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A Literature Anthology Promoting Multiculturalism in the Junior Classroom - Sally Hesse

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Diversity, Equity and Inclusion - Promoting Multiculturalism in the Junior Classroom by Sally Hesse | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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An anthology about collective memory for Junior learners.
Curated by Adriana Lalilberté

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Author: David A. Robertson

Illustrator: Julie Flett

Genre: Picture book, children's, juvenile, based on the author's journey with his father

Keywords: culture, cultural, Canada, environment, family, generation, home, Indigenous, journey, land, relationship

Summary: A boy and Moshom, his grandfather, take a meaningful trip together to visit the place where Moshom grew up, his trapline. As they make their northern journey, the child repeatedly asks his grandfather, Is this your trapline? As Moshom shares his experiences, the boy imagines what life was like, with both differences and similarities to his life now. The journey home allows Moshom to recapture and share memories, and fills his grandson with wonder as he experiences the meaning of coming home.

Themes: Coming home; Remembering our first home; Intergenerational sharing and learning of memories and experiences.

Author: Junot Diaz

Illustrator: Leo Espinosa

Genre: Picture book, children's, juvenile, fiction

Keywords: collective memory, community, culture, cultural, family, generation, home, immigration, journey, remembering

Summary: The children in Lola's class are all from faraway places. Lola's class is assigned the task of drawing pictures of the country they are from to share with classmates. But Lola is troubled because she came from the island as a baby. How will she remember? Join Lola as she journeys with her community to learn about the beauty of the island, the monster that plagued it, and the strength of the heroes who rose up to fight for the island.

Themes: A journey to rediscover home; Sharing memories and stories from family and our elders; as Lola's Abuelo says, "Just because you can't remember a place doesn't mean it's not in you."

Author: Patricia Polacco

Illustrator: Patricia Polacco

Genre: Picture book, children's, juvenile, auto-biographical

Keywords: culture, family, generation, home, love, past, relationship, remembering.

Summary: When Anna moves to New York City, she misses home and family. "We will make a quilt to help us always remember home," Anna's mother said. "It will be like having the family in back home Russia dance around us at night."

From Anna's old dress and her babushka, and a basket of old clothes from relatives who remained in Russia, the Keeping Quilt is made. It will be passed along from mother to daughter for generations, acting as a child's cape, a play tent, a Sabbath tablecloth, a wedding canopy, and a blanket that welcomes babies warmly into the world.

Themes: The bond within family; Remembering our home and our family; Sharing memories and stories through generations.

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Author: David A. Robertson Illustrator: Julie Flett Genre: Picture book, children's, juvenile, based on the author's journey with his father Keywords: culture, cultural, Canada, environment, family, generation, home, Indigenous, journey, land, relationship Summary: A boy and Moshom, his grandfather, take a meaningful trip together to visit the place where Moshom grew up, his trapline.

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https://www.smore.com/by2vt5

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Finding Your Voice - A Musical Literature Anthology for Junior Learners by Aaron McFarlane | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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By: Julia Wouters
https://www.smore.com/5p9jw

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This book is Malala's autobiography which is an accessible read to all ages. This chapter book shows Malala's passion and fight for basic human rights for women and girls to have equal access to education. She describes her loving family and her love of education before the shooting and how the attack made her an even stronger women and fighter. Malala's story illustrates why the fight to ensure the eradication of harmful practices targeted at women is crucial to ending gender-based discrimination prevalent in many countries around the world.

Connections to the classroom:

Activity #1:

Malala's father is her biggest supporter and her role model. Choose someone who is your role model or who inspires you and write a rhyming poem about it.

Links to the grade 4 curriculum

Writing:

This activity encompasses the whole grade 4 writing expectations:

1. generate, gather, and organize ideas and information to write for an intended purpose

and audience;

2. draft and revise their writing, using a variety of informational, literary, and graphic forms

and stylistic elements appropriate for the purpose and audience;

3. use editing, proofreading, and publishing skills and strategies, and knowledge of language

conventions, to correct errors, refine expression, and present their work effectively;

4. reflect on and identify their strengths as writers, areas for improvement, and the strategies

they found most helpful at different stages in the writing process.

Specifically:

1.2 generate ideas about a potential topic using a variety of strategies and resources

2.1 write more complex texts using a variety of forms

2.2 establish a personal voice in their writing, with a focus on using words and stylistic elements that convey a specific mood such as amusement

3.1 spell familiar words correctly

Media Literacy:

In grade 4 students will create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques

Specifically: 3.4 produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques (e.g., a poem, announcement, or flyer produced electronically by combining word-processed text with pictures and/or photographs)

Activity #2:

Malala is very passionate about equal access to education for all children, she cares deeply about her school books and was very sad to leave them behind when her family had to leave her village. I would like you to bring something to class that you are passionated about and be ready to share with the class or a small group of students. Also, you are to write a short 1 page paper about why you chose this item and what it means to you.

Links to the grade four curriculum:

Oral Communication:

This activity meets the overall expectations for the Oral Communication curriculum for grade four:

1. listen in order to understand and respond appropriately in a variety of situations for

a variety of purposes;

2. use speaking skills and strategies appropriately to communicate with different audiences

for a variety of purposes;

3. reflect on and identify their strengths as listeners and speakers, areas for improvement,

and the strategies they found most helpful in oral communication situations.

Specifically:

1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups

1.9 identify the presentation strategies used in oral texts and analyse their effect on the audience

2.1 identify a variety of purposes for speaking

2.3 communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form

Writing:

This activity encompasses the whole grade 4 writing expectations:

1. generate, gather, and organize ideas and information to write for an intended purpose

and audience;

2. draft and revise their writing, using a variety of informational, literary, and graphic forms

and stylistic elements appropriate for the purpose and audience;

3. use editing, proofreading, and publishing skills and strategies, and knowledge of language

conventions, to correct errors, refine expression, and present their work effectively;

4. reflect on and identify their strengths as writers, areas for improvement, and the strategies

they found most helpful at different stages in the writing process.

Specifically:

2.2 establish a personal voice in their writing, with a focus on using words and stylistic elements that convey a specific mood such as amusement

2.3 use specific words and phrases to create an intended impression

2.4 use sentences of different lengths and structures

3.1 spell familiar words correctly

3.4 use punctuation appropriately to help communicate their intended meaning, with a focus on the use of: the apostrophe to indicate possession, and quotation marks to indicate direct speech

3.6 proofread and correct their writing using guidelines developed with peers and the teacher

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This book is Malala's autobiography which is an accessible read to all ages. This chapter book shows Malala's passion and fight for basic human rights for women and girls to have equal access to education. She describes her loving family and her love of education before the shooting and how the attack made her an even stronger women and fighter.

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Author: Valentina Camerini

Published: 2019

Genre: Non fiction, biography

Age Recommendation: Ages 10 and up (Grade 5 and up)

Keywords: Nonfiction, biography, nature, environment, climate change, social justice, activism, science
You are never too young to make a difference!
In this short biography, Valerntina Camerini tells the story of eco-activist Greta Thunberg. In August 2018, fifteen year old Greta decides that the state of the environment must be brought to the attention of Swedish politicians. "We need more than the good intentions of individual people. Faced with an issue as complex as this, you have to change the rules and make new laws to protect the environment. Who else can do this if not the men and women sitting in the parliament?"

On the morning of August 20th, Greta refuses to go to school, instead she sits in front of parliament. This is the beginning of what is known today as, Fridays for Future, or School Strike 2 Climate movement. Greta's story spread, as headlines all over the world read "The Swedish fifteen-year-old who's cutting class to fight the climate crisis." Slowly Greta found herself in the company of other individuals who wished to advocate for the environment, and organized protests broke out world wide.

Since this small action, Greta has spoken at COP24 and the UN summit. Her work has earned her a nomination for a Nobel Peace Prize. This biography follows her story and the story of many others who share the goal of creating a better future.

Junior Learner: This story highlights themes of hope, courage and determination. At the time of her first protest Greta was only 15 years old (grade 9), a junior/intermediate student herself. To young students, Greta can stand as a role model. Through Greta's story young students can understand that they have the ability to stand up for what they believe in, and make a difference in the world. Junior learners are discovering their passions and Greta's success proves to students that they can achieve their dreams.

Moreover, stories of climate change are often features in the news. Students may see/hear environmental topics being discussed on television, in movies, in newspapers, and on radio broadcasts. Students may share what they already know, and what they are learning through Greta's story. This gives students the opportunity to guide thoughtful discussion.

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Author: Valentina Camerini Published: 2019 Genre: Non fiction, biography Age Recommendation: Ages 10 and up (Grade 5 and up) Keywords: Nonfiction, biography, nature, environment, climate change, social justice, activism, science You are never too young to make a difference! In this short biography, Valerntina Camerini tells the story of eco-activist Greta Thunberg.

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https://www.smore.com/0b9cf

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A Literature Anthology by Andrej Zlatanovic

Grade 5 literacy resources with a focus on the global education

Suggested use of materials

Read aloud method of the book presentation is suggested. Books can be read in a serious and dramatic tone of voice, to emphasize the importance of the topics covered. Before the reading, the book should be introduced. During and especially after the read, a group discussion of issues presented in the books should take place. Suggested activities are combining Literacy and Arts as well as Geography and History that students will need to investigate. Doing the activities will fulfil requirements set by Ontario Ministry of Education Language Arts and the Arts Curriculums, but it will also provide opportunities for further development of critical literacies. One of the definitions of critical literacies has been a "learning to read and write as part of the process of becoming conscious of one's experience as historically constructed within specific power relations" (Anderson & Irvine, 1982). Harste in his work states that "...art encourages learners to see more differently, more aesthetically, more emotionally, more parsimoniously." (Harste, 2014). Hence, a combination of literary and art aspects within the listed activities will provide students with opportunity to further develop their critical literacies.
By Malala Youfsazai Illustrated by Kerascoet
Key issues: Women rights, activism, oppression, perseverance
Summary:
This is a true story of Malala Youfsazai, a young girl from an area of Pakistan controlled by Taliban. As a child, she whished to have a magic pencil that she could use make things around her and help people. As she grew up, her education got threatened by Taliban since as a girl, she was not allowed to attend school. The imaginary magical pen was replaced by real one, as she started writing about female's rights to an education. Malala was giving speeches and interviews, and became a known around the globe for her fight against oppression. Taliban tried to kill her, but instead, she became even more famous, eventually winning a Nobel Peace Prize.

Razia's Ray of Hope One Girl's Dream of an Education
By Elizabeth Suneby Illustrated by Suana Verelest
Key issues: Women rights, access to education, right to education, oppression

This is a story about Razia, a girl growing up in a small village in Afghanistan, who is dreaming of going to school like her brothers. Once Razia finds out that a girls' school is being built in the village, she is trying to convince male members of here family to let her attend. Unsuccessful at first, she manages to convince the key person, her older brother, to let he attend the school by providing him a practical benefit of her education (reading medical instructions).

The Banana-leaf Ball, How Play Can Change the World
By Katie Smith Milway Illustrated by Shane W. Evans
Key issues: Child refugee, war torn families, building trust, social change, bullying

This is a story about Deo, a child from Burundi that was forced to flee the war and ended up in a refugee camp in Tanzania. In the camp, living conditions were barely adequate for survival and gangs were thriving. Deo has been bullied by Remy, who was a leader of one of those boy gangs. When a soccer coach came to the camp and organized teams, Deo and Remy started playing on the same team, developed trust and became friends.

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A Literature Anthology by Andrej Zlatanovic Grade 5 literacy resources with a focus on the global education Suggested use of materials Read aloud method of the book presentation is suggested. Books can be read in a serious and dramatic tone of voice, to emphasize the importance of the topics covered.

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I am still working on my literature anthology but I have chosen the books Wemberly Worried by Kevin Henkes, The Deepest Breath by Meg Grehan, and Me and My Fear by Francesca Sanna. I am planning activities to help students identify when they are feeling anxious, ways to cope with boughts of anxiety, and how to create a positive, encouraging space for their peers.

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By Charlotte Hitsman

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Bullying around the world - resources for the junior level

Bullying is an issue that is not isolated to one country or place in the world. Bullying is a global issue that children and students have to face all around the world. Students are getting bullied for their appearances, families, home life, socio-economic status, and much much more.

This anthology is a collection of books and stories from around the world opening up the hardships faced when bullied at a young age. This can be used to show junior level students the importance of standing up to bullies, even if it means standing up to yourself knowing that you could be bullying others. These stories can introduce different ways bullying happens and different ways people can stand up to bullies. As students are creating friendships and finding their own identities, hobbies, personalities and interests, this anthology can help students feel empowered in their identities and how to stand up when they are getting challenged for them.

Bullying and the Global Perspective

Bullying is a well-known issue around Canada and the world. This topic is so widespread because it is something that almost everyone has either dealt with or witnessed others dealing with this issue. In Canada at least 1 in 3 adolescent students have reported being bullied and that bullying occurs every 7 minutes on the playground and every 25 minutes in the classroom (Bullying Canada, 2021). This is also a global issue as UNESCO states that one third of students worldwide are bullied (UNESCO, 2018).

This can be changed, as Bullying Canada (2021) states that bullying can be stopped within 7 seconds when others intervene or when peers aren't supporting the bully. This is a global issue because it is shown in the different stories summarized in this anthology. The different stories take place around the world and shows just how prevalent bullying is around the globe. The characters in these stories portray how they overcome their bullies and situations, which give hope and help to those reading the stories who need to know that they aren't alone.

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Bullying is an issue that is not isolated to one country or place in the world. Bullying is a global issue that children and students have to face all around the world. Students are getting bullied for their appearances, families, home life, socio-economic status, and much much more.

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https://www.smore.com/749aw

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When Two Worlds Collide
Marianne Murawsky & Megan O’Keefe

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Immigration: Communicating and Finding Understanding in a Foreign Place

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Immigration: Communicating and Finding Understanding in a Foreign Place

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Immigration - Communicating and Finding Understanding in a Foreign Place by Julia Karrandjas | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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https://www.smore.com/ej3g0-there-s-no-pride-in-prejudice

By: Erin Perry

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Activity Two

"Time to Wear Your Harvey Milk Hat!"

Making Connections: Text to World

Harvey Milk was a social activist that had a dream for equality and hope for a better world. First, students will put their "Harvey Milk Hat" on and choose a current event or topic they feel passionate about. Next, the teacher will introduce examples and allot time for research. Finally, formal letters will be drafted voicing their thoughts, calls to action and ideas. After teacher feedback, the option of sending the final note to a person or organization will be encouraged. This activity connects the individual to the community for personal growth and active participation in world affairs.
Curriculum connections:
The Arts: Creating and presenting. Reflecting, responding, and analyzing.

Language: (Oral) Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes. Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes. Reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

(Reading) Read and demonstrate understanding of a variety of literary, graphic, and informational texts, using a range of texts to construct meaning. Recognize a variety of text forms, text features, and stylistic elements and demonstrate an understanding of how they communicate meaning. Use knowledge of words and cueing systems to read fluently. Reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful, before, during, and after reading.

(Writing) Generate, gather, and organize ideas and information to write for an intended purpose and audience. Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively. Reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages of the writing process.

(Media Literacy) Demonstrate an understanding of a variety of media texts. Identify some media forms and explain how the conventions and techniques associated with them are used to create meaning. Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques. Reflect and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

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Activity Two "Time to Wear Your Harvey Milk Hat!" Making Connections: Text to World Harvey Milk was a social activist that had a dream for equality and hope for a better world. First, students will put their "Harvey Milk Hat" on and choose a current event or topic they feel passionate about.

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There is No Planet “B”
An environmental resource for junior learners

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By Émilie Vriend

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Representations of Complex Women - Literature Anthology for Grades 4-6 Curated by Émilie Vriend by Émilie Vriend | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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By Chloe Stewart

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ABOLISHING GENDER STEREOTYPES
By Chloe Stewart

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Stories of tough childhood.

By: Heba Rushdan.

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Light At The End Of The Tunnel - Children who didn't live the childhood they deserve by Heba R | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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By: Jimmy Hon

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Indigenous Courage - By: Jimmy Hon by Jimmy Hon | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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By, Oliver Silva

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Written and Illustrated by: Wauter Mannaert

Topics and Themes: Food insecurity, Urban gardening, Family, Urban studies, Science fiction, Community, Addiction, Genetically modified food.

Chef Yasmina and the Potato Panic is a graphic novel about Yasmina, an eleven year old aspiring chef who must rely on foraging and the charity of community gardens to feed herself and her father, Omran. When a large corporation replaces those gardens with a crop of genetically modified potatoes that have the whole city addicted to their potato chips and acting like crazed dogs. Yasmina must figure out what is going on in order to keep her and her father fed and to save her community from the mysterious potatoes.

With minimal dialogue and a frameless, free-flowing illustration style, this graphic novel relies on students ability to make meaning of and interpret the plot from graphic elements. Themes of poverty, food insecurity in urban environments, community engagement and addiction are the backdrop of the text and challenge students to ask questions about where food comes from, who makes/grows it and who has access to it.
Activity 1
The two community garden leaders in the novel have opposing views on their approaches to gardening. Cyril swears by his use of pesticides and has a highly organized plot, while Marco is a proponent of organic and guerilla style gardening. Put the class into groups to research both sides of the argument. Emphasize the importance of considering why a particular gardener might want to choose a particular attitude towards growing food. Does location matter? Does income level matter? What about scale? What factors would influence a farmer's decision versus a hobby gardener? Once information has been gathered, divide the class in two to prepare for a formal debate on the topic.
Curriculum Connection Oral Communication
Listening to Understand

Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

Speaking to Communicate

Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
Reading
Reading for Meaning

Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning
Writing
Developing and Organizing Content

Generate, gather, and organize ideas and information to write for an intended purpose and audience.

Using Knowledge of Form and Style in Writing

Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience.

Activity 2
The graphic novel, as a format, has a lot in common with film. The use of colour, "camera" angle, point of view, background vs foreground, and framing are used to in both mediums to implicitly convey emotion, deliver plot and provide context. Students will need to use their visual thinking and inference skills to decode them. This graphic novel, in particular, has very minimal dialogue and relies quite heavily on its graphic elements to tell its story. As a practice in transmediation, in small groups, have students choose a scene from the novel and write a dialogue heavy version. Students will then act out their scenes for the class. A lesson on film studies could preclude this activity.
Media Literacy
Understanding Media Texts

Demonstrate an understanding of a variety of media texts.

Creating Media Texts

Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.
Writing
Using Knowledge of Form and Style in Writing

Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience.
Drama
Creating and Presenting

Apply the creative process (see pages 19-22) to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives

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Written and Illustrated by: Wauter Mannaert Topics and Themes: Food insecurity, Urban gardening, Family, Urban studies, Science fiction, Community, Addiction, Genetically modified food. Chef Yasmina and the Potato Panic is a graphic novel about Yasmina, an eleven year old aspiring chef who must rely on foraging and the charity of community gardens to feed herself and her father, Omran.

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https://www.smore.com/um4hw

by Casey Lo

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Asian Representation
by Casey Lo --- work in progress

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The goal of this literature anthology is to encourage students to challenge their assumptions of stereotypes and reflect on who they are.

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Challenging Gender Norms - by Savannah Horton & Antonio Sicoli by Savannah Horton | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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by Kasey Geelen

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What can I do about Climate Change? - Tackling Climate Change through Literacies by Kasey Geelen | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Chloe Kohlman

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Indigenous Voices & Cultural Pride
books you should include in your classroom

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https://www.smore.com/mb8n7

By: Kate Panayotopoulos

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By: Kate Panayotopoulos

Throughout my childhood, topics surrounding mental health were never talked about within my school or community. It was challenging to identify what I was feeling and find the support I needed. The books I chose focus on depression, anxiety and mindfulness, which I believe help expand the learner's perspective on mental health and provide them with tools that enhance their resilience to adversity. It was found that stressful events in childhood have long-term impacts on an individual's health, however, the impact of those events can be minimized by various methods, like coping skills (Centers for Disease Control and Prevention, 2021). For that reason, I believe it is important to teach students different methods of coping, to support their well-being in the future. Teachers should also learn the various ways to minimize the effects of stressors within a diverse classroom. Kibler & Chapman (2018) found a constructive classroom helps support diversity by allowing students to feel comfortable exploring resources that are relatable and develop the perspectives of the students in the classroom. I believe the books I chose are inclusive and provide information that allow students to critically think, explore their feelings and develop skills that contribute to their well-being. These three books are a great way for junior learners to explore one's emotions through language and arts and ultimately support their mental health.

The stigma surrounding mental illness is still prevalent and people around the world who are living with a mental illness are still facing discrimination (Canadian Mental Health Association, 2021). The stigma surrounding mental health impacted me as a child, which is why I believe it is important to discuss mental health within a safe classroom environment, to prevent the stigma from hindering one's access to the necessary support. It was also found that some individuals still do not have access to mental health support due to socioeconomic factors (Alegria et al., 2010). It is important students are aware of this disparity and advocate for equity when accessing mental health resources in the classroom, community and even across the globe. Informed knowledge regarding the social issues surrounding mental health will allow students to critically think about solutions (Vasquez et al., 2019). These books provide knowledge that will start deeper discussions regarding mental health, which will hopefully lead to greater understanding between peers. The prevalence of anxiety and depression has only increased among youth since the coronavirus pandemic, which means access to resources are further limited (Courtney et al., 2020). Therefore, I believe mental health requires more attention within each classroom to contribute to one's resilience, understanding and access to support.

How Big Are Your Worries Little Bear?

Summary:

Author: Jayneen Sanders

Genre: Picture Book

Theme: Anxiety

Why this book?

I believe this is a great book for the junior classroom because it is relatable and supports discussions surrounding anxiety. Students who live with anxiety will relate to how it impacts their daily functioning and other students may recognize previous feelings of anxiety within themselves. I enjoyed how the author demonstrates the ineffective ways of helping someone who has anxiety, which I believe can facilitate in combating stigmas within the classroom. For example, students might assume individuals with anxiety exaggerate their feelings or have more control over their thoughts, however, this book demonstrates this is far from the truth. It also shows readers that communicating through drawing, writing and talking are all effective methods for coping with anxiety (Sanders, 2017). Harste (2014) highlights how the use of art and literature are useful for individuals to convey and understand subjective feelings. Introducing this book can help students explore their emotions through art and stimulate discussions regarding anxiety within the classroom or community. Students may have unique experiences with stress or anxiety, especially after the coronavirus pandemic (Courtney et al., 2020). I believe introducing this book in a safe environment will allow students to communicate their feelings and perspective after this shared stressful life experience and discover a coping method that feels best for them.

Summary:

Author & Illustrator: Llyod Jones

Contributor: Melinda Edwards

Genre: Picture Book

Theme: Depression

Keywords: fog, alone, help

Why this book?

I chose a picture book to discuss depression because it provides a visual aid for the feeling of depression. I enjoyed how this book described depression as "fog" and allows students to interpret the text and use critical thinking skills to discover the symbolic meaning. Depression continues to be prevalent globally, however, it was found that cultural and socioeconomic factors can further limit one's access to mental health support (Alegria et al., 2010). I believe access is important to discuss within the classroom, especially because the main character is a princess who has access to a wide variety of support (Jones, 2015). Students can further support one another and prevent the stigma of depression if they recognize the symptoms of depression and learn the appropriate language when discussing a mental illness (Canadian Mental Health Association, 2021). For this reason, using this accessible book helps stimulate these critical conversations that provide a deeper understanding within the classroom. By challenging their own assumptions on what it means to be depressed, students are more likely to critically think about the ways they can support those with a mental illness (Vasquez et al., 2019). I hope discussions surrounding this book, help students understand depression but also the factors that further perpetuate stigma and limit one's access to resources.

Just Breathe: Meditation, Mindfulness, Movement and More

Summary:

Author: Mallika Chopra

Illustrator: Brenna Vaughan

Genre: Juvenile Nonfiction

Theme: Mindfulness

Why this book?

Growing-up I always enjoyed non-fiction books, however, they were always considered "boring" by my peers. I like how this book uniquely demonstrates that non-fiction can be relatable and engaging. This book is recommended for ages 8-12 years old and is a great resource to warm-up each class with a mindfulness activity (Chopra, 2018). It is appropriate for the junior classroom because it allows students to explore a variety of different methods for enhancing their well-being. Limited access to resources due to financial barriers and stigma have demonstrated to put individuals at greater risk of developing a mental illness (Alegria et al., 2010). I believe this book helps provide students from diverse socioeconomic backgrounds, access to tools and information that support their mental well-being. Richmond (2014) also recommends using literature that exemplifies compassion when helping students address the stigma towards a mental illness. In my opinion, this book is inclusive and supports individuals finding their identity by promoting compassion, encouragement and knowledge that disproves the stigma. This book provides information regarding accessible mental health resources and helps students critically think about ways different communities and countries can access mental health support.

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By: Kate Panayotopoulos Throughout my childhood, topics surrounding mental health were never talked about within my school or community. It was challenging to identify what I was feeling and find the support I needed. The books I chose focus on depression, anxiety and mindfulness, which I believe help expand the learner's perspective on mental health and provide them with tools that enhance their resilience to adversity.

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Elyse Hodgson, I'm still working on it sorry it's not done

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Focus on Folklore - for forth grade students by Elyse Hodgson | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Author: Malala Yousafzai (pictured right)

Illustrator: Kerascoët

Genre: Picture book, autobiography

Keywords: Pakistani, activism, courage, gender equality, social justice, women's rights

Theme: You can make a powerful difference in the world by spreading knowledge about the issues you find important.

Video Read-Along: https://www.youtube.com/watch?v=oqRmBG_FNv4

This picture book follows the life of Malala, a young girl in Pakistan. After seeing a television program about a magic pencil that can bring anything you draw to life, Malala spends her days dreaming of all the things she could do if she had her own magic pencil. One day, she sees a group of children sifting through the trash piles outside her house. She soon learns that many young girls in Pakistan do not attend school, and that children must often work to support their families instead of getting an education. Malala begins to examine her positionality, reflecting on the many privileges she has taken for granted. She stops wishing for a magic pencil every night, and instead directs her energy into studying, so she can find success as a female student. Malala notices one day that many girls are no longer attending school, and her father informs her that they have been forbidden by "powerful and dangerous men". Malala is upset by this, and discovers that all she needs in order to make a difference is a regular pen and paper, by sharing her story with the world. Eventually, she progresses beyond writing letters, beginning to give speeches across her country and speaking to reporters. She gains a large following, making so much of an impact that the men try to silence her. This only makes her more passionate than ever, and she remains committed to advocating for female education in Pakistan.

The character of Malala is based on the author, Malala Yousafzai, a Pakistani activist for female education and a Nobel Peace Prize laureate (pictured right).
Why this book?
Malala's Magic Pencil addresses women's rights by offering a first-person view of the Taliban ban on female education in Pakistan, and how it affected girls across the country. It also offers students an opportunity to connect with Malala, a non-white, Pakistani girl, as they learn about her story.

From the onset of the book, the reader is shown illustrations of Malala in her home in Pakistan, with cracked walls and an old TV without a stand, to highlight the differences between a typical Pakistani home environment and that of someone living in North America. We may also compare Malala's clothing, featuring a hijab and traditional Pakistani dress, to the clothing that non-Muslims in Canada would wear. This familiarizes students with Pakistani and Muslim culture as they engage with Malala's story, helping them to celebrate cultures besides their own.

As the story progresses, students will learn about extreme poverty in Pakistan and the inability for many children, especially girls, to go to school. By introducing students to these issues, they can begin to recognize their privilege as Canadian inhabitants and, for many, as male, white, and/or financially advantaged persons. Some students at the junior level might take their education for granted, even disliking school. Malala's sorrow for girls who can't attend school may help students to appreciate the wealth of knowledge and opportunity that is provided to them everyday.

Finally, students watch Malala grow into a social activist, and learn how powerful they can be, even as children. They learn that they can change the world by using their voices to spreading knowledge to others, and are introduced to global issues to which they can contribute their efforts.
Why is this book appropriate for the Junior level?
At the junior level, ranging from ages 9 to 11, children become deeply invested in friendships and peer pressure is of significant concern (Centers for Disease Control and Prevention, 2021). Students might begin bullying those who don't look or act like themselves, and connecting with Malala through her story is important for them to gain respect for each others differences.
How can I use this book in my classroom? Activity 1: Pakistani Dresses
The Ontario Junior Arts curriculum (2009) requires students to "develop knowledge and skills in the arts to understand and explore their multicultural environment". On one page in the book, we see illustrations of traditional Pakistani dresses that Malala wishes she could bring to life with a magic pencil. Students can examine the designs that are common in Pakistani culture and find inspiration for their own artistic works.

First, students are shown numerous examples of Pakistani dresses, and as a class you look for similarities in design between them. Students are then given a dress template on a page of paper and are asked to design a Pakistani-style dress featuring design elements from the examples, using colouring pencils. The artwork can then be hung in the class to remind students of cultural representation and inclusivity.

Compare the Pakistani dress to some dresses that are often seen in Canada, noting Muslim practices of concealing skin on women. Prompt students to think of what kinds of clothing we wear in Canada that we might be forbidden to wear in Pakistan, and how it would affect students' everyday lives if they could no longer wear them.

Guidelines for providing prompts can be found in the Teaching and Learning Companion (Ontario Ministry of Education, 2002).

Examples of Pakistani dresses:
Activity 2: Social Identity Wheel
According to the Ontario Junior Language Arts curriculum (2006), students at the junior level are expected to "understand and critically analyze a broad range of information and ideas from and about their multicultural environment". Malala's story teaches students about Pakistani culture and guides them to a critical analysis of their own positionality in contrast to that of Malala. They are also introduced to the Taliban's ban on female education, which is a great opportunity for them to think critically about world issues and gender equality. In addition, students witness the power of writing as they see Malala spark great change in the world by sending written letters to people in other countries. Language Arts skills can be used as a perspective for students to unpack and understand issues (Harste, 2014).

Students are given a social identity wheel, with an exemplar. They are asked to fill out the wheel. Next, the students fill out another wheel with the social identity aspects they know about Malala. They are asked to pick the part on the wheel for which they are different from Malala, and write three paragraphs: one about how this attribute affects their life, one about how this attribute affects Malala's life, and one about how their life might be different in Canada if they had the same attribute that Malala has.

Social identity wheel resource: https://sites.lsa.umich.edu/inclusive-teaching/social-identity-wheel/

Guidelines for providing worksheets can be found in the Teaching and Learning Companion (Ontario Ministry of Education, 2002).

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Author: Malala Yousafzai (pictured right) Illustrator: Kerascoët Genre: Picture book, autobiography Keywords: Pakistani, activism, courage, gender equality, social justice, women's rights Theme: You can make a powerful difference in the world by spreading knowledge about the issues you find important. Video Read-Along: https://www.youtube.com/watch?v=oqRmBG_FNv4 This picture book follows the life of Malala, a young girl in Pakistan.

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By Jennie Seaborn

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Protest Through Poetry

Book Theme that Connects to this Activity: The power of protest and a unified stance.
Objectives- Students Will:

Develop and understanding of why people protest.

Learn about poetry used to protest the Northern Gateway Pipelines

Protest an issue that they are passionate about and consider how who they are and their experiences shape their view, as well as why that issue is meaningful to them.

Reflect the meaning of their poetry through dance.

Execute curriculum expectations relating to oral communication, reading, writing, and dance (see Curriculum Connections).

Teaching Instructions:
After reading We Are Water Protectors, discuss the use of protest as a method of expressing one's stance and attempting to make change towards an issue. Ask students to consider why people protest and why the main character of the book is passionate about the cause of water protection and stopping the pipeline. Next, have students read excerpts from the collection of poetry The Endpipe Line: 70,000+ Kilometers of Poetry Written in Resistance to the Enbridge Northern Gateway Pipelines (Currin, 2012). Explain to students how this features over 70,000 kilometers of poetry written to protest the Northern Gateway Pipelines, which would have been located in Alberta and British Columbia. Although originally planned to be 1,170 kilometers long, matching the length of the proposed pipeline, the poetry grew in size as people of all ages, both poets and non-poets who were passionate about pipeline resistance, added poems to the project (Creekstone Press, 2018). Task students with creating their own poem in protest of an issue that they are passionate about. Have them consider why protesting the issue is important to them, as well as how their view has been shaped by who they are (identity/culture/background) and their experiences. After the completion of poems, group students into pairs. Have students take turns reading their partner's poem aloud, while their partner (creator of the poem) improvises dance movements that reflect the meaning of the poem. Following this, instruct the partners to discuss why it is meaningful to them to protest the issue that they chose.
Activity Highlights/ Pedagogical Strategies:

Students engage in critical literacy as they consider why the main character is passionate about protesting the pipeline, and consider how who they are and their experiences shape their views and desire to protest an issue.

Transmediation (moving meaning from one sign system to another) occurs as students reflect the meaning of poetry through dance. This promotes the formation of new ideas (Harste, 2014), and provides students with another outlet for expressing meaning.

Students learn about protest, which is an important part of active global citizenship.

Students develop an ability to relate to the main character of the text as they identify a cause that they are passionate about. Though this process, the book can be transformative in affirming students' identities as it acts as a comparison point for students' own lives (Kibler & Chapman, 2018). Through considering what they are passionate about protesting they can relate to the main character of the book, forming a text-to-self connection.

Students' learning is enhanced as they protest something that is meaningful to them. This is beneficial as "using the topics, issues, and questions that they [students] raise should be central to creating an inclusive critical curriculum" (Vasquez et al., 2019, p.30).

Students have an opportunity to employ their cultural knowledge, which can lead to meaningful discussions among students and better understandings of communities beyond their own (Vasquez et al., 2019).

Employs a constructivist approach (Cole, 2019).

Curriculum Connections:
SE=Specific Expectation

OE= Overall Expectation

The Ontario Curriculum Grades 1-8: Language (Ministry of Education, 2006b)
Oral Communication

demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing (SE)

identify some vocal effects, including tone, pace, pitch, volume, and a range of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning (SE)

read texts at a sufficient rate and with sufficient expression to convey the sense of the text readily to the reader and an audience (SE)

read a variety of texts from diverse cultures, including literary texts (SE)

extend understanding of texts by connecting the ideas in them to their own experience and the world around them (SE)

generate, gather, and organize ideas and information to write for an intended purpose and audience (OE)

draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience (OE)

use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively (OE)

The Ontario Curriculum Grades 1-8: The Arts (Ministry of Education, 2009b)

use dance as a language to explore and communicate ideas derived from a variety of literature sources (SE)

apply the creative process to the composition of movement sequences, using elements of dance to communicate feelings and ideas (OE)

Note: This activity relates to expectations of The Ontario Curriculum Grades 1-8: Science and Technology (Ontario Ministry of Education, 2007) only through reading We Are Water Protectors and T he Endpipe Line: 70,000+ Kilometers of Poetry Written in Resistance to the Enbridge Northern Gateway Pipelines.If students choose to protest an environmental issue they may engage further with these expectations.
Understanding Life Systems (Grade 4)
analyse the positive and negative impacts of human interactions with natural habitats and communities (SE)
Understanding Matter and Energy (Grade 5)
evaluate the environmental impacts of processes used to make everyday products (SE)
Understanding Life Systems: Biodiversity (Grade 6):

assess human impacts on biodiversity, and identify ways of preserving biodiversity (OE)

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Protest Through Poetry Book Theme that Connects to this Activity: The power of protest and a unified stance. Objectives- Students Will: Develop and understanding of why people protest. Learn about poetry used to protest the Northern Gateway Pipelines Protest an issue that they are passionate about and consider how who they are and their experiences shape their view, as well as why that issue is meaningful to them.

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The Beauty and Importance of Nature - Michelle Brooke

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The Beauty and Importance of Nature - Michelle Brooke

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https://www.smore.com/vfd57-the-beauty-and-importance-of-nature

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The Beauty and Importance of Nature - Books that explore nature and our impact on the planet by Michelle Brooke | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Genre: Children's Literature

Keywords: kindness, bullying, thoughtfulness, speaking up, taking action

Summary: This picture book is about a young girl named Tanisha who accidentally spills grape juice on her favourite new dress and is then made fun of by the other students. The only person who doesn't laugh was the narrator, a boy, whose mother had instructed him to be kind to others. This boy tries to be kind to Tanisha, but she runs away. When the boy thinks about what he should've done for Tanisha, he questions what it means to be kind. He then goes on to think about what kindness is. The book then discusses kindness as helping, paying attention, being both easy and hard, and is made of small and big actions. At the end of the book, the painting he makes for Tanisha is hung on her wall at home.

Themes: There are many simple, yet important themes displayed in this book. One theme is that kindness can be tough to do but makes a big difference to those around us. Another theme is that kindness can be made up of small actions that spread farther than we might think. The last major theme of this book is that determining what the kind thing to do is, isn't always easy.

This book is appropriate for the junior level because the book speaks to a fundamental and yet multifaceted concept of what it means to be kind. The book opens with an injustice, bullying, and the resolution is unclear to the narrator. Since children at the junior level are developing this sense of justice and right and wrong, this picture book suits this development. This character also will enable the students to contemplate how kindness is dynamic, sometimes unclear, and always powerful.

Teaching Suggestion #1: Students could reflect on what the narrator could have done to help Tanisha and perhaps what they might do if they were in his position. After reflecting on this, students could write a small paragraph articulating what they feel they should do in this situation and why. They can also use example of kindness they've witnessed in their own lives to justify or expand on their idea. Once these paragraphs are written, students should partner up and read each other's reflection and then discuss their different approaches and examples. This activity would allow students to articulate themes of the book, allowing them to choose a philosophical 'side' (either agreeing or disagreeing with the narrator's approach) and defend it. It also allows students to practice the habit of using their own experiences to understand ideas brought up in literature.

Teaching Suggestion #2: Students could write an additional two pages that carries on the end of the story. Since the last page involves a unnarrated picture of Tanisha, students could use their imaginations and their writing skills to write an alternate ending to the book. Once they've completed this ending, they could draw the illustrations to accompany it. This activity would allow students to build on what they interpret the themes of the book to be, use language, and explore literacy through both the creative and artistic means. This activity also allows students to anticipate and extrapolate the plot of the book, which is useful in many subjects, as well as in literacy.

Curriculum Connections: Grade 6

1.6 extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them

2.3 use some vivid and/or figurative language and innovative expressions to enhance interest

2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information

D1.2 demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a theme or topic

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Genre: Children's Literature Keywords: kindness, bullying, thoughtfulness, speaking up, taking action Summary: This picture book is about a young girl named Tanisha who accidentally spills grape juice on her favourite new dress and is then made fun of by the other students.

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Keeping Our Earth Clean
A collection of books dedicated to a more sustainable future

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Genre: Fiction, Picture book

Keywords: Science, space, nature, animals, diversity, kindness, environment, nature, family

Summary:

This children's picture book resembles a beginner's guide about our planet, Earth. For someone who just arrived to planet earth, the book describes what to expect. The book's themes include the physical aspects of our plane like the land, sea and our sky. It writes about how we need to take care of our body because it is the only one, we have. It touches on the diversity of people and animals. How to spend our time well and take care of our planet. Kindness to all people and things is the most important theme of this book. The book has beautifully descriptive illustrations.

This book is recommended for all ages. Although it is a book for a low-level reader, the illustrations can be used for various classroom discussions, like the diversity of our world, to science and the solar system. It touches on many topics that can help engage readers of all interests. The book encourages students to learn new things and share what they learn with others. There could be class discussions about abundance and how humans don't need to be greedy; we need to focus on taking care of our planet.

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Genre: Fiction, Picture book Keywords: Science, space, nature, animals, diversity, kindness, environment, nature, family Summary: This children's picture book resembles a beginner's guide about our planet, Earth. For someone who just arrived to planet earth, the book describes what to expect. The book's themes include the physical aspects of our plane like the land, sea and our sky.

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by Julia Ehrhardt

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Food, Glorious Food
Identity, Community, and Sustainability Through Food

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https://www.smore.com/nrjdz