connecting jamaica and canada: phase 1 lesson plans for … lesson... · 2015-06-11 · connecting...

Connecting Jamaica and Canada: Phase 1 Lesson Plans for Grade 5/6

Authored by: P. Michael Thomas in partnership with

Jamaican Self-Help & TEACH Outside the Box Social Justice Certificate Program

June 2015 Peterborough, Ontario

This document contains lesson plans that connect the histories, cultures and societies of Jamaica and Canada. The lesson plans are aimed at Grade 5 and 6, focusing on Drama, Music, Social Studies, Geography and Language. They were created as a result of a placement with Jamaican Self-Help, a community-based organization in Peterborough, and in conjunction with the Teach Outside the Box Social Justice Certificate Program.

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P. Michael Thomas BEd (‘15) Trent University [email protected]

Table of Contents

Lesson 1: Introduction to Jamaica-Heritage & Identity .................................................................. 2

Critical Literacies Unit: Social Studies-Grade 5/6 ...................................................................................... 2

Lesson 2: Introduction to Jamaica`s Connection to Peterborough ................................................ 3

Critical Literacies Unit: Social Studies-Local Community Grade 5/6 ......................................................... 4

Lesson 3: Similarities and Differences in Schools and Resources ................................................... 6

Critical Studies Unit: Social Studies and Languages Grade 5/6 ................................................................ 6

Lesson 4: Review and Intro. To St. Peter Claver Ensemble Visit..................................................... 8

Critical Literacies Unit: Social Studies-Local Community Grade 5/6 ......................................................... 8

Lesson 5: Indigenous Infusion-The Maroons ................................................................................ 11

Critical Inquiry Unit: Social Studies Grade 5/6 ........................................................................................ 11

Lesson 6: Indigenous Infusion-Nanny, Warrior Queen ................................................................. 13

Critical Studies Unit: Social Studies Grade 5/6 ........................................................................................ 13

Lesson 7: Indigenous Infusion- Cultural Celebrations .................................................................. 15

Critical Studies Unit: Social Studies Grade 5/6 ........................................................................................ 15

Lesson 8: Jamaican Birthdays and “Yard Names” ......................................................................... 17

Critical Inquiry Unit: Drama Grade 5/6 ................................................................................................... 17

Lesson 9: Weather Patterns-Lightning and Thunder .................................................................... 19

Critical Inquiry Unit: Geography, Drama, Music Grade 5/6 .................................................................... 19

Lesson 10: Weather Patterns-Hurricanes ..................................................................................... 20

Critical Inquiry Unit: Geography, Social Studies, Music Grade 5/6 ......................................................... 20

Lesson 11- Jamaican Folklore ....................................................................................................... 24

Critical Studies Unit: Literacy Grade 5/6 ................................................................................................. 24

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Lesson 1: Introduction to Jamaica-Heritage & Identity Critical Literacies Unit: Social Studies-Grade 5/6

Overall Expectations: Assess contributions to Canadian identity made by various groups and by

various features of Canadian communities and regions. Focus on cause and consequence, patterns and trends.

Specific Expectations: Evaluate some of the contributions that various ethnic and/or religious groups have made to Canadian identity (e.g. the contributions of First Nations to Canadian art, of French and English communities to the development of Canada as a bilingual country, of the British to the Canadian parliamentary system, of Chinese labourers to the construction of the transcontinental railway, of Irish and Italian workers to the development of the canal systems on the Great Lakes etc.)

Estimated Time: 55 min

Group Size: Group activity

Materials and Prep: Internet technology to view Google Maps or other interactive maps as well as photos of Jamaica, note pads, Elmo.

Introduction (20 min) - Hook & Diagnostic

Ask your students what they know about the Jamaican community within the Canadian context. Many different communities have made significant contributions to Canada’s development. Take for example, the Jamaican community in Toronto. Some questions to consider asking your students:

What do you know about Jamaica?

Name some famous Jamaicans and their contributions

Name some Jamaican-Canadians and their contributions

Did you know there was such a community? (let students share prior/popular knowledge)

What reasons would you suggest that “they came to Canada (Toronto)?”

Jamaicans in Canada: http://www.statcan.gc.ca/pub/89-621-x/89-621-x2007012-eng.htm

Middle (15 min) - Locating Jamaica in the World

Ask students where they think Jamaica is in the world, in relation to the world and the Caribbean in addition to a map of Jamaica itself. Below are some links on Google Maps of important maps in relation to Jamaica. Feel free to use these and/or to find others:

Caribbean Community-Jamaica (amongst other islands) o https://www.google.ca/maps/@21.9525759,-

67.007814,5z?dg=dbrw&newdg=1

Map of Jamaica

o https://www.google.ca/maps/@18.1155174,-77.2760026,9z Map of Kingston, Jamaica (Capital City)

o https://www.google.ca/maps/@17.9951033,-76.8209982,13z

o https://www.google.ca/maps/@17.9951033,-76.8209982,11001m/data=!3m1!1e3

World Atlas Map of Jamaica

http://www.worldatlas.com/webimage/countrys/namerica/caribb/jm.htm

http://www.statcan.gc.ca/pub/89-621-x/89-621-x2007012-eng.htm

https://www.google.ca/maps/@21.9525759,-67.007814,5z?dg=dbrw&newdg=1

https://www.google.ca/maps/@21.9525759,-67.007814,5z?dg=dbrw&newdg=1

https://www.google.ca/maps/@18.1155174,-77.2760026,9z

https://www.google.ca/maps/@17.9951033,-76.8209982,13z

https://www.google.ca/maps/@17.9951033,-76.8209982,11001m/data=!3m1!1e3

https://www.google.ca/maps/@17.9951033,-76.8209982,11001m/data=!3m1!1e3

http://www.worldatlas.com/webimage/countrys/namerica/caribb/jm.htm

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Closure (20 min) - Exploring Jamaica through basic history & photos

Examine a basic history of Jamaica, including some current statistics which will provide a context of Jamaica for future lessons. This will be especially important in regards to the challenges faced by students at one urban primary school, St. Peter Claver Primary School (ex. violence, high illiteracy rates).

Have your students think about the history of Jamaica and the statistics that were presented in pairs or small groups, eventually sharing them with everyone in the class

Discuss the difference in statistics with Canadian statistics

Discuss the potential impact of these statistics to Jamaica and connect to lives of Jamaicans

Here are some links that have basic statistics for Jamaica: o http://news.bbc.co.uk/2/hi/americas/country_profiles/1190968.stm o https://www.cia.gov/library/publications/the-world-factbook/geos/jm.html

In addition, explore some photographs of Jamaica to provide your students with a visual context. This could be images of the land, of daily life, of famous Jamaican icons. For some photographs of Jamaican schools or daily life, visit:

The SPARK 2015 photo gallery on the Jamaican Self-Help webpage at http://www.jshcanada.org/spark-photo-exhibition-2015

https://www.google.ca/maps/place/Kingston,+Jamaica/@17.97113,-76.791955,3a,75y,90t/data=!3m5!1e2!3m3!1s7858744!2e1!3e10!4m2!3m1!1s0x8edb3f9784ded2a1:0x24f321bfabb7af40!6m1!1e1

Have your students think about the photographs and discuss them either in pairs or small groups, eventually sharing them with everyone in the class

Have your students reflect on what they have learnt in this lesson

Assessment Formative & Success Criteria: Students can share prior knowledge with the class

Students can ask logical questions to help build schema on topic

Students can collaborate respectfully and contribute positively

Addressing Learning Diversity: Think, pair and share

Teacher scaffolding

Individual Support

Elmo

http://news.bbc.co.uk/2/hi/americas/country_profiles/1190968.stm

https://www.cia.gov/library/publications/the-world-factbook/geos/jm.html

http://www.jshcanada.org/spark-photo-exhibition-2015




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Lesson 2: Introduction to Jamaica`s Connection to Peterborough Critical Literacies Unit: Social Studies-Local Community Grade 5/6

Overall Expectations: Use the social studies inquiry process to investigate different perspectives on the historical and/or contemporary experience of two or more distinct communities in Canada.

Specific Expectations: Gather and organize information from a variety of primary and secondary sources using various technologies (e.g. Photographs, letters and diaries, oral stories, maps, songs, paintings, newspaper reports, books written on the experiences of new settlers in a community, books written about a specific community, online databases and archival collections) that present different perspectives on the historical and/or contemporary experience of two or more communities in Canada.


Group Size: Group Activity

Materials and Prep: Internet technology to view JSH, note pads, Elmo.

Introduction (20min) - Hook & Diagnostic

How has the Jamaican identity contributed to the evolution of Canadian communities and identity?

Reflect on the previous lesson (famous Jamaicans and their contributions to Canada/Jamaican contributions to Canadian society etc.).

Middle (20 min) - Introduction to Jamaican Self-Help in Peterborough, ON

What is the Jamaican context in Peterborough and compare this to Toronto.

Visit the Jamaican-Self Help website and introduce students to the mission statement, objectives etc. (www.jshcanada.org)

Discuss the organization’s work within Jamaica but in addition, its focus on its work within the Peterborough community as well

Closure (15 min) - St. Peter Claver Children’s Ensemble-Tour to Canada 2015 Jamaican Self-Help welcomed 20 children and 3 teachers to Canada from the St. Peter Claver Children’s Ensemble in Kingston, Jamaica for a two-week tour in 2010. The planned tour was a cross-cultural

exchange and learning opportunity for both Jamaicans and Canadians. Members of the Ensemble were hosted by two Peterborough primary schools. Their tour included performances in schools and in public, time in classrooms, recreational activities with host families, and trips to local cultural sites.

Reflect and Discuss

Ask students to share their thoughts on JSH, St. Peter Claver Choir

http://www.jshcanada.org/

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Addressing Learning Diversity:

Think, pair and share

Teacher scaffolding

Individual Support

Elmo

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Lesson 3: Similarities and Differences in Schools and Resources Critical Studies Unit: Social Studies and Languages Grade 5/6

Overall Expectations: Understanding Context: Demonstrate an understanding of significant experiences of, and major changes and aspects of life in, various historical and contemporary communities in Canada (Focus on Continuity and Change)

Specific Expectations: Describe some key economic, political, cultural and social aspects of life in settler communities in Canada (e.g. With reference to land ownership, agricultural practices, work, religion, diet, dress, family life and the roles of men, women and children; social and service clubs), and identify significant ways in which settlers’ places of origin influenced their ways of life in Canada.



Materials and Prep: Internet technology, note pads, Elmo, activity sheets that are attached

Introduction (15 min): Hook and Diagnostic

As a student here in Canada, there are certain resource expectations that one would have. For example, the core subjects being taught, access to resources (internet, textbooks or even things as simple as furniture and stationary), free schooling etc. As students in Jamaica, students have their own expectations. Some schools have more to provide than others. St. Peter Claver Primary School is not as lucky with their access to resources.

Discuss as a class some of the expectations that students have of their school and education Using previous lessons, recap some of the challenges that would affect access to resources for

St. Peter Claver Primary School (ex. violence, wealth).

Middle (20 min): Resources at St. Peter Claver Below is a list of some of the resources and factors that affect St. Peter Claver’s ability to access those resources. Ensure that students either understand the definition or importance of the underlined words. Another alternative is to provide the statistics as a “Fill in the Blank” exercise for the students to fill in and then discuss. Please see sheet attached at the end of Lesson 4. Click here to see a slideshow of photos from St. Peter Claver School.

Closure (20min): Compare resources with Venn Diagram Ask students to compare their current school with St. Peter Claver focusing on similarities and differences. For example:

Our school has desks…does SPC have desks? (YES-1 wooden desk per child)

Our school has a gym…does SPC? (No-but children play in the open yard)

Do the students wear uniforms? (All Catholic schools do)

Compare and contrast your extra-curricular activities with SPC (discuss the importance of extra-curricular activities to a student)

How do the school populations compare?

How does the city where the school is compare?

Do the students at SPC face the same challenges as students in Canada? (Are there any similar struggles?)

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Sample Venn Diagram Worksheet





Teacher scaffolding

Individual Support

Elmo

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Lesson 4: Review and Intro. To St. Peter Claver Ensemble Visit Critical Literacies Unit: Social Studies-Local Community Grade 5/6

Overall Expectations: Assess contributions to Peterborough’s Jamaican connection made by various actors and groups. Use social studies inquiry process to investigate different perspectives on the historical and/or contemporary experience of two or more distinct communities in Canada.

Specific Expectations: Evaluate Jamaican Self-Help, its mandate and its work within Jamaica as a Canadian-based organization. Explore the relationship between Jamaica and Canada through Jamaican Self-Help, who has a focus on working in Peterborough and in Jamaica.



Materials and Prep: Internet technology to view JSH, note pads, Elmo.

Introduction (15 min) - Hook & Diagnostic

What we know: Ask your students what they know about the Jamaican community within the Canadian context (connect back to information learnt from lesson 1). Many different communities have made significant contributions to Canada’s development. Take for example, the Jamaican community in Toronto. Some themes to consider focusing on:

Jamaican identity contributes to the evolution of Canadian communities

The Jamaican connection to Peterborough through Jamaican Self-Help

Jamaican Self-Help supports Jamaican organizations that are working to address social issues (especially literacy) at the community level

St. Peter Claver Children’s Ensemble Tour to Canada

Jamaican Self-Help welcomed to Canada 20 children and 3 teachers from the St. Peter Claver Children’s Ensemble in Kingston, Jamaica for a two-week tour in 2010. The planned tour was a cross-cultural exchange and learning opportunity for both Jamaicans and Canadians. Members of the Ensemble were hosted by two Peterborough primary schools. Their tour included performances in schools and in public, time in classrooms, recreational activities with host families, and trips to local cultural sites.

Middle (20min) - Background on St. Peter Claver Primary School

St. Peter Claver Primary School (SPC) is located in an inner-city community of Kingston, Jamaica that is characterized by intergenerational poverty and bouts of crime and violence. It has approximately 950 students between the ages of 6 to 11 (Grades 1-6). It is the mission of the school to “provide quality education by nurturing and motivating individuals spiritually, intellectually, culturally and socially so as to develop healthy self-worth and identity, and to prepare students for secondary education and the wider society.” Extra-curricular programmes at SPC, including music, clubs and team sports attract children to attend school regularly and build the social and personal skills necessary to become successful academically. Jamaican Self-Help has supported many of these programmes at the school and currently supports the Music Ensemble at the school.

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The Music Ensemble is a group of up to 30 students in Grades 4-6 who pass an audition and represent their school at regional and national competitions, as well as community and school events. The Ensemble includes singings, dance and spoken word in their performances. The success of the Ensemble enhances the participating students’ self-esteem and life skills, and also the school’s sense of pride and positive reputation, and builds social cohesion in the broader community. The Ensemble Tours to

Canada provide an opportunity to deepen and extend these impacts.

Break down and discuss what the students have learnt about St. Peter Claver Primary School and the community in which it is based.

For some images from St. Peter Claver School, please visit the following gallery on the Jamaican Self-Help website: http://www.jshcanada.org/node/136

Closure (20 min) - Reflection and Welcoming the Ensemble

How could we, as a school community, as a class and as students welcome the St. Peter’s Claver Music Ensemble?

Reflect and Discuss (pair, think, share, reflect as a larger group)

Allow students to create posters and letters etc. to share their hospitality

Discuss any concerns or questions that the students may have

Discuss any challenges each group of students may face and how they could overcome them

“The challenges faced by the school are similar to those in other inner-city communities…Poverty leads to crime and violence in the community, and a variety of barriers for children to attend school and achieve academic success. We have seen great improvement over the years with the help of JSH…and it is hoped that with the continuation of these programmes, we will continue to yield success.”

-Ms. Karen Jackson-Reynolds, Principal, St. Peter Claver Primary School





Teacher scaffolding

Individual Support

Elmo

http://www.jshcanada.org/node/136

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Lesson 4: St. Peter Claver Fact Sheet

SPC is located in an ____________________ of Kingston, Jamaica.

The community is characterized by _________________and bouts of crime and violence.

SPC has approximately _____________ between the ages of 6 and 11 (Grades 1-6)

_____________ is to “provide quality education by nurturing and motivating individuals spiritually, intellectually, culturally and socially so as to develop healthy self-worth and identity, and to prepare students for secondary education and the wider society.”

______________ programmes at SPC, including music, clubs and team sports attract children to attend school regularly and build the social and personal skills necessary to achieve academically

_____________________ the Music Ensemble at the school

___________________ is a group of up to 30 students in Grades 4-6

They pass an __________ and represent their school at regional and national competitions, as well as community and school events

The Ensemble includes singing, dance, and spoken word in their performances. They feature both __________________ as well as contemporary pieces

The success of the Ensemble enhances participating students’ ______________________and also the school’s sense of pride and positive reputation and builds social cohesion in the broader community

The Tour to Canada provides an opportunity to deepen and extend these _________

-audition - inner-city community -intergenerational poverty

-traditional Jamaican songs -The Music Ensemble -extra-curricular -SPC’s mission -self-esteem and life skills -JSH currently supports -950 students -impacts

Answers:

SPC is located in an inner-city community of Kingston, Jamaica.

The community is characterized by intergenerational poverty and bouts of crime and violence.

SPC has approximately 950 students between the ages of 6 and 11 (grades 1-6)

SPC’s mission is to “provide quality education by nurturing and motivating individuals spiritually, intellectually, culturally and socially so as to develop healthy self-worth and identity, and to prepare students for secondary education and the wider society.”

Extra-curricular programmes at SPC, including music, clubs and team sports attract children to attend school regularly and build the social and personal skills necessary to achieve academically

JSH currently supports the Music Ensemble at the school

The Music Ensemble is a group of up to 30 students in Grades 4-6

They pass an audition and represent their school at regional and national competitions, as well as community and school events

The Ensemble includes singing, dance, and spoken word in their performances. They feature both traditional Jamaican songs as well as contemporary pieces

The success of the Ensemble enhances participating students’ self-esteem and life skills and also the school’s sense of pride and positive reputation and builds social cohesion in the broader community

The Tour to Canada provides an opportunity to deepen and extend these impacts

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Lesson 5: Indigenous Infusion-The Maroons Critical Inquiry Unit: Social Studies Grade 5/6

Overall Expectations: Exploring Forms and Cultural Contexts by demonstrating an understanding of a variety of dance forms and styles from the past and present, and their social and/or community contexts

Specific Expectations: Identify and describe the role of dance in the community (eg. Performances as entertainment; community dances as a way of socializing; traditional dances as a way of maintaining cultural connectedness; dance classes for learning and communicating)



Materials and Prep: Internet technology, note pads, Elmo, student schema

Introduction (15 min): Hook and Diagnostic Focus for this lesson is to learn about the Indigenous-African People of Jamaica, also known as

the Maroons. See information below about the Maroons.

“The Europeans arrived in the 15th Century to Canada. There were already people there who were native to their regions. They lived in communities and celebrated their rites and customs as a means of infusing traditional knowledge, self-identification and community togetherness. As Canada was populated with the Indigenous First Nations, Jamaica is home to a group of people called the Maroons. Although they are not the original Indigenous persons of Jamaica, the Maroons trace their ancestral heritage back to their original African (West Coast) homeland. Their presence in Jamaica is a result of the Trans-Atlantic Slave Trade. Similar to Canadian Aboriginals who have maintained their cultural traditions especially being transmitted through activities such as festivals, the Maroons have also maintained their own cultural traditions. Both groups of people insist on maintaining their identity through various forms including through clothing and dance etc.”

Middle (20 min):

Watch the following YouTube video about the Maroons: https://www.youtube.com/watch?v=Ghq2nO-iJRs

Closure (15 min): Small Research Activity

Have your students conduct a small research project, either in pairs or small groups Have the students research the impact of the Maroon culture within Jamaica What are some of impacts that have lasted? Culture, music, dance, clothing, language? Is there a strong Maroon culture within Jamaica today? Why or why not?

https://www.youtube.com/watch?v=Ghq2nO-iJRs

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Additional Information about the Maroons of Jamaica:

http://discoveringbristol.org.uk/slavery/against-slavery/black-resistance-against-slavery/the-maroons-of-jamaica/

http://scholar.library.miami.edu/slaves/Maroons/maroons.html

http://www.culturalsurvival.org/publications/cultural-survival-quarterly/jamaica/maroon-autonomy-jamaica





Teacher scaffolding

Individual Support

Elmo



http://scholar.library.miami.edu/slaves/Maroons/maroons.html



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Lesson 6: Indigenous Infusion-Nanny, Warrior Queen Critical Studies Unit: Social Studies Grade 5/6

Overall Expectations: Understanding Context: Demonstrate an understanding of significant experiences of both the Maroon and First Nations populations in Canada and make the connections between the two cultural groups.

Specific Expectations: Identify and describe the role of at influential role members within the Indigenous populations of Canada and the Maroon people of Jamaica and their impact within their respective cultural groups.



Materials and Prep: Internet technology, note pads, Elmo.

Introduction (15 min): Hook and Diagnostic Focus for this lesson is to learn more about the Maroons of Jamaica and the Indigenous

populations within Canada

Both Indigenous First Nations and Maroons share stories of influential persons from within their communities.

Discuss with your students any stories of influential Indigenous First Nations Leaders or Chiefs that they may be aware of and explain their story. Why are they famous?

Do they know of any? If they do, how? If not, why not?

Middle (20 min): “Nanny-Queen of the Maroons”

Maroons of Jamaica have a story about “Nanny” who was known as Queen of the Maroons. She was also named as one of Jamaica’s National Heroes – the only woman.

Have your students watch the following Youtube video: o https://www.youtube.com/watch?v=NTFTWjkUbXk

Reflect and Discuss the video: o Where was Nanny originally from? o Even though she was a slave herself, why was she allowed

to own slaves? o What historical significance does she have in Maroon

culture? o Based on the gender dominance at the time, what made

Nanny successful?

Closure (20 min): Small Group Research Activity

Using the internet as a resource, locate any Indigenous First Nations women who share a similar story or place of significance within First Nations culture as Nanny does for the Maroons

Prepare a short narrative of this individual using multiple formats Can be from a different era as long as they are still seen as significant members of First Nations

history Share your information with the class as a group

o A link with some names: http://www.heroines.ca/people/aboriginalleaders.html

https://www.youtube.com/watch?v=NTFTWjkUbXk

http://www.heroines.ca/people/aboriginalleaders.html

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Additional Links for Information about Nanny, Queen of the Maroons: http://www.yale.edu/glc/nanny.htm

http://jis.gov.jm/heroes/nanny-of-the-maroons/

http://www.hartford-hwp.com/archives/43/282.html





Teacher scaffolding

Individual Support

Elmo

http://www.yale.edu/glc/nanny.htm

http://jis.gov.jm/heroes/nanny-of-the-maroons/

http://www.hartford-hwp.com/archives/43/282.html

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Lesson 7: Indigenous Infusion- Cultural Celebrations Critical Studies Unit: Social Studies Grade 5/6

Overall Expectations: Exploring Forms and Cultural Contexts by demonstrating an understanding of a variety of dance forms and styles from the past and present, and their social and/or community contexts

Specific Expectations: Identify and describe the role of dance in the community (eg. Performances as entertainment; community dances as a way of socializing; traditional dances as a way of maintaining cultural connectedness; dance classes for learning and communicating)



Materials and Prep: Internet technology, note pads, Elmo, student schema

Introduction (15 min): Hook and Diagnostic Dance and festivals are significant parts of Indigenous culture for Indigenous groups worldwide

Ask your students some of the following questions: o Name a few cultural festivals that are celebrated in Canada o Have you ever been to a cultural festival? o Does your family participate in any cultural festivals?

Middle (20 min): Examining the different types of cultural celebrations and dance

Watch the videos from the two different groups in Canada and Jamaica respectively o Canadian Indigenous Celebration: https://www.youtube.com/watch?v=hbamqRd1NR4

o Canadian Indigenous Celebration:https://www.youtube.com/watch?v=truzJ_SdJPM o Maroon Cultural Celebration: https://www.youtube.com/watch?v=Ghq2nO-iJRs

Closure (15 min): Guided Questions and Reflection

What similarities are observed in the two different celebrations? What do you think is the significance of such festivals? Why do both sets of groups use dance as a major part of their

celebrations? While you were watching, what did you think that the dances meant?

Did they represent something in particular? How long do you think these festivals/traditions will continue? Do you think the youth of today care as much about the festivals and

cultural celebrations as their elders do?

https://www.youtube.com/watch?v=hbamqRd1NR4

https://www.youtube.com/watch?v=truzJ_SdJPM

https://www.youtube.com/watch?v=Ghq2nO-iJRs

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Teacher scaffolding

Individual Support

Elmo

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Lesson 8: Jamaican Birthdays and “Yard Names” Critical Inquiry Unit: Drama Grade 5/6

Overall Expectations: Apply the creative process to drama and the development of drama works using the elements and conventions of drama to communicate feelings, ideas and stories.

Specific Expectations: Engage actively in drama exploration and role play, with a focus on examining issue and themes in fiction and non-fiction sources from diverse communities, times and places (e.g. Interview story characters who represent opposing views on an issue; use role play to explore social issues related to topics such as the environment, immigration, bullying, treaties and the rights and responsibilities of the child).



Materials and Prep: Internet technology for Youtube video, note pads, Elmo, colour crayons.

Introduction (15min): Hook and Diagnostics Everyone has a birthday but celebrates their birthdays differently

Ask students how they celebrated their last birthday

Ask students if there are any customs associated with their birthdays

Group students based on the month/horoscope of their birthdays and explain horoscopes

Ask the students if they know of any countries that celebrate birthdays differently?

o For instance, in Ghana-every day of the week has a different name for both male and female. A female born on a Wednesday will be known as Akua in addition to their chosen name.

o Do the students know of any other countries that have similar traditions?

Middle (20 min): Birthdays in Jamaica Jamaican birthdays are very similar to birthdays celebrated in Canada and the United States (particularly among middle and upper class families). The day is usually celebrated with a party, cake and gifts. This is not necessarily the case for all Jamaicans - delve into socio-economics and affordability impacts.

When Jamaican children are born they are given an official baptized name (used at school and on government documents), however, people of all ages are often known by a ‘yard name’. These names are usually completely different from their legal or given name. Originally parents gave their children yard names to keep them safe from “guppies” or ghosts: the guppy would not know the real names of the children and therefore could not find them.

Have the students watch this video with the top 35 Jamaican Yard Names: o https://www.youtube.com/watch?v=ozpHRKoflPc

https://www.youtube.com/watch?v=ozpHRKoflPc

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Closure (20 min): Small Activity Idea Have the students make respectable but funny ‘yard names’ either for themselves or for each

other

Have the students explain why they chose the name they did

Play a ‘name game’ and try to remember the new names

Create a tableaux to strike a pose that is reflective of your yard name (max. 3 poses per student, 5 seconds to hold the pose, 10 seconds to switch the pose).

Assessment Formative & Success Criteria: Students can share knowledge of birthday customs

Students can share constructive reflections from visual display viewed

Students can collaborate and work respectfully with peers

Students can model positive behaviour


Can provide answers in small group if they would prefer

Elmo

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Lesson 9: Weather Patterns-Lightning and Thunder Critical Inquiry Unit: Geography, Drama, Music Grade 5/6

Overall Expectations: Apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music.

Specific Expectations: Create compositions for a specific purpose and familiar audience (e.g. create musical accompaniments for poems, stories, or dances they have created; play instruments, body percussion or sounds; make changes to the rhythm and/or melody in a simple song that they know)



Materials and Prep: Internet technology for YouTube links

Introduction (15 min): Inquiry into Lightning and Thunder During the summer season in Ontario, we experience a significant portion of thunder and lightning storms.

Does anyone have any stories to share about Thunder and Lightning Storms? Discuss.

Lightning storms are also very common in the Caribbean and Jamaica

They all sound the same (i.e. Loud and frightening)

They all cause the same sense of panic in people and animals

What are some cautions people should take when lightning storms are present? Discuss.

Middle (15 min): Exploring Lightning and Thunder Have your students listen to the following YouTube link with their eyes closed:

https://www.youtube.com/watch?v=dcN1oMeFMJI

Did you think the sounds were actually what they sounded like? (Discussion)

Closure (25 min): Class Activity Split your students into different groups. Have them rehearse and duplicate the “thunder storm noises” and present them to the class.

https://www.youtube.com/watch?v=dcN1oMeFMJI

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Lesson 10: Weather Patterns-Hurricanes Critical Inquiry Unit: Geography, Social Studies, Music Grade 5/6

Overall Expectations: Read and demonstrate an understanding of a variety of literary, graphic, and informational texts using a range of strategies to construct meaning

Specific Expectations: Use stated and implied ideas in texts to make inferences and construct meaning; extend understanding of texts by connecting ideas to their own knowledge, experience, insights, to other texts and ultimately, to the world around them



Materials and Prep: Internet technology for Youtube links and research, writing journals

Introduction (15 min): Inquiry into Natural Disasters and Hurricanes Natural disasters occur everywhere in the world. Specific events are more common to certain parts of the world based on climate and location. These natural events cause emotional, physical and economical harm to everyone when they occur.

Can anyone name some different types of natural disasters?

What parts of the world are impacted by these disasters?

Does anyone know what type of disasters impact Jamaica?

Hurricanes are very common in Jamaica because it lies within the Caribbean’s “Hurricane Path”. Hurricanes are extremely powerful and dangerous storms that form over the ocean when the weather is extremely hot. The weather patterns normally occur from July to November. Hurricanes are usually given names.

Middle (20 min): Hurricane Gilbert, Jamaica 1988 A devastating hurricane named “Gilbert” ravaged Jamaica on September 12, 1988. A song was written about “Hurricane Gilbert.”

Wild Gilbert by Lovindeer: https://www.youtube.com/watch?v=8flDlixo4KA

Lyrics can be found at the end of this lesson plan

Some questions to consider asking students:

What do you think happened based on what the artist has told you so far?

Why is the author introducing nursery rhymes in the song?

The artist extends his condolences in the early part of the song; what does he mean and why does he do so?

Why is he looking for his satellite dish? What’s his reasoning?

The artist suggests some people were thankful for the hurricane; why does he make such a comment?

What is the worst weather pattern you have experienced?

How prepared is your home for an emergency situation?

https://www.youtube.com/watch?v=8flDlixo4KA

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Closure (20 min): Small Group Activity In pairs or a small group, research major hurricanes that have affected North America and/or

the Caribbean

Present as a group what you have found including the following; the name of the hurricane, the year of arrival, the islands/states/provinces affected, area of greatest damage, recovery efforts etc.

As an additional drama effect: Create a tableaux (10 sec. prep, 8 sec. holding pose) showing expressions as a group of situations anticipated as a result of exposure to a severe weather pattern (e.g. Their interpretation of a hurricane)

As an additional musical effect: Have the students either create their own small song with a few verses about a hurricane or if they would prefer, perform a few verses of Wild Gilbert to the class.

Assessment Formative & Success Criteria: Students can share stories/facts of historical natural disasters

Students can participate effectively in class activity

Students can collaborate respectively with their peers in class activity



Elmo

Peer Support and able to work in a group

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Wild Gilbert-Lovindeer

Wa wa wild gilbert! well gilbert yuh gone ha ha Now wi can chat behind yuh back

Wa wa wild Gilbert

Water come inna mi room Huh huh!

Mi sweep out some with mi broom Di likkle dog laugh to see such fun

And di dish run away with the spoon Come now come now come now

Unno si mi dish unno si mi dish,

Anybody unno si mi satellite d-d-dish Unno si mi dish unno si mi...

Fire! Rough! We would like to express our sympathies

To those affected by gilbert Wa wa wild Gilbert

Water come inna mi room

Huh huh! Mi sweep out some with mi broom Di likkle dog laugh to see such fun

And di dish run away with the spoon Come now!

Unno si mi dish, unno si mi dish

Anybody unno si mi satellite d-d-dish Unno si mi dish, unno si mi dish

Anybody unno si mi satellite dish Come!

Dish tek off like flying saucer

Mi roof migrate without a visa Bedroom full up a water

Mi in a di dark nuh light nuh on yah And through mi nuh have no generator

Mi seh One cold beer cost ten dollar

Mi fish and mi meat spoil in di freezer A pure bully beef full up mi structure

Come! Full a bully beef, full a bully beef,

Mi caan get fi cook so mi full a bully b-b-beef Full a bully beef, full a bully beef

Mi caan get fi cook so mi full a bully beef Come!

Water come inna mi room huh huh Mi sweep out some with mi broom Di likkle dog laugh to see such fun

And di dish run away with the spoon

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Water wet up mi shoes and ah wet up mi hat Wet up mi dog and wet up mi cat Wet up di bed wet up mi parrot Water wet up mi what's it not

Yuh mean yuh what not? No mi what's it not

Water wet up mi what's it not Mi a look somewhere safe dry and warm Di youth dem a loot in the raging storm

We thank di lord we never get hurt Dem seh thank yuh lord for mr gilbert

Cause! yuh si mi fridge! A Gilbert gimme Yuh si mi colour tv! A Gilbert gimme

Yuh si mi new stereo! A Gilbert gimme Yuh si mi new video! A Gilbert gimme

Come now!

Water come inna mi room huh huh Mi sweep out some with di broom likkle bit

Di likkle dog laugh to see such fun And di dish run away with the spoon

Follow mi!

Natty dreadlocks sidung inside A look how Gilbert a gwaan outside

When breeze lick dong Mr Chin restaurant Natty dread jump up and chant: Lick dem jah! Gwaan go dweet! A dem did gi di dread pork fi eat

Jook dem jah with storm and thunder! Tear off dem roof and bruk dem windah!

Two sheet a zinc blow off a Joe house Dread flash him locks and start to shout:

Selassie jah! King of Kings! Show dem seh a we run tings

Blow weh dem house but mek dem survive So when dem si I dem will realize

Is through I merciful why dem alive Likkle after that Gilbert turn back

Lift off di roof off a natty dread shack Him seh blouse and skirt jah must a never know

Seh I an' I live right yah so!

Water come inna mi room jah know Mi sweep out some with mi broom huh huh

Di likkle dog laugh to see such fun And di dish run away with the spoon

When mi look up in di air mi si zinc like dirt Wa wa wild Gilbert

Mi save mi brief but mi lose mi shirt Wa wa wild Gilbert

Auntie Lye lose har blouse and skirt Wa wa wild gilbert

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Lesson 11- Jamaican Folklore Critical Studies Unit: Literacy Grade 5/6

Overall Expectations: Read and demonstrate an understanding of a variety of literary, graphic, and informational texts using a range of strategies to construct meaning

Specific Expectations: Use stated and implied ideas in texts to make inferences and fully comprehend the story, while answering teacher prompts. Also extend understanding of texts by connecting the ideas in the literary texts to their own knowledge, experience, insights and to the world around them



Materials and Prep: Writing Journals, Jamaican Folklore story “Anansi and the Cricket Match”

Introduction (20 min): Hook and Diagnostic Anansi and the Cricket Match is one of the most famous stories in Jamaican Folklore. A little background about Anansi is below from “Children Around the World: The Ultimate Class Field Trip” by Marilee Whiting Woodfield.

“When African slaves were first brought to Jamaica to work in the sugar-cane fields were not allowed to participate in any of their cultural practices. That meant no singing and no dancing. The only way the Africans could pass on their heritage to their children was through bedtime stories. Many of the stories handed down from generation to generation are stories of Anansi, a mischievous and crafty spider.”

To introduce the class to Cricket, watch this short YouTube video: https://www.youtube.com/watch?v=yPXAzgwwo0A or see this link, https://www.cs.purdue.edu/homes/hosking/cricket/explanation.htm

As a class, read the story of Anansi and the Cricket Match aloud. The story can be found at the end of the lesson plan.

Middle (15 min): Peer/Group Discussion

Have a class discussion or split the class into smaller groups and have them answer the following questions:

What plan(s) did Anansi come up with? Who did he involve in his plans and what was their

relationship like? Was there any level of trust amongst his friends?

Explain. What examples of deceit were displayed by both

Anansi and his friends? How ethical were their behaviours? If you were either Anansi Snake or Rabbit, what

would you feel most troubled by?

https://www.youtube.com/watch?v=yPXAzgwwo0A

https://www.cs.purdue.edu/homes/hosking/cricket/explanation.htm

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Closure (20 min): Drama & Acting Performance of Folklore Story Have the students act out the story as a play or a puppet show. (To make it easier, they could act it out, while one or two classmates read the story aloud.)

Assessment Formative & Success Criteria: Students understood what was required and challenges involved

Used their own words to summarize the story, actively engaged with the text and class



Elmo

Peer Support and able to work in a group

26


Lesson 11-Jamaican Folklore: Anansi & the Cricket Match

Once upon a time, Brother Anansi had a plan to go to the cricket match

in town, which was far away. He did not have enough money so he

came up with a plan. He went to see Brother Snake and Brother Rabbit,

who also wanted to see the cricket match but did not have enough

money. However they had just a little more money than Anansi did.

Anansi told them to meet him at the train station in the morning at 5:00 a.m. and bring what little

money they had. He told them he could get them all there if they shared the food with him, which they

would buy with the extra money. They agreed. The next morning Anansi met Brother Snake and

Brother Rabbit at the station.

They were excited as they saw the train coming and going. He told them he would get them to

the match but they had to trust him with their money. They hesitated but then he explained that they

would have spending money for later if they trusted him. He also requested he hold all the money for

safekeeping. He told them that he would keep the extra money and the tickets.

“Anansi, what is the plan?” they asked. “I am going to get us to the match and back with one round

trip ticket” he replied.

They knew Anansi was a master trickster so they went with the plan but told him they would

hold the extra money. Anansi walked over to the ticket booth & bought a one-way ticket to go to

Kingston. The train was ready & Anansi beckoned to them to follow him. They got on the train &

Anansi led them all the way to toilet. "Anansi, is what are you doing?” asked Rabbit. Anansi told them,

"Just be quiet man and watch the ride." He told them to get in quickly. Snake said to Anansi, "Mi nah

ride like this go ah de match." Anansi replied "Just keep quite Snake, you will soon get your own seat.

Just watch de ride."

The train started to pull out & the conductor was coming down the aisle. "Tickets please." he

shouted. He tapped on the toilet door & Anansi told Rabbit to slide the ticket under the door. The

conductor took it & was on his way. Anansi & friends waited for 10 minutes so then they all left the

toilet and found seats in the car. It wasn’t very busy because the train left the station at 5.00 a.m. On

arrival at the station Rabbit and Snake bought breakfast. Anansi asked for some but they wouldn’t

share, saying they would share their lunch. Anansi was angry but did not argue with them. They got to

the cricket field early and watched the set up. Rabbit & Snake bought more food. They bought sky

juice & bulla and shared none with Anansi. They ate and paid him no mind. Anansi requested food

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again. Snake said, "Man yuh to craven go fine yuh ownnah food." By this time Anansi realized that he

was not going to get any food from them so he would have to get some for himself.

He started to devise a plan. The match had started and he continued to look food. Anansi

walked over to one the vendors and told them that he wanted a patty and juice. When the man asked

for money he told him his friends Snake and Rabbit would pay for it. The man walked over to Snake

and Rabbit for the money. They were angry. Hold this and we will pay you the rest later. Rabbit said

"Snake since yuh have de ticket mek we leave Anansi when the match done." Snake smiled "Yes we will

leave him mek im fine de money pay." The match went well and the W.I. won. Snake and Rabbit told

Anansi they had to go toilet before they go.

Anansi knew they were up to something as he saw the vendor coming and they were gone for

more than 15 minutes. He ran all the way to the station and the vendor was in hot pursuit. Now Snake

and Rabbit were already on the train in the bathroom. Anansi got on the train sat down and waited for

the train to start moving. As soon as it did he got up, went over to the restroom and changed his voice

and said, "Ticket please." Snake took the ticket, slipped it under the door. Anansi took the ticket and

went back to his seat. Snake and Rabbit were doing the same thing Anansi told them, to wait 5

minutes. A little while later there was a knock on the door. "Tickets please." the person asked. Snake

replied, “The other conductor took our ticket." The conductor replied, "I am the only conductor on the

train." As they were thrown off the train to the waiting vendors they saw Anansi sitting on the train

with a big smile.

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