First Nations Picture Book UnitFirst Nations Picture Book UnitFirst Nations Picture Book UnitFirst Nations Picture Book Unit

BBBBy y y y Leslie BlythLeslie BlythLeslie BlythLeslie Blyth Goals:Goals:Goals:Goals:

1. Reinforce Before, During and After Reading Strategies1. Reinforce Before, During and After Reading Strategies1. Reinforce Before, During and After Reading Strategies1. Reinforce Before, During and After Reading Strategies 2. Creating a Positive Environment for Future Treaty Education2. Creating a Positive Environment for Future Treaty Education2. Creating a Positive Environment for Future Treaty Education2. Creating a Positive Environment for Future Treaty Education Resources:Resources:Resources:Resources: ShinShinShinShin----chi’s Canoe by Kim LaFavechi’s Canoe by Kim LaFavechi’s Canoe by Kim LaFavechi’s Canoe by Kim LaFave The Thirteen Moons on the Turtle’s Back by Native The Thirteen Moons on the Turtle’s Back by Native The Thirteen Moons on the Turtle’s Back by Native The Thirteen Moons on the Turtle’s Back by Native ReflectionsReflectionsReflectionsReflections The Aboriginal Alphabet for Children by Evelyn BallantyneThe Aboriginal Alphabet for Children by Evelyn BallantyneThe Aboriginal Alphabet for Children by Evelyn BallantyneThe Aboriginal Alphabet for Children by Evelyn Ballantyne Little Water and the Gift of the AnimalsLittle Water and the Gift of the AnimalsLittle Water and the Gift of the AnimalsLittle Water and the Gift of the Animals How TwoHow TwoHow TwoHow Two----Feather was Saved From Loneliness by C.J. TaylorFeather was Saved From Loneliness by C.J. TaylorFeather was Saved From Loneliness by C.J. TaylorFeather was Saved From Loneliness by C.J. Taylor Grandmother’s Dreamcatcher by Becky Ray McCainGrandmother’s Dreamcatcher by Becky Ray McCainGrandmother’s Dreamcatcher by Becky Ray McCainGrandmother’s Dreamcatcher by Becky Ray McCain Hidden Buffalo by Randy WiebeHidden Buffalo by Randy WiebeHidden Buffalo by Randy WiebeHidden Buffalo by Randy Wiebe The Drum CThe Drum CThe Drum CThe Drum Calls Softly by David Bouchardalls Softly by David Bouchardalls Softly by David Bouchardalls Softly by David Bouchard Little Chief and Mighty Gopher by Victor LethbridgeLittle Chief and Mighty Gopher by Victor LethbridgeLittle Chief and Mighty Gopher by Victor LethbridgeLittle Chief and Mighty Gopher by Victor Lethbridge This Land is My Land by George LittlechildThis Land is My Land by George LittlechildThis Land is My Land by George LittlechildThis Land is My Land by George Littlechild Students will work in small groups. For each picture book there will be an instruction card and worksheets for them to complStudents will work in small groups. For each picture book there will be an instruction card and worksheets for them to complStudents will work in small groups. For each picture book there will be an instruction card and worksheets for them to complStudents will work in small groups. For each picture book there will be an instruction card and worksheets for them to completeeteeteete before, during and before, during and before, during and before, during and after reading activities. All of the strategies have been previously taught in the classroom, and the activities will be famafter reading activities. All of the strategies have been previously taught in the classroom, and the activities will be famafter reading activities. All of the strategies have been previously taught in the classroom, and the activities will be famafter reading activities. All of the strategies have been previously taught in the classroom, and the activities will be familiar to the students.iliar to the students.iliar to the students.iliar to the students.

This Land is My LandThis Land is My LandThis Land is My LandThis Land is My Land By George LittlechildBy George LittlechildBy George LittlechildBy George Littlechild

Name:_______________________________ Name:_______________________________ Name:_______________________________ Name:_______________________________ Date:____________________Date:____________________Date:____________________Date:____________________

Before Reading:Before Reading:Before Reading:Before Reading:

1.1.1.1. Activate prior knowledge by discussion what members of the group know about Canada a long time ago. Activate prior knowledge by discussion what members of the group know about Canada a long time ago. Activate prior knowledge by discussion what members of the group know about Canada a long time ago. Activate prior knowledge by discussion what members of the group know about Canada a long time ago. 2.2.2.2. Record student information onRecord student information onRecord student information onRecord student information on the RAN Chart.the RAN Chart.the RAN Chart.the RAN Chart. 3.3.3.3. Discuss the title of the book and the purpose for reading this Discuss the title of the book and the purpose for reading this Discuss the title of the book and the purpose for reading this Discuss the title of the book and the purpose for reading this book.book.book.book. 4.4.4.4. Review the reading strategyReview the reading strategyReview the reading strategyReview the reading strategy---- questioning. Remind members of the group that they will record their questions as they read. questioning. Remind members of the group that they will record their questions as they read. questioning. Remind members of the group that they will record their questions as they read. questioning. Remind members of the group that they will record their questions as they read.

During reading:During reading:During reading:During reading:

1.1.1.1. Read “This Land iRead “This Land iRead “This Land iRead “This Land is My Land” as a read aloud frequently stopping to talk to each other and share your thinking as a group. Write s My Land” as a read aloud frequently stopping to talk to each other and share your thinking as a group. Write s My Land” as a read aloud frequently stopping to talk to each other and share your thinking as a group. Write s My Land” as a read aloud frequently stopping to talk to each other and share your thinking as a group. Write down the new learnings from the picture book in the RAN chart. down the new learnings from the picture book in the RAN chart. down the new learnings from the picture book in the RAN chart. down the new learnings from the picture book in the RAN chart.

2.2.2.2. You might want to reread the book and talk about the questions that each group mYou might want to reread the book and talk about the questions that each group mYou might want to reread the book and talk about the questions that each group mYou might want to reread the book and talk about the questions that each group member had. Were the questions answered? ember had. Were the questions answered? ember had. Were the questions answered? ember had. Were the questions answered? Check the ideas everyone listed on the RAN chart and note the misconceptions you had before you read Littlechild’s book.Check the ideas everyone listed on the RAN chart and note the misconceptions you had before you read Littlechild’s book.Check the ideas everyone listed on the RAN chart and note the misconceptions you had before you read Littlechild’s book.Check the ideas everyone listed on the RAN chart and note the misconceptions you had before you read Littlechild’s book.

After Reading:After Reading:After Reading:After Reading:

Questioning: During reading, effective readers ask questions of themselves,

(Does this make sense?), the text ( I wonder what’s going to happen now?),

and the author (Is the author trying to make me think in a certain way?)

Asking questions helps us set purposes for reading, connect to background

knowledge and monitor comprehension.

1.1.1.1. Use the graphicUse the graphicUse the graphicUse the graphic organizer “What did you learn?organizer “What did you learn?organizer “What did you learn?organizer “What did you learn?. Read over the information . Read over the information . Read over the information . Read over the information recorded during reading. Look for evidence in the recorded during reading. Look for evidence in the recorded during reading. Look for evidence in the recorded during reading. Look for evidence in the text to confirm the learningtext to confirm the learningtext to confirm the learningtext to confirm the learning....

What did you learn?

Use the web to write fact you learned from the book.

What was the most interesting thing you learned? Explain your choice.

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RAN ChartRAN ChartRAN ChartRAN Chart

What we think we What we think we What we think we What we think we knowknowknowknow

Yes we were right!Yes we were right!Yes we were right!Yes we were right! MisconceptionsMisconceptionsMisconceptionsMisconceptions New InformationNew InformationNew InformationNew Information Wonderings and Wonderings and Wonderings and Wonderings and QuestionsQuestionsQuestionsQuestions

Little Chief and Mighty Gopher Little Chief and Mighty Gopher Little Chief and Mighty Gopher Little Chief and Mighty Gopher

By Victor LethbridgeBy Victor LethbridgeBy Victor LethbridgeBy Victor Lethbridge

Before Reading: ActivatinBefore Reading: ActivatinBefore Reading: ActivatinBefore Reading: Activating Prior Knowledge/Making Predicg Prior Knowledge/Making Predicg Prior Knowledge/Making Predicg Prior Knowledge/Making Predictiontiontiontion

1.1.1.1. Activate prior knowledge by discussing what students know about the life of First Nations people who lived on Activate prior knowledge by discussing what students know about the life of First Nations people who lived on Activate prior knowledge by discussing what students know about the life of First Nations people who lived on Activate prior knowledge by discussing what students know about the life of First Nations people who lived on

the the the the plains of Saskatchewan. If students are confident in the accuracy of their knowledge, or if they think they plains of Saskatchewan. If students are confident in the accuracy of their knowledge, or if they think they plains of Saskatchewan. If students are confident in the accuracy of their knowledge, or if they think they plains of Saskatchewan. If students are confident in the accuracy of their knowledge, or if they think they

know, they record the knowledge on the DRTA chart.know, they record the knowledge on the DRTA chart.know, they record the knowledge on the DRTA chart.know, they record the knowledge on the DRTA chart.

2.2.2.2. Using a skim and scan technique, students make predictions about the information they will gain wUsing a skim and scan technique, students make predictions about the information they will gain wUsing a skim and scan technique, students make predictions about the information they will gain wUsing a skim and scan technique, students make predictions about the information they will gain when they hen they hen they hen they

read the text.read the text.read the text.read the text. Predictions should be recorded.Predictions should be recorded.Predictions should be recorded.Predictions should be recorded.

During Reading:During Reading:During Reading:During Reading:

1.1.1.1. Listen to the story on CD while looking a carefully at the illustrations. The purposeListen to the story on CD while looking a carefully at the illustrations. The purposeListen to the story on CD while looking a carefully at the illustrations. The purposeListen to the story on CD while looking a carefully at the illustrations. The purpose for reading this picture bookfor reading this picture bookfor reading this picture bookfor reading this picture book

is to confirm the information recorded on the DRTA chart and identifis to confirm the information recorded on the DRTA chart and identifis to confirm the information recorded on the DRTA chart and identifis to confirm the information recorded on the DRTA chart and identify new information.y new information.y new information.y new information.

After Reading:After Reading:After Reading:After Reading:

1.1.1.1. Record at least two new pieces of information learned. Remember that effective readers are able to provide Record at least two new pieces of information learned. Remember that effective readers are able to provide Record at least two new pieces of information learned. Remember that effective readers are able to provide Record at least two new pieces of information learned. Remember that effective readers are able to provide

proof to support their ideas.proof to support their ideas.proof to support their ideas.proof to support their ideas.

Directed Reading/Thinking Activity (DR/TA)

Title:___________________________________________ Name:____________________________ Date:___________ _______

What I Know I KnowWhat I Know I KnowWhat I Know I KnowWhat I Know I Know

What I Think I KnowWhat I Think I KnowWhat I Think I KnowWhat I Think I Know

What I Think I’ll LearnWhat I Think I’ll LearnWhat I Think I’ll LearnWhat I Think I’ll Learn

What I Know I’ve LearnedWhat I Know I’ve LearnedWhat I Know I’ve LearnedWhat I Know I’ve Learned

Grandmother’s DreamcatcherGrandmother’s DreamcatcherGrandmother’s DreamcatcherGrandmother’s Dreamcatcher

By Becky By Becky By Becky By Becky Ray McCainRay McCainRay McCainRay McCain

Before Reading: Before Reading: Before Reading: Before Reading: Setting the PurposeSetting the PurposeSetting the PurposeSetting the Purpose

1.1.1.1. Students complete the anticipation guide. This guide will set the purpose for their reading.Students complete the anticipation guide. This guide will set the purpose for their reading.Students complete the anticipation guide. This guide will set the purpose for their reading.Students complete the anticipation guide. This guide will set the purpose for their reading. It is understandable It is understandable It is understandable It is understandable

for members of the group to answer questions differently given their personal experiences.for members of the group to answer questions differently given their personal experiences.for members of the group to answer questions differently given their personal experiences.for members of the group to answer questions differently given their personal experiences.

DuDuDuDuring Reading: ring Reading: ring Reading: ring Reading:

1.1.1.1. Students willStudents willStudents willStudents will read read read read the text aloudthe text aloudthe text aloudthe text aloud. . . .

2.2.2.2. Students will stop whenStudents will stop whenStudents will stop whenStudents will stop when necessary to necessary to necessary to necessary to confirm responsesconfirm responsesconfirm responsesconfirm responses on the anticipation guide.on the anticipation guide.on the anticipation guide.on the anticipation guide.

After Reading:After Reading:After Reading:After Reading:

1.1.1.1. Close your eyes and think about the dreams that have occupied your nights. Imagine which dreams the Close your eyes and think about the dreams that have occupied your nights. Imagine which dreams the Close your eyes and think about the dreams that have occupied your nights. Imagine which dreams the Close your eyes and think about the dreams that have occupied your nights. Imagine which dreams the

dreamcatcher would have let through and which dreams woulddreamcatcher would have let through and which dreams woulddreamcatcher would have let through and which dreams woulddreamcatcher would have let through and which dreams would have been caught. Retell two dreams that you have been caught. Retell two dreams that you have been caught. Retell two dreams that you have been caught. Retell two dreams that you

Dream catchers were invented by the Ojibwa tribe. They have become popular Dream catchers were invented by the Ojibwa tribe. They have become popular Dream catchers were invented by the Ojibwa tribe. They have become popular Dream catchers were invented by the Ojibwa tribe. They have become popular

throughout Native North America. throughout Native North America. throughout Native North America. throughout Native North America. TheTheTheThe dream catcher has a net to let good dream catcher has a net to let good dream catcher has a net to let good dream catcher has a net to let good

dreams through and keep bad ones out.dreams through and keep bad ones out.dreams through and keep bad ones out.dreams through and keep bad ones out.

vividly recall. Take the reader on a trip with you as you describe the dreams. Each dream svividly recall. Take the reader on a trip with you as you describe the dreams. Each dream svividly recall. Take the reader on a trip with you as you describe the dreams. Each dream svividly recall. Take the reader on a trip with you as you describe the dreams. Each dream should end with the hould end with the hould end with the hould end with the

dreamcatcher making a decision.dreamcatcher making a decision.dreamcatcher making a decision.dreamcatcher making a decision.

Anticipation GuideAnticipation GuideAnticipation GuideAnticipation Guide

Read each statement carefully. Decide wheRead each statement carefully. Decide wheRead each statement carefully. Decide wheRead each statement carefully. Decide whether it is TRUE or FALSE based ther it is TRUE or FALSE based ther it is TRUE or FALSE based ther it is TRUE or FALSE based on your prior knowledge. If the on your prior knowledge. If the on your prior knowledge. If the on your prior knowledge. If the

statement is false, explain your reasoning.statement is false, explain your reasoning.statement is false, explain your reasoning.statement is false, explain your reasoning.

1. A dreamcatcher is an Inuit legend. 1. A dreamcatcher is an Inuit legend. 1. A dreamcatcher is an Inuit legend. 1. A dreamcatcher is an Inuit legend. TRUETRUETRUETRUE FALSEFALSEFALSEFALSE 2. The web inside the dreamcatcher was first made by a spider.2. The web inside the dreamcatcher was first made by a spider.2. The web inside the dreamcatcher was first made by a spider.2. The web inside the dreamcatcher was first made by a spider. TRUETRUETRUETRUE FALSEFALSEFALSEFALSE 3. Sweet dreams, or dreams that are helpful are held in the dreamcatcher. 3. Sweet dreams, or dreams that are helpful are held in the dreamcatcher. 3. Sweet dreams, or dreams that are helpful are held in the dreamcatcher. 3. Sweet dreams, or dreams that are helpful are held in the dreamcatcher. TRUETRUETRUETRUE FALSEFALSEFALSEFALSE 4. Dreamcatchers will only work for children.4. Dreamcatchers will only work for children.4. Dreamcatchers will only work for children.4. Dreamcatchers will only work for children. TRUETRUETRUETRUE FALSEFALSEFALSEFALSE 5. 5. 5. 5. You can use anything to decorate a dreamcatcher and it will still catch dreams.You can use anything to decorate a dreamcatcher and it will still catch dreams.You can use anything to decorate a dreamcatcher and it will still catch dreams.You can use anything to decorate a dreamcatcher and it will still catch dreams. TRUETRUETRUETRUE FALSEFALSEFALSEFALSE 6. 6. 6. 6. Some consider the dreamcatcher to be a symbol of unity for First Nations.Some consider the dreamcatcher to be a symbol of unity for First Nations.Some consider the dreamcatcher to be a symbol of unity for First Nations.Some consider the dreamcatcher to be a symbol of unity for First Nations. TRUETRUETRUETRUE FALSEFALSEFALSEFALSE 7. Dreamcatchers were once made from sinew tied around willow branches.7. Dreamcatchers were once made from sinew tied around willow branches.7. Dreamcatchers were once made from sinew tied around willow branches.7. Dreamcatchers were once made from sinew tied around willow branches. TRUETRUETRUETRUE FALSEFALSEFALSEFALSE

READER`S RESPONSEREADER`S RESPONSEREADER`S RESPONSEREADER`S RESPONSE : : : : Good readers use information from the text to support their ideas. Good readers use information from the text to support their ideas. Good readers use information from the text to support their ideas. Good readers use information from the text to support their ideas. Take time to reread Take time to reread Take time to reread Take time to reread

Grandmother`s Dreamcatcher, Grandmother`s Dreamcatcher, Grandmother`s Dreamcatcher, Grandmother`s Dreamcatcher, and use some of the ideas in your response.and use some of the ideas in your response.and use some of the ideas in your response.and use some of the ideas in your response.

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The The The The AAAAboriginal Alphaboriginal Alphaboriginal Alphaboriginal Alphabbbbet for et for et for et for CCCChildrenhildrenhildrenhildren

By Evelyn BallantyneBy Evelyn BallantyneBy Evelyn BallantyneBy Evelyn Ballantyne

Before Reading:Before Reading:Before Reading:Before Reading: Activating Prior KnowledgeActivating Prior KnowledgeActivating Prior KnowledgeActivating Prior Knowledge

1.1.1.1. To actTo actTo actTo activate prior knowledge about First Nations beliefs, customs, traditions and treaties, create a word wall ivate prior knowledge about First Nations beliefs, customs, traditions and treaties, create a word wall ivate prior knowledge about First Nations beliefs, customs, traditions and treaties, create a word wall ivate prior knowledge about First Nations beliefs, customs, traditions and treaties, create a word wall

as a group. Use the handout to identify at least one word related to First Nations for each letter of as a group. Use the handout to identify at least one word related to First Nations for each letter of as a group. Use the handout to identify at least one word related to First Nations for each letter of as a group. Use the handout to identify at least one word related to First Nations for each letter of the the the the

alphabet.alphabet.alphabet.alphabet.

During Reading:During Reading:During Reading:During Reading:

1.1.1.1. Read aloud text. Stop frequently, identifying the items mention in the text that match the items in the ARead aloud text. Stop frequently, identifying the items mention in the text that match the items in the ARead aloud text. Stop frequently, identifying the items mention in the text that match the items in the ARead aloud text. Stop frequently, identifying the items mention in the text that match the items in the A----BBBB----C C C C

chart. Identify words mentioned that no one thought of. Think about why these words were not part of your chart. Identify words mentioned that no one thought of. Think about why these words were not part of your chart. Identify words mentioned that no one thought of. Think about why these words were not part of your chart. Identify words mentioned that no one thought of. Think about why these words were not part of your

prior prior prior prior knowledge.knowledge.knowledge.knowledge.

After Reading:After Reading:After Reading:After Reading:

1.1.1.1. As a group create an illustrated flip book similar to Ballantyne’s book. Each group member should create 5 or As a group create an illustrated flip book similar to Ballantyne’s book. Each group member should create 5 or As a group create an illustrated flip book similar to Ballantyne’s book. Each group member should create 5 or As a group create an illustrated flip book similar to Ballantyne’s book. Each group member should create 5 or

6 entries. 6 entries. 6 entries. 6 entries. All sentences should be proofread to ensure spelling, and grammar are correct.All sentences should be proofread to ensure spelling, and grammar are correct.All sentences should be proofread to ensure spelling, and grammar are correct.All sentences should be proofread to ensure spelling, and grammar are correct.

First Nations A B C Word First Nations A B C Word First Nations A B C Word First Nations A B C Word WallWallWallWall

AAAA

BBBB CCCC DDDD EEEE

FFFF

GGGG HHHH IIII JJJJ

KKKK

LLLL MMMM NNNN OOOO

PPPP

QQQQ RRRR SSSS TTTT

UUUU

VVVV WWWW XXXX YYYY

ZZZZ

ShinShinShinShin----chi’s Canoechi’s Canoechi’s Canoechi’s Canoe

By Nicola CampbellBy Nicola CampbellBy Nicola CampbellBy Nicola Campbell

Before reading:Before reading:Before reading:Before reading:

1.1.1.1. Pictures are worth a thousand words. Use the beautiful images created by Kim LaFave to make Pictures are worth a thousand words. Use the beautiful images created by Kim LaFave to make Pictures are worth a thousand words. Use the beautiful images created by Kim LaFave to make Pictures are worth a thousand words. Use the beautiful images created by Kim LaFave to make

predications about the story. Remember to think about the 5W: predications about the story. Remember to think about the 5W: predications about the story. Remember to think about the 5W: predications about the story. Remember to think about the 5W: who, what, where, when who, what, where, when who, what, where, when who, what, where, when and and and and

whywhywhywhy....

2.2.2.2. Residential schools are a part of the history for Saskatchewan FirstResidential schools are a part of the history for Saskatchewan FirstResidential schools are a part of the history for Saskatchewan FirstResidential schools are a part of the history for Saskatchewan First Nations. Make a list of Nations. Make a list of Nations. Make a list of Nations. Make a list of

everything your group already knows are residential schools.everything your group already knows are residential schools.everything your group already knows are residential schools.everything your group already knows are residential schools.

During readingDuring readingDuring readingDuring reading: Making Inferences: Making Inferences: Making Inferences: Making Inferences

1.1.1.1. The author, Nicola Campbell, uses words and phrases to help the reader make inferences. As The author, Nicola Campbell, uses words and phrases to help the reader make inferences. As The author, Nicola Campbell, uses words and phrases to help the reader make inferences. As The author, Nicola Campbell, uses words and phrases to help the reader make inferences. As

you read, record what you thought the authoyou read, record what you thought the authoyou read, record what you thought the authoyou read, record what you thought the author meant. Explain your inferences. Remember that r meant. Explain your inferences. Remember that r meant. Explain your inferences. Remember that r meant. Explain your inferences. Remember that

given everyone has a difference set of experiences their inferences may be different as well.given everyone has a difference set of experiences their inferences may be different as well.given everyone has a difference set of experiences their inferences may be different as well.given everyone has a difference set of experiences their inferences may be different as well.

2.2.2.2. You will need to stop and pause when you come to one of the phrases that require inferencing You will need to stop and pause when you come to one of the phrases that require inferencing You will need to stop and pause when you come to one of the phrases that require inferencing You will need to stop and pause when you come to one of the phrases that require inferencing

skills. skills. skills. skills.

After readAfter readAfter readAfter reading:ing:ing:ing:

1.1.1.1. Write a response for Write a response for Write a response for Write a response for each of the following questions on a piece of loose leaf. Write the name of each of the following questions on a piece of loose leaf. Write the name of each of the following questions on a piece of loose leaf. Write the name of each of the following questions on a piece of loose leaf. Write the name of

the book at the top, and place your name in the top right corner. the book at the top, and place your name in the top right corner. the book at the top, and place your name in the top right corner. the book at the top, and place your name in the top right corner.

Remember:Remember:Remember:Remember: Effective readers use the text to suEffective readers use the text to suEffective readers use the text to suEffective readers use the text to support their ideas. Support can be in tpport their ideas. Support can be in tpport their ideas. Support can be in tpport their ideas. Support can be in the form of a he form of a he form of a he form of a

quote from the text,quote from the text,quote from the text,quote from the text, or a connection that you make to your experiences. or a connection that you make to your experiences. or a connection that you make to your experiences. or a connection that you make to your experiences.

a.a.a.a. Identify three things that you would miss fromIdentify three things that you would miss fromIdentify three things that you would miss fromIdentify three things that you would miss from home, if you had to live away from home. home, if you had to live away from home. home, if you had to live away from home. home, if you had to live away from home.

WhyWhyWhyWhy you would miss them?you would miss them?you would miss them?you would miss them?

b.b.b.b. Tell how their parents might feel if a law said theirTell how their parents might feel if a law said theirTell how their parents might feel if a law said theirTell how their parents might feel if a law said their child had to go to a child had to go to a child had to go to a child had to go to a school far away from school far away from school far away from school far away from

home.home.home.home.

c.c.c.c. Nicola Campbell writes about many changes the children had to learn to live with at Nicola Campbell writes about many changes the children had to learn to live with at Nicola Campbell writes about many changes the children had to learn to live with at Nicola Campbell writes about many changes the children had to learn to live with at

residential school. One change was language. How do you feel about the decision to residential school. One change was language. How do you feel about the decision to residential school. One change was language. How do you feel about the decision to residential school. One change was language. How do you feel about the decision to

punish students for not speaking Englispunish students for not speaking Englispunish students for not speaking Englispunish students for not speaking English at the residential school? h at the residential school? h at the residential school? h at the residential school?

ShinShinShinShin----chi’s Canoechi’s Canoechi’s Canoechi’s Canoe

By Nicola CampbellBy Nicola CampbellBy Nicola CampbellBy Nicola Campbell

Connecting with Prior KnowledgeConnecting with Prior KnowledgeConnecting with Prior KnowledgeConnecting with Prior Knowledge

Using Images to Make PredictionsUsing Images to Make PredictionsUsing Images to Make PredictionsUsing Images to Make Predictions Support from Text for PredictionsSupport from Text for PredictionsSupport from Text for PredictionsSupport from Text for Predictions

Residential Schools for First Nations Residential Schools for First Nations Residential Schools for First Nations Residential Schools for First Nations

Making InferencesMaking InferencesMaking InferencesMaking Inferences

Phrases Phrases Phrases Phrases from Shinfrom Shinfrom Shinfrom Shin----chi’s Canoechi’s Canoechi’s Canoechi’s Canoe Your Inferences with supportYour Inferences with supportYour Inferences with supportYour Inferences with support

ShiShiShiShi----shishishishi----etko had been punished because etko had been punished because etko had been punished because etko had been punished because she could not understand the English words. she could not understand the English words. she could not understand the English words. she could not understand the English words.

…be careful to keep it hidden.…be careful to keep it hidden.…be careful to keep it hidden.…be careful to keep it hidden.

…brothers and sisters were not allowed to …brothers and sisters were not allowed to …brothers and sisters were not allowed to …brothers and sisters were not allowed to talk to one another.talk to one another.talk to one another.talk to one another.

…they could …they could …they could …they could see their teachers carrying see their teachers carrying see their teachers carrying see their teachers carrying steaming plates of bacon, eggs, and steaming plates of bacon, eggs, and steaming plates of bacon, eggs, and steaming plates of bacon, eggs, and

potatoes from the farm.potatoes from the farm.potatoes from the farm.potatoes from the farm.

I’m checking to see if the sockeye salmon I’m checking to see if the sockeye salmon I’m checking to see if the sockeye salmon I’m checking to see if the sockeye salmon are here.are here.are here.are here.

Hidden BuffaloHidden BuffaloHidden BuffaloHidden Buffalo

By Rudy WiebeBy Rudy WiebeBy Rudy WiebeBy Rudy Wiebe

Before Reading:Before Reading:Before Reading:Before Reading:

1.1.1.1. Buffalo were a part of Cree history for as long as the autumn Buffalo were a part of Cree history for as long as the autumn Buffalo were a part of Cree history for as long as the autumn Buffalo were a part of Cree history for as long as the autumn wind blew. Thinking back to prior learning, wind blew. Thinking back to prior learning, wind blew. Thinking back to prior learning, wind blew. Thinking back to prior learning,

identify as many ways possible that the buffalo were used by First Nations.identify as many ways possible that the buffalo were used by First Nations.identify as many ways possible that the buffalo were used by First Nations.identify as many ways possible that the buffalo were used by First Nations.

2.2.2.2. What is a legend? Discuss this with your group. Name as any legends as you can remember.What is a legend? Discuss this with your group. Name as any legends as you can remember.What is a legend? Discuss this with your group. Name as any legends as you can remember.What is a legend? Discuss this with your group. Name as any legends as you can remember.

During Reading:During Reading:During Reading:During Reading:

1.1.1.1. There are seven essential parts of a legend. As you read, work together to identify the parts of this Cree There are seven essential parts of a legend. As you read, work together to identify the parts of this Cree There are seven essential parts of a legend. As you read, work together to identify the parts of this Cree There are seven essential parts of a legend. As you read, work together to identify the parts of this Cree

legend. legend. legend. legend.

After Reading:After Reading:After Reading:After Reading:

1.1.1.1. A legend is a story so old that no one can prove whether or not it is true. Stories were told to amuse and A legend is a story so old that no one can prove whether or not it is true. Stories were told to amuse and A legend is a story so old that no one can prove whether or not it is true. Stories were told to amuse and A legend is a story so old that no one can prove whether or not it is true. Stories were told to amuse and

entertain the lisentertain the lisentertain the lisentertain the listeners and sometimes to teach a lesson, or to explain how something came to be. teners and sometimes to teach a lesson, or to explain how something came to be. teners and sometimes to teach a lesson, or to explain how something came to be. teners and sometimes to teach a lesson, or to explain how something came to be.

Why do you think Rudy Wiebe has written this legend? Why do you think Rudy Wiebe has written this legend? Why do you think Rudy Wiebe has written this legend? Why do you think Rudy Wiebe has written this legend?

2.2.2.2. Use the graphic organizer “Recording Mental Images” to draw and write about your most vivid memories from Use the graphic organizer “Recording Mental Images” to draw and write about your most vivid memories from Use the graphic organizer “Recording Mental Images” to draw and write about your most vivid memories from Use the graphic organizer “Recording Mental Images” to draw and write about your most vivid memories from

the story.the story.the story.the story.

Recording Mental ImagesRecording Mental ImagesRecording Mental ImagesRecording Mental Images

This is my most vivid mental image after reading “Hidden Buffalo” by Rudy Wiebe.This is my most vivid mental image after reading “Hidden Buffalo” by Rudy Wiebe.This is my most vivid mental image after reading “Hidden Buffalo” by Rudy Wiebe.This is my most vivid mental image after reading “Hidden Buffalo” by Rudy Wiebe.

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Hidden BuffaloHidden BuffaloHidden BuffaloHidden Buffalo

By Rudy WiebeBy Rudy WiebeBy Rudy WiebeBy Rudy Wiebe

Parts of a LegendParts of a LegendParts of a LegendParts of a Legend Hidden BuffaloHidden BuffaloHidden BuffaloHidden Buffalo

1.1.1.1. SettingSettingSettingSetting . . .. . .. . .. . .

2.2.2.2. The problem isThe problem isThe problem isThe problem is . . .. . .. . .. . .

3.3.3.3. Failure toFailure toFailure toFailure to solve the problemsolve the problemsolve the problemsolve the problem . . .. . .. . .. . .

4.4.4.4. The hero comes alongThe hero comes alongThe hero comes alongThe hero comes along . . .. . .. . .. . .

5.5.5.5. He has a solutionHe has a solutionHe has a solutionHe has a solution . . .. . .. . .. . .

6.6.6.6. The solution is foundThe solution is foundThe solution is foundThe solution is found . . .. . .. . .. . .

7.7.7.7. Happy endingHappy endingHappy endingHappy ending . . .. . .. . .. . .

The Drum Calls SoftlyThe Drum Calls SoftlyThe Drum Calls SoftlyThe Drum Calls Softly By David BouchardBy David BouchardBy David BouchardBy David Bouchard

BeforeBeforeBeforeBefore Reading:Reading:Reading:Reading: ConnectionsConnectionsConnectionsConnections

1.1.1.1. Illustrators creating Illustrators creating Illustrators creating Illustrators creating connections through the images they create. Jim Poitras is a gifted artist. Take time to connections through the images they create. Jim Poitras is a gifted artist. Take time to connections through the images they create. Jim Poitras is a gifted artist. Take time to connections through the images they create. Jim Poitras is a gifted artist. Take time to

examine images on the front and back cover of this book.examine images on the front and back cover of this book.examine images on the front and back cover of this book.examine images on the front and back cover of this book.

2.2.2.2. Talk to the members of the group about the connections you made with the images and your previous Talk to the members of the group about the connections you made with the images and your previous Talk to the members of the group about the connections you made with the images and your previous Talk to the members of the group about the connections you made with the images and your previous

experienceexperienceexperienceexperiences.s.s.s.

During Reading ( Listening):During Reading ( Listening):During Reading ( Listening):During Reading ( Listening):

1.1.1.1. For this activity, you will listen to the story without looking at the text. As a reader you are going to be asked to For this activity, you will listen to the story without looking at the text. As a reader you are going to be asked to For this activity, you will listen to the story without looking at the text. As a reader you are going to be asked to For this activity, you will listen to the story without looking at the text. As a reader you are going to be asked to

visualize. visualize. visualize. visualize. Readers visualize when they make images in their heads from the text they are reading or that is Readers visualize when they make images in their heads from the text they are reading or that is Readers visualize when they make images in their heads from the text they are reading or that is Readers visualize when they make images in their heads from the text they are reading or that is

being read to them. being read to them. being read to them. being read to them.

R E

M E

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1. Visualizing is easy to do.1. Visualizing is easy to do.1. Visualizing is easy to do.1. Visualizing is easy to do. 2. Visualizing and connecting are very similar. The images that you create in your mind come from 2. Visualizing and connecting are very similar. The images that you create in your mind come from 2. Visualizing and connecting are very similar. The images that you create in your mind come from 2. Visualizing and connecting are very similar. The images that you create in your mind come from connecting the author’s words to your memories.connecting the author’s words to your memories.connecting the author’s words to your memories.connecting the author’s words to your memories. 3. There are many colourful words that help you create pictures like rainbow.3. There are many colourful words that help you create pictures like rainbow.3. There are many colourful words that help you create pictures like rainbow.3. There are many colourful words that help you create pictures like rainbow. 4. Because each person h4. Because each person h4. Because each person h4. Because each person has a distinct collection of memories and their own unique way of thinking, as a distinct collection of memories and their own unique way of thinking, as a distinct collection of memories and their own unique way of thinking, as a distinct collection of memories and their own unique way of thinking, today’s activity will be different for everyone.today’s activity will be different for everyone.today’s activity will be different for everyone.today’s activity will be different for everyone.

After Reading:After Reading:After Reading:After Reading:

1.1.1.1. As a group, create a word wall using the following headings: sight, sound, texture(feel),and taste. Talk about As a group, create a word wall using the following headings: sight, sound, texture(feel),and taste. Talk about As a group, create a word wall using the following headings: sight, sound, texture(feel),and taste. Talk about As a group, create a word wall using the following headings: sight, sound, texture(feel),and taste. Talk about what you visualized and which category it fits into. what you visualized and which category it fits into. what you visualized and which category it fits into. what you visualized and which category it fits into.

2.2.2.2. After your discussion, think about which image from After your discussion, think about which image from After your discussion, think about which image from After your discussion, think about which image from The Drum Calls Softly The Drum Calls Softly The Drum Calls Softly The Drum Calls Softly is the most vivis the most vivis the most vivis the most vivid in your mind and id in your mind and id in your mind and id in your mind and draw it. draw it. draw it. draw it. Create a short description forCreate a short description forCreate a short description forCreate a short description for the image to help the reathe image to help the reathe image to help the reathe image to help the reader connection with your vision.der connection with your vision.der connection with your vision.der connection with your vision.

The Drum Calls SoftlyThe Drum Calls SoftlyThe Drum Calls SoftlyThe Drum Calls Softly: Visualization: Visualization: Visualization: Visualization

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How TwoHow TwoHow TwoHow Two----Feather was Saved from LonelinessFeather was Saved from LonelinessFeather was Saved from LonelinessFeather was Saved from Loneliness

By C.J.TaylorBy C.J.TaylorBy C.J.TaylorBy C.J.Taylor

Before reading: Activating Prior KnowledgeBefore reading: Activating Prior KnowledgeBefore reading: Activating Prior KnowledgeBefore reading: Activating Prior Knowledge

1.1.1.1. Students will work together to identify the parts of a legend.Students will work together to identify the parts of a legend.Students will work together to identify the parts of a legend.Students will work together to identify the parts of a legend.

2.2.2.2. Once they are familiar with the parts of a legend, students will brainstorm a list of legends that Once they are familiar with the parts of a legend, students will brainstorm a list of legends that Once they are familiar with the parts of a legend, students will brainstorm a list of legends that Once they are familiar with the parts of a legend, students will brainstorm a list of legends that

they have heard before. For each legend, students will talk about what they liked best about they have heard before. For each legend, students will talk about what they liked best about they have heard before. For each legend, students will talk about what they liked best about they have heard before. For each legend, students will talk about what they liked best about

each legend. each legend. each legend. each legend.

During Reading: During Reading: During Reading: During Reading:

1.1.1.1. Students will read aloud the texStudents will read aloud the texStudents will read aloud the texStudents will read aloud the text paying attention to how the illustrations add to the meaning. If t paying attention to how the illustrations add to the meaning. If t paying attention to how the illustrations add to the meaning. If t paying attention to how the illustrations add to the meaning. If

necessary students will stop to clarify meaning. necessary students will stop to clarify meaning. necessary students will stop to clarify meaning. necessary students will stop to clarify meaning.

2.2.2.2. Students will make note, while reading,Students will make note, while reading,Students will make note, while reading,Students will make note, while reading, of the characteristics of a legend.of the characteristics of a legend.of the characteristics of a legend.of the characteristics of a legend.

After reading:After reading:After reading:After reading:

1.1.1.1. Students will identify the main, or most imporStudents will identify the main, or most imporStudents will identify the main, or most imporStudents will identify the main, or most important parts of this First Nation legend. Using facial tant parts of this First Nation legend. Using facial tant parts of this First Nation legend. Using facial tant parts of this First Nation legend. Using facial

expression and variation in voice, students will practice retelling the legend, using the book only expression and variation in voice, students will practice retelling the legend, using the book only expression and variation in voice, students will practice retelling the legend, using the book only expression and variation in voice, students will practice retelling the legend, using the book only

for its illustrations. for its illustrations. for its illustrations. for its illustrations.

2.2.2.2. First Nations passed down their stories and legends using a rich oral traditioFirst Nations passed down their stories and legends using a rich oral traditioFirst Nations passed down their stories and legends using a rich oral traditioFirst Nations passed down their stories and legends using a rich oral tradition. It is sometimes n. It is sometimes n. It is sometimes n. It is sometimes

difficult to remember an entire story, but with practice you can become a gifted story teller. difficult to remember an entire story, but with practice you can become a gifted story teller. difficult to remember an entire story, but with practice you can become a gifted story teller. difficult to remember an entire story, but with practice you can become a gifted story teller.

3.3.3.3. After retelling the legend to another classmate, who has not read this book, complete the After retelling the legend to another classmate, who has not read this book, complete the After retelling the legend to another classmate, who has not read this book, complete the After retelling the legend to another classmate, who has not read this book, complete the

Reader’Reader’Reader’Reader’s Response.s Response.s Response.s Response.

Reader’s Response for Reader’s Response for Reader’s Response for Reader’s Response for How TwoHow TwoHow TwoHow Two----feather was Saved from Lonelinessfeather was Saved from Lonelinessfeather was Saved from Lonelinessfeather was Saved from Loneliness

1.1.1.1. What makes an oral story teller successful?What makes an oral story teller successful?What makes an oral story teller successful?What makes an oral story teller successful?

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2.2.2.2. Were you successful? Explain what you feel you did well and what you might need to improve Were you successful? Explain what you feel you did well and what you might need to improve Were you successful? Explain what you feel you did well and what you might need to improve Were you successful? Explain what you feel you did well and what you might need to improve

upon.upon.upon.upon.

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3.3.3.3. Did telling the story in your own words help you understand the story better? Explain. Did telling the story in your own words help you understand the story better? Explain. Did telling the story in your own words help you understand the story better? Explain. Did telling the story in your own words help you understand the story better? Explain.

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Little Water and the Gift of the AnimalsLittle Water and the Gift of the AnimalsLittle Water and the Gift of the AnimalsLittle Water and the Gift of the Animals

By C.J.TaylorBy C.J.TaylorBy C.J.TaylorBy C.J.Taylor

Before reading: Before reading: Before reading: Before reading:

1.1.1.1. Students in the group will preview the text. Looking carefully at illustrations,Students in the group will preview the text. Looking carefully at illustrations,Students in the group will preview the text. Looking carefully at illustrations,Students in the group will preview the text. Looking carefully at illustrations, students will make predictions students will make predictions students will make predictions students will make predictions

about the type of book they will be reading. Students will also make predictions about the setting, the problem, about the type of book they will be reading. Students will also make predictions about the setting, the problem, about the type of book they will be reading. Students will also make predictions about the setting, the problem, about the type of book they will be reading. Students will also make predictions about the setting, the problem,

and the possible solution.and the possible solution.and the possible solution.and the possible solution.

2.2.2.2. Once a detailed discussion has been enjoyed, students will read the text aloud.Once a detailed discussion has been enjoyed, students will read the text aloud.Once a detailed discussion has been enjoyed, students will read the text aloud.Once a detailed discussion has been enjoyed, students will read the text aloud.

DurDurDurDuring reading:ing reading:ing reading:ing reading:

1.1.1.1. Students will make note of 5 Students will make note of 5 Students will make note of 5 Students will make note of 5 –––– 8 words that “jump”off the page. These could be words that they do or do not 8 words that “jump”off the page. These could be words that they do or do not 8 words that “jump”off the page. These could be words that they do or do not 8 words that “jump”off the page. These could be words that they do or do not

understand. Before continuing, students will jot down the reason for their word choice, and make an inference understand. Before continuing, students will jot down the reason for their word choice, and make an inference understand. Before continuing, students will jot down the reason for their word choice, and make an inference understand. Before continuing, students will jot down the reason for their word choice, and make an inference

about the meaning or imabout the meaning or imabout the meaning or imabout the meaning or importance of the word.portance of the word.portance of the word.portance of the word.

2.2.2.2. Students will also stop at the designated stops to clarify meaning. The reader will ask three clarifying Students will also stop at the designated stops to clarify meaning. The reader will ask three clarifying Students will also stop at the designated stops to clarify meaning. The reader will ask three clarifying Students will also stop at the designated stops to clarify meaning. The reader will ask three clarifying

questions from the bookmark to ensure all the listeners understand the story.questions from the bookmark to ensure all the listeners understand the story.questions from the bookmark to ensure all the listeners understand the story.questions from the bookmark to ensure all the listeners understand the story.

After reading:After reading:After reading:After reading:

1.1.1.1. Students will respond to the compreStudents will respond to the compreStudents will respond to the compreStudents will respond to the comprehension questions. hension questions. hension questions. hension questions.

2.2.2.2. Effective readers go back to the text to clarify meaning. Responses are supported with details, quotes and Effective readers go back to the text to clarify meaning. Responses are supported with details, quotes and Effective readers go back to the text to clarify meaning. Responses are supported with details, quotes and Effective readers go back to the text to clarify meaning. Responses are supported with details, quotes and

connections.connections.connections.connections.

Little Water and the Gift of the AnimalsLittle Water and the Gift of the AnimalsLittle Water and the Gift of the AnimalsLittle Water and the Gift of the Animals

By C.J.TaylorBy C.J.TaylorBy C.J.TaylorBy C.J.Taylor

Word Word Word Word Possible MeaningPossible MeaningPossible MeaningPossible Meaning Inference made using the words Inference made using the words Inference made using the words Inference made using the words

and illustrations surroundingand illustrations surroundingand illustrations surroundingand illustrations surrounding....

Reason for selectionReason for selectionReason for selectionReason for selection

Little Water and the Gift of the AnimalsLittle Water and the Gift of the AnimalsLittle Water and the Gift of the AnimalsLittle Water and the Gift of the Animals

By C.J.TaylorBy C.J.TaylorBy C.J.TaylorBy C.J.Taylor

1.1.1.1. Describe the relationship Little Water had with the animals in the woods.Describe the relationship Little Water had with the animals in the woods.Describe the relationship Little Water had with the animals in the woods.Describe the relationship Little Water had with the animals in the woods.

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2.2.2.2. How important is the medicine man to the village? How do you know?How important is the medicine man to the village? How do you know?How important is the medicine man to the village? How do you know?How important is the medicine man to the village? How do you know?

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3.3.3.3. Explain how the animals were able to help Little Water when he needed them the most.Explain how the animals were able to help Little Water when he needed them the most.Explain how the animals were able to help Little Water when he needed them the most.Explain how the animals were able to help Little Water when he needed them the most.

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4.4.4.4. Why did Little Water`s people sing and dance Why did Little Water`s people sing and dance Why did Little Water`s people sing and dance Why did Little Water`s people sing and dance when they heard the animals secretswhen they heard the animals secretswhen they heard the animals secretswhen they heard the animals secrets

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5.5.5.5. In your opinion, how would Little Water, Stone Owl and their people continue to show the In your opinion, how would Little Water, Stone Owl and their people continue to show the In your opinion, how would Little Water, Stone Owl and their people continue to show the In your opinion, how would Little Water, Stone Owl and their people continue to show the

animals how grateful they were for sharing their secretsanimals how grateful they were for sharing their secretsanimals how grateful they were for sharing their secretsanimals how grateful they were for sharing their secrets

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The Thirteen Moons on the Turtle`s BackThe Thirteen Moons on the Turtle`s BackThe Thirteen Moons on the Turtle`s BackThe Thirteen Moons on the Turtle`s Back

Before Reading:Before Reading:Before Reading:Before Reading:

1.1.1.1. Students will complete a KWL chart Students will complete a KWL chart Students will complete a KWL chart Students will complete a KWL chart on the subject of turtles.on the subject of turtles.on the subject of turtles.on the subject of turtles.

2.2.2.2. Vocabulary development is critical to ensuring readers are able to understand the text that is put before Vocabulary development is critical to ensuring readers are able to understand the text that is put before Vocabulary development is critical to ensuring readers are able to understand the text that is put before Vocabulary development is critical to ensuring readers are able to understand the text that is put before

them. them. them. them.

3.3.3.3. Students will look over the list of key words and determine which words they are familiar with and which Students will look over the list of key words and determine which words they are familiar with and which Students will look over the list of key words and determine which words they are familiar with and which Students will look over the list of key words and determine which words they are familiar with and which

words they may need to look up.words they may need to look up.words they may need to look up.words they may need to look up.

DuriDuriDuriDuring reading:ng reading:ng reading:ng reading:

1.1.1.1. Students will describe and model different reading strategies, such as predicting, activating prior knowledge, Students will describe and model different reading strategies, such as predicting, activating prior knowledge, Students will describe and model different reading strategies, such as predicting, activating prior knowledge, Students will describe and model different reading strategies, such as predicting, activating prior knowledge,

inferring, monitoring, or adjusting reading rate. As students use a strategy to help them understand the inferring, monitoring, or adjusting reading rate. As students use a strategy to help them understand the inferring, monitoring, or adjusting reading rate. As students use a strategy to help them understand the inferring, monitoring, or adjusting reading rate. As students use a strategy to help them understand the

information, they will oralinformation, they will oralinformation, they will oralinformation, they will orally share with the group. ly share with the group. ly share with the group. ly share with the group.

2.2.2.2. Each student will ask one question during the reading of the text to help the group understand what is being Each student will ask one question during the reading of the text to help the group understand what is being Each student will ask one question during the reading of the text to help the group understand what is being Each student will ask one question during the reading of the text to help the group understand what is being

read.read.read.read.

After reading:After reading:After reading:After reading:

1.1.1.1. Students will complete the graphic organizer to summarize information about the importance of the Students will complete the graphic organizer to summarize information about the importance of the Students will complete the graphic organizer to summarize information about the importance of the Students will complete the graphic organizer to summarize information about the importance of the turtle turtle turtle turtle

to First Nations.to First Nations.to First Nations.to First Nations.

The Thirteen Moons on the Turtle`s BackThe Thirteen Moons on the Turtle`s BackThe Thirteen Moons on the Turtle`s BackThe Thirteen Moons on the Turtle`s Back

What I What I What I What I KnowKnowKnowKnow about Turtlesabout Turtlesabout Turtlesabout Turtles What I What I What I What I WantWantWantWant to Learn I about to Learn I about to Learn I about to Learn I about

TurtlesTurtlesTurtlesTurtles

What I have What I have What I have What I have LearnedLearnedLearnedLearned about about about about

TurtlesTurtlesTurtlesTurtles

TTTThe Thirteen Moons on the Turtle`s Backhe Thirteen Moons on the Turtle`s Backhe Thirteen Moons on the Turtle`s Backhe Thirteen Moons on the Turtle`s Back

Vocabulary DevelopmentVocabulary DevelopmentVocabulary DevelopmentVocabulary Development

Key WordsKey WordsKey WordsKey Words Suspected MeaningSuspected MeaningSuspected MeaningSuspected Meaning Actual MeaningActual MeaningActual MeaningActual Meaning

LunarLunarLunarLunar

TraditionTraditionTraditionTradition

SegmentsSegmentsSegmentsSegments

HarshHarshHarshHarsh

CeremoniesCeremoniesCeremoniesCeremonies

ProsperousProsperousProsperousProsperous

SacredSacredSacredSacred

Cluster Chart Fill in the cluster chart below to organize the mai n ideas from The Thirteen Moons on the Turtle`s Bac k. The main idea goes in the center. In the circles b ranching out from the center, write details about t he main topic.