Canada: Neighbours with a Difference

Canada

Fo Sa r R m e pl vie e w Pa O ge n s ly

Neighbours with a Difference

Vid-E Writing Lessons in Structure and Style for Intermediate Grades www.excellentresources.net

by Bev & Bryan Rempel

Fo Sa r R m e pl vie e w Pa O ge n s ly

Neighbours with a Difference Writing Lessons First Edition, November 2011 Copyright 2011 Excellent Resources Inc. All rights reserved.

Our Duplicating/Copying Policy: No part of this publication may be reproduced in any form without written permission by the publisher with two exceptions: (1) brief quotations within critical articles or reviews, (2) copies for students within the same family.

Classroom Teachers: Please call 877-825-7414 or email info@excellentresources.net for a black line master license for reproducing within your classroom.

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Foreword The Blended Structure and Style writing system developed by Dr. J.B. Webster spans over half a century of classroom implementation and development. From a one-room log school in Northern Saskatchewan teaching fifty-five students in grades one through ten, to training Ph.D. candidates at prestigious universities, Dr. Webster brings a rare breadth of wisdom and experience to the discipline of writing.

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After years of trying to develop a practical system of teaching writing, he was amazed to discover extraordinary results being produced in a grade one classroom by students of his aunt, Ana Ingham. She had created a system called “The Blended Sound-Sight Method of Learning” for which she later received the Governor General’s Award of Canada, recognizing her contribution to the education of Canadian children. The Blended SightSound Methodology became the foundation for Dr. Webster’s classic teacher resource “Blended Structure and Style in Composition.” Every summer for over twenty-five years, Mrs. Ingham and Dr. Webster have been training teachers this amazing system. In 2007, the classes entered the 25th year. Ana retired from teaching teachers at 95 years of age and celebrates her 100th birthday in October of 2011.

For many summers Bev and Bryan Rempel have taught the Blended Structure and Style Program of Composition with Dr. Webster, earning the distinction of “Master Teachers” and now hold summer teacher training conferences on their own.

Excellent Resources is the exclusive Canadian distributor for “Teaching Writing” courses supplied by the Institute for Excellence in Writing, and its Director Andrew Pudewa.

WEBSTER’S ACADEMY FOR EXCELLENCE IN WRITING ® is a sister company to Excellent Resources, providing tutorial teaching and resources through live, online instruction.

This Vid-E-Book is designed to offer video training for teachers to implement the lessons contained in this book. To view the videos, simply click on the links provided on the Master Video page.

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Neighbours with a Difference – Writing Lessons in Structure and Style

Table of Contents

Fo Sa r R m e pl vie e w Pa O ge n s ly

Foreword _________________________________________________________ Scope and Sequence ________________________________________________ Unit I & II - Key Word Outlining / Oral Reports Lesson 1- Canadian Thanksgiving ________________________________ Unit II – Limiting Note-taking, Writing form Outlines Lesson 2 – The Bluenose _______________________________________ Lesson 3 - Lacrosse ___________________________________________ Unit III – Narrative Stories Lesson 4 – The Battleship and the Lighthouse ______________________ Lesson 5 – The Ant and the Grasshopper __________________________ Lesson 6 – Creative Story Writing ________________________________ Unit IV – Summarizing References Lesson 7- Highway of Heroes ___________________________________ Lesson 8 – Mr. O Canada _______________________________________ Lesson 9 – Hockey Night in Canada ______________________________ Unit V – Writing from Pictures Lesson 10 - Canada Geese ______________________________________ Unit VI –Research & Report Writing Lesson 11 - Multiculturalism ____________________________________ Lesson 12 – Dominion – Independence Days _______________________ Lesson 13 - Democracy _______________________________________ Unit VIII – Essay Writing Lesson 14 - Introductions ______________________________________ Lesson 15 - Conclusions ________________________________________ Poetry Lesson 16- Found Poetry – Lessons from Canada Geese ______________ Unit VIII – Super Essay Writing Lesson 17 – Theme II - Similarities _______________________________ Lesson 18 – Theme II – Introductions & Conclusions _________________ Lesson 19 – Transitional Paragraph _______________________________ Lesson 20 – Super Introduction & Super Conclusion _________________ Lesson 21 - Review – Nine Units _______________________________________

2 5 7 11 19 27 37 45 53 59 65 71 77 87 97 107 113 119 125 145 155 163 173

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Neighbours with a Difference – Scope and Sequence Lesson

Structure

Style/Grammar

Sources

1

Unit I Key Word Outlines Oral Reports

Sentence structure

Thanksgiving

Unit II Writing from Outlines Limiting Note-Taking

#1 subject strong verb , „ly‟ 4 vocabulary words quality adjective #6 vss

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Bluenose

Lacrosse

Fo Sa r R m e pl vie e w Pa O ge n s ly

2

Unit III Narrative Stories Story Sequence Title Unit IV Reports Topic/Clincher

Unit V Writing from Pictures Unit VI Research Reports Unit VIII Essay Introduction Conclusion

Found Poetry

Unit VIII Super Essay

Review

#2 prepositional, said‟ is dead who/which 4 vocabulary words personification #3 „ly‟ adverbial clause #4 - ing 5 w‟s 4 vocabulary words 4 vocabulary words Transition words # 5 clausal 4 vocabulary words triples because clause

Battleship - Lighthouse

“Ant and the Grasshopper” Borrowing a conflict

Highway of Heroes Mr. “O Canada” Hockey Night in Canada Canada Geese

Mosaic/Melting Pot Dominion/Independence Democracy Canada / United States Differences

5 senses

Canada Geese

Bibliography Intro - Conclusion

Similarities Essay

Transition Super Intro / Conclusion

Assemble Super Essay Email Excellent Resources for Certificate of Completion

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INTRODUCTION Neighbours with a Difference writing lessons have been written with Grades 6/7 students in mind. Most reading sources will be at these grade levels. However, each student is different. Please gauge according to your student.

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Lessons should be completed as a student is able. At the beginning, lessons are easier and you may want to complete more than one a week. As the lessons progress through the Units and students are learning and incorporating more and more skills, you may find a lesson may take longer than a week. Students should write every day. Using the skills learned in Neighbours with a Difference, students should transfer skills to the other content curriculums.

Vid-E-Book

http://tinyurl.com/bwxq9wz Master Video Page Link

Each lesson will have a teaching video to instruct you and your student with the content of each lesson. Before beginning each lesson, you should watch this online video. Extra videos may also be included with the lesson for additional material and background support. When extra help sheets are required, these will be supplied along with the teaching video.

The link to the master video page is shown above. Whenever you see the small square screen in a lesson, find the link to the corresponding video for that lesson on the Master Video page.

Helpful Hint: It will be helpful to take this workbook, three- hole punch it and insert it into a binder.

Working copies of assignments along with the Final copies can be kept together to build a writing portfolio.

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Unit I: Keyword Outlines Thanksgiving

Create KWO (key word outlines from a paragraph.)

Choose 2-3 key words from each sentence Tell back the paragraph from the KWO Learn to tell back information in complete sentences Capitals and punctuation

Fo Sa r R m e pl vie e w Pa O ge n s ly

GOAL:

Lesson 1

SENTENCE What is a sentence?

S=S+V+O

Keyword outlining will help you gather information to write about and will help you organize information in your compositions. Before you begin to write, you should practice keyword outlining.

VIEW VIDEO LESSON 1

THE ASSIGNMENT

1. Read Thanksgiving all the way through. Then reread it, one sentence at a time. On the blank outline on page 13, write no more than three words from each sentence. Choose words that will help you remember the idea of the sentence. You may use abbreviations and symbols. These do not count as one of your three words.

2. Using only your keyword outline, try to tell back the information in your own words in complete sentences. Do this out loud for your parent.

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Canadian Thanksgiving Thanksgiving traditions closely followed the Europeans who brought their customs to Canada. Long before settling in North America,

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festivals of thanks and celebrations of harvest took place in Europe during the month of October. The first Thanksgiving celebration in North America took place in 1578 when Martin Frobisher, an English explorer, first landed in Newfoundland. He wanted to give thanks for safely arriving in the New World, 43 years before the Pilgrims landed in Plymouth.

In 1957 the government of Canada declared that the second Monday in October would be “a day of general thanksgiving to Almighty God for the bountiful harvest with which Canada has been blessed.” Thanksgiving in Canada is closely related to the harvest season, with October being the preferred month for celebration.

The Americans to the south have a later harvest, and tie their November celebration to the arrival of the Pilgrims. Both Canadians and Americans celebrate Thanksgiving with family gatherings, turkey dinners and pumpkin pie.

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Outline: Thanksgiving

I. ________________________________________________ 1. ___________________________________________

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2. ___________________________________________ 3. ___________________________________________ 4. ___________________________________________ 5. ___________________________________________ 6. ___________________________________________ 7. ___________________________________________ 8. __________________________________________

Remember, you may use numbers, symbols and abbreviations. They do not count as words. *Test your outline by telling the paragraph to someone using just your outline.

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Unit II: Writing from Outlines The Bluenose

Lesson 2

SKILL: Limiting Note-taking VIEW VIDEO LESSON 2:

Limit the number of notes Focus on “Key Ideas” Add Dress-ups (2) Add Vocabulary words (4) Add Sentence Opener

Fo Sa r R m e pl vie e w Pa O ge n s ly

GOALS:

DRESS UPS:

The Strong Verb

The “-ly” adverb

SENTENCE OPENERS:

VOCABULARY WORDS: next page The skill of limiting note-taking will have the student focus on key ideas instead of key words.

Picking and choosing facts that are interesting or important to them will now form the outline.

Once the outline has been created, students will add dress-ups and vocabulary words to their copy written from the outline.

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VERB – a word that shows action. It is the action performed by the subject of the sentence.

Fits this rule: I__________________________ Circle the verbs in these sentences Now insert an ‘-ly’ word in front of the verb. Use your ‘-ly’ list.

1. Sarah watched a movie with her friends. …….ly 2. The tired children waited for the bus.

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3. The policeman grabbed the thief by the arm.

4. The boys played hockey on the street.

5. Our family journeyed across Canada for our vacation.

6. The children played in the park.

7. Our dog chased the cat down the street.

8. Each day my mother cooks supper.

9. My baby brother crawled through the mud.

10. John laughed when the clown fell off the ladder.

Vocabulary Booster persevere

perilous

endeavor

adverse

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The Bluenose

Fo Sa r R m e pl vie e w Pa O ge n s ly

Early 20th century fishing fleets moved with the power of their sails.

Canadian and American fishermen favoured the Grand Banks fishing grounds and built sturdy ships able to withstand the rigorous seas of the North Atlantic. They valued a ship’s ability to carry huge loads at great speeds. The America’s Cup Races began in 1851 as a test of seamanship between British and United States racing schooners. In 1919, after years of domination by the Americans, the race was cancelled due to winds approaching 25 knots. The Banks fishermen scoffed at such a mild inconvenience. They knew their rugged yet sleek ships could compete against these racing schooners.

The owner of the Halifax newspaper donated a trophy and created the International Fisherman’s Race for working sailors. The Canadians and Americans ran a series of races challenging the best each country had to offer. After being defeated by the Americans in the first elimination, the Nova Scotians leapt into action. A young naval architect, W.J. Roue, designed the sleek craft that would restore Canadian pride. In 1921 The Bluenose was christened in Lunenberg, Nova Scotia, with great fanfare. She soon proved to be an excellent fishing vessel as well as easily defeating seven other schooners in the Canadian trials for the upcoming International Fisherman’s Trophy. That October, the Bluenose overwhelmed the American champion and brought the trophy home to Canada.

In 1922 The Bluenose won the race against the American challenger Henry Ford, and in 1923 the Racing committee awarded the race to the Americans on a technicality. A major disagreement between the Canadians and the Americans caused the race to be cancelled for the next seven years.

During those seven years the Bluenose returned to work as a fishing vessel, battling the high seas of the Atlantic.

The early thirties brought depression to the fishing industry and it was not until 1938 that the final International Fisherman’s Race settled the matter. After a series of back and forth victories and defeats for both the Canadians and Americans, on October 26 th the Bluenose prevailed over the Thebaud of the US by a three minute margin and brought the trophy back home to Canada.

Sadly, the Bluenose retired from racing and lived out the rest of her days as a trading vessel in the Caribbean. Striking a reef just off Haiti in 1946, she was destroyed beyond repair. A replica, The Bluenose II was built in 1963 and was commemorated on the Canadian dime which can still be seen to this day. The legacy of the Bluenose still lives on the hearts of many Canadians.

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Outline: The Bluenose

I. ________________________________________________ 1. ___________________________________________

Fo Sa r R m e pl vie e w Pa O ge n s ly

2. ___________________________________________ 3. ___________________________________________ 4. ___________________________________________ 5. ___________________________________________ 6. ___________________________________________ 7. ___________________________________________ 8. ___________________________________________ 9. ___________________________________________ 10. __________________________________________

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Draft Copy: The Bluenose

___________________________________________________________________________________ X ________________________________________________________________ ___________________________________________________________________________________ X ________________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________________________

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___________________________________________________________________________________ X ________________________________________________________________ ___________________________________________________________________________________ X ________________________________________________________________ ___________________________________________________________________________________ X ________________________________________________________________ ___________________________________________________________________________________ X ________________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________________________ ___________________________________________________________________________________ X _______________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________________________ ___________________________________________________________________________________ Add extra pages if necessary Neighbours with a Difference Writing Lessons EXCELLENT RESOURCES INC. Š2011 www.excellentresources.net 16

Checklist

“The Bluenose” Structure Composition is neat and double-spaced

5

Name is on the paper

5

Title reflects words in the final sentence

5

Fo Sa r R m e pl vie e w Pa O ge n s ly

Style / Dress-Up

Strong Verb

5

“ly” adverb

5

Style/ Sentence Opener

#1 – Subject Opener

5

Style/ Vocabulary

2 new vocabulary words highlighted

5

Total

35

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UNIT III Narrative Stories “Creative Story” Lesson 6 GOALS:

Learn to write A CREATIVE story using a story sequence outline Write a three paragraph story.

Each paragraph is only 6 – 9 sentences Title – comes from last sentence in the story; create creative titles

Fo Sa r R m e pl vie e w Pa O ge n s ly

VIEW VIDEO LESSON 6

VOCABULARY WORDS: Use ones you haven’t used before.

ADD DECORATION: Personification STORY SEQUENCE OUTLINE CHART:

Create outline for story following the story sequence chart and questions.

WRITE: EDIT:

Story in your own words. Use complete sentences. Remember to capitalize the first word in each sentence. Each sentence must end with punctuation.

Add vocabulary words. In the left hand margin mark VOC on the line where you used the vocabulary word.

Underline dress-ups in your paragraphs Number your sentence openers in the left hand margin.

Create your title from the last sentence in your story.

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Personification Directions: Underline the idea, object, animal being personified and circle what they're doing that makes it an example of personification.

1. The sun danced across the sky on the hot summer day.

2. The big full moon guided me through the forest.

Fo Sa r R m e pl vie e w Pa O ge n s ly

3. The mountain listened to the rumbles beneath its surface.

4. As the rain pounded to the ground, everyone ran for cover.

5. The old man sat at the edge of the sea as the waves crashed on the shore.

6. The old car groaned as it made its way down the long open road.

7. The wind whispered lonely sounds as it blew through the old creaky windows.

8. The leaves raced to the ground as the children ran across the playground.

9. The pencil moaned as the boy turned the handle on the pencil sharpener.

10. The tornado pranced across the field and wiped away everything in its path.

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Story Sequence Chart Outline Your own “borrowed” story

I. Setting, Characters, Background What is the setting?

Describe it.

1. ________________________________________ 2. ________________________________________

Who are the characters?

What are they like?

3. ________________________________________ 4. ________________________________________

Fo Sa r R m e pl vie e w Pa O ge n s ly

5. ________________________________________

II. Conflict

What is the problem?

1. ________________________________________

What do the characters think, feel, say, and do about the problem?

2. ________________________________________

What happens before the climax?

4. ________________________________________

3. ________________________________________

5. ________________________________________

III. Climax & Resolution

What is the climax ?

What happens as a result?

1. ________________________________________ 2. ________________________________________

How is the conflict resolved?

3. ________________________________________

Is there a moral or theme?

4. ________________________________________ 5. ________________________________________

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Checklist for “Your Story”

 2

Dress-ups marked with an underline and Sentence Opener is marked in the left hand margin

2

Title is underlined; comes from last sentence in story

5

Story follows Story Sequence Chart

5

Fo Sa r R m e pl vie e w Pa O ge n s ly

Double spaced

Dress-Ups

I

II

III

Who/which

6

Strong verb

6

“ly” word

6

quality adjective

6

Sentence Openers #1 Subject

6

#2 Prepositional

6

#6 V.S.S.

6

Vocabulary Words – use 4 in the story

8

Personification

8

No Banned Words (-1 for each banned word used) (Said is Dead)

TOTAL

72

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UNIT IV - Writing Reports “The Highway of Heroes” Lesson 7 GOALS:

Learn & Use the Topic-Clincher Rule Identify Paragraph Topics and Supporting Details Add to Sentence Variety

1. REVIEW:

Fo Sa r R m e pl vie e w Pa O ge n s ly

a.) Dress-Ups: Strong Verb “-ly” adverb quality adjective who / which clause b.) Sentence Openers

# 1 – Subject # 2 – Prepositional # 6 – V.S.S.

c.) Decorations: Personification d.) Vocabulary

8 New Words

2. VIEW LESSON 7 VIDEO

3. TOPIC- CLINCHER RULE – Paragraph Structure 4. SENTENCE OPENER - # 3 “-ly

5. READ, VIEW AND KWO “The Highway of Heroes.”

6. WRITE the paragraph in your own words. Use complete sentences. Remember to capitalize the first word in each sentence. Each sentence must end with punctuation.

7. EDIT:

Underline your Dress-UPs Number your Sentence Openers in Left margin Highlight Keywords in Topic Sentence and Clincher Sentence.

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Highway of Heroes Canadians have chosen to honour their fallen war heroes in a special way. While our neighbours to the South privately grieve for their lost soldiers, Canadians have taken a different approach. The brave soldiers of the Canadian armed forces, who gave their lives in service for their country, receive recognition and respect unlike those of any other country. Each one is welcomed home on the Highway of Heroes.

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The War on Terror has claimed many lives. Since the beginning of fighting in Afghanistan, Canada had lost over 100 soldiers. A military ceremony welcomes each fallen fighter home. After the ceremony, the family of the soldier accompanies the body for a 100 mile drive to the morgue. They travel the 401 Highway from CFB Trenton to Toronto.

Something unusual happened on all the bridges crossing the highway. Word of mouth spread as people gathered from everywhere for a chance to salute the soldier’s hearse as it drove by. Ordinary people, some saluting, some waving flags, came to honour their fallen heroes. Firefighters and police regularly lined the highway.

Kevin Tibbles, an NBC journalist, was inspired by the outpouring of emotion. "It is not often that you witness something for the first time, and find yourself being moved to tears," Tibbles wrote. "I started to notice along the highway there were people standing along the sides with flags and people all over the bridges." "I didn't know what it was," Tibbles explained, "but they were on every single bridge - every one.

(When) I found out that it was a grassroots phenomenon that takes place and has just grown among ordinary people ... I just found it fascinating; the fact that none of it was organized by anyone except, perhaps, by each person's own heart to go and do it.

"Here is a grassroots movement that has simply grown out of respect for those who put their lives on the line."

Earlier this year, the British press took notice of the grassroots show of support and loss when they compared the hallowed homecoming of Canadian fallen soldiers to the meagre reception held for their war casualties returning back to the U.K. Tibbles says the kind of unified and public show of respect along the repatriation route is unusual in the world today. "It doesn't happen in the States; it doesn't happen in the United Kingdom.�

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Highway of Heroes Key Word Outline

(Topic)___________________________________________________

Fo Sa r R m e pl vie e w Pa O ge n s ly

I.

1. _______________________________________________

2. _______________________________________________ 3. _______________________________________________ 4. _______________________________________________ 5. _______________________________________________ 6. _______________________________________________

7. _______________________________________________

Clincher. _______________________________________________

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Draft Copy: Highway of Heroes

___________________________________________________________________________________ X ________________________________________________________________ ___________________________________________________________________________________ X ________________________________________________________________ ___________________________________________________________________________________

Fo Sa r R m e pl vie e w Pa O ge n s ly

X _________________________________________________________________________________ ___________________________________________________________________________________ X ________________________________________________________________ ___________________________________________________________________________________ X ________________________________________________________________ ___________________________________________________________________________________ X ________________________________________________________________ ___________________________________________________________________________________ X ________________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________________________ ___________________________________________________________________________________ X _________________________________________________________________________________ ___________________________________________________________________________________

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UNIT V - Writing from Pictures “Canada Geese” GOALS:

Use the Topic-Clincher Rule Identify Paragraph Topics and Supporting Details Add to Sentence Variety

Lesson 10

1. REVIEW:

Fo Sa r R m e pl vie e w Pa O ge n s ly

a.) Dress-Ups: b.) Sentence Openers c.) Decorations Personification d.) Vocabulary

2. VIEW LESSON 10 VIDEO

3. TOPIC-CLINCHER RULE – Paragraph Structure 4. New Vocabulary Words

Vocabulary Booster elated appalled

diligent

prosperity

5. WRITE each paragraph in your own words. Use complete sentences. Remember to capitalize the first word in each sentence. Each sentence must end with punctuation.

6. EDIT:

Underline your Dress-UPs Number your Sentence Openers in Left margin Highlight Keywords in Topic Sentence and Clincher Sentence.

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Questions for Writing from Pictures: Characters: What are they doing? What are they thinking? Why? How are they feeling? Why? Setting: Where is the event happening?

What would you see? hear? or feel?

What happened before this picture?

What is happening around this picture? (not in the picture) What happens after this picture?

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I. Central Fact: ______________________________

1. ______________________________________ 2. ______________________________________ 3. ______________________________________

4. ______________________________________ Clincher: __________________________________

II. Central Fact: _____________________________

1. ______________________________________ 2. ______________________________________ 3. ______________________________________ 4. ______________________________________ Clincher: __________________________________

III. Central Fact: __________________________________ 1. ______________________________________ 2. ______________________________________ 3. ______________________________________ 4. ______________________________________ Clincher: __________________________________ Neighbours with a Difference Writing Lessons EXCELLENT RESOURCES INC. Š2011 www.excellentresources.net 72

UNIT VI - Writing Research Reports Contrasting Views - “Mosaic – Melting Pot- Salad Bowl” Lesson 11 GOALS:

Use the Topic-Clincher Rule Identify Paragraph Topics and Supporting Details Add to Sentence Variety

1. REVIEW: a.) Dress-Ups:

Fo Sa r R m e pl vie e w Pa O ge n s ly

b.) Sentence Openers c.) Decorations d.) Vocabulary

Personification

8 New Words

2. VIEW LESSON 11 VIDEO

3. TOPIC-CLINCHER RULE – Paragraph Structure

4. NEW VOCABULARY WORDS - Transitional Contrast Words

5. WRITE the paragraph in your own words. Use complete sentences. Remember to capitalize the first word in each sentence. Each sentence must end with punctuation .

6. EDIT:

Underline your Dress-UPs Number your Sentence Openers in Left margin Highlight Keywords in Topic Sentence and Clincher Sentence.

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Canadian Culture

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Canada’s culture, like that of almost any country in the world, is a product of its languages, religions, political and legal systems. As a nation of settlers, Canada was shaped by waves of immigration which combined to form a unique blend of art, cuisine, literature, humour and music. Today Canada has a diverse make up of nationalities and policies that protect and promote multiculturalism rather than cultural assimilation. In Quebec, cultural identity is strong and many speak of a Quebec culture which is distinguished from the rest of Canadian culture. However, as a whole, Canada is seen as a cultural mosaic with a collection of several regional, aboriginal and ethnic subcultures.

Canadian culture has historically been influenced by French, British and aboriginal cultures and traditions. Since most of Canada’s territory was developed and inhabited later than other European colonies in the Americas, the themes of pioneers, trappers and traders were important in the development of the Canadian identity. The First Nations assisted the Europeans in the exploration of the country, especially during the fur trade. The British conquest of New France in the mid 1700s brought a large Francophone population under British Imperial rule which created a need for compromise and accommodation. These British rulers allowed the French to retain much of their political and social culture, guaranteeing these “Canadiens” the right to practice their Catholic faith and use French civil law.

With the gradual loosening of political ties to the United Kingdom, and the modernization of immigration policies in the 20th century, Canada encouraged an influx of African, Caribbean, and Asian nationalities to add to the predominantly European mix of the population. In the late 20th century, Canada became known as a “pluralist” society which expressed its support for the rich multicultural support of the diversity of its peoples.

Attempting to preserve a truly Canadian identity has been difficult. The influence of American media and entertainment has proven to be powerful and popular in much of English speaking Canada. However it can also be safely said that in the fields of entertainment, humour and music, Canada is also an exporter of talent back to the United States and worldwide. Perhaps someday Canadian culture will become part of the fabric of the mosaic in other countries as well.

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Canada’s Cultural Mosaic vs. The U.S. Melting Pot Canada and the United States have both built their countries through immigration. It is how each country views the immigrant that presents noticeable differences. Canada was born as a multi-cultural nation sharing origins with the British, French and aboriginal peoples. Canada’s official policy of Bilingualism recognized the need to preserve the original languages and cultures of the founding countries. That recognition spread across to the cultures represented by later immigrants from Europe, Asia, and dozens of countries where people knew they could be able to practice their traditional lifestyles while embracing the freedom that Canada represented. Those people formed what has come to be known as the ‘cultural mosaic” of Canada.

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The idea of the “cultural mosaic” embraced the idea that each culture contributed in a unique way to the fabric of Canadian society. The differences between the various cultures were to be appreciated and celebrated, thereby contributing to the richness of the overall Canadian experience. This “social experiment” as it was called in the 1970’s, served to validate every ethnic community, encourage the practice of freedom of religion, and celebrate the diversity each group would bring to Canada. This ability to peacefully co-exist in Canada has been promoted as a model for world peace in an era of global conflict. This integration of cultures within one country stands in contrast to the cultural model of the United States.

America has been commonly referred to as the “melting pot” where immigrants enter the country, and rather than being integrated into the society, they become assimilated. They leave their unique cultures behind, to adopt the dominant existing American culture. In essence the immigrant is expected to blend in, abandon their foreign ways and become one with the prevailing culture of the United States. This “assimilation” or “sameness” defines much of what it means to be American; a belief in the rights and the freedoms of the individual, freedom of religion and association, freedom to own property and even the right to bear arms. The Constitution of the United States ensures the rights of the individual are not overrun by the rights of the State.

A third description perhaps describes both Canada and the United States. In recent years, the rise of Canadian patriotism is unifying Canadians around their shared values, while the United States is experiencing the rise of various ethnic groups including Blacks and Hispanics who are demanding their cultures be validated by the state. Perhaps the “tossed salad bowl” is a more fitting description as both countries evolve in their identities. The salad is a collection of various ingredients, with each one contributing its flavor to the whole. The salad would not be complete without the presence of all the ingredients.

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The Failure of Multiculturalism While Canadians embrace the notions of multiculturalism and the peaceful co-existence of a variety of cultures within a “cultural mosaic,” other countries around the world have not shared the same experience.

German Chancellor Angela Merkel started a landside of criticism of multiculturalism in 2010 expressing the country’s firm support for “the Christian image of humanity.” She said that “those who do not accept this (Christian image of humanity) are in the wrong place.” She further stated “…immigrants who chose to live in Germany should learn German and adapt to German culture.”

Fo Sa r R m e pl vie e w Pa O ge n s ly

British Prime Minister David Cameron criticized the country’s long standing policy of multiculturalism. Speaking at a conference in Munich, Cameron stated Britain needs a stronger national identity to prevent extremism, blaming multiculturalism for the muted British identity. He commented, “We have encouraged different cultures to live separate lives, apart from each other and apart from the mainstream. We have failed to provide a vision of a society to which they feel they want to belong. We have even tolerated these segregated communities behaving in ways that run completely counter to our values.”

French President Nicolas Sarkozy later joined other European leaders claiming multiculturalism was a failed concept and urged a renewed focus on France’s identity. He said “if you come to France, you accept to melt into a single community, which is the national community, and if you do not accept that, you cannot be welcome in France….We have been too concerned about the identity of the person who is arriving, and not enough about the identity of the country receiving him.”

Repeating the refrain of these three European leaders, Australia’s former premier John Howard and Spain’s former prime minister Jose Maria Aznar have claimed that the integration of immigrants under their multicultural policies have not been successful.

With all this talk against multiculturalism by the leaders of the free world, how does one accept the apparent success of this policy in Canada? Is it because from the beginning Canada’s identity was grounded in more than one culture? Perhaps because of the relative youth of Canada compared to rest of European nations, we have not been as far down the road of multiculturalism as they have, to experience what they have experienced? Or do we in fact live in global village where Canadians see themselves as a reflection of the mosaic of values imported by immigrants from around the world.

The question that will remain is whether there is truly a Canadian identity, or whether the fabric of our society rests in a cultural mosaic?

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Canadian Identity: 1st Topic - Multiculturalism

I. 1.

2.

3.

4.

5.

Mosaic vs. Melting Pot

Failure of Multiculturalism

I.

I. 1.

1.

2.

2.

3.

3.

4.

4.

5.

5.

Fo Sa r R m e pl vie e w Pa O ge n s ly

Canadian Culture

FUSED OUTLINE 1st Topic I.

1.

2.

3.

4.

5.

Clincher:

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FUSED OUTLINE - Multiculturalism 1. Topic Sentence: _____________________________________________

1. _____________________________________________________

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2. _____________________________________________________

3. _____________________________________________________

4. _____________________________________________________

5. _____________________________________________________

(6.) ____________________________________________________

(7.) ____________________________________________________

Clincher: _____________________________________________________ (Repeat or reflect 2-3 key words from your topic sentence.)

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Checklist for “Multiculturalism”

 2

Dress-ups marked with an underline and Sentence Opener is marked in the left hand margin

2

Dress-Ups Who/which Strong verb “ly” word

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Double spaced

I

6 6 6

quality adjective

6

Adverbial Clause (www.asia)

6

Sentence Openers #1 Subject

6

#2 Prepositional

6

#3 –ly adverb

6

#4 “-ing”

6

#6 V.S.S.

6

Personification (one example)

6

Vocabulary Words – use 2 in the paragraph

4

Transition “Contrasting” Vocabulary (3 different)

6

No Banned Words (-1 for each banned word used) (Said is Dead) TOTAL

80

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UNIT VIII - Writing Essays “Introductions” Lesson 14 GOALS: Learn Structure of an Introduction 1. REVIEW: a.) Dress-Ups: b.) Sentence Openers

Fo Sa r R m e pl vie e w Pa O ge n s ly

c.) Decorations d.) Vocabulary

2. VIEW VIDEO LESSON 14

3. STRUCTURE OF THE INTRODUCTION 4. NEW VOCABULARY WORDS

Vocabulary Booster formidable potential zealous

solemn

6. WRITE the introduction in your own words.

Use complete sentences. Remember to capitalize the first word in each sentence. Each sentence must end with punctuation.

7. EDIT:

Underline your Dress-UPs Number your Sentence Openers in Left margin Highlight Keywords in Topic Sentence and Clincher Sentence.

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Structure of Introduction

Attention Getter

• Grab the reader's attention • Use a startling statement, quote, question, or other attention-getting device

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Background Information State the Topics

Thesis Statement

• Time • Place

• Topic 1 • Topic 2 • Topic 3

• Optional depending on teacher requirement

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Introduction Outline 1. Attention Getter ____________________________________________

1. ______________________________________________________

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2. ______________________________________________________

3. ______________________________________________________

4. ______________________________________________________

5. _____________________________________________________

(6.) ____________________________________________________

(7.) ____________________________________________________

Thesis _______________________________________________________

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Checklist for Introduction



Double spaced

2

Dress-ups marked with an underline and Sentence Opener is marked in the left hand margin

2

Structure of Introduction

10

Background Information (time and place)

10

State the three topics

10

State your thesis

10

Dress-Ups Who/which Strong verb “ly” word

Fo Sa r R m e pl vie e w Pa O ge n s ly

Attention Grabber

4 4 4

quality adjective

4

Adverbial Clause (www.asia)

4

Sentence Openers #1 Subject

4

#2 Prepositional

4

#3 –ly adverb

4

#4 “-ing”

4

#6 V.S.S.

4

Vocabulary Words – use 2 in the paragraph

4

Transition “Contrasting” Vocabulary (3 different)

6

No Banned Words (-1 for each banned word used) (Said is Dead) TOTAL

94

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UNIT VIII - Writing Essays “Super Essay – Theme II - Similarities”

Lesson 17

GOALS: Build a Second Essay - Compare the US and Canada 1. REVIEW: Basic Essay Model

Fo Sa r R m e pl vie e w Pa O ge n s ly

2. VIEW VIDEO LESSON 17

3. New Comparing Vocabulary

4. View “Tom Brokaw’s Canada”

5. Gather Sources & Research - Bibliography

6. WRITE the body paragraphs in your own words. Use complete sentences. Remember to capitalize the first word in each sentence. Each sentence must end with punctuation.

7. EDIT:

Underline your Dress-UPs Number your Sentence Openers in Left margin Highlight Keywords in Topic Sentence and Clincher Sentence.

Possible Topics

Entertainment Lifestyle Occupations Housing Families _________________________ _________________________

Sports Recreation Agriculture Religion Art _________________________ _________________________

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Transitional words to use in a Comparison Paragraph Also, consistent with, identically, comparatively, particularly, similarly, in the same way, equally, in relation to, for one thing, likewise, at the same time, analogous to, in the same manner, to the same extent, relatively, correspondingly

Bibliography: Canada – U.S. Similarities

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Source #1 Author: ....................................................................................

Title: .......................................................................................

Publisher: ................................................... City ......................

Date of Publication: .................................... Pages ..................  Book  Magazine  Newspaper  Internet  CD-Rom  Lecture Internet URL: ..........................................................................................

Type:

Source #2 Author: ....................................................................................

Title: .......................................................................................

Publisher: ................................................... City ......................

Date of Publication: .................................... Pages ..................  Book  Magazine  Newspaper  Internet  CD-Rom  Lecture Internet URL: ..........................................................................................

Type:

Source #3 Author: ....................................................................................

Title: .......................................................................................

Publisher: ................................................... City ......................

Date of Publication: .................................... Pages ..................  Book  Magazine  Newspaper  Internet  CD-Rom  Lecture Neighbours with a Difference Writing Lessons Internet URL: ..........................................................................................

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Type:

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UNIT VIII - Writing Essays Introduction & Conclusion “Super Essay – Theme II - Similarities”

Lesson 18

GOALS: Build a Second Essay Comparing the US and Canada

Fo Sa r R m e pl vie e w Pa O ge n s ly

1. REVIEW: Basic Essay Model

2. VIEW VIDEO LESSON 18

3. REVIEW - Comparing Vocabulary 4. BUILD INTRODUCTION 5. BUILD CONCLUSION

6. WRITE the Introduction and Conclusion for Theme 2 in your own words. Use complete sentences.

Remember to capitalize the first word in each sentence. Each sentence must end with punctuation.

7. EDIT:

Underline your Dress-UPs Number your Sentence Openers in Left margin Highlight Keywords in Topic Sentence and Clincher Sentence.

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UNIT VIII - Writing Super Essays Transitional Paragraph

Lesson 19

“Super Essay – Similarities and Differences” GOALS: Write the transitional paragraph between the First and Second Themes

Fo Sa r R m e pl vie e w Pa O ge n s ly

of the Super Essay

1. REVIEW: Basic Essay Model

2. VIEW VIDEO LESSON 19

3. Review – “Comparing” Vocabulary

4. Transitional Words and Expressions

5. Build Super-Essay Transition Paragraph

6. WRITE transition paragraph between the two themes of the Super-Essay. Use complete sentences. Remember to capitalize the first word in each sentence. Each sentence must end with punctuation.

7. EDIT:

Underline your Dress-UPs Number your Sentence Openers in Left margin Highlight Keywords in Topic Sentence and Clincher Sentence.

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Structure of the Super-Essay Super Introduction:

Super-Essay Model I

1. Historical Background 2. Defines the boundaries 3. Introduces 2 Super Themes

Super-Introduction Sub-Heading

II

I. Introduction: Introduces 3 Themes of A

Sub-heading: Title for A

Fo Sa r R m e pl vie e w Pa O ge n s ly

Basic Essay A VI

V. Conclusion – Clincher reflects Sub-heading

Transition Paragraph

Reminds reader of Theme A and moves on to Theme B

Sub-Heading

Sub-heading: Title for B

VIII

Super Conclusion

Transition

1. Reminds reader of two Super Themes

I. Introduction: Introduces 3 Themes of B

Basic Essay B

2. Chooses one over the other as most important

XI

3. States Why?

XII

V. Conclusion – Clincher reflects Sub-heading

Super Conclusion

4. Final sentence contains title.

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UNIT VIII - Writing Super Essays Super Introduction – Super Conclusion

Lesson 20

“Super Essay – Similarities and Differences”

Fo Sa r R m e pl vie e w Pa O ge n s ly

GOALS: Write the Super Introduction and Super Conclusion of the Super Essay

1. REVIEW: Super Essay Model

2. VIEW VIDEO LESSON 20

3. Review – “Transition” Vocabulary 4. Super Introduction 5. Super Conclusion

6. WRITE the Super Introduction and Super Conclusion. Use complete sentences. Remember to capitalize the first word in each sentence. Each sentence must end with punctuation.

7. EDIT:

Underline your Dress-UPs Number your Sentence Openers in Left margin

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Checklist for the Super Conclusion



Double spaced

2

Dress-ups marked with an underline and Sentence Opener is marked in the left hand margin

2

Structure of Introduction

10

Which is the most important

10

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Restate the Two Themes Why? – Triple “because”

10

Title in last sentence

10

Dress-Ups

Because clause

4

Who/which

4

Strong verb

4

“ly” word

4

quality adjective

4

Adverbial Clause (www.asia)

4

Sentence Openers #1 Subject

4

#2 Prepositional

4

#3 –ly adverb

4

#4 “-ing”

4

#6 V.S.S.

4

Vocabulary Words – use 2 in the paragraph

4

No Banned Words (-1 for each banned word used) (Said is Dead) TOTAL

92

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Congratulations of Successfully Completing

Neighbours with a Difference What is next?

Fo Sa r R m e pl vie e w Pa O ge n s ly

This writing program is not meant to remain just a writing program. The skills taught, practiced and learned through this book should be continued in all writing.

To continue practicing and learning new skills: Excellence in Writing - Student Writing Intensive B

Excellence in Writing - Student Intensive Continuation Course B For more help and resources:

www.excellentresources.net

www.webstersacademy.com

This workbook is written by Bev & Bryan Rempel.

It is produced by Excellent Resources Inc.

and sold through outlets of Excellent Resources.

Toll-Free 1-877-825-7414 info@excellentresources.net

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