E L E M E N TA RY T E A C H E R S ’ F E D E R AT I O N O F O N TA R I O

Aboriginal Education Day Primary Lesson Plan

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EDUCATION DAY CANADIAN ABORIGINAL FESTIVAL FRIDAY, NOVEMBER 27, 2009 – COPPS COLISEUM Primary Curriculum Connections

The Great Birch Tree Adapted and modified from The Great Kapok Tree Readers’ Theatre by Lynne Cherry Overall Expectations Arts Drama and Visual Arts Demonstrate an understanding of some basic elements of drama. Demonstrate an understanding of the element of character by adopting thoughts, feelings, and gestures relevant to the role being played Identify the elements of design (colour, line, shape, form, space, texture), and use them in ways appropriate for this grade when producing and responding to works of art. Use elements of design in art works to communicate ideas, messages, and personal understandings. Language Oral Communication Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes. Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes. Reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations. Page 1

Language Reading Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning. Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning. Writing Generate, gather, and organize ideas and information to write for an intended purpose and audience. Media Literacy Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques. Science Grade 1 Understanding life systems: needs, and characteristics of living things. Assess the role of humans in maintaining a healthy environment. Identify personal actions that they themselves can take to help maintain a healthy environment for living things, including humans. Describe changes or problems that could result from the loss of some kinds of living things that are part of everyday life. Describe the characteristics of a healthy environment, including clean air and water and nutritious food, and explain why it is important for all living things to have a healthy environment. Social Studies Grade 1 Canada and world connections: The local community describes how people in the community interact with each other and the physical environment to meet human needs.

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Science Grade 2 Understanding life systems: Growth and changes in plants assess ways in which animals have an impact on society and the environment, and ways in which humans have an impact upon animals and the places where they live. Investigate the ways in which a variety of animals adapt to their environment and/or change in their environment, using various methods. Social Studies Grade 2 Canada and world connections: Features of communities around the world explain how the environment affects people’s lives and the ways in which their needs are met. Science Grade 3 Understanding life systems: Growth and changes in plants identify examples of environmental conditions that may threaten plant and animal survival. Social Studies Grade 3 Canada and world connections: Urban and rural communities the specific expectations clarify the connections between the following overall expectations and environmental education. Explain how communities interact with each other and the environment to meet human needs. Heritage and citizenship: Early settlements in Upper Canada Describe the communities of early settlers and First Nations people in Upper Canada around 1800.

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Background Information In Ojibwe, Mihtig refers to a tree. Mihtigoog are trees. They are very significant to First Nations people as they develop through the four stages of life - infancy, childhood, adulthood, and being an elder. The Mihitigoog are teachers and givers of life and support. Trees stand in one place, this is their place all of their lives. They provide clean air for all living creatures and for us to live. They also provide shelter for animals and people. They provide many things including tools to survive, spears, bow and arrows, chairs, snowshoes, utensils, houses, canoes, boats, art, crafts, medicines (Cedar), and more. The Aboriginal teachings received from the tree are patience, giving, sharing, and never complaining about helping others and the environment. The Readers’ Theatre, The Great Birch Tree - Appendix 1 illustrates the traditional oral native culture where history was transmitted from one generation to the next by way of cultural storytelling. It also illustrates the Aboriginal worldview that everything in nature has a spirit and the environment is treated with reverence as it is seen as a gift from the Creator. All life, plants, animals, and humans in Aboriginal teachings are considered equals. Plants were used for food, shelter, medicinal purposes, and offerings. All living things are dependent upon one another for survival. One example of this is that traditionally, when animals were hunted, every part of the animal was used for food, clothing, tools, and shelter. In traditional Aboriginal wisdom, it is believed that the animal, as an important part of creation, gives up its soul in order to provide humans with what they need for survival, therefore out of respect no part of the sacrificed animal would go to waste. Plants such as tobacco are offered back to the earth in appreciation for the gift of the animal life. Today, many Aboriginal people lay down tobacco as an offering, when collecting plants, berries, and corn or when they have taken an animal’s life for food. Facts about birch bark taken from http://www.nativetech.org/brchbark/ Lesson Plan 1. Begin with a brainstorm activity (whole group) about some examples in the community where the ecosystem may be in danger (i.e., pollution, littering, car exhaust). 2. As a group activity the teacher introduces/reviews the characteristics of the narrative as a writing form using the reproducible Characteristics of Fiction - Appendix 2. 3. The teacher distributes and reads with the students the Readers’ Theatre script “The Great Birch Tree – Appendix 1, adapted from Lynne Cherry’s The Great Kapok Tree to familiarize them with the vocabulary, script, and to review appropriate ways to present information (such as using tone, pitch and volume). 4. Before reading, instruct the students to pay attention to the animals that came out of their hiding places and the reasons they gave to Ikwe (woman) for why she should not cut down The Great Birch Tree.

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5. After reading the script ask the students questions regarding the story such as what was the problem in the story? What were the events that led to a resolution of the problem? How was the problem solved? 6. Assign Readers’ Theatre roles to the students or have students decide what role they wish to be. Students independently practice reading their assigned part of The Great Birch Tree Readers’ Theatre script using appropriate volume, fluency, tone of voice, and expression. Students may want to use highlighters to mark their reading portion of the script. 7. Teacher provides time for students to practice the script while she or he circulates to assist any struggling readers or students needing help to concentrate on the task. 8. The students perform the Readers’ Theatre script in small groups and lastly in front of the whole class. Reproducible Self and Group Evaluations – Appendix 3. 9. Have students rewrite the ending of the story and tell what would have happened if the woman had cut down the tree. This can either be done in narrative form, through perspective writing, or in the form of letters written by the animals that used to live in the tree. Students can tell what happens to the animals now that their home is gone. 10. Students are asked to imagine that they are one of the creatures in the story. Ask them to create posters that say "Save Our Home." They should include the elements of design and colour drawing of their creature and/or write a convincing ad for saving The Great Birch Tree. Discuss how trees affect our lives and what would happen if all of the forests were eliminated. Recommended Extensions 1. Students will research the animals found in the script. Use reproducible - Research Medicine Wheel – Appendix 4. 2. Draw one picture of the animal found in the script, write the Ojibwe word for the picture. Example: picture of squirrel – Ajidamoo. Use reproducible Ojibwe Language Animal Words – Appendix 5. 3. Perform a problem-solving activity that identifies things children can do to help protect the forest. 4. Animal Pantomimes. 5. Research the different ways that Aboriginal people use the birch tree such as food, beading, baskets, canoes, shelter coverings, roots, and sap. 6. Students can write a short speech or draw a picture to express their own views about preserving the environment. 7. A puppet show would reinforce the narrative form through drama.

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Modifications and Accommodations 1. Students are given shorter pieces to practice and read. 2. Students need a “research” or “reading” buddy to support them. 3. Students with writing difficulties will have their Readers’ Theatre scribed by another student, or buddy up with another student for partnered writing. 4. Non-writers have the teacher or EA transcribe their story. 5. Teacher helps the students with their oral communication and presentation skills. 6. Teacher gives extra practice for students who need it or reduces the amount to read or present. Evaluation 1. Use reproducible Characteristics of Fiction could be assessed for student understanding and detail - Appendix 2. 2. Use Self or Group Evaluation reproducibles for assessing group/independent work. (Appendix 3) 3. Research Medicine Wheel - Appendix 4 4. List with the Ojibwe Language Animal Words - Appendix 5 Materials • • •

Copies of The Great Birch Tree (adapted from Lynne Cherry’s book The Great Kapok Tree); Reproducibles: Appendix 1, 2, 3, 4, and 5. Pencils; highlighters in assorted colours; and paper/journals.

Resources • •

Readers’ Theatre Script: The Great Birch Tree; The Great Kapok Tree by Lynne Cherry; and Trees, plants, and their uses – Copyright 1997 (revised 2002) from the Ojibway and Cree Cultural Centre

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Adapted and modified from The Great Kapok Tree Readers’ Theater by Lynne Cherry Narrator: One woman was walking into the forest. Moments before, the forest had been alive with the sounds of squawking birds and howling wolves. Now all was quiet as the forest animals watched the woman and wondered why she had come. The woman stopped and struck the trunk of the tree with her ax. The Woman: Whack! Whack! Whack! Narrator: The sounds of the blows rang through the forest. The wood of the tree was very hard. The white papery bark peeled back from the trunk. Woman: Chop! Chop! Chop! Narrator: The woman wiped off the sweat that ran down her face and neck. The Woman: Whack! Chop! Whack! Chop! Narrator: Soon the woman grew tired. She sat down to rest at the foot of the great birch tree. Before she knew it, the heat and hum of the forest had lulled her to sleep. A squirrel lived in the great birch tree. She scampered down its trunk to where the woman was sleeping. The squirrel looked at the gash the ax had made in the great birch tree. Then the squirrel climbed onto her shoulder and softly chatted in her ear. Squirrel: Ikwe (woman) this tree is a tree of miracles. It is my home, where generations of my ancestors have lived. Do not chop it down. Narrator: A butterfly flew near the sleeping woman’s ear. Butterfly: Ikwe (woman) our home is in this great birch tree and I fly from tree to tree and flower to flower collecting pollen. In this way I pollinate the trees and flowers throughout the forest. You see, all living things depend on one another. Narrator: A wolf appeared from behind the great birch tree. He growled to the sleeping woman. Wolf: Ikwe (woman) I have seen the ways of man. You chop down one tree, and then come back for another and another. The roots of these great trees will wither and die, and there will be nothing left to hold the earth in place. In the spring when the rains come, the soil will be washed away and there will be no place for new trees or plants to grow. Narrator: An eagle flew down from the tree tops. Eagle: Ikwe (woman) you must not cut down this tree. I have flown over the forest and have seen what happens once you begin to chop down the trees. Many people settle on the land. They bring

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bulldozers and big machines to clear the land and soon the forest disappears. Where once there was life and beauty now are houses, roads and concrete. Narrator: A bright and small tree frog crawled along the edge of a leaf. In a squeaky voice he piped in the woman’s ear. Frog: Ikwe (woman) a ruined forest means ruined lives … many ruined lives. You will leave many of us homeless if you chop down this great birch tree. Narrator: A mountain lion had been sleeping along a branch in the middle of the tree. Because his coat blended into the light and shadows of the tree, not one had noticed him. Now he leapt down and padded silently over to the sleeping woman. He growled in her ear. Mountain Lion: Ikwe (woman) the great birch tree is home to many birds and animals. If you cut it down where will I find my dinner? Narrator: A porcupine swung down from branch to branch and whispered to the woman. Porcupine: Ikwe (woman), do you know what we animals and humans need in order to live? Oxygen. And, Ikwe (woman), do you know what trees produce? Oxygen! If you cut down the forest you will destroy that which gives us life. Narrator: The porcupine continued. Porcupine: Ikwe (woman), you are chopping down this tree with no thought for the future. And surely you know that what happens tomorrow depends upon what you do today. You must think of our children, who tomorrow must live in a world without trees. Narrator: The frog spoke once again to the Ikwe (woman) in her deep and lazy voice. Frog: Ikwe (woman) how much is beauty worth? Can you live without it? If you destroy the beauty of the forest, on what would you feast your eyes? Narrator: A child who lived with his family in the forest knelt over the sleeping woman. He murmured in her ear. Boy: Ikwe (woman), when you awake, please look upon us with all new eyes. Narrator: The woman awoke with a start. Before her stood the forest child, and all around him, staring, were the creatures who depended upon the great birch tree. Birch Tree: What wondrous animals they were! The woman looked about and saw the sun streaming through the trees. Spots of bright light glowed like jewels amidst the dark green forest. The woman smelled the fragrant smell of the forest. She felt the morning mist rising from the forest floor. But she heard no sound, for the creatures where strangely silent. The woman stood and picked up her ax. She swung back and looked at the animals and the child. She hesitated. Then dropped the ax and walked out of the forest.

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Characteristics of Fiction

Appendix 2

Describe the following

Problem/Conflict

Solution

Character(s)

Main Idea

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Group Evaluation: Medicine Wheel

Appendix 3

Complete Individually

We LISTENED to others

We TOOK turns

We were GOOD at

We VALUED the suggestion of others

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Self-Evaluation – Medicine Wheel

What I KNOW

What I want to KNOW

What I LEARNED

What I would like more INFORMATION about

Appendix 4

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Appendix 5

HABITAT (Where it lives?)

CHARACTERISTICS (What is it like?)

FOOD (What does it eat?)

CONCERNS (What/who are its enemies?)

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Appendix 6

Squirrel – Ajidamoo

Butterfly – Memegwe

Wolf – Ma’iingan

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Eagle – Migizi

Frog – Omakakii

Mountain Lion - Wajiiwimishibishoo

Porcupine – Kaag

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