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footprints_in_the_snow.docx | |
File Size: | 12 kb |
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1. Sharing Circle; What is your best memory from the past 3 years.
1. Show the short film Identity and read "The Raven's Tale. What is the connecting theme? Make a personal connection to one (write on the sticky note or index card provided).
2. This week we will be exploring who we are and where we have come from. What is beyond what we show people on the outside.
Skemxist (Black Bear) - Wisdom and self-awareness comes with learning about one’s self, history, culture and traditional knowledge.
3. Ask students to trace their footprints on a large piece of paper. On the footprint on the left they write a list of things that they have accomplished, strengths that they have and plans for the future people that they have had a positive impact on.
4. Read "Foot Print in the Snow" and answer the questions
1. Show the short film Identity and read "The Raven's Tale. What is the connecting theme? Make a personal connection to one (write on the sticky note or index card provided).
2. This week we will be exploring who we are and where we have come from. What is beyond what we show people on the outside.
Skemxist (Black Bear) - Wisdom and self-awareness comes with learning about one’s self, history, culture and traditional knowledge.
3. Ask students to trace their footprints on a large piece of paper. On the footprint on the left they write a list of things that they have accomplished, strengths that they have and plans for the future people that they have had a positive impact on.
4. Read "Foot Print in the Snow" and answer the questions
Spaghetti/Marshmallow Challenge- December 12 with little buddies
1. Sharing circle on a highlight of Christmas
2. Explain that today we are concluding one unit and beginning our fourth and final unit. First, we will do one group activity and a reflection on the "Speetlum" unit, then we will complete some activities to introduce our final unit.
2. Go to the library. Explain that in teams of five they will be given eighteen minutes to build the tallest free-standing structure out of 20 sticks of spaghetti, one yard of tape, one yard of string, and one marshmallow. The marshmallow needs to be on top.
3. After Students are finished, ask them to reflect on the key goal of that task. If time, show them the Ted talk about the Marshmallow Challenge.
https://www.ted.com/talks/tom_wujec_build_a_tower?language=en
2. Explain that today we are concluding one unit and beginning our fourth and final unit. First, we will do one group activity and a reflection on the "Speetlum" unit, then we will complete some activities to introduce our final unit.
2. Go to the library. Explain that in teams of five they will be given eighteen minutes to build the tallest free-standing structure out of 20 sticks of spaghetti, one yard of tape, one yard of string, and one marshmallow. The marshmallow needs to be on top.
3. After Students are finished, ask them to reflect on the key goal of that task. If time, show them the Ted talk about the Marshmallow Challenge.
https://www.ted.com/talks/tom_wujec_build_a_tower?language=en
Tuesday June 6
tea_picking_reflection.docx | |
File Size: | 15 kb |
File Type: | docx |
D Block: 1. Buck Brush tea harvesting (FALL) or Sage harvest (Spring)
Tuesday Janaury 9
where_im_from_field_trip_activity_and_rubric.docx | |
File Size: | 69 kb |
File Type: | docx |
1. Ask students to trace their footprints on a large piece of paper. On the footprint on the left they write a list of things that they have accomplished, strengths that they have and plans for the future (think of their bucket list from yesterday), people that they have had a positive impact on.
2. Next, they must go to the five people they were assignment yesterday and put something positive about that person or something that they have noticed that they have accomplished.
3. Set up desks in a circle and read the poem "Footprints in the Snow" together and have students think of a comment or question that they have about the poem to use for discussion. Use the prompts "I wonder," "I think" or "I noticed" Have students share to discuss the poem
4. Explain that now we will go outside and stamp our foot prints in the snow. In groups with the coloured water, they need to sculpt 2 symbols for each group member that reflects something about them. Ask them to take a picture of what they make with their phones (Have cameras ready to borrow). In the second semester class we can make symbols at the beach.
5. If time, share one thing new that they learned about their partner(s).
6. Walk along the beach and fill out the I am from poem planning sheet.
2. Next, they must go to the five people they were assignment yesterday and put something positive about that person or something that they have noticed that they have accomplished.
3. Set up desks in a circle and read the poem "Footprints in the Snow" together and have students think of a comment or question that they have about the poem to use for discussion. Use the prompts "I wonder," "I think" or "I noticed" Have students share to discuss the poem
4. Explain that now we will go outside and stamp our foot prints in the snow. In groups with the coloured water, they need to sculpt 2 symbols for each group member that reflects something about them. Ask them to take a picture of what they make with their phones (Have cameras ready to borrow). In the second semester class we can make symbols at the beach.
5. If time, share one thing new that they learned about their partner(s).
6. Walk along the beach and fill out the I am from poem planning sheet.
Wednesday January 10
1. Write I am From Poems
Thursday January 11
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1. Have gifts at the front of the room. Half should be decorated nicely and half not. The nice ones should have bad gifts (rocks, dirt, dog biscuits etc.) and the not as nice ones should have appealing gifts (ie. candy, etc). Have students choose a number and choose a gift. Ask them why they picked certain gifts. Have them open them and say what they think
2. Explain that when we use images of people, events or issues to make broad generalizations or oversimplified statements, it is harmful and called "stereotyping."
3. Focus attention on the topic of stereotypes. Label individual sheets of chart paper with some or all of the following categories: teenagers elderly professional athletes parents young children teachers white collar workers factory workers
4. Give students 3x3 self-stick notes and ask them to write down stereotypes they have heard or are aware of regarding the above-mentioned categories (one per sticky note which may be color coded per category) and place them on corresponding category chart sheets.
5. On an index card, write about a time that they feel they were unfairly judges or stereotyped. Share in a sharing circle.
6. Explain that we are going to watch a movie about stereotypes of Aboriginal peoples in film. We will be using the notes that we take to write a paragraph after the film.
7. Begin Reel Injun
2. Explain that when we use images of people, events or issues to make broad generalizations or oversimplified statements, it is harmful and called "stereotyping."
3. Focus attention on the topic of stereotypes. Label individual sheets of chart paper with some or all of the following categories: teenagers elderly professional athletes parents young children teachers white collar workers factory workers
4. Give students 3x3 self-stick notes and ask them to write down stereotypes they have heard or are aware of regarding the above-mentioned categories (one per sticky note which may be color coded per category) and place them on corresponding category chart sheets.
5. On an index card, write about a time that they feel they were unfairly judges or stereotyped. Share in a sharing circle.
6. Explain that we are going to watch a movie about stereotypes of Aboriginal peoples in film. We will be using the notes that we take to write a paragraph after the film.
7. Begin Reel Injun
Friday January 12
1. http://americanindiansinchildrensliterature.blogspot.ca/p/this-is-work-in-progress.html
Show examples of children’s literature representation of Aboriginal people.
2. Finish "Reel Injun"
3. Sharing Circle on responses
Show examples of children’s literature representation of Aboriginal people.
2. Finish "Reel Injun"
3. Sharing Circle on responses
Thursday June 15
1. Write up Reel Injun responses.
Tuesday January 2
Barriers like racism, distrust may be main cause of health-care disparities for Indigenous women, study says (cbc.ca)
https://globalnews.ca/news/9335717/b-c-family-calls-for-action-amid-allegations-of-racism-in-coquitlam-hockey/
https://www.cbc.ca/news/canada/british-columbia/woman-bc-islamophobia-racist-language-1.6673277
Calls to reinvestigate sudden deaths of Indigenous people in Thunder Bay, Ont. (yahoo.com)Hate crimes surge during COVID, other crime down: Statistics Canada - Canada News - Castanet.net
Police investigating ‘hate-motivated vandalism’ involving Okanagan home | Globalnews.ca
Canada's racism problem? It's even worse than America's. (macleans.ca)
https://globalnews.ca/news/9335717/b-c-family-calls-for-action-amid-allegations-of-racism-in-coquitlam-hockey/
https://www.cbc.ca/news/canada/british-columbia/woman-bc-islamophobia-racist-language-1.6673277
Calls to reinvestigate sudden deaths of Indigenous people in Thunder Bay, Ont. (yahoo.com)Hate crimes surge during COVID, other crime down: Statistics Canada - Canada News - Castanet.net
Police investigating ‘hate-motivated vandalism’ involving Okanagan home | Globalnews.ca
Canada's racism problem? It's even worse than America's. (macleans.ca)
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1. Watch the videos (For the National clip, watch the first 4:15 minutes in only) above to see the current situation with protests all over The United States after the death of a George Floyd, an African American man who died after a police man put his knee the hand cuffed man's neck for more than 8 minutes. This was over a allegedly counterfeit $20 bill used in a convenient store. Many Canadians see news stories like this and believe that racism is just an American issue, but that do you think?
Put students into groups of four. Give them a sticky note. Put Yes and No on the board (far apart) and ask them if they believe that there is racism in Canadian society. Is it like the states? They should put a sticky note on the board for what they think (no name necessary). No fence sitters, make a decision. Discuss their answers in their groups. Ask them if they want to share and discuss.
2. Show some of the videos above for examples in Canada
https//globalnews.ca/video/7902581/saskatchewan-standing-behind-ethan-bear-denouncing-racism-in-sport
3. Ask them if they think there is racism in the okanagan? Put another sticky note on the board and discuss
https://www.macleans.ca/news/canada/this-racist-graffiti-leaves-a-hateful-impression-even-if-its-removed/
4. 3rd Question: Is it ok to make a racist joke if no one from the group is present? Put up another sticky note and discuss. Discuss the ladder of prejudice.
5. 4th question: is it possible to have an opinion about racism if you haven't experiences it or are part of the majority group.
6. 5th question: Is there anything we can do to stop racism?
7. End with a Sharing Circle. What can we individually do to help lessen racism?
8. Introduce First Contact. Answer the first question on the reflection sheet
9. Watch Episode One
10. Sharing circle discussion of episode one.
Put students into groups of four. Give them a sticky note. Put Yes and No on the board (far apart) and ask them if they believe that there is racism in Canadian society. Is it like the states? They should put a sticky note on the board for what they think (no name necessary). No fence sitters, make a decision. Discuss their answers in their groups. Ask them if they want to share and discuss.
2. Show some of the videos above for examples in Canada
https//globalnews.ca/video/7902581/saskatchewan-standing-behind-ethan-bear-denouncing-racism-in-sport
3. Ask them if they think there is racism in the okanagan? Put another sticky note on the board and discuss
https://www.macleans.ca/news/canada/this-racist-graffiti-leaves-a-hateful-impression-even-if-its-removed/
4. 3rd Question: Is it ok to make a racist joke if no one from the group is present? Put up another sticky note and discuss. Discuss the ladder of prejudice.
5. 4th question: is it possible to have an opinion about racism if you haven't experiences it or are part of the majority group.
6. 5th question: Is there anything we can do to stop racism?
7. End with a Sharing Circle. What can we individually do to help lessen racism?
8. Introduce First Contact. Answer the first question on the reflection sheet
9. Watch Episode One
10. Sharing circle discussion of episode one.
Wednesday January 3-Monday January 8
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1. Finish Racism discussion
2. Watch First Contact Episodes 1-3 and the Post Show interviews
3. Write Final reflection
2. Watch First Contact Episodes 1-3 and the Post Show interviews
3. Write Final reflection
Thursday January 12
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1. Read "Go Show the World" and Introduce Biographical Essays and complete research
January 18
1. Work on research for biographical essay/project. Due Monday
Tuesday January 24
class_survey.docx | |
File Size: | 17 kb |
File Type: | docx |
1. Course survey
2. Final Sharing Circle
3. Present highlights of the person they researched
2. Final Sharing Circle
3. Present highlights of the person they researched
Humans of Penticton Assignment
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timmothy_lezards_interview.docx | |
File Size: | 175 kb |
File Type: | docx |
Night Raiders Movie 2021
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night_raiders.docx | |
File Size: | 14 kb |
File Type: | docx |
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1. Look at movie poster pictures and predict what the movie is about
2. Read the Article from the NY Times "We've Already Survived an Apocalypse: Indigenous Writers are Changing Sci-Fi" and answer the questions. Go over the answers
3. Watch the film and answer the movie questions OR fill in the movie placemate
4. Choose a lit Circle role and complete (or finish the movie placemat)
5. Lit Circle discussion on the film
6. Self Evaluation and hand in with role.
2. Read the Article from the NY Times "We've Already Survived an Apocalypse: Indigenous Writers are Changing Sci-Fi" and answer the questions. Go over the answers
3. Watch the film and answer the movie questions OR fill in the movie placemate
4. Choose a lit Circle role and complete (or finish the movie placemat)
5. Lit Circle discussion on the film
6. Self Evaluation and hand in with role.