Christmas at
WAPOS BAY
JORDAN WHEELER
& DENNIS JACKSON
Study Guide
MANY
PEOPLES
FROM
Christmas at
WAPOS BAY
JORDAN WHEELER
& DENNIS JACKSON
A Novel Study Guide
by Jennifer Hingley
© Coteau Books, 2006.
Teachers have permission from the author and publisher to make copies of this
guide for personal classroom use, personal reference, and student use.
ISBN: 978-1-55050-328-9
The traditional Cree story Kikawinaw is published by the Saskatchewan Indian
Cultural College as part of the instructional kit, “Practicing the Law of Circular
Interaction: First Nation Environment and Conservation Principles.” It is used here
with the permission of the Saskatchewan Indian Cultural College.
Cover images: background: ©FirstLight, models: photographed by Paul Austring,
l to r: Frederick Daigneault, Justin James Levi Challis, and Ember Jade LaRose.
Cover montage and design by Duncan Campbell.
Study Guide design by Karen Steadman.
Printed and bound in Canada.
2517 Victoria Ave.
Regina, Saskatchewan
Canada S4P 0T2
The publisher gratefully acknowledges the financial support of its publishing program
by: the Saskatchewan Arts Board, the Canada Council for the Arts, the Government
of Canada through the Book Publishing Industry Development Program (bpidp), the
City of Regina Arts Commission, the Saskatchewan Cultural Industries Development
Fund, Saskatchewan Culture Youth and Recreation, SaskCulture Inc., Saskatchewan
Centennial 2005, Saskatchewan Lotteries, and the Lavonne Black Memorial Fund.
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Before You Read the Novel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Chapter One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Chapter Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Chapter Three . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Chapter Four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Chapter Five . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Chapter Six . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Chapter Seven . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Chapter Eight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Chapter Nine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Chapter Ten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Chapter Eleven . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Chapter Twelve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Concluding Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Introduction
Plot Summary
Talon and Raven and their cousin T-Bear are visiting their grandfather at his cabin on a northern lake.They’ve never lived in the bush, but they want to learn the old ways of surviving on the
land. It’s Christmas, and the whole extended family is coming to Mushom’s cabin. Everyone is
looking forward to it. But because of a terrible forest fire, hunting is poor this winter.There may
not be enough food for Christmas.
The children decide to help by going hunting.They don’t understand how unprepared they
are or what dangers they face.They get lost, forcing Mushom to rescue them. But when they find
their grandfather collapsed in the bush, it is the children who have to bring Mushom safely home.
Organization
This guide provides educators with a variety of activities intended to enhance the understanding
of the novel Christmas at Wapos Bay. A number of instructional strategies will be used to build on
the students’ knowledge of Northern Cree people while developing stronger reading and comprehension skills. Each teacher using this guide will be able to choose those exercises that best
suit the needs of her or his students.We encourage you to add other activities as well.
Three categories of responses are offered for each chapter, Preparing to Read,After Reading, and
Extending the Reading.
Preparing to Read
This section in the study of each chapter has activities that require class discussion and personal
reflection. It is intended to help the students anticipate the coming chapter.
After Reading
This section provides discussion questions that target important events and themes in the book.
Please feel free to add other questions of your own. Encourage your students to develop questions about the reading that their classmates could answer.
Extending the Reading
These activities are intended to involve the students in what they’ve read and to help them relate
the story to their own world.
Christmas at
WAPOS BAY
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
1
Connections to the Saskatchewan Curriculum Guides
The essential strands of the Saskatchewan Learning Language Arts Curriculum (Listening,
Speaking, Reading,Writing,Viewing, and Representing) will be developed by utilizing this study
guide. This novel could be taught within a social, cultural, and historical context with direct connections to the Grade Five Identity Social Studies unit and the Grade Five Science unit on
Resources.
One of the foundational objectives of the Saskatchewan Learning Evergreen Curriculum is
the inclusion of First Nations, Métis, and Inuit content and perspectives. This novel provides a
window into the Northern Cree traditional way of life. Educators have the opportunity to engage
their students in listening to and speaking the Northern Cree dialect as well as understanding the
structure and dynamics of Northern Cree families.
Readers’ Response Journals
One of main assessment tools for the use of this study guide is a reader’s response journal. The
educator will use the journal to assess and evaluate the students’ comprehension of the story. It
will be used to strengthen the students’ writing, as it will be a formal written assignment. It is
important for the teacher to establish the criteria that will be used for evaluating the responses.
A reader’s response journal is designed to evoke personal responses and connections to literature.
The questions posed invite students to think at a higher level.The responses are not intended to
be a summary of the story, but rather a reflection of the reader’s interpretation of the story.
Engaging In the Reading Process
The teacher may use a variety of strategies to engage the students in reading: teacher reading
aloud; oral reading as a large group; silent or independent reading; group reading or paired reading.To support student learning and success it is recommended that prior to calling on a student
to read, the teacher assign the student the portion that they will be responsible for reading.This
will give the student an opportunity to rehearse his or her reading and feel more confident when
reading aloud to peers.
From Many Peoples
Christmas at Wapos Bay is part of the From Many Peoples series published by Coteau Books.
Originally developed as a celebration of Saskatchewan’s Centennial in 2005, the stories in this
series illuminate life in the province from the viewpoints of young people from different cultural groups. Study guides for the From Many Peoples novels can be downloaded free of charge from
the Coteau Books Web site: www.coteaubooks.com. For more information about this book, and
the other books in the From Many Peoples series, please check out our dedicated Web site at
www.coteaubooks.com/frommanypeoples.html.
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© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
Christmas at
WAPOS BAY
Before You Read the Novel
The following activities will help students understand the context of this novel.
The Cree Language
The title of the novel is Christmas at Wapos Bay. Ask the students if anyone knows the meaning
of the word Wapos.Wapos means rabbit.
Create a list of words with the class for which they would like to know the Cree translation.
Then have the students research those words using the Internet. Go to http://www.giftof
languageandculture.ca/ as a resource for this learning activity. There are various Cree resources
available from the Saskatchewan Indian Cultural Center, 120 33rd Street East, Saskatoon, sk,
s7k 0s2, 306-242-4765 or contact through email http://www.sicc.sk.ca.
This activity is further explained in the Chapter One section of this guide and continued
throughout the reading of the novel.
The teacher may want to arrange for a Cree speaker to visit the classroom to share his or her
knowledge of language with the students. It is proper protocol that when one is asking for something one must give something in exchange. It would be following protocol if the teacher presented the guest with an offering of tobacco (this is especially important if the guest is known as
an Elder in the community).Tobacco is considered sacred and is used when offering prayers, in
ceremony, or when gathering plants.The recipient of the tobacco will use it in a sacred manner.
Contact your local cultural center, Friendship Inn, Band Council, or Tribal Council office to connect with a Cree speaker.
The Cree World View
Kikawinaw – Our Mother Earth
It is important for the teacher and students to understand something of the traditional beliefs of
the Northern Cree people about their relationship with Mother Earth.The Cree people have a
strong understanding of the Earth and the cycles of nature.The Circle symbol is a foundation of
beliefs and children are taught their role in the circle of life. Cree people believe themselves to
be in relationship with Mother Earth and that all beings, plants, animals, birds, and people are her
children.The Cree people know that their very survival and existence is dependent on these life
forms.Traditionally, the Elders in the community through storytelling, discovery, or experiential
learning and trial and error teach children these principles. Children are taught with gentleness
and are valued in the community.Today, many Northern Cree children attend school and learn
from a teacher and also have opportunities to learn from Elders in the community.
The story Kikawinaw – Our Mother Earth is written down, but it has been adapted from the
oral tradition of storytelling. It is written unchanged from the way it was told out loud. The
spelling of the word Mushom is different in the story than the novel because of different dialects
and nuances in the Cree language.
Christmas at
WAPOS BAY
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
3
Read the story Kikawinaw – Our Mother Earth to the students. Have the students respond to
the story by answering the following questions in their Readers’ Response Journals:
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What do the Neyiawak people call the Earth? Why do they have this name for
the earth?
Describe how Mushom teaches his grandchildren.What is similar or different
between how Mushom teaches and how your grandparents teach you?
In what ways did Mushom say that people are like Mother Earth?
This lesson is based on Practicing the Law of Circular Interaction: First Nation Environment
and Conservation Principles (Saskatchewan Indian Cultural Center http://www.sicc.sk.ca/).This
kit includes videos and a wealth of information and is available from the Saskatchewan Indian
Cultural Center. Viewing one of the videos addresses the viewing strand of the Saskatchewan
Learning English Language Arts curriculum.
KIKAWINAW –
OUR
MOTHER EARTH
First Grandchild: “Nimosom, tell us a story please!”
Second Grandchild: “Nimosom, please do!”
The Mosom, Grandpa: “Alright, I’ll tell you a story, but you have to listen and sit quietly!”
First Grandchild: “Yeah! Alright! I’ll go tell the others to come!”
Grandpa Mosom sits quietly, filling his pipe. He sits on the floor, where he has his bedding, near
the heater. He prefers to sleep on the floor, because he is not used to a soft mattress. He also likes
to be near the warm wood heater.
All nine children came, hurrying to try and sit as close to Grandpa Mosom as possible. Some
sat on either side of Grandpa Mosom, others sat by his feet. Even the two-year old tot, who walks
clumsily, climbed over everyone until she reached her Grandpa’s knee and sat herself down.
Grandpa Mosom welcomes her, after all, she is the baby of the family. Her Cree name was special, she was named Askiy iskwew, Earth Woman (us-key is-qua-oh).
Grandpa Mosom begins: “I will tell you the story of our Mother, our Teacher!”
All the children sat in silence, waiting for the story to begin.
“... this story is of a long time ago. My Grandfather told me, my Great-Great Grandfather told
him.We are Nehiyawak (nay-hee-ya-wuk) the Crees, the people of Earth.
“We have a special name in the Cree language, when we refer to our Earth, we call Earth,
askiy (us-Key) – Kikawinaw (key-ca-wee-now) which means our Mother Earth.
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© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
Christmas at
WAPOS BAY
“Each time we pray, we always remember to include ‘askiy-kikawinaw’ our Mother Earth,
because we were born on her, she is the bearer of other life forms such as plants, animals, and
birds. These other life forms are living on her too, so we must not forget to remember that the
plants, animals, and birds are our Brothers.
“Mother Earth is very special to us Nehiyawak (nay-hee-ya-wuk). Mother Earth holds all that
lives, including us. But our Mother is also our teacher.
“It was said by our Great-Great Grandparents, that it was shown to them, how they are related to our Mother Earth. A human, a plant, an animal or bird, in many ways, we are similar to
Mother Earth. All life forms need water to live. It is because a human and other life forms are
made more of liquids, just like Mother Earth is made more of water.
“It was also said that this flow of water is very important, because the water channels flow
throughout the Earth and so does our blood, carried by arteries and veins, it too flows throughout our bodies. If something bad gets into the water flow, it will affect all the Earth. In humans,
if your blood is affected, your whole being will be affected too.
“Now, I will tell you the story about Kikawinaw (key-ca-wee-now) Mother Earth. In our
great, great ancestor’s past, long, long ago, this story comes. It was told to us by our ancestors, that
in the beginning of time, there existed a Power so mighty, that it created the Earth as we know
it today.
“We, Nehiyawak (Nay-hee-ya-wuk) were taught by our ancestors, that our Mother is the
Earth, because we were born on her, as did our brothers the animals, the birds, the aquatic and
the small life. The plants are part of Mother Earth, it is from this source, we are all nurtured. In
our language, we say Kikawinaw (key-ca-wee-now), which means our Mother.
“Each plant that grows on Mother Earth, has a purpose here on Earth. Most life forms depend
on the plant, directly or indirectly. Some animals, whether the aquatic, the winged or the small
life, each may depend on the plant as their main food source. Meanwhile, animals such as our
brother wolf, do not live on plant life.The food he catches eats plants, like the rabbit, the prairie
chicken, the squirrels or the deer. Brother wolf eats meat. If there is no plant life for the plant
eaters, they will either move until they find food, or they could die. So when these plant eating
animals move, brother wolf has to follow. As brother wolf knows, to survive, he has to hunt where
there is food.This is the way, all life depends on each other.
“Kikawinaw (key-ca-wee-now) our Mother Earth has natural elements, forces and growth,
and it is these combinations that make plants grow. In Creation, it was said that Kikawinaw
(Mother Earth) has the cycle of rebirth, renewal and death, and there is also the good and the
bad. It is this balance that makes harmony.
“Then finally, there is the birth of the humans. Being her last and the youngest child, the
humans are the most spoiled, most dependant and weakest.The human’s only survival tool, will
be their thought process. So to this day, it is the human thought process, that is changing all of
Creation.The values toward Kikawinaw (Mother Earth) have changed.
“Once, long ago, all humans were humble people. All humanity was once equal to other life
forms, creating an interrelatedness and a balance that is no more.
“In view of all creation, humanity is the weakest. We say this, because our ancestors have
shown us, that we are the most dependant.We are weak, because our thinking is our weak link.
We are dependant, because our place in the hierarchy, shows us we cannot continue to live, or
Christmas at
WAPOS BAY
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
5
survive, without our Brothers; the animals, the aquatic, the winged, the small life, the plants and
most of all, Mother Earth.This is why we humble ourselves as people, and everything is above us.
We need Mother Earth and all that existed before us, to continue in the cycle of life.This is why
I tell you, my Grandchildren, respect nature, treat Mother Earth with care and gentleness, for all
our Earth things to work in a cycle.The cycles of life, seasons, water, rock and weather are all a
part of the wonders of Mother Earth.
“Each year, Kikawinaw (Mother Earth) goes through changes, in the seasons, just like we do.
Our bodies go through changes too. Kikawinaw’s (Mother Earth) natural forces such as the
winds, also goes through sudden changes, just as we do. Our emotions change in a second.
“Kikawinaw (Mother Earth) gives new life to the grass, trees, shrubs, and all green growth. So
do our women, they are special because only they can give birth and bear children, just like our
Mother Earth.
“Kikawinaw’s (Mother Earth) life forms, decompose and return back to the soil eventually, so
does Man and everything that is natural. This is the life cycle. Our Mother Earth is warm, and
humans are warm blooded as well.
“My Grandchildren, there are many ways that we humans are similar to our Mother Earth.
“It is up to us to take care of Kikawinaw (key-ca-wee-now), our Mother Earth and her children. We have to allow Kikawinaw’s (key-ca-wee-now) life forms to balance. Humanity has to
allow natural balance to occur in the animals, birds, other small life and the plants, by allowing
Mother Earth’s life forms to flourish naturally. Humanity needs to keep track of their behaviour
toward their Mother.”
Children’s Stories of the Northern Cree
Share one or more of the following stories to help the students better understand and picture the
life of the Northern Cree people in a traditional setting.
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Caribou Song, by Thomson Highway, illustrations by Brian Deines. HarperCollins
Publishers, 2001. (English and Cree).
Dragonfly Kites, by Thomson Highway, illustrations by Brian Deines. HarperCollins
Publishers, 2002. (English and Cree).
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
Christmas at
WAPOS BAY
Chapter One: First Light
(Pages 1–11)
Summary
T-Bear,Talon, and Raven are asleep. Mushom is up with the sun and wakes the children gently
so that they may begin the day. Outside the sled dogs are waking up too. Mushom and the children are eagerly anticipating the arrival of their families at the cabin to celebrate Christmas.The
children are worried about having enough food for Christmas. If they do not have enough, then
the large family will have to separate and they will not be able to celebrate together. Uncle Peter
arrives and they prepare to set out on the trapline, to check the traps and to hunt.
Preparing to Read
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kwl: Lead the students in a kwl activity.This is an exercise that engages the students’ prior knowledge about a topic. An example of a kwl chart is provided on
the following pages.
Ask the students what they know about the traditional Northern Cree way of
Life. Record their responses on the chart paper. Next ask the students what they
want to learn and record those responses on the flip chart.
After Reading
The teacher will read the chapter aloud to the students. After reading, the students will respond
to these questions in their Readers’ Response Journals.
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Describe Mushom’s character and provide examples from the story to support
your ideas.
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What is the situation facing the family that is causing the children to be worried?
Christmas at
WAPOS BAY
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
7
Extending the Reading
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Character Development.
• It is important for the reader to understand the characters in the
story. Have the students begin a character chart that identifies a
character and his or her characteristics supported by clues in the
story.Two possible formats for doing this are provided on the following pages.The students will add to the chart as the story and
characters develop. Characters introduced so far are: Mushom,
Freedom,T-Bear,Talon, Raven, Shadow, and Uncle Peter.
English – Cree Dictionary.
• Have the students create a dictionary with English words in one
column and Cree translations in a second. Ask the students to find
the meaning of wanska and nistow. Throughout the study of this
novel there will be opportunities to add words to the dictionary.
Research Project.
• Have the students select a topic to investigate regarding the traditional Cree way of life as described in the story. Consider researching: sled dogs and racing; trapping; forest fires and the impact on
the environment; hunting; the role of family; Northern Cree territory; entertainment, education, and recreation; language and cultural
practices. It is important for the students to gain this information
from a Cree perspective, if it is to be meaningful to the story. To
gain the Northern Cree perspective, use resources written by
Northern Cree people or interview a northern Cree person.
Outline the expectations, assessment criteria, and timelines of the
project with students prior to beginning the project.
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
Christmas at
WAPOS BAY
Topic:
K
What do we know?
Christmas at
WAPOS BAY
W
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What do we want to know? What have we learned?
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
9
Character Development
Fill in the chart with information found in the story.
Character Character Trait
10
Clues that Prove this Trait
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
Page
Christmas at
WAPOS BAY
Character Development
Choose a character from the story and write his/her name in the centre oval.Write four character traits in the joining smaller ovals, and then following the arrows, write evidence for each trait
in the large ovals. Remember to use page numbers for reference.
Christmas at
WAPOS BAY
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
11
Chapter Two: Nets and Traps
(Pages 12–20)
Summary
Mushom, the children, and Uncle Peter set out to check on the traps and catch up with Auntie
Anne (Peter’s wife). Mushom takes the time to teach Talon and T-Bear about checking traps and
hunting. Uncle Peter and Raven go pick up Auntie Anne. Auntie Anne expresses concern about
Mushom’s well-being. Mushom experiences some pain but hides it from the two boys.
Preparing to Read
In the previous chapter, the setting of the story was introduced. The setting is very important
because much of the activity occurs in nature. Have the students create a visual of the setting as
described in the story.What are the key elements? Have the students close their eyes and imagine that they are in the setting of the story.What would they see? Hear? Smell? Feel? Once they
have imagined the setting they can then create a concrete example by drawing, painting, or making a diorama to illustrate their interpretation of the setting of the story.
After Reading
Readers’ Response Journals
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What does Mushom teach his grandchildren about hunting?
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Explain what you think Mushom means when he says, “What you do to one animal affects them all, including yourself.”
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Why is Auntie Anne worried about Mushom? What does Uncle Peter tell her so
that she will not worry?
Extending the Reading
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Character Development.
• Have the students update their character charts.What new characters were introduced in the story and what new information did
we learn about the other characters?
Research.
• Allow students an opportunity to work on their research project.
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
Christmas at
WAPOS BAY
Chapter Three: Burnt Trees and the Deer
(Pages 21-33)
Summary
T-Bear,Talon, and Mushom set out into the bush. As they go along, the impact of the forest fire
becomes more evident to the boys.They are surrounded by burnt trees and they see few animals.
They have a deeper sense of respect as they begin to understand the amount of work it takes to
live off the land. Mushom continues to share stories that his Mushom and father told him.As the
boys’ hunger grows, so does their concern about having enough food for the family. Meanwhile
Raven spends time with Auntie Anne and Uncle Peter. At the end of the chapter they spot a deer
and they all feel hopeful about the prospect of shooting a deer for their family.
Preparing to Read
In Chapter Two, T-Bear comments that Raven asks too many questions. Mushom chuckles and
says that it’s good to ask questions.“That’s part of how you learn,” he says. Have the students pair
up and create a list of questions about topics that they have always wanted to learn more about.
Each person must share one question with the class and a brief explanation about why they are
curious about that topic.This activity is designed to strengthen the students’ listening and speaking skills.
After Reading
Readers’ Response Journals
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In the Cree tradition, it is very important that respect be shown to Elders. How
do each of the children in the story show respect for Mushom, Auntie Anne, and
Uncle Peter?
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What are some ways that the forest fire has affected the environment?
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As T-Bear and Talon spend time with Mushom, their respect for him deepens.
They begin to understand how much work it takes to live off the land.What
skills are necessary to live off the land? What qualities does living like this
develop in a person?
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Would you ever want to experience this lifestyle? Why or why not? What do you
think you would learn about yourself by living in this way?
Christmas at
WAPOS BAY
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
13
Extending the Reading
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Character Development.
• Have the students add to their character charts. Remind them that
they are to support their ideas with evidence from the story.
Sharing an Opinion.
• Have the students write a paragraph explaining their opinions on
hunting. Create an open discussion about hunting. Create a T-chart.
List the reasons why people hunt and don’t hunt. Encourage the
students to listen to each other’s ideas and beliefs without arguing.
Among Cree people it is considered reprehensible to try to make
somebody else believe what you do. Rather it is more important to
listen respectfully and allow people to express themselves.
Research.
• Allow students time to work on their research projects.
English – Cree Dictionary.
• What is the translation for tenigi? Find the Cree word for deer, fish,
water, trees and family.
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
Christmas at
WAPOS BAY
Chapter Four:The Island
(Pages 34–40)
Summary
Mushom takes aim at the deer and misses. He is experiencing pain in his side and blurry vision.
They track the animal to an island.They spot the deer, but Mushom is unable to take aim because
of his blurry vision.The boys are now concerned about Mushom.They know that something is
wrong but they do not know what to do.
Preparing to Read
At the end of the previous chapter, they spot a deer. Ask students to predict what will happen.
Will they get the deer? Why do you think that?
After Reading
Readers’ Response Journals
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How does Mushom know where the deer is?
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What do you think is wrong with Mushom?
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Mushom says, “There is a reason the Creator sent you boys here.Your mushom is
getting too old for this now.”What does this statement reveal about Mushom’s
character?
Extending the Reading
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Research.
• Allow students time to work on research projects.
Christmas at
WAPOS BAY
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
15
Chapter Five: More Tracks
(Pages 41–49)
Summary
Uncle Peter, Auntie Anne, and Raven head back to Mushom’s cabin and see that the rest of the
family has arrived. Sarah and Alphonse are Raven and Talon’s parents; Jacob is Mushom’s son and
T-Bear’s father, and Kokum Rosalie is Mushom’s wife and the mother of Sarah and Jacob. It
becomes clear that Jacob does not agree with the traditional way of life. He and Uncle Peter especially disagree on this. Meanwhile, back in the bush, Mushom,T-Bear, and Talon discover moose
tracks. As it is getting late, Mushom says that they must go back to the cabin. Mushom also
observes clouds on the horizon.
Preparing to Read
Have the students discuss a special tradition in their family and ask this question: Is it important
for families to have regular reunions and gatherings? Explain why or why not.
After Reading
Readers’ Response Journals
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What does Jacob,T-Bear’s father, think about living on the trapline? Why do you
think he feels this way? Do you agree with him? Why or why not?
l
Describe Kokum Rosalie’s feelings about the city. Is there some truth to what she
thinks? Explain your thinking.
l
What does T-Bear think about the deer? What does Mushom teach T-Bear about
his kind of thinking and attitude?
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What does Talon do at the end of the chapter? Why would he do this?
Extending the Reading
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Character Development.
• Add the new characters to the chart with a comment on each character supported by evidence in the story.
Research.
• Continue to work on research projects.
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
Christmas at
WAPOS BAY
Chapter Six:T-Bear’s Plan
(Pages 50–60)
Summary
The family gathers to enjoy freshly-baked bannock and tea. Mushom and the boys arrive safely
at the cabin, although they are disappointed with the lack of fish and meat.They begin to speculate about what they will do if they do not have enough food for the family.T-Bear shares everything that he has learned from Mushom about living off the land with his father. Jacob,T-Bear’s
father, expresses his displeasure at the thought of his son earning his way by living off the land.
The discussion ends and the children play in the snow. Mushom leads the family in a prayer to
the Creator for help and guidance. T-Bear begins to devise a plan for getting the moose and saving the family from a sad Christmas.
Preparing to Read
In Chapter Five,Talon says a prayer for his family. Lead the class in a discussion about prayer.Why
do people pray? How do they pray? In the traditional Cree way of life, prayer is very important.
Thanks is offered before all significant activities. Is prayer important in your family? On what
occasions do you pray? To whom?
After Reading
Readers’ Response Journals
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Describe how Mushom’s family interact with one another.
l
What does Auntie Anne mean when she says, “The animals are telling you to
slow down Cyril”? Do you agree with this comment? Why or why not?
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What does Mushom teach about living in harmony with the land?
Extending the Reading
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English – Cree Dictionary.
• Translate the words Kokum and ekosi. Find the Cree word for
moose, mom, dad, auntie, uncle, mouse, and goose.
Comparisons.
• Talon and T-Bear are cousins and are very different. Create a Venn
diagram that explains how they are similar and different. A sample
Venn diagram is given on the following page.
Baking Bannock.
• Have a bannock cook-off. Have the students research a recipe for
bannock. Create a day where the class makes bannock and then
have a challenge as to who makes bannock like Auntie Anne.
Christmas at
WAPOS BAY
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
17
Venn Diagram
18
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
Christmas at
WAPOS BAY
Chapter Seven: Raven’s Surprise
(Pages 61–68)
Summary
Mushom and Jacob share some time together as they haul water. They discuss T-Bear’s future.
Mushom recognizes in T-Bear the desire to live with the land. His father wants him to have a
formal education. He sees no future in the life of a trapper. Mushom would like Jacob to inherit his trapline.They end their discussion in a quiet, reflective way. Early the next morning,T-Bear
wakes Talon and convinces him to go out and check the traps and track the moose. Talon does
not think that this is a good idea but reluctantly follows T-Bear. To their surprise and dismay,
Raven wakes and insists on joining them. Left with no choice, the boys take Raven along.
Preparing to Read
l
Create a bulletin board and learning center that focuses on animal tracks. It
would be fun to have the students create a cast of a track. For more ideas, follow
this link: http://42explore.com/animaltracks.htm
After Reading
Readers’ Response Journals
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Mushom and Jacob do not agree when it comes to T-Bear’s future.Who do you
agree with and why?
Why do you think Talon goes along with T-Bear?
Raven says that the boys need a referee. Is there anyone in your life that you care
about a great deal but have difficulty getting along with? Explain.
Extending the Reading
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Character Development.
• Have the students spend some time on their character descriptions.
Trapping.
• Have the students create a rationale for being a trapper. Can a person make a living in this way? How much could they potentially
make? What training or education does a person need? How many
trappers are there in Saskatchewan? Are there other careers related
to trapping? If yes, what are they?
Christmas at
WAPOS BAY
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
19
Chapter Eight: Green Bait and Pemmican
Sandwiches
(Pages 69–78)
Summary
The children head out to the trapline. They soon discover that there is more to this work than
they originally thought. T-Bear and Talon begin to bicker about how to do things. Back at the
cabin, the family creates a plan for finding the children. Mushom sets out to track the children
and the rest of the men check on the traps.The children soon discover that there is a storm brewing and there is no way to avoid it.
Preparing to Read
l
Have the students predict what they think will happen in this chapter and explain
how they came to that conclusion.
After Reading
Readers’ Response Journals
l
Have you ever left without informing your family where you were going? Or
have you ever been lost? Describe what happened. How did your family react?
What were the consequences for you?
l
Describe how Mushom’s family handles conflict.Who do you think is in charge
and why do you think that?
Extending the Reading
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20
Character Development.
• Have the students continue to develop their character descriptions.
Research.
• The students may continue to work on their research projects.
Survival Kit.
• Have the students put together a survival kit for winter storms.
Decide if the students are to create a written inventory or are to
put together a physical kit that includes items necessary for survival.
Allow the students to choose the type of survival kit they would
like to create. Is it for a car, a snowmobile, a pedestrian, a crosscountry skier?
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
Christmas at
WAPOS BAY
Chapter Nine:The Storm
(Pages 79–93)
Summary
The children are trapped in the snowstorm.Talon and the dog team head for the shore but come
upon a steep hill. As they struggle to make it up, it becomes clear that they can’t do it.The sled
tips and the children, the dogs, and the supplies are dumped. Freedom, the lead dog, is injured in
the fall. The children set up a shelter and hope to wait out the storm when they discover they
have no matches to start a fire.They huddle together for warmth in the tent. Meanwhile, back at
the cabin, the adults worry and wait patiently for the safe return of the children and Mushom.
Preparing to Read
l
In this chapter, a blizzard strikes. Ask the students to tell about the worst blizzard
they remember being in. Have them describe a blizzard in terms of the temperature and how it affects your vision and your hearing.
After Reading
Readers’ Response Journals
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Describe the children’s situation.What would you do if this happened to you?
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What do you think will happen to Freedom?
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Describe Kokum Rosalie.What is she like? How does she handle the situation?
Do you think this is helpful? Explain why or why not?
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What do you think is wrong with Mushom?
Extending the Reading
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Reading Comprehension.
• This chapter is important as we are reaching the climax of the story.
Have the students review the important events in the story that
have led up to this point.
Character Development.
• Add to the character chart.
English – Cree Dictionary.
• What are the Cree words for: snow, dog, hurt, blizzard, shelter, and
scared.
Christmas at
WAPOS BAY
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
21
Chapter Ten: Reunion
(Pages 94-107)
Summary
The children are settled into their shelter when a familiar face enters the tent. Mushom has found
them. He is exhausted and collapses in the tent. He instructs T-Bear to start a fire and then rests.
Raven watches Mushom and covers him with blankets. She knows that something is wrong and
she is very concerned. Mushom joins the children at the fire and says a prayer. He puts sage into
the fire and gives an offering to each child to place on the fire so that the smoke from the sage
will purify them and carry their prayers to the Creator. T-Bear is feeling very remorseful and
apologizes to Mushom. Mushom encourages him to balance his courage with knowledge.They
recover the sled and prepare to head back to the cabin. On their way they discover moose tracks.
Preparing to Read
l
Ask: How are Mushom and Freedom similar characters in this story? Support
your ideas with evidence from the story. Use a Venn diagram to compare how
Mushom and Freedom are similar and different.Then discuss:Who is Shadow
similar to?
After Reading
Readers’ Response Journals
l
How does Mushom react when he finds the children? Is this the response that
you expected?
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Mushom tells T-Bear, “You have already shown the grandfathers what you want.
They will listen to your heart and it is up to you to follow it. No one else can do
that for you...your courage is strong.You just need to balance it with good judgment.”What do you think this means?
Extending the Reading
l
22
Our Special Gifts.
• T-Bear is struggling to determine his identity. He is trying to honour his spirit.The Cree view is that we have been placed here for a
reason and have been gifted with special talents. It is the work of
being human to honour those gifts and live a good life. Invite the
students to think about their gifts. How do they honour those gifts
and does this influence what they want to do with their lives?
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
Christmas at
WAPOS BAY
Chapter Eleven:Two Deep Breaths
(Pages 108–123)
Summary
Mushom discovers moose tracks and follows the moose to an island.The children quietly follow
as the storm rages around them.Talon spots the moose and Mushom tries to take aim. His eyes
are blurry, so he asks one of his grandsons to fire the shot.T-Bear takes hold of the rifle and fires
a shot at the moose. He is successful and the moose goes down. Mushom falls unconscious.The
children know that something is very wrong with him.They hear him mumble and learn that he
has not been eating. They know that Mushom needs nourishment. The boys get some of the
moose meat for Mushom.Talon carves the meat, remembering how Mushom taught him.They
make a soup for Mushom and wake him up so that he can eat. Meanwhile back at the cabin, the
adults decide to go to a neighbour’s and get his dogsled and set out to find the children. Kookum
Rosalie, Auntie Anne, and Sarah say prayers for a safe return for everyone.
Preparing to Read
Review the plot lines with the students and discuss possible climaxes. Discuss possibilities for the
resolution of different problems in the story.
After Reading
Readers’ Response Journals
l
How do Talon and T-Bear work together to solve the crisis that they find themselves in?
l
How does Kokum Rosalie influence the men in the family?
l
Describe the relationship that Mushom has with his grandchildren.
l
What do you admire about Mushom? Explain.
Extending the Reading
l
Elders.
• T-Bear says respectfully to Mushom, “In our culture Elders are
served first.” Have the students write a paragraph that explains how
they view Elders. How do they show respect for Elders? Have the
students pair up to discuss the question: Do we show enough
respect for Elders?
Christmas at
WAPOS BAY
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
23
Chapter Twelve:Wapos Bay
(Pages 124–134)
Summary
Jacob and Uncle Peter find the children and Mushom. They are relieved and very proud of
T-Bear for getting his first moose.They know that they must get Mushom back to the cabin to
recover.When they arrive, Kokum Rosalie checks Mushom over.The family is relieved to know
that he will be okay. Jacob, T-Bear’s father, expresses pride in his son for getting the moose. He
resolves to spend more time at the cabin with Mushom.They all settle in to enjoy Christmas.
Preparing to Read
Review the main events of the last chapter. Have the students make predictions about the final
outcome of the story.
After Reading
Readers’ Response Journals
l
Describe how the family feels about T-Bear’s accomplishment. Have you ever felt
that way about somebody in your family? Describe your experience.
l
How do T-Bear and his father resolve their differences?
l
How does Mushom’s family celebrate Christmas? Use a Venn diagram to compare this family celebration with a special occasion in your family. How are the
celebrations similar and different?
Extending the Reading
l
Character Development.
• Add to the character charts.Write a paragraph that describes how
each of the main characters changes as a result of his or her
experiences.
.
24
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
Christmas at
WAPOS BAY
Concluding Activities
The following activities are designed to extend the students’ understanding of the novel.
Thinking About the Characters
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Compare yourself to one of the characters in the story.Who are you the most
like? Explain.
Have you had an experience that is similar to a character in this story? Describe
your experience and explain how it compares to what happened to the character.
Think about how each of the characters has changed in the story.Who do you
think changed the most? What do you think caused the change?
Which one of the main characters in the story would you most like to be friends
with? Why?
Thinking About the Story
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What did you learn from reading this novel? Review the kwl chart that was
written at the beginning of the story. Complete the learned column of the chart.
What are the themes of this story? What did the authors want us to think about
while we were reading this story?
What did you learn about Northern Cree people by reading this story?
Would you enjoy living on the trapline like Mushom? Explain why or why not.
How did Mushom’s family cope with the possibility of not having enough food
at Christmas?
Showing What We Have Learned
The following activities are designed to illustrate what the students learned in the story.
l
Illustrate and alphabetize your English – Cree dictionary and present it to the
class
l
Present your research project.
l
Create a trapper’s challenge.
• Divide the class into groups and have them compete in a variety of
activities: Examples: whose tracks? snow relay, tobogganing, sledding, bannock baking (outside on a stick); orienteering, hauling
wood, tree identifying, best bait recipe.This is meant to be fun as
well as to have the students experience some of the activities in a
trapper’s life.
l
View the video, Christmas at Wapos Bay.
• The students can respond to the video and determine how closely
the video follows the written story.
Christmas at
WAPOS BAY
© Coteau Books, 2006. Teachers have permission from the author and publisher to make
copies of this guide for personal classroom use, personal reference, and student use.
25
CHECK OUT THE OTHER STUDY GUIDES
IN THIS SERIES.
Available from Coteau Books.
The Secret of the
Stone House
Nettie’s Journey
Adeline’s Dream
By Judith Silverthorne
By Adele Dueck
By Linda Aksomitis
isbn: 978-1-55050-331-9
(Study Guide)
isbn: 978-1-55050-325-8
(Juvenile Novel)
$8.95cn/$7.95us
isbn: 978-1-55050-329-6
(Study Guide)
isbn: 978-1-55050-322-7
(Juvenile Novel)
$8.95cn/$7.95us
isbn: 978-1-55050-330-2
(Study Guide)
isbn: 978-1-55050-323-4
(Juvenile Novel)
$8.95cn/$7.95us
Christmas at Wapos Bay Study Guide
isbn: 978-1-55050-328-9 $9.95cn/$8.95us
To accompany the Coteau Books juvenile fiction title:
Christmas at Wapos Bay
isbn: 1-55050-324-1 $8.95cn/$7.95us
Downloadable study guides in pdf format are available at
www.coteaubooks.com
Amazing stories. Amazing kids.
Christmas at Wapos Bay Study Guide
9 781550 503289
1-55050-328-6