Books about Diversity and Inclusion (All Ages)

Students in my SEL course shared a variety of books and apps related to ideas and themes of Social Emotional Learning. I have pulled a few samples from their recommendations to share books related to diversity and inclusion. Leave your favourites in the comments to share. 

Book / App	Age/Grade Level	Description and Usefulness
A Kids Book About Racism	Grades 1 - 4	In this book you'll find a clear description of what racism is, how it makes people feel when they experience it, and how to spot it when it happens. Though racism is a big and heavy topic, it is never too early to start having conversations around it, especially with the Black Lives Matter movements happening worldwide over the past couple months. This book could be used as an intro to this topic and to formulate a class definition of racism.

Amina’s Voice

Ages 9+

Amina, a Pakistani-American Muslim, struggles with whether she should hide her true self to try and fit in and be more American like her best friend has done, as she copes with middle school drama and a devastating vandalism attack on her local mosque. Teaches about the value of multiculturalism, diversity, social awareness, self-awareness in society.

Malala’s Magic Pencil

Intermediate- Secondary

This book follows the character, Malala, who dreams of having a magic pencil to add/erase things in her life. She then begins to realize this power could do great things and could help the world. This book could be used to teach students how the little inconveniences in our lives are so miniscule compared to other struggles around the world. A good idea would be to read this book before starting a class-wide project to give back to the community and learn about world-wide current events.

Teaching Tolerance App	K-12	This is a thought-provoking classroom resource that supports diversity education.  It is an invaluable tool to help reduce prejudice and encourage tolerance in schools, as well as within society as a whole.  https://www.tolerance.org
Facing History and Ourselves App	Grades 6-12	This has valuable materials that empower students to understand and address difficult ethical choices – past and present.  They believe that facing history fosters empathy and reflection, improved students’ academic performance, and supports safe and inclusive schools.  https://www.facinghistory.org/our-work
Finding Home - A Refugee’s Journey	Age 13+	This show a Refugee’s Journey which portrays the experience of being a teen refugee in Malaysia.  The app shows users what the experience of being a teen refugee would be like.  This could be used when we talk about the global refugee crisis.  https://www.commonsensemedia.org/app-reviews/finding-home-a-refugees-journey
Global Oneness Project	Grade 9-12	Interdisciplinary stories that highlight universal themes with a humanistic lens.  They connect through stories based on ideas such as climate change, water scarcity, food insecurity, poverty, endangered cultures, migration and sustainability.  All issues that we deal with in a SS9/SS10 classroom.  https://www.globalonenessproject.org/#

Skin Again - Bell Hooks

K - Grade 3

A helpful book teaching not to assume things because of how people look on the outside and the importance of getting to know people first. The words and message are simple and clear. Great for social skill development and inclusion.  Key Questions: Can we tell who people are and what they are like from their appearances? What is important about us? What would it be like if everyone was the same?  (More Activities Here!)

Emmanuel’s Dream by Laurie Ann Thompson and Sean Qualls

K-12

In this book (based on a true story), Emmanuel Ofusu Yeboah from Ghana is born with one functioning leg and has been dismissed by society. However, his mother constantly reminds him to never let his impairment stop him from doing things other people do. After his mother  falls ill and eventually passes away, he is determined to spread his message that disability does not mean inability, as he cycles through Ghana. This book teaches the importance of having courage, strength, and determination and how our differences do not make us inferior or less important to others.

Grades K – 3 SEL topics:  Social Awareness & Relationship Skills

“Nell eats fish for breakfast, she doesn’t hug or kiss, and she does NOT want to be called grandma. As her great- granddaughter slowly learns more about Nell’s life, she finds ways to connect with her prickly great-grandmother.” This would be a great book to focus on at the beginning of the school year with making connections. Looking at how we may not think we have anything in common with people at first (or second) glance but in fact there is a lot we don’t know under the surface. There is a great activity where the students go around the class and ask a list of student generated questions to each other. Once finished we make a bulletin board of pictures of each student with their answers to the questions. String is then connected from each student to another who shares that connection. It is a wonderful visual of how we all connect.

K-7

This beautifully illustrated book explores the different perspectives of people from around the world.  How we are different but inherently the same.  Focuses on inter-connectedness, diversity and how everyone matters

K-3

This is a lovely book about a bond between a Father and a Son.  The book shows what it is like to be brave and why it is important to try new things with a focus on courage and building confidence.

The Hate U Give – by Angie Thomas (Novel)

High School

This is the true story of a 16 year old girl Starr who lives in a poor neighborhood but attends an upscale suburban prep school. She witnesses the shooting of her childhood friend at the hands of a police officer. He was not armed.  Starr has difficult choices to make and pressures to handle as she was the only witness to the shooting.  The story focuses on resiliency, honour, decision-making, racism and truth.

The Night Diary by Veera Hiranandani (Novel)

Middle School

“Set in 1947 India, Veera Hiranandani’s book traces the journey of 12-year-old twins Nisha and Amil, who live with their father, their grandmother, and a housekeeper named Kazi. The family is Hindu, Kazi a Muslim. At the end of British rule, the family lives in what will become Pakistan and must get to India, but Kazi can’t go with them. They make a grueling walk to safety, almost losing their lives.” https://www.penguinrandomhouse.com/books/549250/the-night-diary-by-veera-hiranandani/   The Night Diary won the 2019 Newbery Award. The story is a true account of events of that time and contain themes related to perseverance, decision-making, religion, ethnicity and trust.  According to reviews, this is a great book for discussions around these issues.

Newspaper Blackout - poetry art in the classroom

I love this activity - it is very easy, but very interesting.

I have seen it done with newspapers, pages of an old book, anything really. I have also seen pages decorated, not just "blacked out" but with drawings that relate to the words not crossed out.

Anyhow here are some examples:









SOURCE: http://newspaperblackout.com/


Here are some (small) examples of the picture black outs:

Project Wet - Water Education

I was asking colleagues on facebook about resources for a water cycle / environmental unit I may be teaching in Science. A friend suggested I check out http://www.projectwet.org/ and I suggest you do as well!

There are publications, interactive online activities, lesson plans, printables, information on workshop and training, maps, posters, books, events and so much more.

It is appropriate for a variety of grade levels and looks at the importance of water and how we use it and how we can protect it.

Primary Science: Sink or Float

I loved this lesson. It would be easy to do as a TTOC or if you found yourself with some extra time and not enough planned. Of course, having the tubs, items and worksheet makes it easier, but students could also write out statements on lined paper.

First, they PREDICT if an item will SINK or FLOAT. 

Then, they put the item in the tub of water to OBSERVE.

Next, they write down their results - did it SINK or FLOAT.

After each student chose an item, the entire group would predict, then observe. Each student had a chance to choose an item to test. At the end, they all wrote sentences to explain why they thought things would SINK or FLOAT.

They were all engaged, it got a bit splashy at times, but they were reminded to be cautious not to get their DATA SHEETS wet and ruin their findings.

What a fun lesson!

Teacher Template for lessons...

A bit busy, but some great components here you could use.... Nice to keep your lessons focused and assess as you go.

Source: http://www.pinterest.com/pin/233131718184471964/

French Grammar Review Activity

What a great way to review grammar tenses in French.

Source: http://www.lutinbazar.fr/jeu-du-tapis-pour-reviser-differentes-notions-de-francais-a46015760

Holy Onomatopoeia Batman!

Loved this lesson idea and had to share. Would be great for teachers doing figurative langauge or if a TTOC wanted to do a mini-lesson that was fun and creative.

 

 

Open with an introduction on onomatopoeia's by showing an old clip of Batman. Here is one from youtube:

 

 

Next show them the art project, some examples can be found at Splish Splash Splatter Art  

 

 Then students can pick out 3 different colors of construction paper. (one for their background, one for their "zig zag" design, and one for the onomatopoeia word) You will also need newspaper.

 

Here is a close up of one of the examples:

 

 

 There are a lot of different ways to create these, students will be able to use the paper to create their own onomatopoeia word designs!

 

 

 

 

 

 

Via: http://crouseallstars.blogspot.ca/2013/03/holy-onomatopoeia-batman.html

Science: Pizza Cells

Source: journey2excellence.blogspot.com via Amanda on Pinterest

I don't know if I could eat this, but it looks like a fun way to learn about cells no? If you like food ans science here is another one...

Source: teach.genetics.utah.edu via Amanda on Pinterest

But that isn't fair....

One thing I find most challenging about teaching Elementary, in particular primary, is not the the germs (although I've had one too many sneezes at and on me by now) but the constant bickering and blaming and whining, "it's not fairrrrrrrrr"

I saw this on pintrest and then on a few blogs and wanted to share this simple activity with any teachers who face the same whining "it isn't fair" comments on a daily basis.

This post is from  this teacher blog:

When I was student teaching in third grade, there was a major epidemic of claiming that things in the class weren't "fair". As any of you who are teachers or have kids of your own know, the kiddos think that it's just not fair if they don't get the best of everything! I saw this idea in various posts on Pinterest and decided to try it out! I had the students sit in a circle on the rug, close their eyes, and imagine that they had an injury somewhere on their body. I received several "but why?"s and curious glances, but they were good sports and went along with it. I then called each student up to the rocking chair one at a time and asked them where their pretend injury was. After each student answered, I placed a band-aid on the back of their hand without explanation. One student said she had a broken arm...and she got a band-aid on her hand. One boy said he had a "terrible horrible cut" on his leg....he got a band-aid on his hand. The kiddos all whispered to each other about what was happening, but never asked a question.

After the last student received his band-aid and sat down, a little girl said "Miss Hunt, how come I said my knee had a bruise but you didn't put the band-aid there? I wanted it on my knee! This just isn't fair!" DING DING DING! That's exactly what I was hoping for! I responded, "but why isn't it fair? Everyone got a band-aid didn't they?" A boy said, "Well YEAH, but what good is it if it's not where I needed it:?" This activity worked out so much better than I expected! We then launched into a long discussion about what fair truly means. One student summed it up best when she said "So maybe fair isn't when everyone gets the same thing...it's when everyone gets just what they need!"

I love it!

Via this blog

Black Death Simulation Game

As a wrap up to the Feudal Games unit my grade 8s have been doing, they participated in a "Black Death" simulation game. You can find the rules and details online bu searching "Black Death bean simulation" I was going to link it here but I couldn't link to the .pdf correctly.

I had told my students about the activity a bit before hand, only that they would participate in the simulation and get an idea of how the plague spread and killed so many people.

The prep work is quite extensive, but well worth it! Luckily I had an SEA in the room the first round, and then our teacher-librarian / resource teacher came by to help re-set the game for the second class.

I will include some basic instructions here, but you should read the online package that goes through it all in more detail.

For me, it was an engaging activity that showed the impact of the plague and led to discussions about how and why the feudal system ended and what that looked like.

I loved the questions and comments students came up with. What a nice way to wrap up the feudal system. After Spring Break they will start a "Castle" unit where they get to research and build castles. My job share partner has so many awesome units to make Socials Studies fun!

Now if you want to try this simulation (LOOK IT UP ONLINE FOR FULL DETAILS).... Here is a brief overview....


Here is what you need:
-24 paper bags (1 for each city)
-24 dice (1 for each city)
-beans... I used black eyed peas for "healthy" stays, black beans for "plague" and redbeans for "cholera". (They recommend white beans, pinto beans and red beans in the directions online, but as long as you let students know what bean represents what result it is fine. You could probably even use something else besides beans as long as they feel the same in shape and size.)
-photocopies of the "journies" and "instructions" and "map"
-a large class map
-graphing paper

Prep Work:
-put "healthy" beans in each city bag (instructions recommend 200, I used less.
-put the coordinating number of "plague" and "cholera" beans in specific bags (instructions outline which cities get which amount)
-label paper bags with city name
-place bags around classroom with a die in front of the bag
-hand out copies of map, instructions to all and the different journies to each student.
-review in detail - I went over it a few times and had to pause the simulation to clarify.
-Students follow the journey on their sheet (there are 6 different journies so students are at different stations etc.)
-when they arrive they roll the die to determine how many days they stay in that city - that is the # of beans they pull from the bag. If all "healthy" they move on, if "plague" or "chlorea" they mark on their map "infected" and in the next town they roll the die to determine how many "plague" beans to put into that cities bag (infecting the city), the 2nd city after infection is where they "die".

I encourage you to read the online instructions as it is more detailed than this....

March 2, 1904 is Dr. Seuss's B-Day!

Happy Birthday Dr. Seuss. I love all of his stories, seriously! The messages are so important and presented in a fun way!

This site has a ton of printables and resources to use in the classroom. I often tell TTOCs (Substitute teachers) that having a good picture book can save you in a classroom. I use picture books with older students too. My grade 8s love the picture books we read, but I often choose specific books to practice inferencing or questioning. Dr. Seuss is great for all ages, because the message is often more mature or "big picture"

This was a very detailed blog post with a ton of ideas and apps that you can use for Dr. Seuss Day

Cell Phone Graphic Organizer - Cute!

I thought this was neat! It reminds me of social media activities I have done with students in the past. I have done facebook templates with students, where they created a facebook page (fakebook) for a character in a novel. Some students also did twitter feeds and interacted with each other as different characters in the book may have. This takes it one step further in describing the character by what apps they may have on their phone, who's in their address book, etc. etc. Cool printable...

Source: mres-middleschoolloveaffair.blogspot.com via Staci on Pinterest

Time Telling Lessons

 There are a number of awesome sites, worksheets, and games to try to teach time-telling. I find these useful if you are teaching primary where this skill is often learned and reviewed. As a TTOC it is an easy math lesson when all else fails.

Check out:

http://www.kidsnumbers.com/telling-time.php

http://www.primarygames.com/time/start.htm

http://www.abcya.com/telling_time.htm

This site shares some great ideas:

• Students can Stop The Clock and record the time displayed. 
• Can they tell the difference between two times?  Test their skills by playing another game on the same website. 
• They can also play Bang on the Clock to stop the clock at the correct time.  Adjust the clock hands' speed to make it more challenging. 

BINGO Trivia

If you have read my blog long, you will know that one thing I really enjoy is creating engaging activities out of otherwise "boring" classes.

As a Teacher-Teaching-On-Call (TTOC aka substitute) you often go into a class and are left with students in a "study block" or where they are doing a "review worksheet" Often this has students bored, restless and leads to more opportunity for classroom behaviour concerns.

Similarly, as a classroom teacher, this is another fun way to review and study.

I found this activity online and thought it would be another fun way to make a class more engaging. You can use spelling words, facts on the subject they are studying and so on.

 

Bingo Facts. This is a fun way to help students learn and recall weekly spelling words, vocabulary, math facts, geography, science facts, or any other information. Before you start, fold a paper so that sixteen squares appear. Cut along the fold lines and number each square; put your squares into a container. Have students create a “bingo sheet” by folding a piece of notebook paper in half repeatedly until sixteen folded squares appear. Ask the students to write a small number in the upper right-hand corner of each square—in random order. Be sure to tell them to leave room within the square for writing an answer.

Pick a square from your container one at a time, say the number of the square, and ask a question (e.g., a spelling word). Students must write the answer (e.g., the spelling word) in the square corresponding to the number you called. Whoever has completed a horizontal, vertical, or diagonal row—with correct answers—wins! Be sure to check for accuracy before declaring a winner. This is an easy game to play with all age groups (perfect for Grades 2–8).

Other games that can "engage" students when you are left with a "study block"

• Interactive tic tac toe trivia 
• Basketball Trivia
• Scoot

Writing Prompts for students who finish work early...

Literacy is a goal of many schools and as a teacher-teaching-on-call it is a goal you can help work towards, even in a short time at a school. Often lessons don't go as planned and end a bit early. While games can be a fun filler, writing prompts are a way to have students working and focused on something allowing you to circulate and help other students who maybe are not yet done the lesson left by the classroom teacher.

I like to write a prompt on the board so that students who are done their work have a task to work on, this helps prevent them from becoming bored or disruptive to others working. 

If there is time, volunteers may wish to read/share what they have written with you or the class.

This site had a long list of writing prompts you could try, or let students think of their own.

What is...

• What is something you dislike about yourself?
• What is something you do well?
• What is your favourite room in your home and why?
• What is a good neighbour?
• What is the worst thing parents can do to their children?
• What is your favourite time of day?
• What is your idea of a dull evening?
• What is the best way to treat meddlesome people?
• What is something you are optimistic about?
• What is something you are pessimistic about?
• What is your most indispensable possession and why?
• What is the meaning of "He laughs best who laughs last"?
• What is your favourite song and why?
• What is the best birthday present you ever received?
• What is the best birthday present you could receive?
• What is something that makes you feel sad?
• What is your favourite book and why?
• What is something that really bugs you?
• What is something that really makes you angry?
• What is the best advice you ever received?
• What is your favourite holiday? What makes this holiday special?
• What is your favourite day of the week?
• What is your favourite month? Why?

What if...

• What would happen if you could fly whenever you wanted? When would you use this ability?
• What would happen if there were no television? Why would this be good? bad?
• What would happen if everyone lived in space? What type of houses would they live in? What type of clothing would they wear? What type of food would they eat? How would they travel?
• What if cows gave root beer instead of milk?
• What if all the streets were rivers? What would be different?
• What would happen if people never co-operated? Why do you think it is important to co-operate?
• What would happen if it really did rain cats and dogs?
• What would happen if animals could talk? What are some of the questions you would like to ask animals?
• What would happen if you could become invisible whenever you wanted to? What are some of the things you could do that you cannot do now?
• What would happen if everyone wore the same clothes?
• What would happen if you threw a piece of trash on the ground? What if everyone did?
• What if you could walk up walls and across ceilings?
• What would happen if you loved your neighbour as yourself? What if everyone did?
• What would happen if you grew taller than trees? How would this change your life?
• What would happen if children ruled the world?
• What would happen if there were no cars, buses, trains, boats, or planes? How would this change your life?
• What if everyone lived under water? Where would people live? What games would children play? What would school be like?
• What would happen if you found gold in your backyard?
• What would you do if a bully bothered you on your way home?
• What would you do if you did very poorly of a test?
• What would you do if a friend borrows things from you but never returns them?
• What would you do if You were the teacher and everyone forgot his homework?
• What would you do if you were in the middle of the lake and your boat began to leak?
• What would you do if Your friend had a broken leg? How would you cheer him up?
• What would you do if you saw little bugs in your salad?
• What would you do if you woke up in another country and no one could understand you?
• What would you do if you ordered an ice cream cone and you forgot to bring money?
• What would you do if someone got in front of you when you were in line at the movies?
• What would you do if your jelly sandwich fell upside down on the floor?
• What would you do if only one hot dog is left and neither you nor your friend have had one?
• What would you do if two of your best friends went to the movies without inviting you?
• What would you do if the surprise party was for you but you weren't surprised?
• What would you do if you got a present you didn't like?
• What would you do if you were at home and your homework was at school?
• What would you do if you dropped the cookie jar and it broke?
• What would you do if you were invited to two parties on the same day?
• What would you do if you promised to feed your pet and you didn't?
• What would you do if someone said you did something wrong and you didn't?
• What would you do if your new shoes felt fine in the store but now they are hurting?
• What would you do if someone told you a joke that you don't think is funny?
• What would you do if an hour before the party you remember you don't have a gift?
• What would you do if a friend comes to your house and his/her mom doesn't know he's/she's there?
• What would you do if you had four math problems marked wrong that were right?
• What would you do if you found in the street?
• What would you do if you found a magic wand?
• What would you do if you wanted to be friends with someone who spoke no English?
• What would you say if someone told you it was all right to steal from a large department store?
• What would you do if you saw a friend cheating--report it, confront the friend, nothing--and why?
• If you could have been someone in history, who would you have been?
• If you could only take 3 people with you on a trip around the world, who would you take and why?
• If you could give any gift in the world, what would you give and to whom?
• If you could live anywhere in the world, where would it be?
• If you received any sum of money as a gift, what would you do with it?
• If you could do whatever you wanted to right now, what would you do?
• If you were principal of this school, what would you do?
• If you were a mouse in your house in the evening, what would you see your family doing?
• If you were five years older you would...
• If you were lost in the woods and it got dark, what would you do?
• If it were your job to decide what shows can be on t.v., how would you choose?
• If there were no rules, what do you think would happen?
• If you owned a store, what would you do to discourage people from stealing from you?
• If you could participate in an Olympic event, which one would you choose and why?
• If you could break the Guiness Book of Records it would be for?
• If you had to describe yourself as a colour, which would you choose?
• If your friend told you of a secret plan to run away from home, what would you do and why?

What do you think...

• What do you think of 3D movies?
• What do you think someone your age can do to help reduce the amount of pollution in our environment?
• What do you think the world needs now?
• What do you think your friends say to each other when you're not around?
• What do you think about the amount of violence on T.V.?
• What do you think about people polluting the environment?
• What do you think about having set rules for people to follow?
• What do you think about people who are inconsiderate of others?
• What do you think should be done to keep people who are under the influence of alcohol off the road?
• What do you think the world will be like when you are a grown up?
• What do you think about ghosts?
• What do you think of someone who has bad manners?
• What do you think about people who take advantage of others?
• What do you think about when you can't fall asleep?
• What do you think courage means?
• What do you think makes a good friend?
• What do you think makes a happy family?
• What pollutants do you think do the most damage and why?
• What things do you think are beautiful?
• What do you think about students having to wear school uniforms?

What...misc.

• What do you like most about yourself?
• What do you like to do in your free time?
• What kind of animal would you like to be and why?
• What kind of trophy would you like to win?
• What TV or movie star would you like to invite to your birthday party?
• What does "Clothes make the person" mean to you?
• What does "Have your cake and eat it too" mean to you?
• What does "The early bird gets the worm" mean to you?
• What do we mean when we say, "The grass is always greener on the other side of the fence"?
• What does "You can't take it with you" mean?
• What do we mean when we say, "You can catch more flies with honey than with vinegar"?
• What do we mean when we say, "Hitch your wagon to a star"?
• What does "still waters run deep" mean to you?
• What does "There are two sides to every coin" mean to you?
• What does Canada mean to you?
• What are you afraid of? Why?
• What are junk foods?
• What are some nutritious foods that you like?
• What are some rules you have to follow at home?
• What are some examples of prejudice?
• What is more important to you, appearance or personality?
• What is most important to you in a friend--loyalty, generosity, honesty--why?
• What is something that makes you melancholy?
• What makes your best friend your best friend?
• What makes you feel safe?
• What makes you laugh?
• What would you invent to make life better?
• What would you do to entertain your family without spending any money?
• What effects does watching violence have on people?
• What effects do cigarette and alcohol advertising have on young people?
• What kind of t.v. commercial would you like to make? Describe it.
• What kind of pet would you most like to have--monkey, snake, goat--why?
• What kind of program do you enjoy most on TV--detective shows, comedies, game shows--and why?
• What advice would you give a new student?
• What advice would you give to someone who stole something but now feels guilty?
• What things are better than going to school? Why?
• What talents do you have?
• What three words would describe you right now?
• What four things are most important in your life?
• What colour makes you think of happiness?
• What has been the most fun activity at school so far?
• What quality do you like about yourself--creativity, personality, appearance--why?
• What eccentric behaviour in a friend disturbs you the most?
• What parts of nature do you like best?
• What do you do for exercise?
• What is the most ludicrous outfit you can think of?
• What is the funniest dinner you've ever had with your family?

How...

• How do you feel when it's your birthday? Why?
• How do you feel on the first day of winter? Why?
• How would you feel if you were going to be on a show? Why?
• How do you feel when you do something wrong?
• How do you feel when you do something that is very good?
• How do you feel when you play a trick on someone?
• How would you feel if a new child moved into your neighbourhood?
• How do you think the new child would feel?
• How do you feel when you have had a fight with your best friend?
• How do you think your friend felt?
• How do you feel when you are in bed with the lights out?
• How do you feel when you want something very badly and you cannot have it? Why is this so important to have?
• How do you feel on a warm sunny day?
• How do you feel when you stay with a babysitter?
• How do you feel when you're leaving home on vacation?
• How do you feel when you sleep at someone's house?
• How do you feel during a thunderstorm?
• How do you feel on the first day of school?
• How do you feel when your parents are upset with you? Why do they become upset with you?
• How do you feel on Thanksgiving? What are you thankful for?
• How do feel on (any holiday)?
• How do you feel when something scares you? What do you do when this happens?
• How would you feel if someone told you that you were his or her best friend?
• How do you feel about your appearance?
• How would you change the world to make it better?
• How do you think eating junk food affects you?
• How do you have the most fun--alone, with a large group, with a few friends--and why?
• Explain how to play your favorite game.
• How would you describe your house to someone who has never visited there before?

I wish...

• I wish I had a million... Then I would...
• I wish I had one... because
• I wish I could be like.... This person is special because....
• I wish to be a ________ when I grow up. Then I will....
• I wish there were a law that said..... This would be a good law because....
• I wish I could forget the time I ..... because....
• I wish trees could..... because....
• I wish I could see...... because.....
• I wish I could learn..... because.....
• I wish I didn't have to eat...... I don't like this food because.....
• I wish everyone would learn to ..... Then everyone would.....
• I wish I never......
• I wish I had one more chance to..... Then I would.....
• I wish there was an electric......
• I wish I had enough money to......
• I wish everyone loved......
• I wish all children would......
• I wish everyone had.....
• I wish I could touch......
• I wish animals could...... If they could, then.....
• I wish I looked like.... because......
• I wish there were no more.....
• I wish I didn't have to.....
• I wish I could go to.....
• I wish there really was..... If there really was, then.....
• I wish I could hear......
• I wish I could give......
• If all my wishes came true, I would......

When...

• When you are angry, how do you look?
• When are you happiest?
• When have you felt lonely?
• When do you feel proud?
• When was the last time you cried and why?
• When a friend was in an embarrassing situation, what did you do?
• When it might hurt their feelings, how do you feel about telling your friends the truth?
• When might it be bad to be honest?
• When someone picks on someone else, how do you feel? What do you do?
• Once, when you were very frightened, what happened?
• Once, when you were embarrassed, what happened?
• Once, when your feelings were hurt, what happened?
• Describe a time when you felt vengeful.
• When you have a problem who do you talk to? Why?

Which...

• Which quality best describes your life--exciting, organised, dull--and why?
• Which quality do you dislike most about yourself--laziness, selfishness, childishness--and why?
• Which place would you most like to visit--Africa, China, Alaska--why?
• Which holiday has the most meaning for you-Canada Day, Thanksgiving, Valentines Day--and why?
• Which is least important to you--money, power, fame--and why?
• Which is most important to you--being popular, accomplishing things, being organised--and why?
• Which is your favourite Star Wars character (or other movie/book/t.v. show, etc.)? Why?

Why...

• Why is it important to be honest?
• Why is important to have good manners?
• Why do you think adults smoke/drink?
• Why is exercise important to someone your age?
• Why do you think some people encourage others to smoke/drink?
• Why do you think the rules you must follow are good or bad?
• Why would it be good to be honest?
• Why have men and women usually only done certain types of work?
• Why should or shouldn't a man stay home to care for the house and children while his wife goes to work?
• Why do you think some people take advantage of others?
• Why do you think prejudice exists in the world?
• Why would we say that someone is "passing the buck"?
• Why would a Prime Minister have a sign on his desk which read, "The buck stops here"?
• Why do you think tact is an important quality?
• Why is it not wise to squander your money?
• Explain why we say, "dead as a door nail".
• Think of your favourite toy. Why do you like it best?
• Think of the best teacher you ever had. Why were they a good teacher?

Misc...

• Do you think there is too much fighting on t.v. Why or why not?
• Do you think it is necessary to have alcohol at a party in order to have a good time?
• Does it bother you to be around someone who has bad manners?
• Should there be a dress code in places such as school, restaurants, and places of business? Why or why not?
• Should animals be used for medical research?
• Should the Canadian Government financially support Olympic teams?
• Should people be prohibited from smoking in certain places?
• Families are important because...
• Would you like to be famous? Why or why not? What would you like to be famous for?
• Who or what has had a strong influence in your life?
• Where would you prefer to be right now--mountains, desert, beach--and why?
• Should you have to do chores around the house? Why or why not?
• Should you be required to wear a bike helmet? Why or why not?
• Should skateboards be allowed on sidewalks?
• Where do you think we should go on our class fieldtrip this year? Why?
• Should you have to take tests in school?
• Should cellphones be allowed in school?
• Can television (or videogames) influence your behaviour? How?
• Should schools be year-round?
• Should junk food be banned from schools?
• Should students be required to learn a second language?

Teaching French: Connecting with other french teachers

There is always a need for french teachers in our district. We have a growing French Immersion program in multiple schools and a lack of teachers who are fluent in writing, speaking and reading in french.

As such, my grade 12 french has me more qualified than many, though not quite experienced enough to take on a french immersion class full time. I do teach on-call for french immersion and teach FSL (French as a second language)

There are so many awesome lessons available for teachers and our district offers teachers free french teaching classes where you practice french and have great taken-home units and lessons.

This is a great way to connect with french teachers and new-to-french teachers. I took the course and loved it! A lot of my teacher colleagues are in the current session and enjoying it.

Some online resources to get connected with french immersion and FSL educators and ideas?

Twitter: Hashtags for French Teachers 

#frimm (french immersion)
#frenchimm
#langchat (language chat)
#fle (francais langue etrangere)
#flteach (foreign language teaching)
#french (also get lots on non-teaching tweets though)
#aimlang (AIM - Accelerated Integrated Methodology approach to language teaching)
#ClavEd  (French Speakers – Wednesdays at 12h(EST) 13h(ATL) 18h(Paris))
#biliteracy (bilingual literacy)
#mfl (modern foreign languages)
#bilingual
#CanEd (Canadian education)
#mfltwitterati (UK modern foreign language twitter chat)

Identity Maps

This lesson on identity was found here. It is not my lesson, but something I found online and wanted to share with teachers. It would work best at the start of the school year in a class, or could be modified for mid-year or new semester. It uses sociograms, word maps, research and self-reflection.

Lesson Question:

How can students create identity maps to introduce themselves to their peers?

Applicable Grades:

3-12

Lesson Overview:

In this "ice breaker" lesson, students use Visual Thesaurus maps as a source of inspiration for creating their own "identity maps" to identify their own multiple roles, qualities and attributes. Then, students share their identity maps as a means of introducing themselves to their peers.

Length of Lesson:

One hour to one hour and a half

Instructional Objectives:

Students will:

• use the Visual Thesaurus to look up a historical figure
• create identity maps incorporating words and elements from Visual Thesaurus maps
• share their identity maps in a small or large group setting

Materials:

• student notebooks
• white board
• computers with Internet access
• large drawing paper (one sheet per student)
• markers (one per student)

Warm-up:

Looking up historical figures on the Visual Thesaurus:

• Start this lesson by looking up a historical figure's name in the Visual Thesaurus, and displaying the map associated with that name on the classroom whiteboard. (For example, you could look up Benjamin Franklin, Harriet Beecher Stowe, or even Charlie Chaplin.)
  
  
• Once you display the historical figure's description by scrolling the cursor over the red bubble associated with the person's name, click on that red bubble to reconfigure the map to show different nouns that are used to describe that person's roles. For example, by clicking on Benjamin Franklin's description, students will see that Franklin was known as an "American Revolutionary leader," a "writer," a "printer," and a "scientist."

Instruction:

Introducing the concept of an identity map:

• Explain to students that today they will be mapping their own identities, in a similar fashion to the people and word maps they have seen on the Visual Thesaurus. Although they may not be well known or famous for their different roles, they will use this mapping opportunity to introduce themselves to their peers through their identity maps.
• Distribute a sheet of large drawing paper and a marker to each student.
• Instruct each student to use a marker to write his or her name in the center of the drawing paper with large bold letters.

Brainstorming roles and nouns:

• Encourage students to consider all the roles they may identify with in the different facets of their lives. They can think of their familial roles (Big brother? Big sister? Baby of the family?); their roles in school (Writer? Reader? Scientist? Historian? Artist? Class clown?); their roles outside of school--on the playground, on the Internet, or among friends (Hoopster? Gamer? Confidant?); or any other roles that may come to mind
• Direct students to draw a different line or ray on their identity maps for each role they wish to include. At the end of each line, they should write the word that identifies that particular role. Students should include at least three or four of these lines.

Incorporating adjectives:

• Explain to students that they may also wish to borrow other elements of Visual Thesaurus word maps for their identity maps. For example, they may wish to include adjectives on their maps to describe themselves.
  
  
• Adjectives could be written at the end of lines that originate at their names and branch out (if they are adjectives that generally apply to their identities), or they could be rays surrounding a particular role (e.g., the adjective "responsible" might be used to describe "big sister," or "prolific" may be used to describe "writer").
  
  
• Encourage students to use the Visual Thesaurus if they are gravitating to vague, trite or commonplace adjectives. For example, if a student has decided to include "kind" on his map, display the Visual Thesaurus word map for "kind" and inquire if he could be more descriptive in his use of adjectives (sympathetic? tolerant? charitable?).
  
  
• Students should include at least five or six adjectives in their identity maps.

Here is a sample identity map:

Wrap-up:

Sharing Identity Maps:

• Once students have completed their identity maps, have them use the maps as a way to introduce themselves to their classmates.
  
  
• In order to save class time, you could have students share the maps in small groups or in a "gallery walk" format (where students post the identity maps on the classroom's walls and students circulate around the room reading the maps and leaving feedback on sticky notes).
  
  
• After sharing their identity maps, students could discuss their observations. What did they learn about their peers through this mapping exercise? What roles do many students share? What adjectives were the most descriptive or unique?

Extending the Lesson:

• One way to extend this lesson would be to have students incorporate other Visual Thesaurus "relationships" in their identity maps. (To see the list of relationships displayed in VT word maps, open the Settings panel and click on the word "Relationships.") For example, a student could reveal what he or she "is not" by including an antonym relationship, or a student could draw a "is a member of" line to designate a club or team affiliation.
  
  
• If you want to further emphasize parts of speech in the lesson, you could have students color-code the words they add to their identity maps according to parts of speech. On the Visual Thesaurus, nouns are indicated by red bubbles, and adjectives are indicated by golden bubbles. Students could use this system on their maps as well, or come up with an alternative.

Assessment:

• Assess students' identity maps based on the variety of the roles and adjectives they included. Did they consult the Visual Thesaurus to avoid use of vague or trite adjectives? Did they include multiple roles to show different facets of their lives? Did they share their identity maps with their peers in an engaging manner?

Educational Standards:

Language Arts
Standard 8. Uses listening and speaking strategies for different purposes.

Level II (Grades 3-5)

1. Contributes to group discussions
5. Uses strategies to convey a clear main point when speaking (e.g., expresses ideas in a logical manner, uses specific vocabulary to establish tone and present information)
7. Makes basic oral presentations to class (e.g., uses subject-related information and vocabulary; includes content appropriate to the audience; relates ideas and observations; incorporates visual aids or props; incorporates several sources of information)

Level III (Grades 6-8)

1. Plays a variety of roles in group discussions (e.g., active listener, discussion leader, facilitator)
6. Makes oral presentations to the class (e.g., uses notes and outlines; uses organizational pattern that includes preview, introduction, body, transitions, conclusion; uses a clear point of view; uses evidence and arguments to support opinions; uses visual media)
7. Uses appropriate verbal and nonverbal techniques for oral presentations (e.g., inflection/modulation of voice, tempo, word choice, grammar, feeling, expression, tone, volume, enunciation, physical gestures, body movement, eye contact, posture)
Level IV (Grades 9-12)

1. Uses criteria to evaluate own and others' effectiveness in group discussions and formal presentations (e.g., accuracy, relevance, and organization of information; clarity of delivery; relationships among purpose, audience, and content; types of arguments used; effectiveness of own contributions)
5. Makes formal presentations to the class (e.g., includes definitions for clarity; supports main ideas using anecdotes, examples, statistics, analogies, and other evidence; uses visual aids or technology, such as transparencies, slides, electronic media; cites information sources)