Direct instruction:

• Instruction on sharing circle roles occurs (week 0)

• Give direction on novel study, introduce students to the structure of each week (week 0)

• Offer students their written journals 

• Introduce students to their novel study portfolio, student work is added daily/weekly.

• Teacher reading occurs weekly

Writing tasks:

• Week 1: Free write

• Week 2: Free Write

• Week 3: Free Write

• Week 4: Compare and Contrast Character Study

• Week 5: Creative writing activity 

• Weekly Exit Slips

Discussion:

Every week, the instructor should highlight two important prompts.

Prior to each week, both prompts will be given on the anchor chart and groups can decide which one of the two they want to discuss. After students have shared their parts, they should analyze the teacher's prompt to synthesize their learning. 

Responses from the groups will be added to a class summary anchor chart weekly.

With the exception of these two questions, sharing circles are conducted by students.

Following direct instruction in front of the entire class, roles are allocated by the teacher to begin with, and then rotated each week. For the first 6 days of the study (week 0 to the first day of week 1), these responsibilities will be taught one at a time.

1. Word Wizard

2. Discussion Director/Questioner

3. Superhero Summarizer

4. Powerful Predictor

5. Confident Connector

6. Travel Tracer

Portfolio:

Student work is added daily/weekly. This can include weekly responses, summarizer notes, character study, evidence from sharing circle role, or any other artifacts throughout the novel study. 

This acts as formative and summative assessment as the teacher can assess on an ongoing basis, and also add their completed rubrics of student work in tandem with theirs. 

Anchor Charts:

• Weekly Prompts/Guiding questions

• Weekly summary sheet as created by whole class

Word Wizard adds to the list weekly, and the whole group adds to it again during summary.

Students will complete a summary chart with the whole class weekly, in addition to supplemental summary activites of the teachers choosing.

Follow up activities are provided as a means to close the novel study.

All assessment tools for the novel study include (and are outlined in depth in each section of the website):

• Formative

  • "I Can" Statements for each competency/outcome/activity

  •  Portfolio of student artifacts

  • Exit Slips 

  • Weekly Free-write

  • Word Walls

  • In Class Discussion

  • Sharing Circle Discussion

  • Independent Reading Assessment

• Summative

  • Creative Writing Assignment Rubric

  • Character Study Rubric

  • Checklist of student incorporation of word wall words in weekly free write

    • All rubrics are added to student portfolio

Students are: 

• learning about their roles in sharing circles

• reading ahead for next week

Prompts: 

• What are your initial thoughts about the novel? 

• Eli's drawing pad was filled with beautiful, fantastical illustrations based on indigenous stories. Research and share an indigenous story with your group. You can use this website to help you.

Sharing circles are still a class-wide practice. Each week, the students and instructor will take on a new role. Teacher is working to ensure these groups are going smoothly and attends to any inquiries or issues. 

If time allows, teacher reads to students for the following week. 

At the end of the week, teacher provides prompts for the following week. 

Students are: 

• contributing to their sharing circles.

• Completing their free write.

• Adding to the word wall or Padlet. 

• Reading ahead.

• Adding artifacts to their portfolio.

The whole class completes their summary anchor chart.

Prompts:

1. Why did Morgan's feelings towards Eli change so much from the beginning of the book to now? What did Eli or Morgan do to invite these stronger feelings?

2. When Morgan said, “You just want to pretend it’s your home because you don’t have one anymore!” to Eli (p. 72), what effects did this have on Morgan and Eli? Why did Morgan say this to him?

Teacher: Support student learning throughout sharing circles. 

Reading to students if time allows.

Offer prompts for following week.

Students are: 

• contributing to their sharing circles.

• Completing their free write.

• Adding to the word wall or Padlet. 

• Reading ahead.

• Adding artifacts to their portfolio.

The whole class completes their summary anchor chart.

Prompts:

1. Mistapew is a giant being in Cree stories that, according to Ochek, “takes your soul and leaves only flesh and bones behind.” How does the author use Mistapew in the story? Does Mistapew remind you of similar creatures in other stories?

2. The Barren Grounds contains Cree teachings around sustainability and the land. What are some of these beliefs and concepts? What does the man represent? How does this connect to issues in the world today?

Teacher: Support student learning throughout sharing circles. 

Reading to students if time allows.

Offer prompts for following week.

Students are:

• contributing to their sharing circles.

• Completing their free write.

• Adding to the word wall or Padlet. 

• Reading ahead.

• Adding artifacts to their portfolio.

Additional Activity for week 3: 

Sharing circles can partake in a tableaux in response to one main event that happened during this week's reading to be shared with the class (See Six Language Arts page for guidance).

The whole class completes their summary anchor chart.

Prompts:

1. Why do you think Morgan and Eli helped to save the lives of Arik and, later, Mahihkan?

2. What do you think is the significance and meaning behind Morgan’s dreams? Why do you think her mother repeats “kiskisitotaso” over and over again in her dream?

Teacher: Support student learning throughout sharing circles. 

Reading to students if time allows.

Offer prompts for following week.

Students are:

• contributing to their sharing circles.

• Completing their free write.

• Adding to the word wall or Padlet. 

• Reading ahead.

• Adding artifacts to their portfolio.

Additional activity for week 4: 

Students are completing their character study compare and contrast (see Character Study page for guidance).

The whole class completes their summary anchor chart.

Prompts:

1. Why does connecting to and learning to live off the land become so important to Eli and eventually Morgan as well? 

2. Identity and knowing who you are is something that Morgan struggles with throughout the novel. What kinds of things make up and impact your identity? What has disrupted Morgan’s sense of identity? How does this lack of identity affect how Morgan interacts in the world? 

Teacher: Support student learning throughout sharing circles. 

Reading to students if time allows.

Students are:

• contributing to their sharing circles.

• Completing their free write.

• Adding to the word wall or Padlet. 

• Reading ahead.

• Adding artifacts to their portfolio.

Additional activity for week 5: 

Students are completing their creative writing activity (see Writing Activity page for guidance).

The whole class completes their summary anchor chart.