Overview
Author(s) :
Maikken Bass, Elementary Literacy Coach and Educator, Eureka City Schools
Maggie Peters (Yurok/Karuk) NASMC Learning Specialist, Humboldt County Office of Education
Lyn Risling (Karuk/Yurok/Hupa) Author and Illustrator
Heyday Books Publisher
Brittany Vigil-Burbank (Yurok/Hupa/Tolowa) Video Editor
Grade(s) : TK-1
Suggested Amount of Time : 60 minutes (can break into three 20 minute sessions)
Curriculum Themes:
- Cultural Strengths
- Relationship to Place
- Cross Curricular Integration
Learning Goals
Explore Native American Art
Understand a variety of activities at a Big Time, an intertribal cultural celebration
Recite the sequence of the numbers 1-10
Lesson Overview
In this engaging K–1 lesson, students are introduced to Coyote at the Big Time, A California Indian 123, a counting book written and illustrated by Karuk/Yurok/Hupa artist, Lyn Risling. The lesson begins with a video read-aloud of the book, featuring Lyn Risling herself, who introduces her cultural background and reads the story aloud to the class. Through vibrant illustrations and simple counting, the book highlights cultural elements and traditional activities associated with Big Time gatherings, such as dancing, drumming, singing, and community celebration.
After the read-aloud, the teacher guides students through a set of interactive slides that reinforce number recognition from 1 to 10. Each slide features a number alongside images from the book and includes a short video clip, image or description of Native people participating in Big Time activities. These visual and auditory elements help bring the story to life and provide students with a deeper understanding of California Native cultures and community life.
To conclude the lesson, students engage in a hands-on sequencing activity, putting numbers 1 through 10 in order. This fun and developmentally appropriate activity supports number recognition and introduces students to the significance of Native cultural traditions in a way that is both meaningful and memorable.
Procedures
Activity 1: Listen to the Text Being Read Aloud (allow 20 minutes for slides 1-5)
- Read aloud slide content and watch the video.
Activity 2: Word Review – Explore Numbers and Culture (allow 20-30 minutes for slides 6-16) - Each number is paired with an image or short video clip showing real-life Big Time activities related to the text.
- Engage students in discussion. Ask:
What do you see?
What is happening?
Have you ever been to a celebration like this? - Practice counting 1–10 together, encouraging students to use fingers or objects to represent each number.
- Class or small group discussion about their favorite videos or images and why.
Activity 3: Cut and Paste Number Sequencing (allow 20-30 minutes for slides 17-21) - Display the instructional slide and pass out the number worksheet.
Students:
Write their name at the top of the page.
Cut out the number rectangles along the dotted lines.
Arrange numbers 1–10 in order on the top half of their page.
Have their sequence checked by the teacher before gluing.
Optional: Add dots, stars, or drawings to represent the quantity for each number. - Optional: Replay a recording of Lyn Risling saying numbers 1–10 in Karuk, and invite students to repeat each number aloud to practice pronunciation and deepen cultural connection.
- Optional: Play California Native Peoples music during this creative activity. Students partner up and tell a peer about their name puzzle. Encourage them to say the letters and the images they chose or liked best.
Multilingual Learner Supports
Emerging: Consider the following method to support with emerging students:
Use group work and peer learning to allow students to learn from each other.
Repeatedly model how to say or write a new word or phrase, and give students many opportunities to practice.
Expanding: Consider the following method to support with expanding students:
Encourage students to practice using new vocabulary in conversation or group discussions, guided by structured prompts or pair work.
Use context to help explain new vocabulary.
Bridging: Consider the following method to support with bridging students:
Extend content vocabulary with multiple examples and non-examples.
Reaching: Consider the following method to support with bridging students:
Reinforce academic vocabulary across content areas. Revisit new vocabulary frequently.
For additional guidance around scaffolding for multilingual learners, please consult the following resources:
English Learner Toolkit of Strategies https://ucdavis.box.com/s/ujkdc2xp1dqjzrlq55czph50c3sq1ngu
Providing Appropriate Scaffolding https://www.sdcoe.net/educators/multilingual-education-and-global-achievement/oracy-to olkit/providing-appropriate-scaffolding#scaffolding
Strategies for ELD https://ucdavis.box.com/s/dcp15ymah51uwizpmmt2vys5zr2r5reu
ELA/ELDFramework https://www.caeducatorstogether.org/resources/6537/ela-eld-frameworkHMONGHISTANDCULTSTUDIESMODELCURRICULUM 9
California ELD Standards https://ucdavis.box.com/s/vqn43cd632z22p8mfzn2h7pntc71kb02
Teacher Background
Coyote at the Big Time: A California Indian 1 2 3, written and illustrated by Karuk, Yurok, and Hupa artist Lyn Risling, is a powerful resource for early math instruction that also celebrates the cultural richness of California Indigenous communities. Through the character of Coyote—a central figure in many Native storytelling traditions—young learners are guided in counting from one to ten. Each number is connected to meaningful cultural elements such as animals, regalia, and songs, helping children build early numeracy skills while also gaining a window into Indigenous life.
Many traditional counting books do not include Indigenous perspectives, which can unintentionally contribute to cultural erasure. Coyote at the Big Time offers a joyful and respectful way to include Native voices and representation in early learning. By using this book in the classroom, educators affirm and uplift Indigenous artwork while supporting the cultural pride of Native students and deepening understanding among all learners.
This lesson provides students with developmentally appropriate opportunities to practice number recognition, sequencing, and one-to-one correspondence. At the same time, it introduces students to the concept of a Big Time—a celebration where California Indian families and communities come together to dance, sing, tell stories, and honor traditions. The integration of video clips and images connected to Big Time gatherings helps bring the text to life, encouraging students to ask questions, make connections, and reflect on the meaning of celebration, community, and belonging.
By incorporating Coyote at the Big Time into your classroom, you help students connect math with culture in an inclusive and meaningful way. This lesson supports academic growth, social-emotional development, cultural awareness, and a sense of respect for California’s first peoples. We hope you and your students find joy, curiosity, and connection in this learning experience.
To further understand the mission and work behind A is for Acorn, consider watching this short video about Heyday Books, the publisher committed to amplifying Native voices and cultural literacy: News from Native California — A 35th Anniversary Production