First Peoples text plays a role within the process of reconciliation

• Use writing and design process to plan, and create engaging and meaningful texts for a variety of purposes and audiences
• Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
• Respectfully exchange ideas and viewpoints from divers perspectives to build shared understandings and extend thinking

• Text features
  
  • Visuals communicate information and ideas
• Literary Devices
  
  • sensory detail (e.g., imagery, sound devices); figurative language (e.g., metaphor, simile, hyperbole); irony, paradox, oxymoron
• Literary Elements:
  
  • Narrative Structure
• Metacognitive strategies:
  
  • talking and thinking about learning (e.g., through reflecting, questioning, goal setting, self-evaluating) to develop an awareness of self as a reader and as a writer
• Reading Strategies
  
  • using contextual clues; using phonics and word structure; visualizing; questioning; predicting; previewing text; summarizing; making inferences

• Mangilaluk Graphic Novel
• DK &IQ
• The Runaways

Thinking Routine websites:

• https://thinkingpathwayz.weebly.com/thinkingroutines.html
• http://www.pz.harvard.edu/thinking-routines

Note: think about possible texts that students can use throughout this section that will provide enriched opportunities for connections. If possible, think in terms of local knowledge, stories, wisdom.

How do relationships with the spiritual world, other people, the land, and ourselves shape who we are?

How do relationships with the spiritual world, other people, the land, and ourselves shape who we are?

“I am” personal reflection activity

• Have students write down 3 “I am” statements (examples; I am tired, I am strong, I am a brother)
• Students will then choose one of their “I am” statements to share orally, or possibly write it down on a post-it note
• The teacher will then compile all of the students’ statements to create a “We Are” poem’   
  Example:
  
  • We are strong
  • We are siblings
  • We are athletes
  • We are learners

There are elements which may be difficult for students:

• Abuse
• Residential School
• Death
• Difficult family relationships
• Addictions

Plan for supports with school counsellors, helpline contacts, and opportunities for students to self-regulate and have a safe space to share thoughts, feelings, fears, and other big emotions.

The suggested reading section for this part is pages 1-49.

There are examples of significant struggles for Bernard in this section:

• Adoption/Fostering
• Residential schooling
• Death of his father
• Abuse
• Guilt over the death of Denis and Jack
• Physical survival

Connecting to Self and Community Activating Activity

Have students think about their relationships in and outside of the school. What/who are they connected to and what features of those relationships help them in their lives? (These can be physical, emotional, spiritual, and intellectual supports). The goal is to think about, honour, and appreciate the relationships that strengthen and support them in their lives. (A placemat graphic organizer would be a great way to help students reflect on their relationships).

Students have already begun to think about the idea of the Learning Bundle and now have an opportunity to think about the their personal relationships. These activities connect to learning that is Holistic for students.

Possible Critical Thinking Questions (for pages 1-49)

• What is the most challenging aspect in Bernard’s life from pages 1-19?
• Describe the relationships between Denis, Jack, and Bernard. Support your thinking with evidence from the text.
• What is Bernard’s motivation for surviving his journey from Inuvik to Tuk? What factors/skills help him survive this journey. Use specific evidence from the novel to support your thinking.
• How would Bernard’s relationships in this section of the graphic novel impact his life as an adult?
• Choose 3 of the statements found on pages 40 and 41 and discuss the following:
  
  • Who it is about?
  • What does it relate to?
  • How is this an example of a challenge Bernard is facing?
• How does pages 20-49 represent a narrative within narrative (a story within a story?

Formative Assessment Idea:
Pages 20 to 49 represent a story within a story. These pages were adapted from an original story written by Bernard titled The Runaways. His story, The Runaways, is an internal monologue of his thoughts and experiences during this time.

The function of this section of the graphic novel is to teach the readers about a pivotal turning point in Bernard’s life.

Possible formative assessment path:

1. Take Bernard’s story within the story (The Runaways or pages 20-49 in “Mangilaluk)) and plot it out using a story arc/plot graph.
2. Then have students, think of a “story within a story” in their own lives – a pivotal moment in their life that carries weight – and then have them plot it on another story arc/plot graph. After students are done, they are to explain how this moment carries weight and how they believe it has elements that have come to define them.

This activity helps students authentically connect to what they are reading by personalizing and applying learned knowledge to themselves.

Practice thinking and Oracy: Inside-Outside Circle

• Run the students through an inside-outside cirlcle routine. Pose the following question(s) to the students:
  
  • What are the important things to know about Bernard’s relationships in this section?
  • How do both positive and negative relationships shape who we are and will become?
• Students can then write a reflection answering one of the questions using any of the information they received throughout their discussions

Revisiting the Big Question

“How do relationships with the spiritual world, other people, the land, and ourselves shape who we are?”

Who is Bernard in this section of the novel and how are his experiences and relationships shaping him?

(Use the DK/IQ resources shared from part 1, class discussions, anchor charts, Knowledge of the Learning Bundle, and understanding of resilience to help you reflect on Bernard in the text so far).

Visible Learning Link

• Add new thinking about relationships, and the knowledge gained about Bernard through the challenging and hopeful moments of this section. Record and showcase what has been learned about Bernard in relation to the Text Question on the learning wall:
  • How do relationships with the spiritual world, other people, the land, and ourselves shape who we are?