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Emotional Intelligence in Popular Culture

There has been an increase in literacies centred around childhood emotional intelligence in the past ten years. For example, Disney's Inside Out gives viewers a front seat to the emotions we all experience on a regular basis such as disgust, sadness, anger, fear, and happiness.

Although it is a whimsical, comedic representation of emotions, Inside Out clearly communicates important truths and nuances about emotional intelligence in a way that the Junior Learner can understand.

ABOUT THE AUTHOR

Amanda Larbie is a Teacher Candidate at the University of Ottawa who is passionate about mental health. Amanda is an advocate for taking a balanced, whole-child approach to education.

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There has been an increase in literacies centred around childhood emotional intelligence in the past ten years. For example, Disney's Inside Out gives viewers a front seat to the emotions we all experience on a regular basis such as disgust, sadness, anger, fear, and happiness.

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Inspiration, Wonder, and Science - Equity and Representation in STEM by Joseph Knappers | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Auggie Pullman is a fifth grade student who has been home-schooled his whole life due to his Treacher Collins syndrome, leaving him with a facial deformity. His parents choose to enroll him in a prep school so he can experience the world at large. This book navigates Auggie's trials and tribulations at his new school, including struggles with bullying, navigating friendships, family relationships. This is an excellently told story from the perspective of a young, ambitious character who readers will undoubtedly resonate with. (Palacio, 2012).

Ally has dyslexia, she is smart and a talented kid but can't read because of her disability. Because of her father's job, Ally is required to change schools often. Ally avoids writing and reading tasks by using various strategies such as humour, misbehaviour, sickness to distract others from her learning difficulty. The school year ends on a positive note as Ally overcomes multiple challenges with the help of her brother Travis, she learns that she loves to read. Ally's new teacher Mr. Daniels identifies she has dyslexia but adapts his teaching methods to help her learn better. As a result Ally begins to make new friends such as Keisha and Albert. Ally's reading skills continue to improve with Mr. Daniels, eventually Ally, is nominated as class president and wins. Ally continues working on extra projects and the teacher presents her with a special award because of her dedication. Mr. Daniels decided to challenge the class to view things in a new perspective by listing famous people who are dyslexic. He inspires the students to appreciate others as unique individuals. (Hunt, 2015).

This is told through the perspective of Melody Brooks, an eleven year old girl who was born with cerebral palsy. Incapable of walking, talking, feeding herself, or go to the bathroom alone. Melody struggles with the fact that her mind works well, but she cannot speak as she can't make her thoughts and opinions know to anyone including her own parents. Melody has to fight to get what she wants as she realizes through getting a computer to help communicate that she is no different than kids around her despite her physical disabilities and limitations. The story follows Melody through different years of her life and the various challenges present throughout these times. Eventually Melody surprises her fellow students and teachers when she gets perfect on a test exam for a trivia competition, allowing her to join the team. Melody helps the team win a qualifying competition and win a trip to Washington D.C. for the national competition. (Draper, 2010).

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Auggie Pullman is a fifth grade student who has been home-schooled his whole life due to his Treacher Collins syndrome, leaving him with a facial deformity. His parents choose to enroll him in a prep school so he can experience the world at large.

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Urban Issues - Poverty, Homelessness, Racism by Jori Saikali | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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We will read this book as a read-aloud. The students will get an opportunity to read to the class and portray different characters. Then we will explore the concept of identity and how it is fluid and evolving using Jordan (the main character) as an example. He is trying to discover who he is and where he belongs? First as a group we will identify the moments in the book where Jordan is struggling with his multiple identities. Next the students will make connections to characters and events in the story that they can relate to. They will share their work with the class by making two "cultural x-rays" (Short, 2009) comparing a character from the book to themselves. To make a "Cultural X-Ray", they will draw the character and themselves and label the outside of their bodies with aspects of their culture that are evident to others, such as language, age, ethnicity, gender, and religion, and the inside with the values and beliefs that they hold in their hearts. They can use magazine clipping and photos or any other artifacts they would like on their cultural x-rays. We will do a gallery walk to learn more about each other.
Oral Communication Strand

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 Strand

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;

Understanding Form and Style: use knowledge of words and cueing systems to read fluently;

Arts Curriculum Drama Strand
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;
Visual Arts
Creating and Presenting: apply the creative process (see pages 19-22) 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;
Activity #2:
We witness Jordan and other characters of colour endure microaggressions. We will look up the definition of microaggression and discuss it as a group. The class will be divided into 4 groups and each group will look at a particular character from the book and identify the microaggressions they have faced. They will make a mind map to share their thoughts and ideas. We will take this activity further by doing a skit on what language they can use to counter or address microaggressions. They will use statements like: "When you said ______, it made me feel like _______." and "You may not be aware of what you just did/say but you did/say ________ and in the future you should ________". The students will be encouraged to use the right language and be aware of how our actions can be hurtful towards others.

Curriculum Connections Oral Communication Strand

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 Strand
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 Strand
Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;

Arts curriculum Drama Strand

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

Reflecting, Responding, and Analyzing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences

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We will read this book as a read-aloud. The students will get an opportunity to read to the class and portray different characters. Then we will explore the concept of identity and how it is fluid and evolving using Jordan (the main character) as an example.

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: Someone New tells the story of three newcomers through the perspective of their new classmates, allowing readers to gain insight into the immigrant experience through a different avenue. Welcome, Home, New, Brave, Learn, Empathy
This book talks about trying to belong. Something that every child has felt at some point in time. These feelings tend to increase as we get older, no matter our situation. This story is an excellent choice as it allows students to look at moving countries from different perspectives. Some of these perspectives are ones that they have probably never thought about before. This story will allow students to emphasize with the children in the story. Sibley O'Brien also has a prequel story, I'm New Here, where she tells the same story from the perspective of the newcomers.
Activity #1 (grades 4 to 6): Short Story or Comic
We hear the perspective of the students in Someone New. Ask the students how they think the new students had felt. Have students create a short story from the perspective of one of the new students. Students can have a choice between doing a short story or a comic.
Note: Only do this activity if students have not read the companion story, I'm New Here Links to the Ontario Curriculum for both the comic and the short story Reading Curriculum Overall
Read and demonstrate an understanding of variety of literary graphic and informational texts

Comprehension Strategies

Making Inferences

Extending Understanding

Points of view

Visual Arts Curriculum
Reflecting, Responding, and Analyzing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences

GRADES 4 to 5 - Interpret a variety of art works, and identify the feelings, issues, themes, and social concerns that they convey

GRADE 4 - Analyze the use of elements and principles of design in a variety of art works, and explain how they are used to communicate meaning or understanding

Links to the Ontario Curriculum for just the comic Visual Arts Curriculum
GRADE 6 - Explain how the elements and principles of design are used in their own and others' art work to communicate meaning or understanding

GRADES 4 to 6 - Demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a theme or topic

GRADES 4 to 6 - Use elements of design in art works to communicate ideas, messages, and understandings

GRADE 5 - Create two- and three-dimensional art works that express feelings and ideas inspired by their own and others' points of view

GRADE 6 - Create two-dimensional, three-dimensional, and multimedia art works that explore feelings, ideas, and issues from a variety of points of view

Writing Curriculum Overall

Developing ideas

Research (to focus on certain cultures and country conflicts)

Links to the Ontario Curriculum for just the short story Activity #2 (grade 4 to 6): A journal entry
Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings
Links to the Ontario Curriculum Visual Arts Curriculum
Generate, gather, and organize ideas and information to write for an intended purpose and audience

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

GRADE 4 - Analyze the use of elements and principles of design in a variety of art works, and explain how they are used to communicate meaning or understanding

GRADE 5 - Demonstrate an understanding of how to read and interpret signs, symbols, and style in art works

GRADE 6 - Demonstrate an understanding of how to read and interpret signs, symbols, and style in art works

Writing Curriculum Overall
Have students think about their own experiences and how those relate to the characters. Have the students write a journal entry about an experience they felt like the new person, where they felt like they didn't fit. Have them take the feelings of the students in this story as an inspiration. See how the children felt in the story? Did your students feel the same?

Reflecting, Responding, and Analyzing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences

Interpret a variety of art works, and identify the feelings, issues, themes, and social concerns that they convey

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

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Someone New tells the story of three newcomers through the perspective of their new classmates, allowing readers to gain insight into the immigrant experience through a different avenue. Welcome, Home, New, Brave, Learn, Empathy This book talks about trying to belong. Something that every child has felt at some point in time.

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 Literature Anthology Link — Shelby and Graydon

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 Literature Anthology Link — Shelby and Graydon

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Kibler, K., & Chapman, L. (2018). Six Tips for Using Culturally Relevant Texts in Diverse Classrooms. The Reading Teacher, 77(6), pp. 741-744.

Masood, Hadid. (2016) Drummer Girl. Najiyah Maxfield.

Ontario Ministry of Education. (2019). Health and Physical Education in Grades 1-8, Human Development and Sexual Health Education by Grade.

Ontario Ministry of Education. (2009). Critical Literacy: A Lens for Learning.

Ontario Ministry of Education. (2006). The Ontario Curriculum, Grades 1-8, Language.

Ontario Ministry of Education. (2006). The Ontario Curriculum, Grades 1-8, Arts.

Ontario Ministry of Education. (2006). A Guide To Effective Literacy Education, Grades 4-6, Volume 1.

Statistics Canada. (2017). Canada Day... by the numbers.

Graydon Campbell

Graydon is a Teacher Candidate at the University of Ottawa's Teacher Education program....

Shelby Mayer

Shelby Mayer is a Teacher Candidate at the University of Ottawa's Teacher Education program. Her cohort, Teaching in Urban Communities, has allowed her to develop an understanding of today's urban centres and the ways in which educators can both support diversity and promote equity.

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Kibler, K., & Chapman, L. (2018). Six Tips for Using Culturally Relevant Texts in Diverse Classrooms. The Reading Teacher, 77(6), pp. 741-744. Masood, Hadid. (2016) Drummer Girl. Najiyah Maxfield. Ontario Ministry of Education. (2019). Health and Physical Education in Grades 1-8, Human Development and Sexual Health Education by Grade.