Name____________________________

Immigration Patterns Assignment

Social Studies, Oral Language, Reading Comprehension, and Writing
Grade six
DUE DATES
Sharing session: ________________________________(parts 1 and 2 due)
Written work due: _______________________________ (part 3 due - put in hand in bin in the morning
or share before school)

You will read one of these six chapters from Coming to Canada by Susan Hughes.
One or two other grade six students is assigned to the same chapter. You may share ideas and
help each other, but you must each hand in your own separate assignment. The work of the other
student(s) reading the same chapter will not influence your grade on this assignment.
Circle the chapter that youve been assigned, and make a note of the name(s) of the other
student(s) reading the same chapter.
1.
2.
3.
4.
5.
6.

Loyal to the Crown (Loyalists)

North to Freedom (Escaped slaves)
From Island to New Land (Irish)
Ive Been Working on the Railroad (Chinese railway workers)
Ties that Bind (Ukrainians)
The Issei (Japanese)

Part 1
While you read
1. Annotate your reading pages by doing the following:
a. Underline any words that are unfamiliar to you. Complete the
Word/Inference/Definition organizer.
b. Underline any phrases that you believe contain the main ideas of this text.
c. At the bottom of your vocabulary organizer, include 2-5 sentences in your own words
that you believe summarizes the main idea of this text.

Part 2
After you read
1. Make jot notes to answer the following questions, either neatly handwritten or on a
computer:
a. Why did this group come to Canada?
What things in their home country influenced their decision to leave?

Name____________________________

What things about Canada influenced their decision to come to Canada?

b. What challenges did they face integrating into Canadian society?
2. Be prepared to share the information about what youve read with the other grade six
students in a brief, informal sharing session. You will use your jot notes as you share.

Part 3
After the sharing session, you will answer these questions. Write in full sentences. You may type
your answers or handwrite them neatly. Use examples (from your own chapter or those of your
classmates) to support your ideas.
1. Why have people immigrated to Canada?
2. What have the experiences of new Canadians been like?
Learning goals
I can use the context to identify possible meanings for unfamiliar words. I can use a
dictionary to verify these meanings. (reading)
I can identify the most important ideas in a nonfiction text. (reading)
I can make notes that help me keep track of my thinking while I read. (reading)
I can write a brief summary of a nonfiction text. (reading, writing)
I can demonstrate understanding of increasingly complex texts by summarizing and
explaining important ideas and citing relevant supporting details. (reading)
I can make jot notes to prepare to share information about what I have read. (reading)
I can explain why immigrants choose to leave their countries and why they choose Canada
as a destination. (social studies)
I can describe the experiences that immigrants have had upon arriving in Canada both
orally and in writing. (social studies, oral language, writing)
I can demonstrate appropriate listening behaviour during sharing sessions by paying full
attention to the speaker. I can ask appropriate questions and comments when invited. (oral
language)
I can speak clearly at an appropriate volume and pace. I can make eye contact with
listeners. (oral language)
I can describe general patterns and trends about immigration. (social studies)
I can use examples to support my ideas. (social studies, writing)
I can proofread my writing for spelling, grammar, punctuation, and capitalization. (writing)

Name____________________________

Success Criteria
Section and
learning goal

Below expectations (C or D
range)

Meets expectations
(B range)

Exceeds expectations
(A range)

Part 1:
Vocabulary

-Fewer than five vocabulary

words are identified
-Possible meanings do not
make sense from the context
-The correct definition is not in
the students own words

-Five vocabulary words are

identified
-Possible meanings are inferred
from the context
-A correct definition is written in
the students own words

-More than five vocabulary

words are identified
-Possible meanings are
inferred from the context
-A correct definition is written
in the students own words

-The student highlights random

phrases or nothing at all.
-The student draws incorrect
conclusions from the text, or
the summary is too long or too
short.

-The student highlights or

underlines the phrases that
contain the main ideas of the
text.
-The student succinctly
summarizes the main idea of
the text.

-The student makes notes in

the margins that identify not
just the main ideas but also
the examples that support
these ideas.
-The student succinctly
summarizes the main idea of
the text.

-The jot notes are incomplete.

and/or
-The student does not bring
the jot notes to the sharing
session.

-The jot notes are complete and

answer the questions with
examples.
-The student brings the jot notes
to the sharing session.

-The jot notes are brief but

clearly address the questions
with examples.
-The student brings the jot
notes to the sharing session.

-The student speaks at an

inappropriate volume and
pace, is difficult to understand,
or reads from notes.

-The student speaks at an

appropriate volume and pace.
-The student refers to, but does
not read word-for-word from, his
or her notes.

-The student speaks clearly

and eloquently at an
appropriate volume and pace,
using his or her notes as
support.

-The student interrupts other

speakers or engages in other
activities (eg. chatting, reading,
preparing own notes) as others
speak.

-The student listens politely to

other speakers.

-The student listens politely to

other speakers and asks
meaningful questions.

-The student does not fully

describe why the immigrants in
this chapter came to Canada
and the challenges they faced.

-The student accurately

describes why these immigrants
came to Canada and the
challenges they faced.

-The student accurately,

eloquently, yet succinctly
describes why these
immigrants came to Canada
and the challenges they faced.

-The written answers contain

numerous errors in spelling,
grammar, punctuation, and
capitalization.

-The written answers are edited

for spelling, grammar,
punctuation, and capitalization.

-The written answers

demonstrate exceptional
command of conventions and
vocabulary.

-The student does not describe

the general trends in
immigration or does not use
examples in the explanation.

-The student uses examples

from the discussion to describe
general trends about
immigration.

-The student uses examples

from the discussion to
describe general trends about
immigration and explains his
or her thinking thoroughly.

/10
Part 1:
Main ideas

/10

Part 2:
Jot notes

/10
Part 2:
Speaking

/10
Part 2:
Listening

/10
Part 2:
Content

/20

Part 3:
Writing

/10
Part 3:
Content

/20