Family Traditions Unit Plan

ED 3601
Curriculum and
Instruction
Unit Plan
Subject Area &

Grade
Teacher & School
Unit
Length of Unit
(days)
Social Studies Grade 1

Trish Weasel Fat: Ecole St. Marys Elementary
School
Family Traditions
17 days
Title- Family
Subject Family Traditions
Table of Contents:
1. Overview
2. Rationale
3. Special Considerations
4. Annotated Resources
5. Unit Planning Organization
a. Critical inquiry question
b. General Learning Outcomes for the unit
c. Specific Learning Outcome
d. Key questions that may be explored within this overarching inquiry question
e. Key Concept
6. Unit Overview & Lessons
a. Lesson topics questions
b. Outcomes addressed
c. Approximate length of lesson
7. Calendar
a. March 15
b. April 15
8. Lesson plans
a. Lesson plan 1- Introduction
i. Letter for parents
b. Lesson plan 2- Family
i. Family Book Worksheets
c. Lesson plan 3- Traditions
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School
Family Traditions
17 days
1. Overview
What is the grade level of unit, classes each week and length per class?
Where does the unit fit into the program of studies?
I will be teaching grade one social studies. I am teaching the unit Family Traditions. I will be
teaching Monday, Tuesday and Wednesday for thirty minutes each day. This unit fits into the social
studies program of studies general learning outcomes 1.1 My World: Home, School, and Community
and 1.2 Moving Forward with the Past: My Family, My History and My Community. The general
learning outcome that was taught before this unit is 1.1 My World: Home, School, and Community,
which the teacher introduced traditions through a western perspective. However, I will teach this unit by
infusing FNMI content, mainly through the Blackfoot perspective. I believe that teaching to the area is
beneficial because we are located in Blackfoot territory. After I am done teaching this unit the next unit
that will be taught is Makin Contributions. My unit (Family Traditions) will begin by students
contributing to a bulletin board display that recognizes students contributions to the classroom and school
community. This is good way to transition from my unit into the next unit Making Contributions.
2. Rationale
Why is this unit taught? (What is the purpose of the unit within the course?)
What core concepts does it address?
How does it reflect attention to the experiences and perspectives of FNMI cultural groups?
This unit is taught for students to think about their values and attitudes towards family traditions.
If students learn about their family traditions they will appreciate how languages, traditions, celebrations
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Family Traditions
17 days
and stories of their families, groups and communities contribute to their sense of identity and belonging.
Knowledge and understanding of family traditions is also very important to become active and
responsible citizens. Grade one strives to introduce active and responsible citizenship where community is
the center of understanding. Historical thinking is the second concept that students will learn by
associating the study of community to understand their family traditions. The students will learn about
their ancestors to fully understand where they came from. I will invite an elder, living in the Blackfoot
community, to teach on a topic because I feel he will explain better than I can. Family traditions are also
important because this will help the students understand the differences in the class. The students will
begin to see how people are different through family traditions. This unit is taught for students to become
more aware of their differences in families, traditions, cultures, changes and similarities. They will know
what a family tradition is, and learn more about their own heritage. I also mentioned that we are situated
on Blackfoot territory, which is important for all the students to understand family traditions of Blackfoot
people in relation to themselves. The purpose of this unit within the course is for students to understand
differences in the community through historical thinking and present day understanding.
The core concepts this unit will address:

Family- A social group of people that care for and support one another, often consisting of a parent, or
parents, and their children, siblings and sometimes grandparents, uncles, aunts and other caregivers.
Traditions- Beliefs, principles or ways of acting which people in a particular society or group have
continued to follow for a long time, or all of the beliefs, principles or ways of acting in a particular group
or society.
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School
Family Traditions
17 days
Community- A group of people with commonalities that may include culture, language, values and
beliefs, interests, practices and ways of life, history, and/or geographically defined shared space.
Vitality- The capacity of a group or community to connect with its heritage and establish the institutions
necessary for its functioning, growth and empowerment.
This unit is about family traditions, which is vital to FNMI cultural groups. I will be teaching this
unit by infusing Blackfoot perspectives into family traditions such as the food, language and stories. I will
also be comparing family traditions from the past to the present, which reflect attention to the experiences
and perspectives of the Blackfoot cultural group. I will teach Blackfoot family traditions as the cultural
component and will also acknowledge other cultural perspectives from the class. Teaching to the area is
my aim to create understanding of diversity in the classroom for lifelong learners. Blackfoot family
traditions center on the developmental foundation of kinship (parents, grandparents, aunts, uncles), which
reflects attention to FNMI students in the classroom; as an educator I will be aware of this because FNMI
learners will come from different backgrounds. I have made other reference to FNMI particularly the
Blackfoot perspective, however, there are other FNMI perspectives in the classroom that I will be
cognizant of.
3. Special Consideration
What knowledge/skills are you assuming are in place?
What assumptions might students be bringing to this inquiry?
Are there any family/ community issues you are going to have to be prepared to address?
How might you address individual differences?
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Family Traditions
17 days
The Knowledge/ skills I am assuming that are in place, are that students have an idea of what a
family is and what traditions are, based on their prior knowledge. The teacher has already introduced the
topic briefly, therefore students should come to class with some prior knowledge. Children at age six will
begin to develop a sense of family by acknowledging their own family. Skills for grade one students
include naming, drawing, discussing who their family members are. Traditions maybe a bit more
complex, but I assume that a few students will understand if I further explain what traditions are by giving
examples of my own traditions.
Student will assume that their families are all the same. This is why this unit is important because
this provides students with differences in the classroom. When students are introduced to diversity at a
young age it is more likely they will become more accepting. Students will also believe that family
traditions and celebrations are the same. In previous classes I have taught, I found that students at a young
age have a hard time understanding concepts that have similar meaning. As a student teacher I assume
most of the class can read at their appropriate level. I also assume that grade one students will follow
clear, concise directions with considerable assistance. There will be assumptions for the students in the
class, and my own assumptions before teaching, and this is a good time to find out the assumptions to
better my teaching.
I need to consider the issues of family situations because not all families will be the same. The
traditions of each student will be different and I would need to get to know my student in order to
understand their background. I am also aware that there are a diverse group of individuals in the
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Family Traditions
17 days
classroom that will require attention. The different groups I have identified in my class are First Nations,
non First Nations and African American. I will need to understand everyones traditions in relations to the
rest of the class.
I would address individual differences by teaching the individual child how their family traditions
are different from other students in the class. I will account for students that do not come from nuclear
families, which are approximately half all families composed of two biological parents and their children.
In my community children of First Nations heritage are raised by their grandparents this is a family
situation that I will be cognizant of because family situations will change family traditions or include
other traditions. Understanding family first will help the students understand the differences and why
traditions are integral.
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Family Traditions
17 days
Annotated Resources
Bryan, L., Akins. M., Baniak, K., Berg, S.P., Bradley, L.L., Champagne, L., Zammit, I.(2005). Alberta
Social Studies. Many Voices. Teachers Resource and CD-ROM. Canada, Alberta: Pearson
Education Canada Inc.
This teaching resource is for grade one teachers to plan the four units in grade one. The four units are
Belonging in My World, Taking Part in A Community, Looking at My World, and Changes in my World.
This resource guides students natural curiosity as they infer their surrounding of the world. Many Voices
is a resource that is interactive and student centered, therefore the activities are engaging, relevant, and
developmentally appropriate.
Southern Alberta Professional Development Consortium. (2010). Literature to Support First Nations,
Metis and Inuit (FNMI). Student Success in Elementary Schools. Workshop Facilitator Guide.
This FNMI literature kit is made for FNMI student success in elementary school. There are various
subjects and activities suited for kindergarten to grade six . The kit includes FNMI books to teach the core
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Family Traditions
17 days
concepts and subjects. This kit includes literature from all FNMI groups in Alberta, which promotes
diversity among FNMI groups.
(A. Black Water, personal communication, March 5, 2015)
Andy Black Water is a respected elder from the Blackfoot community. Black Waters expertise is in
traditional knowledge of the Blackfoot people, families and traditions (to name a few). Black Water is a
primary source that can teach the traditional way of life through spirituality and has been apart of
ceremonial practice.
Minister of Indian Affairs and Northern Development. (2006). The Learning Circle: Classroom Activities
on First Nations in Canada, Ages 8 to 11. Retrieved from
http://www.etfo.ca/Resources/ForTeachers/Documents/The%20Learning%20Circle%20%20Classroom%20Activities%20on%20First%20Nations%20in%20Canada.pdf
I have modified this resource to accommodate grade one social studies. There are many different topics to
teach from this resource. My aim and goal is to teach the topic on family traditions and this resource has
provided me with background information and ideas for activities to accommodate FNMI learners. This
resource has provided useful information to reference as I progress through the unit family traditions.
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b.
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School
Family Traditions
17 days
Unit Planning Organization

a. Critical Inquiry Question:
What important events in my familys past have shaped my identity?
How is our communitys tradition with us today?
General
1.1 My World: Home, School, and Community
Learning
Students will demonstrate an understanding and appreciation of how identity and self-
Outcomes
esteem are enhanced by their sense of belonging in their world and how active
members in a community contribute to the well-being, growth and vitality of their
groups and communities.
1.2 Moving forward with the Past: My Family, My History and My Community
Students will demonstrate an understanding and appreciation of how changes over time
have affected their families and influenced how their families and communities are
today.
Subject Area &

Grade
Teacher & School
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c.
Unit
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School
Family Traditions
17 days
Specific
Values and Attitudes
Learning
Students will:
Outcomes
1.1.1 value self and others as unique individuals in relation to their world:
appreciate how belonging to groups and communities enriches an individuals
identity (I)
appreciate multiple points of view, languages, cultures and experiences within
their groups and communities (C, CC)

demonstrate respect for their individual rights and the rights of others (C, I)
recognize and respect how the needs of others may be different from their own
(C)
1.1.2 value the groups and communities to which they belong:
demonstrate a willingness to share and cooperate with others (C,

PADM)

1.2.1
appreciate how stories and events of the past connect their families and
communities to the present:
recognize how their families and communities might have been different in the
past than they are today (CC, TCC)
appreciate how the languages, traditions, celebrations and stories of their

families, groups and communities contribute to their sense of identity and
belonging (CC, I, TCC)
recognize how their ancestors contribute to their sense of identity within their
Subject Area &

Grade
Teacher & School
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Family Traditions
17 days
family and communities (TCC, I)
recognize how diverse Aboriginal and Francophone communities are integral to

Canadas character (CC, I)
acknowledge and respect symbols of heritage and traditions in their family and
communities
Knowledge and Understanding

1.2.2 analyze how their families and communities in the present are influenced by
events or people of the past by exploring and reflecting upon the following
questions for inquiry:
What is my familys past in our community? (CC, I, TCC)

In what ways has my community changed over time (e.g., original inhabitants,
ancestors, generations, ways of life)? (CC, TCC)

How have changes over time affected their families and communities in the
present? (I, TCC)

In what ways have Aboriginal, Francophone and diverse cultural groups
contributed to the origins and evolution of their communities over time? (CC, I,
TCC)
What connections do we have to the Aboriginal, Francophone and diverse
cultures found in our communities? (CC, I, TCC)

What are some examples of traditions, celebrations and stories that started in
the past and continue today in their families and communities?
Subject Area &

Grade
Teacher & School
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Family Traditions
17 days
(CC, I, TCC)
*There will be skills and processes added through the unit lessons. Some are
listed, but are subject to include more as I progress through the unit.
Dimensions of Thinking
1.S.2 develop skills of historical thinking:
recognize that some activities or events occur on a seasonal basis
differentiate between activities and events that occurred recently and

long ago
Social Participation as A Democratic Practice

1.S.5 demonstrate skills of cooperation, conflict resolution and consensus
building:
consider the ideas and suggestions of others
Communication
1.S.9 demonstrate skills of oral, written and visual literacy:
interact with others in a socially appropriate manner
differentiate between activities and events that occurred recently and long ago
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Family Traditions
17 days
Key Questions that may be explored within this overarching inquiry question
* Other question asked in lesson plans
Who is in your family? How many people are in your family?

How have changes affected my family over time (e.g birth, deaths, moves)?
Why is your family important?
What are traditions?
Does traditions change over time?
Do you have traditions in your family?
What family traditions were practiced in the past? Are they still practiced today?
Does family traditions shape identity?
How do people keep their culture and traditions alive?
Is food considered a tradition?
What are celebrations?
What celebrations do you celebrate?
What is one of your family traditions and why is it a tradition?
Key concepts
Family- A social group of people that care for and support one another, often consisting of a parent, or
parents, and their children, siblings and sometimes grandparents, uncles, aunts and other caregivers.
Traditions- Beliefs, principles or ways of acting which people in a particular society or group have
continued to follow for a long time, or all of the beliefs, principles or ways of acting in a particular group
or society.
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School
Family Traditions
17 days
Community- A group of people with commonalities that may include culture, language, values and
beliefs, interests, practices and ways of life, history, and/or geographically defined shared space.
Vitality- The capacity of a group or community to connect with its heritage and establish the institutions
necessary for its functioning, growth and empowerment.
6.
Unit Overview & Lessons

Lesson Topics
Questions
Outcomes Addressed
Lesson 1
(30 min.)
IntroductionCircle time- getting to know everyone

Where are you from?
Values and Attitude
demonstrate a willingness to share and cooperate with others (C, PADM)
Communication
respond appropriately, verbally and in written forms, using language respectful of human diversity
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Family Traditions
17 days
Lesson 2
(30 min.)
FamilyWhat is family?
What did your family do in the past that is
Has your family changed over time?

1.2.2 analyze how their families and communities in the present are influenced by events or people
of the past by exploring and reflecting upon the following questions for inquiry:
What is my familys past in our community?
How have changes over time affected their families and communities in the present? (I, TCC)
Lesson 3
(30 min.)
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Family Traditions
17 days
Traditions- Read Jingle Dancer

What is Jennas tradition?
Are these traditions practiced today?
1.2.1 appreciate how stories and events of the past connect their families and communities to the
present:
recognize how their families and communities might have been different in the past than they are
today (CC, TCC)
appreciate how the languages, traditions, celebrations and stories of their families, groups and
communities contribute to their sense of identity and belonging (CC, I, TCC)
Lesson 4 - 6
(30 min.)
TraditionsDo you take part in any traditions?

Are traditions important to you? Why are they important? Which ones are most important?
What traditions would you like to be a part of?
Describe a tradition you would like to invent?
1.2.1 appreciate how stories and events of the past connect their families and communities to the
present:
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Family Traditions
17 days
Lesson 7
(30 mins)
Traditional Food-
What type of traditional food do you eat?
Lesson 8
(30 mins)
CelebrationsPow Wow
Cultural events
Birdays
Etc.
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Family Traditions
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What are celebrations?

How does your family celebrate?
1.2.2
analyze how their families and communities in the present are influenced by events or people of the
past by exploring and reflecting upon the following questions for inquiry:
What are some examples of traditions, celebrations and stories that started in the past and continue
today in their families and communities?

1.1.3 examine how they belong and are connected to their world by exploring and reflecting upon
the following questions for inquiry:
What helps us to recognize different groups or communities (e.g., landmarks, symbols,

colours, logos, clothing)? (CC)
Lesson 9
(30 mins)
Celebrations
Are celebrations seasonal?
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Family Traditions
17 days
Lesson 10 (30 mins)

Blackfoot Elder-
How did your community change over time?
In what ways has my community changed over time (e.g., original inhabitants, ancestors,
generations, ways of life)? (CC, TCC)
appreciate multiple points of view, languages, cultures and experiences within their groups and
communities (C, CC)
Lesson 11 (30 mins)

Debrief after guest speaker
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Family Traditions
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What did you learn from the guest speaker?
What are some examples of traditions, celebrations and stories that started in the past and continue
today in their families and communities? (CC, I, TCC)
Lesson 12 (30 mins)

Stories
Why are stories important?

What type of stories did the Blackfoot elder tell us?
Lesson 13 (30 mins)

Past and Present-
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Family Traditions
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Do we practice family traditions from our past today?
What is my familys past in our community? (CC, I, TCC)
How have changes over time affected their families and communities in the present? (I,
TCC)
Lesson
14-15
(30 mins)
Language
How does language contribute to identity?
appreciate multiple points of view, languages, cultures and experiences within their groups and
communities (C, CC)
Lesson
16-17
(30 mins)
End of Unit- Bulletin Board Display completed
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Family Traditions
17 days
What is a family tradition?

Do we all have family traditions?
*Students will be able to reflect
*Inquiry questions can answered at this point
1.2.2
analyze how their families and communities in the present are influenced by events or people of the
past by exploring and reflecting upon the following questions for inquiry:
In what ways have Aboriginal, Francophone and diverse cultural groups contributed to the origins
and evolution of their communities over time? (CC, I, TCC)

What connections do we have to the Aboriginal, Francophone and diverse cultures found in our
communities? (CC, I, TCC)
MARCH 15
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
9
Spiritual
Development
Day
10
Social Studies
11
Social Studies
12
13
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Grade
Teacher & School
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Social Studies
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Social Studies
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Social Studies
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20
School Based
Day- no classe
22
23
Social Studies
24
Social Studies
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Social Studies
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27
29
30
Social Studies
31
Social Studies
April 15
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
1
Social Studies
3
Easter Hol
Begin
10
12
Easter Holidays
End
13
Social Studies
14
Social Studies
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Social Studies
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Social Studies
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Social Studies
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Social Studies
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School Bas
Day- no cla
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Lesson
Title/Focus
Circle Traditions- Talking Circle

Introduction (Lesson 1)
Teacher
Miss. Weasel Fat
Subject
Social Studies
Grade
March 10, 2015
Time
Duratio
n
30 minutes
Date
General
Learning
Outcome:
Specific
Learning
Outcome:
Outcomes from Alberta Program of Study

1.1 My World: Home, School, and Community
Students will demonstrate an understanding and appreciation of how identity and selfesteem are enhanced by their sense of belonging in their world and how active members
in a community contribute to the well-being, growth and vitality of their groups and
communities.
demonstrate a willingness to share and cooperate with others (C, PADM)
Skills and Processes
Subject Area &

Grade
Teacher & School
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Family Traditions
17 days
Communication
respond appropriately, verbally and in written forms, using language respectful
of human diversity
Students
will:
Learning Objectives
Understand talking circles are important to FNMI groups.
Understand circle participants views must be respected and listened to.
Understand what families do together.
ASSESSMENTS
Observations:
Key Questions:
Products/Performances
Observe students as they are describing who they are. If student does
not understand the question asked rephrase the question for
understanding.
Introduction questions to get to know students:
Where are you from?
How many people in your family?
What do you do with your families on the weekends?
Do you speak a different language?
Students will form a circle to introduce themselves
Students will draw a picture on a bookmark of something they do with
family
LEARNING RESOURCES CONSULTED

Alberta Program of Study
Attention Grabber
MATERIALS AND EQUIPMENT

Pencils
Pencil crayons/ crayons
Bookmarks
PROCEDURE
Introduction
Time
Have students form a circle
5 minutes
Before students form a circle, instruct students to do so
in a safe manner (no running, sit in a safe place, etc.)
Introduce where I come from, my Indian name, my
family, my traditions, my culture, customs
Show a picture of my family and traditions for students
gain a better understanding of where I come from
Teacher prompt: Oki. Hello.
I call my people Niitsitapi, although we are known as the
Blackfoot. Niitsitapi means real people. My way life is
about how we lived with our families, the environment,
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Assessment of Prior
Knowledge
Advance
Organizer/Agenda
Transition to Body
Learning Activity #1
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and our neighbors. Traditions are also very important.

Ask students if they have ever used a talking circle to
communicate and ask students how we behave in a circle
while others are talking.
Introduce myself
Learning activity 1- Talking Circle
Learning Activity 2- Bookmarks
Closure- Letter to parents
Instruct students that as we sit in a circle we will be
respectful while others are speaking
Body
Talking Circle
Have students sit in a circle and ask them: why do
you think we are sitting in a circle?
Introduce the talking circle and the significance of the
circle to First Nations.
Show the talking object and how it will be used and
discuss appropriate behaviour in the circle.
Have students to discuss how to be a responsible
member of a talking circle
Ask the students prompting questions: Where are you
from? How many people in your family? What do
you do with your families on the weekends? Do you
speak a different language? (Ask 1 or 2 of these
questions randomly as time is permitted)
Teacher prompts: What should a talking circle sound
like? How should it feel to participate in one?
Assessments/
Differentiation:
Student will be assessed through observation and listening to

responses. This will also help the kinesthetic and auditory
learners. Listening is important while students are positioned
in a different location in the class (Talking Circle).
Make Bookmarks
Instruct students to write their name on their
bookmark
Tell students that they will draw one thing that they
do with their family
Examples include: yearly family vacation to grandpa
and grandmas house, going to the library on a certain
Time
12
minutes
10
Minutes
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Family Traditions
17 days
day each week, going to cultural events ( i.e. Pow

Wows), going to a movie on the weekend with family
members, or a family dinner
Tell students that it is ok we do not finish the
bookmarks
Instruct students to hand in bookmarks
Next class I will give a few minutes before class to
color and complete the bookmark
I will assess that the students that followed directions. The

drawings will help me with future lessons on understanding
family and traditions. This will help the visual learners.
Closure
Time
Assessment of Learning:
Students will hand in bookmarks to check for understanding
of family time. This will help me plan for next class and
understand what they know about family time. This is a
small step towards understanding what family traditions are.
Feedback From Students: Students will introduce themselves and tell me what they do
with their family in the talking circle. I will also learn other
interesting facts to get to know my students. The bookmarks
will be collected to check for understanding of what they do
with family.
Feedback To Students
I will close the lesson by acknowledging the good behavior
in the sharing circle and comment on the bookmarks. I will
also tell the students that their introductions helped me
3 minutes
understand who they are and vice versa. I will also tell the
students that they were very respectful in the sharing circle
and is type of behavior I expect in future talking circles. Tell
students about bulletin board and remind students to bring
photos of family to add to the bulletin board.
Transition To Next
Next class we will finish the bookmarks and move onto the
Lesson
lesson family. At the end of class tell students that we will be
working on a bulletin board for the family traditions unit.
This board will include all the work we have done including
pictures. Tell students to take home the letter in their
mailbox for parents to read. Tell the students that they must
bring photos. Next class we will discuss the board more.
Reflections
What went well? What
Todays lesson went really well we discussed Family and what we do with
changes would you make our family members. I opened up with a sharing circle and the students
in your planning? What
were very engaged. The sharing circle was taught through my Blackfoot
have you learned to
perspective and also included the other perspectives as the students shared
improve upon future
where they are from and what they do with their family. The next activity
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Curriculum and
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Unit Plan
instruction?
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Grade
Teacher & School
Unit
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School
Family Traditions
17 days
was for students to draw on a bookmark the things they do with their
family. As I observed their book marks they all knew what a
Dear First Grade Parents,

We are studying family traditions! Your child will learn that a tradition is something that a family does on
a regular basis. We are not studying the holidays, but the activities that families do as a tradition. We will
be identifying family traditions through a Blackfoot perspective as well as through individual
perspectives. Examples discussed in school include yearly family vacation to grandpa and grandmas
ED 3601
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School
Family Traditions
17 days
house, going to the library on a certain day each week, going to cultural events ( i.e. Pow Wows) and
such.
Please talk with your child about traditions you have maintained throughout your life and new traditions
that you have started and continued with your children. This should be a wonderful time of family
sharing and remembering. Enjoy this time with your family.
On the lines below, write down some of the traditions that your child is most familiar with. These will be
shared in class.
1___________________________________________________________________________________
2___________________________________________________________________________________
3___________________________________________________________________________________
You may want to include photographs of these traditions. We will be using these photos in class on our
next school day until the end of this unit to add to our bulletin board display. If your child is from a
Blackfoot clan you may tell your child what clan he/she belongs to and will be posted on bulletin board.
Other objects that relate to traditions will also be accepted.
Thanks for your participation.
Sincerely,
Miss. Weasel Fat

Student Teacher
Lesson
Title/Focus
Family
(Lesson 2)
Teacher
Miss. Weasel Fat
Subject
Social Studies
Grade
Date
March 11, 2015
Time
Duratio
30 minutes
ED 3601
Curriculum and
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Unit Plan
Subject Area &

Grade
Teacher & School
Unit
Length of Unit
(days)

School
Family Traditions
17 days
General
Learning
Outcome:
Specific
Learning
Outcome:

today.

How have changes over time affected their families and communities in the
present? (I, TCC)

1.2.1 appreciate how stories and events of the past connect their families and
acknowledge and respect symbols of heritage and traditions in their family and
communities (CC, I, TCC)
Learning Objectives
Students
will:
1. learn about their family

2. understand why the family is important
3. learn about the Blackfoot perspective of a family
ASSESSMENTS
Observations:
Observe students as they are doing their Family Book Worksheets for
understanding. I will need to observe students who are having trouble
reading the text on the worksheet.
Key Questions:
How many people are in your family?
What do you like to do with your family?
Products/Performances: The completed Family Book (I will show an exemplar of my Family
Book)
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School
Family Traditions
17 days

Family Book Worksheet
https://www.teachervision.com/tv/printables/TCR/1 Pencils
576901106_15-18.pdf
Erasers
Pencil crayons/ crayons
Scissors/ (stapler with teacher assistance)
PROCEDURE
Introduction
Time
Attention Grabber
If class is a bit loud I will teach the students this new
attentions grabber
On teacher command: Ready to Rock?
Students response: Ready to Roll!
Assessment of Prior
I will ask students if they know what family means
Knowledge
2 mins
Advance
Activity 1- Family Traditions Wall
Organizer/Agenda
Activity 2- Family Book Worksheets
Closure- Reiterate the key questions with answers
Transition to Body
Pick two students to help hand out worksheets to keep

everyone focused on todays lesson.
Body
Our Family Traditions Wall
Tell students we will begin the unit on families by
creating a wall of our family traditions.
Ask students if they can bring a photo of their
parents, brothers and sisters, aunts and uncles,
grandparents or other people whom they consider part
of their family.
Give an example of First Nations family and what
they mean.
Discuss different families and what families do
together
Tell students the bulletin board will be in working
progress through this unit.
Let student know they will have a small space on a
bulletin board where they can post their pictures or
drawings.
Tell students they are welcome to post anything else
which symbolizes their families. For example, if the
family likes going to movies on Sunday, perhaps the
Time
5 mins
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School
Family Traditions
17 days
students could put up a ticket stub. Or, if the family is

First Nations and the child is a member of a clan, he
or she could post a picture of the clan animal.
Assessments/
Differentiation:
The bulletin board will be assessed through the duration of

the unit. Completed work chosen by the student will be
added to the bulletin board.
Family Book
Pass out family worksheet and instructs students what
to do in their Family Book
Instruct students to work with their elbow partner for
this assignment
I will read the worksheets aloud to the entire class
before we start
First we will fill in the blanks tell students if they
need help spelling ask one of the teachers
Instruct students after you have written in the blank
spaces begin your drawings on each page.
Include the Blackfoot perspective of what family is
and why its important
When the drawing and filling in the blanks are
completed you can colour then cut out the house to
make a Family Book that resembles a house.
Once the students are done their book begin to hang
them on the bulletin board.
I will assess the students as they are filling out their Family
Book. I will prompt students if they are having troubles
thinking of what to draw. This will help the visual learners.
Sponge Activity
When a students has completed todays work let them work
on the Bookmark from yesterdays class. This will be a good
time to keep the class at the same pace as the rest of the
students.
Closure
The assessment of learning is the Family Book
Feedback From Students: The feedback from students is responses from the key
questions. I will ask these questions and others not listed that
will guide their thinking. Students will respond with their
understanding of family.
I will discuss why family is important and include the
Blackfoot perspective of what family means. This will wrap-
15
minutes
Assessments/
Differentiation
Time
5 mins
Subject Area &

Grade
Teacher & School
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Curriculum and
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Unit
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School
Family Traditions
17 days
up todays lesson on family

Transition To Next
Lesson
Tell students next class we will learn about traditions.

Reflections

changes would you make
have you learned to
improve upon future
instruction?
Lesson
Title/Focus
Traditions- Jingle Dancer

(Lesson 3)
Teacher
Miss. Weasel Fat
Subject
Social Studies
Grade
Date
March 16, 2015
Time
Duratio
n
30 minutes
General
Learning
Outcome:

today.
Specific
Learning
Outcome:

What are some examples of traditions, celebrations and stories that started in the
past and continue today in their families and communities? (CC, I, TCC)

1.2.1 appreciate how stories and events of the past connect their families and
ED 3601
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School
Family Traditions
17 days
appreciate how the languages, traditions, celebrations and stories of their

families, groups and communities contribute to their sense of identity and
belonging (CC, I, TCC)
differentiate between activities and events that occurred recently and long
ago
Students
will:
Learning Objectives
Recognize family traditions and understand why they are important.
Compare contemporary life with traditional life
Understand the past and present
ASSESSMENTS
Observe students as I read the book Jingle Dancer with enthusiasm.
Observe students as I fill out the Venn Diagram
Key Questions:
Does Jenna practice a tradition? What is Jennas family tradition?
Is Jennas traditional Dance important and why?
Is Jennas tradition practiced today? And in the past?
Products/Performances: Discussion to complete Venn Diagram
Answer guiding questions
Smart Board
Literature to Support First Nations, Metis and (FNMI). Jingle Dancer Book
Student Success in Elementary Schools. Workshop Venn Diagram
Facilitator Guide.
Observations:
Attention Grabber
Assessment of Prior
Knowledge
Advance
Organizer/Agenda
Transition to Body
PROCEDURE
Introduction
Play Pow Wow music and ask students to listen and sit
quietly to the beat of the drum.
Ask the students: Do know what type of music is playing?
Do know what traditions are?
Play Pow Wow Music
Learning Activity 1- Read Jingle Dancer
Learning Activity 2- Venn Diagram
Closure- Discuss questions with responses
Have students sit in a circle
Time
3 mins
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School
Family Traditions
17 days
Remind students that we need to sit in a circle and be

respectful
Remind students the importance of the circle
Body
Jingle Dancer Book
Time
How I introduce the literature:

By looking at the front cover of the book can anyone
in the class tell me what this book Jingle Dancer
might be about?
Key point of introduction:
After having students predict what the book is about
we will then read the book together. Before I read the
book Jingle Dancer I will ask the students to
identify what is special about Jenna?
This literature will be read with lots of expression to
enhance the clarity of the book. If the book is read
nice and slow this will keep the students attention.
The students will wonder what will happen next if
there are pauses while reading the literature.
Pauses in the reading will help the students
understand what is coming from the book.
Emphasizing, through voice, the key points of the
literature can help the students cue in on what is
important to learn.
While I read the story I will point out that Jenna
needs to find jingles to for her Jingle Dress, but
where would she look? This will keep their attention
on the rest of the story.
At the end of the book I will ask the students these
questions: Does Jenna practice a tradition? What is
Jennas family tradition? Is Jennas traditional Dance
important and why? Is Jennas tradition practiced
today? And in the past?
Assessments/
Differentiation:
This will assess students understanding of what a tradition is

from the past and present. This will help the auditory learners
and kinesthetic learners.
14 mins
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Subject Area &

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Unit
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School
Family Traditions
17 days
Venn Diagram
The Venn diagram is a good learning tool to compare
the traditional life with the contemporary life and to
illustrate that culture is important to form identity.
I will teach the students what traditional life is
compared to contemporary life
I will have the Venn Diagram on Smart Board and I
will ask students questions to fill out the Venn
Diagram by raising their hand as I ask questions to
guide their understanding
I will write down the responses to the questions
discussed: Does Jenna practice a tradition? What is
Jennas family tradition? Is Jennas traditional Dance
important and why? Is Jennas tradition practiced
today? And in the past?
This will help the auditory and visual learners understand

traditions. The assessment is for students to understand
traditions in the past and present (contemporary and
traditional)
Closure
Venn Diagram is the assessment of learning
Feedback From Students: Students will answer the questions asked before reading the
book, while reading the book and after I read the book.
I will close the lesson by stating why traditions are important
by identifying Jennas traditional vs. contemporary life to
understand the past and present.
Transition To Next
Next class we will review what traditions are and why they
Lesson
are important. The next lesson will be on traditions and we
will look at different aspects of traditions.
Reflections
changes would you make
have you learned to
improve upon future
instruction?
10
minutes
Assessments/
Differentiation
Time
2 mins

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ED 3601

Subject Area &

Social Studies Grade 1

Subject Area &

Social Studies Grade 1

Subject Area &

Social Studies Grade 1

The core concepts this unit will address:

Subject Area &

Social Studies Grade 1

Subject Area &

Social Studies Grade 1

Subject Area &

Social Studies Grade 1

Subject Area &

Social Studies Grade 1

Subject Area &

Social Studies Grade 1

(A. Black Water, personal communication, March 5, 2015)

Subject Area &

Social Studies Grade 1

Unit Planning Organization

1.1 My World: Home, School, and Community

Subject Area &

Social Studies Grade 1

Values and Attitudes

appreciate how belonging to groups and communities enriches an individuals

their groups and communities (C, CC)

1.1.2 value the groups and communities to which they belong:

demonstrate a willingness to share and cooperate with others (C,

Values and Attitudes

appreciate how the languages, traditions, celebrations and stories of their

Subject Area &

Social Studies Grade 1

family and communities (TCC, I)

recognize how diverse Aboriginal and Francophone communities are integral to

Knowledge and Understanding

What is my familys past in our community? (CC, I, TCC)

ancestors, generations, ways of life)? (CC, TCC)

present? (I, TCC)

cultures found in our communities? (CC, I, TCC)

Subject Area &

Social Studies Grade 1

recognize that some activities or events occur on a seasonal basis

differentiate between activities and events that occurred recently and

Social Participation as A Democratic Practice

consider the ideas and suggestions of others

interact with others in a socially appropriate manner

Subject Area &

Social Studies Grade 1

Who is in your family? How many people are in your family?

Subject Area &

Social Studies Grade 1

Unit Overview & Lessons

IntroductionCircle time- getting to know everyone

demonstrate a willingness to share and cooperate with others (C, PADM)

interact with others in a socially appropriate manner

Subject Area &

Social Studies Grade 1

Knowledge and Understanding

What is my familys past in our community?

Subject Area &