Date March 1 Lesson Title Stories on Stones!

- Indigenous Storytelling Grade Level 4

Time in Lesson 120 minutes Subject Social Studies and Art Lesson # 1
Developed by Bilal Osman

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?
(Social Studies) 4.2 The Stories, Histories and Peoples of Alberta

Stories: Stories provide a vital opportunity to bring history to life. Through stories, people share information, values and attitudes about
history, culture and heritage. Stories are communicated through legends, myths, creation stories, narratives, oral traditions, songs, music,
dance, literature, visual and dramatic arts, traditions, and celebrations. They can include or be supported by biographies, autobiographies,
archives, news items, novels or short stories.

Values and Attitudes

4.2.1 appreciate how an understanding of Alberta’s history, peoples and stories contributes to their own sense of belonging and identity:
recognize how stories of people and events provide multiple perspectives on past and present events (I, TCC), recognize oral traditions,
narratives and stories as valid sources of knowledge about the land, culture and history (CC, TCC), recognize the presence and influence of
diverse Aboriginal peoples as inherent to Alberta’s culture and identity (CC, I, TCC).

(Art) Component 3 - Appreciation: Students will interpret artworks by examining their context and less visible characteristics.
Concepts: A. Contextual information (geographical, historical, biographical, cultural) may be needed to understand works of art.

Component 10 (i) Purpose 2 - Expression: Students will illustrate or tell a story.

Concepts: A. A narrative can be retold or interpreted visually. B. An original story can be created visually. C. Material from any subject
discipline can be illustrated visually.

Component 10 (iii) - Media and Techniques: Students will use media and techniques, with an emphasis on mixing media and perfecting
techniques in drawing, painting, printmaking, sculpture, fabric arts, photography and technographic arts. Concepts: D. Sculpture: Continue
casting of plaster, advancing to include both relief and intaglio with a greater emphasis on composition and finishing work.
Objective in student-friendly language Assessment Strategies
What will students understand/experience/appreciate as a result of this What will I accept as evidence of learning/development? Have I employed
lesson? formative assessment? Do I make use of prior assessments in this lesson?
I can…explain the purpose of storytelling in Indigenous cultures. The teacher will observe students' engagement and participation
I can…identify key events depicted in petroglyphs. during class discussions and hands-on activities as evidence of
I can…create my own symbolic representation of a successful hunt learning and development. The teacher will utilize a formative
using my knowledge of Indigenous Peoples and the buffalo. assessment checklist to assess and monitor student progress.

Adapted from Wiggins, Grant & J. McTighe (1998)

 Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?
Printouts of symbols (1 per student) Students will be provided with several opportunities to watch and
Chart paper and markers listen to interactive and informative videos that are supplementary to
Drawing materials (colored pencils, crayons, etc.) the lesson. All students are expected to participate in the
Plaster of Paris (prepared for students) plaster-making and stone stories activity. A second shorter version of
Water the slides will be available on Google Classroom for Y.S. and M.R.B. for
Plastic cups or bowls for mixing plaster them to work on with an EA. Students will be provided with the
Popsicle sticks or similar for stirring plaster choice to create their own story of meaningful events they would like
Disposable gloves to share and record.
Wooden sticks for carving
Tin baking trays
Protective covering for tables (paper)
Paints, brushes, rollers

LESSON PLAN SEQUENCE

Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?
The teacher will begin by discussing the concept of story telling and how different cultures record and pass down their stories. The teacher
introduced the idea of stone writing as a story sharing tool used by Indigenous peoples. The teacher will then present the objectives of the
lesson using the "I can" statements.
Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.
What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?
Introduce storytelling traditions. Provide videos of Students are actively engaged, asking questions, and 10 minutes
Indigenous storytelling on stone and teepees. Introducing participating in discussion.
stone stories and Indigenous Peoples told stories through
these symbols. Talk about the symbols and how they were
used.
Explain to students that they will be creating their own Students are following instructions, and working on 30 minutes
stories on “stones” using plaster. This creates that authentic completing their plaster so that it is ready to carve on.
hands-on learning experience where students have the
opportunity to experience a form of petroglyphs in a
“traditional” and “real” way. Students will then mix plaster
and create their own “stone” surfaces.

Adapted from Wiggins, Grant & J. McTighe (1998)

The teacher will then bring the class back together and go Students are asking questions when needed and following 20 minutes
over examples of Indigenous stone stories and provide an instruction.
exemplar that the teacher created. The teacher will play a
YouTube video on stone stories and how they work. The
teacher will ask students to create their own story using the
knowledge that they have acquired and using the petroglyphs
handout to assist in their story. Stories will be based on
important events in their lives.
Once all stories have been approved, the teacher will then Students are creating their stone stories, communicating with 20 minutes
allow students to begin carving their plaster “rocks” using each other, sharing ideas, carving their symbols, painting
wooden skewers/sticks. The teacher will demonstrate how their rocks, and sharing their stories.
the carving is to be done and how the students will use paint
and rollers to add colour and life to their stories. Once all
carving is complete. The teacher will then allow students to
begin painting. Finally, students will share their stone stories
in a sharing circle.
Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?
By the end of the lesson, students should have a solid understanding and awareness of the Indigenous Peoples and their stories through
petroglyphs (stone stories). Students will walk away with a sense of understanding and the purpose of oral traditions through the completion
of the stone story activity. This activity is designed to show the significance of oral traditions in Indigenous cultures and the power of these
stories and how they continue to be passed on through generations.

PRE-SERVICE TEACHER SELF-REFLECTION

In your self- reflection of your lesson, please consider the following questions:

1. What went well in your lesson? What were the strengths of the lesson?
2. What are the areas that need to be refined? What might you do differently next time?
3. What are your next steps to further develop/ refine this lesson? How will you continue to grow in your practice? What actions
will you take?

These are additional questions that can help guide your response to the three self– reflection questions.

● How do you feel your students experienced this lesson?

● How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
● How did you employ formative assessment for/of/as learning?

Adapted from Wiggins, Grant & J. McTighe (1998)

 ● Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
● Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
*To be completed post-lesson/activity

This lesson plan carried on for a week as students worked diligently and respectfully to write their stories, carve them on the ‘stone’ they
created, and finally share their stories through a sharing circle with the class. After completion, through listening in on conversations,
observing students as they wrote and carved their stories, and listening to their sharing circle stories, it was evident that this was one of my
most engaging and thus, successful lessons I have executed. All students were extremely respectful and aware as we completed the activities
which is something I am very proud of. Students learned the importance of storytelling in Indigenous culture and students were able to write
a story about a successful buffalo hunt and truly understand the significance of the buffalo in Indigenous culture. Overall, this was a very
successful lesson as it reached several outcomes from the program of studies and students were always engaged and excited to participate,
share, and learn!
References

Alberta Education. (1985). Art Grade 1 - 6 (Level Two- Grades 3 & 4) [Program of studies].
https://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=238679#
Alberta Education. (2006). Social Studies Kindergarten to Grade 12 (Grade 4) [Program of studies].
https://education.alberta.ca/media/159595/program-of-studies-gr-4.pdf

Adapted from Wiggins, Grant & J. McTighe (1998)