| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | Totem poles and indigenous spirit animals |
| What length (min) | 30 |
| What age group | Year or Grade 8 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
English
Totem Poles and Indigenous Spirit Animals
Grade 8
30 minutes
20
This lesson aligns with the Canadian national curriculum for English Language Arts, emphasizing cultural understanding and the representation of diverse perspectives through literature and visual art.
By the end of this lesson, students will be able to:
| Step Number | Step Title | Length (min) | Details |
|---|---|---|---|
| 1 | Introduction | 5 | Briefly introduce totem poles and indigenous spirit animals. Show video clip and discuss initial thoughts. |
| 2 | Presentation of Content | 10 | Present key information about the cultural significance of totem poles. Use images to illustrate. Encourage questions. |
| 3 | Group Discussion | 5 | Divide students into small groups. Provide discussion questions about the meanings of various symbols on totem poles. |
| 4 | Personal Reflection | 5 | Ask students to write a short reflection in their journals regarding a symbol that resonates with them, relating it to their identity. |
| 5 | Conclusion & Homework | 5 | Recap key points from the lesson. Distribute homework assignment: research an indigenous animal spirit and write a short paragraph about its significance. |
Students are to research an indigenous animal spirit and write a paragraph summarizing its significance and any relevant cultural stories or meanings. Homework will be collected but not presented in class. Feedback will be provided through written comments.
Students' understanding will be assessed through their participation in group discussions and their written reflections. Homework will be graded on content, understanding of the material, and clarity of writing.