Activity Overview
There are many books related to Métis Peoples of Canada that can help students better visualize and understand the people, their culture, their past, and their present. Some short picture books can be used as a whole class read-alouds, where other longer books can be used as longer novel studies. Afterward, students can create a plot summary of the book using visuals and descriptions. This example is a summary of The Giving Tree: A Retelling of a Traditional Métis Story by Leah M. Dorion.
Here are some examples of literature that relate to the Métis Nation:
- The Giving Tree: A Retelling of a Traditional Métis Story by Leah M. Dorion
- Call of the Fiddle by Wilfred Burton and Anne Patton
- Dancing in my Bones by Wilfred Burton and Anne Patton
- Peter Fidler and the Métis by Donna Lee Dumont
- Relatives with Roots by Leah M. Dorion
- The Flower Beadwork People by Sherry Farrell Racette
- Grandpa's Girls by Nicola I. Campbell
- Shi-shi-etko by Nicola I. Campbell, illustrated by Kim LaFave
- Shin-chi's Canoe by Nicola I. Campbell
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Summarize the story in a 3-6 cell storyboard describing the main events in the beginning, middle, and end of the story.
Student Instructions:
- Read the story.
- Click "Start Assignment".
- Create a 3-5 cell storyboard with descriptions and illustrations showing the sequence of major events in the story.
Lesson Plan Reference
- [ELA-Literacy/RH/9-10/3] Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
- [ELA-Literacy/RL/1/1] Ask and answer questions about key details in a text.
- [ELA-Literacy/RL/2/1] Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
- [ELA-Literacy/RL/2/4] Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
- [ELA-LITERACY/CCRA/R/1] Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- [ELA-LITERACY/CCRA/R/7] Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- [ELA-LITERACY/CCRA/R/9] Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Events | Each of the cells represents a different part of the story. The cells are in order from beginning to end. | One cell is out of order, or the storyboard is missing important information. | Important information is missing and/or two or more cells are out of order. |
| Images | Cells include images that accurately show events in the story and do not get in the way of understanding. | Most images show the events of the story, but some are incorrect. | The images are unclear or do not make sense with the story. |
| Descriptions | Descriptions match the images and show the change over time. | Descriptions do not always match the images or mention the importance of the event. | Descriptions are missing or do not match the images. |
| Spelling and Grammar | Spelling and grammar is mostly accurate. Mistakes do not get in the way of understanding. | Spelling is very inaccurate and hinders full understanding. | Text is very difficult to understand. |
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