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Using Folklore to Explore French Canadian Culture and Geography

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Using Folklore to Explore French Canadian Culture and Geography Using Folklore to Explore French Canadian Culture and Geography Author Cynthia Shoemaker Grade Level 4 Duration 1-3 class periods National Standards AZ Standards Arizona Social Science Standards GEOGRAPHY ELA GEOGRAPHY Element 2: Places Reading Human-environment and Regions Key Ideas and Details interactions are essential 4. The physical and 4.RL.1Refer to details and examples in a text aspects of human life in all human characteristics when explaining what the text says explicitly societies. of places and when drawing inferences from the text. 4.G2.1 Compare the diverse 5. People create Craft and Structure ways people or groups of people regions to interpret 4.RL.4 Determine the meaning of words, have impacted, modified, or Earth's complexity phrases, and figurative language found in adapted to the environment of the 6. How culture and stories, poetry, myths, and traditional Americas. experience influence literature from different cultures, including Examining human population people's perceptions those that allude to significant characters. and movement helps of places and regions Writing individuals understand past, Element 4: Human Text Types and Purposes present, and future conditions Systems 4.W.2 Write informative/explanatory texts to on Earth’s surface. 9. The characteristics, examine a topic and convey ideas and 4.G3.1 Explain how the location distribution and information clearly. and use of resources affects migration of human a. Introduce a topic clearly and group related human settlement and movement. populations on information in paragraphs and sections; HISTORY Earth’s surface include formatting (e.g., headings), The development of 10. The illustrations, and multimedia when useful to civilizations, societies, characteristics, aiding comprehension. cultures, and innovations have distribution and b. Develop the topic with facts, definitions, influenced history and continue complexity of Earth's concrete details, quotations, or other to impact the modern world. cultural mosaics information and examples related to the topic. 4.H1.1 Utilizing a variety of multi- c. Link ideas within categories of information genre primary and secondary using words and phrases (e.g., another, for sources, construct historical example, also, because). narratives about cultures, d. Use precise language and domain-specific civilizations, and innovations in vocabulary to inform about or explain the the Americas. topic. e. Provide a concluding statement or section related to the information or explanation presented. Overview Purpose Folklore can be defined as story-telling material In this lesson students will gain a better passed down from one generation to the next understanding of French Canadian culture by through songs, legends, superstitions, and cultural analyzing a folktale and seeing images of Canada. practices like food and crafts. By studying folklore, students will have a better understanding of an Materials area’s culture and geography. Using Folklore to Explore French Canadian Culture and Geography • French Canadian Culture and Geography PowerPoint SESSION TWO • North America map https://geoalliance.asu.edu/sites/default/files/ma 1. Distribute copies of the story, “The Flying Crane.” ps/N-AMER.pdf Introduce the story as a French Canadian folktale. It • Set of 3 maps of Canada (optional) is a fictional story but from the story we can learn https://geoalliance.asu.edu/sites/default/files/ma about the French Canadian culture. Read the story ps/Canada_3pagess.pdf while students listen. As the story is read, stop and • “The Flying Canoe” by Roch Carrier, Sheldon briefly discuss words that may be unfamiliar to the Cohen, and Sheila Fischman, Tundra Books, students. Add these words to the vocabulary list. 2004 available at Read the story a second time. After reading, ask http://americanfolklore.net/folklore/2010/07/the_f students to recall some of the characteristics of lying_canoe.html Quebec/Canada that they saw in the images shown • 3-5 index cards per student in the previous session. Refer back to these visual • Scoring Guide materials and the list of vocabulary words if • Writing Checklist necessary. 2. Distribute index cards to students. Read the story again. This time model for the students how to pick Objectives out a segment of the text (words, phrases, or The student will be able to: sentences) that they find interesting, significant, or confusing. Write this text on one side of an index 1. Identify characteristics of the French Canadian card. Model how to write comments reflecting why culture. they chose that particular quotation on the other side 2. Describe physical characteristics of Canada. of the card. Each student should complete his/her 3. Analyze text for unfamiliar or interesting phrases. own index card. 3. Arrange students in mixed ability groups of three Procedures to four individuals. Instruct them to select one quotation to share and discuss with the group. SESSION ONE Model this by reading a quotation and then asking one or two students to reflect on what was just read. 1. Begin the lesson with the fact that Canada has After student comments are finished, then share a several major cultures: Native (First Nation) reflection about why that particular segment of text Peoples, English, Asian, Inuit, Metis, and French. In was chosen. the next few days, we are going to be learning about 4. Have students follow this procedure. Instruct the French Canadian culture and Canada. Ask group members to take turns reading one of the students to share what they know about the province segments they wrote. They should listen without of Quebec or the city of Quebec including any comment to classmates’ thoughts about what they personal experiences. Begin a list of vocabulary see as interesting or significant about that particular words on a word wall or whiteboard as they appear piece of text. Finally, have groups share why they frequently in the discussion. chose that particular portion of the story. 2. Distribute the North America map to students. 5. Now ask the students to create a list of the words https://geoalliance.asu.edu/sites/default/files/maps/N or phrases that were characteristic of the French -AMER.pdf Canadian culture as shown in the story. Give them 3. Project the French Canadian Culture and some examples—use of French language, reference Geography PowerPoint. Have students color in the to God and devil, names that sound French like province of Quebec so they know where many of the Baptiste, etc. Make a list of these on the French Canadians live. Discuss the other images in whiteboard. Leave visible so students can use for the PowerPoint. Be sure to include natural resources the writing assessment. such as fishing, forests, and hydroelectric power generated from the vast amounts of water and SESSION THREE images of daily life in the materials. Point out the influences of France and French culture on Canada 1. Project and distribute the Writing Checklist. whenever it is relevant. Explain the writing assignment and how it will be 4. Share additional information about Quebec. This grade. For diverse learners (ELLs, Special may include stories, books, maps of Canada and Education), allow them to draw pictures and write Quebec, and photographs. some simple sentences using the key vocabulary words. Using Folklore to Explore French Canadian Culture and Geography Students could create “Heart Maps.” This is where students place events and people who are important Assessment in their own lives onto a heart template. https://www.scholastic.com/teachers/blog-posts/ruth- ELA and Geography manna/heart-maps-and-writing/ The writing assignment can be graded using the the Scoring Guide. Mastery will be considered a score of 40 or higher. Sources ELA Save the Last Word for Me Index cards can be graded for completeness and https://www.youtube.com/watch?v=y-j58t1I81M correctness. Grade of satisfactory or unsatisfactory (10.12 min) can be recorded. World of Words: International Collection of Children’s and Adolescent Literature available at Extensions www.wowlit.org The lesson plan could be used as an introduction to Information on province of Quebec teach about the many different cultures of Canada, https://www.thecanadianencyclopedia.ca/en/article/q including the English, Asian, Metis, Inuit, and First uebec Nations peoples. .
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