familiar and unfamiliar personal, First Nations People social and academic contexts native people Students: Mi'kmag use stress, rhythm, systemic discrimination pitch and intonation for humanity particular effects Students then respond to the video considering the following questions: EAL12-5 thinks imaginatively, Context: What historical situation does the poem refer to? What creatively, interpretively and critically are the personal, social, cultural and political contexts of the to respond to, represent and poem? evaluate complex ideas, information Significance: Even though the poem was first published in 1978 and arguments in a wide range of and relates to the poet’s experiences at Shubenacadie Indian texts Residential School during the 1940s, it still has the power to Students: speak to people today. Why was the poem transformed into a examine how narrative musical composition? How does the poem relate to First Nations point(s) of view are used to Peoples’ experiences in Canada and elsewhere over the past convey ideas, attitudes and century? What is the legacy of Rita Joe’s poem? values in literary texts and how arguments are Reflection activity presented in nonfiction texts Students compose a reflection based on the following questions: How important is a person’s home language to their sense of identity? In EAL12-7 integrates understanding what ways does language connect a person to their family and culture? of the diverse ways texts can What happens when a person’s right to their home language is taken represent personal and public away from them? The teacher should encourage students to make worlds reference to the text they have just explored. Students: analyse and experiment with Writing activities (link to Focus on Writing module) ways of transforming Students brainstorm relating to their own language experience into texts for backgrounds and language learning experiences. different purposes, Using Rita Joe’s poem as a model, students write a first draft of audiences and contexts a dramatic monologue poem. respond to and compose Students reflect on their first draft by reading the poem aloud. They edit texts which make the first draft, experimenting with grammar, syntax, lineation and sound connections between techniques to more vividly evoke the voice of the persona and to personal and public worlds enhance the poem’s message and meaning. EAL12-8 analyses and evaluates cultural references and perspectives
familiar and unfamiliar personal, social and academic contexts Students: use stress, rhythm, pitch and intonation for particular effects EAL12-5 thinks imaginatively, creatively, interpretively and critically to respond to, represent and evaluate complex ideas, information and arguments in a wide range of texts Students: examine how narrative point(s) of view are used to convey ideas, attitudes and values in literary texts and how arguments are presented in nonfiction texts EAL12-7 integrates understanding of the diverse ways texts can represent personal and public worlds Students: analyse and experiment with ways of transforming experience into texts for different purposes, audiences and contexts respond to and compose texts which make connections between personal and public worlds EAL12-8 analyses and evaluates cultural references and perspectives First Nations People native people Mi'kmag systemic discrimination humanity Students then respond to the video considering the following questions: Context: What historical situation does the poem refer to? What are the personal, social, cultural and political contexts of the poem? Significance: Even though the poem was first published in 1978 and relates to the poet’s experiences at Shubenacadie Indian Residential School during the 1940s, it still has the power to speak to people today. Why was the poem transformed into a musical composition? How does the poem relate to First Nations Peoples’ experiences in Canada and elsewhere over the past century? What is the legacy of Rita Joe’s poem? Reflection activity Students compose a reflection based on the following questions: How important is a person’s home language to their sense of identity? In what ways does language connect a person to their family and culture? What happens when a person’s right to their home language is taken away from them? The teacher should encourage students to make reference to the text they have just explored. Writing activities (link to Focus on Writing module) Students brainstorm relating to their own language backgrounds and language learning experiences. Using Rita Joe’s poem as a model, students write a first draft of a dramatic monologue poem. Students reflect on their first draft by reading the poem aloud. They edit the first draft, experimenting with grammar, syntax, lineation and sound techniques to more vividly evoke the voice of the persona and to enhance the poem’s message and meaning.
stage-6-english-eald-support-material-module-b-language-identity-and-culture.docx