I Am Hutterite

by Mary-Ann Kirkby

STUDENT NAME: ______________________________________________ Ms. Mann, Mrs. Grassl, Ms. Claire

SUMMARY The true story you are about to enjoy is a ‘fascinating account of one young woman’s journey to reclaim her heritage, understand freedom and recognize her own wants and needs.’ In the late 1960s Mary Ann’s father left the Hutterite colony that was not only their home, but really all they knew. The family was forced into the ‘English’ society that was so different from the one they understood and cherished. With many trials and tribulations within their new culture and society; Mary-Ann teaches us about innocence, freedom, hard work and shows us that regardless of where a person grows up- there are undeniable similarities between all humans that, cannot be ignored. Mary-Ann Kirkby had her personal story published in 2007 and since, has received Canadian and world wide recognition for her words. Together as a class we will read this book to learn from the evident themes, motifs and lessons rooted deep within this personal account.

CURRICULUM CONNECTIONS“As we journey on the road of life, we learn about ourselves, others, and the natural and constructed worlds. Childhood and youth lay the foundation for life, for learning and experiencing, for developing personal volition, for shaping identity and sense of self, and for health and well being” (Sask Ed. 2012, pg. 2). I Am Hutterite directly relates to our first unit of study: Beginning and Becoming. Together we will learn all about the relationships, experiences, opportunities, and paths we chose- define how we establish and build our adult lives.

LEARNING TARGETSMajor targets that will be explore throughout the following weeks are as follows:CR 20.1 I can view, listen to, read and comprehend the Canadian novel; I am Hutterite.I can identify social responsibilities in my own life and the lives of those within the novel.I can identify how relationships are important in my own life and the lives of those within the novel.I can explain how roles evolve and change as people grow older; both in my life and the lives of those within the novel.CR 20.2I can view and identify visuals that align with the themes within I am Hutterite.CR 20.3I can interpret and communicate a personal account of ones journey through childhood.CC 20.1I can write and create visuals, multimedia, oral and written texts as they align with my own life and the lives of others.I can write an essay as it relates to a theme within the novelI can write an analysis of a literary text: I am Hutteriteand many many more…

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Table of ContentsReflective Essay 4

Reflective Essay Rubric 5

Characterization 8

Themes 10

Prologue 11

Chapter 1 12

Chapter 2 13

Chapter 3 14

Chapter 4-5 16

Chapter 6 18

Chapter 7 19

Chapter 8 21

Chapter 9 23

Chapter 10 26

Chapter 11 27

GROUP ACTIVITY 30

BONUSCharacter Matching 31

Vocabulary 32

Think Mark 33

FINAL PROJECT 34

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REFLECTIVE ESSAY RESPONSEYou will be expected to: Answer all questions within this booklet as well as write a complete essay response to one of the following options below. Be sure to chose your essay topic early on so that you can identify elements within the book that support your thesis.

Essay Option 1: Explain in a reflective essay on how the old Yiddish proverb ‘Everyone is kneaded out of the same dough but not baked in the same oven,’ suits the theme of- all people have the same basic needs, despite culture- in the novel.

Essay Option 2: “What I know with certainty today is that our humanity is what we have in common, but our cultural heritage is the special gift each of us is given at birth. Until we embrace who we are and really value the power it is meant to bring to our lives, we cannot realize our true potential.” (Kirkby, pg. ?) Write a reflective essay illustrating how you can embrace both your humanity and your heritage to truly reach your full potential.

I Am Hutterite STUDENT BOOKLET Breakdown ESSAY /36x2= /72 CHARACTERIZATION /40 THEMES /45 CHAPTER QUESTIONS (Teacher Depending) / /OVER 200

REPRESENTATION/DRAWING /20 FINAL PROJECT /35Bonus: CHARACTER MATCHING /20 VOCABULARY /24 THINK MARKS

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Rubric for Essay of Explanation/Reflection (process, instructions)– ELA 20 Name ____________________REFLECTIVE/EXPLANITORY RUBRIC NAME: _________________________Hand in the following rubric with your final essay.

Fully meeting expectations, with enriched understanding (EU)

Fully meeting grade level expectations (FM)

Mostly meeting grade level expectations (MM)

Not yet meeting grade level expectations (NY)

Mes

sage

/Mea

nin

g

Strong, focused message

Your message is clearly on one process with a strong message that is informative and engaging.

You independently represent a clear central message that explains a process.

With help your message is mostly clear and on topic. Spend a little more time in the pre-writing stage, developing your explanation.

Even with help you struggle to present a message that is clear and on topic. Always keep your main idea in mind and build onto it. What are you trying to explain?

Style and voice

The style and voice of your text was carefully considered and developed to engage your intended audience and purpose.

The style and voice of your text suit your intended audience and purpose.

With help you create a text with a style and voice that suit your intended audience and purpose. Working on making these decisions on your own.

With much help you create a text with a style and voice that somewhat suits your intended audience and purpose. As you work on your writing, check with others to be sure it is making sense.

Relevant, logical details

You have shared engaging and thorough details to support your explanation. Audience and purpose were clearly part of your writing process. Your details create a strong sense of unity and coherence. You carefully choose which details to share in order to support your message and create emphasis that is engaging.

You independently use relevant, logical details to support your explanation, which are suited to your intended audience and purpose. Your details have supported unity, coherence and appropriate emphasis.

With help, you provided some details to support your explanation. How can you build on your ideas to make your writing be more substantial? How can you ensure that your details are related to support unity and coherence, while still placing emphasis on important aspects of your writing? Keep working on this balance.

You are having trouble providing enough details to support your explanation. Consider your audience and purpose. How can you give substance to your story? How can all your details work together to support your message? What are the most important parts? Spend more time in the pre-writing stage.

Variety of sources

You use a rich variety of relevant and reliable sources when appropriate and confidently and accurately cite them within your message.

You independently use and accurately cite a variety of current reliable sources when appropriate.

With help you use and accurately cite a variety of current reliable sources. Would a graphic organizer help you do this more independently?

You are having trouble using and accurately citing some current reliable sources. Use a graphic organizer and keep track as you go!

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Org

aniz

atio

n a

nd

Coh

eren

ceConsistent, correct and clear order

The organization of your writing enhances the desired effect on your audience, and clarifies the purpose and context of your creation. You have taken some risks to enhance impact, while maintaining consistency, correctness and clarity.

Your writing is clearly organized in a manner that is logical to its audience, purpose and context. You have provided an explanation that is consistent, correct and clear to the reader.

With help you create a written piece that is somewhat organized to suit audience, purpose and context. Review that ways explanations could be organized so they are clear, consistent, and correct.

You are having trouble creating writing that is organized to suit its audience, purpose and context. Use a visual organizer to help you plan your explanation early on. Performing the process while you write your draft may help.

Engaging introduction

You introduced the topic in an informative and highly engaging way. Your audience wanted to read more!

You introduced the main idea of your topic in a correctly constructed way. Your audience knew what was going to happen in your writing.

You needed help in deciding how to introduce your topic. Before you begin to construct your writing, think about what you really want to say and how to say it in an interesting way.

You had some trouble introducing your topic and engaging your audience. What is your message? Who is your audience? How can you hook your audience?

Valid and justifiable conclusion

Your conclusion powerfully and succinctly encapsulates your message and leaves your listeners with deeper understanding.

Your conclusion is valid and justifiable and brings closure to your message.

With help, your conclusion is mostly valid and justifiable and brings closure to your message. How can you end your writing in a way that helps your readers to understand your message completely?

You are having trouble summing up your message. Spend more time planning all parts of your message. What ideas do you want to leave your readers with, in the end? How do you want them to think about your message?

Styl

e an

d L

angu

age

Choi

ces

Other cues and conventions

Your syntax is varied and polished and your word choices show style and efficiency. Any exceptions to standard usage are used for stylistic effect. Your text adheres to accepted standards of spelling, punctuation, and capitalization. Any errors are a result of risk taking.

Your syntax is effective, with some variety in length or structure. Your common sentence constructions are correct. The words you use to describe are clear but somewhat generalized. Your spelling, punctuation, and capitalization are generally correct. Your ideas are clear despite any mechanical errors.

Any uncomplicated sentence structures are usually clear, but your attempts at more complicated structures result in awkwardness and/or obscured meaning. The word choice you used to describe is sometime vague or overused. You needed some help with aspects of syntax and mechanics. Where can you go for help with this? How can you expand on your word choices?

You are having trouble with language cues and conventions. Your sentences are incomplete, run-on, or simple in structure. What tools do you have to improve word choice? What will help with creating effective sentence structure? Where can you go for help with mechanics?

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Explanation terminology

You use terms associated with explanations skillfully to clarify the process, provide transition and engage the reader. You have navigated a balance between steps – by –step and interesting reading.

You use terms associated with explanations accurately to clarify the process and provide transition.

You have used some terms of explanation accurately. Continue to explore examples of explanations to learn some new terms that can make your writing wither clearer or more interesting.

You are having trouble using terms of explanation. How do writers go from one step to the next? Look at examples. Try speaking the process out loud and listen to what you do orally. Can you use this in your writing?

COMMENTS:

GRADE:

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CHARACTERIZATIONInstructions: Put the following names vertically on the TRUNKS of the trees below. Only put one person per tree. As you are reading- put character traits in point form within the tree to ensure you best understand each person throughout the novel.The 8 trees are for: Mary Ann, Mary, Ronald, Sana, Catherine, Sandra, Jake, Christian /40

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THEMESInstructions: Before reading fill in an example(s) from your own life for each of the following themes from “I am Hutterite”. Then as you read- keep track of example(s) from the story that fits each theme. (Please write down the page number for your example as well. HINT: The more you write- the better, as you will be referring to these often.

Example From Your Life Non Fiction ExampleLoneliness

/2 /3Compassion

/2 /3True Love

/2 /3Acceptance

/2 /3Loyalty

/2 /3Frustration

/2 /3

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Embarrassment

/2 /3Intolerance

/2 /3Jealousy

/2 /3

PrologueWhat literary device(s) and what is the tone that it sets for the story can be seen in the sentence below. (pg. vii)“The rich, earthy smells of a Manitoba summer dance through the open car window as I head west on the Trans Canada.” Explain. /2

Explain what it would be like to live where the following statement is seen as normal. “We only have enough for ourselves this year.” (pg. ix) Do we know what it is like to “…only have enough?” /2

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Explain what you believe the following statement below means? Why is it important to know this about ourselves?“Where are deepest secrets are kept and the truth is stored.” (pg. ix) /4

Chapter 1Note a “right of passage” that we encounter in our everyday life?“… she would be making her formal vows of marriage, elevating her status from Diene, a young woman, to Weib, a wife, and increasing her worth and workload in the community.” (pg. 2) /2

Eating from the same dish implies what in Hutterite faith? (pg. 8) /2

What literary device is, ‘young and dumb’? (pg. 9) /2

What literary device is “Mary stumbled outside the community kitchen into the arms of a beautiful summer day.” (pg. 11) /2

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Explain why the following statement is important within its context.“A small red ant scurried across the folds of her bedspread. Mary envied the insect its freedom as she slowly pulled the letter from her apron pocket and handed it to her sister.” (pg. 11) /2

Chapter 2Consider the following statement below…“She wore neither makeup nor jewelry; both were forbidden. In a culture that stressed an inner adornment of the heart, her smile would be enough.” (pg. 17)Why would it be good to ban the same within our society? Discuss. /2

In our society/culture one needs a ring and a period of ‘engagement’. Discuss how Hutterite engagement occurs and why it aligns with Mary-Ann’s theme of innocence. (pg. 18-21) /2

What does the following statement mean?“Should I suffer shipwreck of faith…” (pg. 24) /2

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Answer: What do men do to show they are married? (pg. 25) /2

What does the following statement mean?“You are marrying the enemy.” (pg. 27) How does this make you feel as it applies to our society? /2

Chapter 3Who was originally cast aside in this chapter? /1

Why was the initial decision overturned? Explain why? /2

Have you ever cast someone aside or been pushed away yourself? Explain the story and how this made you feel. What did you learn? /3

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You may need to do some listening or research on your own for these next few questions. When was the Russian Revolution? /2

What was the Russian Revolution? Provide a brief summary of it. /2

What were the ‘Bolsheviks’? (pg. 36) /2

Explain how traditional Hutterite’s feel about crying and handling emotions around others. (pg. 38) How do you think this applies to each gender within our own society? /2

What biblical admonitions are seriously interpreted by Hutterites that provides insight into their way of life and culture? /2

What does it mean to have a ‘dialect’ within a culture? Explain. /2

What is the Carinthian dialect? /2

How did both of Mary Ann’s grandmothers; Rosa and Katrina die? /1

Who is Julius Kubassek? (pg. 41+) /1

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Chapter 4What is the highest and great calling of Hutterite women? Explain how this is different in our society. (pg. 47) /2

Explain the following final paragraph of this chapter. “My near idyllic childhood was in sharp contrast to the struggles my parents faced. Beneath the peaceful façade of community life, the political landscape offered another reality. Father was still an outsider, and the tension of seeing him continually marginalized by Mother’s own brothers took its toll, casting a troubling shadow over our future.” (pg. 58) /3

What inferences can you draw from Mary-Ann's description of life in a tightly controlled, highly structured religious community? What are the benefits, what are the drawbacks? (3)

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Chapter 5Who did Mary Ann’s father disagree with? Why was this a less than favourable person to have disagreements with? /2

Prediction: What do you think will happen to Ronald and his family? Explain in as much detail as you can. /2

Why is what happened to Renie made worse for Ronald? What does Ronald blame himself for? (pg. 69-71) /2

What does the bolded portion mean within the excerpt below? “In the weeks and months to come, the events that led to …. settled around his heart like a shroud, cloaking his thoughts with uncertainty, and forcing him to contemplate a decision that would forever change our lives. (pg. 74) Have you ever felt like this? /2

Chapter 6Hutterites clearly wear a sort of uniform. Explain why they keep their clothing

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simple and plain. (pg. 82) /2

Argue both side of the following statement. Provide examples and explanations for both. ‘Uniforms should be worn in high schools all across Canada.’ /2

Hutterite Chronicle of 1525“To have all things in common means to love our neighbour, to have with him, to want with him, to suffer with him and to endure the ups and downs with him. In Heaven (as it should be on earth) there is no ownership and hence there is found contentment, true peace, and blessedness. (pg. 89) How does this align with our cultural views? Where do discrepancies exist? /3

Why did the following occur?“Women made it their business to find out what their men were up to behind closed doors.” (pg. 89)Explain how this lends itself to the theme that ALL PEOPLE have SIMILARTIES. /2

Why was Ronald Dornn upset with Jake Maedel again within the chapter? Do you believe he was just in his feelings? What did he do that caused talk in the Colony? (pg. 89-91) /2

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Chapter 7At the beginning of the chapter what does Mary Ann decide she needs to do?Why? /2

What does she say her last deed on earth must consist of? /1

How does she plan to carry out her scheme? Where did she get this idea from? /2

Why did the Hutterites feel a kinship towards the aboriginal people of North America? Explain in as much detail as you can. (pg. 99) /2

What type(s) of literary devices can be seen within the following exerpt from pg. 101 “In the glistening days of autumn when Fairholme was blanketed with leaves from one end of the colony to the other…” /2

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Ronald Dornn has a personal saying (pg. 105);“Things that you do, do with your might, things done by halves are never done right.” This motto helped him to always stay on task and mindful of responsibility. Do you have a personal motto/saying/song that you live by? If not work to find one and explain it below. /2

Chapter 8Representation: Open your mind, you will be creating a visual representation of the excerpt below. There are no marks for drawing ability- only your openness to letting the words of Mary Ann inspire your creation.

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“Across the western sky, the rich red, orange and gold tones of a spectacular Manitoba sunset were bringing the soft summer day to a close. We felt spoiled by its beauty in Fairholme, for over and over again, even in the harshest winters, we were treated to its splendor. Against this magic expanse of space, I was playing dodgeball with the children from the Essenschul. We all has the giggles, and our laughter infected a group of adults who had come to watch. The women on cook week, having put in a full day in the kitchen, folded their arms across their chests, ready for a little fun. They chortled with amusement as I, as wide as I was tall, kept eluding the ball. The older boys were on a campaign to take me own, and the laughter escalated as the bare misses whizzed by.” (pg. 109)

Components Mastery4

Accomplished3

Basic2

Unsatisfactory1

Reflection and Knowledge

The drawing represents a clear understanding of the excerpt that was presented.

The drawing represents a somewhat clear understanding of the excerpt.

The student showed some attention and knowledge of the excerpt.

The student clearly did not understand the excerpt.

Attention to detail

Shading/drawing and attention to detail are well done with defined attention to detail provided by author.

Drawing is shaded but need a few finishing touches in order for the drawing to be realistic looking. To fit the words of Mary Ann Kirkby.

Attention to detail is minimal. The artist paid little attention directly to the authors words.

Attention to detail is lacking. The artist paid no attention directly to the authors words.

Layout/Proportion

Layout and proportion are properly sketched in accordance with the elements presented in the excerpt.

Layout and proportion are sketched well in accordance with the elements presented in the excerpt. Minimal suggestions for improvement.

Layout and proportion are minimally attempted. To align in accordance with the elements presented in the excerpt.

Layout and proportion are not properly sketched in accordance with the elements presented in the excerpt. Final product does not align with Kirkby’s words.

Originality/Creativity

The student explored several choices, generating many ideas, unusual combinations or changes on several ideas.

The student explored some choices, generating many ideas, unusual combinations or changes on several ideas. Minimal suggestions.

Tried a few ideas but based his/her work on someone else’s idea.

Fulfilled the assignment, but gave no evidence of trying anything unusual. Shows no evidence of original thought.

Effort Project is complete and shows effort far beyond that which was required.

Worked hard and completed the project but could have improved with more effort.

Student put forth a basic amount of work and this showed in the result of the final product. Major suggestions.

Chose only easy projects and did the work indifferently. Completed with minimum effort or not finished.

Which three words inspired your visual creation the most? Why? Explain each. /6

1

2

3

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4

5

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At 46 what did Ronald Dornn ‘have’ to his name? (pg. 113) /2

Explain in your own words the shape of the ‘small yellow house with green shutters’ (pg. 114-5) Would you be able to live like this? /2

Read the following excerpt.“Ann-Marie, you must listen to your father and mother. They need you help more now than ever…” (pg 118)When have you been or felt needed like this? Reflect and explain. /2

PredictionChristian Dornn had exchanged freedom for security, and now his son was giving it all up for a chance to be free. Do you think Ronald was running away?Explain? Do you think his leaving was just? /2

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Chapter 9Why were the Dornn family’s table manners scoffed at? Explain how this would be a ‘big deal’ to them. (pg. 127) /2

What does Mary Ann do that scares her into believing the flames of hell are approaching her? What is her punishment? (pg. 128) /2

How does their first day of public school go? Explain with references from the book. (pg. 132) /2

What were some of the things that Mary Ann and her family had no experienced on the Colony that they were faced with in real life. List as many as you can. (pg. 133-4, 141) /2

What is the term used to describe language spoken in a specific are by a group of people? You may have to think of this on your own. (Previous chapter questions may help.) /1

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What sound does the traditional Hutterite language leave out that is important in North American English? /2

On the Fairholme Hutterite Colony an unpeeled carrot was considered? (pg. 134) /2

What did the students take their lunches to school in? How was this referred to by others? Explain. (pg. 134) /2

What tactic did Mary Ann’s mother use when the kids complained about not fitting in and needing to purchase things that were commonplace to her classmates? (pg. 135) /2

Why is Mary Ann so shocked when she hears another student say, “My mother is going to kill me?” Explain how our society talks and how this differs from Hutterite dialect? Provide examples. (pg. 136-7) /2

Just when life seems to start coming around and school life seems more enjoyable- What happens to Mary Ann that crushes her spirit and faith? How does she describe it. Answer the questions and write out the full quote below in proper format. Be sure to list the page number using MLA format after the quotation. (pg. 142) /4

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What event provided the family with vindication? Explain how this lends itself to one of the themes of the novel, innocence. Explain in detail. (pg. 145) /2

Discuss the hardships the family—parents and children— struggled to adapt to the "English" world. What struck you most about their trials—what was most difficult for them...what did you find particularly heart-rending...surprising...or even funny? (3)

Talk about the prejudices the family faced in the English world? (2)

Chapter 10What two things does Mary Ann end up doing for a summer job? How much money does she make. (pg. 149-150) /2

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When Mary Ann returns to Fairholme- Discuss how this makes her feel and provide examples from the book? (pg. 148-150) /2

What does Mary Ann give her father that makes her mother, “shake her head”? Explain why she does this and how you would feel if you had to do the same thing. (pg. 151) /2

What happens when the starving man is offered the same food the children are eating? Explain. (pg. 152) /2

Answer: “… who craved acceptance in this strange, new world?” Explain what they mean by ‘new world’ (pg. 154) /2

How did the kids receive a “grudging respect” from their classmates? (156-7) /1How did Sana Basel describe the Dornn’s home? Provide the direct quote and be sure to cite it properly. (pg. 162) /2

Why were the Dornn’s kicked out their “mansion”? Explain. What ended up happening to the house? (pg. 166) /2

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Chapter 11How did Ronald Dornn acquire his own home, at last? Explain how it happened? (pg. 170) /2

What is your life long dream? If you could have three things… What would they be and in what order? /2

What makes Hutterite colonies ‘the most successful of all community lives in today’s world?’ (pg. 171) /2

What is the Hutterite philosophy? (pg. 175) Explain how this applies to their way of life. Do you agree or disagree? /2What is a “walker and talker?” Would you eat this? Explain how our culture approaches food such as this. (pg. 176) /2

Mary Ann would often make her life sound much more lavish that it was. She mentions that at some times she feels ‘she was hanging by a string.’ What changed her life? (pg. 178) /2

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What is one of the main tenets of Hutterite faith? (pg. 184)HINT: The creator of the Hutterite faith was burned at the stake for this. /2

Why was Rhoney and Mary Ann’s relationship too much for Mary Ann, despite her deep affection for him? Explain. (pg 185) /2

What was considered the ultimate flaw in Hutterite living? (pg. 188) /2

What did Mary Ann learn from Catherine? What did she learn about freedom and personal wants/needs and desires. (pg. 190) /2

Talk about the disagreement between Mary-Ann's father and uncle that drove the family from the colony. How important was the role of forgiveness to her parents and how did they find a way to forgive? (2)

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If you could ask Mary Ann three questions today… What would they be? If you need to explain why you have that particular question. (pg. 190) /2

In your Chapter 5 questions you made some predictions about Ronald and the entire Dornn family. Were you correct in your assumptions? Were did discrepancies exist?Discuss what you learned with a partner and as a class.

GROUP ACTIVITYAfter Video Conference/Skype

The following questions will be discussed and you will received the corresponding marks from an oral participation exercise.

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1. How does the Hutterite way of life—its simplicity and interdependence—cause you to reflect upon our own culture with its consumerism and emphasis on the individual? Does our modern way of life come across as better or worse? Are there things we could learn from the Hutterites? (4)

2. How does Mary-Ann eventually carve out her own identity? What does she learn from her past? Why does she choose to embrace her heritage rather than ignore—or, worse, reject—it? In what ways does she believe her past has enriched her life? (4)

3. Would you like to see a sequel to this memoir? Explain (2)

CHARACTER MATCHINGMatch the following description to the individual, colony or school. /20Individual/Colony/School Descriptiona. ____ Catherine

b. ____ Christian Dornn

c. ____ Rachel Gross

1. paternal Great Great Grandfather

2. had his hand smashed, ran away with his family from colony life

3. sister to Mary Ann

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d. ____ New Rosendale

e. ____ Jungste Tog

f. ____ Mary Ann Dornn (a.k.a Ann Marie)

g. ____ Ronald Dornn

h. ____ Rosa (Hennig) Dornn

i. ____ Eugenie Dornn

j. ____ Mary (Maedel) Dornn

k. ____ Fairholme

l. ____ Jake Maedel/Vetter

m. ____ Mrs. Erb

n. ____ Sana Basel

o. ____ Reynold (aka. Renie)Henry Dornn

p. ____ Russel Monroe

q. ____ Domain

r. ____ Gottlieg Hennig

s. ____ Tanya

t. ____ Ewald

4. figuratively speaking in our terms, ‘the devil’

5. a boy in Mary Ann’s class with extravagant lunches

6. ran away from colony life only to return for ‘freedom’

7. uncle to Mary Ann but rival to Ronald Dornn

8. main colony where Mary Ann grew up

9. died of a ruptured appendix

10. widow with 6 children, second wife to Joseph Maendel

11. a new colony that was started that served as another home basis for Mary Ann

12. paternal grandmother to Mary Ann

13. greatest friend to Mary Ann

14. wrote Mary Ann a Valentine that said she never wanted to see her again

15. quoted as saying, “… we felt a small measure of vindication”

16. an ‘Aunt’ that the Dornn family loved and cherished

17. persuaded her children to make the most of it by comparing the life of African children to their current situation

18. convinces Ronald to allow Mary Ann the opportunity to ‘dance’

19. “handsome and likeable”; drowns

20. the first public school the students attend

VOCABULARYInstructions: You will be responsible to know the meanings of the following words as they relate to Mary Ann Kirkby’s words: /24

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annointing (pg. viii)

alcove (pg. 1)

sustenance (pg. 2)

meticulously (pg. 15)

persecution (pg. 17)

pacifism (pg. 17)

communal

extinction

emigration

immigration

commending (pg. 23)

dialect (pg. 39)

graven (pg. 40)

eclectic (pg. 54)

idyllic (pg. 58)

façade (pg. 58)

contemplate (pg. 74)

excommunicated (pg. 112)

condoned (pg. 114)

vindication (pg. 145)

Dariusleut (5)

Schmiedeleut (5)

Lehrerleut (5)

eccentricity (157)

THINK MARK: BONUS

THINKMARKText Connections

Name:____________________

Title: ______________________

THINKMARKText Connections

Name:____________________

Title: ______________________

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Author: ____________________

Text to text (t-t) connection:

Page _______ The author says:

___________________________

This reminds me of:

______________________________________________________

Text to self (t-s) connection:

Page _______ The author says:

___________________________ This reminds me of:

___________________________

___________________________

Text to world (t-w) connection:

Page _______ The author says:

___________________________ This reminds me of:

_________________________________________________________________________________

Author: ____________________

Text to text (t-t) connection:

Page _______ The author says:

___________________________

This reminds me of:

______________________________________________________

Text to self (t-s) connection:

Page _______ The author says:

___________________________ This reminds me of:

___________________________

___________________________

Text to world (t-w) connection:

Page _______ The author says:

___________________________ This reminds me of:

_________________________________________________________________________________

I am HutteriteFinal Project

Mary-Anne Kirkby’s I am Hutterite is a fascinating true story of a young women’s journey to reclaim her heritage. She embraces her past and where she comes from while learning about herself in order to reach her true potential. Throughout Kirkby’s journey we are reminded that all humans aren’t that different after all.

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Your final project is to go on a similar journey to Mary-Anne.  To do this, you will recount 7 events, thoughts or feelings from the non-fiction and relate each of them to your past.  In doing this you will hopefully not only embrace your past in order to grow as an individual, but also see that although you were raised in a different time and manner, you still have similarities because you are human. In your project be sure to:

·      use quotes for each reference to the non-fiction

·      include strong connections to your life

·      present your information in a creative and appealing way

Feel free to:·      Think outside the box

·      Use different mediums than you are use to

·      Use symbolism and colour to get your point across

·      CHECK THE RUBRIC OFTEN Tips to get started:·      Make a list of important events, thoughts and feelings from the non-fiction.  They don’t have to just be Mary-Ann’s…Actions and thoughts of her family still have influenced her greatly.·      Read the similarities chart you’ve completed at the beginning of your student pack. How many of the events, feelings on there were large contributors to Mary-Ann’s life?  How many of your examples shaped your life?·      Make a list of major events that have happened in your life to shape who you are today.  Also on this list include feelings you’ve had during those times.·      Narrow your list down by pairing up your list with the list for Mary-Ann.·      Brainstorm creative ways to present your list.  Think of symbols that would work or personality traits you or Mary-Ann possess.·      Go to work!

Rubric for FINAL PROJECT  1 2 3 4 5

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Insight into Non-FictionX2

Insight into non-fiction is lacking.

Insight is shown for some of the events, thoughts or feelings explained

Insight is shown for most of the events, thoughts or feelings explained.

Insight is shown for all 7 events, thoughts or feelings explained.

Great insight is shown all 7 events, thoughts or feelings explained

Connection to Own LifeX2

1 connections to own life are made

2-3 connections to own life are made

4-5 connections to own life are made

6 connections to own life are made

7 strong connections to own life are made.

Mechanics Errors are so numerous that project is hard to follow

Errors are numerous

Errors begin to take away from project

Minimal errors are made

Only errors made are due to risk taking

M.L.A. Citation

One citation is done according to M.L.A. citation.

Few citation are done according to M.L.A.  citation.

Some citations are done according to M.L.A. citation.

Most citations are done according to M.L.A. citation

All 7 citations are done according to M.L.A. citation

Presentation/Appeal

Presentation of project is extremely poor.  Project needs more effort.

Presentation is not neat nor creative.  More thought needed to be put into project

Presentation is neatly done.  Effort was put forth.

Presentation of project is neat and creative.  Effort went in to project

Presentation of project is extremely neat and creative.  It is very obvious that a lot of thought and effort went in to project.

 COMMENTS:

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