ESSENTIAL QUESTION: What are the markers of identity?
Learners read independently for the first 15 minutes of the period.
The class according to Mr. Lepage:
"[Learners] shared very briefly about the origins of our names (none of them knew or else they just REALLY don't like to participate in class discussions LOL). I told them to ask their parents about the origin of their names and if there were any alternate names they may have been given.
We then read "Identities" together. They were a bit confused as to what the story was about so we worked through a full summary of the story. We then discussed the following questions:
1. How does the story portray the differences between suburbia and inner-city life? Why might the man be drawn to the latter?
2. How do clothing, vehicles, and demeanour create assumptions about who someone is?
3. How do societal biases contribute to the tragedy? (some interesting thoughts here about George Floyd)
[Learners] then worked on their summaries and short story checklists at their table groups. I told them that it was due for next day. ...they're perfect little angels. There weren't too many funny moments either but it was fun to see this group again in Grade 12 after having had them in Grade 8 ELA 🙂"
READ: "Naming Myself" (see the link to the left)
NEXT CLASS: What's in a name?
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