Week+2

=Lesson 6:**Myths as a Another Narrative Form **= Reading for meaning. Literary connections What functions do the supernatural forces/characters play in the works of literature
 * Topic and focus of this lesson: ** Mythology: natural and supernatural; Coexistence of natural and supernatural in the works of literature.
 * Broad goals to which this lesson contributes: **
 * Materials: **Howard O'Hagan’s //Tay John;// Ojibwe Turtle Island Creation story
 * Specific outcomes for this lesson: ** R and LS: 1.1, 1.2, 1.3, 2.1, 2.3,
 * Agenda: **
 * 1) Reading: Howard O'Hagan, Tay John ( the novel), Part One “Legend”, Chapter Two (pg.17-28)
 * 2) Reading: The Creation Story Ojibwe Turtle Island
 * 3) Myths and Legends: construction of a hero, examples from known works of literature of mixing natural and supernatural elements (Circle Talk).
 * 4) Group work: Discussion and presenting the findings: Why do writers mix natural and unnatural elements in their works?
 * Key questions: **
 * 1) Why do writers mix natural and unnatural elements in their works?
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What do you think will become of Kumkleseem, the boy from Howard O'Hagan book?
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In your opinion, what's the importance of the circumstances of Kumkleseem's birth?
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do you know any other literary character whose birth involved supernatural intervention?



=Lesson 7: " She said what?!"= <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Topic and focus of this lesson:** Extracting the relevant information about characters in the play <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Specific outcomes for this lesson:** R and LS: 1.3, 1.4,1.6 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Materials:** The play; Copies of pages 27-47; 6 scissors, writing paper., pens or pencils; 6 containers/dishes to hold the insult strips <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Agenda:**1. Reading (pg. 18-27) 2. “Dishing it Out” activity (group work, groups of 6) //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Write an answer to one of the questions above or write your own reflection on how negative feedback may contribute to the way we create an image of a person (someone else's or your own) // //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">We typically learn about characters from “what they say, what others say about them and what they do”. // <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Due: Next day
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Topic: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Character Analysis
 * <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;"> Reading for Meaning
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Activity: “Dishing It Out” **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Groups of six students
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Using the photocopied pages of the play (especially p.38- 47) students identify, either by writing it down on separate strips of paper or by cutting the text, the addressee of each insult and group the insults accordingly
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">From the collected insults and other text evidence, students describe each character of the play
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Homework: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reader's Response:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In your opinion, what’s the importance of using insults in this play?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Do all insults have harming effects on the individual?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Are there any situations that using insults would have a constructive function?

=Lesson 8: Victimization & Voice= <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Broad goals to which this lesson contributes:** Understanding Form and Style; Reflecting on Skills and Strategies <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Specific outcomes for this lesson:** R and LS: 1.4, 1.8, 2.2, 2.3, 4.1, 4.2 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Materials:** the play (pg.47-48) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Agenda:**
 * <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;"> The richness of verbal and non-verbal expression in a work of literature; Zha's speech about rape.
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Group presentations of ‘Dishing It Out’ Activity (each group presents one character)
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reading Zha's rape speech by the teacher; one of the students reads stage directions for Nanabush
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Circle Talk on the meaning of verbal and non-verbal expression in this part of the play.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Reflecting on own reactions to the scene.
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rubrics for the Reader's Response Assignment.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Key questions: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (coaxing through Socratic questioning)
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What does Nanabush do during Zha's speech?
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Why Zha is not able to express her own pain?
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Does Zha realize the gravity of the white boys' action?
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What is the meaning of the playwright's choice to portray the painful experience in both verbal and non-verbal way?
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Who does the rape of Zha affect?
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What does the rape symbolize?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Homework: **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Reader's Response Topics: > Due: Friday (2 days)
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How does Tomson Highway construct the rape of Zha as a double victimization (Native and mentally disabled)? Other than personal harm suffered by Zha, what else does the rape illustrate?
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Analyze the fight scene in the store in the view of power shifting from balanced to unbalanced (Imbalance of power and the urge to subdue another person are at the root of violent acts)
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Recorded oral reflection: Myths, legends, fairy tales, stories: natural and supernatural in human life; creating of a hero figure.

=Lesson 9: Read & Work Period=
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">15-20 min of whole class reading p 48-60( Marie Adele speaks to Veronique to the end of Act One)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">10 min of reading discussion questions during or after the reading
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">10-15 min to discuss a pair presentation assignment in a television/radio format on the following topics ( details in assignments sections)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5 min to go over expectations through class discussion of teacher evaluated presentation rubrics and the peer evaluations to be used during assessment in Lesson 10
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Address any concerns about the rubric, clarify expectations and perhaps change assessment criteria with students
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Remainder of class for students to work on the radio/television interview presentations

=Lesson 10: Presentations=
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5 min to hand in reading responses from Lesson 8
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">60 min of pair television/ radio presentations
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">10 groups for a maximum of 4 min = 40 min of presentations
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">20 min for discussion/comments during the presentations
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be instructed to conduct peer evaluations during the presentation- which will be handed in at the end of the class, marked for completion, recorded and given back for their own notes
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">As audience members, students will be responsible for individually commenting on each presentation with some remarks about themes, acting choices or critiques
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">After each pair presentation, time will be given to discuss and to fill out peer-evaluation

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