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SUBJECT: Grade 10 Social Studies

TOPIC: Immigration in Canada during the 1800s

Climax/Turning Point:
Collections & Sets: Student created a steamer trunk, collecting (or rather, re-creating) the contents of what would be an Irish immigrants suite case for their journey. The trunk contained accurate items and the student was able to justify their choices in the trunk. The student told a story using vivid mental imagery about what the experience was like from the perspective of an Irish immigrant. Humanizing of Content: Underground Railroad Song. Student authored a cryptic song, similar to the ones used by slaves to relay messages of the route to Canada. Or Student researched a successful slave escape story and draws connections to present day immigration (or human trafficking stories) .

Resolution
Students Meeting with Teacher: Student responses to various questions about the unit on immigration. Student made a connection to his life by retelling the challenges he faced when moving from the UK. Student shared some common fears and apprehensions and displayed a genuine empathy for those weve studied and othermark) (1 new students in the class.

Rising Action/Learning Activities


Metaphors: Class Brainstorming of Ideas & Paragraph Writing: Student has drawn the following metaphors about the immigration experience. Student also follows conventions of grammar, syntax and spelling. Student correctly structures and organizes paragraph . Student-teacher meetings discussing their choice of metaphors.This also resulted in student referring to binary opposites. Literate Eye: Chart in Immigrant Groups. Student has accurately and thoroughly completed the chart that contained the following headings for the 3 immigrant groups: prior conditions of homeland, challenges faced during journey and reception to new lands/arrival Students actively engaged in self-assessment after class discussion. Binary Opposites: Class Discussions: Student is able to identify the binary opposites within the story of immigration .

Conclusion

Class Discussion Mark & comments generated from studentteacher discussions. Chart on Immigrant Groups: 25/30 Immigrant Experience Paragraph: 8/10 Record of interview with student about their metaphors Underground Railroad Song: anecdotal comment along with students thoughts on their song Steamer Trunk: anecdotal comment, students presentation to the class on their steamer trunks contents

Introduction
Character: Student Name Setting (time & place): Block B Socials 10 Point of View: Ms. Nina Pagtakhan (teacher)

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