Lesson Title Raven/Haida Date November 21st

Subject/ Grade Social/Kindergarten Time 20-25 min

Level Duration
Teacher Mr. Peterson

General Learning K.1 Students will demonstrate an understanding and appreciation of the
Outcomes multiple social, physical, cultural and linguistic factors that contribute to an
individual’s unique identity.

ELA 2 Comprehend and respond personally and critically to oral, print and
other media texts

Specific Learning K.1.4 Explore how we demonstrate respect for ourselves and others
Outcomes
2.1 Use strategies and cues, to recall events and characters in familiar stories
read aloud by others

Overview The lesson will start with a hook related to the Canadian 20-dollar bill. This
discussion will transition into an introduction of the Haida Indigenous nation,
and their importance to Canada.

The first learning activity will be the reading of the Raven story. Their will be
three main question during the story that will help familiarize the students
with the start middle and end of the story.

The second activity will be a cutting and gluing activity. First the students will
have a discussion of the right way to order three scenes from the story (they
will be visually shown in the right order on the Smart Board). Then the
students will cut and glue these three scenes in the right order in their
journal.
Main Inquiry How can we learn to show respect through the Raven story?
Question
By the end of the lesson students will:
• recall storyboard events and place them in the correct order
• have listen to a story which demonstrates different forms of tradition expanding their
cultural awareness and sensitivity.
Formative • Formative assessment will take place when the students show
Assessment the teacher their journal before putting it away, here the teacher
can asses if the scenes are in the correct order.
• During the discussion and book reading the teacher will
maintain a respectful environment, students listing to the teacher
and their peers.
Resources • Art and Twenty Dollar Bill:
https://150ans150oeuvres.uqam.ca/en/artwork/2004-the-spirit-of-
haida-gwaii-by-bill-reid/#supplement
• Raven artwork: https://levisauctions.com/art/haida-raven-116-
450/41016/
• Bill Reid and Robert Bringhurst, The Raven Steals the Light,
Vancouver: Douglas & McIntyre, 1984.
Materials Raven: A Trickster Tale From The Pacific Northwest, by Gerald
McDermott
Journals, pencils, glue, scissors and story board scenes

Introduction Time
Attention Transition: using the phrase, stop-look-listen, I will get the 2 min
Grabber attention of the students and ask them to find a seat on the carpet.
Once on the carpet I will use the phrase of, touch your head, touch
your shoulders etc., to get the attention of the class (if needed).
Before starting I will remind the students that we sit on the ground
with are legs crossed. Then I will show the twenty-dollar bill on
the smart board.
Q- What do we see on this twenty-dollar bill?
A- If we can look at the art on the money, called The Spirit
of Haida Gwaii, we can see an example of respect. By
adding this art onto the money Canada is celebrating
Haida art and culture
Change to a large image of the artwork and explain the following
• this artwork is created by Bill Reid, who is a member of the
Haida nation, this artwork is meant to show the importance
of how all parts of the environment are linked together in a
communion
• Possible idea: show on a map where Lethbridge is and
explain that Lethbridge is on traditional Blackfoot land.
Then show on the map where the traditional Haida land is.
(Queen Charlotte Island)
Q- Ask the students if they can recognize any of the animals on
the board?
A- After a few answers pick out the Raven. If we look at
this bird, we can see a Raven, a very important aspect of
Haida culture, the Raven in stories often helped
humans, and taught humans’ lessons.
Expectations of Students will listen to teacher/peers if they interrupt, they will be
Behaviour told we do not interrupt and that they can raise their hand want to
share something.
Students will respect each other personal bubble on the carpet.
Body
Learning Raven story 5-10
Activity #1 Transition: show a Bill Reid artwork of the Raven min
Q- do we see a similarity to the Raven on the cover of the book
A- The two artworks are very similar they are created
using the same style, since the story in this book is
similar to that of a Haida story.
Before reading the book, I will tell the students that it is very
important to learn about these stories and show respect to them, but
as a catholic community we have different stories we believe in,
and that’s okay. I will read the first pages of the kids Genesis book,
emphasizing that this is what we believe in, but in other cultures
they have their own stories like the Raven story. Then read the
Raven story.
 Book questions
Q- Why do we think that Raven wanted to search for the light?
A- Raven felt sad for the Humans, and wanted to help
them out by giving them the sun/light
Q- Why do you think Raven changed himself into a boy child?
A- To enter the house, was he looking for something? ( I do
not want to spoil the ending)
Q- Do you think the people were happy that Raven gave the
sun to the people?
A- The humans appreciated the help of the Raven, by
giving them light so they can see and live a warm life

*During the reading of the book the EA will help set the journals
with pencils, glue, scissors and story board scenes on the different
tables
Learning The object of the activity will to have the students to cut out and 10
Activity #2 glue the three scenes of the story in the correct order in their min
journal.

On the Smart Board there will be the three scenes from the
storyboard exercise. I will go through each of the scrambled scenes
and place them in the right order.
• Scene 1- In this scene there is no sun and the Raven is
flying in the dark, so it must be the beginning of the story
• Scene 2- In this scene the Raven is turned into Ravenboy,
so this has to be the middle of the story
• Scene 3- In this scene we see the Raven flying away with
the sun, meaning the story is over if the Raven has the sun,
so this has to be the end of the story
After the will be explained that they will be cutting out these three
scenes and gluing them in the correct order in their Journals. The
students will be told to number each frame 1,2,3.

Transitions: Students will be sent back to their seats by rows, silent

rows get picked first.

Closure
End of Lesson Once the students are finished with gluing the scenes in their
journal, they will show the teacher their journals to ensure the
scenes are glued properly. If done correctly the students will be
able to put their journal away.

Sponge activity: once the students finish their journals, they can go
pick a book and quietly read.
Reflections: