Lesson 57

 

 We wrapped up our conversation on Brother - specifically, we talked about the techniques used by Chariandy in his narrative work that make it engaging to the reader.

Students were introduced to Elamin Abdelmahmoud, and listened to an excerpt of his memoir Son of Elsewhere. 

While listening, students were asked to keep track of various "writerly moves" made by the author (on a handout) and had the remainder of the class to answer the questions of the reverse of the page. Note: students are not expected to do the writing practice at the bottom of the sheet, but are welcome to try it out at home in preparation for our upcoming work. 

The interview assignment, due next week, is already on Teams - students should get started on this work if they feel they will be pushed for time over the weekend. 

Students also got a look at the "Welcome Home" Tim Horton's ad referenced by Abdelmahmoud in the chapter.

If you missed today's class, you need to come to tutorial to pick up materials.

Lesson 56

 

Most students received the notes they handed in before the break (once block held back until a full complement has been handed in).

We talked about some very Canadian symbolism via:

• Margaret Atwood and Ann-Marie MacDonald
• Carney and Mike Myers (first minute)
• Fight between a Canada goose and an eagle
  

We transitioned toward our text with a look at:

• An elementary teacher with an "Everyone is Welcome Here" poster being directed to take it down (first 2 minutes)
  
• Maya Angelou offering advice to a young Dave Chapelle on what to do with anger, other than allowing it to make one bitter

Finally, we watched:

• A young Rev. Jesse Jackson on Sesame Street - and connected the poetic reading to our novel.

Students then set about answering the following questions:

1. Who is this text written for?
2. How does Chariandy mislead/confuse - WHY/ to what end does he doe this? (Provide some examples of moments you believed one thing, or were left questioning something - what did you learn from your confusion?)

 

Lesson 55

 

We talked through the previous set of pages - students did a wonderful job - and then finished the text.

We listened to Nina Simone's "Ne Me Quitte Pas" and looked at the lyrics.

Students handed in the notes they have taken for the text, along with the early comprehension questions.

Wishing everyone a wonderful break!

STUDENTS WHO MISS CLASS SHOULD CATCH UP ON THE READING BEFORE THEIR NEXT BLOCK.

Lesson 54

 We talked about "Der Strewwelpeter"  to discuss the contrast between German folktales and the tales told by Ruth relayed on page 142. See this for the Duennes - Douen

We continued our reading of the chapter - looking at key quotes and images and callbacks - then listened to more text. 

Students listened up to the break on page 165, before students continued their note taking.

During our next class, we will discuss this section and finish listening to the text. Students will also hand in what notes/questions/etc. they have come up with for the text as a whole.

STUDENTS WHO MISS CLASS SHOULD CATCH UP ON THE READING BEFORE THEIR NEXT BLOCK.

 

Lesson 52/53

 Last class, we listened to a segment of text, up to page 134, and then observed our last fishbowl.

Students received a snapshot of their marks for this learning update, and noted how much has changed since the last one, and how much opportunity for change there will be before June. 

Today, we read to the break on page 153. Students took notes, in whatever form they find most useful (some are tracking characters, setting, and questions on specific pages, but many are tracking for themselves on separate sheets. Notes should include key quotations and theme at times).

Students had the remainder of the class time to continue their notes - We will have a class-wide discussion, along the lines of the fishbowls, next class.

STUDENTS WHO MISS CLASS SHOULD CATCH UP ON THE READING BEFORE THEIR NEXT BLOCK.

Lesson 51

 

Today we read through to the bottom of page 112, and then group 5 did their fishbowl.

Students are encouraged to continue making notes as we read - to think about how the author is using symbol, dialogue, imagery, characterization etc. to build the story.

No new homework. 

Lesson 50

 

We read through to page 97, and yet another group presented their thoughts on the chapters to the class.

We will continue this process over the next several classes. 

For intrigue:

• Dance piece set to Nina Simone's "Feelin' Good"
• "Get By" by Talib Kweli (Explicit lyrics)
• "Get By" lyrics