Unit: The Song Within My Heart Lesson #: 1

Name: Sarah Morter

Outcome(s) of Lesson: (Blooms or I can statement)

1. 1.1 ELA- Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings, and experiences.

2. 2.1 ELA- Students will engage in a variety of shared and independent listening, reading and viewing experiences, using oral, print and other media texts from a
variety of cultural traditions and genres.

How will I know students have achieved the learning outcome(s)?

 Record ideas and information in ways that make sense.
 Find more information about new ideas and topics.
 Students will be able to understand learn about different cultures.

Hook: 8 Minutes
Teacher will bring in and start playing an Indigenous traditional drum to grab the student’s attention. After teacher has the student’s
attention, teacher will show students a small video about what a pow-wow is in the Indigenous culture. Make sure to bring up the small
video before you begin the hook and lesson.
https://www.youtube.com/watch?v=IePIeLBi6hI

Learning Opportunities:

Time Learning Opportunity How do I check that students

understand what to do?
10  Teacher will begin the lesson by asking table groups to create a KWL Chart.  Teacher will do an “Ask Three,
min  Student #1 at the table will gather all the supplies (markers and paper) Tell Three”. Teacher will simply
 Student #2 at the table will be the recorder ask three students to repeat
 Student #3 at the table will be the task manager one specific instruction each.
 Student #4 at the table will be the presenter This will ensure that there is
 Students will have 8 minutes to fill in the what they know column, and what they thorough understanding from
want to know column. each of the students.
5  After the 8 minutes are up, student # will debrief to the class what they have put on  Teacher will also write on the
min their table groups KWL Chart. white board the jobs each
 Once the discussion is finished teacher will ask students to demonstrate their best student will do and what the
pow-wow dance move and move on over to the carpet area. steps on the tasks are.
10  Teacher will begin with a reading of The Song Within My Heart by David Bouchard to
min the students.

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Unit: The Song Within My Heart Lesson #: 1

Name: Sarah Morter

 During the reading of The Song Within My Heart, teacher might ask students “I Materials Needed
wonder statements”  Small video about Pow Wow
Ex. I wonder what the music is like at a pow-wow?  White board
I wonder who started the Indigenous pow-wow?  White board markers
I wonder where they have pow-wows?  Paper for KWL chart
I wonder why they have pow-wows?  Markers
 Book The Song Within My
Heart by David Bouchard

How do I differentiate for ALL learners? Accommodations (ISP’s)

Beginning: For the students that are in the beginning stages, they will be encouraged to draw  Maci has writing
pictures, rather than words. accommodations, therefor she
will use a Chrome Book.
Developing: For the students in the developing stage, teacher will explain the concept of a KWL in  Johnny has sensory
more detail, as well as the idea of a Pow-Wow. accommodations and will be
working with his EA, and take
Achieving: For the students in the achieving stage, they will explore the concept of an Indigenous any necessary breaks he might
Traditional Pow-Wow and relate it to real life experiences. need.

Exceeding: For students in the exceeding stage, they will add more detail in the KWL Chart, and
answer more detailed “I wonder” statements.

Transition: (what will students do when they are finished?, how will we move to the next learning opportunity?)
 Stand Up, Hand Up, Pair Up- students will wander around the carpeted area of the classroom until the teacher says “Pow Wow!”, the
students will high five the person beside them in which they will pair up with. The students will share one thing that they have learned
about traditional Indigenous Pow-Wows, and share their favorite part of the book The Song Within My Heart.
 Once this task is complete, students will head back to their table groups.
Time Learning Opportunity How do I check that students
understand what to do?
10  After reading the book The Song Within My Heart, teacher will ask the students to  Teacher will conduct a thumb
min fill in their “What they Learned” column in the KWL Chart. up, thumbs down to ensure
that students are aware of
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Unit: The Song Within My Heart Lesson #: 1

Name: Sarah Morter

 Students will have 10 minutes to complete this task. their next task.
 After their charts have been filled out, teacher will conduct a class discussion on
what they have learned about Indigenous Pow-Wow. Teacher will ask student #4 to
present.
 Teacher will ask students to complete a journal entry. The journal entry will be Materials Needed
written as in the perspective of the young boy in the book when he is learning about  Small video about Pow Wow
the Traditional Pow-Wow from his elder.  White board
 Teacher will explain to students the different perspectives on writing journal entries.  White board markers
- First person point of view  Paper for KWL chart
- Second person point of view  Markers
- Third person point of view  Book The Song Within My
Heart by David Bouchard
 Journal Logs

How do I differentiate for ALL learners? Accommodations (ISP’s)

Beginning: For the students that are in the beginning stages, they will be encouraged to draw  Maci has writing
pictures, rather than words. accommodations, therefor she
will use a Chrome Book.
Developing: For the students in the developing stage, teacher will explain the concept of a KWL in  Johnny has sensory
more detail, as well as the idea of a Pow-Wow. accommodations and will be
working with his EA, and take
Achieving: For the students in the achieving stage, they will explore the concept of an Indigenous any necessary breaks he might
Traditional Pow-Wow and relate it to real life experiences. need.

Exceeding: For students in the exceeding stage, they will add more detail in their journal entry,
and answer more detailed “I wonder” statements.

Transition: (what will students do when they are finished?, how will we move to the next learning opportunity?)
 Students will draw a picture for their journal that represents their own version of a Traditional Indigenous Pow-Wow.

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Unit: The Song Within My Heart Lesson #: 1

Name: Sarah Morter

CLOSURE:
 Exit Slip with a PMI chart, asking the students to think back on everything that was explored during this lesson. (Positive, Minus,
and Interesting)

Lesson Plan Analysis: Using your lesson above, describe the following: (This information MUST be in your learning opportunities)

Cooperative Learning  Stand Up, Hand Up, Pair Up- Students will share one thing have learned about the traditional Indigenous
Strategies used Pow-Wows, and share one of their most favorite parts in the book.
 KWL Chart- This will allow students to brainstorm knowledge they might already know, knowledge they want
to know, and knowledge they have learnt from the Indigenous Pow-Wow.
Movement Breaks  Stand Up, Hand Up, Pair Up
 Having the students demonstrate their best pow-wow dance move while they transition to the carpeted area
of the classroom.
Modes of Learning  Visual Manipulatives- Learning logs, The Song Within My Heart, KWL Chart, Indigenous Drum, Short Video
about Pow-Wows
 Auditory- The sounds from the video, the read-aloud of the story, the sound of the drum
 Verbal Learning- By interacting with other students while they are in their table groups.
 Interpersonal- Students will use interpersonal modes of learning through partner activities and group
discussions.
Higher Order  How is the Pow-Wow like a medicine wheel?
Question(s)  What are the three parts of a Pow-Wow?
 Where did the first dance steps come from?
 What does the drum symbolize?

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