Marguerite Ferguson

11163161
ECUR 325
Dr. Jay Wilson
March 27, 2018
Plan for Culturally Responsive Instruction

The lesson I have created and revised is from the unit, Canadian poetry and Creating a National
Identity (Moving Forward: Establishing and Realizing). The purpose of this lesson is for students to
explore and understand Indigenous perspectives on Canada and what it means to live in Canada as an
Indigenous person. This lesson will introduce a different view of Canada and what it means to live in
Canada today that may differ from the views that students maintain in the classroom; however, students
will come to understand why Indigenous peoples may hold a different view of Canada than themselves.
This lesson will encourage students to compare and contrast their personal experiences, cultural
backgrounds, and knowledge to the experiences, culture, and knowledge of the speakers in both Monica
Goulet’s “Just Remember” and Rita Joe’s “I Lost My Talk.” Students will be able to gain an awareness
of Canada’s history and its effect on Indigenous identity, culture, and history by exploring the poems in
the lesson. This awareness will help students find solutions in order to improve and change the power
relations in Canada that continues to disadvantage many Indigenous peoples today.

One of the strategies that is used in the lesson to make it culturally responsive is the use of
modelling. Modelling will be used during the comparison map activity in order to provide students with
a clear description of the task, an explanation of the components of a Venn diagram, and what is
expected of students during this activity. Students will be shown how to complete a Venn diagram
through verbal and visual instruction since the teacher will model how to complete a Venn diagram by
drawing it on the board and explaining the thought process that went into completing a Venn diagram.
This instructional strategy will help all students understand the task and the expectations attached to the
task. More importantly, this instructional strategy will help the EAL students and students with an
observational style of learning in the classroom because they will be able to gain a better understanding
of the task through visual instruction and by observing how to properly create and fill out a Venn
diagram of high quality. This instructional strategy will help set all students up for success.

Collaborative teaching will be an instructional strategy that is used in the lesson in order to help
students be in control of their learning throughout the lesson. Collaborative teaching will take the form
of different group activities and discussions. Some of the questions during the turn and talk activity will
allow students to share their personal experiences, cultural backgrounds, and knowledge in order to
justify and support their answers to some of the questions. The turn and talk activity not only helps
students relate the poem’s content to their personal lives, but also allows students to teach their peers
about their culture and experiences in order to expand the knowledge of their group members. Groups
for the comparison map activity will be determined by a self-assessment of understanding towards the
task. The teacher will assign students to groups of similar learning ability. Learning and working in
groups will provide an opportunity for students to collaborate and learn with the support from other
group members. The teacher will monitor group work to ensure all the groups are understanding the
task, but the group that struggles the most with the task will receive extra help. The teacher will review
and break down key concepts and components of a Venn diagram, provide more visual examples by
showing students images, how-to videos, or model to the students again in order to help students meet
the challenge.

Responsive feedback will be used in the lesson, specifically during the comparison map activity.
Students will reveal their level of understanding of the task during the self-assessment prior to the
comparison map activity. The students who put one finger up show that they are not confident with the
task. This means group 1 (the group with the weakest understanding) will be the group that may consists
of students struggling with certain academic skills, students with learning disabilities, and EAL learners.
The teacher will meet with group 1 prior to meeting with the two other groups. The teacher will ask the
students questions about what confuses them, what they are struggling with the most, and how they may
come to understand the task better. The teacher will use the students’ responses, experiences, and ideas
in order to develop a new way to increase student understanding. This instructional strategy will help the
teacher develop an understanding of students and their learning preferences, which will ultimately help
the teacher determine the best way to increase student understanding in the classroom.

The lesson will be using problem solving and inquiry based learning as an instructional strategy
during the journal entry activity that takes place at the end of the lesson. The journal entry activity
provides an opportunity for the teacher to identify an issue that exists in students’ community. The issue
that will be brought to students’ attention is the injustices Indigenous peoples have experienced in
Canada’s past and present. This particular issue will be highlighted through two open-ended questions
that requires higher order thinking before answering in their chosen journal style (i.e. photo, picture,
video, or writing journal). This activity will help students become more engaged with the lesson’s
content because they will be able to think critically in order to explore possible solutions to the issue to
determine what must occur in order for change to occur in Canada so that Indigenous peoples no longer
experience injustices.

Minimal changes have been made to the unit plan since the unit plan I created already used
culturally responsive instruction. I have highlighted the sections that showcase instances of culturally
responsive instructions. For instance, my unit plan incorporates the instructional strategies of modelling,
collaborative teaching, problem solving and inquiry based learning, student centered learning, and
responsive feedback throughout the entire unit. My unit plan also has parts that expand on culturally
diverse perspectives. For example, an immigrant of Canada from the community will come speak to the
class one day to discuss their journey to Canada, their life prior to living in Canada, and what it means to
live in Canada to them. This will bring an authentic experience into the classroom that will help students
gain an understanding not only of the multiculturalism within Canada, but also about how immigrants to
Canada may feel about Canada and what it means to live in a place like Canada.

The biggest change that was made to the unit was the addition of a KWL chart. I decided to
include a KWL chart to the unit because I wanted students to reflect on what they already know about
Canadian identity and what constructs Canadian identity prior to beginning of the unit. I feel as though
this activity will help students become aware of their own biases and opinions before the unit. Students
will also fill out what they learned at the end of the unit. This will not only help students see how
ignorant they may have been before the unit, but will also help students see the growth of their own
learning and just how much their cultural knowledge expanded throughout the course of the unit.
Another addition that was added to the unit was a class discussion that takes the form of a talking circle.
This small addition adds an element of Indigenous Ways of Knowing into the lesson that can be
discussed and explained, which will help students gain an understanding and appreciation for Indigenous
Ways of Knowing. This addition also helps ensure that all students are included in the discussion since
all students will receive an opportunity to speak as the talking stick is passed around the circle.

There has also been a few changes made to the unit in order to create a more inclusive unit for
different learning needs. Originally, the unit plan included a poetic device quiz that was expected to be
written only. I made a change that gives the option for students to complete the quiz orally if they feel as
though speaking is one of their strengths and the way they feel the most confident with showing their
understanding. I feel as though this option will also benefit EAL students, especially the EAL students
who feel more comfortable speaking in English rather than writing in English. Another change that was
made was the to the journal responses. Students will be expected to answer questions about the poems,
their personal experiences, or Canadian identity each day in their journals. The plan was to instruct
students to complete their journal entries in a notebook, and that students must write their answers. I
decided that students must keep a journal, but the journal could be kept in any medium the students
wanted in order to create a more inclusive unit plan that benefited all learning styles. For instance,
students could show their understanding by drawing in a drawing journal or students could video tape
themselves talking for a video journal. Basically, students would be able to keep a drawing, photograph,
video, or writing journal. This would ensure that I wasn’t limiting any students, but rather encouraging
students to call upon their strengths in order to become more engaged and successful with the
assignment.

The purpose of incorporating CRT instructional strategies into my unit plan is to help students
understand the content in a way that best fits their learning style. The instructional strategies that I have
used will allow students to gain an understanding of the various perspectives that exist about Canadian
identity and what it means to live in Canada. Students with preferred learning styles will all succeed in
the classroom due to the CRT instructional strategies that are applied to each lesson. This unit plan also
ensures students gain an understanding and appreciation of different worldviews, perspectives, and
attitudes. This is why incorporating FNIM perspectives and ways of knowing into the unit plan is
extremely important. Students will gain a deeper understanding of the issues that Indigenous peoples
experience in Canada by reading specific poems by Indigenous poets, which will help students become
more aware and open their eyes to the injustices that continue to occur in Canada today. Students need
to be exposed to the truth, and that is why it is essential for students to read poems from a multiple of
culturally diverse perspectives.
Lesson Plan Title: Just Remember by Monica Goulet
Date: March 23, 2018
Subject: English Language Arts
Grade: 11
Topic: Connecting Past to Present
Essential Question: How does one’s past influence their thoughts and beliefs? How do personal
experiences shape our Canadian identities or our idea of Canadian identity?

Materials:
 PowerPoint Presentation
 “Who am I?” worksheet
 Venn diagram worksheet
 Copies of the poem, “Just Remember” by Monic Goulet

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?

By the end of this lesson, students will know how to find meaning in two different poems by analyzing the
poetic devices. Students will also know how to compare and contrast the two poems by using their findings
about the poems in order to determine if the speakers of the poems hold similar views of Canada and what it
means to live in Canada today. There will be a lot of opportunities for group discussions in this lesson, so
students will know how to respectfully listen to their peers. Students will also know that their views of Canada
and what it means to live in Canada may differ not only from their peers, but from the speakers in the poems
as well. Nonetheless, students will know how to respectful and appreciate all views that become apparent in
the lesson.

Students will be analyzing two poems with Indigenous perspectives on Canada and living in Canada as an
Indigenous person, and this will help students understand that negative experiences with racism and
discrimination; residential school; and colonialism can directly influence Indigenous peoples’ beliefs and
attitudes about Canada and what living in Canada means to them. Students will also understand that Canada’s
past of colonialism and Residential Schools took away Indigenous history, culture, and identity just by
analyzing, comparing, and contrasting the poems. This realization will help students understand that Canada’s
historical past plays a huge role in how Indigenous peoples are treated in Canada today.

Students will able to apply and discuss their cultural backgrounds, cultural history, and personal experiences
during group discussions not only to connect to the poems, but also to help expand the knowledge of their
peers. Group activities and discussions will help students be able to collaboratively work together in order to
accomplish a similar goal. Students will be put into groups for the comparison map activity, and students will
be able to use this activity to visually represent their group’s understanding of the poems. Lastly, the journal
response activity at the end of the end of the lesson will help students be able to explore possible solutions to
issues evident in both poems. Students will be able to determine what changes they can make so that
Indigenous peoples do not experience injustices in Canada.

Broad Areas of Learning:

Sense of Self, Community, and Place: There will be multiple opportunities in this lesson for students to
acknowledge and appreciate their peers’ diverse beliefs, experiences, and ideas through group activities.
Students will also be read and analyze a poem by Monica Goulet, an Indigenous poet from Saskatchewan.
Students will become aware of the racism and discrimination Indigenous peoples experience in Canada.
Students will be instructed to discuss the experiences of racism and discrimination Indigenous peoples endure
and compare and contrast it to their own experiences. Students will begin to wonder why racism and
discrimination is so evident against Indigenous peoples of Canada. This lesson will help students gain a better
understanding of why Indigenous peoples can hold negative perceptions of Canada and what it means to live
in Canada today. Students will recognize that colonialism, Residential Schools, and experiences of racism and
discrimination contributes greatly to how Indigenous peoples feel about Canada and what it means to live in
Canada.

Lifelong Learners: Students will be able to explore a different view of Canada by reading a poem about living
in Canada from an Indigenous perspective. The view of Canada that is established in the poem may differ or
may not differ from some the views of Canada that students hold in the classroom, but either way students
will gain an understanding of why the speaker in the poem holds a negative view of Canada and what it
means to live in Canada. Students will understand the speaker’s worldview due to Canada’s history of
colonialism that took away Indigenous history, culture, and identity that the speaker of the poem makes quite
apparent in the poem. Students will further their understanding and appreciation of the poem’s speaker’s
view since the speaker also discusses the racism and discrimination that Indigenous peoples experience in
Canada. Students will become aware of a problematic issue that still exists in Canada today, and the students
will be able to explore the issue further when the students will be asked to make an entry in their journal at
the end of the lesson. Students will address the issues highlighted in Goulet’s poem by explaining possible
solutions in their journal entry.

Engaged Citizens: Students will be expected to complete a Venn diagram in groups that compares Rita Joe’s
poem (“I Lost My Talk”) and Monica Goulet’s poem (“Just Remember”). Students will realize that the
speaker’s view of Canada and what it means to live in Canada as an Indigenous person in Goulet’s poem is not
that different from the speaker’s view of Canada and what it means to live in Canada as an Indigenous person
in Joe’s poem. Students will recognize that reoccurring issues, tones, and feelings are present in both Goulet’s
and Joe’s poem, which helps students realize that multiple Indigenous peoples have similar experiences and
feelings that have been created due to colonialism in Canada; Residential Schools; loss of Indigenous identity,
history, and culture; and experiences of racism and discrimination. This will present itself as a major issue that
exists in Canada today. Students will be able to explore possible solutions to these issues in their journal
entries at the end of the lesson. Students must come up with solutions that can help change how Indigenous
people feel about Canada and experience living in Canada today. The solutions students come up with will
hopefully guide them to make those changes in their community in order to make a difference.

Cross-Curricular Competencies:

Developing Thinking: Students will act as their agents in their own learning for the majority of the lesson
through different group activities and discussions. Students. There will be group discussion questions that
allow students to critically think about the poems, but the group discussion questions also ask students to call
on prior knowledge and personal experiences as a way to justify and support their answers. This way,
students can connect their own knowledge of a topic with the poems that the students will be reading and
examining in the lesson.

Developing Identity and Interdependence: Students will be introduced to attitudes towards Canada and what
it means to live in Canada that they not be aware of, but students will come to understand and respect these
new views after reading and analyzing Monica Goulet’s poem. There will be an opportunity in the lesson that
asks for students to call on their own experiences and backgrounds in order to help students realize that their
personal backgrounds can affect how they are treated in Canada and can shape how they view Canada.
Students gain a new understanding towards what it means to live in Canada as an Indigenous person and acts
of racism and discrimination that they face by reading a poem by Monica Goulet. This lesson will help
students realize that negative experiences of racism and discrimination along with one’s cultural history has a
huge impact on one’s overall values, beliefs, and attitudes.

Developing Literacies: Students will be given the opportunity to practice and improve their speaking and
listening since there will be group activities and discussions. These activities and discussions will allow
students to develop a voice that allows them to communicate their ideas, experiences, and knowledge with
other group members. The teacher will engage in teacher modelling in the lesson to help students understand
a Venn diagram and the assignment students will have to work together on in groups. Here, students will be
able to practice their listening and viewing skills in order to understand. Certain discussion questions will ask
students to call on their personal cultural backgrounds in order to justify and support their answers. This will
not only help students make what they are learning relevant, but also help other students expand their
cultural knowledge by sharing their own personal cultural knowledge with their peers.

Developing Social Responsibility: Students will be gaining an awareness of Indigenous perspectives on

Canada and what it means to live in Canada in this lesson because students will be reading a poem by an
Indigenous poet. Students will also be comparing a poem by Monica Goulet and a poem by Rita Joe in this
lesson, which will help students recognize that the speakers in both poems hold similar attitudes towards
Canada and have both experienced a feeling of feeling lost because of Canada’s past that played a role in
taking away Indigenous identity, culture, and history from them. Students will not only become aware of the
injustices Indigenous peoples experience in Canada, but also become aware of the colonialism that occurs and
continues to disadvantage Indigenous peoples in Canada. The Journal response activity at the end of the
lesson will allow students to explore possible solutions that will help Indigenous peoples experience more
justice in Canada along with solutions that can help changes their negative attitudes about Canada into
positive ones.

Outcome(s):

CR 20.4 – Read and demonstrate comprehension and appreciation of grade-appropriate informational

(including instructions and procedural texts) and literary (including fiction, nonfiction, script, poetry, and
essays) First Nations, Métis, Saskatchewan, Canadian, and international texts.

CC 20.4 – Create a variety of written informational (including an essay of explanation of a process, an

application letter and résumé, and an argumentative or a persuasive essay) and literary (including a reflective
or personal essay and an analysis of a literary text) communications.

PGP Goals:

4.2 – The ability to incorporate First Nations, Métis, and Inuit knowledge, content and perspective into all
teaching areas

 This goal will be achieved at the end of the lesson because students will be reading a poem by Monica
Goulet, a First Nations poet from Saskatchewan. Goulet’s poem highlights some of the experiences
and feelings Indigenous peoples experience living in Canada that is dominated by the Settlers of
Canada. This poem ultimately touches on Indigenous perspectives of Canada and what it means to
live in Canada today. Including Indigenous perspectives in this lesson will help students understand
that there isn’t just positive attitudes towards Canada that exist. Incorporating Indigenous
 perspectives into the lesson will help students understand that negative attitudes and feelings
towards Canada exist too, and it’s the racism and discrimination in Canada that helps to shape these
beliefs.

1.2 – Ethical behavior and the ability to work in a collaborative manner for the good of all learners

 This goal is achieved in this lesson since the lesson includes two activities that will allow the students
to work in a collaborative manner. The turn and talk activity will allow students to discuss their
thoughts, ideas, and opinions in various group sizes. This activity will help students practice their
listening skills while being respectful and accepting of differing thoughts and ideas. The students will
be working on the comparison map in groups, but the groups are constructed of students with similar
learning levels and understanding. Students will be expected to work together in order to create a
Venn diagram that touches on the poetic devices of both poems and views the speakers of the poem
express about Canada and what it means to live in Canada today.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

The teacher will receive a good idea of student understanding towards the Venn diagrams and the task that
they have to complete after the students put up either 1, 2, or 3 fingers up to express their level of
understanding. This will help the teacher determine what students need to be placed in which group to work
through the activity of the comparison map together. This will also help the teacher determine which group
needs the most attention during the activity and which group the teacher needs to consult with first. The
teacher will meet with the first group and ask the students why they are having troubles with the Venn
diagram and how they would have understood the task better. The teacher will use students’ responses,
ideas, and experiences to determine how the teacher can improve the lesson in the future to ensure that they
do not experience this lack of understanding again.

The teacher will also be circulating around the room while the groups are working through the comparison
map activity. The teacher will use this as an opportunity to determine how confident the students are with
the content and poetic devices in both poems as well as the activity as a whole. The teacher may see some
confusion, but the teacher will ensure to provide helpful and effective feedback that will help increase
student understanding when and if this occurs. Walking around the classroom to answer questions and
provide further clarification to the students will help the teacher determine if the students are understanding
the task and poems, and if the students are not, then the teacher can use class confusion to interrupt the
activity to further explain the poems, poetic devices, the task, etc.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

There will be no assessment of learning that will be taken place in this lesson.
Stage 3- Learning Plan (60 minute class)

Motivational/Anticipatory Set (introducing topic while engaging the students)

Activity 7.1 – Who Are You?

The students will be given a handout that consists of an outline of a person. The students will be asked to fill
in the outline of the person will words, drawings, quotes, etc. that could be used to describe themselves. For
example, a students could write words like student, sister, Filipino, funny, caring, blogger, shy, saxophone
player, French speaker, etc. Students will be prompt by the following questions, which will be written on the
board for students to refer to:

 What are you good at?

 What language(s) do you speak?
 What sports do you play?
 What instruments do you play?
 What is your ethnic background?
 What do you like to do?
 How would your friends describe you?

The students will then pass their completed handout to a classmate. The students will then be instructed to
crumple and slightly tear their classmate’s handout before handing it back. The students will notice that some
of their words or images that they wrote/drew in the outline of the person is destroyed or hard to read. The
teacher will use a class discussion to explain the purpose of the activity, which is to show students that one’s
construction of a unique identity can be destroyed through certain experiences over a period of time. The
teacher will touch on topics such as, racism, discrimination, residential schools, etc. as experiences that can
shape Indigenous peoples’ views of Canada and what it means to live in Canada today. In other words,
experiences in the past can influence our thoughts and beliefs about a certain thing. The teacher will
emphasize how the crumble and rip marks represent the idea that it may be difficult to truly acknowledge,
understand, and appreciate Indigenous identity if we continue to allow stereotypes, false representations,
and racism to form our beliefs and understanding of Indigenous identity.

This activity will help introduce the main idea of the lesson, which is the idea that past experiences, especially
negative experiences, can influence beliefs and attitudes certain individuals maintain about particular topics.
In this lesson’s case, this activity perfectly connects to Goulet’s poem. Goulet’s experiences with racism and
discrimination have not only shaped the ways in which she views Canada and what it means to live in Canada
as an Indigenous person today, but has also shaped the tone that is present about Canada and how
Indigenous peoples are treated in Canada in her poem.

Duration: 10 minutes

Main Procedures/Strategies:

Activity 7.2 – Background Information

The teacher will provide background information on Monica Goulet verbally to the students. The teacher will
also show pictures on a PowerPoint presentation while the teacher speaks freely to the students. This will
help the students gain some insight about the poet and her experiences as an Indigenous person and writer in
Canada before they dive into reading her poem.

Duration: 5 minutes

Activity 7.3 – Poem Reading

The teacher will read out Monica Goulet’s poem, “Just Remember” to the class and the students will follow
along with their own copies of the poem.

Duration: 5 minutes

Activity 7.4 – Turn and Talk 2, 4, 6

The teacher will instruct the students to find an “elbow partners” in order to discuss the following:

 How is there discrimination towards Indigenous peoples present in the poem? Have you ever
experienced racism and discrimination yourself based on your own cultural background?
 What positive images of Indigenous identity are present in the poem?
 The speaker mentions the true past of the Indigenous peoples and the past that “you” (the settlers)
write in theirs. How has the past contributed to the speaker’s sense of Canada and what it means to
live in Canada today?
 How can lived experiences shape beliefs towards Canada and what it means to live in Canada today?
Relate your answer to your own experiences to justify or support your point.

The students will have a few minutes to discuss before the teacher will instruct the students to find another
group of 2 in order to make the group number of 4 students. Again, the students will discuss the following
questions in their group of 4 for a couple minutes before creating a group of 6 to discuss the same questions.
The class will then come together to discuss the insights from each group.

Duration: 15 minutes

Activity 7.5 – Comparison Map

The teacher will begin this activity by describing a Venn diagram, what is expected to be included in a Venn
diagram, and the task of comparing the poem by Rita Joe to the poem of Monica Goulet to the students. The
teacher will then model on the board how to create a Venn diagram for the students; however, the teacher
will not model the Venn diagram on the same topic that that the students will be expected to create. Instead,
the teacher will discuss what it means to be Canadian to me (someone who was born and raised in Canada)
and what it means to be Canadian to my mom (someone who immigrated to Canada from the Philippines) in
the Venn diagram that the teacher will model to the class. Modelling the Venn diagram to the students using
a different but relevant example will help students understand the components of a Venn diagram and
understand what is expected of them. The teacher will then ask the students to turn to a partner and explain
the task and a Venn diagram in their own words to one another.

The teacher will then instruct students to close their eyes and put up either a 1, 2, or 3 (1 being the weakest
and 3 being the strongest) with their fingers to demonstrate their level of understanding and confidence
regarding Venn diagrams and the task that they have to complete. The teacher will quickly write down the
number the student chose beside their name. The teacher will instruct the students to open their eyes once
this has been completed. The teacher will then assign students to the group that corresponds with their level
of understanding, and this way students will be put into groups of similar learning ability. Each group will then
work together to create a Venn diagram to compare and contrast Rita Joe’s poem (“I Lost My Talk”) and
Monica Goulet’s poem (“Just Remember”). Each group of students will have to explore both poem’s mood,
tone, imagery, metaphors, etc. to determine if both poets/speakers have similar or different views of Canada
and what it means to live in Canada today.

The teacher will ensure to touch base with each group, but the teacher will make sure to spend a good chunk
of time working with group 1 (weakest understanding group) in order to ensure this group fully understands
the task and the learning strategy. The teacher will use this as an opportunity to answer any questions the
group may have, review the key concepts and skills used to create a Venn diagram, and provide more
examples to help provide more clarification about the task and learning strategy to the group. The teacher
will also be circulating the room and providing responsive feedback on each group’s Venn diagram.

Duration: 20 minutes

Adaptations/Differentiation:

 Students will be able to decide what type of journal they will keep during the course of the unit.
Students can chose to keep a photo journal, video journal, writing journal, etc. This choice can help
students express their understanding and ideas through a medium that they are confident with and
feel as though it is one of their strengths. For example, an EAL student may have troubles with the
English language and constructing complex sentences. Instead, they can show their understanding of
poems by drawing pictures in a picture journal. If a EAL student feels stronger about speaking English
than writing in English then these students can chose to have a video journal, which will have these
students recording themselves speaking to express their thoughts rather than writing them down on
paper.
 EAL students may have troubles following the pace of the lesson due to their comprehension of the
English Language. The teacher will provide extra visuals to further explain a topic. The teacher will
also be prepared to sit with these students one on one to help guide the student to a more clear
understanding
 EAL students may show confusion regarding the comparison map and what is expected to be included
in a Venn diagram. The teacher will model a Venn diagram using a new example to the EAL students
who struggle with this until they grasp the concept of the Venn diagram. It will be more beneficial to
draw upon student experience in order to develop their deep understanding of the Venn diagram. For
example, the teacher can create a Venn diagram that compares and contrasts what it means to live in
Canada to the EAL student, who may have immigrated to Canada recently.
 Gifted students can be challenged by setting a goal for them, especially during the comparison map
activity. “Find 7 differences between the two poems” could be used as a goal for gifted students to
push themselves and investigate the two poems in more depth. The teacher can also provide
opportunities for gifted students to explore open-ended problems during the turn and talk activity or
comparison map activity that will spark interest in certain topics and interest these students in
exploring the problem in order to find a solution (i.e. Residential Schools produced negative
experiences that directly influenced how Indigenous peoples feel about Canada – what makes
experiences in Residential Schools so problematic to Indigenous identity and their attitudes towards
Canada?)

Closing of lesson:

Activity 7.6 – Journal Response

The students will be given the remaining time of class to answer one of the following questions in their
Journal.

1. Why does one’s past (personal, family, cultural, historical) influence the way one shapes their beliefs
and views about something?
2. What changes can Canada make and what changes can you make so Indigenous peoples have positive
views of Canada, Canadian identity, and what it means to live in Canada?

Duration: 5 minutes
Name:

Date:

Comparison Map
Name:

Date:

WHO AM I?