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1765300571500Subjects: Environment, History, Native Americans, Social Life and Culture, Relationship with nature, Seasons, Stars, Grandfather-child relationship, Community, Rocks00Subjects: Environment, History, Native Americans, Social Life and Culture, Relationship with nature, Seasons, Stars, Grandfather-child relationship, Community, Rocks-6343651602740Vocabulary: lodge, bluff, Manitou, reign, The Great Bear (constellation), Little Bear (constellation), lark (bird), capered, Delaware people*, graffiti, forlorn, carapace, pried, hoisted, botanical garden.0Vocabulary: lodge, bluff, Manitou, reign, The Great Bear (constellation), Little Bear (constellation), lark (bird), capered, Delaware people*, graffiti, forlorn, carapace, pried, hoisted, botanical garden.-6343653545840Teaching Ideas for the Concept of Truth **Visualization (Reading Power) - Pre-teach any vocabulary or phrases you think necessary. Then, read the story without showing the pictures, instructing students to visualize and draw what is happening in the story. Stop from time to time to allow students to draw and colour the pictures they draw. (Students ought to be quiet and do this work on their own to ensure their own thinking is represented, with sharing and discussion to come after.) When finished, share ideas and entertain discussion that arises. To bring the discussion to a close, ask the question, "How does the turtle show truth in this story? or What truths are represented in this story?"Questioning (Reading Power) - Read the story while showing the pictures, instructing students to write any questions that come to mind. (Questions can be about content or vocabulary, the pictures, or anything that comes to mind that is related to the story. (Students ought to do this work on their own to ensure their own thinking is represented, with sharing to come after.) Share and discuss questions. Guide student discussion towards thinking about what truths the Turtle may have witnessed and what truths are represented in the story.Discussion Circle - When the activity is completed, guide students to form a circle where they can share and discuss their thinking. A Talking Piece or Talking Stick can be used to ensure each individual gets a chance to have a say. The teacher can act as a guide to ensure discussion happens respectfully and inclusively. Circle can be called a "Circle Say", "Talking Circle". "Sharing Circle" or some other title to clarify the purpose of the circle time. 0Teaching Ideas for the Concept of Truth **Visualization (Reading Power) - Pre-teach any vocabulary or phrases you think necessary. Then, read the story without showing the pictures, instructing students to visualize and draw what is happening in the story. Stop from time to time to allow students to draw and colour the pictures they draw. (Students ought to be quiet and do this work on their own to ensure their own thinking is represented, with sharing and discussion to come after.) When finished, share ideas and entertain discussion that arises. To bring the discussion to a close, ask the question, "How does the turtle show truth in this story? or What truths are represented in this story?"Questioning (Reading Power) - Read the story while showing the pictures, instructing students to write any questions that come to mind. (Questions can be about content or vocabulary, the pictures, or anything that comes to mind that is related to the story. (Students ought to do this work on their own to ensure their own thinking is represented, with sharing to come after.) Share and discuss questions. Guide student discussion towards thinking about what truths the Turtle may have witnessed and what truths are represented in the story.Discussion Circle - When the activity is completed, guide students to form a circle where they can share and discuss their thinking. A Talking Piece or Talking Stick can be used to ensure each individual gets a chance to have a say. The teacher can act as a guide to ensure discussion happens respectfully and inclusively. Circle can be called a "Circle Say", "Talking Circle". "Sharing Circle" or some other title to clarify the purpose of the circle time. -6343652517140Notable phrases and idioms: bitter sea, straight bodies, shaped the stone, countless snows, air grow heavy, still the song of birds, cracking of his heart, knowing eye, loving heart, shivered deep inside, sharp-smelling wetness.Notable phrases and idioms: bitter sea, straight bodies, shaped the stone, countless snows, air grow heavy, still the song of birds, cracking of his heart, knowing eye, loving heart, shivered deep inside, sharp-smelling wetness.4280535116840ERAC Listed00ERAC Listed1765935116840ISBN: 978 0 14 055836 400ISBN: 978 0 14 055836 4-634365802640Age Group: Gr. 4-12Age Group: Gr. 4-1242805351168401765935231140-634365116840Publisher: Puffin Books (Penguin Group)Publisher: Puffin Books (Penguin Group)-634365116840-6343651168401765935-683260Summary: A turtle carved in rock on a bluff over the Hudson River by Native Americans long ago watches with sadness the changes man brings over the years.Summary: A turtle carved in rock on a bluff over the Hudson River by Native Americans long ago watches with sadness the changes man brings over the years.-634365-683260Title: And Still the Turtle Watched00Title: And Still the Turtle Watched-634365-568960Teaching Ideas (continued)Sharing Ideas - A discussion circle can be guided when the story is finished and be the place where students share their work. If there is more time available, prior to discussing ideas in circle, teachers may want to offer students a way to share and process their ideas together in small groups or as a class. Teachers may want to use a method to physically share ideas as a class; such as typing offered ideas into a computer program (. ie. Word, Powerpoint) to be viewed with a projector, write ideas on paper projected from a digital camera, record ideas on chart paper or white board, etc. Teachers may want to have students share in small groups and present ideas in circle or place on poster paper, perhaps including drawings if the group wishes.Teaching Ideas for Indian Residential SchoolsSharing Knowledge - Students can share facts of what they know about residential schools and who may or would have been "watching" residential schools happen. These can be listed. For Gr. 4-6, you might ask, "How do you think children may have felt, what emotions might you have had, being in residential school?" For Gr. 7-12, you might additionally ask students, "From these facts, what truths can be acknowledged about residential schools?"Extension - Students can create a "Heart Expression" **** to place in a garden at Fraser River Heritage Park. This can be words, pictures or both that represent their thinking and empathy related to IRS Survivors and those lost.Elders Visit - Check with your school's Aboriginal Liaison Worker to inquire about inviting an Elder to visit and join with your class as you have a discussions about the book and the concept of "truth" and/or about residential schools. Invite your Elder to participate by allowing space for them to offer experiences related to their own witness of history and their culture, or their experiences of IRS, or their thinking about the concept of "truth". What is the Elder willing to share?Lesson Planning Suggestion - Teachers may want to make two or three classes for this complete lesson. For example: Lesson 1 is about the concept of truth (And Still the Turtle Watched story and activity.); Lesson 2 is about IRS and applying the concept of truth to this history (perhaps a story related to residential school, or a sharing of knowledge followed by a guided discussion, or an Elder's presentation, or invite your Aboriginal Liaison Worker to offer a presentation about IRS followed with a discussion); Lesson 3 is about students creating a Heart Expression or some other creative representation of the truth related to IRS and empathy with survivors and those lost. Inviting your Aboriginal Liaison Worker and/or an Elder to be present while students are creating will give opportunity for students to informally ask questions and have discussions about the work they are doing and about IRS.0Teaching Ideas (continued)Sharing Ideas - A discussion circle can be guided when the story is finished and be the place where students share their work. If there is more time available, prior to discussing ideas in circle, teachers may want to offer students a way to share and process their ideas together in small groups or as a class. Teachers may want to use a method to physically share ideas as a class; such as typing offered ideas into a computer program (. ie. Word, Powerpoint) to be viewed with a projector, write ideas on paper projected from a digital camera, record ideas on chart paper or white board, etc. Teachers may want to have students share in small groups and present ideas in circle or place on poster paper, perhaps including drawings if the group wishes.Teaching Ideas for Indian Residential SchoolsSharing Knowledge - Students can share facts of what they know about residential schools and who may or would have been "watching" residential schools happen. These can be listed. For Gr. 4-6, you might ask, "How do you think children may have felt, what emotions might you have had, being in residential school?" For Gr. 7-12, you might additionally ask students, "From these facts, what truths can be acknowledged about residential schools?"Extension - Students can create a "Heart Expression" **** to place in a garden at Fraser River Heritage Park. This can be words, pictures or both that represent their thinking and empathy related to IRS Survivors and those lost.Elders Visit - Check with your school's Aboriginal Liaison Worker to inquire about inviting an Elder to visit and join with your class as you have a discussions about the book and the concept of "truth" and/or about residential schools. Invite your Elder to participate by allowing space for them to offer experiences related to their own witness of history and their culture, or their experiences of IRS, or their thinking about the concept of "truth". What is the Elder willing to share?Lesson Planning Suggestion - Teachers may want to make two or three classes for this complete lesson. For example: Lesson 1 is about the concept of truth (And Still the Turtle Watched story and activity.); Lesson 2 is about IRS and applying the concept of truth to this history (perhaps a story related to residential school, or a sharing of knowledge followed by a guided discussion, or an Elder's presentation, or invite your Aboriginal Liaison Worker to offer a presentation about IRS followed with a discussion); Lesson 3 is about students creating a Heart Expression or some other creative representation of the truth related to IRS and empathy with survivors and those lost. Inviting your Aboriginal Liaison Worker and/or an Elder to be present while students are creating will give opportunity for students to informally ask questions and have discussions about the work they are doing and about IRS.-6343654231640Attached Teaching AidsWorksheets for Visualization and Questioning (Note: These can be altered to suit the work you are doing with your students and the grade level of the student.)Suggestions for books to read about Residential Schools (Note: Be sure to review your teacher package for FNESC guidance when studying IRS with your students.)Blackline Master for Heart Expression.0Attached Teaching AidsWorksheets for Visualization and Questioning (Note: These can be altered to suit the work you are doing with your students and the grade level of the student.)Suggestions for books to read about Residential Schools (Note: Be sure to review your teacher package for FNESC guidance when studying IRS with your students.)Blackline Master for Heart Expression.-634365-393700Notations* Delaware people - Lenape people who lived along the Delaware River, a major waterway in eastern USA flowing to the Atlantic Ocean. Despite signing a treaty for their territory with the USA in 1778, the Lenape were forced to leave their territorial lands in New York state, New Jersey and Long Island. Some Lenape people moved north to Ontario and formed two reserves there.** Truth - This school year (2016-2017) Siwal Si'wes is inviting students and staff to consider the concept of the Sacred Teaching of Truth. To prepare students and staff for the March in Honour of IRS Survivors and Those Lost on September 30th, it is hoped discussions can be had about the concept of truth with the history of IRS.*** IRS - Indian Residential School**** Heart Expression - For those staff and students who wish to create an expression of the truth and empathy they discovered through discussions about residential schools and the concept of truth, a heart blackline master and a frog blackline master will be provided. Please check with your Aboriginal Liaison Worker for these.0Notations* Delaware people - Lenape people who lived along the Delaware River, a major waterway in eastern USA flowing to the Atlantic Ocean. Despite signing a treaty for their territory with the USA in 1778, the Lenape were forced to leave their territorial lands in New York state, New Jersey and Long Island. Some Lenape people moved north to Ontario and formed two reserves there.** Truth - This school year (2016-2017) Siwal Si'wes is inviting students and staff to consider the concept of the Sacred Teaching of Truth. To prepare students and staff for the March in Honour of IRS Survivors and Those Lost on September 30th, it is hoped discussions can be had about the concept of truth with the history of IRS.*** IRS - Indian Residential School**** Heart Expression - For those staff and students who wish to create an expression of the truth and empathy they discovered through discussions about residential schools and the concept of truth, a heart blackline master and a frog blackline master will be provided. Please check with your Aboriginal Liaison Worker for these.Reading Power: VisualizationAnd Still the Turtle WatchedIn each box, draw a picture of ideas you hear expressed in the words of the story. You may add the words if you wish.290893528384500-7486653780790002908935378079000-7486654000500Reading Power: QuestioningAnd Still the Turtle WatchedAs the story is read, write any questions that come to mind.Questions can be about the ideas in the story, or about specific words used in the story, or about anything related to the story.Questions can include: who, what, when, where, why, how; what if…, can…., do ….., will…., etc.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Bibliography of Books about IRS3366135215900004623435311150Amik Loves School : A Story of Wisdom by Katherena Vermette 00Amik Loves School : A Story of Wisdom by Katherena Vermette 1203960105410When I Was Eight by Christy and Margaret Poniak-Fenton00When I Was Eight by Christy and Margaret Poniak-Fenton-628658636000 1194435100330Righting Canada's Wrongs: Residential Schools by Melanie Florence00Righting Canada's Wrongs: Residential Schools by Melanie Florence1423035217805They Called Me Number One by Bev Sellers (Gr. 9-12)0They Called Me Number One by Bev Sellers (Gr. 9-12)1537335443230Shi-Shi-Etko by Nicola I. CampbellShi-Shi-Etko by Nicola I. Campbell16516352540Shin Chi's Canoe by Nocola I. CampbellShin Chi's Canoe by Nocola I. Campbell1537335115570Not My Girl by Christy Jordan-Fenton00Not My Girl by Christy Jordan-Fenton165163550800Not Time to Say Goodbye by Sylvia Olsen, Rita Morris and Ann Sam (Gr. 7-12)0Not Time to Say Goodbye by Sylvia Olsen, Rita Morris and Ann Sam (Gr. 7-12)00 ................
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