Literature Study: Immigration and Refugees

Hello,

During our unit “The Way We Move” we are studying the concepts of EXPLORATION and IDENTITY. To do this, we are discussing the reasons people immigrate to other countries and/or become displaced from their countries to become a refugee.

Each student has chosen a book to read over the next 2-3 weeks which will help with the discussion. Our goal is to show a deeper understanding of our unit topics, and to practice and to show evidence of deeper, reading comprehension skills.

As we read, we are trying to help answer questions from our unit:

  • What are the reasons people move from place to place? (push/pull factors)
  • How does your identity move with you when you leave home?  (core competency of positive personal and cultural identity)
  • What are the challenges of leaving one’s home?
  • How do we adjust to a new culture?

Students have made themselves a schedule for reading, dividing the pages up into sections so they read a smaller section each day in class. The books cannot go home. Some students are away for a longer absence, and they are reading a book on EPIC and can do the activities listed here at home. Books need to be finished by Friday, February 11th.

Tasks while reading include:  (Students will need to show me these things in their journals when reading is complete.)

  • Each day, record in your journal on the Literature Study Pages new vocabulary you find and look up the meanings of the words using an iPad or dictionary.
  • As you read, determine what is unique about this story in terms of time, place, and culture. Find out more information about each and record it in your journal on your Literature Study Pages. For example, if you are reading a book about Egypt, research Egypt by looking up a map and finding out more about the country. If you are reading a story about Jewish and Muslim peoples, then find out more about their religious beliefs and their culture. If you are reading something about a specific war, then find out more about the war, such as when, where, and why it happened, and who was involved.
  • If you have something in the book you don’t understand, ASK. Don’t be afraid to ask questions about new ideas or cultural references in the books that you may not understand. Some ideas in the books may be unfamiliar to you, and that is okay. Please ask for help!

What will we do after reading? Choose a manner to present information about your book from one of these options.

  • Create a diorama with a written explanation. You can create a small model in a shoebox to illustrate the plot, setting, and immigration story in the book. Write 3 paragraphs to explain your model. Don’t tell me how you made the model, but tell me why you placed certain things in your diorama. You will need to find a shoebox or something if similar size. I can provide other art materials as needed.
  • Create a poster with writing and pictures. The poster will need to include writing and pictures about the plot, setting, and immigration story in the book. It needs to have at least 3 full paragraphs of writing somewhere on the poster. Please get the poster paper from Ms. D.  If you want to type out writing, I can print it for you to put on poster.
  • Create a piece of art with a written explanation. Talk to  Ms. D about options such as making a coloured drawing, watercolour painting, or 3D piece of art of your choice the represents the story, the culture presented, and the setting in some way. I will provide watercolour paper or art supplies. Have at least 3 paragraphs of writing to explain your artistic choices and to explain the book.

Criteria For All Choices: (we will reflect in a rubric at the end)

  • Writing is well-edited for conventions and proper paragraph format has been followed including indents, introductory sentences, and concluding sentences.
  • Writing shows evidence of interesting vocabulary and transition words.
  • Both the project and the written explanation show solid evidence of having read the book, noticing details of plot, the culture or history presented, and the places involved.
  • The project shows specific evidence of research beyond the book about the culture or place presented in the novel.
  • The project focuses on the questions we are trying to answer in the unit in some way.
  • The project has a book title and author visible, so others will know which book was read.
  • The project shows evidence of planning (making a draft or sketch before starting, for example) and thinking about layout or aesthetics so information is clearly presented.

Approximate Due Date:  February 22nd