Reba Sigler, 4237490

November 18, 2022

Course Plan

Rationale:

I chose to segment the course, NBE 3U, by essential questions instead of by strand. The essential questions follow the lens of
storytelling. The course begins focusing on the Oral Tradition of Storytelling and we discuss how Indigenous communities view story
and the types of stories they tell. We then move on in Unit 2 to elements of storytelling such as character and setting. Here we will
learn more about Indigenous communities' connection to the land as it relates to setting and storytelling and the importance of
character. In Unit 3 we move more in-depth into the types of stories being told. In this unit students will learn through literary form,
devices, genre, and style. Once students have a more in depth understanding of the type of story being told and why they can move
to Unit 4 which discusses the power of grief and trauma on stories. Here is where a lot of the discussion about what settlers have
done to Indigenous communities (ie treaties, reserves, residential schools, the 60s scoop) and the generational trauma that those
elements have caused. Connected to the grief and trauma of Indigenous communities is also how tells your story, the idea of
colonization, bias, and stereotypes. These are the issues of Unit 5. If settlers are the only people depicting Indigenous people then
naturally the portrayal will not be authentic. We complete our course bringing it full circle and asking students to create their own
story using all the elements they have learned throughout the course.

Table 1: Timeline and Sequencing

Unit/Strand Time (approximately) Rationale

Why are we drawn to story? 2 weeks - 10 classes In this unit, students will be introduced to the course through
(Strand A, B, E) the lens of storytelling. As a senior level English course they
will be learning about literary form, genre, literary theory,
structure, and many other English skills. But instead of
learning these concepts through form (non-fiction unit, media
unit, short story unit, etc) they will be seeing it all through the
concept of story.

What elements are in our stories?
(Strand A, B, C, D)
What kind of story are we telling?
(Strand A, B, C, D, E)
How does grief/trauma affect our story?
(Strand A, B, D, E)
Who tells our story?
(Strand A, C, D, E)
During this introductory unit they will learn about the different
Indigenous groupings (First Nations, Métis, and Inuit) and a
few basic differentiations between them. Students will focus
on each purpose of storytelling within Indigenous communities
to identify and explain the differences between them - and
when they are combined or interrelated.
As an introductory unit I felt that 2 weeks (10 classes) was
sufficient time to introduce the concept of storytelling from an
Indigenous lens. The consequent units will elaborate on
storytelling concepts.
3 weeks - 15 classes This second unit begins to explore concepts of character and
setting within storytelling. Students will be required to do more
reading comprehension in this unit so 3 weeks (15 classes)
will be required to allow for more time to practice analysis and
writing skills.
4 weeks - 20 classes In this third unit students will be learning about genre, literary
devices, literary form, literary theory, and style. Therefore,
more time is required to give students the opportunity to learn
and process the new material. I am providing four weeks (20
classes) to work through all of the elements within this unit.
4 weeks - 20 classes In the fourth unit students will be learning about many of the
traumatic experiences inflicted on Indigenous peoples and
their communities. Enough time must be given for students to
get a grasp of the history and current trauma those
experiences have created, all while analysing story elements.
3 weeks - 15 classes In this fifth unit of the course students will be looking at the
importance of who is telling the stories. Are we only hearing
from one group? Will that group provide an authentic view of
the situation and the peoples? The unit deals with stereotypes,
biases, and colonialism and almost not quite as complex as
unit 3 and 4 will still require time to process and practice.
What is your story? 2 weeks - 10 classes In the sixth and final unit students will be creating their own
(Strand B, C, D) story starting from the brainstorming and planning stage into
the creation, editing, and completing stage. Two weeks should
be sufficient time for students to bring their knowledge
together and show their learning through their own unique
creation.

Table 2: Curriculum Map

Unit Title Overall Essential Evaluation Criteria Assessment Ideas for authentic
& Strands Expectation(s) Question (Achievement Chart & Specific Evidence learning experiences
and related Expectations) & teaching and
“big ideas” learning resources

Why are A1. Exploring: What is it A1.1 Identify various cultural text AfL: Resources to Use
we drawn explore themes about stories forms and associated customs ● Diagnostic Throughout
to stories? related to First that draw us from First Nations, Métis, and Inuit written reflection Course:
Nations, Métis, in? cultures, and explain how they ● Diagnostic oral ● Sharing
and Inuit support the communication of comprehension Through Story
(Strand A, identities, How do meaning within the society. [K/U/C] ● Diagnostic ● Storytelling it’s
Strand B, relationships, Indigenous A3.5 Describe various written many forms
Strand E) and peoples view contemporary efforts to affirm the comprehension ● First Nations
self-determinatio story? value and counteract the ● Learn & Pedagogy
n, sovereignty, or undervaluation of First Nations, Wonders ● Circle of Stories
self-governance, Big Ideas: Métis, and Inuit cultural text forms. ● Walking
as reflected in Introduction [T/C] AaL: Together
text forms to the theme B1.1 Identify various text forms ● Written ● Our Voices, Our
created in for the course associated with the oral traditions reflections Stories
Canada, - stories, of First Nations, Métis, and Inuit ● Group ● Storytelling: the
formulating cultures; explain their purpose and discussions Art of
questions and The power of symbolic meaning. [K/U/C] ● Analysing Knowledge
comparing story, B1.2 Describe a variety of stories ● CBC Gem:
perspectives to significant figures from First Indigenous
stimulate a Oral Nations, Métis, and Inuit oral Stories
well-reasoned traditions of stories. [T/C] AoL:
exchange of Indigenous B1.4 Select and use culturally ● Learn & Resources to Use
ideas. communities appropriate listening practices Wonders for Unit 1:
B1. The Oral during oral teachings by First ● Analysis of story ● Traditional
Tradition: Nations, Métis, and Inuit speakers. ● Create own Stories and
demonstrate an [T/C/A] story Creation Stories
understanding of B2.9 Evaluate the effectiveness of ● Creation stories
text forms, a variety of presentation strategies as spiritual
figures, and used in oral texts from and/or foundations
practices related to First Nations, Métis, and ● 11 Things you
associated with Inuit cultures, including should know
the oral traditions increasingly complex or difficult about oral
of First Nations, texts, and suggest other strategies traditions
Métis, and Inuit that could be used effectively. ● Oral Tradition
cultures, [T/A] ● Oral Traditions
explaining how B3.5 Identify a variety of vocal ● Worldviews
these traditions strategies, including tone, pace, ● The power of
communicate pitch, and volume, and use them sharing history
meaning and effectively and with sensitivity to through
how they are audience needs and cultural storytelling
used in differences. [K/U/C]
contemporary B3.6 Identify a variety of
communities, non-verbal cues, including facial
and demonstrate expressions, gestures, and eye
the use of contact, and use them effectively
culturally and with sensitivity to audience
appropriate needs and cultural differences to
listening help convey their meaning. [K/U/C]
practices. E1.1 Explain how media texts from
B2. Listening to First Nations, Métis, and Inuit
Understand: cultures, and, as appropriate,
listen to oral relevant media texts from
texts from and/or non-Indigenous sources, including
related First increasingly complex or difficult
Nations, Métis, texts, are created to suit particular
and Inuit cultures purposes and audiences. [T/C/A]
in order to E1.2 Interpret media texts from
understand and First Nations, Métis, and Inuit
respond cultures, and, as appropriate,
appropriately in a relevant media texts from
variety of non-Indigenous sources, including
situations for a increasingly complex or difficult
variety of texts, identifying and explaining the
purposes. overt and implied messages they
B3. Speaking to convey. [T/C/A]
Communicate: E1.3 Evaluate how effectively
use speaking information, themes, ideas, issues,
skills and and opinions are communicated in
strategies media texts from First Nations,
appropriately to Métis, and Inuit cultures, and, as
communicate appropriate, relevant media texts
with different from non-Indigenous sources,
audiences, for a including increasingly complex or
variety of difficult texts, and decide whether
purposes, about the texts achieve their intended
themes, ideas, purpose. [T/C/A]
and issues E1.4 Explain why the same media
related to First text might prompt a variety of
Nations, Métis, different responses from different
and Inuit audiences. [T/C/A]
cultures. E3.4 Produce media texts,
E1. including increasingly complex
Understanding texts, on subject matter related to
Media Texts: First Nations, Métis, and Inuit
demonstrate an cultures, for a variety of purposes
understanding of and audiences, using appropriate
a variety of forms, conventions, and
media texts from techniques. [T/C/A]
First Nations,
Métis, and Inuit
cultures, and, as
appropriate,
 relevant media
texts from
non-Indigenous
sources.
E3. Creating
Media Texts:
create a variety
of media texts on
subject matter
related to First
Nations, Métis,
and Inuit
cultures, for
different
purposes and
audiences, using
appropriate
forms,
conventions, and
techniques.

What A1. Exploring: Who are the A1.3 Identify and explain diverse AfL: ● Connection to
elements explore themes other themes, ideas, and issues related ● Group Land
are in our related to First characters to First Nations, Métis, and Inuit discussions ● Kinship
stories? Nations, Métis, and setting of identities, as reflected in various ● Exit cards ● Traditional
and Inuit our story? Indigenous text forms, and, as ● Learn & Environmental
identities, appropriate, in relevant Wonders Knowledge
(Strand A, relationships, How do other non-Indigenous texts. [K/U/C] ● Culture and
Strand B, and people and A1.4 Identify and explain diverse AaL: Language
Strand C, self-determinatio the setting themes, ideas, and issues ● Written ● Symbolism and
Strand D) n, sovereignty, or affect our associated with relationships in reflections Traditions
self-governance, story? First Nations, Métis, and Inuit ● Group ● Elders
as reflected in cultures, as reflected in various discussions
text forms Big Ideas: Indigenous text forms, and, as ● Analysing
created in Community, appropriate, in relevant stories
Canada, non-Indigenous texts. [K/U/C]
formulating Connection B2.3 Select and use the most AoL:
questions and to the land appropriate listening ● Learn &
comparing comprehension strategies before, Wonders
perspectives to during, and after listening to ● Analysis of story
stimulate a understand oral texts from and/or ● Create own
well-reasoned related to First Nations, Métis, and story
exchange of Inuit cultures, including
ideas. increasingly complex or difficult
B2. Listening to texts. [T/C/A]
Understand: B2.7 Analyse oral texts from and/or
listen to oral related to First Nations, Métis, and
texts from and/or Inuit cultures, including
related First increasingly complex or difficult
Nations, Métis, texts, focusing on the ways in
and Inuit cultures which they communicate
in order to information, themes, ideas, and
understand and issues and influence the
respond listener’s/viewer’s response.
appropriately in a [T/C/A]
variety of C1.1 Read a variety of student-
situations for a and teacher-selected
variety of contemporary texts from diverse
purposes. First Nations, Métis, and Inuit
C1. Reading for cultures, and, as appropriate,
Meaning: read relevant texts from non-Indigenous
and demonstrate sources and historical texts,
an understanding identifying specific purposes for
of a variety of reading. [K/U]
literary, C1.2 Select and use the most
informational, appropriate reading
and graphic texts comprehension strategies before,
from First during, and after reading to
Nations, Métis, understand texts from First
and Inuit Nations, Métis, and Inuit cultures,
cultures, and, as and, as appropriate, relevant texts
appropriate, from non-Indigenous sources,
relevant texts including increasingly complex or
from difficult texts. [T/A]
non-Indigenous C1.3 Identify the most important
sources, using a ideas and supporting details in
range of texts from First Nations, Métis, and
strategies to Inuit cultures, and, as appropriate,
construct in relevant texts from
meaning. non-Indigenous sources, including
C2. increasingly complex or difficult
Understanding texts. [K/U]
Form and Style: C1.5 Extend their understanding of
identify a variety texts from First Nations, Métis, and
of text forms, text Inuit cultures, and, as appropriate,
features, and relevant texts from non-Indigenous
stylistic elements sources, including increasingly
in texts from First complex or difficult texts, by
Nations, Métis, making rich connections between
and Inuit the ideas in them and in other texts
cultures, and, as and to their own knowledge,
appropriate, experience, and insights. [T/C/A]
relevant texts C1.6 Analyse texts, including
from increasingly complex or difficult
non-Indigenous texts, in terms of the information,
sources, and themes, ideas, and issues they
demonstrate an explore in relation to First Nations,
understanding of Métis, and Inuit cultures, explaining
how they help with increasing insight how various
communicate aspects of the texts contribute to
meaning. the presentation or development of
C3. Reading with these elements. [T/C/A]
Fluency: use C2.2 Identify a variety of features
knowledge of of texts from First Nations, Métis,
words and and Inuit cultures, and, as
cueing systems appropriate, relevant texts from
to read fluently. non-Indigenous sources, and
D1. Developing explain, with increasing insight,
and Organizing how they help communicate
Content: meaning or reflect a world view.
generate, gather, [K/U/C]
and organize C2.3 Identify a variety of elements
ideas and of style in texts from First Nations,
information to Métis, and Inuit cultures, and, as
write for an appropriate, in relevant texts from
intended purpose non-Indigenous sources, and
and audience on explain, with increasing insight,
subject matter how they help communicate
related to First meaning or reflect a world view
Nations, Métis, and enhance the effectiveness of
and Inuit the text. [K/U/C]
cultures. C3.1 Demonstrate an automatic
understanding of most words in a
variety of reading contexts related
to First Nations, Métis, and Inuit
cultures. [T/C/A]
C3.2 Use decoding strategies
effectively to read and understand
unfamiliar words, including words
of increasing difficulty, in texts from
First Nations, Métis, and Inuit
cultures, and, as appropriate, in
relevant texts from non-Indigenous
sources. [T/C/A]
C3.3 Use a variety of strategies,
with increasing regularity, to
explore and expand vocabulary.
[T/C/A]
D1.1 Identify the topic, purpose,
and audience for a variety of
writing tasks on subject matter
related to First Nations, Métis, and
Inuit cultures. [K/U]
What kind A1. Exploring: How does the A1.5 Identify and explain diverse AfL: ● Indigenous
of story are explore themes kind of story themes, ideas, and issues related ● Group Pedagogy
we telling? related to First we tell affect to First Nations, Métis, and Inuit discussions ● Well-being
Nations, Métis, why and how self-determination, sovereignty, or ● Exit cards ● Purpose of
and Inuit we tell it? self-governance, as reflected in ● Learn & stories
(Strand A, identities, various Indigenous text forms, and, Wonders ● The Function of
Strand B, relationships, as appropriate, in relevant Stories
Strand C, and non-Indigenous texts. [K/U/C] ● What Are the
Strand D, self-determinatio Big Ideas: A1.6 Compare multiple AaL: Different Forms
Strand E) n, sovereignty, or perspectives on themes, ideas, ● Written of Storytelling?
self-governance, Genre, and issues related to First Nations, reflections
as reflected in Métis, and Inuit identities, ● Group
text forms Literary relationships, and discussions
created in devices, self-determination, sovereignty, or ● Analysing
Canada, self-governance, as reflected in stories
formulating Form, various texts from both Indigenous
questions and and non-Indigenous sources. AoL:
comparing Style [K/U/A] ● Learn &
perspectives to B2.1 Identify the purpose of a Wonders
stimulate a range of listening tasks, with a ● Analysis of story
well-reasoned focus on listening to oral texts from ● Create own
exchange of and/or related to First Nations, story
ideas. Métis, and Inuit cultures, and set
B2. Listening to goals for specific tasks. [K/U/T]
Understand: B2.4 Identify, in a variety of ways,
listen to oral important information and ideas in
texts from and/or oral texts from and/or related to
related First First Nations, Métis, and Inuit
Nations, Métis, cultures, including increasingly
and Inuit cultures complex or difficult texts. [K/U]
in order to B2.5 Develop and explain
understand and interpretations of oral texts from
respond and/or related to First Nations,
appropriately in a Métis, and Inuit cultures, including
variety of increasingly complex or difficult
situations for a texts, using evidence from the text,
variety of including oral and visual cues, to
purposes. support their interpretations
B3. Speaking to effectively. [T/C/A]
Communicate: B2.8 Identify and analyse the
use speaking perspectives and/or biases evident
skills and in oral texts from and/or related to
strategies First Nations, Métis, and Inuit
appropriately to cultures, including increasingly
communicate complex or difficult texts, and
with different comment with growing
audiences, for a understanding on any questions
variety of they may raise about beliefs,
purposes, about values, identity, and power.
themes, ideas, [K/U/T/A]
and issues B3.4 Use appropriate words,
related to First phrases, and terminology, and a
Nations, Métis, variety of stylistic devices, to
and Inuit communicate information and
cultures. ideas related to First Nations,
C1. Reading for Métis, and Inuit cultures and/or
Meaning: read perspectives effectively and to
and demonstrate engage their intended audience.
an understanding [K/U/C]
of a variety of B3.7 Use a variety of audio-visual
literary, aids effectively to support and
informational, enhance oral presentations on
and graphic texts subject matter related to First
from First Nations, Métis, and Inuit cultures,
Nations, Métis, and to engage their intended
and Inuit audience. [T/C]
cultures, and, as C1.4 Make and explain inferences
appropriate, of increasing subtlety about texts
relevant texts from First Nations, Métis, and Inuit
from cultures, and, as appropriate,
non-Indigenous relevant texts from non-Indigenous
sources, using a sources, including increasingly
range of complex or difficult texts,
strategies to supporting their explanations with
construct well-chosen stated and implied
meaning. ideas from the texts. [T/C/A]
C2. C1.7 Evaluate the effectiveness of
Understanding texts from First Nations, Métis, and
Form and Style: Inuit cultures, and, as appropriate,
identify a variety relevant texts from non-Indigenous
of text forms, text sources, including increasingly
features, and complex or difficult texts, using
stylistic elements evidence from the text to support
in texts from First their opinions. [T/C/A]
Nations, Métis, C2.1 Identify a variety of
and Inuit characteristics of literary,
cultures, and, as informational, and graphic text
appropriate, forms, and explain, with increasing
relevant texts insight, how they help
from communicate meaning or reflect a
non-Indigenous world view. [K/U/C]
sources, and C2.2 Identify a variety of features
demonstrate an of texts from First Nations, Métis,
understanding of and Inuit cultures, and, as
how they help appropriate, relevant texts from
communicate non-Indigenous sources, and
meaning. explain, with increasing insight,
C3. Reading with how they help communicate
Fluency: use meaning or reflect a world view.
knowledge of [K/U/C]
words and C2.3 Identify a variety of elements
cueing systems of style in texts from First Nations,
to read fluently. Métis, and Inuit cultures, and, as
D2. Using appropriate, in relevant texts from
Knowledge of non-Indigenous sources, and
Form and Style: explain, with increasing insight,
draft and revise how they help communicate
their writing, meaning or reflect a world view
using a variety of and enhance the effectiveness of
literary, the text. [K/U/C]
informational, C3.1 Demonstrate an automatic
and graphic understanding of most words in a
forms and variety of reading contexts related
stylistic elements to First Nations, Métis, and Inuit
appropriate for cultures. [T/C/A]
the purpose and C3.2 Use decoding strategies
audience. effectively to read and understand
D3. Applying unfamiliar words, including words
Knowledge of of increasing difficulty, in texts from
Conventions: use First Nations, Métis, and Inuit
editing, cultures, and, as appropriate, in
proofreading, relevant texts from non-Indigenous
and publishing sources. [T/C/A]
skills and C3.3 Use a variety of strategies,
strategies, and with increasing regularity, to
knowledge of explore and expand vocabulary.
language [T/C/A]
conventions, to D2.1 Write for different purposes
correct errors, and audiences using a variety of
refine literary, informational, and graphic
expression, and text forms. [T/C/A]
present their D2.2 Establish a distinctive voice in
work effectively. their writing, modifying language
E2. and tone skilfully and effectively to
Understanding suit the form, audience, and
Media Forms, purpose for writing. [T/C/A]
Conventions, D2.3 Use appropriate descriptive
and Techniques: and evocative words, phrases, and
identify some expressions imaginatively to make
media forms and their writing clear, vivid, and
explain how the interesting for their intended
conventions and audience. [T/C/A]
techniques D2.4 Write complete sentences
associated with that communicate their meaning
them are used to clearly and effectively, skilfully
create meaning varying sentence type, structure,
in the context of and length to suit different
First Nations, purposes and making smooth and
Métis, and Inuit logical transitions between ideas.
cultures [T/C]
D2.6 Revise drafts to improve the
content, organization, clarity, and
style of their written work, using a
variety of teacher-modelled
strategies with increasing
effectiveness. [T/C]
D3.1 Consistently use knowledge
of spelling rules and patterns, a
variety of resources, and
appropriate strategies to identify
and correct their own and others’
spelling errors. [K/U/C]
D3.2 Build vocabulary for writing
by confirming word meaning(s) and
reviewing and refining word choice,
using a variety of resources and
strategies, as appropriate for the
purpose and with increasing
effectiveness. [K/U]
D3.3 Use punctuation correctly and
effectively to communicate their
intended meaning. [K/U]
D3.4 Use grammar conventions
correctly and appropriately to
communicate their intended
meaning clearly and effectively.
[K/U/C]
D3.5 Regularly proofread and
correct their writing. [K/U/T]
E2.1 Identify general and specific
 characteristics of a variety of
media forms and explain, with
increasing insight, how they shape
content and create meaning in the
context of First Nations, Métis, and
Inuit cultures. [K/U/T]
E2.2 Identify conventions and/or
techniques used in a variety of
media forms and explain, with
increasing insight, how they
convey meaning and influence
their audience in the context of
First Nations, Métis, and Inuit
cultures. [K/U/C/A]

How does A1. Exploring: What would A1.2 Formulate increasingly AfL: ● Healing
grief/ explore themes our story look effective questions to guide their ● Group Historical
trauma related to First like without explorations of themes, ideas, and discussions Trauma
affect our Nations, Métis, grief and issues related to First Nations, ● Exit cards ● Aboriginal and
story? and Inuit trauma? Métis, and Inuit identities, ● Learn & Treaty Rights
identities, relationships, and Wonders ● 21 Things You
relationships, Can self-determination, sovereignty, or May Not Have
(Strand A, and grief/trauma self-governance, as reflected in AaL: Known About
Strand B, self-determinatio add to the various Indigenous text forms, and, ● Written the Indian Act
Strand D, n, sovereignty, or power of our as appropriate, in relevant reflections ● What
Strand E) self-governance, story? non-Indigenous texts. [T/A] ● Group non-Indigenous
as reflected in A2.4 Describe a range of discussions Canadians
text forms Big Ideas: contemporary and historical factors ● Analysing Need to Know
created in Residential affecting public access to First stories ● Why do
Canada, schools, Nations, Métis, and Inuit text ● Researching Indigenous
formulating forms, including cultural text forms. new concepts topics cause
questions and generational [K/U/T] such emotional
comparing trauma, B1.3 Explain, with increasing AoL: discomfort?
perspectives to insight, the influence of a range of ● Learn & ● Resilience
stimulate a 60s scoop, social, economic, and/or political Wonders Through
well-reasoned forces on the disruption or ● Analysis of story Indigenous
exchange of treaties, continuation of oral traditions in ● Create own Humour
ideas. contemporary First Nations, Métis, story
B1. The Oral reserves and Inuit communities. [T/C]
Tradition: B2.2 Select and use the most
demonstrate an appropriate active listening
understanding of strategies when interacting in a
text forms, range of oral communication
figures, and contexts related to First Nations,
practices Métis, and Inuit cultures. [T/C/A]
associated with B2.6 Extend their understanding of
the oral traditions oral texts from and/or related to
of First Nations, First Nations, Métis, and Inuit
Métis, and Inuit cultures, including increasingly
cultures, complex or difficult texts, by
explaining how making effective connections
these traditions between the ideas in them and in
communicate other texts and to their own
meaning and knowledge, experience, and
how they are insights. [K/U/T/A]
used in B3.1 Orally communicate
contemporary information and ideas related to
communities, First Nations, Métis, and Inuit
and demonstrate cultures and/or perspectives for a
the use of range of purposes, using language
culturally and following social codes
appropriate appropriate for the intended
listening purpose and audience. [C]
practices. B3.3 Orally communicate
B2. Listening to information and ideas related to
Understand: First Nations, Métis, and Inuit
listen to oral cultures and/or perspectives in a
texts from and/or clear, coherent manner, using a
related First structure and style effective for the
Nations, Métis, purpose, subject matter, and
and Inuit cultures intended audience. [T/C]
in order to D2.5 Explain, with increasing
understand and insight, how their own beliefs,
respond values, and experiences are
appropriately in a revealed in their writing, and how
variety of these may either reflect or conflict
situations for a with a First Nation, Métis, or Inuit
variety of world view. [T/C]
purposes. D2.7 Produce revised drafts of a
B3. Speaking to variety of texts, including
Communicate: increasingly complex texts, written
use speaking to meet criteria identified by the
skills and teacher, based on the curriculum
strategies expectations and respecting First
appropriately to Nations, Métis, and Inuit
communicate communication styles. [T/C]
with different E1.5 Identify the perspectives
audiences, for a and/or biases evident in media
variety of texts from First Nations, Métis, and
purposes, about Inuit cultures, and, as appropriate,
themes, ideas, relevant media texts from
and issues non-Indigenous sources, including
related to First increasingly complex or difficult
Nations, Métis, texts, and comment on any
and Inuit questions they may raise about
cultures. beliefs, values, identity, and power.
D2. Using [K/U/C/A]
Knowledge of E5.1 Describe the contributions of
Form and Style: a variety of individuals,
draft and revise organizations, and initiatives to the
their writing, development and production of
using a variety of contemporary First Nations, Métis,
literary, and Inuit media texts. [T/C/A]
informational, E5.2 Analyse the influence of
and graphic contemporary First Nations, Métis,
forms and and Inuit media texts on identities
stylistic elements and heritage in Canada. [T/C/A]
appropriate for E5.3 Analyse the role of media
 the purpose and literacy and media access in
audience. promoting the work of
E5. First Nations, contemporary First Nations, Métis,
Métis, and Inuit and Inuit media creators, drawing
Voices in on evidence from a variety of
Contemporary technological initiatives to support
Media: identify their conclusions. [T/C/A]
various
contributions of
individuals,
organizations,
and initiatives,
including
technological
initiatives, to the
development of
contemporary
First Nations,
Métis, and Inuit
media
productions,
analysing the
social and
cultural influence
of those
contributions and
the role of media
literacy.

Who tells A2. Do we tell our A2.1 Determine how the messages AfL: ● First Contact
our story? Deconstructing: own stories? relating to First Nations, Métis, and ● Group ● CBC Gem:
demonstrate an Inuit cultures conveyed in various discussions Indigenous
understanding of How would contemporary and historical ● Exit cards Stories
(Strand A, how our story Indigenous text forms, and, as ● Learn & ● A Beginner’s
Strand C, representation of change if it appropriate, in non-Indigenous Wonders Guide to
Strand D, First Nations, was told by a texts, might change if they were Decolonization
Strand E) Métis, and Inuit parent, a presented from a range of different ● Decolonization is
individuals, friend, a perspectives. [K/U/T] AaL: for Everyone
communities, teacher, or an A2.2 Identify contradictions in how ● Written ● Unpacking the
and cultures in enemy? First Nations, Métis, and Inuit reflections Indigenous
text forms cultures have been depicted in ● Group Student
created in Big Ideas: various contemporary and discussions Experience
Canada are Stereotypes, historical Indigenous text forms, ● Analysing ● Recognizing Our
influenced by and non-Indigenous texts. stories Implicit Bias
perspectives Colonization, [K/U/T/A] ● Researching Towards
related to or A2.3 Make inferences of increasing new concepts Indigenous
shaped by Contradiction subtlety about attitudes towards Peoples
historical period, s First Nations, Métis, and Inuit AoL:
culture content in various contemporary ● Learn &
background, and Racism, and historical text forms, providing Wonders
social and explanations that draw on a range ● Analysis of story
political Bias of appropriate evidence to support ● Create own
conditions and their opinions. [K/U/T/A] story
events, including A2.5 Describe a range of issues
perspectives related to attempts to apply
related to gender Western cultural criteria to First
and the role of Nations, Métis, and Inuit text
women. forms, including cultural text forms.
A3. [K/U/T]
Reconstructing: A3.1 Demonstrate an
demonstrate an understanding of the challenges
understanding of First Nations, Métis, and Inuit
the role of individuals and communities face
contemporary and have faced in controlling their
and historical own narratives and resisting
text forms colonialist views, as revealed in
created in text forms studied in this course.
Canada in [K/U/C/A]
representing the A3.2 Identify appropriate ways to
diversity of First refer to Indigenous peoples in
Nations, Métis, diverse contexts and locate
and Inuit lives, examples of inappropriate
cultures, and terminology in contemporary and
world views, and historical text forms from both
assess the Indigenous and non-Indigenous
impact on sources and explain the
Canadian society significance of naming choices.
of efforts to [K/U]
challenge A3.3 Analyse and compare the
colonist views ways in which the diversity of First
and incomplete Nations, Métis, and Inuit lives,
or inaccurate knowledge, cultures, and world
representation. views is represented or
C5. First Nations, under-represented in various
Métis, and Inuit contemporary and historical text
Voices in forms. [T/A]
Contemporary A3.4 Evaluate a variety of
Literature: contemporary text forms to
identify various determine how accurately they
contributions of represent the lives and activities of
individuals, First Nations, Métis, and Inuit
organizations, individuals and communities, past
and initiatives, and present. [T/C/A]
including C1.8 Identify and analyse the
technological perspectives and/or biases evident
initiatives, to the in texts dealing with themes, ideas,
development of and issues related to First Nations,
contemporary Métis, and Inuit cultures, including
First Nations, increasingly complex or difficult
Métis, and Inuit texts, commenting with growing
literature, and understanding on any questions
analyse the they may raise about beliefs,
social and values, identity, and power.
cultural influence [K/U/T/C]
of those C5.1 Describe the contributions of
contributions. a variety of individuals,
D1. Developing organizations, and initiatives to the
and Organizing development of contemporary First
Content: Nations, Métis, and Inuit literature.
generate, gather, [T/C]
and organize C5.2 Analyse the influence of
ideas and contemporary First Nations, Métis,
information to and Inuit literary works on identities
write for an and heritage in Canada. [T/C/A]
intended purpose C5.3 Analyse the role of
and audience on technology in helping promote the
subject matter work of contemporary First
related to First Nations, Métis, and Inuit writers
Nations, Métis, and publishers, drawing on
and Inuit evidence from a variety of
cultures. initiatives to support their
D4. Reflecting on conclusions. [T/C/A]
Skills and D1.3 Locate and select information
Strategies: to effectively support ideas for
reflect on and writing, using a variety of strategies
identify their and print, electronic, and other
strengths as resources, as appropriate. [K/U/T]
writers, areas for D4.2 Identify a variety of skills they
improvement, have in listening, speaking,
and the reading, viewing, and representing,
strategies they and explain, with increasing
found most insight, how these skills help them
helpful at write texts on subject matter
different stages related to First Nations, Métis, and
of writing texts Inuit cultures more effectively.
on subject matter [T/C/A]
related to First E1.6 Explain how production,
Nations, Métis, marketing, financing, distribution,
and Inuit and legal/regulatory factors
cultures. influence the First Nations, Métis,
E3. Creating and Inuit media industry. [T/C/A]
Media Texts: E3.1 Describe the topic, purpose,
create a variety and audience for media texts they
of media texts on plan to create on subject matter
subject matter related to First Nations, Métis, and
related to First Inuit cultures. [T/C]
Nations, Métis, E3.2 Select a media form to suit
and Inuit the topic, purpose, and audience
cultures, for for a media text they plan to create
different on subject matter related to First
purposes and Nations, Métis, and Inuit cultures,
audiences, using and explain why it is the most
appropriate appropriate choice. [T/C/A]
forms, E3.3 Identify a variety of
conventions, and conventions and/or techniques
techniques. appropriate to a media form they
E4. Reflecting on plan to use, and explain how these
Skills and will help communicate a specific
Strategies: aspect of their intended meaning
reflect on and effectively. [K/U/T/C]
identify their E3.4 Produce media texts,
strengths as including increasingly complex
interpreters and texts, on subject matter related to
creators of media First Nations, Métis, and Inuit
texts, areas of cultures, for a variety of purposes
improvement, and audiences, using appropriate
and the forms, conventions, and
strategies they techniques. [T/C/A]
found most E4.1 Explain which of a variety of
helpful in strategies they found most helpful
understanding in interpreting and creating media
and creating texts on subject matter related to
media texts on First Nations, Métis, and Inuit
subject matter cultures, then evaluate their areas
related to First of greater and lesser strength as
Nations, Métis, media interpreters and producers
and Inuit and identify the steps they can
cultures. take to improve their skills. [T/C/A]
E4.2 Identify a variety of skills they
have in listening, speaking,
 reading, and writing, and explain,
with increasing insight, how these
skills help them interpret and
create media texts on subject
matter related to First Nations,
Métis, and Inuit cultures more
effectively. [K/U/T]

What is B3. Speaking to How would B3.2 Demonstrate an AfL: ● How to draw
your story? Communicate: you tell your understanding of a variety of ● Exit cards A-grade
use speaking story? interpersonal speaking strategies, storyboards
skills and and adapt them effectively to suit AaL: ● What is a
(Strand B, strategies What kind of the purpose, situation, and ● Written Storyboard?
Strand C, appropriately to story would audience, exhibiting sensitivity to reflections ● How to build a
Strand D) communicate you tell? And cultural differences. [K/U/C] ● Group storyboard
with different for what B4.1 Explain which of a variety of discussions ● How to
audiences, for a reason? strategies they found most helpful ● Brainstorming / storyboard
variety of before, during, and after listening Story planning
purposes, about Who would to and speaking about texts from
themes, ideas, you tell your and/or related to First Nations, AoL:
and issues story to? Métis, and Inuit cultures, then ● Learn &
related to First evaluate their areas of greater and Wonders
Nations, Métis, Big Ideas: lesser strength in oral ● Create own
and Inuit Creating own communication and identify the story
cultures. narrative, steps they can take to improve
B4. Reflecting on their skills. [T/C]
Skills and Connecting B4.2 Identify a variety of skills they
Strategies: learning to all have in reading, writing, viewing,
reflect on and other units and representing, and explain, with
identify their increasing insight, how these skills
strengths as help them interpret and discuss
listeners and oral texts from and/or related to
speakers, areas First Nations, Métis, and Inuit
for improvement, cultures more effectively. [K/U/T/C]
and the C4.1 Explain which of a variety of
strategies they strategies they found most helpful
found most before, during, and after reading
helpful in oral texts from and/or related to First
communication Nations, Métis, and Inuit cultures,
contexts related then evaluate their areas of greater
to First Nations, and lesser strength as readers and
Métis, and Inuit identify the steps they can take to
cultures. improve their skills. [T/C]
C4. Reflecting on C4.2 Identify a variety of skills they
Skills and have in listening, speaking, writing,
Strategies: viewing, and representing, and
reflect on and explain, with increasing insight,
identify their how these skills help them read
strengths as texts from and/or related to First
readers, areas Nations, Métis, and Inuit cultures
for improvement, more effectively. [K/U/C]
and the D1.2 Generate, expand, explore,
strategies they and focus ideas for potential
found most writing tasks, using a variety of
helpful before, strategies and print, electronic, and
during, and after other resources, as appropriate
reading texts and with increasing effectiveness.
from First [T/C/A]
Nations, Métis, D1.4 Identify, sort, and order main
and Inuit ideas and supporting details for
cultures, and, as writing tasks, using a variety of
appropriate, strategies and selecting the
relevant texts organizational pattern best suited
from to the content and the purpose for
non-Indigenous writing. [K/U/T]
sources. D1.5 Determine whether the ideas
D1. Developing and information gathered are
and Organizing accurate and complete, interesting,
Content: and effectively meet the
generate, gather, requirements of the writing task.
and organize [K/U/T]
ideas and D2.2 Establish a distinctive voice in
information to their writing, modifying language
write for an and tone skilfully and effectively to
intended purpose suit the form, audience, and
and audience on purpose for writing. [T/C/A]
subject matter D2.3 Use appropriate descriptive
related to First and evocative words, phrases, and
Nations, Métis, expressions imaginatively to make
and Inuit their writing clear, vivid, and
cultures. interesting for their intended
D2. Using audience. [T/C/A]
Knowledge of D2.4 Write complete sentences
Form and Style: that communicate their meaning
draft and revise clearly and effectively, skilfully
their writing, varying sentence type, structure,
using a variety of and length to suit different
literary, purposes and making smooth and
informational, logical transitions between ideas.
and graphic [T/C]
forms and D2.6 Revise drafts to improve the
stylistic elements content, organization, clarity, and
appropriate for style of their written work, using a
the purpose and variety of teacher-modelled
audience. strategies with increasing
D3. Applying effectiveness. [T/C]
Knowledge of D3.1 Consistently use knowledge
Conventions: use of spelling rules and patterns, a
editing, variety of resources, and
proofreading, appropriate strategies to identify
and publishing and correct their own and others’
skills and spelling errors. [K/U/C]
strategies, and D3.2 Build vocabulary for writing
knowledge of by confirming word meaning(s) and
language reviewing and refining word choice,
conventions, to using a variety of resources and
correct errors, strategies, as appropriate for the
refine purpose and with increasing
expression, and effectiveness. [K/U]
present their D3.3 Use punctuation correctly and
work effectively. effectively to communicate their
D4. Reflecting on intended meaning. [K/U]
Skills and D3.4 Use grammar conventions
Strategies: correctly and appropriately to
reflect on and communicate their intended
identify their meaning clearly and effectively.
strengths as [K/U/C]
writers, areas for D3.5 Regularly proofread and
improvement, correct their writing. [K/U/T]
and the D3.6 Use a variety of presentation
strategies they features, including print and script,
found most fonts, graphics, and layout, to
helpful at improve the clarity and coherence
different stages of their written work and to
of writing texts heighten its appeal and
on subject matter effectiveness for their audience.
related to First [K/U/T]
Nations, Métis, D3.7 Produce pieces of published
and Inuit work to meet criteria identified by
cultures. the teacher, based on the
curriculum expectations and
respecting First Nations, Métis,
and Inuit communication styles.
[T/C]
D4.1 Explain which of a variety of
strategies they found most helpful
before, during, and after writing
texts on subject matter related to
First Nations, Métis, and Inuit
cultures, then evaluate their areas
of greater and lesser strength as
writers and identify the steps they
can take to improve their skills.
[T/C/A]
 D4.3 Select examples of a variety
of types of writing that express
themes, ideas, and perspectives
explored in this course and that
they think most clearly reflect their
growth and competence as writers,
and explain the reasons for their
choice. [T/C/A]

Overall Expectations Chart

A1 A2 A3 B1 B2 B3 B4 C1 C2 C3 C4 C5 D1 D2 D3 D4 E1 E2 E3 E4 E5
1 ✔ ✔ ✔ ✔ ✔ ✔
2 ✔ ✔ ✔ ✔ ✔ ✔
3 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
4 ✔ ✔ ✔ ✔ ✔ ✔
5 ✔ ✔ ✔ ✔ ✔ ✔ ✔
6 ✔ ✔ ✔ ✔ ✔ ✔ ✔
Class Profile - NBE 3U

Name Interests / Learning Believed Believed Growth Other Comments &

Hobbies Mods Strengths Opportunities Considerations

S1 Swimmer Memorization Paying attention, paragraph Enjoys chatting in class,

writing will do work

S2 Tennis Giving Storytelling in writing Enjoys chatting in class,

presentations will do work

S3 Swim, read, Participation and oral tasks Enjoys chatting in class,

write, family will do work

S4 Volleyball ELL Essay writing, reading S4 and S14 are ELL

comprehension siblings. Very focused in
class.

S5 Visual arts, IEP - Motivation due to Quiet but very focused

mixed media, more time anxiety/depression, in class.
skiing, cycling confidence in writing

S6 Basketball Reading and writing skills Enjoys chatting in class,

will do work

S7 Skiing, read Essay structure Good at group work

S8 Cook, read, Writing and Group work Quiet but very focused
ceramics reading in class.

S9 Ski, bike, run, Understanding through the Enjoys chatting in class,

gym, paddle FNMI strand will do work

S10 Read Focus Oral communication skills, Very focused in class.

writing notes
S11 Swim, volleyball Analyzing texts and making Very focused in class.
connections

S12 Swim IEP - Reading skills Works well in class.

more time

S13 Speed skate, IEP - Focus Word choice in writing Often absent (sport)
read, cycle more time

S14 Volleyball, piano ELL Reading, Writing skills S4 and S14 are ELL
listening, siblings. Very focused in
speaking class.

S15 Baseball Memorization Writing skills Often absent (sport)

S16 Soccer, video Oral Writing skills Enjoys chatting in class,

games presentations, will do work
reading
comprehension

S17 Swimming, Good ideas Essay writing skills S17 and S19 are friends
shopping and work well together

S18 Workout, Oral Time management, Very focused in class.

gymnastics communication reading/ comprehension
/presentations skills

S19 Synchronized IEP - Time Writing skills S17 and S19 are friends
swimming extra help management and work well together