by Reina Chaiekh | Feb 25, 2026
Students can research new words using trips to the library, books, videos (www.youtube.com) and websites (www.metisnation.org to learn more about the Métis, and wherearethechildren.ca/en to learn more about residential schools). Words can be posted on a class word...
by Reina Chaiekh | Feb 25, 2026
Model a Think Aloud using the focus inquiry question: “How are Indigenous Peoples and non-Indigenous Peoples in Canada treated differently?” Make predictions and confirm as the story is read aloud. Record new words on the Smartboard or on chart paper (e.g., Kwe,...
by Reina Chaiekh | Feb 25, 2026
Students can activate their prior knowledge by discussing the text and what they already know about some of the features that come up. Students can make predictions together about what the story is about and help each other form mental images about the setting,...
by Reina Chaiekh | Feb 25, 2026
Next, complete a text walk to build literacy with students. Have students explore each section of the book and pull out significant text in order to build a glossary together. This will help students make connections and prepare to read the associated text and improve...
by Reina Chaiekh | Feb 25, 2026
Good for Nothing begins by examining the years 1959–1960. Have students explore this time period and make connections to the Indigenous history and rights of this time.
