Phase 1:
Inquiry Question: Why is storytelling important in education?
How can storytelling help students understand the difference in cultures around the world from a First Nation point?
Suggestion: What can we learn from stories from a variety of ethnic groups?
What can we learn from stories around the world?
Abstract: This sample highlights my thinking and planning as it relates to oral language public speaking, drama and builds relationships It is also a method of teaching many indigenous legends about culture throughout the world. I have made connections to the First Principles of Learning, the Big Ideas, the Curriculum competencies, Core Competencies, Content Learning standards. I have chosen activities that offer opportunities for multiple entry points and differentiation.
Through the exploration of text, discussion and activities of the lesson (plan). Students have opportunities to respond to the inquiry question with informal and thoughtful voice and opinion to what they made connections to. As students engage by listening, text, collaborating with each other they create personal responses, personal connections and finally reflect on the process of their learning. By sharing what they are learning they are purposefully learning about inquiry question.
A student learning depends on prior knowledge, sharing what they know and develop ideas they have connections to. They can revise their story and extend with input from peers. A previous lesson examined how a legend/ story could be told by using music, science, about animals, the story/ legend could be the experiences that some endured at the residential school, these can be shared with a lesson attached to it by making reference to the new B.C curriculum for specific grades. For example, you can create an art project to lighten the mood from the story they just experienced or have standup comedy act to create some humor as we must not leave children living in fear.
Description: The Topic Exploration will offer an opportunity for students to become “Experienced” (to know one’s way around) a new or familiar topic related to the BC Curriculum (or other curriculum, in consultation with the instructor). Students will be encouraged to dwell in the topic itself, discovering its aliveness, its abundance, and its possibilities for inquiry. The assignment will consist of a 1000-word open-format reflection, including key references, images, videos, brainstorms or other resources, that demonstrates an evolving and deepening understanding of the topic itself. Key questions might include: How is this topic “alive” in the world? What is the history of this topic? What are the controversies within this topic? What are the key questions within this topic? How am I experiencing the “joy” of this topic, and the experience of “the more I know, the more I realize there is to learn” about this topic? Please include a minimum of three outside APA resources directly related to your topic of exploration.