English: Contemporary First Nations, Métis, and Inuit Voices Lesson Plan Template
English: First Nations, Métis, and Inuit Voices
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NBE3E, Grade 11 Workplace Preparation
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NBE3U, Grade 11 College Preparation
Unit #: N/A
Day: N/A
Connections to Seven Essential Understandings
Title: Traditional Knowledge and One Person’s Journey to Heal
In this lesson students will develop a deeper understanding of:
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Traditional Knowledge – Practices and Protocols: Practices and protocols for knowledge transfer differ from
Western ideology. The sacredness attached to traditional knowledge require strict protocol and practices for
knowledge movement from one person to another depending on the context and the knowledge being shared.
Cultural Unity and Diversity: The many nations that make up the Aboriginal peoples of people have distinct ways
of life, beliefs, values, languages and traditions different from one another.
Connections to Components of Adolescent Literacy
In this lesson, all students, individually and with others, will have an opportunity to develop the interconnected abilities
to think, express and reflect through a comprehensive approach to literacy which emphasizes these components (as
outlined in Adolescent Literacy Guide: A Professional Learning Resource for Literacy, Grades 7-12) :
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CRITICAL LITERACY refers to students critically analyzing and evaluating the meaning of text as it relates to issues of
equity, power, and social justice to inform a critical stance, response and/ or action.
METACOGNITION refers to students taking active control over their thinking processes so that they understand
themselves as learners, they understand a given task, and they understand a variety of strategies and how to use them in
a variety of situations.
QUESTIONING refers to students’ curiosity, exploration, and inquiry to evoke, expose, and extend their thinking for the
purpose of deeper understanding.
Text(s) students will Read, View, or Hear:
Jingle Dress: First Dance, a documentary film by James Buffin
Available through:
http://www.jingledress.ca/educators/
http://www.mcnabbconnolly.ca/titles/6246/jingle_dress___first_dance
Metatags:
Text Forms Explored in the Lesson
Documentary
Pictures
Text Forms Created in lesson
Reflective writing
Cree, traditional dance, healing, residential schools, family
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English: Contemporary First Nations, Métis, and Inuit Voices Lesson Plan Template
Curriculum Expectations
English Curriculum
Contemporary First Nations, Métis, and Inuit Voices Curriculum
Note: For the proposal, identify only strands and overall expectations that will likely be
addressed in the lesson. Specific expectations for each lesson will be included with the
finished lesson.
Note: this curriculum is in pre-publication; overall and specific expectations for each
lesson will be identified at a later date – proposals need only identify strands which will
likely be addressed in the lesson.
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Strand: Oral Communication
Strands addressed in this lesson:
 First Nations, Métis, and Inuit Perspectives and Canadian Text Forms
 Oral Communications
 Reading and Literature Studies
 Writing
 Media Studies
Overall Expectations
 Listening to Understand
 Speaking to Communicate
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Strand: Reading and Literature Studies
Overall Expectations
 Reading for Meaning
 Understanding Form and Style
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Strand: Writing
Overall Expectations
 Developing and Organizing Content
 Reflecting on Skills and Strategies
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Strand: Media Studies
Overall Expectations
 Understanding Media Texts
 Understanding Media Forms, Conventions, and Techniques
Learning Goals
By the end of this lesson, students need to know, understand, honour, and/or be able to do the following:
 that the impact Indian Residential Schools had a negative impact on not only those who attended, but also on their extended families and relationships,
long after the fact.
 differentiate between describing what they see/ read and drawing inferences and forming conclusions.
 there is an underlying symbolism and significance to the details of First Nations clothing and dance that is not always evident; building understanding is a
personal journey that is enhanced through knowledgeable mentors.
 analyze how the author has used structure, conventions of film, symbolism, etc. to convey message for a specific purpose and audience.
Note: Teachers will need to use their professional judgment to determine how long it will take to cover the content in this lesson. A guideline is:
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1 to 2 days
Instructional Components and Context
Readiness & Instructional Strategies
Students should have a familiarity with
documentaries and terminology related to
film;
It might be helpful to have some
awareness of Indian Residential Schools
Terminology
Related to English Curriculum
- Camera angles, long shot.
Medium shot, close up, pan, tilt,
shot transition, establishing shot
Related to First Nations
Materials
Access to film, audio video equipment, chart paper,
markers, images from film printed in colour, quotation
from film printed for students to discuss
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English: Contemporary First Nations, Métis, and Inuit Voices Lesson Plan Template
and Truth and Reconciliation
Commission.
Familiarity with collaborative working
norms that will allow all voices to be
heard and honoured in academic
conversations.
Pow wow
- Jingle dress and jingle dance
- Four Directions teachings
- Indian Residential Schools
Instructional Strategies
Outline of key instructional strategies and/ or professional resources that may be used in the development of this lesson:
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Will use Think, Write, Pair, Share protocol (from ALERT “Good for All Necessary for Some: How to Help Students Who Struggle with
Writing” http://www.edugains.ca/newsite/literacy/professional_learning/alert.html ) to reflect on author’s thesis.
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Will use Thinking Routines from book Making Thinking Visible: How to Promote Engagement, by Ritchart, Church & Morrison to have
students observe and reflect on ideas more actively and deeply.
Minds On
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Establishing a positive learning environment
Connecting to prior learning and/ or experiences
Setting the for learning
Lesson Description
Notes to teacher
Where possible, identify areas in lesson that connect to:
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Assessment of Learning
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Assessment for Learning
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Assessment as Learning
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eduGAINS Components of Adolescent Literacy
 eduGAINS Literacy Alerts
Activate background knowledge and connections by having
students reflect on statement film maker says at the beginning of
documentary. Use Think – Write – Pair – Share protocol to have
students share their initial thoughts.
Assessment for learning opportunity – have students share out some of the
things that resonate with them from the activity or develop – allows teacher
to assess background knowledge and students’ abilities to synthesize
conversations.
eduGAINS ALERT- Writing
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English: Contemporary First Nations, Métis, and Inuit Voices Lesson Plan Template
Action
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Introducing new learning or extending/ reinforcing prior learning
Providing opportunities for practice and application of learning (guided → independent)
Lesson Description
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Students will individually examine images and identify what
they see, think and wonder. They will share their ideas with
peer.
Model with sample image – so that students will see how to
notice media devices and image details as well as adding on
and extending the ideas of others.
Students develop questions they have about the film
Students watch the film.
Notes to teacher
Assessment for learning – how well do students deconstruct the text/
images and notice details;
Explicit use of Thinking Routines from Making Thinking Visible, Ritchart,
Church & Morrison
Component of Adolescent Literacy – Questioning – might support students
in the development of questions by introducing or extending use of Q Chart.
Consolidation
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Providing opportunities for consolidation and reflection
Helping students demonstrate what they have learned
Components of consolidation:
o Discussion of student work
o Teaching emphasis
o Highlights and summary
o Independent or further guided practice
Lesson Description
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Have students share in small groups and then with whole group,
questions that were answered for them by the film and new
questions they have as a result of watching the film.
Notes to teacher
Possible A of L or A for L – Exit Ticket or Reflection Journal in which students
reflect on what they learned and how they learned it (e.g. through developing
questions which helped them to view the film more actively.
Use Thinking Routine to have students articulate the details the
author used to support thesis and to consider the limitations and
benefits of this text form for the author’s intended purpose and
audience.
Disclaimer: Images and many text resources included in these lessons are available in the public domain; ELAN and FNMIEAO do not guarantee continued access to external links provided on this
site; nor shall it be liable for damages resulting directly or indirectly from the use of any external links provided.
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