Joanna McNeilly

Indigenous Studies Totem Poles

21-8-13

LESSON SUMMARY
Day & date: Tuesday the 20th
of August, Wednesday the
21st of August and Thursday
the 22nd of August

Class: Grade 4
Supervising teacher: Mrs Rundle

Topic:

Context:

Specify the topic and include a

brief description of the main
task or learning activity; identify
the main teaching & learning
approach

Connect this lesson to previous

lessons and learning: indicate where
it fits in a series of lessons and
expected prior learning

Aims/Outcomes:

AusVELS

At the end of this lesson

students will .

The diversity and longevity of

Australias first peoples and the
ways Aboriginal and/or Torres Straigt
Islander peoples are connected to
Country and Place (land, sea,
waterways and skies) and the
implications for their daily lives.
(ACHHK077).

Key Vocabulary
Totem, emblem, ancestry,

Materials, Resources and

Equipment
Handout, workbooks, pencils
(coloured and gray), A3 paper,
glue sticks, Canadian 12 days
of Christmas, photos from
google images.

Monitoring and assessment

Indicate the method(s) that you will
use to monitor and assess student
learning during this lesson.
References/Sources

A Moose in a Maple Tree.

http://www.cairnsdidgeridoos.com.
au/a/Aboriginal-Stories

Joanna McNeilly
Indigenous Studies Totem Poles

Start
time
2:15
2:152:25

DETAILED PLAN
Teacher activity
Student activity
INTRODUCTION
Connecting, Engaging and Modelling
Tell the students that todays
topic is hidden somewhere in
the book we are about to
read. Read the A Moose in

a Maple Tree.

2:252:40

. Get the students to sing

along. Making sure they are
actively involved.
Ask the students what they
think the topic is on.
Considering this is a book
about Canada, how does it
relate to Aboriginal History.
Open to the totems page in
the book, and ask the
students to identify what
they see, what animals,
what shapes, what colours,
anything at all they can
think of.
From there ask the students
why they think those
particular things are chosen.
Lead them to answer that
those things are special to
those people, that they
have a connection with
them.

Transitio
n time
2:403:05

Transitio
n time

21-8-13

Students are to think about

what could be the hidden
topic in the book while
enjoying the song.

Students will keep guessing

until they get the correct
answer.
Students are telling the
teacher what they see,
making observations.

Students continue to think

outside of the box, exploring
for themselves why they think
Totem Poles are designed the
way that they are.

MAIN BODY
Guiding Inquiry or Practise
Ask the students to read
some information on Totem
Poles and answer a few
questions. Once they do this
they can begin to draw their
own Totem Pole, in
preparation for the next
lesson where they will be
making their own.

Students will be reading and

answering questions.

CONCLUSION
Sharing, Explaining and Reviewing Learning

3:05-3:15 Gather all of the students to

Students are sharing what

Joanna McNeilly
Indigenous Studies Totem Poles
share what they have created
and what they have learnt
about Totem Poles.

21-8-13

they have learnt.

Student Teacher Reflection

I think the class went reasonably well. The first part of the lesson when
particularily well, the students loved it, had lots of fun. They did well
identifying what they saw on the Totem Poles and therefore what should
be on theirs. They learnt very well.
The main body part of the lesson could have gone a lot better. The
worksheet that I got them to fill in was a lot more difficult than I realized.
In future I will double check the worksheet and see whether it really is
suitable for the class that I am teaching.
I believe I was engaging with the students. I didnt notice too many
students who were tuning out so that is always an encouraging sign.

Supervising Teacher Reflection

Joanna McNeilly
Indigenous Studies Totem Poles

Start
time
2:15
2:152:25

2:252:35

Transitio
n time
2:352:45

21-8-13

DETAILED PLAN LESSON TWO

Teacher activity
Student activity
INTRODUCTION
Connecting, Engaging and Modelling
Read the story about
Wayamba the Turtle be
very active while telling the
story, showing the actions
as best I can.

Students are actively involved

in the story.

Show the students the

Totem Pole that I have
made. Tell them that it is
Wayamas pole and
represents many different
aspects of his life.

Students are identifying things

from the story that they can
see on the Totem Pole.

Ask the students to identify

as many different areas of
his life that they can.
MAIN BODY
Guiding Inquiry or Practise
Explain in detail the task on
the board, drawing a diagram
of what is expected.

Students will be helping to

identify what layer means
what.

Show them the different

parts of my Totem Pole.
The bottom layer is showing
that he is a man, that he has
a history, he has a story to
tell.
The next layer shows an
animal that he connects with
that he can relate to.
The next layer is a significant
moment that he had, a story
that he tells.

Joanna McNeilly
Indigenous Studies Totem Poles

21-8-13

The next layer is where he

was shaped and formed a
place of significance
Lastly, the top layer shows
who he wants to become, or
how he feels now.

2:453:10

Transitio
n time

Now that the students know

what they need to include on
their Totem Pole, they need
to create their own.
Explain to the students (in
extreme detail) how to make
their Totem Pole.
Students start making and
planning their Totem Poles
CONCLUSION
Sharing, Explaining and Reviewing Learning

3:10-3:15 Clean up tables, collect all

Totem Poles (most of which
should still be at the drawing
stage). If there is time get
some of the students to show
what they have created so far.

Students are packing up,

cleaning up for the day. This is
the last lesson of the day so
they are expected to have
clean desks and start to get
ready to go home.

Student Teacher Reflection

Supervising Teacher Reflection

Joanna McNeilly
Indigenous Studies Totem Poles

21-8-13

DETAILED PLAN
Teacher activity
2:153:00

This lesson is a continuation

of the last lesson.

Student activity

Students are continuing

making their Totem Poles.

Get the students to continue

making their Totems.
For those who finish early
ask them to make a few
more things to stick on top
of their Totem Pole, giving it
more dimensions than just
the drawings (eg: wings,
give their animals larger
eyes, anything goes really).

Transitio
n time

If they finish that as well,

ask the student to think
about what they would do if
they were to make a class
Totem Pole, what would it
include etc.
CONCLUSION
Sharing, Explaining and Reviewing Learning

3:00-3:15 Gather all of the students to

the floor, share what they
have made.

Students are sharing what

they have made.

Student Teacher Reflection

Joanna McNeilly
Indigenous Studies Totem Poles

21-8-13

Supervising Teacher Reflection