Teacher

Bailey Olsen Date September 23

Name
Subject Area Social Studies Grade 7
Unit 2 – The Mi’kmaq,
Topic Time 45 minutes
Haudenosaunee, and Anishinabe

General
Learner
7.1 Students will demonstrate an understanding and appreciation
Outcome(s)
of the distinct roles of, and the relationships among, the Aboriginal,
Taken from
French and British peoples in forging the foundations of Canadian
Alberta
Confederation.
Program of
Studies
7.1.3 compare and contrast diverse social and economic
structures within the societies of Aboriginal, French and British
peoples in pre-Confederation Canada by exploring and reflecting
upon the following questions and issues:

Specific  What were the different ways in which Aboriginal societies were
Learner structured (i.e., Iroquois Confederacy, Ojibwa, Mi’kmaq)?
Outcome(s)
Taken from  How did the structures of Aboriginal societies affect decision
Alberta making in each society (i.e., role and status of women, consensus
Program of building)?
Studies
7.S.8 demonstrate skills of oral, written, and visual literacy:

 Communicate information in a clear, persuasive, and

engaging manner, through written and oral means.

Learning
Objectives  Students will become familiar with the way that the
What do you Anishinabe society was structured.
want your  Students will become familiar with how the structure of the
students to Anishinabe society affects decision making.
learn?
Assessment
How will you Formative – Pop Quiz on Mi’kmaq society, retelling the story in
know your 24 words
students have Summative – Booklets
learned?
Materials  Unit 2 booklets, scrap paper, sticky notes
What resources
will you need?

Introduction
 Check in
3 minutes
Activity #1 (10 min)
Pop Quiz
Activity #2 (10 min)
Introduce the Anishinabe
 See if students remember how to pronounce it
 Show them where their lands are, make some guesses on how
they lived
 Give them 3-4 facts
 Introduce activity
o We will be reading another story in our textbooks today.
When finished, you are going to be re-writing the story in
EXACTLY 24 words.
 Read the first paragraph or 2 as a class, and have the students
Body continue reading independently
40 minutes Activity #3 (20 min)
Independent Reading
 Students will finish reading the story on their own
 When finished, they will re-write the story in exactly 24
words
 If time: we can discuss what this story tells us about
Anishinabe society
 Differentiation:
o Students will show me their 24-word story when they
are finished, if approved they will then try to pull 3
things out of their story that tells them something
about Anishinabe society
o EA support P1 and P3 – pull out back table and send
back students who are struggling
 5 minutes before the end of class, we will come together and
I will ask 3 people to share what the story was about
 In their table groups, students will then try to come to a
Closure
consensus on whether Beesh should be willing to marry the
2 minutes
girl or not
 Students will hand in what they have got done at the end of
class.
What went well?
Reflection What didn’t go so well?
What do I need to adjust?
Building comprehension skills in the social studies classroom.

How can student reading comprehension skills improve through effective instructional strategies
and planning?