Indigenous Perspectives
Gray Wolf’s search
Author(s): Bruce Swanson and Gary Peterson
Links:
Amazon: https://amzn.to/3cx4szp
Indigo: https://bit.ly/2Y65UE1
Social Justice focus: Equality and Inclusion
Synopsis: This book revolves around the Gray Wolf, a happy member of the wolf clan. The water and forest gave his people everything that they needed. Gray Wolf is assigned a task to “find a very important person and get to know this person well.” Gray Wolf sets out on his task talking to beavers, bears, owls and others. He asks them all to tell him who a very important person was. All the animals responded with the same answer “I have seen none more important that you.” Finally, after talking to many creatures of the woods Gray Wolf returns to his tribe excited to share his findings! No one person is more important than another, each one of us is a very important person.
Lesson Plan: Maicee Sorensen
Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)
Consecutive and Concurrent Programs
Unit/Topic: Language Oral Communication and Drama
Grade: 5
Lesson: Making connections to text & developing Drama works
Curriculum Areas: Language and Drama (Arts)
Curriculum Expectations:
Language:
OE: Language Pg. 103
- create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
Pg. 94
- listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
SE: 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them
SE: 3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques
Drama
OE: B1. Creating and Presenting: apply the creative process (see pages 19–22) to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and stories;
SE: B1.1 engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and non-fiction sources from diverse communities, times, and places (e.g., interview story characters who represent opposing views on an issue; use role play to explore social issues related to topics such as the environment, immigration, bullying, treaties, the rights and responsibilities of the child)
Learning Goal(s): Students are learning to make connections to text and use role play to represent a message such as creating a video discussing the importance of equality.
Success Criteria:
- I can make connections to the story and relate them to my everyday life experiences
- I can actively engage in drama exploration through role playing
- I can actively participate in a discussion on the story we have listened to
MODIFICATIONS / ACCOMMODATIONS:
- If any students have hearing impairments or struggle with hearing the teacher will being g