Professional Documents
Culture Documents
This is an area where I think the curriculum needs to create space. My interpretation of
the physical is an opportunity for the curriculum to allow students to experience what
they may be writing about, responding to, or reading. This is a chance for students to do
what it is they are expected to talk about or read about. There is no material within the
curriculum that has student on their feet and I believe there is space, within English
Language Arts instruction, for this. For example, having students read in the round while
working on a Shakespeare unit or having students build shelter while reading Lord of the
Flies. I believe that finding these opportunities should be mandatory within the English
curriculum as it adds to all kinds of learning for every student in the class.
Spiritual:
Key words: Honouring and Respect
I believe this fits into the reading comprehension aspect of the curriculum. With regards
to Aboriginal content this section is lacking. There are no mandatory texts of strict
subjects. The curriculum does highlight reading texts that connect to culture and a
multiplicity of perspective, but I do not believe this is as specific as it needs to be.
Reading is a place for honouring the words, stories, experiences and lessons of others.
There is a sense of respect that comes with this. For this reason I believe including
Aboriginal reading material is an ideal way to respect this aspect of the pedagogy while
simultaneously educating on content and culture.
Intellectual:
Key words: Knowing and Bravery
The curriculum has an Oral Communication section and I believe this is where the
intellectual realm is honoured. Expressing knowledge through public speaking requires
confidence and knowledge. Not only are these two elements critical for effective
communication they can take on aspects of Aboriginal voices and perspectives. Learning
to speak as an ally or in order to advocate for a particular issue of interest is
abstractedly within the curriculum but should be stated much more specifically. This
section also highlights effective listening which I also believe fits into this realm.
Understanding audience and knowing when to speak and when to listen are all values
found within Aboriginal pedagogy. Emphasizing this for students functions to create and
inclusive educational environment.
LEARNING GOALS:
Learning Goal
Success Criteria
Coded Expectations
Writing 2.3
Applying Knowledge of
Conventions
Writing 3.2
LEARNING SKILLS:
Responsibility
Self-regulation
Independent
Work
Collaboration
Initiative
Organization
Notes:
LITERACY FOCUS:
Locate and use information from a
wide variety of sources
Use oral/written communication
suitable for purpose and intended
audience
Read for purpose and/or pleasure
BRIEF DESCRIPTION
OF
OVERALL LESSON:
Students will use a text and writing exercise to explore perspective and bias. This lesson
is a section of a Vetting Sources unit.
This lesson includes Aboriginal content to open up aspects of perspective and bias. Not
only are these concepts important for the English classroom, but also they are critical
when looking at Aboriginal history and the stories that fill Canadas history.
Time
Segment
Description
Resources
(minutes
)
10
Hook
Without explaining the context have Paul Morins Animal
students seated in a circle and read
Dreaming
the text aloud to them.
10
Assessment Once the story is completed inquire
for
about the perspectives present
Learning:
within the text using the
think/pair/share technique:
What character did you like best?
Which character made choices you
do not agree with?
Would another character have done
it differently?
25
35
Delivery of
New Ideas:
Learning
Tasks:
Assessment
as
Learning:
Instruction
al
Strategies:
http://dictionary.
reference.com/brow
se
/bias
http://dictionary.
reference.com/brow
se
/perspective
chart paper
markers
Printed versions of
the story
Graffiti
Role playing
Learning
Seminar panel
centres
Hands-on activity
Demonstrati
on
Notes on
Students will work as a large group
Instruction at the beginning of class. This of
al
followed with pair work. Students
Strategies:
then have a chance to gallery walk,
meaning they are working as
individuals but are able to consult
with the entire group. Finally
students are responsible for an
individual piece of work.
Students begin the class in a circle,
they are able to walk around the
room, and finally students are given
time to find their own space while
working on an individual task.
This lesson could be done outside.
Assessment Students will submit these pieces of
of Learning: writing once complete. They will
likely need another class period to
work. Students should be able to
articulate the differences between
the two versions of their story.
Wrap
Students will complete an exit slip.
Up/End of
The exit slip will ask them to explain
class:
the connection between what they
have done and vetting sources.