The Dancing Trees by Masiana Kelly. Illustrated by Michelle Simpson.
Learning goals
We are learning to….
- explain themes explored in First Nations, Métis, and Inuit cultures to show an understanding of the many identities and ways of knowing, being, and doing
- explain how texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations are influenced by moments in history, cultural experiences, and events, and how they relate to present day
- summarize the main idea of a text and the supporting details in sequence and develop a simple conclusion
- identify the topic, purpose, and audience for various texts we plan to create, and explain why we chose this form and how it communicates our message to our audience
- brainstorm and develop ideas about various topics using a variety of strategies, and drawing on various resources, including our own experiences
- draft texts of various forms and genres using a variety of media, tools, and strategies
Success criteria
I am able to…
- explore the text The Dancing Trees by Masiana Kelly, read about Masiana Kelly’s background, and share my thoughts on the author’s message
- summarize the main idea in the story The Dancing Trees using evidence from the text
- brainstorm and record which important information from the story to share with a peer or younger learner and create a public service announcement
Notice and wonder
Explore the following book cover The Dancing Trees by Masiana Kelly. What do you think the story will be about?
Think about where you could find clues:
- the title
- the cover illustration
Share your thoughts with a partner, if possible.
The Dancing Trees
The author of The Dancing Trees is Masiana Kelly. Let’s learn a bit more about Masiana.
Masiana Kelly is an Inuk/Dene author from Kugluktuk, Nunavut, and Fort Simpson, Northwest Territories. She lives in Kugluktuk with her family.
Her heritage, the teachings of Elders, and the beauty of the landscape of where she lives come together as she tells a story that shows the importance of taking care of the land around us and treating it with respect.
Many people and cultures throughout the world have honoured and valued their relationship with the land and passed along wisdoms and learnings through their generations.
In the book The Dancing Trees, author Masiana Kelly used teachings from her Inuit and Dene heritage as the lessons that guided her main character, Thomas.
There are many unique cultures, languages, and histories among First Nations, Inuit, and Métis Peoples, however what the many communities share is the understanding that we all depend on the land and water to live safely and well.
With these skills and knowledge of how to live on, and learn from the land, Indigenous communities have been able to survive and thrive on their lands for as long as can be remembered.
Indigenous communities have long worked to protect and conserve the resources on land, air, and water. In doing so, many different communities act in ways that aim to be in balance with nature, taking only what is needed, and helping limit pollution and encourage the longevity of living things.
During reading
As you read, consider the author’s message in the story. What might the author be communicating to the audience through the characters in the story?
Additionally, record any new or unfamiliar vocabulary. You will be choosing several new vocabulary words to learn more them!
The author’s message is the big idea that the author or creator of a text is trying to communicate with us, the audience. It is what they want their audience to know, feel, or do. Sometimes this is also called the author’s purpose.
The Dancing Trees
Published by Inhabit Media Inc. www.inhabitmedia.com Inhabit Media Inc. (Iqaluit) P.O. Box 11125, Iqaluit, Nunavut, X0A 1H0 (Toronto) 191 Eglinton Avenue East, Suite 301, Toronto, Ontario, M4P 1K1
Design and layout copyright © 2021 Inhabit Media Inc.
Text copyright © 2021 Masiana Kelly
Illustrations by Michelle Simpson © Inhabit Media Inc.
Editors: Neil Christopher and Kelly Ward
Art Directors: Danny Christopher
All rights reserved. The use of any part of this publication reproduced, transmitted in any forms or by any means, electronic, mechanical, photocopying, recording, or otherwise, or stored in a retrievable system, without written consent of the publisher, is an infringement of copyright law.
This project was made possible in part by the Government of Canada
We acknowledge the support of the Canada Council for the Arts for our publishing program.
Canada. Canada Council for the Arts. Conseil des Arts du Canada. Printed in Canada
The Dancing Trees by Masiana Kelly, illustrated by Michelle Simpson. Inhabit Media Inc.
Thomas was sitting on a log by the back road, close to the forest, where a bunch of his friends were hanging out. They were sharing stories, telling jokes, eating junk foood, and showing off different tricks with their bikes on the dirt hills and the makeshift ramps they had made out of old plywood.
"Tom. pick up your garbage." said Avery, looking of her older brother with disgust as he threw a chocolate bar wrapper on the ground "Why? Someone else will pick it up anyway." said Thomas as he rolled his eyes at his sister. "Grandma always says to be kind to the earth and show respect by picking up after yourself," Avery replied. "Yeah. well, go tell Grandma then." said Thomas. and continued with a story he was telling.
Thomas liked to tell stories. He would tell stories about how he caught the most fish using a fishing net he had made with no help from anyone. The net was so big and so full, it took his family a month to dry all the fish.
He once told a story about how he shot his first moose when he was ten, and how he was able to skin it all by himself. He was able to feed his whole family (and he had a big family) with enough moose left over to fill a freezer with dry meat. Thomas said it took his family four years to eat all the dry meat from that one moose.
He was beginning to tell a story about how skilled he was on the land, how he could walk into the woods at any time with only a backpack and survive. Finally. Sean, one of his buddies, got tired of hearing his stories. "Prove it, then!" he said
"What? What do you mean, 'prove it'?" said Thomas, surprised.
"Go into the forest alone for a night with only a backpack and come home without any help," replied Sean.
Thomas was caught off guard. No one had ever asked him to prove himself before. He couldn't believe what Sean had just said, but he couldn't back down.
In reality, Thomas had never slept in the woods by himself. The only time he went in the woods was during day comp for his cultural language class. He had watched his teacher make a lean-to tent and some other stuff that he hadn't paid attention to. He had listened to some stories, but he couldn't remember everything his teacher had said or explained—he was usually talking to someone at the same time.
Finally, he said, "Fine. I'll go then, and I'll see you when I get out." His sister's mouth dropped open in shock as his friends exchanged looks of disbelief.
The next day. Thomas prepared for his trip into the forest. He pocked his backpack with everything he thought he would need for a night in the woods: granola and chocolate bars, his sleeping bog, an extra set of clothes, his Swiss Army knife, a pack of beef jerky, some string, and his cell phone. He went to the back road and followed it into the forest.
Leaving town behind, Thomas walked into the trees. Every twenty steps, he tied a piece of string on the tree branch closest to his head so he could easily find his way back, breaking pieces of bark off the trees along the way in boredom. As he walked along, he got hungry, so he began to eat his granola bars, throwing the wrappers on the ground as he continued on his journey.
Thomas ventured deeper into the forest, leaving the comfort of the town's familiar lights and sounds behind and heading into the soft rustle of leaves swaying. After travelling for an hour and exploring an area of the forest, he set up camp for the night. He created a lean-to with spruce boughs he found on the ground and branches he snapped off from the trees around him.
The lean-to was just big enough that he could sit up or lie down in his sleeping bag, with his backpack behind him to block the wind. It had a few gaping holes, but it still looked good to him.
Feeling proud of himself and laughing at what an amazing story this would make, he lay down thinking of his friends and how he couldn't wait to see their faces when he got back. As he fell asleep, Thomas heard the trees around him creaking-almost as if they were whispering a warning…
The trees had heard Thomas boasting through his stories. They had watched him litter and damage trees by snapping off their branches. They had seen him rip bark from the spruce trees around him in boredom. And so, while he slept, the trees began to move. They slowly pulled
their roots out of the ground and danced around in circles, changing their location, and with it, the path that Thomas had left behind.
It was a clear fall day when Thomas left, but when he woke the next morning, it had begun to rain. He was wearing his hoodie and
windbreaker, but hadn't packed an umbrella for wet weather or a tarp for his makeshift tent. He sat under his soaked lean-to, eating the rest of his snacks and listening to music on his cell phone while he waited for the rain to stop.
After a few hours, Thomas got tired of waiting, so he packed up and began trying to find his way home. He found one of the strings he had tied to a branch, but he couldn’t find the next one. His eyes darted back and forth, searching for his strings, but he couldn’t find any where he thought he had left them hanging. He hoped the rain was making them stick to the trees.
As he continued to look, it became harder and harder to see with the rain in his eyes. Thomas began to feel afraid. His breath was coming faster and heavier as he frantically tried to find his way home. He began to feel like someone was watching him. He looked around for a friend trying to prank him, but soon realized that he was alone, and he was lost.
He had tried following the path, but he couldn't find his way out of the forest. He had tried to use the GPS on his cell phone, but his battery had died. As the sky became darker and the air became cooler, a feeling of dread - and hunger - sat in his stomach.
Finally,
feeling angry, frustrated, and scared, he found his way back to his camp. He pulled out his soggy sleeping bag and got ready for another night out. Feeling hungry and foolish, he wished he had thought to bring his snare wire so he could set snares like an Elder at camp had
made. He didn't bring any matches or a lighter, so he couldn't make a fire for warmth or to cook anything. Hearing weird crackles in the bush, he hugged himself as he looked into the darkness with weary eyes.
Sitting in his lean-to, Thomas said to himself shakily, "Don't panic. You've got this." With a hungry energy, he got up and walked around his makeshift camp for what felt like hours, looking for some kind of food,
Finally, he found a patch of cranberries and some highbush berries and ate them for his supper. Remembering his grandmother's words, Thomas was careful not to waste any berries and only took as much as he needed. It felt amazing to fill his empty stomach. He also found a bit of spruce gum to chew on and, feeling grateful, said his thanks to the forest for providing for him.
His grandmother and cultural teachers always talked about how the land could provide for us. If we treat the land with respect and only take what we need, they said, the land will always be there. In this moment, he was truly thankful for what the land around him had provided.
As he chewed his spruce gum and sat down, he finally realized what a mess he had made as he saw all the wrappers, bits of tree bark, and broken branches that he had left on the ground. Thomas felt guilty, remembering what his grandmother had taught him.
Ugh, I made such a mess. Grandma would be so disappointed in me. I can do better than this, Thomas thought to himself. He picked up his garbage, put the wrappers in his bag, and piled the bark and branches together.
Thomas climbed into his sleeping bag. Feeling worried, tired, and still a little hungry, he fell into a restless sleep, dreaming of his grandmother reminding him to be careful and respectful out on the land.
All the while, the trees had seen what he had done. They had heard his message of thanks and watched him clean up. So, while Thomas slept, the trees once again picked up their roots, dancing and swaying to a beat of their own making, and stretched back into the ground where they had been before. The trees finished creaking, their branches swooshing as they settled into place, finishing their dance in the dark.
The next day, when Thomas woke up, he packed all his belongings. This time, he cleaned up his makeshift camp. As he walked, he watched where he was stepping to avoid further damage to the forest around him, looking for his strings as he tried to find his way home again.
To his amazement, he was able to find one of the strings immediately. As he walked, he found another string, then spotted the next. He followed his path with wonder and gratitude, taking the bits of string down. He started walking faster, eager to see town, until it seemed as though the branches parted just for him, and Thomas finally saw the familiar back road.
After his time in the forest, Thomas always treated the land with respect. He picked up after himself, only used what he needed, ate just enough for himself, and remembered to say thanks for what he was given.
To this day, Thomas still likes to tell stories. But now, so that others can learn from his mistakes, he shares the story of the dancing trees.
Masiana Kelly is an Inuk/Dene from Kugluktuk, Nunavut, and Fort Simpson, Northwest Territories. She carries with her the lessons her grandparents taught her. She lives in Kugluktuk with her husband, two boys, and two dogs. They enjoy spending quality time together and with their extended family.
Michelle Simpson is an illustrator and designer based out of Niagara Falls, Ontario. Michelle graduated with a BAA in illustration from Sheridan College and now works as a full-time freelance illustrator, focusing mainly on children’s book illustration. She has also worked as a concept artist for kids cartoons such as Ollie: The Boy Who Became What He Ate and Tee and Mo. You can find her work at michellescribbles.com or shop at michiscribbles.etsy.com.
After reading
Let’s explore some of the new vocabulary words you recorded as you read The Dancing Trees. For any new or unfamiliar vocabulary, you may use a dictionary and/or thesaurus to help you. You can record your learning in the following graphic organizer or using a method of your choice.
Press the Tip button to explore how a dictionary and/or a thesaurus can be useful.
How to use a dictionary
For example, check out the following definition you might find in a dictionary.
Hobby: something you like to do in your free time just for fun. This can be any activity you enjoy doing like drawing, playing sports or reading.
For example: “My favourite hobby is painting because I enjoy it!”
How to use a thesaurus
A thesaurus is a great resource to help you to find new and interesting words to use in your writing. Like a dictionary, it is organized in alphabetical order.
Look for:
Guide words: You will find the guide words at the top of the page. The guide words tell you the first and last words on each page.
Antonyms: Antonyms have the opposite meaning from the word.
Synonyms: Words that have the same or similar meaning to the word.
Next, you will choose at least three new or unfamiliar words and record the following information about each word. You can use the following Frayer Model Organizer or record using another method of your choice.
- create a definition
- use the new word in a sentence
- record any synonyms (words that mean the same)
- record any antonyms (words that mean the opposite)
A Frayer graphic organizer made up of four boxes and a blank circle in the middle. Each box has its own title. The following is an example of how to use this model.
The circle has the word “fragile” in it.
The first box is titled: Definition in your own words. In this box it says “Easily damaged or broken”.
The second box is titled: Use it in a sentence. In this box it says, “We need to be careful with the glass bowl because it is very fragile”.
The third box is titled: Synonyms (words that mean the same). In this box it says “delicate, breakable, brittle, and flimsy.
The fourth box is titled: Antonyms (words that mean the opposite). In this box it says “strong, tough, solid, and sturdy.
Reflecting on the story
What are some of the ways that Thomas showed disrespect to the Earth?
Press the Possible Answer button to consider one answer.
Possible answer:
Thomas ripped the bark off spruce trees for fun, he littered, and he snapped off more branches than he needed.
Whose values and teachings did Thomas remember that helped change his experience in the woods?
Press the Possible Answer button to explore one answer.
Possible answer:
Thomas remembered the teachings of his grandmother and cultural leaders. They taught him to treat the land with respect, which meant using only what he needed and doing his best not to disrupt the plants and animals.
What actions did Thomas take that were respectful towards the land?
Press the Possible Answer button to check out an answer.
Possible answer:
- He tried not to waste any berries and only took what he needed.
- He cleaned up the mess he’d made by putting his garbage in his bag and piling the broken branches and bark.
- He thanked the land for all that it provided him (such as the spruce gum).
Author’s message
Let’s return to the author’s message. Now that you have read and reflected on the story, do your best to identify what you think Masiana Kelly shares in her story The Dancing Trees.
You might use the following sentence prompts to get you started.
In the book The Dancing Trees, I think the author is saying that…
I think the author wants the audience to know that…
Press the Possible Answer button to check out an answer.
Possible answer:
In the book The Dancing Trees, I think the author is saying that we need to be respectful to the land, because the trees, plants, animals and future humans are all affected by our actions.
Pause and Reflect
Pause and reflect
Explore the following reflection questions and brainstorm your answers.
How can you apply the author’s message to your own life?
Is there a lesson that you have learned and can share with others?
If you were going to share this lesson with someone younger than you, what would you say?
You may use the following fillable and printable Brainstorming Organizer in your notebook or using the following document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts.
Public service announcement (PSA)
A public service announcement (PSA) can be shared as a video, poster, pamphlet or brochure or an audio clip. The purpose of a PSA is to raise awareness and help educate others.
In the story, Thomas realized that he had not treated the forest with respect. He remembered what his grandmother and cultural teachers taught him.
“If we treat the land with respect and only take what we need, they said, the land will always be there.”
– The Dancing Trees
Using your Brainstorming Organizer from the Action section, create your own public service announcement on the importance of respecting the land.
Your audience will be learners who are your age or younger.
You may create your public service announcement in one of the following formats, or in a method of your choice:
- a short video
- a poster
- a pamphlet or brochure
- an audio clip
Use the checklist to make sure you have answered the following questions in your PSA.
Public Service Announcement checklist
Reflection
As you read the following descriptions, select the one that best describes your current understanding of the learning in this activity. Press the corresponding button once you have made your choice.
I feel...
Now, expand on your ideas by recording your thoughts using a voice recorder, speech-to-text, or writing tool.
When you review your notes on this learning activity later, reflect on whether you would select a different description based on your further review of the material in this learning activity.