Novel Study English 30-1 Truth and Bright Water ~ by Thomas King Introduction This novel study is a 4-week unit, consisting of approximately 20 classes. Each class is 90 minutes long. It is cross-curricular in that it draws on students previous knowledge of First Nations history and their present varied roles in North American culture. Each week focuses on a theme that relates to the overarching concept of Personal Identity, Existence, and the Forces that Shape It. The theme for week one is Personal Myths and Legends, and will explore our own story through literary aspects such as plot, characters, point of view, and symbolism and how this relates to our chosen novel Truth and Bright Water by Thomas King. It is a contemporary Canadian novel set locally, straddling the Southern Alberta and Montana border. General Student Learning Outcomes Since this is a Grade 12 unit of study, we must prepare students for the final governmentadministered diploma exam. That said, we continue to teach the human story. The thematic focus for Grade 12 English Language Arts is existentialism and the moral and ethical implications of being. The novel s themes will be explored by implementing the six language arts strands (listening, speaking, reading, writing, viewing and representing) to achieve these five interrelated and interdependent learning outcomes: explore thoughts, ideas, feelings and experiences; comprehend literature, and other texts in oral, print, visual, and multimedia forms and respond accordingly; manage ideas and information; create oral, print, visual, and multimedia texts, and enhance the clarity and artistry of communication; and respect, support, and collaborate with others. We will strive to: ~ gain insight into the human condition (positive, negative, and points between) ~ expand students experience through creative and critical thinking ~ transcend the borders of time and space as we explore the imaginary world ~ create interdisciplinary connections to strengthen authentic learning and knowledge base ~ expand the understanding of language conventions to more fully create precise and artistic communications, either written, oral, or visual. This period of time in your life s journey marks the transition from youthful dependence to youthful independence. Although circumstances may differ, dilemmas, desires, and emotions are universal. Through this study, we will gain insight into who we are as individuals and as a community of learners. Course Activities Reading the novel is 260 pages long, and in order to keep it fresh and lively, we will mix up how reading is delivered. Sometimes specific passages will be read by the teacher, student volunteers, small group of students, and most often, on own at home. To introduce the unit, we will read the short story Borders, and Chief Seattle s Letter the following class. Listening listening to the CBC 1 radio drama Dead Dog Café written by Thomas King, as well as to each other Identity Collage a visual representation on the theme of personal myth and existence Class Discussions symbolism, characters, names and titles, pace, rhythm, dialogue, plot developments and turns, and setting, etc. Exploration of Visual Artists how themes and symbols from novel are represented in a still visual medium (Alfred Young Man, Fritz Scholder, Dana Claxton, Jane Ash Poitras, Gerald MacMaster)
Music listen to and study the lyrics of contemporary First Nations musicians and poets (Ostwelve, War Party, Tom Jackson, Robbie Robertson, Buffy St. Marie) Films watch some films, videos and short excerpts that often touch on the theme of forms of existence (Dances with Wolves, comedian Ryan McMahon) Writing short in-class writing pieces in journal format and modest in-class essays Group Performance small groups will choose a short but meaningful scene from the novel for reenactment. As novels form the bedrock for most films, some costumes will be assembled, rudimentary sets will be erected and a written script with dialogue and movement directions will be submitted at the time of performance. Each performance will be video taped Assessment / Evaluation ~ Participation ~ Several short writing reflections ~ Identity Collage ~ In-Class Final Essay (as practice for diploma exam) ~ Group performance for final wrap up Resources Required Texts: Truth and Bright Water by Thomas King Borders by Thomas King, 1993 from One Good Story, That One. HarperCollins Publishers, Ltd. Articles: http://www2.brandonu.ca/library/cjns/29.1-2/16archibald-barber.pdf Trick of the Aesthetic Apocalypse: Ethics of Loss and Restoration in Thomas King s Truth and Bright Water by Jesse Rae Archibald-Barber http://www.csun.edu/~vcpsy00h/seattle.htm Chief Seattle s (1854) Letter to All http://www.halcyon.com/arborhts/chiefsea.html Artists: http://www.danaclaxton.com/index.html Dana Claxton: visual and video artist http://www.scholder.com/ Fritz Scholder: contemporary painter http://www.britesites.com/native_artist_interviews/gmcmaster.htm Gerald McMaster: painter/sculptor http://www.uwo.ca/visarts/research/2009-10/bat_2010/aa.html Jane Ash Poitras: contemporary painter http://www.britesites.com/native_artist_interviews/aman.htm Alfred Young Man: painter, writer and art educator
Film and Video: http://www.ryanmcmahoncomedy.com/ http://www.youtube.com/watch?v=xz8hgyxcgmm http://www.youtube.com/watch?v=irjrmmq1n-a Ryan McMahon: stand-up comedian Dances with Wolves (trailer) Bury My Heart at Wounded Knee (trailer) Listening / Music: Dead Dog Café (2 seasons) http://www.youtube.com/watch?v=ug0wxjeg-cg(episode 1) Robbie Robertson http://www.youtube.com/watch?v=4kp9pnsume4 Somewhere Down the Crazy River http://www.last.fm/music/robbie+robertson/_/broken+arrow Broken Arrow War Party http://www.youtube.com/watch?v=ea1ggbtrfvq One For One Buffy Sainte-Marie http://www.youtube.com/watch?v=vgwsgynsw00 Universal Soldier Ostwelve http://www.beatnation.org/music.html - null Silence Breathes (track #10) B. Medicine/Baphela Bantu (track #11) Collage Imagery: Modern Arcimboldo www.thedirectors.net Guiseppe Arcimboldo Collage Portraits Smithsonian Video http://www.youtube.com/watch?v=dlqwbf_tzwk Complete visual Catalogue http://www.giuseppe-arcimboldo.org/
English 30-1 Lesson Plan: Personal Myths and Legends Novel Study Truth and Bright Water ~ Thomas King Lesson 1 Period Length: 90 minutes Learning Outcomes ~ Students will respond through various means to the question what is your personal myth? ~ Students will begin to develop a deeper understanding of contemporary personal myths, how these myths develop, who defines them, and the forces that shape them. Explanation of Lesson: ~ Teacher outlines agenda for lesson ~ Write out vocabulary prompts on the board: myth, story, legend, identity, citizenship, private and public ~ Discussion about personal myths, and the collage project Hook Dire Straits Money for Nothing (censored Canadian version perhaps). All about illusion, myth and public image versus private reality. Playing when students enter room, and teacher is writing agenda and vocabulary on board. Activities for Engaging the Brain **Opening Activity (5 min) Money for Nothing by Dire Straits 1. Listening, Viewing and Speaking (25 mins) Play Dead Dog Café Comedy Hour, Episode 1 -- (15 mins), while slide show of various visual still art images depicting personal narrative plays on smartboard. ~ journals out while listening and viewing: encourage writing, drawing, or just listening ~ Discussion about CBC radio show: who are the characters, setting, myths present, why and who defines them -- (diagnostic and formative assessment) 2. Reading and Speaking (30 mins) Teacher reads short story Borders aloud to class. Asks for volunteer readers from class, and allows student volunteers to read passages aloud. Stop several times to ask some questions: What s happening so far? Who knows the area of the setting of the story? What is the landscape like and how does it make you feel? Who has crossed borders, and what does that mean and feel like? What does citizenship mean? How does it relate to personal identity? -- (formative assessment) 3. Representing (20 mins) Arcimboldo introduction accompanied by slide show paintings of royals and courtiers. Explain the Personal Myth/Story Collage project to begin immediately or next class (time dependent).
-- small images from magazines, photos or drawn to compose portrait/collage -- Get-to-Know-You project for each other -- start visual gallery in classroom -- completion of project will entail: 1-page written statement rationale about symbols/composition used and visual collage (summative) 4. Closing (10 mins) ~ Review concept of personal story or myth ~ Reminder of things needed for next period (thoughts and any materials for collage and quick scratch list or notes for images and symbols intended for collage) ~ tell students collage rubric will be presented and reviewed next class Materials ~ short story Borders (Thomas King) ~ technology: computer and smart board ~ media: youtube Dead Dog Café, ep. 1 and visual art slide show (Poitras, Young Man, Scholder, Degas, Van Gogh, Raphael, Lorraine, Brant, Manet, Warhol, Chicago, Frey). Guiseppe Arcimboldo: Italian portrait painter personal myth imagery ~ student journals ~ various magazines, old photos, etc. ~ pencils, scissors, glue, tape, large white/neutral paper ~ craft supplies: dingle balls, yarn, glitter, stickers, coloured paper, tape, fabric scraps ~ coloured pencils and markers ~ 3-4 overhead projectors for tracing of student profiles Next Class ~ Agenda on board: vocabulary is symbol, setting, illusion, shape-shifting ~ Read aloud Chief Seattle s Letter 1854 and post on smart board ~ Play episode #2 Dead Dog Café (15 04 ) ~ Collage work day while listening to radio drama; review rubric and due date ~ Closing: Teacher reads prologue from Truth and Bright Water (10 mins), and hands out text ~ Homework: read chapter 1 from text