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English Language Arts
Social Studies

Grade 10: English 10 and Social 10: Poetry Analysis and Interpretation: Canada: Case History

Instructional Design: Don Cross and Andrew Raczynski

Stage 1 - Desired Results

Please note: There were two versions of this project done.

Version one: Students wrote their own poem, where they contemporized an original series of poems (“Canada: Case History”) written by Earle Birney between 1945 and 1985 and represented it through an iMovie. This version constituted an integration of Social and English 10.

Version two: Students analysed Birney's series of poem, chose one of the poems and represented it through an iMovie. This version did not constitute an integration of Social and English 10, but strickly attended to the Social 10 curriculum.

Established Goals:
English Language Arts Curriculum Outcomes
1.1.1 Form tentative understandings, interpretations and positions communicated by texts.
1.1.2 Experiment with language, image and structure
1.2.1 Consider new perspectives
2.1.1 Discern and analyze context
2.1.2 Understand and interpret context
2.1.3 Engage prior knowledge
2.1.4 Use reference strategies and reference technologies
2.2.1 Relate form, structure and medium to purpose, audience and content
2.2.2 Relate elements, devices and techniques to created effects
3.2.1 Select, record and organization information
3.2.2 Evaluate sources and assess information
3.2.3 Form generalizations and conclusions
4.1.4 Use production, publication and presentation strategies and technologies consistent with context
4.2.4 Edit text for matters of correctness.
5.2.1 Cooperate with others and contribute to group processes

ICT Outcomes:
Below is a pdf file identifying all of the ICT outcomes touched on throughout this project. Click on the file to download it to your computer.

Enduring Understandings:
Social Studies Curriculum
• The achievement of sovereignty has been a developmental process shaped by internal and external sources
• There are benefits and costs attached to independence and sovereignty
• A nation’s foreign policy must be balanced between its interests and the interests of other nations
• The consequences of foreign policy can result in conflict or cooperation with other nations
• Regional differences both strengthen and challenge Canadian unity
• Canadians identify with community, region and nation
• The Canadian identity is shaped by our values, attitudes and cultures as they have emerged from our history and geography

English Language Arts Curriculum
• Students will understand the relationship between the message and the manner in which it is presented in a particular context.
• Students will understand the theme(s) reflected through language and style in the selected poem.
• Students will demonstrate an insightful understanding of and appreciation for Canada’s diverse and complex nature and character illustrated in the poetry of Earle Birney.
• Students will adapt the form, style and content of Earle Birney’s “Canada: Case History” (1945-1985) in an orginal poem set in a contemporary context.
• Students will appreciate the complexity and artistry of poetic language, recognizing patterns in the development of character, plot, image and/or theme in a historical context.

Essential Questions:
What is the role of the narrator? To whom is the narrator speaking?
What is the tone and mood of the poems, and how is it achieved?
What is the function of figurative language in the poems?
Are there examples of symbol, allusion, irony, paradox, understatement, hyperbole, etc. in the poems? What is the effect of these literary devices in the poems?
What is the structure (form or pattern) of the poems? What are the implications of using the free verse form?
What evidence of rhythm and rhyme and/or other sound devices contribute to the meaning of the poems?
How important is setting and/or character to the meaning of the poems?
How do poetry express ideas as well as or better than prose?
To what extent has Canada’s identity changed since1945?
What factors have contributed to Canada’s identity since 1945?
What image(s) best represent(s) Canada’s identity?

Students will know and be able to:
Acquire information from print and non-print resources
Record and organize information in note form
Analyze and evaluate information, including detecting bias and distinguishing fact from fiction
Interpret and summarize materials
Present ideas through visual/multimedia materials
Debate issues effectively
Report on research results
Work at individual tasks in a group setting
Work together in proposing and discussing alternative solutions to issues
Cooperate in decision-making
Apply critical and creative thinking skills in problem solving and decision-making
Develop the ability to propose and discuss alternative solutions to issues
Respect for and appreciation for the uniqueness of Canada
Openness to new ideas and opinions about the nature of Canadian society
Respect for the right of all Canadians to express an alternative point of view
Sensitivity to what being Canadian means to different people in different regions of Canada
Continuing interest in national, political, social and cultural affairs in Canada
An appreciation of Canada’s role as a nation in an interdependent world

Stage 2 - Assessment Evidence

Performance Task(s)
Please note: There were two versions of this project done.

Version 1: In this project, students will be challenged to contemporize an original series of poems (“Canada: Case History”) written by Earle Birney between 1945 and 1985 and represent their work through a multi-media presentation. The project integrates poetry analysis, historical research processes, creative writing, and a multi-media presentation (including an oral presentation that demonstrates student choices in the learningprocess). This version constituted an integration of Social and English 10.

Version 2: Students will select one of the Earle Birney poems and produce an “iMovie” that uses imagery and sound to convey its essential theme(s). Students will work individually or in small groups to complete the finished product that is not more than two minutes in length. The final presentation will include: an introduction; a screening of the “iMovie”; an explanation of the rationale supporting the choices students made to interpret the poem; a conclusion. This version did not constitute an integration of Social and English 10, but strickly attended to the Social 10 curriculum.

Other Evidence (Quizzes, test, etc)
Audience interest

Self Assessment
Students will fill out a self-reflection

Stage 3 - Learning Plan

Teaching and Learning Activities

Gathering still pictures from the Internet:
Students can download pictures from Internet directly in their personal file. They must download the largest in size
(no thumbnails). They may also save on diskette or on a burned CD. Please ensure the CDs are: ISO9660 format.
Another option would be to send as an e-mail attachment. Copyright issues will be explained. Bibliographic
citations of all Internet and other reference sources must be included in the final submission.
Gathering still pictures from a still digital camera:
Students may use a still digital camera they have at home. Students must bring the pictures saved on diskette or on a
burned CD. Students may also send as an e-mail attachment. They cannot just bring their camera and download it to
the computer at school, as they normally require specific software to download them. Please ensure the CDs are:
ISO9660 format.
Gathering still pictures from a still digital camera:
Students may use the LTS or SACHS still digital camera. Students must ask for camera from their teacher. For
instruction using SACHD camera, see mr. Cross. Instruction for LTS camera are below:
1. Place the dial button to the camera mode, press and hold for a few seconds the
ON/OFF button.
2. Take picture by holding down (a second or two) the bigger round button on top right of camera.
3. You can view pictures by placing the dial button to the play mode.
4. Download pictures by connecting the camera to the teacher’s station in lab 19, 21, or Mr. Cross’ office
5. Download to student’s personal folder.
Gathering still pictures from a regular camera:
It is possible to use a regular camera students have at home. The film must be developed on CD. Several photodeveloping
outlets offer this service. London Drugs in St. Albert is one of them. Please note it is a bit more costly to
have a film developed in this way. Students may also post pictures on a private site for easy retrieval. Photographs
could be scanned and sent as an attachment as well.
Students are to gather appropriate music to incorporate in their iMovie. Students may use only commercially
purchased CDs (copyright issue), not those burned at home.

How to access your school e-mail from home (no space restriction, unlike hotmail, etc.)
1. Using Internet Explorer, go to: mail.student.sachs.ab.ca/login
2. Enter your Appleshare user ID and password
3. Create a new message and attach picture (you can only attach one picture on each message with the web e-mail,
but do it for every picture you have collected)
4. Send to your address, which is: initiallastname@student.sachs.ab.ca
When you get to school, login to your personal folder. Launch Internet Explorer and go to your mailbox. Open the
message containing the attachment, double-click on the attachment and go under file, save as. Place in your personal
file. You can rename it but be sure to leave the extension like .jpg .
Students should come to class with all their material (pictures, CDs, etc.) for each class in the unlikely event that they run into technical difficulties.

Lab 1:
The students will have finished gathering their pictures and music beforehand.  Students will be instructed how to import still pictures and how to edit their visual.  They will receive a handout and given time to practice their editing skills.  Students will be shown how to start a new project and where to save it properly. Movies cannot be saved on network disks as they take up too much space. They must be saved on a ghost folder residing on local machines. There will be no way to back up movies.  Although it is unlikely, it is possible that student work may be lost at some point.  Students must come to class with all their material (pictures, CDs, etc.) for each class in the unlikely event that their project is lost. They must finish editing the visual before the next period.

Lab 2:
Students will be instructed how to retrieve their project properly and how to incorporate and edit the audio tracks. Then, they will edit their audio tracks and record the narration.

Lab 3:
Before the end of the period, students will learn how to export as a QuickTime movie (they must choose medium size). They must name their movie properly so that we can differentiate which movie belongs to whom. Students will be instructed how to log onto the staff server. Then students will drag and drop their finished product (QuickTime version) on the staff server. We will then burn a CD with their movies on them, and students will prepare to present the project to their peers for final evaluation.
After the oral presentation is completed, students must delete their movie from the English 20 folder. It is OK to keep a copy of the movie as a Quicktime in individual folders, but the original iMovie form must be deleted to free hard drive space.

Additional Teacher Resources
These are documents for teachers and/or students that were developed to support the project.  Documents will always be available in pdf format as well as in the original format created (e.g. MS Word, AppleWorks, Inspiration, etc)



Click to download Rubric

Student Exemplars

The following exemplars represent an excellent and adequate student samples. Please click on the exemplar to download a copy.  NB - You will need Quicktime installed on your computer to view.

 Last Modified: 21 August,2005