Lesson Lesson 1 of 3 Grade Grade 5

Title/Focus Level

Subject Social Studies and Fine Arts Duration: 40 min. (x2)

PROGRAM OF STUDY OUTCOMES

Organizing Idea (Art):

Creating and Presenting: Ideas can be represented through artworks that draw upon
foundational visual arts knowledge.

Guiding Question (Art):

How can narrative in visual arts contribute to understanding diverse stories and
experiences?

Learning Outcome (Art):

Students represent narrative in artworks based on a variety of inspirations and

through the application of artistic choices.

GLO (Social Studies):

Students will demonstrate an understanding of the people and the stories of Canada
and their ways of life over time, and appreciate the diversity of Canada’s heritage.

SLO (Social Studies):

What do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs
regarding the relationship between people and the land?
 KUSPs

Knowledge (Art):

The creation of a narrative can communicate

● personal experiences
● stories, legends, myths, and poetry
● fictional events and characters
● perspectives

Understanding (Art):

A narrative in visual arts can communicate knowledge and understandings about the
world.

Narratives can provide connections to culture and history.

Skills and Procedures (Art):

Illustrate a narrative based on a variety of events, themes, or inspirations.

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

1. Students will recognize the role of storytelling in FNMI culture.

2. Students will create narrative art based on an Indigenous a creation story.

MATERIALS AND EQUIPMENT

● Printouts- stories and graphic organizers

● Writing utensils
● Pencil crayons (if we have time)
 PREPARATION AND LOGISTICAL CONSIDERATIONS

● Slides and graphic organizers are prepared and saved to GoogleDrive

● Graphic organizers and stories printed
○ Stories (x30)
○ The Granddaughter Who Was Eaten by the Big Fish (x1)
○ Narrative Writing Planning Sheet (x48)
○ Comic strips (x 60) or could possibly just use paper cut in half
●

PROCEDURE

Introduction Time

● Write my name on the board for the students to see 2 min

○ Introduce myself again, and that I am a student teacher
● Explain to the students the purpose of the lesson
○ How we will be exploring FNMI story telling from the groups
they studied over the last while. Explain the goal of creating
a narrative drawing.

Body Time

Read Aloud Fish ● Transition (2 min.) 15 min.

Story and ○ Teacher will hand out the narrative story
Example as organizers to the class so they can follow
Class along. Remind students to put their names
in the corner and to not fill anything out
yet.
○ Tell students about the fish story and how
is it Cree story (subarctic group)
○ Explain how this is an example/practice for
what they will do later
● Teacher will read the fish story (2 min.)
○ Remind students to listen for characters,
setting and what happens in the beginning,
middle and end.
 ● When the story is finished, remind students of the
importance of FNMI stories and ask them what
they think the lesson was in this story (perhaps,
listen to your Elders?).
● On the white board, write characters, settings,
beginning, middle and end. (6 min.)
○ Ask the students to raise their hands with
answers to the prompts
● At the end of the activity, explain the importance of
storytelling in FNMI to:
○ Teach lessons
○ Pass down knowledge
○ Share history/culture
○ Explore spirituality

In Groups, ● Transition 20 min.

Students Read ○ Have students divide themselves into
Stories and Fill groups of 2-3 (3 ideal)
Out Graphic ○ Hand out the two creation stories, each
Organizers. group will work on one or the other.
Explain that a creation story is a story
about how these groups believed that man
ended up on earth/the earth was created.
○ Remind students that they will need to
read the story and fill in the organizer like
we did as a class.
○ Remind them that the purpose of the
organizer is to help them gather all the
information they need to create their own
narrative art.
● Students will work as a group to read the story and
extract information
● If they complete this early, they can begin drafting
what they think their characters might look like on
the back of their organizer and deciding what
student will draw which section (beginning,
middle or end).
 Conclusion Time

● Remind students that they will have class time to continue working 3 min.
and to please tuck everything safety into their desk/folder/binder
● Thank them for their hard work

Assessment

● Throughout the lesson, Teacher will ask students to display their understanding of
instruction, information with thumbs up or down.
● Teacher will circulate and observe students talking/working together.

Additional Notes: Differentiation

- Students who need support reading can be paired with strong readers or teacher
- Students can be provided with the characters, setting, etc. in situations where reading
comprehension is lacking
Lesson Lesson 2 of 3 Grade Grade 5
Title/Focus Level

Subject Social Studies and Fine Arts Duration: 40 min. (x2)

PROGRAM OF STUDY OUTCOMES

Organizing Idea (Art):

Creating and Presenting: Ideas can be represented through artworks that draw upon
foundational visual arts knowledge.

Guiding Question (Art):

How can narrative in visual arts contribute to understanding diverse stories and
experiences?

Learning Outcome (Art):

Students represent narrative in artworks based on a variety of inspirations and

through the application of artistic choices.

GLO (Social Studies):

Students will demonstrate an understanding of the people and the stories of Canada
and their ways of life over time, and appreciate the diversity of Canada’s heritage.

SLO (Social Studies):

What do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs
regarding the relationship between people and the land?
 KUSPs

Knowledge (Art):

The creation of a narrative can communicate

● personal experiences
● stories, legends, myths, and poetry
● fictional events and characters
● perspectives

Understanding (Art):

A narrative in visual arts can communicate knowledge and understandings about the
world.

Narratives can provide connections to culture and history.

Skills and Procedures (Art):

Illustrate a narrative based on a variety of events, themes, or inspirations.

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

1. Students will recognize the role of storytelling in FNMI culture.

2. Students will create narrative art based on an Indigenous a creation story.

MATERIALS AND EQUIPMENT

● Printouts- stories and graphic organizers

● Laptop with slides
● Writing utensils
● Pencil crayons
● Paper
 PREPARATION AND LOGISTICAL CONSIDERATIONS

● Slides are prepared and saved to GoogleDrive

● Extra graphic organizers and stories available
● Paper for drawings, cut into smaller parts
● Colouring supplies, pencil crayons, pencil etc.

PROCEDURE

Introduction Time

● Write my name on the board for the students to see 2 min

○ Introduce myself again, and that I am a student teacher
● Explain to the students the purpose of the lesson
○ We will be learning about an art style called narrative art and
will continue to work with the Indigenous stories from the
previous day

Body Time

Narrative Art ● Show slides and explain narrative art to give 10 min.
Slides and context for the assignment.
Introduction to ○ Slides include visual examples, pause on
FNMI Story one Indigenous image and one
Telling non-Indigenosu and have the students
raise their hands with examples of what
they think is happening in the picture.
○ Emphasize how there are no words but still
a lot of information to be gathered from the
art.
Students Work ● Transition 30 min.
on Art in a ○ Teacher will ask students to pull their work
Group from the previous day and to make sure
they have pencil crayons, pencils, erasers,
etc. ready.
● Explanation of Activity
○ Teacher will explain that the students will
use their worksheets from yesterday to
create their own narrative art.
○ As a group, they will need to decide which
person is going to illustrate the beginning,
middle, or end of the story
○ Each student is to create a minimum of one
image, but they can create more if they
need to. Emphasize the importance of not
adding too too much, because a narrative
should tell a clear story.
○ The project will use pencil to draw and
pencil crayon to illustrate.
○ Teacher will ask if they understand the
instructions and if they have any questions.
At this time, the teacher will hand out
papers for their drawings.
● Students will work on art
○ Quiet chatting is okay, but not too loud.
○ Remind the students not to rush this
project and that they need to make sure
that the story their image is telling is clear.

Conclusion Time

● Remind students that they will have one more class on Tuesday to 3 min.
finish working on their art and to please tuck everything safety into
their desk/folder/binder
● Ask them to clean up their space and put their art supplies away
● Thank them for their hard work
 Assessment

● Throughout the lesson, Teacher will ask students to display their understanding of
instruction, information with thumbs up or down.
● Teacher will circulate and observe students talking/working together.

Additional Notes: Differentiation

- Students who need support reading can be paired with strong readers or teacher
- Students can be provided with the characters, setting, etc. in situations where reading
comprehension is lacking.
Lesson Lesson 3 of 3 Grade Grade 5
Title/Focus Level

Subject Social Studies and Fine Arts Duration: 40 min. (x2)

PROGRAM OF STUDY OUTCOMES

Organizing Idea (Art):

Creating and Presenting: Ideas can be represented through artworks that draw upon
foundational visual arts knowledge.

Guiding Question (Art):

How can narrative in visual arts contribute to understanding diverse stories and
experiences?

Learning Outcome (Art):

Students represent narrative in artworks based on a variety of inspirations and

through the application of artistic choices.

GLO (Social Studies):

Students will demonstrate an understanding of the people and the stories of Canada
and their ways of life over time, and appreciate the diversity of Canada’s heritage.

SLO (Social Studies):

What do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs
regarding the relationship between people and the land?
 KUSPs

Knowledge (Art):

The creation of a narrative can communicate

● personal experiences
● stories, legends, myths, and poetry
● fictional events and characters
● perspectives

Understanding (Art):

A narrative in visual arts can communicate knowledge and understandings about the
world.

Narratives can provide connections to culture and history.

Skills and Procedures (Art):

Illustrate a narrative based on a variety of events, themes, or inspirations.

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

1. Students will recognize the role of storytelling in FNMI culture.

2. Students will create narrative art based on an Indigenous a creation story.

MATERIALS AND EQUIPMENT

● Extra printouts- stories and graphic organizers

● Exit slips
● Writing utensils
● Pencil crayons
● Extra white paper
● Black paper for frames
● Scissors
● Gluesticks
 PREPARATION AND LOGISTICAL CONSIDERATIONS

● Exit slips printed and cut in half

● Extra graphic organizers and stories available.
● Extra paper for drawings, cut into smaller parts
● Colouring supplies, pencil crayons, pencil etc.
● Glue stick and scissors available.
● Larger pieces of black paper cut (for gluing sequences to).

PROCEDURE

Introduction Time

● Greet students and write my name on the board to help students 2 min
remember.
● Give a brief recap of what they worked on last week and what they
should be learning.
○ Indigenous stories, connection to the land (i.e. why I asked
them to read the creation stories), legends, history,
entertainment, lessons, etc.
○ Narrative art tells a story without using words.
 Body Time

Students Work ● Transition 30 min.

on Art in a ○ Teacher will ask students to pull their work
Group (Final from last week and to make sure they have
Class to pencil crayons, pencils, erasers, scissors
Complete). and glue sticks. ready.
○ REMIND the students that this is the last
class to work on the assignment, so it is
important they focus on getting the work
done.
● Explanation of the activity
○ Teacher will ask students to continue
working in their drawings from last week
○ Teacher will have an example of how to
mount their art on black paper once
completed.
● Students will work on art
○ Quiet chatting is okay, but not too loud.

● Students will be asked to clean-up their art

Clean Up supplies and paper waste. 3 min.
● Complete art sequences will be handed in to
Teacher
○ REMIND students to put their names on the
art next to picture they created

Conclusion/Exit Slips Time

● Students will be asked to sit down and take out a pencil. 5 min.
● As this is the final class together, Teacher will present students will an
Exit Slip to gauge their understanding
● The questions are:
○ 1. Why do Indigenous people share stories?
○ 2. True or False: Narrative Art uses words to tell a story.
● Students will hand in their completed Exit Slip before leaving the
class/before the teacher leaves.
○ REMIND students to put their names on the Exit Slips.
● Thank the students for the last few lessons and say goodbye for now.
 Assessment

● Throughout the lesson, Teacher will ask students to display their understanding of
instruction, information by holding up one to five fingers.
● The Teacher will circulate and observe students talking/working together.
● At the end, Teacher will use an Exit Slip to ask the students two questions:
○ 1. Why do Indigenous people share stories?
○ 2. True or False: Narrative Art uses words to tell a story.
● Finished assignments will be assessed for total completion and completion of the
learning objectives.

Additional Notes: Differentiation

- Students who need support reading can be paired with strong readers or teacher
- Students can be provided with the characters, setting, etc. in situations where reading
comprehension is lacking.