Title: "A day in the life of a Wendat person"
This is a grade six-history lesson. In general we are focusing on the
Wendat people and their culture and society. This lesson will focus
specifically on the spiritual beliefs and practices of the Wendat people.
The students have already been introduced to some of the cultural
characteristics of the Iroquoian tribe. The previous lesson dealt with
seasonal activities. This lesson will link the seasons with spiritual
beliefs and practices.
In this classroom, we have two level three ESL learners. These students
understand most of the key vocabulary but sometimes need to review. The
students are not always able work independently however need some
1. Social Studies: The student will use appropriate vocabulary to describe
their inquiries and observations (93).
2. Language-Reading: Read teacher selected material related to content to
develop subject knowledge (93).
3. Language-Writing: Decide on a specific purpose for writing and select
material that they need from a variety of appropriate sources (93).
The ESL learners will work with the group when the story is being read. If
they are willing to volunteer to read they may do so. If needed the ESL
learners have two students assigned to them for assistance during the
As a class we will read a short two-page story called “The Dream” in
Canada Revisited. The story addresses the religious practices of the
Wendat people. After the story is read as a group, the teacher will lead a
short vocabulary lesson and write the words on the board. We will review
terms such as: prayer, mediation, spirituality, sacrifice etc. The lesson
will then move onto the assignment where the students will be asked
write a short story entitled “A day in the life of a Wendat person.” The
criteria for the story will incorporate prior knowledge such as: their
family structure, hunting and gathering, building homes with the knew
knowledge: spirituality and prayer. They will give the character a name
and age. Towards the end of the class, the teacher will ask some of the
students to read their stories to the class. There will be a discussion
based on whether or not the stories written by the students are
appropriate. The teacher will ask for volunteers to comment on the
The first component of the assessment will be observation by the teacher to see if they have understood the instructions and are working on their assignment. The teacher may choose to work with the ESL students to ask them comprehension questions in regards to the material in the chapter (i.e., story read in class). The second component will be the worksheet. It will be assessed according to the following criteria: -completion; demonstration of application of knowledge and terminology and their ability to follow instructions. In addition, the teacher will make rounds around the classroom giving individual feedback to the students and answer any questions that they may have.
We will have a vocabulary lesson to review the vocabulary for everyone in
the classroom. At the same time, this will benefit the ESL students so
that they become more familiar with the terms in the textbook. The teacher
will ask the ESL learners to add these words into their “Vocabulary
The assignment will be modified for the ESL learners so that instead of
the writing assignment, they will receive a worksheet that they need to
complete. The worksheet will consist of three separate areas to write
three small paragraphs. Each paragraph will begin with a ‘starter’
sentence. Example: My name is ____________ and I am _______ years old. I
live__________________. This morning I will help my father and mother
gather________________. Our celebration will be_________________.They will
complete the exercise by using their “Vocabulary Diaries” to assist them.
Hopefully, the ESL learners will volunteer to read their stories. However,
the teacher may ask the student if he/she could read the story for them.
Ø Textbook: “Canada Revisited”, 2000 Ed.
Ø Modified worksheet (for ESL learners)
Ø English Dictionary (for ESL learners)
Ø Vocabulary Diaries.
Submitted by: Karena Schneider, Maria Antoniou