Lesson 9 - Thank You Trees (Culminating Task) // Leçon 9 - Un remerciement pour les arbres (tâche culminante)

Drama

• engage in the creative process, and use the elements of drama to communicate feelings, ideas and stories
• share my feelings, ideas and understandings based on experiencing and observing drama
• explore diverse drama forms such as chants and salutations, to understand different times, places and communities

L'art dramatique

Je peux :

• m'engager dans un processus créatif et utiliser les éléments du théâtre pour communiquer des sentiments, des idées et des histoires
• partager mes sentiments, mes idées et ma compréhension à partir de l'expérience et de l'observation du théâtre
• explorer diverses formes de théâtre, telles que les chants et les salutations, pour comprendre différentes époques, différents lieux et différentes communautés

Dance

• use the elements of dance to create phrases that communicate my feeling and ideas towards trees
• reflect on and respond to my experiences as a dancer and audience member

La danse

Je peux :

• utiliser les éléments de la danse pour créer des phrases qui communiquent mes sentiments et mes idées sur les arbres
• réfléchir et réagir à mes expériences en tant que danseur et spectateur

Language

• listen to my peers and teacher to understand
• speak clearly to communicate with different audiences
• read and understand a variety of texts

Littératie

Je peux :

• écouter mes camarades et l'enseignant.e pour comprendre
• parler clairement pour communiquer avec différents publics
• lire et comprendre une variété de textes

Science

• understand the relationship of plants and humans
• understand differences and similarities between plants, and how they relate to their environment
• explain how plant grow and change

Les sciences

Je peux :

• comprendre la relation entre les plantes et les humains
• comprendre les différences et les similitudes entre les plantes et leur relation avec leur environnement
• expliquer comment les plantes poussent et se transforment

PDF#9 Salutation Rubric // Grille d'évaluation de la salutation
PDF#10 Journal Reflection Rubric // Grille d'évaluation du journal

Whole Class > Discussion

Explain that Wangari's love of the trees is shared by many peoples across the world and over time.

Tell the students that First Nation, Métis, and Inuit peoples of Canada have a close relationship with nature, and, in particular, emphasize the deep symbolism and importance of trees. 

Teachers who are not Indigenous are advised to use resources from the FNMIEAO (First Nations, Métis, and Inuit Eduction Association of Ontario to ensure accuracy of information and to avoid appropriating voice. Choose three or four examples from their resources for teachers and students to share in this unit.  Please also refer to CODE's In a Good Way document about avoiding appropriation in Dance and Drama. 

Read stories and poems that introduce land and nature teachings of specific Indigenous nations (see tips on right).

Tips

Assemble a collection of Indigenous picture books and poetry anthologies from the library. 

Contact this First Nations bookstore for suggestions for your school to purchase:  Good Minds

Display several FNMI teachings (aussi disponible en français à ce site-web) that the students have been introduced to from FNMIEAO prior to this lesson.

Whole Class > Introduction to Salutation

Define the meaning of salutation for the students. Explain that a salute is an act of honor or courteous recognition, (e.g. "a musical salute to the composer on his birthday") or a greeting that expresses good will (e.g. the opening greeting in a letter). Share that the Haudenosaunee begin all their gatherings, meetings and ceremonies by giving thanks, and often they give thanks to the trees. 

Explain that a salutation is a thanking, and that they will be creating a word and movement salutation to thank the trees. Invite students to consider all the reasons that they have to thank trees, and chart their ideas on the board.

Small Groups > Vocal Salutation to a Part of the Tree

Divide the class into four groups and assign each group one part of the tree. Ask each group to create a 2-3 sentence salutation of words to thank and honour that part of the tree. Instruct the students to rehearse their vocal salutation, using the choral techniques that have been practiced throughout the unit.

Small Groups > Movement Salutation to a Part of the Tree

Ask each group to now create a movement salutation that has at least four movements. Ask the students to move in unison and in a circle so that they can see each other and work together. Instruct the students to rehearse their movement salutation, with a focus on whole body movement, use of levels, and fluid, seamless transitions, as in previous lessons.

Direct the students to combine their words and movement and rehearse the salutation numerous times. 

Small Groups > Performing for the Class

Have each group share their salutation. Start with the roots, then trunk, then branches and lastly leaves.

Whole Class > Salutation to the Tree //
Classe entière > Salutation à l'arbre

Assemble the students together to collaboratively write a salutation to the tree.
Prompt: What words shall we use to express our thanks. What words might we choose to repeat for emphasis and dramatic effect? 

Rassemblez les élèves pour qu'ils rédigent ensemble une salutation à l'arbre.
Invitation : Quels mots devrions-nous utiliser pour exprimer nos remerciements ? Quels mots pourrions-nous choisir de répéter pour mettre l'accent et créer un effet dramatique ?

Make decisions together regarding choice and sequence of words, and scribe the salutation on the black/white board, or project it. Work together to decide how to speak the words effectively. 

Prenez ensemble des décisions concernant le choix et la séquence des mots, et inscrivez la salutation sur le tableau noir/blanc ou projetez-la. Travaillez ensemble pour décider comment prononcer les mots de manière efficace.

Once the vocal salutation is complete, use the same structure that was used in Lesson 8 to build the movement phrases. For each sentence, there should be one movement, e.g.: Thank you tree for giving us oxygen, shade, food, shelter and medicine (students reach their arms up toward the sky and take a deep breath). Thank you for being so beautiful and strong (students turn on the spot and then stand strong). Thank you for giving animals and birds a place to call home (hop like a rabbit twice on the spot, then use your hand to show that your are a bird landing on your own shoulder).

Une fois la salutation vocale terminée, utilisez la même structure que celle utilisée dans la leçon 8 pour construire les phrases de mouvement. Pour chaque phrase, il doit y avoir un mouvement, par exemple : "Merci à l'arbre de nous donner de l'oxygène : Merci à l'arbre de nous donner de l'oxygène, de l'ombre, de la nourriture, un abri et des médicaments (les élèves tendent les bras vers le ciel et respirent profondément). Merci d'être si beau et si fort (les élèves se tournent sur place et se relèvent). Merci de donner aux animaux et aux oiseaux un endroit où ils peuvent se sentir chez eux (sautillez comme un lapin deux fois sur place, puis utilisez votre main pour montrer que vous êtes un oiseau qui se pose sur votre propre épaule).

Whole Class > Presentation of the Tree Salutation

Assessment for/as Learning (AfL/AaL)

Direct students' attention to Elements of Dance// Éléments de danse resource, and PDF#5 Choral Dramatization Checklist // Liste de contrôle pour la dramatisation d'un chant oral while they are working in their groups.

Refer students to the Criteria for Success Chart generated in Lesson 2 to inform their creations.

Observe how students use the elements of dance and choral dramatization to communicate in their salutation, and make suggestions as needed.

The final discussion and journal writing will allow students to consolidate their learning about trees from throughout the unit.

Assessment of Learning (AoL)

Use PDF#9 Salutation Rubric // Grille d'évaluation de la salutation to assess their salutations.

Differentiation (DI)

Provide direct prompts where necessary, e.g.: "keep your legs straight and your arms wide to show that you are strong,"
or model two possible movements, and ask them to select one.

The salutation can be performed in different groupings: whole class, small groups, pairs, or solos; and in different formations: straight line, diagonal, zig zag, all facing out, etc.

Notes

Keep the salutations simple to ensure the success for all students.

Direct focus towards transitions between movements in the salutations, as well as between individual group's salutations in the full group presentation.

Whole Class > Discussion & Journal Reflection //
Toute la classe > Discussion et réflexion sur le journal

Key Questions for Discussion

Trees are important because ...
At school, we can reduce our use of tree products by ...
The story of Wangari has taught me that ...
In the tree and human relationship, I have more power because ...
What I've learned about trees is that ...

Engagez la discussion, puis demandez aux élèves de réfléchir dans leur Journal de l'arbre.

Questions clés pour la discussion

Les arbres sont importants parce que...
À l'école, nous pouvons réduire notre utilisation de produits dérivés du bois en ...
L'histoire de Wangari m'a appris que ...
Dans la relation entre l'arbre et l'homme, j'ai plus de pouvoir parce que ...
Ce que j'ai appris sur les arbres, c'est que ...