Create to Learn Unit 2, Lesson 3: How to Make Bannock

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Unit 2: Cultural Creations and Business CREATE TO LEARN • Assembly of Seven Generations: https://www.a7g.ca • Bear Clan Patrol Inc. https://bearclanpatrol.org • Got Bannock? https://www.cbc.ca/news/canada/manitoba/ bannock-lady-winnipeg-got-bannock-1.4497738 • Meet Me at the Bell Tower: https://globalnews.ca/news/6207142/ meet-me-at-the-bell-tower-marks-8-years-of-fighting-violence-in-winnipeg/ • Red Rising Magazine: https://www.redrising.ca Once the class has conducted their internet research to get familiar with various social impact projects, inform them that they will be working in groups to complete a social impact project! ACQUIRE: HOW TO MAKE BANNOCK (GABRIELLE FAYANT) Have students read How to Make Bannock by Gabrielle Fayant found on pages 134 - 141 of the Create to Learn textbook. Alternatively, students can watch her lessons here: https://www.create- tolearn.ca/tutorial/how-to-make-bannock To debrief the reading, ask the class the following questions: 1. What organization is Gabrielle the co-founder of? 2. What ingredients do you need to make Gabrielle's bannock recipe? 3. What metaphor does Gabrielle use to describe how to treat your bannock? 4. What does Gabrielle do to prevent the dough from sticking to the counter? 5. What is your favourite way to eat bannock? APPLY: SOCIAL IMPACT PROJECT Teachers have the option of either allowing students to work in groups to develop their own social impact projects based on their unique talents and skillsets – such as making moccasins, jewellery or utilizing another skill – or having all groups make bannock to deliver to a local food kitchen or hand out to people in the community. If choosing the latter, if feasible, it is suggested that teachers provide an honorarium for a local Indigenous bannock maker to lead the class through a bannock making session. The purpose of this is twofold – to create economic opportunities for Indigenous bannock makers in the commu- nity and to pass down local recipes and traditions. Alternatively, the class can follow Gabrielle's instructions to make baked bannock. Once students form their groups, allow them time to complete the "Social Impact Project Plan- ning" Worksheet together. Inform the class that they will graded using the "Social Impact Project Self-Assessment" as well as a written reflection assignment. Teachers should review the rubric at the beginning of the proj- ect so students know what attitudes and behaviours they should be aiming for. ASSESS: SOCIAL IMPACT PROJECT RUBRIC AND REFLECTION ASSIGNMENT Once students have completed their social impact projects, students will be self-assessing their professionalism including work ethic, attitudes and behaviours. Students will be reminded to complete this self-reflection honestly. They will be informed that you will also be grading them using this rubric and comparing the grade you would have given them based on the grade they gave themselves to see how accurate the self-assessment is. Teachers may change the students grade based on their observations throughout the project, as well as any feedback from other group members. Finally, students will complete a Reflection Assignment which will be graded based on their level of honesty and the depth of their self-reflection. The project is out of 100 marks in total.

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