English First Peoples 11
September 6
Finish introducing others
People bingo
Course outline
September 7
Book exchange
Silent reading
September 9
First Peoples Principles of Learning activity
September 11
Silent reading
Begin ready about story, and its authenticity, as incredibly important: Thomas King's 'You'll Never Believe What Happened"
Response questions
September 12
Independent reading
Continue "You'll Never Believe What Happened" with response questions
Then, discuss the following questions with someone sitting close to you: What are some stories told about you or to you that affect who you believe yourself to be? What are some stories about your families that affect how you feel about your family?
September 13
Finish "You'll Never Believe What Happened" with response questions
Mr. Simington's story - Granny Simington - always give people the benefit of the doubt
Brainstorm: Think of a story that shows how the wisdom of an older family member has had a positive impact on you.
Choice - either plan the story and record it on your phone, sending me the file OR plan the story and write it in your learning log
September 14
Planning and writing a story that shows how the wisdom of an older family member has had a positive impact on you
September 15
Finish paragraph response
September 18
Independent reading
Paragraph format
Collective paragraph
September 19
Review paragraph format
Answer one of the following questions in paragraph format:
Who creates the stories of who you are?
To what extent can you change your stories?
What purposes do stories serve?
September 20
Independent reading
Finish paragraph response
Missing assignments
September 21
Library exchange
Short fiction notes
Application
September 22
Reading conferences
Short fiction notes continued
Application
September 25
Independent reading
Continue reading conferences
Short fiction notes continued
Review character types
Application to story from last day
Add trickster character type
September 26
Continue work on trickster character type
Group discussion questions:
According to Obamsawin, what is the purpose of telling this story?
What does Obamsawin say about traditional Ojibwe child-raising practices and beliefs?
What characteristics of Trickster are evident in this tale?
What do you think the listener learns by listening to the story?
How would you describe the way the storyteller uses her voice when telling the story?
September 27
Debriefing the assembly
Work returned
Review Nanabozho
"In the Time of the Transformers"
September 28
Orange Shirt Day - video
Finish notes
Finish reading "In the Time of the Transformers"
Groups around whiteboard tables answer the following questions:
What is a Transformer character?
Why are Transformer characters significant?
What are some differences between European and First Nations creation stories?
How is Trickster related to Transformer characters?
Has Trickster been a Transformer in any texts that we have studied so far?
October 3
Review notes
Open book quiz - "The Bullfrog and His Shadows"
Look at missing tasks after quiz
October 4
Thomas King's "The One About Coyote Going West"
Seminar overview
Questions for individual reflection:
What characteristics of Trickster are described in the story? How are these characteristics similar or
different from the characteristics displayed in previously studied literature?What does the narrator mean when indicating that Coyote discovered First Peoples?
Trickster stories are often meant to help teach a lesson. What ideas or lessons might be learned from
this story?What techniques does the author use to write this story?
Identify some of the recursive, repeated aspects within the story (things that are restated again and again).
October 10
Independent reading
Seminar rubric
Fishbowl a seminar
Why are seminars important
Reading: https://education.seattlepi.com/benefits-attending-seminars-1929.html
October 11
Small group seminars
October 12
Daily edit
Written response: What is a theme from the short story "The One About Coyote Going West"? Discuss at least two different ways that theme is communicated through the story.
October 13
Independent reading
Daily edit
Continued paragraph work
October 16
Independent reading
Trickster exploration: "The Shivering Tree"
Character analysis
October 17
Character analysis continued
Paragraph response
October 18
Oral tradition presentation
Speaker reflection
Independent reading
October 19
Assignment catch-up
October 23
Begin land acknowledgement unit
Welcome figures
Land acknowledgement KWL
October 24
Land acknowledgement continued
Language journey
Just Don't Call Us Late for Supper
Begin Nikki Sanchez's "Decolonization is for Everyone"
October 25
Continue Nikki Sanchez's "Decolonization is for Everyone"
Begin a look at interactive maps
October 26
PERMISSION FOR TOMORROW'S WALK
Look at interactive maps
Why do we give land acknowledgements?
October 27
Walk
October 30
Look at land acknowledgement examples/begin writing
October 31
Land acknowledgements continued
November 1
Cultural appropriation
When one culture's customs, practices, ideas, etc. are borrowed and/or monetized by another, more common or prevalent, culture
Where do we see appropriation today (art, religion, fashion, hairstyles, sports, etc)?
https://www.youtube.com/watch?v=vfAp_G735r0
A webquest
November 2
Webquest continued
November 3
Essay structure introduced
November 6
Introductions continued
Topic sentences and body paragraph structure
November 7
Conclusion structure
Essay outline work
November 8
Essay outline work
November 9
Essay outline work
November 14
Essay drafting
November 15
Essay drafting
November 16
Essay drafting
November 17
Essay drafting
November 20
Finish essay drafting
November 21
Infographics to begin Firekeeper's Daughter unit
November 22
Begin reading Firekeeper's Daughter
November 23
Continue reading
November 27
Independent reading
Continue Firekeeper's Daughter (to page 49)
Booklet work
November 28
Continue Firekeeper's Daughter
Paragraph response
Finish booklet for section one for discussion circle tomorrow
November 29
Independent reading
Discussion circle
Continue Firekeeper's Daughter
November 30
Podcasting space overview - next discussion circle to happen in podcast studio
Continue Firekeeper's Daughter
Booklet work for section two
December 1
December 4
December 5
Continue Firekeeper's Daughter
Construct paragraph response: What are two lessons Daunis learns by being an informant? Use quotations as support
December 6
Independent reading
Continue paragraph response (20 minutes)
Continue reading, starting at page 129
Prepare for discussion circle number 2, happening tomorrow
December 7
Discussion circle expectations
Discussion circle
Continue reading
BOOKLETS SUBMITTED
December 8
Independent reading
Literary device scavenger hunt
December 11
Review literary device scavenger hunt AND SUBMIT
Continue Fire Keeper's Daughter, beginning on page 161
Booklet work
December 12
Read Fire Keeper's Daughter to page 192
Booklet work
Create a playlist for one character from Fire Keeper's Daughter
Choose a character
Identify character values, motivations, interest, pet peeves, relationship patterns, characteristics, etc
Match songs to character traits
One sentence justification per song
December 13
Finish work on playlist
Read to page 209
Booklet work
December 14
Book exchange
Read to page 225
Booklet work
December 15
Read to page 240 - independent reading
Paragraph structure and question presentation: How would the story be different if it was told through Jamie's eyes? What would change?
Complete booklet work for section three
Group discussions on Monday
December 18
Read independently to page 260
Group conversations
Once finished, complete paragraph composition - share picture
December 19
Reminder – only two weeks left after the break; now is not the time to be complacent!
Read aloud to page 280
Booklet work
Paragraph completed and submitted by the end of class
December 20
Independent reading
Read aloud to page 300
Booklet work/Artistic response to the text
December 21
Read aloud to page 320
Booklet work/Design a comic strip highlighting a scene
December 22
Games
January 8
Review - song review
Read aloud to page 335
January 9
Introduction to canva
Read aloud to page 355
Research a cultural tradition from the text: funeral proceedings, smudging, powwows, semaa, etc.
January 10
Read aloud to page 375
Booklet work
Continue researching a cultural tradition
January 11
Read aloud to page 400
Booklet work
Finish researching a cultural tradition and creating a canva document
January 12
Read aloud to page 420
Introduce essay topic
January 15
Read aloud to page 440
January 16
Read aloud to page 460
January 17
Read aloud to page 480
January 18
Finish book
Introduce essay topic – is Daunis a reliable or unreliable narrator? Discuss two aspects of her character in support of your perspective.
January 19
Continue essay work