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

Grade: 4
Lesson 2: Haida Legends
Time: 2 hours

Topic: Haida Legends / Sequencing Exercise

Rationale: The students will gain an appreciation and enjoyment of Haida legends and practice sequencing.

Materials and Resources

  • Reid, Bill "The Raven Steals the Light" (story)
  • Sequencing chart - 11 x 17 " paper
  • Photocopied story - 10 sections
  • Glue>
  • Pencils

Main Concept
Recognizing the teaching role that Haida legends played and understanding that oral storytelling was a form of cultural transmission.

Intended Learning Outcomes

  • Practice concept of sequencing in stories
  • Recognize the Haida used legends to explain how 'things came to be'
  • Appreciation and enjoyment of Haida legends

Planned Learning Activities

  1. (10 min) Class discussion on sequencing -review concepts of sequencing and captions
  2. (10 min) Read story of "How Raven Stole the Light"
  3. (15 min) Explain activity to class - copy of sequencing chart on board - discuss what happened first and last in story.
  4. (30 min) Place class in pairs and hand out sequencing chart and copies of sequencing activity - once each group is confident their chart is in the correct order they may glue on their pictures. You may allow the pairs to discuss with another group their reason for placing their pictures in the order.
  5. (30 min) The students will begin writing out a one sentence caption explaining what is happening in each caption. The students will be expected to utilize COPS + N (capitalization, organization, punctuation, spelling and neatness) in their work.
  6. (15 min) After the assignment has been handed in the class will go over the activity and place the pictures in the correct sequence on the teacher's chart, which will be displayed on the board. The students can contribute the sentences they used to describe the activity.
  7. (10 min) As a class we will then brainstorm what we think the legend would be teaching Haida children. This discussion would lead into the next lesson on the teaching role of Haida legends and how oral storytelling was the Haida way of teaching children about their beginnings.

Assessment and Evaluation

  • Student self-evaluation
  • Sequencing chart rubric


  • Art - explore the various Haida shapes utilized in the story
  • Socials Studies - the cultural impact of oral storytelling (compare and contrast exercise) our culture vs. Haida culture

Resources Used

  1. The First Gitksan Colouring Book by Tony Gawa, Art Wilson, Ricky Wesley
  2. During My Time - Florence Edenshaw Davidson, A Haida Woman
  3. Stewart, Hilary Looking At Indian Art of the Northwest Coast Seattle: University of Washington Press, 1979
  4. Mary Angus teacher Dallas Elementary, Kamloops BC
  5. Debi Lynn Haida woman, Kamloops, BC
  6. Tim Araki teacher Dallas Elementary, Kamloops BC
  7. Beck, Mary Shamans and Kushtakas "Our Beginnings" Outlook 4 textbook
  8. "People of the Seasons" textbook
  9. Txamsen Teacher's Guide