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Residential Schools Literature Circles
- 1. Grand Conversations, Thoughtful Responses: Literature Circles with a focus on residential schools St James Assiniboia Middle/Senior Years Teachers Faye Brownlie October 12, 2017 Slideshare.net/fayebrownlie.residenCal schools lit circles
- 2. There is great success in engaging students with text and conversation using literature circles Literature Circles STUDENTS Within these groupings, choose their own books are never assigned roles read at their own pace engage in conversations keep journals about readings and conversations are taught comprehension strategies
- 3. Day 1: Introduction of book conversations • Model and practice with poems or short texts • Ask the students: “What comes to mind when you read this? SAY SOMETHING.”
- 7. • Present an image to the class • See-think-wonder-feel • In groups, students examine different images and apply the same strategy: see-think-wonder-feel • Students can provide a capCon for their image. • Share images and capCons. • Students write ‘the story behind the pictures’
- 10. Day 1: Start with the books • choose 5 or 6 books with multiple copies • choose books that cover a wide range of reader interest and level of difficulty • choose books that lead to further reading (series, author)
- 11. Day 1: Introduce the books • read an excerpt • describe the kind of reader who might enjoy this • Describe the font, text features etc. including “notice that’s” Start Reading!!! Students choose 2 texts each. (One as a back up)
- 12. Day 2: Meeting with the groups • meet with a group who are reading the same book, while the other students continue reading • students come to the meeting with a brief passage prepared to read aloud • After a student has read, others respond by: SAYING SOMETHING about what they thought.
- 14. Response Logs Generally this is a 10 minute write Students respond in writing twice a week, reacting to their books. Initially students write at the same time, but as the process becomes familiar, most will write when it is appropriate
- 15. Criteria for an effective group discussion: •all voices must be included •everyone must feel included •everyone’s ideas are respected •the discussion should move us to new understandings
- 16. Response Journals ! double-entry journals ! initially, written in class, together ! develop criteria for powerful responses
- 17. Response Logs Create Criteria SHAREWrite in front of the students. Have them analyze your response – what works? Create an initial criteria list from their ‘what works’. Students attempt their first response, following this criteria. Give descriptive feedback on their response. Revise the criteria as needed. Generally this is a 10 minute write Students respond in writing twice a week, reacting to their books. Initially students write at the same time, but as the process becomes familiar, most will write when it is appropriate. Read and respond to selected student responses. Not all responses need to be responded to by a teacher.
- 18. From Student Samples Creating Criteria 1 2 3 4 5 6 7 Choose 3-6 student responses (can work with a variety of forms: webs, paragraphs, visuals) Accept “I have chosen a variety of responses to use as samples. These samples will help us build criteria for what makes our responses effective.” Say Ask Only positive comments “What did you notice that really works in a response?” “What strikes you as powerful about this response?” Revise Reorganize The list as important new criteria emerge The list to guide further work with responses The list into a more coherent form Post & Use
- 19. Create Criteria Use Criteria - Share Read and respond to selected student responses. Students can identify the area to which you respond. Students can respond to one another. Not all responses need to be responded to by a teacher. Write in front of the students and have them analyze your writing to create criteria. Students write to meet this criteria. Later, ask for volunteers to have their responses analyzed, based on co-created criteria. Keep the criteria posted for revision and reflection.
- 21. Literature Circles: Residential Schools Unit developed in Prince Rupert • A unit co-developed by – Marla Gamble, gr. 6 Classroom Teacher – Marilyn Bryant, Aboriginal EducaCon Program Resource Teacher – Raegan Sawka, LUCID Support Teacher (Learning for Understanding through Culturally Inclusive ImaginaCve Development) • Lesson 2: co-designed and co-taught: Marla & Faye
- 22. Books used:
- 23. • 1st lesson – Slide presentaCon on First NaCons background in the geographic area with some reference to residenCal schools • 2nd lesson – Whip around – Fishbowl on 1st paragraph of Fa#y Legs – C. Jordan-Fenton & M. Poliak-Fenton (Annick Press) – Co-created criteria for effecCve group – Envelopes of 5-6 pictures from Fa#y Legs – Make a story – Share some stories – Walk and talk – 4 minute write – story behind the pictures
- 33. Barb Turney, Bulkley Valley • Universal Design for Learning • Inquiry • Deep thinking • Personal connecCons
- 36. Transforming Phrases and words were used to describe the impact of Residen9al Schools on the person.
- 37. Aboriginal Leader Project, as culmination to a literature circle unit on residential schools Catherine Feniak and Shelley Steer, gr. 6/7, Lord Kitchener, Vancouver
- 38. • Red Wolf – Jennifer Dance • My Name Is Seepeetza – S hirley SCrling • The Heart of a Chief – Joseph Bruchac • FaSy Legs – Christy Jordan Fenton & Margaret Pokiak Fenton • Stranger at Home – Fenton & Pokiak Fenton • When I Was Eight – Fenton & Pokiak Fenton
- 56. • Show a collecCon of the slides. • Students work with their 4 quadrant sheet • Slides can be shown more than once • Students move into groups of 4 to discuss the slides and how they connect to what they have been reading in their books
- 79. Holly Garvin, Aboriginal Cultural Resources Teacher, Quesnel • Co-teaching, grade 9, strengthen understanding of Indian ResidenCal Schools • 4 Cme periods pre-contact post-contact present future
- 81. EmoCons • Frustrated Love Mad • Excited Disgusted Purpose • Sad Good Sunshine • Depressed Angry Guilt • Upset Embarrassed Depressed • DeterminaCon Disappointed Happy
- 82. Words Strong BeauCful Truck Collage Abuse Death Government EducaCon Equality Ownership Hope Mourn Endure World First NaCons-Inuit-MeCs Reserves People Acceptance Reality Forgiveness Love ResidenCal Schools Will power Peace RelaConships Healthy Special Family ConnecCons
- 83. QuesCons • Why were residenCal schools the soluCon the government decided to use against the First Peoples? • Was there any other opCon? What was one of them if there were? • What are looks so important? • Why is there hatred for naCons outside of your own naCon? • Why did it take so long to realize? • Why did they take children away from their families? • What can I do to help? • Why? • When did non-First NaCons people begin to treat the First Peoples like this? • Why did the teachers dress differently?
- 84. EmoCons • I feel it is appalling how the First NaCons children were treated. • I’m sad that these schools were everywhere. I’m also mad that people let this happen to their kids and how they took them from their homes. • The amount of stupidity which takes course throughout history makes me ashamed to be a human being.
- 87. Information Circles • Choose a text and read it, marking it up as you do. • Meet with 3-4 others who have read your text. • Talk about – Your response as a reader: emoConal impact – What you learned – What surprised you – The place and context of the writer and the wriCng