Part 1: Unit Introduction

Unit Overview

This unit plan is developed for a grade seven language arts class. This unit will be taught

five days a week for forty five minutes classes for three weeks. This unit would be best placed

once students have developed a reasonably strong relationship with one another and the teacher.

In this unit there is a lot of group and class discussion and there would need to be a relationship

for the students to really benefit. Also at a few points of this book the topics of stereotypes and

racial concerns are brought up, if students are not comfortable with each other this book could

make it harder yet.

Rationale for the Unit

In the Language Arts program of studies it is required to read book from different

cultures and ways of thinking. I believe that including a book with proper FNMI content that

touches on few uncomfortable topics will encourage students to find FNMI content valuable in

their learning whether students come from an FNMI background or not. This unit will allow a

teacher meet the new required TQS in their classroom. As far as the program of study it is

important to teach this unit because it teaches students view experience a text with variety of

cultural traditions, others points of views, acknowledge stereotypes, predict consequences, look

at conflicts and demonstrate respect. In this unit the book “the hill” is used. “the hill” includes a

Cree boy and a non Cree boy as the main characters in the book. Through this book readers are

able to notice teaching of the Cree culture but more importantly how these two boy despised one

another before becoming good friends because they did not understand one another to begin

with. This book is not wrote by a Cree person but she communicated with Cree Elders and it was

noted to be used in a respectable manner.

Special Considerations

Because this book is mainly focused on the Cree culture it would be required to introduce

students to other traditions and cultures in other units. The first learning objective 2.1.1 would be

addressed again. For some students a book study would not be an exciting unit, but with the book

I picked I believe that students will connect with the fast paced storyline presented. This book

focused a lot on stereotypes and racial tensions that are common for aboriginal people. Some

students will not be able to connect with the stereotypes presented but through class discussions

stereotypes that are related to the students can be brought up to deep understanding. The main

teaching that will benefit the students reading the book is that they may have differences with

others but this should not prevent an understanding from developing, but more importantly a

friendship. Students will not be required to know much about the Cree culture to enjoy the novel.

Unit Planning Organization

Essential question:
● By reading a novel with FNMI content and perspective, how can student gain an
understanding and appreciation of this culture whether or not they have been exposed to
the culture before?
● Can students broaden their awareness of other ways of knowing and thinking through
reading texts that will challenge their way current understanding?

GLOs & SLOs:

Responds to text 2.2
Experience various texts
● 2.2.1 experience oral, print and other media texts from a variety of cultural traditions and
genres, such as magazine articles, diaries, drama, poetry, Internet passages, fantasy,
nonfiction, advertisements and photographs
● 2.2.2 justify own point of view about oral, print and other media texts, using evidence
from texts
● 2.2.5 predict and discuss the consequences of events or characters' actions, based on
information in oral, print and other media texts
Construct meaning from texts
 ● 2.2.6 compare the choices and behaviours of characters portrayed in oral, print and other
media texts with those of self and others
● 2.2.8 identify and explain conflict, and discuss how it develops and may be resolved
● 2.2.9 develop, clarify and defend own interpretation, based on evidence from the text
with support from own experiences

Plan and Focus 3.1

Focus attention
● 3.1.1 consider audience, purpose, point of view and form when focusing topics for
investigation
● 3.1.2 use note-taking, outlining or representing to summarize important ideas and
information in oral, print and other media texts

Respect Others and Strengthen Community 5.1

Appreciate diversity
● 5.1.1 discuss how ideas, people, experiences and cultural traditions are portrayed in
various oral, print and other media texts
● 5.1.2 explain how differing perspectives and unique reactions expand understanding
Use language to show respect
● 5.1.5 demonstrate respect for diverse ideas, cultures and traditions portrayed in oral, print
and other media texts

Unit Overview & Lesson

Monday Tuesday Wednesday Thursday Friday

W ** Intro Lesson Title: One’s Title: Connect Title: True or Title: Important
e Title: Who Are Upbringing with a not true choices
e You?... Character
k Key Question: Key Question: Key Question:
# Key Question: How does your Key Question: Why do Jared What are Jared
1 How upbringing How would and Kyle not and Kyles
comfortable are shape who you you react if think alike? motives and are
the students are? this was you? How could they the same
with reading (Jared or Jared and or different?
novel and what SLOs: 2.2.1, Kyle) Kyle Why?
is their 2.2.6, 2.2.9 understand
excitement SLOs: 2.2.1, each other SLOs: 2.2.1,
level? Activity:Read 2.2.2, 5.1.2, better? 2.2.8, 5.1.1
Pg. 7- 24. 2.2.8
Topic: SLOs: 2.2.1,
Topics: Focus on
Introduce Book Topics: Topics: 5.1.1, 5.1.2
Jared and Kyle’s
and Author. Individual Students will
motives
Resources: perspectives. pick either Topics:
“the hill” Jared or Kyle Thinking
Issues: Their
(Include a book Issues: The after reading through a
motives are
review and perspective of the passage
 passage that Jared and Kyle and make conflict very different
will hook the are very decision and
students different and think about Issues: Jared Concepts:Focus
attention) lead to some how that and Kyle are on a specific
(Into to Karen conflicts. character not able to aspect of a
Bass) feels. agree character.
Activity:
Pre Brainstorm with Issues: Jared Concepts: Ideas: Will
Assessment: group members and Kyle have Why do they Jared’s and
Rate your own and develop a T very different not agree? Kyle’s motives
knowledge Chart, exploring perspective. What might change.
the differences Students will help them?
Activity: Pass Kyle and Jared pick one of Assessment:
paper activity. have. the characters Ideas: Class debate-
of their Students will State what the
Concepts: Have choose. come up with character's
students look a solution motives and
through the text Concepts: why they predict if they
for evidence to Students will don’t agree change.
support their write about and what
differences. Kyle or Jared might help. Activity: Read
with the point Pg.61-79
Ideas: Have of view of the Assessment:
students think book in mind. Students will
about why the work with a
differences may Ideas: partner and
exist. Students write about
should come the conflict
up with and present
unique yet their ideas.
relevant ideas
that show Activity: Read
they Pg. 43-60.
understand
their point of
view.

Assessment:
Students will
write one of
the students
point of view.

Activity: Read
Pg. 25-42.

W Title: Kyle’s Title: Kyle’s Title: Change Title: Jared Title:

e Anger Culture in Jared needs our Wessakechak
e help.
k Key Question: Key Question: Key Question: Key Question:
# Why is Jared We are almost Has Jared’s Key Question: What is the
2 acting the way halfway through point of view If you could reaction of
he is on Pg. 88 the book, at this changed? of given Kyle Wessakechak
? point what do a bio about being the
we know about SLOs: 2.2.1, Jared before wolverine?
SLOs: 2.2.1, Kyle? (his 3.1.2, 2.2.2 they meet
2.2.8, 5.1.2, beliefs, what would SLOs: 2.2.1,
5.1.1, 2.2.6 background) you tell him. 5.1.1, 5.1.2,
Topics: Jared
2.2.5, 3.1.1
is immersed in
SLOs: 2.2.1, SLOs: 2.2.1,
Topics: On Pg a culture that
87-88 Jared 3.1.1, 3.1.2 3.1.2, 5.1.2, Topics: Let’s
was foreign to
becomes very 2.2.9 think about
him.
angry towards Assessment: Wessakechak’s
Kyle. Think Pair Share point of view.
Issues: Is
Student’s will Assessment:
Jared
Issues: Why This bio will Issues: Is
reflect on what changing?
might Jared be be to wrote Wessakechak
had happened out and helping the
acting this way Concepts:
and predict what include at boys?
What would
Concepts: It
the outcome least 3 thing
be causing
appears that might be at the that you think Concepts: What
Jared to
Jared has been end of the novel. is most does
change.
treated badly in important for Wessakechaks
the past by Activity: Read Kyle to ability to change
Ideas:
others that do Pg. 98-113 understand. into a wolverine
Student’s will
not understand tell us about
find places in
him. Activity: Read him?
the book that
Pg. 137-154
support their
Ideas: How do Ideas: Generate
ideas.
we gain a better ideas in groups
understanding to come up with
Assessment:
of both our prediction of
Student’s will
characters Wessakechak’s
work in
through this point of view.
groups going
conversation? through the
Assessment:
all the pages
Assessment: Students will
that we have
Have students generate ideas
read up to this
think through on their own
point and
this experience then share with
write down
and write down groups and
(on a big
their thoughts come up with
poster paper)
in their common
how Jared has
journals. themes, then
reacted to
the group ideas
notice if there
Activity: Read will be shared
has been any
Pg. 80-97 with the whole
changes.
class to develop
one prediction
Activity: Read
of the point of
Pg. 114-136
view.

Activity: Read
 Pg. 155-170

W Title: Nothing to Title: Kokum Title: Nearing Title: Final Title: Show Me
e Lose The End Discussion Your Learning
e Key Question:
k Key Question: What part does Key Question: Key Question: Key Question:
# How can Kokum take in How can How were What was the
3 connecting with the reading “the Jared and main teaching
characters understanding hill” help Kyle able to that you learned
situations of the story? students think become from the novel
invoke emotion differently friends that study?
and SLOs: 2.2.1, about they even
understanding? 5.1.1, 5.1.2, common wanted to SLOs: 2.2.1
3.1.2, 5.1.1 things that plan a trip
SLOs: 2.2.1, think about? together?
2.2.8, 5.1.2 Assessment: 3 Activity: Talking
things- 1 thing SLOs: 2.2.1, SLOs: 2.2.1, circle that
they know 3.1.2 3.1.1,5.1.2, everyone will
Assessment:
about Kokum, 1 2.2.2 have an
Turn and Talk-
thing they want Assessment: opportunity to
during this
to know about Paper Pass Topics: Why express
activity
Kokum and 1 this activity did Karen themselves
students will get
thing they think will get the Bass share mainly in what
an opportunity
will happen in students up this story? the main
to discuss how
the last 45 and think teaching of the
they feel,
pages. about book is.
express
different Ideas:Have
questions they
Activity: Read topics and you ever met Assessment:
have with their
Pg. 190-204 questions someone that Students will
elbow partner.
about the was different pick and
book that will in some way complete the
Activity: Read
allow all from you and summative
Pg. 170-190
students to eventually assessment of
add their became their choice.
ideas and friends?
input.
Assessment:
Activity: Read Students will
Pg. 205-225 brainstorm
with their
tables for
max. 5
minutes and
then write
down their
thoughts
individually to
hand it.
(summative
assessments
will be
introduced)
 Activity: Read
Pg. 226-250

Lesson Plan
Grade/Subject: 7/ Language Arts Unit: FNMI Book Study “the hill” Lesson Duration: 45 mins

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: Responds to text 2.2

Specific Learning Outcomes:

Experience various texts
● 2.2.1 experience oral, print and other media texts from a variety of cultural traditions
and genres, such as magazine articles, diaries, drama, poetry, Internet passages,
fantasy, nonfiction, advertisements and photographs.
LEARNING OBJECTIVES

Students will:
1. Be introduced to the book study unit with the novel “the hill”
2. Show their comfort and excitement level of reading a novel with the whole class
3. Assessed on their knowledge of FNMI culture and Cree traditions

ASSESSMENTS

Key Questions:
How do students feel about a novel study and reading in general?
How much do the students know about the Cree traditions?

Written/Performance Assessments:
By rating yourself with your hands 1 finger not know anything, 3 fingers somewhat knowing
and 5 fingers being an expert I want you to rate yourself on the following questions.
● How would your rate yourself on noticed negative stereotypes about those around you
or about yourself before?
● How would your rate yourself on your knowledge of FNMI ways of know and
 perspectives?
● How would your rate yourself on your understanding of the Cree culture?
● (Thumbs up or down) Have you ever read the novel that included an FNMI
perspective?

LEARNING RESOURCES CONSULTED

Resource #1: http://www.readingrockets.org/article/103-things-do-during-or-after-reading

Resource #2: http://www.karenbass.ca/about.html
Resource #3: https://www.scholastic.com/teachers/articles/teaching-content/my-favorite-ways-
introduce-book/

MATERIALS AND EQUIPMENT

* Hot chocolate mix, cups, spoons, whip cream and napkins

* “the hill” novel
* Chart paper and markers

PROCEDURE

Introduction (7 min.):

Attention Grabber: Students I want you to imagine that today is a snow day and that all of you
are at home and the power is out. We are all going to get hot chocolate to drink and I will
introduce you all to something I came across the other day.

Agenda: Today’s class we will all enjoy a cup of hot chocolate why we talk about our new
unit.

Transition to Body: Everyone will get five minutes prepare their hot chocolate and return back
to their seats for my exciting news.

Body (32 min.):

Learning Activity #1: While students are drinking their chocolate milk I will introduce to them
that we are going to do a class book study with novel “the hill”. If I was snowed in at my
house and I wanted to read a book that is filled with action and mystery I would read this book.
Read the back cover of the book to further introduce the book to the students.

Transition: I want to know more about all of you before we start this book study. Around the
room I have chart paper hanging with questions and topics listed on them. Everyone will need
to circulate through so that they can write on every chart paper. Feel free to write anything that
pertains to the question or topic on the chart paper. You can also comment on other comments
or write questions you have had.

Learning Activity #2: Markers will be placed in few places in the room to get the whole class
transitioned into the activity faster. As students participate in this activity I while also circulate
commenting on others comments posing questions to comments to keep the activity
meaningful.
● This will also allow me to understand the students as I interact with them.

I will allow students to do this for 10- 15 minutes depending on their engagement throughout
the activity. Once I there is a need to change I will number off the students to break them up
randomly into groups.
● Once everyone is broken up I will give each group a chart paper that we used in the last
activity to have each group become experts on what is wrote on their chart paper and
prepare to share it with the class.
○ 5 mins to review their chart paper.
● Each group will pick a spokesperson and share with the class their chart paper.

Transition: I will provide any insights that I have that the students will benefit from. I will
allow all students to return back to their regular seats.

Learning Activity #3:I will read the first two pages of the book to grab the attention of the
students. With the fast paced first two pages students will get a feel for the beginning of the
story to look forward for the next days reading.

Closure ( 6 min.):
I will show the students my enthusiasm for the book and ensure them that they will enjoy the
activity we will do while reading parts of the book each day.

Okay students before we finish with today’s lesson I want to see how each one of you rate
yourselves. You will rate yourselves for four question by using your hands put one 1 finger up
if know anything, 3 fingers somewhat know and 5 fingers being an expert.
● How would your rate yourself on noticed negative stereotypes about those around you
or about yourself before?
● How would your rate yourself on your knowledge of FNMI ways of know and
perspectives?
● How would your rate yourself on your understanding of the Cree culture?
● (Thumbs up or down) Have you ever read the novel that included an FNMI
perspective?

Inform students that this book may have new information for all of us to learn together and
through the book we will gain more knowledge on the question just shared before.