Tanya Weller

ELNG 200 Chauntel Baudu

Seven Catholic Virtues/Seven Grandfather Teachings and Treaty Relationships

Unit and Lesson Plans

March 8, 2017
 Outcomes
CR4.1: Comprehend and respond
to a variety of grade-level texts
(including contemporary and
traditional visual, oral, written and
multimedia texts) that address
identity (e.g., Expressing Myself),
community (e.g., Building
Community), social responsibility
(e.g. Preserving a Habitat), and
support response with evidence
from text and from own
experiences.
a. We will view, listen to, read, and
respond to a variety of texts that
reflect diverse personal identities,
worldviews, and backgrounds (e.g.,
culture, age, gender, language)
including First Nations and Mtis
texts.
e. We will identify cultural
representations in oral, print, and
other media texts from various
communities including First
Nations and Mtis communities.
CR4.2: View and respond to visual
and multimedia texts (including
graphs, charts, diagrams, maps,
multimedia DVD, websites,
television programs,
advertisements, posters) explaining
the creator's technique and the
impact on viewers.
a. We will discuss visual
experiences (e.g., what was
seen and the effectiveness).
c. We will understand and
apply cues and conventions
including pragmatic, textual,
syntactical,
semantic/lexical/morphological
, graphophonic, and others to
Lesson Development
Lesson One Preview of Seven Catholic Virtues and Seven Grandfather
Teachings and Treaty Relationships
Guiding overall unit question: What can we learn from nature?
Guiding questions specific to this lesson: What are the spiritual dimensions of our connections
to the environment (land, water, sky)? Inquiry question # 1- How are relationships affected when
treaty promises are kept or broken? How do traditional narratives and tales teach us lessons about
living wisely?
Presentation:
Set: 5 minutes
The children will have a brief overview of the lessons
ahead paralleling the Seven Catholic Virtues and Seven Grandfather
Teachings with biblical verses and the animals representing the teachings.
This will be done by listening and viewing the video Seven Catholic
Virtues and Seven Grandfather [Teachings] featuring vocals by
Indigenous singer/songwriter Susan Aglukark. Retrieved from
https://www.youtube.com/watch?v=gdxzHfhnqzY.
Development:
10 to 15 minutes We will discuss the video as a class and sharing
(speaking) how it affects us. What is said, inferred, how are the words
presented, can we find their meaning through the videography? Do we
see Mtis and First Nations representation in this video? We will, also,
take notice and bring into the discussion the Indigenous artwork the
children notice around the room through books and posters. I will identify
various artists by labeling the items of the artist before the class begins.
15 minutes Play an interactive game. Assuming the class size is either
21 or 28 each child will draw either a Catholic virtue, a Grandfather
teaching (e.g. courage, humility), an animal, or if 28
students then we have 7 Grandfathers as well. I will have
written on the board each of the pairings:
faith truth (turtle)
hope humility (wolf)
love love (eagle)
prudence honesty (raven/sab)
justice wisdom (beaver)
temperance respect (buffalo)
fortitude courage (bear)
The children will pick out of a hat either a virtue, a
teaching, or a grandfather. They will read the definition in
a dictionary. They then find their pair and then partner up
and together agree on a mime or dramatic expression of
their definition to act out their virtue/teaching. All the
groups can choose where they wish to meet within the
 construct and confirm meaning
when viewing.
e. We will identify with
support, the values
and aspects of various
cultures' underlying visual
messages including First
Nations and Mtis art and
other texts.
g. We will understand how a
range of visual features (e.g.,
graphs, images, illustrations,
charts, maps, diagrams) can
enhance and clarify spoken,
written or silent messages.
CC4.2 Create a variety of clear
representations that communicate
straightforward ideas and
information relevant to the topic
and purpose, including short,
illustrated reports, dramatizations,
posters, and other visuals such as
displays and drawings.
a. We will use a variety of
visuals (e.g., chart, diagram) to
communicate essential information
when making an oral
presentation.
f. We will use visual aids
(e.g., pictograms, graphs, charts,
tables, diagrams, maps,
illustrations, movement) to
enhance spoken or written
products.
g. We will experiment with
different ways of representing ideas
and sharing them with others (e.g.,
drama, mime, tableau, dance,
music, models, painting).
CC4.3 Speak to present and
express a range of ideas and
information in formal and informal
speaking situations (including
classroom. Note: The children who pick Grandfather get to
choose the pair they join cool for them. Also, I will
partner up my EAL and weakest students with stronger
students if need be.
15 minutes The children will now form groups of 4 in
speaking circles with a natural element (e.g. rock or stick)
as the indicator for who is speaking. Having viewed the
video, observed Indigenous art and interacted with
classmates they will be ready for this discussion question:
What are the spiritual dimensions of our connections to the environment
(land, water, sky)? The students will write jot notes of the
discussion in their notebooks (they should put the date at
the top along with this lessons title) as they discuss these
questions in groups of 4. I will let them know that there
will be an expectation that they will write a one paragraph
summary of this conversation for homework to be handed
in the next day.
If any student feels comfortable sharing with the class I will encourage
them to speak.
10 minutes Wrapping up the lively discussion above I will now take
command of the class. I will review the 5 Treaties of Saskatchewan
which they have already been learning about in their social studies class.
A map of Saskatchewan with our treaties highlighted will be referred to.
Additionally, we will have a Timeline of Events Leading to Treaties in
Saskatchewan as a reference.
Closure - 10 minutes
We will discuss (speak) the closing questions:
How are relationships affected when treaty promises are kept or
broken? How do traditional narratives and tales teach us lessons about
living wisely?
For homework: I will ask the children to summarize their small group
discussion questions into one paragraph. Due the next day.
I will ask the students if they have any questions or comments.
During free time the children can browse through the displays and
possibly download a couple of QR codes for some take home activities to
reinforce what was learned in class.
Teaching strategies:
Direct instruction, others instructing (video), working in pairs, group
work, talking circles.
Lesson Preparation/Materials:
Video Seven Catholic Virtues and Seven Grandfather [Teachings],
dictionaries, Smart board set-up with curriculum questions, notebooks,
talking rock/stick, Map of Saskatchewan and its treaties, and a Timeline
giving oral explanations, delivering of Events Leading to Treaties in Saskatchewan. There will be a large
brief reports or speeches,
demonstrating and describing
procedures) for differing audiences
and purposes.
j. We will make individual
contributions to class discussions
by expressing ideas opinions, and
feelings and interact with others to
share ideas and opinions, ask for
support, complete tasks, and
explain concerns or problems.
TR4 Analyze how relationships are
affected when treaty promises are
kept or broken.
We will identify treaty
promises from the local treaty
territory and the extent to which
those treaty promises have been
fulfilled. Discuss the effect of
unfulfilled treaty promises on
relationships.
sampling of books (in the students resources section), and posters (in the
print-out section) depicting the topics of the lesson.
Classroom management strategies
1. I will use positive words instead of negative words. E.g. Instead
of saying dont quit I will say dont stop or keep going you are
getting close.
2. I will encourage children to seek and explore answers for
themselves. I will assist when needed just to get the child
progressing forward again.
3. When a child does well and is proud of it I will praise and
encourage him to continue to do his/her best for themselves.
4. I will be attuned to the different learning needs and the levels of
progression for each individual student. I will make sure that
every student has something that they are doing. When
transitioning from one activity to another I will do so smoothly.
5. I will model the behaviour I expect from my students.
6. Learning a few words of my EAL students mother tongue will
help me understand what they are going through. E.g. learning to
say good morning and sit down please in their mother tongue may
encourage them to listen more and make them feel included. As
well, allowing the EAL student to talk with his/her other comrade
who speak the same language to converse in their mother tongue
to figure out a lesson or problem is good, too.
7. I will come to class organized, prepared and ready to teach.
8. I will have visual aids, such as photos or pictures, to assist EAL
learners as to what to do next. For example, to gather together for
story time a picture of a book set aside for story time.
9. Before I begin I will have the children focused on me. I will then
explain what will be covered in their lesson so they know what to
expect. I will use the same consistent language each time so that
EAL students will understand.
10. If I need to discipline/speak with a child I will do so privately
outside of the viewing/hearing of others. I will have special
chairs/fidget activities as options. If a child is not too disruptive I
can choose to ignore the behaviour for the better option of
continuing to teach the others. Additionally, I would look at my
behaviour and look to see if it is being mirrored.
11. I will share todays indicators with the students so they know
what is going to be covered in this lesson.
Retrieved from http://www.elementaryeducationdegree.com/classroom-

management-tips/

http://www.fluentu.com/english/educator/blog/esl-classroom-
management/

EAL Strategies
A Activate prior knowledge
C Cultivate vocabulary
T Teach for comprehension
I Increase reading rate
V Verify reading strategies
E evaluate progress
Retrieved from http://www.tesl-
ej.org/wordpress/issues/volume4/ej13/ej13r7

EAL Students will be encouraged to add to our learning

by sharing language and culture with us. There will be
books for all reading levels to accomodate both EAL
learners and slower learners. They will be partnered up
with caring students. EAL students will be included in all
activities and classroom atmosphere in a welcoming and
loving manner. Any signs of bullying or ostracizing will
be addressed immediately.

Prior learning

The students will have been learning about Treaties in

Saskatchewan in previous grades as well as the current social
studies lessons. . We will continue to expand upon prior
knowledge.
Dictionary skills will have been taught and needs to be
practiced.
Most students should be able to independently read small
chapter books, some of the stronger students may be reading
small novels. We will be increasing the reading rates,
comprehension of varied reading materials.
Display Items
 Nbwaakaawin
To cherish knowledge is to know .

Zaagidwin
To know is to know peace. You must
love yourself in order to love another.

Mnaandendmowin
To honor all creation is to have .

Aakidehewin
is to face the foe with integrity.

Gwekwaadziwin
in facing a situation is to be
brave.

Dbaadendziwin
is to know yourself as a sacred
part of Creation.

Debwewin
is to know all of these things.

"Seven Sacred Grandfather Teachings"

Artists: Melissa Muir, Darla Martens-Reece & Scott
Sampson

Retrieved from http://aboriginal.sudburycatholicschools.ca/sevengrandfather.php

Retrieved from http://www.nativereflections.com/products.php?view=2587
Retrieved from http://www.neebin.com/nativedesign/?p=246
These are individual posters. Retrieved from https://wbe-education.ca/product/7-grandfather-

teachings/
Retrieved from https://www.tumblr.com/search/theological-virtues
Retrieved from http://www.sabecorse.net/4cardinalvirtues.htm

Retrieved from http://bible.knowing-jesus.com/1-Corinthians/13/13

Retrieved from http://georgegordonfirstnation.com/treaties-sask.html
(Canada, 2008, Appendix E)
 Teacher/Pedgogical Resources

Aglukark, S. Biography Website. Retrieved from http://www.susanaglukark.com/bio/

Canada. Office of the Treaty Commissioner. (2008, August). The Indian Act of 1876 Was Not

Part of Treaty: Teaching Treaties in the Classroom A Treaty Resource Guide for Grade

4.

Canada. Office of the Treaty Commissioner. (2005). Treaty Video Library: A Solemn

Undertaking: The Five Treaties of Saskatchewan.

Canada. Office of the Treaty Commissioner. (2005). Treaty Video Library: We Are All Treaty

People.

Mahura, A. (2015, November 26). Seven Catholic Virtues and Seven Grandfather Teach[ings].

Retrieved from https://www.youtube.com/watch?v=gdxzHfhnqzY

Saskatchewan Ministry of Education. (2013). Treaty Education Outcomes and Indicators.

Government of Saskatchewan.

Saskatchewan Ministry of Education. (2013). Teaching Language Arts 4. Government of

Saskatchewan. Retrieved from https://www.curriculum.gov.sk.ca/webapps/moe-

curriculum-BBLEARN/index.jsp?

view=teaching&lang=en&subj=english_language_arts&level=4

The Vatican. Catechism of the Catholic Church. Retrieved from

http://www.vatican.va/archive/ccc_css/archive/catechism/p3s1c1a7.htm
 Student Resources (Lessons 1 10)

Bennett, W. (1995, October 1). The Childrens Book of Virtues. Toronto, ON: Simon & Schuster.

Bouchard, D. (2009). Seven Sacred Teachings: Nizzihwaaswi Gagiikwewin. Victoria, BC: MTW

Publishers.

Brissenden, C.,& Loyie, L. (2005, September 30). As Long as the Rivers Flow. Toronto, ON:

Groundwood Books.

Cardinal, H., & Hildebrandt. (2000). Treaty Elders of Saskatchewan: Our Dream is One Day That Our

Peoples Will One Day Be Clearly Recognized as Nations. Calgary, AB: University of Calgary

Press.

Couche, G. (2016, March 30). Raised On an Eagle Feather. Lulu.com

Courchene, D. (2007, January 5). The Seven Teachings. Bloomington, IN: Trafford Publishing.

Dorian, L. (2009). The Giving Tree: A Retelling of A Traditional Mtis Story. Regina, SK: Gabriel

Dumont Institute.

Kilpatrick, W. (2002, September). Great Lessons in Virtue and Character: A Treasury of Classic Animal

Stories. Ada, MI: Baker Books.

Lam, S., & Samatte, S. (2009). Grandmother, What Are the Seven Teachings?. Winnipeg, MB: Native

Reflections, Inc.

Leary, C., & Meyer, T. (2011). Rabbit and Bear Paws Sacred Seven (set of 7 books). Brantford, ON:

GoodMinds.

Lynxleg, B. (2014). Treaty Tales Trilogy The Friendship; The Handshake and the Pipe; We are all

Treaty People. Nanaimo, BC: Strong Nations Publishing.

Native Reflections (author). (2013, July 25). The Seven Grandfather Teachings. Winnipeg, MB: Native

Reflections.

Silverstein, S. (2014, February 18). The Giving Tree. New York, NY: HarperCollins Publishers.

Switzer, M. (2011). We Are All Treaty People. North Bay, ON: Union of Ontario Indians.

Vermette, K. (2016, March 16). Amik Loves School: A Story of Wisdom. Winnipeg, MB: Portage and

Main Press.

Vermette, K. (2014, November 20). Kodes Quest(ion): A Story of Respect. Winnipeg, MB: Portage and

Main Press.

Vermette, K. (2015, March 16). Misaabes Stories: A Story of Honesty. Winnipeg, MB: Portage and

Main Press.

Vermette, K. (2014, November 20). Singing Sisters: A Story of Humility. Winnipeg, MB: Portage and

Main Press.
Vermette, K. (2014, November 20). The First Day: A Story of Courage. Winnipeg, MB: Portage and

Main Press.

Vermette, K. (2014, November 20). The Just Right Gift. Winnipeg, MB: Portage and Main Press.

Vermette, K. (2015, March 16). What Is Truth Betsy?: A Story of Truth. Winnipeg, MB: Portage and

Main Press.
 Outcomes
CR4.1: Comprehend and
respond to a variety of
grade-level texts (including
contemporary and
traditional visual, oral,
written and multimedia
texts) that address identity
(e.g., Expressing Myself),
community (e.g., Building
Community), social
responsibility (e.g.
Preserving a Habitat), and
support response with
evidence from text and
from own experiences.
a. We will view, listen to,
read, and respond to a
variety of texts that reflect
diverse personal identities,
worldviews, and
backgrounds (e.g., culture,
age, gender, language)
including First Nations
and Mtis texts.
c. We will connect the
Insights of an individual or
individuals in texts to
personal experiences.
CR4.4 Read for various
purposes and demonstrate
comprehension of grade-
appropriate fiction (including
stories and novels), scripts,
poetry, and non-fiction
(including magazines,
reports, instructions, and
procedures) from various
cultures including First
Nations and Mtis and
countries (including Canada).
f. We will compare
information on the same
Lesson Development
Lesson Two Faith and Truth (Turtle) and the Sharing of Creation Stories and
Envisioning Treaty.
Guiding overall unit question: What can we learn from nature?
Guiding questions specific to this lesson: What do people need to live? What things do people often want
but not truly need? Inquiry question #3 How did First Nations people envision treaty as a means to
ensure their livelihood and maintain their languages, cultures and way of life?
Presentation
Set: 10 minutes
I will ask students to speak about their thoughts and understanding of faith
and/or truth. I will have these written on the board with their definitions. They
will write these two new words in their vocabulary notebook and write the
definitions below as well.
Then I will share what the bible says about faith:
The fundamental fact of existence is that this trust in God, [is] faith (Hebrews
11:1, The Message).
Our first grandfather teaching what truth is:
Truth - Debwewin:
Always seek truth. Living the truth is living the Seven Teachings (Cubello, M., &
Weber, 2012, p.12).
The children will read this teaching aloud as a group. It will be up on the
Smartboard.
Development:
15 minutes - With the students individual ipads we will look up Genesis chapter
one. While I read aloud, the children will listen and follow along and read the
text silently. We will use the Message version of the bible as it is the easiest to
understand for young children. Next I will read The Earth on Turtles Back
(Keepers of the Earth, Bruchac, J., & Caduto, M. J. 1997). I will ask the children
What do people need to live? What things do people often want but not truly
need?
5 - 7 minutes - I will explain what a storyboard is and provide a sample.
Students will be presented with a rubric for this activity today. This way they
can know how I am going to mark this assignment. The students will be paired
up to create a story board together. They can choose to write and draw a
summary of either the biblical creation story or the Indigenous Turtle creation
story. The students will have a few minutes in the next class to brainstorm and
write their summary down in point form in their note books. They will have time
over the next couple days to finish this project. I will instruct the students to
topic after reading several
passages or articles.
CC4.3 Speak to present
and express a range of
ideas and information in
formal and informal
speaking situations
(including giving oral
explanations, delivering
brief reports or speeches,
demonstrating and
describing procedures) for
differing audiences and
purposes.
j. We will make individual
contributions to class
discussions by expressing
ideas opinions, and
feelings and interact with
others to share ideas and
opinions, ask for support,
complete tasks, and
explain concerns or
problems.
CC4.4 Use a writing
process to produce
descriptive, narrative, and
expository composititions
that focus on a central idea,
have a logical order,
explain point of view, and
give reasons or evidence.
i. Write summaries that
contain the main ideas of
the text or presentation
and the most significant
details (story board
activity).
TR4 Analyze how
relationships are affected
when treaty promises are
kept or broken.
We will identify
treaty promises from the
represent the relationship envisioned at the time of treaty making in one of the
frames of the story board. They will be instructed to focus on the main events
(ideas) in both the creation stories.
20 - 25 minutes We will watch the video As Long As the Sun Shines (10:00
minutes) from the Treaty Video Library.
Next we discuss that during treaty making First Nations wanted the British
Crown to know that the main concern of each First Nation was to ensure their
livelihood, retain their languages and cultures, retain a land base for their nation,
and to sustain their way of life. The Indigenous peoples relationship with the
Canadian government that was to last as long as the sun shines, the grass
grows, and the waters flow. We will use resource Impact of the Indian Act on
First Nations Peoples 1867 Present (Canada, 2008, August).
Closure: 10 minutes
On the SmartBoard I will post the questions for discussion: How did First
Nations people envision treaty as a means to ensure their livelihood and
maintain their languages, cultures and way of life? The children will speak out
their answers as I call on those with their hands up.
I will ask the students if they have any questions or comments.
Note:
There will be varied books, including a Nigerian creation myth poem
see below, on different cultures creation myths in the classroom this
week and next. E.g. Egyptian, Pilipino, Islamic, as well as other turtle
stories for the children to peruse when they have free-time or DEAR
(drop everything and read) time. As well, the students resources from
lesson one will be available throughout the ten lessons in the
classroom.
Teaching strategies:
Direct instruction, working in pairs, reading along to another person reading.
Lesson Preparation/Materials:
Ipads for each of the children, The Message bibles, Keepers of the Earth
(Bruchac, J., & Caduto, M. J. 1997), dictionaries, Smart board set-up with
curriculum questions, notebooks, video As Long As the Sun Shines. There will
be a sampling of books (in the students resources section) to add to our
classroom collection, and posters (in the print-out section) depicting the topics
of the lesson.
Classroom management strategies
1. I will use positive words instead of negative words. E.g. Instead of
saying dont quit I will say dont stop or keep going you are getting
local treaty territory and
the extent to which those
treaty promises have been
fulfilled. Discuss the effect
of unfulfilled treaty
promises on relationships.
close.
2. I will encourage children to seek and explore answers for themselves. I
will assist when needed just to get the child progressing forward again.
3. When a child does well and is proud of it I will praise and encourage him
to continue to do his/her best for themselves.
4. I will be attuned to the different learning needs and the levels of
progression for each individual student. I will make sure that every
student has something that they are doing. When transitioning from one
activity to another I will do so smoothly.
5. I will model the behaviour I expect from my students.
6. Learning a few words of my EAL students mother tongue will help me
understand what they are going through. E.g. learning to say good
morning and sit down please in their mother tongue may encourage them
to listen more and make them feel included. As well, allowing the EAL
student to talk with his/her other comrade who speak the same language
to converse in their mother tongue to figure out a lesson or problem is
good, too.
7. I will come to class organized, prepared and ready to teach.
8. I will have visual aids, such as photos or pictures, to assist EAL learners
as to what to do next. For example, to gather together for story time a
picture of a space set aside for story time.
9. Before I begin I will have the children focused on me. I will then explain
what will be covered in their lesson so they know what to expect. I will
use the same consistent language each time so that EAL students will
understand.
10. If I need to discipline/speak with a child I will do so privately outside of
the viewing/hearing of others. I will have special chairs/fidget activities
as options. If a child is not too disruptive I can choose to ignore the
behaviour for the better option of continuing to teach the others.
Additionally, I would look at my behaviour and look to see if it is being
mirrored.
11. I will share todays indicators with the students so they know what is
going to be covered in this lesson.

Retrieved from http://www.elementaryeducationdegree.com/classroom-

management-tips/

http://www.fluentu.com/english/educator/blog/esl-classroom-management/

EAL Strategies
A Activate prior knowledge
C Cultivate vocabulary
T Teach for comprehension
I Increase reading rate
V Verify reading strategies
E evaluate progress
Retrieved from http://www.tesl-ej.org/wordpress/issues/volume4/ej13/ej13r7

EAL Students will be encouraged to add to our learning by

sharing language and culture with us. There will be books for
all reading levels to accomodate both EAL learners and slower
learners. They will be partnered up with caring students. EAL
students will be included in all activities and classroom
atmosphere in a welcoming and loving manner. Any signs of
bullying or ostracizing will be addressed immediately.

Prior learning

The students will have been learning about Treaties in Saskatchewan

in previous grades as well as the current social studies lessons and in
our Social Studies period. We will continue to expand upon prior
knowledge.
Dictionary skills will have been taught and needs to be practiced.
Most students should be able to independently read small chapter
books, some of the stronger students may be reading small novels.
We will be increasing the reading rates, comprehension of varied
reading materials.
Story board assigned in lesson 2. Retrieved from https://www.sampletemplates.com/business-

templates/free-storyboard-templates.html
Retrieved from http://moshej.edublogs.org/files/2011/04/Storyboard-Rubric4-1hrbsok.pdf
Retrieved from http://senorgarnet.weebly.com/avid/archives/03-2016
Canada. Office of the Treaty Commissioner. (2008, August). The Indian Act of 1876 Was Not

Part of Treaty: Teaching Treaties in the Classroom A Treaty Resource Guide for Grade 4.
Poster for the room. Retrieved from http://www.angelfire.com/mi/dinosaurs/genesis.html
Poster - Sky Woman Iroquois creation myth. Retrieved from https://plus.google.com/

+WhiteBuffaloCalfWomanTwinDeerMother/posts/LjzmywnSKDh

The Fulani creation myth from northern Nigeria. Doondari is the creator. The five elements in the
first half of the poem (stone, iron, fire, water and air) are carefully balanced against the five
stages of mans suffering and triumph in the second half. As with all creation myths, it is
intended to explain the world as we experience it.

At the beginning there was a huge drop of milk.

Then Doondari came and he created the stone:
Then the stone created iron,
And iron created fire,
And fire created water,
And water created air.
Then Doondari descended the second time,
And he took the five elements And he shaped them into man.
But man was proud:
Then Doondari created blindness, and blindness defeated man.
But when blindness became too proud,
Doondari created sleep, and sleep defeated blindness;
But when sleep became too proud,
Doondari created worry, and worry defeated sleep;
But when worry became too proud,
Doondari created death, and death defeated worry;
But then death became too proud:
Doondari descended for the third time,
And he came as Gueno, the eternal one:
And Gueno defeated death.

from Black Orpheus 19 (March 1966)

trans. H. Owuor

Retrieved from http://www.africanpoems.net/gods-ancestors/creation/

 Teacher/Pedogogical Resource

Bruchac, J., &Caduto, M. J. (1997). Keepers of the Earth: Native American Stories and

Environmental Activities for Children. Fulcrum Publishing. Golden, Colorado.

Canada. Office of the Treaty Commissioner. (2008, August). The Indian Act of 1876 Was Not

Part of Treaty: Teaching Treaties in the Classroom A Treaty Resource Guide for Grade

4.

Canada. Office of the Treaty Commissioner. (2005). Treaty Video Library: As Long As the Sun

Shines.

Canada. Office of the Treaty Commissioner. (2005). Treaty Video Library: A Solemn

Undertaking: The Five Treaties of Saskatchewan.

Cubello, M., & Weber, P. Seven Grandfather Teachings: Character Development. Orangeville,

ON: McIntyre Media Inc.

Georgian College Aboriginal Resource Centres. Anishnaabeg Bimaadiziwin: An Ojibwe Peoples

Resource. Retrieved from http://ojibweresources.weebly.com/ojibwe-teachings--the-7-

grandfathers.html
Saskatchewan Ministry of Education. (2013). Treaty Education Outcomes and Indicators.

Government of Saskatchewan.

Saskatchewan Ministry of Education. (2013). Teaching Language Arts 4. Government of

Saskatchewan. Retrieved from https://www.curriculum.gov.sk.ca/webapps/moe-

curriculum-BBLEARN/index.jsp?

view=teaching&lang=en&subj=english_language_arts&level=4
 Student Resources

Anderson, D. (1996). The Origin of Life on Earth: An African Creation Myth. Sights Production.

Mount Airy, MD.

Goble, P. (1995). The Earth Made New: Plains Indian Stories of Creation. World Wisdom Inc.

Bloomington, Indiana.

Hofmeyr, D. (2012). The Star-Bearer: A Creation Myth from Ancient Egypt.

Francis Lincoln Childrens Books. London, England.

Kelly, E. (2015, March 24). Blackbird Fly (about middle-schoolers between

cultures). New York, NY: Green Willow Books.

McLellan, J. (1994). Nanabosho: How the Turtle Got Its Shell. Pemmican Publications Inc.

Winnipeg, MB

Norridge, R. (2007). Hilmy the Hippo: Learns About the Creation. Islamic Foundation.

Leicestershire, England.

Unknown. (2011). A Trip Like No Other (Arabic). United Arab Emirates: Kalimat Publishing &

Distribution

Victoriano, R. (2013). A Fly In Gods Soup. Roberto II Victoriano (Self-published).

 Outcomes Lesson Development
CC4.4 Use a writing Lesson Three Faith and Truth (Turtle) and the Sharing of Creation Stories
process to produce (Cont)
descriptive, narrative, Guiding overall unit question: What can we learn from nature?
and expository Guiding questions specific to this lesson: What are the spiritual dimensions of our connections to the
environment (land, water, and sky)?
compositions that focus
on a central idea, have Presentation
a logical order, explain Set: 5 minutes The students will pair up for their story board writing
point of view, and give assignment.
reasons or evidence. Development:
a. work through the 30 minutes I will instruct the students further on storyboards while they listen.
stages of a This will be a pre-writing/drafting experience. Students will be busy bringing
writing process together their ideas in writing and drawings for their story board. They should
(e.g. pre-writing, allocate one theme per frame. E.g. the days of creation poster would use 6
drafting, revising frames. The other two are for both the signing of the treaty (happy), and the non-
successive fulfillment of the treaty (sad).
versions).
15 - 20 minutes The children will have time to read and explore all the books
on Creation in the classroom that they choose. There are books for every reading
level up to grade 6 to accommodate all the students, including EAL students.
Closure: 5 10 minutes
The students will be asked the question: What are the spiritual dimensions of our
connections to the environment (land, water, and sky)? They will speak when
called upon (volunteer hands go up). I will encourage those students that are
timid to contribute.
Teaching strategies:
Direct instruction, working in pairs, independent reading.
Lesson Preparation/Materials:
Smart board set-up with curriculum questions, notebooks. There will be a large
sampling of books (in the students resources section), and posters (in the print-
out section) depicting the topics of the lesson.

Classroom management strategies

1. I will use positive words instead of negative words. E.g. Instead of
saying dont quit I will say dont stop or keep going you are getting
close.
2. I will encourage children to seek and explore answers for themselves. I
will assist when needed just to get the child progressing forward again.
3. When a child does well and is proud of it I will praise and encourage him
to continue to do his/her best for themselves.
4. I will be attuned to the different learning needs and the levels of
progression for each individual student. I will make sure that every
student has something that they are doing. When transitioning from one
activity to another I will do so smoothly.
5. I will model the behaviour I expect from my students.
 6. Learning a few words of my EAL students mother tongue will help me
understand what they are going through. E.g. learning to say good
morning and sit down please in their mother tongue may encourage them
to listen more and make them feel included. As well, allowing the EAL
student to talk with his/her other comrade who speak the same language
to converse in their mother tongue to figure out a lesson or problem is
good, too.
7. I will come to class organized, prepared and ready to teach.
8. I will have visual aids, such as photos or pictures, to assist EAL learners
as to what to do next. For example, to gather together for story time a
picture of a book set aside for story time.
9. Before I begin I will have the children focused on me. I will then explain
what will be covered in their lesson so they know what to expect. I will
use the same consistent language each time so that EAL students will
understand.
10. If I need to discipline/speak with a child I will do so privately outside of
the viewing/hearing of others. I will have special chairs/fidget activities
as options. If a child is not too disruptive I can choose to ignore the
behaviour for the better option of continuing to teach the others.
Additionally, I would look at my behaviour and look to see if it is being
mirrored.
11. I will share todays indicators with the students so they know what is
going to be covered in this lesson.

Retrieved from http://www.elementaryeducationdegree.com/classroom-

management-tips/

http://www.fluentu.com/english/educator/blog/esl-classroom-management/

EAL Strategies
A Activate prior knowledge
C Cultivate vocabulary
T Teach for comprehension
I Increase reading rate
V Verify reading strategies
E evaluate progress
Retrieved from http://www.tesl-ej.org/wordpress/issues/volume4/ej13/ej13r7

EAL Students will be encouraged to add to our learning by

sharing language and culture with us. There will be books for
all reading levels to accomodate both EAL learners and slower
learners. They will be partnered up with caring students. EAL
students will be included in all activities and classroom
atmosphere in a welcoming and loving manner. Any signs of
bullying or ostracizing will be addressed immediately.

Prior learning

The students will have been learning about Treaties in Saskatchewan

in previous grades as well as the current social studies lessons. . We
will continue to expand upon prior knowledge.
Dictionary skills will have been taught and needs to be practiced.
Most students should be able to independently read small chapter
books, some of the stronger students may be reading small novels.
We will be increasing the reading rates, comprehension of varied
reading materials.
Outcomes Lesson Development
CC4.1 Compose and Lesson Four Hope and Humility
create a range of Guiding overall unit question: What can we learn from nature?
visual, multimedia, Guiding questions specific to this lesson: What is the human impact on animals, plants, and the
environment? How did First Nations people envision treaty as a means to ensure their livelihood and
oral, and written texts maintain their languages, cultures, and way of life?
that explore: Identity
Presentation
(e.g., expressing
Set: 10 minutes
myself) community
(e.g., celebrating and
I will ask students to share (speak) about their thoughts and understanding of
honouring others) hope and/or humility. I will have these written on the board with their
social responsibility definitions. They will write these two new words in their vocabulary notebook
(e.g., within my circle) and write the definitions below as well.
through personal
experiences and Then I will have a student read what the bible says about hope:
inquiry.
a. Create spoken, I know what Im doing. I have it all planned outplans to take care of you,
written, and other not abandon you, plans to give you the future you hope for (Jeremiah 29:11,
representations that The Message).
include:
*a specific message
Our second grandfather teaching - humility:
*a coherent
organization of ideas
* ideas and information Humility Dbaadendiziwin (the wolf):
which are clear and Think of others before yourself. Humility is to live your life free from arrogance,
complete to not be boastful, and to have a modest sense of your own worth (Cubello, M.,
* appropriate use of & Weber, 2012, p. 12).
language and The children will read this teaching aloud (speaking) as a group. It will be up on
conventions. the Smartboard.

HC4 Explore the

historical reason why Development:
people entered into
treaty. 10 minutes We will listen and watch Who Speaks for Wolf? (Hutter, J. 2009,
* Explore how people November 12).
used the land before
10 minutes With the question posted to the SmartBoard: What is the human
the community
impact on animals, plants, and the environment? Students will write in their
students are living was
formed.
notebook 2 answers to the question and pose an idea for each that will lead to
healing. E.g. We disturb a bird nest and now the eggs are broken. Instead we
can choose to admire the nest and its inhabitants from afar, or take photos if we
wish the moment to last longer. Also, how did First Nations people envision
treaty as a means to ensure their livelihood and maintain their languages,
cultures, and way of life? Do the students see a correlation between the two
questions?
Closing: 30 minutes
The students will have the rest of the class to complete their storyboard
assignment to be handed in to be marked.
Note:
Students will be told that they will be presenting a 1 - 1 1/2 minute oral
presentation on the 10th lesson. The topic question will be: What can we learn
from nature? If they want to present a video of themselves delivering their
speech, they may do so in that manner. Rubric provided today. A number of
student books on public speaking will be available in the classroom until the end
of this unit. I will also, be available to help students in my free time with their
public speaking project. Grandparents will be invited to this culmination of 2
great weeks!! Their invitation will be sent out on week 6.
Teaching strategies:
Direct instruction, I do you do, working in pairs, collective reading.
Lesson Preparation/Materials:
Smart board set-up with curriculum questions, The Message bibles,
notebooks. Video Who Speaks for Wolf? (Hutter, J. 2009, November
12). There will be a large sampling of books (in the students
resources section), and posters (in the print-out section) depicting the
topics of the unit.

Classroom management strategies

1. I will use positive words instead of negative words. E.g. Instead of
saying dont quit I will say dont stop or keep going you are getting
close.
2. I will encourage children to seek and explore answers for themselves. I
will assist when needed just to get the child progressing forward again.
3. When a child does well and is proud of it I will praise and encourage him
to continue to do his/her best for themselves.
4. I will be attuned to the different learning needs and the levels of
progression for each individual student. I will make sure that every
student has something that they are doing. When transitioning from one
activity to another I will do so smoothly.
5. I will model the behaviour I expect from my students.
6. Learning a few words of my EAL students mother tongue will help me
understand what they are going through. E.g. learning to say good
morning and sit down please in their mother tongue may encourage them
to listen more and make them feel included. As well, allowing the EAL
student to talk with his/her other comrade who speak the same language
to converse in their mother tongue to figure out a lesson or problem is
good, too.
7. I will come to class organized, prepared and ready to teach.
8. I will have visual aids, such as photos or pictures, to assist EAL learners
as to what to do next. For example, to gather together for story time a
 picture of a book set aside for story time.
9. Before I begin I will have the children focused on me. I will then explain
what will be covered in their lesson so they know what to expect. I will
use the same consistent language each time so that EAL students will
understand.
10. If I need to discipline/speak with a child I will do so privately outside of
the viewing/hearing of others. I will have special chairs/fidget activities
as options. If a child is not too disruptive I can choose to ignore the
behaviour for the better option of continuing to teach the others.
Additionally, I would look at my behaviour and look to see if it is being
mirrored.
11. I will share todays indicators with the students so they know what is
going to be covered in this lesson.

Retrieved from http://www.elementaryeducationdegree.com/classroom-

management-tips/

http://www.fluentu.com/english/educator/blog/esl-classroom-management/

EAL Strategies
A Activate prior knowledge
C Cultivate vocabulary
T Teach for comprehension
I Increase reading rate
V Verify reading strategies
E evaluate progress
Retrieved from http://www.tesl-ej.org/wordpress/issues/volume4/ej13/ej13r7

EAL Students will be encouraged to add to our learning by

sharing language and culture with us. There will be books for
all reading levels to accomodate both EAL learners and slower
learners. They will be partnered up with caring students. EAL
students will be included in all activities and classroom
atmosphere in a welcoming and loving manner. Any signs of
bullying or ostracizing will be addressed immediately.

Prior learning

The students will have been learning about Treaties in Saskatchewan

in previous grades as well as the current social studies lessons. . We
will continue to expand upon prior knowledge.
Dictionary skills will have been taught and needs to be practiced.
Most students should be able to independently read small chapter
books, some of the stronger students may be reading small novels.
We will be increasing the reading rates, comprehension of varied
reading materials.
Retrieved from https://www.pinterest.com/pin/554576141595505071/
 Teacher/Pedagogical Sources

Cubello, M., & Weber, P. Seven Grandfather Teachings: Character Development. Orangeville,

ON: McIntyre Media Inc.

Hutter, J. (2009, November 12). Who Speaks for Wolf. [Video File]. Retrieved from

https://www.youtube.com/watch?v=zjQ_TBD4umI

Meany, J. (2005, February 15). Speak Out! Debate and Public Speaking in the Middle Grades.

International Debate Education Association.

Palmer, Eric. (2011, April 1). Well Spoken: Teaching Speaking to All Students. Portland, ME:

Stenhouse Publishers.

Saskatchewan Ministry of Education. (2013). Teaching Language Arts 4. Government of

Saskatchewan. Retrieved from https://www.curriculum.gov.sk.ca/webapps/moe-

curriculum-BBLEARN/index.jsp?

view=teaching&lang=en&subj=english_language_arts&level=4

Saskatchewan Ministry of Education. (2013). Treaty Education Outcomes and Indicators.

Government of Saskatchewan.
 Student Resources

Jaffe, C. (1998, January 1). Public Speaking for Kids. Educational Impressions.

Juskow, B. (2005, January 1). Speakers Club: Public Speaking For Young People. Austin, TX: Prufrock

Press.

McLeod, E. (2010, April 1). Lessons from Mother Earth. Toronto, ON: Groundwood Books.

Nemzoff, D. (2016, January 9). Public Speaking for Kids, Tweens, and Teens Confidence for Life!

Gabberz Publishing.

ONeil, K. (2005, January 1) Public Speaking: A Student Guide to Writing and Delivering a Great

Speech. Austin, TX: Prufrock Press.

Underwood, P. (2002, March). Three Native Learning Stories: Who Speaks for Wolf, Winter White and

Summer God, and Many Circles. Bayfield, CO: Tribe of Two Press.

Underwood, P. (1983, June). Who Speaks for Wolf: A Native American Learning Story as Told to Turtle

Woman singing by her Father, SharpEyed Hawk. Learning Way Company.

 Outcomes Lesson Development
CR4.3 Listen, Lesson Five Love Love (Eagle)
summarize,
paraphrase, and Guiding overall unit question: What can we learn from nature?
evaluate what was Guiding questions specific to this lesson: What do we and others gain by paying close attention to nature?
What can we learn from nature? Why did First Nations leaders believe there was a benefit to both
listened to and draw European education and traditional ways of learning?
conclusions. Presentation
Listen critically
Se: 10 minutes
and respond
I will ask students to share (speak) about their thoughts and understanding of
appropriately to
love. I will have these written on the board with their definitions. They will
a range of oral
communications write these two new words in their vocabulary notebook and write the
including oral definitions below as well.
traditions passed
on by First Then I will have a student read what the bible says about love (The children will
Nations Elders read this teaching aloud (speaking) as a group. It will be up on the Smartboard
and knowledge ):
Keepers.
Ask thoughtful Love never gives up.
questions that Love cares more for others than for self.
probe deeper Love doesnt want what it doesnt have.
thought and Love doesnt strut,
respond to
Doesnt have a swelled head,
questions with
Doesnt force itself on others,
elaboration.
AR4.1 Reflect on and Isnt always me first,
access own viewing, Doesnt fly off the handle,
listening, reading, Doesnt keep score of the sins of others,
speaking, writing, and Doesnt revel when others grovel,
other representing Takes pleasure in the flowering of truth,
experiences, the Puts up with anything,
selected strategies Trusts God always,
employed (e.g., using Always looks for the best,
class-generated Never looks back,
criteria), and explore But keeps going to the end (I Corinthians 13: 4 7, The Message).
possible ways to
improve.
Our third grandfather teaching love (I will ask for a volunteer to read this):
a. Reflect on
viewing,
listening, love Zaagidwin (the eagle):
reading, To be at peace with yourself and be able to express love to your family, friends
representing, and community through your actions and words (Cubello, M., & Weber, 2012, p.
speaking, and 12).
writing by
explaining what Development:
is effective or
what worked in a
 text. 10 minutes - We will listen and watch When an Eagle Wants to Teach its Little
c.reflect on own Ones to Fly from the Nest High Upon the Cliff (3:36 minutes). I will guide the
strategies for viewing, children in reading aloud the Untitled Christina Rosetti poem. I chose this one
listening, reading, because it answers questions.
representing, speaking,
and writing and set
25 - 30 minutes - The children will now answer this questions by writing a
goals to improve the
responding poem similar to Christina Rosettis poem. By the way it is National
strategies used.
Poetry Month April 2017 (poster of event in resource section). The students
SI4Examine the intent should include elements from both the video and the poem as they listen
of treaty in relation to critically and respond to the oral traditions passed on by First Nations Elders and
education. Knowledge Keepers. The children will choose one question from these that will
Research the be on the SmartBoard. What do we and others gain by paying close attention to
forms of nature? What can we learn from nature? Why did First Nations leaders believe
education that there was a benefit to both European education and traditional ways of learning?
First Nations
people have
experienced Closing: 10 minutes
since the I will hand back the storyboards/marked rubrics and we will discuss (speak) will
treaties were
as a class analyse what was effective/worked in their writing summaries. We
signed.
will, also reflect on all the students strategies and set goals to improve their
Discuss why
assignments.
some First
Nations peoples
refer to Teaching strategies:
education is our Direct instruction, video lesson on love, I do you do, collective reading.
new buffalo Lesson Preparation/Materials:
(e.g. the means Smart board set-up with curriculum questions, The Message bibles, notebooks.
to survive in the Video Who Speaks for Wolf? (Hutter, J. 2009, November 12). Christina
new world with Rosettis Untitled poem, notebooks. There will be a large sampling of books (in
the newcomers). the students resources section), and posters (in the print-out section) depicting
the topics of the unit.

Classroom management strategies

1. I will use positive words instead of negative words. E.g. Instead of
saying dont quit I will say dont stop or keep going you are getting
close.
2. I will encourage children to seek and explore answers for themselves. I
will assist when needed just to get the child progressing forward again.
3. When a child does well and is proud of it I will praise and encourage him
to continue to do his/her best for themselves.
4. I will be attuned to the different learning needs and the levels of
progression for each individual student. I will make sure that every
student has something that they are doing. When transitioning from one
activity to another I will do so smoothly.
 5. I will model the behaviour I expect from my students.
6. Learning a few words of my EAL students mother tongue will help me
understand what they are going through. E.g. learning to say good
morning and sit down please in their mother tongue may encourage them
to listen more and make them feel included. As well, allowing the EAL
student to talk with his/her other comrade who speak the same language
to converse in their mother tongue to figure out a lesson or problem is
good, too.
7. I will come to class organized, prepared and ready to teach.
8. I will have visual aids, such as photos or pictures, to assist EAL learners
as to what to do next. For example, to gather together for story time a
picture of a book set aside for story time.
9. Before I begin I will have the children focused on me. I will then explain
what will be covered in their lesson so they know what to expect. I will
use the same consistent language each time so that EAL students will
understand.
10. If I need to discipline/speak with a child I will do so privately outside of
the viewing/hearing of others. I will have special chairs/fidget activities
as options. If a child is not too disruptive I can choose to ignore the
behaviour for the better option of continuing to teach the others.
Additionally, I would look at my behaviour and look to see if it is being
mirrored.
11. I will share todays indicators with the students so they know what is
going to be covered in this lesson.

Retrieved from http://www.elementaryeducationdegree.com/classroom-

management-tips/

http://www.fluentu.com/english/educator/blog/esl-classroom-management/

EAL Strategies
A Activate prior knowledge
C Cultivate vocabulary
T Teach for comprehension
I Increase reading rate
V Verify reading strategies
E evaluate progress
Retrieved from http://www.tesl-ej.org/wordpress/issues/volume4/ej13/ej13r7

EAL Students will be encouraged to add to our learning by sharing

language and culture with us. There will be books for all reading levels to
accomodate both EAL learners and slower learners. They will be partnered
up with caring students. EAL students will be included in all activities and
classroom atmosphere in a welcoming and loving manner. Any signs of
bullying or ostracizing will be addressed immediately.

Prior learning

The students will have been learning about Treaties in Saskatchewan in previous
grades as well as the current social studies lessons. . We will continue to expand
upon prior knowledge.
Dictionary skills will have been taught and needs to be practiced.
Most students should be able to independently read small chapter books, some
of the stronger students may be reading small novels. We will be increasing the
reading rates, comprehension of varied reading materials.
Retrieved from https://www.pinterest.com/pin/129619295498752027/
Retrieved from http://moshej.edublogs.org/files/2011/04/Storyboard-Rubric4-1hrbsok.pdf
National Poetry Month April 2017!! Retrieved from https://www.poets.org/national-poetry-

month/form/poster-request-form
 Teacher/Pedgagogical Resources

Bennett, H. (2014, January 6). Teaching Children to Write Great Poetry: A Practical Guide to

Getting Kids Creative Juices Flowing. Self-published.

Cubello, M., & Weber, P. Seven Grandfather Teachings: Character Development. Orangeville,

ON: McIntyre Media Inc.

Saskatchewan Ministry of Education. (2013). Teaching Language Arts 4. Government of

Saskatchewan. Retrieved from https://www.curriculum.gov.sk.ca/webapps/moe-

curriculum-BBLEARN/index.jsp?

view=teaching&lang=en&subj=english_language_arts&level=4

Saskatchewan Ministry of Education. (2013). Treaty Education Outcomes and Indicators.

Government of Saskatchewan.

WorthWatchingFor. (2013, July 5). When an Eagle Wants to Teach its Little Ones to Fly from the

Nest High Upon the Cliff. [Video File]. Retrieved from https://www.youtube.com/watch?

v=5tQziWvlKgk

Student Resources

Harrison, M. (2007, October 6). The Oxford Book of Childrens Poetry. Don Mills, ON: Oxford

University Press.

Kennedy, C. (2013, March 26). Poems to Learn by Heart. New York, NY: Disney-Hyperion.
Lai, T. (2015, February 17). Listen, Slowly (about middle-schoolers between cultures). New

York, NY: Harper Collins.

Prelutsky, J. (1983, September 12). Random House Book of Poetry for Children: A Treasury of

572 Poems for Children.

Prelutsky, J. (1999, September 28). The 20th Century Childrens Poetry Treasury. New York, NY:

Knopf Books for Young Readers.

 Outcomes Lesson Development
CR4.3 Listen, Lesson Six Prudence Honesty (Raven/Sab)
summarize, Guiding overall unit question: What can we learn from nature?
paraphrase, and Guiding questions specific to this lesson: How do animals use the environment to fulfill their needs? How
are relationships affected when treaty promises are broken?
evaluate what was
listened to and draw Presentation
conclusions. Set: 10 minutes
Distinguish I will ask students to share (speak) about their thoughts and understanding of
between prudence and/or honesty. I will have these written on the board with their
verifiable fact definitions. They will write these two new words in their vocabulary notebook
and opinion and and write the definitions below as well.
analyse the
message and Then I will have a student read what the bible says about prudence (The children
presentation for will read this teaching aloud (speaking) as a group. It will be up on the
evidence. Smartboard):
TR4 Analyze how
relationships are A prudent person sees trouble and ducks; a simpleton walks in blindly and gets
affected when treaty
clobbered (Proverbs 27:12, The Message).
promises are kept or
broken.
Discuss the effect of Our fourth grandfather teaching honesty (I will ask for a volunteer to read
unfulfilled treaty this):
promises on
relationships. Honesty Gwekwaadiziwin (raven/sab):
Never lie, cheat, gossip. Be honest with yourself and others. Speak from your
heart. Be true to your word (Cubello, M., & Weber, 2012, p. 12).

Development:

15 minutes I will read the story and explanation of St. Benedicts Raven
(Taylor, A. 2009, March 12), the children will listen.

25 minutes Class will get together in groups of 4 and write their answers to
these following questions (one piece of paper for each question) and then pass
their responses to their right and have their peers respond to what they wrote.
This will result in having each student get 3 different peer responses to their
answers to the questions: How do animals use the environment to
fulfill their needs? How are relationships affected when treaty
promises are broken?

Closing: 10 minutes
The students will write their own invitations to their grandparents to attend the
oral presentations on the 10th lesson today. I will show them how to write a
detailed informative invitation with all necessary elements.

Teaching strategies:
Direct instruction, peer responses to their answers to the guiding questions of
this lesson, I do you do, collective reading.
Lesson Preparation/Materials:
Smart board set-up with curriculum questions, The Message bibles, paper,
markers to enhance their invitations. There will be a large sampling of books (in
the students resources section), and posters (in the print-out section) depicting
the topics of the unit.

Classroom management strategies

1. I will use positive words instead of negative words. E.g. Instead of
saying dont quit I will say dont stop or keep going you are getting
close.
2. I will encourage children to seek and explore answers for themselves.
I will assist when needed just to get the child progressing forward
again.
3. When a child does well and is proud of it I will praise and encourage
him to continue to do his/her best for themselves.
4. I will be attuned to the different learning needs and the levels of
progression for each individual student. I will make sure that every
student has something that they are doing. When transitioning from
one activity to another I will do so smoothly.
5. I will model the behaviour I expect from my students.
6. Learning a few words of my EAL students mother tongue will help
me understand what they are going through. E.g. learning to say good
morning and sit down please in their mother tongue may encourage
them to listen more and make them feel included. As well, allowing
the EAL student to talk with his/her other comrade who speak the
same language to converse in their mother tongue to figure out a
lesson or problem is good, too.
7. I will come to class organized, prepared and ready to teach.
8. I will have visual aids, such as photos or pictures, to assist EAL
learners as to what to do next. For example, to gather together for
story time a picture of a book set aside for story time.
9. Before I begin I will have the children focused on me. I will then
explain what will be covered in their lesson so they know what to
expect. I will use the same consistent language each time so that EAL
students will understand.
 10. If I need to discipline/speak with a child I will do so privately outside
of the viewing/hearing of others. I will have special chairs/fidget
activities as options. If a child is not too disruptive I can choose to
ignore the behaviour for the better option of continuing to teach the
others. Additionally, I would look at my behaviour and look to see if
it is being mirrored.
11. I will share todays indicators with the students so they know what is
going to be covered in this lesson.

Retrieved from http://www.elementaryeducationdegree.com/classroom-

management-tips/

http://www.fluentu.com/english/educator/blog/esl-classroom-management/

EAL Strategies
A Activate prior knowledge
C Cultivate vocabulary
T Teach for comprehension
I Increase reading rate
V Verify reading strategies
E evaluate progress
Retrieved from http://www.tesl-ej.org/wordpress/issues/volume4/ej13/ej13r7

EAL Students will be encouraged to add to our learning by sharing

language and culture with us. There will be books for all reading levels to
accomodate both EAL learners and slower learners. They will be partnered
up with caring students. EAL students will be included in all activities and
classroom atmosphere in a welcoming and loving manner. Any signs of
bullying or ostracizing will be addressed immediately.

Prior learning

The students will have been learning about Treaties in Saskatchewan in previous
grades as well as the current social studies lessons. as well as the current social
studies lessons. We will continue to expand upon prior knowledge.
Dictionary skills will have been taught and needs to be practiced.
Most students should be able to independently read small chapter books, some
of the stronger students may be reading small novels. We will be increasing the
reading rates, comprehension of varied reading materials.
St. Benedicts Raven. Retrieved from
http://logismoitouaaron.blogspot.ca/2009/03/st-benedicts-raven.html
 Teach/Pedagogical Resources

Cubello, M., & Weber, P. Seven Grandfather Teachings: Character Development. Orangeville,

ON: McIntyre Media Inc.

Saskatchewan Ministry of Education. (2013). Teaching Language Arts 4. Government of

Saskatchewan. Retrieved from https://www.curriculum.gov.sk.ca/webapps/moe-

curriculum-BBLEARN/index.jsp?

view=teaching&lang=en&subj=english_language_arts&level=4

Saskatchewan Ministry of Education. (2013). Treaty Education Outcomes and Indicators.

Government of Saskatchewan.

Student Resources

Alfred, P., Alfred, P., Bouchard, D. (2012). Beneath Raven Moon: Banaboy laxa Gwawina

Makwala. Victoria, BC: MTW Publishers.

Bouchard, D., Jones, J., Jones, N. (2011). Ravens Greatest Creation: Gaagaagi Ogichi-

gikendaasowin. Victoria, BC: MTW Publishers.

Childress, J. N. (2014, Septmember 22). The Briefcase of Juris P. Prudence. Jessica Childress.

(Self-published).
Orwell, George. (2004, April 6). Animal Farm: 50th Anniversary Edition. Calcutta, India: Signet

Publishers.

Paratore, C. (2004, May 18). How Prudence Proovit Proved the Truth About Fairy Tales. Camp

Hill, PA: Simon & Schuster Childrens Publishing.

Taylor, A. (2009, March 12). St. Benedicts Raven. Retrieved from

http://logismoitouaaron.blogspot.ca/2009/03/st-benedicts-raven.html
 Outcomes Lesson Development

CC4.4 use a writing Lesson Seven Justice and Wisdom (Beaver)

process to produce Guiding overall unit question: What can we learn from nature?
descriptive, narrative, Guiding questions specific to this lesson: What are the most important lessons that Canadians need to
learn about plants, animals, and the constructed and natural environments? Why? What objectives did the
and expository
First Nations and the British Crown representatives have when negotiating treaty?
compositions that focus
Presentation
on a central idea, have
Set: 10 minutes
a logical order, explain
point of view, and give
I will ask students to share (speak) about their thoughts and understanding of
reasons and evidence. justice and/or wisdom. I will have these written on the board with their
Write clear, coherent definitions. They will write these two new words in their vocabulary notebook
sentences and and write the definitions below as well.
paragraphs that
develop a central idea. Then I will have a student read what the bible says about Justice (The children
will read this teaching aloud (speaking) as a group. It will be up on the
TPP4 Examine the Smartboard):
objectives of the First
Nations and British Say no to wrong. Learn to do good. Work for justice. Help the down-and-out.
Crowns Stand up for the homeless. Go to bat for the defenseless (Isaiah 1:17, The
representatives in
Message).
negotiating treaty.
Examine the benefits
each signatory hoped Our fifth grandfather teaching Wisdom (I will ask for a volunteer to read this):
to achieve [goals].
Wisdom Nbwaakaawin (beaver):
Everyone has a special gift. Show wisdom by using your gift. Wisdom is gained
through experience and knowledge. To have wisdom is to know the difference
between right and wrong and to apply these qualities to your daily life (Cubello,
M., & Weber, 2012, p. 12).

Development:

7 - 10 minutes We will read The Beaver and His Goals together (student
volunteers, others following the reading). Retrieved from
http://www.wow4u.com/beaver-goal/index.html

30 minutes I will teach about what the signers of the treaties hoped to achieve
in terms of benefits (goals) (Canada, 2008, p. 35-38). Then we will discuss the
guiding question: What objectives did the First Nations and the British Crown
representatives have when negotiating treaty?

Closing: 10 minutes
The students will write their own invitations to their grandparents to attend the
oral presentations on the 10th lesson today. I will show them how to write a
detailed informative invitation with all necessary elements.

Homework: The students will be assigned a take home writing assignment

writing clear, coherent sentences and 3 paragraphs that will center on the idea of
the question: What are the most important lessons that Canadians need to learn
about plants, animals, and the constructed and natural environments? Why?

Teaching strategies:
Direct instruction, peer responses to their answers to the guiding questions of
this lesson, I do you do, collective reading.
Lesson Preparation/Materials:
Smart board set-up with curriculum questions, The Message bibles, paper,
markers to enhance their invitations. There will be a large sampling of books (in
the students resources section), and posters (in the print-out section) depicting
the topics of the unit.

Classroom management strategies

1. I will use positive words instead of negative words. E.g. Instead of
saying dont quit I will say dont stop or keep going you are getting
close.
2. I will encourage children to seek and explore answers for themselves. I
will assist when needed just to get the child progressing forward again.
3. When a child does well and is proud of it I will praise and encourage him
to continue to do his/her best for themselves.
4. I will be attuned to the different learning needs and the levels of
progression for each individual student. I will make sure that every
student has something that they are doing. When transitioning from one
activity to another I will do so smoothly.
5. I will model the behaviour I expect from my students.
6. Learning a few words of my EAL students mother tongue will help me
understand what they are going through. E.g. learning to say good
morning and sit down please in their mother tongue may encourage them
to listen more and make them feel included. As well, allowing the EAL
student to talk with his/her other comrade who speak the same language
to converse in their mother tongue to figure out a lesson or problem is
good, too.
7. I will come to class organized, prepared and ready to teach.
8. I will have visual aids, such as photos or pictures, to assist EAL learners
as to what to do next. For example, to gather together for story time a
picture of a book set aside for story time.
9. Before I begin I will have the children focused on me. I will then explain
 what will be covered in their lesson so they know what to expect. I will
use the same consistent language each time so that EAL students will
understand.
10. If I need to discipline/speak with a child I will do so privately outside of
the viewing/hearing of others. I will have special chairs/fidget activities
as options. If a child is not too disruptive I can choose to ignore the
behaviour for the better option of continuing to teach the others.
Additionally, I would look at my behaviour and look to see if it is being
mirrored.
11. I will share todays indicators with the students so they know what is
going to be covered in this lesson.

Retrieved from http://www.elementaryeducationdegree.com/classroom-

management-tips/

http://www.fluentu.com/english/educator/blog/esl-classroom-management/

EAL Strategies
A Activate prior knowledge
C Cultivate vocabulary
T Teach for comprehension
I Increase reading rate
V Verify reading strategies
E evaluate progress
Retrieved from http://www.tesl-ej.org/wordpress/issues/volume4/ej13/ej13r7

EAL Students will be encouraged to add to our learning by sharing

language and culture with us. There will be books for all reading levels to
accomodate both EAL learners and slower learners. They will be partnered
up with caring students. EAL students will be included in all activities and
classroom atmosphere in a welcoming and loving manner. Any signs of
bullying or ostracizing will be addressed immediately.

Prior learning

The students will have been learning about Treaties in Saskatchewan in previous
grades as well as the current social studies lessons. as well as the current social
studies lessons. We will continue to expand upon prior knowledge.
Dictionary skills will have been taught and needs to be practiced.
Most students should be able to independently read small chapter books, some
of the stronger students may be reading small novels. We will be increasing the
reading rates, comprehension of varied reading materials.
(Canada, 2008, Appendix A) (Canada, 2008,
Appendix E)The Beaver And His Goals
Author: Catherine Pulsifer

It started last fall when we had a beaver move in the small stream beside our house. He immediately began taking down small trees, and within a
couple of weeks our small stream turned into a small pond. Everyday he added more to his damn and to his house.

The Saying Is True

We're sure you've all heard the inspirational saying, "busy as a beaver", well now we appreciate this saying as we saw the work that this beaver
did over a very short period of time.

The Damn Completed

With the stream now damned and his house built, we thought that would be the last of the beaver's busy activity as winter set in. But, to our
amazement, he started chewing on a very large maple tree. And, we mean large. The tree is over 60 feet tall and is approximately five feet in
diameter at the base. We were amazed at the challenge this beaver was attempting. Over the winter, he would come out and chew a bit more. He
had setbacks as we faced major winter storms and freezing weather. We thought that he will never chew through this tree. But sure enough, when
the weather allowed, he kept coming back and would chew a bit more.

With spring finally arriving, we went down to see the beaver's progress and sure enough the tree is going to come down soon!! Our beaver has
now almost completely chewed around and through the entire tree.

The Beaver's Goal

The beaver's original goal was survival - to build a home for the winter. Working every day with that particular focus in mind, he achieved that
goal. But the large maple tree he started chewing on last fall was a future goal - he wanted the large tree for the spring, to provide new food and
branches to continue damning in anticipation of the spring thaw. And, even with the setbacks he faced over the winter, he never gave up.

Goals Not Only For Today

Our point in sharing our beaver experience with you is to remind you that sometimes we have a goal to just survive, but we also need to set goals
for tomorrow. And sometimes, just surviving seems to occupy all of our time - working everyday, looking after our family, going to school, and
so forth. But, if you do just a little bit when times allows, and keep focused on your future goal, you will achieve it.

When Faced With Setbacks

It is also vitally important that when faced with setbacks in achieving a goal, you need to stay focused and not let the setbacks discourage you.

We know what it means to face setbacks along the way because we were once just like the beaver. We worked it seemed just for our survival, but
we also had a future goal and we constantly kept moving forward to achieve that goal. Sometimes, though, weeks would pass before we could
work on our goal again, and many times we had to deal with some sort of setback. While at times we felt we would never reach our goal, we
never gave up and we never lost our focus. But, over more than 5 years, we did achieve our goal.

Inspirational Quotes To Consider

"People who achieve their goals do so with passion, planning, persistence and purpose." Lynda Field
"When faced with a challenge, look for a way, not a way out." David Weatherford
"One part at a time, one day at a time, we can accomplish any goal we set for ourselves." Karen Casey

Retrieved from http://www.wow4u.com/beaver-goal/index.html

Teacher/Pedagogical Resources
Canada. Office of the Treaty Commissioner. (2008, August). The Indian Act of 1876 Was Not

Part of Treaty: Teaching Treaties in the Classroom A Treaty Resource Guide for Grade

4.

Cubello, M., & Weber, P. Seven Grandfather Teachings: Character Development. Orangeville,

ON: McIntyre Media Inc.

Pulsifier, C. The Beaver and His Goals. Retrieved from http://www.wow4u.com/beaver-

goal/index.html

Saskatchewan Ministry of Education. (2013). Teaching Language Arts 4. Government of

Saskatchewan. Retrieved from https://www.curriculum.gov.sk.ca/webapps/moe-

curriculum-BBLEARN/index.jsp?

view=teaching&lang=en&subj=english_language_arts&level=4

Saskatchewan Ministry of Education. (2013). Treaty Education Outcomes and Indicators.

Government of Saskatchewan.
 Student Resources

Clason, G. (2014, December 3). The Richest Man in Babylon. CreateSpace Independent

Publishing Platform.

Creedon, S. (2006, January 26). Fair is Fair. Atlanta, GA: August House.

Erdrich, L. (2002, March 13). The Birchbark House. New York, NY: Hyperion Books for

Children.

Katz, W. (2012, January 3). Black Indians: A Hidden Heritage. New York, NY: Atheneum Books

for Young Readers.

Laird, E. (2006, October). A Little Piece of Ground. Chicago, IL: Haymarket Books.

Mobin-Uddin, A. (2005, August 1). My Name is Bilal. Honesdale, PA: Boyds Mills Press.

Peters, M. (2016, September 13). Making It Right: Building Peace, Settling Conflict. Toronto,

ON: Annick Press.

Williams, K. (2016, May 13). Four Feet, Two Sandals. Grand Rapids, MI: Eerdmans.
 Outcomes Lesson Development
CR4.2 View and Lesson Eight Temperance and Respect (Buffalo)
respond to visual and Guiding overall unit question: What can we learn from nature?
multimedia texts Guiding questions specific to this lesson: What is the human impact on animals, plants, and the
environment?
(including graphs,
charts, diagrams, Presentation
maps, multimedia DVD, Set: 10 minutes
websites, television I will ask students to share (speak) about their thoughts and understanding of
programs, temperance and/or respect. I will have these written on the board with their
advertisements, definitions. They will write these two new words in their vocabulary notebook
posters), explaining the and write the definitions below as well.
creators technique and
the impact on viewers. Then I will have a student read what the bible says about temperance (The
Evaluate the role children will read this teaching aloud (speaking) as a group. It will be up on the
of visuals in Smartboard):
focusing
attention on Were being shown how to turn our backs on a godless, indulgent life, and how
particular
to take on a God-filled, God-honouring life (Titus 2:12, The Message).
aspects or
events, and
influencing Our sixth grandfather teaching Respect (I will ask for a volunteer to read this):
opinions on
issues. Respect Mnaadendmowin (buffalo):
Respect is an attitude. To honour and listen to your Elders, parents, and
HC4 Explore the teachers is a sign of respect. The buffalo represents Respect because for as long
historical reason why as we have been here, we have sustained our lives through the Buffalo in terms
people entered into of clothing, food, shelter, medicine, and art (Cubello, M., & Weber, 2012, p. 12).
treaty.
Examine how the
disappearance of Development:
the buffalo and
the loss of 10 minutes We will read together as a class Buffalo = Respect to the students
traditional
and Laws of the Prairies (Cubello, M., & Weber, 2012, p. 12).
hunting and
15 minutes In groups of 4 the students will choose a recorder to keep notes
trapping
territories (writing) on the discussion (speaking) about the human impact on animals,
created a need plants, and the environment?
for First Nations 15 minutes Education is our buffalo is a phrase often used by First Nations
to enter into elders to signify the importance of education to their communities (as cited in
treaties. The Alberta Teachers Association, 2016, p. vii).
We will have an open discussion (speaking) with the children the idea that
instead of buffalo to hunt, we all can hunt down an education instead. The
children will listen and respond (speak) to their peers contributions to this
discussion.
We will explore the significance of the White Buffalo and what it means today.
As the Office of the Treaty Commissioner (2008) says that it is a time for
critical review of our relationship, and a time for its renegotiation and renewal
(p. 32).

Closing: 10 minutes

The students will have some time to work on their speeches.

Teaching strategies:
Group reading, direct instruction, class discussion, questions of this lesson, I do
you do, collective reading.

Lesson Preparation/Materials:
Smart board set-up with curriculum questions, The Message bibles,. There will
be a large sampling of books (in the students resources section), and posters (in
the print-out section) depicting the topics of the unit.

Classroom management strategies

1. I will use positive words instead of negative words. E.g. Instead of
saying dont quit I will say dont stop or keep going you are getting
close.
2. I will encourage children to seek and explore answers for themselves. I
will assist when needed just to get the child progressing forward again.
3. When a child does well and is proud of it I will praise and encourage him
to continue to do his/her best for themselves.
4. I will be attuned to the different learning needs and the levels of
progression for each individual student. I will make sure that every
student has something that they are doing. When transitioning from one
activity to another I will do so smoothly.
5. I will model the behaviour I expect from my students.
6. Learning a few words of my EAL students mother tongue will help me
understand what they are going through. E.g. learning to say good
morning and sit down please in their mother tongue may encourage them
to listen more and make them feel included. As well, allowing the EAL
student to talk with his/her other comrade who speak the same language
to converse in their mother tongue to figure out a lesson or problem is
good, too.
7. I will come to class organized, prepared and ready to teach.
8. I will have visual aids, such as photos or pictures, to assist EAL learners
as to what to do next. For example, to gather together for story time a
picture of a book set aside for story time.
9. Before I begin I will have the children focused on me. I will then explain
what will be covered in their lesson so they know what to expect. I will
 use the same consistent language each time so that EAL students will
understand.
10. If I need to discipline/speak with a child I will do so privately outside of
the viewing/hearing of others. I will have special chairs/fidget activities
as options. If a child is not too disruptive I can choose to ignore the
behaviour for the better option of continuing to teach the others.
Additionally, I would look at my behaviour and look to see if it is being
mirrored.
11. I will share todays indicators with the students so they know what is
going to be covered in this lesson.

Retrieved from http://www.elementaryeducationdegree.com/classroom-

management-tips/

http://www.fluentu.com/english/educator/blog/esl-classroom-management/

EAL Strategies
A Activate prior knowledge
C Cultivate vocabulary
T Teach for comprehension
I Increase reading rate
V Verify reading strategies
E evaluate progress
Retrieved from http://www.tesl-ej.org/wordpress/issues/volume4/ej13/ej13r7

EAL Students will be encouraged to add to our learning by sharing

language and culture with us. There will be books for all reading levels to
accomodate both EAL learners and slower learners. They will be partnered
up with caring students. EAL students will be included in all activities and
classroom atmosphere in a welcoming and loving manner. Any signs of
bullying or ostracizing will be addressed immediately.

Prior learning

The students will have been learning about Treaties in Saskatchewan in previous
grades as well as the current social studies lessons. as well as the current social
studies lessons. We will continue to expand upon prior knowledge.
Dictionary skills will have been taught and needs to be practiced.
Most students should be able to independently read small chapter books, some
of the stronger students may be reading small novels. We will be increasing the
reading rates, comprehension of varied reading materials.
(Cubello, M., & Weber, 2012, p. 13).

White Buffalo

The rare birth of a white buffalo on the Great Plains was considered a sacred event that

represented hope, rebirth and unity for the tribes who depended on the buffalo for their

sustenance. Many tribes have passed down legends that explain the symbolism of the white

buffalo. We have used the white buffalo to show respect for Aboriginal history and culture in the

hope that, as teachers become more familiar with Aboriginal culture, they can foster hope, rebirth

and unity among Aboriginal students.

(The Alberta Teachers Association, 2016)

Laws of the Prairies

The laws incorporated during the Mtis buffalo hunt formed The Laws of the Prairies and each
captain received a copy of these laws. Whenever an important matter arose, it was solved by
mutual agreement of the whole camp. The authority of the captains and soldiers was in effect only
during that particular hunt.
Each member of the family had an important role to play. The role of the wives during the hunt was
as significant as that of their husbands, the hunters. After the hunt, the wives and children were
responsible for butchering the buffalo. The hide was stretched, dried and then softened until it was
in the form of a strong, heavy material similar to leather. Once prepared, the hides were used for
clothing, moccasins, tents and bags used for storage, etc. The meat was cut up for easy transport.
Most of the buffalo meat was made into pemmican and dry meat.
Young Mtis women learned at a very early age how to clean and tan hides, prepare meat for
winter storage, how to make snowshoes and baskets. The elderly women also taught how to cook
and make clothing for the family.
Buffalo meat fed Mtis families, white colonists and fur traders. The Mtis did a brisk business in
supplying first the North West Company and after 1821 the Hudson's Bay Company with dried
buffalo meat and pemmican.
Retrieved from http://www.mcsbc.org/main/page_laws_of_the_prairies.html
Retrieved from http://2013apush.wikispaces.com/Native+American

Retrieved from http://www.bergsma.com/white-buffalo-prints-pr-2099.html

Retrieved from https://www.canadiangeographic.ca/article/animal-facts-bison
Art by Paul Kane Buffalo Hunt. Retrieved from
https://commons.wikimedia.org/wiki/File:PaulKane-BuffaloHunt-ROM.jpg
 Teacher/Pedagogical Resources

Canada. Office of the Treaty Commissioner. (2008, August). The Indian Act of 1876 Was Not

Part of Treaty: Teaching Treaties in the Classroom A Treaty Resource Guide for Grade

4. Office of the Treaty Commissioner.

Cubello, M., & Weber, P. (2012). Seven Grandfather Teachings: Character Development.

Orangeville, ON: McIntyre Media Inc.

Metis Community Service Society of B.C. Laws of the Prairies. Retrieved from

http://www.mcsbc.org/main/page_laws_of_the_prairies.html

Pulsifier, C. The Beaver and His Goals. Retrieved from http://www.wow4u.com/beaver-

goal/index.html

Saskatchewan Ministry of Education. (2013). Teaching Language Arts 4. Government of

Saskatchewan. Retrieved from https://www.curriculum.gov.sk.ca/webapps/moe-

curriculum-BBLEARN/index.jsp?

view=teaching&lang=en&subj=english_language_arts&level=4

Saskatchewan Ministry of Education. (2013). Treaty Education Outcomes and Indicators.

Government of Saskatchewan.

The Alberta Teachers Association. (2016). Education is Our Buffalo. The Alberta Teachers

Association. Retrieved from

https://www.teachers.ab.ca/sitecollectiondocuments/ata/publications/human-rights-

issues/education%20is%20our%20buffalo%20(pd-80-7).pdf
 Student Resources

Bouchard, D. (2006). Nokum Ma Voix et Mon Couer. (Told in French and Cree) Markham, ON:

Red Deer Press.

Celestine, S. His Feet Were Already Numb: Respect for our Elders. Simonne Celestine (self-

published).

Dumont, D. (2012). Peter Fidler and the Mtis. Saskatoon SK: Gabriel Dumont Institute.

Fitzgerald, M. (2013, July1). Children of the Tipi: Life in the Buffalo Days. Bloomington, IN:

Wisdom Tales

National Temperance Society and Publication. (2015, November 7). The Juvenile Temperance

Reciter, No. 5: A Collection of Choice Recitations and Declamations, in Prose and Verse,

for Use in Sabbath-Schools, Day-Schools, Bands of Hope,Issue 5. UK: Sagwan Press.

Olsen, S. (2013, March 1). Yetzas Sweater. Winlaw, BC: Sono Nis Press.

Wiebe, R. (2203). Hidden Buffalo. Markham, ON: Red Deer Press.

Wolf, B. H. (1997, February). Daughters of the Buffalo Women: Maintaining the Tribal Faith.

Summertown, TN: Book Publishing Co.

Wolf, B. H. (1998, October 21). The Ways of My Grandmothers. New York, NY: William

Morrow Paperbacks.
 Outcomes Lesson Development
CR4.1 Comprehend and Lesson Nine Fortitude - Courage (Bear)
respond to a variety of Guiding overall unit question: What can we learn from nature?
grade-level texts Guiding questions specific to this lesson: What do people need to live? What things do people often want
but not truly need?
(including
contemporary and Presentation
traditional visual, oral, Set: 10 minutes
written, and I will ask students to share (speak) about their thoughts and understanding of
multimedia texts) that fortitude and/or courage. I will have these written on the board with their
address: identity (e.g., definitions. They will write these two new words in their vocabulary notebook
Expressing myself) and write the definitions below as well.
community (e.g.,
Building Community) Then I will have a student read what the bible says about fortitude (The children
social responsibility will read this teaching aloud (speaking) as a group. It will be up on the
(e.g., Preserving a Smartboard):
habitat) and support
response with evidence
Dont panic I am with you. There is no need to fear for I am your God. Ill give
from text and from own
experiences.
you strength. Ill help you. Ill hold you steady, keep a firm grip on you (Isaiah
View, listen to, 41:10, The Message).
read, and
respond to a Our seventh grandfather teaching Courage (I will ask for a volunteer to read
variety of texts this):
that reflect
diverse personal Courage Aakdeewin (bear):
identities, Listen to your heart. It takes courage to do what is right. Courage is being
worldviews, and brave in the face of lifes problems. Daily challenges take courage to overcome.
backgrounds Never give in, never give up (Cubello, M., & Weber, 2012, p. 12).
(e.g., culture,
age, gender,
language)
Development:
including First
Nations and
Mtis.
5 minutes I will read, the children will listen to The Bear = Courage to the
students (Cubello, M., & Weber, 2012, p. 13).

15 minutes We will watch (listen) My Philosophy for a Happy Life Sam

Berns (Tedx Talks, 2013) 12:44 minutes.

20 minutes The students will form groups of four with different group
members (perhaps, use the clock method). They will write their answers to these
questions - What do people need to live? What things do people often want but
not truly need? When this is done they will hand their paper to the left and their
peer will read what they wrote and will write on the same paper the reasons why
they either agree or disagree with what their peer wrote. They must provide at
least 3 sentences for both the initial writing and their responses to their peers
writing.

5 minutes Any student who would like to share (speak) what they have written
and/or a peer response to their writing is encouraged.

Closing: 5 minutes
The students will have time to work on their final drafts (write) of their
speeches.
Teaching strategies:
Direct instruction, peer responses to their answers to the guiding questions of
this lesson, collective reading.
Lesson Preparation/Materials:
Smart board set-up with curriculum questions, The Message bibles, video My
Philosophy for a Happy Life Sam Berns (Tedx Talks, 2013). There will be a
large sampling of books (in the students resources section), and posters (in the
print-out section) depicting the topics of the unit.

Classroom management strategies

1. I will use positive words instead of negative words. E.g. Instead of
saying dont quit I will say dont stop or keep going you are getting
close.
2. I will encourage children to seek and explore answers for themselves. I
will assist when needed just to get the child progressing forward again.
3. When a child does well and is proud of it I will praise and encourage him
to continue to do his/her best for themselves.
4. I will be attuned to the different learning needs and the levels of
progression for each individual student. I will make sure that every
student has something that they are doing. When transitioning from one
activity to another I will do so smoothly.
5. I will model the behaviour I expect from my students.
6. Learning a few words of my EAL students mother tongue will help me
understand what they are going through. E.g. learning to say good
morning and sit down please in their mother tongue may encourage them
to listen more and make them feel included. As well, allowing the EAL
student to talk with his/her other comrade who speak the same language
to converse in their mother tongue to figure out a lesson or problem is
good, too.
7. I will come to class organized, prepared and ready to teach.
8. I will have visual aids, such as photos or pictures, to assist EAL learners
as to what to do next. For example, to gather together for story time a
picture of a book set aside for story time.
9. Before I begin I will have the children focused on me. I will then explain
 what will be covered in their lesson so they know what to expect. I will
use the same consistent language each time so that EAL students will
understand.
10. If I need to discipline/speak with a child I will do so privately outside of
the viewing/hearing of others. I will have special chairs/fidget activities
as options. If a child is not too disruptive I can choose to ignore the
behaviour for the better option of continuing to teach the others.
Additionally, I would look at my behaviour and look to see if it is being
mirrored.
11. I will share todays indicators with the students so they know what is
going to be covered in this lesson.

Retrieved from http://www.elementaryeducationdegree.com/classroom-

management-tips/

http://www.fluentu.com/english/educator/blog/esl-classroom-management/

EAL Strategies
A Activate prior knowledge
C Cultivate vocabulary
T Teach for comprehension
I Increase reading rate
V Verify reading strategies
E evaluate progress
Retrieved from http://www.tesl-ej.org/wordpress/issues/volume4/ej13/ej13r7

EAL Students will be encouraged to add to our learning by sharing

language and culture with us. There will be books for all reading levels to
accomodate both EAL learners and slower learners. They will be partnered
up with caring students. EAL students will be included in all activities and
classroom atmosphere in a welcoming and loving manner. Any signs of
bullying or ostracizing will be addressed immediately.

Prior learning

The students will have been learning about Treaties in Saskatchewan in previous
grades as well as the current social studies lessons. as well as the current social
studies lessons. We will continue to expand upon prior knowledge.
Dictionary skills will have been taught and needs to be practiced.
Most students should be able to independently read small chapter books, some
of the stronger students may be reading small novels. We will be increasing the
reading rates, comprehension of varied reading materials.
 Teacher/Pedagogical Resources

Cubello, M., & Weber, P. Seven Grandfather Teachings: Character Development. Orangeville,

ON: McIntyre Media Inc.

Saskatchewan Ministry of Education. (2013). Teaching Language Arts 4. Government of

Saskatchewan. Retrieved from https://www.curriculum.gov.sk.ca/webapps/moe-

 curriculum-BBLEARN/index.jsp?

view=teaching&lang=en&subj=english_language_arts&level=4

Tedx Talks. [User name]. (2013, December 13). My philosophy for a happy life Sam Berns.

[Video File]. Retrieved from https://www.youtube.com/watch?v=36m1o-tM05g

Student Resources
Ballan, A. (2010, October 1). Fie Al Ittiha Al Quwa: United We Stand (Arabic). United Arab
Emirates: Kalimat Publishing and Distribution.
Brown, C. (2006, August 22). Louis Riel: A Comic-Strip Biography. Drawn and Quarterly.
Ellen, L. (2007, January 1). Henrys Freedom Box: A True Story from the Underground Railroad.
Scholastic Press.
Holland, J. (2014, October 17). Unlikely Heroes: 37 Stories of Courage and Heart from the
Animal Kingdom. New York, NY: Workman Publishing Co.
Kreisler, K. (1999, January 6). The Compassion of Animals: True Stories of Animal Courage and
Kindness. Danvers, MA: Three Rivers Press.
Schilling, V. (2008, April 30). Men of Courage from Our First Nations. Toronto ON: Second
Story Press.
Stott, J. (2012, September 5). Quests for Fire: Tales from Many Lands. Victoria, BC: Heritage
Publishing House Co. Ltd
Winter, J. (2005, January 1). The Librarian of Basra: A True Story from Iraq. Boston, MA: HMH
Books for Young Readers.
.
Outcomes Lesson Development
Outcomes Lesson Development
CC4.3 Speak to present Lesson Ten Conclusion of Seven Catholic Virtues and Seven Grandfather
and express a range of Teachings and Treaty Relationships
ideas and information Guiding overall unit question: What can we learn from nature?
in formal and informal Guiding questions specific to this lesson: What can we learn from nature?
speaking situations Presentation
(including giving oral Set: 5 minutes
explanations, delivering We will welcome the students Grandparents to our class today.
brief reports or
speeches, Development:
demonstrating and
describing procedures) 45 minutes the students will present (speak) their speeches. The students not
for differing audiences
speaking will listen respectfully to the presenters. Topic: What can we learn
and purposes.
from nature?
Make
informational
Closing: 10 minutes
presentations
that frame a key
question, include The students will write detailed thank-you notes for their grandparents. First the
facts and details students will write a draft of what they want to say, then they will proof-read
that help what they wrote to make sure it makes sense. Then they will transfer this to their
listeners to thank you note finished copy.
focus, and Teaching strategies:
incorporate more Assisting students with their speech deliveries. Teaching children to listen
than one source respectfully. Teaching students how to treat guests.
of information
(e.g., interviews, Lesson Preparation/Materials:
books,
Students present and ready to perform, extra chairs for the grandparents, water
newspaper
and snacks for our guests, podium, oral presentation evaluation rubrics for me to
articles, and
television or mark as they deliver their talks.
radio reports).
Classroom management strategies
1. I will use positive words instead of negative words. E.g. Instead of
saying dont quit I will say dont stop or keep going you are getting
close.
2. I will encourage children to seek and explore answers for themselves. I
will assist when needed just to get the child progressing forward again.
3. When a child does well and is proud of it I will praise and encourage him
to continue to do his/her best for themselves.
4. I will be attuned to the different learning needs and the levels of
progression for each individual student. I will make sure that every
student has something that they are doing. When transitioning from one
activity to another I will do so smoothly.
5. I will model the behaviour I expect from my students.
6. Learning a few words of my EAL students mother tongue will help me
understand what they are going through. E.g. learning to say good
 morning and sit down please in their mother tongue may encourage them
to listen more and make them feel included. As well, allowing the EAL
student to talk with his/her other comrade who speak the same language
to converse in their mother tongue to figure out a lesson or problem is
good, too.
7. I will come to class organized, prepared and ready to teach.
8. I will have visual aids, such as photos or pictures, to assist EAL learners
as to what to do next. For example, to gather together for story time a
picture of a book set aside for story time.
9. Before I begin I will have the children focused on me. I will then explain
what will be covered in their lesson so they know what to expect. I will
use the same consistent language each time so that EAL students will
understand.
10. If I need to discipline/speak with a child I will do so privately outside of
the viewing/hearing of others. I will have special chairs/fidget activities
as options. If a child is not too disruptive I can choose to ignore the
behaviour for the better option of continuing to teach the others.
Additionally, I would look at my behaviour and look to see if it is being
mirrored.
11. I will share todays indicators with the students so they know what is
going to be covered in this lesson.

Retrieved from http://www.elementaryeducationdegree.com/classroom-

management-tips/

http://www.fluentu.com/english/educator/blog/esl-classroom-management/

EAL Strategies
A Activate prior knowledge
C Cultivate vocabulary
T Teach for comprehension
I Increase reading rate
V Verify reading strategies
E evaluate progress
Retrieved from http://www.tesl-ej.org/wordpress/issues/volume4/ej13/ej13r7

EAL Students will be encouraged to add to our learning by sharing

language and culture with us. There will be books for all reading levels to
accomodate both EAL learners and slower learners. They will be partnered
up with caring students. EAL students will be included in all activities and
classroom atmosphere in a welcoming and loving manner. Any signs of
bullying or ostracizing will be addressed immediately.
Prior learning

The students will have been learning about Treaties in Saskatchewan in previous
grades as well as the current social studies lessons. as well as the current social
studies lessons. We will continue to expand upon prior knowledge.
Dictionary skills will have been taught and needs to be practiced.
Most students should be able to independently read small chapter books, some
of the stronger students may be reading small novels. We will be increasing the
reading rates, comprehension of varied reading materials.
Retrieved from https://www.pinterest.com/pin/554576141595505071/
Retrieved from http://justbcause.com/2015/06/16/thank-you-baby-shower-wording/ This is the

wrong website link that this picture took me to. However, the card stock would be awesome for

the Animals and Us unit.

 Teacher/Pedagogical Resources

Saskatchewan Ministry of Education. (2013). Teaching Language Arts 4. Government of

Saskatchewan. Retrieved from https://www.curriculum.gov.sk.ca/webapps/moe-

curriculum-BBLEARN/index.jsp?

view=teaching&lang=en&subj=english_language_arts&level=4