Week+1

=Lesson 1: Prior Knowledge=

The development of literacy, communication and critical thinking skills. || To examine the existing knowledge and sources of it. || The play: Thomson Highway,The Rez Sisters || Media Research Report: Find and record any information about contemporary issues related to the Aboriginal communities or culture ( a short summary, no longer than a half a page report) Due: next day ||
 * **Lesson Plan** ||
 * **Day: 1** |||| **Class/Subject:** English ENG3U || **Topic:** Introduction to The Rez Sisters by Thomson Highway Part 1 ||
 * **Topic and focus of this lesson:** To introduce the Unit: Exploration of Literary Connections: Canadian Aboriginal Literature |||| **Broad goals to which this lesson contributes:**
 * **Specific outcomes for this lesson:** To diagnose students' knowledge related to the Aboriginal issue
 * **Materials:** KWL charts,
 * **Agenda:**
 * 1) Class discussion: What do the students know about Aboriginal people of Canada
 * 2) Identifying the sources of students' knowledge about Aboriginal people: school knowledge, media, personal knowledge, common knowledge/stereotypes (metacognition)
 * 3) Filling the chart: Know-Want to know-Learned
 * 4) Presenting the outline of the Unit. Caution to students: gravity of some of the issues in the play and the foul language in the play.
 * 5) Students sign-up for reading parts of the play ||
 * **Key questions:**
 * 1) What do you know about the Aboriginal People?
 * 2) Where do they live?
 * 3) What do they do?
 * 4) What are the characteristics of the Native culture?
 * 5) How Native people are the same and how they are different than non-Native?
 * 6) Do you know any of the works of literature or movies about Natives?
 * 7) Do you know any works of literature written by a Native writer?
 * 8) Do you know any stories told or written from the Native perspective? ||
 * **Homework:**

=Lesson 2:**Play’s & Playwright’s Context **= Lesson Plan 2  : To understand the play's importance in the Canadian literature.  : To understand the characteristics of a play: elements of literary form  Press reviews of the staging of the play by David Krasner and by //The Beat//’s Robyn Israel)
 * Topic: ** Introduction to Tomson Highway’s //The Rez Sisters// ( Part2)
 * Focus of this lesson: **Exploration of Literary Connections: Canadian Aboriginal Literature
 * Broad goals to which this lesson contributes: **Introduction to the play written by a Native Canadian writer
 * Specific outcomes for this lesson: **To familiarize students with the author of the play.
 * Materials: **Tomson Highway’s //The Rez Sisters//
 * Agenda: **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Tomson Highway's biography (p. VI-IX)
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Play's reviews from the press.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The play in the context of Canadian literature.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Aboriginal People in the Canadian multicultural context.
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Multiculturalism among the Aboriginal People: First Nations, Metis, Inuit (diversity of languages and cultures)
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reading of the play: Production Notes, Cast of Characters, Act 1 (up to pg 9)

=Lesson 3: Oral Tradition= Lesson Plan 3 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> : Speaking to Communicate <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Chief Dan George’s speech: Lament for Confederation Lesson Plan 3 handout
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Focus of this lesson: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The importance of oral storytelling
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Broad goals to which this lesson contributes: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Oral Communication: Listening to Understand
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Specific outcomes for this lesson: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">OC 1.1, 1.2, 1.3, 1.6, 1.7, 2.1, 2.2, 2.3, 2.5, 2.6
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Community Circle hand-out
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Agenda: **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Circle talk (the handout in the appendixes and brief instruction).
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ice breaker activity (that relies on memory without use of pen & paper) i.e. While using at least 5 directional changes, in pairs with preferably you don’t sit near or know that well, you will tell it each how you get to school. Each will be responsible for the retelling of their partners’ directions to the class. Students should see how difficulty the task is.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Oral storytelling vs. written traditions
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Story vs. History
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Sharing personal stories (whatever each students chooses to talk about)
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Cultural importance of oral traditions: origins of religious texts, unwritten but well known codes of behaviour, fairy tales, famous speeches and orators (Chief Dan George's Lament for Confederation).

=Lesson 4:Geography & Multiculturalism= Lesson Plan 4
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Topic and focus of this lesson: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Importance of the land in Aboriginal culture; Geographical context of the play's action.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Broad goals to which this lesson contributes: **<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Locating an element of the play: physical location of the play.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Specific outcomes for this lesson: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Knowledge and understanding of the importance of the physical location of action in the literary work.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The play; Thomas King’s //Borders// (short story); map of Aboriginal nations throughout the North American continent
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Agenda: **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reading of the short story Borders by Thomas King
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Discussion: Importance of the land integrity / artificiality of the borders (indigenous people's perspective)
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Location of the play's action: the reservation.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Key questions: **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What are the signs of the mother's attachment to the place in which she lives?
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Why did the mother refuse to disclose her Canadian citizenship?
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Should the border patrol let her cross the border?
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In your opinion, why did the authorities let them cross the border?
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Is the individual action, like the one in the novel, important to the community/society?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">.

=Lesson 5 : Show It If You Know It !=
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Topic and focus of this lesson: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reading for meaning. Identifying the themes and topics of the play
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Specific outcomes for this lesson: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">R and LS: 1.3, 1.6, 2.3
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials: t **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">he play
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Agenda: **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reading: A note on Nanabush, and p.9-18 (group of 4 students reads to the class: 3 characters and the stage directions reader)
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Significance of Nanabush (a central figure in Aboriginal mythology): any gender, trickster, and fluidity of the figure.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Short class discussion: themes of the play.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Group work: tableau of the themes from the play : gender, city vs. the rez, economics/money
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Acting choices: short debriefing on why students chose to illustrate the themes in the particular way.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Evaluation (formative): **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Tableau will be evaluated by the teacher for correspondence between the visual representation and the play’s themes.

=Week Two= =Week Three= =Week Four=