Activity Description
Each group will be assigned a grade level, outcome and an approach to writing instruction (the process approach, genre approach, or 6 + 1 trait approach).
You will a plan a strategy/lesson/mini-unit to support the students’ writing development.
Sketch out a process that you think would work based on the approach you have been assigned. How would you start? What’s next? What is your end goal? If you have time after, add in some details.
Each group should assign a facilitator, a notetaker and a presenter (the notetaker and presenter can be the same person).
Submit in a google doc to Stacey via email at end of class.
Outcomes:
Listen purposefully to understand, respond, and analyze oral information and ideas from a range of texts including narratives, instructions, oral explanations and reports, and opinions.
Read and demonstrate comprehension and interpretation of grade-appropriate texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and other cultures.
Indicators:
6.5.a Display active listening behaviours including preparing to listen; making notes to assist recall of ideas presented; identifying important details; noting techniques employed; seeking additional information from other sources as needed.
6.6. a. Display active reading behaviours including preparing to read; considering appropriate rate (e.g., skim, scan, or read carefully) according to purpose; asking questions (e.g., Who? What? Where? When? How? How do I feel about what I am reading? If I were this character, what would I do? What does the author really mean by this?); rereading to clarify understanding when necessary.
e. Recognize the author's use of language (formal, informal, slang) and techniques (e.g., foreshadowing).
Students will learn to analyze written work, and develop perspectives and opinions about the writing.
Students will discuss cultural connections from the book building orality and discovering meaning, feelings, and learning about what the author may have felt.
Discuss what is happening in the book. What are the cultural connections? Is there any hidden meaning that the author or illustrator may be trying to portray? How does the book make you feel? What are some activities we can use to expand on our learnings?
The outcomes of grade 5 and build on those outcomes. They will know and understand ideas and instructions, evaluate the message heard and the required follow-up action. They will know to draw conclusions about the speaker's verbal and non-verbal message(s), purpose, point of view, and techniques used in presentation.
Read and understand the book, interpret cross-cultural connections and create activities to build on their learning.
Assessment will be in the form of a discussion and questions.
Students will be assessed on interaction, depth of knowledge and ability to connect.
They will also be assessed on their ability to interact and work with students in the group during the activities.
Set: Read the book (similar to Birdsong by Julie Flett) together (time dependent). If that’s not possible, pick a portion that would lead to great discussion. As a group, discuss the book, the author’s perspective and cross-cultural connections. As questions to stimulate thought.
Time: 15 mins to have the conversation
Development: Create an activity in groups that build on learnings from the book. It could be a scavenger hunt, a song, a science activity. Activity options include (book dependent):
- Cree activity
- Fall leaves craft
- Science lesson with how some flowers come back every year
- 6 inch boots in a 9 inch puddle song
- Snowflakes cutting art and how each is different
- Science activity for all seasons
Questions for the teacher to ensure the activity is beneficial to the oral component of the exercise:
Do any of the activities engage multiple modes (e.g. representation/images as well as written and spoken language).
Do any of the activities give opportunities for learners to engage their imagination? To share about their feelings and identities?
Do any of the activities encourage playing with language (semantics, syntax, phonology, pragmatics)?
Time: 40 min
Closure: Groups get together with another group to discuss and participate in the activity they created. After one group presents and participates, the other group get a chance to show their activity.
Time: 35 min
Materials/Resources:
Paper
Pens
Markers
Scissors
Adaptations/Differentiation:
Instead of a book, the teacher could tell a story where there is a cultural connection. They could have activities ideas ready. After discussing the story, tell the student-partners what activity they will be doing, and what would be the best way to integrate a cultural connection.
Ian, Dana, Jenna, Karlee, Camille, Kailee, Abigail, Jessica - Oral Language