Writing Inuit Stories

Grade 5 English Language Arts

Duration: 70 minutes
Class size: 20 students
Context: English Communication Writing in Nunavut
Curriculum Reference: Ontario Language Curriculum, 2023 (revised)

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Learning Expectations

Overall Expectation:

• Writing: Generate, gather, and organize ideas and information to write for an intended purpose and audience.
• Oral Communication: Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.

Specific Curriculum Expectations:

• Generate ideas about a potential writing topic using a variety of strategies and resources. (Writing, Grade 5, 1.1)
• Organize ideas and information to plan drafting a short piece of writing. (Writing, Grade 5, 1.2)
• Write clear and coherent sentences using correct grammar, spelling, and punctuation, matching the intended purpose and audience. (Writing, Grade 5, 2.1)
• Use vocabulary and content appropriate to the topic and context. (Writing, Grade 5, 2.2)
• Demonstrate understanding of oral texts and communicate information and ideas clearly in discussions. (Oral Communication, Grade 5, 1.1 & 1.3)

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Learning Goals / "I Can" Statements

• I can identify key ideas from Inuit stories to inspire my own writing.
• I can plan and organize my writing using brainstorming and graphic organizers.
• I can use descriptive language and vocabulary related to Inuit culture.
• I can write clear sentences with correct grammar, punctuation, and spelling.
• I can share my writing and listen actively to others’ stories.

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Success Criteria

• I have included descriptive details related to Inuit culture in my writing.
• My writing has a clear beginning, middle, and end.
• I use correct punctuation, spelling, and grammar throughout my writing.
• I shared my story clearly during the oral presentation and listened respectfully to others.
• I used a graphic organizer to plan my writing.

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Materials Needed

• Whiteboard and markers
• Chart paper with key Inuit vocabulary & images (e.g., igloo, seal, northern lights, qulliq)
• Copies of a short Inuit legend or story
• Graphic organizers (story map template)
• Writing notebooks / lined paper
• Pencils, erasers
• Audio recording device (optional, for oral sharing)

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Lesson Breakdown

1. Introduction & Activating Prior Knowledge (10 minutes)

• Welcome and contextualize: “Today we will write our own stories inspired by Inuit culture right here in Nunavut.”
• Brief discussion: Ask students what they know about Inuit stories, legends, or culture. Record their ideas on the whiteboard.
• Read aloud a short, age-appropriate Inuit legend or story (e.g., a brief tale about the Northern Lights or an animal story).
• Discuss key vocabulary from the story shown on chart paper.

Differentiation:

• Provide illustrated vocabulary cards for ELL and struggling readers.
• Encourage students who are shy to share ideas through thumbs up/down or writing one word on sticky notes.

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2. Idea Generation and Planning (15 minutes)

• Model brainstorming on the whiteboard: How can we create a story inspired by the Inuit legend but with our own characters and setting?
• Distribute graphic organizers (story map with sections for characters, setting, problem, solution).
• Students brainstorm and plan their own Inuit-inspired stories in pairs or individually.
• Encourage use of Inuit-related vocabulary learned earlier.

Differentiation:

• Sentence starters for those who need help starting ideas (e.g., "My story takes place in...")
• Extra scaffolding with peer support or buddy system for planning.
• Provide audio versions of the graphic organizer for students with reading/writing difficulties.

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3. Writing Time (25 minutes)

• Students write their stories based on their plans.
• Teacher circulates to provide feedback, focusing on encouraging descriptive language and correct use of vocabulary and sentence structure.
• Remind students to check their punctuation and spelling as they write.

Differentiation:

• Allow some students to dictate their story to the teacher or a peer scribe if writing is a barrier.
• Students who finish early can illustrate a scene from their story or write an alternate ending.

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4. Sharing Stories and Oral Communication (15 minutes)

• Students take turns reading their stories aloud in small groups (4-5 students per group).
• Encourage active listening by having students give one compliment or ask one question about each story.
• If time allows, select a few volunteers to share their story with the whole class.

Differentiation:

• Allow students to pre-record their reading to help nervous speakers.
• Use visual cue cards to prompt speaking (e.g., “My story is about...”).

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5. Reflection and Assessment (5 minutes)

• Whole-class reflection: What was easy or hard about writing a story inspired by Inuit culture?
• Revisit success criteria and have students self-assess using a checklist (completed, mostly done, needs improvement).
• Collect writing samples for assessment.

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Assessment Strategies

• Formative: Observation during brainstorming, writing, and group sharing to check engagement and understanding.
• Summative: Evaluate final written stories against success criteria using a rubric focusing on content, vocabulary use, organization, and conventions.
• Self-Assessment: Student checklist reflection on what went well and what can be improved.

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Extensions & Cross-Curricular Connections

• Art: Illustrate key scenes from stories and create a classroom Inuit storybook.
• Social Studies: Discuss Inuit traditions and how storytelling preserves culture.
• Drama: Act out scenes from students’ stories inspired by Inuit legends.

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Teacher Notes

• Emphasise respect for Inuit culture and ensure accuracy by consulting appropriate resources or community elders if available.
• Highlight the value of storytelling as a way to pass on knowledge and traditions in Nunavut.
• Encourage creativity while grounding stories in cultural context to build identity and connection.

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