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Week One April 8-15: Continuing with creative writing.
Unit Theme: Siya (Saskatoon Berry): Innovative thinking, new learning and different perspectives.
What you will learn in this lesson: How to create a memorable ending to your stories, you will practice writing detailed descriptions that appeal to your senses and learn how to edit creative writing
Skill we will be learning and that I will be assessing: Memorable endings and how to effectively edit creative writing to help your grade. As well, I will expect you to use all the skills we have already learned (appealing to the five senses, how to include metaphors and similes, sentence variety, engaging beginning)
Written assignment: Beverage Descriptive Paragraph that has been edited using the Stylistic techniques in Writing sheet.
Due Date:Beverage Descriptive Paragraph is due Wednesday April 15. If you would like me to guide you through the editing, we can do so over Microsoft Team on Tuesday April 14 at 10 am. If you are interested in this please email me or text me through the Remind App. Please email the assignment to: [email protected]
What you will learn in this lesson: How to create a memorable ending to your stories, you will practice writing detailed descriptions that appeal to your senses and learn how to edit creative writing
Skill we will be learning and that I will be assessing: Memorable endings and how to effectively edit creative writing to help your grade. As well, I will expect you to use all the skills we have already learned (appealing to the five senses, how to include metaphors and similes, sentence variety, engaging beginning)
Written assignment: Beverage Descriptive Paragraph that has been edited using the Stylistic techniques in Writing sheet.
Due Date:Beverage Descriptive Paragraph is due Wednesday April 15. If you would like me to guide you through the editing, we can do so over Microsoft Team on Tuesday April 14 at 10 am. If you are interested in this please email me or text me through the Remind App. Please email the assignment to: [email protected]
Assignments
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1. This week we are going to finish up our lessons on creative writing by learning how to effectively edit creative writing so that your grades on writing assignments increase (usually a full letter grade) and how to end your story in a memorable and thought provoking way. We will complete one small descriptive paragraph assignment where we will practice these two skills (as well as what we learned before Spring Break). Next week, we will tie it all together in our final creative writing assignment, a personal narrative where you will use all the skills we learned in the creative writing unit in one assignment.
2. Lets review what we skills we have learned so far:
1. How to create an engaging beginning to your story
2. How to properly format dialogue (remember to start a new paragraph every time someone new speaks!)
3. How to use sentence variety (both in sentence beginnings and length)
4. How to use poetic devices in your descriptions
5. How to incorporate your 5 senses in your descriptions
6. How to create a believable character in your writing.
3. In this lesson we are going to learn how to end our stories.
-the best way to end your story is one of two ways (or use both)
a. End with the message (theme) of your story
b. link your ending back to your beginning for a sense of finality.
4 Please watch the two clips above to show you an example of each of these techniques.
The Breakfast Club does both techniques (it bring it back to the beginning by at the beginning the parents are dropping them off at Saturday detention and then the principal assigns them an essay on the topic of who they are and at the end the parents are picking them up and the main character says that they are not the stereotypes they, or the principal, imagined them to be, which is a theme of the movie).
Modern Family does both as well as Jay is explaining to Luke what he has learned about family, which is the assignment the audience learns he was assigned at the beginning of the episode at school).
5. In order to learn the next skill (how to properly edit our writing) you need to produce a short piece of writing for this, so you are going to create a descriptive paragraph on a beverage (it should go without saying, but an appropriate one) of your choice. Follow the directions in the assignment above to see what I am looking for, but basically I want an engaging beginning, sentence variety, descriptive writing that uses the five senses and at least one poetic device and a memorable ending. I have also provided an example of a former student (quite a lengthy one, yours can be shorter and still be fine). Once you are done your draft, use the editing sheet above "Editing Creative Writing" to edit your paragraph. I have provided an example of that as well, but please contact me if you would like to go over it together face to face through Microsoft teams. I am available to do this Tuesday April 14 at 10 am. Please email me if you are interested. The edited paragraph is due Wednesday April 15 and can be emailed to me at [email protected]
2. Lets review what we skills we have learned so far:
1. How to create an engaging beginning to your story
2. How to properly format dialogue (remember to start a new paragraph every time someone new speaks!)
3. How to use sentence variety (both in sentence beginnings and length)
4. How to use poetic devices in your descriptions
5. How to incorporate your 5 senses in your descriptions
6. How to create a believable character in your writing.
3. In this lesson we are going to learn how to end our stories.
-the best way to end your story is one of two ways (or use both)
a. End with the message (theme) of your story
b. link your ending back to your beginning for a sense of finality.
4 Please watch the two clips above to show you an example of each of these techniques.
The Breakfast Club does both techniques (it bring it back to the beginning by at the beginning the parents are dropping them off at Saturday detention and then the principal assigns them an essay on the topic of who they are and at the end the parents are picking them up and the main character says that they are not the stereotypes they, or the principal, imagined them to be, which is a theme of the movie).
Modern Family does both as well as Jay is explaining to Luke what he has learned about family, which is the assignment the audience learns he was assigned at the beginning of the episode at school).
5. In order to learn the next skill (how to properly edit our writing) you need to produce a short piece of writing for this, so you are going to create a descriptive paragraph on a beverage (it should go without saying, but an appropriate one) of your choice. Follow the directions in the assignment above to see what I am looking for, but basically I want an engaging beginning, sentence variety, descriptive writing that uses the five senses and at least one poetic device and a memorable ending. I have also provided an example of a former student (quite a lengthy one, yours can be shorter and still be fine). Once you are done your draft, use the editing sheet above "Editing Creative Writing" to edit your paragraph. I have provided an example of that as well, but please contact me if you would like to go over it together face to face through Microsoft teams. I am available to do this Tuesday April 14 at 10 am. Please email me if you are interested. The edited paragraph is due Wednesday April 15 and can be emailed to me at [email protected]
Week Two April 15-22: Final Creative Writing Assignment
Unit Theme: Siya (Saskatoon Berry): Innovative thinking, new learning and different perspectives.
What you will learn in this lesson: How to create an engaging personal narrative that will use all of the skills we learned in the creative writing unit
Skill we will use that I will be assessing:
-An engaging beginning
-sentence variety
-properly formatted dialogue (if you use dialogue)
-Vivid description (5 sense imagery, poetic devices)
-a memorable ending
-a well developed character (you!)
-edited using the creative writing editing sheet
Written assignment: Personal Narrative planning blog and personal narrative assignment
Due Date: Blog for planning personal narrative: Friday April 17. Personal Narrative completed story: Wednesday April 22. Please email the assignment to: [email protected]. You may also share as a google doc.
What you will learn in this lesson: How to create an engaging personal narrative that will use all of the skills we learned in the creative writing unit
Skill we will use that I will be assessing:
-An engaging beginning
-sentence variety
-properly formatted dialogue (if you use dialogue)
-Vivid description (5 sense imagery, poetic devices)
-a memorable ending
-a well developed character (you!)
-edited using the creative writing editing sheet
Written assignment: Personal Narrative planning blog and personal narrative assignment
Due Date: Blog for planning personal narrative: Friday April 17. Personal Narrative completed story: Wednesday April 22. Please email the assignment to: [email protected]. You may also share as a google doc.
Assignments, Rubrics and Examples
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Blog Assignment- Due April 17
Blog assignment: Due Friday April 17
1. For the first part of this assignment, I would like you (if possible) to go outdoors, preferably to a place when you can look out over Penticton (Munson Mt. Up Wiltse, West Bench are some examples. For the planning part of this assignment (below) I would like you to write in your blog. Instructions on how to access your blog are above. For the blog (since it is technically open to your classmates) you may be a bit vague in your plans (or give a bit of info but indicate it is personal and you will share it in the final copy instead), I just want to see that you have a plan before you get started.
2. Blog assignment (please answer the questions on your blog, but you should take them with you on your phone or print it out when you go to the place where you can look out over Penticton:
Many Okanagan teaching focus on the importance of the land a person comes from and how it has shaped the person we are. For this assignment we will be travelling to a place where we can look out over the city of Penticton and reflect on a story from our lives we would like to tell. It is fine if the story took place somewhere else, this trip is a chance to get us thinking on the land with visuals to inspire us in front of us.
Part One: What do you think the quotes below mean? Then, answer question #3
1. “Life can only be understood backwards; but it must be lived forwards.” Soren Kierkegaard
2. “We will be known forever by the tracks we leave." – Dakota proverb
3. If/when you leave Penticton, what do you think you will miss most about living here?
Part Two: Look out over the city of Penticton. Think of a place that you have a personal connection to. Use this as an inspiration for your personal narrative. It is fine to choose a place that is not Penticton if that is where your story takes place
1. What is an experiences/event from your past that links to the place you chose:
2. Describe this event/experience in as much detail as possible (create a story of that experience). If the story is quite personal you can keep it a bit vague in this part
3. Why was this experience/event (from your past) important to you? What did you learn from it?
4. What do you think the first sentence of your story will be?
Part Three: Please answer the reflection questions below.
1. Do you think that growing up in this area has affected who you are as a person? If you didn't grow up here you may reflect on wherever you grew up.
2. What parts of Penticton will you take with you (in your thoughts and memories) if you leave?
3. Once you have posted on your blog, I will take a look and give you some feedback to help your summative creative writing assignment be the best it can be. However, you can get started on writing your assignment whenever you like.
1. For the first part of this assignment, I would like you (if possible) to go outdoors, preferably to a place when you can look out over Penticton (Munson Mt. Up Wiltse, West Bench are some examples. For the planning part of this assignment (below) I would like you to write in your blog. Instructions on how to access your blog are above. For the blog (since it is technically open to your classmates) you may be a bit vague in your plans (or give a bit of info but indicate it is personal and you will share it in the final copy instead), I just want to see that you have a plan before you get started.
2. Blog assignment (please answer the questions on your blog, but you should take them with you on your phone or print it out when you go to the place where you can look out over Penticton:
Many Okanagan teaching focus on the importance of the land a person comes from and how it has shaped the person we are. For this assignment we will be travelling to a place where we can look out over the city of Penticton and reflect on a story from our lives we would like to tell. It is fine if the story took place somewhere else, this trip is a chance to get us thinking on the land with visuals to inspire us in front of us.
Part One: What do you think the quotes below mean? Then, answer question #3
1. “Life can only be understood backwards; but it must be lived forwards.” Soren Kierkegaard
2. “We will be known forever by the tracks we leave." – Dakota proverb
3. If/when you leave Penticton, what do you think you will miss most about living here?
Part Two: Look out over the city of Penticton. Think of a place that you have a personal connection to. Use this as an inspiration for your personal narrative. It is fine to choose a place that is not Penticton if that is where your story takes place
1. What is an experiences/event from your past that links to the place you chose:
2. Describe this event/experience in as much detail as possible (create a story of that experience). If the story is quite personal you can keep it a bit vague in this part
3. Why was this experience/event (from your past) important to you? What did you learn from it?
4. What do you think the first sentence of your story will be?
Part Three: Please answer the reflection questions below.
1. Do you think that growing up in this area has affected who you are as a person? If you didn't grow up here you may reflect on wherever you grew up.
2. What parts of Penticton will you take with you (in your thoughts and memories) if you leave?
3. Once you have posted on your blog, I will take a look and give you some feedback to help your summative creative writing assignment be the best it can be. However, you can get started on writing your assignment whenever you like.
Personal Narrative Assignment- Due April 22
Personal Narrative Creative Writing Final Assignment Instructions:
Please write a personal narrative (any story from your own life, can be big or small, but you should have learned something or took away something from it.). See examples above if you are having trouble getting started.
Size: 300-500 words minimum (more is fine) multi-paragraph story (meaning don't write just one long paragraph, break up your writing into seperate paragraphs).
Criteria:
1. Engaging beginning
2. Sentence variety (sentence size and beginning)
3. Descriptive writing (use language that appeals to your five sense and use at least one poetic device
4. Properly formatted dialogue (if you choose to use dialogue)
5. Memorable ending (bring it back to your beginning and/or explain what you learned)
6. Edited using the editing creative writing sheet
Due: Wednesday April 22. Email to [email protected] or share through google. docs
Please write a personal narrative (any story from your own life, can be big or small, but you should have learned something or took away something from it.). See examples above if you are having trouble getting started.
Size: 300-500 words minimum (more is fine) multi-paragraph story (meaning don't write just one long paragraph, break up your writing into seperate paragraphs).
Criteria:
1. Engaging beginning
2. Sentence variety (sentence size and beginning)
3. Descriptive writing (use language that appeals to your five sense and use at least one poetic device
4. Properly formatted dialogue (if you choose to use dialogue)
5. Memorable ending (bring it back to your beginning and/or explain what you learned)
6. Edited using the editing creative writing sheet
Due: Wednesday April 22. Email to [email protected] or share through google. docs
Week Three April 22 April 29 Getting in to Synthesis - We Were Children and Rabbit Proof Fence
Unit Theme: Ntityix (Spring Salmon) showing resilience and persevering through adversity.
What you will learn in this lesson: What was the Indian Act and how has that piece of legislation affect Indigenous both today and in the past
Skill we will use that I will be assessing: Reflection and capturing key ideas. What we are doing for the next few lessons will eventually lead to learning about Synthesis writing
Written assignment: Blog Write up #2 Due: Wednesday April 29
What you will learn in this lesson: What was the Indian Act and how has that piece of legislation affect Indigenous both today and in the past
Skill we will use that I will be assessing: Reflection and capturing key ideas. What we are doing for the next few lessons will eventually lead to learning about Synthesis writing
Written assignment: Blog Write up #2 Due: Wednesday April 29
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Blog Assignment: Due Wednesday April 29
At this point in the course, we should have been starting a novel unit where all of the books were about showing resilience through adversity. Since the novels are not a possibility, we are going to explore that theme through movies and documentaries.
For the next few weeks we are going to watch two movies, a documentary (We Were Children) and a film (Rabbit Proof Fence) based on a true story. We are going to use these two texts to write a synthesis essay after they are completed. These two texts will also help us understand First Contact Season 2, the series we will explore later in May.
1. Watch The video Tanya Talaga On The Indian Act from 56 seconds in to 2 minutes and 30 seconds. In a minute and a half she provides a succinct explanation of what The Indian Act is.
2. Watch the first 40 seconds of Residency Snapshot: Indian Act for a visual representation of some of the aspects of the Indian Act
3. Choose one of the following options to learn more details about the Indian Act
Option 1: Watch The Indian Act explained. This interview is about a book called 21 Things you May not Know About the Indian Act which was based on a news article that went viral in 2016 (see link above). The video explains a little bit about all 21 things that are in the book. As you are watching I want you to write at least five things that either you didn't know, that surprised you or that you can connect to something else.
Option 2: 1. Read the news article: https://www.cbc.ca/news/indigenous/21-things-you-may-not-know-about-the-indian-act-1.3533613, then
2. choose two short excerpts from the novel that explain one of the 21 things in more detail. (there are 6 PDFs below, choose any two)
As you read, I want you to write at least five things that either you didn't know, that surprised you or that you can connect to something else.
For the next few weeks we are going to watch two movies, a documentary (We Were Children) and a film (Rabbit Proof Fence) based on a true story. We are going to use these two texts to write a synthesis essay after they are completed. These two texts will also help us understand First Contact Season 2, the series we will explore later in May.
1. Watch The video Tanya Talaga On The Indian Act from 56 seconds in to 2 minutes and 30 seconds. In a minute and a half she provides a succinct explanation of what The Indian Act is.
2. Watch the first 40 seconds of Residency Snapshot: Indian Act for a visual representation of some of the aspects of the Indian Act
3. Choose one of the following options to learn more details about the Indian Act
Option 1: Watch The Indian Act explained. This interview is about a book called 21 Things you May not Know About the Indian Act which was based on a news article that went viral in 2016 (see link above). The video explains a little bit about all 21 things that are in the book. As you are watching I want you to write at least five things that either you didn't know, that surprised you or that you can connect to something else.
Option 2: 1. Read the news article: https://www.cbc.ca/news/indigenous/21-things-you-may-not-know-about-the-indian-act-1.3533613, then
2. choose two short excerpts from the novel that explain one of the 21 things in more detail. (there are 6 PDFs below, choose any two)
As you read, I want you to write at least five things that either you didn't know, that surprised you or that you can connect to something else.
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4. Blog Post:
In a blog post of a minimum of 300 words reflect on the following:
1. Reflect on any 5 things that you learned about the Indian Act in the video The Indian Act Explained OR Any 5 things you learned in The article "21 One Things You May Not Know About the Indian Act" and your two chosen excepts
1. What did you learn?
2. Did anything surprise you or anger you?
3. Did it help explain any current issues in Canada?
4. Can you connect what you read/viewed to anything else you have learned or know about?
2. While parts of the act have been repealed (Residential Schools, Banning the sale of alcohol, prohibiting Indigenous people from voting, banning ceremonies and language) the Indian Act is still in place today. We are actually the only country left in the world with legislation based on a race of people.
One current event that was affected by it was the pipeline protests. The Band Councils (European governing system put in place by Indian Act) had approved the pipeline, but the Hereditary chiefs (traditional governing body before the Indian Act) did not support it. (this had mostly to do with the location of the proposed pipeline). Who has the right to approve projects on traditional land? Which governing body as more power the Band Council or Hereditary Chiefs? (for more on this issue see: https://www.ctvnews.ca/canada/what-you-need-to-know-about-the-wet-suwet-en-protests-arrests-1.4805620)
What are your thoughts currently on the Indian Act? Should we keep it? Or get rid of it? Why or Why not?
3. What questions do you still have about the Indian Act?
Blog Post is due: Wednesday April 29.
In a blog post of a minimum of 300 words reflect on the following:
1. Reflect on any 5 things that you learned about the Indian Act in the video The Indian Act Explained OR Any 5 things you learned in The article "21 One Things You May Not Know About the Indian Act" and your two chosen excepts
1. What did you learn?
2. Did anything surprise you or anger you?
3. Did it help explain any current issues in Canada?
4. Can you connect what you read/viewed to anything else you have learned or know about?
2. While parts of the act have been repealed (Residential Schools, Banning the sale of alcohol, prohibiting Indigenous people from voting, banning ceremonies and language) the Indian Act is still in place today. We are actually the only country left in the world with legislation based on a race of people.
One current event that was affected by it was the pipeline protests. The Band Councils (European governing system put in place by Indian Act) had approved the pipeline, but the Hereditary chiefs (traditional governing body before the Indian Act) did not support it. (this had mostly to do with the location of the proposed pipeline). Who has the right to approve projects on traditional land? Which governing body as more power the Band Council or Hereditary Chiefs? (for more on this issue see: https://www.ctvnews.ca/canada/what-you-need-to-know-about-the-wet-suwet-en-protests-arrests-1.4805620)
What are your thoughts currently on the Indian Act? Should we keep it? Or get rid of it? Why or Why not?
3. What questions do you still have about the Indian Act?
Blog Post is due: Wednesday April 29.
Week Four April 29-May 6
Unit Theme: Ntityix (Spring Salmon) showing resilience and persevering through adversity.
What you will learn in this lesson: You will learn about two children's experiences in Canadian Residential Schools.
Skill we will use that I will be assessing: You will record character traits that help the children maintain their culture and idenitity in the face of a colonial power. This will later become s synthesis essay
Written assignment: Blog Write up #3 Due: Wednesday May 6
What you will learn in this lesson: You will learn about two children's experiences in Canadian Residential Schools.
Skill we will use that I will be assessing: You will record character traits that help the children maintain their culture and idenitity in the face of a colonial power. This will later become s synthesis essay
Written assignment: Blog Write up #3 Due: Wednesday May 6
One of the most damaging pieces of the Indian Act was residential schools. Normally in this course I have a guest speaker (Grace Greyeyes) come in and share her story. However, since that it not possible, we are going to watch a documentary instead. This, and the next film we watch, will be used to write a synthesis Essay. Therefore, it is really important that you takes notes while you are watching the movie that relate to the topic. We are also going to do a blog post after the movie to reflect on your thoughts about it. Warning: This movie does have some pretty graphic and hard to watch scenes, particularly surrounding sexual abuse. If you think this will be too hard for you please ask me for an alternative assignment.
1. Watch We Were Children. Below is the synthesis question you will address in a few weeks (after we watch Rabbit Proof Fence)
Topic: Using the story of the children (Lina and Glen) in We Were Children and the characters (Gracie, Molly or Daisy) from Rabbit Proof Fence, discuss the character traits that individuals possess that help them maintain their culture and identity in the face of a destructive colonial power.
You may want to focus on just one child from each movie (for example, Lina from We Were Children and Molly from Rabbit Proof Fence)
Character traits are personality traits of the character. For example. Intelligent, resilient, persistent, humorous, etc.)
To help you with this topic, while you are watching the film, record specific examples for the following:
Lina's Character Traits:
How they helped her maintain her culture identity in the face of a colonial power trying to destroy it
Glen's Character Traits:
How they helped him maintain his culture and identity in the face of a colonial power trying to destroy it
2. Blog Post #4.
Write a blog post of 300-400 words. Use the questions below to guide your answer. You should address all questions.
1. List three things that you learned about Residential School from watching this movie.
2. Imagine that you are a child about to attend Residential School. How do you think that you would feel when you are taken from your family at age 4 or 5 and put into a boarding school where you don’t speak the language? What would you have done? How would you have felt? Think about your kindergarten buddy as they are that exact age right now.
3. What do you think was the most powerful part of the documentary? Why?
4. List one question you still have about Residential Schools
5. How will you think or act differently now that you have seen this movie? How has it changed your life or perspective?
Due: Wednesday May 6
1. Watch We Were Children. Below is the synthesis question you will address in a few weeks (after we watch Rabbit Proof Fence)
Topic: Using the story of the children (Lina and Glen) in We Were Children and the characters (Gracie, Molly or Daisy) from Rabbit Proof Fence, discuss the character traits that individuals possess that help them maintain their culture and identity in the face of a destructive colonial power.
You may want to focus on just one child from each movie (for example, Lina from We Were Children and Molly from Rabbit Proof Fence)
Character traits are personality traits of the character. For example. Intelligent, resilient, persistent, humorous, etc.)
To help you with this topic, while you are watching the film, record specific examples for the following:
Lina's Character Traits:
How they helped her maintain her culture identity in the face of a colonial power trying to destroy it
Glen's Character Traits:
How they helped him maintain his culture and identity in the face of a colonial power trying to destroy it
2. Blog Post #4.
Write a blog post of 300-400 words. Use the questions below to guide your answer. You should address all questions.
1. List three things that you learned about Residential School from watching this movie.
2. Imagine that you are a child about to attend Residential School. How do you think that you would feel when you are taken from your family at age 4 or 5 and put into a boarding school where you don’t speak the language? What would you have done? How would you have felt? Think about your kindergarten buddy as they are that exact age right now.
3. What do you think was the most powerful part of the documentary? Why?
4. List one question you still have about Residential Schools
5. How will you think or act differently now that you have seen this movie? How has it changed your life or perspective?
Due: Wednesday May 6
Week Five May 6-May 13: Rabbit Proof Fence
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Most people don't know that Australia also had residential schools. In fact, they learned about them from Canada. We are going to read a bit about them and compare them to Canadian Residential Schools. Then you will watch the movie Rabbit Proof Fence to learn more.
1. Read the "Half Caste Act Australia" Article. This was Australia's equivalent to the "Indian Act."
2. Read the article in the link button "The Stolen Generation".
3.Part 1 of Blog Post #5: Record in your blog 5 ways Canada and Australia treated their Indigenous people the same and five ways they were different
4. Watch Rabbit Proof Fence
5. While Watching, take notes on the following to help you with the upcoming synthesis essay
Molly/Gracie/Daisy's Character Traits:
How they helped her maintain her culture identity in the face of a colonial power trying to destroy it
6. After the movie, complete Part 2 of the blog post #5:
1. What do you think was the most powerful part of the movie? Why?
2. What can you connect between this movie and anything else (yourself, someone you know, history, another book or movie etc.)
3. What is your personal response to the movie?
Due: Wednesday May 13
1. Read the "Half Caste Act Australia" Article. This was Australia's equivalent to the "Indian Act."
2. Read the article in the link button "The Stolen Generation".
3.Part 1 of Blog Post #5: Record in your blog 5 ways Canada and Australia treated their Indigenous people the same and five ways they were different
4. Watch Rabbit Proof Fence
5. While Watching, take notes on the following to help you with the upcoming synthesis essay
Molly/Gracie/Daisy's Character Traits:
How they helped her maintain her culture identity in the face of a colonial power trying to destroy it
6. After the movie, complete Part 2 of the blog post #5:
1. What do you think was the most powerful part of the movie? Why?
2. What can you connect between this movie and anything else (yourself, someone you know, history, another book or movie etc.)
3. What is your personal response to the movie?
Due: Wednesday May 13
Week 6 May 13-20: Synthesis Essay
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1. Watch video on synthesis writing
2. Write draft of synthesis
3. Use Active Editing sheet to help you improve your writing
Due Wednesday May 20
2. Write draft of synthesis
3. Use Active Editing sheet to help you improve your writing
Due Wednesday May 20
Week Seven, Wednesday May 20-May 27: Sports Logo/Names Discussion
Unit Theme: Skemist (Black Bear) Personal Identity and forming our own opinions
What you will learn in this lesson: What are some of the reasons for and against using Indigenous names and logos in sports.
Skill we will use that I will be assessing: Discussion and Reflection
Discussion: On Teams: Tuesday May 26 at 10:30 am. Blog Reflection: Due Wednesday May 27
What you will learn in this lesson: What are some of the reasons for and against using Indigenous names and logos in sports.
Skill we will use that I will be assessing: Discussion and Reflection
Discussion: On Teams: Tuesday May 26 at 10:30 am. Blog Reflection: Due Wednesday May 27
Lesson
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1. We are going to take a break from the sad stories of residential schools and have what usually in class turns out to be a VERY lively discussion. Mr. Fitton is even going to join us to help lead it. First of all, look at this list of names of different sports teams. What do you notice?
Atlanta Braves
Toronto Blue Jays
Cleveland Indians
Chicago Cubs
Washington Red Skins
Cincinnati Cardinals
Kelowna Chiefs
Chicago Bulls
Spokane Chiefs
The two most popular things to name your sports teams after are animals/birds and First Nations. Why? What does this mean? And why recently has this been the topic of a discussion?
2. To give you background information to participate in the discussion, you are going watch 4 short videos (above). This will help you make an informed contributions to the discussion. If you desire, you can research beyond this (share any good resources with me please!).
3. Now, read the two mandatory articles and then choose ONE article to read from the choices BELOW.
-As you are reading, keep the following questions in mind (you may want to take notes as you read)
1. What did you agree/disagree with in the articles/videos
2. Is there anything in the articles that has changed your point of view?
3. If you were the owner of one of these teams, what would be the most powerful argument for keeping the names/logos?
4. What would be a good analogy for explaining to supporters of of these teams why it should be changed (ie. You would do this or say this somewhere else)
5. If we allow people to reduce a group to a caricature in the name of sports, will anything change in terms of reconciliation and racism/stereotyping?
4. Meet on Teams Tuesday May 26 at 10:30 am to have a class discussion about this issue. You will be assessed for your participation (as long as you contribute more than once that is all I am looking for). I will ask you to self assess in your blog afterwards and I will mark you as well. If you cannot make this meeting because you are working during that time, please contact me BEFORE this meeting and I will provide you with an alternative assignment. Those who do not let me know in advance will not be given that opportunity.
5. In your blog please give your self a mark out of 5 for your contributions and write a 3-5 sentence paragraph explaining why you gave yourself that mark. (This is about participating, so if you said more than one thing you are fine).
Please also reflect in that same blog on the following questions:
1. What was your opinion on the issue before yesterday’s discussion?
2. Has your opinion changed now? If so,why? What changed your mind?
3. Did you enjoy the discussion? Would you change anything?
4. Why are discussions like that important?
5. Anything else?
Please post this blog by Wednesday May 27.
Atlanta Braves
Toronto Blue Jays
Cleveland Indians
Chicago Cubs
Washington Red Skins
Cincinnati Cardinals
Kelowna Chiefs
Chicago Bulls
Spokane Chiefs
The two most popular things to name your sports teams after are animals/birds and First Nations. Why? What does this mean? And why recently has this been the topic of a discussion?
2. To give you background information to participate in the discussion, you are going watch 4 short videos (above). This will help you make an informed contributions to the discussion. If you desire, you can research beyond this (share any good resources with me please!).
3. Now, read the two mandatory articles and then choose ONE article to read from the choices BELOW.
-As you are reading, keep the following questions in mind (you may want to take notes as you read)
1. What did you agree/disagree with in the articles/videos
2. Is there anything in the articles that has changed your point of view?
3. If you were the owner of one of these teams, what would be the most powerful argument for keeping the names/logos?
4. What would be a good analogy for explaining to supporters of of these teams why it should be changed (ie. You would do this or say this somewhere else)
5. If we allow people to reduce a group to a caricature in the name of sports, will anything change in terms of reconciliation and racism/stereotyping?
4. Meet on Teams Tuesday May 26 at 10:30 am to have a class discussion about this issue. You will be assessed for your participation (as long as you contribute more than once that is all I am looking for). I will ask you to self assess in your blog afterwards and I will mark you as well. If you cannot make this meeting because you are working during that time, please contact me BEFORE this meeting and I will provide you with an alternative assignment. Those who do not let me know in advance will not be given that opportunity.
5. In your blog please give your self a mark out of 5 for your contributions and write a 3-5 sentence paragraph explaining why you gave yourself that mark. (This is about participating, so if you said more than one thing you are fine).
Please also reflect in that same blog on the following questions:
1. What was your opinion on the issue before yesterday’s discussion?
2. Has your opinion changed now? If so,why? What changed your mind?
3. Did you enjoy the discussion? Would you change anything?
4. Why are discussions like that important?
5. Anything else?
Please post this blog by Wednesday May 27.
Mandatory articles
letter_from_washington_redskins_owner_dan_synder.pdf | |
File Size: | 156 kb |
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indigenous_sports_logos_reflect_larger_racism_problem.pdf | |
File Size: | 160 kb |
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Then Choose ONE these articles
alcs_matchup_sparks_another_round_of_criticism_of_clevelands_name_logo.pdf | |
File Size: | 78 kb |
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battle_over_nickname_continues.pdf | |
File Size: | 156 kb |
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cleveland_indians_praised_for_shelving_cheif_wahoo_logo.pdf | |
File Size: | 134 kb |
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should_cleveland_change_its_name_a_history_of_debate_over_the_name_and_logo.pdf | |
File Size: | 95 kb |
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sports_announce_refuses_to_say_cleveland_team_name.pdf | |
File Size: | 158 kb |
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us_patent_office_agrees_redskins_is_racist.pdf | |
File Size: | 229 kb |
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Week Eight Wednesday May 27-June 3: Missing and Murdered Indigenous Women and Girls (MMIWG)
Unit Theme: Ntityix (Spring Salmon) showing resilience and persevering through adversity.
What you will learn in this lesson: The social justice issue of missing and murdered Indigenous women and girls in Canada
Skill we will be learning and that I will be assessing: Non-fiction text analysis
Assignment: Worksheet asking questions about MMIWG (missing and murdered Indigenous Women and Girls). You can print the sheet off and write on it and then take a picture to email to me, or you can type the answers right on the sheet and email it to me. Email it to [email protected]
Due Date: Wednesday June 3
Teams Meeting: Tuesday June 9 at 10:30-11:30. Guest Speaker Constable Carmen Penny discussing her participation in the Cody Lekebokoff case (Highway of Tears)
What you will learn in this lesson: The social justice issue of missing and murdered Indigenous women and girls in Canada
Skill we will be learning and that I will be assessing: Non-fiction text analysis
Assignment: Worksheet asking questions about MMIWG (missing and murdered Indigenous Women and Girls). You can print the sheet off and write on it and then take a picture to email to me, or you can type the answers right on the sheet and email it to me. Email it to [email protected]
Due Date: Wednesday June 3
Teams Meeting: Tuesday June 9 at 10:30-11:30. Guest Speaker Constable Carmen Penny discussing her participation in the Cody Lekebokoff case (Highway of Tears)
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1. Choose 4 articles from the list below.
2. Complete the worksheet (above)
3. Watch the Documentary Highway of Tears
4. Complete the assignment with that documentary (Below the other assignment you completed in step 2)
5. Attend the Teams Meeting with a guest speaker sharing information about the Cody Legebokoff case (connected to the Highway of Tears, you will hear about him in the movie) and the issue of MMIWG and the RCMP
2. Complete the worksheet (above)
3. Watch the Documentary Highway of Tears
4. Complete the assignment with that documentary (Below the other assignment you completed in step 2)
5. Attend the Teams Meeting with a guest speaker sharing information about the Cody Legebokoff case (connected to the Highway of Tears, you will hear about him in the movie) and the issue of MMIWG and the RCMP
a_vision_for_canadas_mothers_daughters_sisters.pdf | |
File Size: | 141 kb |
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bar_graph_of_canadas_murdered_aboriginal_women.pdf | |
File Size: | 27 kb |
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how_serial_killers_prey_on_indigenous_women.pdf | |
File Size: | 464 kb |
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wake_up._the_threat_to_indigenous_women_is_canadas_problem.pdf | |
File Size: | 128 kb |
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vancouver_police_task_force_refered_to_missing_and_murdered_women_as_whores.pdf | |
File Size: | 177 kb |
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campaign_raises_billboards_for_missing_indigenous_women_on_vancouver_island.pdf | |
File Size: | 147 kb |
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stakes_are_high_for_indigenous_women_waiting_for_action_after_mmiwg_inquiry.pdf | |
File Size: | 268 kb |
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video_of_moutie_interrogating_indigenous_woman_should_shock_canadains.pdf | |
File Size: | 110 kb |
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9_things_to_know_about_the_mmiwg_inquiry.pdf | |
File Size: | 257 kb |
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Week Nine-Ten Wednesday June 3-June 17 : First Contact Season 2
Unit Theme: Skemist (Black Bear) Personal Identity and forming our own opinions
What you will learn in this lesson: How do we confront racism in Canada and how do we, as individuals, help lesson it.
Skill we will use that I will be assessing: Discussion and Reflection
Blogs:
1. Blog #6: Reflection on Episode One: Monday June 8
2. Blog #7 Reflection on Episode 2: Friday June 10
Teams Discussion of Episode Three: Monday June 15 at 1pm
Letter/video Assignment: Thursday June 18
What you will learn in this lesson: How do we confront racism in Canada and how do we, as individuals, help lesson it.
Skill we will use that I will be assessing: Discussion and Reflection
Blogs:
1. Blog #6: Reflection on Episode One: Monday June 8
2. Blog #7 Reflection on Episode 2: Friday June 10
Teams Discussion of Episode Three: Monday June 15 at 1pm
Letter/video Assignment: Thursday June 18
First Contact and Course Summative English FP 12 Assessment
Episode One
1. To give you some back ground information to better understand issues raised in the episode (and help you with the final assignment), please watch The Oka Crisis in 5 minutes and Separating the Children (on the 60s Scoop). The Waneek Horn-Miller (Indigenous Canadian Olympic Water Polo Player who was stabbed in the Oka Crisis by the Army) is optional, but recommended if you are interested.
2. Read
2. Read
Forced relocation of the Innu community of Natuashish, Labrador: https://www.cbc.ca/news2/background/aboriginals/natuashish.html
3. Watch First Contact Season Two Episode One.
4. Write in your blog (write the blog entry as a paragraph, not 3 separate questions) the answer to the following questions after you complete episode 1
1. What was the most frustrating moment for you? why?
2. What was the most powerful moment in the episode for you. Why?
3. What questions do you still have after watching this episode?
Due Monday June 8
4. Write in your blog (write the blog entry as a paragraph, not 3 separate questions) the answer to the following questions after you complete episode 1
1. What was the most frustrating moment for you? why?
2. What was the most powerful moment in the episode for you. Why?
3. What questions do you still have after watching this episode?
Due Monday June 8
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Episode Two
1. Watch the three videos below to give you more context for the episode and your project (For "No Foul Play" watch only the first 10:30 minutes)
2. Watch First Contact Season Two Episode Two
3. Write in your blog (write the blog entry as a paragraph, not 3 separate questions) the answer to the following questions after you complete episode 2
1. What was the most frustrating moment for you? why?
2. What was the most powerful moment in the episode for you. Why?
3. What questions do you still have after watching this episode?
Due Friday June 12
2. Watch First Contact Season Two Episode Two
3. Write in your blog (write the blog entry as a paragraph, not 3 separate questions) the answer to the following questions after you complete episode 2
1. What was the most frustrating moment for you? why?
2. What was the most powerful moment in the episode for you. Why?
3. What questions do you still have after watching this episode?
Due Friday June 12
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Episode Three
1. Watch the first 10:20 minutes of the video Justice For Colton to give you more context for the episode and your project
2. Watch First Contact Season Two Episode Three
3. We will meet on Teams Monday June 15 at 1pm
1. What was the most frustrating moment for you? why?
2. What was the most powerful moment in the episode for you. Why?
3. What questions do you still have after watching this episode?
4. How will you think or act differently now that you have seen this series? How has it changed your perspective?
2. Watch First Contact Season Two Episode Three
3. We will meet on Teams Monday June 15 at 1pm
1. What was the most frustrating moment for you? why?
2. What was the most powerful moment in the episode for you. Why?
3. What questions do you still have after watching this episode?
4. How will you think or act differently now that you have seen this series? How has it changed your perspective?
Final Course and First Contact Assignment
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1. Choose one of the three options on the document above to respond to First Contact and what you have learned in this course.
2. Your assignment should be 300-500 words minimum (more is fine, less is not) and incorporate both what you learned in First Contact AND what you have learned in English FP 12.
3. Due Thursday June 18
2. Your assignment should be 300-500 words minimum (more is fine, less is not) and incorporate both what you learned in First Contact AND what you have learned in English FP 12.
3. Due Thursday June 18