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

Unit 1: Identity

Time: 25 hours

Unit Description

In this unit, students describe the concept created in response to the question “Who Am I?” in Aboriginal literature and media works. They investigate identity as a personal journey of discovery and realization, which is part of the maturation process of all adolescents. Furthermore, students understand, analyse, and assess information, ideas, issues, and language as they relate to Aboriginal identity. Through learning activities that involve the use of different literary forms and styles, students communicate competently and develop a consistent use of voice.

Strand(s) & Learning Expectations

Strand(s): Identity, Writing

Overall Expectations

IDV.01 - describe the concepts related to identity in Aboriginal literary works;

IDV.02 - analyse and assess information, ideas, issues, and language as they pertain to Aboriginal identity in a variety of informational writings and Aboriginal literary works;

IDV.03 - demonstrate an understanding of how the different forms and styles used in Aboriginal literary works reflect Aboriginal identity;

IDV.04 - analyse images in media works related to Aboriginal identity;

WRV 01 - use a variety of print and electronic primary and secondary sources to gather and assess information and develop ideas for writing;

WRV.02 - select and use appropriate writing forms for intended purposes and audiences, focusing on essay, narrative, or poems;

WRV.03 - use a variety of organizational structures and patterns to produce coherent and effective written work;

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

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

Aboriginal Voices in Literature

ID1.01 - identify the perceptions of Aboriginal identity expressed by a variety of Aboriginal writers;

1D1.02 - assess Aboriginal writers depictions of aspects of Aboriginal identity that have resulted from interactions with Canadian society;

ID1.03 - explain social and historical values and perspectives on Aboriginal identity, based on examples from Aboriginal literature;

ID1.04 - compare Aboriginal writers expressions of identity.

Language

ID2.01 - analyse how Aboriginal writers reveal identity through their use of language;

ID2.02 - demonstrate an understanding of the use of oral traditions as themes in the works of various Aboriginal writers;

ID2.03 - explain how literature provides telling insights into the character and ways of a people.

Aboriginal Voices in Media Works

ID3.01 - describe the aspects of Aboriginal identity that reflect Aboriginal world views as found in the media works of Aboriginal creators;

ID3.02 - compare the images of Aboriginal identity portrayed in media works by both Aboriginal and non-Aboriginal creators;

ID3.03 - analyse the changing quality of life of Aboriginal communities as depicted in media works.

Generating Ideas and Gathering Information

WR1.01 - investigate potential topics by formulating questions, identifying information needs and purposes for writing, and developing research plans to gather information and ideas from primary and secondary sources;

WR1.02 - organize and analyse information, ideas, and sources to suit specific forms and purposes for writing;

WR1.03 - formulate and refine a hypothesis, using information and ideas from prior knowledge and research;

WR1.04 - evaluate information and ideas to determine whether they are reliable, current, sufficient, and relevant to the purpose and audience.

Choosing the Form to Suit the Purpose and Audience

WR2.01 - demonstrate an understanding of the uses and conventions of a variety of forms by writing persuasive and literary essays, reviews, short narratives or poems, and summaries;

WR2.02 - select and use an appropriate form of writing to produce written work for an intended audience and purpose;

WR2.03 - analyse the characteristics of literary and informational texts as models of writing for specific purposes and audiences;

WR2.04 - select and use a level of language and a voice appropriate to the specific purpose and intended audience for a piece of writing.

Organizing Ideas and Information in Written Work

WR3.01 - apply knowledge of essay structure to organize short essays or critiques, using (a) an introduction that engages the reader’s interest, introduces the thesis or controlling idea, and previews the organization or content of the essay; (b) a body that develops ideas logically and coherently and incorporates well-chosen, relevant evidence to support each idea; (c) a conclusion that follows logically from the thesis and ideas developed in the body, and makes a thoughtful generalization related to the controlling idea;

WR3.02 - select and use appropriate organizational devices and patterns to structure short stories, poems, and multimedia presentations;

WR3.03 - use organizational patterns such as classification, definition, and illustration to present information and ideas in essays, and summaries.

Revising Drafts

WR4.01 - revise drafts to strengthen content and improve organization by refining the controlling idea; making connections among ideas; integrating details; and reordering information, ideas, and images;

WR4.02 - revise drafts to improve clarity of expression;

WR4.03 - revise drafts to refine voice in written work;

WR4.04 - revise drafts to incorporate researched information, ideas, and quotations accurately, ethically, and consistently.

Editing, Proofreading, and Publishing

WR5.01 - cite researched information, ideas, and quotations according to acceptable research methodology;

WR5.02 - produce, format, and publish written work, using appropriate technology, to share writing with intended audiences;

WR5.03 - compare their current writing skills with those required in a variety of university programs and occupations and make action plans to address identified needs;

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

Grammar and Usage

- use parts of speech correctly and in a consistent manner in writing;

- communicate complex ideas using a variety of sentence structures;

- use reflexive pronouns correctly;

- use verb tenses appropriately and correctly;

- use active and passive verb voice effectively to suit purpose and audience;

- use parallel structures correctly and for rhetorical effect;

- recognize and correct grammar and usage errors in their own and others’ writing;

- show an understanding that grammar may be used unconventionally for a particular effect in some forms of writing (e.g., in advertising, poetry, and for characterization in fiction and drama).

Spelling

- demonstrate an understanding of spelling patterns, rules, and strategies by recognizing and correcting their own and others’ spelling errors;

- spell correctly specific historical, academic, and literary terms used in course materials;

- use a variety of print and electronic resources to flag possible errors and improve spelling.

Punctuation

- use punctuation correctly and thoughtfully to stress a word or words at the beginning or end of a sentence, to signal shifts in tone and mood in narrative, and to indicate levels of formality;

- use commas around words in apposition;

- introduce and punctuate long quotations correctly in the body of an essay.

Activity Titles: Time and Sequence

Activity 1	Aboriginal Identities in Print	240 minutes
Activity 2	Aboriginal Identities in Music	120 minutes
Activity 3	Aboriginal Identities in Media	180 minutes
Activity 4	Aboriginal Identities in the Oral Tradition	120 minutes
Activity 5	Aboriginal Identities in Drama	180 minutes
Activity 6	Research	120 minutes
Activity 7	Images and Symbols	180 minutes
Activity 8	Acting Out	360 minutes

Prior Knowledge & Skills

This unit builds upon the analytic, reading, writing, oral communication, and thinking skills developed in The Ontario Curriculum, Grades 9 and 10, English program. This unit extends the historical and contemporary issues identified in the Grade 10, Aboriginal Peoples in Canada course profile. Students should be familiar with the Trickster stories from these courses. Knowledge of local community concepts of Aboriginal Identity and how the Aboriginal community views itself should be undertaken before attempting this unit.

Unit Planning Notes

Teachers should:

· ensure that resources listed are available in the classroom or the Library/Resource Centre. If resources are not available, alternative materials should be selected in conjunction with the school teacher-librarian, other teachers, or information from the Internet;

· review An Anthology of Canadian Native Literature which has been used as a primary resource to ensure easy access to materials by Aboriginal writers; other local resources may be used to supplement this anthology as required;

· confirm that Internet websites listed are currently active and available;

· contact local theatre or travelling theatre groups for possible visit to performance;

· review entire unit to develop an understanding of the sequence of activities, assignments needed, culminating activity requirements, issues addressed, and grammar and usage, spelling, and punctuation conventions;

· establish a safe and collaborative environment in the classroom, achieved by researching and becoming familiar with contemporary Aboriginal voices in literature and media works prior to teaching the unit.

Resources

Print

Primary

Moses, Daniel and Terry Goldie, eds. An Anthology of Canadian Native Literature, 2nd ed. Don Mills: Oxford University Press, 1998. ISBN 0-19-541282-6

Secondary

Campbell, Maria, et al. Achimoona. Saskatoon, SK: Fifth House, 1985. ISBN 0-920079-16-4

Clark, Ella. Indian Legends of Canada. Toronto: McClelland & Stewart, 1981. ISBN 0-7710-2139-9

King, Thomas, ed. All My Relations. Toronto: McClelland & Stewart, 1990. ISBN 0-7710-6706-2

New, W.H., ed. Native Writers Canadian Writing. Vancouver, BC: University of British Columbia Press, 1990. ISBN 0-7748-0371-1

Ortiz, Simon J., ed. Earth Power Coming. Tsaile, AZ: Navaho Community College Press, 1983.

Petrone, Penny, ed. First People First Voices. Toronto: University of Toronto Press, 1983.
ISBN 0-8020-6562-7

Audio

Aglukark, Susan. This Child. Mississauga, ON: EMI, 1995.

John, Elton. Madman Across the Water. Willowdale, ON: MCA Records, 1972.

Kashtin. Innu. Pointe-Claire, QC: Trans-Canada Distribution, 1991.

Queen. A Day at the Races. Scarborough, ON: Elektra, 1976.

Robertson, Robbie and the Red Road Ensemble. Music For The Native Americans. Mississauga, ON: Capitol, 1994.

Robertson, Robbie. Storyville. Scarborough, ON: Geffen, 1991.

Wapistan. Message. Sioux Lookout, ON: First Nations Music Inc., 1995.

Video (NFB 2000-2001 Catalogue)

Paskievich, John. If Only I Were An Indian. Montreal, QC: National Film Board of Canada, 81 min. C9195 050/EC009, p. 45, 1996.

Walker, John. Place of the Boss: Utshimassits. Montreal, QC: National Film Board of Canada, 49 min. C9199 066/EC009, p. 69, 1996.

Internet

Access to the Internet is also recommended for applying research skills to various content areas

Aboriginal Voices in Literature
- http://www.kstrom.net/isk/books/amazonlinks/fiction.html
- http://falcon.jmu.edu/~ramseyil/native.htm - http://www.cynthialeitichsmith.com/nativebooksb.htm

Aboriginal Voices in Media Works
- http://member.tripod.com/nativemuscianlinks	- www.ammsa.com/windspeaker
- www.first perspective.ca	- www.wawatay.on.ca
- www.tekanews.com	- www.anishinabek.ca/news/
- www.turtleisland.news.on.ca/	- www.macleans.ca
- www.thestar.com	- www.theglobeandmail.com
- www.nationalpost.com

Activity 1: Aboriginal Identities in Print

Time: 240 minutes

Description

In this activity, students explore Aboriginal voices found in various literary works. They begin by describing the concepts related to Aboriginal identity from their own perspective and then through a variety of written forms.

Strand(s) & Learning Expectations

Strand(s): Identity, Writing

Overall Expectations

IDV.01 - describe the concepts related to identity in Aboriginal literary works;

1DV.03 - demonstrate an understanding of how the different forms and styles used in Aboriginal literary works reflect Aboriginal identity;

WRV.02 - select and use appropriate forms for intended purposes and audiences, focusing on essay, narrative, or poems;

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

Specific Expectations

ID1.01 - identify the perceptions of Aboriginal identity expressed by a variety of Aboriginal writers
(e.g., Chief Dan George, Maria Campbell, Daniel David Moses, Rita Joe);

ID1.04 - compare Aboriginal writers expressions of identity;

WR2.01 - demonstrate an understanding of the uses and conventions of a variety of forms by writing persuasive and literary essays, reviews, short narratives or poems, and summaries;

WR4.02 - revise drafts to improve clarity of expression;

WR4.03 - revise drafts to refine voice in written work.

Prior Knowledge & Skills

Students should be familiar with generating ideas and gathering information from text materials; the uses and conventions of a variety of forms of writing; and revising drafts of their work. In addition, they should have developed knowledge/understanding from the Grade 10 Native Studies course, “Aboriginal Peoples in Canada,” and communication skills from The Ontario Curriculum, Grades 9 and 10, English.

Planning Notes

Teachers should:

· review the uses and conventions of the different forms of writing;

· research prominent Aboriginal authors prior to class.

Teaching/Learning Strategies

1. Provide an overview of the unit to students, including assignments and culminating activity.

2. Ask the following: Who are some of the Aboriginal authors you are familiar with or have read?
List these on board.

3. Read Drew Hayden Taylor’s “Pretty Like a White Boy: The Adventures of a Blue Eyed Ojibway”. Ask students what they liked or disliked about Drew Hayden Taylor’s commentary. Mention that, while this unit deals with serious issues, the development of a clear consistent voice on identity, whether humorous or not, can provide students with a good foundation for future explorations.

4. As a class, have students brainstorm concepts related to Aboriginal identity from their own perspectives, using the question: Who Am I? as a starting point. Place them on the board or chart paper for referral and additions during the unit.

5. Read short excerpts from each of the authors listed in the resources section. After each reading, ask students to describe the form of writing, the intended audience, and conventions used. Place the forms of writing, intended audiences, and conventions on the board or chart paper for later use.

6. In small groups, students analyse similar pieces of writing for the perceptions of Aboriginal identity expressed by these authors, e.g., Jeannette Armstrong’s “Indian Woman” and Duke Redbird’s “I am a Canadian” for poems; Harold Cardinal’s “A Canadian: What the Hell It’s All About” and Duke Redbird’s “We Are Métis” for persuasive essays; and Martin Martin’s “We, the Inuit, Are Changing” and Susan Martin’s “When I Was a Child” for short narratives. Students discuss concepts related to Aboriginal identity from their readings using the question: Who Am I? as a starting point. They record the concepts in notebooks for referral and additions during the unit.

7. Review forms of writing, intended audience, and conventions used with class.

8. Have students choose one of these forms to develop (a) a poem that identifies their perceptions of Aboriginal identity, (b) a persuasive essay that argues for their image of Aboriginal identity, or (c) a short narrative highlighting the changes Aboriginal people have been a part of, told in the first person.

9. Discuss reasons for revising drafts. Examine reasons for clarity of expression and refining voice in detail. Distribute checklist for revising drafts.

10. In pairs, students collaboratively revise their written work, paying specific attention to clarity of expression and refining voice, using checklist for revising drafts.

Assessment & Evaluation of Student Achievement

Assessment/evaluation includes:

· diagnostic assessment of whole class interactions for Communication by teacher using anecdotal comments;

· diagnostic assessment of small group interactions for Communication by teacher using anecdotal comments;

· diagnostic assessment of poem, persuasive essay, or short narrative for Knowledge/Understanding and Communication by teacher using concepts rubric and checklist for revising drafts;

· formative assessment of poem, persuasive essay, or short narrative for communication by peers

Accommodations

Student achievement in communication may be demonstrated in large groups, small groups, pairs, or individually, depending on the comfort level of the student. In addition, students with exceptional needs may choose their preferred writing form.

Resources

From Moses, Daniel and Terry Goldie, eds. An Anthology of Canadian Native Literature, 2nd ed.
Don Mills: Oxford University Press, 1998.

Armstrong, Jeannette C. “Indian Woman”, pp. 229-230.

Cardinal, Harold. “A Canadian: What the Hell It’s All About”, pp. 211-217.

Martin, Martin. “We, the Inuit, Are Changing”, pp. 43-45.

Martin, Susan. “When I Was a Child”, pp. 52-53.

Redbird, Duke. “I am a Canadian”, pp. 120-128.

Redbird, Duke from. “We Are Métis”, pp. 120-128.

Taylor, Drew Hayden. “Pretty Like a White Boy: The Adventures of a Blue Eyed Ojibway”,
pp. 436-439.

Internet

http://www.kstrom.net/isk/books/amazonlinks/fiction.html

http://falcon.jmu.edu/~ramseyil/native.htm

http://www.cynthialeitichsmith.com/nativebooksb.htm

Activity 2: Aboriginal Identities in Music

Time: 120 minutes

Description

In this activity, students are introduced to Aboriginal voices found in media works. The media works focus on audio materials by Aboriginal and non-Aboriginal creators.

Strand(s) & Learning Expectations

Strand(s): Identity, Writing

Overall Expectations

IDV.04 - analyse images in media works related to Aboriginal identity;

WRV.03 - use a variety of organizational structures and patterns to produce coherent and
effective written work.

Specific Expectations

ID3.01 - describe the aspects of Aboriginal identity that reflect Aboriginal world views as found in the media works;

ID3.02 - compare the images of Aboriginal identity portrayed in media works by both Aboriginal and non-Aboriginal creators;

WR1.02 - organize and analyse information, ideas, and sources to suit specific forms and purposes for writing.

Prior Knowledge & Skills

Students should be familiar with generating ideas and gathering information from the Internet. In addition, they should have developed thinking/inquiry and application skills from The Ontario Curriculum, Grades 9 and 10, English.

Planning Notes

Teachers should:

· research prominent Aboriginal musicians and artists;

· ensure that recorded materials (CDs) are available.

Teaching/Learning Strategies

1. Review the previous day’s work.

2. Explain that Aboriginal people have become prominent in areas other than literature; their voices can be heard in a variety of media works. Ask: Who are some of the Aboriginal musicians you are familiar with? List them on the board.

3. Ask students if they are familiar with films, videos, or television programs created by Aboriginal people. List them on the board.

4. Play various selections of the Robbie Robertson and the Red Road Ensemble CD. Ask the following: What aspects of this music reflect Aboriginal world views? Continue activity with music from Susan Aglukark and Wapistan.

5. As a class, have students group information and ideas to describe key concepts.

6. In small groups, students (a) visit websites to gather lyrics by other Aboriginal musicians that present images of Aboriginal world views or (b) create a lyric that presents their image of Aboriginal
world views.

7. Students orally present their findings to other groups.

8. Ask students if they are aware of images of Aboriginal people created in media works by non-Aboriginal people. Mention that images of Aboriginal people have been created in media works by non-Aboriginals. Play “Indian Sunset” from the Elton John CD (note that Bernie Taupin, the lyricist, and Elton John had no personal contact with Aboriginal people when this was written) or play “White Man” from the Queen CD. Ask the following: Where would these Englishmen obtain
these images?

9. Discuss differences and similarities between Elton John’s images of Aboriginal identity and those of Aboriginal creators as presented earlier by students.

10. Students individually compare and contrast images of Aboriginal identity by both Aboriginal creators and non-Aboriginal creators.

Assessment & Evaluation of Student Achievement

Assessment/evaluation includes:

· formative assessment of lyric collection or lyric on images of Aboriginal world views, for application by peers using anecdotal comments;

· formative assessment of chart comparing and contrasting image of Aboriginal identity by Aboriginals and non-Aboriginals, for thinking/inquiry by teacher using marking scheme.

Accommodations

Student achievement in communication may be demonstrated either orally or in written form depending on the needs of the student. In addition, students with exceptional needs may wish to demonstrate knowledge/understanding through visual presentations.

Resources

Audio-Visual

Aglukark, Susan. “Shamaya” “O Siem” “Dreams for You” in This Child. Mississauga, ON: EMI, 1995.

John, Elton. “Indian Sunset” in Madman Across the Water. Willowdale, ON: MCA Records, 1972.

Queen. “White Man” in A Day at the Races. Scarborough, ON: Elektra, 1976.

Robertson, Robbie and the Red Road Ensemble. “Golden Feather” “Akua Tuta” “Words of Fire, Deed of Blood” “Ancestor Song” in Music For The Native Americans. Mississauga, ON: Capitol, 1994.

Wapistan. “Born Again Pagan” “Anishinabe Child” “Turtle Island” “Mushkeego” “Time to Get Together” in Message. Sioux Lookout, ON: First Nations Music Inc., 1995.

Internet

http://member.tripod.com/nativemuscianlinks/

Activity 3: Aboriginal Identities in Media

Time: 180 minutes

Description

Students continue to explore Aboriginal voices found in media works. The media works include audio materials but focus on video materials that deal with images of Aboriginal identity. As an example, students examine the changing quality of life of the Innu people.

Strand(s) & Learning Expectations

Strand(s): Identity, Writing

Overall Expectations

IDV.04 - analyse images in media works related to Aboriginal identity;

WRV.01 - use a variety of print and electronic primary and secondary sources to gather and assess information and develop ideas for writing;

WRV.03 - use a variety of organizational structures and patterns to produce coherent and effective written work.

Specific Expectations

ID3.02 - compare the images of Aboriginal identity portrayed in media works by both Aboriginal and non-Aboriginal creators;

ID3.03 - analyse the changing quality of life of Aboriginal communities;

WR2.02 - select and use an appropriate form of writing to produce written work for an intended audience and purpose;

WR3.03 - use organizational patterns such as classification, definition, and illustration to present information and ideas in essays, and summaries.

Prior Knowledge & Skills

Students should be familiar with organizing their ideas and information and choosing the appropriate form of writing to suit the purpose and audience. In addition, they should have developed knowledge and understanding from the Grade 10 course “Aboriginal Peoples in Canada” and communication skills from The Ontario Curriculum, Grades 9 and 10, English.

Planning Notes

Teachers should:

· ensure that recorded materials (CDs and videos) are available;

· confirm the availability of current and back issues of magazines and newspapers in the Library/Resource Centre.

Teaching/Learning Strategies

1. Review the previous day’s work.

2. Show portions of John Paskievich video. Ask students the following: Where did the Czechs in this film obtain these images of Aboriginal identity? How realistic are they with regard to the lives of Aboriginal people today? What’s your reaction to these Europeans adopting Aboriginal traditions?

3. Have students prepare a report about being Aboriginal, designed for a reader in another country, using language conventions checklist.

4. Students present their reports orally to the whole class.

5. Explain that culture, the way of life, changes with time. Play “Nikanish/My People” from Kashtin CD so that students get a feel for the language. Read CD liner note for this song so that students receive information about the culture.

6. Show John Walker video.

7. Have students recall the most recent news from Davis Inlet and ask: How has the quality of life for the Innu changed? What factors are responsible for this change? What can be done to restore a positive Aboriginal identity to the Innu?

8. Have students research the changing quality of life in Innu communities through magazine articles, newspaper clippings, or websites from Aboriginal and non-Aboriginal sources. Then summarize information according to source and perspective based on the questions in step 7.

Assessment & Evaluation of Student Achievement

Assessment/evaluation includes:

· report about being an Aboriginal person, for a reader in another country using checklist listing grammar and usage, spelling, and punctuation conventions;

· summary of information on changing Innu quality of life, for knowledge/understanding by teacher using rubric.

Accommodations

Student achievement in communication may be demonstrated either orally or in written form depending on the needs of the student. In addition, students with exceptional needs may demonstrate knowledge and understanding through visual presentations.

Resources

Windspeaker, The First Perspective, Wawatay, Tekawennake, Anishnabek News, Turtle Island News, MacLean’s, The Toronto Star, The Globe and Mail, and The National Post.

Audio-Visual

Kashtin. “Nikanish/My People” in Innu. Pointe-Claire, QC: Trans-Canada Distribution, 1991.

Paskievich, John. If Only I Were An Indian. Montreal, QC: National Film Board of Canada, 81 min. C9195 050/EC009, p. 45, 1996.

Walker, John. Place of the Boss: Utshimassits. Montreal, QC: National Film Board of Canada, 49 min. C9199 066/EC009, p. 69, 1996.

Internet

www.ammsa.com/windspeaker	www.anishinabek.ca/news/
www.macleans.ca	www.nationalpost.com
www.perspective.ca	www.tekanews.com
www.theglobeandmail.com	www.thestar.com
www.turtleisland.news.on.ca/	www.wawatay.on.ca

Activity 4: Aboriginal Identities in the Oral Tradition

Time: 120 minutes

Description

In this activity, students are introduced to the use of oral traditions as themes in the works of various Aboriginal writers. They examine these themes with reference to the oral traditions of the past and create their own contemporary works.

Strand(s) & Learning Expectations

Strand(s): Identity, Writing

Overall Expectations

IDV.02 - analyse and assess information, ideas, issues, and language as they pertain to Aboriginal identity in a variety of informational writings and Aboriginal literary works;

Specific Expectations

ID2.02 - demonstrate an understanding of the use of oral traditions as themes in the works of various Aboriginal writers;

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

Prior Knowledge & Skills

Students should be familiar with editing and proofreading their own and others’ writing. In addition, they should have developed knowledge/understanding from the Grade 10 course “Aboriginal Peoples in Canada” and communication skills from The Ontario Curriculum, Grades 9 and 10, English.

Planning Notes

Teachers should:

· review editing/proofreading processes and requirements for grammar, usage, spelling, and punctuation;

· obtain several Trickster legends from Library/Resource Centre for class reference (e.g., Nanabush, Wasakychak, Coyote, and Raven).

Teaching/Learning Strategies

1. Review the previous day’s work.

2. Ask students if they know any Trickster legends or characters. List examples on the board. Ask the following: What was the reason for these legends or characters in the oral tradition?

3. Read several short Trickster legends to the class from Ella Clark’s “Indian Legends of Canada”.

4. In small groups, students analyse the following pieces of Aboriginal writing for use of characters in their work, e.g., Lenore Keeshig-Tobias’ “Trickster Beyond 1992: Our Relationship”, Thomas King’s “The One About Coyote Going West” and John McLeod’s “The Shivering Tree”. Have students discuss reasons for the use of Trickster themes in these contemporary authors’ writings and record the reasons in notebooks for reference.

5. Students write a short story that updates a Trickster theme to contemporary times (homework).

6. Discuss the importance of editing and proofreading and requirements for grammar, usage, spelling, and punctuation. Examine requirements for grammar, usage, spelling, and punctuation. Distribute checklist for editing and proofreading.

7. In pairs, students collaboratively revise their written work, paying specific attention to requirements for grammar, usage, spelling, and punctuation.

Assessment & Evaluation of Student Achievement

Assessment/evaluation includes:

· formative assessment of small-group interactions for communication by teacher using anecdotal comments;

· diagnostic assessment of short story, for knowledge/understanding and communication by teacher using oral traditions rubric and checklist for editing, proofreading, and requirements for grammar, usage, spelling, and punctuation and for communication by peers.

Accommodations

Students with exceptional needs may, in conjunction with the teacher, choose the requirements for grammar, usage, spelling, and punctuation for achievement in communication.

Resources

Clark, Ella. Indian Legends of Canada. Toronto: McClelland and Stewart, 1981 (reprint),
pp. 5-18, 27-31.

Keeshig-Tobias, Lenore. “Trickster Beyond 1992: Our Relationship” in An Anthology of Canadian Native Literature, 2nd edition. Moses, Daniel and Terry Goldie, eds. Don Mills: Oxford University Press, 1998, pp. 255-267.

King, Thomas. “The One About Coyote Going West” in An Anthology of Canadian Native Literature, 2nd ed. Moses, Daniel and Terry Goldie, eds. Don Mills: Oxford University Press, 1998, pp. 203-210.

McLeod, John. “The Shivering Tree” in An Anthology of Canadian Native Literature, 2nd ed. Moses, Daniel and Terry Goldie, eds. Don Mills: Oxford University Press, 1998, pp. 268-276.

Activity 5: Aboriginal Identities in Drama

Time: 180 minutes

Description

In an opening activity, students choose a line of a poem that impresses them, copy it onto chart paper, and explain the reason for their choice to the class. Students begin journal writing. They must write on four of the five topics presented during the unit. One entry is redrafted and submitted for review. The teacher introduces “Princess Pocahontas and the Blue Spots” to the class, with explanatory notes to clarify content.

Strand(s) & Learning Expectations

Strand(s): Writing, Identity

Overall Expectations

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

IDV.02 - analyse and assess information, ideas, issues, and language as they pertain to Aboriginal identity in a variety of informational writings and Aboriginal literary works.

Specific Expectations

WR1.02 - organize and analyse information, ideas, and sources to suit specific forms and purposes;

WR2.01 - demonstrate an understanding of the uses and conventions of a variety of forms by writing persuasive and literary essays, reviews, short narratives or poems, and summaries;

WR2.02 - select and use an appropriate form of writing to produce written work for an intended audience and purpose;

WR2.03 - analyse the characteristics of literary and informational texts as models of writing for specific purposes and audiences;

WR4.02 - revise drafts to improve clarity of expression;

WR4.03 - revise drafts to refine voice in written work;

WR4.04 - revise drafts to incorporate researched information, ideas, and quotations accurately, ethically, and consistently;

ID1.01 - identify the perceptions of Aboriginal identity expressed by a variety of Aboriginal writers.

Prior Knowledge & Skills

This activity builds on students’ familiarity with the conventions of standard English, in the areas of reading, writing, speaking, and listening, at the Grade 10 Academic level.

Planning Notes

Teachers should:

· choose poems with common themes for introductory activities (e.g., Marilyn Dumont, Jeanette C. Armstrong). Have students choose one line of a poem and ask “What made you choose this line?”;

· prepare a list of journal topics to use throughout the unit (e.g., recall a time when you felt like you wanted to look like someone else; recall a time when you could not remember something, recall a time when you remembered something you had forgotten);

· prepare summary of “Pocahontas and the Blue Spots,” focusing on the themes to be highlighted (e.g., how identity is established between men and women, in relationship to settlers, to parents and children, to other Native groups, and to Canadian society and institutions especially church and school). Be sensitive to the use of language in this play. The play is a satire and uses words and situations normally derogatory of Aboriginal in order to make a point about non-native perceptions of Aboriginals;

· prepare to model how to ask clarifying questions and how to write a summary;

· clarify author’s use of literary conventions to emphasize sense of the absurd and to force audience to question what is “real” (asides, imagery, spectacle). Note: In order to highlight preconceived ideas about what being “Indian” is and what being a Native woman is, Aboriginal author Monique Mojica parallels the commercialized packaging of women in beauty pagents with the clichéd perceptions some have of Aboriginals. The language, therefore, is purposely ironic. Teachers need to ensure that students understand this, and are not offended by the portrayal;

· find examples of music used in the play (e.g., scene from the movie Rose Marie, Hollywood tom tom music);

· make contact with stage people (e.g., lighting, costume, or sound people) for in-class presentations or field trips;

· have students bring items from home that have personal meaning, for the next writing activity;

· prepare a rubric for the culminating activity (teach a 15-minute lesson, dramatic interpretation).

Teaching/Learning Strategies

1. Students make links between their reasons for choosing a poem and author’s reasons for writing the poem and extend this to other works studied in the course.

2. Students write a content test to assist reading comprehension (large group).

3. Through direct instruction, the teacher models how to ask clarifying questions and compose a summary.

Assessment & Evaluation of Student Achievement

· Students explain their personal criteria for their poetry selection in the introduction activity.

· Students participate in large-group activities and contribute to classroom discussions.

· Students are assessed (ongoing) on their use of the writing process (drafts) and insight in their journal.

Accommodations

· The “Princess Pocahontas and the Blue Spots” excerpt provided in the text may require concise explanation of the images and icons of the set and costumes. This can be done through content test questions and scene blocking. The teacher can choose to focus on the Pocahontas story in class and assign the other legends for extended, independent study (e.g., Women of the Puna, “Amanda” guerrilleras, Malinche).

· The activities can be tailored to suit individual needs with regard to time spent on each one. For enrichment, students could spend one period on a creative writing activity (e.g., write a scene chosen by the teacher which does not exist in the play); create a costume portfolio; create a detailed replica of the set and props to be presented to the class; or analyse an excerpt from the play which is not included in the anthology.

· Advanced students could also work on preparing visuals (posters, illustrations, etc.) that reflect the themes related to identity.

Resources

Mojica, M. “Princess Pocahontas and the Blue Spots” (1995), in An Anthology of Canadian Native Literature in English, 2nd ed. Moses, D. and T. Goldie, eds. Don Mills: Oxford University Press, 1998.

Video

Disney’s Pocahontas

Pocahontas the Legend

Internet

Native American Women Playwrights Archive – http://staff.lib.muohio.edu/nawpa/Mojica.html

Synopsis by J. Barnett – http://staff.lib.muohio.edu/nawpa/mojicaprincesssyn.html

Activity 6: Research

Time: 120 minutes

Description

Students work in small groups to brainstorm what they know about “Pocahontas”. Groups reconvene to present their data to the class. This could be complemented with an examination of the Disney version and other video versions of the story. Students work together in small groups to research using the Internet. Students print three articles on a selected author or theme from the course (e.g., the Pocahontas legend). Article selection is based on whether it is useful in an academic study of the play. The articles are collected in a binder and kept as a classroom resource. Students learn to develop a correctly worded reference page. They also create a classroom chart to compare the legend along a spectrum from “Indian Princess” to a more accurate account of her life as “Matoaka.”

Strand(s) & Learning Expectations

Strand(s): Writing, Identity

Overall Expectations

IDV.04 - analyse images in media works related to Aboriginal identity.

Specific Expectations

WR1.04 - evaluate information and ideas to determine whether they are reliable, current, sufficient, and relevant to the purpose and audience;

WR5.01 - cite researched information, ideas, and quotations according to acceptable research methodology;

ID1.03 - explain social and historical values and perspectives on Aboriginal identity, based on examples from Aboriginal literature;

ID3.02 - compare the images of Aboriginal identity portrayed in media works by both Aboriginal and non-Aboriginal creators;

Prior Knowledge & Skills

Students demonstrate their skills in reading comprehension, thought organization, and independent study. Students should also have some experience navigating the Internet.

Planning Notes

Teachers should:

· pre-select Internet addresses and supplementary articles to model appropriate article selection;

· supplement the classroom binder with other articles to demonstrate how it would be useful in a study of the author or genre;

· prepare a list of quotes from the play; students guess which character is being quoted, Princess B or Lady Rebecca, launching a discussion of identity and recording keywords that occur.

Teaching/Learning Strategies

1. Students brainstorm, record, and report on their findings.

2. Students read independently for comprehension.

3. Provide direct instruction to be sure students are clear on what is happening in the selection.

4. Students use independent research skills and analytical thinking skills for article selection.

Assessment & Evaluation of Student Achievement

· Article selection criteria to be developed in class.

· Pocahontas chart developed as a large group activity.

Accommodations

Pre-select the articles for each group to analyse in cooperative learning groups. Roles in groups can be assigned according to strengths and abilities. The emphasis on the character chart/sketch could be expanded to include more video versions of the story by individual students who are working ahead of the groups.

Resources

Penner, Lucille R. The True Story of Pocahontas. Toronto: Random House of Canada Ltd., 1994.
ISBN 0-679-96166-6

Internet

Maio, K. Pocahontas: Disney does it (to us) again – www.mit.edu/activities/thistle/v9/9,09/8pocahontas.html

Pocahontas – www.encylopedia.com/articles/10315.html

Activity 7: Images and Symbol

Time: 180 minutes

Description

Students are introduced to the concepts of image and symbol as they relate to perceptions of “an Aboriginal world view.” Students begin with a creative writing activity. Students define concrete as knowable through the senses and abstract as not knowable through the senses. Students identify five concrete images in “Princess Pocahontas and the Blue Spots” and analyse the symbolic significance of a passage.

Strand(s) & Learning Expectations

Strand(s): Writing, Identity

Overall Expectations

WRV.03 - use a variety of organizational structures and patterns to produce coherent and effective written work;

IDV.03 - demonstrate an understanding of how the different forms and styles used in Aboriginal literary works reflect Aboriginal identity.

Specific Expectations

WR1.03 - formulate and refine a hypothesis, using information and ideas from prior knowledge and research;

ID2.01 - analyse how Aboriginal writers reveal identity through their use of language.

Prior Knowledge & Skills

Students build on their analysis and understanding of the play up to this point. They also expand their skill at identifying author’s use of literary conventions for specific purposes.

Planning Notes

Teachers should:

· prepare the classroom for the introductory writing activity in which students examine the items brought in from home (e.g., music and lighting);

· prepare a lecture on Image and Symbol, incorporating examples from the play;

· prepare a sample thesis paragraph development;

· create a chart to record recurring images as they occur during class lectures and discussions (e.g., use a sensory wheel divided into five sections and record each image under the appropriate heading);

· make contacts to see if a play will be staged in the area, one of the authors is going to be in the neighbourhood, or any other real world link you can come up with.

Teaching/Learning Strategies

1. Creative writing based on sensory imagery and personal responses.

· Students sit in a circle and examine the objects from home using their five senses. Students write in any form about at least five of the objects; time is provided in class with remainder assigned for homework due the next day.

2. Direct instruction on how the author uses imagery.

· Students brainstorm experiences that are abstract. Fear is an example; it cannot be touched, tasted heard, smelled, or seen. The image is always concrete, e.g., corn nuts in a plastic bag can be heard, smelled, touched, tasted, and seen. The symbol is the abstract (e.g., heart shape is symbol of love).

· Students brainstorm a list of concrete images from the play and decide if they are knowable through the senses; they choose five of these images which are (stereo)typically associated with a “Native world views”.

· Students examine the scene in which Princess B wins the pageant and is given her “bouquet” and “crowned” Ask: What picture is created in your imagination by these words? They write a symbolic analysis of the images in this passage. (Explain how Mojica turns these usual images (e.g., corn) upside down. She exaggerates them and makes them absurd forcing the audience to question them. Why does she do this?)

3. Provide direct instruction and questioning until satisfied that the concepts of Image and Symbol are understood.

4. Model construction of a thesis paragraph.

· Review with students a sample thesis paragraph development.

Assessment & Evaluation of Student Achievement

· Self-evaluation checklists

· (Does my product include at least five of the objects explored in the introductory activity? Did I use all of the five senses to describe these objects?)

· (Did I find five concrete images in the play? Is each one knowable through the five senses?)

· (Does my thesis paragraph include each of the five components? e.g., introduction, thesis statement, three supporting statements)

· Direct observation. (Does each student understand the relationship between image and symbol? Are they able to compose a thesis statement with assistance?)

Accommodations

· An alternate route to thesis development is a class-generated script developed from the introductory activity (improvisation).

· For extra study, students could begin a collection of found “Indian” images (e.g., company and sports logos, clothing lines, children’s picture books) and examine the impact on identity formation.

· If students are making the connection between image and symbol with ease, they can explore the author’s use of dramatic and literary conventions on their own. Have them move from the thesis paragraph (consisting of introduction, thesis statement, three supporting statements) to an outline for the essay. (Identify key words in your thesis. How will you divide your thesis into five paragraphs? Write a topic sentence for each paragraph -- try for five of them!).

Resources

Internet

Imagery Lesson Plans - volweb.utk.edu/Schools/bedford/harrisms/imagery.htm

Introductory Writing Activities - ww.angelfire.com/ok/freshenglish/englishnetadventures.html

Activity 8: Acting Out

Time: 360 minutes

Description

Building on the large-group examination of “Princess Pocahontas and the Blue Spots,” students read “Moonlodge” by Margo Kane independently and write a summary using the teacher’s model. Students develop content test questions for their peers. Students may choose to perform a dramatic re-enactment or teach a class of approximately thirty minutes on a selection chosen by the teacher.

Strand(s) & Learning Expectations

Strand(s): Writing, Identity

Overall Expectations

IDV.01 - describe the concepts related to identity in Aboriginal literary works;

IDV.02 - analyse and assess information, ideas, issues, and language as they pertain to Aboriginal identity in a variety of informational writings and Aboriginal literary works;

WRV.01 - use a variety of print and electronic primary and secondary sources to gather and assess information and develop ideas for writing;

WRV.02 - select and use appropriate writing forms for intended purposes and audiences, focusing on essays, narratives, or poems;

WRV.03 - use a variety of organizational structures and patterns to produce coherent and effective written work;

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

Specific Expectations

WR1.02 - organize and analyse information, ideas, and sources to suit specific forms and purposes for writing;

WR1.03 - formulate and refine a hypothesis, using information and ideas from prior knowledge and research;

WR1.04 - evaluate information and ideas to determine whether they are reliable, current, sufficient, and relevant to the purpose and audience;

WR2.03 - analyse the characteristics of literary and informational texts as models of writing for specific purposes and audiences;

WR2.04 - select and use a level of language and a voice appropriate to the specific purpose and intended audience for a piece of writing;

WR3.01 - apply knowledge of essay structure to organize short essays or critiques, using (a) an introduction that engages the reader’s interest, introduces the thesis or controlling idea, and previews the organization or content of the essay; (b) a body that develops ideas logically and coherently and incorporates well-chosen, relevant evidence to support each idea; (c) a conclusion that follows logically from the thesis and ideas developed in the body, summarizes the key points and organization in the body, and makes a thoughtful generalization related to the controlling idea;

WR3.02 - select and use appropriate organizational devices and patterns to structure short stories, poems, and multimedia presentations;

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

Grammar and Usage

- use parts of speech correctly and in a consistent manner in writing;

- communicate complex ideas using a variety of sentence structures;

- use reflexive pronouns correctly;

- use verb tenses appropriately and correctly;

- use active and passive verb voice effectively to suit purpose and audience;

- use parallel structures correctly and for rhetorical effect;

- recognize and correct grammar and usage errors in their own and others’ writing;

- show an understanding that grammar may be used unconventionally for a particular effect in some forms of writing (e.g., in advertising, poetry, and for characterization in fiction and drama).

Spelling

- demonstrate an understanding of a wide range of spelling patterns, rules, and strategies by recognizing and correcting their own and others’ spelling errors;

- spell correctly specific historical, academic, and literary terms used in course materials;

- use a variety of print and electronic resources to flag possible errors and improve spelling.

Punctuation

- use punctuation correctly and thoughtfully to stress a word or words at the beginning or end of a sentence, to signal shifts in tone and mood in narrative, and to indicate levels of formality;

- use commas around words in apposition;

- introduce and punctuate long quotations correctly in the body of an essay;

ID1.02 - assess Aboriginal writers depictions of Aboriginal identity that have resulted from interactions with Canadian society;

ID1.04 - compare Aboriginal writers’ expressions of identity;

ID2.02 - demonstrate an understanding of the use of certain oral traditions as themes in the works of various Aboriginal writers;

ID2.03 - explain how literature provides telling insights into the character and ways of a people (e.g., the creation stories from several Aboriginal communities, such as the Sky Woman story in Iroquoian tradition and Raven’s story from the West Coast).

Prior Knowledge & Skills

Students build on the knowledge and skills developed in previous activities.

Planning Notes

Teachers should:

· prepare some content test questions, if students are having difficulty;

· display themes developed throughout the unit in the classroom for visual reference;

· be prepared to help students block the scene they will be performing and locate suitable props;

· ensure students re-read the selection they will be lecturing on at least five times, making notes on important passages, asking about anything not understood, answering all questions pertaining to their passage, and research using the Internet.

Teaching/Learning Strategies

1. Students work on independent reading and comprehension.

2. Students independently research using the Internet.

3. Students create small-group reports and presentations and perform dramatic interpretations.

Assessment & Evaluation of Student Achievement

Each oral report is formatively peer and teacher assessed, based on rubric developed in class. (Did the lecture answer all questions? (pace, timing) Was the lecture clearly organized? (effective introduction, use of board, overhead, handouts, within time limits). Were the voices clearly heard? (read selections from text well, loud enough, good pauses, projection, clear enunciation) Were the voices expressive and interesting to listen to? (eye contact, strong, confident, enthusiastic, audience response, humour, poise, presence, effective body language, and gestures) Is the lecture supported by reference to the text? Did the lecture extend ideas outside of the text?

Accommodations

Students may work in groups to present their lecture, or they can work independently. Teachers may choose to omit the sight passage and focus solely on preparing presentations, i.e., chunking activities and deadlines (write five content test questions, read passage several times, write down questions, circle words you don’t understand).

Resources

Kane, Margo. “Moonlodge” in An Anthology of Canadian Native Literature in English, 2nd ed. Moses, D. and T. Goldie, eds. Don Mills: Oxford University Press, 1998.

Websites

www.fullcircle.bc.ca/Margo_Kane_p.htm

www.banffcentre.ab.ca/Aboriginal_Arts/villages.wv1998/abmmwksp.fullcircle.Default.asp

MargoKane@telus.net

Appendix 1

Sample Content Test for “Princess Pocahontas and the Blue Spots”: Identity – Activity 2

How many North American Indian Beauty Pageants have been held previously?

Where does Princess Buttered-on-Both-Sides make her home?

List as many references to corn as you can find on p. 378 and describe how the image appears in the play.

What does Princess B do for the talent portion of the pageant? What is she wearing?

Who has a voice like God?

What words are used to describe Pocahontas?

What word is used to describe Powhatan?

Pocahontas is described as a “maiden”. What connotations come with the word “maiden”? How does this differ from the description of Pocahontas and the “Indian girls” on p. 381?

Provide an explanation of the speech on p. 381 that begins “You did promise Powhatan that what was yours should be his.” What words are used to describe the relationship between Captain John Smith and Lady Rebecca?

Who claimed Pocahontas for his bride?

What is the sacred plant?

Lady Rebecca fits her neck and wrists into the collar and cuffs of the gilded portrait frame (prop/costume change) that contains her Elizabethan clothes while she talks about her conversion to Christianity. What does the stage prop remind you of? What is sacred to her now?

How long was Pocahontas in Jamestown before her conversion and marriage? What reasons does she give for her conversion and marriage?

(transition)

Where does the cigar store squaw stand?

What did she want people to bring her? What did they bring her instead?

Who does she want to be? What does she want to look like?

What is she presented with when she wins the pageant?

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