Lesson Plan – The Secret Path

Developed by: Clarke School: Cochrane High

Date: December 5, 2017 Grade level: Ten
Subject: ELA10 Unit: Why Study Poetry?

Outcomes Materials
Students will learn about the tragedy of residential schools and Physical copies of the book The Secret Path by Gord Downie
the complexity of Canadian history. and Jeff Lemire
Student writing journals
Students gain an understanding of how multimodality can be Projector/ Computer to display the film version
used to create meaning.

Students will engage with multiple forms of text in relation to

Secret Path and gain an understanding of how their perspective
changes or is strengthened through multimodality.
Technology
Check all that apply
Students will be asked how these modes work together to create
poetic meaning. o Teacher laptop
o LCD projector
1.1 Discover Possibilities
- 1.1.1 Form tentative Understandings, Interpretations
and Positions (generate and experiment with strategies
that contribute to forming tentative understandings,
interpretations and positions [for example, posing
questions, suspending prejudgement as appropriate,
recognizing that initial interpretations and positions may
be inaccurate and incomplete, and recognizing that texts
may be inaccurate, misleading or ambiguous])

2.1 Construct Meaning from Text and Context

- 2.1.1 Discern and Analyze Context (Describe the
relationship between text and context)
- 2.1.2 Understand and Interpret Content (use a variety
of strategies to comprehend literature and other texts;
describe a text creator’s tone and relate tone to purpose
and audience; describe visual elements [such as
photographs, lists, tables, graphs, charts, and other
displays] and aural elements [such as sound effects, music,
and rhythm] and describe their contributions to the
meaning of texts.

2.3 Respond to a Variety of Print and Nonprint Texts

- 2.3.1 Connect Self, Text, Culture, and Milieu (identify
and consider personal, moral, ethical and cultural
perspectives when studying literature and other texts and
reflect on and monitor how perspectives change as a result
of interpretation and discussion; identify and examine
ways in which cultural and societal influences are reflected
in a variety of Canadian and international texts)
https://education.alberta.ca/media/160418/ela-pos-10-12.pdf
Prior Learning Connections
- Grade ten Social Studies :Outcome 2.11 “analyze contemporary global issues that have origins in policies and practices of
post-colonial governments in Canada and other locations (consequences of residential schools, social impact on Indigenous
peoples, loss of Indigenous languages, civil strife.” It is not necessary for students to have studied this prior to reading this
text. The teacher will be aware of where their learning is at and scaffold the lesson accordingly.Alberta Education
programs of study: Social Studies 10-1 (2005). Retrieved from: https://education.alberta.ca/media/160209/program-of-
study-grade-10.pdf

- ELA: Students will build on their analytical skills that have been developing throughout the unit. They will be asked to
apply their understanding of imagery and poetic devices when looking at the text.

Differentiation/Accommodations
- The Brainstorming/ Mindmap activity will allow for students to learn from their peers and establish a collective understanding of
Residential Schools.
- Reading aloud will give students a better opportunity to understand the poetry.
- The images in the graphic novel component will also enhance understanding- especially for ELL and students that may
struggle with reading.
- The film/ song version of the poetry brings another entry point to explore and interpret.
(audio, visual, and literal)

Special Concerns
The subject matter of residential schools may be sensitive for some students. Abuse is implicit within the text. It is important for the
teacher to be aware of her students’ needs. Preface the lesson with an acknowledgement of sensitive matter, create a safe space for
discussion, and give the opportunity for students to either remove themselves from the discussion if they become uncomfortable or
to come and discuss with the teacher.

Assessment
Formative Assessments
Class discussion, “I Notice, I Wonder, I Think Chart”

Summative Assessment
N/A

Procedure

Before - The class will brainstorm current understanding of Residential Schools by creating a mindmap on the
the whiteboard. The teacher may have to guide this brainstorming session with questions: Who was involved?
lesson Where were they located? When did they close? What were they? What was the goal of them? (~5 minutes)
(~10 - The teacher will then share information about the school system and Chanie Wenjack based on current
min) knowledge. (~5 minutes)

- Introduce the various modalities incorporated into The Secret Path (poetry, cartoon, animated
During film, song). UDL
the - The students will be asked to read “The Stranger” before watching the movie. They will be asked Guidelines
lesson
to make predictions about the poem and its meaning using an “ I notice I wonder, I think” chart. See
- Students will watch the introduction and opening poem “The Stranger” (0:00-9:02) http://www.u
 - After watching the film, students will be asked to add to their chart. dlcenter.org/
- Students will fill the “I Notice, I Wonder, I think” chart ( same structure as a KWL Chart) using aboutudl/udl
the poem “Here, Here, and Here.”After completing the chart, the class will view the film version guidelines
of the poem. (Approx. 5 min)
- Students will revisit their chart, either creating a new one or expanding on their existing analysis.
They will be asked to briefly reflect on the impact of multimodality for poetry. Did the film
enhance their experience with the words? Did their perspective change or was it solidified?

After Students will debrief with reflective journalling. The teacher can decide whether to ask a guiding question or encourage
the free writing.
lesson Reflective questions:
- What is the purpose of poetry?
- What classifies as poetry?

Notes/Reflections
Teacher Notes

● Residential Schools Brainstorming

○ Created as a result of the Indian Act 1876. In 1884 it became mandatory for First Nations children to attend federal
schools. Many located a great distance away from Indigenous communities.
■ Estimated 150, 000 students attended- 6000 children died while attending them
○ What was the goal of residential schools?
■ To assimilate Indigenous students. To “Kill the Indian”
○ When did the last one close?
■ 1996
● Chanie Wenjack died October 22, 1966
○ Tried to run away from the Cecilia Jeffrey Residential School
■ Over 400 miles away
○ When they found his body, the only object he had with him was a glass jar with six burnt matches. He only had a
cotton jacket on. He walked for 36 hours by himself (after separating from his friends) in snow and freezing rain.
The temperature was between -1 and -6 degrees celsius