During our class with Charity, we had to form groups and pick a topic to do a unit plan on and present at the end of the semester. Our group chose cedar weaving, it involves History, Science, Art, and Math. My portion was History and lesson planning has gotten much easier and more intentional since the beginning of the school year.
DRAFT LESSON PLAN (REVISED 2021)
Candidate’s name:
| Grade/Class/Subject: | 3 – Social Studies – History | School: | N/A |
| Date: | N/A | Allotted Time: | 60 mins |
| Topic/Title: | Cedar Weaving |
- LESSON ORIENTATION
Key resources: Instructional Design Map
| Briefly, describe purpose of lesson, and anything else to note about the context of lesson, students, or class, e.g. emergent learning needs being met at this time, elements of focus or emphasis, special occasions or school events. |
| Introduction of cedar weaving, history and culture of the Tsimshian peoples, supplemented by a guest speaker from Kitselas/Kitsumkalum. Tsimshian fashioned most of their goods out of western red cedar, especially its bark. It could be fashioned into tools, clothing, roofing, armor, building materials, and canoe skins. Students will also get an introduction to Sm’algyāx Tsimshian language. |
- CORE COMPETENCIES
Key resources: https://curriculum.gov.bc.ca/competencies
| Core /Sub-Core Competencies (check all that apply): | Describe briefly how you intend to embed Core Competencies in your lesson, or the role that they have in your lesson. |
| COMMUNICATION – Communicating COMMUNICATION – Collaborating THINKING – Creative Thinking THINKING – Critical Thinking THINKING – Reflective Thinking PERSONAL AND SOCIAL – Personal Awareness and Responsibility PERSONAL AND SOCIAL – Positive Personal and Cultural Identity PERSONAL AND SOCIAL – Social Awareness and Responsibility | Critical and reflective thinking – able to understand the how and why of Indigenous history in our area and how it all connectsSocial awareness and responsibility – understand we all play a part Explain why people, events, or places are significant to various individuals and groups (significance).Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events.Make value judgements about events, decisions, or actions, and suggest lessons that can be learned (ethical judgement). |
- INDIGENOUS WORLDVIEWS AND PERSPECTIVES
Key resources: First Peoples Principles of Learning (FPPL); Aboriginal Worldviews and Perspectives in the Classroom
| FPPL to be included in this lesson (check all that apply): | How will you embed Indigenous worldviews, perspectives, or FPPL in the lesson? |
| Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Learning involves recognizing the consequences of one’s actions. Learning involves generational roles and responsibilities. Learning recognizes the role of Indigenous knowledge. Learning is embedded in memory, history, and story. Learning involves patience and time. Learning requires exploration of one’s identity. Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations. | Students will gain understanding through experiential learningStudents will be learning about the history of the Indigenous culture of the area we live inStudents will be exposed to Tsimshian language. |
- BIG IDEAS
Key resources: https://curriculum.gov.bc.ca/ (choose course under Curriculum, match lesson to one or more Big Ideas)
| What are students expected to understand? How is this lesson connected to Big Idea/s or an essential question? |
| Cedar weaving is spiritual, there is a process of harvesting the bark so it does not harm the trees. Both harvesting cedarand the weaving process allow students to become increasingly self-aware and better understand the concept ofreciprocity when working with cedar. It also requires a great deal of self-control and patience throughout. Learning aboutIndigenous peoples nurture multicultural awareness and respect for diversity. Indigenous knowledge is passed downthrough oral history, traditions, and collective memory. Indigenous societies throughout the world value the well-being ofthe self, the land, spirits, and ancestors |
- LEARNING STANDARDS/INTENTIONS
Key resources: https://curriculum.gov.bc.ca/ (choose course under Curriculum)
| Curricular Competencies:What are students expected to do? | Content:What are students expected to learn? |
| Explain why cedar bark is chosenExplain the uses of cedar weaving/what was madeExplain some of the history of the people/land | Indigenous history/skills/language and how it has been passed down from one generation to the nextCultural characteristics and ways of life of local First Peoples and global indigenous peoples.Oral history, traditional stories, and artifacts as evidence about past First Peoples cultures.Relationship between humans and their environment. |
- ASSESSMENT PLAN
Key resources: Instructional Design Map and https://curriculum.gov.bc.ca/classroom-assessment
| How will students demonstrate their learning or achieve the learning intentions? How will the evidence be documented and shared? Mention any opportunities for feedback, self-assessment, peer assessment and teacher assessment. What tools, structures, or rubrics will you use to assess student learning (e.g. Performance Standard Quick Scale)? Will the assessments be formative, summative, or both? |
| FormativeVerbal exit ticket, name an item made from cedar weaving, a word in Sm’algyāx, etc.SummativeFill in the blank story worksheet |
- DESIGN CONSIDERATIONS
Key resources: Instructional Design Map
| Make brief notes to indicate how the lesson will meet needs of your students for: differentiation, especially for known exceptionalities, learning differences or barriers, and language abilities; inclusion of diverse needs, interests, cultural safety and relevance; higher order thinking; motivations and specific adaptations or modifications for identified students or behavioural challenges. Mention any other design notes of importance, e.g. cross-curricular connections, organization or management strategies you plan to use, extensions for students that need or want a challenge. |
| Students will have the history introduction told by an elder or knowledge holder in a traditional story telling way. They will sit and listen gathered around the speaker. |
| Required preparation: Mention briefly the resources, material, or technology you need to have ready, or special tasks to do before the lesson starts, e.g. rearrange desks, book a room or equipment. |
| Books on cedar trees, cedar weaving, oral history/language will be borrowed from the First Nations Resource room. Carpet area will be clean and a spot for the speaker will be readied (chair brought, spot for artifacts/tools, etc.) |
- LESSON OUTLINE
| Instructional Steps | Student Does/Teacher Does (learning activities to target learning intentions) | Pacing |
| OPENING:e.g. greeting students, sharing intentions, look back at what was learned, look ahead to what will be learning, use of a hook, motivator, or other introduction to engage students and activate thinking and prior knowledge | Greeting students and explaining to them the topic we are starting (cedar weaving). Tell them that we are having a special guest come and share with us today, and go over the expectations of how to act when someone else is speaking and have them give examples. | 5 mins. |
| BODY:· Best order of activities to maximize learning — each task moves students towards learning intentions· Students are interacting with new ideas, actively constructing knowledge and understanding, and given opportunities to practice, apply, or share learning, ask questions and get feedback· Teacher uses learning resources and strategic opportunities for guided practice, direct instruction, and/or modelling· Can include: transitions, sample questions, student choices, assessment notes (formative or otherwise), and other applications of design considerations | Students sit on area rug facing speaker, demonstrating good listening ears, not bringing anything that can distract them. Bring speaker in and they can tell the story of cedar weaving, hopefully incorporated with Sm’algyāx language for words like red cedar – amgān. If not then I will go over the words for the materials in Tsimshian. Have time for the students to ask questions afterwards and for them to look at examples of finished woven cedar projects. | 30 mins. |
| CLOSING:· Closure tasks or plans to gather, solidify, deepen or reflect on the learning· review or summary if applicable· anticipate what’s next in learning· “housekeeping” items (e.g. due dates, next day requirements | Students can fill out basic worksheet about cedar weaving and Tsimshian peoples, can work in small groups, pairs or on their own. Can play a video in the back ground on cedar weavingAsk students exit ticket question | 10-15 mins |
- REFLECTION (anticipate if possible)
| · Did any reflection in learning occur, e.g. that shifted the lesson in progress?· What went well in the lesson (reflection on learning)?· What would you revise if you taught the lesson again?· How do the lesson and learners inform you about necessary next steps? · Comment on any ways you modelled and acted within the Professional Standards of BC Educators and BCTF Code of Ethics?· If this lesson is being observed, do you have a specific observation focus in mind? |
| Reflect on the time spent during each activity. Were students able to sit and actively listen for that long? Should more or less time be given for writing? |