Lesson 66

HOMEWORK: - Finish the novel!

Lesson 65

 Students handed in their character notes a second time.

Read to the end of "Lost and Found and Lost," if you missed class today.

Lesson 64

We talked more about student questions, watched this interview with Jully Black and Cherie Dimaline about the novel  and talked about Indigenous humour on and off the page (via two tiktok videos). We also discussed the Oka Crisis/Resistance and connected some of the images/ideas to the text.

We read a chapter, and students are to read "The Circle" on their own for homework

Reading AND notes for tomorrow! 

 

Lesson 63

 We discussed yesterday's reading,  read "On the Road," and learned about the concepts of the unreliable narrator and flashback.

Students looked at images of jingle skirts - discussed syllabics - and talked about key quotations...what it means to sacrifice oneself  for the future of others...

We listened to an interview with Cherie Dimaline for Canada Reads and listened to an old Pearl Jam song to get a feel for the music of the chapter - and the importance of love, water, and the passion of youth.

HOMEWORK: - Read the chapter "Found," and stay on top of those notes!

Lesson 62

 We continued to talk through a variety of student questions today, before working through another 1.5 chapters (students should have read up to the end of "Rougarou comes Hunting," and have their notes up to date).

I posted a variety of current links/articles etc in the "general " second of our Team - worth a look for the sake of interest.

No additional homework.

Lesson 61

 We talked at length about the chapters recently covered.

Students also discussed the reserve system as a tool of colonization. We also talked about how communities on reserves are present centres of family, culture, and connection - and how folks can now connect to those centres without living on that land full-time (as opposed to being forced to stay within the boundaries, unless issued a pass by a government agent). 

We focused specifically on the ways in which reserve land was often not conducive to survival/traditional ways of life - and have talked in the past about how lands were repeatedly re-appropriated.

We thought about the following questions:

• What qualities make Miig a good leader?
• How is Frenchie changing and growing? What are examples of his coming of age?
• Is Miig right? Are there times when we should keep information to ourselves in order to protect others?
• Explain what different group members think about "The Other Indians."
• Can you explain what would make an individual turn on their friends and neighbours?
• Travis says the cities are to blame for people's bad behaviour - What does he mean by this? Is it a valid reason for poor behaviour?
  

HOMEWORK: Read and complete notes to the top of pg 143

Lesson 60

 HOMEWORK - Students should read the next chapter, "The Other Indians," for homework, and continue their character notes.

David Craik worked through a social/emotional lesson with students - we will continue our novel work on Monday!

Lessons 51-58

 Students have been working their way through The Marrow Thieves, and are doing so very well. They have written a chapter summary, and are staying on top of their character notes as we move forward.

Yesterday, I asked students to finish the final two pages of a chapter for homework - a number did not do so.

Today, we read to the end of "The Potential of Change"  - students should complete notes up to pg 117.

We have also been working our way through a series of anonymously asked questions, in order to dispel myths, racist assumptions, and misunderstandings related to Indigenous folks and policy in Canada - students are very insightful, and their questions are helping everyone to see the world a bit more clearly.