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Teacher’s Resource

Sample Lesson Plan:How Salmon Got His Scales

02/13

9 780176 562120

ISBN-10: 0-17-656212-5ISBN-13: 978-0-17-656212-0

Storytelling

Senior Author Miriam P. Trehearne

Senior Consultant Jennette MacKenzie

Senior Reviewers Wilfred Burton

Eileen Eby

Series Consultants Kathleen Corrigan

Carol Vaage

First Nations, Métis, and Inuit Advisers Janice Ciavaglia, Mi’kmaw Kina’matnewey, NS

Lorna Irons, Kativik SB, QC Kathleen Manderville, Quinte Mohawk School, ON

Calvin Racette, Regina Public SB, SK Glenda Thiel, Aboriginal Affairs and Northern Development Canada, AB

Irene Webb, Labrador DSB, NL

Gordon Armstrong, Winnipeg SD, MBRobin Bethke, Toronto CDSB, ONDebra Boddy, Toronto DSB, ON

Janet Charlton, NB District #10, NBSherry Chase, Regina Catholic Schools, SK

Karen Chong, SD #36, BCRosemary Dawson, Upper Canada DSB, ON

Margo Duff, SD #8, NBJudy Dunn, SD #73, BCSue Evans, SD #41, BC

Kathleen Fraumeni, London DCSB, ONRuth French, Agency Chiefs Tribal Council, SK

Joan Green, Calgary PSB, ABSerena Hancock, NL

Alix Harte, Toronto DSB, ONAnnette Hendry, SD #16, NB

Essie Hersh, York Region DSB, ONSusan Hjalmarson, Pembina Trails SD, MBSandra Huggett, Prince George SD #57, BCLouise Hurley, Ottawa Catholic Schools, ON

Lee Jones-Imhotep, Toronto DSB, ONKerry Kennedy, Eastern Ontario CDSB, ON

Sarah Kennedy, Prairie Valley SD, SK

Dawne Kurtz-McNaught, Peace Wapiti SD #76, ABLynn M. Landry, Halifax Regional School Board, NS

Kathy Laycock, Calgary Board of Education, ABTanya Leary, Hamilton-Wentworth DSB, ON

Susan MacDonald, Langley School District #35, BCAnne MacInnis, Hastings & Prince Edward DSB, ON

Terri Mack, BCColette Moffat, Waterloo CDSB, ON

Maureen Murphy, Toronto CDSB, ONRhonda Nixon, Edmonton Catholic Schools, AB

Dr. Renee Norman, Vancouver School Board, BCSharla Pelletier, Rainbow DSB, ON

Linda Perrin, SD 8, NBTeresa Polite, Upper Canada DSB, ON

Joyce Rodway, NLSarah Schnare, SD #36, BC

Tanya Senk, Toronto DSB, ONDeborah Sinyard, York Region DSB, ON

Carrie Sleep, Vancouver School Board #39, BCLynn Tisi, District School Board of Niagara, ON

Ryan Tyndall, Grand Erie, ONCarol Vaage, Edmonton Catholic Schools, AB

Wendy Weight, Pembina Trails SD, MB

Nelson Literacy Grade 1 Advisers and Reviewers

iv

Nelson would also like to thank the following people for their contribution to the Storytelling unit concept:

Brenda Collins, Toronto DSB, ONJudy Cote, Kitigan Zibi Kikinamadinan School, QC

Dr. Rosemary Gannon, Martin Aboriginal Education Initiative, QC

Lynnita-Jo Guillet, Lakehead University, ONIrene Huggins, Manitoba First Nations Education

Resource Centre, MBJoanna Landry, Regina Catholic School Division, SKBonnie Levesque, Catholic District School Board of

Eastern Ontario, ONDr. Carlana Lindeman, Martin Aboriginal Education

Initiative, ONLarry Loyie, AB

Allison Lynn, Quinte Mohawk School, ONJennifer Manitowabi, Obishikokaang Elementary School, ON

Sallie McLeod, Lac La Ronge Indian Band Schools, SKLinda O’Reilly, BC

Rachel Rupke, Kwayaciiwin Education Resource Centre, ONCatherine Tenascon, Kitigan Zibi Kikinamadinan School, QC

Vicki Von Zuben, Mushkegowuk Council, ONShirley Whiteduck, Kitigan Zibi Kikinamadinan School, QC

Teacher’s Resource Writing TeamWendy Boynton

Marg Camp Kathleen Corrigan

Maureen Innes Heather McGowan

Denise White Linda Widenmaier

Bias ReviewerNancy Christoffer

Science ReviewerChuck Hammill

Social Studies ReviewerAngelo Bolotta

Nelson Literacy Grade 1 Components 1Theme Poster 2Read-Alouds 3Shared Reading Cards 4Song/Map Posters 5Graphic Organizers 6Photo Cards 6Audio CD 7Digital Resources 7Teacher’s Resource 8

Assessment 10

Setting a Context for the Unit 11

Special Features of Storytelling 11

Instructional Framework: Grade 1 12

Storytelling: Unit Planning Guide 14

Learning Centres 16

Springboard to Inquiry 18

Theme Poster 20

Ewawatik: The Northern Lights 22Let’s Read and Sing

How Bear Lost His Tail 30Let’s Read and Talk

Grandmother’s Stories 38Let’s Read and Talk

Little Fly Saves the River 46Let’s Read

My Favourite Story Is ... 54Let’s Read and Write

How Salmon Got His Scales 62Let’s Read and Write

I See Stories 70Let’s Read and Look

Table of Contents

v

Dancing Our Stories 78Let’s Read and Look

When I Hear the Drum 86Let’s Read and Write

How Rabbit Got Long Ears 94

Let’s Read and Talk

Stories Everywhere 102

Let’s Read and Look

Rock ’n’ Roll Bigfoot 110

Let’s Read and Sing

Performance Tasks 118

Chuck in the City 120

Teacher Notes for Read-Aloud

Meshom and the Little One 123


The Giving Tree 126


A Walk on the Tundra 129


Blackline Masters 132

vi

NEL 1Nelson Literacy Grade 1 Components

1 Audio CD and1 DVD of Digital Resources, including An interactive eBook SMART Notebook lessons

An image bank

5 Shared Reading Cards with multiple selections

(32” x 20”)

1 Easy-to-store Kit Bag

12 Photo Cards(5 1/2” x 8 1/2”)4 Canadian Read-Aloud

picture books

2 Graphic Organizers(32” x 20”)

1 Theme Poster(32” x 20”)

2 Song/Map Posters(20” x 32”)

Nelson Literacy Grade 1 ComponentsEvery Cross-Curricular Kit Includes …

Classroom Resources● image of salmon● highlighter tape● modelling clay, sparkles,

sequins, foil shapes● interactive whiteboard or

overhead projector● computer or other device for

viewing Interactive eBook

● Shared Reading: “How Salmon Got His Scales”

● Theme Poster: “Storytelling”● Photo Cards 1, 10, 12● Graphic Organizer: Draw the

Story● BLMs 2, 7, 8, 15–20, 22● Audio CD: “How Salmon Got

His Scales”● Interactive eBook● SMART Notebook files/image

bank

Unit Resources

NEL62 Nelson Literacy Grade 1 Teacher’s Resource: Storytelling

How Salmon Got His Scales

Developing Oral Language, Vocabulary, and Word WorkThis lesson gives students the opportunity to● learn and use high-frequency words● retell the story● develop phonological/phonemic awareness by identifying words that end

in /sh/● learn and use specific vocabulary, such as flesh, raw, and creek

To assess students’ developing skills, listen as they talk about this selection and use BLM 15: Oral Language Checklist, BLM 7: Strategy Rubric: Retelling, and BLM 17: Phonological Awareness Checklist.

Summary

This Shared Reading Card for Let’s Read and Write is a retelling of a Haida story of how Salmon got his shiny scales. The illustrations are in the traditional Haida style by artist Gryn White, who descends from a family of renowned Haida artists. The story is retold by Laura Bruce, a Grade 4 student from Whitehorse, Yukon.

unit FocuS QueStionS● What are the characteristics of story?● What reading strategies (e.g., predicting, asking questions) do you use to

help you understand texts?

eXPectationS/outcomeS: Language artS

Oral● Use active listening strategies in a few different situations● Communicate ideas and information orally in a clear, coherent manner

Reading● Demonstrate understanding by retelling or restating, including the main idea● Identify and describe the characteristics of a few simple text forms● Identify some text features and explain how they help readers

Writing● Generate ideas about a potential topic, using a variety of strategies

and resources● Write short texts using a few simple forms

croSS-curricuLar connectionS

This lesson provides opportunities for students to● demonstrate awareness that Aboriginal stories often have specific teachings● describe ways in which respect is shown in Aboriginal cultures

NEL 63How Salmon Got His Scales

Recommended Read-Aloud: Meshom and the Little One Lesson plans to support the Read-Aloud can be found on pages 123 to 125.

Shared ReadingFiRSt ReadingBeforeacceSSing Prior KnowLedge

Post an image of a salmon, with scales clearly visible. Say:

● People who live in many fishing communities across Canada are very familiar with this fish. For many First Nations peoples, including people of the Haida nation, this fish is one of the most important sources of food and is a very important symbol. It is a salmon.

● What parts of the salmon can you name?

Encourage students to point to the different parts of the fish as they name them, and to explain what they believe is the purpose of each part. If necessary, elicit the word scales, and point them out on the image. Explain that scales help protect the fish’s body and help the fish to move from side to side.

duringintroducing the teXt

Explain that in many places around the world, people write stories to tell why something is the way it is.

Display the Shared Reading Card. Read the title, and ask students to share what they see on the card. Say:

● Think about the title and illustrations. What do you think this story is going to be about?

If necessary, point out that this selection tells how the salmon got his scales. Explain that the story was originally told by the Haida people of northwestern Canada, and that a Grade 4 student from Yukon is retelling it here. Ask:

● How do you think Salmon may have gotten his scales?

reading the teXt

Prompt students to check their predictions as you read. Ask students to be ready to explain how Salmon got his scales after the reading.

Read the text aloud, without stopping to discuss. Track the print so students can follow along.

The salmon has a special significance in Haida culture. It is an essential part of the traditional Haida diet and the ecosystem of the Pacific northwest region. The salmon’s importance is celebrated by Haida people with special ceremonies and dances. The salmon motif appears frequently in West Coast art.

Cultural Connection

The content of this lesson can also be delivered via the Interactive eBook. Also available are SMART Notebook lessons that further support shared reading.


afterYou may use BLM 2: Observation Tracking Sheet, BLM 15: Oral Language Checklist, BLM 17: Phonological Awareness Checklist, and BLM 8: Strategy Rubric: Narrative to track student progress throughout the unit.

maKing meaning

Point to and read the title of the Shared Reading Card. Prompt students to retell the story, reminding them to tell the events in the order they happened. If needed, prompt with:

● How did Salmon get his scales in this story?

● Stories have a beginning, a middle, and an end. What part of this story is the beginning?

● What did Salmon do in the middle of the story?

● What happened at the end of the story?

Begin a discussion of the problem and solution of the story. Ask:

● What problem did Salmon have at the beginning of the story? Why did the other fish laugh at him?

● Why did Salmon go to see Creek Woman?

● What was the solution to Salmon’s problem?

Inform students that Creek Woman is a traditional figure in Haida stories. Explain that she has special powers and is highly respected by Haida people. Ask:

● What did Creek Woman do that shows her special powers? (she made the stones silver and shiny so they stuck to Salmon and became his scales)

● Why do you think Creek Woman told Salmon not to ask questions? (e.g., she didn’t want to explain her magic; she wanted him to find out for himself)

● How did Salmon show respect to Creek Woman in this story? (he didn’t ask more questions; he did what she asked)

PhonoLogicaL/Phonemic awareneSS

Say the words fish and flesh and ask what sound is the same at the beginning of each word and at the end of each word. Then, write the words fish and flesh on chart paper. Highlight the sh. Ask students what sound the letters sh make in the words fish and flesh. Ask them to list other words that end with the /sh/ sound. Make a list of words that end with sh. Group words into four, five, and six or more letters, and encourage students to add to the lists as they discover more examples.

Second ReadingBeforereviSiting the teXt

Display the Shared Reading Card. Remind students that this story explains how something happened. Ask:

Teach the words flesh, raw, and/or creek using the SEERTS vocabulary teaching framework found on page 8.

Vocabulary Connection

assessment opportunities

Show the Theme Poster. Draw students’ attention to the photo of the girl and the puppet. Ask:● What might the story that

the girl is acting out be about?

● What clues in the photo tell you this?

Theme Poster Connection

Display Photo Cards 1, 10, and 12. Ask:● How do you think the people

in these photos are feeling? Why do you think so?

● What connections can you make between your own experiences and how the people appear to be feeling in these photos?

Photo Card Connection



high-Frequency wordshow, got, his, was, a, but, he, because, had, no, all, the, not, of, and, so, went, to, her, about,

in, on, when, they, that, is

● What does this story explain?

Discuss the content and style of the illustrations with the students. Explore what they notice and what the art reminds them of.

duringreading the teXt

Say:

● I am going to read “How Salmon Got His Scales” again. As I read, use the text and illustrations to infer how Salmon felt at the beginning, middle, and end of the story. When I infer, I use clues from the text and pictures and what I know to help me understand what I read. For example, when the text says at the beginning that “All the other fish had scales, but not Salmon,” I can use my own experience to infer that Salmon feels left out.

Reread the text, using a pointer to help students track the text. Encourage students to join in whenever they can.

afterYou may use BLM 2: Observation Tracking Sheet, BLM 15: Oral Language Checklist, and BLM 18: Reading Skills and Strategies Checklist to track student progress throughout the unit.

maKing meaning

Make a chart titled “How Salmon Feels,” with three columns: Beginning, Middle, and End. Have students work in three groups to discuss what they can infer about how Salmon feels at the beginning, middle, or end of the story. Remind students to use the text, art, and their own personal experiences to help them infer.

After allowing time for discussion, ask volunteers from each group to help you fill out the chart. Provide prompts, such as the following:

● How do you think Salmon felt at the beginning when he didn’t have scales?

● How do you think Salmon felt when Creek Woman told him not to ask questions?

● How do you think Salmon felt when he got his scales?

Explain to students that the Haida people believe that Creek Woman takes care of the salmon in creeks and rivers. Ask:

● How did Creek Woman take care of Salmon in this story?

Using highlighter tape, students can highlight on the Shared Reading Card any familiar high-frequency words from the class word wall or other environmental print.

Small-group talk

Haida art is characterized by strong black outlines of shapes, with red areas inside the black areas.

Cultural Connection


Digital KiDs

Provide access to “How Salmon Got His Scales” in the Interactive eBook. Encourage students to read the story with a partner, and then take turns using the highlighter tool to highlight words they know. Students may also wish to listen to the audio recording of the story as they read along.

Please see pages 16 and 17 for more information on Learning Centres.

learningCentres

Modelled and Shared WritingBeforereviSiting the teXt

Reread the Shared Reading Card. Say:

● This story explains how something came to be. It has a beginning, middle, and end, as well as a problem and a solution.

Explain that you would like to write another story involving the characters from “How Salmon Got His Scales.” Say:

● What are some ideas for stories we could write now that Salmon has his scales?

Make a list as students provide suggestions. (e.g., Creek Woman talking to the other fish about their behaviour; Salmon doing something special to thank Creek Woman; Salmon going on an adventure with his new scales)

duringteacher modeLLing and Shared writing

Use an interactive whiteboard or overhead projector to display the Graphic Organizer: Draw the Story. Say:

● I am going to use this Graphic Organizer to help me write a story. Later, you will complete this organizer for a story that you would like to write.

● I like the idea of writing a story about Salmon wanting to thank Creek Woman.

● Before I write anything down, I want to think about what will happen at the beginning, middle, and end of my story, and what my problem and solution will be. At the beginning, I think Salmon will want to do something special to thank Creek Woman for his beautiful new scales. The problem will be that he doesn’t know what to do. In the middle, he will ask the other fish what he can do, but they won’t help him because they are jealous of his shiny new scales. In the end, I think he will find a beautiful leaf floating on the water, and will give it to Creek Woman to say thank you. That will be the solution.

● Now that I know what is going to happen in the three parts of the narrative, I’ll use the Graphic Organizer to help me plan my story.


imagine anD Create

Provide students with modelling clay and sparkles, sequins, and/or foil shapes. Have them work with a partner or in small groups to sculpt Salmon before and after he gets his scales, the other fish, and Creek Woman. Encourage them to take turns using the sculptures to retell “How Salmon Got His Scales.” Provide students with the Shared Reading Card and the completed Graphic Organizer: Draw the Story to help them with their retelling.

Please see pages 16 and 17 for more information on Learning Centres.

learningCentres

Read through the Graphic Organizer section by section, tracking the text for students to follow. Complete each section together, occasionally asking students for ideas based on your preliminary ideas. Say:

● The first section asks who was there. I need to write the characters’ names from my story: “Salmon, the other fish, and Creek Woman.”

● Now I’ll write when this story happened: “After Salmon got his scales.”

● In this box, I need to write where it happened. The characters were in the creek.

● Help me think of a good sentence to explain what happened first, or in the beginning. (e.g., Salmon was thankful for his scales, and wanted to do something special for Creek Woman.)

● Then, in the middle box that reads “What happened next?” I’ll write, “Salmon asked the other fish for their help. They didn’t want to help him.”

● What happened at the end? (Salmon found a beautiful leaf and gave it to Creek Woman)

Model ways for students to find the correct spelling of less familiar words. Remind students as they write to use the word wall or other environmental print to help them remember the spelling of more familiar words.

afterYou may use BLM 16: Writing Checklist to track student progress throughout the unit. The following activities give students the opportunity to share and consolidate their learning.

aFter writing

Reread the completed Graphic Organizer to students, pointing out each of the sections that have been completed. Then, ask students to read along with you, as you use a pointer to guide their reading. Review the problem and solution in your story.

Encourage students to turn and talk with a partner about other possible follow-up stories to “How Salmon Got His Scales.” Regroup as a class, and add new ideas to the list started earlier in the Before section of Modelled and Shared Writing. Partner

talk



Shared and independent WritingBeforereviSiting the teXt

Reread the completed Graphic Organizer. Ask students to identify the information you included in each section of the organizer. Volunteers can read the question introducing each section.

duringShared and indePendent writing

Distribute BLM 22: Draw the Story to each student. Review the list of story ideas with students. Ask if they have any additional ideas they might like to write about, and add these to the list. Say:

● Today, you will write your own story. You may choose an idea from this list to write about, or you may choose another one. With your partner, take turns telling what will happen at the beginning, middle, and end of your story, and what your problem and solution will be. Remember, you are each writing your own story.

Prepare students for independent writing using prompts such as the following:

● Once you have talked through your story with your partner, you can begin to fill in the organizer one section at a time. If you need help using the organizer, ask your partner for advice.

● Where can you look if you don’t know how to spell words? (on the chart on the board; at the word wall; on the Shared Reading Card)

● What should you remember to do with the first letter of sentences and names of characters? (put upper case or capital letters on them)

● Remember to use the techniques we have learned in class to help you try to spell unfamiliar words.

DifferentiateD instruction: extra cHaLLenGe

Some students will be ready to write more detailed and expanded stories in book form, using a few pieces of paper stapled together. Encourage students to include a beginning, middle, and end, and to illustrate their stories. Remind students to show the problem of the story and how it is solved.

Partnertalk


Assessment opportunities may be used with individual students, small groups, or the whole group as appropriate for the particular learning goal and student.

The “What to Look For” column in the chart below suggests a range of student behaviours to observe, while the accompanying blackline masters provide a much broader range of observable behaviours.

What to Do What to Look For What to Use

OralObserve students as they share ideas in small groups about how Salmon feels at the beginning, middle, or end of the story.

● Uses active listening strategies in a few different situations

● Communicates ideas and information orally in a clear, coherent manner

BLM 15: Oral Language Checklist

ReadingDisplay the Shared Reading Card. Ask students to retell the story and then identify some of the characteristics of a story.

Have students explain how the illustrations helped them understand the story.

● Demonstrates understanding by retelling or restating, including the main idea

● Identifies and describes the characteristics of a few simple text forms

● Identifies some text features and explains how they help readers

BLM 7: Strategy Rubric: RetellingBLM 8: Strategy Rubric: NarrativeBLM 18: Reading Skills and Strategies ChecklistBLM 19: Self-Assessment: I Can Read

WritingObserve students as they generate ideas for new stories involving the characters from the Shared Reading Card. Have students share their completed BLM 22: Draw the Story with you.

● Generates ideas about a potential topic, using a variety of strategies and resources

● Writes short texts using a few simple forms

BLM 16: Writing ChecklistBLM 20: Self-Assessment: I Can Write

Checking Progress

Assessment: DemOnstRAtiOn OF LeARning

Partnertalk


afterYou may use BLM 16: Writing Checklist to track student progress throughout the unit. The following activity gives students the opportunity to share and consolidate their learning.

aFter writing

Encourage students to share their completed organizers with a new partner. Provide them with time to make any changes based on peer feedback.

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