Full Moon Lagoon – A novel study

Show students the cover of the book.

Using the KWL (Know, Want-to-know, and Learned) method, brainstorm with the students what they see in the picture and try to predict what the novel is about.

Additionally, write down five questions students have about the book. Try to come up with questions that will generate deeper thinking instead of yes or no answers.

Ask the students to pick one of the questions and predict the answer. The answer should be detailed.

1. Photocopy the photo analysis worksheets. Print them double-sided with the “before reading the novel” worksheet on one side and “after reading the novel” worksheet on the back.
2. Before reading the novel, instruct students to analyze the following photos by answering the questions. Do not give any context for this historical event. Ask the students to share their observations. Collect the paper.
3. After reading the novel, go back and answer the same questions again on the back of the worksheet. Compare the answers. Have a class discussion about how their observations have changed.
4. Finally, pick one photo and fill out Handout A2: Photo analysis worksheet.

By using this novel, students will gain a deeper understanding of the negative legacies of Canada’s treatment of minorities, specifically Japanese Canadians during the Second World War. Students will have the opportunity to develop historical empathy, and consider how they can respond to current discriminatory events and actions around them.

Additionally, this novel features empowered voices and characters from underrepresented and historically excluded communities. Students will have the opportunity to explore the uniqueness of each character in the story. This observation process will help students to view the characters in empowered ways, and to understand how their own uniqueness will help them make positive contributions to their community.

This novel study uses a student-led literature circle as the main activity. Spend some time to explain and model each task before allowing students to work independently. The book is divided into 10 sections. Each section will take two 45-minute blocks.

• Day 1 — Read the chapters. Students work on their own assigned task.
• Day 2 — Students work in their group for discussion.
• *Leave the last 10 minutes for students to fill in their own Reflection Sheet.

Make groups of at least five students and organize the group by following the directions in the Teacher resource 3.1: Setting up the novel study. This template and reading schedule will allow students to do each job twice. Students will have the opportunity to develop the following strategies: asking questions, summarizing, visualizing, analyzing the characters and developing vocabulary.

• After finishing the novel study, re-read the sections of the novel that focus on how Draggin’s challenges allow the main characters to be out of danger.
• Using graphic organizers, students analyze Draggin’s personality traits.
• Guide the conversation so it will conclude Draggin’s greatness results from his challenges and weaknesses.
• Students create their own superhero whose challenges turn into strengths.
• Students create their own superhero out of construction paper.
• Students write about their superhero.

This activity can be used as an early finisher activity. Students are instructed to design three or more unique stickers to represent the qualities of a character from the novel. Students then explain what each sticker represents about the character and why they decided to include it.