Subject: 1920s & the Person’s Case

Grade: Eight

Duration: 50 minutes

The lesson will allow students to demonstrate their understanding of the 1920s time period and the Person’s Case. The method allows students to also do this in a creative manner.

Objectives

Students will understand the following:

1. Time, Continuity, and Change. Students will be expected to demonstrate an understanding of the past and how it affects the present and future. Students will be expected to apply historical methodology to interpret and understand time, continuity, and change at an age appropriate level; identify and analyze trends that may shape the future; identify and use concepts associated with time, continuity, and change; research and describe historical events and ideas from different perspectives.

2. Citizenship, Power, and Governance. Students will be expected to demonstrate an understanding of the rights and responsibilities of citizenship and the origins, functions, and sources of power, authority, and governance. Students will be expected to analyze and explain various perspectives on selected public issues; explain the origins and continuing influence of the main principles of Canadian democracy.

In the previous lesson students read an article about Emily Murphy, as well as the section of the textbook explaining the Person’s Case of the late 1920s. The students read the passages allowed, and created a mind map of the information which will be useful during this, the class following the reading. The lesson occurred on October 18, the anniversary of Person’s Day.

Materials

1. Sheet #1: Student directions for the Newspaper Article

2. Sheet #2: Student rubric

3. Textbook: Spotlight Canada

1. Students will be given Sheet #1 which explains the assignment. As a class, it will be read over and discussed, answering any questions as they develop. (10 minutes)

2. Students will be given Sheet #2, the rubric for marking the assignment. The class will then be given an explanation on how to understand a rubric. (10-15 minutes)

3. Students will have the remainder of the class to begin working on their assignment. (30-35 minutes) They will be permitted to use the textbooks, and any other sources which may be helpful.

1. Students will be passing in the final product for marking. The final due date will vary by class, but a maximum of one bonus point will be given for assignments passed in early.

Subject: 1920s

Grade: Eight

Duration: 50 minutes

The lesson will allow students to gain a broader understanding of the decade of the 1920s by understanding words that were developed during this time and how they differ or compare to words we use today.

Students will understand the following:

1. Time, Continuity, and Change. Students will be expected to demonstrate an understanding of the past and how it affects the present and future. Students will be expected to apply historical methodology to interpret and understand time, continuity, and change at an age appropriate level; identify and analyze trends that may shape the future; identify and use concepts associated with time, continuity, and change; research and describe historical events and ideas from different perspectives.

1. Textbook: Spotlight Canada, page 151.

1. Students will be presented with a phrase (1920s slang) in an attempt to define it. (5 minutes)

2. Students will read “Slang of the Twenties,” page 151. (10 minutes)

3. Next, as a class, we will discuss #1: Any expressions that are still used today. (5 minutes)

4. Students will respond to #2: Create a conversation between two people using the slang words in a paragraph form. (Individual work, 10 minutes)

5. A few students will be asked to volunteer their creation by reading it to the rest of the class. (10 minutes)

6. Students, in pairs, will make a list of words that are slang today that may not have existed in previous generations. (5 minutes)

7. Students will answer the final question, #4: Make a list of ‘Canadianisms’ with the help of some visual guides. (Remainder of the class-or for homework)

8. Quickly, students will discuss what they have learned about slang, and how that relates to history and language.

1. Students will pass in their binder for marking at the end of the unit, and these questions will be included in the portfolio mark.

Subject: Comparatives and Superlatives

Class: Intermediate level

Duration: 60 minutes

The lesson will focus on basic adjectives, comparatives and superlatives. This will give students a broader understanding of how to use these expressions and words when using the English language.

Students will understand the following:

-How to compare and describe things in reference to others.

-How to change an adjective into its superlative and comparative form.

1. Worksheet #1: Comparatives and Superlatives Table

2. Worksheet #2: Fill in the blanks

1. Warm-up exercise: Chinese Whisper.

Students will spend the first seven minutes of the class engaged in the classic game. Phrases used will be given by the teacher and be of a random manner such as:

The intention is to have students using English words and passing them on effectively.

2. Using some basic pictures on the board of three different characters (one tall and thin, another small and fat, and yet another more normal like) students will be introduced to the idea of "taller", "fatter", "shorter", etc. By assigning names, it will be easier to create phrases such as "Timmy is taller than Jimmy" as a class. It is important to explain the difference between being 'er' and 'est'. This will last for no more than 20 minutes.

3. Students will begin Worksheet #1, and attempt to complete the table. It will be important to point out that fatter, thinner and hotter are all created with a double consonant. As a class, the first few rows will be filled out, and then students will complete the final rows as seat work. This will last for no longer than ten minutes, with time to review the answers at the end.

4. Students will now complete Worksheet #2 with the words from the table in Worksheet #1. This will last for six minutes with two minutes at the completion for a few suggested answers.

1. At this time students will be completing the final sheet as assessment. Students will finish this sheet alone by explaining the relationships between Peter, Joe and Dave. Students have ten minutes to do as much of this as they can, with the remainder for homework to be handed in and corrected next class.