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FNSS Curriculum Integration Project Click here to download this lesson.
Erin Robertson (MS-Word format.)

Grade: 2/3
Lesson 2: Learning the True Path of Friendship
Time: 1 hour

Topic: Students interact with one another on a daily basis, and as we all know, children can be unforgivably cruel with comments, name calling and physical abuse. It is crucial for students to learn respect and caring at an early age and maintain those qualities throughout their lives.

Rationale: The students will learn to understand the importance of friendship and respect for one another after reading the story "Little Bears Vision Quest". The students will lead a discussion about the lessons learned in the story and develop meaning to some of the positive characteristics Little Bear developed. The students in turn will reflect through creative writing, their own positive characteristics and those they find negative, and wish to change.

Materials and Resources

  • Book "Little Bear's Vision Quest"
  • Journals
  • Paper, pens
  • Chart Paper

Main Concepts
Students will gain an appreciation and understanding of respect and friendship towards one another. They will learn to express their own opinion of the appropriateness of Little Bear’s punishment and to find similarities between First Nations beliefs and their own.

Intended Learning Outcomes
Language Arts:

  • Students will use picture clues to predict content and make connections between illustrations and written text
  • Students will describe main topics or ideas in communications they read and view
  • Students will contribute relevant ideas to discussions
  • Students will listen actively, responding verbally and non-verbally

Social Studies:

  • Students will demonstrate an awareness of British Columbia's and Canada's diverse heritage

Planned Learning Activities

  1. (10 min) The teacher will read to the students the book, "Little Bears Vision Quest". While reading, the teacher will ask the students to predict what will happen next
  2. (15 min) The teacher will then lead a discussion with the children. Questions to ask would be as follows:
    1. How did Little Bear change throughout the story? (see if the children noticed how Little Bear’s coat was dark in the beginning of the story and changed to white with beautiful First Nations Shapes) Quickly go over the shapes children had learned making the masks.
    2. How do you think the other animal's felt when Little Bear called them names?
    3. How do you feel when people call you names?
    4. Does being different make one animal /person better than another?
    5. How should we judge the next person we meet?
    6. What was Little Bear lacking in the beginning of the story and what did he gain at the end?
  3. (30 min) In their journals, have the students write down the following words followed by two or three line spaces after each:
    1. Friendship
    2. Responsibility
    3. Respect
    4. Patience
    5. Love
    6. Kindness
    7. Trust
  4. Have students write their own meaning of each word written above. When they are finished have students read their answers aloud and write them on chart paper, underneath each heading.
  5. (10 min) As a closing exercise, have each student write a paragraph or two of a good deed or kind gesture that they have done for someone or would like to do for someone before the end of the week.

Assessment and Evaluation

  • Teachers participation checklist
  • Self-evaluation checklist

Extensions

  • Have students write a petition letter to City Council on "How we can stop the circle of Violence".
  • Provide a list of class names for each student and have them write at least one thing they like or admire about each classmate. Collect the lists and group each response for each child on a separate sheet and then return them to the students so each child receives a list of what everyone in the class likes about them.

Integrated Opportunities

  • Drama – Have students role play the characters in the story and present it to the school or another class.
  • Language Arts/Social Studies– Have students write up a friendship treaty and have everyone in the school sign it.

Resources Used and Supplementary Materials Available

  1. Silvey, D (1995). Little bears vision quest. Victoria: First Nations Publications
  2. Jennifer Boyle, teacher, Heffley Creek P.S., Kamloops, B.C.




Learning the True Path of Friendship
Self-Evaluation Checklist

Name:___________________ Date:_________________

  Yes Sometimes No
I participated:      
I listened to others:      
I encouraged others:      
I shared ideas and materials:      
I accomplished the task:      



Summative Criteria

  Always Frequently Sometimes Never
Participates in discussion:        
Listens to others:        
Encourages others:        
Disrupts the class:        
Accomplished the task: