This teacher's guide is designed to help classroom teachers use the graphic novel series, Tales From Big Spirit, by David A. Robertson. The guide provides detailed lessons that meet a wide range of language arts and social studies goals, integrate Indigenous perspectives, and make curricular content more accessible to diverse learners. The guide includes: * general instructional ideas for deepening readers' comprehension of text. * a framework to further develop students' thinking about history. * information about aspects of graphic novels and how to use them in the classroom. * specific…mehr
This teacher's guide is designed to help classroom teachers use the graphic novel series, Tales From Big Spirit, by David A. Robertson. The guide provides detailed lessons that meet a wide range of language arts and social studies goals, integrate Indigenous perspectives, and make curricular content more accessible to diverse learners. The guide includes: * general instructional ideas for deepening readers' comprehension of text. * a framework to further develop students' thinking about history. * information about aspects of graphic novels and how to use them in the classroom. * specific instructional ideas and suggestions for each graphic novel. * detailed teaching and learning sequences (before-, during-, and after-reading format). * strategies and reproducible classroom materials that support and stimulate student learning. * historical images that may be reproduced.
Katya Adamov Ferguson (she/her/hers) is a settler educator and artist of Ukrainian and Russian ancestry from Winnipeg, Manitoba. Katya is also an arts-based researcher engaging with creative and critical methods to support place-based inquiries and deeper understandings of land-based issues. She is committed to creating partnerships and supporting Indigenous resurgence.
Inhaltsangabe
Preface 1 Part I 1. Tales from Big Spirit Graphic Novel Series 5 2. Aspects of the Graphic Novel 7 3. English Language Arts Instructional Focus 10 * Accessing Prior Knowledge 10 * Questioning 11 * Inferring 11 * Visualising and Creating Sensory Images 11 * Making Connections 12 * Synthesizing Information 12 * Determining Importance 13 * Summarizing 13 * Analyzing 13 4. Social Studies Instructional Focus 14 * 1. Establish Historical Significance 14 * 2. Use Evidence from Primary Sources 15 * 3. Identify Continuity and Change 15 * 4. Analyze Cause and Consequence 15 * 5. Take Historical Perspectives 15 * 6. Understand the Ethical Dimension of Historical Interpretations 16 5. Indigenous Perspectives 17 * Creating an Inclusive Classroom Environment 17 * Reflecting the Culture of the Students in the Literature 18 * Implementing an Aboriginal Model 18 * Integrating Aboriginal Perspectives into Routines, Instructional Methods, and Strategies 19 6. How to Start Using Graphic Novels in the Classroom 20 * Pre-Read the Novel 20 * Access Prior Knowledge of Multi-Modal Texts 20 * Model a Think-Aloud 20 * Use the Gradual Release of Responsibility Model 21 7. How to Use the Teaching and Learning Sequences 23 * The First Read 23 * The Focused Re-Read 24 Part II 8. Learning Sequence for First Read of Each TFBS Novel 26 * The Scout 26 * The Peacemaker 29 * The Rebel 32 * The Ballad of Nancy April 35 * The Land of Os 38 * The Poet 42 9. Suggestions for the Focused Re-Read of All TFBS Novels 45 References and Resources 48 Appendix 1: Classroom Materials 51 * CM#1: Anticipation/Reaction Guide 52 * CM#2: Seven Teachings Response 53 * CM#3: Double-Entry Journal 54 * CM#4: Medicine Wheel Character Map - Stages of Life 55 * CM#5: Medicine Wheel Map - States of Being 56 * CM#6: Story Sequences and Writing/Discussion Prompts 57 * CM#7: Compare and Contrast: Venn Diagram 63 * CM#8: Question-Answer Relationship Strategy Graphic Organizer 64 Appendix 2: Primary Sources 65
Preface 1 Part I 1. Tales from Big Spirit Graphic Novel Series 5 2. Aspects of the Graphic Novel 7 3. English Language Arts Instructional Focus 10 * Accessing Prior Knowledge 10 * Questioning 11 * Inferring 11 * Visualising and Creating Sensory Images 11 * Making Connections 12 * Synthesizing Information 12 * Determining Importance 13 * Summarizing 13 * Analyzing 13 4. Social Studies Instructional Focus 14 * 1. Establish Historical Significance 14 * 2. Use Evidence from Primary Sources 15 * 3. Identify Continuity and Change 15 * 4. Analyze Cause and Consequence 15 * 5. Take Historical Perspectives 15 * 6. Understand the Ethical Dimension of Historical Interpretations 16 5. Indigenous Perspectives 17 * Creating an Inclusive Classroom Environment 17 * Reflecting the Culture of the Students in the Literature 18 * Implementing an Aboriginal Model 18 * Integrating Aboriginal Perspectives into Routines, Instructional Methods, and Strategies 19 6. How to Start Using Graphic Novels in the Classroom 20 * Pre-Read the Novel 20 * Access Prior Knowledge of Multi-Modal Texts 20 * Model a Think-Aloud 20 * Use the Gradual Release of Responsibility Model 21 7. How to Use the Teaching and Learning Sequences 23 * The First Read 23 * The Focused Re-Read 24 Part II 8. Learning Sequence for First Read of Each TFBS Novel 26 * The Scout 26 * The Peacemaker 29 * The Rebel 32 * The Ballad of Nancy April 35 * The Land of Os 38 * The Poet 42 9. Suggestions for the Focused Re-Read of All TFBS Novels 45 References and Resources 48 Appendix 1: Classroom Materials 51 * CM#1: Anticipation/Reaction Guide 52 * CM#2: Seven Teachings Response 53 * CM#3: Double-Entry Journal 54 * CM#4: Medicine Wheel Character Map - Stages of Life 55 * CM#5: Medicine Wheel Map - States of Being 56 * CM#6: Story Sequences and Writing/Discussion Prompts 57 * CM#7: Compare and Contrast: Venn Diagram 63 * CM#8: Question-Answer Relationship Strategy Graphic Organizer 64 Appendix 2: Primary Sources 65
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