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FNSS Curriculum Integration Project Click here to download this lesson.
Shawna Balcers (MS-Word format.)

Grade: 2/3
Lesson 1: First Nations Legends
Time: 1 hour

Topic: Legends

Rationale: To be exposed to First Nations legends and culture. To understand that much of First Nations history is oral and takes the form of legends or stories passed from one generation to the next. To become familiar with the order in which stories are written.

Materials and Resources

  • Copy of Shuswap legend “Coyote and Spider”
  • Pencils
  • Erasers
  • Worksheets
  • Crayons or pencil crayons

Main Concepts

  • Shuswap Traditions

Intended Learning Outcomes

  • Predict and sequence events and ideas from a selection they have heard.
  • Draw with pencil and use colour
  • Write at least one sentence describing the picture depicted from the legend.

Planned Learning Actvity
Introduction: (10 min)

  • Ask children to sit in a circle on the floor.
  • Ask children to signal a “thumbs-up” when they are ready to begin.
  • Ask children if they have been told stories by relatives or friends. Discuss.
  • Tell children that you are going to read a Shuswap legend, “Coyote and Spider.”
  • Ask them to think about “sequence,” beginning, middle, and end.

Body: (40 min)

  • Read (or recite) first half of story to children and then stop.
  • Ask students to predict what will happen next.
  • Discuss student thoughts and ideas.
  • Read the rest of the story.
  • Discuss predictions. Was anybody close?
  • Ask students to close their eyes and think of the beginning of the legend, what happened first? What happened in the middle of the legend? How did the legend end?
  • Ask if any student has the events in order?
  • Hand out Story Sheets and explain procedure.
  • At desks, draw a picture for the beginning in the box labelled beginning and write at least one sentence describing what happened. Do the same for middle and end.)
  • Hand out worksheets. Help children focus and generate ideas. Recall events of legend.
  • Circulate and make encouraging comments and ask questions to propel detailed thought.

Closure: (10 min)

  • I will ask them to return to circle area to share experience. How did they feel about the legend? Was it difficult to remember sequence of events (what happened and when)?
  • Ask if they think legends are real stories.
  • Discuss reasons why legends may be told.
  • Thank students for great work!

Assessment/Evaluation

  • Class checklist
  • Criteria

Extensions
  • Learn about characters that reoccur in Shuswap legends and why these characters are significant to the people of the Shuswap.
  • Class discussions could be held regarding oral history compared to written documents.
  • Guest speakers could be invited to tell a legend to the class.
  • Field trips could be taken to sites that are described in local legends.

Integrated Opportunities

  • Language Arts - Students could write their own legends and share them with each other.
  • Fine Arts - Art and music could be created to portray specific legends.

Resources Used and Supplementary Materials Available

  1. Bouchard, R. and Kennedy, D.I.D. (Eds.) (1979) Coyote and Spider: told by Ike Willard. In Shuswap Stories (22). Vancouver: CommCept Publishing.

Worksheet
Title of Legend: ___________________________________________
Name: ___________________________
Date: ____________________________
Beginning










Middle










End











Summative Criteria

Activity: First Nations Legend - Prediction and Sequence of Events

Date: _________________

Student Name Is there a clear beginning, middle, and end component? Provide at least one written sentence describing the picture Draw with pencil and use colour? Comments
1.    
2.    
3.    
4.    
5.    
6.    
7.    
8.    
9.    
10.    
11.    
12.    
13.    
14.    
15.    
16.    
17.    
18.    
19.    
20.    

Key:
4 - Powerful
3 - Good
2 - Basic
1 - Beginning

Additional Comments: