ECCU 300 First Nations Unit Assessment Plan April 5, 2014 Learning Destination Prescribed Learning Outcomes Student

Friendly Language Grade 1 BC IRP English Grade 1 Oral Language

A2: use speaking to explore, express, and present ideas, information, and feelings, by: Generally staying on topic Using descriptive words about people, places, things, and events telling or retelling stories and experiences in a logical sequence sharing connections made

Speaking
A2: I can speak to a group to say what I know about people, places, things and activities I can talk about one thing clearly. I can describe how something tastes, feels, smells, looks, and sounds I can describe what we did from beginning to end. I can connect something in my life to what we are learning

Reading and Viewing

Reading and Watching

B5 use strategies before reading and viewing, including accessing prior knowledge to make connections making predictions asking questions setting a purpose

Writing and Representing

C2 create straightforward informational writing and representations, using prompts to elicit ideas and knowledge, featuring ideas represented through words, sentences, and images that connect to a topic developing sentence fluency by using simple sentences, patterns, labels, and captions developing word choice by beginning to use content specific vocabulary and some detail developing voice by showing how they think and feel about a topic an organization that follows a form 1modeled by the teacher, such as a list, web, chart, cluster, or other graphic organizer

B5: I can think about what I need to pay attention to before I read or watch a book, person or activity. I can describe what I already know and connected it to what we are doing I can describe what I think will happen in a book or activity I can ask questions that make sense I can decide what I need to pay attention to in a book or activity

Writing, Drawing and Creating

C2: I can write, draw or create something that shows what I know about an idea I can write about an topic or experience I have had I can make sentences use new words that we have talked about in class I can describe how I feel about something using words and pictures I can create my own work by looking at examples in class

ECCU 300 First Nations Unit Assessment Plan April 5, 2014

First Nations Learning Objectives

*Outcomes referenced from the Western Canadian Protocol: Common Curriculum Framework on Aboriginal Language and Culture Programs.

Student Friendly Language

1. Laws of Sacred Life 1.1 Gifts of Physical Self: Cultural Skills Students will demonstrate an awareness of cultural practices of showing gratitude An awareness of cultural rules for safety in dangerous situations

1. Laws of Sacred Life 1.1 Gifts of Physical Self: Cultural Skills I can show respectful behavior towards the land and speakers I can treat the land with respect to keep myself and others safe 1.2 Gifts that Enable Learning: Cultural Understandings I can participate in class games and activities by playing with everyone I can treat elders with respect and listen carefully

1.2 Gifts that Enable Learning: Cultural Understandings Students will demonstrate that learning can be fun, such as learning with laughter, learning through games Of the ways in which students can behave if they value learning 2. Laws of Nature from Elders 2.1 Sustenance: Cultural Understandings I can show respect for nature and 2. Laws of Nature the land by saying thank you 2.1 Sustenance: Cultural Understandings Students will demonstrate 3. Laws of Mutual Support understanding of showing 3.1 Identity: Cultural Skills gratitude for gifts of nature I can participate in class celebrations by helping to 3. Laws of Mutual Support prepare food and space for others 3.1 Identity: Cultural Skills I can show respect to teachers Students will be able to and elders by listening participate in age-appropriate cultural celebrations or practices at home or in class, such as feasts, Easter, birthdays Behave in culturally appropriate ways when learning from cultural teachers Language Learning Outcomes 2.3 Students will appreciate aboriginal 2.3 Students will appreciate aboriginal narratives by: narratives by: Understanding unfamiliar words I will use Southern Tutchone from their context in sentences words I know when writing and and narratives speaking

ECCU 300 First Nations Unit Assessment Plan April 5, 2014

Assessment Plan Activities Projects Class Activities Experiential Activities Yukon Animal Journal 5 outdoor experiential game activities (Students will create a journal by writing about Yukon animals focused on different Yukon animals using the 5 senses. Students will Elders visit (Class Generated Criteria) choose their favorite entry and Yukon Wildlife Preserve field trip make a good copy that will be Community feast used in a class book) Sharing Circle Class Word Wall: Self Assessment of Sharing Circle Time Animals and the 5 Goal Setting for Sharing Circle Senses (Students will participate in the Reading Activities creation of a class word wall. The Reading of FN stories as reconnection word wall will include and prompts for writing descriptive words for different animals. It will also include Writing Activities descriptive words for the 5 Writing about on the land experiential senses. Southern Tutchone activities using the 5 senses animal names will be included on the wall) Summative Evaluation Products (60%) Animal writing journal (40%) Class word wall (20%) Conversations (20%) Self-assessment of sharing circle (10%) Goal Setting for sharing circle (10%) Observations (20%) Participation in class experiential activities (5%) Observation of oral discussions in sharing circle (15%) Class generated criteria for elder visit

ECCU 300 First Nations Unit Assessment Plan April 5, 2014

Summative Evaluation Rubrics and Exemplars Products

Animal Journal Description Students will create a journal that describes different Yukon animals using the five senses. Students will be given writing prompts in the form of experiential learning activities and First Nations stories. Students will then write one or two sentences daily that describe animals and their traditional uses by Yukon First Nations. At the end of the unit students will be asked to pick their favorite animal and write five sentences describing it through the five senses. This final piece of writing will be added to a class book. *Animal Journal exemplar attached at the end of this plan. Animal Writing Journal Rubric Criteria Exceeding Meeting Students described Ideas -Students described
experiential learning activities in their writing in detail (text to world) -Students described connections to stories read and told in class in detail (text to text) -Students described personal connections to animals and experiences in detail (text to self) -Students incorporated more than 5 descriptive words from the class wall -Students used descriptive words for each of the 5 senses -Sentences had excellent structure that communicated ideas effectively -Students used many (more than 5) ST animal names and adjectives in

Not Yet Meeting

Students writing did not describe experiential learning activities (text to world) -Students writing did not describe connections to stories read and told in class (text to text) -Students writing did not described personal connections to animals and experiences (text to self)

experiential learning activities in their writing (text to world) -Students described connections to stories read and told in class (text to text) -Students described personal connections to animals and experiences (text to self)

Vocabulary

-Students incorporated 3-5

words from the class word wall in their writing

-Students incorporated few of

the words from the class word wall (0-2) -Students used descriptive words for (0-2) of the five senses -Sentences were difficult to understand and did not communicate ideas clearly -Student used few (0-2) ST animal names and adjectives in their writing

Structure

-Students used descriptive words for most of the 5 senses (3-5) -Sentences had mostly good structure that communicated ideas -Students used some (3-5) ST animal names and adjectives in their writing

FN content

ECCU 300 First Nations Unit Assessment Plan April 5, 2014

their writing. -Student described FN uses and beliefs about Yukon animals -Students described FN uses of Yukon animals -Students did not describe FN uses of Yukon animals

Process

-Student finished all of their journal entries. -Student used their journal entries to create a good copy for class book. -Student took a lot of time and care in their work.

-Student finished more than half of their journal entries. -Student used their journal entries to create a good copy for the class book. -Student to care in their work but there was some messiness.

-Student finished less than half of their journal entries. -Student did not finish a good copy for the class book based on journal entries -Student did not take time to make-work neat and presentable.

Class Word Walls Description Students will participate in the creation of a class word wall that includes descriptive words for the five senses. The brain storming process will be conducted at the beginning of each writing activity. All students will be asked to contribute to the class word wall. There will be a second word wall that has pictures of Yukon animals and their name in Southern Tutchone and English. The Southern Tutchone word wall also contains a list of gifts the animal gives and First Nations uses of the animal. Students will be assessed on their participation using a simple checklist. Example Check List Name Date Contributions (tally) Jon 4/5/6 //// The 5 Senses Word Wall Taste Touch It tastes It feels Sweet Sour Bitter Cold Hot Warm Fresh Green Gross Yummy Soft Hard Smooth Slimy Slippery Hot Cold Burning Notes

Sight It looks Bright Green Red Blue Yellow Orange Rough Shimmery Smooth

Smell It smells Fresh Sweet Sour Salty Earthy

Sound It sounds Loud Soft Musical Quiet Natural Wonderful Distant Close Echo

ECCU 300 First Nations Unit Assessment Plan April 5, 2014 Delicious

Southern Tutchone Animal Names Picture Southern Tutchone Name Agay English Name Wolf Gifts of the Animals Understanding of caribou and moose movements Fur Feathers

Tsurki

Crow

Shar Shar Sho

Bear Grizzly Bear

Understanding of salmon migration Understanding of berry patch locations Fur

Sa

Beaver

Mazi

Caribou

Food and antlers

ECCU 300 First Nations Unit Assessment Plan April 5, 2014

Summative Evaluation Rubrics and Exemplars Conversations

Sharing Circle Self Assessment and Sharing Circle Goal Setting Description After each experiential learning activity there will be a sharing circle. Students will participate in discussion activities in the circle. After each circle students will complete a self-assessment. Students will set goals for improvement while they are participating in sharing circles.

ECCU 300 First Nations Unit Assessment Plan April 5, 2014

Summative Evaluation Rubrics and Exemplars Observations

Class Generated Criteria for Elder Visit Description Students will participate in generating criteria for the expectations of behavior during an elders visit. The criteria will be created prior to the elder coming to the class. The teacher will facilitate this by creating a T chart with the headings Respect and Learning. The teacher will then explain that the respect side focuses on how we can treat our guest appropriately. The Learning side is things we can do to gain the most from the visit. Example T Chart Respect Make sure they are comfortable Offer the elder tea Wait for them to finish speaking Offer a gift when they have finished Learning Listen carefully Keep eyes on the speaker Think of questions to ask Sit patiently

Participation in Experiential Learning Activities Description Students will participate in a number of outside experiential learning activities during this unit. Students will be given a mark for participation. An observation table will be used to record participation. VP= Very Participative Looking and listening respectfully Involved in the activity with a good attitude Contributing to the group with energy Making helpful contributions to the activity P= Participative Looking and listening respectfully Involved in the activity Contributing to the group NP= Not Participating

ECCU 300 First Nations Unit Assessment Plan April 5, 2014 Not looking and listening respectfully Not participating in the activity May be disrupting the group from completing an activity

Participation Check List Exemplar Student Date VP P NP Notes Jimmy 06/04/05 X Jimmy was engaged for the most part. He was a bit tired at the end of the activity and was less talkative.

Oral Discussions in Sharing Circle Description Students will be engaged in a Sharing Circle following each activity. Students will be given opportunities to share their thoughts and make connections between the activities, first nations cultural understandings and language arts. The teacher will observe and record several students during each circle and assess understanding through oral questioning. The checklist below will be used to record information for each student Student Name: Date: Speaking
A2: I can speak to a group to say what I know about people, places, things and activities I can talk about one thing clearly. I can describe how something tastes, feels, smells, looks, and sounds I can describe what we did from beginning to end. I can connect something in my life to what we are learning

1. Laws of Sacred Life 1.1 Gifts of Physical Self: Cultural Skills I can show respectful behavior towards the land and speakers I can treat the land with respect to keep myself and others safe