home, school, and the land'
Learn ho& to ma(e irch ar( as(ets, identi$y
medicinal plants, pic( cranerries, ma(e dry
meat and scrape moose hides'
0ead Nanabosho and the Cranberries by -oe
McLellan' 1225' Nanaosho disco%ers a
cranerry ush, ut as hard as he tries he
cannot !et those cranerries to eat'
List all the /ori!inal $oods you can $ind out
aout and !roup them into $ood !roups'
/naly1e the /ori!inal diet $or its aility to
support !ood health'
Ma(e a scrapoo( o$ plants that the /ori!inal
people used that you $ind in your community'
#r!ani1e them $or ho& they are used" such as
$or $ood, medicine, shelter, or $or their eauty
Find out aout other $oods o$ First Nations
people' List them and descrie ho& each &as
made, !athered or $ound'
*olorin! Sheets"
http"++&&&'colorin!'&s+t'aspF
-mPt-http"++&&&'colorin!'&s+earth+earth11'
!i$
http"++&&&'colorin!'&s+earth'htm
as ein! the
same as or !oin!
to!ether
)Cistin!uishin!
et&een similar
oGects, ased on
one or more
characteristics
Becomes a8are
o the
relationship
bet8een cause
and eect
:enerates ideas
to make
personal sense
o ob=ects2
events and
relationships%
Language Arts:
=ritin! a Story
1'1 Cisco%er and
E:plore
!"press #deas
and develop
understanding
Share personal
e:periences
prompted y
oral, print, and
Developed by Southern Alberta Professional Development Consortium, June 2010. <<
In$ormation aout trees"
http"++&&&'(id1one'&s+plants+trees'htm
=a: 0esist /rt" *reate a !arden, tree, or
$lo&ers'
http"++&&&'treehouset%'com+parents+acti%ities+
&a:)resist)art
other media
te:ts'
9al( aout ideas,
e:periences and
$amiliar e%ents
Number (Gr. 1)
General Outcome:
Develop number
sense.
Specific Outcome 1
Say the number
sequence 0 to 100
by:
1s forward between
any two given
numbers
1s backward from
20 to 0
2s forward from 0 to
20
5s and 10s forward
from 0 to 100.
Specific Outcome 4
Represent and
describe numbers to
20, concretely,
pictorially and
symbolically.
Communication |
Connections |
Visualization
Achievement
Indicators
Show
Represent a given
number up to 20,
using a variety of
manipulative,
including ten frames
and base ten
materials.
Read given number
words to 20.
Partition any given
quantity up to 20
into 2 parts, and
identify the number
of objects in each
part.
Model a given
number, using two
different objects;
e.g., 10 desks
represents the same
number as 10
pencils.
Place given
numerals on a
number line with
benchmarks 0, 5, 10
and 20.
Find examples of a
given number in the
environment.
- Variables &
Equations (Gr. 1)
General Outcome:
Represent algebraic
expressions in
multiple ways.
Specific Outcome 4
a balance and
inequality as an
imbalance,
concretely and
pictorially (0 to 20).
Bruchac, .oseph' (//)' First Stra8berries'
1225, 235)4174I67422' 9his pourJuoi story
e:plains the ori!in o$ stra&erries, &hich
&ere !ro&n y the sun to help the $irst man
and &oman patch a Juarrel'
*ompare Lessons $rom Mother Earth y Elaine
McLeod and Nanaosho and the *ranerries y
.oe McLellan'
Ciscuss the importance o$ eatin! healthy'
9al( aout di$$erent &ays the students can help
at home and learn to pic( their o&n $ruits and
%e!etales'
Ciscuss ho& to care $or a !arden'
List all the /ori!inal $oods you can $ind out
aout and !roup them into $ood !roups'
/naly1e the /ori!inal diet $or its aility to
support !ood health'
Ma(e a scrapoo( o$ plants that the /ori!inal
people used that you $ind in your community'
#r!ani1e them $or ho& they are used" such as
$or $ood, medicine, shelter, or $or their eauty
Find out aout other $oods o$ First Nations
people' List them and descrie ho& each &as
made, !athered or $ound'
*olorin! Sheets"
-mPt-http"++&&&'colorin!'&s+earth+earth11'
Science: Needs
o$ /nimals and
,lants
9he child sho&s
a&areness o$
similarities and
di$$erences in
li%in! thin!s,
oGects and
materials'
,emonstrates
a8areness o
the properties
o ob=ects and
events in the
environment2
by:
)Cescriin! some
properties
) Sortin! oGects
accordin! to
common
properties? e'!',
colour, si1e,
shape and
te:ture
)/rran!in!
Developed by Southern Alberta Professional Development Consortium, June 2010. <I
!i$
http"++&&&'colorin!'&s+earth'htm
In$ormation aout trees"
http"++&&&'(id1one'&s+plants+trees'htm
oGects or e%ents
in lo!ical order
)Matchin!
oGects or e%ents
as ein! the
same as or !oin!
to!ether
)Cistin!uishin!
et&een similar
oGects, ased on
one or more
characteristics
Becomes a&are
o$ the
relationship
et&een cause
and e$$ect
Generates ideas
to ma(e personal
sense o$ oGects,
e%ents and
relationships'
Lan!ua!e /rts"
=ritin! a Story
1'< Cisco%er and
E:plore
!"press #deas
and develop
understanding
Share personal
e:periences
prompted y
oral, print, and
other media
te:ts'
9al( aout ideas,
e:periences and
$amiliar e%ents
Number (Gr. 1)
General Outcome:
Develop number
sense.
Specific Outcome 1
Say the number
sequence 0 to 100
by:
1s forward between
any two given
numbers
1s backward from
20 to 0
2s forward from 0 to
20
5s and 10s forward
from 0 to 100.
Lee, E%elyn' (<44I) Bualo &rairie%
/ youn! u$$alo sur%i%es a hailstorm, tornado
and separation $rom his herd, ut the &orst
has yet to come' =ill Voun! Bu$$alo sur%i%eF
=ith an e:citin! story and eauti$ul
illustrations, children are sure to read this
oo( a!ain and a!ain' Bu$$alo ,rairie has
/cti%ity" Ase u$$alo ima!es $or countin!'
*reate &or(sheets that &ill encoura!e students
to count the numer o$ u$$alo in the $ield'
*olorin! sheet" Bu$$alo? 0espect
/cti%ity" Sho& a %ideo o$ Eead Smashed in
Bu$$alo .ump' http"++&&&'youtue'com+&atchF
Art: Art as a
form of
#ommuni#ation
for the '()*
people. Art
!inter #ounts
+ a !ay of
,eepin"
een re%ie&ed y &ildli$e e:perts $or
accuracy and includes a poster and onus
$acts aout this incredile animal' /lso
included is an audiocassette tape $or e:tended
listenin! $unW
%-IAMh6E*SI=T
Ciscuss all o$ the &ays people relied on the
u$$alo to sur%i%e' Ma(e a chart on the smart
oard'
$ile"+++Asers+crystal(ensley+Ces(top+Blac($oot
X<49rie>X<4Eistory,X<4FactsX<4P
X<4Belie$sX<4RX<4Education
X<4,ortal'htmlQlesson#n the computer
students can uild and desi!n their o&n tipi"
(ids+4<1418)164I)e'html
/ll thin!s /lerta (&or(sheets and colorin!
sheets)
http"++&&&'(id1one'&s+!eo!raphy+alerta+
history, stories,
and -ourneys
alive. Paintin"
horses, people
and the land,
usin"
depi#tion,
te.ture and
e.pression.
)athemati#s
Bruchac, .oseph P Bruchac, .ames' (//),
:irl 7ho $elped Thunder and other
Native American Folktales' <445,
235174<38<685' ,resents <7 stories $rom
%arious Nati%e /merican !roups, includin!
Blac($oot and Inuit' 9he Blac($oot story, 1ld
Man and the /olling /ock, is aout #ld
Man, a $a%ourite tric(ster character in the
tales o$ the Blac($oot' #ld Man sometimes
chan!es the &orld around him, ut other
times he !ets into troule' In stories li(e this
one, he is a per$ect e:ample o$ ho& not to
eha%e' 9he Inuit story is Blind Boy and the
Loon2 &hich is a tric(ster story' /nother
tric(ster story is Turtle<s /ace 8ith 7ol'
E:cellent illustrations'
Story *ol)
lection
(9ric(ster,
pourJuoi,
Juest)
Many,
includi
n!
Blac()
$oot
and
Inuit
Eo& is #ld Man in this story a per$ect e:ample
o$ ho& not to eha%eF
*ompare The Sister and $er Seven Brothers
$rom :irl 7ho $elped Thunder and other
Native American Folktales &ith $er Seven
Brothers%
*ompare these &ith The Seven ,8ars%
Ase a Benn Cia!ram to sho& comparisons
For a %ariation on the 0ollin! 0oc( story, !o to
Legend o Napi and the /ock at
http"++canadian)$irst)
nations'suite141'com+article'c$m+the>le!end>o$
>napi>and>the>roc( In this $unny %ersion, the
roc( is the #(oto(s Erratic and it@s a$ter #ld
ManW
Lan!ua!e /rts"
comparin!
stories, literature
analysis
Gole, ,aul' Lost Children: The Boys 7ho
7ere Neglected' 1228' / Blac($oot Indian
le!end in &hich si: ne!lected orphaned
rothers decide to !o to the /o%e =orld
&here they ecome the constellation o$ the
NLost *hildren,N or ,leiades'
Fol(tale
(,ourJuoi
)
Blac()
$oot
(Si(si(a
)
*ompare &ith 1rphans in the Sky and
Thunder and Lightning in #nuit Stories o
$o8 Things Came to Be% Ase a matri:'
Ase a Benn Cia!ram
/cti%ity" &our4uoi and Creation Tales
http:99888%read8ritethink%org9classroom)
resources9lesson)plans9pour4uoi)stories)
creating)tales)>6?%html
0esearch constellations in the s(y" Students can
po(e holes in lac( construction paper and then
place the sheet in $ront o$ a lamp to see their
constellation' (,re)ma(e constellations on
lac( construction paper usin! &hite
crayons+pencil crayons as an outline)'
http"++&&&'simplyrealmoms'com+posts+simply)
summer)school)constellations+
http"++&&&'crayola'co'u(+$ree)colorin!)
pa!es+constellation)star)to)star'asp:
Lan!ua!e /rts"
*omparin!
stories, literature
analysis
Science"
*onstellations
Bruchac, .oseph and Bruchac, .ames (//)
.ose /rue!o P /riane Ce&ey, Illustrator
(/I)' $o8 Chipmunk :ot $is Stripes" A
Tale o Bragging and Teasing% <441
4)5483)<747)3' =hen Bear and Bro&n
SJuirrel ha%e a disa!reement aout &hether
Bear can stop the sun $rom risin!, Bro&n
SJuirrel ends up &ith cla& mar(s on his ac(
and ecomes *hipmun(, the striped one'
Fol(tale
(pourJuoi
)
*hero(e
e,
/ena(i
, and
Moha&
(
sources
,ourJuoi readin! sheet a%ailale
,ourJuoi &ritin! sheet a%ailale
Ciscuss Eaitats
0enn ,iagram
Lan!ua!e /rts"
*omparin!
stories, literature
analysis
McLellan, .oe, (*//), Nanabosho: $o8 the
Turtle :ot its Shell' 1227' 23542<15<374I'
Lon! a!o, turtle &as Gust a little !reen
creature' Ee had to hide $rom e%eryone' #ne
day he helped Nanaosho &ith catchin! $ish
and so Nanaosho re&arded him y ma(in! a
shell $or him'

Fol(tale
(pourJuoi
)
#Gi&
a
=hile readin! @ Nanabosho: $o8 the Turtle
:ot its shellA, the teacher &ill pause and as("
K=hat do you thin( &ill happen ne:tL K=hat
did turtle needFL K=hyFL
/cti%ity" 9he students can retell the story usin!
$elt cutouts and the $elt oard to retell the story'
Learn a ne& Blac($oot &ord e%eryday $or"
*hipmun(
Bear
SJuirrel
Fo:
Ceer
Moose
0ait
,orcupine
Ea&(
#&l
Sun
*olor the animals in the story"
http"++&&&'dlt()(ids'com+animals+inde:'html
0edesi!n a turtles shell
<'1 Strate!ies
and *ues
Ase
comprehension
strate!ies
/s( Juestions
and ma(e
comments
durin! listenin!
and readin!
acti%ities
<'1 Strate!ies
and *ues
Ase
*omprehension
Strate!ies
0ecall e%ents
and characters in
$amiliar stories
read aloud y
others
<'1 Strate!ies
and *ues
Ase
*omprehension
Strate!ies
,aint roc(s and pretend you are desi!nin! a
shell $or the turtle or another animal that mi!ht
need protection $rom their en%ironment'
9aylor, *'.' (//)' $o8 7e Sa8 The 7orld:
Nine Native Stories o the 7ay Things
Began% 1228, 45533684<<' Eere are
e:planations $or the ori!ins o$ tornadoes,
$orest $ires, utter$lies, horses, Nia!ara Falls
and islands' Includes a Blac($oot story aout
ho& horses came into the &orld' Includes the
Blac($oot story $o8 $orses Came into the
7orld%
Fol(tale
(,ourJuoi
) creation)
Many 0ead ,ourJuoi and *reation 9ales and compare
&ith Eo& &e sa& the &orld" Nine Nati%e
Stories o$ the =ay 9hin!s Be!an'
&our4uoi and Creation Tales
Lan!ua!e /rts"
*omparin!
stories, literature
analysis
Caco%ich, Lydia' &olar Bear Son: An #nuit
Tale, 1223, 4)82I)3<366)2' 9his $ol(tale is
aout an old Inuit &oman &ho ta(es in an
orphan polar ear and raises him as her son'
Fol(tale Inuit 0ead $or enGoyment'
*haracteri1e customs and li$estyle in the North'
Science" Needs
o$ /nimals and
,lants
E%en a$ter the old &oman sends it a&ay to
sa%e it $rom the Gealous men o$ the %illa!e, it
still pro%ides $or her' It is a &ell)&ritten,
&ell)illustrated Inuit story' Beauti$ul
illustrations? captures the eauty and %astness
o$ the /rctic landscape'
=hat does KcommunityL meanF
=hy is community important to oth
/ori!inal and non)/ori!inal peopleF
=hy do thin!s sometimes !o &ron! in a
communityF
*ompare you culture and traditions &ith Inuit
culture and traditions' Eo& are they the sameF
Eo& are they di$$erentF S=L *hart' My
Native Americans Book
/cti%ity" Inuit E%en and #dd Numer Sort
(9eachers pay teachers $ree do&nload)
/cti%ity" Ciscuss the di$$erent types o$ !ames
children play to (eep usy' Build an #yaga
game%
http:99888%collectionscanada%gc%ca9settleme
nt9kids9+6*+*>)*B*+)e%html
#nuit coloring sheets
http:99888%coloring%8s9inuit%htm
&olar bear coloring sheet:
http:99888%dltk)teach%com9t%asp;
bCmDtChttp:99888%dltk)
teach%com9books9bro8nbear9clips9bpolarbea
r%gi
http:99888%coloring%8s9polar)bears%htm
&olar bear crat:
http:99888%dltk)
kids%com98orld9inuit9mnanook%htm
P.%: &esear#h
and learn
"ames from
abori"inal
#ultures
%->A6O6$3J*nT
Milliea, Mildred P Cennis, Selly /nne'
$elping :randma' (<446)
Bi! Boo( Mi@(
Mi(
MaJ
/cti%ity" 9he children &ill discuss their
personal !rocery shoppin! e:periences
9he students can ma(e a list o$ items they
ou!ht'
Cra& a picture o$ one or more items that you
&ould $ind in a !rocery store'
9he students can dra& a placemat o$ the $our
$ood !roups+ discuss
9he students can dra& a placemat o$ $a%orite
$oods shared &ith their $amilies on special
occasions? they tal( aout special occasions
and e%ents related to those special times'
Ciscuss traditional $oods that are popular in
each culture'
Ma(e Bannoc("
Loos!eni!en" is a (ind o$ read made $rom
$lour, oil, a(in! soda and salt' It is $ried in a
Lan!ua!e /rts
1'1' Cisco%er and
E:plore
E:press Ideas
and de%elop
understandin!
Share personal
e:periences
prompted y
oral, print and
other media te:ts
9al( aout ideas,
e:periences and
$amiliar e%ents
E:periment &ith
lan!ua!e and
$orms
9al( and
represent to
e:plore, e:press
and share stories,
pan'
Loo( at the recipes and taste the di$$erence
et&een annoc( and Loos!eni!en'
7riting stories:
=rite your o&n story aout too much $ood'
=hat &ould happen i$ you in%ented a
pemmican)ma(in! machine and it couldn@t e
turned o$$F 9hin( aout &ho your characters
&ill e and &hat your settin! &ill e' =hat
&ould happen to all the pemmicanF =hen you
start plannin! your story, e sure to include
these three parts"
=hat happens to start thin!s o$$F
=hat !oes &ron!F
Eo& does the prolem !et &or(ed outF
/cti%ity" Ma(e as(ets to carry $ruits and
%e!etales
(ids+4<1418)1516)e'html
=altes? / Mi!Ma! dice !ame' *hildren learn
ho& to play this !ame y &atchin! adults' 9he
!ame name is pronounced K=all)thisL
Ma(e a Eand drum and eater
(ids+4<1418)1545)e'html
Learn the Mi!Ma! &ord $or hand
drum-pep!utGeta! &hich is pronounced K,ehp)
ideas, and
e:periences
E:press
,re$erences
9al( aout
$a%orite oral
print and other
media te:ts
<'1 Strate!ies
and *ues
Ase prior
(no&led!e
*onnect oral
lan!ua!e &ith
print and
pictures
!oot)Gih)tah!L
Learn more $acts aout the Mi!Ma! people'
=hat do they eatF Li%eF
Va&ney, Ceorah P Fo:, Leo' ,aintin!s y
Nieu(er(, /nnette' Sierra and Blue :o to
To8n% E6+*6F%
9his is the $irst in the series o$ children@s
stories aout a youn! sister and rother
!ro&in! up on the Blood 0eser%e' 9he stories
are &ritten in En!lish, ut there are many
Blac($oot &ords included throu!hout
$ollo&ed y a Blac($oot pronunciation !uide
at the ac( o$ the oo('
,icture
Boo(
Blac($
oot
Activity: *ompare the Blac($oot alphaet and
the Standard phonetic alphaet'
Loo( at the numer o$ letters in each alphaet
*ompare the %o&els in each alphaet' Eo&
many are in each oneF
Ase the !rocery list as a !uideline' ,ronounce
all o$ the asic $oods on the list' In En!lish and
Blac($oot'
/s( the students i$ they (no& ho& to
pronounce any o$ these $ood items in another
lan!ua!e other than En!lish or Blac($oot'
I$ so, the student can teach the class ho& to
pronounce the di$$erent $ood items'
Learn a ne& Blac($oot &ord e%eryday'
Start &ith Grandpa- Naaahsa
Grandma-Naaahsa
Social Studies
Lan!ua!e /rts
1'1 Cisco%er
and
E:plore
E:periment &ith
lan!ua!e and
$orms
9al( and
represent to
e:plore, e:press
and share stories,
ideas, and
e:periences'
McCermott, Gerald' /aven: A Trickster
Tale rom the &aciic North 7est% E6++*F
0a%en, the Nati%e /merican tric(ster, $eels
sorry $or those &ho must li%e in dar(ness,
and he decides to help' Ee $lies o%er
mountains, %alleys, and la(es and disco%ers
that li!ht is ein! (ept hidden inside the
house o$ the S(y *hie$' Asin! his cle%erness,
0a%en $inds a &ay to rin! li!ht to the &orld'
Bro&n paper a! 0a%en cra$t
http"++&&&'dlt()
(ids'com+animals+ma!cro&'htm
Eandprint cro& or ra%en cra$t
http"++&&&'dlt()
(ids'com+animals+mhandprintcro&'htm
0a%en colorin! sheet
http"++&&&'(id1one'&s+!eo!raphy+yu(on+ra%en
<'htm
Lan!ua!e /rts"
1.1 Discover and
Explore
Express ideas and
develop
understanding
Extend
understanding of
ideas and
Mr' Sun son!
http"++&&&'dlt()teach'com+rhymes+mr)
sun+son!'htm
information by
finding and
exploring oral, print
and other media
texts on related
topics and themes
Express personal
understandings of
ideas and
information based
on prior knowledge,
experiences with
others and a variety
of oral, print and
other media texts
Reflect on own
observations and
experiences to
understand and
develop oral, print
and other media
texts
/dams, Ca&n' $aida Art' Illustrated y ,aul
=hite and .eannie Mar(o&s(y' Bancou%er"
=ECGE, Faculty o$ Education, Ani%ersity o$
B'*', 1258'
Non)
Fiction
Eaida /cti%ity" Storytellin!+ Story *reations"
Each student &ill rin! in an oGect that they
&ill use to tell a story aout &ho they are' Ea%e
numerous oGects that can e used in case
someone does not ha%e an oGect? they can
create a story usin! the oGect'
Introduce yoursel$ to the students usin! an
oGect'
Each student &ill introduce him or hersel$ y
displayin! the oGect and tellin! a story aout
ho& the oGect re%eals somethin! aout his or
her true identity'
Language Arts
1'1 Cisco%er and
E:plore
E:press
,re$erences
9al( aout
$a%orite oral,
print and other
media te:ts
<'7 *reate
9he students &ill ma(e Eaida as(ets and
&ea%e them to!ether"
(ids+4<1418)1516)e'html
#ri!inal te:t
Generate Ideas
*ontriute ideas
and ans&er
Juestions related
to e:periences
and $amiliar oral,
print and other
media te:ts
Social Studies:
I am AniJue
I elon!
Art
=allace, Mary% # is or #nuksuk" /n /rctic
*eleration' ,resented in the $orm o$ an
acrostic, I is for Inuksuk hi!hli!hts the
traditional &ay o$ li$e o$ Inuit people' Each
letter o$ the &ord NInu(su(N is represented y
another Inu(titut &ord M I is $or Inu(su(, N
is $or NanuJ, A is $or Amia(, and so $orth'
Ca11lin! $ull)spread illustrations e!in each
section, and opposite the $irst pa!e, the &ords
are &ritten in Inu(titut symols' 0eaders then
learn more aout each Inu(titut &ord and
ho& it represents the people and natural
en%ironment $rom &hich it comes'
9hrou!hout the oo(, small %i!nettes
sho&case =allace@s lo%e and (no&led!e o$
the /rctic landscape, its people, and its
culture'
Inuit #yaga :ame
http:99888%collectionscanada%gc%ca9settleme
nt9kids9+6*+*>)*B*+)e%html
9he students &ill loo( at the oo( I is $or
Inu(su( and ma(e comments"
Ciscuss the Inu(su( and &hat it is used $or'
Ciscuss the 7 cardinal directions and as( the
students to identi$y &hich direction IJaluit is
$rom Lethrid!e'
http"++&&&'ndstudies'or!+resources+acti%ites+ai
nd+medicine8'html
Build an Inu(su( usin! $lat roc(s
Lan!ua!e /rts
1'< *lari$y and
E:tend
Combine #deas
*onnect related
ideas and
in$ormation'
P.%: &esear#h
and learn
"ames from
abori"inal
#ultures
9he students can collect the roc(s durin! a
nature &al(
Inuit colorin! sheets (inu(su(s, mythical
creatures, I!loos)
%->A6O6$3J*nT

- Variables &
Equations (Gr. 1)
General Outcome:
Represent algebraic
expressions in
multiple ways.
Specific Outcome 4
a balance and
inequality as an
imbalance,
concretely and
pictorially (0 to
20).
=allace, Mary' Make your o8n #nuksuk'
/n inu(su(, a po&er$ul symol o$ the /rctic,
is a stone structure that acts as a messen!er'
9raditionally, inu(suit (plural) ha%e een
uilt y the Inuit to act in the place o$ a
human ein!" to sho& the &ay &hen tra%elers
&ere a lon! &ay $rom home, to &arn o$ %ery
dan!erous places, or to sho& &here $ood &as
stored'
Follo&in! the acclaimed and a&ard)&innin!
9he Inu(su( Boo(, Ma(e Vour #&n Inu(su(
sho&s readers ho& to uild their %ery o&n
inu(su(' 9his $ull)color oo( pro%ides an
en!a!in! o%er%ie& o$ inu(suitM &hat they
are, &hy they &ere important in the past and
ho& they can rin! si!ni$icance to our o&n
li%es today'
Filled &ith startlin!ly eauti$ul photo!raphs
o$ %arious inu(suit in di$$erent natural
settin!s, Ma(e Vour #&n Inu(su( is as
%isually arrestin! as it is easy to $ollo&' Ma(e
Inuit Ciscuss the Inu(su( and &hat it is used $or'
Ciscuss the 7 cardinal directions and as( the
students to identi$y &hich direction IJaluit is
$rom Lethrid!e'
nd+medicine8'html
Build an Inu(su(" Go outside and let the
students collect their o&n roc(s'
Inuit colorin! sheets (inu(su(@s, mythical
creatures, I!loos)
Social Studies
Lan!ua!e /rts
Vour #&n Inu(su( o$$ers clear step)y)step
instructions and practical ad%ice on selectin!
and preparin! stones to uild a &ide %ariety
o$ inu(suit' It also helps readers choose a
location that re$lects their inu(su(@s meanin!,
&hether in a !arden, at the cain or at home'
*unnin!ham, Se%in P Benoit, ,eter' The
#nuit: True Books% Filled &ith true tales o$
traditions and history, tra!edy and triumph,
each oo( $ocuses on a distinct !roup o$
/merican Indians and e:plores &hat their li$e
&as li(e e$ore, durin!, and a$ter Europeans
arri%ed on the continent' *omplete &ith
ima!es and e:planations o$ ho& di$$erent
peoples made their homes, $ood, and clothes,
as &ell as led their !roups, played !ames, and
schooled their youn!, the oo(s ta(e the
reader throu!h to modern times, e:plorin!
current culture and identity'
Inuit Inuit colorin! sheets (inu(su(@s, mythical
creatures, I!loos)
9he students &ill ma(e and desi!n their o&n
tipi"
http"++&&&'dlt()
(ids'com+&orld+nati%e+mteepee'htm
#n the computer students can uild and desi!n
their o&n tipi"
(ids+4<1418)164I)e'html
%->A6O6$3J*nT
Spilsury, Louise% #gloos and #nuit Lie% Cid
you (no& that people called Inuits once li%ed
in houses made o$ sno&F =hat other thin!s
helped Inuits li%e in the coldF
Inuit Eo& to uild an i!loo
Build an I!loo usin! 3)11 Slurpee dome lids,
Mini Marshmallo&s, Glue
Inuit colorin! sheets (inu(su(s, mythical
creatures, I!loos)
%->A6O6$3J*nT
.ordan)Fenton, *hristy P ,o(ia()Fenton,
Mar!aret' /rt y Garielle Grimard' @7hen
# 8as !ightA E6+*>F% #lemaun is ei!ht and
(no&s a lot o$ thin!s' But she does not (no&
ho& to read' She must tra%el to the outsiders;
school to learn, i!norin! her $ather;s &arnin!
o$ &hat &ill happen there' 9he nuns at the
school ta(e her Inuit name and call her
Mar!aret' 9hey cut o$$ her lon! hair and
$orce her to do chores' She has only one thin!
le$t )) a oo( aout a !irl named /lice, &ho
$alls do&n a rait hole' Mar!aret;s tenacious
character dra&s the attention o$ a lac()
cloa(ed nun &ho tries to rea( her spirit at
e%ery turn' But she is more determined than
e%er to read' By the end, Mar!aret (no&s
that, li(e /lice, she has tra%eled to a $ara&ay
land and stood a!ainst a tyrant, pro%in!
hersel$ to e ra%e and cle%er' Based on the
true story o$ Mar!aret ,o(ia()Fenton, and
complemented y stunnin! illustrations,
When I Was Eight ma(es the estsellin!
Fatty Legs accessile to youn! children' No&
they, too, can meet this remar(ale !irl &ho
reminds us &hat po&er &e hold &hen &e can
read'
Non)
Fiction
Inuit Inuit colorin! sheets (inu(su(@s, mythical
creatures, I!loos)
*han!e o$ seasons
nd+medicine8'html
http"++&&&'aadnc)
aandc'!c'ca+en!+1816I8418<833+1816I841576
I2Qun<
Story SeJuencin! $or seasons
http"++&&&'(id1one'&s+pre(>&r(sht+cutpaste)
seasons'htm
/nimals in the North (do!s, cariou)
%->A6O6$3J*nT
Social Studies"
I am uniJue"
names
I elon!
Science" *han!e
o$ seasons
/nimals
Simpson, *aroll' The Salmon T8ins% (<41<)
,icture
Boo(+
Fol( tale
9al( aout $ishin! and ha%e each student share
his or her e:periences'
Lan!ua!e /rts"
Social Studies"
Ciscuss Family and each student can dra& a
picture o$ their $amily to share &ith the class'
Ciscuss sharin! and !reed'
*olor thunderird' *olourin! sheet a%ailale
Ciscuss all o$ the animals in the ocean' =hat
types o$ $ish can you $ind in the oceanF 0ead
aout the ocean creatures at the ac( o$ the
oo('
/cti%ity" *reate an ocean scene
9he students can complete a Ma1e
Science" *arin!
$or the
en%ironment
.ordan)Fenton, *hristy P ,o(ia()Fenton,
Mar!aret' /rt y Garielle Grimard' KNot
My :irl%A (<417)' Margaret can't wait to see
her family, but her homecoming is not what
she expected. 9&o years a!o, Mar!aret le$t
her /rctic home $or the outsiders; school'
No& she has returned and can arely contain
her e:citement as she rushes to&ards her
&aitin! $amily )) ut her mother stands still
as a stone' 9his stran!e, s(inny child, &ith
her hair cropped short, can;t e her dau!hter'
NNot my !irlWN she says an!rily'
Mar!aret;s years at school ha%e chan!ed her'
No& ten years old, she has $or!otten her
lan!ua!e and the s(ills to hunt and $ish' She
can;t e%en stomach her mother;s $ood' Eer
only com$ort is in the oo(s she learned to
read at school' Gradually, Mar!aret relearns
the &ords and &ays o$ her people' =ith time,
she earns her $ather;s trust enou!h to e !i%en
a do!sled o$ her o&n' /s her $amily &atches
&ith pride, Mar!aret (no&s she has $ound her
Non)
Fiction
Inuit *ompare di$$erent cultures
Ciscuss di$$erent types o$ $ood people eat
=hat do people &earF Is it dependent on the
&eatherF Materials usedF
9al( aout the types o$ houses people li%e in
(I!loos, Bric()
*ompare culture and tradition'
S=L *hart'
#n the computer students can uild and desi!n
their o&n tipi"
(ids+4<1418)164I)e'html
9he students &ill ma(e and desi!n their o&n
tipi"
Social Studies"
I elon!
place once more' Based on the true story o$
Mar!aret ,o(ia()Fenton, and complemented
y e%ocati%e illustrations, Not My Girl ma(es
the ori!inal, a&ard)&innin! memoir, A
tranger at !ome, accessile to youn!er
children' It is also a seJuel to the picture oo(
"hen I "as #ight' / poi!nant story o$ a
determined youn! !irl;s stru!!le to elon!, it
&ill oth mo%e and inspire readers
e%ery&here'
http"++&&&'dlt()
(ids'com+&orld+nati%e+mteepee'htm
Bannoc( in Stories
=hat is Bannoc(F
Eo& do you ma(e annoc(F
creatures, I!loos)
%->A6O6$3J*nT
Nelson, .enny' The 7eavers' Illustrated y
.eannie Mar(o&s(y' Bancou%er" =ECGE,
Faculty o$ Education, Ani%ersity o$ B'*',
1258
Non)
Fiction
Eaida /cti%ity" =ea%in! as(ets"
(ids+4<1418)1516)e'html
/rt
,earson, ,earle and .enny =hite' Crests o
the $aida' Illustrated y 9erri)Lynn
=illiams' Bancou%er" =ECGE, Faculty o$
Education, Ani%ersity o$ B'*', 125I'
Non)
Fiction
Eaida Cesi!n *rests (List all o$ the di$$erent types o$
crests as a class) each student &ill desi!n their
o&n $amily crest' Include interests, li(es,
disli(es, $amily, $riends, and $a%orites'
Social Studies" I I
am uniJue
Salman, Boie' The Arctic Land' 9oronto"
*ratree ,u' *o', 1255'
Non)
Fiction
Inuit Ciscuss the di$$erent types o$ !ames children
play to (eep usy' Build an #yaga game%
http:99888%collectionscanada%gc%ca9settlemen
t9kids9+6*+*>)*B*+)e%html
P.%: &esear#h
and learn
"ames from
abori"inal
#ultures
Ciscuss the Inu(su( and &hat it is used $or
%->A6O6$3J*nT
Lo%e, /nn' The 5ids Book o the Far
North' Illustrated y .ocelyne Bouchard'
9oronto" Sids *an ,ress, <444'
Non)
Fiction
Inuit Ciscuss the Inu(su( and &hat it is used $or
Ciscuss the di$$erent types i$ !ames children
play to (eep usy' Build an #yaga :ame
(ids+4<1418)1514)e'html
%->A6O6$3J*nT
P.%: &esear#h
and learn
"ames from
abori"inal
#ultures
Susu!a(, Michael /r%aarlu( P Sry(or(a,
Bladyana' $ide and Sneak% (122<) /nnic(
,ress' 9oronto Ne& Vor(' =hile playin!
hide)and)see(, a youn! Inuit !irl named
/llashua, encounters and out&its an IGiraJ, a
mytholo!ical creature (no&n $or hidin! little
children'
Fiction Inuit E:plore the Inuit *ulture"
%->A6O6$3J*nT
*onnect the dots" Inu(su(
Ma(e your o&n Inu(su( usin! roc(s and !lue'
Cisplay the inu(su(@s entirely outside in a
Science"
Lan!ua!e /rts"
special place'
/cti%ities"
http"++&&&'deli!ht$ullearnin!'net+<41<+41+%ery)
last)$irst)time)$iXE<X22X/Iar'html
Y
Ciscuss Mythical creatures, Ma(e Fry Bread,
Ma(e Ice Sculptures
%.plore the o#ean floor as %va did for the
very first time. /he *nuit +%s,imos0 di" a
hole in the i#e !hen the tide "oes out and
!al, on the o#ean floor to #olle#t mussels.
1at#h a 22C video of natives #olle#tin"
mussels under the i#e . *t is 3uite s#ary.
4ou only have a short !indo! !hile the
tide is out and the video mentions stories
of those !ho did not ma,e it out in time.
/hrou"hout the story, there are shado!s
and pi#tures of people +%va5s ima"ination0
#ast on the ro#, from the flame of the
#andle and it has a mysterious feel to it.
&ead about the *nuit, traditions, sno!
houses and tent houses, modern ar#ti#
to!n +li,e %va lived in0, travelin" in the
Ar#ti#, #lothin", #rafts, lan"ua"es and
"ames of the *nuit in First Peoples The Inuit
of Canada.
http"++&&&'pinterest'com+pin+<45I384<67663<
5457+
http"++&&&'turtlediary'com+(inder!arten)
!ames+math)!ames+ordinal)numers'html
*ardinal directions
nd+medicine8'html
creatures, I!loos)
=heeler, Bernelda' (Mtis author)' # Can.t
$ave Bannock but the Beaver has a ,am'
1257, 1228, 152I711758' 9his oo( has
easy)to)read print and lac()and)&hite
illustrations' 9he story e!ins &ith a little oy
as(in! his mother i$ he can ha%e some
annoc(' She says no and tells him &hy' /s
$or all little oys, mother;s ans&er only
stimulates another Juestion' Each time the
mother ans&ers she !i%es all o$ the
in$ormation in the pre%ious ans&er plus ne&
in$ormation' Set in typical nati%e and
northern communities &here annoc( and
po&er $ailures are a part o$ e%eryday li$e'
Bannoc( in Stories
Ma(e Bannoc(
Learn ho& ea%ers uild dams
*olourin! Sheet" Bea%er" =isdom
*onnect the dots" Bea%er &or(sheet
Lan!ua!e /rts"
Social Studies"
*uthand, Stan, ed' Nehiyaw Atayokewina$
Cree Legends2 Stories o 7isakecahk.
Sas(atoon" Sas(atche&an Indian *ultural
*entre, 1255'
Fiction ,L/I
NS
*0EE
9raditional *ree son!s
*ompare *ree culture and traditions &ith your
o&n culture and traditions' Eo& are they the
sameF Eo& are they di$$erentF S=L *hart'
P.%: &esear#h
and learn
son"s and
dan#e from
abori"inal
#ultures
)usi#
So#ial Studies
/raditions
/ndre&s, .an' The 0ery Last First Time, Inuit *ompare &ith / ,romise is a promise and Lan!ua!e /rts"
125I, 455522478O' *anadian illustrator Ian
=allace disco%ers a &ealth o$ colour in the
/rctic &orld o$ a little Inuit !irl &ho !oes
eneath the ocean@s crust o$ ice to !ather
mussels &hen the tide is out'
Nanaoo1hos" Soarin! Ea!le'
Benn Cia!ram
Inuit colorin! sheets (inu(su(s,mythical
creatures, I!loos)
Ciscuss the authors use o$ colours and ho&
coulour is si!ni$icant to First Nations people"
http"++&&&'aadnc)
aandc'!c'ca+en!+1816I8418<833+1816I841576
I2Qun7
9ry and ma(e some colours usin! natural
materials
%->A6O6$3J*nT
/cti%ities"
http"++&&&'deli!ht$ullearnin!'net+<41<+41+%ery)
last)$irst)time)$iXE<X22X/Iar'html
Y
Ciscuss Mythical creatures, Ma(e Fry Bread,
Ma(e Ice Sculptures
%.plore the o#ean floor as %va did for the
very first time. /he *nuit +%s,imos0 di" a
hole in the i#e !hen the tide "oes out and
!al, on the o#ean floor to #olle#t mussels.
1at#h a 22C video of natives #olle#tin"
mussels under the i#e . *t is 3uite s#ary.
4ou only have a short !indo! !hile the
tide is out and the video mentions stories
of those !ho did not ma,e it out in time.
/hrou"hout the story, there are shado!s
and pi#tures of people +%va5s ima"ination0
#ast on the ro#, from the flame of the
#andle and it has a mysterious feel to it.
&ead about the *nuit, traditions, sno!
houses and tent houses, modern ar#ti#
to!n +li,e %va lived in0, travelin" in the
Ar#ti#, #lothin", #rafts, lan"ua"es and
"ames of the *nuit in First Peoples The Inuit
of Canada.
http"++&&&'pinterest'com+pin+<45I384<67663<
5457+
http"++&&&'turtlediary'com+(inder!arten)
!ames+math)!ames+ordinal)numers'html
Loe&en, Iris' My 5okum Called Today%
1228, 42<15<3862' #n the trip &ith her
mother $rom the city to an Indian 0eser%e, a
youn! !irl thin(s o$ ho& $ond she is o$ her
*ree !randmother))her So(um))they &ill e
%isitin!' So(um is an elder &ith, amon! other
talents, a (nac( $or !atherin! medicinal
hers, ma(in! Gam $rom &ild erries, coo(in!
annoc(, $ashionin! moccasins' Eere is a
&arm portrait o$ $amily li$e in a special
community'
*ree Learn some *ree =ords
9ell aout the $amily in this story'
*ompare this $amily &ith yours' =hat thin!s
are the sameF Ci$$erentF
/cti%ity" Bannock in Stories
http"++<16'137'18I'<<1+michi$+!r(1>assets+&int
er+!r(1>$amily>&inter'pd$
Social Studies
Lan!ua!e /rts"
Science
=astasecoot, Brenda Isael' :ranny<s :iant
Bannock' <445, 2351527313726' / little
miscommunication et&een En!lish)spea(in!
Learning about bannock"
0ead a $e& o$ the stories and list &ays in &hich
Lar$ and his *ree)spea(in! !randmother
leads to hilarious results &hen a !iant
annoc( threatens to ta(e o%er the to&n'
Includes a annoc( recipe'
annoc( plays an important role in the li%es o$
/ori!inal people' Eo& is it madeF =ho
ma(es itF =hen is it eatenF Is it li(e any $ood
that non)/ori!inal people eatF In &hat &aysF
=hat is the history o$ annoc(F (9ry
7ikipedia $or more in$ormation than can e
$ound in the stories you ha%e read')
0ead" Nelson" Ma(in! Bannoc(? *ircle o$ Li$e
Series
*omparin! stories aout too much"
Students &ill ha%e $un comparin! Granny@s
:iant Bannock &ith t&o $ol(tales that are
o%iously the inspiration $or this story"
de ,aola, 9omie. Strega Nona
Galdone, ,aul' Magic &orridge &ot
7riting stories:
=rite your o&n story aout too much $ood'
=hat &ould happen i$ you in%ented a
pemmican)ma(in! machine and it couldn@t e
turned o$$F 9hin( aout &ho your characters
&ill e and &hat your settin! &ill e' =hat
&ould happen to all the pemmicanF =hen you
start plannin! your story, e sure to include
these three parts"
=hat happens to start thin!s o$$F
=hat !oes &ron!F
Eo& does the prolem !et &or(ed outF
Make bannock"
9ry the recipe at the ac( o$ the oo(,
:ranny<s :iant Bannock or the recipe at the
ac( o$ Storm at Batoche or on pa!e 18 o$
Blackoot2 y /nna 0eus'
#r
=iee, 0udy' $idden Bualo' ,aintin!s y
Michael Lonechild' 0ed Ceer ,ress, <448' n
this lyrical comin!)o$)a!e story, Go%ernor
General;s /&ard)&inner /udy 7iebe
captures the an:iety o$ a oy &ho $eels
po&erless to help his people, ut &ho must
spea( his dreams i$ they are to sur%i%e'
Steeped in aori!inal myth and lore, !idden
%uffalo is also the tale o$ ho& a &hole trie
can turn its !a1e $rom the hori1on to see to
the &isdom o$ a child' #ri!inal paintin!s y
noted *ree artist Michael Lonechild capture
the color$ul palette o$ the prairie landscape in
autumn and the rich detail o$ *ree li$e in the
late nineteenth century'
FI*9I#N ,L/I
NS
*0EE
Northern Li!hts Son!"
http"++&&&'dlt()
(ids'com+canada+son!s+northernli!hts'html
*olourin! Sheet" Bu$$alo? =isdom
*onnect the dots and complete the u$$alo
picture'
*reate a u$$alo colla!e pattern
Mathematics"
,atterns
Numers
Lan!ua!e /rts
Nati%e 0e$lections' The Bannock Bread
Boy%
/cti%ity" *ompare .an Brett@s K9he
Gin!erread ManL and .im /yels&orth@s K9he
Gin!erread ManL &ith the Bannoc( Bread
Boy'
/$ter the students read the Gin!erread Man
and the Bannoc( Bread Boy they can ma(e
ro&n paper a! puppets and use them to retell
each story'
1'1 Cisco%er and
E:plore
E:press ideas
and de%elop
understandin!
9al( aout ideas,
e:periences and
$amiliar e%ents
0ead numerous Gin!erread man stories'
*ompare the stories and ha%e each student
choose their $a%orite %ersion' 9he students &ill
complete a Gournal entry aout their $a%orite
!in!erread+annoc( read man story'
Ciscuss the students e:perience &ith decoratin!
!in!erread men'
/s( ho& many students ha%e tried annoc(
readF
/s a class $ind the annoc( read recipe and
ma(e annoc( read or rin! in pre)made
read $or the students to try' Co the same &ith
!in!erread coo(ies' 9he students can decorate
the coo(ies and eat them $or snac('
Ma(e a comparison chart $or annoc( read %s'
Gin!erread' 0enn ,iagram
Story SeJuencin!
http"++&&&'dlt()
teach'com+rhymes+!in!erread+seJuencin!'htm
*onnect the dots
-mPt-http"++&&&'colorin!'&s+ctd+cd!in!err
ead'!i$
Blan( !in!erread man template
http"++&&&'(id1one'&s+thematic+!in!erread+l
an('htm
*lip art $or $elt story oards
http"++&&&'dlt()
teach'com+rhymes+!in!erread+$elt'htm
1'< *lari$y and
E:tend
*onsider other
ideas
Listen to
e:periences and
$eelin!s shared
y others
1'8 Cisco%er and
E:plore
E:press
,re$erences
9al( aout
$a%orite oral,
print and other
media te:ts
Mathematics
General Outcome:
Develop number
sense.
Specific Outcome 1
Say the number
sequence 1 to 10 by
1s, starting
anywhere from 1 to
10 and from 10 to 1.
Developed by Southern Alberta Professional Development Consortium, June 2010. I4
Solomon, *had' /abbit and Bear &a8s
Sacred Seven: Courage% *o)/uthor 9anya
Leary' Illustrated y *had Solomon and
Edited y *hristopher Meyer' Based on the
/nishinae( Se%en Grand$ather 9eachin!s o$
*oura!e" Bear)Mu(&a'
Ciscuss the sacred se%en' 9hese are all listed at
the ac( o$ the oo(' /s( children to choose
one animal that they relate to' Ase a tal(in!
stic( and ha%e each student share the animal
they chose to represent them and one reason
&hy they chose that animal and characteristic'
Social Studies"
Lan!ua!e /rts"
Developed by Southern Alberta Professional Development Consortium, June 2010. I1
3sing Children<s Literature in Teaching !lementary Social Studies
Advantages:
=idespread a%ailaility
Easily inte!rated into thematic curricula
Generally more up to date
More $ocused and pro%ide an in)depth loo( at social studies concepts
More interestin! and less con$usin! $or students than te:too(s
Story lines help students rememer concepts etter
*ontain colour$ul pictures and !raphics
,resent a more human side o$ social studies than do te:too(s
E%o(e oth e$$erent ($actual) and aesthetic response (emotional)
Support InJuiry and 0esearch ,rocesses
7hat ,o 7e Look For #n Non)Fiction;
Criteria:
Lar!e, clear, hi!h Juality colour illustrations, includin! oth photos and dra&in!s
Cra&in!s include !raphs, dia!rams, tales and other structures that plot in$ormation and sho& relationships
Illustrations that match and support the te:t
*aptions that support the material
Inde:
9ale o$ *ontents
Glossary
/uthority and currency e%ident in sources used in content de%elopment (e'!', sources and authorities listed)
9e:t appropriate as to si1e, $ont type, placement, amount per pa!e
Eeadin!s and su)headin!s used $reJuently throu!hout the te:t
*ontent suitale $or a!e o$ student
*ontent appropriate $or the intended unit o$ study
*ontent or!ani1ed in Kchun(sL o$ related material
,rint ro(en up y illustrations, o:es, sidears, etc', so as to a%oid lon!, intimidatin! sections o$ te:t'
/ppealin! $ormat
*anadian or /lertan content &here appropriate and a%ailale
Developed by Southern Alberta Professional Development Consortium, June 2010. I<

Fnmi List 1 Final

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Literature to Support First Nations, Mtis and Inuit (FNMI) Student Success in Elementary Schools, Grade 1

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