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Eric Perry

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Summary: This descriptive fictional novel gives the young reader a glimpse of what it was like to be a young homeless person in Europe during the world war 2 era. A homeless man named Armand finds 3 children, Suzy, Paul, Evelyn and their little dog Jojo, living under the bridge where he spends his winters. The children explain that they've recently lost their father, and their mother Madame Calcet is trying to keep the family together by living there while she saves up money to rent out a room. Armand isn't too thrilled about finding children under his bridge, but soon has a change of heart, building a great bond of friendship and becoming their unofficial Grandpapa. Madame Calcet does not approve of this "stranger" at first but soon realizes that the family needs his help. Two women spot the children under the bridge and threaten to "save" them and take them away. Armand takes the children and Madame Calcet to live in a gypsies' camp while he tries to find them a place to live. He desperately looks for employment and ends up finding a job that provides him with a salary and a 4-room house for the family to live in. After all, Christmas is coming up and this is exactly what the children had asked Father Christmas for as their Christmas wish.

Junior Learner: This thought provoking story goes into detail about the perseverance of a family sticking together through tragedy and finding their way through homelessness due to the kindness of strangers. Although Madame Calcet has many negative views on other homeless groups such as the gypsies, Armand often asks her to question her own beliefs as to why she thinks so negatively of people who are helping her family through these tough times. Junior learners will be able to see themselves as the children in this text, thinking of these themes in a historical context to have them differentiate and compare how these issues may be dealt with differently or even similarly in today's context (for e.g. foster shelter's, group homes, etc.) This will help students better understand what they can do to help or support their less fortunate peers who are dealing with homelessness and tragedy.

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Summary: This descriptive fictional novel gives the young reader a glimpse of what it was like to be a young homeless person in Europe during the world war 2 era. A homeless man named Armand finds 3 children, Suzy, Paul, Evelyn and their little dog Jojo, living under the bridge where he spends his winters.

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Christopher Rowe

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This book is a story about a young girl, Margaret, who moved with her parents to a new city. Margaret makes new friends and together they form a secret club. A club that they can talk about bras, boys, and menstruation. Margaret's parents are from 2 different faiths. Margaret goes on a journey to find a faith that works for her. She is going through a lot of change in her life talks to God in her own way for clarification, peace, and guidance. Margaret and her friends have and share their many different feelings and thoughts about their first periods, some good and some not so good. Margaret falls for a boy that produces more feelings she has never felt.
Her estranged grandparents come to pay her family a visit and an argument about faith breaks out amongst her family. Margaret declares that she does not need God. She stops talking to God with her faith a little rattled. At the end of school, she has her menarche and starts talking to God again in her own way.

This story explores Margaret's faith, Living in a new city, making new friends, making new relationships, exploring and discussing religious beliefs, puberty in the female body, and the thoughts and feelings that come with growing up. This story shows the importance of having people to talk to and the need to have healthy conversations about the body, mind, and spirit when going through puberty. In any time of change, students need to know they can and should always talk to someone with who they feel comfortable.

The students can write a letter to a friend, family member, deity or idea they believe in. The letter should be about something they are having trouble with. Make sure the students know the letters are confidential and only those who want to share will be able to.
Curriculum connections
Language Curriculum Grade 7 and 8
1.1 identify the topic, purpose, and audience for more complex writing forms (e.g., a personal memoir about the school

Arts Curriculum Grade 8
B1.4 communicate feelings, thoughts, and abstract ideas through drama works, using audio, visual, and/or technological aids for specific purposes and audiences

Suggested activity:
Create a pamphlet for a local community centre that specializes in listening and having conversations about the hard topics. The pamphlet should be aimed for people like Margaret and her friends. Something to make them feel comfortable but informative. Make sure the students connect, their thoughts and feelings with Margaret's and her friends'.
Curriculum connections

Arts Curriculum, Visual Arts
D1.1 create art works, using a variety of traditional forms and current media technologies, that express feelings, ideas, and issues, including opposing points of view

D1.3 use elements of design in art works to communicate ideas, messages, and understandings for a specific audience and purpose

Other Curriculum Connections
For the Physical Education Curriculum, this book could be used with the following:

Grade 5 - D1.4 Menstruation, spermatogenesis
Grade 5 - D2.5 Emotional, interpersonal stresses - puberty
Grade 6 - D2.5 Understanding of puberty changes, healthy relationships

Grade 7 - D3.3 Relationship changes at puberty

Grade 8 - D1.5 Gender identity, gender expression, sexual orientation, self-concept
Grade 8 - D3.3 Relationships and intimacy

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This book is a story about a young girl, Margaret, who moved with her parents to a new city. Margaret makes new friends and together they form a secret club. A club that they can talk about bras, boys, and menstruation. Margaret's parents are from 2 different faiths.

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Alycia Baxter

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This book was written by the author as a "love letter... to the standing rock reservation" and other reservations who are struggling against the pipeline expansion. We are Water Protectors follows the metaphor of a black snake (the pipeline) who threatens to destroy earth and to poison the water we drink. In the book, the little girl and her tribe take a stand to fight against the pipeline expansion in place of all the creatures who cannot fight for themselves.

There is also an Earth Steward and Water Protector Pledge at the end of the book that you and your students can take after reading the book.

To hear more about the inspiration and to experience how the illustrations where created, you can watch this following video (45:08) of an online reading done by Lindstrom and Goade.

https://www.youtube.com/watch?v=fB5_PpgAk-s&feature=emb_logo
Activity 1:
This book would be great for elementary students because the main character of the book is the same age. It is a young girl who fiercely seek justice and she does so by gathering her community to stand in front of the pipeline. The age of the character can give our students inspiration to also stand up for justice.

Since this book was intended as a love letter to nature, the students will write their own love letter to a piece of nature they value most. They will do this in the form of a letter as well as drawing a picture to accompany the letter. Students will also share their letters and art with the class.

Grade 4 Specific Curriculum Expectations:

Arts: Visual Art

D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by their interests and experiences.

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

D1.4 use a variety of materials, tools, and techniques to determine solutions to design challenges.

Language: Oral Communication

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

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

Language: Writing

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

2.1 write more complex texts using a variety of forms.

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

Activity 2:
2.3 use specific words and phrases to create an intended impression.

Students will write a letter to the pipeline expansion project happening in Canada, the Trans Mountain project. Students will write about the environmental impact the pipeline will have as well as the effect it will have on surrounding communities. Students will create first drafts, peer edit them, and then make a final copy. A lesson that will have to happen before this activity would have to be on studying the Trans Mountain project and the surrounding communities.

Grade 4 Specific Curriculum Expectations:

Language: Writing

2.1 write more complex texts using a variety of forms.

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

2.3 use specific words and phrases to create an intended impression.

2.7 make revisions to improve the content, clarity, and interest of their written work, using several types of strategies

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.

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

3.5 use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: common and proper nouns; verbs in the simple present, past, and future tenses; adjectives and adverbs; subject/verb agreement; prepositions; and conjunctions.

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

3.7 use some appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout.

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This book was written by the author as a "love letter... to the standing rock reservation" and other reservations who are struggling against the pipeline expansion. We are Water Protectors follows the metaphor of a black snake (the pipeline) who threatens to destroy earth and to poison the water we drink.

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Paige Burnie

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Nothing is as powerful as girl power!

Celebrating Women Around the World

Over the last century, we have witnessed many powerful feminist movements, pushing for women to achieve equality in society. Women have helped the world in many ways, from science to art to politics. Two of these three books give light to a few of the world's influential women and their great actions, with the final book giving us a fictional world with a strong female protagonist.

Book One: The ABC's of AOC

The ABC's of AOC

Author: Jamia Wilson

Genre: Non-Fiction

Grade Level: 5

This book not only introduces readers to who Congresswoman Alexandria Ocasio-Cortez is, but also to government operations and activism. The book contains a lot of information, but presented in a palatable way. There are a wide variety of topics addressed from feminism to grass roots organizations to advocacy. AOC comes from a Latinx background and was born and raised in the Bronx, but is most well known for becoming the youngest woman to ever serve in the United States Congress. She serves as a great example for all, regardless of political viewpoints. Fifth grade is where students begin to gain a deeper understanding of how government works, and the social / environmental issues that exist in Canada and throughout the world. With AOC being the advocate she is in these areas, using this book can help link language / the arts to social studies.

BOOK TWO: LITTle Dreamers: Visionary Women Around the World

Little Dreamers: Visionary Women Around the World

Author: Vashti Harrison

Genre: Non-Fiction

Grade Level: 4

This book features stories of 35 different women from all over the world who are each creators in their own way. The book showcases women in a variety of roles, including scientists, architects and artists. It inspires as it educates its readers on trailblazing women who have left lasting effects in their fields. This book will introduce student's to women they may have not heard of before, but they will be much more likely to know their work. Below are three of the women whose stories are shared in the book.

BOOK THREE: THE HUNGER GAMES

The Hunger Games

Author: Suzanne Collins

Genre: Fiction

The Hunger Games is set in what was once North America, and presents a dystopian future in a country called Panem. There is the Capitol of Panem that controls the 12 districts that surround it. Every year, one boy and one girl from each district are randomly selected to participate in the Hunger Games, a nationally televised event where citizens watch the youth fight to the death until only one victor remains. We meet Katniss Everdeen, a teenage girl who comes from the poorest district, and follow her journey of being picked and entering into the games. Not only does Katniss deal with the dangers of the game, but also must weigh survival against love.

A Global Perspective

Each of these books touch on a slightly different theme that relates back to having a global perspective. The ABC's of AOC gives us a real life, present day example of a young woman of colour who has been elected into the US Congress and is bringing forth big issues and pushing for radical change. AOC has strong, progressive views, for which she is globally recognized for, and sets an excellent example for students for how she carries herself. This book not only introduces students to global issues, but gives them someone they can perhaps relate to / aspire to be.

The Little Dreamer's book perfectly fits into the global perspective as it features women from all over the world, from both the past and the present. By also featuring such a wide array of women, from various fields, it allows ample opportunity for the students to resonate with one of the examples.

The Hunger Games was chosen because of having such a strong female lead - who ends up saving the male protagonist when it is commonly the opposite in fictional stories. Katniss is fierce and strong, while remaining vulnerable and showing emotion. She is an excellent example for students. This book also touches on issues of poverty, class imbalance, and rebellion / revolution, and while it takes place in a dystopian future, it is still easy to see the parallels in our own society.

Paige Burnie

University of Ottawa Teacher Candidate

Brock University Bachelor of Kinesiology Graduate

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Nothing is as powerful as girl power! Over the last century, we have witnessed many powerful feminist movements, pushing for women to achieve equality in society. Women have helped the world in many ways, from science to art to politics.

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Amy Turner

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Slavery Isn't History by Amy Turner | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Veronique Hynes

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Together we can Save the World - Together, we can fight climate change! by Vero Hynes | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Kieran Spring

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Authors: Christy Jordan-Fenton and Margaret Pokiak-Fenton

Illustrator: Gabrielle Grimard

Summary: Margaret returns home to her Inuit family and community after two years at a residential school. Her own mother barely recognizes her with short hair and skinny frame, "Not my girl!" she says. She feels like an outsider because she has forgotten her language and the skills to hunt and fish. Slowly but surely Margaret relearns her language and her culture. By the end of the book she no longer feels like she is an outsider, she has found her place in her family and community once more.

Activities:

1. This activity works best having done the first activity in I Lost My Talk which you can find above. Have students divide a blank piece of paper in two vertically. They are going to draw Margaret, or Olemaun as is her Inuit name, so that the middle of her is on that vertical divide. The left side of the paper is to represent Margaret when she first returns home from residential school and the right side is to represent her at the end of the story. Students can use words and drawings of emotions, ideas, people, animals, and environment. How did Margaret feel when she first returned home in comparison to the end of the story? How did her family feel? What things made her feel disconnected from her family and culture? What things helped her regain that connection?

Curriculum Links (Grade 4):

Reading

1.1 read a variety of texts from diverse cultures, including literary texts

1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts

1.5 make inferences about texts using stated and implied ideas from the texts as evidence

1.7 analyse texts and explain how specific elements in them contribute to meaning

1.9 identify the point of view presented in a text, citing supporting evidence from the text, and suggest some possible alternative perspectives

Visual Arts

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

2. Have students do a booksnap of any page of the book. A booksnap is where you take a picture of the page and then use picture editing software to insert things like emojis, pictures, words, sentences to put meaning to what you've read. For example, an emoji you choose could represent how a character felt or even how you felt while reading. It's best when students pick a passage of the book that they think is important to the main theme of the book or one that they can make a personal connection with.

Curriculum Links (Grade 5):

Reading

1.5 use stated and implied ideas in texts to make inferences and construct meaning

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

1.7 analyse texts and explain how various elements in them contribute to meaning

Writing

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

Media Literacy

3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques

Visual Arts

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

D3.2 demonstrate an awareness of ways in which visual arts reflect the beliefs and traditions of a variety of peoples and of people in different times and places

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Authors: Christy Jordan-Fenton and Margaret Pokiak-Fenton Illustrator: Gabrielle Grimard Summary: Margaret returns home to her Inuit family and community after two years at a residential school. Her own mother barely recognizes her with short hair and skinny frame, "Not my girl!" she says.

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Joey Karam

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As LGBTQIA2S+ identities have become the topic of many political debates, it is important to know how to back up the choices that you have made as educators in regards to the representation of these identities especially when dealing with parents who may believe these identities to be invalid. What follows will be curriculum expectations that these books cover in both the Languages and Arts curriculum, Reading is excluded as how reading can meet the expectations for reading is rather self-explanatory, a few exceptions to this exclusion will be provided.
Languages Overall Expectation: 1. Reading For Meaning Specific Expectation: 1.1 Variety of Texts
read a variety of texts from diverse cultures, including literary texts (e.g., myths, plays, short stories, chapter books, letters, diaries, poetry), graphic texts (e.g., graphic novels, diagrams, brochures, graphs and graphic organizers, charts and tables, maps), and informational texts (e.g., textbooks, non-fiction books on a range of topics, print and online newspaper and magazine articles or reviews, print and online encyclopedias and atlases, electronic texts such as e-mails or zines)
1.9 Point of View
Identify the point of view presented in a text, citing supporting evidence from the text, and suggest some possible alternative perspectives (e.g., identify words or phrases that reveal the point of view presented; write a letter or use role-play to present the perspective of a character whose voice is not heard in the text)
Justification:
As all of these books feature differing and diverse narrators and protagonists, it allows students to read texts from diverse cultural contexts, it also allows them to recognize the diverse points of view of these texts
Overall Expectation: 1. Listening to Understand 2. Speaking to Communicate Specific Expectation:
Identify purposes for listening in a variety of situations, formal and informal,

and set goals related to specific listening tasks (e.g., to summarize the theme of a small-group drama presentation; to record important details about an upcoming event announced on the radio; to clarify suggestions for improvements in a peer writing conference)
1.2 Active Listening Strategies
Demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups (e.g., demonstrate an

understanding of when to speak, when to listen, and how much to say; summarize

information and ideas from a small-group meeting; ask relevant questions to clarify

meaning and link responses appropriately to the topic of conversation; adapt listening behaviour to the requirements of informal social settings and more formal

settings)
1.3 Comprehension Strategies
Identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of oral texts (e.g., make notes to summarize what has been heard; use graphic organizers, diagrams, or sketches to record information or ideas presented orally; prepare for a visit to the theatre by activating prior knowledge of the structure of a play and discussing the subject of the play with peers)

Identify a variety of purposes for speaking (e.g., to entertain a wider school audience; to establish positive personal and learning relationships with peers; to ask questions or explore solutions to problems in small-group and paired activities; to solicit opinions and react to information and ideas in a discussion or dialogue group; to explain to another person how something works; to summarize and comment on an event or oral text for the class; to

clarify and organize thinking in order to contribute to understanding in large and

small groups)
2.2 Interactive Strategies
Demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing and small- and large-group discussions (e.g., acknowledge and extend other group members' contributions; make relevant and constructive comments on

the contributions of other group members)
2.3 Clarity and Coherence
Communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form (e.g., respond in an appropriate

order to multi-part, higher-level questions in a student-teacher conference or a group

discussion; explain the results of research in an oral presentation, including a statement of the research focus, the procedures followed, and the conclusions reached; use an organizational pattern such as chronological order or cause and effect to present ideas in a dialogue or discussion)
2.4 Appropriate Language
Use appropriate words and phrases from the full range of their vocabulary,

including inclusive and non-discriminatory terms, and appropriate elements of style, to communicate their meaning accurately and engage the interest of their audience (e.g., use evaluative terms to clarify opinions and for emphasis; use descriptive words to give specificity and detail to personal anecdotes; use humour or emotive language to engage the audience's interest or sympathy)

Identify some 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 (e.g., use body language, such as moving closer, leaning forward, nodding or shaking their head for emphasis, to connect with their audience)
Justification:
Similar to many expectations in reading, many expectations in outcomes for Listening and Understanding as well as Speaking to Communicate can be met through collaborative work in various examples of reading response activities.
Arts
Dance 1. Creating and Presenting

Visual Arts 1. Creating and Presenting
Specific Expectation:
A1.2 use dance as a language to explore and communicate ideas derived from a variety of literature sources (e.g., develop dance movements based on actions or emotions depicted in myths, short stories, legends from different cultures, picture books, or poetry)

A1.3 use narrative form to create short dance pieces on a variety of themes (e.g., a dance-based on the theme of a quest or other type of journey; movements arranged [choreographed] to create a relationship [linking, parting] between some of the dancers)

D1.3 use elements of design in artworks to communicate ideas, messages, and understandings (e.g., create a poster using colour and cropping of space to propose a solution to climate change; use contour lines of various weights in a charcoal gesture drawing of a person to capture the impression of movement; create a paper sculpture portrait of a favorite comic character that explores positive and negative space, using techniques of folding, scoring, fringing, and crimping)

Justification:
Art is a very engaging tool and can be used to help reformulate how we see the literature we are consuming, it allows students to express themselves in ways they may be more comfortable doing. In doing so they are able to represent these narratives in these other, more engaging ways.

This list is not exhaustive, many activities related to writing and media literacy may also be possible through this text, this section merely serves as a justification for the relation of the texts to the curriculum

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As LGBTQIA2S+ identities have become the topic of many political debates, it is important to know how to back up the choices that you have made as educators in regards to the representation of these identities especially when dealing with parents who may believe these identities to be invalid.

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Daniel Graham

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Author: Jen Cullerton Johnson

Genre: Non-Fiction, Biography

Keywords: Science, Environmental Activism, Eco-Friendly, Scientist, Activism, Achievement, Inspirational

Summary: This book details the life of Kenyan Nobel Prize winner Wangari Maathai. Wangari's journey to becoming a world world renowned activist in thoroughly examined. Starting in her small village in rural Kenya, Wangari attends school which is something not everyone is able to do or afford in her village. Quickly discovering her passion for science and all living creatures, she continues her education in the USA to study Biology. Upon returning to Kenya Wangari discovers that the government has been selling large amounts of land to foreign companies to be deforested. Seeing the negative impact this deforestation was having on her country, Wangari decides to travel the country and plant saplings, inspiring locals all over to do the same. Upset by Wangari's actions, the foreign companies were able to get local police to jail Wangari. However, Wangari stayed strong and overcame this hurdle to become the environmental minister of Kenya where she would continue to promote women's rights and environmental activism to people all across the world.

Connection to the Junior Learner: While a lot of the things achieved by the activists featured in this anthology can seem quite daunting, Wangari was able to positively effect the world through the simple act of planting trees. I believe that this act of planting trees is achievable for students. The idea is not for students to necessarily go out and plant saplings like Wangari did, but to realize that seemingly minor things can have a large positive impact.

Activity 1: Being that a major theme present in Wangari's story is the effects of foreign corporations on the forests of Kenya, a potential activity is to go on a nature trek around the school yard observing the surrounding area. Have students take note of what the area around the school currently looks like i.e. are there many buildings? are there any roads? Ask students to think about how humans have affected the way this area looks. Upon returning to the classroom have students create a piece of artwork illustrating what they think the area surrounding the school would have looked like before humans left their mark. Have each student to do a short presentation in front of the class displaying their artwork with an explanation of why they think the area looks the way it does in their artwork.

Visual Arts Overall Expectations:
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.
Oral Communication Overall Expectations: Visual Arts Specific Expectations:
D2. 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.

2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.
Oral Communication Specific Expectations
D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by their interests and experiences.

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.

D2.2 analyze the use of elements and principles of design in a variety of art works, and explain how they are used
Writing Overall Expectations:
2.2 demonstrate an understanding of appropriate speaking behavior in a variety of situations, including paired sharing and small- and large-group discussions

2.3 communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form
Writing Specific Expectations
Activity 2: With school permission, have groups of students plant saplings in a suitable area on school grounds. Within the groups have students research and discuss with guidance from the teacher. Factors to consider when choosing what type of tree to plant include: is it native to the area? Would it have any adverse effects? Does it have any effects beneficial to the school? What is the life expectancy of the tree? Have students write a short paper justifying their choice in tree.

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

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

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

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

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

1.3 gather information to support ideas for writing using a variety of strategies and oral, print, and electronic sources

1.6 determine whether the ideas and information they have gathered are relevant and adequate for the purpose, and do more research if necessary

2.4 use sentences of different lengths and structures

2.7 make revisions to improve the content, clarity, and interest of their written work, using several types of strategies

3.1 spell familiar words correctly

3.2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling

3.8 produce pieces of published work to meet identified criteria based on the expectations related to content, organization, style, use of conventions, and use of presentation strategies

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Author: Jen Cullerton Johnson Genre: Non-Fiction, Biography Keywords: Science, Environmental Activism, Eco-Friendly, Scientist, Activism, Achievement, Inspirational Summary: This book details the life of Kenyan Nobel Prize winner Wangari Maathai. Wangari's journey to becoming a world world renowned activist in thoroughly examined.

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An Introduction to Indigenous Perspectives and Challenges

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An Introduction to Indigenous Perspectives and Challenges

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Brady Martin

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David Alexander Roberston is a Swampy Cree graphic novelist and writer who is a passionate advocate for educating youth on Indigenous history and current issues.

When We Were Alone is a fictional narrative in picture book format that encapsulates children's inquisitive nature. A young Indigenous girl spends the day with her kókom (grandmother). As the day unfolds, she questions her kókom's hair and clothes, why she is always with family, which leads to a conversation about her time at residential school, what she endured, and how she was deprived of her culture.

This book is valuable for junior learners as it emphasizes overcoming difficulty and presents a great example of such, which could serve as inspiration for students. The complicated subject matter is broached sensitively, allowing children of all ages to read it. Still, it engages older students as they work to make inferences from the text and its description of events. Much like the previous texts, the representation of Indigenous perspectives and history, both in content and its Indigenous author, is valuable to a junior learner.

Keywords specific to text: Hope, Overcoming, Pride, Strong-willed.

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David Alexander Roberston is a Swampy Cree graphic novelist and writer who is a passionate advocate for educating youth on Indigenous history and current issues. When We Were Alone is a fictional narrative in picture book format that encapsulates children's inquisitive nature. A young Indigenous girl spends the day with her kókom (grandmother).

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Nikki Balachorek & Emma Thomson

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Books for Social Justice! - Integrating social justice education into your classroom by Emma Thomson | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Julia Davids

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Julia Davids - PED 3114 Literature Anthology - Grade 6

A Changing Genre

My selections are inspired by one of the great science fiction authors of our era, Octavia E. Butler, who has redefined the genre of science fiction. My aim is to fulfill the Language Arts curriculum for grade 6 students by highlighting the diversity of creativity in Science Fiction literature, with a focus on transformative female voices in a historically male dominated genre. Through the exploration of time, space, themes and writing styles, I hope to engage young readers and encourage them to start writing fantasy or science fiction stories of their own. I also intend to go further by generating important dialogues about culture, identity and imagination by taking a global perspective in order to help students cultivate a broader understanding of the experiences of others.

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Julia Davids - PED 3114 Literature Anthology - Grade 6 My selections are inspired by one of the great science fiction authors of our era, Octavia E. Butler, who has redefined the genre of science fiction.

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Hunter Jackson and Patrick White

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Tom Longboat, a famous Indigenous marathon runner, was extremely successful and is still highly respected today. This non-fiction biography was written by a Canadian author who takes readers through his life journey. Tom became passionate about running at the young age of five and would run around his parents farm chasing animals. However, Tom was taken from his home and put in a Residential School where he ended up escaping twice. From that time on, Tom continued to follow his dreams and passion for running. Despite his odd training methods, he competed in many races all over the country and he quickly became one of the best marathon runners in the world. Luckily, Tom's success in these races allowed him to be prepared to run the Boston Marathon. Tom's passion, perseverance and resilience for running inspired the themes for this book. After his running career, Tom volunteered to represent Canada as a soldier in World War 1 where his characteristics of perseverance, passion and resilience prevailed. This book allows the junior learner to see an individual who, despite many challenges, was able to overcome them and be successful. When students, especially Indigenous students who can relate culturally, read this book, Tom can serve as a positive inspiration that they can look up to.
CLASSROOM SUGGESTIONS
In small groups, students could create a short skit about a character(s) who has overcome an obstacle and demonstrated perseverance, passion and resilience just like Tom did. The expectation is that students critically reflect on what the themes of the book mean to them. Also, that they will make connections with students who have gone through similar experiences. Students can choose any characters they wish to ensure that the skit is culturally relevant to them. The purpose of this activity is not only to allow students to practice their communication skills, but also allow them opportunities to collaborate and support each other through challenges.
2. Tom's Promotional Team
The students are now a part of team Canada's Olympic Committee as promotional coordinators. Their goal is to help promote Tom's Olympic Games marathon race. They are tasked to create an advertisement (i.e video, poster, sign, fashion/apparel) about what they think is a good promotional tool for Tom's race in the 1908 Olympic Games in London. Regardless of the option chosen by the student, they must represent Tom's Indigenous identity (i.e., cultural symbols, language, designs, etc.) and Canadian heritage on the promotion. This activity will aim to get students familiar with traditional art that represents the Indigenous culture.
CURRICULUM LINKS (Grade 5)
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 (e.g., time and place; relationship; tension) to build belief in a role and establish its dramatic context.

B2.1 Express personal responses and preferences and make connections to themes and issues presented in their own and others' drama works.
Oral Communication:
2.1 Identify a variety of purposes for speaking and explain how the purpose and intended audience influence the choice of form.

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

2.7 Use a variety of appropriate visual aids, to support or enhance oral presentations.

Activity 2.
1.1 Explain how a variety of media texts address their intended purpose audience (e.g T-shirts intended for supporters of particular groups, broadcasting advertisements to different age groups).

3.2 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 ( e.g a mock television, radio, or newspaper announcement).

3.4 Produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions and techniques (e.g mock television broadcast, a computer generated cover design including special font, to enhance a published piece of writing, a movie poster to advertise a movie based on a narrative they have studied).

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 sources and diverse communities, times, and places.
Visual Arts:
D1.3 Use elements of design in art works to communicate ideas, messages, and understandings.

D1.4 Use a variety of materials, tools, techniques, and technologies to determine solutions to design challenges.

Oral Communication:

2.7 Use a variety of appropriate visual aids to support or enhance oral presentations ( slide show to accompany a report, posters, video images).

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Tom Longboat, a famous Indigenous marathon runner, was extremely successful and is still highly respected today. This non-fiction biography was written by a Canadian author who takes readers through his life journey. Tom became passionate about running at the young age of five and would run around his parents farm chasing animals.

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Veronique Murphy

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Genre: Realistic Fiction

Key Words: rules, different, protest, scared, right, wrong

Shayla is doesn't get into to trouble. She's dedicated student who has good grades, friends and taking part in sports. In junior high everything starts to change. The rules are different, and Shay starts to question her friends and even herself. Shay's sister, Hana, is involved with Black Lives Matter but she doesn't think that's for her. But after experiencing a peaceful protest she decides some rules are worth breaking and wears an arm band to show her support. Everyone at school starts choosing sides and she's scared to do the wrong thing and even more scared of standing up and doing the right thing.

This beautiful coming of age story highlights the internalized conflict Shay faces in school and her community. Becoming aware of the tensions that occur allows the reader to open their eyes to the social injustices around them. As junior learner, students are challenged to develop their social conscience, while determining right from wrong and standing up for what they believe in. This book is an excellent resource to guiding discussions about how students feel under peer pressure, self-discovery and how to overcome feelings of internalized conflict.
Classroom Suggestions:
#1: Arts Curriculum: Drama Overall Expectations:
In groups of 2-5, students will choose a chapter they enjoyed from the book and recreate it using the elements of drama that have been discussed. This activity can be done in the form of spoken word, skits or in scenes. Students are encouraged to think beyond the context of the story and take a deeper look into their own communities and include various personal connections or experiences to their performance.

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 stories;
Specific Expectations:
B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;

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

B1.2 demonstrate an understanding of the element of role by selectively using some other elements of drama (e.g., time and place, relationship), to build belief in a role and establish its dramatic context

B1.3 plan and shape the direction of the drama or role play by collaborating with others to develop ideas, both in and out of role

B1.4 communicate thoughts, feelings, and ideas to a specific audience, using audio, visual, and/or technological aids to achieve specific dramatic effects
#2 Language Curriculum: Media Literacy
B2.1 express personal response and make connections to characters, themes, and issues presented in their own and others' drama works
Overall Expectations:
Students will choose a peer, parents, guardian or teacher and conduct a short 5-10min podcast. The conversation will be driven by questions you will create surrounding the themes presented in this book such as peer pressure, self-discovery, morality and social inequalities. The purpose of this podcast is to have an informed conversation with questions you will write and provide to your interviewee before conducting the podcast. In addition to the podcast, students will write a short reflection on what they learned and why it is important to have such conversations.

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:
3. Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

1.1 identify the purpose and audience for a variety of media texts

1.3 express opinions about ideas, issues, and/or experiences presented in media texts, and give evidence from the texts to support their opinions

1.4 explain why different audiences might respond differently to the same media text

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

3.1 describe in detail the topic, purpose, and audience for media texts they plan to create (

3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques

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Genre: Realistic Fiction Key Words: rules, different, protest, scared, right, wrong Shayla is doesn't get into to trouble. She's dedicated student who has good grades, friends and taking part in sports. In junior high everything starts to change. The rules are different, and Shay starts to question her friends and even herself.

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Trying Times: Dealing with Depression and Mental Illness

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Trying Times: Dealing with Depression and Mental Illness

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Kevin Mondragon

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Author: Anne Ursu

Grade Level: 4-8

Keywords: friendship, depression, growth, hope, change, divorce, loneliness

Genre: Fiction
Summary:
Hazel is an 11-year old fifth grader who's parents have recently divorced, is now living with her mom, and is forced to attend a new school. After having difficulty adjusting to these new changes, she eventually befriends a boy named Jack, who's mother is suffering from clinical depression. One day, their friendship changes as a razor sharp mystical shard blows into Jack's eye, turning his once kind heart icy cold. Jack mysteriously disappears and it is up to Hazel to embark on a journey into this dark magical forest to rescue her friend from a powerful woman who lives in a palace made of ice.
For The Junior Learner:
The theme of loneliness is exemplified through Hazel's ability to overcome difficulties in her school and home life, providing readers with positive ways to deal with it including humour, self-awareness, and honesty. Through Ursu's empathetic depiction of Hazel's school life, she allows readers to identify with her and better understand her struggle. By observing Mrs. Campbell's (Jack's mother) deteriorating mental state, Hazel confronts sorrow's powerful effects as Ursu prepares her young readers for one of life's painful realities. Ursu effectively depicts some of the signs and symptoms of clinical depression such as weight changes, decreased energy, and a persistent 'empty' mood, helping children better understand this complex illness. Ursu exposes young readers to these troubling situations because she too wants them to 'feel' and understand the darker elements of life. By revealing these painful truths, Ursu helps lay the emotional foundation for her young audience, preparing them for these harsh realities, allowing readers to take only what they are ready to take in, and hopefully giving them a greater appreciation for life's joyous moments in the future.

Classroom Suggestions:
1. In small groups, students can create and perform a short drama scene depicting a specific part in the story.

2. Have the students write an email to Hazel's absentee father from her point of view. Include how she is doing in school, how she is feeling, challenges she is facing, etc.
Linked Curriculum Overall Expectations: Grade 6 Arts Curriculum - 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

B2.1 express personal responses and preferences and make connections to themes and issues presented in their own and others' drama works
Grade 6 Language Curriculum - Writing
1.1 identify the topic, purpose, and audience for a variety of writing forms

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)

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

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

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Author: Anne Ursu Grade Level: 4-8 Keywords: friendship, depression, growth, hope, change, divorce, loneliness Genre: Fiction Summary: Hazel is an 11-year old fifth grader who's parents have recently divorced, is now living with her mom, and is forced to attend a new school.

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Theo Tsangaris

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The Environment in Literature - An Anthology by Theo Tsangaris by Theothotos Tsangaris | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Erika Turner

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Different Voices on Our Bookshelves - Girls of Colour Telling Their Stories by Erika Turner | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Dave Steffler

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Inspiring Books on Courage - A Literature Anthology by david steffler | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Vivien Allen

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Students in the junior classroom are aware of the diversity in Canada as they see it in their daily lives, the news, and the hopefully the books they read, but aren't often shown a global perspective on these topics. The classroom should reflect the globalisation of society, as well as educate the students on what they are seeing in the news and social media.

I want to show these refugee experiences to the junior learner, so they can relate and empathise with students from a very different background. As Martens et. Al pointed out in their essay, global literature "encourages learners to respect and accept people who are different than themselves and break attitudes that are oppressive and prejudicial" (p. 610).

Child refugees are not uncommon, and can have the same interests, goals, and wants as they children in the classroom in Canada.I want show a child's experience in the refugee crises happening all over the world using diverse perspectives and literacies. It can be a challenging and upsetting topic, but my hope is that when students can see themselves in the books they will be able to see the human side of news stories.

The books I have chosen are about children from a diverse background, and range from picture-focused to autobiographical. I did this so all students can engage in the content no matter their reading level, but also so that there is an introductory and achievable 'quick read' to gain interest in the topic. They are also about children around the same age as the learners (12-16 years old), and involve broader themes than the struggle of being a refugee. As pointed out in the Yokota and Teale essay, it is important that the themes can be relatable despite the multitudes of other differences. The themes of family, hope, education, and safety are relatable and equally important to the junior learner in the classroom as they are to the people/ characters in the books.
Ontario Curriculum Links (all curriculum links drawn from Grade 5):
(Language, Reading)1.1 read a variety of texts from diverse cultures, including literary texts

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

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Students in the junior classroom are aware of the diversity in Canada as they see it in their daily lives, the news, and the hopefully the books they read, but aren't often shown a global perspective on these topics.

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Ashley Stewart

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Author: DyAnne DiSalvo-Ryan

Genre: Fiction

Keywords: Community, Garden, Plants, Life, Diversity

Summary: Marcy feels saddened when the house across the street gets torn down and the lot is now a big empty space. The lot fills up with junk, and makes her even more sad every time she looks at it. Then one day, Marcy gets an idea; she is going to plant a garden in the empty lot! When her neighbours see what she is up to, they can't help themselves but to join in on the fun! The community spirit is bewildering, and soon enough the entire block is helping to make the garden bloom. This fun story portrays the exhilaration of community projects where everyone comes together to help bring colour and life to the neighbourhood. It also demonstrates the positive message that children can make beautiful things happen when they put their minds to it. Marcy is a great role-model for junior students, showing them how important plants can be for the environment. Not only can it bring communities together, but the environment thrives when there are lots of gardens full of plants, flowers and trees.
CLASSROOM SUGGESTIONS & CONNECTIONS TO CURRICULUM Activity #1:
The main theme in this story is how the garden project brought the community together. But what does everyone know about plants and their impact on our lives? As a class, take 10-15 minutes to do some research on plants and collaborate to make a list of the findings. Once we have our list, we will have a class discussion on what was discovered and what we learned about the importance of plants for our environment.

Curriculum Connections: Grade 5-6, Language Curriculum

· Writing Strand - Specific Expectations 1.3, 1.4, 1.5

· Reading Strand - Specific Expectation 1.4

· Oral Communication Strand - Specific Expectations 1.2, 1.4, 1.7, 2.1, 2.2
Activity #2:
Now that we all have some deeper knowledge about the importance of plants on the environment, create a pamphlet with a friend about plants. The pamphlet should emphasize the ideas that we gathered as a class about the importance of plants. You can also talk about the different types of plants, but the goal is to demonstrate the impact that plants have in our life. Use pictures (either cut out from magazines, or drawn by hand) to add into your pamphlet.

Curriculum Connections: Grades 5-6, Language & Arts Curriculum

· Writing Strand - Specific Expectations 1.2, 1.5, 2.1

· Media Literacy Strand - Specific Expectations 3.4
Activity #3 (BONUS):
As a class, we will plant a little classroom garden together, where each student will get to pick the type of flower they want to plant and will get to plant the seed. This will result in a collection of flowers and colours that the kids can be proud of for two reasons: they all worked together to create it, and it is great for the environment!

Curriculum Connections: Grade 4-6, Arts Curriculum

Visual Arts Strand - Overall Expectations: creating and presenting; exploring forms and cultural contexts

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Author: DyAnne DiSalvo-Ryan Genre: Fiction Keywords: Community, Garden, Plants, Life, Diversity Summary: Marcy feels saddened when the house across the street gets torn down and the lot is now a big empty space. The lot fills up with junk, and makes her even more sad every time she looks at it.

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Christiana Bogart, Owen Brule, Zach Romanson

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Author: Ruby Slipperjack

Genre: Fiction

Keywords: Ojibway, Empowering, Multicultural, Family, Alternative Education, Love, Loss, Environmental Welfare

Summary: Ray is an 11-year-old Ojibway girl that experiences extreme difficulty in coping with the accidental death of her father. In addition to this tragedy, things had not been easy for Ray before the accident either. Ray had been feeling isolated and alienated from her peers at school due to her striking green eyes and other various physical Ojibway characteristics. Her classmates in northern Ontario look nothing like her. The culmination of everyday stresses and her father's untimely passing result in Ray closing off from her family and rarely speaking. All of this begins to change when Ray begins to spend her summers with her Grandma - a compassionate healer that lives with her Ojibway community deep in the woods of northern Ontario. Her Grandma proves to be an excellent teacher for Ray and educates her in countless aspects of life that her traditional Western education had never focused on. Ray goes on adventures with her Grandma where she experiences nature, acceptance, love, loss, and wonder. These experiences guide Ray towards developing and flourishing under her own identity.

Junior Learner: The novel encourages students to think about education in more ways than just how Western school systems are set up. Experiential education is put on display and critical thought around how effective it can be is fostered. The novel provides an excellent opportunity for many students to look through a window into a world that they may not be familiar with. For students that can more personally identify with the narrative, it provides a colourful mirror for reflection.

Various family events are also explored (death of a loved one, family conflict, marriage, blended families) and this novel allows for positive discussion and reflection on these sometimes difficult to talk about subjects. This is an opportunity for students to see these subjects as universal and provides a platform to reflect and discuss.

It is no secret that environmental education is important for junior learners and Little Voice is full of meaningful lessons around outdoor and environmental education. The opportunities for environmental and experiential learning that Ray has with her Grandma is nicely juxtaposed with how the North American public school system operates.
Classroom Suggestions: Activity 1.
Have each student identify something Ray learned either from her Grandma or through the process of experiential education. Have them respond with a written reflection on something they personally learned outside of the context of school - preferably an example of experiential education.

This activity in tandem with reading the novel Little Voice aligns with the overall Grade 6 Reading curriculum expectations. This encourages students to read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

1. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

2. use knowledge of words and cueing systems to read fluently;

3. reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

The specific expectations that this activity encompasses are as follows.

1.1 read a wide variety of texts from diverse cultures, including literary text

1.4 demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details

1.6 extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them
Activity 2.
The novel discusses the importance of humans' relationship with animals and the natural world around them. Reflect back on Ray's interactions with both the baby moose and the black bear. Select either the black bear or the baby moose and write about Ray's interaction with them from the perspectives of both the animal and Ray's grandmother. Outside research on the animal of your choice is encouraged.

This activity in tandem with reading the novel Little Voice aligns with the overall Grade 6 Writing curriculum expectations.

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

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

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

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

The specific expectations that this activity encompasses are as follows.

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

1.4 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

1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and adequate for the purpose, and do more research if necessary

2.2 establish a distinctive voice in their writing appropriate to the subject and audience

Global Cohort: Including Little Voice in our collection is an important addition to encourage a Global Perspective in the classroom. The novel encourages reflection around the diverse perspectives and traditions in Ojibway culture. The narrative of the novel is one of an individual who is in the unique position of experiencing both Ojibway traditions and those stemming from the colonization of Canada. This will hopefully allow many students to see this book as both a window and a mirror simultaneously.

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Author: Ruby Slipperjack Genre: Fiction Keywords: Ojibway, Empowering, Multicultural, Family, Alternative Education, Love, Loss, Environmental Welfare Summary: Ray is an 11-year-old Ojibway girl that experiences extreme difficulty in coping with the accidental death of her father. In addition to this tragedy, things had not been easy for Ray before the accident either.

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Austin Bell

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Awesome Animals - A Literature Anthology Focused on Protecting Animals by Austin Bell | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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By: Corina Côté, Emilie Lachance and Jazmine Clement

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The Earth is What We All Have In Common

A Literature Anthology by: Corina Côté, Émilie Lachance, Jazmine Clement

Resource for Junior Learners

This anthology is a collection of literature for the junior level (4-6). The collection consists of three books that highlight the importance of finding intrinsic motivation, both individually and collectively, in order to accomplish great things in the environment. The collection also focuses on the important role every individual has to play in our marathon to save the planet from pollution, deforestation, and many other problems. Students will need to reflect on the challenges and solutions of saving the earth. This knowledge will allow students to determine ways in which they can contribute. The choices that the future generations will make will determine how our future will look like (e.g., seeing healthy animals in their natural habitat).

Corina Côté

About the author: Corina enjoys traveling and exploring the beauty our planet has to offer. She is currently studying at the University of Ottawa and hopes to become an elementary school teacher. Her passions include: scuba diving, running, yoga, and holistic nutrition.

Émilie Lachance

About the author: Émilie enjoys to play sports, spend time with family and try new and exciting things. She is passionate about teaching and is currently studying at the University of Ottawa and hopes to teach physical activity and health following her B.Ed.

Jazmine Clement

About the author: Jazmine loves to learn new things! Whether it is fun random facts, languages, or cooking new dishes. She is currently attending The University of Ottawa and working towards becoming a high school English teacher. Jazmine enjoys reading, exploring new places and culture, and living an active healthy lifestyle!

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The Earth is What We All Have In Common A Literature Anthology by: Corina Côté, Émilie Lachance, Jazmine Clement This anthology is a collection of literature for the junior level (4-6). The collection consists of three books that highlight the importance of finding intrinsic motivation, both individually and collectively, in order to accomplish great things in the environment.

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The Power of Embracing Diversity: Heroes through a Celebration of Our Differences

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The Power of Embracing Diversity: Heroes through a Celebration of Our Differences

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By: Nicole Turner and Mackenna Shlakat

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Keywords: Indigenous Heroes, Diversity, Courage, Inspiration, Culture, Community

Summary: This book tells the stories of many Indigenous heroes from Canada's past and present and makes connection to Indigenous heroes from the United States. Each of the fourteen stories significantly reveal that Indigenous cultures and peoples have had profound impacts on the landscape and identity of Canada and North America. Furthermore, it highlights how Canadians should feel proud to trace their roots to the Indigenous peoples who embraced their differences and identity and "showed the world what people who matter can do" (Kinew, 2018, pp. 19). This book showcases that Indigenous heroes are found in many different areas of society, such as, in the hockey world through the figure of Carey Price, the field of medicine through Dr. Evan Adam and Dr. Susan Laflesche Picotte, in political leadership through the figure of Net-No-Kwa, or in the field of Space science through the astronaut John Herrington. This book truly reveals that there is an Indigenous hero that every child can aspire to look up to.

Why appropriate for the junior learner: This book is appropriate for the Junior learner because it is a book that is read with pure enjoyment, it has aesthetic appreciation and provides the junior learner with the opportunity to learn about themselves and others. In addition, this book is intriguing for the junior learner because each of the Indigenous heroes have exciting accomplishments, as it showcases an astronaut, a NHL hockey player, a doctor, a writer, a strong female political leader, Olympic athletes etc., therefore each student can connect their interests or possible career dreams with someone in this book. It is also appropriate for the junior learner because it involves students being active meaning-making readers as they are reading, interpreting, and applying the message of the story to their everyday life.
Classroom Suggestions:
This text teaches students the theme of diversity and acceptance of your cultural identity. This book significantly teaches its audience that no matter your age, gender, culture or background, every individual matters and has an opportunity to show the world what they can do. This book celebrates the unique contributions of every Indigenous person and celebrates their Indigenous identity. In addition, this book can be used to teach students how to read a variety of texts from diverse cultures as this book includes the literature style of a narrative story and also a collection of biographies. Lastly, this book is filled with beautiful and emotional imagery. The illustrations in this picture book can be used to teach students about the different elements of design, such as, texture, colour, shapes and lines and also how creating two and three dimensional art works can be used to express different emotions, points of view and periods of time.

Every inspiring and courageous hero needs a movie, right? In this activity, students are to choose one Indigenous hero from the book that they would want to make a Superhero movie about. After students have selected their individual, they are to design a movie advertisement poster that they would present to a movie development company. What would a potential audience member want to know about the movie? What message about the hero should this poster convey? The movie poster should include a creative caricature drawing of the Indigenous hero, images/symbols that represent their story and a catch phrase that they believe best represents their person.

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Keywords: Indigenous Heroes, Diversity, Courage, Inspiration, Culture, Community Summary: This book tells the stories of many Indigenous heroes from Canada's past and present and makes connection to Indigenous heroes from the United States. Each of the fourteen stories significantly reveal that Indigenous cultures and peoples have had profound impacts on the landscape and identity of Canada and North America.

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Nathan G.

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Summary

This story is about a girl named Annie who loved her plaid shirt, she wore it everywhere. But Annie's mom told her that she could not her plaid shirt to her uncle's wedding. Her mom makes her try on dresses for the wedding and she is not to happy about it. Then, she had an idea, to wear a suit with the plaid shirt. Everyone loved the idea because Annie was happy in it.

Acceptance Within

Annie's mother accepted Annie for who she was by the end of the book, because she knew that no matter what Annie's happiness is more important. This book will also show students that there should be no gender specific clothing, allowing them to hopefully see that gender specific items and jobs are not relevant anymore in todays world.

Activities
1. Bring in your favourite piece of clothing and tell us why it is your favourite. If students do not want to present in front of the class allow them to record themselves and play it in front of the class. Allow for students to say a few nice things about the presenters reasoning for picking the clothing item.

This gives the students a voice about something they like and allows them to express themselves as a unique individual.

2. Ask the students to think about if they would make the same decision as Annie's mother about Annie not being able to wear her plaid shirt in the first place. Then have them write why they choose either yes or no.

This gives the students the opportunity to think for themselves as to why hindering someones happiness to have them "fit in" is really worth it.

Welcoming everyone is key to developing a global perspective, whether it be how they dress, race or sexual orientation. This book gives a visual about how someone who may be deemed different just wants to be happy, like everyone else. Showing students that being open to different people ideas of happiness will result in deeper connections and more happiness in the world as a whole.
Expectations in the Curriculum Oral Communication
1.1 - Identify a range of purpose for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks.

2.3 - Communicate orally in clear, coherent manner, presenting ides, opinions, and information in a readily understandable form.

2.6 - Identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications.
Writing
1.2 - Generate ideas about a potential topic and identify those most appropriate for the purpose.

2.2 - Establish an appropriate voice in their writing, with a focus on modifying language and tone to suit different circumstances or audiences.

2.5 - Identify their point of view and other possible points of view, and determine, when appropriate, it their own view is balanced and supported by evidence.
Media Literacy
3.1 - Describe in detail the topic, purpose, and audience for media texts they plan to create.

3.4 - Produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques.

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Summary This story is about a girl named Annie who loved her plaid shirt, she wore it everywhere. But Annie's mom told her that she could not her plaid shirt to her uncle's wedding. Her mom makes her try on dresses for the wedding and she is not to happy about it.

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🧕🏽 Ob-VEIL-ously Muslim & Proud - Farah El-Tobgy

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🧕🏽 Ob-VEIL-ously Muslim & Proud - Farah El-Tobgy

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Celebrating Islamic Heritage Month

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A Children's Literature Anthology

SUMMARY

Faizah is excited for her first day of school, but even more excited for her older sister Asiya, who is starting sixth grade with an Islamic head scarf. On their way to school, Faizah is mesmerized by her sister whom she describes as a princess wearing a crown. In Faizah's eyes, not even her new light-up shoes can compare to Asiya's "brightest blue" hijab. At school, Faizah notices a group of faceless bullies mocking Asiya's hijab. Although confronted by the hurtful truth that not everyone sees the hijab as beautiful, Faizah is put at ease when Asiya and her friends dismiss the bullies. By witnessing her sister's actions and recalling her mother's wisdom, Faizah learns to ignore the unkind words that others may say for they are not worthwhile. The Proudest Blue is an uplifting and beautifully illustrated story about visibility, sisterhood, and above all, being unapologetically proud of who you are.

📺 VIDEO: WHO IS Ibtihaj Muhammad?

SUMMARY

Written in cheerful rhyme, Under My Hijab is a glimpse into the life of a young girl as she admires the countless Muslim women in her family and community. She introduces us to her grandmother who is a baker, her mother who is a doctor, her artistic aunt and her fashionable older sister, among many others. The young girls and women express their individuality through the distinctive ways they style and wear their hijab. This story artfully celebrates the women's pride in their faith and passion in their profession, while demystifying the hijab. Inspired by the women in her life, the young girl chooses to wear a hijab and is excited about her future and its endless possibilities. Khan reminds us that beyond the stereotypes, there is confidence, talent and beauty under the hijab.

CONTACT

FARAH EL-TOBGY is a J/I Teacher Candidate at the University of Ottawa. She enjoys reading, travelling, watching movies and all things related to The Office (aka the best sitcom ever made).

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A Children's Literature Anthology Faizah is excited for her first day of school, but even more excited for her older sister Asiya, who is starting sixth grade with an Islamic head scarf. On their way to school, Faizah is mesmerized by her sister whom she describes as a princess wearing a crown.

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Representing LGBTQA+ Youths - By Jing Gong by Jing Gong | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Calling Canada Home: A Refugee Experience 

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Calling Canada Home: A Refugee Experience 

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Calling Canada Home: - A Refugee Experience by Simrun Jhuty | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Krishnaswami, U. (2016). Book Uncle and Me. Groundwood Books.

Cooper, J. (2005). Season of Rage: Hugh Burnett and the Struggle for Civil Rights. Tundra Books

Dunn, P. (2017), Outside. Playwrights Canada Press.

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Krishnaswami, U. (2016). Book Uncle and Me. Groundwood Books. Cooper, J. (2005). Season of Rage: Hugh Burnett and the Struggle for Civil Rights. Tundra Books Dunn, P. (2017), Outside. Playwrights Canada Press.