Week+3

=Lesson 11: Quiz= > Thomas King’s//, Borders//: > Howard O'Hagan’s, //Tay John// >
 * ** Small KICA quiz ( multiple choice, short answer, paragraph answers- marked according to class discussions, content and conclusions)
 * Some answers would be quite subjective since marking would have to be on the ability to connect/synthesis issues learned in class, and //The Rez Sister, Tay John and Borders// texts.
 * Students will have the option to choose some of the questions. For example, out of 5 questions on //Borders//, they must choose to answer 3; out of the 5 //Tay John// questions they must choose to answer 3 and out of 8 //The Rez Sisters//questions (up to p 60) they must to choose to answer 5. Possible questions for:
 * 1) What are the signs of the mother's attachment to the place in which she lives?
 * 2) Why did the mother refuse to disclose her Canadian citizenship?
 * 3) Should the border patrol let her cross the border?
 * 4) In your opinion, why did the authorities let them cross the border?
 * 5) Is the individual action, like the one in the novel, important to the community/society?
 * 1) Why do writers mix natural and unnatural elements in their works?
 * 2) What do you think will become of Kumkleseem, the boy from Howard O'Hagan book?
 * 3) In your opinion, what's the importance of the circumstances of Kumkleseem's birth?
 * 4) Do you know any other literary character whose birth involved supernatural intervention?
 * 5) What functions do the supernatural forces/characters play in the works of literature?
 * Talking circle after quiz - if they want, they could talk about the quiz but would be open to student’s choice and questions

=Lesson 12: 8th Fire=
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Hook: read “To the Seventh Generation” (Education is Our Buffalo 55)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Remind students of week 1’s discussions surrounding the history, assimilation, culture and geography
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Group discussion on the idea of hope and social activism for change as seen in the 8th Fire Series on CBC. Discuss why the series is called the “ 8th Fire”
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Will show certain snippet from the 8th Fire series with particular focus on episode 4: At A Crossroads.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Will stop the viewing at key segments to discuss issues of economic inequality, and the necessity for change for aboriginal youth with special emphasis on educational hopes as a path for change.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Will be given discussion questions to keep in mind during viewing
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Homework: Independent reading of p 61-76.

=Lesson 13: Mapping Character Webs=
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> 10-15min of Inside/Outside Circle Character activity:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Characters can be voiceless characters (Gazelle Nataway, Eugene and Big Joey), Nanabush, or one of Rez sisters
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5 min for each student to assume a character and make notes on that character for the subsequent activity (Which other characters do they or don’t they get along with and why? Are they older, younger, married, unmarried, have children or not? What is their personality and history? etc.)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Half the class will form the inside circle and the other half, the outside circle.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assuming their characters, students begin a dialogue with another character/student. Using textual evidence and improvisation, pairs should talk about characters relationship
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students may act as their characters in their discussion or merely talk about their relationship. This exercise allows students to continue their close examination of characters and their connection to other characters.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">After a brief discussion, the inside or outside circles (or both) move so that characters have dialogue with different characters. If the same characters meet, they can discuss the individual student interpretations
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students should be able to see which characters get along and which characters don’t. Lead into a discussion about “ archetypal partners”
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teachers could also use this inside/outside exercise to asses if students completed last night’s assigned reading ( homework) and to help recap character and plot developments for students who did not do the homework
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5 min of whole class instruction on the mind map assignment
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5 min to show exemplars from previous student’s work or teacher produced Prezi/hard copy of Shakespeare’s Romeo & Juliet
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">10 min discussion of the rubric/ clarification of expectations
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">After watching students and ensuring students understand the assignment, whole class go to computer lab
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">20 min of whole class instruction on how to use Prezi and creation of a mind map together through teacher modeling
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students not using Prezi will also accompany us in the computer to ensure there is supervision of all students
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students who want to do a hard copy can still accompany us in the lab using the time to do rough copies, finding textual evidence or finding images on the internet
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher email ( or some sort of dummy email account to receive Prezi urls) should be given out to students so that those who choose to do a Prezi, can hand it whenever they please
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Remainder of class period devoted to work on mind map. If they are not on task, will watch 8th Fire episodes with question and answer sheets to be handed in.

=Lesson 14:**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Guest Speaker Introductions and Work Period **=
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5 -10 min of Character Web Hook:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials: a ball of yarn
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In a circle or at their desks, students will think about their mind map character
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher will ask all students to say their character’s name
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">One student will then throw the ball of yarn to another ‘character’/student while stating the relationship their two characters have with each other – therefore the yarn serves as material representation of the 2 characters’ connection.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student who received the ball of yarn will now throw it to another character and the process repeats until there is are unsafe entanglements or when comedy ensues
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Debrief: students should see that relationships amongst these women are complex.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5-10 min to introduce the community Resource/ Aboriginal Friendship centre about youth – talking about the challenges to aboriginal people in general and specifically aboriginal youth in the city ,
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: to provide real life experiences and emotional connections to concepts in the play. In addition, as //The Rez Sisters// tells the story of six women older than the audience, this resource could provide students with an understanding of how the play’s issues touch the lives of youth their age (text-to-self).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Also given that community an important concept in the text and the major theme of our unit plan, we think having a member specific to that community speak as invaluable expert
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Discuss their role in the community and what service they provide for urban First Nations people
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">20 min for students to think and write questions they would have for this speaker and to hand that in
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teachers should have ‘stem’ questions ready to initiate and keep the conversation constructive
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ask student(s) to volunteer to introduce the speaker to the class and to thank them next day( Lesson 15)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Remainder of class period for working on their character mind map

=Lesson 15: Community Resource about First Nations Youth=
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5- min to hand in mind map- If they have not done already so, students will need the classroom computer or go to the library to hand in their Prezi electronically
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">30 min Presentation from Community Resource/ Aboriginal Friendship centre
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student(s) to introduce guest speaker
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">15-20 min of group discussion/debrief
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student(s) to thank the guest speaker for coming in
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5 min to complete and hand in ‘exit card’ on their ‘ a-ha’ moment, something that they learned and something they were still wondering about
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Introduce/ discuss essay Options: 5 essay topics assigned with a 6th student choice option (details in assignments pages)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Homework: students to read p 61-76 independently

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