Integrating Language Skills

Title: Speaking Like a Canadian and Identity – Exploring Significant Historical Figures
and Immigrant Communities in Canada!
Author: Emilia Adorante
Source: Canada’s History
Adapted by: Andrew D. Creek

Grade Level: 9/10, ELL (English Language Learners)

Theme(s):
• Canada & Community
• Canadian Identity
• Discover Your Community
• Settlement & Immigration
Subject Area: Social Studies/History

Lesson Overview:
Students will work in groups to explore what it means to be Canadian starting from the
premise that “Language is not just a way to talk to others. It’s how we express who we are.”
Students will use the historical thinking concept of significance, as well as change and
continuity, to analyze the ways in which Canada’s identity developed through language,
culture, and the growth of immigrant communities.

Differentiated Learning Supports:

Allow for the use of paper dictionaries, online Google Translate app, ongoing vocabulary and
definition lists or Frayer Model (i.e. word, learner-friendly definition, synonym, student-
generated definition, example sentence) with words in both English and the first language to
support reading and understanding, captions in English while watching videos, and extra time
in class to view videos more than once. Hand out the Vocabulary Support Chart for students
to record new vocabulary terms. Student can record subject-specific key vocabulary and will
also have opportunities to create Frayer Models to be displayed throughout the classroom.
Information will be presented using PowerPoint or Prezi, making use of visual aids and
prompts to increase comprehension.

Time Required: 5 classes

Historical Thinking Concept(s):

• Using various types of evidence
• Establishing historical significance
• Identifying continuity and change

Learning Outcomes:
Student will –
Inquire: use the inquiry process to investigate what it means to be Canadian from various
sources of information.

Collect: collect historical data, draw conclusions, reflect on the significance, and form an
opinion about the historical data, and draw personal connections to the information.
Analyze: use the multiple sources of information/ historical data provided to generate an
opinion about Canadian identity while being able to make personal connections to it.

Understand: demonstrate an understanding of historical figures (Johnny Lombardi),

Canadian immigrant communities (Little Italy, Kensington Market), and government policies
and laws supporting/protecting Canadian identity (multiculturalism and the protection of
language and minority rights in the Charter).

Communicate and Apply: demonstrate knowledge and understanding of policies, historical

figures, and communities by being able to make a personal connection through reflection and
opinion formation.

Teachers may need to consider further explaining the meaning of these cognitive skills, or
redefine them entirely using more learner-friendly language, to avoid confusion and lack of
clarity regarding expectations. The goal is to set clear, measurable, student-friendly content
and language objectives, so additional explanation might be required.

Background Information:
1. The nation’s regulations changed in post-war Canada. Soldiers returned with their
“War Brides” and children. Canada accepted 165,000 displaced persons who settled
across the country. Other southern European newcomers, more than 2 million, arrived
between 1945 and 1960 to escape war-torn Europe and build a new life. Their
children absorbed the English language quickly and easily at school. These
immigrants settled in the downtown areas of larger cities in Central Canada like
Toronto and Montreal. Their cultures and hard work enriched Canada in many ways.
They made these older parts of the cities into new and vibrant communities.
2. Bill c-93, adopted in 1988 provided a legal framework for multiculturalism in
Canada. This act aimed to reinforce the racial and cultural equality in Canada with
legal authority. It ensured that all federal institutions took into account the
multicultural reality of Canada. The federal government established the Department
of Multiculturalism and Citizenship to recognize the growth of Canada’s multicultural
communities. Proponents believe that this brings Canadians closer together by
building mutual respect for various cultures and uniting Canadians.
3. Festivals of groups represented in sufficient numbers in various schools were
recognized to offer students a better understanding of the beliefs and customs of
Canada’s multicultural society.
4. Heritage Language classes are offered in Toronto Schools where sufficient numbers
are present. An example of this is the studying of Italian in Toronto elementary
schools.
5. The 1982 Charter of Rights and Freedoms establishes various rights, such as equality
rights (to live, study, and work regardless of race, religion, national, or ethnic origin,
colour, sex, age, or mental or physical ability), Official language rights of Canada
(communicating with the government in English and French), Minority Language
educational rights (freedom to have children educated in either French or English
where sufficient numbers of students exist), and fundamental freedoms of religion,
thought, belief, opinion, and so on.
6. Today, approximately 200 different ethnicities are represented across Canada (20.6%
of Canadians are born outside of Canada)
 7. According to a report by the Canadian government on The Current State of
Multiculturalism in Canada, [immigrants and religious minorities fare better in
Canada than most other Western democracies].
8. Today, we have entered a situation of “super-diversity.” It is a term social scientists
use for areas where multiculturalism is pervasive. It challenges the notion of the
visible minority where there is a long-time immigration from various places in the
world which leads to an exposure of many cultural and linguistic traditions.
“Canadians view immigrants and demographic diversity as key parts of their own
Canadian identity. Compared to every other Western democracy, Canadians are more
likely to say that immigration is beneficial… and more likely to support
multiculturalism and to view it as a source of pride.” From The Current State of
Multiculturalism in Canada, by Will Kymlicka.

Teachers will need to pre-teach this kind of vocabulary and provide learners with an
appropriate amount of time to make additions to their vocabulary lists or develop Frayer
Models. In order to effectively pre-teach this background information, it will be necessary
to provide students with ample visual aids and prompts to provide context and
understanding.

The Lesson Activity:

Activating – How will students be prepared for learning?

Being Canadian means that many of us are from somewhere else. Write this statement on the
board. Give students a paddle (card on a popsicle stick). Ask students whether they agree or
disagree. (Holding the paddle up, down, or sideways indicates their stance)

Read the article with the class. Choose volunteers to read the article “More Than Words” in
the December 2019 issue of Kayak: Canada’s History Magazine for Kids. Use the article to
introduce the idea that language is closely connected to Canadian identity.

BIG IDEA to explore: What does it mean to be Canadian? How did government policies and
significant Canadians contribute to molding Canadian identity and immigrant communities?

To activate prior knowledge, teachers will need to lead a discussion on the meaning of
Canadian identity, and assure that learners have a good understanding of what ‘identity’
means (refer to vocabulary list and Frayer Model). This section also requires learners to
read an article, meaning additional pre-teaching of subject-specific vocabulary and use of
learning supports (i.e. translation apps) may be needed. Some learners might be
apprehensive about reading in large groups, so teachers should consider accommodating
their learners by facilitating smaller reading groups or pair reading as an alternative.
Learners can then discuss questions or ideas (i.e. “Language is not just a way to talk to
others. It’s how we express who we are.”) to activate prior knowledge in their smaller
groups and share their ideas with the class afterwards.

Acquiring – What strategies facilitate learning for groups and individuals?

Day 1
Set up learning centres for the secondary source articles. There are five learning centres.
Make sure that each centre has enough copies of the articles. An alternative is to set up
groups of laptops/tablets, so that students can read from the online articles. Have paper
dictionaries and translation apps available so that students can look up words like
multiculturalism and identity.

Students spend 15 minutes at each learning centre in small groups. In the small groups,
students take turns reading out loud until the article has been completely read. Using the
graphic organizer, students take notes about each article to gather information, data, and
eventually form an opinion.

Groups migrate to each learning centre to repeat the process of reading and note-taking until
each article has been read and the graphic organizer is complete.

Students complete an Exit Ticket to reflect on their learning for the lesson.

In this portion of the lesson, learners will be required to work in small groups to read
articles, take notes, and discuss their findings. This will challenge learners to use both BICS
and CALP communication skills as they work alongside their peers to complete the task.
Teachers should consider making strategic groupings for English Language Learners. For
example, in this scenario, it would be advisable to group Hoàng, who is STEP 2 in Oral,
Reading, and Writing, with Nguyễn, who is STEP 5 in Oral and STEP 4 in Reading and
Writing. They also happen to speak the same home language, meaning Hoàng will be able
to use L1 for idea generation while Nguyễn helps with the transfer of language from L1 to
L2. To guide and scaffold the process, learners will be provided a graphic organizer where
they can record their findings in a more structured format. Teachers should also make
learning supports easily accessible for students who wish to use them. This section of the
lesson will also ask learners to complete an exit ticket at the end of the lesson, so they can
reflect on their learning and allow teachers to make formative assessments or further
accommodations if necessary.

Day 2
On the next day, laptops/tablets are set up to play the Heritage Minutes and the YouTube
video.

Students complete their graphic organizers to collect information about the video sources.
Allow time for students to watch Heritage Minutes multiple times, since they are short.
Allow for the use of captions to enhance understanding.

Students will form opinions about historical significance and how communities like Little
Italy and Kensington market changed Canada, making it more inclusive and culturally
diverse.

Students complete an Exit Ticket to reflect on their learning for the lesson.
Applying – How will students demonstrate their understanding?

Much like the previous portion of the lesson, learners will be asked to resume working with
their small groups, which should be strategically chosen by teachers. Again, they will use a
graphic organizer to structure their note-taking. The teacher should consider pre-teaching
key words identified in this section. This section of the lesson will also ask learners to
complete an exit ticket at the end of the lesson, so they can reflect on their learning and
allow teachers to make formative assessments or further accommodations if necessary.

Days 3 and 4 (see Assessment below)

Students will work on developing a group Google Slides/PowerPoint/Prezi/etc. presentation
which pools consensus knowledge supported by evidence, fact, and opinion. The focus of the
presentation is to answer the Big Idea - What does it mean to be Canadian? How did
government policies and significant Canadians contribute to molding Canadian identity and
immigrant communities?

Chart paper notes support the gathering pooled consensus knowledge. Audio bites, visual
artifacts, and verbal explanation supported by key ideas are the focus of the presentation.
These elements plus effective oral presentation skills will be assessed in the presentation.

Topics for group presentations can be developed by the students in consultation with the
teacher. Random groups are formed based on student interest. Pair different ability students
together. Suggestions are to focus on multiculturalism, Johnny Lombardi, Little Italy,
Kensington Market, and Immigration.

Peer, as well as teacher assessment of the presentations will occur. Every student will
complete a comment card on each presentation, filling out the plus, suggestion for
improvement, and interesting categories, and giving an overall “star” ranking of the
presentation. Students will self-assess based on the same criteria after their presentation. Peer
and self-assessments are collected after each presentation and attached to the teacher
assessments. Each student receives an individual assessment rubric from the teacher. All
assessments are returned to the student to enable growth and improvement.

In this section, learners will continue working within their pre-selected groups (carefully
placing lower-level ELLs with peers who can support them) to create a visual presentation
of their findings gathered in previous stages. They will be expected to outline evidence,
facts, and opinions, so teacher may wish to review the meaning of these terms and model
the differences between them. This is also a good time for teachers to review the
overarching questions learners must address in their presentations to reaffirm their
understanding. Learners will be assessed on content, but also effective oral presentation
skills (refer to rubric). Teachers can also consider differentiating the assessment by allowing
students to produce pre-recorded presentations, which is appropriate for ELLs who may feel
anxiety about speaking in front of large groups. Learners should be shown the assessment
criteria before undertaking the task, and teachers might even want to allow student to create
their own criteria. Also, learners will be shown the peer and self-assessment criteria they
will be responsible for.
Day 5 (see Extension Activity below)
Students will write a reflection which is due at the end of the class. Students should consider
how their heritage is supported in today’s Canada and what being Canadian means to them.
Their answers should include some of the ideas and facts discovered through the readings and
videos.

Writing process is stressed in order to generate the best possible answer. Teachers can decide
if computers will be used or if the response will be handwritten. Dictionaries are available for
student use if needed. Support can also be available through Google Translate, or other
translation resources, if the teacher allows it.

In this final section, learners will be asked to reflect on their learning further by relating the
topic to their own experiences and opinions. Teachers might want to consider reviewing the
concept of heritage and unpacking the questions learners will be expected to address. This is
also a good time to review the steps learners should take in their writing process. Hoàng and
Trần, in particular, will need support, guidance and structure for their writing. Teachers
should assure that students have the necessary resources to complete this task and should
think about adapting the time limit to give learners more time to complete the task if
needed. Additionally, teachers could allow learners to write in L1 first and then work to
transfer their reflections to L2.

Materials/Resources:
• Laptops/tablets and an internet connection
• Vocabulary Support Chart [Appendix 4] / Frayer Model [Appendix 5]
• Secondary source articles
• Digital video sources of information (YouTube and Heritage Minutes)
• Graphic Organizers (one for print sources [Appendix 1], one for video sources
[Appendix 2])
• Voting paddles (stick a cue card to a popsicle stick; make one per student)
• Student comment card [Appendix 3]
• Chart Paper
• Rubric [Appendix 6]
• Exit Tickets [Appendix 7]

Secondary Source Articles:

• Canadian Identity
• Multiculturalism
• Johnny Lombardi
• Little Italy
• Kensington Market

Audio and video sources:

• Heritage Minutes - Kensington Market
• Heritage Minutes - Juno Beach and Johnny Lombardi
• CHIN Radio/ TV International - 100 Years of Johnny Lombardi Legacy
Extension Activity:
Reflection Writing and Making Personal Connections

Write a personal response connected to the history that you have learned. How is your
heritage supported in today’s Canada? What does being Canadian mean to you? Your answer
should include some of the ideas and facts that you have discovered through your readings.
Write three well-developed paragraphs as a response. Make sure that you plan your answer in
a point form list or using an idea web.

Assessment:
Students present their Google Slides/PowerPoint/Prezi/etc. to the class sharing their gathered
and pooled knowledge and opinions about the topics. The focus of the presentation is to
answer the Big Idea - What does it mean to be Canadian? How did government policies and
significant Canadians contribute to molding Canadian identity and immigrant communities?
Peer, self, and teacher assessment will occur. This assessment can be adapted by allowing
students to pre-record their presentation, rather than speaking in front of the entire class.
Students could also be encouraged to create their own assessment criteria (rubric).

English Language Learners STEP Observable Language Behaviours:

1. Nguyễn (Grade 9, Vietnamese speaker)

2. Trần (Grade 9, Vietnamese speaker)
3. Hoàng (Grade 9, Vietnamese speaker)
Essential Lesson Criteria:
1. Post or create (with students) clear, measurable, student-friendly content and language
objectives at the outset of the lesson – 3

2. Activate and build on students’ relevant prior knowledge – 5

3. Pre-teach subject-specific vocabulary and grammatical structures that might cause

learning difficulties – 4

4. Provide appropriate strategies and scaffolding – 4

5. Foster a safe and engaging learning environment conducive to risk-taking – 4

6. Model the language expectations and new learning – 3

7. Present opportunities for inclusive student collaboration – 5

8. Allow for extensive guided and independent practice – 5

9. Develop students’ BICS and CALP through real, relevant, and relatable conversations
–5

10. Include visual prompts, assistive technology, and other resources for learning – 5

Based on the essential criteria, what are the strengths and weaknesses on this lesson
plan?

The main areas of strength in this lesson plan are in its emphasis on inclusive student
collaboration, extensive guided and independent practice, development of BISC and CALP, and
its inclusion of valuable learning resources. A significant portion of this lesson is dedicated to
students working collaboratively in small groups to gather and record information related to the
overarching topic. These groups are meant to be strategically chosen by teachers to assure that
weaker ELLs in the class are adequately supported in their learning. From start to finish, the
lesson is scaffolded in a way that provides a framework for learners to work with, but also
encourages them to reflect and practice individually or in smaller groups. There are also ample
opportunities for learners to practice both their everyday and academic language as they navigate
through activities and tasks as a member of a group, but are asked to also discuss academic
topics. Throughout this lesson, learners are supported with various resources, including
vocabulary lists, Frayer Models, graphic organizers, assistive technology, translation dictionaries,
etc. As a result, their learning is better supported and scaffolded. This lesson also activates
students prior learning quite well, as it asks relevant questions at the beginning to encourage
students to start thinking about ideas related to the overarching topic.

This lesson also does a good job providing appropriate strategies and scaffolding, fostering a safe
learning environments conducive to risk-taking, and pre-teaching subject-specific vocabulary.
Throughout the lesson, students are provided with resources to help structure and guide their
learning. They are also given strategies for learning new vocabulary, reflecting on their learning,
and recording information. However, this lesson does not take into account grammatical
structures which may cause difficulty for learners, and rather focuses more on the vocabulary
they will encounter. This lesson plan also encourages risk-taking, but works to create a safe
environment for that to take place. Learners are asked to work together and present their findings,
but have been strategically placed in groups that will support their learning and improve their
confidence. Where this lesson is slightly lacking is in creating clear, measurable, student-friendly
content and language objectives. The cognitive skills listed at the beginning of the lesson need to
be explained using more accessible language so that learners have a better idea of what is
expected of them from the onset of the lesson. Students are also not included in the creation of
these learning expectations and outcomes, which is something that should be adapted.
Additionally, the modelling of language expectations and new learning could be done somewhat
better. While teaching this lesson, students will need constant examples to give them context and
guidance, so this is something teachers should consider looking at in more detail when
approaching this lesson plan.

For identified weaknesses, why are these areas difficult?

Posting or creating (with students) clear, measurable, student-friendly content and language
objectives at the outset of the lesson can be difficult because we sometimes forget to use language
that is understandable for all of our students. This is such an important stage, as it sets the tone
for the remainder of the lesson, but so often students are expected to take a passive role in the
process. Allowing students to create their own objectives, and even assessment criteria, with the
guidance of a teacher is a valuable activity that gives them more direction and understanding of
what is expected of them. Modelling the language expectations and new learning is also a
difficult process for similar reasons. Educators often forget that what might seem obvious to
them, is an entirely new concept for their learners. While this lesson is well-scaffolded, there
needs to be additional resources or examples to provide students with additional context to guide
their learning process. Without these frames of reference, seemingly simple concepts might
actually be misconstrued.
Appendix:

Appendix 1 – Article Graphic Organizer

Appendix 2 – Video Graphic Organizer
Appendix 3 – Peer Evaluation Student Comment Card
Appendix 4 – Vocabulary Support Chart
Appendix 5 – Frayer Model
Appendix 6 – Assessment Rubric
 Appendix 7 – Exit Tickets

Name: _______________________________ Name: _______________________________
Date: ________________________________ Date: ________________________________
Period/Subject: ______________________ Period/Subject: ______________________

3 2 1 3 2 1


3 things you learned today…

3 things you learned today…

2 questions you still have…

2 questions you still have…

1 thing that made you say, “WOW!”

1 thing that made you say, “WOW!”

Name: _______________________________ Name: _______________________________
Date: ________________________________ Date: ________________________________
Period/Subject: ______________________ Period/Subject: ______________________

3 2 1 3 2 1


3 things you learned today…

3 things you learned today…

2 questions you still have…

2 questions you still have…

1 thing that made you say, “WOW!”

1 thing that made you say, “WOW!”

Name: _______________________________ Name: _______________________________
Date: ________________________________ Date: ________________________________
Period/Subject: ______________________ Period/Subject: ______________________

Describe today’s Describe today’s

lesson in 3-5 complete lesson in 3-5 complete
sentences. sentences.

Name: _______________________________ Name: _______________________________
Date: ________________________________ Date: ________________________________
Period/Subject: ______________________ Period/Subject: ______________________

Describe today’s Describe today’s

lesson in 3-5 complete lesson in 3-5 complete
sentences. sentences.




Name: _______________________________ Name: _______________________________
Date: ________________________________ Date: ________________________________
Period/Subject: ______________________ Period/Subject: ______________________

What do you need to review tonight? What do you need to review tonight?

What does [teacher’s name] need What does [teacher’s name] need
to reteach tomorrow? to reteach tomorrow?

Name: _______________________________ Name: _______________________________
Date: ________________________________ Date: ________________________________
Period/Subject: ______________________ Period/Subject: ______________________

What do you need to review tonight? What do you need to review tonight?

What does [teacher’s name] need What does [teacher’s name] need
to reteach tomorrow? to reteach tomorrow?


Name: _______________________________ Name: _______________________________
Date: ________________________________ Date: ________________________________
Period/Subject: ______________________ Period/Subject: ______________________

How can you connect today’s How can you connect today’s
lesson to the real world?

lesson to the real world?

Name: _______________________________ Name: _______________________________
Date: ________________________________ Date: ________________________________
Period/Subject: ______________________ Period/Subject: ______________________

How can you connect today’s How can you connect today’s
lesson to the real world?

lesson to the real world?