Subject/Grade: Lesson/Date: Time:

Subject: Social Studies

Grade: 4/5
Lesson: Languages
Date: December 8th, 2020
Time: 12:20-1:20
Stage 1: Desired Results
Lesson Students will begin with a review on the Ojibway story of creation. As a class we will then
Overview: move to talk more about the First Nations languages. As a class we’ll fill out their languages
article worksheet talking about the endangered languages. We will then watch a video on the
endangered languages and students will be expected to record 2 interesting facts from the
video. Students will then be given time to research and look through the first voices website
while recording Cree words and numbers on their worksheets. Students will then choose an
animal while counting from 0-10 in Cree for their language booklet, which will be graded for
summative assessment. Lastly, before student’s hand in their booklets they will be expected to
pronounce their animal in Cree and pronounce a number in Cree for formative assessment
before handing in their booklet.
GOs: GLO 4.2 The Stories, Histories and Peoples of Alberta:
 Students will demonstrate an understanding of the role of stories, history and culture in
strengthening communities and contributing to identity and sense of belonging.
SOs: SLO 4.2.1 Values and Attitudes:
 Students will recognize oral traditions, narratives and stories as valid sources about the
land, culture and history.
SLO 4.2.2 Knowledge and Understanding
 Students will question how is the diversity of Aboriginal peoples reflected in the
number of languages spoken?
Learning Students will:
Objectives  Students will recognize the significance of the traditions and languages as a valid source
for representing the land, culture and history.
 Students will understand the importance of First Nations languages and how they reflect
the diversity and identity of the culture.

Stage 2: Assessment Evidence

Formative Verbal check-in Summative Language Project
Assessment (pronounce animal and number in Assessment
Cree)

Stage 3: Learning Experience

Prior to  Have worksheets printed out Resources:  Share TV
Lesson:  Have the laptop cart ready for  YouTube video on Cree
research numbers
 Have the bright links ready for  CTV news
videos  Bright links
 Have paper ready for booklets  Laptops
 Worksheets
 Regular paper
Time: Content/Description Differentiation/
60 Students will learn more about the First Nations peoples and their traditions Assessments:
minute about their culture and history. Students will especially understand the
s important of the Aboriginal people’s languages and how they reflect the
Subject/Grade: Lesson/Date: Time:
diversity and identity of their culture.
Introduction:
5 Review of Previous Concepts/New Learning: I’ll ensure for a
minutes check-in and
Review the Ojibway story of creation as a class opportunity for
Step 1: List the 5 main events together as a class (synthesizing) questions if
 1. Couldn’t keep the peace needed.
 2. The creator flooded the earth
 3. The muskrat sacrificed
 4. The earth (dirt) and wind created North America
 5. Turtle Island

Step 2: Let’s talk about languages

 We are going to talk about the many different languages of the Firs
Nations peoples, the first peoples of our land.
Transition
Students will flip to their languages page in their social binders
Body:
10 Learning Activity 1: Languages article and video I’ll have a
minutes worksheet filled
Step 1: We will watch this video together as a class out with the
 As the video plays we will also pause to fill out the questions on our answers for
languages worksheets. students who
 This video talks about the most commonly spoken languages in may have
Alberta… etc. (read the summary at the top of the languages page). difficulty seeing
Step 2: Watch video the board.
 CTV.ca News Staff
 http://www.ctvnews.ca/dozens-of-aboriginal-languages-near-death-
unesco-1.451581
Step 3: Pause to fill out questions throughout the video or can read the article to
find our answers as well

Step 4: Watch the other video on endangered languages and have students share
interesting facts they learnt about the video
 https://safeshare.tv/x/ss5992088a06cd8
Step 5: Have student record 2 interesting facts they learnt from the video

Transition
Have laptops handed out for research and work time
20 Learning Activity 2: Languages words and numbers worksheet I’ll circle the
minutes room for
Step 1: Students will use their laptops to research more about the First Nations students who
languages need the extra
 www.firstvoiceskids.com support such as
Step 2: Students will look at the Cree language specifically the ‘high flyer’
Step 3: Students will browse and search through the website students.
Step 4: Students will choose words they would like to record in their worksheet
in both English and Cree I’ll play the
 I’ll remind students to pick a few animals for some of their words additional video
choices because they will be expected to talk about an animal in their listing the
Subject/Grade: Lesson/Date: Time:
languages project later on. number from 1-
Step 5: Students will also write down the words for the numbers 0-10 in both 10 in case
English and Cree students were
Step 6: Once students have filled out both their worksheets I’ll play a review unable to find
video presenting the numbers in Cree from 0-10 in case some students were them during
unable to find the numbers their website
Step 7: I’ll also have the correct numbers written on the white board on the side search.
for students who may have missed some.

https://www.youtube.com/watch?v=02PHMfA3RFM

Transition
Once students have finished their research they may work to create their
language booklets
20 Learning Activity 3: Language project Students who
minutes may find this
Step 1: students will choose one of the animals they researched, students can project
also use the website to refer back if they need challenging can
 www.firstvoiceskids.com have the option
Step 2: Students will then create their booklet by folding their piece of paper in to draw one
half multiple times then by cutting the one slit to fold it all back together so singular picture
there are 8 pages left. of the animal
Step 3: Students will then use their numbers vocabulary sheet and animal’s they’ve chosen
vocabulary to create a counting book and write the
 page 1 should have the title of the animal chosen and their name numbers in Cree
 Each page will have a number and that amount of animals also drawn below their
each page picture from 1-
Step 4: Review the rubric with the students, therefore they need the 10.
expectations
Step 5: If students are done early they may color their booklets as well before
handing them in
Step 6: once students are finished their booklet they may hand it in to me

Transition
Students will clean up their materials and put their laptops away
Consolidation:
5 Review of Key Concepts/Point to Next Class:
minutes
Step 1: Have one last check-in and opportunity for any questions
Step 2: Once students have finished their booklets they must hand them in
Step 3: For formative assessment I’ll ask each student to verbally pronounce the
animal they chose and a number from 1-10 in Cree
 Once students have said a word and number they may hand in their
booklet for summative assessment

Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:
Subject/Grade: Lesson/Date: Time:
2. Specific strengths of the lesson plan and delivery:

3. Specific weaknesses in the lesson plan and delivery:

4. What must be addressed to improve this plan?

5. How I have grown from this teaching experience: