Lesson Plan Title: Book 1 Keepern Me by Richard Wagamese

Date: April 3, 2017

Subject: ELA 30A Grade: 12
Topic: Sixties scoop/foster care system (YouTube video)
Essential Question: How does your own personal background affect your
worldview?

Materials: Medicine wheel teachings, smudge protocol, smudge bowl,

smudge (buffalo sage), smartboard, youtube.com video, keepern me novel

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?

Students need to understand the history of First Nations people, they will have
cultural ties to their community as I will be teaching on Reserve. To have an open
mind and heart when watching the video, that is why it will be important that we
all smudge before we start this lesson.

Broad Areas of Learning:

Lifelong Learners Students who are engaged in constructing and applying

English language arts knowledge naturally build a positive disposition towards
learning. Throughout their study of English language arts, students gain
understandings, skills, and strategies to become more competent and confident
language users.

Sense of Self, Community, and Place To learn English language arts,

students need not only to use the English language but also to interact with each
other. Through the English language arts, students learn about themselves,
others, and the world. The students use language to define who they are and to
explore who they might become. They use language to interact and to respond
effectively with others and to build community.

Engaged Citizens In the English language arts, students learn how language
enables them to make a difference in their personal, family, and community lives.
Language gives them a sense of agency and an ability to make a difference in
their community and the world in which they live.

Cross-Curricular Competencies:
DI, DII, DL, DSR

Outcome(s):
CR A 30.3
Listen to, comprehend, and develop coherent and plausible interpretations of
grade-appropriate literary and informational texts created by First Nations, Metis,
Saskatchewan, and Canadian speakers and authors from various communities.

CC A 30.1
Create a range of visual, multimedia, oral, and written texts that explore:
Identity (e.g., Define the Individual, Negotiate the Community)

PGP Goals:

Goal 1: Demonstrate professional (personal) competencies including:

1.1 the ability to maintain respectful, mutually supportive and equitable

professional relationship colleagues, families and communities;

Goal 4: demonstrate curricular competencies including:

4.1knowledge of Saskatchewan curriculum and policy documents and applies this

understanding to plan lessons, units of study and year plans using curriculum
outcomes as outlined by the Saskatchewan Ministry of Education;

4.2the ability to incorporate First Nations, Metis, and Inuit knowledge, content and
perspective into all teaching areas

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to
help determine next steps.

Formative Assessment will be ongoing throughout the lesson, participation is

important when we have a discussion all throughout class on the video and
writing activity. This is always help me in assessing that they understand,
comprehend ad make sense of their cultural, identity. Students are starting to
question society and themselves on seeking answers to unanswered questions
that they will have when discussing the sixties scoop.
Assessment OF Learning (summative) Assess the students after learning to
evaluate what they have learned.

Asking my students to do a 3, 2, 1 exit slip. Always keeping in mind that what I

assess my students on will help me understand what more I can teach them or
what less.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Bringing the children into a full circle. Discussing on the hard topic we are going to
be watching. It will allow students to see a short YouTube video, that will provide a
short recap on the history. Start with a smudge to each student.

Main Procedures/Strategies:

We will start with a smudge and prayer, this is going to lead us into some heavy
discovering and truth about the hardships of what the residential school/ foster
care system placed on First Nation people.
1) As a class, we will discuss the foster care system and what it means to be
apprehended.
2) Show 9:13 minute YouTube video: https://www.youtube.com/watch?
v=kH_bdlYNnFU
Sixties Scoop video.
3) Provide a list of idea questions on smartboard that will give them ideas on
what they can write about on next writing piece. Glossary of terms.
4) As a class, we will all read Book 1 - pages 1 to 30 pages. (If we do not
finish will start where we left off for next class) (I will read pages with them
to keep up with time)
5) Students will pull out their 3,2,1 exit slips
Students will be asked (10 minutes) to write a reflection on their own
thoughts pertaining to the first 30 pages they read and the Sixties scoop
era video.

Adaptations/Differentiation:

Students will have a great idea on the history of First Nations, Metis, and Inuit
people. They will have to meet their own learning needs, this will be shown in
their own personal reflections with their journals and essay writing. Students who
need additional support with having difficult in watching YouTube video are offered
support or do not have to watch the video, but I will provide brief history on
explaining this to the struggling students.

Closing of lesson:

Students will write a self-reflection on their own in their writing journals. We will
recap on the lesson. To remind students that Indigenous education is the key to
relationships and reconciliation.

Personal Reflection:

To finding good resources for my students with regards to the Truth and
Reconciliation commission. To always be available to my students if they need to
discuss personal thoughts. I will always incorporate my First Nation Identity, culture,
and compassion to my students. Bringing in an elder will always be that guidance
for me and the students.

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)

 Assignment #4: Culturally Responsive Instruction

The novel study focuses on many issues that First nation, Inuit and Metis

people have faced through colonialism. Students will be able to have a good

understanding of identity, what identity means, what is their own identity. In

the past, many of these students have studied identity through their own

learning and assessment, however, since not all students might not be aware

of the sixties scoop/foster care era in class this is where I will need to go

through it with all students. The students will know where they are going
through the initial explanation in each lesson I will have with students

throughout the unit plan. My learners experiences are crucial to this unit

plan being successfulmany of the theory of identity ideas are based from

what my students perceive to work within society and themselves. The

learning students will play a huge part in how I developed these lessons (ex.

Knowing how much about residential schools and Indian affairs policies, they

were part of the pre-planning. I anticipate that many students will not

understand some of the critical lens theories, so we will all look through it

with a First Nation lens.

For the EAL students, I plan to write the agenda of the day on the board,

print out the PowerPoint for all students, and offer additional help at lunch

hours for any students. Learning will take place in the classroom but this is

also a huge part in their identity so it is something they learn outside the

classroom and these crucial discussions are part of their daily lives. With

having my First Nation grade 12s on reserve, take part in this is will help

shed light on the hardships they face today. It will help them to understand

through a more educated lens but to also give my students a positive aspect

to it. It is difficult at times not to view society with anger and bitterness as a

young adult, as I know this all too well myself as a young adult. Many of the

loss identity issues that will have all endured will help guide them in

understanding their and figuring out their own Identity.

PGP Goals:

Goal 1: Demonstrate professional (personal) competencies including:

1.1 the ability to maintain respectful, mutually supportive and equitable

professional relationship colleagues, families and communities;

Goal 4: demonstrate curricular competencies including:

4.1 knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum
outcomes as outlined by the Saskatchewan Ministry of Education;

4.2 the ability to incorporate First Nations, Metis, and Inuit knowledge, content and
perspective into all teaching areas

Goal 3: demonstrate instructional competencies including:

3. the ability to utilize meaningful, equitable and holistic approaches to
1 assessment and evaluation; and

3. the ability to use a wide variety of responsive instructional strategies and

2 methodologies to accommodate learning styles of individual learners and
support their growth as social, intellectual, physical and spiritual beings.

Outcome 1 2 3 4 5
(Ready to
Intern)
Lesson Planning & Assessment
1. I plan I plan I connect my Students My plans My plans for
lessons and activities for activities to would effectively instruction
assessment students to outcomes and demonstrate integrate and
based on do, or what I indicators outcomes and outcomes assessment
provincial will cover indicators and are designed
curriculum doing what I indicators to respond to
have planned with my formative
instructional assessment of
strategies students
and
assessment
2. I make I plan what I I plan I have a goal, My goal is My goal is
student will talk activities and but it is not clear and my clear and
learning about what I will written in a instruction is effective and
goals for cover related way that is focused on it my planned
each to a topic easy to instruction
lesson/task understand and activities
and achieve are likely to
achieve it
3. I know I can I plan lessons I choose the I choose I choose
which identify the that use a instructional instructional instructional
instructional types of variety of strategies best and learning and learning
strategies to instructional types of related to the strategies strategies that
pick at given strategies instructional outcomes and that are best are best
times and am strategies indicators related to the related to
comfortable outcomes both
with one and outcomes and
category indicators indicators
and my
students
4. My lessons My plan is It is clear My lesson In addition The lesson
are ready to most what the includes to the lesson, has
be used focused on lesson is instructional the materials everything
what I will attempting to strategies, (assessments you would
talk about achieve, but questions, and , handouts need to teach
some assessment in etc.) are it, and would
elements sequence ready to be encourage a
need more used sub to come
details back
5. I create I can Some of my I have lesson My My formative
formative identify the assessments plans that formative assessments
assessments difference could be used check what all assessments tell me how
between while I am students are focused to change the
types of teaching understand on the most plan as I go
assessments part way important
through the elements of
class my lessons
6. I create I have a plan Some of my My My My students
summative to generate a assessments assessments assessments help shape
assessment mark are focused check if are easy for the
on the students students to assessment
 outcomes and achieved the understand and will
indicators outcome and check if understand
students the
achieved assessment
outcomes easily
Professional Learning and Growth
7. I set and I wrote I have goals I have I have I have a
use goals for down some in some areas evidence of evidence variety of
enhancing things I need where I need that I have sources of
my to fix to improve, made evidence
professional and am significant (self, peer,
development working progress instructor)
towards towards the that I am
specific goals teaching making
goals I set significant
progress
towards a
variety of
teaching
goals
Depth and Breadth of Planning Skills
11. I can My planning I recognize I plan I plan My planning
demonstrate is designed that culture instruction to instruction is designed to
a culturally for students affects address to address a allow me to
responsive like me relationships different range of learn from,
instructional and learning cultural needs cultural and respond
stance needs to, my
students
culture
12. I can use I know the My lessons My lessons I have a I have a
all four types four types of have include the good variety variety of
of questions questions examples of different of questions clear,
some of the types, and my and they are powerful
types questions are phrased questions and
often phrased well. My my essential
well. I have essential question
tried an question is drives my
essential well worded unit
question
14. I My plans I understand My plans My plans My plans
understand teach the the difference allow students reflect make it likely
how to plan same things between to make preparation that students
for to all adaptation choices, and I to meet with different
differentiatio students and and have basic common needs would
n and measure all differentiatio adaptations learning experience
adaptation students n (like more needs success
 learning in time) (disability,
the same EAL, gifted
way etc.)
15. I create My planned There are The planned My planned My entire
engaging activities portions of instruction instruction unit is
learning and tasks my planned and activities and composed to
activities and would be activities, relate the activities increase
tasks interesting like a learning to would create connection
for students motivational student interest and between
who love the set, that interests interaction students and
content would be between student
interesting students ownership of
for students learning
16. My Student I know key I know key I am My students
planned literacies literacies for literacies for describing will have the
activities could be my subject, my subject, key subject opportunity
would improved by but am not and have literacies to self-assess
improve the the planned sharing them shared them with my and improve
discipline activities explicitly explicitly with students and literacy
specific with students students the learning strategies
literacy skills activities
of my would help
students develop
those in
students
Unit Planning
17. I can All the The CCCs, I have I have tried Many
create a unit sections of knowledge, connected my to add a elements, like
that would my unit plan and/or skills instructional variety of assessment or
achieve the are filled in were unclear strategies to elements to differentiatio
outcomes and appropriatel or the knowledge make it more n etc. are
the indicators y unconnected and skills likely woven
from the students together to
indicators would make it more
demonstrate likely
the students
knowledge could
and skills demonstrate
the
outcome(s)
18. The final My final My final My final My final My final
task in my assessment assessment assessment assessment assessment
unit elicits is related to checks how has all the will provide will make the
evidence of the content well students elements of clear application of
application in of the unit understand GRASPS but evidence of student
a new and needs refining my students learning
situation remember the to be clear and applying relevant and
main points focused on the their useful
of what I essential learning in a
taught understanding performance
s task
19. I can I have I have My varied I have many My unit
create a unit completed planned a assessments ways to assesses
that would all the parts variety of provide some determine if outcomes,
assess the of the assessments, information my and has
outcomes and template but their about student instruction is effective pre,
indicators related to purpose is success working formative,
assessment unclear including a and
good variety summative
of formative assessments
and
summative
assessment
20. All the My unit plan My unit plan My unit plan My unit plan
Improvement sections of was had several had a had
s in my unit my unit plan successfully drafts and number of substantial
plan show my are filled in edited for additions additions revisions that
increased appropriatel errors in where I added designed to improve its
understandin y writing more content refine the overall
g to make things tasks, goals, quality and
clearer or fill or allow for
in gaps assessments differentiatio
n

Instructor comments:

Assignment grade: