Date: Nov 27, 2023

Lesson Plan: Kindergarten English Language Arts

Overview
Organizing Idea: English Language Arts
 Oral Language: Listening and speaking form the foundation for literacy
development and improve communication, collaboration, and respectful
mutual understanding.
Guiding Question: English Language Arts
 In what ways can listening and speaking be applied to develop oral
communication?
Learning Outcome: English Language Arts
 Children explore listening and speaking skills through a
variety of literacy experiences.
Class Duration:  One Class Duration English Language Arts
TQS Competency Applying Foundational Knowledge about First Nations, Métis and Inuit-
connection: developing and applying foundational knowledge about First Nations,
Métis and Inuit for the benefit of all students.
(c) using the programs of study to provide opportunities for all students to
develop a knowledge and understanding of, and respect for, the histories,
cultures, languages, contributions, perspectives, experiences and
contemporary contexts of First Nations, Métis and Inuit; and
(d) supporting the learning experiences of all students by using resources
that accurately reflect and demonstrate the strength and diversity of First
Nations, Métis and Inuit.
Learner Outcomes (KUSPS)
Knowledge Understanding Skills and Procedures
 Individuals or groups of  Oral traditions can Students will:
people can have unique provide lessons and  Practise listening and
stories that can be entertainment and develop speaking skills through
shared through listening imagination. sharing oral stories.
and speaking (oral  Ideas and information can
be shared through  Explore digital or non-
traditions).
listening and speaking. digital stories from First
 Listening is an active
Nations, Métis, and Inuit
process that involves:
communities.
 focusing on the
speaker.
 Share stories individually or
as part of a group.

 Share a short story from

memory using verbal and
non-verbal language.
 Date: Nov 27, 2023

Prior Knowledge Vocabulary Resources Literacy

Connections Consulted Connections
 Listening  Story  “Napi”
skills “Blackfoot  Listening
 Speaking Creation story  Speaking
skills. Carl Brave  Story Structure
 Understanding Rock-Youtube  Vocabulary
of stories and  Personal  Reading
storytelling. communication
with Blackfoot
elder Bruce
Wolf Child
Materials & Equipment
English Language Arts:
 Blackfoot Napi creation story
 Pictures or simple illustrations related to the story.
 Use large, clear visuals or props to support storytelling (PowerPoint/Slide).
 Drawing Supplies (Colors Pencils, Crayons, Markers)
 Glue
 Desks
 Chairs
 Small seating arrangement (a circle or carpet area)
 Sharing Story Illustration worksheets (19 copies)
 Comprehension of Order of Event Traditional Story worksheet (19 copies)
Lesson #1 English language Art
Assessment/
PROCEDURE/LEARNING Goals Differentiation
OPPERTUINITIES Strategies
Introduction (10 MINS) Hot seat
 Begin the lesson by having the students sit in a o The Questions
small circle of carpet area of the classroom. objective is (formative
 Greeting and Circle Time: Begin with a for students Assessment)
welcoming circle time, encouraging each child to to
share a brief experience or feeling. Use this time comprehend
to set a positive and inclusive atmosphere. the concept
of oral
 Introduction to Oral Language: Explain that traditions.
today, the class will explore the magic of listening o listening
and speaking through a special story. Introduce
 Date: Nov 27, 2023
the guiding question: "In what ways can listening and
and speaking be applied to develop oral speaking
communication?" through a
 The teacher will place a smudge box of dirt and story
cup of water at the front of feet.
 Teacher will collect and gage student prior
knowledge of Stories.
 Teacher will explain oral Tradition and how
Indigenous people keep track history through
Oral stories.
 (formative assessment)- Ask students what is a
Story, who are stories?
 Introduce character Napi.
 a character from Indigenous folklore who
has many interesting stories and is
considered an important figure in their
culture.
 Mention that Napi is sometimes portrayed
as a trickster and has different
characteristics in different stories.
 Lesson Transition from Engagement Phase
Body (20 Mins) o The Comprehension of
 Begin to tell the oral story “Napi: The Blackfoot objective is Order of Event
for students Story worksheet
Story of Creation.”
to be able to (product) –
 Students will be seated in a circle and understand
listen to and comprehend a traditional Students will use
and follow a
story. comprehension
narrative
 Activity#1: Comprehension of Order of Event from a
skills and order the
traditional events in the story
Traditional Story worksheet.
story. sequence
 Students will use comprehension skills and 1st,2nd,3rd,4th.
o Comprehend
order the events in the story sequence
order of
1st,2nd,3rd,4th. events within
 Students will cut out images and glue them a story. Descriptive
in correct order. o Draw and Drawing
 Activity#2: Storytelling worksheet. explain story. (product) –
 Students will Draw and share a special Students will be
moment from your life and share it with asked to create a
the class. drawing and
explain the story of
 Express life experience in writing form.
the image.
 Draw a picture. Highlighting their
 Write a simple sentence. ability to tell an
 Students will share with their classmates oral story.
and explain their story they draw.
 Date: Nov 27, 2023
Sponge Activity:
Play dough activity- Students will create a sculpture from
the play dough like Napi created the land for the
Blackfoot people.
 Lesson Transition from Exploration Phase to
Closure

Closure (5Mins) o Elaborate Listening and

Closing Statement: Summarize the importance of personal speaking skills
listening and speaking in developing communication experience
or store.
demonstrated
skills. Reinforce that each child's voice is valuable and
during show
are we all have stores to share, and we are living a story.
and tell
Show and Tell: Allow a few children to share their (Formative
drawings or crafts with the class. This promotes speaking Assessment) -
in front of a small audience and attentive listening.