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    Lesson Plan: General Learner Outcomes (GLO) Specific Learner Outcomes (SLO)

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    The document outlines a 20-minute grade 1 ELA lesson plan about ravens in Indigenous communities. The lesson will have students listen to excerpts from three stories about ravens from different First Nations and Inuit communities. Students will be asked questions to recognize how ravens are portrayed and to make connections between the stories. The goal is for students to understand ravens as a culturally significant figure that sometimes acts as a trickster or shape shifter.

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    Lesson Plan: General Learner Outcomes (GLO) Specific Learner Outcomes (SLO)

    Uploaded by

    api-534842046
    363 views2 pages
    The document outlines a 20-minute grade 1 ELA lesson plan about ravens in Indigenous communities. The lesson will have students listen to excerpts from three stories about ravens from different First Nations and Inuit communities. Students will be asked questions to recognize how ravens are portrayed and to make connections between the stories. The goal is for students to understand ravens as a culturally significant figure that sometimes acts as a trickster or shape shifter.

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    raven

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    The document outlines a 20-minute grade 1 ELA lesson plan about ravens in Indigenous communities. The lesson will have students listen to excerpts from three stories about ravens from different First Nations and Inuit communities. Students will be asked questions to recognize how ravens are portrayed and to make connections between the stories. The goal is for students to understand ravens as a culturally significant figure that sometimes acts as a trickster or shape shifter.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    363 views2 pages

    Lesson Plan: General Learner Outcomes (GLO) Specific Learner Outcomes (SLO)

    Uploaded by

    api-534842046
    The document outlines a 20-minute grade 1 ELA lesson plan about ravens in Indigenous communities. The lesson will have students listen to excerpts from three stories about ravens from different First Nations and Inuit communities. Students will be asked questions to recognize how ravens are portrayed and to make connections between the stories. The goal is for students to understand ravens as a culturally significant figure that sometimes acts as a trickster or shape shifter.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Grade: 1 Subject Area: ELA Duration: 20min

    Date: December 1st Time: 10:05


    Lesson Plan
    General Learner Outcomes (GLO)
    GLO 5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.
    Specific Learner Outcomes (SLO)
    5.1.2 Relate texts to culture: talk about other times, places and people after exploring oral, print and other media texts
    from various communities
    2.1.1 Use prior knowledge: use previous experience and knowledge of oral language to make connections to the meaning
    of oral, print and other media texts
    Learning Objectives
    Students will be able to…
    - Recognize the Raven as culturally significant to Indigenous communities
    Materials and Resources
    Document camera / projector
    Inuit, Tundra and Ravens by Michael Kusugak, Brenda Boreham and Terri Mack
    Turtle Island: The Story of North America’s First People by Eldon Yellowhorn and Kathy Lowinger
    The Raven and the Loon by Rachel and Sean Qitsualik-Tinsley
    Sukaq and the Raven by Roy Goose and Kerry McCluskey

    Procedure
    Hook Time
    - Ask students “Does anyone here know what a RAVEN is? Put your hand up if you 2 min
    know what a raven is.”
    - Project image of a raven from Inuit, Tundra and Ravens using document camera
    - Ask students: “Who can guess why I’m talking about RAVENS today?” (letter R,
    fall birds)
    Transition to body: Tell students: “Today we will be reading a few stories about ravens
    from different First Nations and Inuit communities. I want you to listen closely and see
    if you can think of any connections between these stories.”
    Body Time
    - Read The Origin of Yellow Cedar and note about raven (p. 32, Turtle Island) 3 min
    - Ask students: “Why did Raven make the owl cries? What did he want to do?”
    - Read The Raven and the Loon 5 min
    - Ask students “Was Raven the same in this story as he was in the first one? How
    is he SIMILAR?” 7min
    - Read Sukaq and the Raven
    - Ask students: “Did Raven in this story seem different than the first two? Why?”
    Transition to closure: Tell students: “Great listening and making connections!”
    Closure Time
    - Tell students: “The Raven is a significant character in many different indigenous 1 min
    traditions. Sometimes he is a trickster, and sometimes he is Creator or a shape
    shifter. However, he is often present.”
    - Tell students: “Okay friends, it’s time to put your snacks away and come back to
    your desks”
    Assessment
    Formative Assessment Summative Assessment
    N/A N/A
    Differentiation Extensions
    Proximity for students having trouble Talk about the symbiosis between ravens and other animals –
    listening they might follow a wolf to wait for a kill, or share a meal with
    an eagle
    Reflection

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