Grade: 1 Subject/Unit: ELA/Social Studies-Read

Teacher: Ms. Maxwell aloud

Date/ Length: Dec. 12/ 25 minutes

Desired Results (what will students learn?)

ELA GO’S/SO’S related
GO 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas and feelings
SO 1.1: Share personal experiences that are clearly to oral, print and other media texts
Essential make observations about activities, experiences with oral, print and other media texts
GO 2: Students will listen, speak, read, write, view and represent to comprehend and respond
Question(s)
personally and critically to oral, print and other media texts
SS GLO’s/SO’s
Learning GO 1: Students will demonstrate an understanding and appreciation of how changes over time have
Outcome(s) affected their families and influenced how their families and communities are today
SO 1.2.1: recognize how diverse Aboriginal and Francophone communities are integral to Canada’s
character
SO: 1.2.2: In what ways have Aboriginal, Francophone and diverse cultural groups contributed to the
origins and evolution of their communities over time?

Students will be able to:

Lesson 1. Recognize the intergenerational learning conducted through poetic Cree language
Objective(s) 2. Describe how it would feel to have identity issues
3. Interpret what a relevance of institutional education means

Assessment Evidence (how will you determine student learning?)

Summative Formative  Verbal responses from student engagement with the questions
 N/A
Assessment Assessment from the picture book

Learning Experiences/Opportunities (what will students do to learn it?)

Ed Resources  Nokum is my Teacher by David
 N/A
Tech to Prepare Bouchard
Time Allotment Content/Description Notes
Introduction/Attention Grabber:  From kindergarten- SO 2.1 Use
 Have students sit at the carpet for story time prior knowledge - connect oral
 Grab student’s attention to be quiet (hands on head, shoulders, ears, nose, language with print and pictures
hands in lap, count down from 5)  understand that stories,
 Discuss the book’s cover with students information and personal
 When Mrs. Swain honors the land at the beginning of the assembly’s experiences can be recorded in
8:45
5 minutes  Have students predict what they think the book is about pictures and print and can be
listened to, read or viewed
 Transition: Begin reading the book aloud  What is the book about? What
cultural group is on the cover?
4. Explain that the dialogue is between a grandson who has no name and a Have you seen these outfits
grandmother named Nokum (LO 1: Recognize the intergenerational before? What are the people on
learning conducted through poetic Cree language) the cover doing or holding?
Activity #1: Interactive read-aloud
Teacher Prompts/Cues/Explanations
8:48 am
 Read the book aloud to the students while using the guided questions at the  Teacher questions below in the
20 minutes
end of the book to foster student engagement with the text prompting questions section
Student Actions  Answer= (A:…)

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ED3501 – Section AB (Fall, 2018)
 Grade: 1 Subject/Unit: ELA/Social Studies-Read
Teacher: Ms. Maxwell aloud
Date/ Length: Dec. 12/ 25 minutes

 Listen to the book being read aloud

 Respond to the teacher’s questions
Guiding/Prompting Questions –Ask at the end of the book
 Why would the grandson feel that he does not belong? (LO 2: Identity Issues)
(A: Historically, Aboriginal personnel have been mistreated and their culture
has been mistreated and underestimated within European Canadian culture,
which is the culture that runs the European schooling system now adopted
across Canada)
 Why would reading set the grandson free? (Grandmother answers this below
and I would say because it allows you to learn about any culture, ethnicity or
identity group)
5. Does anyone know what the grandson meant by “We’ve lived out here for
years this way” (a: They live on the reserve) and why this type of learning
is different from the one at our school? (LO 3: Interpret what a relevance
of institutional education means)
 How does the grandson feel about learning to read? (Empowered – shown by
when he says “I will read… you’ve made me answer everything!”
Check for Understanding/Performance Indicators
 Students can answer several of these questions for a check of comprehension
understanding and to
 Transition Cues
 Encourage students to reread this book if they liked it or to read other books
about Aboriginal personnel such as David Bouchard
 he didn’t know his Metis identity
growing up and discovered this as a
Lesson Closure/Cliffhanger young adult)
 Discuss David Bouchards history  His family had hidden this
 Have students get ready for snack by dismissing girls and boys to grab information from him and
their lunches themselves for fear of being
treated unfairly

This lesson is an interactive read-aloud with students and it is important to them because it
diversifies and expands their vocabulary through orally hearing the language of questions
answered by poetry, as this is used in the book to introduce Cree culture. This book demonstrates
how some aboriginal children face identity misunderstanding or do not know their identity. The
Lesson beautiful visual illustrations complete the experience to tie together the strong message the
Rationale author portrays so students can understand this through the illustrations if they cannot understand
the meanings behind the words. I integrated an interactive read-aloud strategy because it
demonstrates to students what a model of good reading is, it can motivate students to read on
their own, it can help develop background knowledge and listening skills through classroom
discussion from teacher prompted questions.

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ED3501 – Section AB (Fall, 2018)