Novel Study Unit:

April Raintree

ENG3C Novel Study Unit • Name: ___________________________

Early Life

Born in St. Boniface, Manitoba, in 1949, I was the youngest of four children. When I was three, my parents, Mary Clara (Pelletier) and Louise Mosionier lost us to the child welfare system. Children’s Aid Society of Winnipeg put us into different foster homes.

My Grief

In January 1964, Vivian committed suicide when she was in her early 20’s. Sixteen years later, in October 1980, Kathy the oldest of us, also committed suicide.

In my grief, questions came to me. Why did both of my sister commit suicide, why were my parents alcoholics, why did we have to grow up in foster homes, why had we encountered so much racism throughout our lives. I decided I needed to write a book.

Becoming a Writer

At that time I had been working as a bookkeeper, with no thought or desire to ever be a writer. But I had to do this one thing for my family.

Pemmican Publication, the only Metis publishing house in Canada, not only accepted my manuscript, they hired me as well.

In Search of April Raintree was published in April 1983 and it was so successful with students that I revised the novel for use in high schools. April Raintree, was published in 1984, followed by Spirit of the White Bison, in 1985.

Twenty-five years after first being published, my first novel remained one of Canada’s most popular works of Aboriginal literature and in 2008, In Search of April Raintree, 25th Anniversary Edition launched the literacy initiative, On the Same Page: Manitoba Reads!

My first novel had launched me into an unintended writing career, and it also brought me back full circle to the beginning with Come Walk With Me, a Memoir.

Come Walk With Me, a Memoir has now been released. I’ve been fairly busy with local media, and because this is a memoir, I’ve had some interesting visits to my past. Wabanakwut Kinew of CBC TV interviewed me in the St. Norbert house where I grew up. I had last been in the house about 25 years ago, before my former foster parents sold it. Since then, it has been extensively renovated. The present owner was very generous with us – it helped that she was a great fan of CBC and of Wab Kinew!

In October, I attended the OGAMAS Writers Festival in Brandon. Afterward, Michael Kusugak, Jordon Wheeler and I toured The Pas, Flin Flon and Thompson for the THIN AIR Aboriginal Writers Tour.

Come Walk With Me, a Memoir was launched at McNally Robinson, and author, David A. Robertson generously shared his spotlight in launching The Life of Helen Betty Osborne, a Graphic Novel, with me at Aqua Books. Manito Ahbee, A Festival For All Nations, partnered with these bookstores in announcing the release of my memoir. So thank you all.

Taken from www.beatrice-culleton-mosionier.com

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April Raintree by Beatrice Culleton • Biography

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April’s Foster Homes • Mind MapOn the sheet provided, brainstorm the different ways that both families treat April Raintree as a foster child. Jot down ideas of symbols and pictures you can use to illustrate this. Consider this sheet your rough draft. Afterward, you will create the good copy on a sheet of Bristol board. It is expected that the entire mind map be hand-drawn. Be creative!

Mind Map ParagraphChoose three significant subtopics from the good copy of your mind map. Then choose one illustrated example from each of your three chosen subtopics. You will then explain this illustration and how it relates to the subtopic and novel as a whole.

Graphic Organizer Rubric**Submit this sheet with your assignment.**

Criteria Level 1 Level 2 Level 3 Level 4Content The graphic organizers include

limited content.The graphic organizers demonstrate a limited understanding of the various elements of the text.

The graphic organizers include some assigned topics and one free choice.The graphic organizers demonstrate some understanding of the various elements of the text.

The graphic organizers include all assigned topics and one free choice.The graphic organizers demonstrate a good understanding of the various elements of the text.

The graphic organizers creatively include all assigned topics and one free choice.The graphic organizers demonstrate a thorough understanding of the various elements of the text.

Colour The mind map is not coloured The mind map does not use different colours on the various branches to aid understanding.

The mind map uses different colours for some branches.The map is coloured.

The mind map uses different colours for each branch.The map is creatively coloured and uses colour to connect ideas.

Verbosity The mind map presents multiple words or names on the branches.The Venn diagram presents limited phrases in each section.

The mind map presents only one word or name per branch that does not enhance understanding.The Venn diagram presents a few phrases in each section.

The mind map presents only one significant word or name per branch that enhances understanding.The Venn diagram presents several phrases in each section.

The mind map presents only one significant word or name per branch that thoroughly enhances understanding.The Venn diagram is thoroughly filled with phrases in each section.

Illustrations The mind map includes at least 2 relevant illustrations that enhance the overall understanding of the topic to a limited extent.

The mind map includes at least 3 relevant illustrations that enhance the overall understanding of the topic to some extent.

The mind map includes at least 4 relevant illustrations that enhance the overall understanding of the topic.

The mind map includes at least 6 relevant illustrations that thoroughly enhance the overall understanding of the topic.

Format The mind map follows the branch format radiating from a central idea in a limited manner.The Venn diagram follows the compare and contrast listing format to a limited degree.

The mind map follows the branch format radiating from a central idea to some degree.The Venn diagram follows the compare and contrast listing format to some degree.

The mind map follows the branch format radiating from a central idea.The Venn diagram follows the compare and contrast listing format to a considerable degree.

The mind map creatively follows the branch format radiating from a central idea.The Venn diagram follows the compare and contrast listing format.

Comments:

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April Raintree Mind Map • Name: ____________________________

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Instructions: Brainstorm the different ways that both families treat April Raintree as a foster child. Jot down ideas of symbols and pictures you can use to illustrate this. Consider this sheet your rough draft. Afterward, you will create the good copy on a sheet of Bristol board.

Overall Expectations: Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience; Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience; Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively.

**Staple and submit this sheet with your completed assignment.**1

Topic Development

Overall effect of paragraph.

2Support

Degree to which the response includes examples that

develop the topic sentence.

3Organization

Degree to which the response is focused, clear, and in a

logical order.

4Communication

VocabularyWord choice

Usage

5Mechanics

Spelling and capitalizationPunctuation

Paragraphing

5

4

3

2

1

Total

Clear and complex focus in topic sentence.Thorough development of idea.Original/insightful topic.Shows a high degree of understanding of themes, concepts, and ideas.

Supporting details are rich, interesting, and well-developed.Details are relevant, enhance the topic, and are appropriate for the audience and focus.

Details are effectively and carefully organized.Organizational devices are incorporated effectively.Paragraph shows thorough evidence of revision.

Uses a formal tone and appropriate diction and style, with a high degree of effectiveness.Communicates ideas with a high degree of clarity.Rich, effective use of vocabulary.

Complex use of grammar and sentence structure, with minimal mechanical errors.Information cited properly, with minimal errors.

Clear focus and topic.Clear development of idea.Shows an understanding of themes, concepts, and ideas.

Supporting details are effective and well-developed.Details are relevant and appropriate for the audience and focus.

Details are organized effectively.Organizational devices are incorporated.Paragraph shows evidence of revision.

Uses formal tone and appropriate diction and style.Communicates information with clarity.Effective and correct usage of vocabulary.

Few errors that do not interfere with communication.Information cited properly, with some errors.

Basic focus and/or topic.Some development of idea.Shows some understanding of themes, concepts, and ideas.

Clear topic. Some clear supporting details are included.Some details are relevant and appropriate for the focus and audience.

Some details are organized.Some organizational devices are incorporated.Paragraph shows some evidence of revision.

Uses some informality in tone, diction, and style.Communicates some information with clarity.Acceptable, generally correct usage of vocabulary.

Some errors that interfere with communication.Information cited with several errors.

Vague focus and topic.Limited development of idea.Shows limited understanding of themes, concepts, and ideas.

Basic, undeveloped topic.Limited details are often inappropriate for the focus and audience.

Limited organization of details. Often resembles free-writing.Few organizational devices are incorporated.Paragraph shows minimal evidence of revision.

Often uses informal tone, diction, and style.Communicates information with limited clarity.Simplistic vocabulary, with inappropriate/incorrect usage of vocabulary.

Noticeable errors that interfere with communication.Information cited improperly.

Topic is missing and/or focus is very unclear.Shows a lack of understanding of themes, concepts, and ideas.Too brief to evaluate accurately.

Topic/evidence/quotations are missing.Supporting details are irrelevant, missing, or unclear.Weak topic.

Focus and details are inappropriate for focus and audience. Resembles free-writing.Lack of length and clarity, which results in poor organization.Paragraph shows no evidence of revision. No rough copies submitted.

Rarely uses formal tone, diction, or style.Communication of information lacks clarity.Inadequate vocabulary, with numerous errors in usage.

Errors seriously interfere with communication.Too brief to evaluate accurately.Information is not cited.

T= /5 S= /5 O= /5 C= /5 M= /5

Comments:

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Rubric Paragraph • Name: ____________________________ /25

Policy of AssimilationPolicies adopted by governments are enforced by legislation and programs to assimilate ethnic minorities into the dominant culture of a country. This effectively eliminates the culture of that ethnic minority. Consider the ways that this takes place. An example would be the residential schools that Aboriginal Peoples were forced to attend.

IsolationAboriginal youth have a much higher dropout rate than non-aboriginal youth, and “[s]uicide rates are five to seven times higher for First Nations youth than for non-aboriginal youth” (Health Canada). People need to feel that they belong and that they are valued. Otherwise, they experience depression, hopelessness, or a loss of cultural identity. Why are First Nations people having their access to government services limited or denied? Why might this form of isolation lead them to consider dropping out or committing suicide as options?

KashechewanBetween October and November of 2005, there was an E. Coli bacteria contamination discovered in the water supply of the Kashechewan First Nation. What the government response adequate? Was the response prompt? Research the living conditions on this reservation and the effects this water crisis had on its inhabitants.

Substance AbuseWhen people experience the emotional distress of depression or hopelessness, sometimes they turn to self-medicating to lessen or dull this pain. Investigate the factors that may contribute to substance abuse. For example, what role might poverty and lack of social opportunities have on substance abuse by First Nations people?

Oka CrisisThis is one of many First Nations land disputes. The Oka Crisis took place in the town of Oka, Québec between the Canadian government and the Mohawk First Nation, from July to September of 1990. Research how this dispute started and the effects it had on that community, the country, and the relations between First Nations people and the Canadian government.

Stereotypes of First Nations PeopleWhat are the stereotypes of First Nations people? How did these stereotypes come about? Are stereotypes fair or justifiable? What steps can be taken to circumvent and break down stereotypes? Please present a few of these stereotypes with maturity and sensitivity. Your focus is to be on the origins, fairness, and steps to end them.

Death of Dudley GeorgeThis incident occurred during a land dispute in Ipperwash Provincial Park in Ontario. Investigate the events that led to the death of Dudley George. Why is his death unjustifiable? Was his killing an accident? Consider all points of view in your investigation, as well as the incident that sparked the land dispute and protests.

Research ResourcesInfotrac (electronic database) - search these ones: Canada In Context, CPIQ, Canadian Points of ViewAboriginalCanada.gc.ca! CBC.ca and CBC.ca/news! ! TheCanadianEncyclopedia.comHC-SC.gc.ca! ! ! AHF.ca!! ! ! ! Ontario.cmha.ca

You will work in a group of four (4) on one of the following projects listed below. Always consider the six journalistic questions when researching a topic: who, what, when, where, why, and how. Choose your partners wisely. This assignment will be presented as a 10 minute PowerPoint, Photo Story, or video to the class, incorporating audio, visuals, and text. N.B., minimum size font for presentations is 24 point. This is an opportunity for you to amaze me with your media skills and creativity. You must include a Works Cited page with your rubric when submitting the final product.

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April Raintree Multimedia Research Presentation

1. Your presentation should last 10 minutes in length. NO SHORTER or LONGER!

2. Do NOT use a script. Use point-form notes only, preferably on cue cards. If creating a PowerPoint presentation, that negates the need for cue cards. N.B., minimum size font for presentations is 24 point.

3. To get a mark above 70% you need to add some extra interest, such as props, a costume, sound effects, etc.

4. It is strongly suggested that audiovisual (A/V) materials are included to enhance the presentation. Students are responsible for A/V equipment arrangements, NOT the teacher.

1. DO rehearse your presentation in front of someone or by using a tape recorder; take notice of the time limits and stay within them.

2. DO memorize your presentation if you can.3. DO prepare small cue cards if you can’t memorize it.4. DO give a copy of your presentation to someone close to the front so that he/she can give you a cue when

needed.5. DO raise your voice a little so that people at the back can hear.6. DO modulate your voice: emphasize important words.7. DO stand in full view of the audience.8. DO present yourself as confident and in control of the situation.9. DO feel free to move as you speak.10. DO make eye-contact with members of the audience.11. DO look around as you speak, involving your audience in your presentation.12. DO use audiovisual material whenever appropriate, but make sure that you have arranged for it in advance.13. DO make sure that you know and understand the evaluation criteria.14. DO write on the chalkboard/dry-erase board any names or places or technical terms which your audience is

unfamiliar with.15. DO find out how to pronounce names, places, technical terms, etc.16. DO keep all of your written work in case it is required in the evaluation.

1. DON’T fidget at the front.2. DON’T make excuses for not being properly prepared.3. DON’T read your presentation without looking at the audience.4. DON’T hide behind a desk.5. DON’T hold paper in front of you, especially if you are nervous, because paper quivers with your quivering

hand.6. DON’T turn your back on your audience unless writing something on the board.7. DON’T use slang or informal language in a formal presentation: avoid words such as “guys,” “goes,” “like,”

“O.K.,” “right,” etc.8. DON’T speak too quickly; your audience is trying to process a lot of new information.9. DON’T pace back and forth.

Take a deep breath, relax, and begin with confidence!

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Presentations Guidelines

Do’s of Oral Presentations

Don’ts of Oral Presentations

Overall Expectations: Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning; Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience; Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience; Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively; Understanding Media Texts: demonstrate an understanding of a variety of media texts; Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.

Name(s): _________________________________________________________________________________

Topic: __________________________________________________________

**Staple and submit this sheet with your completed assignment or with a Works Cited page prior to presenting**

Category Level 1(50-59%)

Level 2(60-69%)

Level 3(70-79%)

Level 4(80-100%)

Knowledge/

UnderstandingInformation, ideas

Presents limited relevant

information and ideas

Presents some relevant

information and ideas

Presents considerable

relevant information and ideas

Presents thorough and

insightful relevant information and ideas

Thinking/InquiryCreative thinking/risk taking

Sensory appeal

Takes few risks to

incorporate unusual or unexpected features

Shows limited skill in

appealing to several senses

Takes some risks to

incorporate unusual or unexpected features

Shows some skill in

appealing to several senses

Takes considerable risks to

incorporate unusual or unexpected features

Shows considerable skill in

appealing to several senses

Shows a high degree of risk

taking to incorporate unusual or unexpected

features

Shows a high degree of skill

in appealing to several

senses

CommunicationFocus and unity

Sense of audience and purpose

Intertext of media

Has limited focus

Choice of material and

media show limited sense of audience and purpose

Intertext of media has

limited effectiveness

Has some focus and unity

Choice of material and

media show some sense of audience and purpose

Intertext of media is

somewhat effective

Has considerable focus and

unity

Choice of material and

media show considerable sense of audience and

purpose

Intertext of media is effective

Has a strong, clear, unified

focus

Choice of material and

media show strong sense of audience and purpose

Intertext of media is highly

effective

ApplicationUse of media and technology

Presentation

Shows limited command of

the media and technology used

Few parts of the presentation are smooth and fluent

Shows some command of

the media and technology used

Some parts of the presentation are smooth and

fluent

Shows considerable

command of the media and technology used

Most of the presentation is smooth and fluent

Shows strong command of

the media and technology used

All or almost all of the presentation is smooth and

fluent

Comments:

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Rubric Multimedia Research Presentation /16

Duration: ____________