Book Talk Part A & B
Book Talk (Part A)
Name: Kyle Cantelon Date: October 8, 2012
Length of Talk: 10 mins. Subjects: Social Studies/ELA
Introduction:
· What historical events shaped Canadian identity?
Body:
· Books:
o Blood & Iron, from I am Canada series.
o Target ages: 9 – 12.
o Written by Paul Yee
§ A Chinese Canadian born in the 1960’s, Yee grew up with little knowledge of his family’s history.
· “There were no books about my world – the world of immigrants, racial minorities and different histories.”
§ Didn’t learn about Chinese role in building the CP Railway until he went to university.
§ Written almost 20 picture books about Chinese experience in Canada.
§ Has won Gov. General’s award, BC Book Prize and been nominated for several other Canadian book of the year awards.
o Story that mixes fact and fiction. Told through eyes of young Heen who is forced to head overseas with his father, Ba, and work on the railroad in Canada in order to earn money so that his grandfather can get his rice shop back. The story flows over a year and a half span that Heen spends in Canada and all of the things he experiences.
§ Excerpt, page 130 or 154.
o Torn Apart, from Dear Canada series.
o Target ages 8 – 12.
o Written by Susan Aihoshi
§ 3rd generation Japanese Canadian. Parents and grandparents were interned in 1942.
§ Long history as a freelance editor and writer.
§ Goal in life was to write a book and much of her material for the book comes from firsthand accounts of her parents and grandparents.
o Story told through eyes of young Japanese Canadian Mary Kobayashi whose family was uprooted from its BC home and forced to leave behind everything she knows. Mary’s family moves several times and she is forced to say goodbye to many things she loves like school and dear friends.
§ Excerpt, page 123.
Conclusion:
· How might these books help you in teaching?
o Books are novels but contain many historical facts and would serve as a good lens with which to view history from a non-immigrant perspective.
o These things really happened. Kids need to know they did, why they did and the reasoning behind them.
o Empathy is a big thing we talk about needing to have as teachers, but I think just as importantly we need to teach children the value of it too. With these stories using the diary interface it allows the reader to make things personal and put yourself in someone else’s shoes.
· Curriculum?
o SS grade 5 – identity
o SS grade 7 – Canadian Expansions and immigration/emigration
o ELA – GLO 5, Respect others and strengthen community
o ELA – GLO 2, Respond to texts
o FNMI connections abound
Book Talk (Part B)
Name: Kyle Cantelon Grade/Subject: Grade 7 Social Studies
Topic: Histories and Stories of Ways of Life in Canada
Length of Lesson: 30 mins Date: October 16, 2012
General Learning Outcomes
(P.O.S)
General Outcome 7.2 – Following Confederation: Canadian Expansions
· Students will demonstrate an understanding and appreciation of how the political, demographic, economic and social changes that have occurred since Confederation have presented challenges and opportunities for individuals and communities.
Specific Learning Outcomes
(P.O.S)
Specific Outcome 7.2.5
· Students will evaluate the impact of Confederation and of subsequent immigration on Canada from 1867 to the First World War by exploring and reflecting upon the following questions and issues:
o How did Asian immigrants contribute to the development of Canada (i.e., Chinese railway workers)?
Learning Objectives
· Students will evaluate the impact Chinese railway workers had on the development of Canada.
Materials
· Blood and Iron, historical fiction novel written by Paul Yee.
· Write agenda for class on whiteboard
Procedure
Assessment Methods
Introduction
(5 min)
1. Get the attention of the class by standing at the front and waiting patiently. I will ask for their attention once and then wait until all eyes are on me.
2. Instruct the students that when I say “Confederation” they are to turn to the person seated next to them and tell them two things that we talked about last class.
3. I will give them a reminder when they have thirty seconds left and when I feel the discussion is no longer about review I will return the students attention to the front of the class.
4. I will go over the agenda that I wrote on the board for class. (circle read our novel and class discussion).
5. Transition to body – The class needs to organize the room into our “reading circle”. I will choose a student and no one is allowed to move until they do. Once this student moves the class has 15 seconds to get into the reading circle as quickly and quietly as possible. I will count out loud slowly, ensuring the class “just makes it”.
Behavioural Expectations:
Students allowed some minor socializing as they enter classroom, however expectation is that they be seated and give attention to the front.
Behavioural Expectations:
Students are permitted to talk at a reasonable tone to their partner. I will be monitoring the volume in the room from the front of the class and observing the discussion.
Formative Assessment:
I will be able to get a handle on where students are by the level of discussion in the room.
I can check for understanding to ensure that the class is aware of the expectations for our movement into the circle.
Example – “who do we have to wait for before we move?”
Body of Lesson
(20 mins)
1. Learning Activity #1 – Whole class read around (10 mins).
2. Before we begin I will students a question to ponder for our discussion after we read.
a. Question to ponder – “what impact, if any, did Chinese immigrant workers have on the development of Canada?”
3. Class read around with novel Blood and Iron. Starting on page 130 – 140. First ask for volunteer readers. If there are none I will select them as we go.
4. Learning Activity #2 – Whole Class Discussion Circle (10 mins)
5. Our “reading circle” now becomes a “discussion circle”. This is done to provide a more intimate setting for debate and discussion and encourage students who are not comfortable with speaking in front of the class to chime in.
6. I will lead the class in discussion asking questions that will stimulate thinking. I will only speak when I feel the class needs to be guided or re-focused. This discussion’s main purpose is to stimulate critical thinking around the subject of non-European immigrant’s contributions to the development of Canada.
7. Some questions I will use:
a. What are all of the provinces that were apart of Confederation by the end of the 19th century?
b. Name some of the biggest factors as to why the Maritimes and British Columbia joined Confederation.
c. How large of a factor was the construction of a cross-continental railway? Equal for both? Why was it a large factor?
d. How large of a role did immigrant workers play in the construction of said railway?
8. Students now need to reorganize the classroom for closure. I will again select a student (a different one this time, or maybe even myself) that we must wait to move before they do. Once again the class will have fifteen seconds to organize the class as quietly as possible.
Behavioural Expectations:
Students are to follow along in their own novel as others read aloud. If they lose their place they can raise their hand quietly and I will assist them or their neighbour can assist them.
Formative Assessment:
I will be able to tell if the students are engaged and interested in our reading by them volunteering as well as attention to the novel.
If something particularly concerning our discussion question comes up while we read I may stop the reader to make note of it.
Behavioural Expectations:
Students will listen quietly, while others are speaking and raise their hand if they have something to add. During the discussion I will allow some students to add by simply calling out loud, so long as they are not interrupting other students or being unruly. If the class becomes too rowdy I will restrict speakers to hand raises only.
Formative Assessment:
Students will provide insights based on information we have covered in class or read in our novel. If this does not occur then I can assume something has been missed or unclear and ask if clarification is needed.
Facilitate: During the discussion I will keep mental tabs on all who have spoken and ensure everyone gets a chance to add something to the discussion.
Closure
( 5 mins)
Self Reflection: 2 – 4 minute free write. Ask students to get a piece of paper and writing tool. They are to reflect on pieces of conversation we have had. It is my job to outline the question(s) for them to answer.
These are:
- If the construction of the CP Railway was instrumental to provinces like BC joining confederation
- and Confederation led to the development of Canada
- and the Chinese immigrant workers were instrumental in the construction of the Railway itself...
- is it safe to say that Chinese immigrant workers had a direct influence on Canada’s development?
Next class we will attempt to answer this question as a class, but I want them to start thinking about it now.
Formative Assessment:
Collect, read over, and reflect on students reflections. Use as base for discussion next class.
Name: Kyle Cantelon Date: October 8, 2012
Length of Talk: 10 mins. Subjects: Social Studies/ELA
Introduction:
· What historical events shaped Canadian identity?
Body:
· Books:
o Blood & Iron, from I am Canada series.
o Target ages: 9 – 12.
o Written by Paul Yee
§ A Chinese Canadian born in the 1960’s, Yee grew up with little knowledge of his family’s history.
· “There were no books about my world – the world of immigrants, racial minorities and different histories.”
§ Didn’t learn about Chinese role in building the CP Railway until he went to university.
§ Written almost 20 picture books about Chinese experience in Canada.
§ Has won Gov. General’s award, BC Book Prize and been nominated for several other Canadian book of the year awards.
o Story that mixes fact and fiction. Told through eyes of young Heen who is forced to head overseas with his father, Ba, and work on the railroad in Canada in order to earn money so that his grandfather can get his rice shop back. The story flows over a year and a half span that Heen spends in Canada and all of the things he experiences.
§ Excerpt, page 130 or 154.
o Torn Apart, from Dear Canada series.
o Target ages 8 – 12.
o Written by Susan Aihoshi
§ 3rd generation Japanese Canadian. Parents and grandparents were interned in 1942.
§ Long history as a freelance editor and writer.
§ Goal in life was to write a book and much of her material for the book comes from firsthand accounts of her parents and grandparents.
o Story told through eyes of young Japanese Canadian Mary Kobayashi whose family was uprooted from its BC home and forced to leave behind everything she knows. Mary’s family moves several times and she is forced to say goodbye to many things she loves like school and dear friends.
§ Excerpt, page 123.
Conclusion:
· How might these books help you in teaching?
o Books are novels but contain many historical facts and would serve as a good lens with which to view history from a non-immigrant perspective.
o These things really happened. Kids need to know they did, why they did and the reasoning behind them.
o Empathy is a big thing we talk about needing to have as teachers, but I think just as importantly we need to teach children the value of it too. With these stories using the diary interface it allows the reader to make things personal and put yourself in someone else’s shoes.
· Curriculum?
o SS grade 5 – identity
o SS grade 7 – Canadian Expansions and immigration/emigration
o ELA – GLO 5, Respect others and strengthen community
o ELA – GLO 2, Respond to texts
o FNMI connections abound
Book Talk (Part B)
Name: Kyle Cantelon Grade/Subject: Grade 7 Social Studies
Topic: Histories and Stories of Ways of Life in Canada
Length of Lesson: 30 mins Date: October 16, 2012
General Learning Outcomes
(P.O.S)
General Outcome 7.2 – Following Confederation: Canadian Expansions
· Students will demonstrate an understanding and appreciation of how the political, demographic, economic and social changes that have occurred since Confederation have presented challenges and opportunities for individuals and communities.
Specific Learning Outcomes
(P.O.S)
Specific Outcome 7.2.5
· Students will evaluate the impact of Confederation and of subsequent immigration on Canada from 1867 to the First World War by exploring and reflecting upon the following questions and issues:
o How did Asian immigrants contribute to the development of Canada (i.e., Chinese railway workers)?
Learning Objectives
· Students will evaluate the impact Chinese railway workers had on the development of Canada.
Materials
· Blood and Iron, historical fiction novel written by Paul Yee.
· Write agenda for class on whiteboard
Procedure
Assessment Methods
Introduction
(5 min)
1. Get the attention of the class by standing at the front and waiting patiently. I will ask for their attention once and then wait until all eyes are on me.
2. Instruct the students that when I say “Confederation” they are to turn to the person seated next to them and tell them two things that we talked about last class.
3. I will give them a reminder when they have thirty seconds left and when I feel the discussion is no longer about review I will return the students attention to the front of the class.
4. I will go over the agenda that I wrote on the board for class. (circle read our novel and class discussion).
5. Transition to body – The class needs to organize the room into our “reading circle”. I will choose a student and no one is allowed to move until they do. Once this student moves the class has 15 seconds to get into the reading circle as quickly and quietly as possible. I will count out loud slowly, ensuring the class “just makes it”.
Behavioural Expectations:
Students allowed some minor socializing as they enter classroom, however expectation is that they be seated and give attention to the front.
Behavioural Expectations:
Students are permitted to talk at a reasonable tone to their partner. I will be monitoring the volume in the room from the front of the class and observing the discussion.
Formative Assessment:
I will be able to get a handle on where students are by the level of discussion in the room.
I can check for understanding to ensure that the class is aware of the expectations for our movement into the circle.
Example – “who do we have to wait for before we move?”
Body of Lesson
(20 mins)
1. Learning Activity #1 – Whole class read around (10 mins).
2. Before we begin I will students a question to ponder for our discussion after we read.
a. Question to ponder – “what impact, if any, did Chinese immigrant workers have on the development of Canada?”
3. Class read around with novel Blood and Iron. Starting on page 130 – 140. First ask for volunteer readers. If there are none I will select them as we go.
4. Learning Activity #2 – Whole Class Discussion Circle (10 mins)
5. Our “reading circle” now becomes a “discussion circle”. This is done to provide a more intimate setting for debate and discussion and encourage students who are not comfortable with speaking in front of the class to chime in.
6. I will lead the class in discussion asking questions that will stimulate thinking. I will only speak when I feel the class needs to be guided or re-focused. This discussion’s main purpose is to stimulate critical thinking around the subject of non-European immigrant’s contributions to the development of Canada.
7. Some questions I will use:
a. What are all of the provinces that were apart of Confederation by the end of the 19th century?
b. Name some of the biggest factors as to why the Maritimes and British Columbia joined Confederation.
c. How large of a factor was the construction of a cross-continental railway? Equal for both? Why was it a large factor?
d. How large of a role did immigrant workers play in the construction of said railway?
8. Students now need to reorganize the classroom for closure. I will again select a student (a different one this time, or maybe even myself) that we must wait to move before they do. Once again the class will have fifteen seconds to organize the class as quietly as possible.
Behavioural Expectations:
Students are to follow along in their own novel as others read aloud. If they lose their place they can raise their hand quietly and I will assist them or their neighbour can assist them.
Formative Assessment:
I will be able to tell if the students are engaged and interested in our reading by them volunteering as well as attention to the novel.
If something particularly concerning our discussion question comes up while we read I may stop the reader to make note of it.
Behavioural Expectations:
Students will listen quietly, while others are speaking and raise their hand if they have something to add. During the discussion I will allow some students to add by simply calling out loud, so long as they are not interrupting other students or being unruly. If the class becomes too rowdy I will restrict speakers to hand raises only.
Formative Assessment:
Students will provide insights based on information we have covered in class or read in our novel. If this does not occur then I can assume something has been missed or unclear and ask if clarification is needed.
Facilitate: During the discussion I will keep mental tabs on all who have spoken and ensure everyone gets a chance to add something to the discussion.
Closure
( 5 mins)
Self Reflection: 2 – 4 minute free write. Ask students to get a piece of paper and writing tool. They are to reflect on pieces of conversation we have had. It is my job to outline the question(s) for them to answer.
These are:
- If the construction of the CP Railway was instrumental to provinces like BC joining confederation
- and Confederation led to the development of Canada
- and the Chinese immigrant workers were instrumental in the construction of the Railway itself...
- is it safe to say that Chinese immigrant workers had a direct influence on Canada’s development?
Next class we will attempt to answer this question as a class, but I want them to start thinking about it now.
Formative Assessment:
Collect, read over, and reflect on students reflections. Use as base for discussion next class.