Here are ideas for how I might integrate the video into my lesson:

1. Pre-watch: Introduce 2-3 of the key vocabulary words (“sacred,” “protect,” “resist”) before showing the video. Ask students: What do you think “sacred” might mean? What does it mean to “protect”?

2. Watch the video: Show it (or a portion) in class.

3. Pause and reflect: At a key point where a word is shown (ex. when Tokata says “water is life” or “we will protect”), pause and ask: How is she protecting the water? Why is the water sacred?

4. Use think-pair-share: Students talk in pairs: Which of our vocabulary words do they see being used (or could be used) in the video? Have them pick one word and explain how it shows up.

5. Follow-up writing/discussion: Ask students to choose one vocabulary word and write a sentence or draw a picture showing how the video helped them understand it better. Example: “Because the video showed people standing by the river, I see that the water might be hurt by something, and protect means to stand with it.”

6. Routine reuse: In later lessons, revisit the video or clips from it when discussing environmental topics, community discussion, or social action. Use the terms “resist,” “threat,” “harmony” to tie back to the video.

Content Target:

Students will understand the conflict surrounding the Dakota Access Pipeline by watching a short informational video and discussing its message.

Language Target:

Students will determine the meaning of vocabulary words using context clues, visuals, and discussion.

Vocabulary Words:

illustrated, protectors, nourished, mother (Mother sacred, destroy, villages, tears

Materials

• TV

• Video link

• Vocabulary graphic organizer (4 boxes: Word → What I saw → What it means → My picture)

• Sentence stems

• Whiteboard/markers

Lesson Procedure

1. Warm-Up (5 minutes) – “What Do You Know?”

• Show an image of water protectors at Standing Rock.

• Ask students: “What do you think these people are doing? Why do people protect water?”

• Allow partner talk.

• Introduce the idea of young activists, including Tokata Iron Eyes.

2. Vocabulary Preview (8 minutes)

Write the 8 target words on the board.

Provide kid-friendly definitions:

• Illustrated: shown with pictures or examples

• Protectors: people who keep something safe

• Nourished: given what is needed to live or grow

• Mother (Earth): land that gives us life

• Sacred: very special or holy

• Destroy: to damage so badly it cannot be used

• Villages: small communities

• Tears: drops we cry when we feel strong emotions

ELL scaffolds:

• Spanish cognates where possible: ilustrado, protector(es), destruir, lágrimas, sagrado

• Small drawings/gestures

• Students predict which words might appear in the video

3. Watch the Video (10 minutes)

Play the video once through.

Second viewing:
Pause at key moments where words are illustrated in the visuals.
Examples:

• Tokata speaking to protect the water → protectors

• Land being described as sacred → sacred

• Oil spill images/maps → destroy

• Tokata emotional moments → tears

Have students jot notes in their organizer.

4. Guided Practice (10–12 minutes)

Students work in pairs to complete the vocabulary organizer:
Word → What I saw in the video → What it means → My picture

Sentence stems for language support:

• “In the video, the word ____ was illustrated when…”

• “A protector is someone who…”

• “The land is sacred because…”

• “Tears showed how Tokata felt ____.”

Teacher circulates and supports.

5. Whole-Class Share Out (5 minutes)

Ask students to share one vocabulary example they found.

Prompt emotional literacy:

• “What part of the video gave you tears or strong feelings? Why?”

• “What is something sacred to you or your family?”

This brings in culturally responsive practices and student identity connections.

6. Exit Ticket (3 minutes)

Students write:
Choose 2 vocabulary words and use them in your own sentence about the video.

- Gives visual and real-life context to metaphoic story.

-Teaching students that their voices can be heard.

-Community