Lesson 52

 We talked current events:

• Heiltsuk asking for RCMP engagement
• Residential school denialism in politics
• Today's apology to Inuit families impacted by Dundas Harbour relocations

We also talked about the Metis  - scrip - and road allowances:

• Some history
• Jesse Thistle's family story
• Episode of "Ureserved" on the Metis - Jesse comes in at the 22 minute mark, but there is lots of good info in the opening section.

We have completed the reading of the first chapter - Those who missed today's reading, and do not have access to a text outside of school, will need to pop in during Monday's tutorial to catch up!

 

 

Lesson 51

 We opened today's class with a number of current events/issues, and big ideas:

• What does "woke" even mean, and where does the term come from?
• Language, people, and libraries (safe public spaces) need protecting.
• Joy and hope as means to resist oppression
• Buffy Saint Marie's Order of Canada being rescinded
• The renaming of Denali (and implications of place names in terms or recognition/value/history)
• The odd ways in which Indigenous claims to land are both acknowledged, then undermined by translation

We discussed climate change, and the geography/population centres of Ontario (even looked at a map) before reading the first few pages of the text.

Students read through to the middle of page 7, and came up with one question about the text so far.

Students have a booklet of character names - they are to take notes on characters as we read - these will be collected twice this unit

Keywords: Oneirology, truancy, and marrow

No homework.

 

Lesson 50

 

Students finished up the final touches on their TADR posters, before doing a gallery walk and handing in the work.

We looked at a series of articles/locations/ideas/current events:

• Where? Here.
• Imagery/dehumanization 
• Current issue/outcome 
• Haida Gwaii title
• Funding for grave search
• Jordan's Principle narrowing - ethics  

We also discussed the stories that we're not told - what was legal vs. what was ethical only a short time ago.

We started to discuss our novel.

Anyone who would like to have a copy at home to work with will need to pick one up somewhere!

No homework!

Lesson 49

 

First block was a little discombobulated as we lost power - but we powered through!

Ms. Clay came up to discuss course programing, and we adjusted in terms of lighting/project work/discussion.

We briefly looked at this recent ruling, but will continue other work on Friday.

Projects are due at the beginning of Friday's class.

Lesson 48

Today was a work block!

Wednesday, we will start something new.

Projects are due by the beginning of class on Friday, the 21st.

Lesson 47

 

Students looked at a variety of examples of Dreamer's Rock  projects, and received the rubric for that work. 

Students had the block to work, and they will have next block to do the same.

Next week, Day 1 students do not have class until Wednesday. They will not have that block to work on the assignment, as we are beginning our class novel work, but the assignment is not due until Friday, February 21st.

 

Lesson 46

We opened class with a chat about a clip from The Late Show, and a discussion about language and access to information.

We also looked at the following regarding the control of language in order to control the people:

• Grant proposal shock
• National Science Foundation issue
• Word/Decision tree for science funding allocation - and 1984 allusion
  
• quote  attributed to the prominent German pastor Martin Niemöller - about standing up for others.
  

We briefly discussed this article about the Jay Treaty, and the redefinition of citizenship.

We linked this post from  Dallas Goldtooth, to both Niemoller's passage, and the Jay Treaty and the play we have been working with.

In groups, students raced to find as many quotations related to the three time periods outlined in the play as possible, as per the following instructions:

Find multiple quotations, at least 2, but hopefully more, for each of the time periods our characters come from (1500's, 1980's and 2090's) that cover all of what setting is about -->Time/Place/Society/Tone/Mood/Feeling -- These Quotations can describe the space, but they can also be bits of conversations that reveal things about setting.  PLEASE write down the quotation, and note the speaker, page number, and time period it represents.

At the end of the race, the group with the greatest number of quotations (on everyone's sheets) won a little prize.

Students received the project piece for this unit - they will have two blocks to work on the project, and will receive the rubric for it next class. 

 

Lesson 45

 Missed by Block 8, due to the snow day!

Students read their personal novels for the last time (as far as class goes)  - We'll bring back personal novel after our novel unit.

We finished the play!

Students worked in groups to create a theme web for the play - everyone should have created their own copy.

Words may include:

 Students continued to pull quotations from the text - two+ describing each of the time periods in the text. We will continue this work next class, but those who were not present today should come to  tutorial to catch up before their next block of English.