Baillie Rutherford

GRADE 4 SOCIAL (English)

Carley Standish

MINI UNIT (Music)

Sydney MacRae
(Social Studies)

Within this unit, we will be discussing the importance of FNMI culture

while focussing in on the uses of the buffalo, the importance of music
and the importance of story telling. They will be summatively assessed
by creating their own story - incorporating different aspects of the
FNMI culture.
 Baillie Rutherford (English)
Carley Standish (Music)
Sydney MacRae (Social)
OVERVIEW: Grade 4 Social Studies

Lesson 1 2 3

GLO’s 4.2 (Social 4.2 (Social Studies) - 4.2 (Social Studies)

Studies) - Students Students will - Students will
will demonstrate an demonstrate an demonstrate an
understanding and understanding and understanding and
appreciation of the appreciation of the role appreciation of the
role of stories, of stories, history and role of stories, history
history and culture culture in strengthening and culture in
in strengthening communities and strengthening
communities and contributing to identity communities and
contributing to and a sense of contributing to
identity and a sense belonging. identity and a sense
of belonging. 1 (English) - of belonging.
1 (English) - Students will listen, Music GLE -
Students will listen, speak, read, write, view Awareness and
speak, read, write, and represent to appreciation of a
view and represent explore thoughts, ideas, variety of music,
to explore thoughts, feelings and including music of the
ideas, feelings and experiences. many cultures
experiences. represented in
Canada

SLO’s 4.2.1 (Social 4.2.1 (Social Studies) - 4.2.1 (Social

Studies) - appreciate how an Studies) -
appreciate how an understanding of appreciate how an
understanding of Alberta’s history, understanding of
Alberta’s history, peoples and stories Alberta’s history,
peoples and contributes to their peoples and stories
stories own sense of contributes to their
contributes to belonging and own sense of
their own sense of identity: belonging and
belonging and -recognize oral identity:
identity: traditions, narratives -recognize oral
- recognize oral and stories as valid traditions, narratives
 traditions, sources of knowledge and stories as valid
narratives and about the land, culture sources of
stories as valid and history (CC, TCC) knowledge about the
sources of 1.1 (English) - Express land, culture and
knowledge about ideas and develop history (CC, TCC)
the land, culture understanding Concept: Rhythm
and history (CC, - ask questions, (Music)
TCC) paraphrase and discuss Numbers: 1,3,6,15
1.1 (English) - to explore ideas and Skill: Listening
Express ideas and understand new (Music)
develop concepts Numbers: 7,8,9,21
understanding 1.2 (English) Combine
- compare new Ideas
ideas, information - use talk, notes,
and experiences to personal writing and
prior knowledge representing to record
and experiences and reflect on ideas,
- ask questions, information and
paraphrase and experiences
discuss to explore
ideas and
understand new
concepts

Objectives Students will: Students will: Students will:

1. Actively 1. Gain further 1. Understand the
participate in a knowledge of the importance of
class discussion by importance of the storytelling
buffalo in FNMI culture 2. Incorporate their
contributing their
in reference to teepees, knowledge of rhythm
previous knowledge music and other into FNMI music
to a think/pair/share everyday necessities.
activity. 2. Be able to break
2. Learn to down the components
appreciate the of the buffalo into their
differences in FNMI key uses.
culture and
associate them to
today’s society.

Activities 1. Think, Pair, 1. Class discussion 1. Watch video on

Share - brainstorm 2. Interactive traditional story
 previous knowledge smartboard - have telling of the drum
of FNMI culture students come to the and the significance it
2. Class discussion board one by one and has to powwows.
with PowerPoint drag pictures that fit 2. Listen to a
3. Complete exit with the topic traditional song in
slip 3. Fill in worksheet on FNMI culture and
buffalo have students “drum”
along

Assessment - Formative - Formative Assessment - Formative

Assessment on on worksheet given to Assessment on the
previous knowledge make sure they are understanding of
and collaboration of ready to move on. . video, story and
ideas. music through
- Exit Slip observation during
(formative) lesson.
- Summative
Assessment on
written story
 Lesson Plan #1

Grade/Subject: 4/Social Studies

Unit: Stories, Histories and People of Alberta
Lesson Duration: 40 mins

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

4.2 (Social Studies) - Students will demonstrate an understanding and appreciation
of the role of stories, history and culture in strengthening communities and
contributing to identity and a sense of belonging.
1 (English) - Students will listen, speak, read, write, view and represent to explore
thoughts, ideas, feelings and experiences.

Specific Learning Outcomes:

4.2.1 (Social Studies) - appreciate how an understanding of Alberta’s history,
peoples and stories contributes to their own sense of belonging and identity:
● recognize oral traditions, narratives and stories as valid sources of knowledge
about the land, culture and history (CC, TCC)
1.1 (English) - Express ideas and develop understanding
- compare new ideas, information and experiences to prior knowledge and
experiences
- ask questions, paraphrase and discuss to explore ideas and understand new
concepts

LEARNING OBJECTIVES

By the end of this lesson students will:

1. Actively participate in a class discussion by contributing their previous knowledge to
a think/pair/share activity.
2. Learn to appreciate the differences in FNMI culture and associate them to today’s
society.

ASSESSMENTS

Observations: Key Questions:

● Observe the knowledge that students have and ● What are the key
brainstorm more ideas to broaden knowledge aspects of FNMI
about the FNMI culture. culture?
● How has the FNMI
culture influenced our
 society today?

Written/Performance Assessments:
● Think/Pair/Share activity used as a formative assessment to assess previous
knowledge
● Written exit slip used as a formative assessment

LEARNING RESOURCES CONSULTED

Resource #1: ‘Voices of Alberta’ - Grade 4 Social Studies textbook

MATERIALS AND EQUIPMENT

* Powerpoint slides - HAVE OPEN FROM BEGINNING

* Think/Pair/Share handout (30 copies)
* Exit Slip (30 copies)

PROCEDURE

Introduction
(5 min.):

Hook/Attention Grabber:
ASK: How did you get to school this morning?
SAY: Before confederation- Before Canada was a country, the FNMI peoples lived on
this land for thousands of years.
ASK: In what ways do you think they survived and how did they live?
SAY: I want you to think of this as I introduce today’s lesson.
Advance Organizer/Agenda:
PowerPoint slides of agenda for today’s lesson
DO: review tasks we will be going over in class so students are aware what will be
learnt in today’s lesson
DO: go over objectives of today’s lesson which are:
1. Actively participate in a class discussion by contributing their previous knowledge to
a think/pair/share activity.
2. Learn to appreciate the differences in FNMI culture and associate them to today’s
society.
Assessment of Prior Knowledge: Think/Pair/Share activity for Body of lesson.
Expectations for Learning and Behaviour: Students will actively participate in
Think/Pair/Share and class discussion
Transition to Body:
The hook equals as transition

Body (30 min.):

Learning Activity #1: (15 mins)

Think/Pair/Share
● DO: hand out sheet with basic components listed and get students to
brainstorm their previous knowledge and understanding on what they believed
was part of the First Nation culture before confederation.
● SAY: Please jot down or draw pictures of what you feel the FNMI people
had/did within their culture before confederation. I have listed some important
aspects of belonging and identity and it is your job to fill it in with your previous
knowledge. Do not worry about how much you know, we will be sharing as a
class later on to broaden and share your ideas. Please work on this
individually.
● DO: Pair students by elbow partners
● SAY: Partner up with an elbow partner and share your difference and
similarities you’ve written down. Add in any ideas that you could include on
your own sheet.

Assessments/Differentiation: Formative assessment on previous knowledge of the

FNMI cultures through their notes they were able to jot down without discussion.

Learning Activity #2: (15 mins)

Class Discussion (guided by teacher with PowerPoint)
● Once the students are finished their table sharing, we will open the discussion
to a class discussion.
● Taking some elements (what students have written on their sheet) of FNMI
culture that the students have written down on their sheets, compare/contrast
with those of today’s current culture.
○ Teepees -> Houses*
○ Snowshoes/Sleds/ Canoes -> Transportation
○ Bows/Arrows -> Bullets
○ Heated stones -> Pots/pans/Stove
○ Buffalo -> Basic needs*
Focusing on Buffalo, Teepees and music- drumming.

Assessments/Differentiation: Formative assessment throughout

Closure
(5 min.):

Consolidation/Assessment of Learning:
● Formative Assessment of previous knowledge of the FNMI cultures and
traditions through the think/pair/share activity.
Feedback From Students:
● SAY: Please complete the exit slip I handed out to you and explain something
you learned in today’s class about the FNMI culture.
● ASK: Exit Slip:
1. What did I learn in Social Studies today about the FNMI culture?
2. Was my previous knowledge accurate?
3. What more would you like to learn about? Culture? Land? Housing?
Animals? etc.?
● DO: Collect exit slips and review them for next class to see where the students
are at and where you (the teacher) needs to expand.
Feedback To Students:
SAY: Your knowledge on the FNMI culture is very great! It was great to see you come
together to create a vast amount of knowledge as a group. We will be looking more
closely at some of these aspects throughout future classes.
Transition To Next Lesson: Next lesson, we will be focussing on the parts of the
buffalo and how they are used in the FNMI culture to survive.
 Exit Slip

1. What did I learn in Social Studies today about the FNMI culture?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. What more would you like to learn about? Culture? Land? Housing? Animals? etc.?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Clothing Land

Housing Food

Animals Traditions
 Mini Unit Plan Rationale: Part 1 - Motivation (ED PSYCH)

Within our mini unit, we wanted to motivate our students by creating an inviting

and comfortable atmosphere right from the start. This is to ensure all students feel safe

to express themselves in our classroom. We are starting off the class by introducing an

over arching question to engage the students and get them excited for the upcoming

lessons. This overarching question is a formative assessment for the teacher as it is a

way to assess the student’s prior knowledge. It is a successful way to get students

discussing and showing their knowledge without being pressured into being tested which

can be defined as having anxiety. This is a tool for educators as it will not affect the

student’s grade but act as a low-pressure practice, which ensues motivation in the

classroom. Regular challenges are more successful for students, not fear and anxiety.

Think/Pair/Share allows them to be able to think on their own and then expand

their ideas through discussion with small and big groups. Having this activity allows us to

hit three instructional strategies such as: individual-level, small group and whole group.

The instructional strategy we are focusing on would be the small group level. The

strengths this strategy includes are: encouraging student’s engagement throughout the

lesson, learning to be cooperative and work together as a team while benefiting the

student’s social needs, as well as, sharing responsibility for learning with students. Having

this shared responsibility in the class creates a successful and motivating learning

environment for all students.

 Lesson Plan #2

Grade/Subject: 4/Social Studies

Unit: Stories, Histories and People of Alberta
Lesson Duration: 40 mins

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

4.2 (Social Studies) - Students will demonstrate an understanding and appreciation
of the role of stories, history and culture in strengthening communities and
contributing to identity and a sense of belonging.
1 (English) - Students will listen, speak, read, write, view and represent to explore
thoughts, ideas, feelings and experiences.

Specific Learning Outcomes:

4.2.1 (Social Studies) - appreciate how an understanding of Alberta’s history,
peoples and stories contributes to their own sense of belonging and identity:
● recognize oral traditions, narratives and stories as valid sources of knowledge
about the land, culture and history (CC, TCC)
1.1 (English) - Express ideas and develop understanding
- ask questions, paraphrase and discuss to explore ideas and understand new
concepts
1.2 (English) Combine Ideas
- use talk, notes, personal writing and representing to record and reflect on ideas,
information and experiences

LEARNING OBJECTIVES

Students will by the end of this lesson:

1. Gain further knowledge of the importance of the buffalo in FNMI culture in
reference to teepees, music and other everyday necessities.
2. Be able to break down the components of the buffalo into their key uses.

ASSESSMENTS

Observations: Key Questions:

● Observe knowledge from previous ● What parts of the buffalo are most
lesson commonly used by the historical
● Observe students understanding of FNMI individuals?
 the inclusion of the parts of the ● What were the FNMI’s main uses
buffalo of the buffalo?

Written/Performance Assessments:
● Get students to fill in the sheet associated to the uses of the buffalo.
● Handout worksheet for students to work on

LEARNING RESOURCES CONSULTED

Resource #1: Voice of Alberta - People, Places, and Possibilities

MATERIALS AND EQUIPMENT

* Notebook/SMART Board - open and ready to use before class starts

* Buffalo Handout (30 copies)

PROCEDURE

Introduction
(10 min.):

Hook/Attention Grabber:
DO: Clap, clap, clap, clap, clap - Response from students - Clap, Clap
Advance Organizer/Agenda:
DO: Go over agenda with students
1. Students will review knowledge from previous lesson by responding to a class
discussion
2. Discuss to the class the expected objectives for today’s lesson.
Assessment of Prior Knowledge:
Brief class discussion to talk about the topics from previous class and start discussion
about the uses of the buffalo.
DO: Have a quick class “hand up” discussion
SAY: So, what does everyone remember from last class?
SAY: What are a few different aspects of FNMI culture that have helped shape our
culture today?
Expectations for Learning and Behaviour:
Students listen to instruction and pay attention, and stay on task.
Transition to Body:
DO: Bring up SMART Board document on the buffalo.
SAY: With what we went over last class, we are now going to go further in depth with
a few of the activities we mentioned touching on the history and uses of the buffalo.

Body (25 min.):

Learning Activity #1- Discussion:

ASK: What parts of the buffalo are used?
ASK: What parts of the buffalo were not used?
Guiding questions if not touched upon during first question - Redirect previous
questions or give hints like questions below to redirect their thinking and
responses.
ASK: Was the skin and fur used?
ASK: What could the skin and fur be used for?
ASK: Were the bones used?
ASK: What could the bones be used for?
ASK: What could the organs be used for?
ASK: What could the hooves be used for?
ASK: What could the fat be used for?
Learning Activity #2 - Interactive SMART Board:
Interactive smartboard activity with Notebook will have a buffalo and common
everyday objects in the FNMI culture.
Students will identify objects and drag to the corresponding part of buffalo
DO: Have PowerPoint/smartboard ready to use
SAY: I’ll need some volunteers to complete this activity on the smartboard.
DO: Pick volunteers to drag pictures that correspond with the topic on the slide
SAY: Please drag one item that you feel fits into this category
Categories include: hide, bones, fur, hooves, horns, organs, fat
Assessments/Differentiation: Formative, assessing student’s understanding and
placement of the parts of the buffalo, giving corrective feedback throughout activity
Learning Activity #3: Fill out worksheet on the buffalo individually
DO: Hand out worksheet
SAY: With the worksheet, I just handed out please complete this individually and it will
be submitted to me at the end of class.
Assessments/Differentiation: Formative feedback. Will be taken in at the end of class
to assess the student’s knowledge acquired in the class.

Closure
(5 min.):

Consolidation/Assessment of Learning:
Feedback From Students:
SAY: As you leave class today please make sure you hand in your worksheet on the
buffalo as I will go over and mark them.
Feedback To Students:
SAY: Feedback from your worksheet on today’s lesson will be given back next
lesson.
Transition To Next Lesson:
SAY: Great job today on the uses of the buffalo! Next lesson we will still be focusing
on the uses of the buffalo but will be incorporating music into our lesson and how
music was a huge part of the First Nation culture. Come prepared for next class by
thinking about some experiences you
may have had relating to First Nation music.
\
 Worksheet on the Buffalo - Where
Does it Belong?

Using the items in the word bank, use your knowledge on the buffalo and fill in
the spaces under the parts of the buffalo with the appropriate items.

Word bank:
Headdress Blanket Jewellery Bow & Arrow Drum

Sled Glue Utensils Soap Water Bag

Pots/Cups Paint Tools Satchel Basket

Teepee Mocassins Rope Clothing Cooking

Medicine Sharp
Instruments

Hide: Bones:
● ●
● ●
● ●
● ●

Fur: Hooves:
● ●
● ●
●
●

Horns: Organs:
● ●
● ●
● ●

Fat:
●
Ed Psych Rationale #2: Approach, Memory & Climate

*Looking at Lesson 2

Approach:
Within our lesson plan, the approach we are using can be considered to be very engaging
and entertaining. By incorporating interactive SMART Board lessons, we are maintaining
a captivating approach as well as mixing in technology, which is a key aspect to modern
day classrooms. We are using whole group, small group and individual activities to keep
the attention of the students. This allows the students to participate in at least one learning
style they are comfortable with and helps to increase their social skills while still learning
the material. These social skills can be related back to Vygotsky’s zone of proximal
development. As he places more emphasis on social interactions contributing to cognitive
development. The SMART Board is also a good tool to help balance out the different
types of learning loads students have; these being germane, intrinsic and extraneous
loads. The technology we incorporate can limit these described loads and help set
students up for success. We use whole group discussions when introducing the lesson,
then we continue the whole group with a mix of individual by incorporating the SMART
Board and having the students correctly place the item of the buffalo and what materials
came from that. Lastly, we use the individual approach to have the students partake in a
formative assessment to allow the students to further their understanding of the topic. We
also use the attention grabber- being a clapping sequence to ensure the students are
attentive and ready to start the lesson. This approach is very subtle, yet an effective one
to help the students become aware that I, the teacher is wanting their full attention and
ready to make a transition within the lesson.

Memory:
In lesson two specifically, we have a class discussion about the parts of the buffalo. In
the next learning activity by including the interactive SMART Board lesson, we encourage
students to participate fully in the learning: the activity being an organizing activity where
the students place the respective photos that match the parts of the buffalo. Worksheets
allow the students to demonstrate their understanding of previously applied knowledge.
Having the three different ways for the students to learn allows them to understand it
visually, hands on, and it also incorporates a written portion for those that need to apply
their knowledge. These three different aspects help their long-term memory as it is three
ways to show information, specifically, using the student's’ visuo-spatial sketchpad and
episodic buffer. With the use of the SMART Board, the visuals attached should help
engrain the information for those students who learn best with this learning style. With
each lesson being different in structure and style, this helps in relation to the episodic
buffer. Depending on the lesson, in this case using the SMART Board and worksheets,
something might stick and allow this information to be stored within the long-term working
memory. Our main goal in this lesson is to touch the different modalities. Each student
learns differently, therefore, by having a multiple array of activities it will allows them to
have maximum access to information which will help them put knowledge into their long-
term memory.

Climate:
With our mini unit, we have focused on the FNMI culture. This topic can be difficult to
ensure the students are respectful of a culture that is out of their knowledge. Our main
goal in all lessons, although specifically focussing on lesson two, is to ensure the
classroom climate is one that is accepting and inviting of all cultures and differences. With
this, it allows the students to have an open mind and ensure that the lesson is taught
properly and that the information is grasped and placed in their long-term memory. If
students are not wanting to participate in the interactive SMART Board lesson, they still
are given the opportunity to observe other students participating. Some students may not
learn through hands on activity, but by observing they will be learning through their
classmates. Another commonality in the classroom is the student's unwillingness to do
the individual assignments, in this lesson that being the buffalo worksheet. Although this
worksheet would be highly suggested to absorb all knowledge on the buffalo, the
interactive SMART Board activity will reiterate the knowledge learnt in the assignment.
Therefore, their participation and engagement will ensure they are learning the material.
 Lesson Plan #3

Grade/Subject: 4/Social Studies

Unit: Stories, Histories and People of Alberta
Lesson Duration: 40 mins

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

4.2 (Social Studies) - Students will demonstrate an understanding and appreciation of
the role of stories, history and culture in strengthening communities and contributing to
identity and a sense of belonging.
Music GLE -
Awareness and appreciation of a variety of music, including music of the many cultures
represented in Canada

Specific Learning Outcomes:

4.2.1 (Social Studies) - appreciate how an understanding of Alberta’s history,
peoples and stories contributes to their own sense of belonging and identity:
● recognize oral traditions, narratives and stories as valid sources of knowledge
about the land, culture and history (CC, TCC)
Concept: Rhythm (Music)
Numbers: 1,3,6,15
Skill: Listening (Music)
Numbers: 7,8,9,21

LEARNING OBJECTIVES

By the end of this lesson students will:

1. Understand the importance of storytelling
2. Incorporate their knowledge of rhythm into FNMI music

ASSESSMENTS

Observations: Key Questions:

● Students response to the listening
task as well as the drumming
experience
● Students sit, and listen respectfully
to the oral story.
● How does drumming guide
storytelling/music within FNMI
culture?
● What are some main
incorporations of storytelling in
 FNMI culture?

Written/Performance Assessments:
● Students will perform drumming extending from CD

LEARNING RESOURCES CONSULTED

Resource #1: “Straight From the Rez” Siksika Ramblers - Traditional Pow-wow
Songs: Traditional Song
Resource #2: Cree Story — The Granddaughter who was Eaten by a Big Fish
https://www.aadnc-aandc.gc.ca/eng/1316530132377/1316530184659#un1

MATERIALS AND EQUIPMENT

* Siksika CD
* Drum sticks
* Traditional Story

PROCEDURE

Introduction
(5 min.):

*Desks will be pushed aside for room for students to sit in circle - whiteboard will have
directions for students: “Sit in circle on floor” *
*Class will be decorated with images from Cree story*
DO: As students enter classroom,
SAY: Please sit in a circle in the open space in the classroom (to ensure students know
directions)
Hook/Attention Grabber:
DO: Clap, clap, clap, clap, clap … RESPONSE: Clap Clap
Assessment of Prior Knowledge:
Expectations for Learning and Behaviour:
Students listen to instruction, pay attention, stay on task. Students will participate
actively in all activities.
Advance Organizer/Agenda:
SAY: Our class today will consist of:
1) Listening to a traditional Cree story called “The Granddaughter who was Eaten
by a Big Fish”
2) Listen to Siksika tribe Traditional Song
3) Participate in Traditional Song by drumming along
Transition to Body:
SAY: We are now going to start listening to a traditional story. I want everyone to close
their eyes, use your imagination and envision the story that is unfolding before you.
SAY: Remember this is an activity to appreciate a culture outside our own so to respect
it, let's
keep our hands to ourselves and keep our mouths closed.

Body (30 min.):

Learning Activity #1 (15 minutes): Listen to Cree story and class discussion
DO: Have story open on smartboard ready to play
SAY: Stories are not only entertaining; they help us learn. Stories were the primary
teaching aid of many First Nations people, and storytelling is still very important today.
For every event, natural feature or animal, there was a story. Today we will listen to a
Cree story: The Granddaughter who was Eaten by a Big Fish.
DO: Listen to traditional story.
DO: Open class to discussion
ASK:
● Why didn't Gookum want her granddaughter to swim in the lake?
● What was Beulah's reaction when she was told not to swim in the lake? Do you
think that was the right way to act?
● Why did Beulah disobey Gookum? Do you think there may have been other ways
for her to cool off without swimming in the lake?
● How did Gookum react when she discovered Beulah in the big fish? How do you
think she felt?
● Do you think Beulah learned something? What did she learn?
● What did you learn?
Learning Activity #2 (15 minutes): Listening/Participation of Traditional Song
(Drumming)
DO: Listen to the full track of the Traditional Song
DO: Hand out music for Traditional Song
DO: Hand out drumsticks
SAY: As I hand out the drumsticks, I want you to keep them on the ground, and do not
pick them up until we say so.
SAY: After listening to the Traditional Cree story, we got to see the inclusion of
drumming into the story. After these last lessons, we have seen the importance of
drumming in the First Nations culture.
DO: As a class, go over the sheet music, and learn the beats and timing of the song.
SAY: You can all now pick up your drumsticks to follow along to the beats.
SAY: Now we will listen to the song again, while trying to follow along with the drumming
beats. Use the sheet music. Remember your beats, rhythms and timing when listening.
Drumming is important in First Nations music to keep the pulse and the music moving.
DO: Listen to Traditional Song from 0:20-0:50 and drum along

Assessments/Differentiation:
● Ensure students are engaged individually in listening of Cree story
● Observe student’s active participation and understanding in drumming activity

Closure
(5 min.):

Consolidation/Assessment of Learning:
Feedback From Students:
Thumbs up, thumbs down activity:
ASK: Did we enjoy the activity? Did we take away something new today?
Feedback To Students:
SAY: You guys did fantastic today! Thank you much for being attentive and being
very respectful towards the First Nations culture. It is important that we understand
and learn the importance of their culture.
Transition To Next Lesson:
SAY: In the next couple lessons, we will be reviewing the importance of FNMI culture.
At the end of this week we will be doing a final activity that will be taken in for marks. I
will discuss the final assignment in the upcoming lessons.
Rhythm Sheet for Traditional Song
Performance Task

The last three lessons you have learnt about the culture of the First Nations peoples. We
have discussed the importance of storytelling in their everyday life. For this assignment,
you will pretend you are part of the First Nations culture and you will write your own story.
Writing will be individual and hand written. Your story will be completed during the next
two class times. Be sure to include:

● Name, Date and Title are labeled

● Proper punctuation, capitalization and sentence structure
● Incorporate the uses of the buffalo, an aspect of FNMI music, and something
important to the FNMI culture you did not know before.
● Make sure the story is a minimum of 3 pages double spaced.
● Make sure your writing is neat enough for me to read!☺
First Nations, Metis and Inuit Story Telling Assignment Rubric

Student Name: ________________________________________

CATEGORY 4 3 2 1

Focus on The entire Most of the Some of the No attempt has

Assigned story is related story is related story is related been made to
Topic to the assigned to the assigned to the assigned relate the story
topic. The topic. The story topic but only to the assigned
incorporation includes 2/3 1/3 key topic.
of the buffalo, key aspects aspects is
music and laid out in the present.
FNMI culture assignment.
are present.

Punctuation, There are no There is one There are 2-3 The final copy
Capitalization capitalization, capitalization, capitalization, has more than
and Sentence punctuation or punctuation or punctuation or 3 capitalization,
Structure sentence sentence sentence punctuation or
structure structure error. structure sentence
errors. There is errors. structure
consistency errors.
throughout.

Neatness The story is The story is The story is The story is not
readable, clean readable, clean readable and neat or clean. It
and neat . It is and neat. It clean and looks like the
free of may have one some of the student just
erasures and or two pages are wanted to get it
crossed-out erasures, but neat. It looks done and didn't
words. It looks they are not like parts of it care what it
like the author distracting. It might have looked like.
took great looks like the been done in a
pride in it. author took hurry.
some pride in
it.
Assessment Rationale

How are the formative assessment tools used in each lesson designed to scaffold toward
your final performance task?
○ In our first lesson plan, we started off by introducing the subject of FNMI
culture by giving the students a worksheet to assess their prior knowledge
on the subject. The formative assessment of their prior knowledge (which is
individual) allows us to evaluate the student's understanding of the material
and helps guide our teaching for the next lesson in the best direction for the
students to succeed.
○ After their individual worksheets are finished, we are bringing it to a Think,
Pair, Share activity. This activity allows us, as educators, to observe the
student’s interactions with their classmates and assess their prior
knowledge. Observation is a key form of formative assessment as we are
able to see their participation.
○ As this is the first lesson, we are introducing them to new material and it is
fairly lecture based. With this, we are including an exit slip to assess the
student’s knowledge learnt in the lesson. This exit slip will be a key to guide
the next lessons on what material and how much will be included in the
following lessons.

What core assessment concepts are guiding your design choice?

○ We tried to adapt to each of our majors. We wanted each lesson to focus
on Social with a multidisciplinary feel by including Music and English
aspects.
○ Each of the lessons have a formative assessment entailed within. Lesson
one and two, pertain mainly to English and Social, while lesson 3 focuses
on the Music portion.
○ As our performance task is an English story writing assessment, we wanted
most of our lessons to have some sort of chart or written portion for the
students to refer to in order for them to effectively write their story.

How are you using formative assessment strategies and the information collected from
them to guide your sequence lessons?
○ Our formative assessment sums up the 3 lessons by getting them to include
aspects of the buffalo, music, and an interesting fact they learnt over the
course of the lessons through story form. This assessment tool gets them
to pull all of the lessons together in their own interpretation. It allows them
to be creative while also showing the knowledge they have grasped over
the lesson.
Curriculum and Instruction Reflection

What considerations did you make when choosing the sequence lessons?
● Started with prior knowledge - what they know.
○ This allowed us to assess the student's current standings in their knowledge
about the FNMI culture. Having this knowledge can help us mould the
sequencing of the lessons and how much material will be included/excluded
in the lessons.
● Our main focus was to start our first lesson with a broad approach, teaching the
students the main aspects of FNMI culture (that we have chosen). After they have
the basic knowledge, we zoned in on a specific topic in lesson two and three. This
allows us to provide more detailed instruction on these specific topics, which
expands their knowledge.
● We wanted to make sure the students still grasped the important aspects of the
FNMI culture (the buffalo, music and storytelling) while incorporating different
learning/assessment activities.
○ We ensured that all assessment activities are formative, as we are still able
to assess their learning of the material while building up to the summative
assessment (assessment task) at the end of the mini unit: a FNMI
storytelling writing assignment. This assignment is based on all learnt
material in the last three lessons and is the application of their knowledge.

What considerations did you make when choosing the scope of the lessons?
● We wanted focus our mini-unit on social studies because we feel as though it would
be able to complement English and music nicely as many of the objectives can be
considered as multi-disciplined. With having music as a required component for
this assignment, we felt focusing on more of a FNMI historical unit would be the
most successful.

Why did you choose the materials, activities, and strategies you used?
● Our goal was to create lessons that incorporated the 3 class strategies: whole
group, partner, and individualized activities in order to adapt to the student’s
different learning styles but also give the classroom a diverse climate, allowing the
students to stay engaged.
● By using the interactive smartboard, it allows hands-on learners to learn to the best
of their ability. This activity is also important for the visual learners, as they can
follow along with their classmates as they participate in dragging pictures up to the
proper categories.
● We added in diverse activities such as worksheets and exit slips to allow students
to give feedback in order to increase their knowledge and allow us (teachers) to
mold the lessons accordingly.
How do you think your mini-unit reflects key concepts about curriculum ideologies?
● Yes, I feel as though our mini-unit reflects many aspects about curriculum
ideologies. Within each lesson, we tried to use each of the ideologies. The first
lesson would be more of a Scholarly Academic approach. We morely address the
students with the information they are required to know, and have them place that
information on the worksheets they are given afterwards. Within the second
lesson, it would be more of a learner centered approach. We have the students
take their previous knowledge and apply it to the interactive Whiteboard activity we
have provided.