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LESSON TITLE: Short Stories Continued: Snuneymuxw Short Story

RATIONALE: This lesson is a continuation of our unit on short stories. In this lesson
students will continue to explore the conventions and elements of a short story, as well as delve
deeper into themes of Indigenous identity in Canada, more specifically that of the Snuneymuxw
people of Vancouver Island. Through research of these people students will help each other
build a fuller understanding of the experience of the Snuneymuxw people as a result of
colonialism, and use this understanding to decipher some of the key themes and motives within
Antonio Graydon’s short story Ki’et’sa’kun.

Big Idea
-Text and texts are generic terms referring to all forms of oral, written, visual, and digital
communication: written texts include novels, articles and short stories (English Language Arts
- Disparities in power alter the balance of relationships between individuals and between
societies (Social Studies 9)
-The role of social entrepreneurship in First Nations communities (Applied Design, Skills and
Technology 9)
- The continuing effects of imperialism and colonialism on indigenous peoples in Canada and
around the world. Elaboration: interactions between Europeans and First Peoples (Social
Studies 9)
Curricular Competency
-Understanding the values and beliefs of other cultures and the diverse motivations and needs
of different people (Applied Design, Skills and Technology 9)
-Including experiences; traditional cultural knowledge and approaches, including those of First
Peoples; places, including the land and its natural resources and analogous settings; and
people, including users, experts, and thought leaders (Applied Design, Skills and Technology
- Recognize and appreciate the role of story, narrative, and oral tradition in expressing First
Peoples perspectives, values, beliefs, and points of view (English Language Arts 9)

-Students will consider the history of the Snuneymuxw people in the Nanaimo area, as well as
their displacement through the process of imperialism/colonialism.
-Students will continue to explore the conventions of short stories as learned previously in the
unit, through a reading of Ki’et’sa’kun. They will explore things like the rising action, climax
-Students have an understanding of the conventions of a short story based on a previous lesson
in the unit outlining these things.
-Students have begun to consider the disparity and historical hardships experienced by
Indigenous peoples in Canada based on their reading of Thomas King’s Boarders from the
second lesson in this unit.
-Students have learned how to do effective research based on similar activities this semester:
they know how to decipher the difference between primary and secondary sources, as well as
place value on reliable sources vs unreliable sources.


-Copies of Antonio Graydon’s short story Ki’et’sa’kun http://www.our-
story.ca/winners/writing/52:ki-et-sa-kun (1 copy per student)
-Chromebooks (1per person, if not possible 1 per pair)
-PowerPoint slides, projector and projector screen (slides on Snuneymuxw history, slides on
short story conventions from previous class if needed)


-The texts, PowerPoint slides and the creative quick write prompt will be available on google
classroom for students who may prefer to access the texts online, or beforehand.
-Students may type their creative quick write response on a chrome book if they request one
ahead of time, and may submit it via google classroom.


-Students are able to identify aspects of Snuneymuxw culture/identity in relation to the world
around them through their research of the Snuneymuxw people in Nanaimo, as well as their
reading of the short story.
-Students will show they are beginning to understand the conventions/elements of a short story
through their ability to place the story on a short story timeline with the class.

-Silent Reading
(in the last few minutes while students
are silent reading, put the quick write -Students -Have a selection of 15min
prompt up on the board- either on a silent read books/newspapers/maga
slide or on the whiteboard). the book that zines for students who
-Creative Quick Write: have students they will be “forget” their book- try to
take out a piece of paper and pen, and using for keep students from
write as much as they can in response their leaving to go to their
to the quick write prompt “I was upcoming locker.
kayaking around Newcastle Island one book talk.
day when I notices”. The hope is to get
students thinking about story
telling/creative writing (and getting ready
to write a dialogue/short story for their
write as
summative borders presentation). Give
much as they
the students a 5min time frame: once
can in
the 5 minutes are up, ask 3 students to
response to
volunteer to share their quick write.
the quick
Students will submit their quick write but
write prompt. 10min
SHARED WITHOUT PERMISSION. -It may be a good idea to
write your own response
BODY as a teacher, just so you
-History of Snuneymuxw First Nation have something to talk
(PowerPoint slides)- give a very brief about in regards to the
history of the Snuneymuxw people, quick write incase no one 5min
specifically in the Nanaimo area volunteers to share.
-Show Videos:
https://www.youtube.com/watch?v=aSye -Students
-f7Jeqw may
https://www.youtube.com/watch?v=sxHt volunteer to 25min
HT4vP-c share what
-Pre-Reading Activity- 1 Snuneymuxw they wrote
Research: Have students get into small with the
groups (3-5 people) and get one person class.
from each group to get a chromebook.
Once each group has a chromebook,
assign research topics: 1.)Snuneymuxw -Students
relationship with natural resources in the watch
past 2.)Snuneymuxw relationship with videos,
natural resources currently discuss what
3.)Snuneymuxw battle for territory in the they know
past 4.)Snuneymuxw battle for territory about the
currently Snuneymux
Give students 15 minutes to research w First
the Snuneymuxw people based on their Nation in
topic, and come up with some their area. 5min
facts/events to share with the class.
They may pull up any maps, videos they
may like to show the class on the
projector. -This story is relatively
Reading Activity: Ki’et’sa’kun short, so you don’t need
-Introduce author (PowerPoint Slide) to give too much time to
-Hand out copies of the story (1 per read it. Make sure
student) and have students read the students know that they
story once silently. Ask them to think should try to get through
about the research they did in the last it, but you will be reading
activity, as well as what they learned it as a group so they do
from other groups, and have them jot not need to rush to finish
down any links they notice between the it. Reading with purpose
story and what they have learned about (ie making the
the Snuneymuxw people. connections to the
-Have class come together to read the research activity) is more
story as a whole: have students important than speed.
volunteer to read different parts of the
story aloud (narrator, chief, Ki’et’sa’kun, -Students 10min
etc.) read the
Story Discussion: Have students discuss story, and jot
the story through a number of lenses down any
(the structure/conventions of the story notes/questio
based on what they have learned about ns they may
short stories so far, the research they have about
have done on the Snuneymuxw etc.). As -Be prepared to have to
the story remind students of these
a group, have students identify the
exposition, the rising action, the climax, elements, maybe
the falling action and the denouement of referencing how they 5min
the story (or if these components are were outlined in the text
lacking) have a timeline on the from the last class
whiteboard and fill it out with their (Borders) You may have
answers. -Students to pull up the defining
CLOSURE read the slides from last class to
For tomorrow’s class: Ask students to story aloud, refresh their memory.
bring in their own short story that they keeping in
have read on their own time, along with mind the
a timeline outlining the conventions of a themes from
short story and when they occur in their their
story. Make sure students know they will research, -Have a selection of short
be discussing their story briefly with a and stories prepared for the
small group (similar to the way they continuing to next class in case some
discuss their book talks- brief plot jot down students forget/don’t
review, short story timeline) notes. bring one. Have them
-Have students return their chrome -Students available for silent
books before they leave. discuss the reading tomorrow, so
story and students have time to
how it relates read them and make
to the timeline notes.
they have
done and
what they
have learned .
about the
w people.
- Students
pick out the
elements of
the story in
relation to
the elements
of short
stories, and
help the
teacher fill
out the
timeline on
the board.

-If there is
students may
begin to
research a
short story
they may like
to use, and
begin to read
it/create their
short story