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All Refugees Welcome - by Z.Blaskic by Zeljka B. | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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"Perseverance is failing 19 times and succeeding the 20th." - Julie Andrews

Fish in a Free

Author: Lynda Mullaly Hunt

Keywords: Confidence, Perseverance, Education, Relationships, Trust, Differences

Genre: Fiction
Summary:
The novel tells the story of Ally, Keisha, and Albert who "set the world on fire" as they overcome challenges. The plot begins with Ally a sixth-grader with dyslexia who is repeatedly relocating to new schools. She tends to mask her inability to read and write by creating creative but distracting distractions. Mr. Daniels, her new teacher, sees the brilliant, and imaginative student beneath the troublemaker and encourages her to ask for help. Ally learns not to be so hard on herself and that dyslexia is nothing to be ashamed of. With his assistance, Ally's confidence starts to grow, and she begins to see the world opening up with possibilities. She learns that she and everyone else is more than a label and that great minds don't always think alike.
Why this book?
This book has a powerful message and will teach junior-level students to embrace each other's differences in the classroom. After having a conversation with your students about the book students will have a positive mindset in regards to everyone having their differences you can still manage to achieve anything you put your mind to. A positive support system in your environment is another big aspect of this book. This will teach junior learners and help them understand every student works and learns at their own pace. This will also open up a conversation after the book with the classroom that we teachers will support each and every student to meet their individual needs to successfully support students to achieve their individual learning goals. Another lesson that students will gain from this book is the ability to stand up, brush yourself off, and try again and that in itself is a huge strength to develop.
Activity #1
The students will be given 5 minutes to think about challenging statements which are things that they find difficult. For example "I struggle in x (subject)" to "I try my hardest to complete x (subject) homework as well have a positive attitude towards it." After the 5 minutes, students will be asked to write down 6 challenging statements and rephrase them into a positive statement in their language duotang. This activity will give students a positive mindset when writing out things they are facing difficulties with into positive statements. This will be something they can go back and reflect on throughout the year and see if they have achieved their goals. To finish off, students will be able to share how they felt after doing that activity in a classroom discussion. In addition, each student will be given an opportunity to share a few statements with the class.
Connection Curriculum (Grade 5):

Oral Communication:

Overall Expectation - 2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

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

Specific Expectation- Purpose 2.1 identify a variety of purposes for speaking (e.g., to justify opinions and thinking in discussion and dialogue groups; to ask questions or explore solutions to problems in small groups; to share information or ideas about a topic with a group; to share

Activity 2:
After reading the chapter of the book student will be paired into groups. Each student will get a chance to participate in the freeze-frame activity. The student will choose an event from the chapter and the students in the group will try to guess what event they are framing.
Connection Curriculum (Grade 5):

Overall Expectation:

Drama- 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 stories;

Specific Expectation:

B1.1 engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and non-fiction sources from diverse communities, times, and places

Emmanuel's Dream

Author: Laura Ann Thompson

Illustrator: Sean Qualls

Keywords: Resilience, Courage, Differences, Diversity
Summary:
Emmanuels' Dream is based on a true story. The story of a boy who was born in Ghana, West Africa with one deformed leg. Emmanuel was dismissed by most people throughout his life, although he had support from his mother who encouraged him to always fight for his dreams and conquer through any obstacles he faces in life. Despite, the challenges he still managed to hop on one leg everywhere and learn how to play soccer. He had a strong desire to provide for his family at the age of 13. His story displays a powerful message through this children's picture book.
Why this book?
This book would be a great addition to the classroom bookshelf because it teaches students can achieve anything they want despite having an exceptionality. This book promotes inclusivity within the classroom. It can inspire many people on a wide scale inside and outside of the classroom environment. It gives students the powerful message that disability does not mean inability. Students can also learn to encourage one another in the classroom and support others.
Connection Curriculum (Grade 5):

Overall Expectation:

Specific Expectation:
Activity #2 Connection Curriculum (Grade 5):

The Boy Who Harnessed The Wind

Author: William Kamkwamba and Bryan Mealer

Illustrator: Anna Hymas

Genre: Biography

Keywords: Social Issues, Drama, Family, Perseverance, Community, Survival
Summary:
When a severe drought hit William Kamkwamba's little Malawian community, his family lost all of the season's crops, leaving them with nothing to eat or sell. In search of a solution, 13-year-old William began to search through science books in his small library to figure out how to support his family and his community. He had an idea to build a wind turbine to change his family's lives for the better and save his village from famine. This memoir shows despite a desperate situation William managed to persevere and work towards changing the lives of many people around him. This story is also now a Netflix film.
Why this book?
The book "The Boy Who Harnessed The Wind" shows junior-level readers that even though Willam experiences many obstacles early on in his life he takes matters into his own hands to make things right. This teaches many lessons to the junior grade levels grades 4-6 one of the many lessons it can teach our students is that some things do not come at our fingers tips. Although, we need to go searching for those resources that are available to us to make the changes we want to see in our lives.
Activity 1:
Students will be asked to create a journal and answer the following questions. Write about a time in your life that you persevered. How did you feel when you were facing difficulties? In what ways did you face your obstacles? Did you have anyone to support you, and if so who was your support system?
Curriculum Connections (Grade 5):

Writing:

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

Organizing Ideas 1.5 identify and order main ideas and supporting details and group them into units that could be used to develop several linked paragraphs, using a variety of strategies.

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

Activity 2:
Make a collage to show your understanding of events and make connections to your own identity in the book using visuals. Once students have completed they will each take turns to share their collage with the class and explain why they chose those images.
Curriculum Connections (Grade 5):
Visual Arts

D1.4 use a variety of materials, tools, and techniques to determine solutions to design challenges (e.g., mixed media: a composite image that uses photographs, photocopies, transfers, images, and selected opaque and transparent materials to reflect their self-identity.

Oral Communication:

Overall Expectation-

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

References

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"Perseverance is failing 19 times and succeeding the 20th." - Julie Andrews Author: Lynda Mullaly Hunt Keywords: Confidence, Perseverance, Education, Relationships, Trust, Differences Genre: Fiction Summary: The novel tells the story of Ally, Keisha, and Albert who "set the world on fire" as they overcome challenges.

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Black Representation in Classroom
By Marinette Soliman

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Mental Health Matters
Books that address and support awareness of mental health

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Library Staples for Young Feminist
PED 3114 - Literacy Anthology

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https://www.smore.com/n4wtv

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Author: Beverly Cleary

Genre: Fiction (9-13)

Key words: Divorce, loneliness, friendship, sibling relationship, love, self-growth, identity

Themes: Finding balance between sadness and happiness, the importance of putting yourself in someone else's shoes, learning to trust others and accepting things that are out of our control.
SUMMARY:
Leigh Botts is a grade six student that writes to his favourite author as a school assignment. Being in a new school, the communication between the author and himself brings him great comfort. As they continue to write to each other, Leigh begins to understand that he cannot control certain things that happen in his life such as his parents' divorce and his father's presence in his life.
FOR THE JUNIOR LEARNER:
This book is a great resource for the junior level for a variety of reasons. To begin, the storyline underlines concerns, and conflicts children might experience throughout their childhood. Learning how to cope with these challenges can allow students to develop self-regulation. Divorce and single-parent families are very pertinent in children's lives. This being said, this subject can be difficult to discuss. The book allows students to relate to the main character. In addition, this relates to the junior level because the author uses biography in the letters, which is also part of the Language Arts Curriculum. This is a great way to introduce the writing procedure of the biography unit.
ACTIVITY 1:
After reading the book, it will be the students turn to write a letter. This letter will include at least 10 questions to their favourite author. The must do some research to find the postal information. Once they have all submitted the assignment, I will send them out by mail.
ACTIVITY 2:
Students will all participate in an improv event. The reoccurring themes will be orientated towards situations of conflict or concerns children might face during their childhood. For instance, divorce, feeling of loneliness, feeling of being left out, etc. The goal of this activity is to come together as a group and find solutions to the situation.
CURRICULUM CONNECTIONS (GRADE 5):

Oral Communication-listen in order to understand and respond appropriately in a variety of situations for a variety of purposes

Writing- generate, gather, and organize ideas and information to write for an intended purpose and audience

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

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

Writing - reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

Language specific expectations:

Writing - Developing and Organizing Content

Writing - Using Knowledge of Form and Style in Writing

Writing - Applying Knowledge of Language Conventions and Presenting Written Work Effectively

Writing - Reflecting on Writing Skills and Strategies

Drama: Creating and Presenting -apply the creative process (see pages 19-22) to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and stories

The Arts Specific Expectations:

Drama- engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and non-fiction sources from diverse communities, times, and places

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Author: Beverly Cleary Genre: Fiction (9-13) Key words: Divorce, loneliness, friendship, sibling relationship, love, self-growth, identity Themes: Finding balance between sadness and happiness, the importance of putting yourself in someone else's shoes, learning to trust others and accepting things that are out of our control.

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Author: Sanjana Kapur

Illustrator: Sunaina Coelho

Themes: Mental Health & Depression

Keywords: Depression, Monster, Sadness, Problems, Help

This book is a story about a little boy named Bhaiya that struggles with his mental health. At the beginning of the story, he seems very happy and is always playing with his friend named Chiru. However, at one point, Bhaiya starts to feel less excited about playing with her. He prefers to stay in bed, he is in a bad mood, he feels grumpy, he gets easily angry, he stops eating, and is unimpressed by everything around him. Chiru notices this and tries to help him. It is obvious that he is struggling with depression, however he refers to it as a big monster on his back. He calls this monster 'Dukduk'. Everyone starts telling Bhaiya that he 'has to put his mind to it and that he will snap out of it'. Bhaiya explains that he will try but that it's difficult. He ends up seeing a doctor who helps him deal with Dukduk and slowly starts to get better. At the end of the story, the book explains how 'Dukduk = Depression' and how having a mental health problem can be much more complex to solve than a physical health problem.

This book is appropriate for junior learners because it creates an analogy of what depression looks like to make it easier for students to understand it. "Dukduk" is the monster on Bhaiya's back that represents his depression which seems to always make him feel down. The book demonstrates the steps of how depression can develop which makes it easier for students to understand it and relate to it.
TEACHING SUGGESTIONS
1. Students will be required to reflect on the following questions by writing their answers on a piece of paper:

- Bhaiya says that depression feels like a monster on his back. How do you feel when you are depressed or feeling down?

- Bhaiya made himself feel better by going to see a doctor. How do you make yourself feel better when you feel this way?

- What would you have done sooner if you were in Bhaiya's situation?

2. For this activity, students will need to prepare a poster that they will present in front of the class. On the poster, they will write 10 healthy coping mechanisms for depression. When they present their poster they will need to explain why each coping mechanism would be useful when dealing with depression. Optional: Talk about a time when they used one or more of their coping mechanisms and how well it worked for them.
CURRICULUM CONNECTIONS The Arts Curriculum Overall Expectation:
D2. Reflecting, Responding, and Analyzing: apply the critical analysis process (see pages 23-28) to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences; (p. 106)
Specific Expectation:
D2.1 Interpret a variety of art works, and identify the feelings, issues, themes, and social concerns that they convey (p. 107)
Language Curriculum Overall Expectation:
1. Generate, gather, and organize ideas and information to write for an intended purpose and audience; (p. 86)
Specific Expectation:
1.1 Identify the topic, purpose, and audience for a variety of writing forms (p. 86)

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Author: Sanjana Kapur Illustrator: Sunaina Coelho Themes: Mental Health & Depression Keywords: Depression, Monster, Sadness, Problems, Help This book is a story about a little boy named Bhaiya that struggles with his mental health. At the beginning of the story, he seems very happy and is always playing with his friend named Chiru.

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Sunshine Tenasco is Anishinabeg, from Kitigan Zibi Anishinabec, Québec, a First Nation community 90 minutes from Parliament Hill. Kitigan Kibi has been without clean drinking water for a total of 15 years.

Sunshine Tenasco launched in 2015, a business dedicated to raising awareness about the issue of access to clean, drinking water in Canada's First Nations communities, through the sale of beaded pendants, workshops and her children's book, Nibi's Water Song. Nibi's Water Song is Sunshine Tenasco's first book, and part of her advocacy work.
Summary
Nibi, whose name means 'water' in anishinaabe, is a young Anishinabeg girl who does not have clean water at her house for drinking and bathing. After playing outside in the sun, she runs in the house, hoping to quench her thirst with a glass of clean water. What pours down the drain is murky, brown water...again...that she cannot drink. Nibi then goes off in her community and neighbouring town searching for clean drinking water. She faces a number of hurdles in her quest. Nonetheless, through determination, teamwork, perseverance and a strong sense of fairness, she brings clean water for all her friends and community.

Nibi's Water Song is a story about small positive actions that bring about important change. It carries two strong messages: 1. even when a problem seems too large to face, every bit that everyone does, including young people, helps; and 2. inaction in the face of a wrong is not an option. Nibi's infectious positivity and sense of what is right will inspire young people to speak up when they see injustice.

The book is mainly a picture book, with vivid drawings and little text. It is not a challenging read. Nonetheless, Grade 4 students, including Grade 4 FSL students, will come to this book with an already solid understanding of the text structure, lessening any reading and comprehension difficulties and freeing space for critical analysis of the social inequities and injustices highlighted in the book. They will relate to Nibi's great desire to quench her thirst, thereby accessing their prior knowledge and experience. Through guided reading, they will reflect on the inequities and injustices of Nibi's situation and will relate to Nibi herself, being of similar age as they are.

Following the story is a factual narrative about the water crisis in Canada's indigenous communities, and an invitation to take action. This book is a perfect springboard to a class discussion on the situation of water access in Canada and lends itself to multiple activities that will expand and deepen the Grade 4 student's critical thinking. Teaching about Indigenous peoples in the present is critical, and Nibi's Water Song presents a modern issue that Indigenous people are grappling with today, right here in Canada.
Classroom suggestions - to follow the read-aloud
The read-aloud of Nibi's Water Song will have been preceded by:

1. a discussion on the significance of water for Indigenous Peoples;

2. a discussion on what is a water song; and

3. meanings to ascribe to the quote ' Water is the giver of all life and without clean water all

life will perish. / L'eau est source de vie. Sans un accès à une eau saine, toute forme de vie est vouée à disparaître.' (Assembly of First Nations,https://www.afn.ca/honoring-water/).

Students will therefore be bringing this knowledge and understanding about the

significance of water for Indigenous peoples with them during the read-aloud and during

the proposed activities.
Activity 1
Students listen to and sing a water song. Phonetic lyrics are provided on a sheet of paper. https://www.singthewatersong.com/songlyrics .

Then, with the water song playing in the background, students are provided with a worksheet and invited to illustrate what, in their view, is the meaning of Nibi's Water Song, and to explain in text why this story is important.
Links to Curriculum
Overall Expectations: This activity meets Overall Expectation 1 for Reading of the Grade 4 Language Arts Curriculum:

1. READ AND DEMONSTRATE an understanding of a variety of literary, graphic, and

informational texts using a range of strategies to construct meaning (p. 83).

Specific Expectations: Specific Expectations 1.1 and 1.4 of the of the Grade 4 Language Arts Curriculum are met through this activity:

1.1 READ A VARIETY OF TEXTS FROM DIVERSE CULTURES, including literary texts (...),

graphic texts (...) and informational texts (...) (p.83).

1.4 DEMONSTRATE UNDERSTANDING of a variety of texts by summarizing important ideas

and citing supporting details ... (p.83).

Overall Expectations: This activity meets Overall Expectation C2 for Music of the Grade 4 Arts Curriculum.

C2. REFLECTING, RESPONDING and ANALYZING: apply the critical analysis process to

communicate their feelings, ideas, and understanding in response to a variety of music

and musical experiences (p.104).

Specific Expectation: Specific Expectation C2.1 for Music of the Grade 4 Arts Curriculum is met through this activity:

C2.1 EXPRESS DETAILED PERSONAL RESPONSES to musical performances in a variety of

ways.
Activity 2
Students are provided with a worksheet on which they are asked to describe in writing and illustrate:

It is requested that their illustrations communicate feelings, ideas and their understanding of the story.
Links to Curriculum
Overall Expectations: This activity meets Overall Expectation 1 for Reading of the Grade 4 Language Arts Curriculum:

1. READ AND DEMONSTRATE an understanding of a variety of literary, graphic, and

informational texts using a range of strategies to construct meaning (p. 83).

Specific Expectations: Specific Expectations 1.1 , 1.3 and 1.4 of the of the Grade 4 Language Arts Curriculum are met through this activity:

1.1 READ A VARIETY OF TEXTS FROM DIVERSE CULTURES, including literary texts (...),

graphic texts (...) and informational texts (...) (p.83).

1.3 IDENTIFY A VARIETY OF COMPREHENSION STRATEGIES and used them appropriately

before, during, and after reading to understand texts (p.83).

1.4 DEMONSTRATE UNDERSTANDING of a variety of texts by summarizing important ideas

and citing supporting details ... (p.83).

Overall Expectations
This activity meets Overall Expectation D1 for Visual Arts of the Grade 4 Arts Curriculum.

D1. 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 understanding (p.106).
Specific Expectations
Specific Expectations D1.2 and D1.3 of the Grade 4 Arts Curriculum are met through this activity:

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 (p.107).

D1.3 USE ELEMENTS OF DESIGN in art works to communicate ideas, messages, and

understandings (p.107).
CROSS-CURRICULAR
Cross-curricular elements for Overall Expectation 4 for Writing, of the Grade 4 Language Arts Curriculum

4. REFLECT ON AND IDENTIFY their strengths as writers, areas for improvement, and the

strategies they found helpful at different stages of the writing process (p.86)..

Specific Expectation 4.2 is also addressed in this activity.

4.2 DESCRIBE, with promoting by the teacher, how their skills in listening, speaking, reading,

viewing, and representing help in their development as writers.
Overall Expectations
This activity meets Overall Expectations C1 for Reading and D1 for Writing, of the Grade 4 French as a Second Language - French Immersion - Curriculum.

C1 READING COMPREHENSION: determine meaning in a variety of French texts, using a

range of reading comprehension strategies (p. 250).

D1 PURPOSE, AUDIENCE, AND FORM: write in French in a variety of forms and for a variety

of purposes and audiences, using knowledge of vocabulary, language conventions, and

stylistic elements to communicate clearly and effectively (p.253).

Specific Expectations: Specific Expectations C1.1 and D1.2 are addressed in this activity.

C1.1 USING READING COMPREHENSION STRATEGIES : identify a range of reading

comprehension strategies and use them appropriately before, during and after reading

to understand a variety of French texts, with support as appropriate.

D1.2 WRITING IN A VARIETY OF FORMS: write a variety of French texts to convey

information, ideas, and opinions about familiar, personally relevant, and academic

topics, following models appropriate to the purpose and incorporating some elements

of each form.

CROSS-CURRICULAR

The classroom activities suggested above link to the Social Studies Grade 4 Curriculum, Strand B: People and Environments: Political and Physical Regions of Canada. They address Overall Expectations B.2 (p.106) and Specific Expectation B2.5(p.107)
Overall Expectation
B2. INQUIRY: using the social studies inquiry process to investigate some issues and

challenges associated with balancing human needs/wants and activities with

environmental stewardship in one or more of the political and/or physical regions of

Canada (p.106).
Specific Expectation
B2.4 EVALUATE EVIDENCE and draw conclusions about issues and challenges associated with balancing human needs/wants and activities with environmental stewardship.

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Sunshine Tenasco is Anishinabeg, from Kitigan Zibi Anishinabec, Québec, a First Nation community 90 minutes from Parliament Hill. Kitigan Kibi has been without clean drinking water for a total of 15 years.

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Book 1: Stolen Words

Author: Melanie Florence

Illustrator: Gabrielle

Gener: Fiction

In this illustrated children's book, the author, Melanie Florence, tells a sentimental tale of her relationship with her grandfather with whom she was close. It reveals the hardships of the life of a residential school survivor as he tries to reconcile the heritage that was stolen from him as a child. This story is told through the perspective of a young Melanie who asks her grandfather to define a word in his native tongue, Cree. Dejectedly, her grandfather tells her that he does not speak or understand Cree because the residential schools robbed him of his native language.

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Author: Melanie Florence Illustrator: Gabrielle Gener: Fiction In this illustrated children's book, the author, Melanie Florence, tells a sentimental tale of her relationship with her grandfather with whom she was close. It reveals the hardships of the life of a residential school survivor as he tries to reconcile the heritage that was stolen from him as a child.

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Changing the Classroom Book by Book

Language and culture are major pillars of identity. To address the whole child, we need to be mindful of the significance of language and culture within the child's existing identities. Selecting children's books with Black representation is extremely important, not only during Black History Month. It is essential that classrooms represent the broader community that we live in. Students need to be able to see themselves in the materials and curriculum used at school.

Stories such as the ones chosen demonstrate to children a more equal presentation of influential individuals of colour in our history. We can use these books to show children that everyone has something of value to contribute, and the more we can learn to be inclusive, the better we can support our friends and community. Diverse literacies expand the mind and help us understand and to be comfortable exploring different points of view. They also help children solidify their sense of identity and belonging within the classroom and greater school community.

This anthology serves to create opportunities for teachers and students to recognize, empathize, and develop skills to connect with each other and broader Black communities of Canada and the world.
Also, check out "Hair Love" that has been adapted into an animated short film!
Resources

Cherry, M. A., & Harrison, V. (2019). Hair love. Penguin Random House.

Cherry , M. A. (2019). Hair love | Oscar®-winning Short film (full) . Sony Pictures Animatino. Retrieved February 21, 2022, from https://www.youtube.com/watch?v=kNw8V_Fkw28

General Commission on Religion and Race of the UMC. (2017). Deconstructing White Privilege with Dr. Robin DiAngelo.Youtube.Retrieved from https://www.youtube.com/watch?v=DwIx3KQer54

Grand, S., & Campbell, E. (2018). Africville. Groundwood Books Ltd.

Izzy. (2016). Zootopia - Try Everything (Lyrics, Shakira). Youtube. Retrieved from https://www.youtube.com/watch?v=jpqV3dzYOgk

Kendi, I. X. (May 2020). The difference between being "not racist" and antiracist. TED. Retrieved from https://www.ted.com/talks/ibram_x_kendi_the_difference_between_being_not_racist_and_antiracist?language=en

Marshall, Y. T. (2020). My Soca Birthday Party. Chalkboard Publishing Inc.

Mosca, J. F. (2017). The Doctor with an Eye for Eyes: The Story of Dr. Patricia Bath. The Innovation Press.

Ontario Ministry of Education. (2006). The Ontario Curriculum, grades 1-8, language (revised) 2006. Retrieved February 13, 2022, from http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf

Ontario Ministry of Education. (2009). The Ontario Curriculum, grades 1-8: The arts, 2009 (revised). Retrieved February 13, 2022, from http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf

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Language and culture are major pillars of identity. To address the whole child, we need to be mindful of the significance of language and culture within the child's existing identities. Selecting children's books with Black representation is extremely important, not only during Black History Month.

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Teaching Self-Love & Inclusivity
Gender Identity & Sexual Orientation

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USING THE ARTS FOR SELF-EXPRESSION - How to encourage student communication through the arts by Lexie Elbaum | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Briann Boddison-Chouinard & Cassandra Rahme

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Briann Boddison-Chouinard & Cassandra Rahme

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Cities are sites of social difference, which are social constructs that are created and contested (Short, 2021). Age, ethnicity, gender, sexual orientation, socio-economic status and level of ability or lack of, are all factors that could either result as being included or excluded from a society. It is essential to address issues of equity, justice, and power in the pursuit of sustainability (Short, 2021). When a city is inclusive, everyone contributes to its care and development. Regardless of their economic status, religion, race or disability, an inclusive city enables and empowers the full participation of all its inhabitants, in opportunities that it offers (CBM, n.d.). An inclusive place destroys unnecessary barriers and exclusions in a manner that benefits all (CBM, n.d.).

This literature anthology aims to show students how important it is to acknowledge and embrace their differences and to get social acceptance. These curated books discussed differences, more specifically, disabilities, and their inclusion in their city.

In Wonder, the main character is excluded from school until grade 5, because his family was trying to protect him from the pain of rejection from other students. The novel illustrates well how the school environment needs to work harder to make people feel accepted and protected from bullying, especially toward someone who is different.

In My name is Brain Brian, the main character was hiding his reading disability because he thought that his classmates would make fun of him. The story demonstrates that people judge others based on their skill level, and how it is difficult to feel accepted in that type of environment. Furthermore, this novel demonstrates how important it is to diagnose early students with disabilities to be able to offer them the services and accommodations they need to succeed.

In Rescue & Jessica: A Life Changing Friendship, the story revolves around the role of a Service dog and their purpose in someone's life, specifically for people with a disability. It is a book that teaches young readers about the life of someone with a disability and the emotional and physical impact it has and to allow young readers to feel and understand different circumstances of disabilities.

The true story of Emmanuel's Dream, illustrates the mental and physical power it takes for an individual with a visible disability to endure through out a life time. Using the support given from family, friends and the community can encompass motivation and perseverance towards a life goal. In this biography was to provide awareness that disability is not inability.

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Cities are sites of social difference, which are social constructs that are created and contested (Short, 2021). Age, ethnicity, gender, sexual orientation, socio-economic status and level of ability or lack of, are all factors that could either result as being included or excluded from a society.

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Aggie & Mudgy: The Journey of Two Kaska Dena Children

Author: Wendy Proverbs

Genre: Historical fiction

Key Words: Indigenous Canadian, Fiction, Historical fiction, Indigenous representation, Ages 9-12

Summary: Aggie & Mudgy: The Journey of Two Kaska Dena Children, is based on the lived experience of the author's mother and aunt. One day, a young girl Maddy, discovers an old photograph of two young girls in her grandmother's belongings. Maddy is curious and wants to know who the girls in the photograph are. Maddy's grandmother agrees to tell her the story of Aggie and Mudgy, two sisters who were taken to residential school. Unlike other stories about residential schools, this book focuses on Aggie and Mudgy's journey to residential school rather than their experience at the school. The book includes historical facts and maps to depict an accurate retelling of Proverbs mother and aunt's grueling journey.
For the Junior Learner:
This historical fiction book presents the difficult topic of residential schools in a manner that is age-appropriate for the junior learner. The book provides students the opportunity to engage in the theme of Indigenous awareness by exploring the true hardships Indigenous children had to endure. Furthermore, junior learners may be able to connect to the characters in the story as the characters are the same age as the junior learner. The activities below are examples of how junior learners can thoroughly engage with the book to deepen their understanding of the content whilst enhancing their critical literacy skills.
Activity 1:
Have your students create an alternative book cover for the novel. The book cover can be drawn, or done digitally. The book cover must highlight one main event from the story and include the title of the book and the author.
Curriculum connections (Grade 6): Reading Overall expectation(s)
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

Specific expectation(s)
1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details
Media Literacy Overall expectation(s)
3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
Specific expectation(s)
3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques
Visual Arts Overall expectation(s)
D1. 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;
Specific expectation(s)
D1.4 use a variety of materials, tools, techniques, and technologies to determine solutions to design challenges
Activity 2:
Students will pretend that they are a news reporter or talk show host. The students' task is to interview one of the characters from the story. The interview must include five important events from the story. The students will be responsible for creating interview questions and answers based on how they think their chosen character would respond.
Curriculum connections (Grade 6): Writing Overall expectation(s)
1. generate, gather, and organize ideas and information to write for an intended purpose and audience;
Specific expectation(s)

1.1 identify the topic, purpose, and audience for a variety of writing forms
Media Literacy Overall expectation(s)
3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
Specific expectation(s)
3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques.

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

Author: Ruby Slipperjack

Genre: Historical fiction

Key words: Indigenous Canadian, First Nations, Historical fiction, Residential schools, Indigenous representation, Ages 9-12

Summary: Dear Canada: These Are My Words: The Residential School Diary of Violet Pesheens, is a historical fiction book written in the form of a diary from the point of view of 12-year-old Violet Pesheens. Violet is taken away from her home and brought to residential school where she experiences neglect and abuse. Finding solace in her diary, Violet shares her experience of residential school and her memories of life back home, including her Anishinaabe language and traditions. The author, Ruby Slipperback, draws from her own experience at residential school to create a realistic and heartbreaking novel exposing Canada's dark past.
For the Junior Learner:
This historical fiction book written in the form of a diary, presents the topic of residential schools in a way that students in the junior grade levels may be able to relate to. The novel brings forward a different style of writing that will work to enhance students literary competency by exposing them to a style of writing that they may not be familiar with. This book is beneficial for students who may be at a lower reading level as the book is not an overly challenging read. The activities below are examples of how junior learners can interact with the style and content of the book to develop their own perspective about the injustices Indigenous children have faced.
Activity 1:
Students will be tasked with writing a diary entry from the main character, Violet's point of view. The diary entry must include three details from the novel. Encourage your students to get into small groups to share their diary entries.
Curriculum connections (Grade 5): Writing Overall expectation(s)
1. generate, gather, and organize ideas and information to write for an intended purpose and audience;
Specific expectation(s)
1.1 identify the topic, purpose, and audience for a variety of writing forms
Reading Overall expectation(s)
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;
Specific expectation(s)
1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing important details
Activity 2:
Ask your students to reflect on how the book made them feel. The students will be responsible for writing a song, or choreographing a dance that displays their emotions. Have your students share their creations with the rest of the class.
Curriculum connections (Grade 5): Dance Overall expectation(s)
A1. Creating and Presenting: apply the creative process (see pages 19-22) to the composition of movement sequences and short dance pieces, using the elements of dance to communicate feelings and ideas;
Specific expectation(s)
A1.2 use dance as a language to explore, interpret, and communicate ideas derived from a variety of literature sources
Music Overall expectation(s)
C1. Creating and Performing: apply the creative process (see pages 19-22) to create and perform music for a variety of purposes, using the elements and techniques of music;
Specific expectation(s)
C1.3 create musical compositions for specific purposes and audiences

The Case of the Missing Auntie

Author: Michael Hutchinson

Genre: Fiction

Key words: Indigenous Canadian, First Nations, Fiction, Indigenous awareness, Indigenous representation, Mystery, Thriller, Ages 9-12

Summary: The Case of the Missing Auntie, is the second book in the author Michael Hutchinson's series, Mighty Muskrat Mysteries. In this book, the mighty muskrats, who are a group of cousins, set out to find their grandfather's long-lost sister, who they discover like many other Indigenous children, was taken by the federal government during the "sixties scoop". Years ago, the Canadian government arranged for the adoption of their auntie without the permission of their great-grandparents. With this new knowledge, the mighty muskrats are determined to find their long-lost auntie and reunite her with their grandfather.

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Author: Wendy Proverbs Genre: Historical fiction Key Words: Indigenous Canadian, Fiction, Historical fiction, Indigenous representation, Ages 9-12 Summary: Aggie & Mudgy: The Journey of Two Kaska Dena Children, is based on the lived experience of the author's mother and aunt. One day, a young girl Maddy, discovers an old photograph of two young girls in her grandmother's belongings.

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Respect is a concept that is very important to teach children. The following collection of books in this anthology covers that topic with the use of rhymes and humour. These children's fiction picture books are a great way to start or further the conversation with students about respect and how to treat others. The use of humour, use of inanimate objects and animals grasp students' attention and more effectively convey the message to them. All these books have youthful sensibility.

Below are 3 books suitable for a grade 3 learner however could be adapted for the primary or junior learner. Along with activities that cover both the Ontario Language Curriculum and the Ontario Arts Curriculum. The main focus is grade 3 as (through my experience) at this age there starts to be more conflict and lack of respect as students try and play with the concepts of right and wrong. As teachers, it is important for us to guide them through these conflicts and help them grow as individuals.

The activities create offer a wide variety of interactive learning activities, from conversation to writing, to painting in order to reach all learners. "Teachers differentiate instruction by using varied instructional approaches and learning activities that are interactive and allow for levels of response that include all students." (Guide to Effective Literacy Instruction) This is important in order to reach the full potential of each student.

* I have chosen to make these resources acceptable for grade 3 as I teach a grade 3 class in practicum and these lesson plans will be useful to me.*

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Respect is a concept that is very important to teach children. The following collection of books in this anthology covers that topic with the use of rhymes and humour. These children's fiction picture books are a great way to start or further the conversation with students about respect and how to treat others.

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Inclusive Literature - Welcoming Newcomers to Canada in our Classrooms

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Inclusive Literature
Welcoming newcomers to Canada in our classrooms

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https://www.smore.com/wrbxd

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Author: Raina Telgemeier

Genre: Graphic Novel, Autobiography

Keywords: acceptance, belonging, friendship, growing up, patience, self-esteem
SUMMARY
Raina just wants to be a normal sixth grader. But one night after Girl Scouts she trips and falls, severely injuring her two front teeth. What follows is a long and frustrating journey with on-again, off-again braces, surgery, embarrassing headgear, and even a retainer with fake teeth attached. And on top of all of that, there's still more to deal with: a major earthquake, boy confusion, and friends who turn out to be not so friendly.

This book is suitable for the junior division as it is a graphic novel which is easy to read and contains many themes that are relevant for the age group. The book addresses experiences we all have during our coming-of-age and reminds everyone that our embarrassing and awkward adolescence stage leads to growth, wisdom, and happiness. As junior level students transition into the intermediate grades, the book would be a great resource for students to relate to and can promote an understanding that the changes that happen as we grow up do not limit our success.
CLASSROOM SUGGESTIONS
1. Based on some of the events that happen in the book, students could use the content as a starting point to make their own drama scenes and act it out. Students could also choose a moment in their life that is similar to the main characters and perform it. This activity would be great to create conversation around coping with embarrassing moments and displays relatable content for the students to connect with.

2. To follow, students could make a flyer about a brand or company that negatively represents body image along with a description of why it is wrong for the general audience. Students would reflect on how companies aim to change normal elements of our appearances.
LINKS TO CURRICULUM
The classroom suggestions mentioned above relate to Drama, Oral Communication, and Media Literacy in the Language and Arts curriculums.

The following are the Overall Expectations addressed for grade 6:

Drama: 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 (p.124).

Oral Communication: 2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes (p.108).

Media Literacy: 3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques (p. 117).

The Specific Expectations linked to the two classroom suggestions are:

Drama: 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 (p.124).

Oral Communication: 2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information (p. 109).

Media Literacy: 3.1 describe in specific detail the topic, purpose, and audience for media texts they plan to create, and identify challenged they may face in achieving their purpose (p.118) & 3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions and techniques (p.119).
CROSS-CURRICULAR LEARNING
Similar to both other books in the anthology, Smile ties in well to the Health and Physical Education curriculum for grade 6 in the strands Social-Emotional Learning and Healthy Living.

The Overall Expectations that are addressed in the classroom suggestions are:

Social-Emotional Learning: A1. apply, to the best of their ability, a range of social-emotional learning skills as they acquire knowledge and skills (p.207).

Healthy Living: D2. demonstrate the ability to apply health knowledge and social-emotional learning skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being (p.207).

The Specific Expectations met in both are:

Social-Emotional Learning: apply skills that help the develop self-awareness and self-confidence as they participate in health and physical education, in order to support the development of a sense of identity and a sense of belonging (p. 209).

Healthy Living: D2.6 make informed decisions that demonstrate respect for themselves and others and an understanding of the concept of consent to help build healthier relationships, using a variety of social-emotional learning skills (p.229).
PROMOTING LITERACY
Beyond promoting self-esteem and confidence in students, the book provides a visual representation of different characters and their several attributes. Teachers can use the book to dive into conversation around the accurate representation of these characters and if they are stereotyping specific genders, races, etc. Furthermore, Smile can be used as a resource to explore different forms of literacy. Some critics believe that graphic novels are not educational, therefore, teachers could take the exemplar and transform it into a critical debate about graphic novels being a suitable form of literacy. The content within the book strikes interesting conversation while the representation and form of literacy can spark critical thinking and learning through different perspectives.

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Author: Raina Telgemeier Genre: Graphic Novel, Autobiography Keywords: acceptance, belonging, friendship, growing up, patience, self-esteem SUMMARY Raina just wants to be a normal sixth grader. But one night after Girl Scouts she trips and falls, severely injuring her two front teeth.

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Breaking Gender Barriers
An Array of Books to Promote Gender Equality

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Breaking Gender Barriers
Array of Books to Promote Gender Equality

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The Invisible Boy- Activities
Activity 1)
Write a short paragraph answering the following question: If a new student arrived in your classroom today, what ways could you make him/her feel welcomed?

Read the paragraph you wrote aloud either through Flipgrid or to the class.

This activity meets the overall requirements for Oral Communication in the Grade 4 Language Arts Curriculum:

Overall expectations:

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

Specific expectations: Clarity and Coherence 2.3 communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form

Activity 2) In small groups, create short dramatizations of the book. You can pick a specific scene in the book or do an overall summary of it. The main goal is to try to relate to the main character, Brian and see things from his perspective.

This activity meets the overall requirements for Drama in the Grade 4 Arts Curriculum:
Overall expectations:
B1. Creating and Presenting: apply the creative process (see pages 19-22) to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories;
Specific expectations:
B1.4 communicate thoughts, feelings, and ideas to a specific audience, using audio, visual, and/or technological aids to enhance their drama work

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Activity 1) Write a short paragraph answering the following question: If a new student arrived in your classroom today, what ways could you make him/her feel welcomed? Read the paragraph you wrote aloud either through Flipgrid or to the class. This activity meets the overall requirements for Oral Communication in the Grade 4 Language Arts Curriculum: Overall expectations: 2.

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Sam Cavanagh, Leana Azerrad, Marina Verde - Abstract Art and Absurd Humour https://www.smore.com/c4a8t-abstract-art-and-absurd-humour

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Sam Cavanagh, Leana Azerrad, Marina Verde - Abstract Art and Absurd Humour https://www.smore.com/c4a8t-abstract-art-and-absurd-humour

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Activity #1: Create a comic strip:

The goal of this activity is for students to create their own comic strip/panel. The goal is for students to use their creative writing skills as well as their art skills to design their own colourful and humorous comic strip. Students may recreate a Calvin and Hobbes comic strip, or they may come up with their own characters. If students choose not to write, and just use drawings for their comic strip, the illustration must clearly flow and show a sequence of events. Students should aim to design 2 panels minimum, and 5 panels maximum on one page.

The following material may be used: paper, pencil, eraser, ruler, pencil crayons.

Once students have completed their comic strip, they will be put in a group of 4 where each person will be able to present their comic to their peers. (as assessment or as free time, art/writing, read aloud (oral/reading), listening to a friend's)

Curriculum:

Language arts:

Reading:

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

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

Arts:

Visual arts:

Overall- D1. Creating and Presenting: apply the creative process (see pages 19-22) 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;

Specific- D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by their interests and experiences (e.g., a comic strip or a storyboard featuring a space voyage; an oil pastel drawing of peers in sports or dance poses; a painted still life of objects related to a hobby)

Activity #2: Write a Song

In this Activity students will be placed in groups of 4. There are two parts to this activity:

Part #1: Students will be required to create a short 8 measure composition using a 5 line staff. The melody should be based on the C major scale. Students should compose their piece using different articulation symbols such as staccato/legato or expressive symbols crescendo/decrescendo in order to create contrasts and changes in mood. This part of the assignment will require students to use paper, pencil, ruler and eraser. To help students with their composition, please use the following guidelines: Draw a five line staff. Then draw a treble clef. The composition should start on middle C and end on middle C. Please use 4/4 rhythm and use a combination of whole notes, dotted half notes, half notes, quarter notes and eighth notes. Use at least one dynamic symbol for volume, and use at least one articulation symbol. Do not forget to add measure lines and to add double bar lines at the end of the composition.

Part #2: Once the composition has been completed, students will be required to write the lyrics that go along with their composition. The theme of the lyrics should be based on one of the comic strips/panels in the Calvin and Hobbes Scientific Progress Goes "Boink" comic book. The aim is either to write lyrics that summarize the comic strip, or perhaps a reflection on the selected comic strip. Students may refer to one of the following short comics in the Calvin and Hobbes book to use for the summary or reflection: page 48 (Christmas Eve Poem), page 63, page 67 pages 84-86, pages 108-109, pages 110-112. The lyrics could be written directly under the music staff, or at the bottom of the page. Once this activity is completed, each group will present their melody and lyrics to the class.

Language arts curriculum

Writing:

Overall- 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- 2.1 write more complex texts using a variety of forms

overall expectations:

Oral communication

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

Specific-2.1 speaking to communicate: identify a variety of purposes for speaking.

Arts curriculum

Music:

Overall- C1. Creating and Performing: apply the creative process (see pages 19-22) to create and perform music for a variety of purposes, using the elements and techniques of music

Specific- C1.2 apply the elements of music when singing and/or playing, composing, and arranging music to create a specific effect

C1.3 create musical compositions for specific purposes and audiences

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Activity #1: Create a comic strip: The goal of this activity is for students to create their own comic strip/panel. The goal is for students to use their creative writing skills as well as their art skills to design their own colourful and humorous comic strip.

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Jessica Bulitka, Makenna Scott & Rebecca Snider- Welcome To Canada

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Jessica Bulitka, Makenna Scott & Rebecca Snider- Welcome To Canada

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https://www.smore.com/8pucb

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Author: Robert Munsch & Saoussan Askar

Illustrator: Michael Martchenko

Genre: Children's Literature- Picture Book

Keywords: Immigration, Readjustment, Culture Shock, Language Barriers, English Language Learner, Canada, Refugee
Summary:
In "From Far Away", Co-author Saoussan Askar tells her personal story of her immigration experience to Canada at just seven years old. Saoussan and her family fled their war-engaged country, Lebanon and moved to Canada, where Saourssan had difficulties adjusting to her new life in Canada, at school and in the community due to language barriers and cultural differences. While at first she is frustrated and doesn't want to go to school, as she continues to learn English, Saoussan grows to love school in Canada and feel comfortable with the people around her. This story is a great depiction of the refugee experience and the difficulties that these individuals face, even after escaping the violence present in their native country.

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Author: Robert Munsch & Saoussan Askar Illustrator: Michael Martchenko Genre: Children's Literature- Picture Book Keywords: Immigration, Readjustment, Culture Shock, Language Barriers, English Language Learner, Canada, Refugee Summary: In "From Far Away", Co-author Saoussan Askar tells her personal story of her immigration experience to Canada at just seven years old.