Three Day Road- Technology Inclusion Lesson Plan

Lesson Plan Title: What Do We Learn From Treaties?                                                            

Date: Undetermined               Subject: ELA/ History/ Social Studies           Grade:  10       Topic: Three Day Road            Time: 1 class

Materials: Pen, Paper, Electronic Resources, Phones

Stage 1- Desired Results – you may use student friendly language
What do they need to understand, know, and/or able to do?

– The importance of looking to the past to better our future.

-The importance of the Treaties to all members of society.

-The importance of fulfilling Treaty promises to foster better brother-to-brother relationships between all members of society and the world as a whole.


Broad Areas of Learning:

Developing Lifelong Learners-

Students who are engaged in constructing and applying English language arts knowledge naturally build a positive disposition towards learning. Throughout their study of English language arts, students gain understandings, skills, and strategies to become more competent and confident language users.


Developing a Sense of Self and Community-

To learn English language arts, students need not only to use the English language but also to interact with each other. They use language to interact and to respond effectively with others and to build community.


Cross-Curricular Competencies:

Developing Thinking-

Learners construct knowledge to make sense of the world around them. They develop understanding by building on what is already known. This key competency concerns the ability to make sense of information, experiences, and ideas through thinking contextually,

critically, and creatively. The philosophy of learning in English language arts is inquiry-based, and students use their language and thinking skills to explore a range of topics, issues, and themes

Developing Identity and Interdependence-

The ability to act autonomously in an interdependent world requires an awareness of the natural environment, of social and cultural expectations, and of the possibilities for individual and group accomplishments. English Language Arts require students to explore ideas and issues of identity, social responsibility, diversity, sustainability, and personal agency.

Developing Literacies-

Literacies provide many ways, including the use of various language systems and media, to interpret the world and express understanding of it. Literacies involve the evolution of interrelated skills, strategies, and understandings that facilitate an individual’s ability to participate fully and equitably in a variety of roles and contexts – school, home, and local and global communities. To achieve this competency requires developing skills, strategies, and understandings related to various literacies in order to explore and interpret the world and communicate meaning. English language arts requires students to use different literacies, including language literacy, effectively and contextually to represent ideas and understanding in multiple, flexible ways.

Developing Social Responsibility-

This project requires the ability to participate with others in accomplishing shared or common goals. This competency is achieved through using moral reasoning processes, engaging in communitarian thinking and dialogue, and taking action to contribute to learners’ physical, social, and cultural environments. In English language arts, students explore their social responsibility and work toward common goals to improve the lives of others and the natural and constructed worlds.



CR A10.1-

Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address:

• identity (e.g., Foundational Stories);

• social responsibility (e.g., Destiny and Challenges of Life);

• social action (agency) (e.g., Human Existence).

– View, listen to, read, and respond to First Nations and Métis resources and other texts that reflect diverse personal identities, worldviews, and backgrounds (e.g., appearance, culture, socioeconomic status, ability, age, gender, language, social structures, and decision making).

– Identify connections between self, texts, and culture.

– Develop understanding and interpretations of a variety of texts by drawing upon personal experiences and prior knowledge of texts and language.

– Respond thoughtfully and critically to text providing support from text to justify response.

CR A10.4-

Read, interpret, and draw conclusions about the ideas, information, concepts, and themes presented in a variety of literary (including poems, plays, essays, short stories, novels) and informational (including magazines, newspapers, and on-line information) texts

-Read, comprehend, and explain the human experiences and values reflected in various literary and informational texts created by First Nations, Métis, Saskatchewan, Canadian, and international authors from various cultural communities.

– Demonstrate active reading behaviours including:

• establishing a purpose for reading such as to learn, interpret, and enjoy

• skimming, scanning, and reading closely

• identifying and analyzing explicit and implicit messages, viewpoints, and concepts

• relating understanding of a range of texts to personal experiences, purposes, audiences, and other texts

• constructing images based on text descriptions (Key)

• discussing and analyzing meanings, ideas, language, and literary and informational quality in a range of contemporary and historical texts

CC A10.1

Compose and create a range of visual, multimedia, oral, and written texts that explore:

• identity (e.g., Foundational Stories);

• social responsibility (e.g., Destiny and Challenges of Life);

• social action (agency) (e.g., Human Existence).

-Create spoken, written, and other representations that include:

•        coherence, logical progression, and support for ideas

•        clear patterns of organization

-organize information using appropriate forms (e.g., charts, diagrams, outlines, electronic databases, storyboards)

-draw logical conclusion from information and consider how to best present to identified audience

CC A10.2

Explain and present to a familiar audience the key ideas and events (actual or based on a text studied) through an appropriate combination of charts, diagrams, sound, models, drama, and print.

-Use props, visual aids, graphics, and electronic media to enhance the appeal and accuracy of presentations.

-Analyze, organize, and convert information into different forms (e.g., charts, graphs, drawings).


PGP Goals:

1.2       ethical behaviour and the ability to work in a collaborative manner for the good of all learners– Students are put into groups in which they need to work in a collaborative environment. In this way, students that may struggle have a support system that they can use to increase their learning. The inclusion of technology in the classroom helps to bolster student engagement and learning and helps almost all learners succeed.

1.3       a commitment to social justice and the capacity to nurture an inclusive and equitable environment for the empowerment of all learners–  It is important to recognize injustices and failed promises throughout history such as this. The first step to reconciliation is to admit to the mistake and fulfill treaty promises to foster healing between the relationships of all members of society.

2.1       knowledge of Canadian History, especially in reference to Saskatchewan and Western Canada– This lesson is based upon history in relation to Saskatchewan as well as Canada as a whole.

2.3       knowledge of First Nations, Metis and Inuit Culture and History (e.g., Treaties, Residential School, Scrip, and Worldview)- Three Day Road is written by an Aboriginal author and contains FNMI content. Therefore, knowledge of FNMI content is necessary to adequately interpret the picture stories. This lesson is specifically about treaties and the way they affect all members of society.

2.4       ability to use technologies readily, strategically and appropriately– Use of electronic resources such as Padlet, Kahoot, and help everyone within the classroom learn and provide a resource for students to look back to.

3.2       the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate learning styles of individual learners and support their growth as social, intellectual, physical and spiritual beings– Use of group work and technology helps to accommodate all learners and, furthermore, helps to ensure the success of all members of the classroom.

 4.2      the ability to incorporate First Nations, Metis, and Inuit knowledge, content and perspective into all teaching areas- FNMI content is in both the book that is being studied as well as the students responses to this content. Furthermore, FNMI knowledge is important in adequately interpreting the treaty lesson.

Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

The Kahoot/ PowerPoint (depending on school situation) presentation in which we discuss Treaty Trivia is a front loading activity that allows me to see the amount of knowledge my students have in this area. This information allows me to adapt as necessary. In this way, we use something other than the KWL chart to establish what students know beforehand and what they want out know once this activity has been finished. Furthermore, the Kahoot provides a visual for students to see where they as well as their peers are at which can lead to self-assessment and reflection (while boosting self-efficacy if correct and showing that they are not the only ones if incorrect).

Additionally, technology will be used in discussions that can provide instantaneous feedback on student understanding, comprehension, and engagement. These online materials can also be referred back to by both student and teacher and provide additional formative assessment to the verbal discussions.

Question handouts from the Treaty Essential Learning- We Are All Treaty People could be handed out as well in coordination with the readings from this handbook if needed and would serve as another form of formative assessment for the teacher to assess understanding.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

This is the middle of the unit on Aboriginal Perspectives. This lesson is leading up to the Eye Witness Account/ Report Assignment as well as the oral presentation. Thus, students create a presentation from their “eye witness” account writing. Students create a picture journey (see picture story assignment) for the students to follow as they tell their story (visual stimuli). This lesson factors into this assignment by looking at the 5 W’s and H that will be the basis for the completion of this mini-unit wrap up assignment.

Who- All members of society with specific looks into Aboriginal culture and perspectives. The characters within Three Day Road.

What- The Aboriginals interaction with the British Crown in signing treaties. The significance of the treaties. What we can learn from the treaties.

Where- Mainly Canada (more specifically Saskatchewan) but the States and world could be touched on as well.

When- From first contact to today.

Why- because it is important to look at historical contexts to better understand ourselves and the society/ environment around us.  …because it allows us to see the historical interactions that influenced the characters within the novel.

How- do treaties help all members of society?  …do we move forward by recognizing the past?

This lesson is the precursor to the Residential Schools series of lessons.

Stage 3- Learning Plan- Motivational/Anticipatory Set

-Begin with an acknowledgement of this being Treaty 6 territory to show students that this land was lived upon before settlers arrived. This will help foster recognition and, thus, a start to reconciliation.

-Begin with a Kahoot/ PowerPoint slides of Treaty Trivia (See Treaty Trivia Sheet) (Kahoot if there is access to tech/ phones within the class. If not, PowerPoint will work)

– Discussion- Do Treaty relations affect all people? If so, How? If not, why do you think so? Create a Padlet/ so that students can all comment in real time as well as respond to their peers comments that are on Padlet/ in front of them. (Students can then look back on everything that has been said and make any notes etc… out of the comments).

Main Procedures/Strategies:

– Treaty Relations- Overview of the treaties that were signed within Canada with heavier emphasis on the Saskatchewan treaties. Looking at the promises and failed follow through. (Historical Contexts)

– How does the understanding of Treaties enhance or alter our understanding of the play?

– How do lessons learnt from the Treaties tie into the study of this novel? Treaty Essential Learnings –Brother-to-brother relations, Historical Context, Contemporary issues, etc.)

Treaty Essential Learnings- We Are All Treaty People– Pages 15-17- The Treaty Relationship, Pages 18-25 Historical Context


-Technology inclusion within the discussions for those to reserved to speak to the group as well as for typing/ taking notes

-Notes put on can be chosen to last for certain periods of time. Thus, students can access this material outside of class which can help them remember discussion points as well as create notes based on peer input and knowledge.

-The use of online sites such as Padlet/ allow for quiet addition while speakers talk which eliminates the need to interrupt.

Closing of lesson:

–          Using Padlet/, have students pin their recollected thoughts about worldviews from a previous lesson (Pg. 26-47 of Treaty Essential Learnings- We Are All Treaty People handbook- prior lesson)

–          Using students previous knowledge of worldviews as well as todays lessons on treaties, analyze and discuss the impact that Canadian Treaties could have if implemented on a global scale in small groups. Have students pin their thoughts/ ideas on either Padlet/ again for all groups to see.

–          Have a quick discussion on the effectiveness of each group’s ideas/ thoughts.




M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)


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