Lucas Uqqila 空 · 7th Grade · 2026–2027
English Language Arts · Eagle Drums
A full-year novel study of Eagle Drums by Nasuġraq Rainey Hopson — part cultural folklore, part origin myth of the Iñupiaq Messenger Feast.
About the Book
On the Arctic tundra, a skilled young Iñupiaq hunter named Piña (Pinasut — "Three") lives with his parents in a sod house, far from other people. His family survives by hunting caribou and seals, honoring each animal through ritual so its spirit may be reborn.
His mother sends him into the mountains to gather obsidian for tool-making — the same mountain where his older brothers, Atau and Maliğu, disappeared years earlier. At the summit he meets Savik ("knife"), a terrifying eagle god, who offers a choice: follow me, or die like your brothers. What follows is a 46-day journey, counted in knots tied in a cut sinew, to the home of the eagle gods and the ancient Eagle Mother with sharp golden eyes.
There Piña learns drumming — replicating his own heartbeat, then building a qiḷaun — along with singing, dancing and teaching, building a qalgi large enough for a hundred people, and the practice of community and gift-giving that becomes the Messenger Feast, still celebrated today in times of bounty.
- Author
- Nasuġraq Rainey Hopson
- Awards
- 2024 Newbery Honor · AILA Youth Literature Honor
- Lexile
- 910L
- Pages
- 245
- Chapters
- 25
- Length
- 36 weeks / 2 semesters
Three-Eyed Seeing in Eagle Drums
First Eye
Iñupiaq Epistemology
Sila (the living breath), the qiḷaun as spiritual connection, Messenger Feast origins, relationship with animals, honoring spirits through ritual.
Second Eye
Chinese Philosophy
候 (hòu) waiting and observing · 无为 (wúwéi) learning through non-action · 天人合一 harmony with nature · 孝 (xiào) honoring family and ancestors.
Third Eye
Western Literacy & Critical Analysis
Literary analysis, character development, thematic exploration, narrative structure, evidence-based writing.
Year at a Glance
36 weeks across two semesters.
| Months & Weeks | Chapters / Focus | 7th Grade Work | Three-Eyed Connection |
|---|---|---|---|
| September · Weeks 1–4 | Chapters 1–6 | Introduction; character analysis; the Arctic landscape; Piña's family and the trauma of loss | First Eye: Sila — relationship with land; honor rituals after hunting |
| October · Weeks 5–8 | Chapters 7–10 | Savik's appearance; the journey to Eagle Mother's aerie; survival and endurance | First Eye: the qiḷaun · Second Eye: 候 — 46 days of knots |
| November · Weeks 9–12 | Chapters 11–15 | Eagle Mother's training: songs, drums, lessons; the lemming's lesson on community | First Eye: song as communication · Second Eye: 无为 · Third Eye: symbolism |
| December · Weeks 13–16 | Chapters 16–21 | Building the qalgi; returning home; reunion with family | First Eye: Messenger Feast origins · Second Eye: 孝 · Third Eye: narrative structure |
| January · Weeks 17–18 | Chapters 22–25 | Finding strangers; the Feast; the end and new beginnings | All three eyes: synthesis; final projects |
| February · Weeks 19–22 | Character journeys & transformation | Piña's arc; compare Atau and Maliğu; the role of Savik | All three eyes: character as cultural carrier |
| March · Weeks 23–26 | Thematic analysis | Essays on community, connection, nature, tradition | All three eyes: identifying core values |
| April · Weeks 27–30 | Creative & analytical writing | Original origin story; folktale analysis; cultural reflection | All three eyes: storytelling traditions |
| May · Weeks 31–34 | Research & extended writing | Iñupiaq culture, Messenger Feast, qiḷaun tradition | All three eyes: research and synthesis |
| June · Weeks 35–36 | Portfolio & celebration | Portfolio completion; final reflection and presentation | All three eyes: year-end synthesis |
Semester 1 · Weeks 1–18
In-depth novel study, chapter by chapter.
| Week | Chapter | Reading Focus | Writing Focus | Three-Eyed Connection | Key Vocabulary |
|---|---|---|---|---|---|
| 1 | 1: Brother | Introduction to Piña and his family; the loss of Atau and Maliğu | Character description: "Who is Piña?" | First Eye: Sila — the breath of the universe; relationship with land | Sila, Iñupiaq, sod house, sigluaq, obsidian |
| 2 | 2: Leaving | Piña's journey to the mountain; his promise to return | Narrative: "A journey I took" | Second Eye: 孝 — honoring family | Knapping, permafrost, ritual |
| 3 | 3: Savik | The golden eagle transforms into Savik; the choice given | Opinion: "Was Piña right to agree?" | First Eye: animal spirits wearing "parkas" | Savik, transformation, choice |
| 4 | 4: Noise | Rhythmic vibration from the mountains; Savik's mother's heartbeat | Descriptive writing: describing sound | First Eye: the drum as heartbeat · Second Eye: 候 waiting, observing | Rhythm, vibration, heartbeat |
| 5 | 5: Mother | Meeting the Eagle Mother; her ancient wisdom | Character analysis: Eagle Mother | First Eye: Eagle Mother as teacher · Second Eye: 天人合一 | Qiḷaun, aerie, wisdom |
| 6 | 6: Song | First training: replicating the heartbeat; learning to sing | Song analysis: "What does the song teach?" | First Eye: song as communication · Third Eye: musical elements | Song, cycle, hunter/hunted |
| 7 | 7: Beginnings | Learning the ways of Eagle Mother's home | Summary writing | Second Eye: 无为 — learning through non-action | Ceremony, tradition |
| 8 | 8: Memories | Piña's memories of his brothers; his grief | Narrative: "A memory of loss" | Second Eye: 孝 · First Eye: grief and healing | Grief, memory, healing |
| 9 | 9: Qiḷaun | Savik teaches Piña to build a drum | Research: What is a qiḷaun? | First Eye: the drum gives whales eternal life · Second Eye: craftsmanship | Qiḷaun, frame, membrane |
| 10 | 10: Ptarmigan | Hunting and survival | Descriptive: the Arctic landscape | First Eye: relationship with animals · Second Eye: 天人合一 | Ptarmigan, subsistence |
| 11 | 11: Hollow | Piña's depression and grief | Reflective: "When I felt hollow" | First Eye: grief and healing · Third Eye: psychological analysis | Grief, isolation |
| 12 | 12: Lemming | The lemming appears; Piña saves scraps; a sense of purpose | Character analysis: the lemming | First Eye: animal as teacher · Second Eye: community | Lemming, purpose |
| 13 | 13: Strangers | Dancing lesson; teaching others | Leadership reflection | First Eye: dance as communication · Second Eye: 仁 compassion | Leadership, dance, communication |
| 14 | 14: Paths | Building understanding | Essay: "What does it take to lead?" | First Eye: community · Third Eye: leadership analysis | Leadership, connection |
| 15 | 15: Connections | Learning to bring people together | Thematic analysis: connection | All three eyes | Connection, community |
| 16 | 16: Lessons | Building the qalgi; the engineering challenge | Engineering summary | First Eye: community structure · Second Eye: 候 patient building | Qalgi, engineering |
| 17 | 17: Lemming Hall | Lemmings teach the lesson of working together | Creative writing: "If I were a lemming" | First Eye: animal wisdom · Second Eye: 无为 natural teaching | Collaboration, shared load |
| 18 | 18: First Qalgi | Piña builds his first qalgi | Project planning | All three eyes | Qalgi, construction, tradition |
Semester 2 · Weeks 19–36
Extended literary analysis, research, creative writing, and portfolio.
| Week | Chapter / Unit | Reading Focus | Writing Focus | Three-Eyed Connection | Key Vocabulary |
|---|---|---|---|---|---|
| 19 | 19: Eagle Drum | The power of the drum | Essay: "The drum as teacher" | First Eye: drum as "device of power" | Eagle drum, power |
| 20 | 20: Home | Piña returns home; reunion | Narrative: "Coming home" | Second Eye: 孝 filial piety | Reunion, family |
| 21 | 21: Reunion | Sharing with family; preparing for the feast | Character analysis: Piña's transformation | First Eye: community healing | Reunion, healing |
| 22 | 22: Finding Strangers | Gathering one hundred people | Research: the Messenger Feast | First Eye: Messenger Feast origins | Messenger Feast, community |
| 23 | 23: Last Stop | Preparing the feast | Essay: "Community is…" | All three eyes | Gift-giving, tradition |
| 24 | 24: Qalgi | Building the feast hall | Engineering reflection | First Eye: qalgi as community center | Qalgi, feast hall |
| 25 | 25: The End of the Feast | Celebrations; new beginnings | Final reflection: "What Piña learned" | All three eyes | Celebration, tradition, new beginnings |
| 26 | Review | Character development | Character essay | All three eyes | Transformation |
| 27 | Review | Themes in the novel | Thematic essay | All three eyes | Identity, community, nature |
| 28 | Research | Iñupiaq culture | Research paper | First Eye: Iñupiaq culture | Culture, tradition |
| 29 | Research | The Messenger Feast | Research paper | First Eye: Messenger Feast | Messenger Feast, origin |
| 30 | Research | Qiḷaun and drumming | Research paper | First Eye: qiḷaun | Qiḷaun, music |
| 31 | Creative | Origin story writing | Creative writing | All three eyes | Origin, myth, tradition |
| 32 | Creative | Folktale analysis | Literary analysis | All three eyes | Folktale, structure |
| 33 | Project | Multi-genre project | Project work | All three eyes | Synthesis |
| 34 | Project | Multi-genre project | Project work | All three eyes | Synthesis |
| 35 | Portfolio | Compile the year's work | Portfolio with reflective introduction | All three eyes | Reflection |
| 36 | Celebration | Present work to family | Celebration | All three eyes | Culmination |
Core Themes for Analysis
| Theme | 7th Grade Focus | Three-Eyed Connection |
|---|---|---|
| Community | How does Piña learn the value of bringing people together? | First Eye: Messenger Feast · Second Eye: 仁 · Third Eye: social structures |
| Connection | How do the eagle gods connect the human and spiritual worlds? | First Eye: Sila · Second Eye: 天人合一 · Third Eye: symbolism |
| Nature | How does the story honor the relationship between humans and the natural world? | First Eye: animal spirits · Second Eye: 天人合一 · Third Eye: environmental ethics |
| Tradition | How are traditions passed down? What is the origin of the Messenger Feast? | First Eye: oral tradition · Second Eye: 孝 · Third Eye: cultural preservation |
| Grief & Healing | How does Piña process the loss of his brothers? | First Eye: ritual and healing · Second Eye: 候 · Third Eye: psychological analysis |
| Leadership | What does it mean to lead? How does Piña learn to teach? | First Eye: elder wisdom · Second Eye: 无为 · Third Eye: leadership theory |
Culminating Project Options
Character Analysis Essay
Trace Piña's transformation across the novel using text evidence.
Literary analysis · evidence
Thematic Essay
Choose one theme — community, nature, tradition, grief — and argue it.
Thematic analysis · writing
Research Paper
Research the Messenger Feast, the qiḷaun, or Arctic Indigenous cultures.
Research · citation · formal writing
Multi-Genre Project
Combine writing, research, and visual art into one piece.
Integrated learning · presentation
Origin Story Writing
Write an original origin story inspired by Eagle Drums.
Creative writing · genre study
Portfolio
Compile all writing from the year with a reflective introduction.
Synthesis · reflection
Key Iñupiaq Vocabulary
In the order the story introduces them.
| Chapter | Word | Meaning |
|---|---|---|
| 1 | Sila | The living breath of the universe; weather; spirit |
| 1 | Sigluaq | Underground cellar carved into permafrost for food storage |
| 3 | Savik | "Knife" — the eagle god's name |
| 9 | Qiḷaun | Hand drum; "device of power"; made from whale membrane |
| 9 | Qilaut | "That by means of which the spirits are called up" |
| 18 | Qalgi | Large sod feast hall for community gatherings |
| 22 | Messenger Feast | Traditional festival with drumming, dancing, and gift-giving |
Discussion Questions
First Eye · Iñupiaq Epistemology
- How does Piña honor the animals he hunts? Why is this important?
- What does the qiḷaun represent spiritually? How does it connect people to the whales and the spirit world?
- Why is the Messenger Feast still celebrated today? What does it mean to Iñupiaq people?
- How does the Eagle Mother teach? How is her teaching different from a classroom?
Second Eye · Chinese Philosophy
- How does Piña practice 候 (hòu) — waiting and observing — during his 46-day journey?
- What does the novel teach about 天人合一 — harmony between humans and nature?
- How does Piña practice 孝 (xiào) toward his family and ancestors?
- Where do you see 无为 (wúwéi) in the story? How does Piña learn by doing rather than being told?
Third Eye · Western Literary Analysis
- How does the author use symbolism — the lemming, the qiḷaun, the eagle — to convey themes?
- Trace Piña's character arc. How does he change from Chapter 1 to Chapter 25?
- How does the author's use of Iñupiaq vocabulary enhance the story?
- What is the significance of the structure: journey → training → return → feast?
Resources
| Type | Where to find it |
|---|---|
| Author | Nasuġraq Rainey Hopson — born and raised on the North Slope of Alaska |
| Discussion Guide | MacKids School & Library discussion guide |
| TeachingBooks | Multi-leveled lesson plans and story maps |
| Audiobook | Listening Library (5 audio files) |
Final Reflection
"Eagle Drums is part cultural folklore, part origin myth about the Iñupiaq Messenger Feast — the story of how Iñupiaq people were given the gift of music, song, dance, community, and everlasting tradition."
Community is built through connection, tradition, and shared celebration. Through Three-Eyed Seeing, Lucas will understand Iñupiaq culture and worldview, connect 候, 无为, 天人合一 and 孝 to universal human experience, and develop literary analysis of character, theme, symbolism, and narrative structure.