Lesson Title: Indigenous Short Story- Blueberry Days Lesson: # 5 Date: 09/28/2017

Name: Ms. Smith Subject: English Grade: 11-12

Rationale: The lesson will further build on students understanding of indigenous themes and narrative.
The lesson will show the importance of indigenous writing and storytelling as part of history and
Canadian record. It is a building block component of indigenous studies.
Curricular connections:

Big Idea- Exploration of text and story deepens our understanding of diverse complex ideas
about identity, others, and the world. Texts are culturally, socially, and historically constructed.
Curricular Competency: Recognize and appreciate the role of story and narrative in First Peoples
perspectives. Examine terms, words and themes.
Content- features and structures of First Peoples text as well as literacy elements and devices
Learning Intentions: The students will continue to learn reoccurring themes in indigenous literature.
Use of humour, examining colonialism, dichotomies, new versus traditional, and juxtaposition are all key
roles in indigenous writing/stories. Students should be able to pick up on themes, voice, language, and
writing styles of indigenous people by connecting concepts of identity as well as historical and cultural
frameworks.
Pre-Requisite Concepts and Skills: Students will build on prior understanding of indigenous narratives,
writing, and oral tradition. They will be able to draw on connections to previous readings.
Materials and Resources:
1. An Anthology of Canadian Native Literature in English- Daniel David Moses and Terry Goldie
(Pg 381 Ruby Slipperjack- Blueberry Days)
2. YouTube clip on indigenous themes
3. Brainstorming sheet
Differentiated Instructions/Accommodations:
Students can extend their learning by finding themes in their own familys history and write a short story
(1-2 pages) including modern versus traditional and juxtapositions. Example: why tradition changed
because of new ways of doing things. Why are things important to how we view culture? How do we tell
stories in our own families and how is culture exchanged? What does this tell us about identity?
Assessment and Evaluation:
Are students participating in group work?
Sheets with thoughtful questions, predictions, affirmations and notes will be turned in. Have the
students considered themes, identity, culture, and voice in the short story?
Lesson Activities:
1. Introduction and YouTube clip
2. Brainstorming in groups- what kind of themes do you think we will see? Identify a broad concept
that reflects the main idea and have students share their ideas around it ex. why use humour?
What kind of juxtaposition between new and old?
3. Reading
4. What kind of connections can we make? Questions coming up through reading. Pose questions
they hope are answered during the reading. Make predictions and affirmations
5. Discussion and review

Teacher Activities Student Activities Pacing

Introduction:

Introduce the novel and the 2.5 minutes

ideas to the students

Watch video- indigenous 2.5 minutes

themes

Body:

Teacher will guide Brainstorming- students will get 10 minutes

brainstorming with ideas added into groups of 3 or 4 and
to the whiteboard after brainstorm themes that they
students have discussed think will arise out of the novel

Reading- students will read 40 minutes

through the text and while
doing so make connections to
themes. Find instances where
concepts that were
brainstormed were found in the
text. Affirmations.

*Sheets with questions, ideas,

predictions and affirmations will
be turned in.

Closure:

Student and teacher led Student and teacher led 20 minutes

discussion. What did we find in discussion. What did we find in
our readings? our readings?

Sheets will be completed with 5 minutes

reflection and analyses