Édition papier : 9780545865036
Format ePub : 9781338355031|
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Exprimer ses émotions et ses sentiments
Our Rights: How Kids Are Changing the World
One Peace: True Stories of Young Activists
Pay It Forward Kids: Small Acts, Big Changes
The colourful pages carry an empowering message: “The world needs your voice.” Each page has a vibrant patterned background and portrays a different avenue for communication: “If you see someone being hurt...say something by being brave.” The computer-generated cartoon illustration shows one boy witnessing someone being violent to another. On the opposite page the boy yells “Hey! Stop!” The background is bright red with a spiral pattern. Many forms of communication are modeled: “If you see something beautiful...say something with a poem.” The illustration shows a boy gazing at a flower and on the opposite page he is writing poetry. As the text suggests, expressing yourself can be a way to reveal your personality, such as with your style of dress, or as a way of communicating to others what you believe in. One image shows a boy holding a sign that reads: “No more hurting people. Peace.” The characters featured are diverse, lending an international and inclusive feel. “Keep saying it…” the text urges, “and you may be surprised to find the whole world listening.” One of the final pages shows a group kids. Some hold signs, one has a megaphone and others are using music or their bodies to communicate: “Some people find it easier to say something than others...but everyone has something to say.”
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Pistes pédagogiques|
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Learning Intention
Students will role-play a situation in which they confront injustice or exclusion by asserting themselves.
Links to the Program of Study - English as a Second Language – Elementary
Interacts Orally (C1): the student takes the initiative to transmit oral messages using strategies
o Students interact more spontaneously and effectively (reacting to messages, initiating messages, maintaining interaction) (QEP, p. 355)
Context (Before Reading)
1. Ask students if they have ever experienced or witnessed injustice or exclusion. Ask students to give examples (e.g. not being chosen on a team, not having friends to play with in the schoolyard). How did they feel? What did they do? Did they feel confident or timid about sharing their opinions.
2. Students will look at the cover and share predictions orally about the book's topic.
Procedure (During Reading)
3. Students will share their ideas to create a class mind map on the board by asking the 5 Ws: who, what, where, when and why. For example: What could you say in an unjust situation? How would you feel? What would you do? Who could you talk to?
Integration (After Reading)
4. In small teams, students can use ideas from the mind map to create a short role-play about exclusion or an unjust situation. They can show how they would confront the situation and present it to the class.
5. The teacher will form teams and distribute situation prompts (e.g. bullying, social exclusion, social injustice, etc.) and model how to role-play.
Extensions
1. Students could create posters to put up throughout the school on the theme of using your voice and speaking up (e.g. “If you…, others will…” to illustrate the impact of words and actions on those around us).
Links, Resources, References
o Copibec: https://www.copibec.ca/en/agreement-elementary-highschool
Pedagogical application created in collaboration with Centre de Services scolaire Marie-Victorin
