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First Nations Traditions Assignment: Social Studies, Oral Language, Reading Comprehension, and Writing Grade Five

The document outlines an assignment for fifth grade students to learn about the traditional ways of life of First Nations peoples in Canada. It provides directions for students to read about a particular group, take notes on their environment, food, clothing, transportation, homes, and beliefs. It then instructs students to share their findings in a group discussion and write responses comparing how the natural environment shaped traditional lifestyles and how they differ from modern life. A rubric evaluates students on vocabulary, identifying main ideas, note-taking, oral presentation, listening skills, content knowledge, writing ability, and critical thinking.

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131 views

First Nations Traditions Assignment: Social Studies, Oral Language, Reading Comprehension, and Writing Grade Five

The document outlines an assignment for fifth grade students to learn about the traditional ways of life of First Nations peoples in Canada. It provides directions for students to read about a particular group, take notes on their environment, food, clothing, transportation, homes, and beliefs. It then instructs students to share their findings in a group discussion and write responses comparing how the natural environment shaped traditional lifestyles and how they differ from modern life. A rubric evaluates students on vocabulary, identifying main ideas, note-taking, oral presentation, listening skills, content knowledge, writing ability, and critical thinking.

Uploaded by

api-329780808
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Name:________________________

First Nations Traditions Assignment


Social Studies, Oral Language, Reading Comprehension, and Writing
Grade five
DUE DATES
Sharing session: ________________________________(parts 1 and 2 due)
Written work due: _______________________________ (part 3 due - put in hand in bin in the morning
or share before school)

You will read information about First Nations people from a particular region of Canada from the
book The Kids Book of Aboriginal Peoples in Canada. For most of you, one other student will be
reading about the same people. You may share ideas and help each other, but you must each
hand in your own separate assignment. The work of the other student reading the same chapter
will not influence your grade on this assignment.
Circle the chapter that youve been assigned, and make a note of the name of the other student
reading the same chapter.

1.
2.
3.
4.
5.
6.
7.

Peoples of the Northwest Coast


Peoples of the Plateau
Peoples of the Plains
Peoples of the Arctic
Peoples of the Subarctic
Iroquoians of the Eastern Woodlands
Algonquians of the Eastern Woodlands

Part 1
While you read
1. Annotate your reading pages by doing the following:
a. Underline any words that are unfamiliar to you. Complete the
Word/Inference/Definition organizer.
b. Underline any phrases that you believe contain the main ideas of this text.
c. At the bottom of your vocabulary organizer, include 2-5 sentences in your own words
that you believe summarizes the main idea of this text.
Part 2
After you read
1. Make jot notes to answer the following questions, either neatly handwritten or on a
computer:
a. What was the physical environment like where these people lived? (describe water
sources, like oceans, rivers, and lakes, as well as landforms, such as mountains,
forests, tundra, or prairie)

Name:________________________

b. What did these people traditionally eat? What tools did they use to hunt or gather
their food?
c. What was their traditional clothing like?
d. How did they travel from place to place?
e. What were their homes like?
f. Describe their spiritual beliefs and traditions.
2. Be prepared to share the information about what youve read with the other grade five
students in a brief, informal sharing session. You will use your jot notes as you share.

Part 3
After the sharing session, you will answer these questions. Write in full sentences. You may type
your answers or handwrite them neatly. Use examples (from your own chapter or those of your
classmates) to support your ideas.
1. How did the natural environment influence the traditional way of life of First Nations
people?
2. How was the traditional way of life of First Nations people different from modern city life?
Learning goals
I can use the context to identify possible meanings for unfamiliar words. I can use a
dictionary to verify these meanings. (reading)
I can identify the most important ideas in a nonfiction text. (reading)
I can make notes that help me keep track of my thinking while I read. (reading)
I can write a brief summary of a nonfiction text. (reading, writing)
I can demonstrate understanding of increasingly complex texts by summarizing and
explaining important ideas and citing relevant supporting details. (reading)
I can make jot notes to prepare to share information about what I have read. (reading)
I can describe the traditions and ways of life of First Nations people before the arrival of
Europeans both orally and in writing (social studies, oral language, writing)
I can demonstrate appropriate listening behaviour during sharing sessions by paying full
attention to the speaker. I can ask appropriate questions and comments when invited. (oral
language)
I can speak clearly at an appropriate volume and pace. I can make eye contact with
listeners. (oral language)
I can explain how the natural environment influenced the traditional lifestyles of First
Nations people. (social studies)
I can compare and contrast the traditional lifestyles of First Nations people with the modern
city lifestyle of people like myself.
I can use examples to support my ideas. (social studies, writing)
I can proofread my writing for spelling, grammar, punctuation, and capitalization. (writing)

Name:________________________

Success Criteria
Section and
learning goal

Below expectations (C or D
range)

Meets expectations
(B range)

Exceeds expectations
(A range)

Part 1:
Vocabulary

-Fewer than five vocabulary


words are identified
-Possible meanings do not
make sense from the context
-The correct definition is not
in the students own words

-Five vocabulary words are


identified
-Possible meanings are inferred
from the context
-A correct definition is written in
the students own words

-More than five vocabulary


words are identified
-Possible meanings are
inferred from the context
-A correct definition is written
in the students own words

-The student highlights


random phrases or nothing at
all.
-The student draws incorrect
conclusions from the text, or
the summary is too long or
too short.

-The student highlights or


underlines the phrases that
contain the main ideas of the
text.
-The student succinctly
summarizes the main idea of the
text.

-The student makes notes in


the margins that identify not
just the main ideas but also
the examples that support
these ideas.
-The student succinctly
summarizes the main idea of
the text.

-The jot notes are incomplete.


and/or
-The student does not bring
the jot notes to the sharing
session.

-The jot notes are complete and


answer the questions with
examples.
-The student brings the jot notes
to the sharing session.

-The jot notes are brief but


clearly address the questions
with examples.
-The student brings the jot
notes to the sharing session.

-The student speaks at an


inappropriate volume and
pace, is difficult to
understand, or reads from
notes.

-The student speaks at an


appropriate volume and pace.
-The student refers to, but does
not read word-for-word from, his
or her notes.

-The student speaks clearly


and eloquently at an
appropriate volume and pace,
using his or her notes as
support.

-The student interrupts other


speakers or engages in other
activities (eg. chatting,
reading, preparing own notes)
as others speak.

-The student listens politely to


other speakers.

-The student listens politely to


other speakers and asks
meaningful questions.

-The student does not fully


describe the environment,
homes, transportation,
clothing, food, and spirituality
of his or her assigned group.

-The student accurately


describes the environment,
homes, transportation, clothing,
food, and spirituality of his or her
assigned group.

-The student accurately,


eloquently, yet succinctly
describes the environment,
homes, transportation,
clothing, food, and spirituality
of his or her assigned group.

-The written answers contain


numerous errors in spelling,
grammar, punctuation, and
capitalization.

-The written answers are edited


for spelling, grammar,
punctuation, and capitalization.

-The written answers


demonstrate exceptional
command of conventions and
vocabulary.

-The student does not


describe general trends about
First Nations traditions before
the arrival of Europeans or
does not use examples in the
explanation.

-The student uses examples from


the discussion to describe
general trends about First
Nations traditions before the
arrival of Europeans.

-The student uses examples


from the discussion to describe
general trends about First
Nations traditions before the
arrival of Europeans and
explains his or her thinking
thoroughly.

/10

Part 1:
Main ideas

/10

Part 2:
Jot notes

/10
Part 2:
Speaking

/10
Part 2:
Listening

/10
Part 2:
Content

/20
Part 3:
Writing

/10
Part 3:
Content

/20

Name:________________________

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