Course Profile English: Contemporary Aboriginal Voices, Grade 11,
Workplace Preparation, Public

Unit 2: Relationships

Time: 25 hours

Unit Description

In this unit, students demonstrate an understanding of Aboriginal relationships as portrayed in fiction, drama, and poetry created by Aboriginal authors. In addition, they identify literary and media works used to promote and affirm these relationships. Students assess these works through oral presentations and written products with specific reference to the changing nature of Aboriginal relationships in contemporary society. Finally, students compare their own experiences with those portrayed in literary and media works.

Strand(s) & Learning Expectations

Strand(s): Relationships, Writing

Expectations: All expectations (Overall and Specific) for Relationships and Writing, as shown in the Course Overview, are covered in this unit. They are specified at the beginning of each activity.

Activity Titles (Time and Sequence)

Activity 1	Personal Responses to Poetry	240 minutes
Activity 2	Timed Writing: Form and Purpose	180 minutes
Activity 3	Humorous Stories	180 minutes
Activity 4	How do You Tell a Story?	180 minutes
Activity 5	Who is Telling the Story?	240 minutes
Activity 6	What Does the Story Look Like?	180 minutes
Activity 7	Why Tell Stories?	180 minutes
Activity 8	My Story	120 minutes

Prior Knowledge & Skills

Unit 2 expands the concept of identity constructed in Unit 1. Students draw upon their knowledge of the characteristics that impact identity and begin to identify the many evolving relationships that affirm identity. Students draw upon the skills developed in The Ontario Curriculum, Grades 9 and 10, English.

Unit Planning Notes

· Teachers locate and bookmark web versions of Aboriginal newspapers that publish editorial cartoons on-line. Most artists can be reached via e-mail through the publication.

· A collection of poetry is assembled for the introductory activities; lectures notes on the use of literary devices are prepared.

· Teacher discretion based on individual classroom composition will have to be employed when selecting poetry and cartoons for use in the classroom. Discretion is also recommended before directing students to any of the websites listed.

· The Writing strand’s goals are best met within the context of learning activities outlined in the Course Profile. Suggested topics are incorporated throughout the activities that meet the Writing expectations, but needs and circumstances will differ with each individual class.

· A review of the Report of the Royal Commission on Aboriginal Peoples website provides the historical background and overview for the Sovereignty Unit, which builds on the first two units.

· Some assignments may have to be completed outside of classroom hours.

Resources

Print

Ahenakew, Freda, Brenda Gardipy, and Barbara Lafond. The Senior Issues Collection: Voices of the First Nations. Toronto: McGraw-Hill Ryerson Ltd., 1995. ISBN 0-07-551448-6

Hodges, J., et al. Harbrace College Handbook for Canadian Writers, 5th ed. Toronto: Harcourt Brace Canada, 1999. ISBN 0774736437

Audio/Video

Duncan Campbell Scott: The Poet and the Indians. National Film Board of Canada, 1995. 56 min.

First Nations: The Circle Unbroken. National Film Board of Canada, 1998 (Series).

Robertson, Robbie. Contact from the Underworld of Redboy. EMI, 1998.

Websites

Aboriginal Newspapers and Other Media Outlets

Aboriginal Peoples Television Network – www.apin.ca

Aboriginal Voices Magazine – www.aboriginalvoices.com

Canadian Aboriginal News and Information – www.CanadianAboriginal.com

CBC Infoculture Radio Canada – www.infoculture.cbc.cs

Emergences form the Shadow: First Peoples’ Photographic Perspectives (Canadian Museum of Civilization Corporation) – www.civilization.ca/members/fph/jaillir/jailline.html

First Nations Art: Contemporary Native Artists in Canada – //collections.ic.gc.ca/artists

First Nations Messenger – www.afn.ca/The %20Messenger/messenger.htm

The First Perspectives – www.firstperspective.ca/news.html

George Littlechild – www.artists4kids.com/product9.html

Harbourfront Reading Series – www.icomm.org/ifoa/events/

Indian Mascots and Logos – pages.prodigy.net

Justice As Healing – www.uask.ca/nativelaw/jah.hmtl

The Mascot Issue – www.pitt.edu

Native Americas: Akwe:kon’s Journal of Indigenous Issues – www.nativeamericas.alp.cornell.edu

Ontario Native Affairs Secretariat (Justice Issues) – www.nativeaffairs.jus.gov.on.ca/

Royal Commission on Aboriginal Peoples On-line – www.inac.gc.ca/ch/recap/index_e.html

TIMEcanada Magazine – www.canoe.ca/TimeCanada/home.html

Windspeaker – www.ammsa.com/windspeaker

Writers in Electronic Residence – www.wier.ca/-WIER

Activity 1: Personal Responses to Poetry

Time: 240 minutes

Description

Students work in small groups and individually to respond to poetry, identifying relationships portrayed by Aboriginal writers. The teacher leads an analysis of a poem to gain an understanding of these changing relationships and how they affirm Aboriginal identity. Students examine a poem for homework and complete a personal response journal entry.

Strand(s) & Learning Expectations

Strand(s): Relationships, Writing

Overall Expectations

REV.01 - demonstrate an understanding of the relationships depicted in fiction, drama, poetry, and non-fiction by Aboriginal writers (with an emphasis on novels and poetry);

REV.02 - demonstrate an understanding of the ways Aboriginal writers use relationships to promote a vision of Aboriginal communities;

WRV.02 - select and use appropriate writing forms for various purposes and audiences, focusing on reports, correspondence, and persuasive essays.

Specific Expectations

RE1.01 - demonstrate an understanding of relationships (e.g., within the family or community; within the plant, animal, or spirit world) portrayed in the works of Aboriginal writers;

RE1.02 - analyse changes that take place in Aboriginal relationships through interaction with Canadian society, as portrayed in the works of Aboriginal writers (e.g., Ruby Slipperjack, Beatrice Culleton-Moisoner, Daniel David Moses);

RE1.03 - compare their own ideas and perspectives with those expressed or implied in a text by an Aboriginal writer (e.g., by analysing the thoughts and responses of a fictional character in a crisis and comparing these with their own probable reactions; by debating two different interpretations of a literary work, using specific references to the text to support their arguments);

WR1.01 - investigate potential topics by formulating questions, identifying information needs and purposes for writing, and developing research plans to gather information and ideas (e.g., consult a CD-ROM to find information for a report about the author of a novel; identify the accessibility of relevant sources for a class presentation on a social issue);

WR1.03 - analyse and assess the information and ideas gathered from a variety of print and electronic sources to determine if they are accurate, current, sufficient, relevant, and suitable to the form and purpose for writing;

WR3.01 - select and use appropriate organizational patterns to structure written work (e.g., use a question-and-answer format to organize an information pamphlet about a product or service; use chronological order and flashbacks to organize information about a character in a script; use classification to organize a class anthology of student writing).

Prior Knowledge & Skills

Students apply their knowledge of influences and characteristics of Aboriginal identity established in Unit 1. They should also be familiar with teacher expectations for notebook organization.

Planning Notes

· Note that teacher discretion is advised for the website references. Students may encounter offensive language in some of the song lyrics.

· Students need to examine a number of poems with the title and author not revealed. Lyrics by Aboriginal songwriters work well.

Teaching/Learning Strategies

1. Have groups categorize the poems according to themes (e.g., grandparents, children, characters, land, animals, plants). A spokesperson for each group reports on the themes chosen, and why these top three poems were included. The titles and authors can be revealed when students do their personal responses in their journals. Some background on the author could be provided at this time as well.

2. Read “A Visit in Mid-Summer “ by Daniel David Moses. Take note of the language conventions in the poem. Does each new line begin with a capital letter? Why did the poet use line breaks in this way? Try to rewrite the poem with conventional sentence and paragraph structure. Does this change how the poem makes you feel? Have students copy the definition of metaphor in their notebooks. What emotion is the colour blue typically associated with? Is this a sad poem?

3. Students read “ Rocks” by Jeanette Armstrong. Then, read it together and review any words students do not understand. Divide the poem into sections. For homework, have students illustrate specific sections. Talk about the images in the poem and how they change. Review homework at the beginning of the next class.

4. Students choose one of the poems from the first activity that has not been discussed in class. Write about it in their personal response journals. Summarize the poem in one paragraph. How do you think the poet felt? What evidence can you provide? What is the title? What is the poem about? What is the image in the poem? Is there more than one image? Compare them. Choose one of the poems you most identify with. Explain why. How does the speaker feel? What are the main ideas of the poem? Why do you think so?

Assessment & Evaluation of Student Achievement

Purpose (why)	Strategy (what)	Connection to Achievement Chart	Evaluator (who)	Tool (how)
diagnostic assessment of small groups	in-class discussions	Knowledge Communication Application	teacher	anecdotal comments
formative assessment of note taking and class discussion on language connections and poetry analysis	direct observations	Knowledge	teacher	anecdotal comments
summative assessment of homework and journals	direct observation	Knowledge Communication Application	teacher	checklist marking scheme

Accommodations

· To get students into the routine of writing personal responses, have them copy questions from the board and answer them in their journals.

· Students who require enrichment can continue independent analysis (e.g., use of metaphor) of poetry, collection of lyrics, biographies of Aboriginal poets, and compare the two poems examined in this unit.

Resources

Armstrong, J. “Rocks.” In Ahenakew, F. and B. Gardipy, and B. LaFond, eds. The Senior Issues Collections: Voices of the First Nations. McGraw-Hill Ryerson Limited, 1995. ISBN 00755160-X

Moses, D. “A Visit in Mid-Summer.” In The Senior Issues Collections: Voices of the First Nations.

Websites

Native American Music Web Board – www.rainbowwalker.com/

Robbie Robertson Songs–hollywoodandvine.com/robbierobertson/songs/

Activity 2: Timed Writing: Form and Purpose

Time: 180 minutes

Description

Students write within prescribed time limits and follow teacher instructions. Students participate in a critical analysis of relationships in the work of an Aboriginal writer. Students write a paragraph following a teacher model and re-examine a piece of their own writing from Unit 1.

Strand(s) & Learning Expectations

Strand(s): Relationships, Writing

Overall Expectations

REV.01 - identify and demonstrate an understanding of Aboriginal relationships portrayed in works by Aboriginal writers;

REV.02 - identify literary works that promote and affirm relationships among Aboriginal peoples;

REV.03 - demonstrate an understanding of Aboriginal relationships depicted in fiction, drama, and poetry;

WRV.03 - use organizational structures and patterns to produce coherent written work;

WRV.04 - revise their written work, collaboratively and independently, focusing on accuracy of information and clear expression.

Specific Expectations

RE1.01 - identify various relationships in the works of Aboriginal writers (e.g., the relationship of the main character with others, with land, with animals, and with plants);

RE1.02 - identify the changing nature of Aboriginal relationships in contemporary society (e.g., the Aboriginal concept of “nation to nation”, the tendency of Aboriginal people to become more vocal and demonstrative in seeking redress of wrongs committed against them), as depicted in the works of Aboriginal writers;

RE1.03 - demonstrate an understanding of how relationships affirm Aboriginal identity in the works of Aboriginal writers (e.g., Beatrice Culleton-Moisoner);

WR1.01 - investigate potential topics by formulating questions, identifying informational needs and purposes for writing, and developing research plans to gather data from print and electronic sources (e.g., search library resources to select, broaden, or narrow a topic; consult an on-line catalogue to get product information or send an e-mail message to request information; create a timeline to complete a project effectively and meet a deadline);

WR2.02 - use literary and informational texts as models of writing for specific purposes and audiences;

WR3.01 - select and use appropriate organizational patterns in written communications (e.g., organize a prose narrative chronologically, using new paragraphs to indicate significant changes in time, setting, or speaker; use categorization and examples to organize an oral presentation on employability skills);

WR4.01 - revise drafts to strengthen content and improve organization by adding details; deleting irrelevant information; and reordering to clarify, order, or connect ideas (e.g., add stage directions in a script to clarify characterization and manner of delivery; revise a set of instructions by presenting key steps in correct sequence);

WR4.02 - revise drafts of written work to improve freshness, accuracy, and clarity of expression (e.g., use feedback from a peer conference to rewrite a trite or clichéd ending to a story; use a dictionary and thesaurus to substitute appropriate for incorrectly used words; examine writing for the use of inclusive and anti-discriminatory language);

WR5.03 - compare their current writing skills with those required in a variety of workplace situations and occupations and identify goals for improvement.

Prior Knowledge & Skills

Students continue to use checklists for revising drafts introduced in Unit 1. They apply note-taking skills and practise critical literacy.

Planning Notes

· Students may need an opportunity to practise continuous writing individually at their desks.

· Prepare a visual organizer outlining how to write a narrative paragraph and post it in the room.

· Prepare a rubric for the paragraph.

Teaching/Learning Strategies

1. Groups of four or five students sit in a circle. One writer is chosen to start. The first student writes continuously for two minutes; the pen must never leave the paper. After two minutes, the next student writes in the same fashion. Groups may need a prompt to get them started. Students focus on a theme and include an introduction and a conclusion. Continue until each student has contributed to the story. Ask for volunteers to read their stories. Have students complete a self-assessment in their notebooks (e.g., How did you like writing like this? What was effective about it?).

2. Read “The Crow Hop” by Gary Gottfriedson. Clarify what happens and the order of events. (When did the dance start? Who are the characters in the poem? Are they old or young? Define cynical. Who starts to dance first? Where does the dance take place? Where did the song come from? How long does the dance last? Summarize what happens in one sentence. What do you think the mystery is?)

3. Introduce paragraph writing. Encourage students to come up with a graphic organizer based on the class discussion. The topic sentence should be interesting and motivate the reader to continue (e.g., “The Crow Hop” is a poem about a young man who dances or “The Crow Hop” is a poem about a young man who changes). Think about the kind of questions your audience will be asking after the first sentence. The second sentence should describe the most important aspect of the topic (e.g., “He was cynical but becomes filled with hope”). Students use their class notes to write two or three more sentences about the poem. As a large group, write the closing sentence that ties everything together.

4. Arrange student-teacher conferences to select a paragraph written in Unit 1. Exchange with a peer and provide suggestions for improvement, using notes on writing. Paragraphs are submitted for marking.

Assessment & Evaluation of Student Achievement

Purpose(why)	Strategy (what)	Connection to Achievement Chart	Evaluator (who)	Tool (how)
formative assessment of directed writing activity	a sequential narrative writing	Communication	peer and self	anecdotal comments
summative assessment of poetry analysis notes	analysis of a poem	Knowledge	teacher	marking scheme
formative assessment of visual organizer from narrative paragraphs	model narrative paragraphs	Knowledge Communication	teacher	anecdotal comments
summative assessment of paragraph revisions	completed revisions by peer process	Communication Application	teacher	rubric

Accommodations

· Students can be given bonus questions (e.g., identify and describe at least one poetic language convention in “The Crow Hop.” Describe how the author shows passage of time in the poem).

· Provide an alternate task for exceptional students experiencing difficulty in class (e.g., develop your group writing effort into a short story or a poem).

· To reinforce paragraph structure, analyse the final paragraph of “Marketing the Imaginary Indian.”

Resources

Gottriedson, G. “The Crow Hop.” In Ahenakew, P. and B. Gardipy, and B. LaFond, eds. The Senior Issues Collection: Voices of the First Nations. McGraw-Hill Ryerson Ltd., 1995. ISBN0-07-551690-X

Francis, D. “Marketing the Imaginary Indian.” In The Senior Issues Collection: Voices of the First Nations.

Activity 3: Humorous Stories

Time: 180 minutes

Description

Students examine how Aboriginal writers use humour to comment on the changing nature of relationships among Aboriginal people. Students analyse comic strips, cartoons, and prose. They brainstorm, categorize, and respond critically to features of artwork.

Strand(s) & Learning Expectations

Strand(s): Relationships, Writing

Overall Expectations

REV.01 - identify and demonstrate an understanding of Aboriginal relationships portrayed in works by Aboriginal writers;

REV.02 - identify literary works that promote and affirm relationships among Aboriginal peoples;

REV.04 - demonstrate an understanding of relationships presented in media works by Aboriginal creators;

WRV.02 - identify the informational and literary forms suited to various purposes and audiences and use the forms appropriately in their own writing;

WRV.03 - use organizational structures and patterns to produce coherent written work;

WRV.04 - revise their written work, collaboratively and independently, focusing on accuracy of information and clear expression.

Specific Expectations

RE1.01 - identify various relationships in the works of Aboriginal writers (e.g., the relationship of the main character with others, with land, with animals, and with plants);

RE2.01 - identify words and expressions that develop, maintain, and affirm Aboriginal relationships (e.g., words used by Aboriginal guest speakers, phrases used by storytellers);

RE2.02 - describe an Aboriginal writer’s use of language that has been influenced by Canadian society (e.g., phrases related to religious affiliations, slang expressions that reflect urban influences);

RE2.03 - identify ways in which language can be used to promote, affirm, and renew relationships among Aboriginal peoples (e.g., through musical lyrics, poetry, and speeches);

WR1.02 - classify and organize information to suit specific forms and purposes for writing (e.g., highlight the most relevant details in a brainstormed list and group them for a report; place events in an appropriate sequence for a report on a process);

WR1.04 - use information and ideas from prior knowledge, personal experience, and research to develop content for personal and workplace-related writing (e.g., use knowledge about a product or service to plan a letter of complaint; compare information from different sources about summer jobs to plan a résumé);

WR2.01 - select and use an appropriate form to produce written work for a specific audience and a specific purpose (e.g., create instructions on how to program a VCR for customers with a limited knowledge of electronics; write a short narrative report for a supervisor outlining the sequence of events in a workplace incident; write a letter of complaint about a defective product, identifying the problem and proposing a solution; write a letter to the editor concerning an Aboriginal issue);

WR2.02 - use literary and informational texts as models of writing for specific purposes and audiences;

WR2.03 - select the appropriate person and level of language for the form, purpose, and audience to communicate information and ideas about themes and issues (e.g., use appropriate specialized language to explain two perspectives on an issue in the workplace; use the gender-neutral third person to compare information and ideas from two texts; use the first person to state an opinion);

WR3.03 - use organizational patterns such as cause and effect or problem-solution to present information and ideas in short reports (e.g., use a cause-and-effect pattern and labelled diagrams in a report explaining how to use a computer application);

WR4.03 - revise drafts of written work to integrate researched information, ideas, and quotations in an ethical manner (e.g., provide a context for quoted materials; use transition words and phrases to link information from different sources);

WR5.02 - produce, format, and publish written work, using appropriate technology, to share writing with intended audiences (e.g., select the most effective typefaces, type styles, and type sizes for an announcement; format a résumé and letter of application for a summer job; adapt an electronic template to create a greeting card or letterhead);

WR5.03 - compare their current writing skills with those required in a variety of workplace situations and occupations and identify goals for improvement.

Prior Knowledge & Skills

Students apply critical-thinking skills introduced in previous units and make additions to the classroom chart for purpose, audience, and language conventions.

Planning Notes

Teachers review the websites and cartoons in current issues of Aboriginal newspapers. Use discretion when choosing a cartoon for suitability of topic. Certain examples lend themselves to a discussion of satire and stereotyping. Others may require some “insider” knowledge to appreciate the humour.

Teaching/Learning Strategies

1. Students rank the comics in order on a scale from one to ten and explain why one cartoon is their favourite (e.g., What is the title? What do you think of the title? What is funny about the cartoon? What are the characters doing? Is there any dialogue? What do you think of the dialogue? Describe the artwork. Who is the intended audience? What makes you think so? How is this cartoon like or unlike other cartoons?). Do this activity again at the end of the unit to see how perceptions have changed.

2. Explain that some comics deal with serious issues in a humorous way. Examine some political cartoons from today’s national newspaper. Compare them to an example from a First Nations newspaper. Discuss how the artist creates humour. Read Drew Hayden Taylor’s “Powwows Evolving from the Traditional to High-Tech” and complete a content test. Take up the test at the beginning of the next class. Students complete a personal response journal for homework (e.g., comment on the title, copy words and phrases you do not understand; copy the sentence that you remember the best).

3. Students work in groups of two or three to develop a cartoon. Using anything read in the course to date for ideas, brainstorm different topics and situations. Decide on your intended audience (e.g., peers). What will your main character look like? What will your main character sound like? Brainstorm some topics and situations for your character. At the beginning of next day, compare your work with another group’s. How were they the same? How were they different? Create cartoons independently for assessment.

Assessment & Evaluation of Student Achievement

Purpose (why)	Strategy (what)	Connection to Achievement Chart	Evaluator (who)	Tool (how)
diagnostic assessment of personal responses to cartoons	ranking and oral responses	Knowledge Communication	teacher	anecdotal comments
formative assessment of discussions and note taking	content test	Knowledge Communication	teacher	marking scheme
summative assessment of stereotyping, humour, satire	cartoon	Inquiry Communication Application	peer teacher	rubric

Accommodations

· If students are having difficulty creating a cartoon, have them turn one of the published cartoons into a poem by describing the image as concretely as possible. Try to incorporate each of the five senses.

· Content tests can be administered orally in large groups, small groups, or individually for more challenging texts by reading a passage then asking the questions that pertain to that passage.

Resources

Hayden Taylor, D. “Powwows Evolving from the Traditional to High-Tech.” In Ahenakew, F., B. Gardipy, and B. LaFond, eds. The Senior Issues Collections: Voices of the First Nations. McGraw-Hill Ryerson Limited, 1995, ISBN 0-07-551690-X

Windspeaker –www.ammsa.com/windspeaker

The First Perspective – www.firstperspective.ca/news.html

First Nations Messenger –www.arn.ca/The %20Messenger/messenger.htm

Activity 4: How do You Tell a Story?

Time: 180 minutes

Description

To demonstrate an understanding of how the traditional art of storytelling has changed in relation to contemporary society, students practise adapting traditional oral forms.

Strand(s) & Learning Expectations

Strand(s): Relationships, Writing

Overall Expectations

REV.01 - identify and demonstrate an understanding of Aboriginal relationships portrayed in works by Aboriginal writers;

REV.02 - identify literary works that promote and affirm relationships among Aboriginal peoples;

WRV.02 - identify the informational and literary forms suited to various purposes and audiences and use the forms appropriately in their own writing;

WRV.03 - use organizational structures and patterns to produce coherent written work.

Specific Expectations

RE1.01 - identify various relationships in the works of Aboriginal writers (e.g., the relationship of the main character with others, with land, with animals, and with plants);

WR2.02 - use literary and informational texts as models of writing for specific purposes and audiences;

Prior Knowledge & Skills

Students move from personal responses to critical responses of works by Aboriginal writers studied in Unit 1. Students apply their understanding of traditional forms of oral communication introduced in
Unit 1.

Planning Notes

· Students may need to review the traditional forms of oral communication from Unit 1. The teacher should do some research on Aboriginal authors, in residence at your local post-secondary institution or on-line. Also, locate a book on storytelling for student reference in the classroom.

· Teachers prepare point-form notes for “Untitled” and rehearse oral retelling for direct instruction.

Teaching/Learning Strategies

1. Students brainstorm different ways they hear stories and list them on a chart (e.g., television, radio, newspaper, magazine, family, friends, books). Discuss what makes a good story (e.g., attention grabbing, subject, voice, tone, gesture, pauses, eye contact, and addressing the audience) and develop a rubric for oral storytelling.

2. If possible, have an Aboriginal elder visit the class to share a story with students.

3. Students read “Untitled” by J. Berthelette and complete personal responses in their journals (e.g., What do you think of the title? Do you like it? Explain. Can you come up with a better one? Why is yours better?).

4. The teacher models how to retell a story using point-form notes from “Untitled.” Be sure to address the audience and tell them why you are telling the story and where it came from (e.g., The story is a modern example of a morality tale, it is an enjoyable story). Review how to make point-form notes.

5. Provide a definition of personification for students to copy into their notebooks (e.g., attribution of human characteristics to non-human objects, animals, and ideas as a way of being in the world). Discuss how it is incorporated into your oral retelling of the story (e.g., music, voice, pause, gesture).

6. Students work individually to summarize excerpts from stories studied in Units 1 and 2 in point form. Working in pairs, students retell the stories to one another, incorporating elements of effective storytelling and performing an assessment using the developed rubric.

Assessment & Evaluation of Student Achievement

Purpose (why)	Strategy (what)	Connection to Achievement Chart	Evaluator (who)	Tool (how)
assessment of oral storytelling	develop together a rubric	Knowledge/ Understanding	teacher	anecdotal comments
summative assessment of independent reading and research	Test on independent reading	Knowledge/ Understanding Communication	teacher	marking scheme
formative assessment of notebooks	checklist	Knowledge/ Understanding	teacher/ self	anecdotal comments, checklist
diagnostic assessment of independent reading	point-form summary	Knowledge/ Understanding Communication Application	peer	rubric

Accommodations

· If students are having difficulty, have them summarize how the boy got his name in “Untitled.”

· For enrichment, discuss the classification of fiction and non-fiction and review the chart from Unit 1. Compare “Untitled” to stories read in Unit 1 (e.g., “The Burial Mound”, “Quill Earrings”). Compare them based on language, message, interest level, and intended audience. Discuss how the classification system does or does not apply accurately to Aboriginal authors.

Resources

Berthelette, J. “Untitled.” In Ahenakew, F., B. Gardipy, and B. LaFond, eds. The Senior Issues Collection: Voices of the First Nations. McGraw-Hill Ryerson Limited, 1995. ISBN 0-07-551690-X

Joe, R. “The Legend of Glooscap’s Door.” In The Senior Issues Collection: Voices of the First Nations.

Pamak, R. “Tiskisiak.” In The Senior Issues Collection: Voices of the First Nations.

Sark, J. J. “The Birth of Minegoo.” In The Senior Issues Collection: Voices of the First Nations.

Snake, S., et al. “Nanabush and the Rude Eagle.” In The Senior Issues Collection: Voices of the First Nations.

Activity 5: Who is Telling the Story?

Time: 240 minutes

Description

Students demonstrate their understanding of how relationships with the past affirm identity in the works of Aboriginal writers by adapting traditional oral forms. Students apply their critical- and creative-thinking skills in the development of a children’s picture book.

Strand(s) & Learning Expectations

Strand(s): Relationships, Writing

Overall Expectations

REV.01 - identify and demonstrate an understanding of Aboriginal relationships portrayed in works by Aboriginal writers;

REV.02 - identify literary works that promote and affirm relationships among Aboriginal peoples;

REV.03 - demonstrate an understanding of Aboriginal relationships depicted in fiction, drama, and poetry;

WRV.01 - use a variety of print and electronic sources to gather information and develop ideas for personal, school, and workplace-related writing;

WRV.02 - identify the informational and literary forms suited to various purposes and audiences and use the forms appropriately in their own writing;

WRV.03 - use organizational structures and patterns to produce coherent written work;

WRV.04 - revise their written work, collaboratively and independently, focusing on accuracy of information and clear expression.

Specific Expectations

RE1.03 - demonstrate an understanding of how relationships affirm Aboriginal identity in the works of Aboriginal writers (e.g., Beatrice Culleton-Moisoner);

RE2.01 - identify words and expressions that develop, maintain, and affirm Aboriginal relationships (e.g., words used by Aboriginal guest speakers, phrases used by storytellers);

RE2.03 - identify ways in which language can be used to promote, affirm, and renew relationships among Aboriginal peoples (e.g., through musical lyrics, poetry, and speeches);

WR2.02 - use literary and informational texts as models of writing for specific purposes and audiences;

WR5.01 - cite researched information, ideas, and quotations in a consistent and ethical manner according to acceptable research methodology;

WR5.03 - compare their current writing skills with those required in a variety of workplace situations and occupations and identify goals for improvement;

WR5.04 - edit and proofread their own and others’ writing, identifying and correcting errors according to the requirements of grammar, usage, spelling, and punctuation.

Prior Knowledge & Skills

Students continue to use critical-thinking skills and apply inquiry skills in the communication of ideas.

Planning Notes

· Teachers gather samples of children’s literature by Aboriginal and non-Aboriginal authors, as well as the NFB video series, The Circle Unbroken.

· Teachers also have to prepare lecture notes on citing resources appropriately, content tests, and a transcript of “Lord of the Sky.”

· Teachers should preview video to be prepared to stop or fast forward through the video to point out misconceptions and facilitate identification of myths and icons that appear in the film. A teacher’s guide accompanies the video. Also, try to obtain a copy of Richard VanCamp’s A Man Called Raven to compare to the video.

Teaching/Learning Strategies

1. Brainstorm characteristics of a children’s picture book (e.g., illustrations, types of sentences, language conventions, characters, plot, title, name of author, illustrator). Bring in some Aboriginal and non-Aboriginal authors and illustrations for students to compare and classify (e.g., legend, modern story). Students form groups to write and illustrate a children’s book.

2. Provide a choice of stories from primary texts for students to adapt. Provide lecture notes on how to cite resources appropriately, including resource persons (e.g., title, as told to student by resource person; or title by permission of resource person). Administer content test questions to ensure independent reading and comprehension, clarify the order of events, and answer any questions students have. Students review their story and make a list of scenes to be illustrated (e.g., dialogue). Groups may benefit from doing a point-form summary before planning the scenes. Groups submit a first draft.

3. Prepare a transcript of the text from “Lord of the Sky.” Students listen to the video without the picture and then illustrate the script. As a class, discuss the fact that the directors were non-Aboriginal. Play the video with the picture and view with a critical eye (e.g., Where does this legend come from? Were they hunters/gatherers or nomadic?). List students’ suggested solutions to misconceptions in the film.

4. Return drafts of children’s books to groups for revision. Have groups review their illustrations, keeping classroom discussion about the video in mind, and submit a second draft. Reinforce the importance of writing what you know, researching a topic, and the value of human resources. If there is any concern about appropriation of voice, have students seek input from an Aboriginal resource (e.g., student, teacher, community member).

Assessment & Evaluation of Student Achievement

Purpose (why)	Connections to Achievement Chart	Evaluator (who)	Tool (how)
formative assessment of language conventions	Knowledge Communication	teacher	anecdotal comments
diagnostic assessment of independent reading	Knowledge	teacher	marking scheme
formative assessment of revisions	Knowledge Inquiry Communication Application	teacher	anecdotal comments

Accommodations

· Have students prepare a debate, agreeing or disagreeing with M. Demientieff’s statement, “Children have no prejudices” from the article “Our Stories: The Roots that Bind Us.”

· Rather than reintroducing texts studied in Unit 1 the class could work in small groups to compose a children’s book for publication, using “Untitled.” One group could be responsible for illustrations, one for text, and another for publishing details.

· Excerpts of dialogue from “Untitled” could be practised and acted out by groups in place of publishing. Students could provide a dramatic re-enactment of the boy’s speech in the story.

Resources

Deminetieff, M. “Our Stories: The Roots that Bind Us.” In Ahenakew, F., B. Gardipy, and B. LaFond, eds. The Senior Issues Collection; Voices of the First Nations. McGraw-Hill Ryerson Limited, 1995. ISBN 0-07-551690-X

Joe, R. “The Legend of Glooscap’s Door.” In The Senior Issues Collections: Voices of the First Nations.

Pamak, R. “Tikisiak.” In The Senior Issues Collection; Voices of the First Nations.

Sark, J.J. “The Birth of Minegoo.” In The Senior Issues Collection; Voices of the First Nations.

Snake, S., et al. “Nanabush and the Rude Eagle.” In The Senior Issues Collection; Voices of the First Nations.

VanCamp, R. A Man Called Raven. San Francisco, CA: Children’s Book Press, 1997. ISBN 0892391448

VanCamp, R. What’s the Most Beautiful Thing You Know About Horses? San Francisco, CA: Children’s Book Press, 1998. ISBN 0892391545

Websites

Aboriginal Directors Video Collection 2000 – www.nfb.ca/aboriginaldirectors

Native American Books – www.kstrom.net/isk/books/bookmenu.html

Video

“Lord of the Sky,” from First Nations: The Circle Unbroken Series. National Film Board of Canada, 1998. Order Number C9198066

Activity 6: What Does the Story Look Like?

Time: 180 minutes

Description

Students assess informational texts and compare different types of interviews that reference the evolving nature of Aboriginal relationships. Students research Aboriginal media creators and adapt information into an outline for an interview.

Strand(s) & Learning Expectations

Strand(s): Relationships, Writing

Overall Expectations

REV.01 - identify and demonstrate an understanding of Aboriginal relationships portrayed in works by Aboriginal writers;

REV.04 - demonstrate an understanding of relationships presented in media works by Aboriginal creators;

WRV.01 - use a variety of print and electronic sources to gather information and develop ideas for personal, school, and workplace-related writing;

WRV.02 - identify the informational and literary forms suited to various purposes and audiences and use the forms appropriately in their own writing;

WRV.03 - use organizational structures and patterns to produce coherent written work;

WRV.04 - revise their written work, collaboratively and independently, focusing on accuracy of information and clear expression;

WRV.05 - edit and proofread to produce final drafts, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as prescribed for this course, with the support of print and electronic resources when appropriate.

Specific Expectations

RE1.03 - demonstrate an understanding of how relationships affirm Aboriginal identity in the works of Aboriginal writers (e.g., Beatrice Culleton-Moisoner);

RE2.03 - identify ways in which language can be used to promote, affirm, and renew relationships among Aboriginal peoples (e.g., through musical lyrics, poetry, and speeches);

RE3.02 - identify how Aboriginal media creators (e.g., Gil Cardinal, Buffy Sainte-Marie, Alanis Obomsawin) use images to represent changes in Aboriginal relationships (e.g., the role of women in Aboriginal society, Aboriginal peoples’ relationship to the earth);

RE3.03 - assess, with reference to various media forms, how Aboriginal creators portray the evolving nature of Aboriginal relationships (e.g., the development of relationships between isolated and urban communities);

WR1.03 - analyse information gathered from a variety of print and electronic sources to determine whether the information is sufficient, relevant, and suitable to the form and purpose for writing;

WR5.01 - cite researched information, ideas, and quotations in a consistent and ethical manner according to acceptable research methodology;

WR5.03 - compare their current writing skills with those required in a variety of workplace situations and occupations and identify goals for improvement;

WR5.04 - edit and proofread their own and others’ writing, identifying and correcting errors according to the requirements of grammar, usage, spelling, and punctuation.

Prior Knowledge & Skills

Students continue to develop the chart, outlining ways of communicating Aboriginal identity, values, and world views, to include journalism (e.g., print and radio interviews, newspaper accounts of an event).

Planning Notes

· Teachers should do preliminary research on contemporary Aboriginal authors and artists and prepare a worksheet on how to cite Internet resources for student reference.

· Teachers should prepare a content test/point-form summary of each interview to lead class discussions. Prepare a lesson and worksheet on identifying sentence fragments for students to complete. Teachers should prepare a sample flowchart for the questions from “Conversation with Ruby Slipperjack.”

Teaching/Learning Strategies

1. Students brainstorm jobs in the arts that involve writing. Have students do some Internet research on one contemporary Aboriginal author or artist (e.g., Richard VanCamp, Greg Staats, Alanis Obomsawin, George Littlechild, Jane Ash Poitras). Students select and print three relevant Internet articles about their artist. Provide lecture notes on citing Internet references for students to copy into their notes. Have students perform a self-assessment (e.g., What was my best source of information? What other kinds of sources could I have used? What are the pros and cons of each type? How could I find out more?).

2. Students read “Interview with Blaine Favel” by Freda Ahenakew and “Conversation with Ruby Slipperjack” by Harmut Lutz and complete a personal response journal (e.g., What are your impressions of Ruby Slipperjack/Blaine Favel after reading the interview? What was the most interesting thing you learned from reading the interview?).

3. Lead a class discussion on the difference in types of questions and answers in each interview. Which questions were planned? Which questions were results of the previous one? Which interview did you prefer reading? Compare the interviews (e.g., purpose, intended audience, language conventions). After discussion on sentence fragments, students complete a worksheet identifying them.

4. Using the three Internet articles, students summarize and highlight main points in their notes. Students develop three initial questions to ask the artist they selected to research. Ensure in a conference that students utilize their research to prepare questions that draw on the artist’s area of expertise. Direct students to anticipate the answer their question will receive (e.g., yes or no) and be prepared to follow up on any new information that could be provided. Students prepare a flow chart diagram outlining the questions they have developed and submit it with the three article summaries and a works cited page.

Accommodations

· If there are concerns about reading comprehension, administer content tests for interviews. These could be done in cooperative learning groups, doing sections of each interview and reporting to the class.

· Students could develop interview questions for one another. After rehearsing the interview several times, they could record the result. Is the interview going to be recorded live on the radio? Is the interview going to be edited for a textbook? Have students try transcribing the interview and comment on the editing process. Does the edited version reflect spontaneity, as in a conversation?

Resources

Ahenakew, F. “Interview with Blaine Favel.” In Ahenakew, F., B. Gardipy, and B. LaFond, eds. The Senior Issues Collection; Voices of the First Nations. McGraw-Hill Ryerson Limited, 1995.
ISBN 0-07-551690-X

Lutz, H. “Conversation with Ruby Slipperjack.” In The Senior Issues Collection; Voices of the First Nations.

Websites

First Nations Art: An Introduction to Contemporary Native Artists in Canada–//collections.ic.gc.ca/artists/

Aboriginal Voices Magazine – www.aboriginal voices.com

Activity 7: Why Tell Stories?

Time: 180 minutes

Description

Students identify an aspect of the evolving nature of Aboriginal relationships in contemporary society as reported in the Aboriginal media. Through an analysis of the facts, they demonstrate an understanding of the commonalities of Aboriginal world views. Students use the third person to summarize accounts of affirmation of Aboriginal identify in contemporary society.

Strand(s) & Learning Expectations

Strand(s): Relationships, Writing

Overall Expectations

REV.01 - identify and demonstrate an understanding of Aboriginal relationships portrayed in works by Aboriginal writers;

REV.04 - demonstrate an understanding of relationships presented in media works by Aboriginal creators;

WRV.01 - use a variety of print and electronic sources to gather information and develop ideas for personal, school, and workplace-related writing;

WRV.03 - use organizational structures and patterns to produce coherent written work;

WRV.04 - revise their written work, collaboratively and independently, focusing on accuracy of information and clear expression.

Specific Expectations

RE1.01 - identify various relationships in the works of Aboriginal writers (e.g., the relationship of the main character with others, with land, with animals, and with plants);

RE1.03 - demonstrate an understanding of how relationships affirm Aboriginal identity in the works of Aboriginal writers (e.g., Beatrice Culleton-Moisoner);

RE2.03 - identify ways in which language can be used to promote, affirm, and renew relationships among Aboriginal peoples (e.g., through musical lyrics, poetry, and speeches);

WR1.03 - analyse information gathered from a variety of print and electronic sources to determine whether the information is sufficient, relevant, and suitable to the form and purpose for writing;

WR5.03 - compare their current writing skills with those required in a variety of workplace situations and occupations and identify goals for improvement.

Prior Knowledge & Skills

Students build on their knowledge and understanding of influences on Aboriginal identity and the evolving nature of Aboriginal relationships examined in the course to date.

Planning Notes

· Teachers prepare lecture notes to facilitate large-group and small-group discussions about why these types of stories should be told, who should tell them, and who should hear them. Notes incorporate use of first person to state an opinion (e.g., personal response journal) and third person to compare information and ideas (e.g., article summary) in context to reinforce student use of the appropriate level of language for form, purpose, and audience. Reference could be made to the chart developed in Unit 1.

· Teachers should pre-select some web articles for students who are having difficulty (e.g., First Nations Messenger is a national newspaper published to advance the aspirations of First Nations peoples).

· Create rubric to grade summative writing in the third person

Teaching/Learning Strategies

1. Students brainstorm the components of a newspaper article (e.g., headline, byline, photograph, caption, test, tables, graphs). Allow time for students to use Internet resources of Aboriginal newspapers to scan headlines, examine photographs, read captions, and select three articles.

2. Have students select one of their articles and record important facts under the following headings in their notebooks: When (date, time, season); What (an event); Who (person); Where (location); Why (reason). For homework, students complete a personal response journal. What did you know about the topic before you read the article? What did you learn? What do you want to know more about?

3. Assign pairs of students to ask questions about their partner’s article using the following model:

First Student:	Summarize your article in one sentence.
Second Student:	Ask as many questions as possible about the topic (will your question get a “yes” or “no” answer?).
First Student:	Only provide the answer to the questions and do not volunteer other information.
Second Student:	Write down any new ideas that result from questioning.
First Student:	Offer suggested questions that could have been asked.

4. Students take turns summarizing their articles in the third person and listing the three most important facts in the article. For homework, students write an alternate headline for their article and explain why their headline is better.

5. Students submit their summaries

Assessment & Evaluation of Student Achievement

Purpose (why)	Strategy (what)	Connection to Achievement Chart	Evaluator (who)	Tool (how)
formative assessment of appropriate level of language	class-generated charts and notes	Knowledge/ Understanding Communication	peer teacher	anecdotal comments
summative assessment of article selection criteria and note taking	summary and personal response	Thinking/Inquiry Communication Application	teacher	anecdotal comments marking scheme
diagnostic assessment of reciprocal questioning and article summary		Communication Application	teacher	anecdotal comments one-on-one guidance
Summative assessment of summary paragraph	Paragraph in third person	Communication. Application	teacher	rubric

Accommodations

· Re-read “Two Teens Banished to Remote Islands.” Have students create an illustration to go with this article. What phrase brings strong images to mind? Write a caption for your illustration. Explain why the caption is suitable.

· Independent study on a current topic (e.g., Mathew Coon Come or Grand Chief of the Assembly of First Nations) for students who require enrichment.

Resources

Coon Come’s Challenge: Canada’s Aboriginals Look to a New National Chief to be More Militant–www. macleans.ca

Windspeaker – www.ammsa.com/windspeaker

The First Perspective–www.firstperspective.ca/news.html

First Nations Messenger –www.afn.ca/The%Messenger/messenger.htm

Timecanada Magazine–www.canoe.ca/TimeCanada/home.html

Activity 8: My Story

Time: 120 minutes

Description

In this culminating activity, students demonstrate an understanding of the evolving relationship between Aboriginal identities and the media and an understanding of how relationships, discussed in the course to date, affirm Aboriginal identity through creation of a media product. Students create a poster that illustrates the various relationships that are constantly forming Aboriginal identity and they employ language to promote, affirm, and renew relationships among Aboriginal peoples.

Strand(s) & Learning Expectations

Strand(s): Relationships, Writing

Overall Expectations

REV.01 - identify and demonstrate an understanding of Aboriginal relationships portrayed in works by Aboriginal writers;

REV.04 - demonstrate an understanding of relationships presented in media works by Aboriginal creators;

WRV.01 - use a variety of print and electronic sources to gather information and develop ideas for personal, school, and workplace-related writing;

WRV.02 - identify the informational and literary forms suited to various purposes and audiences and use the forms appropriately in their own writing;

Specific Expectations

RE1.01 - identify various relationships in the works of Aboriginal writers (e.g., the relationship of the main character with others, with land, with animals, and with plants);

RE2.01 - identify words and expressions that develop, maintain, and affirm Aboriginal relationships (e.g., words used by Aboriginal guest speakers, phrases used by storytellers);

RE2.03 - identify ways in which language can be used to promote, affirm, and renew relationships among Aboriginal peoples (e.g., through musical lyrics, poetry, and speeches);

RE3.01 - identify film and video images that reflect commonalities in Aboriginal world views (e.g., holism, oneness, nationhood);

WR1.03 - analyse information gathered from a variety of print and electronic sources to determine whether the information is sufficient, relevant, and suitable to the form and purpose for writing;

WR2.02 - use literary and informational texts as models of writing for specific purposes and audiences;

Prior Knowledge & Skills

Student review the language, symbols, and visual images discussed in the course in a new context.

Planning Notes

Teachers should pre-select resources about the Aboriginal Peoples Television Network for reference.

Teaching/Learning Strategies

1. Students make a list of famous Aboriginal people. What characteristics are similar? (e.g., all dead, all fictional, all learned in this course). Is there a stereotype the non-Aboriginal media seem to use?

2. Prepare some resources for students to review the Aboriginal People’s Television Network or have them search the Internet (e.g., programming schedule, APTN mandate). Make a list of different types of children’s shows. Are there any missing?

3. Students develop posters promoting a new show to debut on the Aboriginal Peoples Television Network, with themselves as the central character. Decide what format their show will take (e.g., car show, sports show, half-hour sitcom, hour-long drama, movie of the week). Who is going to be looking at the poster? Brainstorm some images of contemporary Aboriginal society. What kind of images will appeal to the audience? Select a visual image for your poster. What is the relationship among these images? Draw a rough sketch of the layout reflecting this relationship. What will the tone of your poster be? Create a slogan or a jingle for your show. How could you improve the message you are trying to send? How does your show fit APTN’s profile? Students submit a completed first draft for evaluation. After revision, students submit a final product.

Assessment & Evaluation of Student Achievement

Purpose (why)	Strategy (what)	Connection to Achievement Chart	Evaluator (who)	Tool (how)
diagnostic assessment of change in perceptions	brainstorming	Communication	teacher	anecdotal comments
formative assessment of research and note taking	media examination	Knowledge Inquiry	peers	checklist
formative assessment of application of concepts	draft of poster development	Application	teacher	anecdotal comments
summative assessment of application of concepts	poster development	Application	teacher	rubric

Accommodations

· A research exercise, with specific questions and how to locate the answer, could be prepared in advance for students experiencing difficulties.

· Students who are working ahead could prepare a video review of an Aboriginal director’s work (e.g., use of camera angle, fades, lighting, sound, and action to reflect the relationship between people and their environment and between the past and the future.)

Resources

CBC Infoculture Radio Canada – www.infoculture.cbc.cs

Aboriginal Peoples Television Network – www.apin.ca

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