Indigenous Perspectives
Stolen words
Author(s): Melanie Florence and Gabrielle Grimand
Links:
Amazon: https://amzn.to/3eNFcXx
Indigo: https://bit.ly/2MivZKi
Social Justice focus: Language barriers for indigenous community
Synopsis: This book is an exemplary instance of demonstrating the impact of the residential school system on the lives of indigenous community. It reflects how their language was stolen from them in their childhood to separate them from their cultural roots. The story has a beautiful setting that embraces the relationship of a young girl with her grandfather and how she helps him find his language once again.
Lesson Plan: David Laing
Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)
Consecutive and Concurrent Programs
Unit/Topic: Language Arts/FNMI
Grade: 7
Lesson: This lesson will introduce students to a series of picture books that deal with the FNMI experience in Canada. The overall unit is a series of lessons and tasks to educate and challenge students on their ideas about the FNMI experience in Canada. This section will focus on residential schools.
Curriculum Areas: History/Social Studies
Curriculum Expectations: Language Arts
Reading: 1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;
1.1 read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts
1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts
2. Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
2.2 analyse increasingly complex texts to identify organizational patterns used in them and explain how the patterns help communicate meaning
2.3 identify a variety of text features and explain how they help communicate meaning
Writing: 1. Generate, gather, and organize ideas and information to write for an intended purpose and audience;
1.1 identify the topic, purpose, and audience for more complex writing forms
1.2 generate ideas about more challenging topics and identify those most appropriate for the purpose
1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic resources
Media Literacy: 3. Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
3.1 explain why they have chosen the topic for a media text they plan to create
3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create
Visual Arts: D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understand