Welcome to Mr. Culbert's Grade 11 English First Peoples Class Blog for Sept 2024 to Jan 2025. 

Jan 17, Friday (79)

Appreciation

Students were asked to write a letter of appreciation to someone and thank them for the help that they have done for them this semester. Hopefully students take this seriously and then deliver the letter to the person they appreciate. 

Best of luck to you all in the next semester. Remember to ask questions, use your brain, and push yourself. Learn to handle challenges you face and grow from your failures - don't run from them. The world can become a better place if you take the time and effort to help make it one - no one will do it for you. All the best. 

End of line.

Jan 13 - 16, Mon - Thu (75 - 78)

Portfolio Conferences

Students met with me individually to discuss their learning this semester. 

Jan 08 - 10, Wed- Fri (72 - 74)

Portfolio work time

Students had time to work on their portfolios. 

Portfolio conferences begin on Monday Jan 13.

Jan 07, Tuesday (71)

Coyote fills the Journal

We looked back on a couple unanswered questions from last day. We spoke of the Trickster being transformative. We then looked at a couple of Coyote stories. One was an oral story and the other two summaries of tales about Coyote. After reading, students had two journal prompts to respond to which were as follows;
1)How can you connect the stories looked at today to the elements of the Trickster learned yesterday?

2) What are your thoughts on the nature and role of the Trickster? 

The expectation was that students would write for a while in their journals to explore the ideas. The reality for most is probably no where close sadly. Thinking seems to be an activity of the past and not the present, sadly. 

Next Class: Students have time to work on their portfolios.

Dec 20, Friday (69)

Happy Holidays

Enjoy the break.

Next Class: We explore the trickster and the portfolio

Dec 19, Thursday (68)

Essay Write - Day 3/3

Students had class time to work on writing their essays. We are spending three classes writing them in class and not writing for homework. At the end of each class students are to hand in their essays. I posted on the board the following; "Before you hand it in, you need to complete a self-assessment on the rubric. You should have looked over your essay and made any corrections or edits that you could catch – no peer feedback on this one. 

When you are done and have handed it in, as well as having returned a physical copy of a book if you had one, you have one more thing to do. In your journal make a brief entry (or longer if necessary) where you discuss how this essay is better or worse than the last essay and how the process was for writing this essay."

Next Class: Trickery

Dec 18, Wednesday (67): 

Essay Write - Day 2/3

students had class time to work on writing their essays. We are spending three classes writing them in class and not writing for homework. At the end of each class students are to email, or hand in how far they have gotten that day.

Next Class: More essay writing time.

Dec 17, Tuesday (66)

Essay Write - Day 1/3

Both blocks had class time to begin writing their essays. We will spend three classes writing them in class and not writing for homework. At the end of each class students are to email, or hand in how far they have gotten that day.

Next Class: More essay writing time.

Reminder of Essay Prompts

Essay Questions for Monkey Beach

Pick from the list of essay questions and choose one to write a well structured and well written essay.

• The protagonist, Lisamarie, experiences flashbacks as she struggles with the possible loss of her brother, Jimmy. Discuss three events from Lisamarie’s past that help her to deal with her present. 

• Jimmy is not the only “lost” character in this novel; however, he becomes symbolic of all the other figuratively or literally lost characters, such as Uncle Mick, Ma-ma-oo, Ba-ba-oo, Aunt Trudy, etc. Agree or disagree with this statement and develop an argument to support your thesis. 

• “Lost people” is a frequently used theme in First Peoples literature. Discuss this theme, using Monkey Beach and at least two other sources we have studied during this unit to support your thesis. 

• “Search for identity” is a frequently used theme in First Peoples literature. Discuss this theme, using Monkey Beach. (How does the novel deal with this theme?) For added difficulty find at least two other sources we have studied during this unit to support your thesis. 

• Legend is sometimes so intertwined with the narrative in First Peoples literature that the two are impossible to separate. Discuss this statement using Monkey Beach and at least two other sources we have studied during this unit to prove your thesis.

Dec 16, Monday (65)

Class Discussion

Students had 10 minutes to prepare and then we had a class discussion. Those that spoke, spoke well and added a lot in to create some strong understandings. Those that listened hopefully took something from the discussion, but it would have been nice if they added to the discussion. 12 spoke and 9 did not with 5 absent.

Many great points in the discussion. Students got to self assess when it was over and then give last thoughts for their essay that we write tomorrow. 

Next Class: In Class Essay - Day 1

Dec 13, Friday (64)

Essay Planning

Students had the class to plan and prepare for both the essay and the discussion. They were given a chance to plan their outline, including their thesis statement for next weeks essay. It was up to them to use their time productively. The essay will let me know if this was the case.

Next Class: In class discussion using essay prompts as the topics.

Dec 12, Thursday (63)

Novel Group Discussions and Set Up for future writing and talking.

We started with a presentation on the Snuneymuxw People. Thank you or Huychq'u.

Students had another chance to discuss the novel in their reading circles. Then they shared out. Remember to journal your experiences. Also, students filled out the self assessment. 

At the end of class I shared the essay prompts (I will include them again here). Students have Fridays class to prepare for the essay, and the discussion that will be around the essay prompts - aim to have something to say on Monday and lots to write starting on Tuesday. 

Next Class: Planning and Preparing.

Essay Prompts:

• The protagonist, Lisamarie, experiences flashbacks as she struggles with the possible loss of her brother, Jimmy. Discuss three events from Lisamarie’s past that help her to deal with her present. 

• Jimmy is not the only “lost” character in this novel; however, he becomes symbolic of all the other figuratively or literally lost characters, such as Uncle Mick, Ma-ma-oo, Ba-ba-oo, Aunt Trudy, etc. Agree or disagree with this statement and develop an argument to support your thesis. 

• “Lost people” is a frequently used theme in First Peoples literature. Discuss this theme, using Monkey Beach and at least two other sources we have studied during the course to support your thesis. 

• “Search for identity” is a frequently used theme in First Peoples literature. Discuss this theme, using Monkey Beach. (How does the novel deal with this theme?) For added difficulty find at least two other sources we have studied during the course to support your thesis. 

• Legend is sometimes so intertwined with the narrative in First Peoples literature that the two are impossible to separate. Discuss this statement using Monkey Beach and at least two other sources we have studied during the course to prove your thesis.

Dec 11, Wednesday (62)

Writers Conference Day 2

Students were given the following instructions for the day;

Today you are doing one or more of the following.

• Meeting with me to discuss your writing – come prepared with a question on how you can improve your writing. The more specific you are the more I can help. Bring samples, or evidence to ask about and learn from. Again, be specific!

Or

• Planning what to ask me in your writer’s conference and finding the appropriate and requisite materials and samples to have a focus conversation with me on a specific writing advice piece. 

Or 

• You are reading the novel to be done for Thursday.

Or

• You are working on the practice quote integration exercise from yesterday to practice integrating quotes and to find a bank of quotes that you can use in your essay next week.

Or 

• You are getting caught up if you owe me any work.

• You are not – on your phone, sitting idle, chit-chatting, - doing physics or math, sleeping, pretending your calculator is a phone, pretending that a banana is a phone, and you are talking to someone very appealing, trying to figure out when aliens might actually be the answer!

Next Class: Novel Discussion

Special Entry

I thought I would test to see who actually checks the site and I am posting the essay questions ahead of time on the site.
• The protagonist, Lisamarie, experiences flashbacks as she struggles with the possible loss of her brother, Jimmy. Discuss three events from Lisamarie’s past that help her to deal with her present. 

• Jimmy is not the only “lost” character in this novel; however, he becomes symbolic of all the other figuratively or literally lost characters, such as Uncle Mick, Ma-ma-oo, Ba-ba-oo, Aunt Trudy, etc. Agree or disagree with this statement and develop an argument to support your thesis. 

• “Lost people” is a frequently used theme in First Peoples literature. Discuss this theme, using Monkey Beach and at least two other sources we have studied during the course to support your thesis. 

• “Search for identity” is a frequently used theme in First Peoples literature. Discuss this theme, using Monkey Beach. (How does the novel deal with this theme?) For added difficulty find at least two other sources we have studied during the course to support your thesis. 

• Legend is sometimes so intertwined with the narrative in First Peoples literature that the two are impossible to separate. Discuss this statement using Monkey Beach and at least two other sources we have studied during the course to prove your thesis.

Dec 10, Tuesday (61)

Writers Conference Day 1

Students were given the following instructions for the day;

Today you are doing one or more of the following.

• Meeting with me to discuss your writing – come prepared with a question on how you can improve your writing. The more specific you are the more I can help. Bring samples, or evidence to ask about and learn from. Again, be specific!

Or

• Planning what to ask me in your writer’s conference and finding the appropriate and requisite materials and samples to have a focus conversation with me on a specific writing advice piece. 

Or 

• You are reading the novel to be done for Thursday.

Or

• You are working on the practice quote integration exercise from yesterday to practice integrating quotes and to find a bank of quotes that you can use in your essay next week.

Or 

• You are getting caught up if you owe me any work.

• You are not – on your phone, sitting idle, chit-chatting, - doing physics or math, sleeping, pretending your calculator is a phone, pretending that a banana is a phone, and you are talking to someone very appealing, trying to figure out when aliens might actually be the answer!

Next Class: More of the same

Dec 6, Friday (59)

Reading and Work Time

We started with a presentation about the Tk'emlups people. Thank you.

Students had the class to finish their paragraph or to read the novel with the goal of being done for Monday.

Next Class: Novel discussion group.

Dec 3, Tuesday (56)

Free Write, and Poems

Students quickly did the self assessment for their group that they did not get to the day before. 

A free write was where we began our learning journey today. The prompt was Lost. After students wrote, we jumped into analyzing a poem. I presented Connie Fife's "Communication Class" (see below) and gave students time to dissect and make sense. We then spoke of its meaning. This was practice. Next up was a handout with Gordon Williams poem "The Last Crackle" and again students had time to make sense of it then we spoke of it as a class and tried to make sense. Some of the big ideas in these poems connect back to the novel, but I left that for students to figure out how. 

I did say that students could choose to redo their annotation by annotating "The Last Crackle" and self-assess and hand in on Friday. This mark will replace the annotation mark I gave back today.

Next Class: Essays returned and writers workshop and some planning.

Dec 2, Monday (55)

Group Discussion

Students once more got into their groups and discussed the novel and then shared out. We got into talking about some of the bigger themes and ideas that I did not get to the handing out of the self-assessment form. We will get that next class.

Next Class: The idea of the Lost

Nov 29, Friday (54)

Reading Day

Students were given time to read the novel. 

Nov 28, Thursday (53)

Reading Group Discussions

We had a presentation on the Sto:lo people, thank you.

Students met in their groups again to discuss the novel. They were given the task of further discussion of Predictions, Symbols, Characters, Themes, (Supernatural etc., Indigenous roles and culture clashes), Questions, Connections etc. 

After we shared out to the class, students had the time to journal and read. 

Next Class: Reading and journaling. 

Nov 27, Wednesday (52)

Passage Analysis Practice

Students were given a handout of two passages that they were given time to close read and then analyze. This is to practice our close reading and analysis skills. Students had time to come up with thoughts and notes and then we spoke about the passages to try and get all we could out of them. This is an important skill, and having practiced it now with today's work it will be one that we assess in the future by analyzing another passage.

The two passages are available in a class handout in the room.

Next Class: Another novel discussion group. 

Nov 25, Monday (50)

Group Discussion Time

Students met in their reading groups and discussed the novel again. The instructions were as follows;

Get into your reading group.

Decide on roles for today. (Facilitator, Connector (reflector), Summarizer/Questioner, Analyzer, Communicator): Take a short bit of time to prepare for your role in the group.

Agree upon what pages you are discussing.

Discuss.

Questions for Monkey Beach: up to p140 to help guide the conversation but not limit it to these;

- What have you learned about Lisa so far?

- What symbols are you noticing? What is the meaning or significance of these symbols?

- Who do you think the little red man is (p131)? Why does he visit Lisamarie? What is his significance?

- Make predictions, explore confusions, ask questions, make connections, check plot understanding.

Students then self-evaluated their discussion participation and had time to journal or read. Some students are still not using class time very effectively.

Next Class: Writers workshop and presentation

Special Entry

Reading Schedule

• By Monday Nov 25 you should be done part 1 (so around page 139)

• By Monday Dec 2 you should be at page 240 (the section that ends with "The silences grew comfortable")

• By Monday Dec 9 you should be finished the book

Nov 20, Wednesday (48)

Book Group Discussions

Students got into their reading groups and were given the following instructions

Decide on roles for today. (Facilitator, Connector (reflector), Summarizer/Questioner, Analyzer, Communicator)

Take a short bit of time to prepare for your role in the group.

Agree upon what pages you are discussing.

Discuss.

Starting help

-          Thoughts on the main character so far.

-          What symbols are present in the novel and what do they mean.

-          What connections can you make. (Think to other class lessons, works, or ideas)

-          What layers of narrative are you seeing.

-          What are some key moments from the section that you have read.

-          What are some predictions for what will happen next.

-          What thoughts and opinions do you have.

Report out to the class when we switch into Class Discussion. (Communicator’s job is to share to the rest of class).

Journal time

           Journal not only your thoughts on the novel – and do this in some detail, but also included your thoughts and feelings on how discussion went, and how was working in a group.

We did the same prompts as last time as I feel people are not that far along in the book. 

Next Class: Talk of the Supernatural and some reading time. 

Nov 19, Tuesday (47)

Reading Time

Students were given class time to read the novel. They eventually all settled and hopefully much reading was had. 

Next Class: Reading Groups discussing another section of the novel.

Nov 18, Monday (46)

Book Discussion

Today we started talking about the novel. Despite me having said this and put it on the web site it is clear that no one is reading the web site. So I could say many of you are being terribly lazy and go on a rant about how you just expect answers to be given and hope to get through each day without having to think but none would read it. Sigh.

I put the class into groups, gave the groups help forming their groups by giving a format to follow and some prompts to think of and turned it over to you. It is up to you now to do the work or choose not to and accept the consequences.  Groups discussed for 15 minutes and then I offered more time, eventually the groups reported out to the whole class and we had time to journal and read. 

On Wednesday we will be meeting again to discuss the novel.

Next Class: Some reading and journaling time because students do not seem to be reading the book.

Nov 15, Friday (45)

Sharing Time

Students were given the chance to share their poems in small groups and connect and comment on the pieces. This is meant as a celebration of the work. Most were done, some were not. Poems were handed in.

Next class: We start talking about the novel so be sure to have read the first 55 pages. 

Nov 14, Thursday (44)

Work Time

We had another presentation to start. Thank you.

Students had time to work on their poems that are due at the start of class tomorrow.
Since I do not think anyone reads this I shall say that I am low on confidence that everyone is done. I will say that around half of you will not be done. I hope I am wrong, but only if you read this will you know if I am wrong or right.

Next Class: Sharing our work in small celebratory groups.

Nov 13, Wednesday (43)

Work Time

We had a presentation to start.

Students had time to work on their poems.

Students were given time to go to the University fair and work on their CLC assignment.

Next Class: Work time and some reading. 

Nov 12, Tuesday (42)

The Power of One Story

Students watched the Angela Sterritt video "Reconciling the Power of One Story" and were to come up with two questions about what they saw. They then had time to get answers from their peers and maybe discuss it as a class. (I find the students ability to discuss is still limited and awkward.) Finally, they were left with a journal prompt and that was to Discuss what they learned today and connect it to a previous learning in as much depth as you can. 

Video link: https://youtu.be/d8_23ogVsT4?si=Vq9ALNy3yuLs-PJ9

Next Class: Soem writing time and a University fair.

Nov 8, Friday (41)

Work Block

Shortened class.

Students had a work block to work on the annotation from last day, or to work on their poem, or to read the novel. Annotations are due  at end of class today.

Next Class: The power of one story

Nov 6, Wednesday (39)

Representation - explored in poetry 2

We briefly spoke of the history of Pocahontas (and made fun of Disney) and then looked at Paula Allen Gunn's poem "Pocahontas to her English husband, John Rolfe". Students had around 20 minutes after hearing it to annotate and try and make some sense of the poem. They were told to come up with a good question or an insight into the poem. 

We then went through the class and heard from about half of the students as to what their question or insight was and tried to connect and make sense of the poem further with all the additional input. This, lead to great insights (I believe).

We did not get to writing time, but I think we spent our time wisely.

Next Class: Another poem explored using annotation.

Nov 5, Tuesday (38)

Representation - explored in poetry

We started with a free write. The prompt was "What are the first words that come to mind when you think of Indigenous people?" Students had 8 minutes to write and think about the idea. 

We looked at Thomas King's poem "I am not the Indian you had in mind". Students annotated, and then we addressed the following five questions;

1. What stereotypes does King’s poem evoke?

2. What is the impact of the repetition of the phrase “I’m not the Indian you had in mind”?

3. What makes this poem work (assuming you feel it does)?

4. What is the tone of the poem?

5. What is a big idea that this poem connects to?

We discussed the questions and hopefully understanding was had. I am never sure and the only option is to make students hand things in at the end of every class, but then I need to read them, and there is no time for that. 

Note: You can find the poem on the internet, just search for the title followed by poem full text. 

Next Class: More Representation exploration through poetry again. 

Nov 4, Monday (37)

Presentations and Writing Time

We started with a greetings presentations. 

Next up was a recap of last day and some time to work on uncovering more meaning in the poem. We ran into the roadblock of either a lack of understanding, effort, or coarage. One of those pieces was missing. We then had time to write and work on the poem assignment on the back page. Due date assigned is Friday the 15th.

Next Class: Poems on representation and what that all means.

Nov 1, Friday (36)

Presentation, Poetry Terms, "War"

We heard a presentation about the Kwak'wala and learned a greeting. Thank you. 

I went over some poetry terms and we taught some new ones. Metonym, Synecdoche, End-stopped, and Enjambment.  We then looked at the poem "War" by Lee Maracle. Handout available in class. Students had some time to start making sense of the poem. We will do more of this on Monday.

Next Class: Examine the poem and starting the work

Oct 31, Thursday (35)

Essay, Reflection, Poetry Studies

The first half of class, far longer than we needed to be honest, was time to finish the essays assigned last class. 

After the break was time for a reflection of learning. The instructions were as follows;

English First Peoples 11 Midterm Reflection

In the style of journaling (so informally but not texting-casual) respond to the various reflective prompts below.

1. My thoughts on my essay (think process, learning, and potential outcome) are …

2. Here are at least three of the First People’s Learning Principles that I can connect to and how from the last two months … (In other words, here is what I have learned and here is the principle it connects to and how – give examples of work that connects and what your thoughts are around this principle and how you may have grown or learned more as a result)

3. My greatest strength in English class so far is, and an area I need growth in is …

More is better, grammar still matters even though it is informal writing (but grammar always matters). 

You have time to complete this. Make it good.

Next up was to look at what students know about poetic devices. We listed some on the board that students should know, and a few that I taught what they were - look them up if you still don't know.

Simile, Metaphor, Personification, Oxymoron, Hyperbole, Rhyme (both end and internal), Imagery, repetition, alliteration, assonance, consonance, dissonance/cacophony, onomatopoeia are ones we should all know all ready, plus we spoke of allegory, irony, juxtaposition, euphemism, and allusion as literary devices. Next class I will add 4 more.

Next Class: Looking at a poem - round 1

Oct 29, Tuesday (34)

Essay in Progress

We started class with a greeting taught to us. We learned of the Lil'wat people.

I gave a very quick lesson on the topic sentence as students were struggling with them in the paragraphs I handed back. 

(By the way, not everyone has done the paragraph and with report cards coming up and me having only collected a couple of assignments, not doing one of the three can lead to a failing grade in the class at this juncture. Make sure you do all your work. Check your marks to see if you are failing due to not completing work.)

Students then had a large portion of 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 and Reflection on Learning, and hopefully some poetic device review but time dependent.

Oct 22, Tuesday (31)

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: Local Connection stories

Oct 21, Monday (30)

Biidaaban

We started with 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 know some things and some names.

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

Oct 16, Wednesday (27)

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: Discussion

Oct 15, Tuesday (26)

Nimkii

After a quick recap of Friday's lesson, 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

Oct 11, Friday (25)

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", with student groups being responsible for concepts that they then taught the rest of the class.  

Next Class: We Read Nimkii

Oct 9, Wednesday (23)

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.

Oct 7, Monday (21)

Stories, Story, and Journal

We started with a free write (well actually block 4 had a Greeting Presentation). 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.

Remember: Stories were due today. (remember, there is a rubric below for assessment)

Next Class: Paragraph structure and planning a formal paragraph.

Oct 4, Friday (20)

Still looking at why it matters

We started with looking at the article from last day and coming up with three questions about the article. We then shared and attempted to discuss these questions. Again, it felt like I had to do most of the discussion work. I also wanted to show how deep we could take things to remind everyone that the deep end exists out there.

Stories are due next class

Next Class: Telling, Permission, and Journaling

Oct 3, Thursday (19)

"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.

October 2, Wednesday

Mountain Madness was happening. No class.

October 1, Tuesday (18)

Writing Time

We started with my connection, and then went into a wonderful presentation on the Kwikwetlem people. 

After that students had their last in class day to work on the short stories they are writing. 

Next Class: Mountain Madness, the one after is about reading and annotating an article on "Why Indigenous Literature matters".

Sept 26, Thursday (16)

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.

After practicing discussion in small groups students got a chance to speak in a large group. We moved to a whole class discussion, that for a first discussion went well. Good respect and listening were shown and some students participated. Next time we will get even more. 

Well done.

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

Sept 24, Tuesday (14)

Writing Time

Students were given the block to write the rough draft of their story about a moment that they would not forget. Soem students were focused and wrote well, others were unfocused and socializing a lot. Remember, you control how much work you end up with. 

Next Class: Read and Respond to prepare for discussion

Sept 23, Monday (13)

Telling our story

We started with a student presentation, our first. 

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 will be a handout next class, as well as posted on line with the official assignment details. 

Next Class: More writing time for this project. 

Thursday, Sept 19 (12)

Great Oration

We started with some random questions, but it was fun - some times I need to be entertained, hahaha. We got on to the connection and then moved into a quick review of last day.

We jumped back in to the speeches. We started again with Chief Dan George. (link - https://www.youtube.com/watch?v=PL9JedH5ngA). The task this time 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 next week. 

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

Next Class: Story Structure and Planning - writing time.  

Wednesday, Sept 18 (11)

Writing it down and Great Oration

We started with some journaling around the notions from yesterday, and then discussed it. We also threw in some talk of the poetic devices in the piece. Students were unsure of these devices.

We moved from there to some terminology that bears remembering.

• 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

We did a first listen through of Chief Dan George's "Lament for Confederation"  (A Your tube recording - https://youtu.be/PL9JedH5ngA). We will do so again and pull meaning tomorrow. 

Next Class: Listening again and pulling meaning from two famous orations.

Monday, Sept 16 (9)

Writing Time

Students had time to work on their place-based poems and complete them and submit them. I also asked students to include an authors statement (basically who they are). 

Next Class: Sample Greeting, a little history to look at an issue

Friday, Sept 13 (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: We will have time in class to complete the poems and hand them in. 

Wednesday, Sept 11 (6)

Listening

We started class with finishing the questions from last day, and 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;

patient, empathetic, understanding, receptive, loyal, experienced, social, supportive, calm

I will add last years list;

• Open Minded - does not judge what you say while you are saying it. 

• Faces the Speaker - Good Eye Contact, good body language

• Does not interrupt - listens until done speaking and then responds, does not think of what they want to say while you are speaking. 

• Responds - with either body language (nods) or with questions or asks for clarifications

• Attentiveness - is engaged and focused on you and what you are saying.

• calm and patient. 

We continued through the power point from last day. We were reminded 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?

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

Monday, Sept 9 (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 and then we looked at 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.

Friday, Sept 6 (3)

Discussion Practice and more information

We started with my connection to land, then we looked at a map of BC to familiarize ourselves with some places. I suggested that kids look at a map this weekend. 

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. 

I closed the class with talking about one of the points and what learning is to help ground some of the ideas. 

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