ELA9: Indigenous and Norse Narratives - Creation Story Assignment

What is the earth and how did it form? Where does the sun come from, and why does it move across the sky? Why do
we have seasons? Where did the first animals and people come from? Why does it rain and thunder? Why is there a
night and a day? What is the moon and why does it shine?

Human societies have long pondered and attempted to explain the world around them. Long before modern science
found answers to the above questions, civilizations asked and answered them with stories and ideas based on the
conceptions of their particular culture. Many creation stories share broadly similar themes. These stories reflected
belief systems that often evolved into more formal religious structures.

Task:
Working independently or with a partner, retell a culture’s creation story and present it to your peers (e.g., picture
book, oral storytelling, drama, PowerPoint Presentation, etc.). Engage in learning about cultural characteristics—like
art, architecture, music, dance, drama, spirituality, customs, dress, language, jewelry, etc.—and consider how these
characteristics will be represented in your visual or oral retelling. You might consider sharing the creation story of
your ancestors. If you are interested in this option, follow the protocols of your culture, and ask a relative if there is
anything they can share with you about your culture’s creation story and if you have their permission to share their
teachings with your peers.

Suggested Resources:
 Four Directions Teachings (First Nations) -- www.fourdirectionsteachings.com
 The Big Myth (World) -- http://www.bigmyth.com/
o Search “full version” for more options

CRITERIA 4 - MASTERY 3 - PROFICIENT 2 - APPROACHING 1 - BEGINNING

SPEAKING Creates insightful oral texts that: Creates clear, straightforward Creates basic oral texts that: Creates limited oral texts that:
CC9.7 Use oral -Strategically organize ideas in oral texts that: -Simplistically organize ideas in Inadequately organize ideas and
language intentionally appropriate format and sequence -Logically organize ideas in appropriate format and ineffectively sequence ideas and
to express a range of ideas and information appropriate format and sequence ideas and information. information.
information and ideas purposefully, clearly and logically. sequence ideas and information -Partially hold audience’s -Limited hold on audience
in formal situations -Skillfully hold audience’s clearly and logically. attention. attention.
including: attention. -Hold audience’s attention. -Simplistically summarize -Inaccurately summarize original
-dramatic readings -Insightfully summarize original -Summarize original storyline. original storyline. storyline.
-stories storyline.

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REPRESENTING Pragmatic: Pragmatic Pragmatic Pragmatic
CC9.4 Language Cues -A skillful, thoughtful use of -Appropriate use of inclusive -Language is inconsistent for -Language is inappropriate for
and Conventions: inclusive language for audience and language for audience and purpose and audience may not purpose and audience
Use pragmatic, textual, purpose that demonstrates respect purpose that demonstrates always demonstrate respect for -Limited use of technology to
syntactical, for all respect for all all communicate for audience and
semantic/lexical/morp -Innovative use of technology to -Appropriate use of technology -Basic use of technology to purpose
hological, communicate for audience and to communicate for audience communicate for audience and -Tone, voice, and point of view
graphophonic and purpose and purpose purpose are not evident
other cues to construct -Tone, voice, and point of view are -Tone, voice, and point of view -Tone, voice, and point of view -Limited use of Canadian English
and communicate clearly established and purposeful are evident are sometimes evident
meaning. -Consistent use of Canadian English -Appropriate use of Canadian -Basic use of Canadian English
Textual: English
-Effective use of transitions to Textual:
make representation flow Textual: Textual: -Improper or no use of
-Strategic and effective use of -Use of transitions to make -Little use of transitions so flow transitions blocks flow of
/10 literary devices
Syntactical:
representation flow
-Purposeful use of literary
is impeded
-Some use of literary devices
representation
-Limited use of literary devices
-Original and powerful use of devices Syntactical:
sequencing to convey meaning Syntactical: Syntactical: -Inappropriate use of sequencing
-Effective use of punctuation and -Appropriate use of sequencing -Basic use of sequencing to to convey meaning
capitalization to convey meaning convey meaning -Incorrect use of capitalization
Lexical: -Accurate use of punctuation and -Inconsistent use of correct and punctuation
-Demonstrates an extensive capitalization punctuation and capitalization Lexical:
vocabulary Lexical: Lexical: -Demonstrates a limited
-Demonstrates an appropriate -Demonstrates a basic vocabulary
vocabulary vocabulary
Comments:

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