Learning Safely Together

Overview

This is lesson 1 of 5 in the Respectful Learning Journey unit. Students establish shared discussion protocols and build accurate, respectful understandings of identity, culture, perspective, assumptions, and the diversity of First Nations peoples in Alberta. The lesson supports later learning about texts, perspectives, rights, and civic participation.

Learning intentions

• I can explain why respectful protocols support learning about identity and culture.
• I can use “First Nations” as a general term while recognizing that First Nations peoples belong to many distinct Nations.
• I can explain that Nations may have different languages, histories, territories, and contemporary lives.
• I can participate in discussion without making assumptions or requiring personal disclosure.

Success criteria

• I can help create two or more respectful discussion agreements.
• I can use the terms First Nations, diversity, perspective, and assumption accurately.
• I can explain one way a protocol supports safe and responsible learning.
• I can share an observation, question, or respectful action using a sentence frame.

Curriculum links

• English Language Arts and Literature — Text Forms and Structures: examining how language, perspective, and text structures support understanding and connections.
• English Language Arts and Literature — Comprehension: making connections, distinguishing stated information from assumptions, and considering varied perspectives.
• English Language Arts and Literature — Writing: expressing ideas clearly for an audience and purpose, using planning and organizational structures.
• Social Studies — Citizenship: understanding rights, responsibilities, inclusion, and civic participation in a democratic society.

Lesson structure (60 minutes)

1. 0–8 min · Welcome and private check-in. Teacher opens the introduction slides with the learning intentions and explains that students may pass, respond privately, or choose a non-personal example; students complete a quiet check-in on what helps them feel safe to participate, using the respectful learning organizer or a private response option.

2. 8–20 min · Co-create discussion protocols. Teacher invites students to suggest and refine agreements: listen without interrupting, use specific names when known, speak from personal experience, avoid guessing, ask permission before personal questions, and allow people to pass; students contribute ideas, discuss why they matter, and help record at least two shared agreements on chart paper or the protocol discussion slides.

3. 20–32 min · Mini-lesson: identity and diversity. Teacher uses the identity and diversity slides to define identity, diversity, perspective, and assumption, then explains that “First Nations” is a general term for many distinct Nations and does not describe one single culture; students listen, ask questions, and identify why one person or group cannot speak for all First Nations. Emphasize that Nations may have different languages, histories, territories, and contemporary lives, and avoid inventing Nation-specific information.

4. 32–45 min · Guided resource exploration. Teacher presents an approved classroom-library or Government of Alberta overview and map resource, previewing any video before class, and models noticing without guessing; students complete the respectful learning organizer in response to “What helps learning feel respectful?” They record observations and questions rather than personal information or unsupported conclusions.

5. 45–55 min · Think-pair-share. Teacher displays the sentence frames in the discussion practice slides: “I notice…,” “I wonder…,” and “I can show respect by….” Students first write or draw independently, then share with a partner if comfortable, listening for accurate use of the key vocabulary and following the class protocols.

6. 55–60 min · Exit ticket and close. Teacher asks students to complete the question stems exit ticket or a plain exit slip with one protocol and one question, then previews that future lessons will build knowledge through respectful inquiry; students submit their response privately and may ask the teacher a question after class.

Resources

• the Respectful Learning Journey slide deck
• the respectful learning organizer
• Approved classroom-library overview and map resource
• Government of Alberta overview or map resource, as available
• Projector or interactive display
• Chart paper or digital board
• Identity and vocabulary cards
• the question stems exit ticket
• Dyslexia-friendly copies in Arial or Verdana, 14-point, with high contrast and uncluttered layout

Assessment

• Listen during protocol creation and partner discussion for accurate, respectful use of First Nations, diversity, perspective, and assumption.
• Review organizers for the ability to distinguish noticing from guessing and to explain how protocols support learning.
• Review exit tickets for one appropriate protocol and one genuine question; address misconceptions privately or in the next lesson without identifying students.

Differentiation

• Provide dyslexia-friendly print, enlarged text, read-aloud or audio access, high-contrast materials, reduced visual clutter, and additional processing time.
• Offer sentence frames, identity and vocabulary cards, a partially completed protocol organizer, speech-to-text, drawing, typed responses, or private responses.
• Do not require students to disclose identity, culture, family history, or personal experiences. Allow students to pass, work with a trusted partner, or respond to a fictional or general example.
• For EAL learners and students requiring language support, pre-teach vocabulary with simple definitions and visuals; check understanding through examples and non-examples.

Extension

• Students explain why one shared protocol supports responsible citizenship and inclusive participation.
• Students propose a respectful response to a generalization, such as asking for a specific source, saying “That may not apply to every Nation,” or returning to the agreed discussion protocols.