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7 Generation: A Plains Cree Saga

by David Alexander Robertson & Scott B. Henderson

A graphic novel series that follows different characters from the Cree Nation; however, it mainly follows a character named who faces an uncertain future. By learning about his family’s past he is able to face his own present and embrace the future. The series covers the topics of smallpox, warriors, and residential schools. It is geared towards grades 7-9. I think it is a great resource because the graphic aspect is more likely to pull in students who may not be strong readers or those who enjoy this type of novel.

The Lone Ranger and Tonto Fistfight in Heaven
by Sherman Alexie

I have heard so much about this novel but have not had the chance to read it personally. It is  a “darkly comic short story collection, Sherman Alexie, a Spokane/Coeur d'Alene Indian, brilliantly weaves memory, fantasy, and stark realism to paint a complex, grimly ironic portrait of life in and around the Spoke Indian Reservation. These 22 interlinked tales are narrated by characters raised on humiliation and government-issue cheese, and yet are filled with passion and affection, myth and dream. There is Victor, who as a nine-year-old crawled between his unconscious parents hoping that the alcohol seeping through their skins might help him sleep. Thomas Builds-the-Fire, who tells his stories long after people stop listening, and Jimmy Many Horses, dying of cancer, who writes letters on stationary that reads "From the Death Bed of James Many Horses III," even though he actually writes them on his kitchen table. Against a backdrop of alcohol, car accidents, laughter, and basketball, Alexie depicts the distances between Indians and whites, reservation Indians and urban Indians, men and women, and most poetically, between modern Indians and the traditions of the past."

Fatty Legs

By Christy Jordan- Fenton, Margaret Pokiak-Fenton, Liz Amini-Holmes (Illustrator)

This book comes highly recommended from my sister, a grade 6 teacher, who has used it. Goodreads summarizes it as: “The moving memoir of an Inuit girl who emerges from a residential school with her spirit intact. Eight-year-old Margaret Pokiak has set her sights on learning to read, even though it means leaving her village in the high Arctic. Faced with unceasing pressure, her father finally agrees to let her make the five-day journey to attend school, but he warns Margaret of the terrors of residential schools.

At school Margaret soon encounters the Raven, a black-cloaked nun with a hooked nose and bony fingers that resemble claws. She immediately dislikes the strong-willed young Margaret. Intending to humiliate her, the heartless Raven gives gray stockings to all the girls -- all except Margaret, who gets red ones. In an instant Margaret is the laughingstock of the entire school.

In the face of such cruelty, Margaret refuses to be intimidated and bravely gets rid of the stockings. Although a sympathetic nun stands up for Margaret, in the end it is this brave young girl who gives the Raven a lesson in the power of human dignity.”

Complemented by archival photos from Margaret Pokiak-Fenton's collection and striking artwork from Liz Amini-Holmes, this inspiring first-person account of a plucky girl's determination to confront her tormentor will linger with young readers."

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Shi-shi-etko by Nicola I. Campbell

“In just four days young Shi-shi-etko will have to leave her family and all that she knows to attend residential school. She spends her last days at home treasuring the beauty of her world -- the dancing sunlight, the tall grass, each shiny rock, the tadpoles in the creek, her grandfather's paddle song. Her mother, father and grandmother, each in turn, share valuable teachings that they want her to remember. And so, Shi-Shi-Etko carefully gathers her memories for safekeeping.

I would use this story to begin a cross curricular unit on residential schools. This story gives a great description of the First Nation strong relationship to the land, and the struggles that the children faced leaving their families.

Shin-Chis’s Canoe by Nicola I. Campbell

“When they arrive at school, Shi-Shi-Etko reminds Shin-Chi, her six-year-old brother, that they can only use their English names and that they can't speak to each other. For Shin-Chi, life becomes an endless cycle of church mass, school, and work, punctuated by skimpy meals. He finds solace at the river, clutching a tiny cedar canoe, a gift from his father, and dreaming of the day when the salmon return to the river — a sign that it’s almost time to return home. This poignant story about a devastating chapter in First Nations history is told at a child’s level of understanding.”

This is a great story to use to follow the previous lesson because Shi-Shi-Etko is also in this story and not her brother is joining her at the residential school. This story gives students a good description of what the life was for children at the residential school and how they greatly missed their families while they were there.

Not My Girl by Christy Jordan-Fenton, Margaret Pokiak-Fenton

“Margaret can’t wait to see her family, but her homecoming is not what she expected. Based on the true story of Margaret Pokiak-Fenton, and complemented by evocative illustrations, Not My Girl makes the original, award-winning memoir, A Stranger at Home, accessible to younger children”

This book relates well to the previous two books because this book looks at what life was like for a child to come home from the residential schools. The girl in the story no longer speaks her family’s language or eats their food and the child’s mother thinks that it is no longer her girl.

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Alexie, Sherman (2007). The Absolutely True Story of a Part-Time IndianBestselling author Sherman Alexie tells the story of Junior, a budding cartoonist growing up on the Spokane Indian Reservation. Determined to take his future into his own hands, Junior leaves his troubled school on the rez to attend an all-white farm town high school where the only other Indian is the school mascot.Heartbreaking, funny, and beautifully written, The Absolutely True Diary of a Part-Time Indian, which is based on the author's own experiences, coupled with poignant drawings by Ellen Forney that reflect the character's art, chronicles the contemporary adolescence of one Native American boy as he attempts to break away from the life he was destined to live. - https://www.amazon.ca/Absolutely-True-Diary-Part-Time-Indian/dp/0316013692This text should take its’ place as one of the coming-of-age stories that students are exposed to in secondary school. Like Speak, The Revolution of Evelyn Serrano, and The Gospel According to Larry, this novel recognizes the struggles of growing up are universal to all; they may simply look different depending on the context and cultural background. MacLean, Joseph (2013). A is for AboriginalA is for Aboriginal is the first in a First Nations Reader series by Joseph MacLean. He wrote this book in response to his work on a literacy project with the urban Aboriginal community in Vancouver, where he began to realize that western rhymes and stories predominated the literature and teaching resources in early childhood education and development programs for aboriginal children. Each letter introduces names, places, and/or facets of Aboriginal culture and heritage.The book is written for Grades 4-9 students. I am always cautious about introducing ‘aboriginal’ texts as there are so many ways in which a non-aboriginal person can misuse text and show disrespect to First Nations peoples. However, this book has had positive reviews from aboriginal groups and does not shy from tackling sensitive issues in a way that is respectful and forward-looking. The “I is for Indian” page, for example,reads as follows -  ‘Indian’ as “An Italian working for the Spanish seeking the spice islands, got lost, thought he found the sea route to India. Indian - a name to be forgotten, a name to be remembered.Clark, Karin ((2007). Pacific Northwest Coastal Aboriginal Art: What am I Seeing?This is a book of Aboriginal Art that invites the reader to ask themselves, “What am i seeing when I look at Pacific Northwest Coast aboriginal art?”. The book explores and informs about aspects of aboriginal culture through its’ presentation of various art forms. I can see many connections to Language Arts, math, and design; students might be invited to celebrate their own cultural identity through this form as well. 

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Alexie, Sherman (2007). The Absolutely True Story of a Part-Time IndianBestselling author Sherman Alexie tells the story of Junior, a budding cartoonist growing up on the Spokane Indian Reservation. Determined to take his future into his own hands, Junior leaves his troubled school on the rez to attend an all-white farm town high school where the only other Indian is the school mascot.Heartbreaking, funny, and beautifully written, The Absolutely True Diary of a Part-Time Indian, which is based on the author's own experiences, coupled with poignant drawings by Ellen Forney that reflect the character's art, chronicles the contemporary adolescence of one Native American boy as he attempts to break away from the life he was destined to live. - https://www.amazon.ca/Absolutely-True-Diary-Part-Time-Indian/dp/0316013692This text should take its’ place as one of the coming-of-age stories that students are exposed to in secondary school. Like Speak, The Revolution of Evelyn Serrano, and The Gospel According to Larry, this novel recognizes the struggles of growing up are universal to all; they may simply look different depending on the context and cultural background. MacLean, Joseph (2013). A is for AboriginalA is for Aboriginal is the first in a First Nations Reader series by Joseph MacLean. He wrote this book in response to his work on a literacy project with the urban Aboriginal community in Vancouver, where he began to realize that western rhymes and stories predominated the literature and teaching resources in early childhood education and development programs for aboriginal children. Each letter introduces names, places, and/or facets of Aboriginal culture and heritage.The book is written for Grades 4-9 students. I am always cautious about introducing ‘aboriginal’ texts as there are so many ways in which a non-aboriginal person can misuse text and show disrespect to First Nations peoples. However, this book has had positive reviews from aboriginal groups and does not shy from tackling sensitive issues in a way that is respectful and forward-looking. The “I is for Indian” page, for example,reads as follows -  ‘Indian’ as “An Italian working for the Spanish seeking the spice islands, got lost, thought he found the sea route to India. Indian - a name to be forgotten, a name to be remembered.Clark, Karin ((2007). Pacific Northwest Coastal Aboriginal Art: What am I Seeing?This is a book of Aboriginal Art that invites the reader to ask themselves, “What am i seeing when I look at Pacific Northwest Coast aboriginal art?”. The book explores and informs about aspects of aboriginal culture through its’ presentation of various art forms. I can see many connections to Language Arts, math, and design; students might be invited to celebrate their own cultural identity through this form as well. 

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Loretta

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I participated in a similar activity at a workshop and it was a very powerful and emotional experience.

Re: Residential School book
Another book to add on to the Residential school book list is the autobiographical book My Name is Seepeetza, by Shirley Sterling
Description: "At six years old, Seepeetza is taken from her happy family life on Joyaska Ranch to live as a boarder at the Kamloops Indian Residential School. Life at the school is not easy, but Seepeetza still manages to find some bright spots. Always, thoughts of home make her school life bearable. An honest, inside look at life in an Indian residential school in the 1950s, and how one indomitable young spirit survived it."
(from Amazon books)
I have used this book as a literacy circle book choice for Grade 7. It is powerful yet not too emotionally disturbing for readers.

-Janelle

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I used The Canadian Aboriginal Books for Schools website: http://books.bc.ca/wp-content/uploads/2009/05/AbCat2013_Web.pdf
to find the following Aboriginal texts and I have used the descriptions provided on this site for my write ups.

The Gift is in the Making: Anishinaabeg Stories, by Leanne Simpson

"When the author’s children were born, she wanted to continue the tradition of oral storytelling as a way to introduce them to the beauty and wisdom of their culture, and as an inheritance from the past that they will someday gift to their own children. She eventually was asked to tell stories to larger groups and then write them down as a way for families to share their connections to the past, nature, their own language and the oral tradition."

Appropriate for intermediate students as:
"The stories are teachings, often humorous, but with deeper levels of meaning which include politics, leadership and “deeply held collective values.” Simpson believes that it is each generation’s responsibility to keep the stories relevant and meaningful so she uses modern phrases and colloquial language. She also uses Anishinaabe names and words throughout with definitions at the end of each of the stories."

Kiyâm, by Naomi Mcilwraith

"This book of poems had roots in McIlwraith’s Masters thesis, but is clearly an expression of love of both her family and Cree heritage. It is a record of language preservation as well as a personal narrative. McIlwraith’s Scottish father learned to speak Cree fluently, though her Métis mother did not. His death, shortly after she began to write, hastened awareness of the importance of preserving this Native language. While she is aware that in transcribing an oral language some essential meaning is lost, she understands that in preserving one’s culture, one must preserve the language, as language is culture".

Appropriate for intermediate students as:
"These poems are rich tapestries of cultural identity, traditional practices and family love, evoking the sights, smells, tastes of an earlier time on the prairie. The Cree words inserted into the poems provide rhythm, timbre and beauty, which provide a deeper layer of meaning."

Sagkeeng Legends (sagkeeng Aadizookaanag): John C. Courchene's Stories, by Craig Fontaine Lloyd

"The two stories in this book are written in English and Anishanabemowin.  In Aadizokaan Beshing a boy shape-shifts into animals. He is helpful and kind, one day changing a wolf back to his human form. Psychological questions are raised when the wolf man returns to his village and turns his enemy into a snake. Aadizokaan Niish is about love, death and ghosts. A boy searches for his childhood friend, but the girl has died and is buried in a wigwam full of provisions. The boy finds the wigwam and hears a voice telling him to eat the food. During his meal, the girl rises from the dead."

Appropriate for intermediate students as:
"The stories are handed down through oral tradition and provide a vehicle for understanding both the Anishnabek worldview before colonization and themes of the supernatural."

Janelle

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Have you ever participated in the blanket exercise? If you have, have you ever then attempted it with your own students? SUCH a powerful activity that left me in tears.

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Have you ever participated in the blanket exercise? If you have, have you ever then attempted it with your own students? SUCH a powerful activity that left me in tears.

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If you don't know, in this activity you are led through the experience of first contact and through the systemic slaughter of the Indigenous people. There are even quotes from the time that are read out at specific moments. At the end of the exercise you are given the script and resources to complete the activity in your classroom.

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Aboriginal Perspectives -- Text suggestions (Oliver)

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Aboriginal Perspectives -- Text suggestions (Oliver)

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Three Aboriginal Perspective Texts that can be included in an intermediate classroom:

Raven Tales (Animated Book Series)

“They tell the stories of the many adventures of Raven, the most powerful deity of Aboriginal mythology. Each episode features an original interpretation of a popular tale from the folklore of our first peoples.” (http://www.raventales.com/, 2017)

This graphic novel series is a great addition to any intermediate classroom. These cartoon like books are engaging readers through its visuals, making it a great resource for non-readers and readers alike. The entire collection links well to the new BC curriculum, integration Aboriginal perspectives through story telling.

Turtle Island Voices (Animated Book Series / nonfiction and fiction)

This series “offers all children the opportunity to recognize the role and contributions of Indigenous peoples in the life, culture, and heritage of Canada.” (http://www.pearsoncanadaschool.com/index.cfm?locator=PS16Cj , 2017)

Turtle Island Voices comes in different volumes, geared towards different grades, accompanied with teacher guides and lesson plans. It “Introduces the concepts of inter-connectedness, respect for life, and the quest for a better future.”

Pocahontas: The Life and The Legend by Francis Mossiker

“The amazing story and alluring personality of Pocahontas (1595–1617) have endured the enlargement of legend and the distortions of time, as if waiting for Mossiker's skill, scholarship, and sensitivity to reveal Pocahontas as she was. This biography illuminates the dual world within which she struggled to identify herself, and her enormous impact on its leading figures: the first encounters and skirmishes between Indians and Englishmen in 1607; Pocahontas's dramatic rescue of Captain John Smith and her later abduction; her marriage to the Father of Tobacco, John Rolfe; the fateful voyage to England and her early death. The book also examines the myths and commercialization that have entombed Pocahontas through the centuries. In absorbing detail this vivid biography resurrects the real Pocahontas and unveils the uses—noble and ignoble—America has made of her.” (www.amazon.ca, 2017)

This book explores the life of Pocahontas portraying the first contact between voyagers and Native Americans. There are multiple underlying themes that students can explore: first contact, exploitation, societal/cultural differences, etc.

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Aboriginal Perspectives- Text suggestions 

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Aboriginal Perspectives- Text suggestions 

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I chose to find texts involving stories surrounding residential schools.  When I first taught a lesson on this piece of our history, most of my students thought it was just another term for “private schools”.  Although this topic can be heavy at times, my intermediate students (grade 6/7) were immediately engaged and had many questions.  I found that through these discussions, they began to gain a mutual understanding for the aboriginal perspective, which we are all hoping for.

Title: As Long as the Rivers Flow: A Last Summer Before Residential School, paper ed

Authors: Brissenden, Constance, Loyie, Larry Oskiniko

I chose this book, as it is appropriate for the intermediate level (I was focusing on grade 7).   It may provide the students with an improved perspective of a child’s life before they were taken away to a residential school.

(Beginning of summary off of GoodMinds:  As Long as the Rivers Flow: A Last Summer Before Residential School is a poignant story for children about the joyous summer spent in northern Alberta in 1944. The story focuses on the daily routine of a ten-year-old Cree boy named Lawrence. His days are filled with family activities and personal adventures. At the beginning of summer Lawrence overhears the adults talking about how the children would have to attend a school far away and that this school was something like prison....)

Title: Mush-Hole: Memories of a Residential School

Authors: Harper, Maddie

Since the novel is being written in an adolescent’s perspective, I think the students will find it easier to relate and realize the severity of her experience in the school.  It would be an effective topic for a compare and contrast activity:  what their day looks like compared to the one of Maddie’s.

(Summary off of GoodMinds: Mush-Hole: Memories of a Residential School written by Maddie Harper explains her years attending the Mohawk Institute Residential School in Brantford. When she was seven years old Maddie was forced to attend the school until the age of fifteen. She writes with clarity and power as she describes her experiences. She includes a painful episode by physically and psychologically as she received a brutal disciplinary measure by a teacher at the school.)

Title: I Am Not a Number

Authors: Jenny Kay Dupuis, Kathy Kacer

I liked this book because it includes a lot of illustrations, which demonstrate some of the powerful emotions and events occurring in this story.  It is meant for a slightly younger audience, but I believe intermediates would enjoy it just the same.

(Summary off of GoodMinds: Dupuis retells the story of her grandmother Irene Couchie Dupuis taken to residential school at the age of eight in 1928. The book opens with the distressing image of the Indian agent standing in the doorway demanding that the eldest three children of Mary Ann and Ernest Couchie attend Spanish Indian Residential School. Despite their pleading the family is forced to relinquish their children to the nuns or face fines and prison time.)

http://www.goodminds.com/search?keys=&field_subject_tid%5B0%5D=48087&page=1

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The First Nations Education Steering Committee (FNESC) was founded in 1992 by participants at a provincial First Nations education conference at the Vancouver Friendship Centre. That visionary group of people determined the need for a First Nations-controlled collective organization focused on advancing quality education for all First Nations learners, and they set out FNESC’s commitment to supporting First Nations in their efforts to improve the success of all First Nations students in BC.

FNESC works at the provincial level to provide services in the areas of research, communications, information dissemination, advocacy, program administration and networking.

FNESC also strives to share current information about available programs, government policies and initiatives and education issues that impact First Nations learners.  In addition, FNESC strives to build partnerships with federal and provincial agencies and other relevant stakeholders in order to communicate the issues and concerns of BC First Nations and ensure that they are meaningfully addressed.

Our mandate is “to facilitate discussion about education matters affecting First Nations in BC by disseminating information and soliciting input from First Nations.  The primary goal is to promote and support the provision of quality education to First Nations learners in BC.” FNESC, the First Nations Schools Association, and the Indigenous Adult and Higher Learning Association operate from the same West Vancouver office and take a collaborative approach to many initiatives.

FNESC has prepared a compilation of authentic resources for K-9. From that compilation, I have chosen 3 texts to recommend:

1. A Stranger At Home: A True Story(2011)by Christy Jordan-Fenton (Author), Margaret Pokiak-Fenton (Author), Liz Amini-Holmes (Illustrator)

FNESC (p. 96) says this is good for grades 5-8 and has themes/ topics of residential schooling, Inuit culture, language, and history; family dynamics, social and emotional learning, belonging. This text includes an appendix containing information about residential schooling and a scrapbook of black & white photographsthat relate to the story

Amazon’s summary: Traveling to be reunited with her family in the arctic, 10-year-old Margaret Pokiak can hardly contain her excitement. It has been two years since her parents delivered her to the school run by the dark-cloaked nuns and brothers. Coming ashore, Margaret spots her family, but her mother barely recognizes her, screaming, “Not my girl.” Margaret realizes she is now marked as an outsider. And Margaret is an outsider: she has forgotten the language and stories of her people, and she can’t even stomach the food her mother prepares. However, Margaret gradually relearns her language and her family’s way of living. Along the way, she discovers how important it is to remain true to the ways of her people—and to herself. Highlighted by archival photos and striking artwork, this first-person account of a young girl’s struggle to find her place will inspire young readers to ask what it means to belong.

I did this story with a Korean international student last year. There is a lot of rich vocabulary in the text, but the student was able to follow the gist of the story without translating every word. There were ample opportunities for connections as well as interrogative reading.

2. Colouring Journal: Northwest Coast First Nations & Native Art (2016) by Gleeson-Lyall, Melaney

FNESC (p. 26) says this is good for grades 4-9 and has themes/ topics of family, identity, goal setting, conflict, patience, personal growth.

Goodminds describes it as a 34-page adult colouring book journal from the Native Northwest. This publishing company supports and promotes First Nations artists from the Northwest Coast. Each of the 17 art pages offers a reflection and guided reading inspiration. The first image reflects on the connections among all creation including the sun. The reflection page asks the viewer to consider ways the sun connects to a person's mood. Other pages present ideas about gratitude, knowledge, humour, cooperation, transformation, adaptability, community, protector, loyalty, patience, beauty, ancestors, storytelling, journeying together, and awakening the spirit. The line drawings by the individual artists are identified by name and nation. The imagery reflects the key animals, birds, and cultural concepts of the Northwest First Nations such as the Kwakwaka'wakw, Coast Salish, Bella Bella, Haida, Haisla, Heiltsuk, Tsimshian, and Namgis. An excellent introduction for secondary students or anyone looking for an understanding of Northwest Coast design and symbols.

I love the idea of a resource that incorporates writing as well. I think there could be rich discussions coming from these illustrations as well as the illustrations generated/ elaborated on by the students. I am going to buy this for use next year!

3. Dreaming in Indian: Contemporary Native American Voices (2014)

by Lisa Charleyboy (Author), Mary Beth Leatherdale (Author)

FNESC (p. 32) says this is good for grades 8-9 and has themes/ topics of youth perspectives, identity, and popular culture.

Amazon’s summary: A collection truly universal in its themes, Dreaming in Indian will shatter commonly held stereotypes about Native peoples and offers readers a unique insight into a community often misunderstood and misrepresented by the mainstream media.

Native artists, including acclaimed author Joseph Boyden, renowned visual artist Bunky Echo Hawk, and stand-up comedian Ryan McMahon, contribute thoughtful and heartfelt pieces on their experiences growing up Native.

Whether addressing the effects of residential schools, calling out bullies through personal manifestos, or simply citing their hopes for the future, this book refuses to shy away from difficult topics. Insightful, thought provoking, brutallyand beautifullyhonest, this book is sure to appeal to young adults everywhere.

I was drawn to this book by the summary of shattering commonly held stereotypes about Native peoples. I think this book would challenge readers to look at their beliefs and I also think that it would be possible to make numerous connections due to the ‘universal’ themes.

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Hi Angel, One of my books is on this topic too. I think the history of residential school can be comprehended by students in grades five and up, certainly at different levels. I am eager to read some of these books myself to gain a cultural perspective, as opposed to the narrative that has been told by non aboriginal people. vera

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I found the following three texts on http://www.islandstrust.bc.ca/media/343724/first-nations-reading-list.pdf.  Since I have not read these texts, the brief synopses of each book are all from the same reading list. I chose these three texts because they are all related to residential schools and they reveal the dark side of Canadian history, Aboriginal children’s lives in the residential school system and violence against Indigenous women. I think these three texts would engage my students and open their eyes to learn about Canadian history, Aboriginal culture, and the harsh lives of Aboriginal people.

- Secret Path by Gord Downie and Jeff Lemire, 2016

Secret Path is a digital download album combined with a graphic novel that tells the story of Chanie “Charlie” Wenjack, a twelve-year-old boy who died in flight from the Cecilia Jeffrey Indian Residential School fifty years ago. Secret Path acknowledges a dark part of Canada’s history—the long suppressed mistreatment of Indigenous children and families by the residential school system—with the hope of starting our country on a road to reconciliation. Proceeds from Secret Path will be donated to The Gord Downie Secret Path Fund for Truth and Reconciliation.

- No Time to Say Goodbye: Children's Stories of Kuper Island Residential School by Sylvia Olsen, Rita Morris, and Ann Sam, 2001

No Time to Say Goodbye is a fictional account of five children sent to residential school, based on the recollections of a number of Tsartlip First Nations people. These unforgettable children are taken by government agents from Tsartlip Day School to live at Kuper Island Residential School. Sometimes sad, sometimes funny, always engrossing, No Time to Say Goodbye is a story that readers of all ages won't soon forget.

- Betty: The Helen Betty Osborne Story by David Alexander Robertson, 2015

Betty tells the story of Helen Betty Osborne. Betty dreamed of becoming a teacher, leaving home to attend residential school then later moving to The Pas, Manitoba, to attend high school. On November 13, 1971, Betty was abducted and brutally murdered by four young men. Initially met with silence and indifference, her tragic murder resonates loudly today. Betty represents one of almost 1,200 Indigenous women in Canada who have been murdered or gone missing.

Reference:

First Nations Reading List, retrieved from http://www.islandstrust.bc.ca/media/343724/first-nations-reading-list.pdf

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vera

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Find three texts that you could integrate into an Intermediate Language Arts or English program.

Use websites such as Goodminds and/or any other resources you find appropriate for the task.

Include a brief synopsis of each recommended text and an explanation of why you think it would be appropriate for the Intermediate classroom.

Provide feedback and comments on suggestions.