First Peoples text plays a role within the process of reconciliation

• Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
• Construct meaningful personal connections between self, text, and world
• Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes

• 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:
  
  • Characterization
• 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

Thinking Routine websites:

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

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

Hot Seat activity using vocabulary that will engage students

There are elements which may be difficult for students:

• Issues dealing with drinking and addictions
• Homelessness
• HIV/ AIDS

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 50-64.

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

• Feeling disconnected from Tuk
• Bullying
• Addictions
• HIV/ AIDS diagnosis
• Homelessness

Connecting to Community Activity

Find an Elder or knowledge keeper to come into your class to discuss resilience.

(In the absence of a class visit use local stories, videos, or sources about resilience that connect to the learners in your class and community)

At the end of this class, have students co-create a working definition of the concept and its characteristics and place this on the Learning Wall.

Possible Critical Thinking Questions (for pages 50-64)

• What are the ways Bernard shows us what he holds important in this section?
• How do these events shape who he is in the text at this point?
• What are his coping strategies in times of struggle?
• How does he show and grow his resiliency throughout this section?
• What is the most significant positive event for Bernard in this section?

Formative Assessment Idea

• Individually/ in groups/ or as a whole group, create a learning bundle inventory for Bernard (use the Learning Bundle resource and the text as supports for this task).
• Opinion statements (See explanation in part 1)
  
  • Put up on your monitor the following opinion statement
  • I believe that I can bounce back from hard times.
  • Students will then complete a reflection on their thoughts connected to the opinion statement

Practice Thinking and Oracy

• Have students go through the sections of the text thus far and locate the image/ quote they feel connects best to their understanding of resilience.
• Have students justify their choice in a think pair share, AB Partner talk, or select another fitting strategy from the links in the resource section of this guide.

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 resilience, coping strategies, and the knowledge gained about Bernard through the challenging and hopeful moments of this section. 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?