Lesson Plan Template

Subject / Course: ELA 8 TC Name: Shayla

Grade Level: 8 Date: March 22th, 2017
Topic: 1960s Context with FNMI content Time of Class: After Lunch
Cooperating Teacher Name: Mr. Johnston Room # / Location: 134

1. Broad Areas of Learning and Cross Curricular Competencies

a) Outcomes:
CR8.1
View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Becoming
Myself), social responsibility (e.g., In Search of Justice), and efficacy (e.g., Building a Better World).

CR8.6
Read and demonstrate comprehension and interpretation of grade-appropriate texts including traditional
and contemporary prose fiction, poetry, and plays from First Nations, Mtis, and other cultures to evaluate
the purpose, message, point of view, craft, values, and biases, stereotypes, or prejudices.

Indicators:

CR8.1:
- View, listen to, read, and respond to a variety of visual, multimedia (including digital), oral, and print texts
that address the grade-level themes and issues related to identity, social responsibility, and efficacy
including those that reflect diverse personal identities, worldviews, and backgrounds (e.g., appearance,
culture, socio-economic status, ability, age, gender, sexual orientation, language, career pathway).

- Demonstrate comprehension of a variety of visual, oral, print, and multimedia (including digital) texts by:
understanding the ideas: Clearly, completely, and accurately summarize and explain the ideas and implicit
and explicit messages (including setting, main characters, conflicts, events) in texts; cite details that
support the main ideas; make logical inferences; interpret obvious themes or authors message logically.

- Identify and explain connections between new ideas and information and previous beliefs, values, and
experiences.

CR8.6:
- Demonstrate an understanding of the main ideas, events, or themes of a variety of novels, stories, poetry,
and other oral, print, and electronic media.

- Interpret and report on information obtained from more than one source to inform others.

- Show understanding that the authors experience, background, and culture influenced the treatment of
theme.

b)

Cross Curricular Competencies: (approx. 2+ other learning expectations not assessed, eg. learning that
happens as a result of the lesson, organization, group work, listening, co-operation, reading, writing skills etc.)

Developing Thinking students will develop thinking skills as they compare and contrast the lives
of the children in The Outsiders and Shi-Shi-etko and Schin-schins Canoe. Students will draw
on the experiences of the of the Residential school and the lives of the gang members to make
their comparisons.

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c) Professional Growth Portfolio Goal(s):
2.3 knowledge of First Nations, Metis and Inuit Culture and History (e.g., Treaties, Residential School, Scrip, and
Worldview); I will accomplish this PGP goal by Incorporating elements of Indigenous cultures in teaching and by
conducting a discussion that informs and educates students about residential schools and the loss of family, culture
and way of life, that many children experienced.
4.2 the ability to incorporate First Nations, Metis, and Inuit knowledge, content and perspective into all teaching
areas; I will accomplish this goal by using FNMI perspectives to draw connections between the literature we are
studying and their own lives.

2. Assessment and Evaluation:

(What assessment and/or evaluation strategies do you need to have to ensure you are accountable for students
learning and addressing curriculum outcomes? What formative and summative assessment should you include? e.g.,
sample questions, activities or attach tests, homework, rubrics, evaluation schemes, answer keys etc.)

Students will be assessed by the depth of connections they make during discussion as well as the evaluation that they
will fill out at the end of the lesson.

3. Preassessment and Accommodations/Modifications

a) Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g.,
include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will
differentiate learning for each student and/or type of need N.B. use initials of students rather than full names)

Preassessment: Accommodation/Modification:

EAL Students - Represent all experiences in discussion

Low income families/ middle-class students from
more affluent experiences
Attention issues/ disruption/ negative attitude
towards activities
- Give students roles
- A talking stick to indicate individuals opportunity
to talk so that everyone has a chance to make a
comment.
- allow students to talk in small groups before we
talk as a big group.

b) Learning Environment:
(describe the learning environment such as the set up/location of desks, where audio-visual equipment will be,
where the teacher stands, where the students are working etc. you may wish to include a map/layout of the
classroom on a separate sheet and reference it with modifications if lesson changes)
The classroom is set up in rows with tables and chairs, but the students can move around to different
tables. Teacher stands/sits on a stool at the front of the classroom. There is a small sitting corner with four
lounge chairs where they could sit as well. Normally I would just leave the desks as they are, but for this
lesson we will move the desks out of the way and create a circle with the chares to simulate a talking circle.
The circle will help aid good discussion in the classroom with less distraction.

4. Required Resources
(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page
numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens,
books, maps, videos, posters, lab materials, handouts include name of handout and number of copies, etc.)

Shin-Chis Canoe and Shi-Shi-Etko story books

Evaluation

5. Content and Teaching Strategies of Lesson

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a) Overview/Agenda/Review
(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard
as an agenda for students and you to follow, you may also choose to consider a review of previous days work)

Talking circle
Read Childrens Stories
Discussion
Evaluation

b) Introduction (motivational start, minds-on, hook, etc.)

(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity,
a hook or something that will pull learners into lesson)

Introduce students to the Talking Circle

- Talking Circles or Circle Talks are a foundational approach to First Nations pedagogy-in-action since they
provide a model for an educational activity that encourages dialogue, respect, the co-creation of learning
content, and social discourse. This respectful approach to talking with others provides a sense of
communion and interconnectedness that is not often present in the common methods of communicating in
the classroom. When everyone has their turn to speak, when all voices are heard in a respectful and
attentive way, the learning atmosphere becomes a rich source of information, identity, and interaction.
Talking Circles originated with First Nations leaders - the process was used to ensure that all leaders in the
tribal council were heard, and that those who were speaking were not interrupted. Usually the Chief would
initiate the conversation, with other members responding and sharing their perceptions and opinions of the
topic under discussion. The process provides an excellent model for interaction within the learning
environment as well. It is also very adaptive to any circle of people who need to discuss topics and make
decisions together.

* taken from - https://firstnationspedagogy.ca/circletalks.html

Subject Content and Teaching Strategies

(include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for teaching
the subject content - how you are teaching it; write some guiding questions - actual questions (variety of thinking
levels) and suggested and anticipated answers; possibly include time approximations/timelines such as 10:00 10:30
a.m. or 25 minutes; and include application activities/components - how the content will be applied such as an activity,
problems to solve, worksheets etc.).

~10 mins who remembers what we ended yesterday with? Can any of you tell me what figures of speech
you practiced and what you remember about them?
Do the poem explication See Teacher notes from lesson March 21.
Answer question from Ch. 5 questions What do you think the poem is saying? How might this apply to the
characters in the novel?
~30 mins Introduce talking circle.
Read the Childrens stories.
- Shi-Shi-etko
- where is Shi-shi-etko going?
- why was she taken away in a cattle car?
- who takes them away?
- who allowed this to happen?
- what happened to the families when the children were taken away from them?
- Does anybody have the right to take children away?
- Shi-Chins Canoe
- how does Shi-shi-etko take care of Shi-Chin when he arrives at the school?
- does this remind us of anything?
Residential schools/ 60s scoop
- residential schools took language, traditions, family--the system broke families
apart.
Residential school are not only something that happened in Saskatchewan and
Canada, but they also happened in the USA. They started in America around the

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 same time, the 1880s but did not go as long as 1996 as they did in Canada. In the
USA they saw their end during the Civil Rights movements in 1978.
Kill the Indian in the child / Kill the Indian save the man.

- Make the connection between the childrens books and The Outsiders
- both take place around the same time in the 1960s
- Residential Schools first started in Canada in the 1880s and ended in 1996
- children were taken from their homes and placed in schools where they were not allowed
to speak their language, identify with their culture and clothing. Many of the students forced
not reach out to their families or try to escape and return home.
- Residential schools were government-sponsored religious school that was established to
assimilate Indigenous children into Euro-Canadian culture.
- Originally residential schools were started by Christian churches and the government as
an attempt to both educate and convert Indigenous youth and to integrate them into
Canadian society, residential schools disrupted lives and communities, causing long-term
problems among Indigenous people.
- In 1994 the last school closed and in more recent years there as been a call to action for
teachers to educate students in Saskatchewan schools about what happened in Residential
schools.
* information taken from http://www.thecanadianencyclopedia.ca/en/article/residential-
schools/
60s scoop
- during this time as well, the 1960s brought with it the Sixties Scoop.
- this refers to the practice of taking (scooping up) children of Aboriginal peoples in
Canada from their families for placing in foster homes or adoption beginning in the 1960s
until the late 1980s. * taken from https://en.wikipedia.org/wiki/Sixties_Scoop
- it is alleged these scooped children lost their identity as Aboriginal persons and suffered
mentally, emotionally, spiritually, and physically. The plaintiffs also claim that they were
deprived of their status and other Aboriginal-related benefits, which Canada unjustly
retained. Aboriginal communities describe the Sixties Scoop as destructive to their culture.
*taken from https://kmlaw.ca/cases/saskatchewan-sixties-scoop-class-action/
- Raven Sinclair, an Associate Professor at the University of Regina and a member of
Gordon First Nation, wrote an article called Identity lost and found: Lessons from The
Sixties Scoop. In this article, she discusses the broadened context of the term sixties
scoop: At the same time as we may be alarmed by the statistics, it is important to
recognize that the Sixties Scoop was not a specic child welfare program or policy. It
names one segment of a larger period in Aboriginal child welfare history where, because
questionable apprehensions and adoptions gured prominently, a label was applied. The
"Sixties Scoop" has evolved as a descriptor that is now applied to the whole of the
Aboriginal child welfare era, simplistically dened here as roughly the time from the waning
of residential schools to the mid-1980s period of child welfare devolution and last closings
of Indian residential schools ... The white social worker, following on the heels of the
missionary, the priest and the Indian agent, was convinced that the only hope for the
salvation of the Indian people lay in the removal of their children * taken from
https://en.wikipedia.org/wiki/Sixties_Scoop
- The Outsiders
- what connections can we draw from these two stories to the characters lives in the
outsiders?
- What is the same/ what is different? ***
~5 mins Evaluation
- have students fill out the evaluation of the experience and the lessons that I taught.

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c) Consolidation
(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g.,
having class to give you feedback on what was taught, review key application of concepts this is important in
terms of assessing the effectiveness of the lesson)

Evaluation-
Have students fill out the assessment that I have created for them this assessment will show what
they understood about the connections we made and the major differences that took place at the
similar period.

6. Reflections
a) Effectiveness of Lesson
What was effective / ineffective in your lesson? include at least 3 lesson elements that were ineffective /
effective? or What went well in your lesson? Or What did not go so well? Or What did the students enjoy? How
did your planning or delivery turn out? Did your teaching / learning strategies work effectively or not for subject
content and class? Consider the entire lesson and the reaction of students.
How do you know? Provide evidence from student work, student questions asked and informal assessment.
Think about examples of how the lesson progressed, engagement of students, flow of delivery, time management.
Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / How do you know? Next steps for improvement?
ineffective in your lesson?

Sharing circle was effective/ but Students responded to the Improve my culturally responsive
my teaching of the sharing circle evaluation and were confused explanations and explain the why
was not as complete as it could about why they had to sit in a elements of the lesson more

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 have been circle and what the point of clearly
sitting in a circle and talking one
at a time was necessary

Pacing was off we went Maybe for next time I wouldnt

Reading both stories took up a overtime read both books, but rather give
lot of time in the lesson a detailed synopsis of one book
and then read the other so that
studnets understand the
background, but have more time
to discuss and do activities.
Student engagement Students said that they liked the Continue to use other childrens
picture books. However, I could books in the future that can
see that by the middle of the connect to other material.
second book the students were I was going to have the students
tired of sitting in a circle. get up and choose a different
seat for the second book, but I
forgot. For the next time I do this
activity I will give the students a
body break for them to move
around and find another seat
b) Effectiveness as a Teacher
What was effective / ineffective about you as a teacher? include at least 3 teacher elements that you did that
were effective or ineffective. Did you ask good questions? Did you motivate students? What did YOU do well?
This would be a section describing your strengths and areas for improvement volume, eye contact, body
language, questioning skills, responding to questions, comfort with material, confidence, delivery, use of
technology, vocabulary.
How do you know? What evidence do you have that you, as a teacher, were or were not effective? Think about
examples of what you said, did, reacted to, felt as examples of your three elements.

Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / How do you know? Next steps for improvement?
ineffective about you as a
teacher?

From the student evaluaitons Dont assume that kids know

My explanation of residential
schools was not conclusive
enough and not clear
Pacing was not effective
Asked good questions in
discussion time.
many students were confused
and didnt know what happened
to kids in Residential schools.
I went into math time. There is
no bell that signifies the change
in subjects and I lost track of
time.
Students comments were deeper
as I continued to questions them
and have them explain what they
meant in their comment.
about FNMI content and ensure
that I have enough time to go
through the content to give the
proper explanation.
Set a timer if there is not a bell
to mark 15 minutes before the
end of class. I also need to work
on my reading aloud pacing.
Not require everyone to say
something and actually create a
dialogue around some questions.

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 Student Evaluation
Name: ________________
1. What was the most important think you learned from this lesson today?

2. What was confusing about the lesson today?

3. Two questions that you still have about todays lesson?

4. What could have made the lesson better?

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