English First Peoples 12
September 6
Finish introducing others
People bingo
First Peoples Principles of Learning
September 7
Book exchange
Finish First Peoples Principles of Learning
September 8
Guidelines for group discussion and initial brainstorming on topic
September 11
Silent reading - 'Trans Mountain and First Nations along the pipeline route: It's not a dichotomy for 'for' or 'against'
Group discussion - "Paying to push the Trans Mountain Pipeline through Indigenous territory is acceptable."
Self-assessment
Introduce artifact discussion: personal, familial, peer group, cultural
September 12
Independent reading
Artifact brainstorming
Finish work on First Peoples Principles of Learning activity
September 13
Artifact presentations
Introduction to authentic text, voice, and representation
Telling others' stories - Button Poetry
Pocahontas - Disney: evaluating authenticity - minus 1:08?
Scene 4 - 8:28 - Consider the portrayal of First Nations people and potential stereotypes when viewing this scene
Scene 11 - 23:50 - How are Europeans portrayed?
Scene 12 - 28:49 - Consider the point of view of this scene; sources of bias? Stereotypes?
Scene 23 -1:06:31 - The final two scenes are of particular importance to later discussions about the “real” story of Pocahontas in comparison with the Disney version.
Begin Pocahontas V 2.0
September 15
Pocahontas V. 2.0
September 18
Paragraph format
Collective paragraph
September 19
Individual paragraph response: Does it matter that a story aimed at children (Disney's Pocahontas) deviates from its historical basis? After all, most Disney films take liberties with the original stories from which they are drawn (e.g. Jungle Book, Pinocchio, The Little Mermaid)
September 20
Finish paragraph response
This Place: 150 Years Re-Told - Lesson 5
Mind map: create a mind map to brainstorm as many Indigenous contributions (physical and social) as possible
Activity sheet - Historical figure, stages of life
September 21
Book exchange
Author's statement - what is cultural appropriation?
What would make "Peggy" an authentic text?
"Peggy" timeline with information about Francis Pegahmagabow
Read "Peggy" - answer questions
Why do you think Peggy was such a great sniper?
How was Peggy treated after the war?
What was the "new war" that Peggy had to fight back home?
September 22
Researching an Indigenous trailblazer
History/Background
Contribution
Impact and legacy
Meanwhile, reading conferences
September 25
IPAC map exercise
September 26
Debriefing map exercise
Reviewing submitted work
Paragraph rubric
Project overview
September 27
Project work time
September 28
Project work time
September 29
Last day for project work time
October 3
Share my Indigenous Trailblazer - Chief Doug Kelly
Introduction to the oral tradition - First Peoples Oral Tradition
October 4
Independent reading
Sharing projects
Self-assessment
Components of oral tradition
October 5
Components of oral tradition continued
October 10
Delgamuukw case
Opening questions:
In our society, how do we know something is true? What kind of proof do we demand?
Do we tolerate any other forms of proof? How else might something be verified?
Are we open to changing what we accept as proof?
Discussion of the relationship between First Peoples' oral tradition and Canadian law
Annotate BC First Nations Studies 12 text reading
October 11
Independent reading
Annotate group quotations
Complete note chart with yesterday's and today's readings
Paragraph response
October 12
Review quotation integration
Review notes
Delgamuukw video
Paragraph writing
October 13
Independent reading
Finish Delgamuukw paragraph
October 16
Independent reading
Submit Components of Oral Tradition sheet
"Like a Razor Slash"
Gallery walk and responses
October 17
Continued work on speech gallery walk using QR code sheet
October 18
Oral tradition presentation
Independent reading
Speaker reflection
Speech development continued
October 19
Developing a speech
Begin working on a speech
October 23
Independent reading
Finish speech preparation
October 24
Speech rubric development
Speech presentation
October 25
First Peoples' story
Introduction to First Peoples' story
Complete word web
Additional question - Although many of these words have been used in the past to describe First Nations stories, can you think of why they may not be appropriate or respectful?
Group questions
October 26
Choose BC Day
October 27
Importance of place in story
Read Man Turned to Stone: T'Welatse
Connecting part of your identity to a place (e.g. hills to identity for me)
Stories are functions of setting: history and importance of place - place shapes roles and responsibilities (wife's role vs. husband's role), values (hard work, nature), identity (can place shape someone's feeling of superiority?)
After learning about story structure commonly used in Indigenous story, write a story that follows each of those structures where place contributes to the story
October 30
"Scariest. Story. Ever."
Recursive story graph
Influence of place?
Paragraph response: What lesson is learned through the story of T'xwelátse? Use quotations from the story as evidence to support your main idea
October 31
Practice literacy assessment
November 1
Literacy assessment
November 2
Scariest.Story.Ever
Complete recursive story graph
November 3
Independent reading
Complete recursive story graph
Introduction structure
November 6
SUBMIT CYCLICAL/RECURSIVE STORY STRUCTURE PAGE
Independent reading
Continued introduction structure with body paragraph and topic sentence structure
November 7
Finish introduction structure and build topic sentences
Conclusion structure
Story as a means of spurring social change
Migwite'tmeg" We Remember It
Timeline
Read story
Discussion questions:
How can story spur social change?
Discuss the irony of the salmon raids as a method to put an end to the salmon population crisis during the 1980s.
November 8
Listiguj review questions:
Based on the text, why is it important to continue sharing this story?
Danger of repeated history; importance of keeping authority respectful of treaty rights
What were some of the shocking moments in the story of Listiguj?
Kids stuck under bridge watching parents' arrests; contrast between Peace and Friendship Treaty and reality
What actions/behaviours of the QPP and Listiguj could be juxtaposed (seen as opposites and, therefore, be contrasted when placed side by side)?
Sharing/Stealing
Warm and welcoming language tone/Aggressive language tone
Documentary and questions
November 9
Finish documentary and questions
Essay question and outline
November 14
Finish collective body paragraph
Essay outline brainstorming
Continue essay outline
November 15
Essay drafting
November 16
Essay drafting
November 17
Essay drafting
November 20
Essay drafting
November 21
Essay drafting
November 22
Final day for essay drafting
November 23
Impact of story
Story in place
Think of a community story that you are exicted to share with others
What is the impact of this story? How does it affect those who hear it?
Do the stories behind place names impact us?
Chilliwack Lake vs. Sxotsaquel (Sacred Lake) - does it change how we value it?
Trutch Avenue and its static status
Colonization Road documentary
November 27
Independent reading
Finish Colonization Road documentary
Show map of Shoal Lake, focusing on the canal
Focus on Freedom Road
Paragraph response - What story does this name Freedom Road tell to future generations? What is implied about the era prior to the road existing?
November 28
Introduction to Keeper'n Me
Introductory activity around values and how they are formed
In life, who/what is our greatest teacher?
What can be taught? What can’t be taught?
What motivates us to learn?
How does the source of our learning change over time?
Unit overview
Booklet distributed and podcast overview
Form podcast groups; no more than four
November 29
Independent reading
Begin Keeper'n Me
Response booklet and podcast paper distributed
Listen and respond
Develop podcasting schedule for next week
November 30
Podcast question responses
Listen to Keeper'n Me
Respond in booklet
December 1
Independent reading
Podcast group input
Keeper'n Me
Challenge - take notes with integrated quotations
Focus on how Garnet's actions are affecting/not affecting others
Podcast question brainstorm - push and pull factors
December 4
Independent reading
Podcast groups presented
Grace, Caitlyn, Reet, Cam
Desmond, Ramon
Alex, Braxton, Joey
Keira, Meya, Jack, Brooklyn
Kazi, Nixon, Maya, Chelsea
Jesse, Jordan, Daylan, Carter
Kaelyn, Kailyn, Varsha, Zafira
Keeper'n Me
Start at the very end of chapter 2, end of page 47 of the text
Continue noting how Garnet's actions are affecting/not affecting others
December 5
Listen from page 60 - 78, starting at 26:35 - 51:40
Three groups to the podcast studio
Meanwhile, begin drafting paragraph response: How do Garnet's actions impact those around him?
Then, distribute podcast paper number 2
After, continue reading
December 6
Independent reading - read Keeper'n Me to page 85
Three groups to the podcast studio
Meanwhile, finish paragraph response for book one
Read to page 107, taking notes throughout
Begin podcast paper 2
December 7
Podcast reflections so far
Three groups to the podcast studio
Meanwhile, finish paragraph response for book one
Read to page 127, taking notes throughout - audiobook in meeting room
Begin podcast paper 2
December 8
Independent reading - Keeper'n Me to page 127 if not there
Review: pages 87-127
Garnet as a "fish out of water" - How did he feel separate from his community? How did he feel connected?
Keeper's story - Who is Keeper? What is his connection to Garnet's family? What is Keeper's history?
Prayer and smudging - Why does the author talk about prayer and smudging in the same section?
Beedahbhun - What is the significance of first light?
Diversity in living conditions on White Dog - What are living conditions like? How do they vary?
O-wah, Tah-goo, Fye-am - What is the significance of this section
Catch up work time
December 11
Independent reading
Review Friday's conversation
Do you feel Gilbert's O-wah, Tah-goo, Fye-am joke was damaging or educational? Are we able to judge his actions? Is that our place?
Listen from page 127, starting at the beginning of chapter 5 on audible
Booklet and podcast paper work
SUBMIT BOOKLETS
December 12
Review yesterday's text
Listen to the end of book two
Finish book two booklet
December 13
Independent reading
Podcast two overview
Twenty minutes of work time
Read silently, pages 163-180
Notes in booklet
SUBMIT KEEPER'N ME BOOKLETS AT THE END OF CLASS
December 14
Group discussion
Listen from p. 163 to p. 180, start of chapter 6 on Audible to 29:10
Meanwhile, podcast recording
Booklet work
December 15
Independent reading to p. 180
Listen from page 180 to p. 200, on Audible, end of chapter six
Meanwhile, podcast recording
Booklet work - SUBMIT BOOKLETS FOR THE WEEKEND
December 18
Independent reading to p. 221
Meanwhile, podcast recording
Booklet work
HOMEWORK - choose a paragraph response to
December 19
Review to page 221 - Wally and Audrey, Garnet's growing connection to White Dog and the land, Garnet's continued understanding of balance
Audiobook - book four from 221 - start of chapter 8 on audible to 30:56
Remaining podcasts
Choose a paragraph response from the reader response list, listen for two quotations to support your main idea, and construct your well-written paragraph
December 20
Independent reading
Listen to pages 243-263
Finish paragraph response
December 21
Listen to pages 258-280
Visual response
Booklet work
December 22
Games
January 8
Review key events
Listen to page 302
Booklet work
What is the significance of Garnet's celebration?
Why is it notable that Garnet was honoured by elders?
How is the reclaimed shirt an important part of the text?
How is the "Jake" descriptor important?
January 9
Finish the text
Complete the booklet
Begin podcasting
January 10
Essay introduced
Podcasting/Essay work
January 11
Podcasting/Essay work