The Butterflies - Animating an Anishnaabe Story

Description

Origin

Ontario

Subject: Indigenous Ways of Knowing & Being

Also: Performing Arts or Drama, English Language Arts

Learning Level/Grade:
1

Also: 2, 3, 4, 5

Related Resources

First Nation Stories

The Stories I Can Tell by Lynn Cote

Histoires de Premières Nations

Acknowledgement Protocol

Please read this Acknowledgement before the start of this lesson to respect the knowledge that is being shared and the Land of the People where the knowledge originates:

We respectfully acknowledge the Anishnaabe (Saulteaux) from Wikwemikong for sharing the legend of Nanabush. The Anishnaabe story is translated into English by Sally Achitawehns and the animation of the Nanabush story is designed by Anishnaabe playwright Alanis King.

Note: As long as the 'Acknowledgement Protocol' is followed to honour the Land and the People where a lesson plan originates, lesson plans appearing on NCCIE.CA may be adapted to different places and different ages of learners. What is the Land Acknowledgement where you live? Read More

Contributors

Name	Role/Job Title	Place
Anna-Leah King	Curriculum Developer, NCCIE	University of Regina
Alanis King	Playwright	Wikwemikong
Steffany Salloum	Research Assistant, NCCIE, First Nations University of Canada	Saskatoon, Saskatchewan
Dustin Brass	Regional Lead, NCCIE, First Nations University of Saskatchewan	Regina, Saskatchewan

Learning Outcomes

Upon successful completion of this lesson plan, students will be able to:

1. Represent key ideas and events, in a logical sequence and with detail, in different ways (including dramatization, pictures, sounds, physical movement, charts, models, and drawings).

Understand that making pictures, illustrations, and other representations clarify and extend understanding;
Dramatize a story (e.g., a traditional First Nations, Métis, or Inuit story).

[English Language Arts 1 - Compose and Create CC1.2]

2. Create movements and movement patterns in response to stimuli such as stories, poems, music, or objects as starting points. [Arts Education 1 - Creative/Productive CP1.1]

Teachers' Guide

Background/Foundational Information

Activities

1 -

Listening to stories of Nanabush

Purpose

Time: 0:30

Activity Instructions

This activity is designed to connect with learners with these learning styles...

Spiritual (e.g., Relational) Learners
Intellectual (e.g., Rational, Logical) Learners
Emotional (e.g., Feeling, Intuitive) Learners

... in the following ways:

Suggested Adaptations for Different Kinds of Learners

Materials, Videos, Other Activity Resources

Title	Type
The Butterflies	File
This resource is a legend of Nanabush called The Butterflies.

2 -

Animating the Story

Purpose

Time: 1:30

Activity Instructions

Additional Background Information for this Activity

This activity is designed to connect with learners with these learning styles...

Spiritual (e.g., Relational) Learners
Physical (e.g., Tactile, Experiential, Visual) Learners
Intellectual (e.g., Rational, Logical) Learners

... in the following ways:

Suggested Adaptations for Different Kinds of Learners

Materials, Videos, Other Activity Resources

Title	Type
Embodied Games of Presence	File
"We see Games of Presence as one way to invite play into holistic learning, wellness, and cultural identity" (p. 6).

3 -

Closing Circle

Purpose

Time: 1:00

Activity Instructions

This activity is designed to connect with learners with these learning styles...

Emotional (e.g., Feeling, Intuitive) Learners

... in the following ways:

Materials, Videos, Other Activity Resources

Title	Type
Sacred Tree Curriculum Guide - Guidelines for Talking Circles	File

Assessment

This section contains information for assessing progress in students' learning. While Indigenous approaches to assessment may be highlighted, conventional assessment methods may also be discussed:

Related resources on NCCIE.ca

Title	Type
The Stories I Can Tell by Lynn Cote	Link
A story of Nanabush and how the owl got its name.

Where can I find additional information?

Title	Type
Office of the Treaty Commissioner	Link
The Office of the Treaty Commissioner has resources for groups or individuals in school or in workplaces who want to be educated.
Inspiring Success: First Nation's and Métis, Pre K – 12 Education Policy Framework	Link
The Saskatchewan Ministry of Education's Inspiring Success: First Nation's and Métis, Pre K – 12 Education Policy Framework is being followed. It contains guidelines and protocols for Indigenous content, as well as the content itself.
Full Circle: First Nations, Métis and Inuit Ways of Knowing	Link
"Full Circle: First Nations, Métis and Inuit Ways of Knowing is the fifth in a series of Common Threads classroom resources produced by and for Ontario Secondary School Teachers' Federation (OSSTF/FEESO) members. Each project in the series tackles an important social issue that is cross-curricular in nature and compels students to examine their beliefs, choices and actions."

Holism and All Our Relations

This lesson plan has been developed with an Indigenous lens that is holistic in nature, a way of being and knowing that acknowledges our relationships with 'all our relations', including plants and animals, other human beings, the water, land, wind, sun, moon, stars, and more - everything seen and unseen. With 'all our relations' in mind, this lesson plan has been developed with a focus on:

Relationship with the land
The Butterflies is a story that is about Nanabush and comes from the Anishnaabe. Alternatively, teachers could invite an actor, Elder, or storyteller from your local area to share a story of their choosing. They may be representative of the Indigenous groups where you live, for example, from Treaty 4 who are the Salteaux, Cree, Dakota, Lakota and Nakota. ***Each representative group shares stories or teachings. One of these stories can also be chosen for animation.
On-the-land/outdoor learning experiences
Language and Culture
The telling of story by an actor, storyteller or Elder is embracing the oral tradition of how knowledge is passed on. Language use may come to light in the oral telling. The Elder or storyteller may introduce a work or two in sharing their story.
Intergenerational learning with Elders/Knowledge Holders
Were Elders or Knowledge Holders involved in the development of this Lesson Plan? Yes Can Elders or Knowledge Holders be invited to help teach part of this lesson plan? Yes
Ethics in the classroom: care, truthfulness and trust, respect, integrity
This lesson plan manifests care, respect, truthfulness, trust and integrity by respecting the actor, storyteller or Elder and being a “good listener”. Respecting protocol and offering tobacco to the Elder or storyteller by the teacher or a select student models an ethical practice. The students are respectful of the group as they animate the legend. They all need to play their role well in order for the audience to understand the story.
Relationship with family, ancestors
The students could share the animation of the Nanabush story with parents on parent night or parent(s)/guardian(s) could be invited to the class to watch the animation. This could be the first time parent(s)/guardian(s) have heard a Nanabush story. If a production of the animation for parent(s)/guardian(s) does not happen, students are encouraged to share the story with their parent(s)/guardian(s) at home.
Different learning styles; attention given to mind, body, and spirit
Healthy relationships in school and community
Connections with everyday life
The actor, storyteller, Elder, or Knowledge Keeper, as community members, are welcome to join the classroom to share a legend, story, or teaching while respecting the protocol of appropriate season for storytelling.
Participatory and experiential learning activities
Healthy relationship with self and identity

Personal reflection time (connecting with thoughts and feelings)
Students will reflect on what they have learned from the Nanabush legend and will write their reflections in their writing journals. For students in Grade 1, they may need a writing prompt. For example, One thing that I learned from the Nanabush legend is _________.

Lesson Plan Length

Estimated Length (hh:mm): 3:00
(includes time for instruction, activities, self-reflection, and assessment, if applicable)

Other Details

Stream:	Academic
Meets curriculum expectations or outcomes for: Saskatchewan	Yes

Lesson Plan Topics

Questions?

Please contact Bettina Schneider for more information.

The Butterflies - Animating an Anishnaabe Story

Acknowledgement Protocol

Contributors

Contributors

Learning Outcomes

Teachers' Guide

Background/Foundational Information

Activities

1 - Listening to stories of Nanabush

2 - Animating the Story

3 - Closing Circle

Assessment

Related resources on NCCIE.ca

Where can I find additional information?

Language

Holism and All Our Relations

Lesson Plan Length

Other Details

Lesson Plan Topics

Questions?

1 -

Listening to stories of Nanabush

2 -

Animating the Story

3 -

Closing Circle