Austin Weems and Jaylyn Potts 1

Lesson
Title/Focus Class #: Grade 1 (60 minute class) Course Language Arts

PROGRAM OF STUDY OUTCOMES

 2.1 - Use strategies and cues
 Using prior knowledge – builds on knowledge how forms of media are constructed to create
meaning, and connect medias to personal experience
 Using references builds on applying alphabetical knowledge when consulting dictionaries or other
reference texts
 Use comprehension strategies – builds on identifying (hidden themes), relationships between
them, and monitor own understanding
 Using phonetics and structural analysis builds on vocabular and unfamiliar words as well as
grammar skills
 Integrate Indigenous perspectives and content into the Language Arts program of studies

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Create a story that demonstrates a thorough understanding of themes from “Napi and the Rock”
2. Develop a greater understanding of new forms of grammar and vocabulary that they haven’t
been previously exposed to
3. Apply their understanding of generosity from the Circle of Courage
MATERIALS AND EQUIPMENT
 “Napi and the Rock” by Jason Eagle Speaker
 Circle of Courage copy
 Dictionary/thesaurus
 Powerpoint with images of generosity
 Sticky notes
 Writing journals
PREPARATION AND LOGISTICAL CONSIDERATIONS
 Prepare Powerpoint and make sure it is ready to go for class
 Ensure you have “Napi and the Rock”, dictionaries/thesauruses, and sticky notes
 Ensure Circle of Courage is set up in easy to access space
 Ensure students have writing journals
PROCEDURE
Introduction Time
 Begin by asking students about how they view generosity in their everyday lives.
Facilitate discussion on when they experience generosity, how it makes them
feel, for example, “how do you feel when a friend gives you a present?”
 Show images (in Powerpoint) of examples of generosity and ask students how
generosity is taking place: 9 min
o What about this image makes you feel like it is about generosity?
o Are there any examples from your life when you experienced
generosity, or you were generous to someone else?

Body Time
Generosity Role 1) Ask for a volunteer to act out a scenario with teacher in 8 min
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Play front of class to give students an idea of what activity
should look like. For example, sharing your coat with a
cold friend. Let the student know how the skit will go
before presenting.
2) Lead an activity having students pair up with person
that is sitting beside them where they will invent and
engage in different scenarios of generosity
3) Have a student from at least two pairs explain their
scenario to the class and why it was an example of
generosity

Story and 1) Begin by explaining how the book is going to be helpful

Discussion by explaining generosity in everyday life
2) Read “Napi and the Rock”
3) Briefly discuss examples of generosity throughout the
story
a. Ask students: what examples of generosity does
15 min
Napi display throughout the book?
b. Briefly discuss the importance of nature,
particularly the appreciation and respect for the
land in Indigenous culture that is presented in the
book

Brainstorm/Stor 1) Have students brainstorm and write down key themes

y Writing that their story will include based on their prior
knowledge of the other three elements in the Circle of
Courage (mastery, belonging, independence) –
generosity is the last part that students learn in Circle
2) After 5 min. of brainstorming, gather student’s
attention and discuss phonetics and vocabulary that
they are unfamiliar or curious about in “Napi and the
Rock”
20 min
a. Provide them with access to dictionary and
thesaurus to use so they can learn new words
3) Have a creative, free-flow, and uninterrupted writing
session where they create their own story that
explores the themes and culture of Indigenous peoples
present in the book. Walk around and ensure students
are on-task and assist if they have any questions or
need help

Conclusion Time
 After students have completed story, have them place story on desk and 8 min
walk around classroom reading their peer’s stories
 Have them pick one of their peer’s stories, making sure that they all pick
different stories. Have them write one thing they liked about the story. Make
sure the students write their names on the sticky notes.
 Austin Weems and Jaylyn Potts 3

Assessment
 Role play: acts as formative assessment to gauge the student’s understanding of generosity
and how it can be applied in the real world
 Discussion of examples of generosity: acts as formative assessment because you can gauge
what they have learned from the book, and what kinds of things they might write about in
their creative writing
 Brainstorm: acts as a formative assessment because it determines if students have
comprehended themes from the book and if they can create and apply new themes to their
own story. Can see if they have applied phonetic knowledge and understanding of
vocabulary.
 Peer feedback: acts as formative assessment to gauge students understanding of other’s
work, and will reinforce students understanding of if they are on the right track when
receiving comments and reading other’s work

Additional Notes:

Our lesson plan connects to the Teaching Quality Standard #5 section C because it explores
Indigenous culture and perspectives, particularly through the integration of the Circle of Courage
and Jason Eaglespeaker’s book, “Napi and the Rock”. Through the reading of the book, the
discussion before and afterwards, along with the creative writing stage, students will gain an
appreciation and profound respect for the land and nature. The lesson plan is engaging for all
students because it differentiates for different types of learners. For example, the role play activity
benefits kinesthetic learners, reading the book aloud interests auditory learners, seeing the
illustrations in the book and brainstorming engages visual learners, and creative writing benefits
textual learners. Our lesson begins with a discussion surrounding generosity because it introduces
the topic and what the lesson will be about, as well as it informs the students of what generosity
means before starting the lesson. Having students act out examples of generosity that demonstrate
different forms of how to be generous and how they should treat other people helps them grasp a
deeper understanding, that they can then apply in the real world. It also acts as a hook to excite the
students about what they will be learning in class that day. The discussion during the “Story and
Discussion” stage prepares the students for what the book will be about, and the reading of the
book gives them a deeper understanding of Indigenous people, as well as it instills the values from
the Circle of Courage. During the final stages of the lesson, the students read their peer’s creative
writing story, reflect on the story, and give positive feedback to conclude the lesson. We used “Napi
and the Rock” by Jason Eaglespeaker because it is a great Indigenous literature resource that
reinforces the ideas of culture, beliefs, and the Circle of Courage. On Jason Eaglespeaker’s website
he encourages using his books as educational resources, and his books are also Elder approved,
which is incredibly important in Indigenous culture. If the opportunity were to present itself, asking
Indigenous colleagues or members of community about our integration of Indigenous culture and if
it is respectful would be important. The book and the Circle of Courage were used in the classroom
keeping in mind that Indigenous culture was not being appropriated, rather, the lesson was
appreciating and integrating Indigenous content to benefit the classroom environment. Exposing
students to vital Indigenous culture, beliefs, and ways of teaching throughout the lesson will allow
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students to develop key literacy skills while learning to respect the Indigenous culture. When
selecting our resource and using it to supplement our lesson plan, we made sure that the creative
story writing was inspired by the book and Indigenous culture, but not based upon it.