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1. Bravery

2. Determination & Perseverance

3. Courage

Author: Hugh Brewster

Genre(s): History, Non-Fiction

Keywords: Military, Canada, WW2,

"On the night of August 19, 1942, a force of five thousand Canadians launched an attack on the Nazi-held French port of Dieppe. When the disastrous raid was over, and the Allies were forced to retreat, nearly a thousand Canadian troops lay dead. Almost two thousand were taken prisoner. Some called it "the bloodiest nine hours in Canadian military history."

Through meticulous research and interviews with veterans both in Canada and at Dieppe, Hugh Brewster has created a fascinating and haunting depiction of the planning and execution of this tragic raid and its aftermath."
Retrieved from: http://www.scholastic.ca/books/view/dieppe Connection to Junior Learner:

This book is incredibly accessible for the junior learner, and will provide a "softer" and more simplified experience of learning about a dark event in Canadian history. It offers an opportunity for students to make larger-scale inferences about the "bigger picture" and reflect using "who", "what", "where", "why". The book uses language that will be at the level of comprehension for students at the Grade 6 level, and it will allow them to begin developing the skills of remembering timelines. The elements of this book relate closely to the first overall expectation of the Grade six reading strand: "read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning" (p.111).

Author: Maxine Trottier

Genre(s): History, Non-Fiction
Brief Summary:
Keywords: Legacy, Hope, Inspiration, Determination
Retrieved From: http://www.scholastic.ca/books/view/terry-fox-a-story-of-hope Connection to Junior Learner:
"Dozens of photographs and simple, evocative text combine to tell the story of Terry's life and legacy-how he grew up loving sports and competition, always determined to finish what he started; how he developed cancer and lost his leg; how he trained day after day, on one strong leg and a prosthetic limb, with the idea that he might try to run across Canada; how he managed to make it two-thirds of the way before cancer returned; and how by so doing, he inspired millions of people around the world and raised millions of dollars for cancer research."

I felt it was important to include a biography in this anthology because I myself became very interested in biographies after reading my first one on "Isaac Newton" as a junior learner. Accessibility is again a strength of this book that is tailored to 6th grade students. With great photographs and good clear time lines that paint a clear picture of the life of Terry Fox. Students not only receive a good history lesson, but they can analyze this text for themes of perseverance and determination and really use this as a baseline for texts that are used in the future.

Author: Deborah Hodge

Illustrator: John Mantha

Genre: Children, Non-Fiction

Keywords: Immigration, Canada, Diversity, Perseverance

"Canada is a diverse land with a rich immigration history. Our roots begin with the Aboriginal peoples who have lived here since time immemorial and extend to the wide array of newcomers who have arrived over hundreds of years from almost every part of the globe. People from more than 200 cultures now call Canada home - and each one has a fascinating story to tell. Many of their stories, past and present, and their amazing contributions to this country are told in these pages.
Retrieved from: https://www.deborahhodge.com/the-kids-book-of-canadian-immigration/ Connection to Junior Learner:
Featuring stories of ethnic groups, mini-profiles, maps, archival documents and first-person accounts, this richly illustrated title is a celebration of multicultural Canada and a comprehensive look at our fascinating immigration history. "

This text is an excellent example of how a book on a complex topic can be very accessible for a junior learner, as it contains many visual aids, and the illustrations are a centerpiece of the experience. The stories and first-person accounts are a great way to connect the learner with the subject matter. It could also elicit strong, positive, and informative class discussions amongst students with relatable immigration experiences.

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1. Bravery 2. Determination & Perseverance 3. Courage Author: Hugh Brewster Genre(s): History, Non-Fiction Keywords: Military, Canada, WW2, "On the night of August 19, 1942, a force of five thousand Canadians launched an attack on the Nazi-held French port of Dieppe.

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Author: Kwame Alexander

Genre: Young adult, Fiction, Poetry

Keywords: Poetry, Brotherhood, Teen, Basketball, Family, Grief
Brief Summary
This coming-of-age fiction is a story about family, conflict and grief. It is also a poetic masterpiece. The entire book written in verse, introducing potentially reluctant teen readers to the joys of words in a unique way. The story follows twin brothers who are navigating their way through basketball championships, family dispute and grief. They are learning about life on and off the court, all the while through rhyme and words.
Connecting to the junior learner
This book is ideal for young readers who do not find themselves naturally captivated by the more traditional writing styles. It is unique because it is written in verse, which makes is easy and enjoyable to read. It also demonstrates to junior leaners that reading poetry can be accessible and fun. The story follows the lives of two twin brothers who love basketball. This is a relatable experience for many junior learners. The author Kwame Alexander is a poet and educator himself, and therefore connected to his audience.

Classroom suggestions
1) In small groups, students could research poetry, spoken word or musicians they would like to know more about and present them to the class. This could be through sharing videos or others texts of the chosen artists work.

2) Students could make a four panel comic strip of their favourite part of the story using words and descriptions from the book. They could work in teams to decide which parts they liked best and how to illustrate it. They could use the prominent words from that part to describe the scene. Depending on the students interest and ability, the strips could be either more words or more illustrations.
Curriculum connections The Arts, Music Grade 6
C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences

C2.1 express detailed personal responses to a musical performances in a variety of ways
The Arts, Visual Arts Grade 6
D1.Creating and Presenting: apple the creative process to produce art works in a variety of traditional two-and three-dimensional forms as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies

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
Language, Writing Grade 6
1. generate, gather and organize ideas and information to write for an intended purpose and audience

1.1 identify the topic. purpose, and audience for a variety of writing forms

1.3 gather information to support ideas for writing using a variety of strategies and a range go print and electronic resources

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

2.3 use some vivd and/or figurative language and innovative expressions to add interest

2.8 produce revised, draft pieces of writing to meet identified criteria based on the expectations related to content, organization, style, and use of conventions
Urban cohort perspectives
This book introduces us to an incredibly creative BIPOC author and gives the readers an opportunity to read about young black teenagers. This story is a counter narrative to stereotypical behaviour often portrayed of young black teenagers.The book is a masterpiece in creativity and inspires us to explore poetry, spoken word and song, illustrating an intersection of art stories and marginalized voices.

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Author: Kwame Alexander Genre: Young adult, Fiction, Poetry Keywords: Poetry, Brotherhood, Teen, Basketball, Family, Grief Brief Summary This coming-of-age fiction is a story about family, conflict and grief. It is also a poetic masterpiece. The entire book written in verse, introducing potentially reluctant teen readers to the joys of words in a unique way.

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Conflicting Racial Identities

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The Night Diary by Veera Hiranandani

Genre: Historical Fiction

Keywords: Muslim, Hindu, India, Pakistan, Community, Separation, Identity, Family, Belonging, Refugee
Summary:
A narrative told through a series of intimate letters by twelve-year old Nisha to her deceased mother, through the setting of the turbulent 1947 patrician of India into two countries: India and Pakistan. This historical event, rarely studied in Canadian classrooms, sees Nisha, a half-Muslim half Hindu daughter, grappling with religion separating families and her country, navigating a once peaceful community that is now fighting. Through themes of identity, family and belonging, Nisha must bridge the two paths of herself and confront her identity. This refugee story is appropriate for junior intermediate readers as it uses emotion and simple, rich description, told through a younger person's eyes, using accessible, informal language. This historical event becomes is easily connected to and invites readers to be critical of the world of today. Main characters Nisha and twin brother Amil each have individual interests and talents, which are sure to appeal to young readers.
Global/Urban Cohort Perspective:
This book brings representation to a culture and history not often studied in Canadian classrooms, thus providing students with Indian/Pakistani heritage a mirror of themselves within often hegemonically white-dominated libraries, and students outside of this culture a window/look inside. The Night Diary teaches students about refugee struggle and community building. By learning about the importance of acceptance and welcoming difference, students will become excellent global citizens.

Blended by Sharon M. Draper

Genre: Domestic Fiction

Keywords: Microaggressions, Biracial, Co-Parenting, Family Dynamics, Police Brutality, Allyship, Bullying, Racism, Experience
Summary:
The story of Isabella, an eleven-year old girl and talented pianist navigating joint custody between her divorced parents - one week on with her wealthy black father, his girlfriend Anastasia and her son Darren in a big house as one of the only black families in the neighborhood, and every second week with her smaller, not-so-fancy but beloved house with her white mother and boyfriend John-Mark. Tensions between her parents are high, and Isabella questions where she belongs, pulled between two worlds. While she attends a racially mixed school and doesn't think about her race much, Isabella is often subject to microaggressions of strangers who point out how pretty and exotic looking she is, inherently painting her as different and that she doesn't belong. One day one of her closest friends Imani, another black girl, has a noose planted in her locker by a white boy, and racial tension and anxiety in the school rises. The drama is escalated when Isabella and Darren are stopped by the police on the way to a piano recital, and the police get involved, shots are fired, and violence ensues.

Global/Urban Cohort Perspective:
Educators can use this book to introduce real-world issues such as police brutality, speak about George Floyd and the Black Lives Matter movement. Holding discussions around things like microaggressions will help students to become more sensitive in navigating their everyday interactions with one-another. This book is a great catalyst for conversations surrounding challenging or uncomfortable topics that students in your classrooms may encounter everyday beyond the school's walls; police aggression, gun violence, the complicated nature of divorce, and socioeconomic imbalances, which ar are all candidly addressed as real and important parts of Isabella's experience, in a way young readers can digest and begin to think critically about.

Black Brother, Black Brother by Jewell Parker Rhodes

Genre: Fiction

Keywords: Presentation, Biracial, Police Aggression, Prejudice, Blackness, Criminal Justice, School to Prison Pipeline, Family, Siblings, Racism
Summary:
Black Brother, Black Brother is a book about a pair of brothers who have moved towns and now attend a very elite private school. The story is told from the perspective of Donte, the dark skin brother and speaks about the differences in treatment he receives from both teachers and classmates in contrast to his lighter-skinned, white presenting brother, Trey. Donte feels as if he is constantly swimming in whiteness and finds himself being blamed and punished for acts he did not commit. Donte has to deal with bullying from "King" Alan, the captain of the fencing team who frames him in an incident that gets Donte suspended from school and arrested. Donte sees fencing as a way to take down his rival and commits himself to training with a former Olympian fencer at the local youth centre. Under his new mentor, Donte finds a sense of belonging through the sport and we see him learn to control his anger and gain confidence. Defeating his bully in the fencing competition becomes a metaphor for the reader who can see that it is about so much more than just that; Donte must also confront racism and the corrupt systems of power that led to his arrest.
Global/Urban Cohort Perspective:

This is an easy-reading book recommended for upper elementary. The gripping story is powerful and action packed, sure to grab your reader's attention. Besides its very on-pulse and careful examination of the school-to-prison pipeline and what it means to be a young black male in America, Black Brother, Black Brother also centres around the age-old theme of finding a sense of belonging - which is a universal struggle for all readers. This book will engage your students emotionally, angering them in the right ways to inspire them to fight for change.

Cassidy van Leeuwen

Teacher Candidate

University of Ottawa

Urban Communities Cohort

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Genre: Historical Fiction Keywords: Muslim, Hindu, India, Pakistan, Community, Separation, Identity, Family, Belonging, Refugee Summary: A narrative told through a series of intimate letters by twelve-year old Nisha to her deceased mother, through the setting of the turbulent 1947 patrician of India into two countries: India and Pakistan.

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Can I Touch Your Hair? Poems of Race, Mistakes and Friendship

Authors: Irene Latham & Charles Waters

Illustrators: Sean Qualls & Selina Alko

Genre: Fiction

Keywords: Friendship, race, police brutality, stereotype, family, diversity

Brief Summary: These poems tell the story of race from the perspectives of Irene Latham and Charles Waters. Irene and Charles have been assigned as partners to create a poem about whatever topic they want. Initially, Irene and Charles struggle to work with each other because they have different personalities. It is also challenging because Irene is white and Charles is black. The book uses poems to explore the intersection between race and friendships.
Why is it appropriate for Junior Learners?
This book is recommended for students ages 8- 12. At this age level, students should be reminded that being different is okay. It shows readers that there is something special about being unique and different. This book allows readers to empathize with diverse characters and opens conversations about cultural diversity.

Author: Sharon G. Flake

Genre: Fiction

A Good Kind of Trouble

Genre: Fiction

Keywords: Friendship, Racism, Police Violence, Activism, Change

Brief Summary: Shayla is a twelve-year-old black adolescent girl trying to get through seventh grade. She likes following the rules and hanging out with her culturally diverse best friends. However, once she began junior high, everything changed. People started questioning her identity and whether she was black enough. She was not as involved in the Black Lives Matter movement as her older sister until cases of police brutality catches her eye. Regardless of the rules, she decides to wear a Black Lives Matter armband to school which brought her a lot of trouble.

Why is it appropriate for Junior Learners? This book is recommended for students in grades 6-8. Sometimes it's difficult to be a leader and take the first step to stand up for what's right. Students in this grade level need to be aware that their voices matter more than they might think.

Ashley Kadima

1st Year Teacher Candidate

The University of Ottawa

Urban Community Cohort

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Authors: Irene Latham & Charles Waters Illustrators: Sean Qualls & Selina Alko Genre: Fiction Keywords: Friendship, race, police brutality, stereotype, family, diversity Brief Summary: These poems tell the story of race from the perspectives of Irene Latham and Charles Waters. Irene and Charles have been assigned as partners to create a poem about whatever topic they want.

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Literature Anthology for Junior Learners

The following readings are meant to educate and motivate the upcoming generation to take an interest on some of the global dilemmas that we are facing today and to acknowledge how meaningful their role is to the world around them. Plenty of these issues span the entire globe and impact everyone and anyone, yet we'll frequently hear how children are "too young" to engage in certain discussions and how they're not old enough to take such initiative; which is exactly why I've established a list of novels that demonstrate how large of an impact children can have on these global obstacles. The following readings are meant for grades 4 and up and they blend in perfectly with the Language & Arts Curriculums. The readings also allow for junior learners to engage in the far-reaching consequences of these topics through the lens of a global perspective.

As Jerome C. Harste indicated in The Art of Learning to Be Critically Literate, "Students need to be invited to become linguistic and visual detectives as well as encouraged to create texts that do different kinds of work". As a result, we can consider this anthology to be their invitation to engage with these impactful topics and learn the many ways they can create their own solutions to these dilemmas.

Author: Greta Thunberg

Summary:

Relation to the Junior Learner:

Classroom Suggestions:

Curriculum Connections:

Author: Chelsea Clinton

Summary:

Relation to the Junior Learner:

Classroom Suggestions:

Curriculum Connections:

Author: Herb Shoveller

Summary:

Relation to the Junior Learner:

Classroom Suggestions:

Curriculum Connections:

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The following readings are meant to educate and motivate the upcoming generation to take an interest on some of the global dilemmas that we are facing today and to acknowledge how meaningful their role is to the world around them.

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Welcome to Canada - Gabrielle Lessard by Gabrielle Lessard | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Encouraging Dreams

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Seeing Ourselves in Literature

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Author: Kelly J. Baptist

Genre: Realistic Fiction

Key Terms: Young adult, poetry, loss, community, urban

Summary: Isaiah is now the big man of the house. But it's a lot harder than his dad made it look. His little sister, Charlie, asks too many questions, and Mama's gone totally silent.

Good thing Isaiah can count on his best friend, Sneaky, who always has a scheme for getting around the rules. Plus, his classmate Angel has a few good ideas of her own--once she stops hassling Isaiah.
And when things get really tough, there's Daddy's journal, filled with stories about the amazing Isaiah Dunn, a superhero who gets his powers from beans and rice. Isaiah wishes his dad's tales were real. He could use those powers right about now!

Author: Jenny Kay Dupuis and Kathy Kacer

Genre: Non-Fiction, Picture Book

Key Terms: Indigenous, culture, history, biography

Summary: When eight-year-old Irene is removed from her First Nations family to live in a residential school she is confused, frightened, and terribly homesick. She tries to remember who she is and where she came from, despite the efforts of the nuns who are in charge at the school and who tell her that she is not to use her own name but instead use the number they have assigned to her. When she goes home for summer holidays, Irene's parents decide never to send her and her brothers away again. But where will they hide? And what will happen when her parents disobey the law?

Mingan: Mon Village

Author: Innu School Children

Genre: Poetry

Key Terms: Children's Literature, Indigenous, community, nature

Summary: Mingan, My Village is a beautiful collection of poetry created by Innu children of the Teueikan school in Mingan, Quebec. The compilation includes 15 poems and 15 portraits that reveal a glimpse into the lives of the poets. Their poetry often focuses on local values, including relationships with nature and connections with the ancestors. The children skillfully integrate elements of imagery, metaphor, and simile, filling each page with emotion and meaning. . . Mingan, My Village offers a heartfelt glimpse into the lives of the Innu children. The poetry is inspired and supported by a range of artists, and Rogé's artwork masterfully complements the poets. Highly Recommended.

Curated By Luke Williamson

Luke Williamson is a teacher candidate studying at the University of Ottawa in the Urban Communities Cohort. He has a bachelor of arts in History from Trent University. In his spare time, Luke enjoys getting out into nature as well as admiring the basil growing on his windowsill.

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Author: Kelly J. Baptist Genre: Realistic Fiction Key Terms: Young adult, poetry, loss, community, urban Summary: Isaiah is now the big man of the house. But it's a lot harder than his dad made it look. His little sister, Charlie, asks too many questions, and Mama's gone totally silent.

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Rayan Assaf, Emily Axford and Kristen Williams 

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Rayan Assaf, Emily Axford and Kristen Williams 

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Bullying Awareness

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Though not specifically pertaining bullying between peers, this novel is an example of how children sometimes feel victimized, rejected, or scorned by their adult role models. Kahu, a young member of Maori tribe in Whangara on the East Coast of New Zealand, desperately seeks the love and approval of her great-grandfather. However, her great-grandfather scorns her, wishing that she had been born a male to inherit the title of chief. Deeply influenced by tradition, her great-grandfather refuses to consider that the next rightful heir could be female. The novel follows Kahu's attempts to win her great-grandfather's affection, and in-turn reveals the spiritual connection she shares to her tribe's legend of the Whale Rider.

This book is appropriate for the junior level for many reasons. There are several themes in the novel that create opportunities for discussions about gender stereotypes, social justice/racism, creating healthy relationships, and etc. that are possibly relevant for junior learners. Many learners may relate to one or more themes present in the novel. It also offers opportunities to discuss literary strategies such as perspective, point of view/narration, and etc. Plus, the central character is a child close in age to learners in grade 6. Learners may relate to the struggles/experiences of the central character, thereby creating opportunities to discuss empathy.

Love, tradition vs. modernity, the nature of time, the sacredness of nature, the corruption of mankind, gender roles, racism and cultural identity, spirituality/belief, deriving meaning from literal means as opposed to purpose-drive understanding, believing in yourself.

Genre: Fiction
Activity 1: Film Study/Comparison
Connections to curriculum: Grade 6 Language Curriculum:

Description: once learners have completed the novel, watch the 2002 film entitled Whale Rider based on the novel. Learners will create a brief presentation (alone or in a small group) that discusses the comparison between the film and the novel; learners may choose to address why certain changes were made in the film, and what impact these changes have on the overall meanings/central themes of the story.

Overall Expectations

1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
Media Literacy
Specific Expectations

1.5 Making Inferences/Interpreting Texts: interpret oral texts by using stated and implied ideas from the texts

1.6 Extending Understanding: extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them

Overall Expectations

1. Demonstrate an understanding of a variety of media texts

2. Identify some media forms and explain how the conventions and techniques associated

with them are used to create meaning

Specific Expectations

1.1 Purpose and Audience: explain how a variety of media texts address their intended purpose and audience
Grade 6 Arts Curriculum
1.3 Responding to and Evaluating Texts: evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts

2.1 Form: describe in detail the main elements of some media forms

2.2 Conventions and Techniques: identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning and influence or engage the audience

Overall Expectations
Activity 2: Design a new cover page for the novel
B2. Reflecting, Responding, and Analysing
Connections to curriculum: Grade 6 Language Curriculum:
Specific Expectations

B2.1 express personal responses and preferences and make connections to themes and issues presented in their own and others' drama works

Description: learners will design a new cover page for the novel using a medium of their choice (painting, sketch, photoshop, etc.). Learners will present their design to the class, explaining the reasoning for their choices about the design, and which central themes from the novel they drew inspiration from for their design.

Overall Expectations

1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
Grade 6 Arts Curriculum
Specific Expectations

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

2.4 Appropriate Language: use appropriate words and phrases from the full range of their vocabulary including inclusive and non-discriminatory language, and stylistic devices appropriate to the purpose and context, to communicate their meaning accurately and engage the interest of their intend- ed audience

Overall Expectations

D1. Creating and Presenting

D2. Reflecting, Responding, and Analysing

Specific Expectations

D1.1 create two-dimensional, three-dimensional, and multimedia art works that explore feelings, ideas, and issues from a variety of points of view

D1.3 use elements of design in art works to communicate ideas, messages, and understandings

D2.1 interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they convey

D2.2 explain how the elements and principles of design are used in their own and others' art work to communicate meaning or understanding

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Though not specifically pertaining bullying between peers, this novel is an example of how children sometimes feel victimized, rejected, or scorned by their adult role models. Kahu, a young member of Maori tribe in Whangara on the East Coast of New Zealand, desperately seeks the love and approval of her great-grandfather.

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Discovering Your Passion

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DISCOVER YOUR PASSION - A Literature Anthology by Adam Matthews by AJ Matthews | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Pre-contact and during contact Indigenous stories with European Settlers in Canada

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Voice 2.2 establish a distinctive voice in their writing appropriate to the subject and audience (e.g., use punctuation, dialogue, and vivid language to create a particular mood or tone) Word Choice 2.3 use some vivid and/or figurative language and innovative expressions to enhance interest
- - In Pīsim Finds her Miskanaw the author uses words from the Cree language

- Students may have discourse on how this establishes a distinctive voice or tone
Point of View 2.5 identify their point of view and other possible points of view; determine, when appropriate, if their own view is balanced and supported by the evidence; and adjust their thinking and expression if appropriate
- Students may look at how the different narrative perspectives in both books compare and contrast. Which is better? Why did the author choose this style?

This anthology prepares the teacher to have discussions with the students to look more critically at the stories and the impact that these stories from the past have on people today. This is discussed in A Guide to Effective Literacy Instruction, Grades 4 to 6, Volume One as:

"Critical literacy requires the ability and willingness to look beyond the literal meaning of texts to observe what is present and what is missing, in order to analyse and evaluate the meaning and the author's intent" (p.6)

The ability to 'read between the lines' is certainly available in the unpacking of these two selected works.
Global or Urban Cohort Perspectives -
This anthology directly connects to the Global and Urban Cohort perspectives as it directly highlights the history of Canada's First Peoples who have a presence in our schools and in the collective history. It is important to provide the historical background to better understand the current treatment of these peoples. These books would provide opportunity to discuss topics such as prejudice, culture, critical thinking and how knowledge is constructed. Great class discussions could also be had which can help drive student thinking of learning, especially if the teacher can effectively probe provocative topics to deepen understanding and to clarify misunderstandings (Yokota and Teale, 2017). This is fruitful for students as they can organize their thoughts and express them orally in front of the class or in peer discussions.

The selected works can aid in establishing critical thinking, as 'thinking critically not only requires constantly seeking out new knowledge, but also understanding the historical and cultural context in which knowledge is produced , validated and circulated" (Sensoy and DiAngelo, 2017, p.24). We must understand the wrongs that have been done as we move toward better. Understanding requires empathy and context, both of which are available in these books.

Works Cited:

Anderson, C.W., Gillis, R., Dumas, M., & Wolf, D. (2018). Pīsim Finds her Miskanaw- Teacher's Guide. PDF.

Ontario Ministry of Education (2009). The Arts Curriculum, K-8.

Ontario Ministry of Education (2006). Language Curriculum, K-8.

Ontario Ministry of Education (2006). Foundations of Literacy Instruction for the Junior Learner, Volume One.

Sensoy, Ö, & DiAngelo, R (2017). I s Everyone Really Equal?: an Introduction to Key Concepts in Social Justice Education. Teachers College Press, 2017.

Yokota, J., & Teale, W. (2017). Striving for international understanding through literature. The Reading Teacher (70)5, pp. 629-633.

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Voice 2.2 establish a distinctive voice in their writing appropriate to the subject and audience (e.g., use punctuation, dialogue, and vivid language to create a particular mood or tone) Word Choice 2.3 use some vivid and/or figurative language and innovative expressions to enhance interest - - In Pīsim Finds her

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Empowerment and Opportunity

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Adam Genova and Rachel Cavanagh

Dear Black Boy, Shaking Things Up, and Rosie Revere Engineer each aim to encourage and empower those with societal expectations to ignore these presumptions and seize any opportunity to pursue what they enjoy. This anthology is designed to inspire black youth and women in particular, as they are very often typecast into enjoying certain hobbies or working in certain fields. We believe it is extremely important to teach each student that they're capable of anything and to look past societal or community expectations. These three texts feature words of encouragement and empowerment, hoping to inspire young children to make the most of any opportunity no matter what stands in their way.

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Adam Genova and Rachel Cavanagh Dear Black Boy, Shaking Things Up, and Rosie Revere Engineer each aim to encourage and empower those with societal expectations to ignore these presumptions and seize any opportunity to pursue what they enjoy.

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Difference is Normal! Disability and Neurodiversity in Literature for Junior Learners

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In- site Into Indigenous Stories

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Author: Christy Jordan-Fenton & Margaret Pokiak-Fenton

Genre: Memoir, non-fiction

Keywords: Indigenous, residential school, Inuit, intertextual, illustrated, heroine

Summary
Olemaun loves hearing her older sister read to her, especially Alice In Wonderland. She fantasizes about learning to read for herself and opening the world of books, and asks her father to go to school. Against her parents misgivings, Olemaun is allowed to attend residential school and swiftly regrets it: only the head nun, whom she nicknames 'Swan,' is kind. Her teacher is a cruel nun she nicknames 'Raven,' who takes her Inuit name and calls her Margaret instead.

Olemaun is forced to clean, do menial labour, and even work with smallpox patients; even her friendship with her older cousin, Agnes, is frowned upon. Against her teacher's cruelty and the bullying of other children, Olemaun's determination is unbreaking.. When the Raven forces her to wear bright red stockings, Olemaun creates a plan to put an end to it for good.
Classroom Suggestions
This book is well-suited for junior high students, who may relate or be shocked by Olemaun's experience of school and how it contrasts to their own. Olemaun's narration is rich in imagery and metaphor, and the dual frames of 'Raven' and 'Queen of Hearts' invite discussion of the modern indigenous experience: as the idiom says, "one foot in a moccasin, one in a sneaker." Olemaun skillfully navigates both worlds, both as "the hard stone that is used to sharpen an ulu" (the meaning of Olemaun), and Alice down the rabbit hole of residential school.

This wonderfully illustrated novella of 84 pages has both a sequel and a picture book version; developing readers may use the picture book version to supplement their understanding, and proficient readers are able to continue the story through the sequel.

Intertextuality with Alice in Wonderland is also useful, and teachers might consider excerpting Alice's initial meeting with the Rabbit, or her confrontation with the Queen of Hearts.
The back of the book features an addendum on the residential school system, as well as photographs of both the setting and similar residential schools of the time.
Activity #1
In relation to our other books, all three have strong bird symbology; Olemaun also refers to herself as a wren. To what extent could Olemaun be considered a trickster heroine, outwitting the establishment?

All three texts feature strong visual aspects. In this activity, students work in groups to create their own 'picture book' version of Fatty Legs: they match excerpts from the text to visual art, photos, or props, deciding what parts of the text to emphasize in 'their' version, and present their creation to the class, discussing why they made particular choices.

The teacher should prepare premade excerpts and a variety of art examples (historical photos, Alice in Wonderland illustrations, folk art, and realia such as stockings, a whetstone, a nun habit) to support student creativity. Students are of course encouraged to draw their own illustrations and select their favourite passages as well.
Overall and Specific Expectations
Teachers may want to expand this activity into a summative project for the unit. They may also suggest that students assign roles within their groups, or decide how to work collaboratively.

Oral Communication
2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

Comprehension Strategies 1.3,

Demonstrating Understanding 1.4,

Making Inferences/Interpreting Texts 1.5,

Extending Understanding 1.6,

Analysing Texts 1.7

Reading
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
Cross-curricular Links Art Curriculum, D. VISUAL ARTS

D1. Creating and Presenting

D1.1 create two-dimensional, three-dimensional, and multimedia art works that explore feelings, ideas, and issues from a variety of points of view,

D2. Reflecting, Responding, and Analysing

D2.1 interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they convey

D2.2 explain how the elements and principles of design are used in their own and others' art work to communicate meaning or understanding

D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts.

Media Literacy
3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

Olemaun's perspective is informed by her rich understanding of natural landscape and familiarity with the habits and uses of animals. Using classroom tablets, printed articles, or personal cellphones, invite the students in pairs or groups to research one of the animals or natural features mentioned in the book.

Overall and Specific Expectations

Variety of Texts 1.1,

Comprehension Strategies 1.3,

Demonstrating Understanding 1.4,

Extending Understanding 1.6,

They may also want to consider how climate change threatens the traditional lifestyle of Olemaun's people, the Inuvialuit. They should summarize their findings on a sheet of paper, to either be presented to the class or compiled into a classroom resource along with everyone else's; to balance the other activity, we recommend a written compendium.

This activity reflects the Ministry's recommendation to "utilize traditional ecological knowledge and cultural evidence," as detailed in "Teaching For Ecological Sustainibility: Incorporating Indigenous Philosophies and Practices" (Beckford, Clinton L. & Russel Nahdee, 2011, September, p. 3). Teachers should consider access to technology in the classroom and prepare printed articles, magazines, and/or interviews for students to access.
Cross-curricular Links Science and Technology

1. assess human impacts on biodiversity, and identify ways of preserving biodiversity;

2. investigate the characteristics of living things, and classify diverse organisms according to specific characteristics;

2.5 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., use a graphic organizer to show comparisons between organisms in various communities)

3. demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to humans.

3.2 demonstrate an understanding of biodiversity as the variety of life on earth, including variety within each species of plant and animal, among species of plants and animals in communities, and among communities and the physical landscapes that support them.

Urban Cohort Connections
Reading
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

Writing
1. Developing and Organizing Content

Understanding the residential school experience is crucial to grasping how Canada has used schools to try to erase First Nations culture, and why such skepticism towards the school system still exists today; advanced students may be interested in how school, religion, and government acted together in this instance. Many of the struggles Olemaun faces, such as unfair discipline or peer bullying, may be relatable to the students, and can prompt discussion of what improvements could be made in our own school.

Olemaun also uses a canon text, Alice in Wonderland, to interpret her lived experience, demonstrating how any piece can be molded to a student's own life; as Kilber and Chapman assert,

Rather than simply reading a multicultural text, teachers must engage their students in dialogue and support them in building critical literacy skills (Dressel, 2005). In order for the text to be transformative in affirming identities, it "must be interrogated from multiple perspectives and act as a comparison point for students' own lives" (Glazier & Seo, 2005, p. 688) (Chapman, A & Kibler, K, 2019, p.743).

Her experience of Arctic nature is an important perspective for urban students in southern Canada, in order to imagine exactly what is being affected by climate change today.

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Author: Christy Jordan-Fenton & Margaret Pokiak-Fenton Genre: Memoir, non-fiction Keywords: Indigenous, residential school, Inuit, intertextual, illustrated, heroine Summary Olemaun loves hearing her older sister read to her, especially Alice In Wonderland. She fantasizes about learning to read for herself and opening the world of books, and asks her father to go to school.

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Social Justice for Junior Learners

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This anthology was designed according to the Urban Communities Cohort Agenda for Critical Inclusive Teacher Education. When we began working on this anthology, we asked ourselves, "what is the best way for us to introduce all students about the importance of social justice?" Our anthology is meant to introduce the concepts of "social justice" on a macro-scale, with respect to the understanding that social justice and activism applies to social, economic, physical, and political inequity (and more!). We were thrilled to discover A is for Activism, which is a wonderful resource for junior learners who may be learning new language for the first time. We want to use this text to broaden students' strength and knowledge about how to use language about social justice, and how it applied to contemporary and historical injustices. We believe that supporting A is for Activism with Wonder and Fatty Legs will provide meaningful examples that students can begin to apply some of the terms and concepts that they are being introduced to. We want students to feel educated and empowered to speak about inequities and injustices, whether they appear in LGBTQ+, racial, socioeconomic, physical, or neurological situations.

Eliot Harkin

Eliot is a J/I candidate at uOttawa who loves playings sports, hiking, and discovering new things with friends.

Brandon Tobin

Brandon is in the J/I Bachelor of education program at University of Ottawa and loves the outdoors.

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This anthology was designed according to the Urban Communities Cohort Agenda for Critical Inclusive Teacher Education. When we began working on this anthology, we asked ourselves, "what is the best way for us to introduce all students about the importance of social justice?"

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About the Book...

Monique Gray Smith uses The Seven Sacred Teachings to guide the flow of Speaking Our Truth. Gray Smith speaks directly to young readers, educating them on the difficult relationship between Insigenous peoples and the Canadian government through personal encounters, interviews, and historical facts. With a perfect balance between past history, present issues and progress, and future changes, Speaking our Truth is an easy read about an important subject.

The Orange Shirt Story stars Webstad as her young self. Phyllis looks forward to growing older and finally being able to attend school like the other kids who have left her reserve. The summer before her first year of school, Phyllis' Granny buys her an orange shirt to wear on her first day at her new school. Phyllis quickly realizes that school is not what she expected and her orange shirt is taken away from her. The Orange Shirt Story provides a first hand encounter at Residential Schooling.

At 8 years old, Irene and her two brothers are taken from their homes against their parents' wishes and brought to Residential School. There, they are separated and stripped of their Indigenous identity, including their names. Irene continues to hold on to her mother's words, remembering who she is. Finally, it is time for summer break.

Urban Communities Cohort

The Urban Communities Cohort values diverse cultures, languages, ethnicities. The UCC prioritizes their commitment to social justice, diversity, and inclusion. Unfortunately Indigenous peoples in Canada and their history, cultures, and languages have not been prioritized. Information about these unique cultures as well as the pain and suffering they have endured must be introduced into our classrooms from an early age and at a much deeper level than in the past. In doing so, we increase the chances for change in attitude towards Indigenous communities, and an increased quality of life for Indigenous peoples today. We cannot change the past, only learn from it.

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Monique Gray Smith uses The Seven Sacred Teachings to guide the flow of Speaking Our Truth. Gray Smith speaks directly to young readers, educating them on the difficult relationship between Insigenous peoples and the Canadian government through personal encounters, interviews, and historical facts.

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Multicultural Picture Books

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Critical Thinking & Literacy

In language and arts, students use critical thinking skills when they analyze and evaluate the impact of something and form an opinion that is supported with rationale. This means that students need to evaluate the opinion of others, detect biases, and use information from their previous experiences when looking at a text. This is why I have chosen to focus on multiculturalism for this anthology. Because it forces students to understand the experiences of others and how that influences their opinions. Students must also confront their and others' biases to better understand the meanings within the text.

Critical Literacy is the critical thinking around looking past the literal meaning of the text and looking for what is missing, to try and get a better idea of the total picture of the text's meaning and the author's intent. This is why I have chosen to focus on picture books because they provide another angle for the students to analyze and gives the students another tool to better grasp a story's mood and expressiveness.

Being a part of the urban communities cohort means taking what we know and our experiences, and helping to expand and challenge them.

Other Recommendations

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In language and arts, students use critical thinking skills when they analyze and evaluate the impact of something and form an opinion that is supported with rationale. This means that students need to evaluate the opinion of others, detect biases, and use information from their previous experiences when looking at a text.

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Indigenous Literature

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Genre: Historical, biography

Keywords: Canadian history, residential schools, Indigenous, non-fiction

Description: "A picture book based on a true story about a young First Nations girl who was sent to a residential school. When eight-year-old Irene is removed from her First Nations family to live in a residential school she is confused, frightened, and terribly homesick. She tries to remember who she is and where she came from despite the efforts of the nuns to force her to do otherwise. Based on the life of Jenny Kay Dupuis' own grandmother, I Am Not a Number brings a terrible part of Canada's history to light in a way that children can learn from and relate to." (description by publisher)

Relation to junior learner:This book addresses the topic of residential schools in an age-appropriate way. Learning about residential schools in Canada in this way supports students' developing ability to care about others and to have informed opinions on social issues. This book can also be tied in with the Grade 6 history curriculum.

Classroom suggestions (Gr. 6):
Suggestion 1:
Initial prompt: The author talks about the importance of sharing her community's history. Why do you think this is an important story to tell? What is the impact of sharing stories like this? (Interview with author: https://vimeo.com/185707362)

Follow-up activity: Find a story that you think shares an important experience with the world. This can be print, blogs, video - your choice. Why do you think the author chose that format to share their story?
Connection with curriculum:
Depending on the format of the story they choose, this could link in with the Reading or Media Literacy strands of the Language Arts curriculum:

Reading: 2: Understanding form and style (2.1: analyse a variety of text forms and explain how their particular characteristics help communicate meaning) (2.4: identify various elements of style - including voice, word choice, and the use of hyperbole, strong verbs, dialogue, and complex sentences - and explain how they help communicate meaning)

Media Literacy: 2: Understanding Media Forms, Conventions, and Techniques (2.2: identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning and influence/engage the audience)

Suggestion 2:
Reflect on the medium through which the story was told. (Group/class discussion):

Possible questions:

1. Why do you think the author chose to write this story as a picture book?

2. How do the images add to the story?

3. What is the link between the images and the story being told?

4. How does the artist convey a particular emotion through this artwork?

Connection with curriculum:
Arts curriculum: D2: Reflecting, Responding, and Analysing
Cross-curricular links:
I Am Not a Number could be positioned at the beginning or middle of a social studies unit on residential schools

In the Grade 6 social studies curriculum, "students will explore the experiences and perspectives of diverse communities in historical and contemporary Canada and examine how they have contributed to the development of identities in Canada" (p. 123).

A3: demonstrate an understanding of significant experiences of, and major changes and aspects of life in, various historical and contemporary communities

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Genre: Historical, biography Keywords: Canadian history, residential schools, Indigenous, non-fiction Description: "A picture book based on a true story about a young First Nations girl who was sent to a residential school. When eight-year-old Irene is removed from her First Nations family to live in a residential school she is confused, frightened, and terribly homesick.

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Veronica Mazzella, Amber Willows, Presley Casselman

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Veronica Mazzella, Amber Willows, Presley Casselman

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The Value of Friendship

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Author: J.K. Rowling
Genre: Fantasy, Adventure
Keywords: Magic, Adolescence, Friendship, Perseverance

Summary: Harry Potter and the Philosopher's Stone is about a young boy who loses his parents and endures a torturous childhood with his uncle, aunt and cousin. Luckily, his story does not end here as on his 11th birthday he learns that he has magical powers and departs from the normal world to go to Hogwarts, a school of Witchcraft and Wizardry. There, he meets new friends named Hermione and Ron who help him overcome challenges, adventure, and discover his potential as a wizard. Harry learns that to become his most powerful self, he will need friends and allies to support him on his journey.

Classroom Suggestion #1: Harry Potter offers a variety of houses in which you get placed depending on your personality traits. Students will decide which house they would be in if they were at Hogwarts and who they would befriend. Students will draw themselves with their new friend doing an activity of shared interest. They will then display it to the class and present why they chose this house, this friend and this activity.
Curriculum Connections: Language Curriculum: Oral Communication (Grade 6) Overall Expectation: (Pg.108)
2. Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
Specific Expectations: (Pg.109)

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

2.4 Appropriate Language: use appropriate words and phrases from the full range of their vocabulary including inclusive and non-discriminatory language, and stylistic devices appropriate to the purpose and context, to communicate their meaning accurately and engage the interest of their intended audience.

2.5 Vocal Skills and Strategies: identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning.

2.6 Non-Verbal Cues: identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning.

2.7 Visual Aids: use a variety of appropriate visual aids to support or enhance oral presentations (costumes included).

Arts Curriculum: Visual Arts (Grade 6) Overall Expectation: (Pg.128)
D1. Creating and Presenting: Apply the creative process to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas and understandings, using elements, principles, and techniques of visual arts as well as current media technologies.
Specific Expectations: (pg. 129)
D1.1 Create two-dimensional, three-dimensional, and multimedia art works that explore feelings, ideas, and issues from a variety of points of view.

Classroom Suggestion #2: After reading Chapter 16, students will reflect on Harry, Hermione and Ron's adventure to save the philosopher's stone from Voldemort. In a writing piece, students will respond to the following questions:

1. What happened when the group went to save the philosopher's stone? What challenges were faced?

2. How did each group member contribute their unique skills to overcome these challenges?

3. What is your special skill? Create a fake scenario where you could have used this skill to help Harry.

In groups of three, students will create a skit to present their fake scenarios made in question #3.
Curriculum Connections: Language Curriculum: Writing (Grade 6) Overall Expectation: (Pg.114)
Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression and present their work effectively.
Specific Expectations: (Pg.115)

3.1 Spelling Familiar Words: Spell familiar words correctly

3.2 Spelling Unfamiliar Words: Spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling.

3.3 Vocabulary: Confirm spellings and word meanings or word choice using a variety of resources appropriate for the purpose.

3.4 Punctuation: Use punctuation appropriately to communicate their intended meaning in longer and more complex sentences, with a focus on the use of: commas to separate words in a list or after an introductory word or phrase; quotation marks in dialogue; and some uses of the colon, semi-colon, and brackets.

3.5 Grammar: Use parts of speech correctly to communicate their meaning clearly, with a focus on the use of: personal subject and object pronouns; indefinite pronouns; conjugations; subordinate clauses; adverb phrases; and present, past and future verb tenses.

3.6 Proofreading: Proofread and correct their writing using guidelines developed with peers and the teacher.

3.7 Publishing: Use a range of appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics and layout.

3.8 Producing Finished Works: Produce pieces of published work to meet identified criteria based on the expectations.

Arts Curriculum: Drama (Grade 6) Overall Expectation: (Pg.124)
B1. Creating and Presenting: Apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives.
Specific Expectations: (Pg.124)

B1.1 Engage actively in drama exploration and role play, with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction sources and diverse communities, times, and places.

B1.2 Demonstrate an understanding of the element of role by selectively using other elements to build belief in a role and establish its dramatic context.

Global/Urban Cohort Perspective:

Educators can use Harry Potter and the Philosopher's Stone to teach children the value of friendship and teamwork to overcome issues that are more difficult to solve, or unsolvable, on one's own. Students will recognize that they do not have to face personal struggles alone. Instead, they can develop healthy support systems, starting with their own classmates. Finally, Harry Potter inspires students to explore and develop their imagination and wonders through the magical setting of Hogwarts.

Reference: Rowling, J. K. (1997). Harry Potter and the philosopher's stone. London: Bloomsbury

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Author: J.K. Rowling Genre: Fantasy, Adventure Keywords: Magic, Adolescence, Friendship, Perseverance Summary: Harry Potter and the Philosopher's Stone is about a young boy who loses his parents and endures a torturous childhood with his uncle, aunt and cousin.

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Exploring Indigeneity

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Sara Camus

Sara Camus is a teacher candidate studying at the University of Ottawa. She has a bachelors degree majoring in Fine Arts from Mount Allison University. She has a cat named Elise and learned how to bake biscotti during the COVID-19 pandemic.

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Sara Camus is a teacher candidate studying at the University of Ottawa. She has a bachelors degree majoring in Fine Arts from Mount Allison University. She has a cat named Elise and learned how to bake biscotti during the COVID-19 pandemic.

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Indigenous Reads For Children

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Indigenous Reads for Children _ Smore Newsletters

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Rayan Assaf, Emily Axford and Kristan Williams

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Rayan Assaf, Emily Axford and Kristan Williams

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Stop the Bullying

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Though not specifically pertaining bullying between peers, this novel is an example of how children sometimes feel victimized, rejected, or scorned by their adult role models. Kahu, a young member of Maori tribe in Whangara on the East Coast of New Zealand, desperately seeks the love and approval of her great-grandfather. However, her great-grandfather scorns her, wishing that she had been born a male to inherit the title of chief. Deeply influenced by tradition, her great-grandfather refuses to consider that the next rightful heir could be female. The novel follows Kahu's attempts to win her great-grandfather's affection, and in-turn reveals the spiritual connection she shares to her tribe's legend of the Whale Rider.

This book is appropriate for the junior level for many reasons. There are several themes in the novel that create opportunities for discussions about gender stereotypes, social justice/racism, creating healthy relationships, and etc. that are possibly relevant for junior learners. Many learners may relate to one or more themes present in the novel. It also offers opportunities to discuss literary strategies such as perspective, point of view/narration, and etc. Plus, the central character is a child close in age to learners in grade 6. Learners may relate to the struggles/experiences of the central character, thereby creating opportunities to discuss empathy.

Love, tradition vs. modernity, the nature of time, the sacredness of nature, the corruption of mankind, gender roles, racism and cultural identity, spirituality/belief, deriving meaning from literal means as opposed to purpose-drive understanding, believing in yourself.

Genre: Fiction
Activity 1: Film Study/Comparison
Connections to curriculum: Grade 6 Language Curriculum:

Description: once learners have completed the novel, watch the 2002 film entitled Whale Rider based on the novel. Learners will create a brief presentation (alone or in a small group) that discusses the comparison between the film and the novel; learners may choose to address why certain changes were made in the film, and what impact these changes have on the overall meanings/central themes of the story.

Overall Expectations

1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
Media Literacy
Specific Expectations

1.5 Making Inferences/Interpreting Texts: interpret oral texts by using stated and implied ideas from the texts

1.6 Extending Understanding: extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them

Overall Expectations

1. Demonstrate an understanding of a variety of media texts

2. Identify some media forms and explain how the conventions and techniques associated

with them are used to create meaning

Specific Expectations

1.1 Purpose and Audience: explain how a variety of media texts address their intended purpose and audience
Grade 6 Arts Curriculum
1.3 Responding to and Evaluating Texts: evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts

2.1 Form: describe in detail the main elements of some media forms

2.2 Conventions and Techniques: identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning and influence or engage the audience

Overall Expectations
Activity 2: Design a new cover page for the novel
B2. Reflecting, Responding, and Analysing
Connections to curriculum: Grade 6 Language Curriculum:
Specific Expectations

B2.1 express personal responses and preferences and make connections to themes and issues presented in their own and others' drama works

Description: learners will design a new cover page for the novel using a medium of their choice (painting, sketch, photoshop, etc.). Learners will present their design to the class, explaining the reasoning for their choices about the design, and which central themes from the novel they drew inspiration from for their design.

Overall Expectations

1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
Grade 6 Arts Curriculum
Specific Expectations

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

2.4 Appropriate Language: use appropriate words and phrases from the full range of their vocabulary including inclusive and non-discriminatory language, and stylistic devices appropriate to the purpose and context, to communicate their meaning accurately and engage the interest of their intend- ed audience

Overall Expectations

D1. Creating and Presenting

D2. Reflecting, Responding, and Analysing

Specific Expectations

D1.1 create two-dimensional, three-dimensional, and multimedia art works that explore feelings, ideas, and issues from a variety of points of view

D1.3 use elements of design in art works to communicate ideas, messages, and understandings

D2.1 interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they convey

D2.2 explain how the elements and principles of design are used in their own and others' art work to communicate meaning or understanding

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Though not specifically pertaining bullying between peers, this novel is an example of how children sometimes feel victimized, rejected, or scorned by their adult role models. Kahu, a young member of Maori tribe in Whangara on the East Coast of New Zealand, desperately seeks the love and approval of her great-grandfather.

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Racial Identity in Graphic Novels

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Racial Identity in Graphic Novels for Grades 4-7

Introduction to our collection

We wanted to showcase books that present narratives of people who were historically marginalized. We chose graphic novels for their ease of consumption for non readers and for their incorporation of non verbals. By choosing graphic novels we are also showcasing various architectures, foods, and ultimately the cultures of the various narratives. We also chose different genres, with two fiction and one historical fiction to cover more interests. We've incorporated works with protagonists of various ages and genders with narratives that promote equity at their core.

The Ballad of Nancy April Shawnadithit

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Racial Identity in Graphic Novels for Grades 4-7 We wanted to showcase books that present narratives of people who were historically marginalized. We chose graphic novels for their ease of consumption for non readers and for their incorporation of non verbals.

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Black History in Nova Scotia

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About the Author

Emma Curley is a first year Teacher Candidate in the B.Ed. program at the University of Ottawa. Her passions include working with children, biking along the canal, and creating art. Find her on Twitter @emmacurleyuo.

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Black History in Nova Scotia - Featuring the work of Shauntay Grant by Emma Curley | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Social justice in literacy

A literature anthology

⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼

Books featured in this anthology:

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Classroom Suggestions:

Suggestion 1: In "A Good Kind of trouble", Shayla experiences a Black Lives Matter protest with her sister. With everything going on in the world right now and the numerous of Black Lives Matter protests that have happened recently, students will have to research this movement. Students in this activity will conduct research on the organization of Black Lives Matter and create a poster with a powerful message that they could "bring" to a protest. The students have to ensure that the poster is eye catching and that it has an important message attached to it.

Links to the Language Curriculum: Reading Grade 6

1. Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning.
Specific Expectations:
1.2 Purpose: identify a variety of purposes for reading and choose reading materials appropriate for those purposes.

1.3 Comprehension Strategies: identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts.

1.4 Demonstrating Understanding: demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details.
Specific Expectations:
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.

D1.3 Use elements of design in art works to communicate ideas, messages, and understandings.

Suggestion 2: In the book "A Good Kind of Trouble", Shayla writes in a journal called the "eyeball journal", where she writes daily observations of things around her in her own perspective. In this activity, students will have to create their own "eyeball journal" and write in it from Monday to Friday about things that surround them at school and outside of school. Students will then get into groups of 4-5 and use drama to convey a message that they learned throughout their journaling experience.

Links to the Language Curriculum: Writing Grade 6
Specific Expectations:
1.3 Research: gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources.

1.4 Classifying ideas: sort and classify information for their writing in a variety of ways that allow them to view information from different perspectives and make connections between ideas

Links to the Arts Curriculum: Drama Grade 6

B1. 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.
Specific Expectations:
B1.3 Plan and shape the direction of the drama or role play by introducing new perspectives and ideas, both in and out of role.

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Classroom suggestions:

Suggestion 1: The book "Betty Before X" explores the topic of the civil rights movement and activism. In this activity, the students will be in pairs and will have to pick a topic related to the civil rights movement (for example: Jim Crow Laws, Martin Luther King, etc). The students will then conduct research on their topics and create an oral presentation to present in front of the class. Additionally, music was important during the civil rights movement, the students will have to include a song in their presentation to the class.

Links to the Language Curriculum: Oral Communications Grade 5
Specific Expectations:
2.3 Clarity and coherence: communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form

2.4 Appropriate language: use appropriate words and phrases from the full range of their vocabulary, including inclusive and non-discriminatory language, and stylistic devices suited to the purpose, to communicate their meaning accurately and engage the interest of their audience.

Links to the Arts curriculum: Music Grade 6
Specific Expectations:
Suggestion 2: Betty volunteers for an organization that supports black-owned businesses. The students will have to conduct research and find a black-owned business in their community. They will have to create a media text for the business that they chose (for example a pamphlet) so that the students can learn about different businesses around them. The students will also have to use their visual arts skills and create a logo for the business they chose. The students have to create their own vision of the logo even if the business already has one.

Look up black-owned business in the community

Links to the Language Curriculum: Media Literacy Grade 5
Specific Expectations:
3.2 Form: identify an appropriate form to suit the specific purpose and audience for a media text they plan to create, and explain why it is an appropriate choice.

3.3 Conventions and techniques: identify conventions and techniques appropriate to the form chosen for a media text they plan to create, and explain how they will use the conventions and techniques to help communicate their message.

Links to the Arts Curriculum: Visual Arts Grade 5
Specific Expectations:
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Classroom suggestions:

Suggestion 1: In the first chapter of "Amal Unbound", Amal and her teacher discuss famous poets from the region of where they live. In this activity, students will be in groups and they will have to conduct research to find a poem that touches a topic that is in this book (for example, a poem about dreams or a poem about activism). The poem could also be a poem from one of the poets mentioned from the book. Once they are done finding the poem they want, they must create a dance to represent their poem. Students can use props and materials to help the poem come to life through the dance.

Links to the Language Curriculum: Reading Grade 6

Overall Expectations:

1. Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning.

Specific Expectations:
Links to the Arts Curriculum: Dance Grade 6

A1. Creating and Presenting: apply the creative process (see pages 19-22) to the composition of short dance pieces, using the elements of dance to communicate feelings and ideas.
Specific Expectations:
A1.2 Use dance as a language to interpret and depict central themes in literature.

Suggestion 2: The book "Amal Unbound" finishes with mystery. The book ends with Amal walking home and the reader's do not know what her future holds. In this activity students will be in groups and write an ending to the book of what Amal's life looks like now. The students will then use their drama skills to act out their version of the ending to the class.

Links to the Language Curriculum: Writing Grade 6

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
Specific Expectations:
1.2 Developing Ideas: generate ideas about a potential topic and identify those most appropriate for the purpose.

2.8 Producing Drafts: produce revised draft pieces of writing to meet identified criteria based on the expectations.

3.8 Producing Finished Works: produce pieces of published work to meet identified criteria based on the expectations.

Links to the Arts Curriculum: Drama Grade 6

B1. 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.
Specific Expectations:
B1.3 Plan and shape the direction of the drama or role play by introducing new perspectives and ideas, both in and out of role.

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Urban Connection

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References

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Social justice in literacy ⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼⎼ Books featured in this anthology: ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ Suggestion 1: In "A Good Kind of trouble", Shayla experiences a Black Lives Matter protest with her sister.

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Mumtaz Mohamoud and Joshua Cassidy

Dear Canada: These Are My Words: The Residential School Diary of Violet Pesheens

URBAN COMMUNITIES COHORT CONNECTIONS

The stories of residential schools is a very hard topic for Indigeous Peoples to speak about. It is completely understandable as it was a traumatic experience for all. We think it is an important part of Canadian History and need to continue to tell their stories and what really happened. Young children need to be educated on these topics so they can help to be part of the change of eliminating social injustices and power imbalance that Indigeous communities face today. The topic of residential schools is a critical topic and we selected books that are accessible to youth. Shi-Shi-etko, Dear Canada: These are my words Fatty Legs are children's books written about the residential school experience. These books are important and useful because they are all written with an Indigeous lens and this is a critical aspect as we want to truly give voice to Indigeous peoples' perspective on what the Residential School experience was all about. We titled our collection "Remember Our Land" because what it means to be part of the change of seeing the minoritized group as valuable as the dominant culture is a respect and constant uplift from an unjust policies and a deep recognition for how resilient and very much alive the Indigeous culture is.

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Mumtaz Mohamoud and Joshua Cassidy Dear Canada: These Are My Words: The Residential School Diary of Violet Pesheens URBAN COMMUNITIES COHORT CONNECTIONS The stories of residential schools is a very hard topic for Indigeous Peoples to speak about. It is completely understandable as it was a traumatic experience for all.

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Raise your Voice

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A Literature Anthology for Junior Learners

The Power Book: What is it, Who has it and Why?

"No matter who or how old you are, you can create change in this world we live in." - Roxanne Gay

No Voice Too Small: Fourteen Young Americans Making History

"Never too soon to start stirring things up" - Kirkus Review (Starred review)

"Not everything that is faced can be changed,'" Daddy says, and then Hana cuts in and says, "'But nothing can be changed until it is faced."

About Author

Jamie Fleming-Montgomery is a Teacher Candidate at the University of Ottawa within the Urban Communities Cohort, who enjoys; sports, hiking, reading, writing and coffee.

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A Literature Anthology for Junior Learners The Power Book: What is it, Who has it and Why? "No matter who or how old you are, you can create change in this world we live in."

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Inspiring books

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Author: Roald Dahl

Genre: Children's fantasy novel.

Keywords: Golden ticket, chocolate bar, winner, father son reunion, television addiction

Author: Roald Dahl

Genre: Children's fantasy novel.

Keywords: villainess, egg beater, genius, sarcasm, bad parenting

Author: Anthony Browne

Genre: Fiction

Keywords: bike racing, figure, Buster Nose, ducked, champ.

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Author: Roald Dahl Genre: Children's fantasy novel. Keywords: Golden ticket, chocolate bar, winner, father son reunion, television addiction Author: Roald Dahl Genre: Children's fantasy novel. Keywords: villainess, egg beater, genius, sarcasm, bad parenting Author: Anthony Browne Genre: Fiction Keywords: bike racing, figure, Buster Nose, ducked, champ.