Grade 1 Lesson: Storywork with Syilx captikʷł: tˊiɁtˊiɁmúł ttwit (Lazy Boy)
This story adapts the captikʷł of Lazy Boy, focusing on a boy’s journey of self-care, wellness, and community service. The Syilx people have shared their history through captikʷł (oral histories) for thousands of years.
Please review full curriculum in the PDF at the bottom of the page to gain full understanding of the lesson and activity.
Grades: 1
Subjects: English Language Arts
Syilx Cultural Considerations
captikʷł are a collection of teachings about Syilx Okanagan laws, beliefs, values, and principles that holistically reflect their rights and responsibilities to the land, as well as their culture. These stories provide insight and instructions on how to live in harmony with the land and others. captikʷł serve as a reminder of the natural laws and protocols that need to be respected, so that future generations can live in balance with each other, their communities, their families, and with the tmixʷ (all living things). These stories are embedded within Syilx language and culture; therefore, processes of cultural renewal and revitalization are sparked each time they are shared.
Note: The story tˊiɁtˊiɁmúł ttwit (Lazy Boy) has been translated by sʕamtíc̓aʔ (Sarah Peterson), an Okanagan Nation Elder from the Lower Similkameen Indian Band. This story is an adaptation of the captikʷł of Lazy Boy – a story about a boy who learns about self-care, wellness, and giving back to the community. For thousands of years, Syilx people have been passing down their history through oral narratives, from one generation to the next. This story has been translated and published with the intent of keeping Syilx language, culture, and values alive for the future generations.
Part One: Interactive Read aloud – tˊiɁtˊiɁmúł ttwit (Lazy Boy)
Engagement
- Mention to the students that we are all a part of stories, because we all have our own stories. In order to actively listen and engage with captikʷł with our whole bodies, we need to activate them by becoming a part of the story.
- Have students stand up! Read the title of the book and show them the cover. Ask the students to show you what a Grizzly Bear looks like (express through their body language – fingers sprawled, arms bent upwards, hunched back, crawling etc.) Then, ask the students to show you what a Grizzly bear sounds like.
- You can take this movement and engagement activity further by referring to the Grizzly Bear on the books cover. Ask the students, how do you think this Grizzly Bear feels? Then ask the students to demonstrate their different responses (i.e., show me what an angry Grizzly Bear looks like, or what a lazy Grizzly Bear looks like).
Transition into Storytime
- Have the students sit back down to prepare for story time. Now that they engaged their senses, emotional awareness, and moved their bodies, it is now time to be respectful listeners.
- Before you start reading, tell the students that there are hidden messages (deeper meaning) hidden in the story – so they must listen carefully with their whole bodies (hearts, body language, and minds) to find them.
While Reading
Discussion Questions and Prompts:
- Everyone in the village has a special job, what are they?
- What does it mean to be lazy? What could this look like at school? At home?
- How do you think the boy’s family feels when he doesn’t help?
- How do the mother Grizzly Bear and cubs help the boy?
- Why are the Grizzly Bears and the boy considered family?
- What did the Grizzly Bears teach the boy?
- How does the boy help the Grizzly Bears in the end of the story?
Part Two: An opportunity to make connections and reflect on personal experiences through Sharing Circle
After Reading
- Once you have read the book and worked through the discussion questions as a class, revisit the concept of everyone in the village has a special job.
- Pose the questions “do we have special jobs or responsibilities in our classroom?” and “do you have special jobs at home?”
- Extend students connection making and reflection on personal experience further by asking “do we have special jobs when we are in nature, when we take care of plants and animals, or when we play with our friends?”
Gather in Circle
- Gathering in a circle is a significant part of Syilx protocol when members of community get together to problem solve, when ideas are being shared, and in ceremony. A circle is symbolic of many things, but for the purpose of this lesson we gather in circle to highlight a sense of community, as well as the fact that all voices are to be heard.
- There are certain protocols for sharing circles, such as standing up straight, only talking when it is your turn, and to show respect by actively listening to the speaker. These are important skills to have; however, we acknowledge that in Grade 1, these skills are still a work in progress. It is important for your students to be aware of these protocols and to try their best to respect them.
- Going around the circle, have each student share a special job they have at home, at school, or in their community.
Closing the Circle
- Acknowledge each student’s contribution to the circle and offer positive
encouragement for all of the help they provide within their communities. - Connect back to the story by mentioning that just like everyone in the village had a special job, we all have special jobs too.
- To emphasize the value of your students’ personal experiences, courage to share, and special contributions, express to them that you are going to make a Community Wall to make their special jobs and contributions visible.
Part Three: Making the Connections and Learning Visible (Community Wall)
- After having students orally share their home and community contributions, have them write down (on the Grizzly Bear template provided) their special job. This can be something they do to help out at home, or a special role they hold in your school community.
- Make the students learning and contributions visible! Create a bulletin board in the hallway or in your classroom to display their writing. You could title this board “Our Community Wall” or “Our Community of Helpers.”
- While students look at this wall, they will be reminded of the special role they have in their community or at home, which contributes to a positive sense of identity development. This collective visual also supports a strong feeling of community, and provides an opportunity for students to learn more about each other (relationship building).
READ How Coyote Broke the Salmon Dam
(available for purchase at ONA Bookstore).