LESSON THREE

Introduction

Talking Circle and First Nations music, i.e. Robbie Robertson
(South point of Medicine Wheel)

What is the Big Idea?
Storytelling is the art of knowledge

Recap understanding and information gathered so far from the Mi'Kmaq story
Group Activity

Presentation

Graffiti: Action Strategy to clarify essential understanding by retelling
and/or synthesizing the material that has been presented. This strategy
will help to clarify by providing feedback such as:

Now I understand that...

I have learned that...

This gives me an idea...

Divide class into four groups of five students each.

At each of the four stations place chart paper with one question written on it.

In each group, assign each student a number from one to five (See Appendix for details).

Have groups rotate through the stations ensuring that at each rotation, one person stays to greet the new group, become the answer keeper and record the answers.

Go back to the Mi'Kmaq story.

Key questions written on the chart paper might include:

What does the story tell us about respect for elders?

What does the story tell us about listening?

What does the story tell us about following instructions?

What does the story tell us about being careful about what you wish for?

What does the story tell you about individualism and differences?

What have we learned about First Nations stories?

What have we learned about First Nations culture?

What have we learned about the oral tradition?

What knowledge have we gained?

_____________________________________________

Tape chart paper to the blackboard.

Go back to the Talking Circle to help students unpack the learning.

Have students discuss the Big Idea. What is your opinion of Storytelling? Is it the art of knowledge? What knowledge have we gained about First Nations people, Indigenous knowledge, the art form of storytelling and the culture of First Nations people?

Assessment and Evaluation

Discuss what has been learned about storytelling and the art of knowledge. Remind students that they are to use examples from the Mi'Kmaq story and the class discussions. Also, remind them of the point, proof and comment strategy.

Supply students with a Rubric to evaluate content, presentation and mechanics of the language.

Teacher Preparation / Materials / Planning Notes

Have markers and chart paper ready

Prepare a set of questions for the Graffiti Strategy

Graffiti Strategy

1. Form groups of five students each.

2. In each group, assign each student a number from one to five. (Tell the students that they will not know the role for their number until later and that the roles will change. They are all accountable for the work in the group).

3. Give each group a colour name (i.e. red, blue, black, green, orange, brown) and a marker of that colour. The group will keep that marker as they move to a different chart, page and topic.

4. Give each group a piece of chart paper, with a topic already written at the top.

5. Tell the students that they will have about three minutes to write their group's responses to the topic on the first piece of chart paper. Number one will be the recorder when the group is at the first chart; Number two will be the recorder when they rotate to the second chart. And so on.

6. As the first three-minute time limit approaches, tell the students, "When I give the signal, finish your last word, leave your chart page where it is and move on to the next chart page. Be sure to take your marker and give it to the new recorder in your group. You will have two-three minutes to read the responses on the next chart page and add comments, question marks, disagreements or additional points".

7. As the students return to the chart page where they first started (their colour marker will be the first one on the page), tell them, "Prepare to report on the information by reading it carefully and deciding what is most important to tell the whole class. I will choose a reporter and a displayer when the time comes to report. Everyone should be ready to take on these roles".

Prepare a rubric for reflection.