Learning Plan ELEMENTARY

Understanding Residential Schools Grade 3

Title of lesson Grade level
Through Literacy

English Language Arts Indigenous Peoples’ lives affected

Subject Topic
by residential schools

Time 60 minutes

Audio reading of “When We Were Alone” by David A. Robertson by using earphones and
computer/tablets
Resources Vocabulary sheet using an online platform (www.wordcentral.com)
Required Submit Reflective questions online to Schoology/Google Docs. (www.schoology.com)
*Students will be using iPads or computers to complete the following activities*
Vortex Game (Online game to practice vocabulary words) (www.vortex.com)

English Language Arts:

QEP Subject
 To read and listen to literary, popular, and information-based texts (Competency 1)
Area
 To write self-expressive, narrative, and information-based texts (Competency 2)
Competencies
 To use language to communicate and learn (Competency 4)

Broad Areas of Learning:

Citizenship and community life.
 This lesson targets this area as it develops students’ involvement in the spirit of cooperation and solidarity,
thus, developing a culture of peace.

Cross Curricular Competencies:

INTELLECTUAL COMPETENCIES:
Competency 1: To use information
 The goals of this competency entail: gathering information, putting the information to use (i.e. in their daily
lives) and recognizing various information sources (i.e. peers, teachers, presenters and more
Competency 3: To exercise critical judgment
 The goals of this competency are to formulate an informed opinion, express his/her judgment, and to qualify
his/her judgement.

PERSONAL AND SOCIAL COMPETENCIES:

Competency 8: To cooperate with others 
 One of the goals of this competency is to interact with an open mind in various contexts.

COMMUNICATION-RELATED COMPETENCY:
Competency 9: To communicate appropriately 
The goals of this competency that the unit targets are to establish the purpose of the communication, to carry out the
communication and to select the mode of communication.

Learning Objectives:
The learning objectives are for students to become more knowledgeable about the Indigenous experience with
residential schools and its continuous effects on the Indigenous community:

 Students will listen to the reading “When We Were Alone,” by  David Alexander Robertson & Julie Flett
demonstrating their active listening skills.
 Students will discuss in groups and as a class about the ideas/experiences from the book by expressing their
thoughts and opinions amongst one another during the English Language Arts lesson. 
 Students will understand the vocabulary used in the book “When We Were Alone.”
 Students will write their reflection by the end of the lesson based on the reading and connect it to their
personal experiences, in the  English Language Arts class towards the end of the lesson.

Instructional strategies: 
 Active learning: 
o Flipped classroom (Vocabulary sheet and pre-watching the video),
o Reflection (opening discussion)  
o Think-group-share (discussing the book in group #1 and as a class)
o Assessment-based: Write a reflection responding to the 2 Reflective Questions (with the option to
respond to the third question)
By looking at Bloom’s Taxonomy…

Type of learning objective: Examples of appropriate assessments

 Recall, Recognize, Identify: Vocabulary sheet to learn, recognize, and recall important terminology,
regarding the book. The opening discussion allows students to recognize personal experiences regarding
basic human rights and identify with the struggles that will be exemplified in the book. 
 Interpret, Summarize, Exemplify, Compare, Explain: Group discussion #1 and class discussion based on
the book. As a class, discuss, explain, compare and contrast, ideas, and student perspectives about the book
(keeping in mind the reflective questions). 
 Apply, Execute: Apply the learned knowledge to write a reflection regarding the reflective questions. 
 Organize: Write key points in the journal after the discussion and before the students write the reflection.
 Evaluate, Critique, Assess: Engaging in discussions where they may be disagreements on each other’s
perspectives about the topic. To do this, students may internally and/or externally voice their opinion by
evaluating, critiquing, and assessing other’s perspectives.

(Carnegie Mellon University, 2020)

Essential Question(s):

The following provocative question will foster inquiry into the content:
 How many of you guys speak another language at home?
 What is one thing you cannot live without? 
 What if someone controls everything you can or cannot do? 
 How would you feel?
Introduction (hook):
Our learning objectives are for students to become more knowledgeable about the Indigenous experience with
residential schools and its continuous effects, as well as connecting this knowledge with students' daily lives.

Opening Discussion: Teacher-led, 5 minutes

At the beginning of the lesson, the teacher will lead the Opening Discussion (approx. 5 minutes) by asking
Engaging Broad Questions that allow students to share their personal experiences. Therefore, the teacher will be
allowing the students to relate to a concept that that may be difficult to understand. By asking open-ended questions,
the teacher will be creating a space where students can reflect on their personal experiences as well as an opportunity
of introducing the book to them.

Examples of Broad Questions:

 What is one thing you cannot live without?
 Do you like styling your hair?
 What if someone controls everything you can or cannot do?
 How would you feel?

Introducing the book:

As the teacher closes the open discussion, the teacher will introduce the book to the students and begin to explain
how Indigenous peoples were affected by residential schools.

Student will know: Students will understand:

1. Indigenous peoples were pushed to look, act, and
live in a certain way in residential:
 Cut their braids
 Forced to dress in western clothing
 Forbidden to speak in their language (Cree)
2. That the Indigenous peoples had coping
mechanisms to address their experience in
residential schools:
 Decorating their clothes with colorful leaves
when teachers were not looking.
1. The general idea of residential schools and how
certain rights were taken away from Indigenous
Peoples.
2. The continuous effects of residential schools on
Indigenous people, and coping mechanisms that
some Indigenous people use to address trauma
(speaking in their language whenever they can).
3. The importance of respecting everyone’s right to
practice their culture. 

3. That the Indigenous peoples were taken from
their homes and forced to separate from their
families.
4. The effects of residential schools continue to
follow Indigenous peoples today.
Students will be able to:
 Use and understand the vocabulary present in the
vocabulary sheet.
 Actively listen to a book.
 Write key points in their journal about the book
and keep their ideas organized.
Students will do:
 Use and understand the terminology present in
the vocabulary sheet.
 Demonstrate active listening of the book “When
We Were Alone” by David Alexander Robertson
& Julie Flett.
 Students will be able to identify how they would
feel if they couldn’t do what was important to
them.
 To acquire the skill of organization and planning
in regard to writing.
 Reflect on the reading and connect it to their
personal experiences by responding to reflective
questions.
  Appropriately use the new vocabulary thereby
demonstrating understanding of the terms.

Development (Learning activities – step by step sequential procedure):

Experience and Explore: 
The class teacher will be circulating the class and are available to answer student questions during Group
Discussion #1 and the individual Reflection writing session. Students are encouraged to keep the Vocabulary Sheet
nearby as an aid while discussing and writing the reflection about the book. 

Viewing of the story “When We Were Alone,” by David Alexander Robertson & Julie Flett: Teacher-led, 6
minutes
 The students will actively watch and listen to the video, in-class. In addition to viewing it at home with the
provided links. 
Group Discussion #1: Student-led, 5 minutes
 Students will discuss, in pre-assigned groups, among each other to express their perspective on the book
along with getting the opportunity to view others' perspectives.
Class Discussion: Teacher-led, 8 minutes
 Students will express their ideas and opinions about the book.
 Providing students the opportunity to engage with other groups’ perspectives.
 The class discussion allows the teacher to assess students’ levels of understanding about the topic. By
allowing the teacher to assess the students' understandings it allows them to address misunderstandings.

After the class discussion: Student-led, 2 minutes

 To facilitate the organization of thought processes for all students, students are given time and encouraged to
jot down key points in their journals after the class discussion and before they write their reflection.

Reflection: Individual work: Student-led, 20 minutes

 The students will reflect on the book and connect it to their personal experiences by answering the following
questions (a minimum of 3 sentences per question):
o Based on “When We Were Alone,” what was the goal of residential schools? And how did these
experiences impact the Indigenous peoples?
o Can you relate to the grandmother’s (Nohkum/Kokum) experience in school? Do you find similarities
and differences in your education and daily lives?
o As a community, how can we address the ongoing trauma of residential schools for Indigenous
peoples? (Take-home question)

FORMATIVE - Assessment FOR learning:

Pre-assessment:
Homework:
1. Vocabulary worksheet with terms that relate to the book “When We Were Alone”.
 Students will be using the online platform www.wordcentral.com to research the terms.
 Students will complete the vocabulary sheet using either a computer or a tablet or any other electronic
device.
2. Listen to the story “When We Were Alone” by David A. Robertson in either French or English
 English: https://www.youtube.com/watch?v=JeaS6vlPUSk 
 French: :https://books.google.ca/books/about/Quand_on_%C3%A9tait_seuls.html?id=-
VhxDwAAQBAJ&printsec=frontcover&source=kp_read_button&redir_esc=y#v=onepage&q&f=false
 (written by Diane Lavoie).
 Students are listening to the story on YouTube on a computer or a tablet or any other electronic device.

FORMATIVE - Assessment AS learning:

In class:
 Opening discussion (teacher-led 5 min)
 Actively listening to the story
 Group Discussion #1 (preassigned groups of 4 students - based on ability levels/learning styles cater to
differences i.e. English Language Learners and students with special needs) (student-led -5 min)
 Class discussion: All students discuss their ideas and formulate ideas, while the teacher orients students to
each other’s thinking. (teacher-led- 10 min)
 Students are given a few minutes to jot down key points in their journals after the discussion and before they
write the reflection.

SUMMATIVE - Assessment OF learning:

 Writing a reflection based on the reading and Reflective Questions (individual work - approx. 20 min) 
 Minimum 3 sentences per question.
 Students will submit their reflective question onto Schoology for the teacher to assess the assignment
https://www.schoology.com/
 Students will also be assessed on a quiz that will pertain the vocabulary words previously practiced. The quiz
will take place as further summative assessment in another class time. Therefore, the students will have the
chance to practice the vocabulary words in class and outside class, using an online game Vortex, where the
game is pre-prepared by the teacher. The Vortex game will allow students to practice their vocabulary terms
and ensure the students are ready for the quiz. Students can use either computer or tablets to play the game
and practice for the quiz.

Closure (transition):
Reflection: Individual work (Student-led), 20 minutes.
The students will reflect on the book and connect it to their personal experiences by answering the following
questions (a minimum of 3 sentences per question):

1.Based on “When We Were Alone,” what was the goal of residential schools? And how did these experiences
impact the Indigenous peoples?

2. Can you relate to the grandmother’s (Nohkum/Kokum) experience in school? Do you find similarities and
differences in your education and daily lives?

3.As a community, how can we address the ongoing trauma of residential schools for Indigenous peoples? (Take-
home question)

*The students will submit their reflection online to their Schoology account for the teacher to assess*
https://www.schoology.com/

Reflection (Further considerations):

**A few lessons later**
- The teacher will assign a vocabulary quiz to the students as a final summative assessment.
- The students will have the chance to practice their vocabulary words using an online game Vortex (prepared
by the teacher) to help prepare them for their quiz.
- The quiz will take place after a few days of this lesson.
 www.Vortex.com

Universal Design for Learning:

 Vocabulary sheet is provided to students to familiarize students with the terminology before reading the story
which will facilitate the discussion process as well.
 Students are asked to watch the video-audio to facilitate the viewing experience (watch at home, with a
resource teacher, or in class)
 Option to listen to the video in French or in English.
 Wait time given to answer questions or to write responses.
 Pre-assigned groups for the group discussion based on ability levels/learning styles.

Appendix

Name:____________________                                                                                   Date:__________________

Vocabulary Worksheet
Reading: “When We Were Alone” By David Alexander Robertson & Julie Flett

Please use the following website: www.wordcentral.com to research the following terms before next class.

Terms:

1. Residential Schools:

2. Indigenous Peoples:

3. Cree:
 4. Bannok:

Name:____________________                                                                             Date:__________________

Reflective Questions:

Please reflect on the book and connect it to their personal experiences.

Answer the following questions based on ideas gathered during the group discussion and the class discussion.
(Please write a minimum of 3 sentences per question):

1.Based on “When We Were Alone,” what was the goal of residential schools? And how did these experiences
impact the Indigenous peoples?

2.Can you relate to the grandmother’s experience in school? Do you find similarities and differences in your
education and daily lives?
3.Take-home question: As a community, how can we address the ongoing trauma of residential schools for
Indigenous peoples?
- The Take-home question can be completed in class if it is not completed by the end of the lesson.
 References

Carnegie Mellon University. (2020). Why should assessments, learning objectives, and instructional strategies

be aligned? Retrieved from https://www.cmu.edu/teaching/assessment/basics/alignment.html

Robertson, D. A, & Flett, J. (Lavoie, D., french texte). Quand on était tout seul. Plaines. Retrieved from 

https://books.google.ca/books/about/Quand_on_%C3%A9tait_seuls.html?id=-

VhxDwAAQBAJ&printsec=frontcover&source=kp_read_button&redir_esc=y#v=onepage&q&f=false