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Grade: 2 Subject: Art / ELA Unit: Measuring for the Art Show Lesson Duration: 40 min
Overview of lesson
In this lesson, students will be exposed to FMNI culture and beliefs through the video, How the Coyote
got his Cunning. The story will act as hook and introduce the concept of spirit animals to students.
Following the reading, the educator will recap spirit animals with the students, and give definition and
explanations for each. Following which, students will break into independent art sessions, where they
will color animals which they recognize as their own spirit animal.
an entrepreneurial spirit;
i. demonstrates global and cultural understanding, considering the economy and sustainable
development.
Critical Questions
Unit Inquiry Question:
- What is your spirit animal?
Learning Objectives
I can …
- Identify my spirit animal
- Identify what my spirit animal represents
- Represent my spirit animal in a way which respects FMNI art
Resource #1: The YouTube video, How the Coyote got his Cunning, was utilized in the creation of this
lesson. This was done to provide students with a visual representation of Indigenous spirituality with
animals and nature at large. This video provides a visual and auditory differentiation for students, to
ensure every student has an opportunity to explore the concept of spirit animals in a way that best
suites their needs and abilities. https://youtu.be/5d2Zh318kRY
Resource #2: The internet resource from Educate, Inspire, Change was consulted in the creation of
this lesson. This was done to ensure culturally appropriate interpretations of FNMI culture and spiritual
beliefs. This will aid students learning as it provides background knowledge and an opportunity to make
connections to life beyond school. https://educateinspirechange.org/nature/animals/25-spirit-animals-
amazing-meanings-behind/
Resource #3: The website linked below was consulted for coloring pages for students. This was
utilized to provide students with an opportunity to personally acknowledge and interact with the spirit
animal they chose. http://www.supercolouring.com
Lesson Procedure
Introduction (10 min.):
Hook / Attention Grabber – To hook students, a short adaptation of the story, How the Coyote got his Cunning.
The story will act as hook and introduce the concept of spirit animals to students.
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Discover Your Spirit Animal November 14, 2019 Johnston
Expectations for Learning and Behavior – - The expectations for Learning and Behavior for this lesson are as
follows:
- Try your best
- Stay on task
- Respect your classmates
o Rule #2 – raise your hand for permission to speak
o Be aware of other’s personal bubble
- Use supplies and time wisely
- Get help when needed
Transition to Body – To Transition to the lesson students will be asked to following questions to activate prior
knowledge of FNMI culture and spirit animals;
- Who are the First Nations Peoples?
- Who has ever seen a totem pole?
- Who has ever heard of or been assigned a spirit animal?
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Discover Your Spirit Animal November 14, 2019 Johnston
- Following the allotted time, students will hand in their
pages (completed or not) and return to their tables for
closing.
Assessments
Formative: Formative assessment will take place in the form of sampling through questioning in during
the PowerPoint presentation. During this time, the educator will survey for prior knowledge as well as
newly developed understanding of FNMI culture and beliefs pertaining to spirit animals. This will be
done to survey and note prior knowledge for future FNMI lessons.
Summative Assessment: Summative assessment will not be utilized for this activity as this is an introductory
lesson and students have not yet had the opportunity to master the skills being taught and practiced. Skills being
taught in the lesson will like wise be assessed in the final project for the unit.
Differentiation
While students will be presented with information verbally, through both the telling of a story and the teachers
presentation of information, information will also be presented on the point point. This will be done to ensure that
students who struggle with auditory skills have an equal opportunity to learn about FNMI beliefs and spirit
animals.
For students who need extra time coloring, students will also be given a second chance (the following day) to
complete their art work and hand it in. This is done to ensure students have the opportunity to perform to the best
of their abilities, and hand in their best work.
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Discover Your Spirit Animal November 14, 2019 Johnston
Reflective Notes