First Peoples text plays a role within the process of reconciliation

• Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
• Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts

• 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, symbolism
    
    • Idea for symbolism – Eagles flying overhead on the last page as Denis and Jack
• oral language strategies
  
  • focusing on the speaker, asking questions to clarify, listening for specifics, expressing opinions, speaking with expression, staying on topic, taking turns
• Reading Strategies
  
  • using contextual clues; using phonics and word structure; visualizing; questioning; predicting; previewing text; summarizing; making inferences
• Conventions; common practices in all standard punctuation use, in capitalization, quoting, and spelling

• 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?

Snowball – pose the following question and have the students work through the linked snowball activity

• How can you honour hope in your life even when it is hard?

Note: click on large group and then on snowball

There are elements that may be difficult for students:

• Issues dealing with drinking and addictions
• Homelessness
• HIV/ AIDS
• Death of a family member

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 86 to the end of the book.

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

• Feeling disconnected from Tuk
• Bullying
• Addictions
• HIV/ AIDS diagnosis
• Homelessness
• Returning home
• Self-awareness
• Finding home (the centre, Vancouver

Possible Critical Thinking Questions (for pages 65-end)

• What is the relationship between hope and challenge in Bernard’s life?
• Particularly in this section.
• What are some acts of reconciliation mentioned in the graphic novel that honour Bernard, Denis, and Jack?
• How does the welcoming ceremony on page 66 create a sense of pride within Bernard?
• How are the honour ceremony and healing connected?
• How does healing allow you to be resilient?

Connecting to Community Activity and Formative Assessment Idea

• Quick Write – What/who gives you hope?

Extension Piece

How can you be a source of hope for others?

• One possible way to expand on this is to have students provide an “act of hope” to someone, or a group, in their community. This could be a classmate, someone in the school, a family member, or an elder.
• They could then synthesize their act by explaining how it provided hope to others
  
  • This could be done in any possible way a student wants to share
    
    • Written report
    • Video evidence with commentary
    • Slide deck
    • Interview with person or group

Practice Thinking and Oracy: GOGO

• Have students go through a GOGO exercise using the following question: What are lessons that were learned by either Bernard and you throughout this book?
• When the class has completed this activity, bring them back whole class to discuss their understanding

Revisiting the Big Question

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

How does the honour ceremony help to heal Bernard?

(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?

Summative Assessment Link

Here is an example of a summative writing assessment that can be used if you so choose. It is a scaffolded approach to student writing. This, however, is only one example of how writing can be incorporated into this unit. As the teacher, it is imperative that all teaching and assessments are responsive to student strengths, stretches, and interests.