day 2 lesson plans - ontario catholic school trustees ... web viewamik tells moshoom about his...

Catholic Education Week 2017: Walking Forward TogetherWalking Forward Together with Our FamiliesDAY 2: Tuesday

Suggested Grade Level:PRIMARY

BOOK TITLE: Amik Loves School: A Story of Wisdom

AUTHOR andILLUSTRATOR:

Katherena Vermette andPhoto Illustrations by Irene Kuziw

ISBN-13 9781553795230

BOOK DESCRIPTION:Amik tells Moshoom about his wonderful school. Then his grandfather tells him about the residential school he went to, so different from Amik’s school, so Amik has an idea… The Seven Teachings of the Anishinaabe – love, wisdom, humility, courage, respect, honesty and truth – are revealed in these seven stories for children. Set in an urban landscape with Indigenous children as the central characters, these stories about home and family will look familiar to all young readers.

MATERIALS:http://www.fnesc.ca/wp/wpcontent/uploads/2015/07/PUB-LFP-IRSR-5-2015-07-WEB.pdf

CATHOLIC CONNECTIONS:OCSGEA Collaborative ContributorA Responsible CitizenA Caring Family Member

Catholic Social Teaching: Dignity of the Human Person, Call to Family and Community

Scripture Focus:Micah 6:6-8 Act justly, love kindness and walk humbly with God.R.E. Curriculum: Living A Moral Life, Living in Solidarity, Living in CommunionFamily Life Curriculum: Living in Relationship, Living in the World

MINISTRY CURRICULUM LINKS:Language ArtsHistory and GeographyReligious Education and Family Life Social StudiesNative Language

MINDS ON (Before) Approximately 15-20 minutes PAUSE & PONDERLearning Goals:To understand the importance of family, tradition, culture and community. To appreciate that we learn valuable lessons from our family and others; including sharing, kindness and love.

Before Reading:A basic understanding of residential schools is important for student learning. The Indian Residential Schools and Reconciliation Teacher Resource Guide offers age-appropriate lessons to teach children about this chapter in Indigenous history (www.fnesc.ca).

Consider designing success criteria with the students prior to the lesson.

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Pre-Reading:Amik Loves School: A Story of Wisdom by Katherena Vermette and Irene Kuziw. This book is one of the Seven Teachings Stories. Amik tells Moshoom about his wonderful school. Then his grandfather tells him about the residential school he went to, so different from Amik’s school. So Amik has an idea… to bring his grandfather to his school.ACTION (During) Approximately 20 minutes PAUSE & PONDERSuggested questions to prompt active listening; As you read the story, ask your students:

What does Amik love about his school? What was Amik’s big idea? Who is Moshoom to Amik? (his grandfather) Where did Moshoom go to school? What was different

about Moshoom’s school? What were some of the things Moshoom missed while he was away from his family?

Why did Amik want to show his grandfather his school? Why was Moshoom both sad and happy?

CONSOLIDATION (After) Approximately 15-20 minutes PAUSE & PONDERAfter Reading:Lead a discussion about the differences and similarities between our school and Moshoom’s residential school. Make a comparison chart as a visual tool for student participation and learning.

Lead a discussion about how Moshoom may have felt being away from his family to attend residential school. Ask your students how they would feel if they could not live with or see their parents every day, or have to speak a different language, etc.

Explain to the students the significance of the scripture focus. God asks each of us to act justly, to be kind, to love one another, and to do all these things with God as our guide and our strength. God did not want us to live alone. He gave us families to grow with, to learn from, and most of all to love.

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Suggested Grade Level:JUNIOR

BOOK TITLE: Shi-shi-etko


Nicola I. Campbell andPhoto Illustrations by Kim LaFave

ISBN-13 9780888996596

BOOK DESCRIPTION:In just four days, young Shi-shi-etko will have to leave her family and all that she knows to attend residential school. She spends her last days at home treasuring the beauty of her world – the dancing sunlight, the tall grass, each shiny rock, the tadpoles in the creek, her grandfather’s paddle song. Her mother, father, and grandmother, each in turn, share valuable teachings that they want her to remember. And so Shi-shi-etko carefully gathers her memories for safekeeping.

This book offers age-appropriate lessons to teach children about this chapter in Indigenous history. Unlike most books on the subject, Shi-shi-etko does not discuss the deprivation and humiliation that the children experienced in boarding schools. Instead, Campbell describes another side of this history – one that conveys the true significance of what was lost for generations of not just children, but their entire communities. “Can you imagine a community without children?” Campbell writes in a brief foreword. “Can you imagine children without parents?”



Catholic Social Teaching: Dignity of the Human Person, Call to Family and Community, Care for God’s Creation


MINISTRY CURRICULUM LINKS:Language ArtsHistory and GeographyReligious Education and Family LifeSocial StudiesNative Language

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MINDS ON (Before) Approximately 15-20 minutes PAUSE & PONDERLearning Goals:To understand the importance of family, tradition, culture and community.

Before Reading:An understanding of residential schools is important for students to learn prior to this lesson. Read the foreword written by the author at the beginning of the book. For further information, see the link to Indian Residential Schools and Reconciliation Teacher Resource Guide (www.fnesc.ca).

A 6-minute video about the story of Shi-shi-etko:https://www.youtube.com/watch?v=tKErhCGjSDE&t=16s


ACTION (During) Approximately 20 minutes PAUSE & PONDERSuggested questions to prompt active listening:

As the story is being read, ask your students to listen for what each family member teaches Shi-shi-etko. Why are these traditions important? What do they teach? Start a comparison chart and fill in as the story is being read. For example: Shi-shi-etko family traditions/teachings/culture vs. Students’ family traditions/teachings/culture.

Ask your students to think of their own family traditions and culture. What kinds of family traditions do they celebrate? What kind of teachings have you learned from your family members?

Ask your students to think about how Shi-shi-etko might be feeling, knowing that she was going to go to school far away from her home, family, and community. How would you feel if you had to live away from your parents, grandparents and community?

Consider using a student narrated video version of this book on YouTube.https://www.youtube.com/watch?v=Ha6vMDGmzYo

CONSOLIDATION (After) Approximately 15-20 minutes PAUSE & PONDERAfter Reading:Continue the discussion and complete the comparison chart with family traditions, teachings and culture.

Explain to the students the significance of the scripture focus. God asks each of us to act justly, to be kind, to love one another, and to do all these things with God as our guide and our strength. God did not want us to live alone. He gave us families to grow with, to learn from and most of all to love.

Extended Learning Activities

Sensory Images:Ask students to recall some of the descriptions of different senses

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Shi-shi-etko experiences. You may want to re-read the book for students to listen for the sensory images, or have them work in groups with copies of the book to construct word lists of the five senses.

Lead a discussion about how the use of sensory images adds to our appreciation and understanding of the story. Use a writing activity to allow students to use imagery, such as: given a topic, write a word or phrase for each of the five senses that describes it (example. swimming in a pool; recess time; cooking dinner).

Residential School:Lead a discussion about what kind of school Shi-shi- etko is going to. Ask students, “What do we know about Shi-shi-etko’s school from the story?” Have students work in pairs or small groups to create questions about the school Shi-shi-etko is going to. Share the questions with the whole class and write them on a chart to post in the classroom.

Activities suggested from the Indian Residential Schools and Reconciliation Teacher Resource Guide (www.fnesc.ca).

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Suggested Grade Level:INTERMEDIATE

BOOK TITLE: Shin-Chi’s Canoe


Nicola I. CampbellPhoto Illustrations by Kim LaFave

ISBN-13 9780888998576

BOOK DESCRIPTION:Winner of the TD Canadian Children's Literature Award and finalist for the Governor General's Award: Children's Illustration.

This moving sequel to the award-winning Shi-shi-etko tells the story of two children's experience at residential school. Shi-shi-etko is about to return for her second year, but this time her six year old brother, Shin-chi, is going, too.

As they begin their journey in the back of a cattle truck, Shi-shi-etko tells her brother all the things he must remember: the trees, the mountains, the rivers and the salmon. Shin-chi knows he won't see his family again until the sockeye salmon return in the summertime. When they arrive at school, Shi-shi-etko gives him a tiny cedar canoe, a gift from their father.

The children's time is filled with going to mass, school for half the day and work the other half. The girls cook, clean and sew, while the boys work in the fields, in the woodshop and at the forge. Shin-chi is forever hungry and lonely, but, finally, the salmon swim up the river and the children return home for a joyful family reunion.



Catholic Social Teaching: Dignity of the Human Person, Call to Family and Community, Care for God’s Creation


MINISTRY CURRICULUM LINKS:Language ArtsHistory and GeographyReligious Education and Family LifeSocial StudiesNative Language

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MINDS ON (Before) Approximately 15-20 minutes PAUSE & PONDERLearning Goals:To understand the importance of family, tradition, culture and community. Show your class the 1-minute video prior to reading the book: https://www.youtube.com/watch?v=gA48r_yswE

Before Reading:An understanding of residential schools is important for students learning, prior to this lesson. Read the foreword written by the author at the beginning of the book. For further information, see the link to Indian Residential Schools and Reconciliation Teacher Resource Guide (www.fnesc.ca).

Pre-Reading:Shi-shi-etko by Nicola I. CampbellIn just four days, young Shi-shi-etko will have to leave her family and all that she knows to attend residential school. She spends her last days at home treasuring the beauty of her world – the dancing sunlight, the tall grass, each shiny rock, the tadpoles in the creek, her grandfather’s paddle song. Her mother, father, and grandmother, each in turn, share valuable teachings that they want her to remember. And so Shi-shi-etko carefully gathers her memories for safekeeping.

This book offers age-appropriate lessons to teach children about this chapter in Indigenous history. Unlike most books on the subject, Shi-shi-etko does not discuss the deprivation and humiliation that the children experienced in boarding schools. Instead, Campbell describes another side of this history – one that conveys thetrue significance of what was lost for generations of not just children, but their entire communities. “Can you imagine a community without children?” Campbell writes in a brief foreword. “Can you imagine children without parents?”


ACTION (During) Approximately 20 minutes PAUSE & PONDERSuggested questions to prompt active listening:

What is a residential school? How is Shin-chi’s school different from ours? Why did Shin-Chi’s parents allow him to be taken away from

school? (the law forced them) What parts of their lives were Shin-chi and Shi-shi-etko able

to control? (they cut their own hair and put it in a special place; Shin-chi got extra food; kept his toy canoe)

How do you think the children felt about themselves? What is the main idea or “big idea” of this story? What are some of the symbols in this book and how do they

connect to the meaning of the story? Why do we need our families to walk forward with us as we

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https://www.youtube.com/watch?v=gA48r_yswE

grow?CONSOLIDATION (After) Approximately 15-20 minutes PAUSE & PONDERAfter Reading:Connecting the Main Idea:Ask students the question, “What is the big idea of Shin-chi’s canoe?” As a class or in small groups, ask students to list a number of ideas from the story. Which of the ideas are more important and which are less important? Have students find clues in the book that support which are the most and the least important ideas (example. the title, the illustrations, the ending).

Connecting Symbols with Meaning:Discuss the title of the book. Ask students why the canoe was important to Shin-chi (connection with his father, family and home.). How are canoes important to First Nations people today? Students may want to research this answer. If possible show a video clip of a canoe gathering, especially the event that occurred at the Vancouver Truth and Reconciliation event.

Connecting the Scripture Focus:God asks each of us to act justly, to live kindly, to love one another, and to do all these things with God as our guide and our strength. God did not want us to live alone. He gave us families to grow with, to learn from and most of all to love. With God nothing is impossible. Reconciliation begins within ourselves. We are called to admit when we have done something wrong, to ask for forgiveness and to walk forward together with God.

“The Truth and Reconciliation Report stressed that recognition of past wrongs ought to be accompanied by a practical commitment to heal enduring injustices.” (The Canadian Conference of Catholic Bishops : The “Doctrine of Discovery” and Terra Nullius: A Catholic Response, p. 3)

Extended Learning

Features of the Indian Residential Schools:What were some of the features of Indian Residential Schools? Help students to define “resident” and “residential.” Is there a difference? Who were the teachers? Explain that in Shin-chi’s school, the teachers were priests and sisters (nuns). Point out that schools were run by different church denominations. Shin-chi’s was a Catholic school; others were United and Anglican. Begin a list of words that describe Indian Residential Schools. You may want to construct a Word Wall and add to it over the course of the unit. Begin with features of the Indian Residential school described in Shin-chi’s Canoe. Classify the words (example. physical features, student rules, behaviours).

TRC Vancouver Canoe Gatheringhttps://www.youtube.com/watch?v=O_i1gA-WkEs

Activities suggested from the Indian Residential Schools and Reconciliation Teacher Resource Guide (www.fnesc.ca).

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day 2 lesson plans - ontario catholic school trustees ... web viewamik tells moshoom about his...

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