The Dancing Trees by Masiana Kelly. Illustrated by Michelle Simpson.
Learning goals
We are learning to…
- unpack the transferable skills of global citizenship and critical thinking
- generate ideas and organize content for writing
- make connections to texts
- understand perspectives in narrative texts
Success criteria
I am able to…
- identify ways that texts can help us be better global citizens and critical thinkers
- plan and organize my ideas for a story based on a personal event or experience
- list connections between the book The Dancing Trees and my own experiences, other texts I’ve read, and the world around me
- explain how changing perspectives in a text could impact the tone and message of the text
What does this remind me of…?
As global citizens, we try to make connections to the world around us.
As readers, we do something similar when we try to deepen our understanding of texts by connecting the ideas in them to the world around us.
Let’s practise!
Examine the cover of the book The Dancing Trees by Masiana Kelly.
Cover of "The Dancing Trees" written by Masiana Kelly and illustrated by Michelle Simpson. There is a hiker with a worried expression in a forest. Leaves blow in the wind, and tall trees with winding roots lean in toward the hiker.
What does this book cover remind you of in the real word?
Student Success
Connecting
In a notebook or using another method of your choice, complete this sentence stem:
- The cover makes me think about… (an event or issue in your community, nation, or world) because…
Making connections
In the Minds On section, you examined the cover of the book The Dancing Trees by Masiana Kelly, and then made some connections between the book and the world around you. This is an example of a text-to-world connection, one of three types of connections that we can make when reading texts.
Let’s explore the three main ways that we make connections to texts. Press the following tabs to learn more.
These are connections between the text and our own knowledge and real-life experiences. It involves asking questions like the following:
- What experience do I have already with this topic or type of text?
- Do I enjoy this form of text?
These are connections we make between different types of texts. It involves asking questions like the following:
- How does this text compare to other texts I know?
- What are the similarities and differences between these two text forms?
These are connections we make between texts and the world around us. It involves asking questions like the following:
- Where have I heard this message in the world around me before?
- What facts have we learned about this topic?
Let’s practise!
We are going to make connections to the book The Dancing Trees. Before we begin, let’s learn a little bit more about author Masiana Kelly.
About the author
Masiana Kelly is an Inuit and Dene author from Kugluktuk, Nunavut, and Fort Simpson, Northwest Territories. 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. This is an important part of being a steward of the Earth and is connected to environmental stewardship .
Pre-reading: Reading for meaning
Read the following story, The Dancing Trees by Masiana Kelly. As you read, notice how the main character's attitude toward and opinion of the environment change throughout the story. Think about what being a steward of the Earth might look like for someone your age.
View Transcript(Open transcript in a new window)Post-reading: Making connections
Let’s make some connections to the text.
Choose one question or sentence stem for each kind of connection. Respond in a notebook or using another method of your choice.
Press the following tabs to learn more.
Respond to one of the following questions/sentence stems:
- How does the book remind me of myself, of people I know, or of something that happened in my life?
- Could I create a Venn diagram that compares the setting of this story with the area where I live?
- How have I changed after reading this book?
- I can understand how (Blank) felt because…
- I am like/different from the character because…
- If I were (Blank) , I would…
Respond to one of the following questions/sentence stems:
- How does the book remind me of other books, especially the characters, events, or setting?
- This part about (Blank) reminds me of a song/episode/book called…
- This character is similar to the character of…
- The setting of this book is similar to…
- I read about (Blank) in another book, which is similar to this book because…
Respond to one of the following questions/sentence stems:
- What does this remind me of in the world around me?
- How is this text like events that are happening, or have happened, in the world?
- How is this text different from events that are happening, or have happened, in the world?
- How did my knowledge of an issue or event in the world around me help me understand this text better?
- This story makes me think about something I learned…
- The theme in this story relates to…
- This story relates to the real-life issue of…
Why make connections?
Making connections can enrich the reading experience. Student Gabby explains…
Making connections to texts helps us build our knowledge and understanding of a topic, the world around us, and the experiences and perspectives of other people. This is what global citizenship is all about!
What lessons about ourselves, the world, or the experiences and perspectives of other people can we learn from the book The Dancing Trees?
Building reading fluency by analyzing texts
Let’s re-examine the first page of the book.
Pages 2-3 of The Dancing Trees.
Reading out loud!
Read this page out loud. Change your intonationto communicate the difference between the text that belongs to the narration and the text that belongs to the different characters. How do the emotions of the characters change the way you say their lines?
Punctuating dialogue
The first page of the book contains dialogue between two characters. Let’s take a moment to think about how the dialogue appears in the text. Check out how teacher Wilfred explains "direct speech" and "dialogue tags."
Also known as “direct speech,” dialogue is punctuated in a very particular way. Quotation marks are placed around the words that are actually spoken. Words like he said, she said, and they said are called “dialogue tags” (or just “tags”).
Let’s examine some of the dialogue on the first page of The Dancing Trees.
Pay attention to the punctuation used within the quotation marks.
“Tom, pick up your garbage,” said Avery…
“Why? Someone else will pick it up anyway,” said Thomas…
“Yeah, well, go tell Grandma then,” said Thomas…
Did you notice the comma at the end of the words in quotation marks?
When quotation marks are used to show someone is speaking, we always add a comma before the dialogue tag. The comma reminds the reader to pause before stating who the speaker is. The comma always goes inside the quotation marks.
The sentence "'Tom, pick up your garbage,' said Avery," with the words spoken and tag indicated. Quotation marks are put around the spoken words "Tom, pick up your garbage," with a comma added before those closing quotation mark, followed by the tag "said Avery," which indicates who is speaking.
A note about capital letters
The first word in quotation marks starts with a capital letter. This applies whether the first word starts the sentence or not. Examine these sentences:
- “Pick up your garbage,” said Avery.
- Avery said, “Pick up your garbage.”
Your turn!
In the following multiple-choice question, you will look for the sentence that correctly punctuates direct speech.
Select the correct answer, then press Check Answer to see how you did.
Getting ready to write: Considering perspectives
The book The Dancing Trees is an example of a narrative text.
What is a narrative text? Answer the following multiple-choice question to check your understanding.
Select the correct answer, then press Check Answer to see how you did.
Narrative texts (texts that tell a story) can be told from different points of view or perspectives. Choosing which perspective to use is an important decision for the writer. The perspective impacts the message and tone of their writing.
Texts are often told from one of three perspectives:
- first person
- second person
- third person
In the same way that we can use context clues to figure out a word’s meaning, we can use context clues to determine a text’s perspective. Examine the following image to learn more about the three different perspectives used in narrative texts.
Neebin, Mehar, and Oliver saying pronouns that can be used as context clues to determine a text's perspective.
Neebin is saying: "I, me, my, our, we," which show that a text is written in the first-person perspective. In first-person narrative texts, a character is explaining the story, and we only understand that character's thoughts and feelings.
Mahar is saying: "You, your," which show that a text is written in the second-person perspective. In second-person narrative texts, the narrator is addressing the reader.
Oliver is saying: "He, him, she, her, they, them," which show that a text is written in the third-person perspective. In third-person narrative texts, the narrator is explaining the story, and we may encounter the thoughts and feelings of other characters. Neebin, Mehar, and Oliver saying pronouns that can be used as context clues to determine a text's perspective.
Neebin is saying: "I, me, my, our, we," which show that a text is written in the first-person perspective. In first-person narrative texts, a character is explaining the story, and we only understand that character's thoughts and feelings.
Mahar is saying: "You, your," which show that a text is written in the second-person perspective. In second-person narrative texts, the narrator is addressing the reader.
Oliver is saying: "He, him, she, her, they, them," which show that a text is written in the third-person perspective. In third-person narrative texts, the narrator is explaining the story, and we may encounter the thoughts and feelings of other characters.
Your turn!
For each point of view, select the corresponding example.
The Dancing Trees: Perspective
Consider the book The Dancing Trees. Is it written in the first-, second-, or third-person perspective? How do you know?
When you’re ready, press Answer to check your answer.
The Dancing Trees is written in the third person. We know this because it’s as if someone on the outside is looking in on Thomas’s story and retelling it to the reader. Third-person pronouns (he, him) are used to describe what Thomas is feeling and doing.
How might a different perspective change your experience of the story?
Reread page 12 and page 23 of The Dancing Trees.
Pages 12-13 of The Dancing Trees.
Pages 22-23 of The Dancing Trees.
Use one of these scenes to write a draft of a first-person narrative told from the perspective of the trees. (That means the trees will use pronouns such as “I,” “we,” and “us.”) Your draft should be one to two paragraphs long. When writing from the perspective of the trees, try and make connections to your personal experiences with nature and the environment and what you know about the topic in a general way.
Add some dialogue between the trees. Make sure to use quotation marks and commas correctly, just as you learned earlier in this learning activity!
Pause and Reflect
Reflecting on perspective
Answer the following questions in a notebook or using another method of your choice. If possible, share your thinking with a partner.
- Did experiencing the story from the perspective of the trees change the tone or feeling of the story for you?
- Did it impact the message of the story?
- How might the story change if the whole thing was written from Thomas’s first-person perspective?
Getting ready to write: Finding your story
Now that you’ve had some practice making connections to a text and using it as inspiration for writing, let’s brainstorm some ideas to write our own stories.
As a global citizen, use your critical thinking skills to identify a significant moment or event that has had a positive impact on your life. This should be something that has shaped the person you are or helped you learn a valuable lesson about yourself, others, or the world around you.
Brainstorm
Exploring a moment or event
Jot down some ideas in a notebook, or record them using another method of your choice.
Consider the following questions to help you brainstorm:
- Where did the moment or event take place?
- What happened?
- Who were you with?
- Why do you think it still impacts you today?
- How has it changed the way you view the world?
Now think about perspective. If you write a story about this event, what narrative perspective would you use?
Press the Review button to refresh your memory about the three narrative perspectives.
Neebin, Mehar, and Oliver saying pronouns that can be used as context clues to determine a text's perspective.
Neebin is saying: "I, me, my, our, we," which show that a text is written in the first-person perspective. In first-person narrative texts, a character is explaining the story, and we only understand that character's thoughts and feelings.
Mahar is saying: "You, your," which show that a text is written in the second-person perspective. In second-person narrative texts, the narrator is addressing the reader.
Oliver is saying: "He, him, she, her, they, them," which show that a text is written in the third-person perspective. In third-person narrative texts, the narrator is explaining the story, and we may encounter the thoughts and feelings of other characters. Neebin, Mehar, and Oliver saying pronouns that can be used as context clues to determine a text's perspective.
Neebin is saying: "I, me, my, our, we," which show that a text is written in the first-person perspective. In first-person narrative texts, a character is explaining the story, and we only understand that character's thoughts and feelings.
Mahar is saying: "You, your," which show that a text is written in the second-person perspective. In second-person narrative texts, the narrator is addressing the reader.
Oliver is saying: "He, him, she, her, they, them," which show that a text is written in the third-person perspective. In third-person narrative texts, the narrator is explaining the story, and we may encounter the thoughts and feelings of other characters.
What impact would the different perspectives have on your reader?
Putting it all together
Let’s review the different types of text connections. For each type, select the corresponding example.
Getting ready to write: Organizing and outlining a story
Now that you’ve brainstormed and jotted down some ideas, it’s time to organize them and outline a story. Using a tool like a graphic organizer is a great way to sort through your ideas and start bringing a story to life!
Complete the fillable and printable Narrative Story Planner 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.
Self-assessment: Story planner
Review your story planner. Does it include all of the necessary pieces?
Now think about the following questions:
- What were your successes in creating your story planner?
- What is something you might want to work on if you create a final draft?
Arthur saying: Take your planning one step further. What short dialogue could your story include? Remember to use quotation marks, proper capitalization, and punctuation when planning your dialogue!
Reflection
As you read through these descriptions, which sentence best describes how you are feeling about your understanding of this learning activity? Press the button that is beside this sentence.
I feel...
Now, record your ideas using a voice recorder, speech-to-text, or writing tool.
