Unit Plan:
Storytelling, Cultural Identity and First Nations Culture
FSL / Grade 6-7
Big Ideas
Stories communicate ideas in a meaningful way.
Concepts:
- Culture
- Identity
- Communication
Essential Questions
Students will keep considering…
- Why do we tell stories?
- How does the way we tell a story reflect our cultural identity?
Evaluative Criteria
- Students will be evaluated by teacher using a rubric*
- Students will be evaluated by their peers using a rubric*
- Rubrics can be teacher generated, or generated together with students or can be a rubric that you use already for oral presentations.
- Please see Learning plan for more details.
- Teacher developed rubric for performance task including oral and cultural components.
- Rubric: Create a rubric which evaluates both French oral language skills and the cultural message in the story. Reflective process should also be used.
Monitoring Progress
Teacher will monitor progress:
Teachers can monitor progress through ongoing formative assessment including but not limited to:
N/A
Resources
WEBSITES
TEXTS
- La Danse d’Anisha. (Les Echos de l’île de la Tortue)
- C’est le temps de céléber ( Les Echos de l’île de la Tortue)
- “La famille, c’est special “ Echos 2 literacy book.
Reflection
How will teachers and their students reflect on and evaluate the completed project?
Teacher Reflection
- What aspects of the unit went well?
- What did students struggle with?
- What did you struggle with?
- What would you add/revise the next time you taught this unit?
- Were there any unintended outcomes?
- Were students engaged?
Downloads
Stage 1 – Desired Results
Big Ideas
Stories communicate ideas in a meaningful way.
Concepts:
- Culture
- Identity
- Communication
Transfer Goals
Students will be able to independently use their learning to…
- Use story to communicate and connect with others.
- Appreciate, respect and value other cultures.
Meaning
Students will understand that…
- Storytelling is a rich part of all cultures.
- Through storytelling we can learn about different forms of communication.
- Sharing stories about our own culture helps us understand our identity.
Students will keep considering…
- Why do we tell stories?
- How does the way we tell a story reflect our cultural identity?
Acquisition
Students will be skilled at…
- Understanding simple stories (comprehension of high- frequency words and patterns in clear speech and text).
- Narration of simple stories (identification and basic pronunciation of high-frequency words and patterns in slow, clear speech)
CONTENT
Students will know…
- Reading strategies can help us read a text in French.
- Common high-frequency vocabulary and sentence structures for acquiring and communicating meaning.
- Cultural practice and traditions of French Canadian (Métis, Mohawk etc..) communities within Canada.
Which Core Competencies will be integrated into the unit?
- Understanding simple stories (comprehension of high- frequency words and patterns in clear speech and text).
- Narration of simple stories (identification and basic pronunciation of high-frequency words and patterns in slow, clear speech).
First People's Principles of Learning
The unit will make connections with:
The following resources are made available through the British Columbia Ministry of Education. For more information, please visit BC’s New Curriculum.
Big Ideas
The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.
Core Competencies
Communications Competency
The set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media
Thinking Competency
The knowledge, skills and processes we associate with intellectual development
Social Competency
The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society
Curricular Competencies & Content
Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.
Additional Resources
First People's Principles of Learning
To read more about First People’s Principles of Learning, please click here.
For classroom resources, please visit the First Nations Education Steering Committee.
