Unit Plan - Keeper N Me
Unit Plan - Keeper N Me
Unit Plan - Keeper N Me
Unit Overview
What is the grade level, length of unit, classes each week and length per class?
This unit will be presented to English 20-2 students who are in grade eleven and
grade twelve. The unit will be implemented from March 9th - March 24th, covering a total
of 12 classes, 9 of those classes are 3 hours long and 3 of those classes are an hour long.
The exploration of the novel Keeper n Me will create a platform where students will be
able to develop skills around reading, writing, viewing, and representing. Students will be
lead through learning activities that are active and collaborative that will develop their
skills in the areas listed above while also developing their abilities to critically analyze
texts. Students will also begin to develop the skills to read a text and to identify how
symbolism, style of language, authors voice, and imagery are used to develop common
thematic threads throughout a text. Students will be able to apply these analytical skills to
future reading comprehension exams, essay writing and other writing activities in current
and future English courses. The content and skills developed throughout the unit will also
provide jumping off points for the understanding content in Social Studies and Aboriginal
Studies classes. The students may also find that they are able to relate to the content of the
novel because the setting is on a reserve and it discusses how being First Nations shapes
identity.
The content in the novel has a focus on identity and colonialism as core concepts. The novel
addresses the topics of : how culture, language and place influence identity, the
importance of knowing where you come from, systemic racism, FNMI connection to the
land, what it means to be Indian, the process of becoming a life long learner, the
acquisition of wisdom, impact of colonialism on FNMI people, the difference between
white and First Nations ways of knowing, how human relationships and family shape
identity, and the resiliency of the human spirit. The Unit will also address concepts related
to English Language Arts learning like developing pieces of writing, clearly presenting
ideas, understandings a variety of perspectives, and developing projects using different
mediums that allow students to express themselves in different ways.
This unit strongly reflects the experiences and the perspectives of FNMI groups
because the novel that will studied is written by a Ojibway author and the content of the
novel reflects the experiences of Ojibway people living on a reserve in Northern Ontario.
The novel also explores what it means to be FNMI in Canada as the author reflects on
reflects the lasting impact that colonialism and systemic racism. This occurs as the main
character tells his life story and identifies how his perspective of how he sees himself
racially changes and how others view him as an Indian. The exploration of the power
and of traditional ways of knowing as a channel that is needed in order to help and heal
people is a strong topic in the novel. FNMI perspectives on knowledge acquisition and
wisdom are also emphasized throughout the novel. The learning activities that will be
implemented throughout the novel will provide students with opportunities to express their
own thoughts, feelings, and beliefs about their own identities and express their own
perspectives on what it means to be FNMI and how they feel about the content and topics
discussed in the novel.
Special Considerations
What knowledge / skills are you assuming are in place?
Going into this unit I am assuming that the students have a general knowledge of FNMI
ways of knowing related to land, family, and wisdom. Knowledge about impact of
colonialism and how it has been an ongoing process. I can assume that this knowledge is in
place because FNMI content is used throughout all subject and most of the students have
taken Aboriginal Studies 10, which explores these topics. Skills that I am assuming that
students have are basic reading and writing skills, as well as the ability to link ideas
together in order to develop an understanding of the underlying themes of a text. These
skills would have been developed through novel studies in previous grades as well as in
other English classes.
Students may be bringing in assumptions from previous novel studies where the focus may
have been on remembering the events that occurred in the text rather than reading for
deeper understanding. Assumptions about FNMI perspectives and texts written by FNMI
authors may also influence their thoughts, ideas and attitudes going into this unit of study.
Students may also be affected by assumptions about having a students teacher from
previous experiences.
Are there any family/community issues you are going to have to be prepared to
address?
The content presented in the novel may be triggering for some students. The novel
discusses issues of racism, drug abuse, alcohol abuse, cultural genocide, cultural
shame, colonialism, oppression, and physical abuse. There is also content related to the
socioeconomic struggles of the reserve system, the foster care system as well as
incarceration. In order to address the heavy nature of content of the novel I will ensure that
students always feel like they can pass when participating in group or classroom discussion
as well as creating a environment where students feel safe and comfortable. Ensuring that
students know about the potentially triggering points in the novel by addressing them
before the novel is read out loud. I will also rely on my TA for support when discussing
topics because she has had experience presenting this novel to students.
i.e.: students will have access to note writing formats, fidgets, and on special days tea and
popcorn. Students will be also split into smaller groups to better address individual need.
These groups will be made strategically in order to ensure that students gifts and talents
are complemented by their group members gifts and talents. Irregular students attendance
is normal in the classroom. In order to accommodate for this I will provide students with indepth reading summaries as well as class wide review activities before quizzes. Tasks given
in class will also be broken down into easy to manage parts through the use of checklists.
What are the general and specific learning outcomes for the Unit?
- General Outcome 1; students will listen, speak, read, write,view and represent to explore
- b. experiment with a variety of strategies, activities and resources to explore ideas,
observations, opinions, experiences and emotions [for example, stream-of
consciousness writing, free verse poetry, exploratory talk and improvisation]
- 1.2 Extend awareness
- a. select appropriate strategies to extend awareness and understanding of
new perspectives, monitor their effectiveness, and modify them as needed [for
example, record new understandings in a learning log; develop new group
perspectives using a fish bowl organization]
- b. compare own ideas, perspectives and interpretations with those of others,
through a variety of means, to expand perceptions and understandings when
exploring and responding to texts [for example, procon charts, alternative Internet
search engines, comparison tables and thinkpairshare charts]
- General Outcome 2; students will listen, speak, read, write, view and
represent to comprehend literature and other texts in oral, print, visual and multimedia forms, and
respond personally, critically and creatively
- 2.1 Construct meaning from text and context
- a. paraphrase key messages in a specific text and identify elements present in the
communication situation, in order to describe the text creators purpose and target
audience [for example,understand the subtext in a television commercial to know the
intended audience]
- b. explain how a text can be studied to understand the contextor aspects of the
communication situation within which the text was created [for example, recognize
that specialized terminology in a text may represent a particular occupational group
and provide insight in understanding the text; understand current issues to recognize
satire in a political cartoon]
- c. use strategies to gain background knowledge about history and society when
studying a particular text [for example, use references, including the personal
experiences and understandings of teachers and elders, to help develop
background knowledge of the historical period of a particular text]
- d. identify the impact that personal contextexperience, prior knowledgehas on
constructing meaning from a text
- 2.1.2 Understand and interpret content
- a. use a variety of strategies to comprehend literature and other texts [for example,
reading passages out loud, forming questions, making predictions, using context to
determine the connotative meanings of words, using graphic organizers, making
annotations, inferring, rereading, seeking assistance, using context clues,
summarizing and visualizing], develop a daily practice of reading [for example,
paired reading, reading log, nightly reading, taped reading], and develop
strategies for close reading
- b. paraphrase a texts controlling idea, and relate supporting ideas and supporting
details to the controlling idea
- c. develop an understanding of the relationships among plot, setting and character
when studying a narrative text, by relating the text to personal experiences
- d. compare the personality traits, relationships, motivations and attitudes of
characters developed/persons presented in works of literature and other texts
- e. describe a text creators tone, relate tone to purpose and audience, and
identify the point of view communicated by a text
- f. identify figurative language [such as metaphor], symbol and familiar allusions in
texts; interpret figurative language in terms of its contribution to the meaning of a
text; and explain how imagery contributes to the creation of atmosphere, theme
and characterization in a text
- g. recognize visual and aural elements in texts, and explain how these elements
add meaning to texts
- 2.1.3 Engage prior knowledge
- a. reflect on and describe strategies used to engage prior knowledge as a means
of assisting comprehension of new texts; and select, monitor and modify strategies as
needed
- 2.1.4 Use reference strategies and reference technologies
- a. use a variety of appropriate reference strategies and reference technologies to
aid understanding [for example, formulating and refining questions, exploring works
cited in other references, taking notes, and using library catalogues and Internet
search engines]
- b. create and use own reference materials to aid understanding [for example, a
personalized dictionary/glossary and a personalized World Wide Web/URL
address list]
- 2.2.1 Relate form, structure and medium to purpose, audience and content
- b. describe audience factors that may have influenced a text creators
choice of form and medium [for example, age, gender and culture of the
audience]
- c. explain how organizational patterns and structural features contribute to purpose
and content
- 2.2.2 Relate elements, devices and techniques to created effects
- c. recognize irony and humour in print and nonprint texts, and identify
language and ideas used to create irony and humour
- e. explain the contribution of symbol to theme
- 2.3.1 Connect self, text, culture and milieu
- a. identify and consider personal moral and ethical perspectives, as well as cultural
perspectives, when studying literature and other texts; and reflect on and monitor
how perspectives change as a result of interpretation and discussion
- b. respond personally and analytically to ideas developed in literature and
other texts
- c. explain how the choices and motives of characters and people presented
in texts may provide insight into the choices and motives of self and others
- d. respond personally and critically to cultural and societal influences
presented in Canadian and international texts
- General Outcome 3; Students will listen, speak, read, write, view and represent to manage
ideas and information.
- 3.2.1 Select, record and organize information
- a. reflect on and describe strategies that may be used to select, record and
organize information; select and monitor appropriate strategies; and modify
selected strategies as needed
- b. select information and other material appropriate to purpose from a variety of
print and nonprint sources [for example, from museums, archives, government
agencies, periodicals, microfiche, Internet, CDROMs, films, television and radio
broadcasts, interviews, surveys, and print and online encyclopedias]
- c. record information accurately and completely; and document and reference
sources, as appropriate [for example, document direct quotations, others ideas and
arguments, maps, charts, statistics, pictures and diagrams from books, magazines,
bibliographies, newspapers, audiovisual materials, electronic sources,
interviews and films to avoid plagiarism]
- d. organize information logically [such as by question, by category, by chronology
or by cause and effect]
- 3.2.3 Form generalizations and conclusions
- a. form generalizations by integrating new information with prior knowledge
- b. draw conclusions that are appropriate to findings, reflect own understandings
and are consistent with the identified topic, purpose and situation
- General Outcome 4; Students will listen, speak, read, write, view and represent to create oral,
print, visual and multimedia texts, and enhance the clarity and artistry of communication.
- 4.1 Develop and present a variety of print and nonprint texts
- a. reflect on the purposes for text creation [for example, to inform, explain,
persuade, entertain or inspire] and on own motives for selecting strategies to
engage an audience [for example, to communicate information,
promote action or build relationships]; and consider potential consequences of
choices regarding text creation [for example, follow-up action may be required to
clarify information, a position may need to be defended and opposing viewpoints
addressed, and tone and style must be appropriate for intended audience]
- 4.1.2 Consider and address form, structure and medium
-b. explore a variety of structures consistent with form, content and purpose when
creating texts [for example, explore the use of background information, examples,
anecdotes and other structures when creating personal essays]
- General Outcome 5; Students will listen, speak, read, write, view and represent to
respect,
support and collaborate with others.
- 5.1.2 Appreciate diversity of expression, opinion and perspective
- a. appreciate diversity of thought and expression, select and monitor appropriate
strategies for appreciating diversity, and modify selected strategies as needed
- b. explain how selected works of literature and other print and nonprint
texts convey, shape and, at times, challenge individual and group values and
behaviours
- c. analyze the relationship between a text creators ideas and opinions and his or
her underlying assumptions [such as those deriving from ideology or social status]
- 5.2.1
10
11
12
13
14
15
16
Students will:
Students
Students
Students
Students
will
will
will
will
Observations
-Pay close attention to how students are reacting to the novel and its
content. Are the students interested in the novel? Are they engaged in the
activities? Are they developing questions and predictions?
Key Questions
Products /
Performances
Learning Resources
- Keeper N Me Novels
- 50 Instructional Routines to Develop Content
-
Literacy
Program of Study
- Worksheets
- Keeper N Me Novels
Procedure
Prior to Lesson
Attention Grabber
Time
Time
17
Learning Activity 1
Leaning Activity 2
Text Impressions:
Read first two paragraphs from the back of the
book. Students will be provided with a list of
key words from book synopsis and then they
will make predictions.
Students will complete this activity individually
Students will also be provided with a worksheet
to guide them.
Students will be given class time to complete
the activity an then the students will get into
groups of four and talk about their predictions.
Then we will return to the whole class and
share our predictions.
Students will work independently for 20 minutes
the share in groups for 10 minutes
18
Learning Activity 3
Closure
Consolidation of
Learning
Questions / Observations:
Exit Slip: What do we know about Garnet at
this point in the novel? What are you curious
about ?
45 min hour
Time
15 minutes
19
Specific Learning
Outcomes:
Learning Objectives
Students will:
Students
Students
Students
Students
will
will
will
will
Observations
Key Questions
How does personal perspective affect that characters in the novel and
their choices?
How does symbolism affect theme?
How can making predictions increase understanding of the plot of a
novel?
How can we critically analyze content in the novel by connection key
ideas and terms?
Products / Performances
Learning Resources
50 Instructional Routines to Develop Content Literacy
Program of Study
20
Procedure
Introduction
Attention Grabber
Transition to Body
Body
Learning Activity 1
Time
5min
Time
30minutes
Read Aloud p. 87-106 serve tea
Pause
and
ask
questions
while
reading
21
Leaning Activity 2
30 minutes
Read p.107-130
Pause and ask questions while reading
Go over fill in the blank notes for that section of 15minutes
the novel
Snow Ball Fight: Students will make a prediction
about the relationship between Garnet and
Keeper.
- Students will be given the writing prompt I
think that when Garnet and Keeper meet that
they will.
- Students will then write their prediction down.
They will be given 15 minutes to do so.After
the stunts have written their perspective down
as a class we will all stand in a circle around
the room. Students will then throw their
crumpled paper across the room.
- Students will then pick up a random snow
ball go back to their seat and then write
down if they agree or disagree. Students will
take turns sharing their snow ball response.
** When introducing this activity ensure that
students know that they will be tossing their
prediction across the room and that other
students will be reading their work
22
Learning Activity 3
55minutes
Perspective Activity:
- Ask the students:What do you think a
perspective is? What is your perspective on
music or sports .Why you like a certain team
or a certain type of music is because of
perspective. This perspective is informed by
many different things. i.e.: If you like the
Toronto Raptors it could be because they are a
Canadian team and you are from Canada
- Now we are going to apply this understanding
of perspective to the characters in the novel
- Students will be given a piece of paper with an
eye shape on it. Students will represent a
character of their choices perspective on
what it means to be Indian. Students will be
expected to visually represent this perspective
and support it with two quotes from the text
and a paragraph explaining why
- Students will be provided with a checklist and
rubric so they know how they are being
assessed. The checklist will ask them to:
visually represent the perspective, support it
with evidence from the novel, and write a short
paragraph (6 sentences) explaining why
- Students will have markers and pencil crayons
so they can create their visual representations
Closure
Consolidation of Learning
Time
5min
23
Specific Learning
Outcomes:
Learning Objectives
Students will:
Students
Students
Students
Students
Students
will
will
will
will
will
Observations
Key Questions
Products /
Performances
Learning Resources
M&Ms
Copies of : Quiz, Reflection, & Exit Slip
Cubes
Procedure
Introduction
Transition to Body
Body
Time
5 minutes
Time
24
Learning Activity 1
30minutes
Give one Get One M&M Quiz Review:
- Students will be given a bag with different
coloured M&Ms. On the board summary
questions will be posted on the board.
Questions will be colour coordinated with
the colour of the m&ms. Music will be
played and students will be instructed to
mingle through the room. Once the
music stops they will partner up. With
their partner they will pick the same
colour of M&M and answer and discuss
the question and then eat their M&M.
Activity will be repeated for 5 rounds
- Activity will be explained before M&M
bags are handed out
- Students are allowed to bring their fill in
the blank notes and any other note sheets
they have
- Once students have finished their M&Ms
go over some of the questions as a class
Leaning Activity 2
Learning Activity 3
50minutes
Once students finish the quiz they will be
handed a reflection assignment to work on
independently while other students finish
the quiz
Reflection:(post quiz sponge activity)
Students will be given a choice of 6 topics
related to the content in Book 2 to write
about. The assignment will ask the students
to personally reflect about what they think
and feel about the events that have
occurred in the novel so far. A checklist
that will act as a marking guide will be
provided so students know what they are
expected to do and what they will be
assessed on.
30minutes
25
Learning Activity 4
Consolidation of
Learning
55 minutes
Time
10minutes
26
This collection of routines will be used throughout the unit. The routines in this
collection create learning opportunities that allow students of all levels of readiness to
participate allowing for easy differentiation. The learning activities align well with the read,
write,view, and represent topics of the curriculum. The activities are also engaging and
provide students with opportunities to work collaboratively.
Grass, S. (2010). Keeper N Me Unit for English First Peoples 12. http://
twinkleshappyplace.blogspot.ca/2010/03/keepern-me-study-guide.html
pedagogy. The content of the blog does not only explain why this is valuable but also with
ideas on how to do so. I found the blogpost that contained activities specifically for the
novel Keeper N Me to be very valuable.
projects. These projects are engaging alternatives to a traditional book report. The projects
listed provide a wide range of topics and means of representation that will engage
students. Projects listed also align with curriculum and allow students to view, read, write,
and represent their ideas.
27
This novel will be explored throughout the unit. The exploration will provide students
with multiple opportunities to examine how culture influences identity. Wagamese captures
the voice of an elder and a young man; together they develop a understanding of
traditional Ojibway ways of knowing. Through this process both main characters learn
more about who they are and what their values are.
28