In this unit you find it designed to fit into the Language Arts curriculum for grade two class. I can also see it fit into the grade three class and be minimally adapted to fit the needs of many grades in the elementary setting from kindergarten up to grade six. The unit is designed to be taught starting in mid-elementary school because of the writing and reading level expectations, I feel the unit is not to be taught at this level on its own as you can use it at different levels of Language Arts topics and language classes it can be used in for example another First Nation language such as Chilcotin or Carrier, that can be taught during or between these lessons and unit plans. I would recommend including the First Voices app in here too as it provides oral language that you may not have the specific words to. It also provides the spelling of the words, games and songs. This unit will give you a direct connection to First Nation learning through the required BC curriculum and outcomes. In sating this you can also connect to the Social Studies, Science and Math units in the curriculum too. I have provided the lesson plan lay out in such a way that a person can add to it or take away depending on how much you want to teach in the time one has, and to do follow up on previous lessons. In saying this the lesson would be taught part way through the year but in the required curriculum it can start at the beginning of the year and be followed up on all year long. This way the lesson would be mentioned in and out all year long with the inclusion of First Nation connections. In the beginning you would have to give some explanation and direction of what is required in the lesson for example the behaviors and how we respect all cultures. Throughout the lessons and unit plans may vary as you might want to include an art project or a field trip to build on the topic. I see this lesson or unit lasting a couple of months but as mentioned earlier one can build on it and last all year long as you do follow up and come back to certain lessons to build on, this is a flexible schedule and makes it easy to include new ideas. One can find some extended ideas from Dr. Martin Brokenleg on the medicine wheel to help tech balance while doing the lesson and a deeper understanding of the First Nation teachings. This paper has one lesson with six parts which can easily be added to, to make ten lessons or more. It also provides an opportunity to extend on learn about abilities that people may have or overcome for example the section that mentions color blind, one can have certain types of blindness to color or completely blind. I would also add total physical response in a Shuswap Language class to help with learning movement words if possible.
Description: This assignment is an experiential inquiry-based lesson based on the BC Curriculum and your Inquiry Project. Each student will prepare a 10 minute overview of your related Inquiry Project Design(s) and a 45 minute experiential inquiry-based lesson simulation. Each student will then guide and participate in a 10 minute full class reflection and discussion. This assignment will include a 2-page Lesson Plan handout, a feedback form to be completed by your peers, and an individual written reflection submitted shortly after the demonstration. Students will create a holistic learning experience inspired and informed by their understandings of inquiry-based pedagogy within the new BC Curriculum (or other curriculum, as discussed with your instructor). Paper copies of the lesson plan handout and the feedback form will be distributed in class at the beginning of the presentation. Each presenter will complete an individual reflection, to be submitted in Moodle, by midnight two days after the lesson presentation.
Required Elements: Lesson Demonstration
- A brief overview of how your Lesson Demonstration is connected to your Inquiry Project Design, the inquiry approach(es) that you will be incorporating, and an explanation of your handout (10 minutes).
- An experiential activity which may consist of a combination of a role play activity, arts-based activity, outdoor activity, game, classroom simulation, dialogue or other activity (45 minutes).
- 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.
- An open-format ½ page feedback form for completion in class by your peers.
- A reference page (included in powerpoint if used, and/or lesson plan handout) with a minimum of three APA references from required and recommended resources, plus three additional resources. Be sure to cite the articles being referenced, image sources, and other planning resources, such as BC Curriculum, videos, and so on.
Required Elements: Handout
- Maximum 2-page Written Handout plus references.
- A brief overview of how your Lesson Demonstration is embedded in your Inquiry Project Design, and the inquiry approach(es) that you will be incorporating.
- A brief “reimagined for Inquiry” Lesson Plan, inspired and guided by Sharon Friesen’s (2009) Five Teaching Effectiveness Principles, and the Rubric for Inquiry. This Lesson Plan will include:
- Rationale
- Key Question 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.
- A brief overview of the lesson activities, with explanations of inquiry connections
- An explanation of how you plan to incorporate respectful relations, and explanations of inquiry connections.
- A minimum of four APA references from required and recommended resources, plus additional resources. Be sure to cite the articles being referenced, image sources, and other resources, such as BC Curriculum, videos, and so on.
- A 1-page open-format Reflection submitted to your blog by midnight one day after your demonstration.