[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-161691-105":53,"doc-detail-161691-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","lesson-1-creating-community-in-the-juniorintermediate-years","LESSON #1 - Creating Community in the Junior/Intermediate Years","","Lesson #1 focuses on creating a positive, welcoming learning space for junior/intermediate students through a traditional sharing circle and the co-creation of a community agreement. Learners participate appropriately by listening attentively, responding with respect, and using a talking piece to speak without interruption. The lesson includes guided discussions on how sharing circles work, why they are arranged in a circle, and an application activity to identify needs for learning safety and belonging, followed by consolidation of ideas into group norms.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/lesson-1-creating-community-in-the-juniorintermediate-years/161691/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/lesson-1-creating-community-in-the-juniorintermediate-years/161691.png","ImageObject",442,249,{"name":88,"@type":89},"Nguyễn Văn Học","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-19","2026-08-30",true,{"@type":98,"interactionType":99,"userInteractionCount":76},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What is the main purpose of the sharing circle in Lesson #1?","Question",{"text":108,"@type":109},"To share, communicate, and/or make decisions while creating a respectful, welcoming learning community.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How does the talking piece support respectful participation?",{"text":113,"@type":109},"It allows the speaker to speak their truth from the heart without interruption, helping others listen attentively and respond respectfully.",{"name":115,"@type":106,"acceptedAnswer":116},"How do learners contribute to the community agreement?",{"text":117,"@type":109},"After reflecting on what they need to learn safely and bravely, learners discuss in small groups and the educator consolidates their ideas into a community agreement.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},161691,1788107322,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":76,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":15,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":125,"read_time":79},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","LESSON #1: Creating Community in the Junior/Intermediate Years\nLearning Goal(s):\nTo create a positive and welcoming learning space using a traditional sharing circle and co-create a community agreement\nSuccess Criteria:\nI understand and can participate appropriately in a sharing circle.\nI can listen attentively to others and respond with respect and understanding.\nSkills Focus:\nCommunication, collaboration, self-regulation, expression of emotion\nPrep/Materials:\nBook: The Sharing Circle by Theresa “Corky” Larsen-Jonasson\nTalking piece\nMinds on:\nRead aloud The Sharing Circle and follow up with a general discussion surrounding sharing circles (How do they work? What are the expectations of participants?). Educator prompts: How would you describe a sharing circle? Describe the expectations of those participating in a sharing circle. Consider why this structure is a circle rather than a square or triangle and explain your thinking.\nActions:\nInvite learners to participate in a sharing circle, each learner brings their chair to form a circle and the educator introduces the talking piece and reminds learners that a talking piece allows the speaker to speak their truth and speak from the heart without interruption.\nThe educator reminds learners about the purpose of the circle: to share, communicate, and/or make decisions. When passing the talking piece to others, we pass it clockwise, the direction of the sun rising and setting, as in a custom from the Anishinaabe tradition.\nPractice the structure with learners using the following prompts: Introduce yourself and something you are looking forward to this year. How would you describe an ideal learning environment? What does it feel like to be in a space of belonging? How do you demonstrate respect to others?\nThank learners for participating in the sharing circle\nConsolidate:\nDirect teaching: Sharing circles are an essential part of oral traditions in multiple Indigenous communities and are used to learn more about the customs and cultures from Elders, family members and the community. They are frequently used when decisions need to be made. The circle is a very important structure in Indigenous cultures and worldviews because it allows everyone to face one another equally while keeping everyone interconnected at the same time. It symbolizes unity which is also the foundation for building a strong community.\nApply:\nAllow learners “thinking time” to consider what they need in their environment to learn (e.g., flexible workspace, quiet setting, etc.) and what they need to feel safe and brave (emotional needs). In small groups, have learners discuss and present their ideal workspace.\nThe educator consolidates learners’ ideas to create a community agreement.\nExtensions/Additions:\nContinue to use this sharing circle throughout the year as a way for the group to meet, discuss and make decisions.\nHave learners or staff members introduce themselves, identifying their preferred pronouns.\nBeyond the community agreement, have learners identify the rights and responsibilities within a learning community (e.g., I have the right to learn in the environment, I am responsible for staying on task and not disrupting other’s learning, etc.).\n\u000f\nLESSON #2: Discovering Ourselves\nLearning Goal(s):\nTo deepen learners’ understanding of self (learning styles, skills, etc.)\nSuccess Criteria:\nI reflect on aspects of myself that shape my own identity.\nI consider what positive contributions I bring to the learning environment.\nSkills Focus:\ncollaboration, self-reflection, self-regulation\nPrep/Materials:\nName Tag template\n“LinkedIn” Profile graphic organizer\nSelf-discovery surveys: myBlueprint learning surveys, Myers-Briggs Personality Test, True Colours Personality Test, Multiple Intelligences Inventory, etc.\nMinds on:\nAsk learners to complete a name tag by printing their name in the middle and include one word in each corner to describe themselves based on the descriptive prompt in each corner of the template.\nLearne","cbCaieW37B6KJp9H","https://ap.wps.com/l/cbCaieW37B6KJp9H","docx",27522,"English","# Lesson #1: Creating Community in the Junior/Intermediate Years\n## Learning goals and success criteria\n## Skills focus and materials\n## Minds on discussion prompts\n## Actions: sharing circle routine\n## Consolidate and direct teaching\n## Apply: envisioning ideal workspace and emotional safety\n## Extensions and additions\n# Lesson #2: Discovering Ourselves","[{\"question\":\"What is the main purpose of the sharing circle in Lesson #1?\",\"answer\":\"To share, communicate, and/or make decisions while creating a respectful, welcoming learning community.\"},{\"question\":\"How does the talking piece support respectful participation?\",\"answer\":\"It allows the speaker to speak their truth from the heart without interruption, helping others listen attentively and respond respectfully.\"},{\"question\":\"How do learners contribute to the community agreement?\",\"answer\":\"After reflecting on what they need to learn safely and bravely, learners discuss in small groups and the educator consolidates their ideas into a community agreement.\"}]","LESSON #1 - Creating Community in the Junior/Intermediate Years | DOCX"]