Unit Plan Title:

Subject(s):

Creation Stories: Exploring Aboriginal Storytelling Through

Drama and Dance
Art, (Drama and Dance), with connections to
History, and Language

Grade: 4
Teacher: Mrs. Margaret-Gosia Rutkowska
Term: 1
Enduring Understanding(s)/Big Idea(s):
Brief statement that describes what the students should understand at the end of the
unit
Key Questions: What do First Nations, Inuit, and Metis Creation Stories teach us about
Aboriginal people and their relationship with the environment (the world)?
How were they expressed, and how do they continue to be expressed?
How can I express Aboriginal Creation stories with through dance and drama, honouring
the First Peoples of Canada?
By the end of the Unit, students will have an appreciation of various First Nations, Inuit,
and Metis Creation Stories, as well as the dramatic forms through which they were
expressed.
Students will begin to experience how dance and drama can be used to express and
communicate stories.
Students will explore the elements of body/role, time/space, energy/tension, and
relationships through exploring various Aboriginal stories through drama and dance.

Margaret Rutkowska
Art: Aboriginal Creation Stories
Grade 4
-1-

Curriculum Expectations
List overall and specific expectations that are addressed using Ministry documents: .
http://www.edu.gov.on.ca/eng/curriculum/
Cross-Curricular Connections (if possible)
Dance Drama Music Visual Arts Health & Phys.Ed. Math Science
Social Studies French
Connection with Ministry Policies, Strategies and Initiatives (as applicable)
Equity and Inclusive Education Environmental Education Ontario First Nations,
Mtis and Inuit
Financial Literacy Mental Health Creating Pathways to Success: Education &
Career Planning

Margaret Rutkowska
Art: Aboriginal Creation Stories
Grade 4
-2-

Overall Expectations:
A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a
variety of dance forms, traditions, and styles from the past and present, and their
sociocultural and historical contexts.
B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a
variety of drama and theatre forms, traditions, and styles from the past and present,
and their sociocultural and historical contexts.
A1. Creating and Presenting: apply the creative process to the composition of
movement sequences and short dance pieces, using the elements of dance to
communicate feelings and ideas;
B1. Creating and Presenting: apply the creative process to dramatic play and process
drama, using the elements and conventions of drama to communicate feelings, ideas,
and stories;
Specific Expectations:
A1.1 translate into dance a variety of movement sequences observed in nature
A1.2 use dance as a language to explore and communicate ideas derived from a variety
of literature sources
A1.3 use narrative form to create short dance pieces on a variety of themes
B1.1 Engage actively in drama exploration and role play, with a focus on exploring
drama structures, key ideas, and pivotal moments in their own stories and stories from
diverse communities, times, and places
A2.1 demonstrate an understanding of how the language of dance can clarify and
highlight ideas, images, and characters from familiar stories
A3.1 describe, with teacher guidance, how forms and styles of dance reflect peoples
different social and political roles in various communities, times, and places
B3.2 demonstrate an awareness of different kinds of drama and theatre from different
times and places and of how they reflect their contexts
Cross-Curricular Expectations:
Social Studies:
A2.5 evaluate evidence and draw conclusions about ways of life and relationship with
the environment in early societies, with an emphasis on aspects of the interrelationships
between the environment and life in those societies.
Rationale: I have chosen to cluster expectations from the grade 4 Drama and Dance
streams in order to explore Aboriginal Creation Stories. I have chosen expectations that
focus on exploring forms and cultural contexts first, in order to allow student to explore
the texts before they move onto experiencing them through creating and presenting
their understandings.
Margaret Rutkowska
Art: Aboriginal Creation Stories
Grade 4
-3-

Learning Goals:
Statements that describe for a student what he or she should know and be able to do
by the end of the unit
I can read and retell various Creation Stories from First Nations, Inuit, and Metis
perspectives (points of view)
I can explore these stories through dramatic retelling, tableaux exercises.
I can experience Aboriginal Stories through guided Inuit drum dancing and through
interpretive dance.

Success Criteria /Assessment Evidence: How will you know if students have achieved
the Learning Goals? Standards or specific descriptions of successful attainment of
learning goals developed by teachers on the basis of criteria in the achievement chart,
and discussed and agreed upon in collaboration with students. These are used to
determine to what degree a learning goal has been achieved.
Determine when/how these will be developed with your students.

Prior Knowledge & Skills Required

The knowledge/concepts and skills students must possess to be successful in this unit.

Margaret Rutkowska
Art: Aboriginal Creation Stories
Grade 4
-4-

Students will have explored First Nations, Inuit, and Metis perspectives in the previous
year (Social Studies, grade 3, Heritage and Identity: Communities in Canada 1780
1850).
1

Students will be furthering their understanding of Canadian Aboriginal perspectives

through the Creation Stories.
Students will be furthering their explorations of communicating feelings, ideas, and
stories through dance and drama.
Students will continue to explore forms and cultural contexts, exploring styles and forms
from the past and presents, and their social / community contexts.
Teaching and Learning Strategies
You may refer to:
Classroom Instruction That Works: Researched-Based Strategies for Increasing
Student Achievement
Reach Every Student Through Differentiated Instruction
;

Length of Unit
For example, number of weeks, periods, minutes, etc.
3-4 weeks, 60 minute period/day, 5 times a week
Resources
Texts and Print Material
References for students and teacher

Media
What popular media or website might be used to introduce and expand understanding

Margaret Rutkowska
Art: Aboriginal Creation Stories
Grade 4
-5-

Technology
Use of devices & digital resources by students

Equipment & Supplies

List of materials needed throughout the unit

Community Resources
List any field trips, guest speakers or special event associated with the unit

Management/Organization Tips
Classroom set up, routines

Student Assessment

Indicate assessment tool (observation, short answer, project, report etc.) and recording format (checklist, anecdotal,
marking rubric, letter grade, marks, level)
Refer to:
Growing Success: Assessment, Evaluation, and Reporting in Ontario
Learning for All: A guide to Effective Assessment and Instruction for All Students
Assessment For Learning

Assessment As Learning

Assessment Of Learning

Margaret Rutkowska
Art: Aboriginal Creation Stories
Grade 4
-6-

Assessment of Learning Skills:

Refer to Growing Success: Assessment, Evaluation, and Reporting in Ontario for additional information
Responsibility Organization Independent Work Collaboration Initiative Self-Regulation

Additional Support
Use information about your class, consider the needs of students who require additional support
English Language Learners

Students with Individual Education Plans

Non-Identified students with unique learning needs

Unit Scope & Sequence

Time

Lesson Titles & Details

Differentiated Instruction,
Accommodations and/or
Modifications

Margaret Rutkowska
Art: Aboriginal Creation Stories
Grade 4
-7-

Evaluation
Evaluation is the process of judging the quality of student learning based on the evidence of student achievement
throughout, and at the end, of the unit.
Using the success criteria and curriculum expectations listed in this unit; develop a rubric to evaluate student
achievement.
Refer to:
Ontario Curriculum Documents
Growing Success: Assessment, Evaluation, and Reporting in Ontario

Notes on Growing Success Connections:

This unit will support all students, including those with special needs, those who are learning
the language of instruction (English or French), and those who are First Nation, Metis, or Inuit
(p. 6)
Through this unit, students will focus on the goals of Student Development and Interpersonal
Development:
Student development. Students will learn to set and achieve learning goals both inside
and outside school, manage their own learning, and acquire the habits and skills
necessary for success both inside and outside school. As students develop the ability to
understand how they learn, recognize areas that need improvement, set goals for
improvement, monitor their own learning, and become independent learners, they are
acquiring the basic habits and skills they will require for lifelong learning.
Interpersonal development. Students will learn to demonstrate self-discipline, take
responsibility for their own behaviour, acquire the knowledge and skills required for
getting along with others both within and beyond the school, and choose ways of
interacting positively with others in a variety of situations. They will also learn about
thoughtful and non-violent problem resolution, social responsibility, working
cooperatively with others, and caring about others. (p. 13)
Students will have opportunities to achieve in the following areas (level 4 as goal):
Knowledge and Content:
- demonstrate through knowledge of content
- demonstrate through understanding of content
Communication:
- communicates for different audiences and purposes with a high degree of effectiveness
Application:
- apples knowledge and skills in familiar contexts with a high degree of effectiveness
- transfers knowledge and skills to unfamiliar contexts with a high degree of effectiveness
Margaret Rutkowska
Art: Aboriginal Creation Stories
Grade 4
-8-

Makes connection between society and the environment, with a high degree of
effectiveness
(p. 20-21)

Margaret Rutkowska
Art: Aboriginal Creation Stories
Grade 4
-9-