Learn about and write “coming-to” stories.
In the spring, learners engaged in the second part of a unit on Indigenous world views (see Story of Practice #53). They dove into the art of storytelling by sharing everyone’s world views, based on the importance of storytelling in Indigenous cultures. They studied what makes a good story, looking at stories from First Nations (Dene, Anishinaabe, Ininewak, Anishininewak, Dakota), Métis, and Inuit communities, identifying terminology used throughout. They also looked at how these stories connected to the Circle of Courage (Belonging, Mastery, Independence, Generosity).
Learners then completed a book study of The Marrow Thieves to develop an understanding of what the book called “coming-to stories” and why they are important. Coming-to stories are narratives about how a person comes to be who they are. As part of the study of the novel, the learners asked a key question: “What was the impact that colonization had on Indigenous Peoples’ coming-to stories and how did they change as a result of this?”
Following the book study, learners were asked to create their own personal coming-to stories. They began by considering their own lives. They thought about significant events, the people who were most important to them, and experiences, traditions, and moments that were particularly meaningful to them. After their initial brainstorm, they determined which influences brought them to this time and place and their own coming-to stories, as well as how their own coming-to stories connected to the Circle of Courage.
Prior to drafting, they considered their audience when writing their stories. As a class, they determined the elements and techniques that might be important for their audience. They considered language choice, visuals, and delivery methods as part of this discussion.
The learners spent a few classes drafting their stories and then shared them with a friend for feedback using a criteria checklist. The teacher also informally provided feedback as the learners drafted. Once these stories were completed, they presented them to their peers in a way that worked for them. Some learners created formal presentations, others told their stories orally, and some read them to the class using pictures to support their story. During these presentations, they reflected on how sharing their stories made them feel about their classmates and themselves, as well as the impact that learning about Indigenous coming-to stories had on their understanding of the importance of traditions and world views.
Please note: This story of practice could also take place as a second part to Story of Practice #53 for a deeper understanding of world views.
Dimaline, Cherie. The Marrow Thieves. Dancing Cat Books, 2017.
