SUBJECT: Grade 10 Social Studies

TOPIC: Immigration in Canada during the 1800s

Climax/Turning Point:
GIVEN ALL THE LEARNING ACTIVITIES THROUGHOUT THE UNIT, THE CLIMAX FOR THIS STUDENT WAS IN THIS PARTICULAR ACTIVITY/LESSON. This means each student may have a different learning turning point in a unit.

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.

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).

Rising Action/Learning Activities Class Brainstorming of Ideas & Paragraph Writing: Metaphors:
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. 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.

Resolutio n Students Meeting with Teacher:

Student responses to various questions about the unit on immigration.

(1 mark)

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)