Lesson Plan Title: WENJACK

Date: March 20, 2017

Subject: ELA9a Grade: Nine
Topic: Conflict/Doing the Right Thing/Residential School Story
Essential Question:

How do our opinions affect how we perceive others?

How does society affect our opinions and how we treat others?
Do we have a responsibility to work towards resolving conflict from the past?
How does conflict from the past that has not been resolved affect us today?
How could we contribute to healing and resolving past conflict?

Materials:
Heritage Minute Video-Chanie
The Stranger Video and Lyric Sheet (for each student or pairs)
Secret Path Graphic Novel
MP3 of Swing set and Seven Matches/ lyric sheets or project lyrics on board
(alternative) PowerPoint of complete novel images/sound track songs

Stage 1- Desired Results you may use student friendly language

Goal of Lesson
Throughout this lesson students will respectfully and thoughtfully respond to the impact and effect that the
attempts at cultural annihilation of Indigenous people had on people not only in the past but also in the
present through discussion and writing. Students will understand that the effects of residential schools
impacts current day in a variety of ways (socially, relationally, mental health, physically, societally, stigma) and
that different cultures experience differential treatment due to perceived differences, opinions, racism and
oppression.

What do they need to understand, know, and/or able to do?

Students will need to approach a sensitive subject with a respectful perspective, attitude and engagement.
Students will need to be visual readers of images and detail their understanding in a written format.

Broad Areas of Learning:

The Broad areas of learning include Lifelong learners, Sense of self, community and place and Engaged
citizens and will be incorporated as the students explore and expand their own understanding and critical
analysis of the literature they read and experience. Moving towards understanding how their own knowledge
and perspective, as well as that of the community and the world they live in, shapes and defines who they
currently are. With this understanding students interact with and respond to others with an awareness of
their own place, ownership and responsibility in their community and world. By making connections to the
world beyond, students will reflect on their own sense of agency and duty as a member of society.

Cross-Curricular Competencies:
Use their language and thinking skills to make sense of information, experiences, and ideas through
thinking contextually, critically, and abstractly.
 Students will explore ideas and issues of identity, social responsibility, diversity, in order to develop
an understanding, valuing, and caring for oneself as well as understanding, valuing, and respecting
human diversity and human rights and responsibilities
Students will explore how a variety of forms of representation expand their own understanding and
literary competency in their exploration of meaning and search for knowledge across subject areas.
Using moral reasoning processes along with engaging in communitarian thinking and dialogue,
students will explore cross curricular material from within their own social responsibility framework,
explore similar and differing understandings and beliefs of others, and critically evaluate, synthesis
and adapt their own beliefs and representations.

Outcome(s):

CR9.6a Read and demonstrate comprehension and interpretation of grade-level appropriate texts including
traditional and contemporary prose fiction, poetry, and plays from First Nations, Mtis, and other cultures to
develop an insightful interpretation and response.

PGP Goals
2.4 ability to use technologies readily, strategically and appropriately
This is a lesson that I will be using a lot of media to present the material. I have a PowerPoint with the
images from the book, and the music plays throughout the slides that correspond to the graphic
novel. I also have the actual book that I can use and I would just play the songs (the two I selected)
and turn the pages for the students. Depending on the class size I would decide how I felt it would be
best presented. I have a variety of technology / non-technology ready if there is an issue with the
computers/internet etc.
1.3 a commitment to social justice and the capacity to nurture an inclusive and equitable environment for
the empowerment of all learners.
this is a very powerful and difficult subject to discuss with students. The images are very powerful and
the story they tell is haunting. I would want to ensure I discuss with the class (the day before this
lesson is taught) the subject and content so that if necessary, students can come to me prior and
address concerns they may have. In my experience with my current placement I have had clients who
have experienced unspeakable trauma and it is important that I am cognizant of each students
personal experience/history and make required accommodations in order to help them engage with
the material in a beneficial way.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

Asking questions at the beginning of the lesson will provide me an understanding of students knowledge
about the history, treatment and deaths of Indigenous children that occurred throughout the history of the
Residential Schools.
Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

Students will select three images that they connect with (emotionally, visually, contextually) and provide
written responses about these images that incorporates prior cultural/racist/historical knowledge (or learning
that happened today) and personal interpretation and reaction related to the story today. (ie: students writes
about the cutting of the boys hair image; they write about the significance culturally of cutting of long hair
of Indigenous people {power, annihilation of culture, control, assimilation) as well as how the hair floated
soundlessly like falling leaves in the animated image) representing the silence that Indigenous families
endured. Students will demonstrate an understanding of the devastating impact that dominant society had on
the identity and culture of Indigenous people and recognize ongoing struggles that continue, resulting from
this history.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

(2 min) Play the short one-minute Heritage Minute video:

Heritage Minutes_
Chanie Wenjack.mp4

Has anyone heard this story before? Tell me what you know. Explain briefly about Chanie being taken to
residential school, escaping with 3 other boys and the life-ending two day journey he endured as he
attempted to walk 600km home.

Main Procedures/Strategies:

(5 min) Play the music video The Stranger by Gord Downie. Think about what conflict exists when you watch
this video.

The Stranger
Official Video - Gord Downie - Secret Path.mp4

(Very powerful story, monitor students closely for comments/behaviour/respect)

(15 min) Have students discuss this video.
Opening Statistics:
-1880-1996 over 150,000 Indigenous children SYSTEMATICALLY taken (what does that mean?)
-Church schools FUNDED by the Canadian Government
-forbidden to speak language, practice their culture (assimilate into white Canada)
-Chanie; 1966 tried to run 600 km home, died on the tracks,
Why is he the stranger? What does that imply? Were Indigenous people strangers in society?
What does the secret path refer to? Only the children knew of it? How is that similar to the way of being of
Indigenous people?
What is he feeling? What is in his head? In his chest? (Fear, family, home, TB/sickness)
What does Theyre not going to stop refer to?
Why cant we see him?
My dad is not a wild man- What does he mean?

Conflict:
Self: escaping, surviving, emotional conflict,
Nature: surviving the elements, snow, cold, isolation, distance
Society: school, nuns/priests, cut hair, shower, abuse, beating, annihilate language/culture,

How is this story relevant to conflict and doing the right thing?
What is the right thing to do now? Do we have a part in doing the right thing?
*monitor this conversation and ensure that it is respectful and productive in helping students develop a lens
of understanding and putting ourselves in the shoes of the other based on historical facts. Address any false
perspectives and inappropriate comments (didnt happen, they wanted it, own fault, was a good experience
etc)

Why is it important to talk about it and learn about it?

(history repeats, history impacts present, ongoing racism, similar treatment to other cultures, acknowledge
the impact on generations, family, children, parenting, current struggles)
How was the story told? Was it effective?
Did the story need words?
How was this video effective?
What elements stood out to you? (use of b/w (residential school) and colour(home/family), music with no
sound, simplistic photos/animation,

(10 min) Read the Novel Secret Path

Tell the students this book is a story told with images and songs. They will experience both the images and
lyrics together (two songs from the book will be played) as well the images will be presented without music.
During the time when it is just the images and no music, instruct them to read the images of book. (look
for repetition, mood, theme, colour, emotion, symbolism, power, perspective, POV)

Instruct students that as we read through the whole story they are to select two or three images they feel
were the most significant (images that spoke to them) and why. Pick out one image that they did not
understand (why was it was included in the story? What was the meaning?). They can choose images from
either the song/images parts or just the images part of the reading. Jot down thoughts, words, feelings,
conflict, mood, as they listen/view. They will be writing about the significance of the images they selected.

The two songs to play: swing set during the images that correspond and seven matches during the
images that correspond. (The song lyrics are written in the book)

(15 min) In their journals make note of the images 2 (understood) and 1 (not understood) OR 3 (understood)
they selected. Write down a brief explanation of why these images stuck out for them. Think about the image
with respect to Indigenous culture and ways of living. How was this evident in the image? (you can provide
the example of the hair cutting image) Students use their journals to write about the conflict that was
 evident in each of the images they selected. How was the conflict portrayed? (colour, size, sound, shape,
emotion, imagery, repetition, symbolism) What is the significance of that image to the story of Chanie? How
did the image tell a story? How was the conflict handled?

(7 min) Was this book an effective way to tell this story?

Which was more effective, with music/lyrics or without? Why? (different perspectives)
What was Chanies conflict? How did he handle conflict? Was there a different way?
Anyone want to share an image they selected and why it was significant to them around the theme of
conflict?

The right thing was not done in this story, or in the overall treatment of children in residential schools.
What is the right thing to do now? (ensure the truth is told, understand the history and ensure the attitude
and racism does not continue into the present, recognize healing involves all of us through understanding,
support and education) Monitor this discussion for respectfully appropriate responses.

Adaptations/Differentiation:

This lesson is very visually and auditorily focused with music and visuals telling the story of what is being
presented. Through the classroom discussion students can listen to ideas and prior knowledge as it is
discussed in conversation. This will help students who are ELL to engage and understand on a
visual/emotional level without needed to do a lot of reading.

Writing support: For students with difficulty in writing or newer ELL students, they can provide a point form
representation of the key learning and understanding that they got from the story.
ie:
Music- no lyrics during running scene, alone, no one around
Black/white image- cold, empty, unloved, abandoned
Hair cut- long hair part of Indigenous culture, identity, purpose, family, self

Closing of lesson:

2 min- check in. Hands up who wants to share ONLY one word about what they saw/listened to today?
(reminder of respect if you feel that is necessary based on how class has gone up until now).

We will start our class tomorrow talking about any thoughts or questions that may come up for anyone. (also
let students know I will be around after class if there is anything they want to share/discuss and if there isnt
time to talk then, I will make time at recess/noon)

Personal Reflection:
I find the imagery of this graphic novel/lyrics to be haunting and powerful. I think it has a lot of potential to
move students who are tired of hearing about Indigenous content into a place where emotions and feelings
become harder to rationalize and therefore this Indigenous story becomes a more visceral story about
someone (as well as a whole culture/people) who has had their own identity taken, their culture punished and
forbidden, and their way of life annihilated. Tying this to the students own ongoing development of their
identity as they try to figure out who they are and where they belong and explore how this annihilation
would affect that development and sense of self.

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)