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-3122141-89792400Teacher Resource Package By: Kourtney Gorham and Jessie ReeseTable of ContentsCurriculum LinksOverview of Novel/Why to Teach It: Sugar Falls is a residential school story based off of the experiences of Betty Ross, an Elder from Cross Lake First Nation. In the graphic text, Daniel has to interview a residential school survive. His grandmother’s friend, Betsy, tells him her story. From child abandonment, to adoption, to abuse and indignity, to survival and strength, Sugar Falls deals with many complex and pertinent themes. However, the reading level is quite low. Grade Five or Six students could read the text. In saying that, the themes are mature and complex. Using a graphic novel helps English Language Learners, visual learners, and those with varying abilities. It also introduces students to other mediums and connects English to the arts. We believe this text is engaging to students and allows them to explore complex issues. Furthermore, teaching treaty education and issues is a part of the curriculum. Using Sugar Falls in your classroom can be a great way to introduce or explore a touchy topic. Course Level: ELA 20 Sugar Falls is a core resource for the ELA 20 curriculum. We would also make this recommendation. Although the reading level is easy the themes are more complex. It also fits nicely into the learning outcomes and indicators for ELA 20: Learning Outcomes and Learning Indicators: Below we have selected an outcome from each of the sections (compose and create, comprehend and respond, and assess and reflect). We believe these outcomes work best with our activities and exploration of Sugar Falls. We have also highlighted the indicators that our assignments are based off of. However, many indicators could be used and other outcomes in the ELA 20 curriculum could be used to guide student learning. We have also connected this book and the recommended activities to two treaty essential learnings. ELA 20: CR 20.1 View, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations, Métis, Saskatchewan, Canadian, and international texts that address: identity (e.g., Relationships with Family and Others);social responsibility (e.g., Evolving Roles and Responsibilities); andsocial action (agency) (e.g., The Past and the Present).Examine topics and contemporary and traditional visual, oral, written, multimedia, and digital (including social media) First Nations, Métis, Saskatchewan, Canadian, and international texts that present different viewpoints and perspectives on issues related to identity, social responsibility, and social action (agency).View, listen to, and read First Nations, Métis, Saskatchewan, Canadian, and international texts that reflect diverse personal identities, world views, traditions, and backgrounds (e.g., appearance, culture, socio-economic status, ability, age, gender, language).Connect ideas, observations, opinions, and emotions to understand texts.Analyze, compare, and evaluate interpretations and viewpoints when responding to First Nations and Métis texts and themes.Make connections between personal experiences and prior knowledge of traditions, genres, and a variety of texts.Respond personally and critically to themes, values, and beliefs presented in a variety of First Nations and Métis texts.Identify ways that society and culture shape the content, forms, and language of texts, including digital texts.Explain ways that languages and texts reveal and shape understanding of human 20.1 Create a range of visual, multimedia, oral, and written texts to explore: identity (e.g., Relationships with Family and Others);social responsibility (e.g., Evolving Roles and Responsibilities); andsocial action (agency) (e.g., The Past and the Present).Connect ideas, observations, opinions, and emotions to respond to and create texts.Create spoken, written, multimedia, and other representations that include:a clear thesisaccurate, appropriate, and convincing details to support the thesisa style, voice, and format that is audience and purpose appropriateunity, coherence, and emphasis in a logical progression and with logical support for ideas/thesiseffective and clear organization patternsa valid and justifiable conclusion.Write a research essay (approximately six to ten pages) building on primary and secondary sources that:marshals evidence in support of a clear thesis statement and related claimsparaphrases and summarizes, with accuracy and fidelity, the range of arguments and supports or refutes the thesiscites sources correctly and documents quotations, paraphrase, and other information using standard format.Conduct and present an extended inquiry/research based on a topic of the course that:determines inquiry or research focus and parameters based on personal knowledge and others’ expertiseformulates and revises questions to focus inquiry or research the topic and purposeexplores group knowledge and strengths to determine inquiry or research the topic, purpose, and proceduresdevelops, uses, and adapts an inquiry or research plan appropriate for content, audience, purpose, context, sources, and proceduresselects ideas and information from prior knowledge of the inquiry or research topic appropriate for audience, purpose, and personal perspective or focusidentifies and discusses the purpose and usefulness of information sources relevant to the particular inquiry or research needsevaluates how perspectives and biases influence the choice of information sources for inquiry or researchaccesses information using a variety of tools, skills, and sources to accomplish a particular purposeorganizes and reorganizes information and ideas in a variety of ways (including digital) for different purposes and audiencessummarizes and records information, ideas, and perspectives from a variety of sources using a variety of means (e.g., digital); documents sources accuratelyevaluates information for completeness, accuracy, currency, historical context, relevance, and balance of perspectivesexplains self-knowledge acquired through inquiry and explains the insights gained; explains the importance of new understanding to self and others; assesses own inquiry and research skillsdefines and narrows a problem or research topicgathers relevant information from a variety of print and digital sources as well as from direct observation, interviews, and surveysmakes distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websitesplans, by taking notes, creating informal outlines, and researching, using a variety of means (e.g., digital)connects, shapes, and clarifies ideas and understandingselects and connects ideas from prior knowledge, observations, and experiencesidentifies the need for additional information to supplement prior knowledge, observations, and experiences.Create a website (approximately six to ten pages) to inform and foster social action regarding a local issue that:includes a user-friendly navigation scheme with no dead-end pagesprovides clear site identification through design elementsis in language and style appropriate for web contentincorporates appropriate original graphics and multimediais engaging and promotes positive user action.AR 20.1 Assess own ability to view, listen, read, speak, write, and use other forms of representing effectively. Develop goals and plans for improving personal language learning and use.Explain the importance (to self and others) of new understandings, skills, and strategies.Evaluate own contributions to the group process and seek support where needed.Consider alternative ways of reaching goals and implement plans to achieve personal goals.Celebrate special accomplishments.Treaty Essential Learnings Treaty Essential Learning #4: Worldviews Students will view, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations and Metis texts that address the various worldviews specific to Saskatchewan groups (Dene, Cree, British/Newcomers, Dakota, Nakota, Lakota and Saulteaux). Students will explore various aspects of worldview associated with these groups: The importance of the circleSpirituality ValuesKnowledgeCultureLanguageOral TraditionsGovernance Natural World Treaty Essential Learning #6: Contemporary Treaty Issues Students will view, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations and Metis texts that address contemporary treaty issues, specific to Saskatchewan:Land disputes TaxationSelf-government Canadian Constitution Act, 1982 RacismEducationReparations for Past Injustices – Residential Schools The Status Issue Indian Act and CitizenshipEconomic ConditionsEconomic DevelopmentFirst Nations Peoples and the Criminal Justice SystemThe Way Forward: The First Nations Face the 21st Century Broad Areas of Learning:We would suggest using Sugar Falls in a unit that addresses identity. The idea would be to start with self-identity. Students could explore their identity through both internal and external factors. For instance, they could first look at their interests and then their family dynamics. Then students could explore the Canadian identity. They would start constructing the identity from their own perspectives (internal) and expand their knowledge to look at the Canadian identity through the various lenses (gender, class, ability, etc.). At this point, students could be introduced to First Nations and Metis texts and resources that explore identity. This progression allows students to explore First Nations identity and issues that have affected their identities. We believe that through this unit progression students will be more empathetic and willing to assess how First Nations individuals would have different lives if it was not for certain events. Before reading Sugar Falls, students would explore a variety of other First Nations texts (YouTube videos, short stories, and poems) so that they have a background about First Nations stories, culture, traditions, beliefs, issues, etc. These resources can be found in the ‘resource section’ of the document. We believe that this progression works better to combat negative stereotypes and allows students to make connections with their own lives. It also scaffolds learning. Below have summarized how the Broad Areas of Learning work with not only Sugar Falls, but the suggested unit of study in general: 1. Sense of Self, Community, and Place – Students focus on their own identity, starting the internal factors, such as likes and dislikes, and expanding to external factors, such as family and friends. Students then consider their beliefs of the overall Canadian identity. This knowledge will come from their community experiences, or in other words the internal factors. We will expand their knowledge by providing external considerations: multicultural, gendered, labeled and FNMI identities within the Canadian identity. The goal will be for students to not only develop a positive identity about themselves, but also of others. This relates to BAofL document that states that students will “appreciate diverse beliefs, languages, and practices from the First Peoples of Saskatchewan” and other cultures “in our province.” Since the focus is on how Canadian identity/society impacts who we are and who we become, students will be able to relate identity to our current place. The BAofL document also stresses focusing on a balance of “intellectual, emotional, physical, and spiritual dimensions.” Many of the resources selected are emotional and evoke empathy. Furthermore, spiritual beliefs and cultural differences will be explored. The questions posed start at a beginning mastery level but expanded to a high degree of mastery, to challenge students. 2. Engaged Citizens – Through blog posts (the recommended daily routine to encourage students to write more and for different audiences and purposes) students will often focus on current events that impact the Canadian identity. By the end of the unit, students should start to understand that the Canadian identity is diverse and complex. They should also start to realize that we need to encourage unique perspectives, rather than silence them. Students should start to recognize the importance of diversity and right and responsibilities of Treaty 4 relations. Although this unit is not specifically focused on social action, students will be more aware of their identity as citizens and will have the beginning knowledge to “advocate for self and others, and act for the common good as engaged citizens” through the value of diversity. 3. Lifelong Learners – The search for identity and our place in the larger society is a lifelong process. The unit starts with self to strike student curiosity. Students will be required to make observations, exploration and constructions of Canadian identity. They will also learn various cultural experiences within Canada and “other ways of knowing the world.” This will help them “appreciate… Indigenous worldviews and learning about, with, and from others.” The assignments and explorations deal with self and others and rely on inquiry and high degree mastery thinking. The questions of this unit are broad and open-ended and by no means will be completely addressed within this one unit. In reality, these explorations should continue throughout their studies and the rests of their lives; this is simply the framework in which to work. Cross Curricular Competencies Keeping the novel and the unit of study in mind, we also made connections to the cross curricular competencies: 1. Develop Thinking (contextually, creative, critically) – Students will explore factual, conceptual, procedural, and metacognitive knowledge to “come to know and understand the world around them.” Students will apply prior knowledge of what their identity is and what the Canadian identity means to them and their community. This is based on their family values, beliefs, etc. and experiences in the world. By Grade 11 they will already have an understanding of who they are and perceptions of others. These perceptions will hopefully be expanded upon and broke down, if need be. The idea of identity is broken down into parts, from internal to external or personal to communal. Through this exploration students can “analyze connections or relationships.” Furthermore, students can identity how the parts, or people, “influence each other and create a whole.” This will especially be relevant when considering the effect of the majority identity on the minority identity. Students will get a chance to “explore norms, concepts, situations, and experiences from several perspectives, theoretical frameworks, and worldviews” through the variety of lenses applied to identity and the various identities within a single class. The resources used also explore different perspectives and worldviews, which may or may not be present within the class. This unit will hopefully spark creative thinking through an “interest in the world, new experiences” and differences. Students will get a chance to experiment with the idea of what it means to be Canadian and may have to guess what this looks like for a minority group (before the information or resources are used to supplement this knowledge). Students will get a chance for self-reflection and inquiry about self and others. Students get a chance to create visuals and written pieces that express their understanding of the Canadian identity, as well as, their own identity within this larger structure. Students will be able to critique events, such as the Indian Act or Residential schools. They will “distinguish among facts, opinions, beliefs, and preferences” about others and their identities/cultures. They will have to assess the purpose and audience of different mediums and how that impacts identity. Lastly, they will analyze their assumptions about themselves and others, as well as, larger societal assumptions. 2. Develop Identity and Interdependence (Self, Other, Environment) – Students will interact with “others and the environment” and be able to learn from various perspectives, either from their classmates or the resources used. Students should start to realize the importance of staying true to their own identities while accepting and valuing differences. By focusing on personal growth and a value of differences, students can start to “contribute to a sustainable future” and understand their purpose within the Canadian identity. Students will explore cultural background and beliefs and focus on decision making that leads to a “positive self-identity.” They will then analyze the impact of their families, communities, friends, and significant others on their own identity. Students should begin to understand the importance and control they have on shaping their own identities and including others. This should result in the confidence to “advocate for self.” Through a variety of texts and in-class explorations, students will “demonstrate openmindedness toward, and respect for, all.” They will show this openmindedness when learning about other perspectives, identities, worldviews, and cultures. The start of the unit focuses on self and each person’s contribution to the Canadian identity; students will focus on their own strengths and interests, as well as, their strengths and interests of those around them. The unit does not focus much on environmental and economic interdependence and sustainability but students will analyze social impacts on identity and behaviors. 3. Develop Literacies (Construct, Explore, Express) – The journal writes and connections to current events will relate to “literacies in everyday life” and give students a chance to “critically evaluate information sources,” such as audience and purpose. Students will get chances to present, discuss/debate, listen, speak, write, read, view, blog, and draw, utilizing many different ways of communicating knowledge and growth. Students will be made aware that all of these literacy forms are important and connect to their future work life, whether it be a university career or job. Literacy relates to the overall Canadian identity. For instance, we have two national languages which allow us to share “knowledge, culture, and values.” Students will get a chance to explore a variety of sources (song, text, picture books, news reports, etc.) and they get a chance to use “appropriate technologies to investigate ideas and deepen understanding in all areas of study.” Students will critically evaluate current events, treaties and other documents and their effect on Canadian identity. Through a variety of mediums and literacies students’ “understanding and interpretation” of identity will be challenged and explored. Students will have a chance to explore their own personally collected data about themselves and they will “use ideas and technologies” to create “new insight” about identity. The purpose of the unit is for them to view, listen, and read a variety of sources and be able to ethically respond in an inclusive, understanding manner. The assignments will require students to use the English language to the best of their abilities so that their understandings are made clear. Student choice will be utilized. 4. Developing Social Responsibility (Moral Reasoning, Communitarian Thinking, Social Action) – Through the exploration of Canadian identity students will be held responsible to “contribute positively to their physical, social, and cultural environments.” Students will begin to understand their own “unique gifts,” as well as, those of their classmates’. Students will “evaluate the possible consequences” of residential schools, the Indian Act, various perspectives about identity, not matching the majority view of the Canadian Identity, Treaties, immigrating to Canada, and much more. Through this exploration students will develop a “respect for all” and an understanding of differences and the importance of diversity. Through the work students create their moral understanding and reasoning will be evident. Students will examine how their “values and principles,” as well as those of their families, communities, and peers, “guide conduct and behavior.” Students will engage in class discussion where they will be required to speak, listen, and reflect. Peer-conferencing about writing will allow them to engage in communitarian thinking. Everyone will have a chance to contribute because each identity will be explored. The idea is that the classroom culture will be positive and allow students to “express differing perspectives in a constructive manner.” The idea is also that students gain confidence in their own skin. Students will need to respect each other and diversity for this inclusive and positive classroom community to be present. Group brainstorming, for instance about the “shared” Canadian identity, will “work towards shared understanding.” This unit could lend itself to debates and disagreements. However, students will be required to use “conflict resolution in [their] own classroom.” In the end, students should support one another’s’ “needs, identity, culture, dignity, and capabilities.” This may result in social action in the form of advocating for self and other in the classroom, and possibly the community. Interdisciplinary Connection: This text connects to the Treaty Essential Learnings and the ELA curriculum. Collaboration with teachers could result in a health-social-English combined study. Sugar Falls could be introduced in English class and themes relate to health or social could be explored in these classes. For instance, the grieving process or the history of residential schools could apply to these different curriculum areas. This flexibility and multidisciplinary application of Sugar Falls is another reason to use it in your classroom. Themes/Issues: The themes presented in the text are survival, home, identity, stories and worldviews, and grief. Furthermore, Betsy’s story is told and brought to life. This acts as a memoir. The physical text itself is in memory of Betty Ross and Sugar Falls keeps her identity and story alive. This could be explored as the central theme and purpose for this text. This novel also sparks the exploration of Saskatchewan’s residential school history, First Nations culture and traditions, the stages of grief, discriminatory language and labels, the connection between status and race, power relations, hierarchies of power, benefits and disadvantages of our close relationships, and Christianity. Furthermore, students can explore Cree language, as it is used in the text. The components of graphic novels, impacts of photos, audience, purpose, and art can all be discussed. Big Questions: These questions relate to the text and also extend into other themes that can be explored to introduce or extend the learning: Enduring UnderstandingsEssential QuestionsThrough viewing and reading a variety of texts/mediums, students will understand that...Students will consider their likes, dislikes, strengths and weaknesses. Their own social, cultural, and cultural beliefs also shape them into who they are. Students may start to realize that definitions of people do not match. This can cause an identity crisis and challenge students to stay true to themselves. Students each have a passion that drives them. Students will consider their strengths and interests and how that can be something to offer to the Canadian identity. They will start to realize that everyone has something different to offer. Identity is changing, both externally and internally. The outside environment affects who you are. Relationships (friends, family, significant others) have an impact on how you act and who you become. Both nature and nurture impact identity.The choices you make, including who you choose to associate with, impact your overall identities and who you become. The choices you make, in part, show who you are and can change who you are. You have a choice to be the best version of yourself. Where your family came from impacts who you are and where you fit in the Canadian identity. This can include your beliefs, cultural background, etc. Students should also be introduced to the effects of abuse. People who are subjected to being part of a minority usually have a harder time discovering who they are. Their personal identity might not match what society, or the majority, deems to be the acceptable overarching Canadian identity. Often people with labels are oppressed or ostracized, rather than valued for their unique strengths and perspectives. Unfortunately, in our Canadian history the majority has a large influence on what is considered socially and culturally acceptable. However, it is our goal to start rebuilding these relationships and celebrating the differences. By this point, students will hopefully understand the value of differences, making good choices and following their individual passion. Students should start to realize that the Canadian identity is diverse and changing, just like our personal identities. Students should start to understand the grieving process and develop empathy. They should also be aware of agencies and supports available. Students will be able to compare and contrast First Nations worldviews to their own. They will look at the circle, knowledge, culture, spirituality, language etc. Our goal is that the see both similarities and differences and how all worldviews can be part of the collective Canadian identity. Students will explore options for help and write letters to the mayor that asks for social action. By going over the stages of grief and looking at complex issues in multiple lenses, students will start to realize their role in building positive relationships that move forward. Related misconceptions…Students may not like to hear that how they perceive themselves is different than others perceive themselves. Students may have preconceived notions about minority groups, thus why we are starting with personal and moving to communal and First Nations identities. Students may believe that everything is laid out for them and we want them to have social responsibility and realize that they have choice over who they become. Therefore, they need to realize that both nature and nurture impact who they are. Students who are not FN could disconnect from the content and FN students may feel subjected or “on the spot.” We do not want this unit to turn into an us vs. them but rather an understanding that everyone is unique and contributes to the Canadian identity. Content specific….Who are we and what makes us the way we are? Do our personal perceptions of ourselves match how others see us? What happens when these perspectives do not align? What is our purpose for being? What do we have to offer? Is identity stagnant or changing and why? Does the outside environment effect who you are? Do your friends, family, relationships effect who you are? Is identity formed by nature or nurture? What role do our individual choices have on our identity?FNMI, multicultural, cross-curricular…How might your life experiences shape your identity? Does abuse have an impact? Does status have an impact?How does a label change identity? How do we treat people with different labels? Should the majority identity have an influence on the minority identity? Why or why not?How do we stay true to our identities? In the end, what constitute the Canadian identity? What does the grieving process look like? What agencies and supports are available? What are the differences and similarities of worldviews between different groups? Is there room for both views in our definition of the Canadian? How can past wrongs be amended and forgiven? How can relationships be strengthened? *All of these issues can become teachable moments and really depend on the environment and culture of your classroom. If you create a positive classroom community, students are more likely to be accepting of each other and open to learning new things.KnowledgeWhat knowledge will student acquire as a result of this unit? This content knowledge may come from the indicators, or might also address pre-requisite knowledge that students will need for this unit.SkillsWhat skills will students acquire as a result of this unit? List the skills and/or behaviors that students will be able to exhibit as a result of their work in this unit. These will come from the indicators.Students will know... (Pre-requisite knowledge) Students will have experience in connecting literature to their own lives, while the content may be new to them. Students will have been introduced to the writing process. By Grade 11, students have been forming their identities for many years. Students have already learned how to make PowerPoints and Prezi presentations and are competent with voice narration. Students have practiced oral presentations on many occasions. The teacher already has learning style and interest inventories completed about the students. Students will be able to… (Post knowledge) Through the exploration of the essential questions, students will be able to: Identify their strengths, weaknesses, likes, and dislikes. Understand their place in the overall Canadian identity.Make connections between their beliefs and worldviews to others (particularly FMNI). Create both oral and visual representations of their learning. Create blog posts that show a connection to self, other, and the text. Practice self and peer-assessment. Reflect on labels, assumptions, and preconceptions. Reflect on their community and family experiences and how that relates to their identity. Reflect on power relations and the importance of family. Create a technological presentation with voice narration (power point, Prezi, etc.) that illustrates both the limitations and benefits of the Canadian identity, the evolving roles and responsibilities and the community impacts. View, listen to, and read a graphic novel.Work independently and as a group.Participate in group discussions.Ask questions. Respond personally and critically to the literature, using literature circles.Participate in communitarian thinking and sharing. Theoretical Perspectives/PedagogyThe question of identity and exploration of self is a lifelong process. Students will start the unit examining who they are and why. This will involve a personal exploration of likes, dislikes, weaknesses, and strengths. Students will consider external and internal influences on identity. This will be made relevant to students by exploring things like who they associate with, the choices they make, and the battle of nature vs. nurture. As students learn about themselves, more complex topics will be introduced. Students will look at a larger external force that they all share: being a Canadian. Once students define Canadian identity using their own perspectives, they will be asked to consider both a gendered and cultured lens. For instance, what does it mean to be a female vs. male Canadian citizen? What does it mean to be a first-generation Canadian or an immigrant? How is the Canadian identity different or similar for First Nations individuals? A variety of First Nations mediums will be explored at this point. The purpose of this unit is to focus on First Nations peoples of Canada, as this is a requirement in Saskatchewan. However, the lessons are intended to slowly work up to this goal, starting with the self and expanding to the whole. We believe that this will be more engaging for students. Furthermore, each student will be able to share their strengths, weaknesses and cultures, allowing their peers and teacher to get to know them better. Working the students up to First Nations information will combat some resistant behaviors towards First Nations peoples and cultures that are prevalent in our Saskatchewan communities. The essential questions start with beginning mastery thinking and expand to high degree of mastery topics and explorations. “He who knows others is wise; he who knows himself is enlightened.”- Lao Tzu (Chinese philosopher).The resources included in this resource package encompass many different author and group identities. The goal is for students to connect the literature to their own lives and see both the individual and communal picture of identity. Resources, assignments and grading rubrics are also attached. Formative and summative assessment/evaluation ideas are also attached. These resources can and should be adapted to meet the needs of each individual class. However, we do believe that starting with personal identity and working towards communal identity is a natural progression for both student engagement and scaffolding of big questions. It is our intent that discussions and assignments are student-centered and allow for choice. We also believe that students should co-manage (construct rubrics and take part in assessment measures) so that they know what is expected of them. Therefore, the attached rubrics are a starting point for what can be created with students. Keeping multiple intelligences and differentiation in mind, we have included many different assignment ideas, resources, and assessment measures. When creating this resource package we imagined that we had a couple English Language Learners in our classroom, as well as, a student with a Record of Adaptation. This record of adaptation called for less notes, the use of technology, and easier reading material. Thus, we believe Sugar Falls is an appropriate text to meet the needs of all learners. It is a graphic novel and therefore, an easier more appealing read. However, the themes are very mature and require a high degree mastery of thought. We choose many blogging assignments to meet the technology requirement, not only for the student with the ROA but also because our research has led us to believe this is a relevant component of 21st century schools. Various teaching strategies are also recommended below that foster an inclusive classroom where all students can flourish. *It is important to note that all assignments and activities require EXPLICIT INSTRUCTION to work. All instruction should be broken down into the smallest parts. For instance, if students are working on writing a letter to the mayor that calls for social action, students need to be explicitly taught how to write a letter. They should also be part of the criteria and assessment making process regarding this assignment. Teaching SuggestionsActivities and Assessment EvidencePerformance Task Diagnostic Assessment (Before): 1. Exit slip prior to unit about self 2. KWL on Canadian Identity and what they know about First Nations identity/culture (start the unit and fill in the L at the end) 5. Friar Diagram on residential schools (Sugar Falls)Assessment of learning: During:1. Class discussions/circles (the learning environment will be set up in a circle for this unit to foster First Nations culture and equality for all identities/beliefs). 2. Work periods for student check-ins 3. Cold Call4. Today’s Meet5. Quiz about topical learnings (not for marks)/more of an exit slip 6. Character map focusing on power relations/hierarchies 7. Venn Diagram to compare worldviews/spirituality/traditions 8. Co-construction of criteria for oral presentations 9. Exit Slips10. Make logical inferences what is going on in pictures without text and explain thought process11. Class brainstorms 12. Plus, minus, and interesting exit slip after discussions or elder comes in After: 1. Blogging 2. Self-assessing blog posts3. Peer feedback on blog posts (using TAG strategy to foster constructive feedback)4. Self-asses group contributions (literature circles for Sugar Falls) 5. Oral presentations (informal and formal) 6. Peer feedback on oral presentations 7. Self-assess oral presentations 8. Descriptive paragraphs 9. Visual/dramatic representation of grief 10. Create own graphic novel pictures and text (1 page) 11. Letter to mayor Teaching Strategies/Other: 1. Bring in an elder2. Field trip to FNU to look at medicine wheel 3. Literature circles4. Use all forms of TAPS (total group, alone, pairs, small group) Evaluation (Assessment for learning): Portfolio for the year in blog format. The blog will be divided into a page for each outcome/I Can Statement. All student work will be posted on the blog, whether big or small, to show the learning process, student progress, and communicate learning with parents. Students will sign a contract at the start of the year that if assignments are not completed to their best abilities or outlined standards, then students will have to redo the work. However, students will receive feedback and not grades. At the end of the semester, students will highlight one piece of evidence per outcome/I Can Statement. This can be teacher, student or parent selected. This will be marked by the teacher using the rubric (one for each outcome). The nice thing about the rubrics is that they are student and teacher created. The teacher creates four boxes in student friendly language, in front of the students to model the process. Then as a class, the students create the next two boxes. Students also can choose one area to be weighted higher and therefore, one to be weighted lower to foster their own individual strengths and allow them to self-assess their weaknesses. Students will have choice as to how they represent their knowledge on the blog. After each unit, students will conference with their teachers to talk about what their best work was and what they need to work on. There is also a weekly check-in and students assess themselves and their peers on their blog posts. GRASPS Elements of the Performance TaskG – GoalWhat should students accomplish by completing this task?Through blogging students will connect the texts to their own personal identities. They will reflect on the complexities of identity and the multiple perspectives (outcome). They will understand similarities and differences between their identity and others’ identities. The blog will illustrate their learning progress and progress as they develop a deeper understanding. Blog posts can be visual, essay-based, reflections or poetry pieces (we don’t want to limit our students). Through self and peer assessment and feedback they will create a caring and responsive community with one another. Through these interactions students will begin to realize their role in the bigger picture and their responsibility to stay true to themselves and respect diversity. Students will reflect on their own perspective and some prompts ask them to put themselves in other people’s shoes. They may take the perspective of the majority or minority in Canada, depending on the prompt. Students should write/draw/etc. for themselves and their peers so that it is sincere. The challenge will be to put themselves in different situations and empathize with others. Writing can be challenging for some students. Thus picture essays or drawings can be used. Students will also be challenged to reflect on their own assumptions and potentially deconstruction prior stereotypical notions. In the end, every blog post (no matter the format) will be part of their online portfolio. They may choose to highlight their best work (1 from each outcome) and will be encouraged to choose pieces from all stages of the learning process. R – RoleWhat role (perspective) will your students be taking?A – AudienceWho is the relevant audience?S – SituationThe context or challenge provided to the student.P – Product, PerformanceWhat product/performance will the student create?S – Standards & Criteria for Success*Attached are rubrics. Rubric: Comprehend and Respond (Blog Posts) Self-Assessment Rubric*from NESD Use the rubric provided to self-assess your blog post. If you wish to make changes to your post based on the rubric, make your edits now. Remember: at the end of the unit you will be conferencing with others to give and receive constructive feedback. Write what score you would give yourself (1-5) and why? Explain your reasoning in the space below your rubric.Name__________________________________ Fully meeting expectations, with enriched understanding (EU)Fully meeting grade level expectations (FM)Mostly meeting grade level expectations (MM)Not yet meeting grade level expectations (NY)Establish criteriaYou have an in depth understanding of the criteria for your given text form and how these criteria link to the work you are doing. You can explain how each part leads to a strong whole.You are able to suggest and/ or discuss criteria for the text form you are engaging in. You spend time with rubrics in order to plan for growth.You need a little help remembering and/ or understanding some of the criteria. Ask questions if you need to so this becomes more independent.You are having trouble stating the criteria for this project on your own. Go back to the elements of strong, comprehending, responding, assessing and reflecting.Identify successesYou have a specific understanding of your own strengths and knowledge and how they relate to the goals of the work you are doing. You can explain how you arrived at these strengths in order to apply them to your next work.You are able to describe the things that went well in detail. You can give examples within your work. You can share self-knowledge and insights gained.You need a little help identifying all of your strengths. Think about what you felt most connected to. How can the rubric help you with this skill?You are unable to recognize your strengths on your own. Go back to the criteria on the rubric. Compare them to your work. Where do you feel most strong?Set goalsYour goals are appropriate and specific and display an ability to reflect deeply on your own strengths and challenges. You clearly understand the importance of new knowledge and skill development and this impacts the goals you set.On your own, you are able to set goals that link to strengths and challenges. You can explain the importance of new knowledge to self and others.You need a little help setting goals that relate to the work you are doing; continue to work on linking future work to current work.You are having trouble setting goals that are appropriate and specific; Spend much more time practicing reflection. Listen to someone else reflect and set goals.Use strategies to take steps toward goalsYou have a clear and deep understanding of how to progress toward goals and you enthusiastically do so. You are willing to take risks and try new strategies to improve. You can clearly explain how skills and strategies improve comprehension.You can identify steps needed to address your goals and then take those steps. You understand strategies that lead to stronger composing and comprehending and can explain this connection.You need help imagining how to address goals. Try journaling strategies you have used so you can draw on this information when setting new goals.You are having trouble independently moving toward goals. What do we mean by strategies? What steps help us progress in our learning? Ask for ideas.Respond to feedbackYou seek feedback willingly and apply new information to the work you are doing; you show strong reflective practices and good listening skills.You approach feedback with an open mind and a reflective manner; you make decisions about how to respond to feedback and apply it to the work you are doingYou are showing some skill in responding to feedback through reflection and good listening; you need a little help deciding how to apply feedback to your work.Much help is needed in active listening and deciding how to apply feedback to work you are doing. How does feedback help us get better? Why do we mean by open-mindedness?Give feedbackYou are very skilled at giving feedback in order to help others. You willingly seek to offer assistance but do so in a respectful and open way. You are encouraging in your language and non-verbal cues.You can give relevant feedback about others’ contributions and work. You celebrate special accomplishments through positive language.With some help, you can give feedback to others. Continue to think about the criteria and how you can help others without hurting them. Keep practicing so this becomes natural.You are having trouble giving feedback to others that is helpful. What does good feedback sound like? Have you ever been given good advice? How did that sound? How can the rubric help you?Peer-Assessment Guidelines TAG Strategy Name of piece:___________________________Name (peer doing assessment):____________________________Tell something that you like: Ask questions about the writing:Give at least three suggestions/advice (constructive) for improvements: 1. 2. 3. Name (author of piece):_________________________How are you going to use this feedback? What additional changes do you think can be made to improve this piece? Group Contributions Rubric Group Work Rubric (Literature Circles) Fully meeting group responsibilities and pursues higher involvement and inclusion (EU)Fully meeting group responsibilities (FM)Mostly meeting group responsibilities (MM)Not yet meeting group responsibilities (NY)Flexibility/Role Diversity/Contribution/Positive Attitude I always contribute and am willing to try any role without being asked. I frequently contribute and am willing to try most roles, although I have preferences. I sometimes contribute to the discussion and occasionally try different roles if I am asked. I rarely try new roles and I refuse to contribute. Workload/Assistance I do not take over and do all of the work. I also do not make others do all of the work. I complete a fair share of the work and complete my task to the best of my abilities. I also am willing to help others complete their task if they are struggling. I frequently complete a fair share of the work to the best of my abilities. I generally am willing to help others but sometimes lack patience. Sometimes I feel the need to take over and control the group work. I sometimes complete my work but I do not go above and beyond or fulfill my potential. I occasionally help others if asked. I sometimes fail to complete my work. I do all of the work or none of the work. If I am forced to complete something I do not give my best effort. I am rarely patient with others and do not care if team members have to pick up my slack. On Task Behavior/ Time Management I am always on task and do not distract my group members. Any side conversations that I have are relevant to the material. I also effectively manage my time and try to keep the group on task. I frequently display on task behaviors but may drift off topic. Generally my conversations relate to the task. I manage my time effectively and will get back on task when prompted. I occasionally exhibit on task behaviors but when I am off-task I am a distraction to others. When others prompt me to stay on task, I sometimes listen. I rarely exhibit on task behaviors. I rarely engage in task-related conversations. My time management is an issue and causes problems with other group members (or groups). I disregard prompts to stay on task. Diverse Perspectives/Listening I listen to what others have to say. When I disagree I handle the situation appropriately, respecting diverse opinions. I listen to what others have to say. I frequently respect diverse opinions but I may make insensitive verbal remarks (without realizing or thinking beforehand) on occasion. I sometimes listen to what others have to say. I sometimes respect diverse opinions but I may make insensitive verbal remarks on occasion. I have trouble accepting other beliefs or ideas. I handle disagreements poorly (physically or verbally) and display a lack of respect for my peers. Choice Option Choice Option *Remember to circle one area that you would like additional feedback for. Feedback: Blogging Checklist: Following Guidelines: Do you have a title?Have I considered my audience and purpose?Have I answered the prompt? Do you have supporting details (examples)? Making Connections: Have I added my own opinion/self-connection?Have you included spiritual, mental, physical and emotional perspectives of yourself? Have I considered the perspectives of others? Have I considered a connection to the text/medium? Creativity: Is this the best mode of representation? If I did a creative representation have I included a paragraph explain my piece? Have I critically thought about how my mode of representation influences what I have to say? Is my argument unique and my own? Ex. Voice shines through. Grammar/Spelling/Organization: Have I checked my work for spelling errors?Have I checked my work for grammatical and punctuation errors? Do I include varied sentence length? Does my argument/idea follow a logical sequence? Blogging Criteria: 2857557150Blog Guidelines - Writing with a Purpose:In order to write an effective blog post, use the following prompts to help you prepare your draft:What is the purpose of this blog post?What is my key message? What ideas do I have that support my main idea?What examples do I have from my own experiences to support my ideas (e.g., making connections to your life, something you have read or viewed, to the world around you)?020000Blog Guidelines - Writing with a Purpose:In order to write an effective blog post, use the following prompts to help you prepare your draft:What is the purpose of this blog post?What is my key message? What ideas do I have that support my main idea?What examples do I have from my own experiences to support my ideas (e.g., making connections to your life, something you have read or viewed, to the world around you)?Rubric for Oral Speaking – Self-Assessment Name______________________________654321The language register used is appropriate to audience and purpose. Tone and voice consistently maintain interest.Appropriate language register is used. Tone and voice maintain interest. Appropriate language register is used. Tone and voice are clear but not imaginative or engaging.Appropriate language register is used. Tone and voice are evident but not imaginative or engaging.Language register may not be appropriate for audience or purpose. Tone and voice are evident but unclear and unimaginative.Language register is inappropriate for audience or purpose. Tone and voice are not established or clear.Oral Presentation/Multimedia Presentation Criteria and Exit Slip (Teacher Suggestions to Start Students Off) Multimedia presentation includes: a clear thesisaccurate, appropriate, and convincing details to support the thesisa style, voice, and format that is audience and purpose appropriateunity, coherence, and emphasis in a logical progression and with logical support for ideas/thesiseffective and clear organization patternsa valid and justifiable conclusion.Students present: with confidenceloudly and clearlyin a slow and controlled voice in time with the visual slides standing straight with enthusiasm *Students will add their own suggestions. *For the exit slip, students will reflect on their presentations. They will check off areas that they excelled at and circle areas that they need to work on for next time. Oral Speaking Rubric*from NESD. *get students to adapt this and make their own.Specific Activity SuggestionsTextual Topical Social Cultural ReplicativeAfter looking at some of the literary devices used (such as, speech bubbles and descriptor boxes), students will be given a short quiz to test their clarification of the differences. This quiz would also include students providing definitions to Cree words. This quiz would not be for grades but it is a way to assess their understanding. Students will complete a friar diagram that has residential schools in the main box. Students would provide an example, definition, a non-example, and an additional question or comment. This would not be evaluated because it is a form of diagnostic assessment to see where the learning needs to go. Get students to complete a character map. This would not be a standard character map because students would highlight the power struggle and where connections are broken. The hierarchy would be represented. This could spark a conversation about the connections that are changed when identity is altered. Students will replicate a Venn diagram that was completed in a class discussion. They will compare Christianity to First Nations worldview. The TELS booklet is a great resource for facilitating this activity. Some examples of First Nations worldview in text: sacred medicines, star blanket, traditional attire with bright colors vs. bland school clothes, sacred medicine, calming water, beat of the drums as a heartbeat, ancestor respect and knowledge, interdependence, etc. Applicative After teaching the different first nations language used in the text, students would create a blog post about the importance of language. See attached self-assessment and blog assessment rubrics.Students will complete a reader response in blog format to the labels used in the graphic novel. What labels do you struggle with? Are there such things as good labels? Bad labels? Can a label be both good and bad? How does a label impact your identity? See attached blog rubric and self-assessment rubric. Create a reader response for the blog about how you would react if you were taken from your family? Students will take up the essential question: should the majority identity take precedence over the minority identity? Students will be asked to provide examples/connections to the text. See attached blog rubric and self-assessment rubric. Introduce a talking circle with a traditional stick or rock (after the elder comes). This can become a daily routine and help foster a multicultural community. Also, essential questions could be introduced in this circle. Following the protocol when the elder comes to speak, students will give the elder tobacco as a way of showing their understanding and acceptance of First Nations culture. InterpretativeThe teacher would take one of the images that do not have speech bubbles or descriptors and get students to provide their own text and a descriptive paragraph outlining their reasoning for believing this is what is happening in the picture. This would then be posted on their blogs. After looking at grief in the novel and the stages of grief, in pairs students will create a visual or dramatic representation of grief. For instance, they could draw a blue poster with various symbols for family members that have passed away. This will not be marked but students will help create the components of a good multimedia/narrated presentation. After the presentation, students will be assessed by their peers as to how well they met the criteria. Students will look at the “Kid From North Central Video” and compare this to the text. This video explores the impacts of residential schools on our own community. This discussion will foster an original reading and new perspective about the text and its importance. Students will fill out an exit slip where they get to describe their interpretation of how the text is relevant to us today. Students will perform a 3-5 minute presentation about their own worldview. They will make connections to the text and compare their values and beliefs with the First Nations values and beliefs depicted in the novel. Students will also discuss how their family and friends impact their identity and beliefs. See attached oral speaking criteria (student created). Associative Students will create a graphic novel strip about one of the themes: survival, grief, home, etc. They will connect this to their own life and interpretation of the novel. This requires a response with a more analytical and creative approach. An elder can come in to talk about the residential school experience and first nations traditions. Students can complete a plus, minus, and interesting worksheet as an exit slip. This involves students talking about a few thing they liked or learned, one or two things they are not sure of or disagree with, and one or more things that interest them or shock them. Students will write a letter to the Mayor about ways that they think these bonds can be strengthened within their own community, after researching the truth and reconciliation council and a class brainstorm. Students will find resources that foster reconciliation and restoring the relationships that have been broken. See attached writing rubric. We would recommend taking students to visit a scared First Nations place. We would take our students to the FNU of Canada to the Medicine Wheel which has the buffalo rock in the middle (heart beat) and the various healing plants around it. This is also a way to show students that although First Nations identity was challenged by residential schools, it still exists today. ResourcesInstructional/Student Resources:Blogging Contract I, _________________________ , understand that this blog is an essential component to this class because it will show my growth, progress, and process for all assignments. I understand that these assignments must be completed to the best of my ability and potential because I will be using them to highlight my best work to complete my learning journey portfolio at the end of the term that will be evaluated for marks that are put on my report card. If _________ (teacher) decides that I have not displayed my best potential on an assignment, then I will redo it and with a higher quality and effort.______________________________ Student Signature______________________________ Date______________________________ Parent/Guardian Signature______________________________ Date______________________________ Teacher Signature______________________________ DateBrainstormComprehension DocumentEssay OrganizerFriar Diagram (Residential Schools) Hierarchy Character Map KWL ChartKWLLiterature Circle RolesThere are eight literature circle roles/task sheets. Each week, each student will select one of the task sheets. Sheets will be selected at random and students will not complete the same task sheet consecutive days. On each task sheet will be a number, which will indicate which group they will belong to – this way, students are sure to engage in multiple tasks with the text and engage in discussion with multiple peer groups. At the beginning of the class, students will be given time to meet with their group and share their task from the previous reading. Once completed, students will return to their seats for the out loud reading of the novel. Once the section has been read, students will select a new task to complete, along with their accompanying blog post. As an exit slip, students will complete a self-assessment and one peer-assessment using the group contribution rubric. Literature Circle Role Sheets: Summarizer Name _____________________________ Circle _____________________________ Meeting Date _______________________ Reading Assignment ________________ Book ___________________________________________________________________ Summarizer: Your job is to prepare a brief summary of today’s reading. Your group discussion will start with your 1-2 minute statement that covers the key points, main highlights, and general idea of today’s reading assignment. Summary: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Key Points: 1. ________________________________________________________________ 2. ________________________________________________________________ 3. ________________________________________________________________ 4. ________________________________________________________________ 5. ________________________________________________________________ Connections: Did today’s reading remind you of anything? Explain. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Questioner/Discussion Director Name _____________________________ Circle _____________________________ Meeting Date _______________________ Reading Assignment ________________ Book ___________________________________________________________________ Questioner/Discussion Director: Your job is to develop a list of questions that your group might want to discuss about this part of the book. Don’t worry about the small details; your task is to help people talk over the big ideas in the reading and share their reactions. Usually the best discussion questions come from your own thoughts, feelings, and concerns as you read. You can list them below during or after your reading. You may also use some of the general questions below to develop topics to your group. Possible discussion questions or topics for today: 1. __________________________________________________________________ 2. __________________________________________________________________ 3. __________________________________________________________________ 4. __________________________________________________________________ 5. __________________________________________________________________ Tips: Consider ? A discussion of a work’s characters: are they realistic, symbolic, historically-based? ? What motivates the characters or leads them to make the choices they do? ? An in-depth discussion of the work’s events ? A discussion of any confusing passage or event ? The historical context and/or events that occurred in a particular work ? Commentary on the social, political, or economic context in which a work was written –- how does the context influence the work? ? An analysis of a specific image, passage, phrase, etc. ? An analysis of a recurring image, phrase, event, etc. Connector Name _____________________________ Circle _____________________________ Meeting Date _______________________ Reading Assignment ________________ Book ___________________________________________________________________ Connector: Your job is to find connections between the book and you, and between the book and the wider world. Consider the list below when you make your connections. ? Your own past experiences ? Happenings at school or in the community ? Stories in the news ? Similar events at other times and places ? Other people or problems that you are reminded of ? Between this book and other writings on the same topic or by the same author Some connections I made between this reading and my own experiences, the world, and other texts and authors:Illustrator Name _____________________________ Circle _____________________________ Meeting Date _______________________ Reading Assignment ________________ Book ___________________________________________________________________ Illustrator: Good readers make pictures in their minds as they read. This is a chance to share some of your own images and visions. Draw some kind of picture related to the reading you have just done. It can be a sketch, cartoon, diagram, flowchart, or stick-figure scene. You can draw a picture of something that happened in the book, or something that the reading reminded you of, or a picture that conveys any idea or feeling you got from the reading. Any kind of drawing or graphic is okay – you can even label things with words if that helps. Make your drawing(s) on this side and on the other side of this sheet. If you use a separate sheet, be sure to staple it to this role sheet. Presentation Plan: Whenever it fits in the conversation, show your drawing to your group. You don’t have to explain it immediately. You can let people speculate what your picture means, so they can connect your drawing to their own ideas about the reading. After everyone has had a say, you can always have the last word: tell them what your picture means, refer to the parts in the text that you used, and/or convey what it represents to you.Travel Tracer Name _____________________________ Circle _____________________________ Meeting Date _______________________ Reading Assignment ________________ Book ___________________________________________________________________ Travel Tracer: When you are reading a book in which characters move around often and the scene changes frequently, it is important for everyone in your group to know where things are happening and how the setting may have changed. That’s your job: carefully track where the action takes place during today’s reading. Describe each setting in detail, either in words or with an action map or diagram. While you may use this sheet, you may find that you need to use an additional sheet. If that is the case, be sure to staple any additional sheets to this role sheet. Also, always give the page locations where the scene is described. Describe or sketch the setting Where today’s action begins: Page where it is described ____________ Where key events happen: Page where it is described ____________ Where today’s events end: Page where it is described ___________Vocabulary Enricher/Word Wizard Name _____________________________ Circle _____________________________ Meeting Date _______________________ Reading Assignment ________________ Book ___________________________________________________________________ Vocabulary Enricher/Word Wizard: The words a writer chooses are an important ingredient of the author’s craft. Your job is to be on the lookout for a few words that have special meaning in today’s reading selection. ? Jot down puzzling or unfamiliar words while you are reading. Later, look up the definitions in either a dictionary or some other source. ? You may also run across words that stand out somehow in the reading – words that are repeated a lot, used in an unusual way, or are crucial to the meaning of the text. Mark these special words, too, and be ready to share your ideas on their usage to the group. Note: When discussing vocabulary, you should always refer back to the text in order to examine the word in context. WordPg. #ParagraphDefinitionReason/Plan For DiscussionLiterary Luminary Name _____________________________ Circle _____________________________ Meeting Date _______________________ Reading Assignment ________________ Book ___________________________________________________________________ Literary Luminary: Your job is to locate a few special sections or quotations in the text for your group to talk over. The idea is to help people go back to some especially interesting, powerful, funny, puzzling, or important sections of the reading and think about them more carefully. Also look for literary devices and make connections to the six elements of fiction. As you decide which passages or paragraphs are worth going back to, make a note why you picked each one and consider some plans for how they should be shared. You can read passages aloud yourself, ask someone else to read them, or have people read them silently and then discuss. Remember, the purpose is to suggest material for discussion. Page # and ParagraphReason for PickingPlan for DiscussionResearcher Name _____________________________ Circle _____________________________ Meeting Date _______________________ Reading Assignment ________________ Book ___________________________________________________________________ Researcher: Your job is to dig up some background information on any relevant topic related to your book. This might include ? The geography, weather, culture, or history of the book’s setting ? Pertinent information about the author and other related works ? Information about the time period portrayed in the book ? Information on any topics or events represented in the book ? Information on any topics or events that may have influenced the author ? Pictures, objects, or materials that illustrate elements of the book ? The history and derivation of words or names used in the book ? Information about any character that is based on a historical person This is not a formal research report. The idea is to find some information or material that helps your group understand the book better. Investigate something that really interests you – something that struck you as puzzling or curious while you were reading. Ways of gathering information: ? The introduction, preface, or “about the author” section of the book ? Library books and magazines ? On-line computer search or encyclopedia ? Interviews with people who know the topic ? Other novels, nonfiction, or textbooks you’ve read Plus, Minus, Interesting Exit SlipVenn Diagram (Worldviews)112776027051051371272793Complementary Literary Texts: Teacher Resources/Supports: Professional Resources/Supports: Additional Resources: Bibliography ................
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