Phase 3:
| Lesson Title: | Legend/ Story Telling | Lesson # | 1 | Date: | July 12, 2020 |
| Name: | Geraldine Bob | Subject(s): | LA | Grade(s): | 3 – 6 |
Rationale & Overview
| Why does this topic matter to students? This project introduces stories/ legends from around the world
How does this lesson fit within the larger inquiry project? This fits in by children making connections to diverse stories. How does this project incorporate the inquiry cycle? The Project opens the floor to ask questions about what is similar and different to their culture, beliefs. It is also a skill for children to learn how to tell stories. |
Key Questions For Inquiry
| Core Question & Supporting Questions for Inquiry Project | Question(s) Addressed in This Lesson |
| What kind of stories would the teacher read to students?
Where would this story line take us with our imaginations? When would be a good time to possibly take a tour, field trip of one area like the setting in the story? How can we incorporate different cultures into the classroom setting to include all students?
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Have you done any travelling?
Do your parents, grandparents share stories of their past? Can we go to a library or a museum for a story? What kind of guest speaker would be invited to the class, one that tells legends that include animals or a knowledge keeper to tell a personal story? What kind of art project might we incorporate to also tell a story without words? |
Inquiry Approach and Rationale
| I am teaching this lesson in a unit because legends and storytelling is an important skill for students of all ages to learn. It develops oral language, public speaking, drama to help with rhythm, pitch, tone, time, form, dynamics and builds relationships between students and the teacher. Legends and storytelling are also a great way or method of teaching about cultures indigenous to the world. |
Core Principles of Effective Teaching (Sharon Friesen) Focus on one or more core principles in the lesson
| Core Principle 1: Effective teaching practice begins with the thoughtful and intentional design of learning that engages students intellectually and academically.
*What aspects of the inquiry are the most challenging and meaningful for students? |
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| Core Principle 2: The work that students are asked to undertake is worthy of their time and attention, is personally relevant, and deeply connected to the world in which they live.
*What makes this inquiry valuable, meaningful, and “alive” for the students and teachers? |
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| Core Principle 3: Assessment practices are clearly focused on improving student learning and guiding teaching decisions and actions.
*How do I define learning and success in this inquiry? How is learning expressed and articulated in peer, self and teacher assessments? |
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| Core Principle 4: Teachers foster a variety of interdependent relationships in classrooms that promote learning and create a strong culture around learning.
*How do I connect students with each other, with experts in the field, with larger communities and nature, and across disciplines? |
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| Core Principle 5: Teachers improve their practice in the company of peers.
*How do I reflect on the inquiry together, and/or collaborate with others? |
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BC Curriculum Core Competencies
| Communication | Thinking | Personal & Social |
| Make connections, engage, share and develop ideas
Interpret, present, and acquire information Explain, connect, and reflect on experiences and end results or accomplishments
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Analyze, critique, develop, design plans. Was there value, were ideas generated, and how did they develop to add too | Self-regulation, determination, diversity valued, build relationships, relationships between cultural context, personal values, choices, and strength, abilities |
BC Curriculum Big Ideas (STUDENTS UNDERSTAND)
| That First Nation/ Indigenous knowledge is passed down through oral stories, history, traditions practiced and collective memory is ignited. |
BC Curriculum Learning Standards
| (STUDENTS DO) | (STUDENTS KNOW) |
| Learning Standards – Curricular Competencies | Learning Standards – Content |
| LA: actively engaged as listeners, readers, viewing as appropriate, develop understandings of own self, identity, community and family, develop awareness of First Nation culture and their connection to land and animals, learn and use oral language to tell stories | Stories, oral language, listen to oral language online, learn from art with no words, music could also be incorporated to tell stories/legends. |
BC Curriculum Indigenous Connections/ First Peoples Principles of Learning
| How will I incorporate Indigenous knowledge and principles of learning? Compare our cultural beliefs and express how important it is that the students be proud of their background. Share on the information from the required BC curriculum in the lesson plan/unit plan to help students understand that these stories could be used in other subjects for example science and social studies. |
Respectful Relations
| How will I invite students of all backgrounds, interests and skills into the inquiry? Include stories of all ethnicities, do a sharing circle with opportunity to share their connections to lesson about stories and legends they heard. |
Lesson Activities
| Time Allotted | Teacher | Students | |
| Invitation
|
10min | ||
| Inquiry
|
10 min | ||
| Reflection
|
15min | ||
| Discussion | 20min | ||
Materials and Resources
| Whiteboard, story books, chart paper, markers, dry erase markers, pictures, sample items in the story, puppets, scissors, glue sticks, pencils, writing paper. Have a check list with student’s names to check if all participated and their understanding of what they learned. |
Organizational Strategies
| Set up the reading area, provide a variety of story/legend books, place posters up on the wall, have students draw while your are telling the story, have students pack a pencil and paper to write down their own questions, have felt boards to create a story of their own, smart board with internet connection to pull up stories listed on the internet, have listening center with stories to listen to, invite a knowledge keeper to tell oral stories. |
Proactive, Positive Classroom Learning Environment Strategies
| To teach children to include all students/peers from a diverse background. Create a space where students can go to on their own with out being asked to join a group. |
Extensions
| Plan a trip to a museum or a cultural setting for example a traditional camp, pow wow or a community camp to learn about the animals from the legends. |
Reflections (to be completed after the lesson demonstration)
| Have students write about their experience in journals daily and then do a simple survey of what they liked and disliked about the experience; age appropriate survey could be symbols. |
Geraldine Bob 4 Lesson Plans (.docx format document)
Description: Your Project Overview may represent a “detailed unit plan,” a series of classroom or online resources, a workshop, field trip, or other inquiry project that you would undertake with students or colleagues.
The Design itself will include, but not be limited to:
- Your Inquiry Topic Exploration and Inquiry Project Brainstorm (graded separately).
- A brief “reimagined for Inquiry” Project overview, inspired and guided by Sharon Friesen’s (2009) Five Teaching Effectiveness Principles, and the Rubric for Inquiry.
- Rationale for your project, and a brief description of the activities/research that you carried out to create this project.
- Key Questions for Inquiry and notes on the Inquiry Cycle.
- Learning Principles from BC Curriculum: K-12 Core Competencies, Big Ideas (Understand), Learning Standards for Curricular Competencies (Do), Learning Standards for Curricular Content (Know), and First Peoples Principles for Learning.
- Assessment principles, with explanations of inquiry connections.
- Your sample lesson plan, handouts and resources from the Inquiry Lesson Plan Demonstration (graded separately).
- An overview of the project activities that learners will undertake, with explanations of inquiry connections. This will most likely be presented in the form of lesson plans (approximately 4-10, depending on the scope of the project), with a level of detail commensurate with the purpose of the project and the experience and background of each student. Alternative representations are acceptable.
- Optional for practicing teachers: an explanation of how you incorporate creative strategies to encourage respectful relations, with respect to: authentic intellectual engagement (Inquiry-based pedagogy); inclusive practices (Universal Design for Learning); personalization (Differentiated Instruction), and culturally respectful and relevant teaching. These strategies may include ways to encourage active, respectful and equitable participation, to weave Indigenous Principles of Learning, and to show respect for all forms of diversity by incorporating a range of learning styles, interests, and skill sets. Connect these to inquiry-based pedagogy.
- Include the following as appropriate: detailed teaching plans; relevant resources; video demonstrations and/or reflections; student assessment and assignment samples. The format of the design is flexible, and the focus and level of detail will be reflected in student background, previous experience in inquiry and planning, and purpose of the project.
- Citations and references for all research and planning correctly cited in APA format, with a minimum of five required and recommended readings and resources studied in class, and a minimum of five relevant outside resources.