Handouts
The following documents are referenced below in the lesson plans. Numerous handouts and ideas have been taken from the following site: http://sd71.bc.ca/sd71/edulinks/immigrat/immless.htm Anything underlined should be an active link to that resource or website.
|
|
|
Lessons
Lesson 1 - Introduction
Where does your family come from?
Students researched the following questions for homework and completed a Family Tree Worksheet.
1. Where is my family from?
2. When did they first come to Canada?
3. Why did they come to Canada?
4. Where did they first settle?
5. Are there any other interesting facts about my family?
6. Do we follow any traditions from the country of our origin?
Students orally shared cultures, traditions, and details of where their families had immigrated from. Each child found the country on the bulletin board and marked it with a pin.
To introduce this unit, read your class a story about immigration. One suggestion is: The Long Road by Luis Garay (picture book). Students completed a Story Map after I read the story aloud.
Lesson 2
Q- Does anyone know who / what a refugee is? Does anyone know who / what an immigrant is? What is the difference between these two people? Discuss as a class.
Introduce and explain the Final Project and show the outline on glogster. Show the two videos on the Glog.
Students used BEFORE, DURING, and AFTER strategies to reflect on each of the videos below. (These can be chosen and changed to suit the teacher/student's needs) Students were also encouraged to take jot notes of important details/facts while viewing the video.
B: I want to know why...
D: I think...
A: I felt...
YouTube Video: Angelina Jolie visits Thailand
YouTube Video: Angeline Jolie visits UNHCR
YouTube Video: Angelina Jolie visits Pakistan
(See Symbaloo for video links)
Students wrote a reflection. What would it be like to be a refugee?
Lesson 3
Students will fill out the Citizenship Test. They need to understand that they are not expected to know all this information at this point but that these
questions are modified from the test that people have to pass in order to become Canadian Citizens. They will fill this out again at the end of the unit to see
how much knowledge they have gained. You may wish to review the geography section (# 10-20).
Students read over the Refugee handout, taken from the following site: Learning To Give Students highlighted only the important facts or information.
Lesson 4
Vocabulary Words will be posted on the smartboard. Students will fill out a graphic organizer for the the following words:
citizenship, citizen, immigrant, discrimination, racism, and refugee. Students will copy the other vocabulary definitions into their
notebooks. See the Vocabulary List.
Students read over the Refugee handout. Students highlighted only the important facts or information. Discuss together once students are finished.
Lesson 5
Canadian Charter of Rights and Freedom: Students brainstormed the rights and freedom that they think they have on the first sheet: My Rights and Freedoms. Students then read a revised version of the Canadian Rights and Freedoms and fill in the rights and freedoms that they have on the Blank Charter Sheet in their own words. At the end they return to the brainstorm page and self assess.
Creating Canadian Passports: Student can fill out the passport sheet and create their own passports. (I copied them back to back on the photocopier). They can either glue a real picture of themselves on the first page or they can draw a self portrait. Students who finish early can draw stamps on the last two pages of countries that they have visited. ( I showed my class pictures of real passport stamps on the internet.)
Students filled in what their responsibilities as a Canadian Citizen are (I had these posted on the smartboard for students to copy)
1. understand and obey Canadian laws
2. participate in Canada's democratic political system
3. vote in elections
4. allow other Canadians to enjoy their rights and freedoms
5. appreciate and help to preserve Canada's multicultural heritage
Lesson 6
Journey to Canada: Stories of Refugees (CIC site) Students listened to the stories of Fawud, Madut, and Fatima. Students had to answer the following questions after each video:
1. What was life like for this person?
2. Why did they come to Canada?
3. What were some problems in their home country?
3. What was their transition like?
Watch the Fred Amaya Video on R.O.V.E.R.
Students wrote down jot notes during the videos of important facts/details. Students answered the above questions after the video.
Lesson 7
Immigrating to Canada Video - Students filled in the activity sheet while watching the video. You may have to pause to have students fill in the facts.
Lesson 8
Immigrant's Stories About Immigration - Students visited the Pier 21 site to read three stories written by people who immigrated to Canada from other countries. Students followed the link and instructions on the handout to answer the outline questions.
Lesson 9
Video: Make A Wish Molly www.learn360.com
Students will be put into groups to talk about the After Viewing Discussion questions. These are inlcuded with the video as a resource.
Lesson 10
Video: New Moves
I began to show the video in another language. I wanted my class to experience what it would be like to not be able to undertand what people are saying to them. We talked about language barriers and how it can affect transitioning into a new country.
You can contact the SWIS (Settlement Workers in Schools) workers or the Teacher's Resource Centre to access this video.
Student Projects
o Mouse Mischief
We contacted the EAL (English as an Additional Language) teacher at Carlton Comprehensive High School to ask her if we could help her teach her students English using Mouse Mischief. The students used a list of words provided by the teacher to create the Mouse Mischief presentation to her class. We then visited the students at their school and presented the Mouse Mischief slides. Our students were given the opportunity to help the EAL students with their conversational English by interviewing them.
o Student E-mail
Our class was partnered with students throughout our school division that were identified as immigrants or refugees in our community. These students are a part of the SWIS (Settlement Workers in Schools) in our school division. Our students had the opportunity to help these students learn and practice English by communicating via email. Our students benefited from these communications in that they had the opportunity to learn more about their partner’s experiences coming to Canada as an immigrant or refugee.
The age-alike SWIS students visited our school with the SWIS workers to share their experiences as immigrants and refugees. The SWIS workers taught the kids more about the citizenship and immigration policies in Canada and what their advocacy group role is in our community.
o Museum Box
Our students used Museum Box, a new web 2.0 tool, to create a cube that would answer the question: “What would it feel like to be an Immigrant?” The students used the knowledge they had built throughout class lessons and interviews to help them take on the role of an immigrant and create their own museum box.
o Documentary “What is it Like to Walk in Someone Else’s Shoes?”
The students were required to use Window Movie Maker to create documentaries that answer the essential questions:
· What would it be like to be an immigrant or refugee coming to Canada in the 19th Century? In the 21st Century?
· How can we make this transition smoother?
The students took on the role of reporter for Kayak Magazine. They were required to create a documentary aimed at teaching Canadian Children about the evolution of Canada as a multicultural nation.
We arranged a field trip to the Prince Albert Multicultural Council to interview the immigrants and refugees that are a part of the English for Employment class. Students prepared interview questions and were partnered with an adult learner. The groups used Culturegrams to research the country of their partner to gain an understanding of where they came from. The also used their research to base some of their interview questions on.
The students took video footage to edit and add to their documentaries. Communication with the immigrants / refugees involved problem solving because language was a barrier at times. Students had to write a reflection about their experience during the field trip.
The students were required to use Microsoft Excel to graphically display the country of origin of immigrants and refugees coming to Canada in the 21st Century.
The students used Bing to research Canadian advocacy organizations that help immigrants and refugees to come to Canada.
o Weebly (class created website)
To answer the essential question “How can we make the transition to Canada smoother?” our class decided to help our local advocacy group create a webpage to help them reach a broader audience.
During our field trip to the Prince Albert Multicultural Council our students interviewed the Executive Director, his assistant, and the council’s teacher to find out what information they wanted to have on their website.
As a class, we designed a website for the Council. The students even suggested including a translator widget that would help people that didn’t speak English understand the content of the website.
The students used Autocollage to create interesting graphics for the website and to make “Thank-you” cards for our collaborators.
Finally, we created a QR code to display in the window of the Prince Albert Multicultural Council to further advertise the website the students created.
Students researched the following questions for homework and completed a Family Tree Worksheet.
1. Where is my family from?
2. When did they first come to Canada?
3. Why did they come to Canada?
4. Where did they first settle?
5. Are there any other interesting facts about my family?
6. Do we follow any traditions from the country of our origin?
Students orally shared cultures, traditions, and details of where their families had immigrated from. Each child found the country on the bulletin board and marked it with a pin.
To introduce this unit, read your class a story about immigration. One suggestion is: The Long Road by Luis Garay (picture book). Students completed a Story Map after I read the story aloud.
Lesson 2
Q- Does anyone know who / what a refugee is? Does anyone know who / what an immigrant is? What is the difference between these two people? Discuss as a class.
Introduce and explain the Final Project and show the outline on glogster. Show the two videos on the Glog.
Students used BEFORE, DURING, and AFTER strategies to reflect on each of the videos below. (These can be chosen and changed to suit the teacher/student's needs) Students were also encouraged to take jot notes of important details/facts while viewing the video.
B: I want to know why...
D: I think...
A: I felt...
YouTube Video: Angelina Jolie visits Thailand
YouTube Video: Angeline Jolie visits UNHCR
YouTube Video: Angelina Jolie visits Pakistan
(See Symbaloo for video links)
Students wrote a reflection. What would it be like to be a refugee?
Lesson 3
Students will fill out the Citizenship Test. They need to understand that they are not expected to know all this information at this point but that these
questions are modified from the test that people have to pass in order to become Canadian Citizens. They will fill this out again at the end of the unit to see
how much knowledge they have gained. You may wish to review the geography section (# 10-20).
Students read over the Refugee handout, taken from the following site: Learning To Give Students highlighted only the important facts or information.
Lesson 4
Vocabulary Words will be posted on the smartboard. Students will fill out a graphic organizer for the the following words:
citizenship, citizen, immigrant, discrimination, racism, and refugee. Students will copy the other vocabulary definitions into their
notebooks. See the Vocabulary List.
Students read over the Refugee handout. Students highlighted only the important facts or information. Discuss together once students are finished.
Lesson 5
Canadian Charter of Rights and Freedom: Students brainstormed the rights and freedom that they think they have on the first sheet: My Rights and Freedoms. Students then read a revised version of the Canadian Rights and Freedoms and fill in the rights and freedoms that they have on the Blank Charter Sheet in their own words. At the end they return to the brainstorm page and self assess.
Creating Canadian Passports: Student can fill out the passport sheet and create their own passports. (I copied them back to back on the photocopier). They can either glue a real picture of themselves on the first page or they can draw a self portrait. Students who finish early can draw stamps on the last two pages of countries that they have visited. ( I showed my class pictures of real passport stamps on the internet.)
Students filled in what their responsibilities as a Canadian Citizen are (I had these posted on the smartboard for students to copy)
1. understand and obey Canadian laws
2. participate in Canada's democratic political system
3. vote in elections
4. allow other Canadians to enjoy their rights and freedoms
5. appreciate and help to preserve Canada's multicultural heritage
Lesson 6
Journey to Canada: Stories of Refugees (CIC site) Students listened to the stories of Fawud, Madut, and Fatima. Students had to answer the following questions after each video:
1. What was life like for this person?
2. Why did they come to Canada?
3. What were some problems in their home country?
3. What was their transition like?
Watch the Fred Amaya Video on R.O.V.E.R.
Students wrote down jot notes during the videos of important facts/details. Students answered the above questions after the video.
Lesson 7
Immigrating to Canada Video - Students filled in the activity sheet while watching the video. You may have to pause to have students fill in the facts.
Lesson 8
Immigrant's Stories About Immigration - Students visited the Pier 21 site to read three stories written by people who immigrated to Canada from other countries. Students followed the link and instructions on the handout to answer the outline questions.
Lesson 9
Video: Make A Wish Molly www.learn360.com
Students will be put into groups to talk about the After Viewing Discussion questions. These are inlcuded with the video as a resource.
Lesson 10
Video: New Moves
I began to show the video in another language. I wanted my class to experience what it would be like to not be able to undertand what people are saying to them. We talked about language barriers and how it can affect transitioning into a new country.
You can contact the SWIS (Settlement Workers in Schools) workers or the Teacher's Resource Centre to access this video.
Student Projects
o Mouse Mischief
We contacted the EAL (English as an Additional Language) teacher at Carlton Comprehensive High School to ask her if we could help her teach her students English using Mouse Mischief. The students used a list of words provided by the teacher to create the Mouse Mischief presentation to her class. We then visited the students at their school and presented the Mouse Mischief slides. Our students were given the opportunity to help the EAL students with their conversational English by interviewing them.
o Student E-mail
Our class was partnered with students throughout our school division that were identified as immigrants or refugees in our community. These students are a part of the SWIS (Settlement Workers in Schools) in our school division. Our students had the opportunity to help these students learn and practice English by communicating via email. Our students benefited from these communications in that they had the opportunity to learn more about their partner’s experiences coming to Canada as an immigrant or refugee.
The age-alike SWIS students visited our school with the SWIS workers to share their experiences as immigrants and refugees. The SWIS workers taught the kids more about the citizenship and immigration policies in Canada and what their advocacy group role is in our community.
o Museum Box
Our students used Museum Box, a new web 2.0 tool, to create a cube that would answer the question: “What would it feel like to be an Immigrant?” The students used the knowledge they had built throughout class lessons and interviews to help them take on the role of an immigrant and create their own museum box.
o Documentary “What is it Like to Walk in Someone Else’s Shoes?”
The students were required to use Window Movie Maker to create documentaries that answer the essential questions:
· What would it be like to be an immigrant or refugee coming to Canada in the 19th Century? In the 21st Century?
· How can we make this transition smoother?
The students took on the role of reporter for Kayak Magazine. They were required to create a documentary aimed at teaching Canadian Children about the evolution of Canada as a multicultural nation.
We arranged a field trip to the Prince Albert Multicultural Council to interview the immigrants and refugees that are a part of the English for Employment class. Students prepared interview questions and were partnered with an adult learner. The groups used Culturegrams to research the country of their partner to gain an understanding of where they came from. The also used their research to base some of their interview questions on.
The students took video footage to edit and add to their documentaries. Communication with the immigrants / refugees involved problem solving because language was a barrier at times. Students had to write a reflection about their experience during the field trip.
The students were required to use Microsoft Excel to graphically display the country of origin of immigrants and refugees coming to Canada in the 21st Century.
The students used Bing to research Canadian advocacy organizations that help immigrants and refugees to come to Canada.
o Weebly (class created website)
To answer the essential question “How can we make the transition to Canada smoother?” our class decided to help our local advocacy group create a webpage to help them reach a broader audience.
During our field trip to the Prince Albert Multicultural Council our students interviewed the Executive Director, his assistant, and the council’s teacher to find out what information they wanted to have on their website.
As a class, we designed a website for the Council. The students even suggested including a translator widget that would help people that didn’t speak English understand the content of the website.
The students used Autocollage to create interesting graphics for the website and to make “Thank-you” cards for our collaborators.
Finally, we created a QR code to display in the window of the Prince Albert Multicultural Council to further advertise the website the students created.