Students spent most of the block working in groups on the theme webs we began last class.
While they worked very hard on this, groups clearly need a bit more time - next class will be split between this work, and an introduction to their upcoming writing work.
We opened the block with thinking about the connections between Alberta separatism efforts, and this news story on a FAKE note sent to homeowners in Britannia Beach. Who profits from fear/division/anger/the inability of neighbours to recognize and hear one another? Students were reminded about the ownership of the National Post, and to always read for biased language, regardless of the source.
Students finished the novel with "Locks Mean Nothing to Ghosts," and we debriefed the chapter.
Students spent the very last part of the block in groups - they began a list of the themes/big ideas present in the text. We will pick up here next day. Those who are not on task will be asked to work separately next class.
No homework.
Students got a quick intro to Brandi Morin, an independent journalist who works with Indigenous communities around the globe, and her pointed post in regard to last week's court ruling on the question of Alberta separatism.
We looked at this update related to Alberta separatism , and just saw this article briefly (in reference to a question asked earlier in the year).
We finished "Kiiwen" and reviewed the chapter. We also took a look at this brief reel related to the tradition of cutting hair during the loss of a loved one.
Many students are doing an excellent job of thinking about the deeper questions being asked during class discussions, and recording thematic connections in their notes. Some students are waiting for others to think/speak for them, and are not pushing to make these connections - this lack of participation may well negatively impact final writing.
We're playing catch up a bit.
Students received their note packages for a second time.
We looked at:
Students read "Lost and Found and Lost."
We ended the block with a bit of note-taking time.
Students watched a video on the Mooshide Campaign, and we talked a bit about how much they already understand regarding its importance.
We talked about an Insta post showing Indigenous inspiration/story/symbol use in Star Wars (big thematic connections. This has been covered in articles since the early 2000's, as it is here on the CBC, and here on the BBC.
We reviewed "Word Arrives in Black."
At the end of the block, students handed in their character notes for a second evaluation.
We opened today's class with answering several questions, and a quick discussion of this article. We connected the content of the article to themes from various texts thus far.
We looked at this Tyee article investigating who is behind much of the residential school denialism in Canada.
We then discussed "The Circle" before reading to the bottom of 196 in "Word Arrives in Black."
Students caught up on notes in the final minutes of the block - we will pick up here next class.
We started the block with some note catch up (this block missed time at the end of their last class).
We continued with a discussion of a number of questions, then reviewed "Loss."
We then read "The Circle."
Students helped me arrange the room to prepare for AP exams, and that was it!
Students spent the first few minutes of class answering some questions we hadn't looked at in a long while.
We watched a short reel from Indigenous Drag Race Canada contestant/influencer/commentator/comedian Chezlazon Leroux - in it, various stereotypes are mentioned, subverted, laughed at...it offered a glimpse into culture, and reminded us that our Danish butter cookie sewing tins are a universal Canadian norm.
We talked, at length, about "The Miracle of Minerva." We talked about the concept of blood memory and the way in which Minerva's capacity to tear down the "middle finger thrown into the sky" (173) might offer hope to those with out money, power, resources...(with this, we returned to the parallel of the gates of Auschwitz and those of school #47E - and the difference between what it took to end the horrors behind them).
Students read "Loss" until the bell - we will pick up there next class.
Kudos to the students who popped into Writing Labs and tutorial mornings to get those extra words on the page, and kudos to those who ha...
