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Lesson 1#               Traditional Cree First Nation Legends

SUBJECT:  Language Arts

TOPIC:  Analyzing a Legend and Sequencing Events

TIME FRAME:  2 - 3 classes

COMMON ESSENTIAL LEARNINGS:  Communication, Independent Learning, Personal Social Values and Skills, and Critical and Creative Thinking. 

MATERIALS:  Legend, paper, sequencing worksheet.                                                               

1.OBJECTIVES:        Saskatchewan Language Arts Curriculum

Cognitive:  Students will...

- explore writing patterns found in Cree First Nation legends.
- recall purpose and intent of writing in legends.

Psychomotor: Students will...

- record main ideas and supporting ideas using the written language.
- demonstrate increasing ability to communicate ideas orally and in writing.

Affective/Spiritual:  Students will...

- respect the ideas, language and communication styles of others.
- recognize and appreciate through interaction with literature, similarities and differences among cultures, lifestyles and experiences.

2.  RESOURCES:

                                http://www.ozkids.com/ozkids/oban/index.html

3. PURPOSE/TEACHER BACKGROUND INFORMATION:

The purpose of this lesson is to give students' the opportunity to access and study different writing styles.  First Nations people have traditionally used legends as a way of educating their children as well as enjoyment.  The legends were never written down, rather the legends were remembered and shared with anyone that wanted to listen.   Giving students' an opportunity to access these stories will develop respect towards the First Nation peoples  contributions in this area of study.

4. ACTIVITIES/IDEAS:

Day One:  Give students' the opportunity to research a website and choose one story to analyze.  Prior to the research task,  discuss the question sheet with the students and clarify any concerns they might have.  In addition, discuss the time frame of this assignment.  Tell the students that more than one can work on the same story but each student is to work individually on completing the task (teacher discretion).

Day Two:  Have students' begin their Legend Analyzing Worksheet.  Explain to the students' that a one word answer is not sufficient and complete sentences are expected.

Day Three:  Have students' complete their Analyzing Worksheet and then begin the Sequencing Worksheet.  A short period of time is all that is needed to complete the sequencing worksheet.  If there are students' that finish the task early, have them illustrate  pictures of the events.

5.  EVALUATION:

An example of a traditional Lacrosse player.