ENGLISH 10

Enduring Understandings Guiding Questions

Exploring and expressing thoughts, feelings, and ideas to develop understanding of self and others in relation to migration and mobility in a changing world. In relation to Canadas open borders and multicultural crossroads in Vancouver, how does immigration impact and shape all levels and mobility within modern Canadian society? Asian-Canadian Self-Identity http://www.youtube.com/watch?v=gRLGPOP_T_M Molson Ads http://www.youtube.com/watch?v=8WAsV0HZ0D4 *These will provide a mindful hook to facilitate an engaging discussion on the topic of the fluidity of Canadian identity. Ren Juns Water #10 His work reflects confidence, freedom, and fluidity and explores the Essence of pure forms; water and mercury while stopped in motion. Magdalena Abakanowicz Walking Figures The figures appear to be walking without guidance or reason and seem to represent movement and mobility.

Mind Openings

Discovery and Inspiration

Shared Insights

Tableaux Activity Ss get into groups of 4 or 5. Ss brainstorm words/phrases that they believe defines Canadian identity. Ss select one word/phrase to represent in a frozen image. Class must guess what they represent in their tableaux. Tracing Migratory Family Routes/Roots (Journey Map Autogeography) Ss trace and map out their ancestry as far back as they can. Ss identify that migration and mobility in their lives. Ss make personal connection to topic. *Ss may also be given the option to complete this assignment using a character from a novel with migrant subject matter. Literature Circle Novel list: Try to Remember (Iris D. Gomez); Tangled Threads (Pegi Deitz Shea); Obasan (Joy Kogawa); The Jade Peony (Wayson Choy); Return to Sender (Julia Alvarez); Kiffe Kiffe Tomorrow (Faiza Guene) *To engage ss in the book selection process teachers may facilitate an excerpt reading or allow students to perform excerpts from the text before the ss read the books. Ss may interpret the excerpts based on their creativity in their performances. Ss get into groups of 5-6. Each group reads a different novel on migration. Ss have a specific task in the group. Ss end goal will be to present the novel and background/analytical/literary research on the cultural focus of the novel.

Sample Inquiry Challenges

ENGLISH 10
Cross-Curricular Access Subject 1: Social Studies 10 PLO B3/B4 Identity, society, culture Canada from 1815 to 1914 Ss look at influence of immigration on Canadian society and the factors that have contributed to a changing national identity. Ss explore and investigate various immigration policies such as the Chinese Head Tax etc. Ss give visual presentation on policies. If they were the Prime Minister, how might they change the policy? Subject 2: Home Economics 10 PLO D2/D3 Cultural origins of menus, recipes, ingredients, meal etiquette as represented in Canada Ss research various culture and customs of assigned region/country in groups. Ss propose food item that they will prepare for the class/week. Subject 3: Principles of Math 10 PLO B1/B2/B3 Patterns and Relations Ss graph immigration trends/patterns in Canada. Ss utilize statistics Canada as resource. http://www.statcan.gc.ca/edu/ Students and teachers decide on medium and methods to communicate their insights on immigration in Canada in relation to literature. Ss must consider use of multiliteracies posters, website, montages, written essays/poems, film and audio, dance, visual arts or theatre. Ss select and adapt a performance of a powerful/moving excerpt from their novel. Ss will perform publicly at Walking Figures installation. - Describe any personal connections made to the text. - Describe the way visual presentation and performance illuminated the topic of migration and mobility. - Describe the way your research and insights widen perspectives About our community. None Natasha Randhawa; Louise Chan

Sample Creations

Taking Actions Student & Teacher Reflection

Sample Learning Case Author Distribution