Final poem!!!

Today we did a poetry terms quizzzzzz, then students shared their found and shape poems.

We discussed what an ODE really is, and looked at a variety of examples:

• A Classical ode
• Ode as a veiled critique, but still embodying praise
• Ode as a modern celebration of simple/humble things - as they are great
• Tips for writing an ode

Today's poem is an Ode. As per the links above, there is no specific expectation around the poem, other than it use poetic devices, praise something (or a group of related things), and be 20+ lines long (Odes can be VERY long pieces, so this is a minimum, not a maximum requirement).  

Lesson 77

 

Students shared some remarkable poems today! Truly - It was really exciting to listen to what they created - fabulous.

A reminder to BRING A NOVEL to our Monday class:)

S students watched Shayne Koyczan's piece, "To This Day" 

They also listened to Barabara Adler's "In the Time Before."

We looked at a number of poetic devices, and discussed what made the poems flow, and what helped with impact. 

HMWRK: Create a 12+ line spoken word poem (no maximum). Give it a title. Use enjambment and rhyme for sure, and feel free to use any other devices that come to mind. 

Possible topic (only for those who feel stuck): Things which are both ordinary and extraordinary at once.

Lesson 75

 Today we got reacquainted, after my extended absence - students let me know how their writing week has gone (for many, they are right on track). Any folks who are not caught up should come in on Monday for tutorial to finish the work.

Students played around with parts of speech - trying on different kinds of words to make silly sentences in groups (and get their poetry noodles noodling).

We watched this TED Talk, featuring Sarah Kay - up to the 11:30 mark

 HMWRK: Write a list of 10 things you know to be true.

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.

Lesson 50

 Today we talked about the Christmas Bureau - fundraising has fallen to p.1 classes - no obligation.

We went over "Magic Words" and looked at what might belong in a chapter summary (key events, symbols, big ideas, thematic connections, literary devices etc.)

Students will hand in their character notes for the first time tomorrow, so they should be sure to be up-to-date.

HMWRK: Notes need to be up-to-date all the way to the end of "Haunted in the Bush," which students would do well to re-read.

Lesson 49

 Today we discussed two separate videos - one Metis culture, and another on the concept of dystopia

We also read "Magic Words"

HMWRK - students should be up-to-date on character notes, which will be collected Thursday.

Lesson 48

 Today we read to the end of "Story: Part 1"

Students discussed climate change, the appropriate age for children to find out about the darker aspects of humanity, and the dangers of  portraying the ol' "two sides to every story" (as it sometimes implies expert opinion is 50/50 - as per this piece on climate change)

We sought to connect the world of the novel to our own, and looked to where those worlds diverge...

HMWRK: Students should have an ongoing set of notes for characters as they appear in the text. These notes should include physical descriptions and information about the pasts of the characters - Most importantly, notes should include quotations WITH PAGE NUMBERS that illustrate what characters are like as people. This may be direct description, or their conversations with others, or actions that illustrate particular qualities. These notes will be collected, twice, and they will be foundational for future writing. 

Lesson 47

 We read personal novels for the last time (until the unit is finished) and then read up to page 22.

Students also learned about the family history of Jesse Thistle and  the history of Road Allowances - in order to situate the work. Within this discussion, as per Jesse's work, we challenged the term "squatting."

HMWRK - complete character notes to the end of the chapter "The Fire."

Lesson 46

 We read to the end of the first chapter ("Frienchie's Coming-to Story") - students are to take notes on each of the characters as they arise - as per class instruction

Students handed in some wonderful work on TADR today, and I look forward to assessing it over the weekend.

Lesson 45

 Students completed a brief worksheet on "Words Often Confused" - it can be picked up from the green bin in the room.

After a discussion about climate change and personal connections to the changes in  our world, we began reading The Marrow Thieves - We read up to the break on page 7. 

HMWRK: Go back and take notes on all of the different characters we met today - write down quotations for them, and page numbers.

Leave lots of space for Frenchie and Miigwans, a medium amount of space for Dad and Isaac, and just a little space for Mitch, Mom, and Recruiters.

Lessons 41-44

 Students finished reading our class play, and have spent the last few blocks working on the accompanying project. Wednesday last week was to be a work block for them, but they ended up having a presentation from the NVRec Volunteer coordinator, so we agreed to extend the project deadline.

Students had today to work on the project, which is due on Thursday. No further class time will be allotted to this work.

Students signed out a copy of the class novel, and we will begin work with it tomorrow. 

It is strongly recommended that students not read ahead in the novel - re-reading is more beneficial to their understanding of the work. I will read most of the work aloud to them, so engagement will be an issue, as will spoilers, if folks read ahead.

lesson 40

 Students did an apostrophe quiz and read their personal novels, before we set about work on their project for TADR - They will receive a rubric tomorrow, and have blocks of time to work over the next two days (during which they will also receive their interim standing on the proficiency scale.

Lesson 39

Students  read their personal novels to begin today's class.

In groups, students brainstormed theme words for TADR

Students received the assignment for the upcoming project - rubric to follow

BRING MATERIALS TO WORK WITH