FNMI Book Social/LA Lesson Plan

Date
Teacher Name Adam Kennedy Dec. 5, 2019
(DD/MM/YYYY)
Subject Area Social/LA Grade 3
Other Cultures (FNMI)/Listening and
Topic Time/Duration 45 mins
Reading
Social: Students will demonstrate an understanding and appreciation of Canada's roles and
General Learner responsibilities in global citizenship in relation to communities in India, Tunisia, Ukraine and Peru.
Outcome(s) LA: #1: Explore thoughts, ideas, feelings and experiences
Taken from Alberta #2: Comprehend and respond personally and critically to oral, print and other media texts
Program of Studies #3: Manage Ideas and information
#4: Enhance the clarity and artistry of communication
Social: Students will:
3.2.1 - appreciate elements of global citizenship
LA: 1.1 Discover and Explore
- Express ideas and develop understanding
2.1 Use Strategies and Cues
- Use prior knowledge
Specific Learner 2.3 Understand Forms, Elements and Techniques
Outcome(s) - Understand forms and genres
Taken from Alberta - Use textual clues
Program of Studies
- Use phonics and structural analysis
- Use comprehension strategies
3.2 Select and Process
- Access information
4.3 Present and Share
- Use effective oral and visual communication
Learning Students will be able to:
Objectives 1) define the term “Indigenous”
What do you want your 2) realize how their lives have been effected by indigenous viewpoints and achievements
students to learn? 3) associate positive character traits to the different people mentioned in a text.
1. Can students define the term Indigenous in their own words?
Assessment 2. Can students see how their lives have been affected by the actions of indigenous peoples of
How will you know your history?
students have learned? 3. Can students associate positive character traits to the different characters mentioned in the
book?
Materials
What resources will you  Go Show the World
need?

Introduction Ask students if they know what “Indigenous” means. After a few answers, define it for them:
(attention grabber) “They were here first, they originated here.”
Body o Ask students if anyone identifies as indigenous and ask them if they would
(Activity #1) like to share any stories. If there is no one, ask what they know about
indigenous or “native” culture.
o Ask them who they think of when they think of the word “hero.” Then ask
them what makes someone a hero in their mind.
o Have students come to the carpet. Read the first paragraph of the Author’s
Note for context. Then start the book. Include the character biographies at
the end.
o When finished, ask students to name things that the different people in this
book did that would have helped to shape the world into what it is today.
o Write each character’s name on the board. Read one character trait written
below at a time then write it on the board as well. Have students choose one
of the people in the book who they think demonstrate each character trait.
 Many of the people in the book embody more than one of the listed
character traits, but encourage students to pick just one person for each trait
and explain their thinking. Kind, Brave, Strong, Determination, Curious.
Students may require a second read through of the book in order to do this
task.

Assessment
Evidence /
Closure /  Have students go back to their desks and have them talk and listen with their partners as
they discuss one thing they learned from the book. Then have volunteers share.
Consolidation of
Learning