Lesson Plan - Wednesday, December 6, 2017

Grade/Subject: Kindergarten Unit: FNMI; Blackfoot Culture Lesson Duration: ~50 minutes
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
Overview of lesson:
Students will start the lesson by reviewing the vocabulary words from the previous lesson. They will
then listen as a book about the Blackfoot is read to them. As storytelling is an important part of the
Blackfoot culture, students will finish by drawing a story and retelling it to their partner.
General Learning Outcomes:
- The child listens, speaks, reads, writes, views, and represents to enhance the clarity and
artistry of communications.
Specific Learning Outcomes:
- The child shares personal experiences prompted by oral, print, and other media texts.
- The child talks about and explains the meaning of own pictures and print.
- The child retells ideas to clarify meaning in response to questions or comments.
- The child makes statements related to the content of own and others pictures, stories, or
talk.
- The child shares ideas and information about own drawings and topics of personal interest.
- The child uses drawings to illustrate ideas and information, and talks about them.
- The child explores oral, print, and other media texts from various communities.
LEARNING OBJECTIVES
Students will be able to:
1. Illustrate a story and retell it to a partner.
2. Discuss elements of the Blackfoot culture.

Inquiry Question: Who are the First Nations?

Guiding Questions:
- Who are the Blackfoot?
- What is the Blackfoot culture like?
- How is the Blackfoot culture similar to mine?
ASSESSMENTS
Formative:
1. Ask students questions about the vocabulary words are you go through them to ensure
understanding. Observe students as they play the vocabulary game. Make sure they are
completing the correct action when you say the word.

2. Discuss the book with students as you read it. Have students find similarities between the
Blackfoot culture and their own to help them better understand Blackfoot culture

3. Monitor as students draw their stories. Ask students what they are drawing or what their
story is about. Monitor the pairs as they are telling their stories to their partners.
LEARNING RESOURCES CONSULTED
Resource #1: Blackfoot Aboriginal Peoples of Canada by Anna Rebus
 MATERIALS AND EQUIPMENT
* Worksheet for story telling activity
* Crayons
* Powerpoint with vocabulary words on it
PROCEDURE
Introduction (3 mins.):
Hook/Attention Grabber:

Expectations for Learning and Behavior: Remind students about classroom behavior.
- How do we sit on the carpet? (They can sit crisscross, mountain, or mermaid)
- How do we listen? (Students keep their hands in their laps & show you their eyes; Show
me hands and eyes
- When we want to speak, what do we do? (Raise their hand)
- What do we do when others are speaking? (They stay quiet and listen to the speaker)

Advance Organizer/Agenda:
- Have crayons and a worksheet ready at the tables for students.
- Have the powerpoint with the vocabulary words ready to go on the smart board.
- Have Blackfoot Aboriginal Peoples of Canada ready at the front with you.

Assessment of Prior Knowledge:

- Who can tell me what we learned about on Monday?
- Can anyone tell me about the story that we read?

Transition to Body: Today we will be learning about a group of First Nations that live in
Alberta. They are called the Blackfoot.

Body (45 min.):

Learning Activity #1 (5 - 8 minutes): Review vocabulary words from the previous class with
students:
Moccasin: a shoe made of leather (pretend to put shoes on their feet)
Kookum (pronounced KOOH-gum): Grandmother (hug themselves)
Deer hide: a deers coat (pretend to put on a coat)
Beadwork: a decoration made from beads (pretend to put on a necklace)

- Ask students about the words as you talk about the. (ex. Do you remember making
moccasins on Monday? Did anyone use Beadwork to decorate their moccasin?)
- Say the vocabulary word and the definition to students and have them echo you.
- Have students play their vocabulary game: you say a word and students must show you the
action.

Assessments/Differentiation: Ask students questions about the vocabulary words are you go
through them to ensure understanding. Observe students as they play the vocabulary game. Make
sure they are completing the correct action when you say the word.
Learning Activity #2 (15 minutes): Students will listen as you read Blackfoot Aboriginal
Peoples of Canada.
- Explain to students that the First Nations have separate groups of people in it. Almost like
everyone lives in Canada, but people in Canada live in different towns as well. A group of
first nations people that lives close to Taber are called the Blackfoot.
- Read the book to students. Stop to explain the following words:

Indigenous nation: a group of people who lived in an area first, same as First Nations
People
Confederacy: a group of people.
*Judging how time is going, you may stop to read the story on page 19. If students are
getting antsy, skip the story and possibly come back to it later.

- As you read, have students find similarities between the aspects of Blackfoot culture and
their own.

Assessments/Differentiation: Discuss the book with students as you read it. Have students find
similarities between the Blackfoot culture and their own. This should allow them to start to
understand the culture a bit better.

Learning Activity #3 (25 minutes): Students will draw a story and then explain it to their
partner.
- Explain to students that story telling very important to the Blackfoot. The Blackfoot
wouldnt write down the stories; instead they would either tell them or draw them.
(Reference Page 20 in the book and have students try to guess what is in the picture.)
- Tell students that they will be using pictures to help them tell a story.
- Demonstrate this to students by drawing a story for them and then telling them what the
story is about.
- Have students quietly think of a story in their head. It can be any story that they want. Have
them raise their hands when they have a story. When a student raises their hand, allow
them to go to the table to draw their story. *If students are struggling, help them create a
story.
- When all the students have finished drawing their stories, tell them to return to the carpet.
Give them their picture, and have them pair up. They will then show their partner their
picture and tell their story.
*This activity may be moved to after library, depending on how the lesson is going.
*If there is still time left over and if students did not read the story on page 19, read it now.

Assessments/Differentiation: Monitor as students draw their stories. Ask students what they are
drawing or what their story is about. Monitor the pairs as they are telling their stories to their
partners.
Closure (2 min.):
Consolidation/Assessment of Learning: Monitor students as they draw their stories

Feedback From Students: Students will tell their stories, using their pictures, to their partner.
They will then hand it in.
Feedback To Students: Encourage students to add as much detail to their drawings as possible.

Transition To Next Lesson: Students will be allowed to play until library.

Reflection: