Unit Title: Keeper n’ Me: Storytelling as Teachin’

Prepared by: Catherine Taylor

Grade: Communications 12

Duration of the Unit: 12 lessons, 78 minutes each

Unit Rationale:

The goal for this unit plan is: to review the elements of the novel as a literary genre; to encourage students to explore diverse perspectives by addressing the issue of oppression and stereotypes, specifically of Aboriginal peoples in Canada; to paraphrase the main themes and ideas of a novel and relate these to human experience; to gain an understanding of how different genres of literature inform and enrich one another, in this instance how oral tradition informs the content and narrative structure of this novel; to appreciate how literature enriches one’s own experience.

The following passage from the novel Keeper n’Me by the Ojibway writer Richard Wagamese poignantly expresses the social and political oppression that Aboriginal peoples in Canada have suffered from:

“Indians never got mentioned in any of the schoolbooksexcept for being the guides for the brave explorers busy discoveringthe country. I could never figure out how you could say you wereout discovering something when you needed a guide to help youfind it. But Indians were always second to the explorers whowere creating the real history of North America. Comic booksand novels were just carbon copies of the textbook, TV andmovie Indians. We were either heathen devils running aroundkilling people or just simple savages who desperately neededthe help of the missionaries in order to get straightened out andlive like real people. There weren’t any other kind of stories.”

(Wagamese 12)

Educators can begin to redress this social inequity by incorporating the diverse voices, history, and culture of Aboriginal peoples of Canada into the curriculum.

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Prescribed Learning Outcomes from the IRP/Curriculum Guide for Communications 12, Appendix A:

The novel study, related assignments, and class discussions will incorporate the following learning outcomes from the IRP.

Comprehend and Respond (Strategies and Skills):

Choose appropriate strategies before, during, and after reading, viewing or listening for different purposes

Demonstrate the ability to use a variety of strategies for locating information in print and non-print resources, including electronic resources

Assess prior knowledge of and experience with specific topics Demonstrate the ability to listen and view critically Interpret a variety of technical, literary, and workplace communications

Comprehend and Respond (Comprehension):

Distinguish the different features of a variety of literary, technical, and business texts

Paraphrase the main ideas, events, or themes in a variety of literary, technical, business, and informational communications

Comprehend and Respond (Engagement and Personal Response):

Demonstrate the ability to connect their experiences and values to those reflected in Canadian and international literary and mass media works

Demonstrate a willingness to explore diverse perspectives to develop or modify their points of view

To demonstrate the ability to support a position by citing specific details from what they have read, heard, or viewed

Communicate Ideas and Information(Composing and Creating):

Demonstrate the ability to use language, visuals, and sounds to influence thought, emotions, and behaviour

Use a variety of techniques, including outlines, webs, flow charts, and diagrams to organize and communicate ideas

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Assessment and Evaluation for the unit Keeper n’ Me: Storytelling as Teachin’:

(10 %) Before reading the novel – Investigators’ Group Assignment # 1 (Historical Context/Group oral reports).

Look for information on both the history and culture of the Ojibway people as well as history and background on residential schools in Canada.

(5%) Participation in oral reading, class discussions, and group work.

Portfolio:

(15%)Written or recorded oral response to guest speaker on the importance of oral literature in Aboriginal culture

(20%) Interview/Oral History – What can we learn from our elders? An interview with an elder in your community or neighbourhood. Conduct interview and reflect on what you have learned in a written summary.

(20%) Reading Response Questions/Assignments – review of questions & answers or an alternate assignment to prepare students for group discussion the following lesson. The completed handouts are to be submitted for assessment. Students to generate at least one question of their own to pose to their classmates during the following lesson.

(15%) Final project/ Sociogram: “A sociogram is a visual representation of the relationships among characters in a literary text.” ( “Reading Strategies: Scaffolding Student’s Interaction with Texts.”) The students will chart the development and growth of the main character, Garnet Raven, through his relationships to the other characters in the text.

(l5%) Test on the novel: vocabulary matching and multiple choice questions: 2 paragraph responses.

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Lesson One: Introduction and background to the Novel

Materials: 2 sheets of poster board, felt pens, scissors, glue and/or tape.

Activity One (time allotted: approx. 1/2 of class, 35 minutes): Eliciting background knowledge/scaffolding.

Does the cover tell a story?

In preparation for reading the novel, I will ask the class to gather around while I display the front cover of the novel Keeper n’ Me. I will ask what they think the images suggest about the content of the novel.

Using the students’ answers as a lead, I will then ask what they know of the traditions of Aboriginal peoples, eliciting background information before I discuss the role of storytelling.

( Oral tradition is integral to the structure, content, and meaning of the novel: the author employs two alternating narrators, the voice of Keeper and the voice of Garnet, who tell their interwoven stories in the vernacular English of the White Dog Reservation. This technique evokes the experience of oral storytelling and informs the way Keeper, the elder, passes on the “teachin’s” or traditions, to Garnet, the young Ojibway man. As Keeper says: “…maybe if you listen hard, pay close attention, you’ll see that their your stories too. Our stories all work like that. It’s TRA-DISH-UNN.” )

READ: Storytelling circle: I will model this activity by reading pages l to 4. For future sessions of the storytelling circle students will be asked to take turns reading a paragraph

BACKGROUND:

Living Libraries

“For centuries before the arrival of Europeans, indigenous peoples shared from one generation to the next, from one memory to many. Tribal Elders are trained in their youth to develop the requisite oratorical skills and memory. These Elders, or “living libraries,” pass on the legacy of native technology, government, natural science, folklore, religion, art, legend, and healing. Knowledge is transferred orally through stories, songs, philosophies, dances, and histories. Other individuals in the band, such as herbalists, pipe carriers, and “Knowledge Seekers,” also proffer history, customs, and traditions without written documents. The purpose of the oral tradition is to ensure that knowledge and wisdom are preserved and imparted to others. This knowledge may include education, communication of the culture, socialization, or even validation of authority and rights.” (Landi 3)

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Discussion: check in for understanding on “Living Libraries” and ask students how this relates to their own knowledge and what they have learned in the prologue. I will be looking for some understanding that as an elder, Keeper’s voice initiates the story, introducing the setting, the conflict, and that there is something to be learned in the telling of the boy’s (Garnet’s) story.

Element of the novel: First Person Narrator (s) – Keeper and Garnet

Activity 2(time allotted: approx. 1/2 of class, 35 minutes):

Seekers’ Assignment Sheet #1 (Research and Historical Context): Students will be divided into groups of three and visit the library for information on Ojibway culture and history of Aboriginal peoples in twentieth century Canada. They will be asked to bring back images as well text from the internet.

One group will be assigned to the task of making up a “community research board” in the shape of a circle, with the heading “Communications 12 – Our Journey Along the Red Road.” (Keeper: “Stay on the path of the heart, the red road, you learn to be a good human bein’ first.” p. 190)

Conclusion & Homework: We will post the research from the Group Investigator’s Assignment next class.

Pages 1-14 of the novel and the Reading Response Questions Handout #l.

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Lesson 2:

Activity 1(allotted time l5 minutes):

Question Review: Review of Reading Response Questions #1 with emphasis on defining and understanding the word “stereotype” and how that relates to oppression. We will also discuss the plot in terms of the conflict presented in these pages.

Element of the Novel: Plot – conflict between Ojibway culture vs. majority society

Students can pose their question to classmates.

Activity 2 – Seekers’ Group Reports (30 minutes):

Each group will present their reports. Students will be encouraged to ask their classmates questions about their research.

The group responsible for having made up the community research board will post images or text on the board.

I will facilitate and summarize key points.

Assessment: (10% unit mark) for oral report and demonstrating acquired knowledge on the research topic.

READ (15 minutes): Storytelling Circle – Oral reading in turns – beginning at page 14.

Looking forward to Lesson 3 and “Listening to Storytellers - Assignment #2” (12 minutes):

For the third lesson in this unit I will have made arrangements for a guest speaker from the Sto:lo Longhouse (Chilliwack, B.C.) to address the class on the role of of storytelling and oral tradition for the Sto:lo people. At this point I will make the announcement about the guest speaker’s visit for our next class.

Students will be prompted to consider what questions they would like to address to the guest speaker. They will be given the handout “Listening to Storytellers” to record their questions on and to make notes during the presentation. Students will also be informed of Assignment #2 that they write or record an oral response to what they learn during that presentation.

Conclusion: Hand in Reading Response Questions #1

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Homework: Read pages l5 to 39 and Reading Response Questions #2. This will be due at the beginning of Lesson 4 when the students will discuss their answers in groups of three.

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Lesson 3/Listening to Storytellers(allotted time 30 minutes + l5 minutes for questions):

(Note: Alternate Lesson Plan Arrangements - We will move ahead to the next lesson and reschedule the guest speaker for a subsequent lesson if unforeseen circumstances prevent the speaker from attending. )

Guest Speaker on the importance of the Oral Tradition for the Sto:lo people.

I will facilitate questions from students based on what we have just learned.

Thank you’s and class led by instructor in giving a round of applause. Students will be organized into small groups to discuss what they have learned while I escort our guest back to the reception area.

Discussion after the presentation: (allotted time – l0 minutes): I will initiate the discussion by asking students to report on what they learned during the presentation and how that relates to what we knew beforehand.

Written Response (allotted time 20 minutes): Using the “Listening to Storytellers – Assignment #2” handout students will have 20 minutes to begin a draft of their response. I will circulate around the room to make myself available for direct instruction.

Conclusion: Homework: Reminder to complete pages 15 – 39 of the novel and Reading Response Questions #2 before next class. This is in preparation for group discussion next lesson. The Reading Response Questions Handout is due at the end of next lesson.

Work on the written or oral response to the presentation at home. Students will be informed that they will be given the first twenty minutes of Lesson 5 to complete this assignment. This assignment will be due at the end of Lesson 5.

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Lesson 4:

Introduction (l5 minutes): Looking back to what we learned from the presentation and looking forward to the written/oral response due next class:

Whiteboard Key Question: Does all learning take place in school? How and who do we learn from?

Relate the following statement to the text:

“Native peoples use oral tradition to attain an understanding of the past, the present, and the future.” (Landi 33)

Keeper says: “Lots of people out there gotta know what happened, how you found your way and what it takes to be an Indyun these days” (p. 4).

Let’s look at some examples that tell us about learning through oral tradition.

Garnet says: “Ever since I’ve been here I’ve been listening to what that old guy’s been telling me and pretty much trying to do what he says and it’s all worked out fine.” ( p. 7)

Try to relate something you’ve learned so far from the novel with what you learned during the guest speaker’s presentation when you are composing your response.

Review of Reading Response Questions #2 Handout/Small group discussion (20 minutes):

In these pages we learn that Garnet has been the victim of a painful journey that takes him away from his family and people. The students will review the aspects of that journey by discussing the answers to the Reading Response Questions #2 (pages 5 – 39 of the novel) in groups of three.

I will circulate to facilitate discussion and check in for understanding.The class will then be brought together to share their answers.

Elements of the novel related to Reading Response Questions: imagery – Garnet’s description of the land (p. 4, 5) antagonist – Ontario Children’s Aid Society

Class discussion & Storytelling Circle pages 36-59(30 minutes):

We will pick up the story on p. 36, where we again hear Keeper’s voice. He describes the significance of Garnet’s experience as a result of the oppressive

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political and social policies (the Residential School System; Apprehension of Aboriginal Children) that devastated Aboriginal peoples.

Discussion in terms of themes, plot, the conflict between the [Ojibway] Anishanabe values and the dominant white society values, main character/protagonist’s internal conflict (assimilation policy and stereotypical images erase Garnet’s identity)

Theme – identity of Aboriginal peoples is either oppressed/denied or misrepresented by stereotypes (p12)

The following are some guiding questions to elicit and scaffold understanding about the theme, plot, and use of language.

1) Theme - From what we have learned so far about Garnet’s past, how and why has he suffered? Think of examples from the story. (Garnet suffers psychological/spiritual loss and internal conflict. He is taken away from his family and people and placed in an entirely different cultural environment where his identity is denied. Examples of theme of loss of identity: confusion over his identity; adoption of other identities (p. 15, l6)

2) Plot – What are some of the values of the [Ojibway] Anishanabe people that put them in conflict with the dominant white society? (the dam, the way time is measured, the [Ojibway] Anisanabe view themselves as part of a natural, not a manmade order (Keeper – p. 37)

3) What does Keeper and Garnet’s sense of humour express? (Resilience)Use of language is vernacular and with humorous turns of phrase: Keeper pokes fun at (mocks) generalizations.

4) Character Development – How has Garnet changed since he arrived at White Dog? What has contributed to this change? (p59)

Looking forward to Lesson 6 (10 minutes): Learning from Our Elders/Oral Interview. I will introduce and explain the criteria for this assignment and ask students to begin considering who they will interview.

Conclusion: Students to submit their Reading Response Questions #2 handout.

Assigned Reading: Read pages 40 – 59 (the end of Book 1) and Reading Response Questions #3. Start reading pages 61-111 (this section needs to be finished by Lesson 6 – the class after next).

Be prepared to answer the questions “What is the meaning of the phrase “Bih’kee-yan? And what does it symbolize for Garnet?” (p. 59)

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Lesson 5:

Activity 1 – Complete “Listening to Storytellers – Assignment #2” and/or Silent Reading (20 minutes): Students will be given 20 minutes of class time to finish “Listening to Storytellers – Assignment #2.” If they have already done so, they can use this time to read ahead in the novel.

Activity 1 – Reading Response Questions #3/Small Group Discussion ( 15 minutes):

Whiteboard Key Question: “What is the meaning of the phrase “Bih’kee-yan? And what does it symbolize for Garnet?”

Students will assemble in groups of three to discuss their answers to the above question and their answers to the Reading Response Questions #3 Handout.

Activity 2 – Storytelling Circle & Recording of [Ojibway] Anishanabe language (25 minutes):

The class will gather in a our storytelling circle where we take turns reading. We will begin Book 2 – Beedahbun and read pages page 61 - 78.

Pause to play recording: Garnet is beginning to learn the language of his people. When we reach page 68 we still stop to listen to a recording of ten phrases from the [Ojibway] Anishanabe language that includes the greeting “Ahnee” [hello], part of the dialogue on page 68. (Retrieved from the following website: www.native-languages.org/ojibwe.htm).

Question to Class: Referring back to what we have learned about oral tradition, Why would it be important for Garnet to learn to speak his Native language?

We will continue to page 74 where we discover the significance and meaning of the heading for book 2 Beedabuhn (dawn or first light in the east).

Literary term: symbol/symbolism – Beedabuhn symbolizes the beginning of Garnet’s knowledge about the traditional way of life

Conclusion & Homework: Hand in Reading Response Questions #3. Homework: Reading p. 61 – 111. We will have a class discussion at the beginning of next lesson followed by an assignment related to the reading of pages 61-111.

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Lesson 6: Activity 1(15-20 minutes): – Introduce and Explain the oral interview assignment: “Interview with an elder in your neighbourhood or community.”

We will discuss the formalities of arranging an interview: choosing a mutually agreed upon time, giving the interviewee the questions ahead of time to reflect upon, keeping the appointment time, use of recording equipment only with permission of the interviewee.

As one of the themes in the novel is learning from the elders the students will focus on asking their elder what they have learned from someone else during their life and how they have passed that knowledge on. Students will be invited to brainstorm other questions they would like to pose along this theme.

Students will have about a week to complete the first part of this assignment which is the interview. They will then be given in-class time during Lesson 11 to complete a written summary of the interview.

Activity 2 - Class Discussion on the Assigned Reading from last lesson (15 minutes):

How has Garnet’s arrival in White Dog affected Keeper? (He “dries out” so he can begin to teach Garnet).

What does Garnet learn about [Ojibway] Anishanabe prayer and ritual in book 2?Can you think of some specific examples?

(p66) Tobacco offering during hunting to show respect for the animal.(p 67) His grandfather was a Midewewin or medicine man (“people’s guardian”).(p70, 71) The significance of the drum.

Why is Beedabuhn, meaning “first light in the east” or dawn, a good title for this part of the story? (symbolic as the beginning of Garnet’s learning/Keeper’s teaching).

Activity 2 – “Reading Response #4 Handout – Highlight a Passage” pages 61 - 111/Group work (20 minutes):

Group assignment: Your job is to locate a passage from this section of the book that your group would like to hear read aloud because it is: surprising, funny, confusing, thought-provoking, controversial, well-written, or important. Using the handout as a guide work together as a group to choose three passages. Then decide which one should be read aloud and why.

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Activity 3 – Share your passage (20 minutes): Each group will share one passage of the three that they have chosen and explain why according to the criteria above. I will guide the discussion according to the content of each of the passages, clarifying theme, character development, imagery, use of language.

Homework: Reading Response Questions #5. Start Book 3, Soo-Wanee-Quay, pages 113-138.

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Lesson 7:.

Activity 1 (30 minutes): Carry-over from last class: If there wasn’t enough time to hear every group’s selected passage we will finish that activity at the beginning of this class. The remaining time for this activity will be to finish Reading Response Questions #5 and to finish reading pages 113-135.

Activity 2 (35 minutes): Class review of the questions. Students to pose their questions to classmates.

Focus on pages 74-77 and Question 3 of the Reading Response Questions:

Keeper says of Garnet that he “learned lots by being silent.” What does this mean? (p.73)

Garnet learns by watching, listening, and just spending time with Keeper.

“We sat in silence the rest of that long night. An old man and me. Keeper n’ me. Watching that moon work its way across the sky, watching its reflection in the water, both of us thinking about the mystery of things and wondering where that mystery might lead us.”

What is the purpose of prayer in the [Ojibway] Anishanabe tradition?(p.75) giving thanks, way of expressing gratitude

What was the Missionaries response to the Ojibway way of praying?

(p. 76) It was different/They didn’t understand it/They feared it.

What, according to Keeper, happens when you act out of fear?

“If you fear somethin’ long enough you get to feelin’ you gotta control it, destroy it, change it. Better in the long run to take time to understand but don’t work that way in the world lots.” (p. 76)

“Never was nothin’ to be scareda. Us we always wanna share our way with those that want it.”

Smudging Ceremony:

The ceremony is a reminder that the truth is different everyday – “we all need help” (to cope with changes).

Conclusion: Hand in Reading Response Questions #5 - Finish reading pages 113-135. Reading Response Questions #6.

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Lesson 8:

Activity 1 (15 minutes): Review Reading Response Questions #6 and pose one question to your classmate.

Activity 2 – Storytelling Circle pages 135-152 (35 minutes): Finding harmony and seeing beauty in the land.

Literary Term: simile – “all bent like a garbage dump bear.” (p. 142)

Theme of storytelling/learning: Keeper passes on Harold’s, Garnet’s grandfather, story of the mole (p. 150-152).

Activity 3 (25 minutes)– Exploring A Cree Life: The Art of Allen Sapp:

In the novel the author evokes the strong spiritual connection of the [Ojibway] Anishanabe people to the land, a relationship expressed by Aboriginal peoples across Canada. We will explore a book of paintings by the Cree artist Allen Sapp to see how he expresses the relationship of his people to the land.

Open discussion with students about their experiences in the wilderness.

Conclusion: Hand in Reading Response Questions #6. Read pages l55-l79, Lookin’ Jake, Reading Response Questions #7.

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Lesson 9:

Activity 1 (35 minutes): Review Reading Response Questions #7 pages 155-179 guided by the following:

Literary term: character/setting– the land is both; boundaries are blurred

“The land is a feeling” - In what way is the land also a “character” in this story? (Anishanabe are part of the natural order, not masters of it, their identity is linked to the land). “Lose that connection and you lose yourself….Lose that connection and you lose something that’s bigger than everything.” (p 156)

Read aloud: p. 159: the beginning of Garnet’s journey by canoe across the lake.

Read aloud: p. 163: Keeper is the “keeper of the drum.” What is his role in terms of humour? (Keeper of the humour/humour is humbling, a way of maintaining a good heart)

(p. 175) Review the passage “people of the dream.”

Does all knowledge/learning come from books? Garnet says: “But there I was reading the land and knowing what it would take to survive.” (p. 172)

Thus far Garnet has learned by? (three examples, listening to Keeper, reading/observing the land around him, learning from dreams)

Activity 2 Storytelling Circle – pages 180-197(35 minutes):

p. 188: Values of humility and gratitude:

Keeper: “See, us we’re always thinking we’re discoverin’ something out there. Truth is nature’s allowin’ us to see her secrets.” (p. 188)

p. 196 – Garnet’s family – love

Conclusion: Hand in Reading Response Questions #7. Check in with students on the progress of the oral interviews. Reminder that they will write a summary of the interview two lessons hence, Lesson 11. Reading pages l80-end (p. 214). Reading Response Questions #8.

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Lesson 10:

Materials: poster board, glue, scissors, magazines, felts for Activity 2.

Activity 1(30 minutes): Review Reading Response Questions #8. Discussion about the feast and how that represents the climax of the story and its significance in terms of Garnet’s growth and his search for identity.

Element of the novel: climax – culmination point of the story; At the feast Garnet is honoured as having reminded the people of what it means to follow the traditions. The clothes that he arrived in have been remade into Anishanabe garments.

What is the significance of Garnet’s journey? (He has been learning to follow the “Teachings. The blazes made by them that went before. The signs that mark the path we’re all supposed to follow. The path of the heart. The path of human beings. The red road.” P. 212)

How is “power” defined in the Anishanabe vision of life?

“The dreamers. The believers. The ones who know that power lives in the things we see n’ hear n’ wonder about.” (p. 212)

Activity 2 – Sociogram Project: Handout (40 minutes):

Student will have the rest of class to construct their sociograms.

Conclusion (8 minutes): Reminder that there will be a test during Lesson 12.

Looking forward to next class: The written assignment for the oral interview will take place at the beginning of next class. There will be a example for you to follow on the whiteboard. Bring your notes. When you’ve finished the assignment you can finish your sociogram and present it to the teacher.

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Lesson 11:

Activity 1(40 minutes): Oral interview/Written Response. The students will be encouraged to use their notes.

Whiteboard instructions: Model for written response:

Intro: My name is________________________. On ____________________ I interviewed_________________________ in/at__________________________about____________________________________.

Body: At least two paragraphs: (Reflect on what you learned, both about what was told to you and how you felt about what you learned. Were there any surprises? What did you learn that you didn’t know or understand before? Did this experience suggest anything we’ve encountered in our novel study?)

Conclusion: Let your audience know if you thought this was an interesting experience.

Some students may need more time than others to complete the written work. As each student finishes they may present their sociograms to the teacher. Those who have not yet finished this project may use the time to do so.

Activity 2 – Finish Sociograms and present them individually to the instructor (35 minutes).

Conclusion: Reminder to hand in all outstanding Reading Response Question sheets. TEST next class.

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Lesson 12:

Test:

Match the following terms(connect them with a line) to what they represent in the novel Keeper n’Me:

Moccasin telegraph gift honouring courage, faith humility, love

drum Anishanabe

Midewewin path of the heart

the red road Garnet

smudging heartbeat of the land

Bagga Antlers people’s guardian

bannock prayer ceremony

Ojibway a bread cooked over a fire or on a stovetop

eagle feathers word of mouth communication

Multiple Choice:

1. The description “so many wrinkles he looked like he was folded up wet and left overnight” refers to:

a) Chief Isaacb) Lazarusc) Keeper

2. Garnet is taken away from his family by the Ontario Children’s Aid Society when he is:

a) eight years oldb) three years oldc) a baby

3. Garnet and Jackie mend their relationship by:a) playing lacrosse

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b) going huntingc) playing hockey

4. The phrase “a memory you carry in the hands and the feet” describes Garnet’s experience when he:

a) arrives at White Dogb) finds the remains of the cabin on his father’s traplinec) meets Old Lazarus

5. The meaning of the phrase “Bih’ kee-yan” is:a) come homeb) first light in the eastc) power of the woman

6. Keeper’s name means that he is the keeper of:a) of the drumb) two eagle feathersc) Harold’s story about moled) All of the above

___/15 – vocabulary and multiple choice questions

Paragraph Response:

Reflect on the following passage and relate it to why the novel is told in two voices, those of Keeper and Garnet.

Garnet says: “See, the important thing about our stories isn’t so much the listening it’s the time you spend thinking about them. There’s lots of traditional thinking buried deep within each story and the longer you spend thinking about it the more you learn about yourself, your people, and the Indian way.” (p. 100)

_____/10

Paragraph Response:

Explain the significance of the following passage in terms of Garnet’s journey towards self-identity:

“the anger that smoulders away so deep inside you that you never really think it’s there but that keeps you moving and searching anyway. I thought about being tourists in this life and how an old man, a moon across the water, the sound of loons, and the smell of trees can suddenly feel like something you’ve worn around forever like an old pair of moccasins, all loose and comfortable.” ______/10

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Bibliography

Daniels, Harvey. Literature Circles: Voice and Choice in the Student-Centered Classroom. York, Maine: Stenhouse Publishers, 1994.

Greece Central School District. Reading Strategies: Scaffolding Students’ Interaction with Texts: Sociograms. 4 December 2004. www.greece.k12.ny.us/instructions/ela/6-12/Reading/Reading%20Strategies/ sociograms.htm

Landi, DebbieLee. “For the Seventh Generation, First Nations Oral Tradition in 1999 and Beyond.” Master of Library and Information Studies graduating essay. University of British Columbia, 1999.

Rouge Valley Foundation. “Ojibway medicine wheel project.” www.rivernen.ca/med_1.htm. 1 December 2004. (“In June of 1997, the Rouge Valley Foundation initiated a special program involving all the students of Joseph Howe Senior Public School in Scarborough Ontario. With the guidance of the program committee, students created the first new Medicine Wheel in the Rouge in perhaps hundreds of years.”)

University of British Columbia. Education Library. On-line Lesson Plans. The Joy Luck Club: A Multicultural Approach. (No author cited). http://www.library.ubc.ca/edlib/lessonplans/sec/englishunitplans/Summaries/ 11-Joy-Luck-Club.html. 27 November 2004.

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Seekers’ Worksheet – Assignment #1 Novel Study – Keeper n’ Me

Name: ________________________________________________________

Group Members:________________________________________________

Seekers: You are to look for background information on the following topics.

The geography, culture, and history of the book’s setting.

Ways of Gathering Information:Research books, the internet, encyclopedias.You may print out interesting images and text to bring back for our Community Research Board.

Clues to help you in your search:

Internet search terms:

“Richard Wagamese” (author’s name)

“the talking stick/Ojibway,” “Ojibway territory,” “Ojibway language.”

Websites to visit: “Residential Schools: Canada’s Shame.” www.shannonthunderbird.com/residential_schools.htm

“Ojibway medicine wheel project” http://www.rivernen.ca/med_1.htm Note: I have this website on disk and you may access it in the classroom.

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Reading Response Questions #l for Keeper n’ Me (pages l to 4) – “Bih’kee-yan, Bih’kee-yan, Bih’kee-yan”

1. What do you learn about the character of Keeper in the first four pages?(characterization)

2. Where does Keeper live? Tell me something about this place.(setting)

3. What do Keeper and his people call themselves? Twice Keeper mentions one form of the media (radio, television, newspaper, internet) that presents “stereotypes” of Aboriginal peoples. Find at least one reference and the type of media. (theme)

4. How do the Ojibway measure time? And how does this differ from the way time is generally measured now? (conflict between Ojibway values and values of dominant social group)

5. Keeper says: “Any damn fool can get people’s attention but it takes a storyteller to get their attention and hold it.” How does Keeper hold your attention? (narrative structure).

6. Make up one question from pages 1 to 14 that you will pose to your classmates in the next class.

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Reading Response Questions #2 – Keeper n’ Me , pages 5-39

1. How does Garnet’s description of the land he lives on also tell you how he feels about it? Quote a few examples from the text to support your answer.(p. 4, 5) (theme of identity, history and belonging)

2. What happened to Garnet when he was three years old? Who took him away from his family?(antagonist/plot/event)

3. How did the building of a dam affect the way Garnet’s family made their living? (plot/conflict of values)

4. Were the Ojibway people welcomed when they had to seek out work in town? Why not?(p. 10)

5. What are some of the negative images about Aboriginal peoples that Garnet grows up with and where does he see them? How does this affect him? (p. 12)

6. Why doesn’t Garnet have any real knowledge about the history of Aboriginal peoples in North America? (p. 12)

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7. What are some of the identities Garnet adopts? (p 15, 16)

8. Why does Garnet identify with “the blues” style of music? Do you respond to a particular kind of music? (p. 14)

9. Which identity has Garnet adopted when he arrives at White Dog? How do you respond to Garnet’s description of himself when he arrives at White Dog? (p. 31, 32)

10. Which member of Garnet’s family welcomes him when he arrives? How does Garnet describe this reunion? (p. 35)

11. Prepare one question to pose to the class.

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Reading Response Questions #3 – Keeper n’ Me p. 36-59

1. What terms does Keeper use to describe the traditions of the [Ojibway] Anishanabe? (p. 37)

2. What does Keeper say about Garnet learning to keep the traditions? (p. 39)

3. What is Garnet’s sister’s name and how does she welcome him? (p. 41)

4. Who is the “old man with so many wrinkles he looked like he was folded up wet and left overnight?” (p. 41)

5. What do you think it means when Stanley says to Garnet “We all want lots for you but nothing from you?” (p. 44)

6. What do Jane and Stanley tell Garnet that indicates how much his mother loves him? (p. 46-47)

7. What happens to Garnet’s father after his children are taken away from him? (p. 56)

Make up one question to pose to your classmates:

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Reading Response #4 – Keeper n’ Me (pages 61-111) – Highlight a Passage

Name:_______________________________________________________

Group:_______________________________________________________

Assignment for Book 2 – Beedahbun – pages 61 – 111.

Your job is to locate a passage from this section of the book that your group would like to hear read aloud because it is: surprising, funny, confusing, thought-provoking, controversial, well-written, or important.

Location Reason for Picking Plans for Reading

l. Page_______ __________________ __________________ Paragraph______ __________________ __________________

2. Page______ __________________ ___________________ Paragraph______ __________________ ___________________

3. Page______ ___________________ ___________________ Paragraph______ ___________________ ___________________

4. Page______ ___________________ ___________________ Paragraph______ ___________________ ___________________

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Assignment for Lesson 7 (Due in one week) – Keeper n’ Me - Interview with an elder in your neighbourhood or community:

The following are guiding questions to give the oral interview a focus.

Can you tell me about someone in your life to who taught you something that has made a difference in your life? Where and when did this happen? Have you passed on what you learned to others?

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Reading Response Questions #5:

1. How does Harold, Garnet’s grandfather, see that Keeper has courage? (p. 70)

2. What is Keeper doing when he drums? (p. 70)

3. Keeper says of Garnet that he “learned lots by being silent.” What does this mean? (p. 73)

4. How does Keeper see that Garnet has courage? (p. 73)

4. What is the difference between the missionaries “Big Book of Truth” and the source of truth for the [Ojibway] Anishanabe people? (p. 74)

5. What does “Anishanabe” mean? (p. 79)

6. How does a sense of humour help the Anishanabe people deal with their struggles in life? (p. 87)

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7. What does Keeper say that helps Garnet to mend his relationship with his brother Jackie? (p. 102)

8. Make up one question of your own to pose to classmates.

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Reading Response Questions #6 – Keeper n’ Me – pages 113-138

1. What is the white man’s misconception about the role of the drum? What does the drum symbolize for the Anishanabe? (p. 115)

2. What does Keeper say are the two gifts that we come into the world with? How does Keeper describe using both gifts to be whole? (p. 115)

3. How does Garnet’s yen for a “slice of modern pie” bring some technology to White Dog? And how do the Anishanabe fit this into their world?(p. 123-138)

4. What is Keeper’s definition of culture? (p. 138)

5. If Keeper acts as a guide for Garnet, in what way does Garnet act as a guide for Keeper? (p. 150)

6. Make up one question of your own to pose to your classmates.

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Reading Response Questions #7 – Keeper n’ Me – pages 155-179

1. Why are “land claims” so important to the Anishanabe? (p. 156)

2. What is Garnet’s personal ritual? Why does Keeper think this is important? (p. 156, p. 162)

3. How does Garnet describe the “music” of the forest? (p. 157)

4. What do Garnet’s tobacco offerings symbolize? (p. 177)

5. What is the significance of the eagle feather that Garnet finds after making his offerings? (p. 179)

6. Prepare one question of your own to pose to your classmates.

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Reading Response Questions #8 – Keeper n’ Me – pages 180 – 214

1. What are the origins of storytelling as teaching? (p.181)

2. What is the significance of Keeper given Garnet the eagle feathers? (p. 191)

3. How does Stanley explain the meaning of ceremony, rituals, and customs? (p. 196)

4. How do Garnet’s people honour him at the feast? (p. 208)

5. What gifts do Garnet’s family give him at the feast? (p. 209)

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Assignment for Lesson 10 – Sociogram: Poster Project

This is a poster project where you illustrate Garnet’s relationships to the other characters in the novel by using pictures, symbols, shapes, colours, lines.

Think of how these relationships help Garnet grow and learn.

Garnet should be at the centre. (You might look back to when Garnet arrived, on page 35, and then forward to the feast and some of the gifts offered to him on page 209.)

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