Métis Culture Unit

Kindergarten
 Table of Contents

Section 1:

 Essential Questions and Unit Questions

 Web (Concept Map)
 Rationale
 Content (knowledge skills, values)
 Scope/Overview
 Outcomes and Indicators

Section 2:

 Facts and Background Information

 Assessing Readiness
 Aboriginal Content
 Adaptive Dimension

Section 3:

 Student Evaluation and Assessment

 Classroom Management Plan
 Instructional Strategies

Section 4:

 Lessons #1 (Plan, Assessment, PDP, Sample )

 Lesson #2 (Plan, Assessment, PDP, Templates)
 Lesson #3 (Plan Assessment, PDP, Chart, Sample)
 Lesson #4 Plan Assessment, PDP)
 Lesson #5 (Plan Assessment, PDP, Template)
 Lesson #6 (Plan Assessment, PDP, Recipe)
 Lesson #7 (Plan Assessment, PDP)
 Lesson #8 (Plan Assessment, PDP)

Section 5:

 Resources ( Children’s literature, Internet Resources, Teacher Resources, Videos, Music,

Artifacts, Pictures, recipes).
Essential Questions and Unit Questions:

Essential Question:

 Who are the Métis people? What are some significant symbols and traditions associated

within their culture?

Unit Questions:

 What types of food are/were common in the Métis culture?

 What types of music are common in the Métis culture?

 Does Métis clothing differ today from the past? What are some significant articles of

clothing in the Métis culture?

 What do we know about weaving and beadwork? Why are these art forms common to

the Métis people and their culture?

 What does infinity mean? What does the Métis infinity flag look like and mean?

 What sources of transportation were used by the Métis culture? How might

transportation be different to Métis people?

Concept Web:

Bannock
Food Pemmican
Berries

Moccasins
Clothing
Capote
Sash
Gauntlets
Métis Culture

Fiddle
Music Jigging
Red River Jig

Symbols Infinity Flag

Transportation
Red River Cart
Canoes

Art
Beadwork
Weaving
Rationale:

“Meeting the education needs of Aboriginal students requires a deep understanding of

their culture, worldview and historical experience. In order to adequately address the needs of

Aboriginal students, one must be aware of the historical experience of Aboriginal people in the

area of education. The impact of education is intergenerational, meaning that the education

experience and attitudes of the parents and prior generations impact upon the students of

today, the current generation. Educators need to identify with the situation so that they can

understand why and how they can help Aboriginal students.” -Dr. Emily Faries

I think that it is very important that as teachers we educate students about different

cultures now as they will soon be the leaders in today’s society. If we do not educate about this

cultures it is a scare that culture and traditions will be lost. At a Kindergarten level I want to use

this unit as a basic introduction into learning more about the Métis Culture. We will touch on

basic aspects such as food, clothing, music, symbols, art, and transportation. The items

addressed will be very general and serve as an introduction as they progress through grades

learning more on the topic. I am hoping that the students will be very curious about the aspects

addressed and they will have fun exploring it!

 Content (Knowledge, Skills and Values):

Knowledge: Students will gain knowledge about the Métis people. They will learn about

different aspects such as food, clothing, art, dance, and transportation. This unit will be used as

a basic introduction to help students become aware of society and encourage their future

learning of aboriginal and to Métis culture.

Skills: Students will work on skills such as fine-motor skills (art projects) and gross motor skills

(dancing). Students will also engage themselves in guided inquiry as they discover and explore

aspects of the Métis culture. Throughout the unit students will also work on cooperation skills

as well as listening and following directions skills.

Values: Over the course of this unit I hope that students will gain value and respect for aspects

of the Métis culture. It is important that students are aware of different cultures and traditions

around them and in their communities. Giving students the opportunity to explore them is very

important and can be very effective.

Scope/Overview for Metis Culture Unit:

Throughout this unit I intend to provide the Kindergarten students with a basic level of
understanding in regards to the Métis Culture. This Unit will focus on art (beadwork, weaving),
clothing (sashes, moccasins etc) food (bannock), travel (red river carts, canoes), music (fiddles,
Métis dancing and jigging) and also symbols such as the Métis flag.

Lesson Outcomes/Indicators Instructional Student Evaluation

Strategies
LESSON #1:  SOCIAL STUDIES:  Direct  Anecdotal Notes
 INK.2: Describe the diversity of
Métis
Instruction  Check for
groups represented in the
Culture classroom. (questioning, Understanding
Introductio  B: describe various cultural viewing)  Make notes on
n traditions, festivals, and celebrations  Indirect whether or not
recognized by children’s families and
Instruction students understood
communities and discuss the
importance of these cultural (inquiry, concept the concept and
traditions, festivals and celebrations. mapping, ideas introduced in
 ENGLISH LANGUAGE ARTS: reflection) this first lesson.
 CRK.1 Comprehend and respond to a
 Individual  Write names of
variety of visual, oral, print and
multimedia texts that address (brainstorming) students under the
identity. appropriate column
 E: use illustrations, photographs, and make
video programs, objects and
comments.
auditory cues to understand ideas
and information.  From this you can
 ARTS EDUCATION: see which students
 CPK.4: Create art works that express didn’t understand
own observations and ideas about and may need more
the world.
 B: Use diverse sources such as guidance.
stories, poems, observations, visual
images, music, sounds, or objects as
inspiration for art making.

LESSON #2:  ARTS EDUCATION:  Direct  Checklist/Rubric
 CHK.2 Recognize a wide variety of
Beautiful arts expressions as creations of First
Instruction  Rubric will be used
Beadwork Nations and Métis peoples. (Questioning, to determine the
 SOCIAL STUDIES: giving students
 INK.2 Describe the diversity of directions) participation in this
groups represented in the classroom.
 B: describe various cultural  Experiential particular lesson.
traditions, festivals, and celebrations Instruction  Make note of if
recognized by children’s families and (hands on art students showed
communities and discuss the
importance of these cultural project) interest or not and
traditions, festivals and celebrations. the degree to which
 MATHEMATICS: they participated in
 PK.1 Demonstrate an understanding
of repeating patterns
the activity.
 E: Identify and describe a repeating  The checklist is used
pattern in the classroom, the school, to see if students
and outdoors. were able to create
a pattern, explain
their pattern, explain
 importance of
beadwork in the
Metis Community.
Also a place to make
comments.
LESSON #3:  ARTS EDUCATION:  Direct  Checklist
Weaving  CHK.2: Recognize a wide variety of
Place Mats arts expressions as creations of First
Instruction  A checklist is used to
Nations and Métis peoples. (structured make note if
 CHK.4: Create art works that express overview, giving students are able to
own observations and ideas about directions/ tell names of colors
the world.
 A: Identify different lines, colours,
instructions) in pattern, they can
textures, shapes, forms, and  Experiential tell what colors they
patterns in surroundings and art Instruction chose and the
works, and apply this understanding (hands on meaning of the
in own work.
 B: Use diverse sources such as
activity) colors.
stories, poems, observations, visual  This can be
images, music, sounds, or objects as completed by talking
inspiration for art making. to questions or from
 SOCIAL STUDIES:
 INK.2 Describe the diversity of
observations you
groups represented in the classroom witness.
 B: describe various cultural  There is a spot for
traditions, festivals, celebrations,
recognized by children’s families and
additional
communities and discuss the comments.
importance of these cultural
traditions, festivals and celebrations.
 MATHEMATICS:
 PK.1: Demonstrate an understanding
of repeating patterns (2 or 3
elements).
 E: Identity and describe a repeating
pattern in the classroom, the school,
and the outdoors.
LESSON #4:  ARTS EDUCATION:  Indirect Observation/Anecdotal
Sashes  CHK.2: Recognize a wide variety of
Instruction notes:
arts expressions as creations of First
Nations and Métis peoples. (inquiry) As students are working on
 CHK.4: Create art works that express  Direct their sashes, monitor them
own observations and ideas about Instruction and take notes on their
the world.
 A: Identify different lines, colours,
(questioning, progress, frustration levels,
textures, shapes, forms, and giving and overall understanding
patterns in surroundings and art directions) that you notice.
works, and apply this understanding  Independent Did student transfer new
in own work.
Instruction ( art knowledge from the previous
 B: Use diverse sources such as
stories, poems, observations, visual project) lesson to this one?
images, music, sounds, or objects as  Experimental
inspiration for art making. Instruction
 SOCIAL STUDIES:
 INK.2 Describe the diversity of
(creating sashes)
groups represented in the classroom
 B: describe various cultural
traditions, festivals, celebrations,
recognized by children’s families and
communities and discuss the
importance of these cultural
traditions, festivals and celebrations.
 MATHEMATICS:
 PK.1: Demonstrate an understanding
of repeating patterns (2 or 3
 elements).
 E: Identity and describe a repeating
pattern in the classroom, the school,
and the outdoors.
 ENGLISH LANGUAGE ARTS:
 CRK.1: Comprehend and respond to
a variety of visual, oral, print and
multimedia texts that address
identity.
 A: View, listen too, comprehend and
respond to a variety of texts
(including First Nations and Métis
resources) that address identity.
 CRK.3: Listen, comprehend and
respond to gain meaning in oral texts.
 A: listen attentively to others and
respond appropriately.
 D: Follow simple directions correctly
and independently and remember
instructions given earlier.
 E: listen to traditional and
contemporary stories from a variety
of cultures including First Nations
and Métis.
 F: Listen for different purposes (to
retell, to direct others, for
enjoyment).
LESSON #5:  ARTS EDUCATION:  Direct  Conversation:
 CHK.4: Create art works that express
The Métis own observations and ideas about the
Instruction  Have a conversation
Flag world. (giving step by with students to
 A: Identify different lines, colours, step ensure they reached
textures, shapes, forms, and patterns instructions) the required
in surroundings and art works, and
apply this understanding in own  Interactive outcomes.
work. Instruction  This conversation
 B: Use diverse sources such as (whole class can take place
stories, poems, observations, visual
images, music, sounds, or objects as discussion) during their work
inspiration for art making. time on their flags or
 SOCIAL STUDIES: else after they have
 INK.2 Describe the diversity of
groups represented in the classroom
completed it.
 B: describe various cultural  Questions: Can you
traditions, festivals, celebrations, point to the symbol
recognized by children’s families and
communities and discuss the
on the flag? What is
importance of these cultural the symbol called?
traditions, festivals and celebrations.  What colors is the
flag made up of?
What do these
colors stand for?
 What does the flag
mean or stand for?
 Did you like hearing
the story and
creating your flag?

LESSON #6:  HEALTH:  Direct  Effort and

 USCK.1: Develop basic habits to
establish healthy relationships with
Instruction Participation Rubric:
Bannock/
La Galet self, others, and the environment. (Giving  As students work in
Baanak  C: Ask questions and seek answers Directions) groups to prepare
about healthy behaviours  Interactive bannock, monitor
 G: Representing visually, physically
 and/or verbally why healthy habits Instruction their ability to work
are important.
 SOCIAL STUDIES:
(Whole Class) with others, taking
 INK.2: Describe the diversity od  Experiential turns and sharing as
groups represented in the classroom Instruction well as their over all
 B: Describe various cultural (Hands-on participation levels.
traditions, festivals and celebrations
recognized by children’s families, cooking)
and communities and discuss the
importance of the cultural traditions,
festivals and celebrations.
 ENGLISH LANGUAGE ARTS:
 CRK.1: Comprehend and respond to
a variety of visual, oral, print and
multimedia texts that address
identity.
 A: View, listen too, comprehend and
respond to a variety of texts
(including First Nations and Métis
resources) that address identity.

LESSON #7:  Students will be able to perform the  Direct  Dance Rubric:
steps to the Rabbit Dance.
Rabbit  Students will stay in rhythm while
Instruction  Assess students
Dance performing the dance. (Teaching dance understanding of the
 Students will have fun! steps) Rabbit dance by
 ARTS EDUCATION:  Experimental completing the
 CPK.1: Express ideas through
exploration of the elements of dance Instruction dance rubric for the
including; action, body, dynamics, ( Dancing) students.
relationships, space.  Interactive  Aspects include:
 A: Use movement to respond to
stimuli from diverse sources such as Instruction effort, level and
stories, poems, observations, visuals (Whole class space, patterns and
images, music, sounds or objects. activity) pathways as well as
 E: Move to external beats and
rhythms ex. Round dance, jigging.
creativity.
 ENGLISH LANGUAGE ARTS:
 CRK.3: Listen, comprehend and
respond to gain meaning in oral texts.
 D: Follow simple directions correctly
and independently and remember
instructions given earlier.
LESSON #8:  ENGLISH LANGUAGE ARTS:  Experimental  Self Assessment
 CRK.1 Comprehend and respond to a
Overview variety of visual, oral, print and
Instruction (Field  The final aspect of
and Class multimedia texts that address Trip) the assessment is for
Trip identity. students to do a self
 G: Satisfy natural curiosity by assessment on the
engaging inquiry: information from
others including people in overview of the unit
community including Elders and and the lessons
knowledge keepers. completed.
 SOCIAL STUDIES:
 INK.2: Describe the diversity of
groups represented in the classroom.
 B: Describe various cultural
traditions, festivals and celebrations
recognized by children`s families and
communities and discuss the
importance of these cultural
traditions, festival and celebrations.
Outcomes/Indicators:

Outcomes & Indicators/ Curriculum Connections:

LESSON CURRICULUM Outcomes/Indicators
CONNECTION
LESSON #1:  Social Studies  SOCIAL STUDIES:
 Language Arts  INK.2: Describe the diversity of groups
Métis represented in the classroom.
Culture  B: describe various cultural traditions,
Introductio festivals, and celebrations recognized by
n children’s families and communities and
discuss the importance of these cultural
traditions, festivals and celebrations.
 ENGLISH LANGUAGE ARTS:
 CRK.1 Comprehend and respond to a variety
of visual, oral, print and multimedia texts
that address identity.
 E: use illustrations, photographs, video
programs, objects and auditory cues to
understand ideas and information.
 ARTS EDUCATION:
 CPK.4: Create art works that express own
observations and ideas about the world.
 B: Use diverse sources such as stories,
poems, observations, visual images, music,
sounds, or objects as inspiration for art
making.

LESSON #2:  Mathematics  ARTS EDUCATION:
 Arts Education  CHK.2 Recognize a wide variety of arts
Beautiful expressions as creations of First Nations and
Beadwork Métis peoples.
 SOCIAL STUDIES:
 INK.2 Describe the diversity of groups
represented in the classroom.
 B: describe various cultural traditions,
festivals, and celebrations recognized by
 children’s families and communities and
discuss the importance of these cultural
traditions, festivals and celebrations.
 MATHEMATICS:
 PK.1 Demonstrate an understanding of
repeating patterns
 E: Identify and describe a repeating pattern in
the classroom, the school, and outdoors.

LESSON #3:  Arts Education  ARTS EDUCATION:

Weaving  Social Studies  CHK.2: Recognize a wide variety of arts
Place Mats  Mathematics expressions as creations of First Nations and
Métis peoples.
 CHK.4: Create art works that express own
observations and ideas about the world.
 A: Identify different lines, colours, textures,
shapes, forms, and patterns in surroundings and
art works, and apply this understanding in own
work.
 B: Use diverse sources such as stories, poems,
observations, visual images, music, sounds, or
objects as inspiration for art making.
 SOCIAL STUDIES:
 INK.2 Describe the diversity of groups
represented in the classroom
 B: describe various cultural traditions,
festivals, celebrations, recognized by
children’s families and communities and
discuss the importance of these cultural
traditions, festivals and celebrations.
 MATHEMATICS:
 PK.1: Demonstrate an understanding of
repeating patterns (2 or 3 elements).
 E: Identity and describe a repeating pattern in
the classroom, the school, and the outdoors.
LESSON #4:  Mathematics  ARTS EDUCATION:
Sashes  Arts Education  CHK.2: Recognize a wide variety of arts
 Social Studies expressions as creations of First Nations and
 Language Arts Métis peoples.
 CHK.4: Create art works that express own
observations and ideas about the world.
 A: Identify different lines, colours, textures,
shapes, forms, and patterns in surroundings and
art works, and apply this understanding in own
work.
  B: Use diverse sources such as stories, poems,
observations, visual images, music, sounds, or
objects as inspiration for art making.
 SOCIAL STUDIES:
 INK.2 Describe the diversity of groups
represented in the classroom
 B: describe various cultural traditions,
festivals, celebrations, recognized by
children’s families and communities and
discuss the importance of these cultural
traditions, festivals and celebrations.
 MATHEMATICS:
 PK.1: Demonstrate an understanding of
repeating patterns (2 or 3 elements).
 E: Identity and describe a repeating pattern in
the classroom, the school, and the outdoors.
 ENGLISH LANGUAGE ARTS:
 CRK.1: Comprehend and respond to a variety
of visual, oral, print and multimedia texts that
address identity.
 A: View, listen too, comprehend and respond
to a variety of texts (including First Nations
and Métis resources) that address identity.
 CRK.3: Listen, comprehend and respond to
gain meaning in oral texts.
 A: listen attentively to others and respond
appropriately.
 D: Follow simple directions correctly and
independently and remember instructions
given earlier.
 E: listen to traditional and contemporary
stories from a variety of cultures including
First Nations and Métis.
 F: Listen for different purposes (to retell, to
direct others, for enjoyment).
LESSON #5:  Arts Education  ARTS EDUCATION:
 Social Studies  CHK.4: Create art works that express own
The Métis  Language Arts observations and ideas about the world.
Flag  A: Identify different lines, colours, textures,
shapes, forms, and patterns in surroundings and
art works, and apply this understanding in own
work.
 B: Use diverse sources such as stories, poems,
observations, visual images, music, sounds, or
objects as inspiration for art making.
 SOCIAL STUDIES:
  INK.2 Describe the diversity of groups
represented in the classroom
 B: describe various cultural traditions,
festivals, celebrations, recognized by
children’s families and communities and
discuss the importance of these cultural
traditions, festivals and celebrations.

LESSON #6:  Mathematics  HEALTH:

 Health  USCK.1: Develop basic habits to establish
Bannock/  Social Studies healthy relationships with self, others, and the
La Galet  Language Arts environment.
Baanak  C: Ask questions and seek answers about
healthy behaviours
 G: Representing visually, physically and/or
verbally why healthy habits are important.
 SOCIAL STUDIES:
 INK.2: Describe the diversity od groups
represented in the classroom
 B: Describe various cultural traditions,
festivals and celebrations recognized by
children’s families, and communities and
discuss the importance of the cultural
traditions, festivals and celebrations.
 ENGLISH LANGUAGE ARTS:
 CRK.1: Comprehend and respond to a variety
of visual, oral, print and multimedia texts that
address identity.
 A: View, listen too, comprehend and respond
to a variety of texts (including First Nations
and Métis resources) that address identity.

LESSON #7:  Arts Education  Students will be able to perform the steps to
 Physical the Rabbit Dance.
Rabbit Education  Students will stay in rhythm while performing
Dance the dance.
 Students will have fun!
 ARTS EDUCATION:
 CPK.1: Express ideas through exploration of
the elements of dance including; action, body,
dynamics, relationships, space.
 A: Use movement to respond to stimuli from
diverse sources such as stories, poems,
observations, visuals images, music, sounds
or objects.
  E: Move to external beats and rhythms ex.
Round dance, jigging.
 ENGLISH LANGUAGE ARTS:
 CRK.3: Listen, comprehend and respond to
gain meaning in oral texts.
 D: Follow simple directions correctly and
independently and remember instructions
given earlier.
LESSON #8:  Social Studies  ENGLISH LANGUAGE ARTS:
 English  CRK.1 Comprehend and respond to a variety
Overview Language Arts of visual, oral, print and multimedia texts that
and Class address identity.
Trip  G: Satisfy natural curiosity by engaging
inquiry: information from others including
people in community including Elders and
knowledge keepers.
 SOCIAL STUDIES:
 INK.2: Describe the diversity of groups
represented in the classroom.
 B: Describe various cultural traditions,
festivals and celebrations recognized by
children`s families and communities and
discuss the importance of these cultural
traditions, festival and celebrations.
Resource List:

Children’s Literature:

Adams, L. (2003). The Best Bread. Cowichan Valley: Eaglecrest Books.

Adams, L. (2005). New Slippers. Cowichan Valley: Eaglecrest Books.

B al la nt yn e , E . (2 00 1) . T h e Ab or ig in al A lp ha be t f or C hi ld r e n. W in ni pe g,
M an it ob a: P em mi ca n P ub li ca t io ns .

B row nr id ge , W. ( 19 95 ). T he M oc ca s i n G o al ie . V ic to ri a, B C: O rc a B oo k
P ub li s h er s .

B ur to n, W. ( 20 09 ). D a nc in g in M y B on es .

B ur to n, W. ( 20 07 ). F id dl e D a nc er . S as ka to on , S as ka tc he w a n: G l ob e P r in te rs .

D el ar on de , D . (1 99 9) . A N am e fo r a Mé ti s . Wi nn ip eg , M a ni to ba : P em mi ca n
P ub li ca ti on s .

Delaronde, D. (2001). Flour Sack Flora. Winnipeg, Manitoba: Pemmican Publications.

D el ar on de , D . (2 00 0) . L i tt le Mé ti s a nd t he Mé ti s S as h . W in ni pe g, M an it ob a:
P em mi ca n P ub li ca ti on s .

D en ny , E. (2 00 8) . Je nn el i’ s D a nc e. P e nt ic on , BC : T he yt us Bo oks .

D u ch ar me , C . (2 00 5) . G r a nn y Sh oo ng is h an d th e G ia nt O ak T r e e. Wi nn ip eg ,
M an it ob a: P em mi ca n P ub li ca t io ns .

D u ch ar me , L . (2 00 6) . Pe pe r e P la ye d th e F id dl e. W in ni pe g, M an it ob a:
P em mi ca n P ub li ca ti on s .

F au ch on , J . ( 20 05 ). T he M et is Al ph ab et Bo ok . S as ka to on , S as ka tc he w a n:
G lo be P ri nt er s .

M cL el la n, J . (2 00 6) . Na na bos ho & Po r c up in e. Wi nn ip eg , M a ni to ba :
P em mi ca n P ub li ca ti on s .
M u rr ay , B . (2 00 1) . Li Mi no us h. W in ni pe g, M an it ob a: P e mm ic an P ub li ca t io ns .

M u rr ay , B . (2 00 3) . L i P av iy on di M ic hi f . Wi nn ip eg , M a ni to ba : P em mi ca n
P ub li ca ti on s .

M u rr ay , B . (2 00 8) . T h om as a nd t he Mé ti s Car t. W in ni pe g, M an it ob a:
P em mi ca n P ub li ca ti on s .

M ur ra y, B. ( 20 04 ). T hom as an d th e M ét is S as h . W in ni pe g, M an it ob a:
P em mi ca n P ub li ca ti on s .

P el le ti e r, J . (2 00 7) . T h e St or y o f th e R ab bi t D a nc e. S as k at oo n,
S as k at ch ew an : G lo be P ri nt er s .

R ac et te , S . (1 99 1) . T h e Fl ow er Be ad wo r k Pe op le . R eg in a, S as k at ch ew an :
G ab ri el D u mo nt In s t it ut e.

S an de rs on , E. (1 99 0) . T w o Pa ir s of S ho es . W in ni pe g, M an it ob a: P e mm ic an
P ub li ca ti on s .

S il ve y, D . ( 20 05 ). T he K id s Bo ok of Ab or ig in al P eo pl es i n Ca na da . T or on to
O n ta ri o: K i ds Ca n P r es s .

Internet Resources:

 The Metis
http://firstpeoplesofcanada.com/fp_metis/fp_metis5.html

 Closing the Gap for Aboriginal Students”

http://www.edu.gov.on.ca/eng/research/eFaries.pdf

 Virtual Museum
http://www.virtualmuseum.ca/Exhibitions/Batoche/docs/proof_en_metis_beadwork.pdf

 National Aboriginal Health Organization

http://www.naho.ca/metiscentre/english/index.php

 Metis Culture and Heritage Resource Centre

http://www.metisresourcecentre.mb.ca/
  Michif and Metis Cultural Site
http://www.saskschools.ca/curr_content/creelang/tplans/index.html

Teacher Resources:

 Flags of the Metis

R ac et te , C . (1 95 2) . Fl ag s o f th e Mé ti s . Re gi na , S as ka tc he w a n: G a br ie l
D u mo nt I ns t it ut e.
 Métis Dances Kit by Saskatchewan Education
 The Metis Alphabet
 Metis Museum
http://www.metismuseum.ca/
 Regina Public Schools
www.rbe.sk.ca

Videos:

Youtube:

 Classplan- Trying Paper Weaving

 The Metis
 Metis Dancing
 Maple Sugar Jiggers

Music:

 Drops of Brandy and other Traditional Metis Tunes (Volume One-Disc One)
 Les Michif- John Arcand

Artifacts:

 Métis Flags
 Metis Sash
 Moccasins
 Mukluks

Pictures:
  Collection of pictures from “Métis Strong, Métis Proud” (GDI)

Recipes:

 Cooking Aboriginal Style

http://www.ainc-inac.gc.ca/ach/ev/nad/prod/lrag-eng.asp

 Teachers First

http://www.teachersfirst.com/summer/na-recipes.htm

 Postcard Recipes (GDI)

Extra/Other:

 Postcards
Assessing Readiness:

 To find out what the students already knew about the topic I addressed my cooperative

teacher. I was informed that they have done some activities in regards to Aboriginals

but had not completed much on “Métis Culture” specifically.

 To find out from my students their “readiness” I have created my first lesson as a basic

introduction lesson which allows for exploration and questions. Students will get an

understanding of topics that will be addressed and they will have opportunities to ask

questions and gain new knowledge.

 Some of the prerequisite learning for this unit included:

o Students are able to participate in group discussion

o Students should know/have understanding on how to cut and paste.
o

Students should be able to work independently.

o Have general understanding of Métis culture based on previous lessons.

 Incorporating a K-W-L chart will allow for me as a teacher to see what students “know”,

“wonder” about and what they “learned” at the end.

K W L
Aboriginal Content:

 Students use resources as an introduction to the Métis Culture.

 Give students an opportunity to be exposed to new words in a new language (Michif

language).

 Students will experience a wide variety of literature based about the Métis Culture

(children’s literature).

 Students will be exposed to various Métis artifacts and will recreate them in a variety of

activities.

 Students will demonstrate an understanding and appreciation for Métis music and

dance.

 Students will explore traditional food from the Métis culture and take part in making

their own by following a set of directions.

Adaptive Dimension:
 Some tasks may require some students to need extra time to complete.

 Ensuring lots of time and making arrangements for students to complete without

missing other important areas is very important.

 Some students may finish sooner than others. I have prepared pictures they can color to

create a Metis book at the end of the unit.

 If students finish ahead of other students they can also look at the clothing articles on

display as well as the themed books on display.

Classroom Management Plan:

 Keep students engaged by asking questions that interest and relate to their lives and

experiences.

 Remind students to raise their hands when they have something to ask, say or comment

on.

 Keep students on task by having them not tell unrelated stories.

 If students need to take a quick body break, have them do something active like

stretching.

 Circulate around the classroom while students are working to help keep them on task

and answer questions they may have.

 Keep students bust by having them color pictures or look at the themed books etc.
Instructional Strategies:

LESSON Strategy
LESSON #1:  Direct Instruction (questioning, viewing)
Métis  Indirect Instruction (inquiry, concept mapping, reflection)
Culture  Individual (brainstorming)
Introduction
LESSON #2:  Direct Instruction (Questioning, giving directions)
Beautiful  Experiential Instruction (hands on art project)
Beadwork
LESSON #3:  Direct Instruction (structured overview, giving directions/
Weaving instructions)
Place Mats  Experiential Instruction (hands on activity)

LESSON #4:  Indirect Instruction (inquiry)

Sashes  Direct Instruction (questioning, giving directions)
 Independent Instruction ( art project)
 Experimental Instruction (creating sashes)

LESSON #5:  Direct Instruction (giving step by step instructions)

 Interactive Instruction (whole class discussion)
The Métis
Flag
LESSON #6:  Direct Instruction (Giving Directions)
 Interactive Instruction (Whole Class)
Bannock/ La  Experiential Instruction (Hands-on cooking)
Galet
Baanak
LESSON #7:  Direct Instruction (Teaching dance steps)
 Experimental Instruction ( Dancing)
Rabbit  Interactive Instruction (Whole class activity)
Dance

LESSON #8:  Experimental Instruction (Field Trip)

Overview
and Class
Trip
Student Evaluation/Assessment:

LESSON Strategy
LESSON #1:  Anecdotal notes
Métis  Check for understanding
Culture  Make notes on whether or not students understood the
Introduction concept and ideas introduced in this first lesson
 Write names of students under the appropriate column and
make comments.
 From this you can see which students didn’t understand and
may need more guidance.
LESSON #2:  Checklist/rubric
Beautiful  Rubric will be used to determine the students participation in
Beadwork this particular lesson
 Make notes of it students showed interest or not and the
degree to which they participated in the activity
 The checklist is used to see if students were able to create a
pattern, explain their pattern, and explain importance of
beadwork in the Métis community. Also a place to make
comments.
LESSON #3:  Checklist
Weaving  A checklist is used to make notes if students are able to tell
Place Mats names of colors in pattern, they can tell what colors they chose
and meaning of the colors. This can be completed by talking to
and asking questions or from observations you witness.
 This is a spot for additional comments.

LESSON #4:  Observation/anecdotal notes:

Sashes  As students are working on their sashes, monitor them and take
notes on their progress, frustration levels, and overall
understanding that you notice.
 Did students transfer new knowledge from the previous lesson
to this one?
LESSON #5:  Conversation:
 Have a conversation with students to ensure they reached the
The Métis required outcomes.
Flag  This conversation can take place during their work time on their
flags or else after they have completed it.
 Questions: Can you point to the symbol on the flag? What is the
symbol called? What colors is the flag made up of? What do
these colors stand for? What does the flag man or stand for?

LESSON #6:  Effort and participation rubric:

  As students work in groups to prepare bannock, monitor their
Bannock/ La ability to work with others, taking turns and sharing as well as
Galet their overall participation levels.
Baanak
LESSON #7:  Dance rubric:
 Assess students understanding of the rabbit dance by
Rabbit completing the dance rubric for each student
Dance  Aspects include: effort, level and space, patterns and pathways
as well as creativity.
LESSON #8:  Self assessment
 The final aspects of the assessment is for students to do a self
Overview assessment on the overview of the unit and the lessons
and Class completed.
Trip

PDP Plan:

LESSON
LESSON #1:  Basic Management Skills  Using eye contact,
Métis  Withitness: students know that gesturing at students,
Culture teacher is aware of what is going on positioning to b able to
Introduction  Movement Management:reducing see students, seeing and
“dead time” by smoothing transitions acknowledging hand
throughout the lesson raised.
 Have materials, ready,
give clear directions,
appropriate pacing of
lesson.
LESSON #2:  Time management: to make efficient  I will make sure all
Beautiful use of the time I have available and to materials are prepared
Beadwork make the set, development and and in place ahead of
closure flow smoothly and conform to time.
appropriate timelines.
LESSON #3:  Classroom Management  Gaining the attention of
Weaving all students
Place Mats  Clearly explain directions
 Having students repeat
back directions to check
for understanding
LESSON #4:  Giving clear directions  Brief, understandable,
Sashes  Check for understanding complete
 Determine if students
understand, are doing it
right, asking, observing
while students do task
LESSON #5:  Questioning Skills: Distribution  I will try to spread my
questions around the
The Métis room.
Flag  I will ask some students
even if they do not have
their hands up.
LESSON #6:  Communication: to develop strong  I will speak clearly and
verbal and nonverbal communication loud enough so that all
Bannock/ La skills students can hear.
Galet  I will show enthusiasm
Baanak with my voice and body
 I will try to avoid the use
of “guys” etc.
LESSON #7:  Appropriate demonstrating to ensure  Intended actions to
understanding (conducting effective improve learning
Rabbit demonstrations) situations: follow major
Dance demonstration steps.

LESSON #8:  Student engagement (keeping  Explain to students th

students on task) goals of the activity and
Overview walk around and
and Class encourage them to stay
Trip on task.
 Lesson Plan #1: Métis Culture Introduction

Teacher: Kaitlin Basler Date: March 22nd, 2011 (9:30-10am)

Activity: Métis Culture Introduction Grade: Kindergarten
Teaching Strategy: Direct Instruction (questioning, viewing)
Indirect Instruction (inquiry, concept mapping, reflection)
Individual (brainstorming)

Activity Purpose:
 Engage students in a group discussion to see what they know about the Métis culture
and look at aspects will we will at over the next few weeks. We will start by looking at
the word culture.
 Demonstrate an understanding by participate in discussion and listening to story.

Learning Outcomes/Indicators:
 SOCIAL STUDIES:
 INK.2: Describe the diversity of groups represented in the classroom.
 B: describe various cultural traditions, festivals, and celebrations recognized by
children’s families and communities and discuss the importance of these cultural
traditions, festivals and celebrations.
 ENGLISH LANGUAGE ARTS:
 CRK.1 Comprehend and respond to a variety of visual, oral, print and multimedia texts
that address identity.
 E: use illustrations, photographs, video programs, objects and auditory cues to
understand ideas and information.
 ARTS EDUCATION:
 CPK.4: Create art works that express own observations and ideas about the world.
 B: Use diverse sources such as stories, poems, observations, visual images, music,
sounds, or objects as inspiration for art making.

Cross Curricular Competencies:

 Developing Thinking
 Developing Social Responsibility
 Developing Literacies
Equipment:
 Children’s Literature:
 Paperboard/whiteboard
 Métis Pictures
  YouTube: “The Métis”

Advanced Preparation:
 Have materials ready (pictures, paper)
 Sign-out data projector

Prerequisite Learning:
 Students are able to participate in group discussion

Assessment:
 Checklist and anecdotal notes
Adaptive Dimension:
 None should be needed
 Procedure: Student Engagement/Classroom
 SET: Management Strategies
 Inform students that today we are
going to look at the word culture.  Ask students questions such as: Does
 Read students book: ____. Explain that anybody know what it means? What
“everyone is different and we have kinds of cultures do you know?
different traditions and things in our
lives.”
 Tell students that “we are going to be
studying the Métis culture. The Métis
culture is very special and has lots of  Remind students that if they have any
interesting things like dancing, yummy questions they can put their hand up
food, beautiful clothing and ways to and I will call upon them.
travel.”
 DEVELOPMENT:  Remind students that if they have any
 To help students get a visual for the questions or comments to wait until
things we will be addressing, show the the end of the story unless I ask them
students pictures/ items of what we specifically
will be looking at. Provide students
with a brief description.
 Show students a video (“The Métis”)
from YouTube to give them another
visual.
 As a class, we will create a web to
show different aspects of the Métis
culture.
 CLOSURE:
 Provide students with the opportunity
to ask questions if they have any and  Remind students that only those quiet
 share some ideas about what they with their hands up nicely will be
learned and what they might want to chose.
look at in the next few weeks.

Lesson #1: Metis Culture Introduction

Assessment: Checklist

Did the students have an understanding of the introduction to the Métis Culture?

Did not Understand Somewhat Understood Understood

 Lesson Plan #2: Beautiful Beadwork

Teacher: Kaitlin Basler Date: March 24th, 2011 (9:30-10am)

Activity: Beautiful Beadwork Grade: Kindergarten
Teaching Strategy: Direct Instruction (Questioning, giving directions)
Experiential Instruction (hands on art project)

Activity Purpose:
 Engage students in an activity where they will explore clothing worn by the Métis people,
specifically looking at the beautiful beadwork. Students will create their own items (using
templates) and decorate them with beads.
 Students will practice their listening skills
 Students will understand the importance of patterns and beadwork to the Metis peoples.
 They will create their own patterns pictures by decorating the clothing item template
using beads and coloring utensils.

Outcomes/Indicators:
 ARTS EDUCATION:
 CHK.2 Recognize a wide variety of arts expressions as creations of First Nations and
Métis peoples.
 SOCIAL STUDIES:
 INK.2 Describe the diversity of groups represented in the classroom.
 B: describe various cultural traditions, festivals, and celebrations recognized by
children’s families and communities and discuss the importance of these cultural
traditions, festivals and celebrations.
 MATHEMATICS:
 PK.1 Demonstrate an understanding of repeating patterns
 E: Identify and describe a repeating pattern in the classroom, the school, and outdoors.
Cross Curricula Competencies:
 Developing Thinking:
 Developing Social Responsibility
 Developing Literacies
Equipment:
 Children’s Literature: “The Flower Beadwork People”- S. Racette
 Clothing templates
 Beads
 Glue
  Coloring utensils

Advanced Preparation:
 Collect materials
 Create sample
 Select Children’s literature book

Prerequisite Learning:
 Using glue
 Following directions
Assessment:
 Anecdotal notes, checklist
Adaptive Dimension:
 Showing students an example creation will give many of the students a clearer picture of
what you are looking for.
 Check for understanding by having students repeat back the directions for a task.
 Some students may need assistance. Make sure to walk around and assist students having
questions or difficulty.
 For students that finish quickly they can color Métis pictures, look at books or items.
 Procedure: Student Engagement/Classroom
 SET: Management Strategies
 Have students gather in the reading  Remind students that if they have any
corner. questions they can put their hand up
 Explain to students that “today we are and I will call upon them.
going to look at some of the beautiful  Remind students that if they have any
clothing that was common in the questions or comments to wait until the
Métis culture.” end of the story unless I ask them
 Show students some of the physical specifically
items (moccasins, mukluks, gauntlets)
 Read student book: “The Flower
Beadwork People”.

 DEVELOPMENT:
 Tell students that “we are going to  Remind students that only those quiet
create our own beadwork patterns.” with their hands up nicely will be
 Show students a sample of one that I chose.
made.
 Demonstrate to students the procedure
they will take to creating their item.  Check for understanding by having
( coloring picture/and over gluing beads students repeat back the directions.
on in patterns.)
 Students will select a template. Go to
the tables and work to create their own  Ask students to quiet go to their seats
patterns. They may color their items and begin.
 and then glue beads onto it.

 CLOSURE:
 Allow students time to do a walk
around and look at each other beautiful
items.
 If students finish before other students
they can color pictures provided, take a
closer look at the items of beadwork I
brought or they can look at some of the
books on display.
 Lesson Plan #3: Weaving Place Mats

Teacher: Kaitlin Basler Date: March 25th, 2011 (9:30-10am)

Activity: Place Mats (Paper weaving) Grade: Kindergarten
Teaching Strategy: Direct Instruction (structured overview, giving directions/instructions)
Experiential Instruction (hands on activity)

Activity Purpose:
 Engage students in an activity where they will learn more about another important aspect
in the Métis culture: sashes and weaving.
 . Students will practice making their own weaving placemats to practice weaving before
they create their own Sashes in the following lesson.
 Students will work on fine motor skills as they create their weaving patterns.
 Students will learn colors associated with the Métis sashes and their meaning: red (First
Nations ancestry), white (European ancestry), yellow (sun), blue (sky/outdoors), black
(bad/sad times in history), green (grass and nature).
Outcomes/Indicators:
 ARTS EDUCATION:
 CHK.2: Recognize a wide variety of arts expressions as creations of First Nations and
Métis peoples.
 CHK.4: Create art works that express own observations and ideas about the world.
 A: Identify different lines, colours, textures, shapes, forms, and patterns in surroundings and art
works, and apply this understanding in own work.
 B: Use diverse sources such as stories, poems, observations, visual images, music, sounds, or
objects as inspiration for art making.
 SOCIAL STUDIES:
 INK.2 Describe the diversity of groups represented in the classroom
 B: describe various cultural traditions, festivals, celebrations, recognized by children’s
families and communities and discuss the importance of these cultural traditions, festivals
and celebrations.
 MATHEMATICS:
 PK.1: Demonstrate an understanding of repeating patterns (2 or 3 elements).
 E: Identity and describe a repeating pattern in the classroom, the school, and the
outdoors.
Cross Curricular Competencies:
 Developing Thinking
  Developing Social Responsibility
 Developing Identity and interdependence
Equipment:

 Construction paper (red- one for each students), strips of other colors (white, yellow,
blue, black and green)
 Glue
 Rulers
 Scissors

Advanced Preparation:
 Gather required materials
 Collect Children’s literature story
 Create sample model for students
 Pre-cit strips of paper for students
Prerequisite Learning:
 Students should know/have understanding on how to cut and paste.
 Students should be able to work independently.
 Have general understanding of Métis culture based on previous lessons.
Assessment:
 Review each student’s work to verify that each student’s project meets the minimum
lesson requirements. (Checklist)
Adaptive Dimension:
 Showing students an example creation will give many of the students a clearer picture of
what you are looking for.
 Check for understanding by having students repeat back the directions for a task.
 Some students may need assistance. Make sure to walk around and assist students having
questions or difficulty.
 For students that finish quickly they can color a Métis picture, look at artifacts or look at
themed books.
 Procedure: Student Engagement/Classroom
 SET: Management Strategies
 Have students gather in the reading  Remind students that if they have any
corner. questions they can put their hand up
 Explain to students that “today we are and I will call upon them.
going to look at another garment  Remind students that if they have any
traditionally a part of the Métis questions or comments to wait until the
culture.” end of the story unless I ask them
 Explain that the sash is a very specifically
important.
 Ask students questions about the sash:
What colors do you see in the sash?
What might these colors mean?  Remind students that only those quiet
 Explain these to the students (see with their hands up nicely will be
Colors and Meanings paper) chose.
 DEVELOPMENT:
 Tell students that the sashes are made
by a technique called weaving. Explain
to students what weaving is.
 Tell students that today we are going to  Check for understanding by having
practice doing some weaving. students repeat back the directions.
 Show students that we are going to use
the colors that are significant to the
Métis sash.  Ask students to quiet go to their seats
 Show students the finished product. and begin.
Explain to students that we are going to
use strips of paper to practice this.
 Take students through the step. (see
attached instructions).
 Students will each have one sheet of
red construction paper (pre-cut lines).
Students will then each select two other
colors mentioned and use those three
colors to complete their weaving matt.
 Provide students with the materials they
need and direct them to their seats
where they can begin to work on their
patterns.
 CLOSURE:
 Students can show and share their
weaving mats.
 Mats can be laminated so they can be
used as place mats!
 Lesson Plan #4: Sashes

Teacher: Kaitlin Basler Date: March 28th, 2011 (10-10:30

Activity: Sashes Grade: Kindergarten
Teaching Strategy: Indirect Instruction (inquiry)
Direct Instruction (questioning, giving directions)
Independent Instruction ( art project)
Experimental Instruction (creating sashes)

Activity Purpose:
 Engage students in an activity where they will create their own sashes to wear. Based on
what they learned about weaving in the last activity, students will carry those skill to
make their own sashes.
 We will review the colors in the sashes and what they mean.
 Students will use red ribbon and weave yarn through it to create their “woven sashes”.
 They will select 3 colors to use for their sashes.
Outcomes/Indicators:
 ARTS EDUCATION:
 CHK.2: Recognize a wide variety of arts expressions as creations of First Nations and
Métis peoples.
 CHK.4: Create art works that express own observations and ideas about the world.
 A: Identify different lines, colours, textures, shapes, forms, and patterns in surroundings and art
works, and apply this understanding in own work.
 B: Use diverse sources such as stories, poems, observations, visual images, music, sounds, or
objects as inspiration for art making.
 SOCIAL STUDIES:
 INK.2 Describe the diversity of groups represented in the classroom
 B: describe various cultural traditions, festivals, celebrations, recognized by children’s
families and communities and discuss the importance of these cultural traditions, festivals
and celebrations.
 MATHEMATICS:
 PK.1: Demonstrate an understanding of repeating patterns (2 or 3 elements).
 E: Identity and describe a repeating pattern in the classroom, the school, and the
outdoors.
 ENGLISH LANGUAGE ARTS:
 CRK.1: Comprehend and respond to a variety of visual, oral, print and multimedia texts
that address identity.
 A: View, listen too, comprehend and respond to a variety of texts (including First Nations
 and Métis resources) that address identity.
 CRK.3: Listen, comprehend and respond to gain meaning in oral texts.
 A: listen attentively to others and respond appropriately.
 D: Follow simple directions correctly and independently and remember instructions given
earlier.
 E: listen to traditional and contemporary stories from a variety of cultures including First
Nations and Métis.
 F: Listen for different purposes (to retell, to direct others, for enjoyment).
Cross Curricula Competencies:
 Developing Thinking
 Developing Social Responsibility
 Developing Literacies
Equipment:
 Red Ribbon
 Balls of yarn (green, yellow, blue, white, black)
 Children’s Literature: “Thomas and the Métis Sash”- Bonnie Murray or “Little Métis and
the Métis Sash” – Deborah Delaronde
 CD player
 Fiddle Music

Advanced Preparation:
 Collect Material
 Chose Children’s literature book
 Pre cut ribbon for students and make whole in ribbon so they can weave yarn through.
 Pre-cut yarn for students to use.
 Create sample

Prerequisite Learning:
 Students should have understanding of the Métis culture and the sash based on
information attained in the previous lessons.
 Understand concept of weaving based on previous lessons.
Assessment:
 Were students able to create sash and name the colors they used and tell you what they
mean.
Adaptive Dimension:
 Showing students an example creation will give many of the students a clearer picture of
what you are looking for.
 Check for understanding by having students repeat back the directions for a task.
 Some students may need assistance. Make sure to walk around and assist students having
questions or difficulty.

 Procedure: Student Engagement/Classroom

 SET: Management Strategies
 Remind students that if they have any
 Have students gather in reading corner. questions they can put their hand up
 Review with students the colors and and I will call upon them.
meaning within a sash.  Remind students that if they have any
 Read students the story “Thomas and questions or comments to wait until the
the Métis Sash” or “Little Métis and the end of the story unless I ask them
Métis Sash”. specifically
 DEVELOPMENT:
 Tell students that “today we are going
to use what we learned about
weaving last time and create our own  Remind students that only those quiet
sashes that we can wear.” with their hands up nicely will be
 Show students a sample of the sash chose.
they will be making.
 Demonstrate to students the process
they will take and the materials they
will use.  Check for understanding by having
 Inform students that they will each get students repeat back the directions.
a piece of red ribbon (ribbon as pre-cut
holes). Students will then select 3
colors and they will use these colors to  Ask students to quiet go to their seats
weave through the ribbon (over-under- and begin.
over-under).
 After students have chosen their colors
they may go to the table and begin their
sash.
 CLOSURE
 After the students have competed their
sashes they may try them on.
 As an introduction to the next lesson,
allow a few minutes to play some fiddle
music and have students participate in
some “free dancing” where they can
dance as they wish.
 Lesson Plan #5: The Métis Flag

Teacher: Kaitlin Basler Date: March 29th, 2011 (10:45-11:15am)

Activity: The Métis Flag Grade: Kindergarten
Teaching Strategy: Direct Instruction (giving step by step instructions)
Interactive Instruction (whole class discussion)

Activity Purpose:
 Students will become familiar with the infinity flag of the Métis people. They will
actively listen to a story and then will work to create their own flags
 Students will learn about the word infinity.
 Students will describe the flag (symbols and colors).
 Students will participate in creating their own flags (replicate a scale model of a Métis
Flag).
 Students will listen to a story and make connections.

Outcomes/Indicators:
 ARTS EDUCATION:
 CHK.4: Create art works that express own observations and ideas about the world.
 A: Identify different lines, colours, textures, shapes, forms, and patterns in surroundings and art
works, and apply this understanding in own work.
 B: Use diverse sources such as stories, poems, observations, visual images, music, sounds, or
objects as inspiration for art making.
 SOCIAL STUDIES:
 INK.2 Describe the diversity of groups represented in the classroom
 B: describe various cultural traditions, festivals, celebrations, recognized by children’s
families and communities and discuss the importance of these cultural traditions, festivals
and celebrations.

Cross Curricula Competencies:

 Developing Thinking
 Developing Literacies
 Developing Social Responsibility

Equipment:
 Children’s Literature: “li paviyon di michif”- Bonnie Murray
 Métis Flag
 Flag templates
  Coloring utensils
 Popsicle sticks or straws

Advanced Preparation:
 Select Children’s literature book
 Gather materials needed
 Create sample to show students

Prerequisite Learning:
 Basic knowledge of the Métis people and culture
 Awareness of flags
 Ability to cut and paste

Assessment:
 Conversation with Students: Ask students to identify the symbol on the flag, what it
means and colors.
Adaptive Dimension:
 Showing students an example creation will give many of the students a clearer picture of
what you are looking for.
 Check for understanding by having students repeat back the directions for a task.
 Some students may need assistance. Make sure to walk around and assist students having
questions or difficulty.
 For students that finish quickly,.
 Procedure: Student Engagement/Classroom
 SET: Management Strategies
 Have students gather in the reading  Remind students that if they have any
corner. questions they can put their hand up
 Tell students that “today we are going and I will call upon them.
to look at the flag of the Métis  Remind students that if they have any
people.” questions or comments to wait until the
 Show student the flag and ask if anyone end of the story unless I ask them
has ever seen this flag before. specifically
 Discuss aspects of the flag (colors,
symbols and what they might mean).
 Read students story “li paviyon di
michif”- Bonnie Murray.  Remind students that only those quiet
 Ask students questions as you go along with their hands up nicely will be
to sure their engagement and chose.
interaction.
 DEVELOPMENT:
 Tell students that “we are going to
make a Métis flag like Thomas had in  Check for understanding by having
the book.” students repeat back the directions.
 Show students my example flag.
 Tell students that “this is what we are
going to make, this flag represents  Ask students to quiet go to their seats
the Métis people”. and begin.
 Ask students if they remember what the
symbol is called.
 Ask students if they remember the two
important meanings of the flag.
 The meanings are: “1. The joining of
two cultures 2. Existence of a people
forever (infinity).
 Show students what they are going to
do. (Color the flag using the right
colors and cut the flag out. Make sure
to write your name on the back)
 With the assistance of an them and
adult students will staple a straw or
popsicle stick to the flag.
 Have students gather materials and then
go to their seats to work on their flags.
 As students work on their flags make
sure to monitor and help where needed.
 CLOSURE
 After students have completed their
flags have them point out the infinity
symbol and review what it means.
 Also ask students who the flag
represents.
 Lesson Plan #6: Bannock (La Galet Baanak)

Teacher: Kaitlin Basler Date: March 31st, 2011 (9-9:30am)

Activity: Bannock Grade: Kindergarten
Teaching Strategy: Direct Instruction (Giving Directions)
Interactive Instruction (Whole Class)
Experiential Instruction (Hands-on cooking)

Activity Purpose:
 Students will understand that by eating healthy nutritious food they will grow up to be
healthy individuals.
 Demonstrate an understanding that when Métis people had to live off the land, bannock
provided the essential energy their bodies needed, especially during times of hunting and
gathering or during the months when food supply was limited.
 Students will learn that bannock is a traditional food for Métis people and participate in
making bannock.
Outcomes/Indicators:
 HEALTH:
 USCK.1: Develop basic habits to establish healthy relationships with self, others, and the
environment.
 C: Ask questions and seek answers about healthy behaviours
 G: Representing visually, physically and/or verbally why healthy habits are important.
 SOCIAL STUDIES:
 INK.2: Describe the diversity od groups represented in the classroom
 B: Describe various cultural traditions, festivals and celebrations recognized by
children’s families, and communities and discuss the importance of the cultural
traditions, festivals and celebrations.
 ENGLISH LANGUAGE ARTS:
 CRK.1: Comprehend and respond to a variety of visual, oral, print and multimedia texts
that address identity.
 A: View, listen too, comprehend and respond to a variety of texts (including First Nations
and Métis resources) that address identity.

Cross Curricula Competencies:

 Developing Thinking
 Developing Identity and Interdependence
 Developing Social Responsibility
 Developing Literacies
Materials/Equipment:
 Children’s Literature: “The Bannock Book” – Linda Ducharme
“Best Bread” – Lorraine Adams
“ Fry Bread” – Ferguson Plain
 Bannock Ingredients: Flour, baking powder, salt, margarine, water
 Baking Tools: Large bowl, wooden spoon, fork, rolling pin, pan
 Bannock Toppings: Margarine, jam
 Oven for baking
Advanced Preparations:
 Collect Children’s Literature Books
 Gather ingredients for bannock (see materials/equipment)
 Pre-measure ingredients?
 Create bannock recipe rebus chant.

Prerequisite Learning:
 Students have a general understanding of the Métis culture.
 Following directions
 Working cooperatively in a small group

Assessment:
 Effort and Participation Rubric
Adaptive Dimension:
 Check for understanding by having students repeat back the directions for a task.
 Some students may need assistance. Make sure to walk around and assist students having
questions or difficulty.

 Procedure: Student Engagement/Classroom

 SET:
 Have students gather on the floor in the
reading corner.
 Ask students if they know “what
bannock is and if they have ever
eaten it before?”
 Tell students that “bannock was a
traditional food for Métis people. It
was very nutritious and gave them
energy. Bannock was good because it
can be eaten anytime and kept for a
long time (which was good for times
of travelling).”
 Ask students if they know “the Métis
word for Bannock in Métis?” Inform
students that the word is “La galet
baanak.” Ask students to say this
word together.
Management Strategies
 Remind students that if they have any
questions they can put their hand up
and I will call upon them.
 Remind students that if they have any
questions or comments to wait until the
end of the story unless I ask them
specifically
 Remind students that only those quiet
with their hands up nicely will be
chose.
 Read students “The Bannock Book”.

 DEVELOPMENT:
 Tell students that “Today we are going
to be making La galet baanak”.
 Show students the recipe and
directions. Have students read the
recipe and directions together.
 Divide the class into smaller groups.
 Explain to students that they will work  Check for understanding by having
with their adult to complete the recipe. students repeat back the directions.
 (See recipe for baking instructions)
 When groups are finished preparing,
take the bannock to the staff kitchen
and bake it.
 While waiting for the bannock to cook,
students can look at books, color
pictures (Métis ones provided), look at
the artifacts.

 CLOSURE
 Cut up the bannock and set out plates,
 Remind students to sit nicely in their
spoons, butter and jam. seats while they eat.
 Students can enjoy their snack.
 While they eat can also briefly
discuss/mention other traditional Metis
foods.
 Lesson Plan #7: Rabbit Dance

Teacher: Kaitlin Basler Date: April 6th , 2011 (10:45-11:15am)

Activity: Rabbit Dance Grade: Kindergarten
Teaching Strategy: Direct Instruction (teaching dance steps)
Experimental Instruction (dancing)
Interactive Instruction (whole class activity)

Activity Purpose:
 Engage students in an activity where they will learn that the fiddle is an important part of
the Métis culture.
 Students will learn the Rabbit Dance as an introduction to Métis Jigging.
 Students will gain understanding about culture dancing among this culture.
 The Rabbit Dance is a fun dance that shows the excitement of a dog chasing a rabbit.
Outcomes/Indicators:
 Students will be able to perform the steps to the Rabbit Dance.
 Students will stay in rhythm while performing the dance.
 Students will have fun!
 ARTS EDUCATION:
 CPK.1: Express ideas through exploration of the elements of dance including; action,
body, dynamics, relationships, space.
 A: Use movement to respond to stimuli from diverse sources such as stories, poems,
observations, visuals images, music, sounds or objects.
 E: Move to external beats and rhythms ex. Round dance, jigging.
 ENGLISH LANGUAGE ARTS:
 CRK.3: Listen, comprehend and respond to gain meaning in oral texts.
 D: Follow simple directions correctly and independently and remember instructions given
earlier.
Cross Curricula Competencies:
 Developing Thinking
 Developing Social Responsibility
Equipment:
 Children’s Literature: Pepere played the Fiddle.
“The Story of the Rabbit Dance” – Jeanne Pelletier
 Music for Rabbit Dance
 Sashes students have made in lesson 4
 CD player
  Space for dancing (gymnasium)

Advanced Preparation:
 Collect children’s literature
 Learn the rabbit dance steps

Prerequisite Learning:
 Keeping time and moving with the music

Assessment:
 Dance Rubric (See attached)
Adaptive Dimension:
 Check for understanding by having students repeat back the directions for a task.
 Some students may need assistance. While working on dance, have students that will
work well together/help each other be partnered. When in large circle, stand beside
students that may be struggling to help guide.
 Procedure: Student Engagement/Classroom
 SET: Management Strategies
 Have students gather in reading corner.  Remind students that if they have any
 Explain to students that music is a very questions they can put their hand up
important part of the Métis Culture. and I will call upon them.
 Explain to students that the fiddle is a  Remind students that if they have any
well known instrument used in this questions or comments to wait until the
culture to make beautiful music. (Show end of the story unless I ask them
a picture of a fiddle). specifically
 Read students “The Story of the Rabbit
Dance”. (Show pictures and ask  Remind students that only those quiet
questions as you go through the story). with their hands up nicely will be
 Students can now put on the sashes chose.
they have made in lesson 4.

 DEVELOPMENT:
 Tell students that today we are going to
look at a dance by the Métis people.
Tell students that we are going to go to
the gym and try out the dance we heard
about in the story. (Show students a
video of the rabbit dance so they have
an idea of what it might look like.)
 Get students to line up at the door and  Check for understanding by having
walk to the gym quickly and quietly. students repeat back the directions.
 When at the gym, instruct students to
form two lines. Explain that one line
will be the rabbits and the other line
will be the dogs.
 (show students a sample of how the
dance will go). As a student if they will
volunteer to demonstrate with you.
 The (start of the line) partners will face
each other and hold hands with wrists
in a crossed position.
 Demonstrate that a partner will side
step down the centre and back again
(the others stay in line position).
Demonstrate to students in line how to
clap in time with the music.
 The lead dog releases the lead rabbit
and chases the lead rabbit (using the
side step) down the middle around the
puppies, down the middle and around
the rabbits (makes a figure 8).
 The lead dog tags the lead rabbit on the
shoulder.
 The lead-couple joins hands and go to
the end of the line. The next couple
then becomes the lead couple.
 (Students will repeat these steps until
all partners have had a turn being the
dog and the rabbit.)
 CLOSURE
 After students have practiced the dance
they can perform it for an audience (ex.
Secretary, principal etc).
 Lesson Plan #8: Overview/Class trip

Teacher: Kaitlin Basler Date: April 7th, 2011 (9- 11:30am)

Activity: Overview/Field Trip Grade: Kindergarten
Teaching Strategy: Experimental Learning (Field trips)

Activity Purpose:
 Engage students as they will look at what we did throughout the last several lessons.
 We will look through the Métis Alphabet Book picking out images and word that we
recognize from our new learning’s.
 Students will participate in a field trip to the Royal Saskatchewan Museum. There we
will look at the “Aboriginal” display and point out and talk about aspects that we
covered.
Outcomes/Indicators:
 Students will practice their listening skills
 Demonstrate an understanding of what we learned by being involved in discussion and
participating in looking at aspects at the museum.
 ENGLISH LANGUAGE ARTS:
 CRK.1 Comprehend and respond to a variety of visual, oral, print and multimedia texts
that address identity.
 G: Satisfy natural curiosity by engaging inquiry: information from others including
people in community including Elders and knowledge keepers.
 SOCIAL STUDIES:
 INK.2: Describe the diversity of groups represented in the classroom.
 B: Describe various cultural traditions, festivals and celebrations recognized by
children`s families and communities and discuss the importance of these cultural
traditions, festival and celebrations.
Cross Curricula Competencies:
 Developing Thinking.
 Developing Social Responsibility
Equipment:
 “The Métis Alphabet Book”
Advanced Preparation:
 Select Children’s literature
 Create Field Trip Permission Slips
Assessment:
 Observation/Anecdotal Notes
Adaptive Dimension:
 None needed
 Procedure: Student Engagement/Classroom
 SET: Management Strategies
 Students will gather in the reading  Remind students that if they have any
corner. questions they can put their hand up
 Read students the story “The Métis and I will call upon them.
Alphabet Book”. Ask students  Remind students that if they have any
questions as you go along. Have questions or comments to wait until the
students point out aspects that they end of the story unless I ask them
recognize and information they specifically
remember (ex. What the infinity flag
symbolizes).
 DEVELOPMENT:
 Provide students with the materials  Remind students that only those quiet
collected that they have created as well with their hands up nicely will be
as my material for them. chose.
 Students will be aware that they are
going to the Museum and should get
organized to go.
 At the museum walk students through
the displays pointing out aspects of
items and things we have touched upon.

 CLOSURE
 Inform students that we have learned a
lot about the Métis Culture! Ask
students if they had fun and what their
favourite parts were.
