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3. Read the story aloud. Make sure the class is positioned to see the pictures, as the
images support the text and can be part of students’ evidence.
4. Other questions that can be discussed during or after reading to deepen students’
comprehension of the text: What do we know about Shi-shi-etko’s story from the text?
Why do you think her family wants to make sure that she remembers her connection to
the land and teachings? Do you think Shi-shi-etko wanted to go?
5. When finished, have students judge how accurate their predictions about Shi-shi-etko
were (e.g., discuss with a partner: Which of your predictions matched evidence in the
text? Which did not?)
6. Assess quickly students’ understanding of First Nation values and who might need to
have more experience. For example, ask students to show with a private thumbs-up or
thumbs-side or thumbs-down to indicate how closely their predictions about
Shi-shi-etko matched the evidence in the text. (The teacher can have other suggested
reading or resources* available for students to visit or revisit.)
7. As a whole class, consolidate this understanding by asking what ideas definitely
belong in this sentence: What’s important to Shi-shi-etko are: _____________ and creating
a list on the SmartBoard.
8. Invite students to now think in “cause and consequence” mode. First, give students
individual think time to generate ideas for the question: What might be the impacts on
Shi-shi-etko of taking from her home for a year? Record the question and their initial
ideas in their Thinking Journals.
9. Then have students share their ideas within a small group on a placemat and compile
ideas onto a group Cause and Consequence organizer.
10. As a whole group, share ideas group by group, encouraging students to link the
impact to the family’s values. Display the class’ list as a reference as needed. Probe
students as needed to encourage deeper thinking. e.g., Student: “I think Shi-shi-etko will
be lonely.” Teacher: “What activity might she miss doing with her family? Why?” OR
Student: “I think Shi-shi-etko will have trouble sleeping because in a school she won’t be
out in the country like she’s used to.” Teacher: “Why would that matter to
Shi-shi-etko?”
11. Encourage active participation by giving students a clear purpose for listening:
“As you listen to each group, give a thumbs up if you had a similar prediction.” You may
want to also ask, “As you listen to each group, decide whether you agree or disagree
with this suggestion.” If students disagree, have students defend their position by using
evidence.
12. Record the compiled list of students’ predicted impacts on Shi-shi-etko in the
SmartBoard lesson for later reference.
AFTER (CONSOLIDATING LEARNING):
13.Ask students to revisit their initial list in their Thinking Journal of possible impacts and
revise it based on the whole group’s ideas. (Grade 6 student sample:)
14.See Exit Card, "Shi-Shi-Etko: A Girl Sent to School" for reflection questions.
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