Credit Recovery - ENFP 10 (from Winter/Spring 2016)

Your Credit Recovery assignment is a novel study, in order to satisfy the reading component of the curriculum.  Based on the novel study you will complete a package of graphic organizers that will demonstrate in writing / visual representation that you understand the content of the novel.  In order to satisfy the oral language component, you will have a discussion with the instructor about the novel, the materials in the Links & Resources section and your thoughts on both.  
Instructions

The Graphic Organizer Pkg. 

For each sheet that you have to fill out, you also have an instruction sheet that gives similar information to what is here on this page, AND you have an example sheet.   Be sure to ask for help if you need assistance or support! 
Pause and Reflect
The novel has been divided up into 4 sections: 
  1. from pages 1 - 42
  2. from pages 43 - 98
  3. from pages 99 - 172
  4. from pages 173 - 221 (the end of the novel) 

For each of those sections,
  • summarize the theme (main point, or big idea that author Richard Wagamese dealt with in those pages, 
  • create your own question about that section, or about what you think might happen next, 
  • and make a connection to something you already know or in your own life. 
My Own Perpsective 
You do the top and left half of this sheet BEFORE you read the novel and the bottom and right half of the sheet AFTER you read the novel.  The statement for your agreement is written at the top of your sheet, but can also be found here: 
Canada's Residential School system offered both benefits and dangers or problems to First Nations students. 
The Five Ws and H for ... Indian Horse
Under the "Who" column, put the names of 5 characters in the novel. 
Under the "What" column, list an event that happened involving that character. 
Under the "When" column, list the time when it happened in the course of the novel, that character's life and in history. 
Under the "Where" column, make note of the location at which the event occurred. 
Under the "Why" column, briefly explain the reasons the event happened. 
Under the "How" column, explain the way it happened, or the way it impacted the character and the story. 
Compare the Two (Venn Diagram) 
You're comparing your life experiences of family, school, sports, work etc. with those of the novel's main character, Saul Indian Horse.  The things you have in common, go in area where the two circles overlap. 
Agree / Disagree
There is a statement in the diamond in the centre of the page.  Around the centre diamond are four quadrants: 
  • Strongly Agree - detailed reasons that a person (not necessarily you personally) might strongly agree with this statement. 
  • Agree - detailed reasons that a person (not necessarily you personally) might agree with this statement. 
  • Disagree - detailed reasons  that a person (not necessarily you personally) might disagree with this statement. 
  • Strongly Disagree - detailed reasons that a person (not necessarily you personally) might strongly disagree with this statement. 
 The statement is as follows: 
It is important that all Canadians, First Nations and non-Native alike, are educated about, understand and do not forget the legacy of Residential Schools in Canada because their impact is far-reaching.
Comparison Matrix Chart 
In the left hand column is a series of characters to compare: 
  • Saul Indian Horse (character, novel, Indian Horse) 
  • Chanie (Charlie) Wenjack (person, Canadian history, Film and Book Secret Path by Gordon Downie, novel Wenjack by Joseph Boyden) 
  • Arnold Spirit Jr. (character, novel, Absolutely True Diary of a Part-Time Indian) 
  • Glen Anaquod (person, Canadian history, Film, We Were Children, National Film Board of Canada) 

If you can't recall info on Arnold or Glen, search on the net.  

There is a link to the film We Were Children under the Links & Resources section below and there are several sources of information on Chanie Wenjack in both the Links & Resources section and under the Videos section. 
​
In the other columns are criteria.  Give details about each character for each criteria: 
  • School
  • Family
  • Naitonality
  • Other details
Episodic Summary Of....Indian Horse
The key to this graphic organizer is to put the climax of the novel in the box at the centre of the page. 

Remember: the climax may or may not be the most exciting moment of the novel.  It IS the moment where there is no turning back for the protagonist. 
  • Where, When and How long refer to the event of the climax of the novel. 
  • The Sequence are the smaller events that make up the climax of the novel.  Put those in order in the upper right. 
  • In the circle labeled "Cause", explain the catalyst - the trigger for the climactic moment. 
  • The "Who" circles are for the key characters involved and the boxes below them allow you to give supporting details about their involvement in the climactic event. 
  • The circle labeled "Reflect" could also be called Resolution or Outcome.  What happened as a result of the climactic event? 
How Is One Just Like The Other? 
This time you are going to find the other characters or people that the characters are going to be compared to and select the criteria for comparison. 

In the left hand column, three characters have been preselected for you: 
  • Saul Indian Horse
  • Saul's Grandmother (paternal) 
  • Father Laboutillier 
You need to choose any other two characters from the novel for that column. 

THEN you need to think of people you have either heard of (historical or fiction, in books, movies, etc) or people you've met, who have something in common with that character, and put their names in the middle column.  

In the last column, give details of how the people or characters you thought of are similar to the characters from the novel Indian Horse. 
Order It! 
For this page, you will need to select 6 events that you think are key to the plot and character development in the novel Indian Horse by Richard Wagamese.  You will need to put the events in order in the boxes.  Follow the numbers and arrows shown on your sheet. 
Questions, Questions, Questions 
Imagine that you are the teacher and you are creating a quiz on the novel Indian Horse by Richard Wagamese. 

The key is that you have to create four very specific types of questions. 
  • Point to the Answer: 
    • This type of question is the most straight forward.  It should not be a 'yes' or 'no' question/answer but you should be able to point to the exact answer, almost word-for-word on a particular page in the text.  It's very much a fact-based question.   If we used Little Red Riding Hood as an example story, you might ask, "What colour was the cape that the girl's mother had made her?"  The answer is even in the title of the story: red. 
  • Put it Together Answer: 
    • This type of question requires putting together information from more than one piece of the text.  Again, if we use Little Red Riding Hood as an example story, a sample question might be, "Are Red Riding Hood and her family wealthy?" and you'd have to use details from the story to prove the answer - "wealthy" or "poor". 
  • Connect It Answer: 
    • This type of question makes you take something from the story you are reading and connect it to something from the real world.  Using our example story of Little Red Riding Hood, it might be a question like this, "Why are wolves the representation of Evil in the story of Little Red Riding Hood?" 
  • Make it Your Own Asnwer: 
    • These questions take the Big Idea, or theme of the story and expand it, making the reader really think beyond just the story.  Going back to our example of Little Red Riding Hood, an example of this kind of question might include, "The moral of the teaching story Little Red Riding Hood is that if we stray from the safe path, we might encounter unimagineable dangers, but can it be worth taking risks by straying from the safe path in life? Give an example of a time when a risky choice - and list the risks - could be one that had potential important benefits."

Notice that the more complex a question is, the more detailed and longer the questions are - AND the more detailed and longer the answers will be. 

Yes, you need to answer your own questions. 
Somebody Wanted In....
A story is not much of a story without a conflict. 

Conflict occurs when a person - or, in the case of a story, a character - wants or needs something, but is prevented from achieving it or accessing it by another person/character or force.   The character that the author wants us to root for is the protagonist or main character.  They may or may not be a "good" person.  The character or force standing in the way of the protagonist achieving their goal is the antagonist.

 An antagonist is not necessarily "bad" or "evil" - in fact, if it's a set of circumstances, it may be entirely neutral; the antagonist is mostly in the protagonist's way.  Sometimes, it's useful to the story for the antagonist to also be "evil" or to behave unacceptably, but it's not always the case. 

On this sheet you're going to identify:
  1.  Some key characters (under the Somebody column). 
  2. Next to the character's name, you're going to identify what that character Wanted or needed.  Those are the Stakes for that character, what they are in or are willing to get into conflict over. 
  3. In the column title But, you explain what got in the way of the character achieving or accessing what they wanted.   This is the antagonist for that character.  It might be an event, another character or their own personal flaw. 
  4. In the last column, where it is titled, So... explain the outcome of that character's particular conflict.  What happened when they couldn't get what they wanted? How did they get around the obstacle (the "But")? Did they get around it? Did they fail? 

What if...? 
This is when / where you stretch your imagination muscles.  

Think back to the episodic summary page that you completed.  What if the climax of the novel, or some other very important event had turned out differently? 

Then choose 5 actual results of the climactic event (or other important events in the novel) and imagine what might have changed in the course of the novel. 

Remember - if you choose an event very early in the novel, you will have to imagine how all the following events may have been different. 
The Question Generator
So in realtiy, YOU are the Question Generator.  The worksheet is just a tool. 

This tool will be the basis of the Oral component of the project.   

You construct questions by starting in the column on the right, with the 5Ws and the H - the question words. 
You add words from the row along the top. 

The further up in the top left hand quandrant a question is, for instance, "What is...?" the more straight forward / simple a question is.   The further in the bottom right quandrant is, for instance, "How might....?" are open-ended, complex questions. 

You need to create at least two questions in EACH quadrant for a total of EIGHT (8) questions based on the novel Indian Horse by Richard Wagamese. 

Have the answers prepared for an informal discussion with your instructor as the final part of this Credit Recovey project.  Book time for this discussion when you have completed all the written work (graphic organizers) and have the Question Generator finished and are ready to explain your questions and their answers. 
Links & Resources
​Videos
Richard Wagamese on Indian Horse - UBC 
Stolen Children - Residential School Survivors Speak Out
Death at Residential Schools - The National 
Hit play even if the video seems to be "unavailable" or greyed out.  It usually plays just fine.
Residential School policy called Cultural Genocide - The National 
Truth & Reconcilliation - Stories from Residential School Survivors via Operation Maple
It Matters : The Legacy of Residential Schools
​from the World Sikh Organization of Canada, The Truth and Reconciliation Commission, the Indian Residential School Survior's Society and Reconciliation Canada. 
The Chanie Wenjack Heritage Minute - The National
The Stranger (from the Secret Path Chanie Wenjack)
Official Video - Gord Downie videos
The Secret Path: Chanie Wenjack (full film) - Gord Downie via CBC Arts
Failing Canada's First Nations Children - Global News FULL STORY 16x9 
Consider: Are we doing any better today than we did decades ago?