Jan 27 & 29th 2026 Welcome & Intro Lesson - Intro to English First Peoples 10 & First People's Principles of Learning. & Journal #1

1. Teacher Bio/Intro

2. Name Game & Activity

3. Seating Plan - Alphabetical - For Now.

4. Rules and Protocol - will review more via the syllabus and below. 

Class Protocols:

*NO Phones as per RSS policy

*Come prepared. Pencil/Pen/Paper & Jacket - especially for double blocks. 

*Please remain at your seat other than during possible group work situations. 

*Do not congregate at the door prior to dismissal - wait until your row is dismissed.

Review of Course Syllabus 

Intro To English First Peoples 10

The Word: Indigenous - CBC Knowledge

Board Notes re: Video Above - Vocab - Intro HERE

What does being Indigenous mean? - CBC -Profiles of 18 Indigenous leaders and change-makers.

Jan 30 2026 

FYI  - TBD - Library Tour - EFP 10 Personal Novel selection. 

Jan 29 2026 Class Info:

Review of Notes from last day HERE - definition Indigenous - Canadian Context

Focus: Introduction to the First Peoples Principles of Learning

Learning Intentions 

We are learning to:

• Understand the First Peoples Principles of Learning

• Connect these principles to how we learn, not just what we learn

• Reflect on our own identity, responsibilities, and relationships

• Recognize that story, land, and community are central to knowledge

Opening — Learning is relational & reflective

Land/Place Acknowledgement 

Acknowledge the territory we are on: the traditional, unceded territory of the Syilx, Sinixt, Ktunaxa and Secwepemc. 

“In this course, learning isn’t just about grades. It’s about relationships — with ourselves, each other, and the place we are on.”

Quick Write Prompt (individual, silent): To add to our Journals - Duo Tangs Provided. Journal 1

Think about a time you learned something important outside of school (from family, nature, experience, story, mistake, elder, community, etc.).

• What did you learn?

• Who or what helped you learn it?

• Why did it matter?

Discussion: 

• Learning is experiential

• Learning supports well-being

• Learning is relational

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Core Activity (30+ min) — Making the Principles Meaningful

Step 1: Small Group Principle Work

Divide class into small groups. Each group of 3 gets two principles (simplified version + original wording).

Each group answers on board - markers.

1. What does this mean in real life? (not “school words”)

2. What would this look like in an English class?

3. What would this not look like?

4. Why might this matter for communities, not just individuals?

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Example Teacher Guidance Per Principle

Principle	Help students think about…
Well-being of self, family, community, land	Learning that helps us live well, not just pass tests
Holistic, experiential, relational	Learning through doing, discussing, connecting
Consequences of actions	Words have impact; stories shape how people are seen
Generational roles	What do youth learn? What do adults/elders teach?
Role of Indigenous knowledge	Not all knowledge comes from textbooks
Memory, history, story	Story as history, identity, survival
Patience and time	Deep learning takes time, not instant answers
Identity exploration	Who am I? Where do I come from? Where am I going?
Some knowledge is sacred	Not everything is ours to share or analyze

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Sharing Circle (15–20 min) — Learning is relational & respectful

Groups present briefly.

Question for class:

“How would this change the way a colonial/traditional school class works?”

Record ideas - samples:

• Listening without interrupting

• Not forcing people to share personal stories

• Learning from land / place

• Taking time, not rushing

• Respecting cultural boundaries

TEAMS Assignment: Identity & Responsibility Reflection 

Personal Reflection - Teams Assignment.

Review - First Peoples Principles of Learning  Handout - 

Choose ONE principle that stands out to you.

• Why does this principle matter for you personally?

• What responsibility does it give you as a learner in this class?

• How might this principle affect how you treat others?

This addresses:

• Identity exploration

• Responsibility

• Consequences of actions

Teaching Sacred Knowledge 

“In this class, we will read and hear Indigenous stories and knowledge. Some stories are shared for learning. Some are not meant to be analyzed deeply, debated, or retold outside certain contexts. Respect means understanding that not all knowledge belongs to everyone.”

Video Wrap Up:

Many feel the call of nature. For Snowboard Olympian Spencer O'Brien, that call rings loudly through her Haida and Kwakwaka'wakw roots.

Spencer O'Brien, Elevated | Snowboarding in British Columbia's Coast Mountains

Discussion:

Identity & Connection to Land

1. Spencer says she feels a strong “call of nature.”
   What do you think she means by this — physically, emotionally, and culturally?

2. How is Spencer’s connection to the mountains more than just a sport? What clues show this is also about identity and belonging?

3. In many First Peoples worldviews, land is not just a place but a relationship.
   How do we see that idea reflected in Spencer’s story?