First Peoples text plays a role within the process of reconciliation

• Apply appropriate strategies in a variety of contexts to guide inquiry, extend thinking, and comprehend texts

• Text features
  
  • how text and visuals are displayed
• Literary Devices
  
  • sensory detail (e.g., imagery, sound devices); figurative language (e.g., metaphor, simile, hyperbole); irony, paradox, oxymoron
• Reading Strategies
  
  • using contextual clues; using phonics and word structure; visualizing; questioning; predicting; previewing text; summarizing; making inferences
• Oral Language Strategies
  
  • focusing on the speaker, asking questions to clarify, listening for specifics, expressing opinions, speaking with expression, staying on topic, taking turns

• Mangilaluk Graphic Novel
• DK – Read and become familiar with the section on Spirituality in the
• DK – Pages 5-24
• IQ – Pages 30-32

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

Small Group Share

• • Find an Elder or community member to come into your class to discuss spirituality
    • What spirituality means to them and what it can mean to others.
  • Possible video of Elder discussing spirituality
    • Living Well Modules?
    • Recording an Elder?
  • Opinion statements
    • Put up on your monitor the following opinion statement
      • I believe that spirituality and religion are the same
      • Students will then complete a reflection on their thoughts connected to the opinion statement
  • Book Talk Circle Walk
    • Students will engage in a book talk – circle walk around the graphic novel
    • The teacher will lead the class in a discussion when the walk is complete
  • Notice/Wonder/Know
    • Students will complete a Notice/Wonder/Know activity using the graphic novel as the text
    • Students can then share their thoughts in any number of ways:
      • Think/Pair/Share
      • Turn and talk
      • A/B partner talk

  Activities Connected to the DK/IQ

  Infographic From the DK (page xxxi)

  • Students will reflect on this page
  • • Write a response about your connections
  • Students will begin to think about what is currently in their learning bundle – personal inventory
    • Draw
    • Model
    • Write
    • Voice memo

  Tunngavinga – page 30 – 32 (IQ)

  • Reflect on the Tunngavinga
    • Write a response about your connections
  • Students will begin to think about what is currently in their learning bundle – personal inventory
    • Draw
    • Model
    • Write
    • Voice memo

Visible Learning Link

• Make space for anchor chart/visible learning in your classroom that will remain around the essential question
  • How do relationships with the spiritual world, other people, the land, and ourselves shape who we are?
    • Based on what students have learned throughout the module, they will put up understandings and questions connected to this module’s learning