So, I took charge—as much as it is possible in a partnership—and formulated the basis of the lesson: a video on First Nations’ reverence for Coyote. Reverence may not be the most correct word to use here, as the relationship between the stories of Coyote and First Nations is far more complicated than a video that is two and a half minutes long, but it is as close a word as I can think of right now.

Anyhow, the video was interesting for me, but for the students it may have been a bit much to begin with without something before hand to account for it. My practicum partner has suggested since then presenting the questions beforehand, and I agree with this. Then the students could have mused over the questions as they watched the video, and been ready to answer them afterwards.

Something I was happy with was how this lesson pertained with our sponsor teacher’s lesson for that day: education. Stories are methods of teaching, and this was something I was hoping to get across to the students; stories teach.

A challenge that occurs between the sponsor teacher’s class, and our student-teachers’ lesson is the transition takes a chunk out of our allotted time: upwards of ten minutes. A fifty minute lesson becomes forty minutes by this. Going forward, time becomes something to be managed. Whether it’s more or less time for lessons needs to be accounted for in lesson plans.

I was very enthusiastic to teach this lesson. I have more and more ideas moving forward for further content.