The Only Traffic Light Lesson 1

Grade/Subject: ELA 20-2 Unit: Short Stories

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
2.1 Construct meaning from text and context
Specific Learning Outcomes:
2.1.2 Understand and interpret content
2.1.3 Engage prior knowledge
LEARNING OBJECTIVES
Students will:
1. Finish reading comprehension
2. Read and engage with the short story The Only Traffic Signal on the Reservation Doesnt Flash Red
Anymore
ASSESSMENTS
Observations: KeyQuestions:
Observestudentsastheymaketheirannotationsand Whydoestheauthormakespecificchoicesaboutwording,ie:
discussthestory swearing?
Whyisitimportantforustoexploretextsbyfirstnations
authors?
Whydoestheauthorusestereotypes?Howdoesheusethemto
challengepreexistingbeliefs?
Written/Performance Assessments:
Finish reading comprehension- as a diagnostic
Annotated notes- taken in as completion.
LEARNING RESOURCES CONSULTED
Resource #1: Sign posts- PSII resource that has been modified
MATERIALS AND EQUIPMENT
* Photo copy of The Only Traffic Signal
* Pencil Crayons/highlighter optional

PROCEDURE
Introduction
Hook/Attention Grabber: Sherman Alexie interview and free write
Expectations for Learning and Behaviour:Students will listen and annotate as we read, work cooperatively where
applicable and engage with discussion.
Advance Organizer/Agenda: Finish reading comprehension, read interview as a group, free write on stereotypes,
discussion about word choices (disclaimer), read and annotate.
Transition to Body:
Body (__min.):
Learning Activity #1: Finish Reading Comprehension.
Students will finish reading comprehension test, they should have up to question 57 answered.
Assessments/Differentiation: Will be used as diagnostic.
Learning Activity #2: Interview with Sherman Alexie and Free write
After they finish the reading comprehension test, students will pick up the Sherman Alexie handout, they will read the
short biography and highlight the parts that are most important to remember when we read the story. They will also
read the interview with Alexie and use his ideas to inform the free write on the back of the hand out. They will
complete the free write on that piece of paper or attach a piece of loose leaf. Once everyone is working on it for
approx. 20 minutes move on to activity 3. Students can finish during flex.
Assessments/Differentiation:
Learning Activity #3: Read the Story
Begin the reading with a discussion about the authors word choice. Tell students that they will be reading a story that
contains the following words (use the first letter from each word to refer to them), damn, hell, shit, fuck, if students are
uncomfortable they can have a blacked out copy and read silently in another space rather than hear the words aloud.
Have a discussion, why do authors choose words like this, what purpose do they serve?
Read the story aloud, as we read students will annotate using sign post annotations (go over this before hand).

Closure ( __min.):
1
Transition To Next Lesson: Inform students we will continue to work with the story again tomorrow.