WRITERS’ WORKSHOP
Mentor Text:
Genre:
The Giving Tree: A
Traditional Metis story
Retelling of a Traditional
Metis Story,
Leah Dorion
Text form:
Audience:
Personal narrative
Read your book to the pre-K or K class in
your school.
Learning goal:
Writing task:
F&P Continuum: Personal narrative
Make a “pocket” book about giving. Imagine
Understand that a story can be a “small
you had a “tree hollow” in your classroom
moment” description of a brief, memorable
and you could leave messages or small objects
experience. Select small moments and share that would your classmates feel happy and
your thinking and feeling about them.
safe at school. What would you leave for
Write in first person to achieve a strong
someone else? What would you hope to find
voice.
in the tree?
Reveal something about self or life.
Understand how to craft fiction by using
mentor text.
Curricular outcomes:
Grades 1-3: English Language Arts:
Compose & Create: CC1.2, CC1.4, CC2.2, CC2.4, CC3.4
Grade 1 Social studies: Power and Authority (PA) PA1.1: Analyze actions and practices in the family,
classroom, and on the playground that support peace and harmony, including rules and decision-making
processes.
Grade 2 Social Studies, Resources and Wealth (RW) RW2.2: Analyze various worldviews regarding the natural
environment. Indicator: Investigate traditional Métis worldviews of the natural environment.
Writers workshop planning template, K. Carlisle, Living Sky School Division
Grade 3 Social Studies, Interactions and Interdependence of Nations (IN) IN3.2 Analyze the cultures and
traditions in communities studied. Indicator: Make inferences about how the culture of the local community
is reflected by its customs and celebrations.
Background knowledge / Research:
Leah Dorion’s website: http://www.leahdorion.ca/index.html
Leah Dorion introducing the book: https://www.youtube.com/watch?v=1-FGhbqcYMU
Seven Sacred Teachings, David Bouchard & Dr. Joseph Martin
Seven sacred teachings youtube video about the book:
https://www.youtube.com/watch?v=mGd_Idl0iqY
The four directions teachings:
http://www.fourdirectionsteachings.com/transcripts/cree.html
The tipi teachings:
https://www.spiritsd.ca/learningresources/FNM%20Resources/GR2%20Tipi%20Teachings%20and%20Franklin
%20Stories%20done%20(2).pdf
THE LEARNING PLAN
READ
Before reading
Link to Leah Dorion previewing the book: https://www.youtube.com/watch?v=1FGhbqcYMU
Read the book aloud
After: Discuss the concepts of generosity: giving, sharing, cooperation
And the concept of reciprocity: Giving back when you receive, the difference
between mutual benefit and a simple trade or exchange of goods, win/win vs.
competition; random acts of kindness, the meaning of the phrase “paying it
forward”
Read like a writer—Analyze a mentor text with the learning goal in mind. The
Mentor text can be a book, excerpt or teacher written text. Include before, during
and after reading instructional strategies in your planning.
Writers workshop planning template, K. Carlisle, Living Sky School Division
Read like a writer: Reread the book by paraphrasing and talking about the big ideas
in the text. As you pick out the themes, select, name and talk about the craft
elements that the writer used that help the reader infer the themes.
Create a “Giving Tree” in your classroom with a “tree hollow” where students can
leave objects and messages for each other. An example of how to make a giving tree
is included in this video clip of SUNTEP students bringing the story to life:
Interview with the author: https://www.youtube.com/watch?v=hKZmi3_m-6g
THINK
Think about the writing task and make your thinking visible.
Sentence – Phrase – Word Thinking routine (Making Thinking Visible,
Ritchart, Church & Morrision, 2011)
1. Set up – After reading the story aloud provide a copy of the text to
learners.
2. Select a sentence – phrase – word. Identify a sentence that is
meaningful and helps you gain a deeper understanding of the text; a
phrase that moved engaged, provoked, or was in some way meaningful
and a word that captured your attention or struck you as powerful.
For example:
“symbol”
“magical memory”
“If you take something from the tree cache, you are responsible to put
something back in”
3. Share selections. Learners share and record their choices explaining their
reasoning in small groups beginning with the first person who shares
her sentence, explains why she chose it, records and invites others to
comment and discuss. The sentence is recorded and then the next
person shares, records and discusses until everyone has shared their
sentences. Then the group moves to phrases and finally words. The
discussion flows and deepens until the chart is complete.
4. Reflection on the conversation: Each group looks at its documented
responses and identifies common themes and implications that emerge
from the responses. Add any aspects of the text that were not
represented in their choice of sentences, phrases and words. Use a
Writers workshop planning template, K. Carlisle, Living Sky School Division
three column format (sentence, phrase and word) and three horizontal
rows to record themes, implications and what was in the text.
5. Share the thinking. Post the documentation from all groups. Provide
time to look at the sentences, phrases and words chosen and themes
and implications drawn. Brief reflection from each group member on
how thinking routine contributed to or influenced their understanding
of the text.
TALK
Explain your ideas for the writing task and your thinking to a peer or your
teacher:
The classroom giving tree would provide experiential learning and talking that
would prepare students for the book-making activity.
DRAFT
Write – Apply new learning to the writing task.
Provide small group or individual guided writing instruction during the
drafting and crafting phases of the writing process, based on individualized
strength-based goals coming out of “Look Fors” assessment of student
writing.
Students create a pocket book using a template or design their own.
Some of the following pull quotes or frame sentence ideas from the Giving
Tree could be available on sentence strips to provide prompts for writing if
needed:
I decided…
I put…in the giving tree because…
I wondered who would someday…
I was awestruck…
That day I understood…
It was fun to…
My favourite part was…
I got very excited when I saw…
The most magical memory that I have was the time…
To my surprise…
CRAFT
Revise your writing and continue to revise based on feedback
Provide guided writing support.
Writers workshop planning template, K. Carlisle, Living Sky School Division
EDIT
Polish your writing
SHARE
Share your work with your audience
Self, peer and teacher editing
Read your book to your class or the K class.
Writing invitations:
1. Guided
Writing
Students work with the teacher on the writing task(s) from the writer’s
workshop plan. The teacher provides small group guided instruction
focused on the strengths and goals for improvement that come out of
the Serravallo “Look fors” formative assessment.
Create writing folders / portfolios so that students can continue working
through the steps of the writing task over several days. Guide each
student through the pre-writing, drafting, revision, editing and publishing
stages.
2. Quick
Writes
Sentence strip prompts with pull quotes or open-ended frame sentence starters:
Theme: “Giving”
When I was a little…
My favourite part of giving is…
When I give…
When I receive…
In our family…
It is fun to give…
I love to…
The most magical memory about giving is the time…
To my surprise…
I was awestruck…
In our family we share…
3. Respond as
you read
Map your thinking using drawing and words as you read the story.

Fold paper accordion style to make a small booklet. As you read As
you read identify themes / big ideas and evidence from the text
Writers workshop planning template, K. Carlisle, Living Sky School Division
4. Map
making

Use an ipad to record your thinking.

Record predictions and clues on a prediction sheet
Use paper and writing tools to map your “story journey”. Record the places you
stop and your actions. Starters for the Giving Tree:
Map the trip that the author’s grandpa took to get to the Giving Tree and
what he saw along the way.
May the route from your home to the school.
Map a trip that you have taken and where you stopped along the way.
5. Listening/
Recording
Listen to the English and the Michif narration on the CD inside the book cover
Listen to the author, Leah Dorion introduce the book on youtube.
Create audio files for other Metis stories.
Students make audio recordings of themselves reading The Giving Tree or telling
a new story about what they might leave in the Giving Tree
6. Storytelling Make simple stick puppets or use objects to retell the story of the giving tree.
Set up a classroom giving tree and tree cache and act out a story about what
you will leave in the tree cache and who will find it and their reaction. “Teddy
bear” or other audience can be set up and stories can change depending on the
audience.
7. Visual art
response
Leah Dorion’s paintings often simulate beadwork designs. Explore her techniques,
beading designs and patterns using transient art materials: frames, beads,
buttons, sequins, and so on.
Create your own “colouring” page using Leah Dorion’s technique. Draw the
outline of one of the pages in the Giving Tree or create your own idea for a
story page.
Giving tree vocabulary words: tea, bannock, Metis, Manitoba maple, beloved, pipe
8. Vocabulary
break, offering of tobacco, wagon, protective, grub box, Goodness gracious!, hollow,
moccasins, awestruck, canister, sacred, explained, generations, engagement, sweetheart,
responsible, reminded, generous, canister, offer, hollow, wondered, polka-dotted, hankies,
generations, remember, spirit
Writers workshop planning template, K. Carlisle, Living Sky School Division

Sort the words (action words, describing words, or other categories)

Make a simple vocabulary book. Write a sentence using a Giving Tree word
and illustrate on each page. Make a connection to the themes of the
book and your own life.
9. Print/
Poetry/
Virtues

Add the new words to a personal dictionary

Frayer model sheets to learn the new words:
Print / Handwriting:
Poetry:
Write an acrostic poem: Giving, Generosity, Caring, Sharing, Respect, Balance,
Helping, The Golden Rule
Write a poem about Giving and
Receiving:
Giving
When I get_____
I give_________
When I get_____
I give__________
(put a feeling here)
Generosity
Generosity is when_______
And__________________
And__________________
And__________________
Generosity
(Try writing about a different virtue or emotion such as happiness)
Create a shape poem about one of the pictures or objects at the visual thinking
centre.
Writers workshop planning template, K. Carlisle, Living Sky School Division
10. Visible
Thinking
1. See, Think Wonder routine:

Provide pictures of some of Leah Dorion’s paintings and / or Metis
historical objects and artifacts such as the Infinity symbol. Students
record in writing what they see, what they think about the pictures and
what they wonder.
2. Chalk talk routine: Provide chart paper with a question written in the
middle of the page such as: How can you be kind, generous and helpful to
others?
Student instructions:
What do you think of when you read the question?
Make connections to other students ideas.

(Connections) What would it be like to …

(Character sketches ) What is ________like?

(Themes) How did ________________________ change _________?
3. The explanation game: Objects or pictures can be used. (small objects
such as a small box that could be a“grub box”, a flour sac for making
bannock a water barrel, a cup for tea, etc)

Name it

Explain it – what could it be?

Give reasons
(Metis Alphabet objects might work well)
11. Bookmaking
Make a What’s in the tree? Pocket book
Draw the outline of the tree on the cover using Leah Dorion’s art style
and colour. Make the pockets for the pages.
Folded books – Messages to give inside
Other possibilities: Flip books, Shape books, Question and answer books, and so
on…google images - bookmaking for kids!
Include supports such as vocabulary cards or lists, pictures, open-ended frame
starters, art materials, hands on artifacts or objects, etc.
Writers workshop planning template, K. Carlisle, Living Sky School Division
12. EET
Expanded expressions tool writing centre:
a. Simple EET patterned writing
b. Connecting EET to literature template.
13. Inquiry
Informational text and digital options:
Gather books connected to Metis history and the seven sacred teachings
Worldview kit, tipi kit, storytelling kit resources, etc.
Set laptops or ipads with websites and digital resources connected to the Seven
Sacred teachings, or based on connections students make that they would like
to find out more about.
14. Other
Additional ideas:
Writers workshop planning template, K. Carlisle, Living Sky School Division
The Giving Tree
Green - Group
What genre is the book?
Blue - Do
What do the characters in the story do? Retell what happens in the story.
What does it look like?
Describe the setting of the story. Paint a picture in your mind and describe the visual details of what you see.
What is it made of?
What are the story characters “made of? What are they like?
Describe important things that help you know what they are like.
How did the story make you feel? How “wood” you feel?
Pink - Parts
What important details or parts of the story help you understand the story?
White - Where
Where do I need to fix or add to my ideas about the story?
What else do I know?
What can I learn from the story?
Writers workshop planning template, K. Carlisle, Living Sky School Division
Read like a writer example: The Giving Tree: A Retelling of a Traditional Metis
Story, by Leah Dorion
What happens
Pages 1-2
We see a picture of an old maple tree
with a hollow in her trunk but we are
not sure what the hollow is for.
Ideas / Themes
Trees can be old and hold messages
and secrets
Pages 3-4 The tree was loved by the
author’s grandpa and he called it the
giving tree.
Grandpa will tell us the story.
Pages 5-6 Grandpa’s story is about a
trip he took when he was a child.
Oral tradition
Owl - wisdom
Pages 7-8 When they travelled to the
other village they would stop for tea
and bannock at the tree.
Pages 9-10
They offer tobacco and have a picnic
Pages 11-12
They made a fire to make tea. They
eat bannock and dried meat and tell
stories.
Pages 13-14
Mama forgot sugar and so they
looked inside the tree.
Dragonfly symbol invokes the
presence of ancestors.
Butterfly symbol introduces the idea
of youthful playfulness and curiosity.
Landmarks were used for direction
Family connections
Butterfly - playfulness
Mother Earth
Cultural traditions
Dragonflies - ancestors
Ceremony
Spiritual connection to ancestors
Balance
Tradition –
Importance of story Infinite symbol –
joining of two cultures and existence
forever. Sharing
Families help each other
Sharing
Pages 15-16
There were lots of things inside the
tree. They find sugar
What you need will be provided
Butterfly – youthful playfulness
Balance
Pages 17-18
Papa explains that the giving tree is
sacred and that it helps people in
times of need.
There were difficult times in the past.
Dragonflies - ancestors
Strength – personal fortitude allows
one to adapt and respond to life’s
ever changing circumstances
Writers workshop planning template, K. Carlisle, Living Sky School Division
Craft
Leah Dorion’s distinctive art work
resembles beadwork and indicates
that this is a Metis story.
The text is also translated into Michif.
“Maybe this tree was…” The maybe
statement encourages the reader to
see, think, and wonder as they read
the text and look at the illustrations.
The writer signals that she will use
her grandpa’s voice to tell the story.
“He said…” The use of first person
creates a strong voice.
Using first person voice to tell the
story.
“The Metis way” – The phrase helps
the reader infer that the story is
about cultural practices that are
connected.
“her protective canopy”
Personification – The tree has the
feminine protective qualities of a
mother and of mother nature.
“magical memory”
“grub box”
“oh my goodness gracious” – old
fashioned expression signals an old
story
“papa lifted me up” – implies papa
also lifts her emotionally.
“so much stuff hidden deep inside
her hollow” Metaphorical statement
- look deeper for hidden meaning
“I was awestruck” Strong word to
invoke emotional response.
“for generations the tree hollow was
used by Metis travelers as a cache so
that it could help our people out in
times of need.”
Interesting word choice – cache
Pages 19-20
The tree cache is also a message
centre and it is .as an emergency
supply stash
Pages 21-22
Once a young man left an
engagement ring in the tree and
someone delivered it for him.
Communication
Honesty
Respect
Caring
Pages 23-24
Papa talks about the old Metis belief
that If you take something from the
tree you are responsible to put
something back
Pages 25-26
She puts back hankies and a small
pail into the tree to replace the sugar
Traditional teaching about
reciprocity.
Bird symbol - Voice
Balance
Sharing
Traditional teaching about generosity
Balance
Sharing
Pages 27-28
It is fun to put the offering back into
the tree
Anticipating what someone else
might need is part of being generous
Generosity creates a good feeling for
everyone
Love
Pages 29-30
She realizes why it is called the giving
tree and promises that she will tell
her children the story.
Page 31
Grandpa reminds us of the
importance of storytelling.
Oral tradition – voice and wisdom
Sharing
Traditions and beliefs are passed
from generation to generation
through stories.
Metis values – red river cart wheel
teachings used in the story: Mother
Earth, Honesty, Respect, Love,
Kindness, strength, sharing, balance,
caring, courage, honesty, patience,
tolerance
Writers workshop planning template, K. Carlisle, Living Sky School Division
“tree cache was a symbol of honesty
and respect” The word cache is
unusual and invokes multiple
connotations
“message centre” – interesting image
and word choice links the old ways
with new
The word “sweetheart” adds an
emotional connection and evokes the
reader to think about “love”
Connects the feeling of romantic love
and the good feeling that you get by
being generous.
Reader can infer that a stranger can
be helpful (opposite of
stranger/danger message in
contemporary culture)
“Papa loved our old Metis ways”
Emotive voice
“offer them back”
Simple phrase provides an easy to
understand explanation for the
concept of reciprocity
“It was so fun…”
“I wondered…”
First person emotive voice
“The tree ‘stood for’ everything good
that we Metis people believed in.” An
example is used that explains
symbolism.
Using the voice of grandpa makes the
message more powerful.
“Tell our stories so future
generations will remember about the
true spirit of being Metis”
Ends with butterfly image of
playfulness.