Wednesday, Oct 22 (33)

Essay Completion

Class was shorter today due to Parent-Teacher Interviews.

It was time to complete the essay which many kids still had to do. They had time to finish them.

Next Class: Reflection on learning and setting up a new idea. 

Tuesday, Oct 21 (32)

Essay Writing

Students had the whole class time to work on writing their essays they set up last class. (Remember to actually check the web site to see what is going on). Essays are to be handed in at the end of class and then we will work on them again next class.

Next Class: Essay Completion

Thursday, Oct 16 (29)

Annotation

Students were given Jeanette C. Armstong's "History Lesson" and were told to makes sense of it. The assignment in fact was: 

Once you have annotated it and made sense of the poem then write down a statement of theme or what you think the poem means, then fill out the self-assessment (just the rubric side) and hand them in. Ideally done at the end of class. You can hand it in tomorrow. 

Student's had time to work on it. 

Next Class: Local Connection Stories

Wednesday, Oct 15 (28)

Symbolism at work

Students got in small groups and discussed the symbols in "Biidibaan".  The instructions were as follows;

• In a group of 2 to 3 people discuss the symbols in the short film.

• There should be at least 5 symbols.

• Once you have discussed, take turns on the same piece of paper, writing down what the symbol is and a very detailed explanation of what it means and why it means that. 

• Once you have all five symbols with explanations written out. Write down what the symbols as a whole add to the story. Be as detailed as you need to be. 

• Finally, write down in as few sentences as possible (challenge – do it in one) the theme or purpose of the story. 

• Hand in with all your names on the paper – one paper per group. 

Next Class: Annotation Assessment

Tuesday, Oct 14 (27)

Biidaaban

We started with a wonderful presentation on the Sto:lo peoples of the Manning Park region.

We then went to a quick review of last week and especially of symbolism. 

Next up was the short film Biidaaban(The Dawn Comes) and a chance to understand symbols yet again. We will discuss it some more next class. Link: https://youtu.be/vWjnYKyiUB8

We watched the video twice. The first time through with out set up, the second time knowing some things and some names. On the second watch, students were directed to look for symbols. 

Next Class: Symbolism in the short film - what was there and what does it mean? Plus theme.

Friday, Oct 10 (26)

Working Day

Stories are due today.

1. Finishing the Heroes Journey – Hand it in.

2. Finding Symbols in Nimkii – instructions

Go back through Nimkii and find what symbols you can and what they mean. Write them down with your explanations on a piece of paper. Hand in. 

3. Completing a very detailed journal entry on – 

What are symbols of protection or safety that you’re aware of? Where might you find or encounter these symbols, and how do they.

Next Class: The Dawn Comes

Wednesday, Oct 08 (24)

The Hero's Journey

Today we looked at The Hero's Journey and applied it to Nimkii to see if it would fit. I went over the Hero's Journey (handout available in class) and then students mapped it to the story. Tomorrow, we will take a last look at the story through the lens of symbolism. 

Next Class: Working on the Heroes Jounrey and on Symbolism

Tuesday, Oct 07 (23)

Nimkii

We looked at the graphic novel Nimkii, reading and analyzing the layers of narrative within the text, as well as the graphic novel elements of genre and style. We worked on noting textual evidence of three narrative layers and will continue to look at this text in upcoming days. (How many stories are being told here, and what evidence do we have of each? What relationships do the stories have to each other? Why do it this way?) Handouts available in class.  

Next Class: The lens of the Heroes Journey

Monday, Oct 06 (22)

How to read a comic

We discussed and questioned myths around the portrayal of comics and graphic novels. We looked at "How to Read Comics" (available in class), with student groups being responsible for concepts that they then taught the rest of the class.  

Next Class: We Read Nimkii

Thursday, Oct 02 (20)

Paragraph Performance 

Write the Paragraph, and hand it in. 

Topics – choose one of the following prompts to respond to;

How does Why Indigenous Literatures Matter and "Growing Up Native" present their impression of Indigenous experiences? 

or

How does Daniel Heath Justice understand the concept of story, and in what ways does your own understanding of story align or contrast with Daniel Heath Justice's perspective? 

Paragraphs are due at the end of class.

Next Class: A look back at poetry and a history lesson.

Monday, Sept 29 (18) 

Stories, Story, and Journal

We started with our first greetings presentation and learned some greetings and some words the Pópkw'em  peoples of the Sto:lo nation use. 

Next task was to prime our thinking with a free write. The prompt was "This one time I..."

Students then worked through the following steps in order, with time on each one to actually talk.

Step 1: With a partner, tell them a story about yourself – a time you did something funny, or your first time doing something (first day of school), or any story about you – even the one you wrote for me. 

Step 2: Tell your partner their story. Tell them the story they told you. As the listener, listening to your own story being told, ask yourself – are they getting it right? What are they missing? Is it still your story?

Step 3: To the whole class, were you successful in telling the other person’s story? Also, what is meant by the word story?

Step 4: Journal response: How do stories shape how we see ourselves and the world? And, can we tell other peoples’ stories?

I went around and started checking journals, both to see what students had been thinking about, and as a reminder to do the work. 

Hopefully some thinking was done.

Next Class: Paragraph structure and planning a formal paragraph.

Friday, Sept 26 (17)

Still looking at why it matters

We started after the connection with looking at the article from last day and checking or coming up with three questions about the article. 

Students then worked in small groups to answer their questions, went to a larger (half-class group) to discuss unanswered questions and to practice discussion. It was near the end of this that we had a little earthquake. To be honest we were not sure what it was so we kept going. We then shared out with a brief whole class discussion. 

I also wanted to show how deep we could take things to remind everyone that the deep end exists out there.

Next Class: Telling, Permission, and Journaling

Thursday, Sept 25 (16)

"Why Indigenous Literature Matters"

Students were given Daniel Heath Justice's article "Why Indigenous literatures matter" (article available in class) and given time to annotate and make sense, though I was vague on what they were looking for, on purpose. 

After annotation, students had time to work on their own stories. 

Next Class: Discussing the article and talking about telling stories.

Tuesday, September 23 (14)

Some Writing Time and Discussion of Questions 

We started with 30 minutes of writing time for students to work on their short stories. Hopefully they are incorporating techniques that Geddes used in their own writing. 

Next students had time to be reviewing the two questions we tried to focus some discussion around.

• Despite the hardships of living in the bush, does Geddes’ childhood sound like a good one? If so, why? Give examples.

• Geddes exposes various ways in which the First Nations Peoples have been stereotyped. Point them out and point out the worst of them.

We are still working along in our discussion skills. Some are getting there, some are getting close to starting for there.  We will keep working at it. 

Next Class: Writer's Workshop and Writing Time (starting the next draft)

Special Entry

Writing Assignment – Unforgettable Story

Task: Tell a story about a moment in your life that you will never forget. 

       When you are building your story, pay attention to structure (how does your story start, build and climax), pay attention to your three choices (details, scope, and feelings) and turn the abstract to the concrete as you show and not tell.  

Write your story down. Length varies as it takes space to tell a story, but you should have at least a page. Use paragraphs. Use the conventions of good writing.

Optional Assessment: Turn the story into a spoken piece. Instead of handing the story in to be assessed on how you tell your story with the written word, be assessed on how you tell your story with the spoken word. You may either make an appointment with me to tell me the story (do not just read it, but tell it), or you may record yourself telling the story and submit that. 

Assessment: You will be assessed on structure (beginning, middle, end) and impact and either writing or speaking conventions. (Rubrics below)

Story is Due on Friday October 10. - Hand in written version / Hand in Recorded version / Set appointment for following week morning or after school to tell me the story.

Thursday, Sept 18 (12)

Telling our story

My connection to land started us as usual.

The task for today was to tell the story that students had thought about last class. First they actually told the story to a class mate. Then they (maybe) had a quick conversation about structure of that story. Then it was time to write down the first draft of the story. Ideas need to be put down on paper, so hopefully all students got a working version of the story down.

I suggested students pay attention to their choice of details, choice of scope and choice of feeling, as well as how they structure their story. There was a handout. The details are posted above. 

Next Class: Looking at someone else's story - Geddes "Growing up Native"

Wednesday, Sept  17 (11)

Great Oration

I started with a  connection as I do. 

Today, I gave them the following terms;

Metaphor – a direct comparison

Rhetorical structure - the art of effective or persuasive speaking or writing, especially the use of figures of speech and other compositional techniques.

         Criticism of Rhetorical structure - language designed to have a persuasive or impressive effect on its audience, but often regarded as lacking in sincerity or meaningful content.

Flow – smooth pace and transitions

Rhythm – measured beat

Weaving narratives – layering elements in stories together to create a larger whole

People: Chief Dan George – Chief of the Tsleil-Waututh Nation. Actor, Musician, Poet, and Author. Nominated for an Academy Award. Activist. 1967.

Reverend Martin Luther King Jr. – American Baptist Minister, Activist, philosopher.  Leader during a Civil Rights Movement. Non-violent protestor to promote Civil Rights for People of Colour. 1963 March on Washington.

Students then started with Chief Dan George. (link - https://www.youtube.com/watch?v=PL9JedH5ngA). The task was to make sense of the speech. What is Chief Dan George saying. Not only that, but what oratory devices is he using, and are they effective. Students had a couple minutes to chat with each other. We then moved on and gave The Reverend Dr. Martin Luther King Jr a chance to speak and we listened once, then took notes a second time. (link https://www.youtube.com/watch?v=vP4iY1TtS3s. Students did the same thing in talking about what they heard and thier answers to the questions. 

We then looked at two more questions. 

• What motivated these speakers? (be specific)

• What risks did these speaker face delivering those speeches when and where they did?

We got a brief time to discuss these. Perhaps we will do more discussion on this later. 

Homework: Think about a story of a time you will never forget. 

Tuesday, Sept 16 (10)

Devices, Statements, Working, and Journaling- oh my!

We started with my connection through pictures as we do. It might have lead to ghost stories for a moment.

We summed up our discussion from last day and looked at some of the techniques used in the poem. It lead us to our journal question as this is the point of the exercise.

The journal prompt - "What impact does writing stories down have?"

Next, I handed out a sheet of poetic devices - available in class - and we took a quick look. If you have questions be sure to ask me. I will assume that you learn them all.

From there I spoke about the authors statement that you need to add to your poem. Poems are due on Wednesday. The Authors statement is a few sentences about you, in third person - where is home, what about you, how do you connect to the poem, something like that. 

Students had time to work on their journal, and their poem.

Next Class:  A look at formal oratory and technique.

Friday, Sept 12 (8)

Writing Time, about place.

Students began writing their place based poetry, their poems about a place that has shaped or impacted them in some way. They had the period to create a rough draft. Feel free to check the examples from last day.

Next Class: Some history and some annotation

Sept 10, Wednesday (6)

Oral Traditions continued - Listening

We started my connection to land then a quick gallery walk of the question response posters to see what others had put for answers. We continued through the power point from last day. We then completed a list of the qualities of a good listener. Students were able to make a list. We then put those lists on the board and added to them. The list so far; eye-contact - faces the speaker; attentive - understands, removes distractions; open-minded - does not judge; non-interruptive, listens until done then responds, or responds if asked but does not think what to say while you are speaking; responsive - nods, gestures, or asks questions for clarifications; calm and patient.

I then reminded students that listening is a big part of the course and requires energy and focus, so students may need to work on reminding themselves to be attentive and listen, especially if they find their attention wandering. 

From there students were directed to their handout on journaling and what a reflective learning journal is. (Handout available in class or click the button below for a link). Students were then given two prompts to respond to in their journal and then time to journal.

Journal entries also available on the journal prompt page.

Prompt 1: What do you already know about First Peoples’ Oral Traditions? 

Prompt 2: Did your ideas about oral communication remain the same or change after talking with your classmates and hearing or seeing others’ answers to the questions?

To finish off I introduced a couple of site or location based poems. I will put links on tomorrows blog post of those poems. 

Next Class: Thinking about place, a walk, and writing where we are from.

Sept 8, Monday (4)

Purpose of Story, Practicing Reading and Discussing

We started with another example of my connection to the land.

Our first stop on today's journey was around the power of story and the purpose of story. We covered all the reasons why we tell stories. I hinted at but did not specifically state why the First Peoples tell stories. Their reasons are;

• teaching; life lessons community responsibilities, rites of passage, etc

• sharing creation stories

• recording personal, family, and community histories,

• "mapping" the geography and resources of an area

• ensuring cultural continuity (e.g. knowledge of ancestors, language)

• healing

• entertainment

After this conversation students read the text "Raven Brings Light to the World" (Available in class)

Questions:

When you are done reading …

• What are your thoughts about the story?

• What connections can you make to the story, or from the story?

• What questions do you have about the story? Can you answer your questions?

• What is the purpose of this story? 

Make note of your answers, then when you feel you have your thoughts in order, discuss with someone your answers.

We briefly discussed these questions as a class.

Next Class: Oral Stories and Storytelling introduction, Journaling, and maybe more.

Sept 5, Friday (3)

Geography, Discussion, Journaling, oh my!

We started with my connection to land, then we took another quick look at a map of BC to finish familiarizing ourselves with some places. 

From there we took up our discussion practice. I asked the students to use what we learned last day and discuss the First People's Learning Principles. I gave the prompt of How/in what way/why are the First People's Learning Principles important to us. Students were split into two groups and they practiced discussion. There was awkwardness and some great points. 

From there I introduced the idea of journaling and spoke of why we do it and how it is useful. I then gave their first journal prompt. 

Prompt: Which of the First People's Learning Principles do you connect with and why? (also on journal page)

Next class: The purpose of story and "Raven Brings Light to the World".