(Grade 6) Stage 1: Desired Results

GLO(s): #2 Students will listen, speak, read, write, view and represent to
comprehend and respond personally and critically.

Learning Outcome(s) SLO(s): 2.2 Respond to Texts:

Experience various texts:
● Experience oral, print, and other media texts from a variety of
cultural traditions and genres, such as historical fiction, myths,
biographies, poetry, news reports and guest speakers.

Students will:
1. Listen to an oral telling of a Blackfoot myth.
2. Read a written version of the same Blackfoot myth.
Learning Objectives 3. Compare and contrast the similarities and differences between both styles of
storytelling.
4. Discover the effects delivery has on storytelling.

Stage 2: Assessment Evidence

1. Student questions for guest

Summative Formative speaker.
2. Observations of pod discussions.
Assessment Assessment
3. Pod discussion responses—Exit
Passes.
4. Venn Diagrams.

Stage 3: Learning Experience

● Formally invite the school's FNMI ● Napi the Trickster handouts

liaison (if they are Blackfoot) or a “Wolves on Ice”.
Blackfoot elder (do this weeks in
advance). ● Extra Napi the Trickster
stories available for
additional support.
Tech to Do ● Confirm attendance and prepare an Resources to Bring
offering (tobacco, school pin etc.)
Vocabulary:
1. Napi
● Print off Napi the Trickster handouts 2. Tallow
“Wolves on Ice”. 3. Sun Dance
4. Famine
5. Myth
 Time Sequence and Description Notes
(75mins)
Beginning of Class

Teacher will:
2mins 1. Briefly remind students about the guest speaker —Students will already know a little
(73mins remain) and details on what the class will look like. about the guest speaker and what they
2. Go over rules and expectations. are presenting on, due to instruction
 Ex. How to properly address the speaker, from the day before.
saying thank-you etc.

Guest Speaker Presentation and Discussion

Guest Speaker will:

● Present an oral telling of Wolves on Ice in their
words/from their perspective, and answer
questions.
○ Who is Napi (the Trickster)?
○ Cultural significance etc.
30mins
(43mins remain) Teacher will:
 Introduce the guest speaker.
 Ensure students are being respectful (listening,
quiet, asking appropriate questions etc).
 Be ready to create class discussion by prompting
students to ask their own meaningful questions?
What did/do the Napi stories mean to you?
—The guest speaker has agreed to
spend at least 30mins sharing and
answering questions.
*If the guest speaker uses the whole
class time, or conversation leads to
story sharing that will be okay. There
is time allotted for further class
discussion and activities to
consolidate learning and build
meaningful connections, in following
classes.

Students will: —Before the guest speaker leaves the

 Practice respectful listening. teacher will ensure students say thank
you and then give them their offering
 Have the opportunity to ask the guest speaker
questions

10mins Pod Discussion—Oral Presentation.

(33mins remain)
Teacher will:
● Ask students questions to prompt pod group
discussions.
○ What feelings or emotions did you have
during the story?
○ Was there a lesson in this myth?
○ What do you wonder about this myth?
○ What insight has this presentation provided
you about Blackfoot culture?

Students will: —Exit Pass responses can be:

● Discuss any, and all prompt questions with their ● Illustrations.
pod members. ● In point form.
 ● Assign one member to be the recorder. The ● A written paragraph.
recorder will record key ideas/notes to the teacher ● Direct conversation with the
as an Exit Pass for their pod. teacher if available.
Reading the Myth

Teacher will:
 Have the students arrange themselves in a circle.
o Does anyone think they know why I chose to
read this story together, in a circle?
 Sit in the circle with the students.
 Observe the students as they take turns reading
15mins aloud the myth, and help keep the story flow.
(18mins remain)  Answer any questions as they arise.

Students will:
 Sit in a circle.
 Volunteer to read a few sentences.
 Read a few sentences when instructed too.
 Follow along with the reader and demonstrate
good listening skills.

Pod Discussion—Written Word and Venn Diagram

Teacher will:
● Ask students questions to prompt pod group
discussions.
○ What feelings or emotions did you have
during the story? Were they any different
from how you felt during the oral version?
Why or why not?
○ Was there a lesson in this myth? Was it the
same as the oral version?
○ Has the reading offered any additional
18mins insight for you?
(0mins remain) ○ Do you think the oral or written version was
more powerful/memorable?
○ What do you wonder now, that you didn’t
before ?

● Introduce the Venn Diagram activity.

Students will: —Students will try to answer

● Discuss any, and all prompt questions with their questions they may have in their pod
pod members. before asking the teacher.
● Work collaboratively to produce a Venn Diagram
to compare and contrast any key findings,
similarities and differences from the oral and
written versions of the myth.
*This lesson can be used to help prepare students to create, organize, and write/tell their own myth or
mythical character.