I always assumed that Treaty education in ELA would be relatively, because the curriculum is so interpretive. However, after trying to delve into the Treaty outcomes, Treaty Essential Learnings, and the ELAB30 curriculum I realized the task was large and hard to organize. Our group ended up using Shakespeare’s themes from Othello (race, hate, jealousy, manipulation), as the jumping off point to start meeting the outcomes. The differentiation aspect was not difficult to achieve, because English education can be delivered in many different forms. We were able to use group work, handouts, and graphic organizers in our lesson to help out the students given in our scenario. This lesson could also be done in a visual, kinaesthetic, or lecture style to meet the outcomes. It was nice to have three brains available rather than one when making the lesson. What I gathered from that is that collaboration is key when planning for Treaty Education. Where I was having short-comings, someone else helped me pick up the slack and we made a pretty good lesson.
Our feedback for this lesson was limited as our groups met in a cross-curricular grouping. However, after hearing their lesson and the connections they made to music, I feel like those sorts of connections can be made in textual literature as well. One thing that promote worldview and help promote musical connections would be to play First Nation’s flute or drumming music while the groups are crafting their presentations. I feel that music creates a unique atmosphere of togetherness and that the group work would benefit from this. However, both of our groups were still struggling to bring Treaty Education into our lessons in a meaningful way that didn’t separate it from the curriculum.
The lesson that was presented to us was a music lesson that connected First Nation’s musical themes to the themes heard in blue’s music. They were working at making the connections through focus questions and understanding. I was blown away by the lesson this group had created. Being that I study English, I didn’t realize the kind of creativity that could be made in band/choir as well. This group went even further than ours by connecting their lesson to the student’s real life. I believe that this sort of connection would make the Treaty Education more resonate and meaningful. I am hoping to take that element and put it into my future lessons.