Subject/Grade: Grade 8

Lesson Title: Historical Responsive Literacy https://vimeo.com/543372833 password: acimowin

Stage 1: Identify Desired Results

Outcomes:

CC7.6

Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).

CC7.8

Write to describe a person; to narrate an imaginary incident or story; to explain and inform in a news story, a factual account, and a business letter; to persuade in a letter and in interpretation of a text.

Indicators:

Maintain conversations with classmates, guests, and adults.

Demonstrate the ability to participate responsibly in discussions and team projects.

Contribute to group efforts to reach consensus or conclusions.

Assume different roles in group work (e.g., leader, recorder, contributor).

Defend and/or support opinion with evidence in group work.

​​Share ideas/knowledge clearly and logically, add to others' ideas, repeat points for clarification, and relate points already made for emphasis and reconsideration.

Understandings:

Determine how Linda’s story relates to Gholdy Muhammad’s Historically Responsive Literacy framework.

Essential Questions:

How does my teaching and learning help students to learn about themselves and about others (identity)?

How to incorporate Linda’s experience into a presentation to another class (skills)?

How does my teaching and learning help to teach students new knowledge and concepts, new histories, new people, places, and things (intellect)?

How does my teaching and learning help students to understand power, equity, anti-racism and anti-oppression (criticality)?

Source: https://www.cultofpedagogy.com/historically-responsive-literacy/

Students will Know:

They will know grade 6 outcomes including CC6.4

Create and present a variety of representations that communicate ideas and information to inform or persuade and to entertain an audience, including illustrations, diagrams, posters, displays, and cartoons.

CC6.5

Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others' ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).

Students will:

analyse Linda’s video and apply Gholdy Muhammad’s framework to create a presentation to inform, challenge, and create questioning to another class through a presentation and question and answer period.

Stage 2: Assessment Evidence

Identity: What have the students learned about Linda’s identity, culture, and intergenerational trauma? How has this related to their own identity?

Skills: What methods did the students use to present the information? How did they formulate their ideas?

Intellect: Did the students teach? How were they able to convey their message? Did this project help the students to challenge oppression and understand power or the lack-there-of.

Criticality: Did this project help the students to challenge oppression and understand power or the lack-there-of? Are they developing their critical thinking by challenging viewpoints?

Stage 3: Learning Plan (WHERETO)

Set: Some critical questions will be suggested to the class before watching the video, to use as a guide to think about during the video. Consider identity, skills, intelligence, criticality.

Watch Linda Young’s video. Time: 20 mins

Development: As a class, discuss the video. How did it make them feel? How could we carry on Linda’s message? If we could present Linda’s message to another class, how would we do that? What would be the best form of presentation?

Create a class video presenting Linda’s message. Talk about her identity, and her experiences.

Decide how groups will contribute.

Work on the project in groups Time: 2 Classes + 40 mins for the rest of this class.

Closure: Present to another class about Linda Young, the residential school experience, and the way we move forward as a society. Allow for a discussion with other class including questions, answers and opinions that have been formed. Time: 20 minutes to present. A class for the closure item of the project.

Materials/Resources:

Audio/Visual equipment.

Computers

A projector or smart board.

Paper, Markers, Pens, Bristol Board

Adaptations/Differentiation:

This project could be done with another culturally sensitive video that is relevant to the class. It could reflect the identity, or desired acceptance of multiculturalism in the class.

Stage 4: Reflection