LESSON PLAN

Date: September 30, 2020 (Orange Shirt Day) Title of the Lesson: Uncovering the Importance of Orange
Shirt Day

Curriculum Area: Social Studies/History/The Arts Unit of Study: Heritage and Identity: Communities in
Canada, Past and Present (Grade 6)

Background Information: Grouping:

Students will have been introduced to the history of residential schools in Canada -Whole group (Land
prior to this lesson. Lessons will have previously touched on the contemporary Acknowledgement, Read-Aloud)
barriers and traumas that still face Indigenous people as a result of settler -Indigenous Talking Circle (Group
colonialism and residential schools. discussion)
-Think/Pair/Share (Spoken word
This lesson is designed for grade six students in accordance with the Ontario poetry)
curriculum. -Individual (Spoken word poetry)
Learning Expectations: Assessment:
“A3.5: describe significant events or developments in the -Assessment for learning: verbal discussion during
history of two or more First Nations, Métis, and/or Inuit Indigenous talking circle
communities in Canada […]and how these events affected -Assessment of learning: spoken word poetry
the communities’ development and/or identities” (Ontario
Ministry of Education, 2018, p. 130)
Reference:
Ontario Ministry of Education. (2018). The Ontario
Curriculum: Elementary Social Studies. Ontario Ministry of
Education.
http://www.edu.gov.on.ca/eng/curriculum/elementary/sshg
.html.
Lesson: Mental Set (Step 1)
This lesson was developed to take place on Orange Shirt Day (September 30 th) Sharing the Purpose/
1. Begin with a land acknowledgement. This statement should address the land that the Objectives (Step 2)
school is operating on, paying respects to the Indigenous groups that have historically lived Input (Steps 3, 4)
on that land. This acknowledgement should also take care to address the Indigenous
Modeling (Step 5)
groups that continue to live on the surrounding land, and our respect and gratitude for
being able to live and work on their traditional land. Check for
2. Share the objective of this lesson with the class. Remind students of our previous Understanding (Steps
conversations about residential schools. Explain that today, they will be learning about the 4, 6)
history and importance of Orange Shirt Day. Guided Practice (Step
3. Introduce students to the practice of an Indigenous talking circle. Explain how it is used 7)
in traditional Indigenous models of education, and why it is important that we respectfully Independent Practice
incorporate it into lessons based on Indigenous history and contemporary contexts. (Step 8)
Introduce the object that you will be using, and the significance of it (the one who holds the Closure (Step 9)
object is the one who is sharing). Examples of objects could include items such as
rainsticks, handheld musical instruments (ex. triangle or drum), or items from nature. The Materials/Resources:
teacher begins with the item. Explain that we are going to share what we each know about -Item for Indigenous
Orange Shirt Day. Emphasize that students have the right to pass if they wish. Students talking circle (ex.
pass the item around in the circle as they each share. Thank students for sharing after the rainstick)
circle has been completed. -Phyllis’s Orange Shirt
4. Read the book Phyllis’s Orange Shirt by Phyllis Webstad aloud to the class. Allow (Author: Phyllis
opportunities for questions/discussion both during and after the read-aloud. Webstad)
5. Introduce the concept of spoken word poetry. Play this video as an example: -Projector for video
https://www.youtube.com/watch?v=B3C-DO9FyEo. After the video, explain that they are -Video of spoken word
not required to speak at a fast pace, and should choose a speed that is most comfortable poet:
for them. You can compare spoken word poetry to an emotional speech, or an emotional https://www.youtube.c
reading of a poem. om/watch?v=B3C-
6. Ask if there are any questions about spoken word poetry, the book, or Orange Shirt Day. DO9FyEo
7. Ask students to get into think/pair/share groups to brainstorm topics for spoken word -Chart paper/markers
poetry topics to do as a class. Once students have had a few minutes to discuss, ask the -Pencil/paper
class for suggestions. Once a topic has been selected, ask students to brainstorm key
words/emotions related to that topic (write them down on chart paper). Using these
words, demonstrate how students can begin to create their spoken word poem.
8. Give students time to create their own spoken word poems about Orange Shirt Day, its
meaning, and the emotions that they associate with it. Leave Phyllis’s Orange Shirt in an
accessible area so that students can reference it as need be during the time allotted for
individual work.
9. In the last 5-10 minutes of the class, ask students if there are any volunteers to read their
spoken word poem aloud to the class.
Bloom's Taxonomy: Multiple Intelligences:
Knowledge Linguistic
Understanding Logical/Mathematical
Application Spatial
Analysis Musical
Synthesis Bodily/Kinesthetic
Evaluation Interpersonal
Intrapersonal
Naturalistic
Accommodations/Modifications:
-Students have the right to pass during the talking circle
-To accommodate for students who are non-verbal or deaf/hard of hearing, the talking circle could be adapted by
instead encouraging students to draw pictures. Or, teachers could include a snowball activity where students write
down their thoughts on a piece of paper, place these papers in the middle of the circle, then have students share the
paper of another student either verbally or by holding the paper up.
-Instead of spoken word poetry, students could instead write traditional poems. A choice between the two options
could also be provided.
Personal Notes/Reminders/Homework/Other Considerations:
-If they don’t finish the poem, students have the opportunity to take it home to complete it
-Encourage students to research the Indigenous groups stated in the land acknowledgement and come in with one fact
to share with the class tomorrow. Re-state these groups at the end of class, and write them on the board/chart paper so
that students can see how they are spelled.