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Emma, Enia, Camille and Mia

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Leo, Aniss, Annemarie and Anabelle

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Marie-Florence, Sarah, Alice and Alexandra

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During that same midterm reading quiz, I asked for some feedback on what students DISLIKE D about this project.    Very enlightening.   ;-)

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During the midterm reading quiz, I asked for some feedback on what students ENJOYED THE MOST about this project.

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During the midterm reading quiz, I asked for some student feedback on collaborative and virtual note-taking

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Here is a short sample (1:00 to 9:00) of the 1-hour film.   It includes the documentary intro, as well as the first 10 pages of the graphic novel and the first song of the album.

Discussion questions were posted on ChallengeU:
http://edu.challengeu.com/#!p/EzXBWE

If I get a "Do-Over" in an upcoming school-year, I would form expert groups for the discussion questions instead of getting everyone to do ALL the questions.

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group read-alouds using "read & question" strategy and collaborative note-taking

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group read-alouds using "read & question" strategy and collaborative note-taking

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viewing the film...  listening to the songs... analyzing illustrations... building knowledge through discussion

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viewing the film...  listening to the songs... analyzing illustrations... building knowledge through discussion

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Novelist, writer, Aboriginal rights activist

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Singer, poet, activist... quintessentially Canadian rock star.

Currently fighting terminal brain cancer.

Devoting his last moments on Earth to promote reconciliation with our First Nations, Metis, and Inuit communities.

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How to "make it fit" with the MELS and CSA program?

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How to "make it fit" with the MELS and CSA program?

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The theme of the 3rd term in sec 2 intermediate was:  NEWS vs GOSSIP

Same theme.... Same writing task... Same grammar targets as in previous years

Different learning materials and different topic.

Adding some more  "Can-Lit" to our Eng. program

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learning targets from the MELS Progression of Learning

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learning targets from the MELS Progression of Learning

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Specific elements from the MELS Progression of Learning are listed in this document.

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By A Tribe Called Red

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Music is a shared passion.   Students listened to and discussed a protest song by the Indigenous, electronic DJ collective, A Tribe Called Red.

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Interactivity and quick n' easy feedback

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Interactivity and quick n' easy feedback

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I found this to be a major perk of a virtual notebook.

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Create a Virtual notebook in 3 easy steps

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Create a Virtual notebook in 3 easy steps

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For students who are new to Padlet, I made an instructional video on how to make their virtual notebook.
http://edu.challengeu.com/#!p/EzXBWE

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Linking a virtual notebook with the MELS Progression Of Learning...

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Linking a virtual notebook with the MELS Progression Of Learning...

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Communication habile en groupes de 4

Travail d'equipe

Culture du numerique (interactivity)

Perspective sur le monde (dif. world view)

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Focus on Reading Strategies

Writing Notes & Quotes... and learning the difference between a note and a quote

Collaboration et Travail D'Equipe

Easy and instant access to EVERYONE's Virtual Notebook through the "Share" function.

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From LEARN Quebec, an explanation of how an English course can touch upon a wide variety of text types and genres.

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Inspired by the Secondary English Language Arts program

Emphasis on a "repertoire of required genres" and "variety of text types"

Click below to see The Secret Path "Reading and Viewing Package"  (Virtual Textbook):

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Recreate the "life and legacy" of Chanie Wenjack through 8 sequential tasks:

1.  Create a virtual notebook on selected items from the Reading and Viewing Package.

2. Read the original 1967 Macleans article that documented Chanie's tragic story.

3.  View Secret Path animated film and build meaning through small-group discussions.

4.  Create a character map of Chanie Wenjack.

5.  Create a "Life & Legacy" timeline.

6.  Create a fictional interview between a journalist and a "witness" to Chanie's story.

7.  Collectively read the novella "Wenjack", by Jospeh Boyden. Notes and idea-mapping of 4 aspects of the novel on a collaborative reading log.

8.  (TBD) Retell a "survivor story" or a "reconcilliation story" through a text type of their choice (news article, cartoon, or narrative short story).
"LE SCENARISATION" IS ON A CHALLENGEU PLAYLIST

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Students will explore one, single story from 3 different perspectives:

1. a non-fiction re-telling of the story for a feature article in a magazine.

2. a fictionalized, artistic re-telling of the story through a graphic novel and songs.

3. a fictionalized, narrative re-telling of the story from the point of view of forest animals.

Students will discuss which story elements are fact...and which are fiction.

Students are constantly asked to link the past with current realities.  They are reminded that the understanding one, single "truth" about residential schools (CW's story) helps us "reconcile" with the current reality of our Indigenous population.

Students will use 1 of the 3 "Chanie stories" above as a model to re-tell another story related to the truth about residential schools or reconilliation.

Students will work on almost all tasks with a partner or in a group of 4.

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All 3 competencies are developed in this project:
1.  Interaction with Peers
2.  Reinvest Understanding of Texts
3. Write/Produce a variety of texts

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First... necessity is the mother of invention.

Secondly... the inspiration came from this magic moment in my living room last summer: