Course
Profile Study
Skills in English, Open, Public
Unit 2: Journeys to Freedom
Time: 30 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
Canada
continues to be a destination for people from all over the world who come here
seeking to live in freedom. As an introduction to Canadian immigrants’ journeys
to freedom, students compile a media watch scrapbook by collecting and writing
summaries of newspaper and magazine articles. They also engage in vocabulary
study arising from this reading. Students view and respond to a video on the
experiences of immigrant and refugee groups in Canada. For a research report
and oral presentation, students research, extract, and organize information
about immigrants to Canada, citing non-fiction sources such as newspaper
articles and on-line research materials in a bibliography. The unit culminates
in the exploration of a literary journey to freedom in Canada through the
analysis of the award winning Canadian novel, The Road to Chlifa. Students write a five-paragraph essay on a
theme arising from the novel. This novel also forms a basis for vocabulary
building, as well as the focused study of the use of modal verbs to offer
advice and express regret.
Time: 420 minutes
“The
sailor is born twice: first from his mother, and the second time through his
journeys”.
-Radovan
Gajic, Canadian immigrant poet, from the video “The Boatswain”
Students
read about and discuss various Canadian immigration issues as portrayed in
print media. They learn about a range of elements that distinguish a factual
news report from an editorial. Students compile a scrapbook of articles on
immigration, make point-form notes, and expand on these notes to write
paragraph summaries for each article. They use a variety of strategies to build
their vocabulary on immigration issues. Students view a video on a recent
Canadian immigrant and discuss the point of view presented in the production.
Finally, students begin their independent reading of the Canadian novel, The Road to Chlifa.
Oral and
Visual Communication
DORV.01 -
communicate orally in English in a wide variety of daily activities in the
community, the classroom, and the workplace;
DORV.04 -
create, analyse, and interpret a variety of media works;
DOR1.05 -
participate in classroom discussions and oral presentations;
DOR4.01 -
respond to a wide variety of media works through discussion and comparison of
their own and others’ reactions to the works;
DOR4.02 -
identify strategies used in different media to influence specific audiences;
DOR4.03 -
analyse media productions to identify different media perspectives on social
and cultural issues;
DOR4.04 -
explain some of the causes and consequences of local, national, and
international current events.
Reading
DREV.02 -
use a range of strategies to build vocabulary;
DREV.04 -
locate, evaluate, and use information from a variety of sources for academic,
social, and career purposes, including guided research projects;
DRE1.03 - make inferences about a writer’s
point of view or a character’s actions;
DRE2.01 -
use a variety of strategies to build vocabulary;
DRE2.02 -
infer the meaning of many Latin-based words from context and from prefixes,
suffixes, and word roots;
DRE3.01 -
recognize the elements and purposes of different forms of texts and participate
in discussions about them;
DRE3.06 -
identify facts, opinions, and perspectives in text.
Writing
DWRV.04 -
use the sentence patterns and conventions of standard Canadian English with
accuracy most of the time;
DWR2.02 -
use transition words and a variety of sentence patterns to express
relationships such as comparison and contrast;
DWR3.01 -
spell words accurately in final drafts, including subject-specific terms;
DWR3.02 -
use periods, commas, apostrophes, quotation marks, colons, and parentheses
correctly in final drafts;
DWR3.05 -
use common tenses and verb phrases, adjectives, adverbs, conjunctions,
prepositions of direction and time, and negative constructions appropriately
and with accuracy most of the time.
Social
and Cultural Competence
DSCV.01 -
demonstrate understanding of the rights and responsibilities of living in
Canada;
DSC1.05 -
research and participate in discussions comparing the needs and values of
people of different ages and cultures and both genders;
DSC2.03 -
participate fully in group activities.
·
Familiarity
with the concept of Canada as a nation of immigrants
·
Ability
to read brief newspaper and journal articles in English
·
Experience
in making brief classroom oral presentations
·
Knowledge
of the parts of speech in English
·
Experience
working in groups and participating in cooperative discussions
·
Students
compile media scrapbooks of recent Canadian immigration issues. The teacher
will work in collaboration with the library staff to ensure access to recent
newspaper and periodical articles in print and electronic formats.
·
Decide
when the media watch scrapbook will be handed in, during the middle of the
unit, or at the end.
·
Clip
and save several articles in advance of this activity to show the class the
type of articles that they will be looking for. Include editorials, factual
news reports, human-interest stories, and articles which express opposing
points of view on the same topic if possible. Refer to the article by Gary
Lautens used in the ESLCO profile, Unit 2, Activity 2, for one example of an
opinion piece.
·
Select
four or five articles for group work in Strategy 13. Make multiple copies for
each group.
·
Prepare
information from course Resources for note-taking strategies, reading and
analysing news articles, reading an opinion piece, identifying facts and
opinions.
·
Create
a graphic organizer for students to record new vocabulary on immigration and
political issues. This organizer could include headings such as: part of
speech, meaning as guessed in context, dictionary definition, root word(s),
prefixes, suffixes, synonyms, first language equivalent, etc. Make multiple
copies of this graphic organizer for students to compile into a vocabulary log.
·
Create
a checklist or rubric to assess the media watch scrapbook project. Include
expectations, such as the number and types of articles represented,
identification of a news report vs. an editorial, effective summarizing of main
points, use of the writing process; accurate use of conventions of English, use
of transition words to summarize main points of the article, and completion of
the vocabulary log.
·
Obtain
a video from the series A Scattering of
Seeds. The episode used in this activity is “The Boatswain,” a snapshot of
the life of Serbian émigré poet Radovan Gajic, who now works as a building
superintendent in Toronto. Other suggested titles from the series include: “Voice
of Freedom,” about a Ugandan refugee who is now a teacher and broadcaster;
“King of Hearts,” which focuses on a Kurdish shepherd boy who moves to Canada
and becomes a physician; “The Yellow Pear: The Story of Gu Xiong,” in which the
teenage daughter of an artist who escaped from China just after the Tienanmen
Square massacre narrates the story of the family’s adjustment to life in
Vancouver; and “The Furthest Possible Place: The Journey of Ana Maria Seifert,”
about a young Peruvian political activist who flees to Montreal and supports
her family as a garment worker while completing her university studies. She
goes on to become an internationally renowned industrial health and safety
expert and scientist.
·
Create
a graphic organizer for students to record the five Ws while viewing “The
Boatswain.” Make multiple copies for classroom distribution.
·
Obtain
a class set of the novel, The Road to
Chlifa.
·
At
the beginning of this unit, students are assigned the independent reading of
the novel, The Road to Chlifa, in
preparation for the novel study which begins in Activity 4. Determine the
schedule for independent reading of the novel, and the date to begin the class
novel study.
·
Make
sufficient copies of Appendix 1 – Content Reading Log, for The Road to Chlifa.
·
Have
available small pads of sticky notes as a study aid while reading the novel.
·
Have
an enlarged map of Lebanon available to pin to the classroom wall. Also have
available a world map and a map of Canada. Collect photographs of the civil war
in Lebanon, as well as photos of the rebuilding of the country since the end of
the civil war.
·
For
some students, the immigration experience is a painful one. Be cognizant of
some students’ reluctance to share information about their own personal
immigration experiences. Where students are comfortable, encourage them to
share their own immigration histories with the class. Some students may wish to
talk about a friend’s or relative’s experiences to help depersonalize the
discussion.
Pre-Reading
Preparation for the Novel, The Road to Chlifa
1. Brainstorm the word freedom with the
class and create a semantic web, on chart paper, of all student contributions.
Ask students to define the opposite or absence of freedom, and create another
web. Post these charts in the classroom.
2. Distribute a copy of the novel, The Road to Chlifa, to each student. In
groups of four, students look at the front and back covers of the book and
share predictions about what they think the novel will be about, where they think
it takes place, and how they think it ties into the discussion of freedom the
class has just had. Students select a group representative to report their
group’s observations to the class.
3. Introduce the division of the novel into
three sections: Part I (Catalysis, Montreal, January – February, 1990);
Part II (The Mountain that is Lebanon, Beirut – Chlifa, Lebanon, June,
1989);
Part III (Life Goes On, Montreal, February – May, 1990). Ask students to
find the titles, locations, dates, and page numbers of each section. Plot them
on a timeline on chart paper and post in the class.
Draw students’ attention to how the
book does not develop in a chronologically linear fashion. Explain to students
the structural device of flashback and how it is used to reveal
character and shed light on the central conflict in the novel.
4. Use the map of Lebanon in the book, an
enlarged map of Lebanon, a world map, and a map of Canada to have a discussion
about the settings of the novel and to gather background knowledge from the
class about the civil war in Lebanon. Pin up any photographs collected
depicting civil conflict in Lebanon.
5. Have students skim the first and third of the
three parts of the novel to observe the difference in text graphics (e.g.,
alternating use of italics, headings for Karim’s diary, bolded upper case
letter of first paragraphs, etc.). Students find similarities in the graphic
text features of the two parts (e.g., use of italics for Karim’s diary), and
make guesses as to the significance of these features.
6. Read aloud the first pages (pp. 11-13) to the
class. Students can choose to follow along in their books or keep their books
closed.
7. Discuss with the class what has been learned
so far in these first few pages. Elicit the names of the characters introduced
so far (Karim, Nancy, Dave, Robert the teacher, Reggie and the unnamed writer).
Ask the class what they think Karim is like as a person from what has been
revealed about him so far. Have the class make inferences about Karim’s past
experiences.
8. Read aloud p. 14, “Karim’s Diary”. Have the
class compare and contrast their views of Karim, now that they have read some
of his diary. Elicit from students that the tone of Karim’s diary is negative. Have
students make some guesses as to what might have made this young man so bitter
and negative.
9. Review the concept of a diary and discuss
with students how the point of view in this novel will alternate between
various characters. Remind students of the difference in text features
(italics) which always signifies an entry in Karim’s diary.
10. Distribute the content reading logs and make
sure that students know how to use them to track their reading of the novel.
11. Instruct students in the study skill of using
sticky notes in their reading of the novel to flag vocabulary or plot
developments that they are unsure of. They can also write questions or
reflections for the more in-depth novel study which they will be starting in
Activity 4.
12. Assign students the task of reading the novel
to be completed by the date on which the teacher plans to begin Activity 4
(beginning of novel study). This first reading of the novel is done
independently outside of class time.
Introducing
the Media Watch Activity
13. Brainstorm a list of reasons people immigrate
to Canada and post it in the classroom. Ask students if they are aware of any
recent immigrant groups whose immigration circumstances or stories have
received recent media attention and post them as well. If there are students
who have taken Grade 10 History, it may be helpful to refer to the concept of
“push/pull” factors in immigration.
14. Divide the class into small groups, then
distribute a recent newspaper article on a Canadian immigration issue, such as
illegal smuggling of immigrants, changes in refugee claims procedures, arrival
of a large group of refugees, etc. Each group receives a different article.
Ensure that there is at least one factual news report and one editorial.
Teach/review note-taking methods. Note-taking strategies reviewed in material
listed in the course Resource include: suggestions for identifying key
information (words in special typeface, terms that reappear frequently, etc.);
tips for paraphrasing in a concise manner, and three styles of note-taking
(point form, split page, and mapping). Groups read their articles and summarize
them in point form. Each group appoints a scribe and a reporter who shares the
summary with the class. Post each article and summary.
15. From the group presentations, choose one
point-form summary of a factual news report. Choose a second summary, this time
of an editorial. Discuss the differences between factual news articles and
editorials. Students create a T-chart to record the differences. Focus on fact
versus opinion, point of view, and differing language elements and styles used.
Prepare additional information on the differences between news articles and
editorials, using material from the course Resources.
16. From one of the summaries, model with students
the process of composing a summary paragraph from point-form notes. Remind
students of the conventions of including a title, source, and date for the
article. For practice, students summarize an article, first in point-form and
then in a paragraph.
17. Introduce the media watch scrapbook
assignment. Over a period of time until the assignment is due, students collect
five articles on various Canadian immigration issues from newspapers,
magazines, periodicals, and Internet sources. Students must include a minimum
of one factual news report and one editorial. For each article students write a
summary paragraph. In addition, they compile a vocabulary graphic organizer as
suggested in the planning notes. Decide on a minimum number of entries for
vocabulary development; twenty would be a reasonable number for the entire
assignment. Share the teacher-created checklist or rubric for assessment with
students. See Planning Notes for a suggested list of items to assess. Also
share with students examples of media watch assignments from previous classes
so that students can see what is expected.
18. Introduce A
Scattering of Seeds. Have students try to predict the overall theme of the
series by thinking about its title. Write the predictions on the board. Clarify
the meaning of the episode’s title “The Boatswain” (a ship’s officer involved
with the organization of the crew, also written as bosun). The class views the
video, completing an organizer with the five Ws and other focus questions.
19. Distribute a list of visual elements used in
this production, (e.g., the long corridors, the boat images, the garden, the
bicycle with the training wheels, the scenes of Radovan Gajic cleaning the
apartment buildings and working at his computer, the scenes of Serbian
community events, the poetry reading, the military scene). Show the video again
while students watch for these visual elements and make notes about their
significance to the video. Small groups of students discuss what these various
contrasting visual elements mean and why the director chose to include them to
reinforce the video’s theme of adjustment and integration into a new country
and culture.
20. Convene the whole class to share what was
discussed in the small groups.
·
Formative
assessment of the in-class practice article summary. (DWR2.02, DWR3.05)
·
Formative
assessment of student’s participation in the group discussions and
presentations. (DOR1.05, DSC2.03)
·
Summative
assessment of the media watch scrapbook, including vocabulary log, using a
teacher-created checklist or rubric. (DRE1.03, DRE2.01, DRE3.06; DWR2.02,
DWR3.01, DWR3.02, DWR3.05)
·
Record
the book, The Road to Chlifa, on
tape.
·
Provide
point-form notes for a newspaper article; highlight the key points in advance.
·
Reduce
the number of vocabulary entries and articles required for the Media Watch
Scrapbook assignment.
·
Students
write personal responses to entries in their media watch scrapbook. Provide
students with a list of response prompts to stimulate personal responses.
Archer, Lynn, Cathy Costello, and Debbie
Harvey. Reading and Writing for Success.
Harcourt Brace, 1997.
Marineau,
Michele. The Road to Chlifa. Red
Deer, Alberta: Red Deer College Press, 1995.
Selected
recent Canadian newspaper and magazine articles on immigration issues.
Video
A Scattering of Seeds: “The Boatswain.” Port Credit, ON:
McNabb & Connolly, 1999. McNabb and Connolly, 60 Briarwood Avenue, Port
Credit, ON L5G 3N6 Tel: 905-278-0566
E-mail - mcnabbconnolly@homeroom.ca
Time: 300 minutes
Students
use library research skills to locate and integrate information about an
immigrant group in Canada. They take point-form notes from sources using an
organizer and expand these to a research report, which includes a bibliography.
Using the writing process, students compose, revise, and edit their reports
through teacher and peer conferences.
Reading
DREV.04 -
locate, evaluate, and use information from a variety of sources for academic,
social, and career purposes, including guided research projects;
DRE3.02 -
skim texts for main ideas and overall organization;
DRE3.03 -
scan texts for specific information;
DRE4.01 -
use knowledge of a variety of conventions of formal texts to locate
information;
DRE4.02 -
compare ideas and information from a variety of sources for guided research
projects;
DRE4.03 -
summarize main points for guided research projects, using graphic organizers.
Writing
DWRV.02 -
use the writing process to prepare final drafts with teacher guidance;
DWRV.03 -
arrange ideas in logical order and present them in linked paragraphs;
DWRV.04 -
use the sentence patterns and conventions of standard Canadian English with
accuracy most of the time in written work;
DWR1.05 -
use the conventions appropriate to particular forms of writing;
DWR2.01 -
write a passage of three or more paragraphs to develop a central idea;
DWR2.03 -
edit to improve writing style;
DWR2.04 -
use visual elements to enhance the effectiveness of published work;
DWR2.05 -
produce final drafts, using appropriate writing tools;
DWR3.01 -
spell words accurately in final drafts, including subject-specific terms;
DWR3.02 -
use periods, commas, apostrophes, quotation marks, colons, and parentheses
correctly in final drafts;
DWR3.05 -
use common tenses and verb phrases, adjectives, adverbs, conjunctions,
prepositions of direction and time, and interrogative and negative
constructions appropriately and with accuracy most of the time.
·
Ability
to read brief newspaper and magazine articles
·
Experience
in taking point-form notes
·
Familiarity
with the writing process
·
Arrange
with the teacher-librarian to compile books, resources, and materials on
immigrant groups to Canada for the use of the class. Many teacher-librarians
will give a lesson to students on compiling a bibliography for a research
project. Where applicable, book the Library/Resource Centre and enlist the
teacher-librarian to collaborate on this part of the project.
·
Students
research and report on one immigrant/refugee group in Canada. Generate a list
of recent immigrant groups for students to choose from. Use articles from the
media watch scrapbooks, as well as your knowledge of current events and issues
in Canadian immigration to compile this list. For example, Canadian Geographic magazine has a map of Toronto showing recent
immigrant communities in its January/February 2001 issue. Census Canada
information is useful as well.
·
Generate
a list of ethnic/cultural organizations that students could contact for
interviews.
·
Save
exemplars of research report assignments done at Level 3 and Level 4 on the
Achievement Chart to share with future classes.
·
Make
sufficient copies of the research assignment, Appendix 2.
·
Prepare
an editing checklist to be used for the research report.
·
Prepare
a rubric to assess the research report. The following should be assessed: use
of the graphic organizer to summarize main research points; report content
through inclusion of all points listed in the research assignment (Appendix 2);
use of a minimum number of resources; citation of the resources in correct
bibliographic format; correct use of grammar, spelling, punctuation, and
capitalization; and use of visual elements such as font size, type face,
margins, etc., to enhance the visual appearance of the report.
·
Have
available dictionaries, thesaurus, and other appropriate writing resources.
·
Prepare
a sign-up schedule for student presentations in Activity 3.
·
The
expectation is that the research report will be done using word processing.
Make accommodations for any students who do not have access to a computer.
1. Brainstorm a list of immigrant and refugee
groups in Canada. Inform students that they will be researching and writing a
short report on one of these groups. Distribute the assignment
(Appendix 2), which is to be done in pairs, and clarify expectations with
students.
2. Hand out the teacher-prepared rubric to
students. Show students exemplars of previous projects.
3. Visit the Library/Resource Centre to
familiarize students with the available resources. Collaborate with the
teacher-librarian, if possible, to teach students research techniques and
bibliographic format.
4. As an additional means of gathering
information, suggest the use of interviews with persons who work for
ethnic/cultural organizations.
5. Students hand in a list of the sources they
will use to research the topic, in proper bibliographic format. This is the
first stage of the assignment.
6. Teach/review the note-taking process which
students used in compiling the media watch scrapbook. Assist students in taking
notes for the project by modelling for them how to organize their information
under the various content headings given in the research assignment (Appendix
2). Students hand in this organizer as part of the assignment. Remind students
to make brief notes in their own words, which they will later expand to a full
report.
7. Students research and take notes from their
sources following the assignment headings.
8. Students
write a first draft of their report using their research notes and any
interview notes they have gathered. Editing of the first draft is done through
teacher conferencing, peer editing, or both.
9. Students revise the first draft and rewrite a
second draft of the report. This draft includes the use of visual elements such
as headings and typeface for emphasis. Share examples from reports and other
articles to demonstrate to the class the visual impact of a polished piece of
writing. Students rewrite the final draft, editing for writing conventions and
spelling, using dictionaries, computer spell check features, and the editing
checklist.
·
Formative
assessment of bibliography for research project. (DWR1.05)
·
Formative
assessment of first draft of research report by teacher and/or peer
conferencing. (DWR1.05, DWR2.03)
·
Summative
assessment of research report using a teacher-created rubric. (DRE4.03,
DWR1.05, DWR2.01, DWR2.03, DWR2.04, DWR2.05, DWR3.01, DWR3.02, DWR3.05)
·
Students
may read articles in first language newspapers and take notes in their first
language.
·
Students
may create a poster, pamphlet, or booklet instead of writing a report.
Archer,
Lynn, Cathy Costello, and Debbie Harvey. Reading
and Writing for Success. Harcourt Brace Canada, 1997.
Carter,
Velma and Levero (Lee) Carter. The Black
Canadians: Their History and Contributions. Edmonton: Reidmore
Publications, 1989.
Fick,
Steven and Mary Vincent. “Toronto: A Global Village”. Canadian Geographic. January/February 2001, pp. 54-55.
Hill,
Lawrence. Trials and Triumphs: The Story
of African-Canadians. Toronto: Umbrella Press, 1993.
Minhas,
Manmohan. The Sikh Canadians.
Edmonton: Reidmore Publications, 1994.
Palmer,
Howard and James S. Frideres. The Search
for a New Homeland: Polish and German-speaking Canadians. Edmonton:
Reidmore Publications, 1990.
Yee,
Paul. Struggle and Hope: The Story of
Chinese Canadians. Toronto: Umbrella Press, 1995.
Website
www.settlement.org
(statistics about immigrants to Canada)
Time: 240 minutes
Students
present their research on immigrant groups to the class, while their classmates
take notes on the presentations using a graphic organizer.
Oral and
Visual Communication
DORV.01 -
communicate orally in English in a wide variety of daily activities in the
community, the classroom and the workplace;
DORV.02 -
use the elements of English grammar with increasing accuracy in speech;
DOR1.03 - use a variety of communication
strategies to bridge gaps in their English language knowledge;
DOR1.04 -
use the pronunciation, stress, rhythm and intonation patterns of spoken English
with accuracy most of the time;
DOR1.05 -
participate in classroom discussions and oral presentations;
DOR1.07 -
use a variety of transition words and phrases in classroom discussions and oral
presentations to express relationships such as comparison, contrast, sequence,
and cause and effect;
DOR1.09 -
take notes from classroom presentations, using a written outline or graphic
organizer as a guide;
DOR1.11 -
use formal speech for oral classroom presentations;
DOR2.01 -
use important elements of English grammar with increasing accuracy.
Social
and Cultural Competence
DSCV.01 -
demonstrate understanding of the rights and responsibilities of living in
Canada;
DSCV.02 -
demonstrate flexibility as learners in different teaching and learning
situations;
DSC1.06 -
participate in discussions and debates about local, national, and global issues
and events;
DSC2.01 -
participate effectively in a variety of learning and teaching situations.
·
Experience
in giving brief oral presentations
·
Experience
with pair work
·
Familiarity
with graphic organizers as an aid to taking notes
·
Prepare
a checklist or rubric for assessment of the paired oral presentation. The
checklist or rubric could have some dimensions which are common for both
participants such as organization and content, and some dimensions, such as
grammar and pronunciation, which could be assessed individually. Make multiple
copies of the checklist or rubric. The presentation will be assessed by the
teacher, and again as a self-assessment after presenters have given their
talks.
·
Have
available a tape-recorded oral presentation to share with the class as an
exemplar.
·
Prepare
a graphic organizer for the class to record notes from each presentation. Make
enough of these organizers so that every student has one to complete for each
presentation.
·
Prepare
a brief oral presentation on an immigrant group to model for the class.
Alternatively, compile exemplars on videotape from previous classes to
illustrate elements of a successful oral presentation.
·
Make
available an overhead projector, transparencies, and chart paper for the oral
presentations.
·
Make
information available for the class on oral presentations, using material from
the course resources.
·
Make
multiple copies of Appendix 3 for the Self-Assessment of Speaking Skills.
1. Engage the class in a discussion of what
makes an effective oral presentation. Record and post students’ contributions.
Make sure that the following are discussed: research content, body language,
volume, pronunciation, pace and clarity of speech, eye contact, avoidance of
merely reading from notes, use of visuals, fielding questions from classmates.
2. Distribute the graphic organizer for
note-taking from the presentations.
3. Model a brief oral presentation on an
immigrant group that has not been researched by one of the pairs in the class.
Demonstrate for students the use of cue cards or other memory aids while giving
a presentation. Include at least one overhead projector transparency in the
presentation so that students can see how this visual dimension enhances the
talk. Students use the graphic organizer to take brief notes on the topic while
the teacher presents.
4. Students
rehearse in pairs for their oral presentations. Students tape record or
videotape their presentations to review the clarity of their pronunciation,
stress, and intonation.
5. Students give their oral pair presentations.
Their classmates take notes during the presentations and ask questions at the
conclusion. Students compile their graphic organizers in a folder and hand in
to the teacher for assessment at the conclusion of all the oral presentations.
6. Have students use the checklist for a
self-assessment (Appendix 3) at the end of their presentation while their
classmates are filling in the graphic organizer.
·
Summative
assessment of oral presentation using a rubric. (DOR1.04, DOR1.05, DOR1.11,
DOR2.01)
·
Formative
self-assessment of oral presentation using the checklist in Appendix 3.
(DOR1.04, DOR1.05, DOR1.11, DOR2.01)
·
Summative
assessment of graphic organizer folders using a checklist for major content.
(DOR1.09)
·
Students
present to the teacher instead of in front of the entire class.
·
Students
prepare large cue cards or sheets with each point for their oral presentation.
·
Students
present personal responses or analysis of the topic as part of their oral
presentation.
Archer,
Lynn, Cathy Costello, and Debbie Harvey. Reading
and Writing for Success. Harcourt Brace Canada, 1997.
Time: 240 minutes
Students
read Part I of the novel, The Road to
Chlifa. Through the character of Karim, students reflect on the
difficulties of adjustment to life in Canada. Students begin a response journal
and vocabulary log. They begin to study the literary devices of plot,
character, setting, symbol, and metaphor as expressed in the first part of the
novel.
Reading
DREV.01 - read and respond to literature with
teacher guidance;
DRE1.01 -
identify some common cross-cultural themes in literature;
DRE1.02 -
identify and explain literary elements and devices in teacher-selected texts;
DRE1.03 -
make inferences about a writer’s point of view or a character’s actions;
DRE3.04 -
determine meaning in texts that contain complex grammatical elements;
DRE4.01 -
use knowledge of a variety of conventions of formal texts to locate
information.
·
Completion
of an independent reading of The Road to
Chlifa
·
Completion
of the content reading log for the novel
·
There
may be students in the class who are from a war-torn locale, who have escaped
difficult and dangerous situations on their journey to Canada. Teachers need to
recognize the experiences of these students and be sensitive to their reading
and response to the novel The Road to
Chlifa.
·
Create
a template for a vocabulary log, which includes the vocabulary item, the
context in which the word occurs in the book, a prediction of what the word
might mean, the dictionary definition, and the first language equivalent.
·
There
is some colloquial language used in certain sections of The Road to Chlifa, which is typical of how teenagers can interact,
but it may make some students or teachers uncomfortable. When the characters in
the novel engage in dialogue in this slang register, an excellent opportunity
arises to discuss levels of formality in English and their appropriateness in
various social contexts. Discuss equivalent expressions, which would be used in
more formal contexts. Encourage students to keep a list of informal and formal
expressions collected during the study of this novel.
·
Create
a brief comprehension quiz on the novel using a combination of
fill-in-the-blanks, multiple-choice, item-matching, cloze, and other
short-answer formats.
·
Students
are asked to make a number of entries in a response journal as part of their
novel study. The journal response technique allows students to express and
support their opinions, pose questions, and relate the novel to their own lives
and experiences. These journals should be collected and read by the teacher
several times during the course of the novel study.
·
Locate
a picture of a unicorn.
1. Collect the content reading logs assigned in
Activity 1 and assess for completion.
2. Have students complete a brief content quiz
which ascertains whether they have comprehended the main characters and plot
developments of the novel.
3. Following the same model as the vocabulary
log used for the media watch scrapbook, tell students that they will be
expected to keep a vocabulary log for the novel during their second reading of
the book. Arrive at a minimum number of entries, and let students know when the
completed vocabulary log is due at the end of the unit.
4. Have students go to the text and locate
Karim’s feelings about his first days of school in Canada
(pp. 14, 18, 19, 20-22). Ask students to talk about what Karim liked/didn’t
like about his first days in school and in Canada. Create a T-chart on the
board to record student responses.
5. Ask students to reflect on their first day of
school in Canada, paying particular attention to how they felt, how they
perceived their new school environment, and how they sensed others felt about
them. Students discuss these experiences and feelings in pairs, and then have a
full class discussion in which students volunteer to share some of their
feelings. Teacher records contributions on the board.
6. Introduce the response journal. Prepare
information on keeping a reading response journal. Ask students to respond in
writing to the following questions: Why is Karim feeling negative about
being in Canada? How did Karim’s past experiences influence his feelings about
his new life in Canada? Allow time in class for students to re-read pp.
11-22 of the novel, and to respond to the above questions in their journals.
7. For homework, students respond in their
journals to these questions about their own adjustment to living in Canada: How
did you feel on your first days in school in Canada? How did your past experiences
influence your feelings when you first arrived in Canada? Also have
students re-read
pp. 23-36 at home prior to the next class.
8. In class, students re-read Karim’s diary
entry on pp. 20-22 (February 7, 1990). Discuss with the class the two situations
which upset Karim on that day (the juniper tree poem and the tape recorded
song). Ask students why Karim reacted so strongly in these situations. Record
student responses on the board. Introduce the concept of emotional triggers,
where a present situation can create a strong emotional reaction because it
reminds you of something that occurred in the past. Cite the passages on pp.
131-132, which describe the location of Maha’s grave by a juniper tree. Point
out to students that in a first reading of this book, the reader does not yet
have the background about Karim’s life to understand his strong reaction to the
poem. Having read the book once, the reader now knows why the poem is such a
trigger for Karim. Elicit from students what the juniper tree symbolizes for
Karim. (The juniper tree becomes a symbol of Maha’s violent death, as well as a
symbol of Karim’s lost homeland of Lebanon.). Discuss how a symbol functions in
literature. Relate this perspective to the use of the juniper tree in The Road to Chlifa.
9. Have students re-read the section in which
Karim confronts Dave in the washroom on pp. 31-33. Discuss the triggers from
his past which are the keys to Karim’s behaviour in this current situation. How
is the assault on My-Lan symbolic of Karim’s past?
10. Teach students about the literary device of
metaphor. Ask students to think about the title of Part I, “Catalysis”, and to
consider its definition as given on the title page of Part I (“…the change in a
chemical reaction brought about by a substance (catalyst) that is unchanged
chemically at the end of the reaction”). Point out that Karim’s entrance into
school life immediately changes the dynamic of the class, although he himself
remains unchanged and impassive. Draw the parallel between this and the chemical
process of catalysis. In small groups, students compile a list of examples of
situations in which energy and interest among the students is directly
generated by Karim through his actions and more indirectly by his terse
responses to his peers.
11. In their journals, students respond to Karim’s
adjustment (or lack thereof) to life in Canada so far. Students answer these
questions in their response journals: What are the obstacles to Karim
beginning to adjust to life in Canada? Do you empathize with Karim’s attitude
or do you have difficulty understanding his attitude? If you were in Karim’s
place, how do you think you would respond?
·
Formative
assessment of the content reading log. (DREV.01, DRE1.02)
·
Formative
assessment of the comprehension quiz. (DREV.01, DRE1.02, DRE3.04)
·
Formative
assessment of the reading response journal. (DREV.01, DRE1.01, DRE1.02)
·
Tape-record
the novel or portions of it for listening out of class.
·
Provide
written directions for response journal entries.
·
Allow
extra time for reading the novel.
Time: 300 minutes
Students
re-read and discuss Part II of the novel (“The Mountain that is Lebanon”).
Students further expand their understanding of setting and plot, while
deepening their understanding of character development. Students enrich their
vocabulary of adjectives while compiling character studies of Maha and Karim.
Through dramatization, students observe the changing relationship between these
two main characters. Students also focus on the grammatical structure of using should
in the present tense to offer advice, as contrasted with should have in
the past tense to express regret.
Oral and
Visual Communication
DORV.01 - communicate orally in English in a
wide variety of daily activities in the community, the classroom, and the
workplace;
DORV.03 - use appropriate language and
non-verbal communication strategies in a variety of situations;
DOR1.04 -
use the pronunciation, stress, rhythm and intonation patterns of spoken English
with accuracy most of the time.
Reading
DREV.01 -
read and respond to literature, with teacher guidance;
DRE1.02 -
identify and explain literary elements and devices in teacher selected texts;
DRE1.03 -
make inferences about a writer’s point of view or a character’s actions.
Writing
DRWV.04 -
use the sentence patterns and conventions of standard Canadian English with
accuracy most of the time in written work;
DWR3.05 -
use common tenses and verb phrases, adjectives, adverbs, conjunctions,
prepositions of direction and time, and negative constructions appropriately
and with accuracy most of the time.
·
Students
should re-read passages at home before the class engages in a discussion of an
assigned section. Comprehension questions can be assigned for each section to
clarify students’ understanding of events and characters.
·
Divide
Part II of the book into a number of sections. These sections will form the
basis of the dramatization assignment. The following division into ten sections
is suggested:
· pages 48-50;
· pages 54-61;
· pages 66-71;
· pages 85-89;
· pages 90-96;
· pages 97-99;
· pages 100-105;
· pages 106-108;
· pages 109-115;
· pages 116-120.
·
Make
multiple copies of Appendix 4 on the use of should and should have
for classroom distribution.
1. Have students re-read pp. 38-47, which tells
about Karim’s life in Beirut before the loss of Nada. With the whole class, do a
brief plot summary of this section. Ask the class how Karim and his family
tried to make their lives “normal” despite the horror and destruction happening
around them.
2. Divide the class into three groups. One group
notes all the characters that appear in this section, with three or four
details about each character (Karim, Nada, Bechir, Nada’s mother). The next
group does a plot summary of this section citing the suspenseful moments. A
third group goes through this section listing all Karim’s typical adolescent
activities in Beirut (e.g., friends, school, interest in girls). Each group
chooses a recorder to write contributions on chart paper, as well as a
representative to present their points to the class.
3. Students
copy all of these points into their notebooks. For homework, students re-read
pp. 48-55, where Karim meets Maha for the first time and she announces her plan
to escape to Chlifa. Discuss with the class what they think causes Karim to
agree to go with Maha, when he clearly thinks it is impossible. What other
forces are at work within Karim besides logic? (One dimension is that Maha is a
link to Nada, although she is entirely unlike her.) Students respond to the
questions in their journals.
4. Begin a character study of Maha. Have
students suggest several adjectives which would describe Maha’s character and
support their assertions with quotes from the book. Have students begin a
section of their notebooks for this character study and record their observations
here. Do the same thing for the character of Karim. Post lists of the
adjectives used to describe Maha and Karim, and continue to add to these charts
during this activity.
5. Assign a short section of Part II of the
novel to pairs of students, as suggested in the planning notes. Pairs create a
dramatization of dialogues between Maha and Karim which occur in their section,
and present to the class. Allow time in class for students to rehearse their
dialogues.
6. Each pair presents the dialogue to the class.
After each dramatization, the class discusses why and how the relationship
between Maha and Karim is changing, as shown through the dialogue. After each
presentation, have students choose another adjective to describe Maha and Karim
for their character studies, and support these decisions through quotes from
the book. Students add this information to the character study section of their
notebooks. At the conclusion of all the student dramatizations, students hand
in their completed character studies of Maha and Karim. Several of these
observations can also be assigned for reading response journal entries.
7. For homework, students re-read the conclusion
of Part II (pp. 121-132), the quarrel between Karim and Maha, followed by
Maha’s brutal rape, murder, and burial in Chlifa. Discuss with the class the
guilt feelings which plague Karim as a result of what happened to Maha. Would
Maha have died if she and Karim had not quarrelled? Or would everything have
still turned out the same? Ask students to complete a response journal entry in
the role of Karim writing about his regrets over what happened on that tragic
day.
8. Ask students to reflect on some actions that
they have recently taken that they regret. For example, “You had a test this
morning. You didn’t study for the test last night, and you didn’t do very well
on it. You say to yourself, “I should have studied last night for the test.”
Review/teach the use of the past form of should have. Ask students to think
of several choices which characters have made in The Road to Chlifa. Together model several sentences using should
have/shouldn’t have, such as Karim’s decision to stay in Beirut when his
family left for Montreal: Karim shouldn’t have stayed alone in Beirut when
his family left. He should have gone to Canada with his parents.
Distribute Appendix 3. Have students complete the grammar assignment for
homework.
·
Summative
assessment of the paired dramatization using a checklist. (DORV.03, DOR1.04)
·
Summative
assessment of the character study of Karim and Maha. (DRE1.02, DRE1.03)
·
Summative
assessment of should/ should have grammar exercise. (DWR3.05)
·
Formative
assessment of assigned reading response journal entries. (DREV.01, DRE1.03)
·
Students
tape-record their dramatization.
·
Provide
a list of character traits and definitions. Have students assign each trait to
either Karim or Maha. Provide excerpts from the dialogues and match to the
appropriate character.
·
Provide
additional grammar exercises on the use of should/should have.
·
Have
students do research on the unicorn as a mythical symbol. (Unicorns are
mythical beasts.)
Time: 300 minutes
Students analyse
some of the themes in the novel The Road
to Chlifa. They review paragraph format and study the structure of the
essay. Students write and edit a five-paragraph essay dealing with one of the
themes of the novel. Students select a novel for independent study for which
they will prepare a book report to be submitted towards the end of the course.
Reading
DREV.01 -
read and respond to literature, with teacher guidance;
DREV.02 -
use a range of strategies to build vocabulary;
DRE1.04 -
choose and respond to personal reading material comparable in scope and
difficulty to some materials selected by their English-speaking peers;
DRE2.01 -
use a variety of strategies to build vocabulary;
DRE2.02 -
infer the meaning of many Latin-based words from context and from prefixes,
suffixes, and word roots.
Writing
DWRV.01 -
write in a variety of forms appropriate to different subject areas, personal
needs, and career goals, with teacher guidance;
DWRV.02 -
use the writing process to prepare final drafts, with teacher guidance;
DWRV.03 -
arrange ideas in logical order and present them in linked paragraphs;
DWRV.04 -
use the sentence patterns and conventions of standard Canadian English with
accuracy most of the time;
DWR1.01 -
write to carry out assignments in different subject areas;
DWR1.03 -
select and use appropriate forms for personal and creative writing;
DWR2.01 -
write a passage of three or more paragraphs to develop a central idea;
DWR2.02 -
use transition words and a variety of sentence patterns to express
relationships such as comparison and contrast and cause and effect;
DWR2.03 -
edit to improve writing style;
DWR2.05 -
produce final drafts, using appropriate writing tools;
DWR3.01 -
spell words accurately in final drafts, including subject-specific terms;
DWR3.02 -
use periods, commas, apostrophes, quotation marks, colons, and parentheses
correctly in final drafts;
DWR3.05 -
use common tenses and verb phrases, adjectives, adverbs, conjunctions,
prepositions of direction and time, and interrogative and negative
constructions appropriately and with accuracy most of the time.
·
At
the conclusion of this unit, students select a novel that deals with the theme
of journeys to freedom for independent reading. Students read this novel during
the remainder of the course and prepare a brief book report that could be part
of the 30% final summative assessment for the course. Allot time during Unit 4
to discuss and model book report form and expectations with students.
·
Make
available a selection of novels from which students may choose the book for
their independent book report. A fully annotated bibliography of novels
addressing the theme of journeys to freedom is provided at the end of this
unit.
·
Students
write a five-paragraph essay on the factors that contribute to Karim’s healing
and adjustment to life in Canada. The following are alternative topics for the
essay:
· Discuss Karim’s journey as a metaphor for growing up.
· Maha or Nada: Who was more worthy of Karim’s love?
· War: One can survive it, but will always be changed by it.
· Life is a journey that you have to make alone.
·
Prepare
a checklist or rubric for assessing the five-paragraph essay. Assess such items
as inclusion of a thesis statement in the first paragraph; use of paragraphs 2,
3, and 4 to give supporting details which back up the thesis statement; a final
paragraph which effectively concludes the essay; use of transition words to
move from one paragraph to the next; correct use of grammar, spelling, punctuation,
and capitalization.
1. Read aloud to the class Part 3: Life Goes
On, pp. 134-142. Students follow along in their books. With the class,
brainstorm a list of ways Karim passed his time for his first five months in Montreal,
prior to going to school. Highlight his inertia and isolation during this
period. Ask students why Karim’s parents forced him to go to school in
Montreal. Have students complete a response journal entry where the student
takes the role of one of Karim’s parents and writes about why Karim should
resume his education in Montreal.
2. Return to the metaphor of catalysis that was
introduced in Part 1 of the novel. Highlight to the class how Karim’s return to
school created a reaction. Refer to Karim’s diary entry, p. 135, “…To make me
react. Boy, did I react.”
3. On the board, write the words: “positive
outcomes “and” negative outcomes”. In pairs, have students list the negative
and positive outcomes that resulted when Karim resumed school in Canada. Conduct
a class discussion and record the discussion points on the board.
4. Focusing on pp. 136-137, elicit from the
class the three realizations that Karim has come to which help him heal and
adjust to his new life. For homework, ask students to complete a journal entry
response to Karim’s three realizations. Ask students to suggest additional ways
Karim might overcome his losses and move on with his life in Canada.
5. Have students brainstorm the everyday
concerns in the life of a typical twelve-year-old in Canada. Record on chart
paper. On a separate piece of chart paper, record the concerns of Maha in
war-torn Lebanon. Draw particular attention to Maha’s responsibilities for
single-handedly providing safety, food, and comfort to her six-month-old brother,
without adult family members for guidance or support. Compare and contrast
these two lives.
6. On the board, write the thesis statement,
“Children in war-torn countries have to grow up faster.” Refer back to Strategy
5 and the points raised about Maha and her responsibilities. Using a
think-aloud process, model for students the construction of the five-paragraph
essay on the thesis statement and supporting details. Make multiple copies of
the final draft and distribute to the class.
7. Assign the following essay topic to the
class: Discuss the factors that contribute to Karim’s healing and adjustment
to life in Canada. Review the editing process with students. Provide
students with an editing checklist. Provide time for peer-editing, revision and
teacher conferencing opportunities. Students submit the drafts for formative
assessment and polished copies for summative assessment.
8. Present the independent novel assignment to
the class. Give brief book talks on several available books to pique students’
interest. Students each choose a book and independently read it for the
duration of the course. Inform students that the independent novel assignment
forms part of the 30% final summative assessment for the course, and agree upon
a due date for the book report to be handed in.
·
Summative
assessment of the five-paragraph essay using a checklist or rubric. (DWR1.01,
DWR2.01, DWR2.02, DWR2.03, DWR2.05, DWR3.01, DWR3.02, DWR3.05)
·
Summative
assessment of the vocabulary log for The
Road to Chlifa. (DREV.02, DRE2.01, DRE2.02)
·
Summative
assessment of the reading response journal for The Road to Chlifa. (DREV.01, DWRV.01, DWR1.03)
·
Reduce
the length of the essay.
·
Provide
a visual organizer as a means to arrange ideas for the essay.
·
Reduce
the number of entries required for the vocabulary log.
·
Reduce
the number of entries required for the reading response journal.
·
For
an enriched literary study, explain to students that The Road to Chlifa is a good example of the “journey” story. This
is the primary pattern in heroic legends and also in many fantasy stories, such
as fairy tales and Star Wars. Provide
students with the following elements of the heroic journey:
· It is often a journey from childhood to adulthood, and often has an adolescent hero.
· The young hero has weaknesses and flaws, but has flashes of greatness. Usually he craves adventure, wants to see the world, and feels bored and cramped by the life he is living.
· He is separated from his family, and part of his journey may be to find his way to back to them.
· He needs to find his identity. He discovers that he wasn’t who he thought he was.
· He is often looking for his true father.
· He often comes to the aid of a maiden, sometimes rescuing her from danger.
· He is almost always aided by a wise grown-up/mentor.
· There are frequently helpful animals. In fairy tales, the person who helps animals is always rewarded.
· The road is longer, harder, and darker than he could ever guess. He goes through much danger, and almost always a brush with death.
· He makes it to his destination, but his encounters have made him grow up. He changes from a child to an adult. Sometimes he must be healed, and sometimes he earns a reward. He learns wisdom along the way.
Using the heroic journey pattern as a framework, students write their five-paragraph essay supporting the opinion that Karim is (or is not) a hero in this literary tradition.
Archer,
Lynn, Cathy Costello, and Debbie Harvey. Reading
and Writing for Success, Harcourt Brace Canada, 1997.
Marineau,
Michele. The Road to Chlifa. Red
Deer, Alberta: Red Deer College Press, 1995.
List of
Novels for Independent Book Report
Beake,
Lesley. Song of Be. New York: Puffin
Books, 1995.
Be, a young Bushman woman searching in the desert for the peace she remembers
from her childhood, realizes that she and her people must reconcile new
personal and political realities with ancient traditions.
Bell,
William. Absolutely Invincible.
General Paperbacks, 1991.
The support of his friends at his Canadian high school acts as a catalyst for
fifteen-year-old George Ma to overcome the amnesia resulting from a
horror-filled escape from his war torn country in Southeast Asia.
Boraks-Nemetz,
Lillian. The Sunflower Diary.
Montreal: Rousan Publishers, 1999.
Sixteen-year-old Slava Lenski writes about her life during her stay in a
British Columbia boarding school where she reluctantly conceals her Jewish
identity. But the memories of war-torn Poland, her missing sister and her
beloved father continue to haunt her.
Castaneda,
Omar S. Among the Volcanoes. New
York: Dell Paperbacks, 1991.
An exceptional story of a Mayan teenager who is trying to pursue a dream and
search for her identity in a world fraught with upheaval and change.
Choi,
Sook Nyul. Year of Impossible Goodbyes.
New York: Dell/Yearling Paperbacks, 1993.
This suspenseful story of a family’s flight and escape to freedom from the
Communist takeover of northern Korea affirms the strength of the human spirit
to overcome adversity.
Crew,
Linda. Children of the River. New
York: Dell Paperbacks, 1991.
Cambodian-American teenager Sundara yearns to be accepted at her high school,
while at the same time wanting to continue to adhere to her traditional
Cambodian family values.
Ellis,
Deborah. The Breadwinner. Toronto:
Groundwood Books, 2000.
Canadian author Ellis tells the story of Parvana, a young girl in Afghanistan,
where the Taliban, members of an religious group, run most of the country.
Hendry,
Frances Mary. Chandra. Oxford
University Press, 2000.
Betrothed at age eleven, Chandra longs for her own identity as others plan her
life for her.
Hesse,
Karen. Letters to Rivka. New York:
Puffin Books, 1993.
Winner of numerous awards, this diary-style story recounts the arduous journey
of Russian Jewish immigrants in the early twentieth century to a better life in
the United States.
Kim,
Helen. The Long Season of Rain. New
York: Fawcett Juniper Books, 1997.
This National Book Award finalist novel tells the story of Junehee as she tries
to break free of a long-standing tradition that neglects women’s dreams in her
Korean town.
Laird,
Elizabeth. Kiss the Dust. Mammoth
Paperbacks, 1991.
A Kurdish family flees its town for the mountains in Iraqi Kurdistan. The
family witnesses Iraqi bombing raids and makes a night time trek across the
border to Iran, where they are shunted from one refugee camp to another until
finally gaining political asylum in Britain.
Levine,
Ellen. Freedom’s Children. New York:
Avon Paperbacks, 1994.
Thirty young civil rights activists tell their own stories of their
participation in school desegregation and political activism against racism and
segregation in the American south.
Levitin,
Sonia. The Return. New York: Fawcett
Paperbacks, 1988.
An adolescent Ethiopian Jewish girl makes a trek by foot from Ethiopia to
Israel. Accompanied by her younger brother and sister, Desta is determined to
leave her war-torn nation to seek her spiritual heritage. In the midst of this
journey, she deals with many of the issues confronting teenage girls around the
world.
Lowry,
Lois. Number the Stars. New York:
Dell Paperbacks, 1991.
This Newberry-award winning novel tells the story of how the entire Jewish
population of Denmark was spirited across the sea by brave Danish people to
freedom in Sweden.
Matas,
Carol. Sworn Enemies. Toronto: Harper
Collins Paperbacks, 1994.
In this novel by Canadian author Carol Matas, two Russian Jewish youths who are
forced to serve in the Czar’s army plot their escape from Russia.
Matas,
Carol. Lisa. Toronto: Scholastic Paperbacks,
1987.
The Nazis have invaded Denmark. Lisa joins the resistance movement to prevent
the deportations of Denmark’s Jews to concentration camps.
Mazer, Norma Fox. Goodnight, Maman. San Diego: Harcourt
Brace, 1999.
After years of being hidden from the Nazis in France, a young girl and her
brother obtain passage on a US ship bringing refugees from Europe to the United
States. Once in America, the refugees are taken to Fort Oswego, New York, among
the 982 people who made up the only group of European refugees brought to the
US by the American government during World War II.
Moore,
Yvette. Freedom Songs. New York:
Puffin Books, 1992.
A fourteen-year-old girl organizes a gospel concert to support the Civil Rights
movement in the American south.
Nye,
Naomi Shihab. Habibi. New York:
Aladdin Paperbacks, 1999.
When fourteen-year-old Liyana Abboud and her family move from their home in St.
Louis, Missouri to a new home between Jerusalem and the Palestinian village
where her father was born, they face many changes and must deal with the
tensions between Jews and Palestinians.
Paulsen,
Gary. Nightjohn. New York: Dell
Paperbacks, 1995.
After escaping via the Underground Railroad to freedom in the North, former
slave Nightjohn, having learned to read and write, returns to the south to set
up clandestine schools in the woods for slaves.
Smucker,
Barbara. Days of Terror. Toronto:
Penguin Paperbacks, 1981.
Days of peace turn to days of terror for a young boy caught in the tensions of
the Russian Revolution. Ten-year-old Peter tells the story of his family’s
dangerous exodus to freedom.
Smucker,
Barbara. Underground to Canada.
Toronto: Penguin Paperbacks, 1999.
Taken away from her mother by a ruthless slave trader, all young Julilly has
left is the dream of freedom. She is ready when the Underground Railroad offer
to help her and a friend escape to freedom in the north.
Staples,
Suzanne Fisher. Shabanu. New York:
Random House Paperbacks, 1991.
Life changes dramatically for Shabanu, a young nomadic girl in the Pakistani
desert, when she is promised to wealthy and powerful landowner as his fourth
wife.
Temple,
Frances. Grab Hands and Run. Toronto:
Harper Trophy Paperbacks, 1995.
Twelve-year-old Felipe must run with his mother and younger sister from El
Salvador to escape the death squads. The family makes its way to Canada to live
every refugee’s dream: “…to lead an ordinary life.”
Name:
This
log will help you keep track of the events and characters in the novel.
Book: Author:
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1. In pairs, complete a two-page research report
on a recent immigrant group in Canada. Use newspaper and magazine articles,
Internet sources, books, and other materials to conduct your research.
2. Research and include the following
information about the immigrant group you select:
· number of people living in Canada;
· number of people living in your city and/or community;
· first language(s) spoken;
· when the group began immigrating to Canada;
· reasons for coming to Canada;
· difficulties faced in settling in Canada (e.g., health concerns, education, jobs, housing);
· success achieved in settling in Canada (e.g., economic improvements, establishment of community institutions, etc.).
3. Make point-form notes from your research
sources using a graphic organizer. Turn these point-form notes into sentences and/or
paragraphs under the appropriate headings, as listed above.
4. Cite your sources in a bibliography using the
correct format.
5. Prepare the final copy of the assignment on a
computer. Use larger fonts, bold type, underlining, and italics where appropriate.
6. Hand in all your research notes including
your graphic organizer, rough drafts and final copy.
Name: Date:
Presentation
Topic:
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Yes |
No |
Reflections |
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1. I spoke loudly enough. |
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2. I spoke clearly. |
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3. I made eye contact with the audience. |
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4. I avoided reading from my notes. |
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5. I used appropriate formal speech for a presentation. |
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6. I used visuals in my presentation. |
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7. I answered questions from my classmates. |
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Should: present tense ·
use to give suggestions and advice to others and to yourself ·
should + present verb in base form |
Should Have: past tense ·
use to express regret about past choices or to criticize past actions ·
should + have + past participle of verb |
|
Example Situation:
You have a big math test next week. You should study a bit every night
this week. |
Example Situation:
You slip on the ice in front of your house. You should have shovelled
the path. |
Part One
a) Give ten suggestions or pieces of advice to a
new Canadian student to help him/her adjust to school in Canada. Use should or
should not in each sentence.
Example: You should make a new friend as soon as possible.
b) Write ten sentences expressing regret. These
sentences could be about how you adjusted to your new life in Canada, or they
could be about general things. Use should have or should not have
in each of your sentences.
Example: When I first came to Canada, I should have bought a bilingual dictionary.
Part Two
a) You are Karim’s parents. You write him a
letter from Montreal. You want to give him advice on how to manage on his own
in Beirut. List ten pieces of advice that you would write to your son. Use should
and should not in each piece of advice. Consider issues such as school,
friends, nutrition, safety, taking of the house, and girlfriends.
b) Put yourself in the role of Karim, Maha,
Bashir, Karim’s parents, or any other character from the novel. As one of these
characters, look back at the events of your life and consider your regrets.
Write five sentences using should have and should not have to
express your regrets and show how you would have made different choices.
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