VIU Lesson Plan Template: Year 5

Name Casey Hague Lesson # 4

Topic Social Studies - Maori People of New Zealand ( Matariki) Date of Lesson April 2020

Time of Lesson 10:15 - 11:00

Time Allotted 45 minutes

Grades 2 and 3

Rationale: How is this lesson relevant to these learners? Why it is important?

This lesson is relevant because it will a continuation lesson to our unit on the Maori Indigenous people of New Zealand. During this
lesson the students will learn what the word “kiwi” refers to, learn more about the traditions of Matariki and draw a detailed picture
showing how your family and friends would celebrate Matariki if you did.

BC Curriculum Connections: Which Big Ideas (Understand), Core and Curricular Competencies (Do), Content Standards (Know)
does this lesson develop?

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 U Big Ideas
n
d
Grade 2/3:
e
What will
r Indigenous knowledge is passed down through oral history, traditions, and collective
students
s
understand? memory.
t
a
n
d

Core Competency
Thinking - I can think creatively to draw a detailed picture of Matariki traditions.

Communicating - I can use my communication skills to participate in discussions about

Matariki traditions.

Personal and Social - I can use my social skills to connect with my peers on different
perspectives of Matariki traditions.
D What will
o students do?
Curricular
Competencies Grade 2/3:

Explain why people’s beliefs, values, worldviews, experiences, and roles give them
different perspectives on people, places, issues, or events (perspective).

Explain why people, events, or places are significant to various individuals and groups
(significance).

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 Content Standards
Grade 2:

diverse characteristics of communities and cultures in Canada and around the world,
K
What will including at least one Canadian First Peoples community and culture.
n
students
o
w know? Grade 3:

cultural characteristics and ways of life of local First Peoples and global indigenous
peoples.

First Peoples Principles of Learning or Quw’utsun Teachings: Which teachings are reinforced in this lesson?

- Connect to 6 Cedars animals and core competencies.

Intensive Instruction:

Targeted Instruction:
Who are the students in the class?

Specific Learning Intentions: (student-friendly language)

INTENSIVE: What supports do specific students require? (Students who require 1-1 or lengthy support)
Universal Instruction:

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 TARGETED: What supports do specific groups of students require? (Students who require learning, self-
management or enrichment support)

UNIVERSAL: What do I intend for all students to learn in this lesson?

Use the I do, we do you do model to guide students until they are able to complete the
task independently
- Check-in as they are drawing.
Visual supports such as images on the smart board and providing examples.

Prior Learning: access prior knowledge Students have basic prior knowledge of New Zealand and the Moari Indigenous peoples.

What previous learnings do students need to

know for success in this lesson?
How does this lesson extend prior learnings?

Evidence of Learning: The students will show their learning by participating in discussion about Matariki
How will students demonstrate their learning? traditions and illustrating a picture of Matariki traditions that they would possibly do with
products their friends and family if they were to celebrate it.

conversations observations

How will I record this learning?

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 Criteria: Model - Demonstrate and provide examples of traditions when celebrating Matariki.

What criteria guide students to know how to be
successful in this lesson?
(What evidence will I expect to see?)
Guided support - As a class, brainstorm ideas that they would add to their own
individual drawings.
Independence - Work independently to create a drawing of Matariki traditions that
they could celebrate.

What resources, materials, and preparation is required for this lesson?

Resources: https://www.davidling.co.nz/little-kiwis-matariki.html
(Book: The Little Kiwis Matariki by Nikki Slade Robinson

Materials: Book: The Little Kiwis Matariki, prompts/visuals, brainstorm chart sheet, blank white paper.
Preparation: Set up technology.

Organizational/Management Strategies: What special considerations are needed for this lesson? How will I
organize the learners, groupings, activities, transitions, and materials to anticipate a smooth lesson?

* I will prepare all materials before the lesson begins.

* I will go over instructions thoroughly.
* I will allow plenty of time for questions, comments and, connections.

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 * I will give prompts and ideas to help prompt the students learning.

Connect: Teacher will… Students will… Pacing

Share learning
To start this lesson I will I will talk about a new
intention
word that the students may not be familiar with in
(hook)
the book, “kiwi”. Then I will read the book, “ The
Little Kiwi’s Matariki” by Nikki Slade Robinson.

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 Process: * Discuss new words in book.
Activities to extend * Read book. Participate in class discussion 10 minutes
understanding * Discuss things they noticed in the book - things
they did, traditions they did.
Transform: * Think-pair-share ideas of traditions they do with
Application of their families and/or friends.
learning, personal * Have students share.
and ‘real life’ * Explain that they will be drawing a picture of
applications. what they would do if they celebrated Matariki.
* Brainstorm ideas as a class before they begin
Closure: -prompt their learning - talk about traditions in
Matariki 10 minutes
Solidify and deepen
the learning * Give students a blank sheet to create their
picture of what traditions they would do with Brain storm ideas
✓ Connect back to
the learning their families and friends for Matariki.
intention. * Stop and share about 10 minutes into working -
10 minutes
✓ Connect to next prompt anyone who is having troubles coming up
learning. with ideas.
Work independently
* If there are early finishers, I will give them a
Matariki colouring sheet to work on.
2-5 minutes
The goal of this lesson is to understand the
traditions of Matariki and illustrate their own
ideas and connections they have to Matariki. 10 minutes
Share ideas
To close this lesson I will have those who wish to
share with the class do so during this time. They
can come up to the front of the class and share the
traditions they would take part in during Matariki Continue to work
and explain why they chose to do so.
Have students turn to a partner and tell them one
new word that they learned about Matariki and the
traditions the Maori indigenous people of New
Zealand celebrate.

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 Reflection: What was successful in this lesson? If taught again, what would I change to make this lesson even more successful and
inclusive for diverse and exceptional students? Consider: how do I feel about this lesson as well as suggestions from
students/peers/sponsor and supervisor.

What worked?

The lesson overall was very successful.

What didn’t work, and why?

Many students needed reminders of what Matariki was, had to provide many visual aids.

What are my next steps?

Continue to ask guiding questions to prompt their learning.

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