Lesson Plan

Lesson Title: Kairos Blanket Exercise Grade:12 U Date: Subject: History Strand: C/B Location:Large open space Time:

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

Students will complete a pre-exercise reflection entry before participating in the Kairos Blanket Exercise. The exercise
will follow the script provided by the Kairos Blanket exercise Canada’s guidelines. After completing the exercise the
students will have the option to participate in a sharing circle, during the circle students will be given a strip of fabric
that they will sew to the piece being passed around to signify the mending of the blankets and the past. After students
will complete a post-exercise reflection exercise.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
B2. Interactions and Interdependence: analyse activities of and interactions between various groups in Canada prior to 1774 and
how these groups and their interactions contributed to the development of Canada, including the development of identity in
Canada
C2. Interactions and Interdependence: analyse the impact on the development of Canada of various interactions between different
groups in Canada, as well as between Canada, Great Britain, and the United States, from 1774 to 1867

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment

B2.2 analyse how different factors affected relations between Aboriginal peoples and European settlers in colonial Canada prior to
1774
C2.1 analyse some of the challenges facing various communities in Canada during this period and how different communities
responded to them
C2.4 analyse ways in which First Nations, Métis, and/or Inuit peoples interacted with other communities in Canada during this
period and assess the impact of these interactions

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language that
students can readily understand)

Today I will learn…

● what it means to decolonize history
● the history of relations between the Indigenous peoples of Canada and non-Indigenous peoples
● about the challenges, hardships and issues faced by the Indigenous people of Canada
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: explain what it means to decolonize history

I can: describe how the relationship between Indigenous and non-Indigenous peoples in Canada has developed and
changed over time
I can: illustrate an understanding of the challenges, hardships and issues faced by the Indigenous people of Canada
I can: participate in the exercise in a respectful manner

Assessment – how will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Written Reflection Reflection sheet

Assessment As Learning Do Blanket Exercise Observation

Assessment Of Learning Written/Oral Sharing Circle and Reflection Observation and Reflection
sheet

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
*completed two stories of residential schools
*been introduced to residential schools

Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

*For the sewing of the pieces this can be adapted to using a stapler or having a pre-fashioned piece with snaps,
buttons or velcro
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

60s Scoop

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
● Blankets
● Safe space
● Reflection sheet
● Seating
● Fabric pieces for sharing circle
● Kairos script
● Scrolls
● Index Cards
● Maps
● Designated safe space
Learning Environment (grouping; transitions; physical set up)
Larger open space with floor room and a circle of chairs or sit pads for the number of participants
Cross Curricular Links
Social Studies, English

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.

What Teachers Do: What Students do:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson

*Set up the learning space with blankets on the floor

encircled by chairs or another form of seating
*Give students the reflection sheet and have them *Fill out the pre-reflection
complete the pre reflection *Take off shoes and join the circle
*After instruct students to take off their shoes and take a
seat in the circle
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning

*Introduce students to the exercise and explain where *Listen attentively and ask question
students can go if they are uncomfortable and need to *Listen attentively, participate and follow the given
leave instructions
*Lead students through the Kairos Blanket exercise
following the provided script
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection

*Have students rejoin the circle *Rejoin the circle

*Facilitate a sharing circle with the passing of the mended *Share or pass, “mend” the blanket
blanket *Complete the post reflection
*Have students complete the post reflection
Extension Activities/Next Steps (where will this lesson lead to next)

After this exercise there will be a “Apologies” activity followed by the Project of Heart project.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013