Chapter 4 Lesson 3

Task

Instruction

Assessment Focus

Before

Share the following video about Anansi the spider: 

The Magic of Anansi, Jamie Mason, provided by the National Film Board of Canada

Have students come up with a working definition of the words “trickster,” “cunning,” “wit.” Note that “trickster” may have several meanings and can relate to hero. It should not be assumed that a “trickster” is the same as “cunning” and “wit.”

Observe students’ knowledge and understanding of language

During

Have students read the next two stories: “I’m Not an Indian” and “The Republic of Tricksterism.”
Teacher provides a definition of the word “oppression.”
Discussion questions:
a) How does the Cree language use the word “Indian” to fight oppression?
b) Name other tricksters and describe how they have fought oppressors.
Students write a paragraph to congratulate a trickster for their work.

Analyze and assess information, ideas, issues, and language as they pertain to Aboriginal identity in a variety of informational writings and Aboriginal literary works (Identity– NBE3U)
Demonstrate an understanding of the language used in Aboriginal works in connection with sovereignty issues (Sovereignty–NBE3U)
Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience (Writing–ENG3U)

After

Students share their work in a community circle.

Listening to Understand: Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes (Oral communication–ENG3U)
Speaking to Communicate: Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes (Oral communication–ENG3U)

Beyond

Students write to another trickster or character.

Teacher Reflection

Teacher writes their own congratulatory paragraph to a trickster.