# data[].attributes.attachment_link.readable_text
Author

Jaqueline Woodson
Illustrator
Rafael Lopez
Keywords
Identity; Self-esteem; Communities; Differences; Global; Diversity
SUMMARY
This story is about the differences about each of us that make us who we are. Whether you were born in a different country, eat different food or listen to different music, our differences make us who we are and that is beautiful.
Activity 1 - The Things That Make Me

1. Using a brainstorming chart, each student should write there name in the center and write a minimum of 5 things connecting to it, that make them who they are.

2. With the partner beside them, students should read their points outload and explain why they make them who they are.

Curriculum Expectations
Grade 4: Oral Communication, 1.3

Comprehension Strategies 1.3 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
Activity 2 - A Collage of Me
Using magazines and newspaper, students must create a collage of things that represent themselves. Alternative items such as food scraps, sponges and cotton balls can be dipped into paint to add a few (3-5) designs at the end.
Curriculum Expectations
Grade 4: Visual Arts, D1.4

Use a variety of materials, tools, and techniques to determine solutions to design challenges

# data[].attributes.attachment_link.description
Author Jaqueline Woodson Illustrator Rafael Lopez Keywords Identity; Self-esteem; Communities; Differences; Global; Diversity SUMMARY This story is about the differences about each of us that make us who we are. Whether you were born in a different country, eat different food or listen to different music, our differences make us who we are and that is beautiful.

# data[].attributes.headline
Empowering Students To Make Positive Choices

# data[].attributes.subject
Empowering Students To Make Positive Choices

# data[].attributes.body
https://www.smore.com/e1za6-empowering-students

# data[].attributes.attachment_link.readable_text
Genre: Women's fiction.

Keywords: Selflessness, Perseverance, Transformation.

Summary: Sophia is a loving person who cares about family, friends and the community. She is a go-getter and is naturally empowered before she turns the age of one. Walking the dogs, raking leaves and delivering her elderly neighbors groceries demonstrate her selflessness. One day Sophia comes across a community space, which is littered with a mountainous pile of trash. From that point on she makes it her mission, to get City Halls approval to transform this space into a beautiful park.

Suggestion one: Sophia rallies her friends and neighbors to protest using signs in order to get City Hall's attention. Signage is a great opportunity for students to examine a particularly media text and utilize visual thinking strategy (VTS). begin with the discussion about signs, especially in residential communities. What kind of science might see regularly? What size do they see now bracket or during an election season bracket? Take a walk around the community. Tally the number signs and or the science for specific candidates. What do the numbers suggest? Take photos of some of the election signs, or call some of the candidates to ask for signs to use to examine for class discussion. Make your own election sign. What colors did you choose? What font did you select? Did you include a photo of yourself? Did you include a slogan or a catch phrase? Each phrase be 100 % positive and engender no negativity. Students present their sign in class, using proper pronunciation.

Grade 4 Curriculum Connections: The above activity can be an integrated curriculum activity, exemplifying cross disciplinary concept connecting multiple subjects like social studies bracket election signs bracket, geography, visual arts, English and math. It will fulfill the overall featured in The Language Arts curriculum. Specifically, the media literacy strand where students are expected to be able to create immediate text for the purpose of communicating the events of each movement, as well the analysing texts, identifying points of view and demonstrating clarity and coherence. As well as the Arts curriculum, since students will have to create and perform and effectively communicate ideas.

Suggestion two: The teacher will obtain yogurt containers, Tomato plant seeds and soil in order to produce an indoor garden in class room. Children will take care of their own specific plant, noting observations in a daily log, as well as drawing still life pictures of the plants progression. Once spring arrives, the students will be encouraged to take their plants home and care for them and harvest their fruit.

Grade 4 Curriculum Connections: The above activity can be an integrated curriculum activity, exemplifying cross disciplinary concept connecting multiple subjects like Science, Geography, Visual Arts, English and Math. Specifically, Oral Communications where students demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups. Students will also communicate in a clear, coherent man- ner, presenting ideas, opinions, and information in a readily understandable form. The Visual Arts strand. Specifically to create two- and three-dimensional works of art that express feelings and ideas inspired by their interests and experiences, interpret a variety of art works, and identify the feelings, issues, themes, and social concerns that they convey and identify and document their strengths, their interests, and areas for improvement as creators and viewers of art.

# data[].attributes.attachment_link.description
Genre: Women's fiction. Keywords: Selflessness, Perseverance, Transformation. Summary: Sophia is a loving person who cares about family, friends and the community. She is a go-getter and is naturally empowered before she turns the age of one. Walking the dogs, raking leaves and delivering her elderly neighbors groceries demonstrate her selflessness.

# data[].attributes.attachment_link.description
Triple Planetary Crisis - Grades 4-6: Literature Anthology by Stefan Malic | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

# data[].attributes.body
https://www.smore.com/5r90k

# data[].attributes.attachment_link.readable_text
In the Classroom - A Literature Anthology by Lia Heard

Introduction to this Literature Anthology

How can you use these books in your junior classroom?

Just Ask! Be Brave, Be Different, Be You

For teaching language: Have students write a dialogue of how they can approach asking Sonia or another character in the book about what makes them unique! Encourage respect for others' boundaries and comfort levels in the dialogue. Emphasize that it is not someone's responsibility to educate someone else about their differences, it is their choice if they would like to provide their knowledge. This activity provides an excellent opportunity for students to reflect on the message of the story. Students should brainstorm, write a rough copy, edit and then write a good copy.

Language curriculum connection: This gives students the opportunity to think about writing with a specific purpose in mind. This will allow students to use dialogue or script as a form of writing, and consider/explore different perspectives or points of view in their writing. The writing process used to develop the final script allows students to practice editing (Ontario Ministry of Education, 2006, p. 86).

For teaching art: Have students create a visual art piece that represents something unique about their identity (or if they feel that this is too private something they think is interesting about themselves or something that is important to them) that others cannot visibly see. This idea is a great way to connect the idea that not everything in a person's life is visible to everyone else. They could have challenges or exciting things happening in their lives that you may not know just by looking at them. This activity is a great way to have students gain perspective on that not everyone's differences, strengths or challenges are visible to the outside world. This will hopefully promote compassion and empathy towards others and a better understanding of what invisible illness or disability may mean.

Arts curriculum connection: Studentswill use the creative process to reflect and communicate their ideas, understanding and thoughts about themselves and the main idea from the book. While doing so teachers can encourage introducing any elements, or techniques they want the students to demonstrate in their art pieces (Ontario Ministry of Education, 2009, p. 106).

Book Reference: (Sotomayor & López, 2019)

Picture Reference (López, 2019)

Your Name is a Song

Picture Reference: (Uribe, 2020)

There's Only One You

For teaching language: Have students do a 10-minute writing reflection on what makes them unique! The twist is that they cannot put themselves down. Their reflection should contain ideas or connections to the text about why being unique and not being similar to everyone else is a good thing. Have them reflect on what the world might be like if we were all the same.

Language curriculum connection: This activity gives students the opportunity to engage in informal writing. Additionally, the reflective aspect allows students to generate ideas to respond to the book and engage in why the book's purpose is to communicate why being unique individuals is important (Ontario Ministry of Education, 2006, p. 86).

Language and media literacy activity: Have students make an advertisement with the thought in mind that there being only one unique YOU should something demonstrated more in mainstream media. Media often promotes one type of person as being the ideal, this activity is the opposite of that. This poster should communicate to the audience that being YOU and being unique is a good thing. This poster should use text, graphics, and images to convey the message they deemed most important from the story. Ensure students are being sensitive to the images and graphics they are choosing.

Language curriculum connection: This allows students to engage with the media literacy component of the curriculum. Students will create a form of media text for the general public audience or for a specific audience of a magazine or website to communicate a more positive message than is commonly seen in advertising. Students will also practice interpretation and understanding of the influence of different forms of media in their lives and continue to reflect on a develop these skills (Ontario Ministry of Education, 2006, p. 89).

Book reference: (Heling, Hembrook & Butcher, 2019)

Picture reference: (Butcher, 2019)

Additional resources to help you teach inclusivity and identity in your classroom!

References

# data[].attributes.attachment_link.description
In the Classroom - A Literature Anthology by Lia Heard How can you use these books in your junior classroom? For teaching language: Have students write a dialogue of how they can approach asking Sonia or another character in the book about what makes them unique!

# data[].attributes.body
Madi Hunt

# data[].attributes.attachment_link.readable_text
"Unless someone like you cares a whole awful lot, nothing is going to get better. It's not" - Dr. Seuss

Environmental Education in the Junior Division (Grades 4-6)

Classroom Activity:

1) Truffula Tree Art Project: Students create a mixed media art piece of a Truffula tree forest. To promote environmental awareness and eco-friendly habits, students reuse materials such as newspaper or magazine clippings as well as other media sources to create their Truffula trees.

2) Students start by putting themselves in the shoes of the Lorax, as they become the speaker for the trees. From the perspective of the Lorax, students will write a letter to the Once-ler convincing him to stop cutting down Truffula trees. This letter can also be written in the format of a five-paragraph essay.

Connections to the Ontario Curriculum:
Activity #1: Grade 6 Arts Curriculum:
Visual Arts

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

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

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

Activity #2: Grade 6 Language Curriculum:
Reading

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

Writing

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

Generate ideas about a potential topic and identify those most appropriate for the purpose

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

Identify and order main ideas and supporting details and group them into units that could be used to develop a structured, multi-paragraph piece of writing, using a variety of strategies (e.g., making outlines, writing notes, filling in a ranking grid) and organizational patterns

Connection to Global Education

All three of these books connect to global education because they each cover current issues that occur on a global scale. The Lorax covers deforestation, as well as air and water pollution. As a result of the Once-ler's greed and desire to be successful, he clears the entire forest of Truffula trees resulting in the loss of food for the Brown Bar-ba-loots. His Thneed factory pollutes the pond of the Humming-Fish and the air so the Swomee-Swans can no longer sing due to smoke inhalation. The Lorax must send them off to find a new home in order to survive. The Mess That We Made examines the issue of microplastics, and how plastic waste negatively impacts the ocean and its inhabitants. It also details the necessary changes that children can make to help save our oceans. We Are Water Protectors covers environmental justice for indigenous peoples in relation to the construction of oil pipelines. These three stories are appropriate for junior learners because they can be used to explore environmental sustainability through best practices at the junior level cross the school curriculum (University of Ottawa, n.d.).

Students in Grades 4-6 can become more aware of the environment and gain new knowledge that can be used to further develop their attitudes and motivations towards the environment (Canadian Environmental Grantmakers' Network, 2006). This new knowledge can help the students make informed decisions and environmentally-conscious actions in their everyday lives (Canadian Environmental Grantmakers' Network, 2006). The teaching suggestions for each of the three books mentioned above can meet the interests of all students and target all developmental levels of learners, as they incorporate different strands of the curriculum such as art, writing, and scientific design.

The Earth Steward and Water Protector Pledge

with kindness and respect.

Curated by: Madi Hunt

University of Ottawa

Teacher Candidate

Junior/Intermediate Division - Science

Global Cohort

# data[].attributes.attachment_link.description
"Unless someone like you cares a whole awful lot, nothing is going to get better. It's not" - Dr. Seuss Environmental Education in the Junior Division (Grades 4-6) Classroom Activity: 1) Truffula Tree Art Project: Students create a mixed media art piece of a Truffula tree forest.

# data[].attributes.body
Karlee Reece

# data[].attributes.attachment_link.readable_text
Author: Madonna

Art: Loren Long

Genre: Fiction

Key words: truth, rumour, thief, damage, power, judge

Themes: truth, reputation, damage of rumours, gossip, the power of words

Summary: Mr. Peabody, an elementary school teacher and baseball coach, becomes the victim of a rumour, causing him to be shunned by the people of Happville, all because a boy, Tommy Tittlebottom, jumps to an unfortunate conclusion. Mr. Peabody confronts Tommy and teaches him a valuable lesson about the power of words, not to judge and that we must choose our words carefully so that we don't cause harm to others.

# data[].attributes.attachment_link.description
Author: Madonna Art: Loren Long Genre: Fiction Key words: truth, rumour, thief, damage, power, judge Themes: truth, reputation, damage of rumours, gossip, the power of words Summary: Mr. Peabody, an elementary school teacher and baseball coach, becomes the victim of a rumour, causing him to be shunned by the people of Happville, all because a boy, Tommy Tittlebottom, jumps to an unfortunate conclusion.

# data[].attributes.body
Khoogela Kalirajah

# data[].attributes.attachment_link.readable_text
Literature Anthology on Diversity

Why These Books?

"There will be times when you walk into a room and no one there is quite like you until the day you begin to share your stories...And all at once, in the room where no one else is quite like you, the world opens itself up a little wider to make some space for you."

Author: Jacqueline Woodson

Illustrator: Rafael Lopez

Genre: Fiction

Themes: Diversity, Self-Confidence, Discrimination

Keywords: Brave, Bullying, Diversity, Empathy, Identity, Racism

Summary: As the book speaks to the readers, it describes how there will be times where you will be characterized as an outsider by your peers because of the languages you speak, the colour of your skin, your hair, the food you bring for lunch, your clothes and other things that makes you "unlike" your peers. However, the day you begin to bravely share those parts of you with others is when you see that others aren't that different from you but also wonderfully different.

Activity 1: Listen to the Pictures

This activity has two parts: Part 1 is done before reading or listening to the book and Part 2 is done after. For Part 1, have the students individually look at all the pictures while the words are covered and have them quietly think about what the book is about and what they think the tittle will be (Don't reveal the title to them). Then, have them write about what they thought about. After, put them into small groups to discuss and write down notes on what they think is happening in the book and prepare some prompts to help guide the discussion. Some prompts include: What are the characters feeling in the images? What are the characters thinking about? Why do they look upset here but happy here? Do you think the colours mean anything? What do you think of the background? Why are there rulers all over in the book? (The author describes the purpose of the rulers in the Read Aloud linked above). Finally, for Part 2 have them read/listen to the book and have them compare what they thought previously to now. Have them answer the previous prompts and to write it down.

For the written portion you can have write them down a paragraph but I find it best to have them write down rough notes. Incomplete sentences are okay even if it just a collection of words that came to mind, that's okay. This can be adjusted to your learning goals.
Curriculum Connections: Ontario Arts Curriculum - Visual Arts:

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

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

Ontario Language Curriculum - Reading: Ontario Language Curriculum - Writing:

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

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

Curriculum Connections: Ontario Arts Curriculum - Visual Arts

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

Activity 2: Different is Beautiful

For this activity, you're going to ask students to think about something that makes them feel different, it doesn't have to be an insecurity. Once they're done, you're going to hand out paper and pens. Have them close their eyes and to draw what makes them different (Make sure their eyes are closed). After some time, have them to stop and to draw how that makes them feel (Eyes are still closed). Then you can have them to open their eyes and you will ask them the following: What do you think of your drawings? Does it look like how you imagined it? How does it make you feel? They'll probably look at their drawing and think that it looks like a mess and nothing like how they imagined it. This is when you hand out water colour paint, pencil crayons, markers, etc. You will have them trace the lines in their drawings so it stands out and then ask them to fill out all the spaces in between the lines with whatever crafts you have given them (make sure their drawings/lines aren't hidden). By the end of it, they'll learn to appreciate their drawings. Once their artwork is done ask them, what do you think of your drawings now? how does it make you feel about the thing you were drawing? End the class on this note: At the beginning, you thought your drawings were different but as you spent the time to get to know it, you saw the potential and beauty in it. Now you love the things different about it.

D1.1: create two- and three-dimensional art works that express feelings and ideas inspired by their own and others' points of view

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

"Languages can unite us together like a quilt, so I will always speak my languages without guilt."

Author: Aya Khalil

Illustrator: Anait Semirdzhyan

Genre: Fiction

Themes: Cultural Identity, Discrimination, Acceptance

Keywords: Bullying, Diversity, Empathy, Identity, Racism, Arabic, Language, Immigrant

Curriculum Connections: Ontario Language Curriculum - Reading

1.1: read a variety of texts from diverse cultures, including literary texts (e.g., short stories, poetry, myths, culturally focused legends, plays, biographies, novels)

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

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

1.8: make judgements and draw conclusions about the ideas and information in texts and cite stated or implied evidence from the text to support their views

1.9: identify the point of view presented in texts, ask questions to identify missing or possible alternative points of view, and suggest some possible alternative perspectives

3.2: predict the meaning of and rapidly solve unfamiliar words using different types of cues

Ontario Language Curriculum - Writing

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

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

Ontario Art Curriculum - Visual Arts Curriculum Connections: Ontario Language Curriculum - Reading

1.1: read a variety of texts from diverse cultures, including literary texts (e.g., short stories, poetry, myths, culturally focused legends, plays, biographies, novels)

3.2: predict the meaning of and rapidly solve unfamiliar words using different types of cues

Ontario Language Curriculum - Writing
Summary: An Egyptian-American girl, Kanzi, prepares for school, and she looks at the quilt that her Teita made in Egypt to make her feel better about her first day of school. During her first day, her mother comes to school to bring the lunch she forgot but one of her peers, Molly, makes fun of the Arabic that her mother spoke to Kanzi. This led Kanzi to cry. The next day, Mrs. Haugen found Kanzi's notebook with a poem that she wrote about her quilt and told her how beautiful it is. She asked if she could see the quilt and so Kanzi brought it to school the next day. All the students were amazed and wished to make a quilt just like it. This lead Mrs. Haugen to invite Kanzi's mom to help Kanzi write all their names in Arabic where the students will have to copy it onto a decorated piece of paper. The next day, all the papers were displayed outside of the classroom and it looked just like the quilt she had. All of her peers loved it and even Molly apologized to her which made Kanzi happy. Kanzi noticed that another classroom had a similar quilt but in a language she didn't recognize. Another student, Kura, said how the teacher loved her quilt so much that they did the same thing but in Japanese. Kura exclaims how amazing it is that languages can unite people.

Activity 1: Name Quilt

For this activity, the students will do the activity described in the book which is to make a name quilt. Before reading/listening to the book, give them homework the day before to find out how to write their name in a different language where the alphabet is different. If they can't think of a language, they can ask a peer or you for help. After reading/listening to the book, ask the students to write about what does the quilt mean in the beginning of the story versus the end of the story to Kanzi? What does the quilt mean to the different characters in the story (ex: Kanzi's mother, Mrs. Haugen, her classmates, Molly)? When answering the questions ask them to use evidence from the story to justify their answers. Then, you will build the name quilt. Give the students paper along with craft supplies to write their name in the different language and to decorate their papers. Then you will put together all the names on a board.

D1.1:create two- and three-dimensional art works that express feelings and ideas inspired by their own and others' points of view

Activity 2: Poetry - Languages Unite

In the story, Kanzi likes to write poems to express herself so for this activity the students will write a poem about an object they care about (like the quilt for Kanzi) and the meaning of it. Their poem needs to use 3 words from a different language (they can use the words from the book if they would like). The poem needs to have at least 6 words and it can be in any format they'd like. They have to write why they chose the 3 words in the other language and what they mean. They also have to explain why they chose the language they did.

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

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

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

"But I realized that I liked my name best, so I chose it again."

Author & Illustrator: Yangsook Choi
Ontario Language Curriculum - Writing
Genre: Fiction

Themes: Discrimination, Friendship, Acceptance, Identity

Keywords: Brave, Bullying, Diversity, Empathy, Identity, Racism, Korean, Name

Curriculum Connections: Ontario Arts Curriculum - Visual Arts
Summary: Unhei is an immigrant that just left Korea and moved to America with her parents. Before she left, her grandmother gave her a stamp with her name in Korean. On her way to her first day of school in America, a bunch of her peers in the school bus asked for her name which she told them. She felt embarrassed when her peers had a hard time pronouncing it and ridiculed it. As a result when it was time to tell the rest of the class her name she responded with, "Um, I haven't picked one yet. But I'll let you know next week." This left her classmates confused but the next day she found a jar on her desk. It was jar full of name suggestions from her classmates. One student specifically, Joey, took a liking to Unhei and was very kind to her. When Unhei shared about her stamp to Joey, he was amazed. When Unhei eventually had the courage to tell the class her name, she taught them a little about Korean, the class responded with positivity. She later found out that Joey helped a little with her telling everyone her name and that was her first friend from school in America.

Activity 1: Name Jar

For this activity, you will ask students to write their name on a small piece of paper. You will collect the pieces of paper and put it into a jar. Then you will have students to write the story of their name on a worksheet you prepared with the following questions: Who named you? How was your name decided? What does your name mean? Why are proud to have your name?. They might have to take it home to ask their parent/guardian these questions. Once the worksheet has been completed. You will pair up students before the pairs get together, you will ask each student to fill out the worksheet but for their partners name. After that they can come together and tell each other what they wrote and their partner will tell them the actual answers. They have to explain to their partners why they thought that was the story of their name.

Curriculum Connections:

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

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

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

Activity 2 : Stamping Art

For this activity, we are going to get inspired by the stamp which Unhei received from her grandma. You or ask students to collect things that can be used to stamp a shape onto paper. Some examples are: sponges, bottle caps, pipe cleaners, leaves, feathers, cardboard tubes, blocks. Provide them with paint or inkpads. Using the stamps ask students to either create and image or word that represent their name.

D1.1: create two- and three-dimensional art works that express feelings and ideas inspired by their own and others' points of view

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

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

References

Created By:

Khoogela Kalirajah

University of Ottawa

Year 1 Teacher Candidate

Global Cohort

# data[].attributes.attachment_link.description
Literature Anthology on Diversity "There will be times when you walk into a room and no one there is quite like you until the day you begin to share your stories...And all at once, in the room where no one else is quite like you, the world opens itself up a little wider to make some space for you."

# data[].attributes.body
Garance Daveau-Lamiable

# data[].attributes.attachment_link.readable_text
This anthology is aimed at Grade 5 French immersion classrooms. It aims to develop global knowledge, conscience, and understanding in students.

Indeed, within the framework of global education and the teaching of languages, it is essential to develop intercultural understanding(s) in students, to help them realize that there are different norms, different lenses through which we see and understand the world, we read, we write etc. Vasquez, Janks and Comber express this idea as follows: "your own positionality shapes your understanding of the world" (2019).

The order of the books below is thought-through: Ma maison en Corée is slighly under grade-level theme-wise, it has short sentences with rich, new vocabulary; Aliou et Jean is at grade-level theme-wise and linguistically (longer paragraphs with a less-central role given to the images); and the content of Haïti mon pays matches Grade 5 perfectly while being slightly above grade-level linguistically (by its poetry format and the richness of the vocabulary).

" International literature is defined as books originally created and published in a country outside one's own and then made available through a publisher in one's country" according to Yokota and Teale (2017, my emphasis). The following books correspond to this criteria in Ontario as Ma maison en Corée was first published in Korea, Aliou et Jean was co-published between Senegal and France; however Haïti mon pays was published in Quebec in cooperation with Haïti.

I agree with Yokota and Teal (2017) when they say: "Reading such literature [and seing its associated visuals] provides opportunities for expanding impressions, images, and understandings beyond what we know within our own countries." (my emphasis).

However, readers, especially young readers, should not be thrown into foreign literature without support, even more so in the case of FSL. As Yokota and Teal (2017) highlight: "when readers' experiences with unfamiliar [and seemingly inaccessible] books are scaffolded by adults who anticipate and prepare safety nets to help young readers keep from floundering, those readers can ask questions and be helped to gain insights".

While incorporating international literature in the classroom, it's important to beware of "interpretations [that] lead to stereotypical thinking" (Yokota and Teal, 2017). This is especially true with visual representations: using critical thinking to help children realize that one perspective isn't all perspectives is key.

Another valuable use of global literature is "to help students understand their personal cultural identities, their responsability to take action in their worlds, and [...] develop children's [...] knowledge of how artists communicate" ( The Reading Teacher vol 68, my emphasis) and represent meaning.

To conclude this introduction to my literature anthology, I will use this statement from The Reading Teacher vol 68, as it describes really well my vision of culture: "We want learners to understand culture as shared beliefs and ways of living (i.e., religion, gender, geographical regions, language, class, family structure)" etc.

# data[].attributes.attachment_link.description
This anthology is aimed at Grade 5 French immersion classrooms. It aims to develop global knowledge, conscience, and understanding in students. Indeed, within the framework of global education and the teaching of languages, it is essential to develop intercultural understanding(s) in students, to help them realize that there are different norms, different lenses through which we see and understand the world, we read, we write etc.

# data[].attributes.headline
Everybody Eats: Promoting Cultural Diversity Through Food

# data[].attributes.subject
Everybody Eats: Promoting Cultural Diversity Through Food

# data[].attributes.body
https://www.smore.com/whruz

Shane Brasz

# data[].attributes.attachment_link.description
Everybody Eats - Promoting Cultural Diversity through Food and Text by Shane Brasz | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

# data[].attributes.headline
A Scientist Like Me - Increasing Minority Representation in STEM

# data[].attributes.subject
A Scientist Like Me - Increasing Minority Representation in STEM

# data[].attributes.body
Emma Reijmers

# data[].attributes.attachment_link.readable_text
Enhancing Minority Representation in STEM

Why Minority Representation Matters

Ynes Mexia, Botanist and Adventurer

About Emma

Emma Reijmers is a First Year Teacher Candidate in the Teacher Education program at the University of Ottawa. She is in the Global Cohort of the Junior/Intermediate Division. Passionate about STEM education, she hopes to learn and teach alongside the innovators of the future.

# data[].attributes.attachment_link.description
Enhancing Minority Representation in STEM Why Minority Representation Matters Ynes Mexia, Botanist and Adventurer Emma Reijmers is a First Year Teacher Candidate in the Teacher Education program at the University of Ottawa. She is in the Global Cohort of the Junior/Intermediate Division. Passionate about STEM education, she hopes to learn and teach alongside the innovators of the future.

# data[].attributes.body
Ayrton Matias

# data[].attributes.attachment_link.readable_text
Summary

The story of The Lorax takes place deep in the Grickle-Grass, where a traveller known as the Once-ler, was passing through the area and came across a forest of Truffula Trees. Once realizing how soft the Truffula tufts were, he chopped one down, made a sweater from the tufts, and sold it. The Lorax who inhabits the forest, advises the Once-ler to not cut down the trees because the organisms that inhabit the area will have to leave due to the lack of food and pollution in the area.The Once-ler ignores the Lorax's message and increases his production of Truffula Trees, by inviting his family to also help with the new sweater business. With the departure of the forest's inhabitants due to the Once-ler's sweater production, the Lorax is the only creature left and is eventually thrown out by the Once-ler. The Once-ler tells this story to a boy who stumbled upon his home, and in a moment of reconciliation, the Once-ler attempts to redeem himself by passing the boy the last Truffula seed. The Once-ler tasks the boy with planting the seed and hopefully reforesting the area to its previous condition, allowing the Lorax and all his friends to come back to the area.

Summary

The Mess That We Made focuses on the negative implications anthropogenic trash has upon the worlds oceans, and the organisms inhabiting these areas. The story shows the interactions organisms have with trash, the origins of it, and how humans can alleviate the effects of it.

Summary

Great and the Giants, focuses on climate activist Greta Thunberg living in a forest, where she is approached by the local animals for help. The animals tell Greta that the forest is broken and the giants (or humans), were ruining the forest by chopping down the forest's trees. Greta decides to help the animals and create a sign that tells the giants to stop cutting down the forest. After initially being ignored by the giants, Greta returns to the same area with her sign and is met by someone else, who also wants to help save the forest. Eventually Greta has a large group of people join her, and the giants noticed and stopped to talk with Greta and the group. The giants did not realize the harm they were doing to the forest, and felt bad, and became less greedy. They took less resources and worked towards restoring the forest.

# data[].attributes.attachment_link.description
The story of The Lorax takes place deep in the Grickle-Grass, where a traveller known as the Once-ler, was passing through the area and came across a forest of Truffula Trees. Once realizing how soft the Truffula tufts were, he chopped one down, made a sweater from the tufts, and sold it.

# data[].attributes.body
https://www.smore.com/2dje7

Jessie Anderson

# data[].attributes.attachment_link.readable_text
Connection and Caring for our Environment

May the Forest be with you!

We all know that the earth is responsible for sustaining all life-forms. It is important that, as educators, we introduce our students to the concept of environments, what they produce and offer us as humans, and that we must take precious care of it for the betterment of nature. The rhythms and interconnectedness of nature is a subject which is significant, meaningful, and pertinent to their daily lives. In their writing, "Critical Literacy as a way of Being and Doing," Vasquez, Janks, and Comber write,

Students learn best when what they are learning has importance in their lives... Listening to students' concerns or their responses to picturebooks enables teachers to know how they are reading and problematizing their worlds. It is our job to show them how to assume agency and act to make a difference, however small.
(Vasquez et al., 2019, p. 306)

It is with this sentiment in mind that the following 3 titles have been chosen for a literature anthology intended for junior learners.

The first title, Because of an Acorn does a beautiful job bringing forward the notion that every event incurs an effect, which then impacts another event, etc. The use of a picture-book intended for readers of a younger age allows junior readers to absorb the story and message, which allows them to ask questions without the topic feeling too complex. It also provides students the first opportunity to make connections to their daily lives.

The second title, Do Trees Have Mothers?, another picture-book written for a younger audience, brings the broader focus of natural cycles to a more specific topic: how trees care for one another. This provides the opportunity to examine the importance of trees to the environment and to one-another, and can demonstrate how meaningful and rewarding caring for natural organisms can be in a simple, comprehensible manner. Again, the simpleness of the writing and the appeal of the imagery supports student understanding and promotes dialogue in an accessible manner.

The third title, On our Nature Walk, is written for readers aged 6-8. This book is the most suggestive of action. If read after the prior two works especially, it can show students that they can in fact, act on issues which are important and meaningful to them. This work serves to expand students' understanding of the not-so-great impacts that humans have on our environment, and ways in which we can be proactive in caring for the natural world!

# data[].attributes.attachment_link.description
Connection and Caring for our Environment We all know that the earth is responsible for sustaining all life-forms. It is important that, as educators, we introduce our students to the concept of environments, what they produce and offer us as humans, and that we must take precious care of it for the betterment of nature.

# data[].attributes.headline
Young Changemakers - Kids Who Inspire the World

# data[].attributes.subject
Young Changemakers - Kids Who Inspire the World

# data[].attributes.body
Sid Khanna

# data[].attributes.attachment_link.readable_text
Genres: Nonfiction, Biography, Autobiography, Science, Inspirational, School
This book narrates the story of a 14-year-old boy, William Kamkwamba and how he found a method to generate electricity in a small village in Malawi. Based in south-western Africa, it encapsulates the drought years in Malawi and how it led to a loss of life for over a 100,000 people in 2002. While his country was observing one of the most disastrous famines in the history of mankind, William had to quit school to support his family plough their land. After working hard on the fields, he would visit the library to learn more about a dream he had envisioned, which was about bringing electricity to his village. This led him on a quest to hunt for scrap materials which were required to build a windmill. As he embarked on his own project to solve the issue of electricity in his town, many of his neighbours presumed him as someone who had lost his mind. But William was destined to build a windmill and continued on this path until he was recognized by western journalists who invited him to speak at a Ted Talks convention in California.

This book reinforces the theme of gaining knowledge and how it can be utilized to enhance livelihood and if required promote change. Furthermore, it is an example of "Global literature", which helps foster "respect" and promote acceptance for people from diverse backgrounds amongst the students (Martens et, al., 2015, p. 610).
Activity 1 - Let's build a bicycle together!
This activity will focus on vocabulary and visual strategies to understand how to build a bicycle using literary, audio, and visual instructions. The aim of this activity is for students to become acquainted with the resources required to build a bicycle. I have chosen a bicycle as it is an everyday item of utility that students may use, yet not fully understand its mechanism. In addition, it aims to equip students with "media literacy" skills aimed at improving the overall understanding of media forms and techniques (Ontario, 2006, p. 103). I would then divide my students in groups of four and ask them to answer the following questions:

What raw materials are required to build a bike?

After they have answered this question, we would watch a Youtube video explaining the students how they can build a bicycle from scratch and what raw materials are required for it. This initial understanding of building a bicycle would be reinforced through introduction of a visual text that informs them better about raw materials required to build a bicycle. For reasons of health and safety concern, I would use this classroom activity for my students to work with arts and crafts materials. Using scrap cardboard, Polystyrene sheets, markers, and sketch pens; the students would be asked to build their bicycle models and showcase it to the class.

To culminate this activity, the students would be asked to journal their own experience of learning about how to build a bicycle and comparing it to that of William Kamkwamba in a 250 word journal entry.
Connection(s) to the Curriculum Oral Communication
1.7 - Analysing Texts - analyse oral texts in order to evaluate how well they communicate ideas, opinions, themes, and information

2.1 - Purpose - identify a variety of purposes for speaking and explain how the purpose and intended audience influence the choice of form
Reading
1.6 - Extending Understanding - extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them.
Writing
1.5 - Organizing Ideas - identify and order main ideas and supporting details and group them into units that could be used to develop a structured, multi-paragraph piece of writing, using a variety of strategies

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

3.3 - Vocabulary - confirm spellings and word meanings or word choice using a variety of resources appropriate for the purpose
Media Literacy
4.1 - Metacognition - identify what strategies they found most helpful in making sense of and creating media texts, and explain how these and other strategies can help them improve as media viewers/ listeners/producers

4.2 - Interconnected Skills - explain how their skills in listening, speaking, reading, and writing help them to make sense of and produce media texts
Activity 2 - Sketching to Learn
Through this activity, students learn how to work individually and bring forward their thought processes to communicate their ideas. It is a neat way of encouraging the artsy side of a student through having them think less about the idea of art and more about ideas and their real-time interpretations.

After listening to the audio version of the book, The Boy Who Harnessed the Wind, I would ask students to sketch their imagination using coloured pencils and pens, water colours and cardstock or construction paper to interpret their idea. This activity would allow students to experiment with their verbal expression and their unique understanding of the book. It also demonstrates transferable skills from one learning medium to another.
Connection(s) to the Curriculum
Students will develop understanding of the following elements of design:

· Colour

· Texture

· Space
D1. Creating and Presenting
D1.3 - use elements of design in art works to communicate ideas, messages, and understandings
D3. Exploring Forms and Cultural Contexts
D3.1 - identify and describe some of the ways in which art forms and styles reflect the beliefs and traditions of a variety of communities, times, and places
Oral Communication
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
Reading
1.1 - Variety of Texts - read a variety of texts from diverse cultures, including literary texts

1.5 - Making Inferences/ Interpreting Texts - develop interpretations about texts using stated and implied ideas to support their interpretations

# data[].attributes.attachment_link.description
Genres: Nonfiction, Biography, Autobiography, Science, Inspirational, School This book narrates the story of a 14-year-old boy, William Kamkwamba and how he found a method to generate electricity in a small village in Malawi. Based in south-western Africa, it encapsulates the drought years in Malawi and how it led to a loss of life for over a 100,000 people in 2002.

# data[].attributes.body
Brad James

# data[].attributes.attachment_link.readable_text
This collection of junior level literature brings to the forefront a variety of environmental issues including climate change, deforestation, pollution, greenhouse gas emissions, and endangered species. These books will help students learn the importance of creating a sustainable environment and thinking critically about ways they can help the earth. The following books range in difficulty to accommodate students at different developmental levels and is intended to target readers in grades 4-6.

# data[].attributes.attachment_link.description
This collection of junior level literature brings to the forefront a variety of environmental issues including climate change, deforestation, pollution, greenhouse gas emissions, and endangered species. These books will help students learn the importance of creating a sustainable environment and thinking critically about ways they can help the earth.

# data[].attributes.headline
The Great Outdoors: Understanding the Importance of Nature

# data[].attributes.subject
The Great Outdoors: Understanding the Importance of Nature

# data[].attributes.body
Renée McCutcheon

# data[].attributes.attachment_link.description
The Great Outdoors - Understanding the Importance of Nature by Renée McCutcheon | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

# data[].attributes.attachment_link.description
Diversity can save the world!
Garde 4 Digital Anthology on the Power of Diveristy

# data[].attributes.body
Kaylee Merrick

# data[].attributes.attachment_link.readable_text
By Marsha Forchuk Skrypuch
SUMMARY
Last Airlift by Marsha Forchuk Skrypuch is a true story of the last Canadian airlift operation that left Saigon and arrived in Toronto on April 13, 1975. The main character, Thi Anh Tuyet was one of 57 babies and children on that flight. Tuyet's emotional journey from the Saigon orphanage to her flight to Canada is told through personal interviews and achieved photos. This emotional story will touch the hearts of the readers of its authenticity. Tuyet's journey from a Vietnamese orphanage to Canada is an example of the history of many Canadian immigrants.
CLASSROOM RELEVANCE
This biography will help students understand the real refugee experience. It is critical for the junior learner to be introduced to non-fictional texts as they begin to develop their own opinions on important topics. Tuyet's story can be used in social studies to teach students about responsible citizenship and Canada's interactions with the global community.
ACTIVITY 1
Chose 1 achieved photo from the Last Airlift by Marsha Forchuk Skrypuch. Students will analyze the photograph and include evidence of their findings. Students will be prompted with these Questions:

What were your first reactions to this photograph?

What is going on in the photograph?

What feelings does it suggest? What elements of the photo suggest that emotion?

Does the photo hold the same relevance to someone who would look at it in 1975 vs today? What are those perspectives? Would they be the same or different?

At what point in Thi Anh Tuyet's journey do you think this photo was taken? Support your reasoning with evidence from the book.

LINK TO CURRICULUM Grade 6 Social Studies
Heritage and Identity: Communities in Canada, Past and Present

A2.1 formulate questions to guide investigations into different perspectives on the historical and/or contemporary experiences of a few distinct communities, including First Nations, Métis, and/or Inuit communities, in Canada.

A2.4 interpret and analyse information and evidence relevant to their investigations, using a variety of tools

A2.5 evaluate evidence and draw conclusions about perspectives on the historical and/or contemporary experience of a few distinct communities, including First Nations, Métis, and/or Inuit communities, in Canada

A3.2 identify the main reasons why different peoples migrated to Canada

A3.3 describe some key economic, political,

cultural, and social aspects of life in settler/newcomer communities in Canada

A3.4 identify various types of communities in Canada and some ways in which they have contributed to the development of the country
Grade 6 Language
Writing

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

1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a structured, multi-paragraph piece of writing, using a variety of strategies

2.5 identify their point of view and other possible points of view; determine, when appropriate, if their own view is balanced and supported by the evidence; and adjust their thinking and expression if appropriate
Grade 6 The Arts
Visual Art

D2.1 interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they convey
ACTIVITY 2
Students will create a multimedia piece of visual art that represents global human migration. Students are welcome to use any mediums to visually represent the theme but are required to combine at least two different mediums (For example painting and sculpture, or drawing and collage). Students can be prompted with incorporating specific symbols such as a world map.
LINK TO CURRICULUM Grade 6 The Arts
Visual Arts

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

D1.2 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

D1.4 use a variety of materials, tools, techniques, and technologies to determine solutions to design challenges
Grade 6 Social Studies
People and Environments: Canada's Interactions With The Global Community

B2.2 gather and organize information on global issues of political, social, economic, and/or environmental importance, including their impact and responses to them, using a variety of resources and various technologies

# data[].attributes.attachment_link.description
By Marsha Forchuk Skrypuch SUMMARY Last Airlift by Marsha Forchuk Skrypuch is a true story of the last Canadian airlift operation that left Saigon and arrived in Toronto on April 13, 1975. The main character, Thi Anh Tuyet was one of 57 babies and children on that flight.

# data[].attributes.body
Tristan T-M

# data[].attributes.attachment_link.readable_text
I Am Jazz tells the tale of a young transgender girl and her path to acceptance with her parents and classmates. Jazz has always felt like a girl that was simply born in a boys body and, to the confusion of her parents, always acted as such. When her parents took her to the doctor and learned what being transgender means they immediately accepted her for who she was and allowed her to start dressing and acting how she felt most comfortable in public. This leads to Jazz outwardly dressing as a girl at school and the trials she goes through to be accepted for who she is.

This lovely novel talks of acceptance and community love from parents, friends and peers. It ends with a lovely sentiment that summarizes the main goal of this anthology very well:
"I do not mind being different, different is special. I think what matters most is what a person like inside, and inside I am happy, I am having fun and I am proud I am Jazz."
Keywords: Acceptance, Love, Struggle, Transgender, LGTBQ, Understanding, Compassion

As this book contains sensitive topics parent approval should be asked for prior to teaching the lesson.

The teacher will first and foremost explain to the class the theme of gender identity, social justice and what being transgender means and ask if the class has any prior knowledge on these subjects. As a class read I Am Jazz together and address any questions the students may have after the reading.
Activity #1: Collage
Being transgender is only one small part of who Jazz is, she also has many hobbies and talents, just like you do!

Using scissors, magazines, glue and a paper backdrop craft a collage that represents your hobbies, likes and talents. Try and think about your favorite things to do alone and with friends!

Afterwards, present your art to the class and explain why you chose the cutouts that you did.
Activity #2
Students will create a piece of artwork (drawing, photo, painting, sculpture, video) that summarizes the feeling of acceptance. Think of colors, form, lines, and shapes that bring about feelings of comfort, acceptance and understanding.

In 250 words:

Explain your thinking for the design choices you made.

Why do they represent acceptance to you?

Curriculum Connections (Grade 6 Arts):
D1.1: create two-dimensional, three-dimensional, and multimedia art works that explore feelings, ideas, and issues from a variety of points of view.

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

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

D2.3: demonstrate an understanding of how to read and interpret signs, symbols, and style in art works.

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.

3.2: 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.

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

# data[].attributes.attachment_link.description
I Am Jazz tells the tale of a young transgender girl and her path to acceptance with her parents and classmates. Jazz has always felt like a girl that was simply born in a boys body and, to the confusion of her parents, always acted as such.

# data[].attributes.attachment_link.readable_text
Feminism in the Classroom

This anthology contains three children's literature texts that are developmentally appropriate for junior students (grades 4-8). These texts focus on the theme of the importance of female empowerment and feminism.

Women still experience sexism and misogyny both inside and outside of the classroom. With 64% of girls reporting concerns or experiences of gender inequality, and 43% of girls ages 12-17 reporting they have experienced some form of sexism, (IPSOS, 2018), it is important for young girls should have access to texts that represent the importance of women in society and the many contributions women have made to society.

Having access to these texts in their formative years for young girls to feel empowered and confident in themselves as women, and facilitates a learning opportunity for young boys to acknowledge the importance of women and that they should be seen as equal.

The Little Book of Feminist Saints

The Little Book of Feminist Saints
Novel Information:
Author: Julia Pierpoint

Illustrator: Manjit Thapp

Genre: Non-Fiction

Themes: Feminism, Diversity
Activity #1: Activity #2: Novel Information:
Author: Aida Salazar

Illustrator: Joe Cepeda

Genre: English Fiction

Themes: Feminism, Inclusivity, Diversity, Health, Multi-cultural, Gender Identity

Summary: In this coming-of-age story, Celi Rivera is an 11-year-old Black-Puerto Rican-Mexican Indian, girl who is starting to experience puberty. With her first menstrual cycle about to occur, she is dealing with the embarrassment of her family wanting to celebrate her period with a "Moon ceremony" an element of Mexican culture to welcome Celi into womanhood and celebrate the Mexican tradition. At the same time, she is navigating her relationship with her best friend, Magda, who's starting to transition into being a male. Asking Celi to use he/him pronouns and to start addressing him as Marco. The bullying and transphobia Marco experiences for transitioning strains their friendship and their parents educate them on the importance of acceptance and inclusivity.

Keywords: Acceptance, Gender-fluidity, Tradition, Culture, Women's Health
Developmentally Appropriate for Junior Learners:
This is coming-of-age novel is important for students to read as they can relate to the anxiety, nervousness and uncertainty that comes with puberty and experiencing their first period. Those who don't experience periods may gain knowledge of what women go through during this time that's different from theirs. Additionally, students of different cultures can relate to the traditions that are presented in the novel which may help form a stronger sense of identity with their culture. Thus, creating a new sense of understanding and knowledge of other cultures for students who do not experience such traditions. Lastly, the component of gender fluidity in a novel may provide answers and a sense of identity to those who feel like they are struggling with their own identity.

Teaching Suggestions: The following are activities educators can use in the classroom to evaluate the junior-level (grades 4-8) arts and language curriculum.

Activity #1: Present students with the main themes of the novel. Either allow selection for a theme or provide a random order, separate students into groups who will cover each theme. In these groups, students will embody the characters of the novel and present their own summary of the theme through dramatization. (Ex. Group 1 will cover the summary of the gender fluidity of the novel, group 2 will present the summary of the traditions of the culture., etc.).

Activity #2: Students will create a piece of artwork ( collage, drawing, tech photo montage, painting, or sculpture) that would summarize the main ideas/themes of the novel. Students will then present their artwork to their class and describe their reflections on the novel.

Curriculum Expectations: Activity #1:
Language - Reading - Responding to & Evaluating Texts: 1.4 Demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details

Creating & Presenting: 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
Activity #2:
Arts - Visual Arts - Creating & Presenting: D1.4 Use a variety of materials, tools, techniques, and technologies to determine solutions to design challenges (e.g., * drawing: * mixed media: * painting: * sculpture: * technology)

Arts - Visual Arts - Creating & Presenting: D1.1 Create two-dimensional, three-dimensional, and multimedia art works that explore feelings, ideas, and issues from a variety of points of view

Almost Astronauts: 13 Women Who Dared to Dream
Novel Information:
Author: Tanya Lee Stone

Illustrator: N/A

Genre: Non-Fiction
Curriculum Expectations: Activity #1: Activity #2:
References

Maya Clarke

University of Ottawa

Teacher Candidate (J/I)

Global Cohort

# data[].attributes.attachment_link.description
This anthology contains three children's literature texts that are developmentally appropriate for junior students (grades 4-8). These texts focus on the theme of the importance of female empowerment and feminism. Women still experience sexism and misogyny both inside and outside of the classroom.

# data[].attributes.attachment_link.readable_text
Introduction

Intercultural understanding is a corner stone of the Arts, Language and French Immersion curriculums and essential for effective literacy. As the Ontario Ministry of Education's document on effective literacy instruction states, " literacy is defined as the ability to use language and images in rich and varied forms ... [Enabling] us to share information, to interact with others, and to interpret various kinds of texts. It connects individuals and communities and is an essential tool for personal growth and active participation in a democratic society. [Its] development ... is a complex process that involves building on prior knowledge, culture, and experiences in order to instil new knowledge and deepen understanding" (2006, p. 3). To accomplish this, there must be diverse literature in the classroom, including linguistically diverse literature; especially in a plurilingual classroom (all classrooms are plurilingual, since it is rare that ALL students are homogenously monolingual).

Harste states, "just as we ask our students to learn to read and write, so too should we ask them to understand how other languages work when designing, creating, and interpreting texts. We need to open up what constitutes writing and reading and begin to reimagine these experiences as ways to change the social practices around language arts curriculum and learning" (2014, p. 97-98), this is where linguistically diverse literature comes into play. On this page, you will find a text set (Martens et al., 2015) that showcases plurilingual books to use in the classroom that promote a culturally and linguistically inclusive classroom.

Jessica Baron

Phoenix Hudson

Melinda Crites

# data[].attributes.attachment_link.description
Intercultural understanding is a corner stone of the Arts, Language and French Immersion curriculums and essential for effective literacy. As the Ontario Ministry of Education's document on effective literacy instruction states, " literacy is defined as the ability to use language and images in rich and varied forms ...

# data[].attributes.body
Digital anthology for children's mental health by Melissa Malyon

# data[].attributes.attachment_link.readable_text
Resources for student anxiety at the junior level

Research suggests that positive mental health during school years is essential and has a beneficial impact on academic success. The Ontario curriculum states "The development of social-emotional learning skills helps students foster overall health and well-being, positive mental health, and the ability to learn, build resilience, and thrive." Thus, it is important to find non-threatening, relatable ways in which to approach mental health ideas and coping strategies in the classroom.

This anthology of 3 books books geared towards a primary/junior level deals with the idea of anxiety while using a non-threatening term, worry. In each of the books there is an illustration of the worry, giving a visual representation of something intangible. The writing and vocabulary are simple which allows for a more in-depth reflection of the issues they present. They all have excellent illustrations with clear imagery and colour patterns which reflect the various emotions felt throughout the stories. Incorporating these books into a literacy or art curriculum lesson plans allows for integration of social-emotional learning in the classroom. As well as the individual curriculum links presented with each activity idea, the following cross-curricular skills are also included.
Cross-curricular and integrated learning: Social-emotional learning skills

Identify and manage emotions

Develop self-awareness and self-confidence

Stress management and coping Health and physical education: Social emotional learning skills

apply skills that help them to recognize sources of stress and to cope with challenges, including help-seeking behaviours, as they participate in learning experiences in health and physical education, in order to support the development of personal resilience

WORRYSAURUS

by Rachel Bright

Illustrated by Chris Chatterton

Genre: non-fiction

Keywords: worry, fear, anxiety, calm, mental health

Summary: A little worrysaurus starts his day full of enthusiasm and exciting ideas for the day ahead. He finishes all his preparations and sets out on his way, but before long worries start to pop up in his head thinking of all of the things that could go wrong. He starts to feel physical symptoms and a worry butterfly fluttering in his belly. Luckily he remembers the advice of his mommy and he uses his techniques to chase the butterfly away. The little worrysaurus carries around with him a special tin of happy items that him calm down, including a letter from his mommy. He calms his mind and then the only butterflies are the ones outside.

Relevance: The colours and images in the book depict the different emotions that the worrysaurus is feeling throughout. Although the story is simple, the message transcends to older ages. There are two techniques for dealing with anxiety, visualising it as a butterfly that flies away and using an object or set of objects to calm and center oneself. There are aspects of font and word patterning that are used to convey the message that would be interesting to examine.

Create a calming box

Ruby Finds a Worry

by Tom Percival

Genre: Non-fiction

Visualise the story and draw a worry

Play a read aloud or read the story out loud to the students without letting them see the images. Suggest that they close their eyes and try to visualise the story. Talk about what they think the worry in the story might look like. Ask about size, colour, shape, etc. Handout a white card paper to each student. Ask them to draw what they think their worry looks like. Next re-read the book while showing the images. Ask the students how their worries compare to Ruby's. Have a class discussion about what worries look like, if different worries look different, how some parts of our worries are the same and some aren't. Link this to how we all have different worries but they all have some factors that link them.

Use the picture of their worry as a cover for a worry book. Inside students will write down when they have worries because, similar to talking about our worries, writing them down can also help identify them and then they can choose if they want to share their worry book with a trusted person. Ask if anyone wants to share a worry with the class either out loud or anonymously. Once students see that others have worries, maybe even the same worries, they might feel more open.

when worry takes hold

by Liz Haske

Illustrated by InSong Nam

Genre: Non-fiction

Keywords: worry, anxiety, mental health, calming breath, courage, brave, safe,

Summary: One night a worry sneaks into Maya's mind. When she wakes up it is still there. No matter where she goes or what she does, her worry is there filling her head with 'What if?s'. The worry changes how she acts and even causes her parents to worry. Then Maya learns a new skill, calming breath, which gives her a secret weapon, courage. Maya's worry is still around but it feels much less powerful now that she knows how to call upon courage. Courage gives Maya the strength to greet her worry which makes it manageable.

Relevance: Breathing techniques are a powerful method for managing worry and anxiety. Students can use the imagery of summoning courage like Maya when they use such techniques themselves. The imagery of the dark worry versus the light glow of courage are excellent points for discussion.

deep breathing exercise

Do a belly breathing exercise as a group using the prompts at the end of the book or a video resource from the additional resources below. Ask students to create a video of their own demonstrating a breathing exercise or another calming method of their choice. Have them choose a song that they find calming to use as background music and then present their video and explain their choices to the class. Discuss elements of their choice of music and how it conveys their ideas. Allow for a question and answer period. Students too uncomfortable to perform their own videos could make all the preparations and then ask a friend or family member to act in the recording.

Posters depicting Maya's breathing technique along with other activity resources are available at the author's website below.

author of when worry takes hold - Liz Haske

"I have always believed in the power of stories. Because of this, I write books to empower children to be their most courageous selves."

Liz Haske is a teacher and the author of When worry takes hold and the sequel Worry moves on. Her website (see below) offers resources, descriptions and virtual visits with an interactive read aloud and question and answer session.

all about me

# data[].attributes.attachment_link.description
Resources for student anxiety at the junior level Research suggests that positive mental health during school years is essential and has a beneficial impact on academic success. The Ontario curriculum states "The development of social-emotional learning skills helps students foster overall health and well-being, positive mental health, and the ability to learn, build resilience, and thrive."

# data[].attributes.body
An Ontario Grade 4 literacy anthology by Chloe Squance

# data[].attributes.attachment_link.description
Poverty and Homelessness - A grade 4 literacy anthology by Chloe Squance | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

# data[].attributes.body
By Tyler Read

# data[].attributes.attachment_link.readable_text
Mia Tang is a unique kid! At 10 years old, she works the front desk of a California motel. After immigrating with her parents from China, they must deal with their unpleasant and unfair boss, Michael Yao. The Tang family navigates racism, workplace discrimination, and the justice system. In the end, after the motel is put up for sale, Mia attempts to raise money to purchase the motel and make it a safer place for fellow immigrants.

This book doesn't shy away from highlighting the struggle that minorities and immigrants face in Western society. Mia sees racism first-hand, at the motel, as well as at her school. Will the Tangs' courage be enough to overcome their disadvantages and evil boss, and allow them to pursue their dreams?

"If you judge a fish on its ability to climb a tree, it will spend its whole life thinking that it's stupid."

Ally is a smart student, but she's always struggled with reading. At first, she hides it from her family and her classmates, but it's clearly affecting her self-confidence. Her new teacher, Mr. Daniels, alters his teaching to adhere to Ally's needs. Ally learns that she has Dyslexia, but it's not something to be ashamed of or defined by. Her newfound confidence inspires some of her friends to stand up to bullies, reconsider their perception of 'smart', and overcome their own struggles.

Pérez' debut work follows a fearless Malú as she navigates a new school. Her punk attitude clashes with the Candy Crew clique, the school code, and her professor mother. While she feels significant pressure to change, her record-shop owning father encourages her to express herself as she wishes.

Malú continues to rock & roll, gathers a few other 'misfits' from her class, and starts a band called the Co-Co's. After a promising start, the band endures judgement from their community and Malú continues to feel pressure from her mother. Can the band gain the respect of their peers, and can Malú embrace her mother's Mexican heritage, whilst staying true to herself?

Article by Tyler Read

Tyler is a teacher candidate, currently in the first year of his Bachelor of Education at the University of Ottawa.

# data[].attributes.attachment_link.description
Mia Tang is a unique kid! At 10 years old, she works the front desk of a California motel. After immigrating with her parents from China, they must deal with their unpleasant and unfair boss, Michael Yao. The Tang family navigates racism, workplace discrimination, and the justice system.

# data[].attributes.body
By Stephanie McKeen

# data[].attributes.attachment_link.readable_text
Illustrator: Kathryn E. Shoemaker

Genre: Historical Fiction, graphic novel

Keywords: racism, oppression, Nazi Germany, violence, antisemitism

Summary: Marianne Kohn is a young Jewish girl growing up in Nazi Germany in 1938. Life for Marianne takes a turn when shops in her neighborhood are burned, her father is forced to flee, and she is no longer allowed to attend school. Based on real events, this story is about the racism and hatred that the Jewish people experienced in Germany during this trying time in history.

Overall Expectations: Grade 6
Writing
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.

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

3. Use knowledge of words and cueing systems to read fluently

4. Reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading
Classroom Suggestions Activity 1:
Students participate in a reading circle where they discuss the themes, setting, characters and events of the story. Before reading, students analyze the book in groups and make some predictions based on the cover and the title (i.e., what do you think the story will be about). Students will review reading strategies that they will use if they encounter an unfamiliar vocabulary word. Then students will begin to read the book. The students will meet in their groups every day to discuss what they've read the previous day until the book is complete. When meeting, students will answer the following questions:

1. What is happening in the story?

2. Discuss the key vocabulary words of this text and their meanings.

3. What are some things they liked/disliked and why?

4. What are some questions they still have about the book?

5. What are some predictions they have and why?

When students are finished reading the book, they will have a final group discussion:

1. Overall, did they enjoy the book? Why or why not?

2. What are the main themes of the book and how are these themes are portrayed through the art style of the graphics?

3. What are some questions they still have about the book? How can they find these answers?

Students write a letter to Marianne as Marianne's father explaining why he had to leave her. The class will brainstorm all the things that a letter should include (salutation, body of the letter, closing, signature). Then students will draft their letters and exchange them with two other students to edit. After having their letters proofread, students will write and submit their final copy. Students will reflect on the writing process and what strategies they used to help write their letter (e.g., mentor texts).

# data[].attributes.attachment_link.description
Illustrator: Kathryn E. Shoemaker Genre: Historical Fiction, graphic novel Keywords: racism, oppression, Nazi Germany, violence, antisemitism Summary: Marianne Kohn is a young Jewish girl growing up in Nazi Germany in 1938. Life for Marianne takes a turn when shops in her neighborhood are burned, her father is forced to flee, and she is no longer allowed to attend school.

# data[].attributes.body
Paige McLaughlin

# data[].attributes.attachment_link.description
Non-Binary & Transgender Pride - Junior-Intermediate by Paige McLaughlin | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

# data[].attributes.body
Anittha Thayaparan

# data[].attributes.attachment_link.description
It's Okay to Not be Okay - Mental Health Anthology for Junior Learners by Anittha Thayaparan | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

# data[].attributes.body
Maddy Stroud & Emma Tallon

# data[].attributes.attachment_link.readable_text
Author: Francesca Sanna

Genre: Fiction, Childrens, Based on True Events

Keywords: Refugee, Hope

Summary: This story is told from the perspective of a young girl, as her family is forced to leave their home and find safety across the Mediterranean Sea. It begins with the onset of war and the subsequent death of the girl's father. The family flees their home - traveling day and night. They arrive at the border crossing and are met with a tall brick wall, as well as a guard. The family hides from the guard and meets another man who takes them over the border. After journeying across the border, they board a ferry and then a train. The story ends hopeful - with the girl proclaiming: "I hope, one day [...] we will find a new home. A home where we can be safe and begin our story again" (Sanna, 2016).

This book is recommended for students in Grades 3-4. It speaks to the anxiety, worry, and overcoming that accompany migration. Oftentimes, students do not learn about migration till they are in high school and it is often not from the stories of refugees themselves. Rather, students are introduced to the statistics and policies surrounding migration, particularly in the context of Current Events and Political Science. It is important to remember that migration comes with a variety of human emotions that are worthy of investigation and continual reflection.

# data[].attributes.attachment_link.description
Author: Francesca Sanna Genre: Fiction, Childrens, Based on True Events Keywords: Refugee, Hope Summary: This story is told from the perspective of a young girl, as her family is forced to leave their home and find safety across the Mediterranean Sea. It begins with the onset of war and the subsequent death of the girl's father.

# data[].attributes.body
Casey & Mikayla

# data[].attributes.attachment_link.readable_text
A Note from Casey & Mikayla

We hope you find this anthology helpful and relevant to your students!

Casey Helmer and Mikayla Power are first-year teacher candidates completing their Bachelor of Education at the University of Ottawa. They are part of the Junior/Intermediate Global Education cohort.

Contact: chelm030@uottawa.ca | mpowe097@uottawa.ca

# data[].attributes.attachment_link.description
We hope you find this anthology helpful and relevant to your students! Casey Helmer and Mikayla Power are first-year teacher candidates completing their Bachelor of Education at the University of Ottawa. They are part of the Junior/Intermediate Global Education cohort. Contact: chelm030@uottawa.ca | mpowe097@uottawa.ca

# data[].attributes.body
Gabrielle and Shaelynne

# data[].attributes.attachment_link.description
Overcoming Racism in the Classroom - Past, Present, and Future of the Black Canadian Experience by Gabrielle | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

# data[].attributes.body
Samantha Laurin

# data[].attributes.attachment_link.readable_text
A Literature Anthology On Mental Illness
Some facts you should know:

Mental illness affects 7.5 million Canadians annually, of which 1.2 million are youth.

70% of adults with mental illness experienced symptoms in childhood and adolescence.

The current generation of youth are experiencing the highest levels of mental health issues ever seen.

( Mental Health Commission of Canada, 2021)

It is never too late to talk about mental health - but early is better. From a young age, it is normal for children to be taught how to take care of their physical health. Children are taught how to brush their teeth, play a sport, or ride a bike, but unfortunately mental health is often overlooked. The earlier children are taught about mental health, the sooner they will develop the skills needed to foster a healthy mind and the sooner they will be able to recognize the signs of a mental health issue. By discussing mental health, we are normalizing it, which will increase help-seeking behaviours.

There is no question of whether or not children will face obstacles in their lives - and not just in the future, children are facing obstacles now. As educators, it is our job to help destigmatize mental illness and provide children with the best foundation that we can to face mental health issues.

To encourage the discussion of mental health in the classroom, I have identified four novels that can be used at the Junior level. Classroom activities and links to the Ontario Curriculum are also included below. With a focus on anxiety, obsessive compulsive disorder, post traumatic stress disorder, and depression, as well as mental illness in children and adults alike, I believe that these novels will allow for the discussion of a variety of mental health related topics. I have found that the novels selected paint an honest picture of mental illness, while also demonstrating the various support systems available, and teaching the valuable lesson that mental illness does not define you.

Classroom Suggestions Activity 1: Show-And-Tell
Tell your students that you will be doing show-and-tell based on Guts. Similar to how Raina's drawings helped her make progress in controlling her anxiety, ask your students to bring in an object that makes them feel better when they are having a rough day. They are also welcome to bring in an object that symbolizes what makes them feel better, such as a picture of their favourite place to be, their pet, or their family.

Either as a class or in small groups, ask your students to share their items. Students may share their personal struggles and how their object helps them during hardships. Alternatively, if a student is not comfortable sharing their struggles, they can simply share why they enjoy their object and how it brings them happiness.

The goal of this exercise is to humanize struggles. It should show students that everyone faces challenges, and you are not alone.
Activity 2: Feeling Feelings

How might you describe these feelings? Does your body react in any way?

Are the feelings good, bad, or something else?

Refer to the ways that Matthew describes his anxiety and OCD: 'insides squirming', 'a vicious black beetle scuttling around my stomach', 'my stomach was in knots'. Divide students into groups of 2-4. Challenge your students to come up with a list of feelings from A-Z.
Classroom Suggestions Activity 1: "This reminds me of..."
Then, have the students write a paragraph about what different characters (Matthew, Melody, Jake, Mum, Old Nina, Penny) might have been feeling throughout the novel. What were the causes of their feelings? Having students infer what different characters may have been feeling will increase critical literacy (Vasquez & Janks & Comber, 2019).
Extended Activity
To engage students in the reading and encourage critical literacy, it is helpful for them to find connections to the material (Vasquez & Jacks & Comber, 2019). Throughout the reading of the novel, students are encouraged to take note of 3-4 passages or quotes that have a special meaning for them. Using sentence starters such as "This reminds me of a time that..." or "This makes me feel..." students will make connections to the novel. Ask students to share their work with a friend.
Activity 2: Dear Genie
Have students select a song that reminds them of a moment in the novel. Why does the song remind them of this moment? What does the song make them feel?

This assignment will demonstrate students comprehension and engagement with the novel, as well as encourage them to think critically. Students should choose a character from As Brave as You and write them a letter. Some topics students may wish to explore in their letters are:

Did you agree/disagree with something the character did?

How are you and the character similar/different?

What questions would you like to ask them?

What advice would you give to them?

Activity 1: Kinds of Happy?

Does happiness come in different kinds?

What does happiness mean to Finley?

What does happiness mean to Finley's family?

Why do you think the author named the novel Some Kind of Happiness?

Activity 2: A Kingdom of Your Own
Ask your students to think about the name of the book: Some Kind of Happiness. In a group discussion, ask your students to consider the following questions:

Everwood is a kingdom filled with mystery, pirates, and magic. It's where Finley feels most at ease. If you could design a land of your own, what would it look like? Who would be there? What would be there? What would you do there? How would you feel when you're there?

Ask your students to write 1-2 paragraphs about their own special place. Encourage them to be descriptive, and to let their imaginations soar. Anything goes!

GLOBAL COHORT PERSPECTIVE

With an estimated 970 million people struggling with mental illness, it is the leading cause of disability worldwide. It affects people of all ages, education levels, income levels, and cultures. That being said, there are systemic inequalities such as racism, discrimination, poverty, colonial violence, gender-based violence - just to name a few - that can worsen symptoms of mental illness and mental health. This is especially true in areas where mental health support is not easily accessible. (World Health Organization, 2022)

References

Samantha Laurin

University of Ottawa

Teacher Education Candidate

Global Cohort

# data[].attributes.attachment_link.description
A Literature Anthology On Mental Illness Some facts you should know: Mental illness affects 7.5 million Canadians annually, of which 1.2 million are youth. 70% of adults with mental illness experienced symptoms in childhood and adolescence. The current generation of youth are experiencing the highest levels of mental health issues ever seen.

# data[].attributes.body
Tyson

# data[].attributes.attachment_link.readable_text
Introduction:

The Magical Yet, written by Angela DiTerlizzi, is a beautiful story of a young child who finds a magical creature that is full of hope and optimism called her magical "Yet". With the help of her magical Yet's encouragement, she no longer afraid to fail and understands that learning a new skill takes time and that she should never give up. The Magical Yet encourages children to have a growth mindset and look at new challenges with the belief that it is just a matter of time before they accomplish their goals instead of wondering if it will ever happen. At the end of the story, we learn that no matter how old you get, you can never out grow your magic Yet, which I think is just a fantastic way to end this story. It allows for the reader of all ages, to relate back to the mindset of "yet" instead of "if" and feel an extra sense of optimism in their lives.

Goal Setting, Perseverance, Growth Mindset, Achievement, Imagination

First start by choosing a goal that you have set for yourself and write it down. Once you have written your goal, I would like you to draw a picture of yourself accomplishing that goal. Then make a list of the steps (minimum 6) that you need to take to put yourself in the best position to accomplish your goal.

As a class reflect on this assignment together:

Who chose a goal that was attainable in the next 5 days? Next 5 months? Next 5 years?

What strategy did you use to create the steps that will help you accomplish your goal?

In The Magical Yet, through the illustrations we get to see what the main character's creature looks like. Now is your chance to show the class what your Magical Yet looks like! On the handout provided by the teacher, I would like you to draw what you think your Magical Yet looks like. If you would like to name your Magical Yet, you definitely can!

Once finished, hang up the illustrations in the class to act as a reminder for your students to always listen to their "Yet".

The Arts: Creating and Presenting

D1.1: create two 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

English: 1. Developing and Organizing Content

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

English: Applying Knowledge of Language Conventions and Presenting Written Work Effectively

3.5: use parts of speech appropriately to communicate their meaning clearly,

3.7: use some appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout
Math: Social-Emotional Learning (SEL) Skills and the Mathematical Processes
1. identify and manage emotions

3. maintain positive motivation and perseverance

5. develop self-awareness and sense of identity

# data[].attributes.attachment_link.description
Introduction: The Magical Yet, written by Angela DiTerlizzi, is a beautiful story of a young child who finds a magical creature that is full of hope and optimism called her magical "Yet". With the help of her magical Yet's encouragement, she no longer afraid to fail and understands that learning a new skill takes time and that she should never give up.