Gray Wolf’s search
Author(s): Bruce Swanson and Gary Peterson
Social Justice focus: Equality and Inclusion
Synopsis: This book revolves around the Gray Wolf, a happy member of the wolf clan. The water and forest gave his people everything that they needed. Gray Wolf is assigned a task to “find a very important person and get to know this person well.” Gray Wolf sets out on his task talking to beavers, bears, owls and others. He asks them all to tell him who a very important person was. All the animals responded with the same answer “I have seen none more important that you.” Finally, after talking to many creatures of the woods Gray Wolf returns to his tribe excited to share his findings! No one person is more important than another, each one of us is a very important person.
Lesson Plan: Maicee Sorensen
Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)
Consecutive and Concurrent Programs
Unit/Topic: Language Oral Communication and Drama
Lesson: Making connections to text & developing Drama works
Curriculum Areas: Language and Drama (Arts)
OE: Language Pg. 103
- create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
- listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
SE: 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them
SE: 3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques
OE: B1. Creating and Presenting: apply the creative process (see pages 19–22) to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and stories;
SE: B1.1 engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and non-fiction sources from diverse communities, times, and places (e.g., interview story characters who represent opposing views on an issue; use role play to explore social issues related to topics such as the environment, immigration, bullying, treaties, the rights and responsibilities of the child)
Learning Goal(s): Students are learning to make connections to text and use role play to represent a message such as creating a video discussing the importance of equality.
- I can make connections to the story and relate them to my everyday life experiences
- I can actively engage in drama exploration through role playing
- I can actively participate in a discussion on the story we have listened to
MODIFICATIONS / ACCOMMODATIONS:
- If any students have hearing impairments or struggle with hearing the teacher will being given the text to follow along with the story as we go through it.
- As we move through the discussion portion of the lesson, the questions I as the class will be posted on the projector or whiteboard. Teacher will be sure to show them as we go so that some students do not go too far ahead
- While reading the story if some students struggle to pay attention we can move them to a specific seat to make sure the teacher and keep them on task
Minutes: 15 minutes (discussion may go longer, let it run as long as they are quality ideas)
- Teacher reads “Gray Wolf’s Search” to the class.
- Following the reading the teacher will ask the class a few questions about the meaning of the book
- what do you think the meaning of this story is?
- Is there a main lesson that you took away?
- *teacher pushes conversation towards the topic of inclusion and equality.* class will most likely get here on their own.
- The students share as much as they would like in the discussion about their personal experiences in relation to the meaning of the story (equality and inclusion)
- Why is equality and inclusion such an important thing to understand?
Assessment: Teacher leads discussion, can make anecdotal notes about what students understand the story of Gray Wolf, take note of what students participate in the discussion
Minutes: 45 minutes, and perhaps another 50 minutes period to rehearse or make video edits
- Teacher arranges the students into groups of 5-6 people, simply hands out a paper with an animal on it, go find the other students with the same animal
- Once in the groups the students are instructed to choose a message that they took away from the book, it can be anything as long as it is in relation to the book. (i.e. we are all equal)
- Once your group has decided on an important message you will then decide how you would like to present this message to your peers, and potentially to the school at an assembly.
- Options for the presentation include: making a video, OR creating a skit. The class will show their video or present their skit in front of their peers to pass on the message or lesson they have learned.
- It is important the students understand
- The goal of your presentation is to pass on an important social message, or a lesson that is important for life
- You can draw on personal experience to inspire the context of your presentation, BUT it can be completely fictional (i.e. new reporter interviewing someone who did not feel included)
Assessment: What is the Nature and Purpose of assessment?
- Teacher can use anecdotal notes to assess their learning skills such as collaboration and leadership
- Teacher will also take notes of how the video or performance is going. Teacher will look for the student’s ability to connect to the text, and ability to role play
Minutes: completing presentations will take 1-2 periods depending on the number of groups
- Show the video or present the skit that they have created to their peers here in class. (if any video or skit stands out to teacher, maybe you can show it at an assembly if the message is worthy)
Assessment: Based on the video or skit the teacher will use a check list to assess the following learning goals: presentation connects to text, actively engages in drama role playing, and collaboration
MATERIALS: What resources and materials do I need? Where can I find them? In a perfect world what other resources might I need?
- Some device to record the videos on, could be a Chromebook, laptop, phone, iPad dependent on the resources at that school
- The book “Gray Wolf’s Search” written by: Bruce Swanson, illustrated by Gary Peterson
- Any devices or visuals required for student using accommodations à board to write questions on if needed