Okanagan Mainline Regional Network Logo
Home
Aboriginal Education
    Project Rationale
    Resource Directory
    Teacher Preparation and Sensitivity
    Lesson Outlines
    Primary
    Intermediate
    Secondary
    Secwepemc
    UCC Student Projects
Curriculum Resources
Literacy
Professional Development
Contact Us
FNSS Curriculum Integration Project Click here to download this lesson.
Roger Hanninen (MS-Word format.)

Grade: 6
Lesson 1: A First Nations Literature Study
Time: 120 minutes or 2x60 minutes

Topic: First Nations Children’s Literature

Rationale: First Nations content should be included throughout the curriculum, especially in schools with First Nations students, one way of doing this is by bringing First Nations children’s literature in the classroom and in the school libraries. The teacher should make sure that there are enough of these books in the library to make this lesson work. If First Nations children’s literature is not available in the school library, then the teacher and students should find out how they can order some these books for their school.

Materials and Resources

  • A Select Bibliography of Children's Books by and about Aboriginal Peoples for Ages 4-14 provided by Indian and Northern Affairs Canada at www.ainc-inac.gc.ca (a list of picture books is attached to this lesson).
  • The school library

Main Concepts

  • To introduce students to children’s books by and about First Nations peoples.

Vocabulary

First Nations
the acceptable term used mainly in western parts of Canada to describe the collective nations of aboriginal people (as defined by Lorna Williams, Native Education Specialist for the Vancouver School Board, 1991).
Children’s literature
printed materials that are: written primarily with an audience of young readers in mind, are well written and illustrated, and provide children with pleasurable and challenging reading experiences (as defined by Joyce Bainbridge and Grace Malicky, Constructing Meaning, Harcourt Canada, 2000).
Bibliography
a list of books on a subject.

Intended Learning Outcomes
Language Arts

  • Identify and represent the main ideas or events in stories, poetry, informational material, videos, and other media

Aboriginal Studies

  • Demonstrate an understanding and appreciation for the values, customs, and traditions of First Nations peoples

Planned Learning Activities

  1. The teacher will make sure the students are familiar with the vocabulary words listed above and ask the students if they can name any books by or about First Nations peoples.
  2. The teacher will ask the students if they think there are many books by or about First Nations peoples. After students answer, the teacher will ask students to get into pairs and ask that each pair find one children’s book about or by First Nations peoples in their school library. The teacher will distribute a bibliography of First Nations children books to each pair that will help them in their search. The students are encouraged to find a picture book or very short book (under 50 pages). The teacher should remind the students that the book does not have to be from the list and that they may look for other books by the authors listed in the bibliography.
  3. Each pair will read the book they selected and the teacher will distribute a worksheet in which the students will have to respond to the following in writing (they can use point form):
    • Who is the main character of the story? Write down three things about the character.
    • What is the story about?
    • How is this book similar and/or different from other children’s books you have read?
    • Did you learn anything about First Nations peoples from reading this book? If yes, what?
    • Why should books about and by First Nations peoples be included in our classroom and our school library?
  4. The students will present the book in front of the class by giving a brief description of the book.

Assessment/Evaluation

  • Collect and mark the worksheets. Observe students’ presentations and make anecdotal notes. There should be reference to learning outcomes in notes – particularly on whether students make reference to the First Nations content in book.

Extensions

  • The students will read these books to primary students in the school as part of a buddy reading program.

Integrated Opportunities

  • Social Studies – the students could compare and contrast First Nations characters and non-First Nations characters and discuss whether there are any cultural differences.

Resources Used and Supplementary Materials Available

  1. Indian and Northern Affairs Canada web site: www.ainc-inac.gc.ca




Names: ________________________________________________

First Nations Children’s Book

Title: _________________________________________

Author: _________________________________________

Answer the following questions in the space provided. You may use point form.

  1. Who is the main character of the story? Write down three things about the character.





  2. What is the story about?





  3. How is this book similar and/or different from other children’s books you have read?





  4. Did you learn anything about First Nations peoples from reading this book? If so, what?





  5. Why should books about and by First Nations peoples be included in our classroom and our school library?








Summative Criteria

Criteria Ratings Comments
Student has effectively identified the main ideas in the story s/he studied 4 3 2 1  
Student demonstrates an understanding and appreciation for the values, customs, and traditions of First Nations peoples 4 3 2 1  
Is able to appreciate another perspective and value its worth 4 3 2 1  
Student demonstrates an understanding of the important ideas about the topic (through interaction and activities) 4 3 2 1  
Worksheet results were accurate and easy to follow 4 3 2 1  
Group participation and cooperation 4 3 2 1  

KEY:
4 – Powerful
3 – Good
2 – Basic
1 – Beginning