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Book: Hidden Buffalo Publisher: Red Deer PressAuthor: Rudy Wiebe Illustrator: Michael Lonechild*This book is not currently available as a Read-Aloud.

Possible Concerns:- Access to the physical book *Solutions include borrowing a copy of the book through your local public library.

Author: Rudy Wiebe Illustrator: Michael Lonechild

"Rudy Wiebe, widely published internationally and winner of numerous awards,including two Governor General's Awards for Fiction, is the author of ninenovels, four short story collections, and five non-fiction books. He is an Officer ofthe Order of Canada and lives in Edmonton."(Red Deer Press, 2020) *This is a direct quote from https://www.reddeerpress.com/Detail/0889953341

"Original paintings by noted Cree artist Michael Lonechild capture the colorfulpalette of the prairie landscape in autumn and the rich detail of Cree life in thelate nineteenth century."(Red Deer Press, 2020) *This is a direct quote from https://www.reddeerpress.com/Detail/0889953341

Literature Background: "In this lyrical coming-of-age story, Governor General's Award-winner RudyWiebe captures the anxiety of a boy who feels powerless to help his people, butwho must speak his dreams if they are to survive. Steeped in aboriginal mythand lore, Hidden Buffalo is also the tale of how a whole tribe can turn its gazefrom the horizon to see to the wisdom of a child." (Red Deer Press, 2020) *This is a direct quote from https://www.reddeerpress.com/Detail/0889953341

Resources used& possibleconcerns

Author/creator & literature

background

Resource Guide & Unit Plan

Teacher-Author: Emily Rozitis

Unit Plan for

Hidden Buffaloby Rudy Wiebe & Michael Lonechild

of 8

Unit Contents Lesson 1: Picture Walk, Predictions & Shared ReadingLesson 2: Working with Words: DreamLesson 3: Working with Words & MovementLesson 4: Oral and Written Communication Skills

Other Targeted Skills include:Literacy: Literary Predictions & Shared Reading, Oral and writtencommunication skills. Working with words, making words, early literacyskills.Working with high-frequency words (action words.) CORE word practice(Dream, Run, Walk, Gallop, Move.) Using movement to approach literacy inmultidisciplinary ways.Math: Sequencing, Understanding of Mathematical Concepts and Language.Other: Social Skills- small or large group engagement, turn-taking, visualattention, listening skills (strategies may include personalized seating, whole-body listening, or Give me 5 supports.) Spatial skills, & graphic organizer skills.

All lessons have a primary focus of early numeracy and exposure andengagement with FNMI language and culture, through written, visual, and oralstorytelling.

Resource Guide & Unit Plan

Teacher-Author: Emily Rozitis

Literacy, Math&

Other TargetedSkills for

preschool -Grade 6

(Disabilities Classrooms)

Unit Plan for


of 8

Materials

Rationale

Hidden Buffalo Resource Guide - "Can You Spell Dream?" Literacy/Fine Motor Activity (1 page)- "HOW Do They Move?" Literacy/Movement Activity (1 page)- "What is Your Dream?" Literacy/Fine Motor Activity (1 page)

Other Materials: - Writing tools (paper/whiteboard, pencil, crayon, wide-grip bingo-dabbers,marker, etc.)-Scissors (adapted, board-scissors, mounted-loop-scissors, etc.)-Glue or tape-*Option for physical book or digital copy of the book-*Option for Computer/SMARTboard use

Big Idea: This unit plan facilitates pre-academic skill development (literacy andmath dominant) in early education and disability-focused learningenvironments.

Purpose: This unit plan supports classrooms with diverse skill levels, promoting engagement with text, reading , writing, and working with words, inindividualized ways. The goal is to create meaningful and authenticinteractions with Wiebe's text, and facilitate connections and understandingabout FNMI language and culture in students' lives. Furthermore, the intentionis to connect students and educators with positive and authenticrepresentations of First Nations, Métis, and Inuit experiences through storiesand imagery.

***Lesson 1 should be completed as the initial lesson. The following 3 lessons may be interchanged,based on the preference of the educator.

Unit Contents

4 Multidisciplinary Lessons (as described on page 1)

Hidden Buffalo Resource Guide (attached as Appendix, following Unit Plan)

Unit Plan for


of 8

Introduce the Activity: Explain how you will read a book together that talksabout following a dream. Ask students, what is a dream? Write "Dream" inthe centre of your poster or SMARTboard, for students to see.Explain how you will take a Picture Walk, flipping through the pages andpointing to what you can SEE in the illustrations. Do your Picture Walk.Make a prediction together: Ask students, What will this book be about?***Some classrooms may choose to end here, and complete the remainingsteps at another time, based on attention levels in your given class.Read the book, bringing attention to the text. Ask students- What did you notice? What have you learned about in thisbook?Conclude the Activity: Ask students, Like the character Sky Running, do youhave a dream? *This can be done with raised hands, or other physical,verbal, or visual communication.

Literacy Connections and Strategies: Picture Walk, Literary Predictions &Shared Reading, from "Shared Reading for Emerging Readers" (Cunningham, et. al., pp 49-67, 1999.)

Other Skills: Social Skills- small or large group engagement, turn-taking, visualattention, listening skills (strategies may include personalized seating, whole-body listening, or Give me 5 supports.) Exposure and engagement with FNMIlanguages and cultures, through written, visual, and oral storytelling.

Preparation: Have a copy of the book ready. Ask your group of students to sittogether, at a table or on the floor. Ensure you have access to any necessarysupports, including communication devices or physical equipment to supporteach student's needs. Prepare a poster, whiteboard or SMARTboard withwriting tools.

Activity (option for one OR two part lesson) : 1.

2.

3.4.

5.6.

7.

Lesson 1:Picture Walk, Predictions

& Shared Reading

Accommodations include:Communication Devices

& Systems,Adapted writing tools

Body Breaks"Chunk" the Activity

Unit Plan for


of 8

Lesson 2:Working with

Words: Dream

Introduce the Activity: Show students the handout. Based on student's skill level,you may choose to have some handouts cut-out already and mounted onconstruction paper (depending on the particular focus of the task for the givenstudent.) Encourage your student to cut out one strip from the handout, and mix up theletters on a table. Some students may choose to sort and spell on the table. This is a great way toexplore the letters and see what words you can make, including the COREwords, Dream. Other students may prefer to use glue and paper to make acreative literacy/art piece. Encourage them to spell independently, with as littlesupport from adults as possible.Using speech, ASL, or a communication device, ask your student to read theiranswers aloud to a peer or teacher. Try identifying the letters in the word, andthe whole word itself.When finished, encourage your student to sign their work. Remember, asignature does not have to be written "correctly" or even with letters- allow yourstudent to express their written signature in any way that they choose!Ask your students to assist in cleaning up materials, and putting away theirwork. They may choose to display their work, or take it home.

Literacy Connections and Strategies: Oral and written communication skills.Working with words, making words, early literacy skills. CORE word practice,"Dream."(Cunningham, et. al., pp 142-143, 1999.)

Math Connections and Strategies: Sequencing, Understanding of MathematicalConcepts and Language.(The Literacy and Numeracy Secretariat of the Ontario Ministry of Education, pp 2-4, 2011)

Other Skills: Attention to task, communication, fine motor skills. Exposure andengagement with FNMI languages and cultures, through written, visual, and oralstorytelling.

Preparation: Have a copy of the book, or the read-aloud via Youtube, ready to go.Print out a copy of "Can You Spell Dream?" Literacy/Fine Motor Activity (1 page) andensure you have enough sentence strips for your students (4x per page.) Gather awriting tool, appropriate scissors, the handout, and your students together (1-2students at a time.) You may choose to have glue and paper available for students.

Activity: *Optional: if completing this activity on a different day than Lesson 1, you may wishto read the story again with your students. Point to the text, as you read together.

1.

2.

3.

4.

5.

6.


& Systems,Slant boards,

Adapted writing toolsBody Breaks

"Chunk" the Activity

Unit Plan for


of 8

Introduce the Activity: Show students the "HOW Do They Move?"Literacy/Movement Activity (1 page) and explain how we will take turnsmoving our bodies like the characters and nature in the book. Model one example yourself, and encourage your student to practice thechoice with you. Take turns until you have completed all of the choices,pointing to, reading, and practicing each idea. You may choose to do this in asmall group, where students can share in turn-taking.You may choose to orally explain your preferred choices, or encourage yourstudent to touch or say the ideas they LIKED and DISLIKED. Review your work together, and read your finished work aloud: "You likedgalloping like a horse the MOST!"Conclude the Activity: Encourage students to notice how the people, animals,and things in nature MOVE around them every day! Ask students to assist inclean-up of learning space, as needed.

Literacy Connections and Strategies: Oral and written communication skills.Working with words, high-frequency words. CORE word practice (Run, Walk,Gallop, Move.) Using movement to approach literacy in multidisciplinary ways.(Cunningham, et. al., pp 123-125, 1999.)

Other Skills: Attention to task, communication, fine motor skills, functional tooluse. Written and oral engagement with language. Exposure and engagementwith FNMI language and culture, through written, visual, and oral storytelling.

Preparation: Have a copy of the book, or the read-aloud choices via Youtube,ready to go. Print out a copy of - "HOW Do They Move?" Literacy/MovementActivity (1 page) and laminate, if you like. Set up in desired learning space.Options include on the SMARTboard or whiteboard, or at centres/zones(attached to a clipboard, laminated and stuck to a wall with tape) or to do as agroup activity* (outlined in lesson below.) Encourage 1-2 students at a time forthis activity- gather together, in a learning space with enough room to move ourbodies (ie: the gym, outdoors.)

Activity: *Optional: if completing this activity on a different day than Lesson 1, you maywish to read the story again with your students. Point to the text, as you readtogether.

1.

2.

3.

4.

5.


& Systems,Physical Equipment for

Movement SkillsBody Breaks

"Chunk" the Activity

Lesson 3: Working with

Words &Movement

Unit Plan for


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Introduce the Activity: Show students the "What is Your Dream?"Literacy/Fine Motor Activity (1 page.) Explain how you will talk, write and/ordraw about our dreams.Write your dreams out, using the prompts provided on the handout. (ForExample, I dream of helping my community- that is why I am a teacher!)Encourage all students to write directly on the chart and on other preferredwriting surfaces. If students are pre-literate, encourage pre-writing skills likedrawing, making shapes, or scribbling. When student is satisfied with their work, encourage them to sign theirname. A signature does NOT need to be written correctly or be written withletters- encourage ALL students to sign their work, as all artists do! Review your student's chart together and encourage your student (if verbal,or using a communication system) to read along with you. Conclude the Activity: Encourage students to assist with cleaning uplearning space, and/or putting away their chart in the correct space.

Literacy Connections and Strategies: Oral and written communication skills.Working with words, high-frequency words (action words.) CORE vocabulary (IDream of...) (Cunningham, et. al., pp 123-125, 1999.)

Other Skills: Attention to task, communication, fine motor skills, functional tooluse. Spatial skills, & graphic organizer skills.

Preparation: Have a copy of the book ready to go. Print out copies of "What isYour Dream?" Literacy/Fine Motor Activity (1 page) for all students. Alternatively,prepare 1-2 and laminate for multiple uses. Prepare space with handouts, andappropriate writing materials- you may choose extra paper, whiteboards or atablet for free writing/drawing. Ask your students, one at a time, or in pairs, tosit with you at a table top (or a preferred learning area, such as a literacycentre.)

Activity (option for one or two part lesson) : *Optional: if completing this activity on a different day than Lesson 1, you maywish to read the story again with your students.

1.

2.

3.

4.

5.

6.

***Option to extend: Students may expand upon their "I Dream of..."statement through writing, drawing, or collage, based on student interest anddevelopmental level. Encourage independent exploration into this topic, forstudents who are able.

Lesson 4: Oral and WrittenCommunication

Skills


& Systems,Slant boards,

Adapted writing toolsExtension option

Body Breaks"Chunk" the Activity

Unit Plan for


of 8

SupportingSources,

APA references:

Cunningham, Patrica M., Hall, Dorothy P., & Sigmon, Cheryl M. (1999.) TheTeacher's Guide to the Four Blocks: A Multimethod, Multilevel Framework for Grades1-3. Carson-Dellosa Publishing Company.

Red Deer Press. (2020.) Hidden Buffalo. Web.https://www.reddeerpress.com/Detail/0889953341

Rozitis, Emily. (2020.) Hidden Buffalo Resource Pack. Self-Published.

The Literacy and Numeracy Secretariat of the Ontario Ministry of Education.(September 2011.) Maximizing Student Mathematical Learning in the EarlyYears. Inspire: The Journal of Literacy and Numeracy for Ontario. Web.http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_Maximize_Math_Learning.pdf

Wiebe, Rudy. (2006.) Hidden Buffalo. Red Deer Press. Print.

About theTeacher-Author:

Emily Rozitis has a Bachelors of Arts in French, and a Bachelors of Education inInclusive Education from the University of Calgary. She is a practicingelementary school teacher who works in a severe disabilities classroom withnon-verbal students (ages 6-12.) Emily uses a variety of communicationsupports in her classroom to promote a differentiated and inclusive literacy-rich environment. Her multimodal communication approach to learningincludes the use of digital and paper-based communication devices, AmericanSign Language, assistive technology, and both verbal and visual methods ofcommunication.

Emily believes that literacy, and learning, are for everyone. This resource isdesigned to be used in a multiple-disabilities classroom to support pre-literacyand pre-math skills for every student, at every developmental level. Lessons areeasily adapted to the typical Pre-K, Kindergarten, and Grade 1 classroom.

Unit Plan for


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Resource Guide for:

Appendix for:"Hidden Buffalo"

Unit Plan

This Resource Guide includes:

- "Can You Spell Dream?" Literacy/Fine Motor Activity (1 page)

- "HOW Do They Move?" Literacy/Movement Activity (1 page)

- "What is Your Dream?" Literacy/Fine Motor Activity (1 page)

Can You Spell Dream?Cut out the letters, mix them up, and glue them-

or place them- back together, to spell the word "dream."

d r e a md r e a md r e a md r e a m

HOW Do They Move?Try moving your body like the different characters (and nature) that you see in the book!

Use these ideas to help you get started:

GALLOP

like a horse

RUN

like a buffalo

WALK

like a person

MOVE

ALL AROUND

like the wind

What is Your Dream?Talk, write or draw about your BIG DREAMS!

Use these ideas to help you get started:

HELPING my community

MAKING music and art

USING MY VOICEto make a difference

COOKING MY OWN FOOD

for others

SUPPORTING animals

DANCING and entertaining

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