Cree Identity Portfolio

Overview

In this 30-minute session, 1st grade students will begin creating their "All About Being Cree" portfolios by compiling reflections, drawings, and writings they have completed throughout the unit. This lesson supports California’s English Language Arts standards focused on writing, speaking, and listening, and integrates social studies content about Indigenous identities. The hands-on organization will empower students to celebrate their learning while practicing foundational literacy and reflective thinking.

Standards Alignment

California Common Core State Standards – English Language Arts:

Writing (W.1.3): Write narratives to recount two or more appropriately sequenced events, include some details, and provide closure.
Speaking & Listening (SL.1.4): Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Language (L.1.1): Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

California History-Social Science Framework:

Key theme: Understanding and appreciating diverse perspectives and identities, including Indigenous peoples of North America.
Focus on connection to cultural heritage, storytelling, and self-expression.

Objectives

By the end of this lesson, students will be able to:

Organize their artwork, reflections, and writings about Cree identity into a personal portfolio.
Verbally express why specific pieces are important to them.
Demonstrate early portfolio skills, such as categorizing and sequencing items.
Begin to reflect on what being Cree means in their own words.

Materials Needed

Blank 3-ring binders or large folders (one per student)
Plastic sheet protectors (to hold drawings and writings)
Stickers and decorative materials reflecting Cree culture (e.g., images of beading patterns, Cree syllabics printouts)
Glue sticks and tape
Student reflections and drawing sheets from previous lessons
“All About Me” portfolio cover templates (with title spaces for names and drawings)
Chart paper or whiteboard
Markers or coloured pencils

Lesson Procedure

1. Gather & Review (5 minutes)

Warm-up Circle: Gather students in a circle and remind them about their past work on "What it means to be Cree" — drawings, stories, and reflections.
Briefly review key concepts about Cree identity learned in previous lessons, prompting students to share one thing they remember.
Explain that today they will create their very own portfolio to show all their work and learning.

2. Introduction to Portfolios (5 minutes)

Show a sample portfolio or create a quick "mock" portfolio on the board/floor with sample drawings and writings.
Explain that a portfolio is like a special book where they keep their proudest work.
Highlight how portfolios help us remember and share what we have learned.

3. Organizing Work (10 minutes)

Help students sort their collected work into three categories:
- Drawings: Pictures showing Cree culture or identity.
- Writings: Sentences or stories about being Cree.
- Reflections: What they think or feel about being Cree.
Guide them as they carefully place work into plastic sheet protectors or folders.
Encourage students to decorate their portfolio covers, using Cree designs and writing their names boldly.

4. Sharing & Reflection (8 minutes)

Invite students to choose one piece from their portfolio to share briefly with a partner or small group.
Model how to express why that piece is special—e.g., “I drew this picture of a Cree drum because music is important to my family.”
Circulate and offer prompts if needed to help students expand their ideas verbally.

5. Closing (2 minutes)

Celebrate the effort with a quick round of applause or a class chant such as: "I am proud of who I am!"
Remind students that next lesson they will continue developing and finalizing their portfolios.
Collect materials and assist students in storing their portfolios safely.

Differentiation & Support

Provide visual prompts or sentence starters for students who need help expressing their reflection verbally or in writing (e.g., “I am proud because...”).
Offer one-on-one support to arrange work if fine motor skills need encouragement.
Enrich portfolio decoration with culturally relevant art patterns, providing tracing sheets for students less confident with free drawing.

Assessment & Evidence of Learning

Informal observation of students’ ability to categorise and place work correctly in their portfolios.
Anecdotal notes on students’ verbal reflection skills during sharing.
Review of portfolio contents to ensure completeness and relevance to Cree identity concepts.

Teacher Reflection

Reflect on student engagement during organisation and discussion—were students able to make personal connections to their work?
Consider if materials and time allotment supported all learners adequately.
Plan any adjustments needed for the final lesson to complete portfolios and present them confidently.

This lesson blends early writing and art skills with a culturally grounded identity exploration, using portfolio-creation as a developmental tool for literacy and self-expression. It fosters pride and respect for Cree heritage while meeting CA foundational literacy goals in a joyful, meaningful way.

Teaching Instructions