Faculty of EducationFall 2009 ED3239(FA)

CANADIAN MULTICULTURAL CHILDREN’S LITERATURE

INSTRUCTOR: Dr. Mary Clare CourtlandCLASS TIME/RM: WED, 8:30-10:30am, BL2036TEL / RM: 807-343-8696, BL2004EMAIL:OFFICE HRS:

mccourtl@tbaytel.net Wed 8:00-8:30am and after class

COURSE DESCRIPTIONIntended for Junior/Intermediate/Senior students, the course explores issues of Canadian identity and representations of identity in contemporary multicultural children’s/adolescent literature. Participants will have opportunities to read and respond to multicultural texts and to consider the implications of implementing a critical literacy approach to multicultural literature in middle school, junior high and secondary classrooms.

FOUNDATIONS OF PROFESSIONAL PRACTICEThe Standards of Practice for the Teaching Profession (Ontario College of Teachers, 1994) are embedded in the course, readings, and assignments.

COURSE EXPECTATIONSTeacher candidates will$ survey and critique a variety of Canadian multicultural children’s/adolescent literature$ explore concepts and issues related to diversity, identity and representation through assignments, readings, and Canadian

multicultural children’s/adolescent literature$ understand and apply a critical literacy perspective to literary texts$ understand the roles of engagement and response in the comprehension and creative expression of personal/social meanings$ reflect upon personal assumptions about diversity, identity, representation and the development of metacognitve awareness of the

role of the teacher and implications for incorporating Canadian multicultural children’s/adolescent literature into the curriculum

TOPICAL OUTLINE1. Canadian multicultural picture books, short stories, poetry, and novels 2. Critical literacy/strategies to promote critical literacy3. Concepts, themes and issues related to identity and representation in multicultural children’s/adolescent literature4. Reader response (engagement and response)5. Criteria for assessing picture books

REQUIRED TEXTSSelected readings (available from the LU Book Store)NB. Teacher candidates are responsible for acquiring Canadian multicultural texts.

COURSE REQUIREMENTSReadings and Participation 20%● Complete all assigned readings and be prepared to discuss them in class. The schedule notes the required readings and due dates.● Contribute to in-class discussions.● Collaborate with peers on the development and completion of task/projects.● Listen attentively and courteously when classmates are speaking and/or presenting.● Arrive punctually for all classes. No teacher candidate may miss more than two (2) classes.

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● Teacher candidates are welcome to bring a snack or drink to class; however, please do not leave during class time to purchase refreshments from the cafeteria.

● The class will run for approximately 1 hour, 40 minutes to allow time between classes. There will be no break during class time.

Reading Response Journal 30%The purpose of the journal is to provide teacher candidates with opportunities to respond and reflect on the assigned readings and multicultural books and to develop metacognitive awareness of the role of literacy and/or teachers content area and implications for incorporating Canadian multicultural children’s/adolescents’ literature into the curriculum.The entries for the journal should be kept in a duo-tang, scrapbook or other bound container.

1. Compose a cultural autobiography of 2-4 double-spaced pages that explains the following: life experiences that were/are significant in contributing to your worldview (heritage, family, religious, gender, exceptionality,

schooling, work, friendships etc.); your understanding of multiculturalism and diversity in Canada; how your experiences have influenced your cultural assumptions, beliefs, and practices in relation to multiculturalism and

diversity; how you envision the role of Canadian multicultural children’s/adolescent literature in your future classroom

2. Prepare one journal entry for each required reading.Examples of responses to assigned readings may include:P reflections on a quote or key idea in a textP connections across texts (analysis and synthesis)P application of the ideas in a text to a particular picture book or novelP implications for the role of the teacher P implications for incorporating multicultural children’s/young adult literature into the curriculum P explanation of how reading informs your understanding of Canadian identity and representations of identity in picture books

and novelsN.B. Entries for assigned readings are due on the date the reading will be discussed in class.

Please include the author/title of each assigned reading and the date of the entry.

3. Create a response to one picture book.Examples of responses to picture books may include:P a written description of your personal engagement with the book (interpersonal and intertextual relations)P a response such as a poem, collage, alternative text, etc.P an evaluation of the picture book from a critical literacy perspectiveP the development of a set of questions that promote reading from a critical stance (on both textual and visual representations)P see Appendix for additional ideas

4. Compose a final reflection on the course that explains: the value of composing your cultural autobiography at the beginning of the course in understanding how your cultural

assumptions, beliefs, and practices mediate your perspective on Canadian multiculturalism and diversity. how the course informed your understanding of Canadian multicultural children’s/adolescent literature and ways of using

these resources in your teaching.

Group Project: Text Set of Themes/Issues 25%The class will work in groups of four-six students to explore Canadian multicultural literature texts and select a text set on a theme or social justice issue. Text sets are books that share a theme or issue and/when used together, provide scaffolding for students to develop awareness of and understanding of concepts and content.

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1. Select a variety of books on a theme or issue. The text set must include at least one Canadian multicultural picture book. Analyze the texts from a critical literacy perspective. (Analyses of picture books must focus on text and illustrations.)

2. Prepare a one or two page handout (typed) which includes: intended grade level/division description of text set rationale key findings related to critical literacy ways in which you might use the text set in literacy or subject area curricula (for example, a unit introduction to a subject area

unit or project, or a novel study) bibliography

3. Present a book talk to the class. Select a format such as an expert panel or talk show.4. Distribute copies for the presentation of handout to class.

N.B. The amount of time per group will depend on the number of groups.

Group Project: Novel Study 25%The class will be divided into groups of four-six students. We shall use a strategy called “literature circles” to discuss the novels.

1. Decide on a multicultural novel to read during the term. See Appendix for possibilities.

2. Divide the novel into four “chunks.” You will be responsible for reading each section and completing the role task. Roles should rotate among group members. One person should collect the role sheets and put in a folder for submission. Roles include:P FacilitatorP Literary CriticP ResearcherP ConnectorP Vocabulary SeekerP Sketch Artist(See role sheets in Appendix)

3. Each group must create a visual representation of the novel. The representation might focus on a key theme, a powerful scene or a character. The visual representation might take the form of a quilt, a painting, a bulletin board (you can purchase folding display boards at Staples), a collage, a poster etc. On the last day of class, we shall have a gallery walk.

The project should be accompanied by a one page (typed) description of the theme and symbolism embodied in the visual representation.

EVALUATION (Please refer to the attached rubrics for criteria.)

Assignment Due Date % Final Grade By Whom

1) Readings and participation Ongoing 20 Instructor

2) Reading Journal Ongoing 30 Instructor

3) Book Talk Oct 14/09 25 Group/Instructor

4) Novel Study Nov 4/09 25 Group

NB. Please note the following:1. Attendance is required in the course. No student may miss more than two (2) classes.2. Students must arrive on time and be present for the full class.3. Assignments and expectations will be discussed in class.4. Course assignments which involve writing must be typed.5. In order to complete the course successfully, every assignment must be completed.6. Reading journal must be kept up to date (in order for students to discuss readings). No incomplete will be given for the journal.

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RELATED LAKEHEAD UNIVERSITY and FACULTY OF EDUCATION POLICIES

INCOMPLETE STANDING http://mycoursecalendar.lakeheadu.ca/pg35.html [V Standing)

The Faculty of Education Assessment Rubric. http://education.lakeheadu.ca/undergraduate/uploads/Microsoft_Word_-_Faculty_of_Ed_Grading_Policies.pdf

Advisement: CELL PHONES, PDAs etc. The Faculty of Education cautions Professional Year Candidates that the use of cell phones, personal digital assistants (PDAs), handhelds, etc., in class for personal communications (whether checking voice mail, reading or sending text messages, or making conventional telephone calls) is professionally unacceptable in the context of a class or while a formal presentation is in progress. Moreover, since digital image capturing devices in cameras, cell phones, and PDAs have the potential to be used in a manner that violates the privacy of instructors and students, the Faculty of Education requests that such devices be used only with the prior permission of the person(s) to be photographed.

Most Canadian schools require that cell phones, etc. not be used during hours of instruction. The Faculty of Education requests that students power off or mute their PDAs during classes, presentations, tests and exams, and that, while on practicum, teacher candidates not use them in a way that contravenes the school's or board's protocols.

REFERENCES

Bainbridge, J., & Wolodko, B. (2002). Canadian picture books: Shaping and reflecting national identity. Bookbird, 40(2), 21-27.

Johnston, I. (2000). Literature and multiculturalism. In M.C. Courtland and T. Gambell (Eds.), Young adolescents meet literature: Intersections for learning (pp. 299-320). Vancouver, BC: Pacific Educational Press.

Johnston, I., & Mangat, J. (2003). Cultural encounters in the liminal spaces of Canadian picture books. Changing English,10(2), 99-204.

McLaughlin, M., & De Voogd, G. (2004). Critical literacy as comprehension: Expanding reader response. Journal of Adolescent and Adult Literacy, (48) 1, 52-62.

Saldhana, L. (2008). White picket fences: At home with multicultural children’s literature in Canada. In M. Reimer (Ed.), Home words: Discourses of children’s literature in Canada (pp. 129-143). Waterloo, ON: Wilfrid Laurier University Press.

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RUBRIC: READINGS AND PARTICIPATION

LEVEL 4(A TO A+) LEVEL 3(B- TO B+) LEVEL 2(C- TO C+) LEVEL 1(D/F)Minimal expectations for successful completion of course

$ regular attendance

$ arrives punctually

$ completes assigned readings and contributes thoughtfully to class/small group discussions

$ completes assigned tasks (i.e. text maps) on time; written submissions are well-developed and edited

$ attendance is not regular

$ arrives late/leaves early

$ does not complete assigned readings and so cannot make informed and thoughtful contributions to whole class/small group discussions

$ fails to complete assigned tasks so that the group cannot complete its work

Level of engagement $ demonstrates a level of personal engagement, reflection, and self-initiation, which exceeds expectations

demonstrates personal engagement and self-initiative, and meets expectations

$ suggests some personal engagement and self-initiative, and meets most expectations

$ suggests minimal insufficient engagement and barely meets expectations

Theory/concepts/content

$ demonstrates over time, a transformation from student/teacher candidate to professional educator – a reflective practitioner who understands the relations between theory and theoretically-based curriculum decision making, and the use of appropriate content and teaching strategies to promote students’ literacy learning

$ demonstrates a comprehensive understanding of theory, concepts and content and the implications for practice

$ completed assignments and contributions to small/whole class discussions

$ demonstrate imaginative and/or critical thinking

$ demonstrates a satisfactory understanding of theory, concepts, and content, and the implications for practice

$ completes tasks

$ demonstrates imaginative and/or critical thinking

$ demonstrates marginal/ insufficient understanding of theory, concepts, and content

$ tasks are completed perfunctorily with little/no evidence of connections across ideas and applications of ideas to practice

Interpretive community $ demonstrates over time a transformation from student/teacher candidate to professional educator – who values professional collaboration and contributes constructively to the creation of the interpretive community

$ uses constructive strategies in small group discussions (e.g. invites other group members to contribute; asks questions to clarify a point; negotiates to find a basis for agreement)

$ follows up on others’ ideas, and recognizes the validity of different points of view in group discussions or problem-solving activities

$ works with members of the group to establish clear purposes and procedures for solving problems and completing projects

$ trust is evident

$ engages in some off-task and/or disruptive behaviours

$ experiences some difficulty in working cooperatively with peers

$ treats others courteously

$ contributes to the development of the interpretive community

$ some trust is evident

$ engages in off-task and/or disruptive behaviours

$ experiences difficulty in working cooperatively with peers

$ treats others insensitively (with regard to gender, sexuality, race, age, or culture)

$ constrains trust necessary to build the interpretive community

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RUBRIC: READING JOURNAL

Criteria 1(A to A+)

2(B- to A-)

3(C- to C+)

4(D/F)

" completes entries on time and thus participates actively in class discussions (see schedule)

" keeps log in bound form (i.e. duotang) and submits full log each time it is collected

" entries demonstrate high level of understanding of concepts, content and texts

addressed in the course

ability to analyze/synthesize across texts

capacity for reflection with regards to one’s ‘situatedness’ as an individual and professional in a multicultural society

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RUBRIC: BOOK TALK (TEXT SET PROJECT)

Names: ____________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

Novel: _____________________________________________________________________________________________________________

Group Process (Inquiry)Criteria 1

(A to A+)2

(B- to A-)3

(C- to C+)4

(D/F)

" participates in exploring and selecting texts

" works collaboratively to identify theme/issue

" applies critical literacy skills to analyzing texts

o uses constructive strategies in planning sessions to prepare book talk

o shares workload and responsibility for presentation and handout with group members

/10Group Presentation (Handout)

Criteria 1(A to A+)

2(B- to A-)

3(C- to C+)

4(D/F)

" presentation is interesting and informative

" each group member demonstrates an understanding of the theme/issue

" each group member demonstrates his/her understanding of critical literacy through his/her discussion of a text(s) in the text set

" handout is well organized and addresses theme/issue description, rationale, teaching strategies, and references

/10Instructor Comments

/5

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Total Grade /25

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RUBRIC: GROUP PROJECT: NOVEL STUDY

Names: ____________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

Novel: _____________________________________________________________________________________________________________

Group Process (10 points)Criteria 1

(A to A+)2

(B- to A-)3

(C- to C+)4

(D/F)

" complete assigned section of novel

" comes to the literature circle group with completed role sheet

" uses constructive strategies in discussions

invites others to contribute

shares his/her findings clearly

recognizes the validity of different points of view

treats others courteously and respectfully

works collaboratively with others to identify themes and issues related to identity and representation

Group Project (15 points)Criteria 1

(A to A+)2

(B- to A-)3

(C- to C+)4

(D/F)

" response is imaginative

" demonstrates evidence of complex understanding of Canadian multiculturalism and issues of diversity

" written description of text is well conceptualized, developed and polished

" role sheets are organized (by section of novel)

TOTAL /25

Rationale

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APPENDICES

READER RESPONSE TO LITERACY – Response Activities

Response to Literature. There are many possible ways for a reader to respond to a book. The following list may be used in conjunction with an independent reading program. Children/adolescents are encouraged to use any of these activities, a combination of them or other ideas completely their own.

1. Describe what you liked or disliked about some of the characters.

2. Dramatize a certain episode.

3. Demonstrate something you learned.

4. Make a peep box of an important part.

5. Design a book jacket.

6. Build a scale model of an important object in the book.

7. Draw a clock showing the time an important event occurred.

8. Write another ending for the story.

9. Make up a lost or found advertisement for a person or object mentioned in the story.

10. Illustrate key scenes from the text.

11. Paint a mural of the story or parts of it.

12. Do a watercolour of a scene.

13. Draw or paint main characters or scenes from the book.

14. Compares this book with another you have read on a similar subject.

15. Produce a video of the story.

16. Gather a collection of objects described in the book.

17. Make a collage.

18. Create a puppet show.

19. Devise a poster to “advertise” the book.

20. Pantomime an important part of the book.

21. Read scenes from your book orally, while others pantomime the action (story theatre).

22. Make a life-size figure of a character.

23. Give a talk about the author or illustrator.

24. Write a brief biography of the author.

25. Make characters to use in a flannelboard retelling of the story.

26. Construct a mobile to illustrate your book.

27. Conduct a scientific experiment associated with your reading.

28. Compare illustrations in two books by the same illustrator or different illustrators.

29. Make a diorama.

30. Do a soap or wood carving.

31. Compose a poem about the story.

32. Write and perform a song to accompany your book.

33. Write and perform a readers’ theatre.

34. Tell the story with musical accompaniment.

35. Send a letter to a friend to spread the good word about your book.

36. Design a costume one or more of the characters might have worn. Role play the character(s).

37. Write letters to model the correspondence between two characters.

38. Give an account of what you would have done had you been one of the characters in the same situation.

39. Make up a conversation between two characters in your story.

40. Choose two characters and role play a meeting between them.

41. Write a play featuring one of the characters.

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42. Prepare newspaper articles about the characters’ activities. Include headlines and so on.

43. Read a book about another country. Pretend that you are traveling in that country. Keep a travel diary telling of your experiences in that

country as you read about it.

44. Plan a panel discussion in which panelists discuss their lives as the characters in the book.

45. Read about the life of a famous composer. Bring to class a recording of one of the artist’s famous compositions. Play the record and

explain it.

46. Write an interview:

$ between a character in a book and the author

$ between you and an author

$ between two characters in the book

$ between you and a character in the book

$ between you and a friend discussing the book

47. When four or five people read different books by the same author, arrange a panel discussion covering such questions as:

$ How are the books alike? Different?

$ What are the writer’s greatest strengths? Weaknesses?

$ How do you feel about this author from reading one book?

$ Are you interested in reading more stories by this author?

Each panelist should briefly outline his/her story before the actual discussion.

48. After reading an information book about a topic, write a story based on the facts.

49. After reading a biography or book of fiction, describe the main characters and their individual common problems. Tell how these problems

were or were not solved.

50. After reading an information book, create a game to review items covered.

51. Make a crossword puzzle on a theme derived from a book. Duplicate enough to give to each member of the class.

52. Make a poster (either flat or three-dimensional) which shows a scene or stimulates interest in a book.

53. Construct a miniature stage setting for a scene in a book.

54. Prepare a monologue from the story.

55. If a travel book is read, give an illustrated lecture using maps and pictures.

56. After reading a historical book, make a large, colourful map or time line showing the time covered and the interesting events in the book.

57. Create a “living book” by making a large frame to represent a book and presenting a tableau.

58. Make an original reference book from factual materials read.

59. Compose a choral reading.

60. Read a book that has been made into a movie or television show that you have seen. Create an oral or written report or powerpoint

comparing or contrasting the book with the movie or television show.

61. Create a response that builds on the theme in the text:

$ a eulogy to a character who had died (eulogy may be decorated with dried flowers or watercolour paintings)

$ a book of spells (i.e. in response to Harry Potter novels)

$ a collection of artifacts (i.e. a poem and map on birch bark and leather; diary entries on birch bark encased in burlap)

62. Create an investigative report of a crime/mysterious event in the novel (Report would be based on interviews with eye witnesses).

63. Write a journal from the point of view of one of the characters. Include drawings/paintings which depict the events or setting.

64. Write a comparative essay comparing the life of an artist in fiction (i.e. in The Maestro) with a “real life” artist).

65. Write a personal narrative that describes your personal connections/evocations with a character or the plot.

66. Create a chat room wherein characters meet to talk about the events in the story.

67. Create a powerpoint presentation (may include quotes, photos, background music etc.).

68. Write an essay to examine an issue or conflict explored in the text (i.e. race, gender, war, slavery etc.).

69. Create a body biography. Trace a life size silhouette. Put symbols, words, and phrases on the outline to depict a character.

70. Create a music mix to represent the theme in a book. (Please include a brief written description of the text.)

71. Create an alternative text to portray a new perspective on the book.

Mary Clare Courtland, PhD

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FACILITATOR

Name _____________________________________________Date__________________

Group ___________________________________________________________________

Text _____________________________________________Chapter(s)_____________

Facilitator: Your role is to facilitate discussion, invite group members to share the work they have done, and make sure that everyone has an opportunity to share his/her ideas. You might begin by raising a topic or asking an excellent question about the reading such as the following:

1. What discovery did you make when you read the chapter(s)?2. What was the most important event in the chapter(s)?3. How did you feel about…

Your topic or questions:

1. __________________________________________________________________________

__________________________________________________________________________

2. __________________________________________________________________________

__________________________________________________________________________

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CONNECTOR

Name ___________________________________________Date__________________

Group _________________________________________________________________

Text ___________________________________________Chapter(s)_____________

Connector: When people read, they make connections between the text and their own experiences (text-self), across texts (text-to-text) such as similar books or movies, and between the text and the world (text-to-world). Your role is to think about the connections you made as you read the chapter.

When I read the chapter(s), I thought about…

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________

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RESEARCHER

Name ___________________________________________Date__________________

Group _________________________________________________________________

Text ___________________________________________Chapter(s)_____________

Researcher: The role of researcher is to conduct an informal inquiry about the author or some aspect of the chapter that you found interesting or were curious about. For example, you might find out about the author, research the setting or time period in which the story is set, or inquire about the cultures or backgrounds of characters or events.

There are many ways to gather information – from library books, to talking with an expert on a topic, to searching on the Internet.

My research topic is:_______________________________________________________________

_________________________________________________________________________________

What I doscovered:________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

___________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

_________________________________________________________

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LITERARY CRITIC

Name _____________________________________________Date__________________

Group ___________________________________________________________________

Text _____________________________________________Chapter(s)_____________

Literary Critic: A literary or movie critic reviews a text critically to assist readers or viewers to understand significant aspects of a text and to make judgments about it. Your role is to review the chapter(s) from a critical literacy perspective and to help other readers to become aware of these points.

Some sample questions are:1. What was the author’s intended message in the chapter(s)?2. Whose point of view is projected in this chapter?3. Whose voices are missing?4. How does the chapter(s) contribute to the development of the plot or characters?5. How does the chapter illuminate themes related to Canadian identity, multiculturalism, and

diversity?

My questions:

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

___________________________________________________________________________________________________

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VOCABULARY SEEKER

Name ___________________________________________Date__________________

Group _________________________________________________________________

Text ___________________________________________Chapter(s)_____________

Vocabulary Seeker: Your role is to select vocabulary words that will help you and your group members to better understand the text. Look up the meaning of the words. Invite group members to tell you what they think the words mean. Then share the definitions with them.

Word Page # Meaning

1.

2.

3.

4.

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SKETCH ARTIST

Name ___________________________________________Date__________________

Group _________________________________________________________________

Text ___________________________________________Chapter(s)_____________

Sketch Artist: Your role is to sketch a particular character, event, or scene that you read about in the chapter. You may make a line drawing, cartoon, or other type of illustration. Before you explain what the sketch means to you, invite the members of your group to share their ideas. Make your drawing below, on the back of this page, or on a separate sheet. Write a brief description of your drawing.

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K W L

WHAT DO I KNOW?K

WHAT DO I WANT TO KNOW?W

WHAT DID I LEARN?L

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Bibliography: CANADIAN MULTICULTURAL CHILDREN’S AND YOUNG ADULT LITERATURE

Novels

Aksomitis, L. (2005). Adeline’s dream. Regina, SK: Coteau Books. (From Many Peoples Series – Saskatchewan)

Bell, W. (1998). Zack. Toronto, ON: Doubleday Canada.

Brandis, M. (2003). The quarter-pie window. Toronto, ON: Tundra Books.

Brandis, M. (2003). The sign of the scales. Toronto, ON: Tundra Books.

Brandis, M. (1982). The tinder box. Toronto, ON: Tundra Books.

Brooks, M. (2002). True confessions of a heartless girl. Toronto, ON: Groundwood Books.

Brooks, M. (1997). Bone dance. Toronto, ON: Ground wood Books.

Brown, C. (2003). Louis Riel: A comic-strip biography. San Francisco, CA: Drawn and Quarterly Publication.

Carter, A. L. (2008). The shepherd’s granddaughter. Toronto, ON: Groundwood Books.

Carter, A. L. (2004). Last Chance Bay. Toronto, ON: Penguin Canada.

Chan, G. (2002). Foreign field. Toronto, ON: Kids Can Press.

Chan, G. (2001. The carved box. Toronto, ON: Kids Can Press.

Clark, J. (1997). Dream carvers. Toronto, ON: Puffin Canada.

Crook, C. B. (2001). The hungry year. Markham, ON: Fitzhenry & Whiteside.

Curtis, C. P. (2007). Elijah of Buxton. Toronto, ON: Scholastic Canada Ltd.

Ellis, D., & Walters, E. (2007). Bifocal. Markham, ON: Fitzhenry & Whiteside.

Ellis, D. (2005). Our Canadian girl Keeley book one: Girl from Turtle Mountain. Toronto, ON: Penguin Putnam Canada.

Ellis, D. (2005). Our Canadian girl Keeley book two: Keeley and the mountain. Toronto, ON: Penguin Putnam Canada.

Ellis, D. (2005). Our Canadian girl Keeley book three: Keeley’s big story. Toronto, ON: Penguin Putnam Canada.

Ellis, D. (2004). Heaven shop. Markham, ON: Fitzhenry & Whiteside.

Ellis, D. (2003). Company of fools. Markham, ON: Fitzhenry & Whiteside.

Ellis, D. (2003). Mud City. Toronto, ON: Groundwood Books.

Ellis, D. (2003). Several lives of orphan Jack. Toronto, ON: Groundwood Books.

Ellis, D. (2002). Looking for X. Toronto, ON: Douglas & McIntyre.

Ellis, D. (2002). Parvana’s journey. Toronto, ON: Douglas & McIntyre.

Ellis, D. (2001). Breadwinner. Toronto, ON: Douglas & McIntyre.

Friesen, G. (2000). Men of stone. Toronto, ON: Kids Can Press.

Gilmore, R. (2001). A group of one. Markham, ON: Fitzhenry & Whiteside.

Gingras, C. (2005/2009). Pieces of me. (S. Ouriou, trans.). Toronto, ON: Kids Can Press.

Granfield, L. (1999). High flight. Toronto, ON: Tundra Books.

Hawarth-Attard, B. (2003). Theories of relativity. New York: Henry Holt & Co.

Hawarth-Attard, B. (2002). Irish chain. Toronto, ON: Penguin Books.

Hawarth-Attard, B. (2001). Flying geese. Toronto, ON: HarperCollins.

Hawarth-Attard, B. (1999). Love-lies-bleeding. Toronto, ON: Harpercollins Publishers Ltd.

Holeman, L. (2000). Raspberry house blues. Toronto, ON: Tundra Books.

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Huser, G. (2003). Stitches. Toronto, ON: Groundwood Books.

Johnston, J. (1996). Hero of lesser causes. Toronto, ON: Stoddart Publishing.

Johnston, J. (1995). Adam and Eve and Pinch me. Toronto, ON: Puffin Books.

Kerbel, D. (2008). Mackenzie, lost and found. Toronto, ON: Dundurn Press.

Khan, R. (2009). Wanting Mor. Toronto, ON: Groundwood Books/House of Anansi Press.

Khan, R., & Khosravi, N. (2008). Coming to Canada. Toronto, ON: Groundwood Books. (Chapter Book)

Khan, R. (1999). Dahling, if you love me, would you please, please smile. Toronto, ON: Stoddart Kids.

Kirsh, S. (1995). Fitting in. Toronto, ON: Second Story Press.

Kleitsch, C. (1985). Dancing feathers. Toronto, ON: Annick Press.

Kogawa, J. (1995). Naomi’s road. Toronto, ON: Stoddart Publishing.

Kositsky, L. (2004). The thought of high windows. Toronto, ON: Kids Can Press.

Kouhi, E. (1983). Sarah Jane of Silver Islet. Winnipeg, MB: Queenston House.

Kouhi, E. (1995). Jamie of Fort William. Nepean, ON: Borealis Press.

Little, J. (2003). Brothers far from home: The WWI diary of Eliza Bates. Markham, ON: Scholastic Canada.

Little, J. (2000). Willow and Twig. Toronto, ON: Penguin Group.

Little, J. (1984). Mama’s going to buy a mockingbird. Toronto, ON: Puffin Books.

Lunn, J. (1997). The hollow tree. New York: Random House.

Mac, C. (2004). The Beckoners. Victoria, BC: Orca Book Publishers.

Marineau, M. (1992/1995). The road to Chlifa. (S. Odriou, Trans.). Calgary, AB: Red Deer Press.

Matas, C. (1994). Sworn enemies. Toronto, ON: HarperCollins.

McKay, S. E. (2004). Esther. Toronto, ON: Penguin Group.

McKay, S. E. (2003). Charlie Wilcox’s great war. Toronto, ON: Penguin Canada.

McKay, S. E. (2000). Charlie Wilcox. Toronto, ON: Stoddart Kids.

McNaughton, J. (1994). Catch me once, catch me twice. St. John’s, NL: Tuckamore Books.

Payzant, J. (1992). Who’s a scaredy-cat! A story of the Halifax explosion. Dartmouth, NS: Windmill Press.

Pearce, J. (2002). The reunion. Victoria, BC: Orca Book Publishers.

Pearson, K. (1993). The lights go on again. Toronto, ON: Penguin Books.

Pearson, K. (1991). Looking at the moon. Toronto, ON: Penguin Books.

Pearson, K. (1989). The sky is falling. Toronto, ON: Penguin Books.

Perkyns, D. (2003). Last days in Africville. Vancouver, BC: Beach Holme Publishing.

Porter, P. (2005). The crazy man. Toronto, ON: GroundwoodBooks/House of Anansi Press.

Poulsen, D. A. (2004). Last Sam’s cage. Toronto, ON: Key Porter Books.

Selvadurai, S. (2005). Swimming in the Monsoon Sea. Toronto, ON: Tundra Books.

Skrypuch, B. (2006). Aram’s choice (M. Wood, Illus.). Markham, ON: Fitzhenry & Whiteside.

Skrypuch, M. F. (2008). Daughter of war. Markham, ON: Fitzhenry & Whiteside.

Skrypuch, M. F. (2001). Hope’s war. Toronto, ON: Dundurn Press.

Skrypuch, M. F. (1999). The hunger. Toronto, ON: Dundurn Press.

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Smith, M. (1992). Margy. Don Mills, ON: Maxwell Macmillan Canada.

Smucker, B. (1981). Days of terror. Toronto, ON: Puffin Books.

Smucker, B. (1977). Underground to Canada. Toronto, ON: Penguin Group.

Steiner, C. C. (2001). Shoes for Amelie. (D. Rodier, Illus.). Montreal, QC: Lobster Press.

Stenhouse, T. (2001). Across the steel river. Toronto, ON: Kids Can Press.

Storm, J. (2007). Deadly loyalties. Penticton, BC: Theytus Books.

Stratton, A. (2008). Chanda’s wars. Toronto, ON: HarperCollins Pubishers Ltd.

Stratton, A. (2004). Chanda’s secrets. Toronto, ON: Annick Press.

Van Camp, R. (1996). The lesser blessed. Vancouver, BC: Douglas & McIntyre.

Walsh, A. (1994). Shabash!. Toronto, ON: Dundurn Press.

Walters, E. (2009). Black and white. Toronto, ON: Penguin Group.

Walters, E. (2009). Wounded. Toronto, ON: Penguin Group.

Walters, E. (2006). Shattered. Toronto, ON: Penguin Books.

Walters, E. (2003). Run. Toronto, ON: Penguin Canada.

Walters, E. (2000). Caged eagles. Victoria, BC: Orca Book Publishers.

Walters, E. (1998). War of the eagles. Victoria, BC: Orca Book Publishers.

Walters, E. (1996). Stars. Markham, ON: Fitzhenry & Whiteside.

Watts, I. N. (2002). Finding Sophia. Toronto, ON: Tundra Books.

Watts, I. N. (2000). Remember me. Toronto, ON: Tundra Books.

Watts, I. N. (1998). Good-bye Marianne: A story of growing up in Nazi Germany. New York: Random House.

Wilson, I. (2005). Four steps to death. Toronto, ON: Kids Can Press.

Wilson, I. (2003). Glames of the tiger. Toronto, ON: Kids Can Press.

Wiseman, E. (2006). Kanada. Toronto, ON: Tundra Books.

Wiseman, E. (2004). No one must know. Toronto, ON: Tundra Books (Sequel to Kanada)

Wiseman, E. (1996). A place not home. Toronto, ON: Stoddart Publishing.

Wishinsky, F. (2003). Just call me Joe. Victoria, BC: Orca Book Publishers.

Wynne-Jones, T. (1995). The maestro. Toronto, ON: Groundwood Books.

Ye, T. (2000). White lily. Toronto, ON: Doubleday Canada.

Ye, T. (2003). Throwaway daughter. Toronto, ON: Doubleday Canada.

Yee, P. (2007). Shu-Li and Tamara. (S. Wang, Illus.). Vancouver, BC: Tradewind Books. (Chapter Book)

Yee, P. (2004). The bone collector’s son. Vancouver, BC: Tradewind Books.

Short Stories

Khan, R. (1999). Muslim child: A collection of short stories and poems. (P. Gallinger, Illus.; I. Alli, Sidebars). Toronto, ON:

Napoleon Publishing.

Van Camp, R. (2002). Angel wing splash pattern. Wiarton, ON: Kegedonce Press.

Walsh, A. (Ed.). (2001). Beginnings: Stories of Canada’s past. Vancouver, BC: Ronsdale Press:

Miles, V. The bear tree. (pp. 72-85)

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Walsh, A. Rule of silence, (pp. 99-113) Hawarth-Attard, B. Promises and possibilities, (pp. 141-150) Pogue, C. To begin again, (pp. 175-186)

Yee, P. (2006). What happened this summer. Vancouver, BC: Tradewind Books.

Poetry

Dumont, M. C. (1996). A really good brown girl. London, ON: Brick Books.

Fitch, S. (1997). If you could wear my sneakers. (D. Labrosse, Illus.). Toronto, ON: Doubleday Canada Ltd.

Scoffield, G. (1996). Native Canadiana: Songs from the urban rez. Vancouver, BC: Polestar Book Publishers.

Non-fiction

Chan, A. (2004). Awakening the Dragon: The Dragon Boat Festival. (S. N. Zhang, Illus.). Toronto, ON: Tundra Books.

Ellis, D. (2006). Three wishes: Palestinian and Israeli children speak. Toronto, ON: Groundwood Books.

Ellis, D. (2005). Our stories, our songs: African children talk about AIDS. Markham, ON: Fitzhenry & Whiteside. (NF)

Falconer, S., & White, S. (2007). Stones, bones and stitches: Storytelling through Inuit art. Toronto, ON: Tundra Books.

(Copyright 2007 by McMichael Canadian Art Collection)

Hodge, D. (2006). The kids book of Canadian immigration. Toronto, ON: Kids Can Press.

Levine, K. (2004). Hana’s suitcase: A domumentary. Toronto, ON: CBC Audio.

Levine, K. (2002). Hana’s suitcase: A true story. Toronto, ON: Second Story Press.

Loyie, L. (2006). When the spirits dance. Pentiction, BC: Theytus Books.

Loyie, L. (2005). The gathering tree. Penticton, BC: Theytus Books.

Loyie, L. (2002). As long as the river flows. Toronto, ON: Groundwood Books.

Rivera, R. (2007). Arctic adventures: Tales from the lives of Inuit artists. (J. Marton, Illus.). Toronto, ON: Groundwood Books.

Shoveller, H. (2006). Ryan and Jimmy: And the well in Africa that brought them together. Toronto, ON: Kids Can Press.

Springer, J. (2006). Being Muslim. Toronto, ON: Groundwood Books.

Springer, J. (2006). Genocide. Toronto, ON: Groundwood Books.

Springer, J. (1997). Listen to us. Toronto, ON: Groundwood Books.

Yee, P. (1006). Struggle and hope: The story of Chinese Canadians. Toronto, ON: Umbrella Press.

Picture Books

Ballantyne, E. (2001). The Aboriginal alphabet for children. (J. M. Ross & N. Head, Illus.). Winnipeg: Pemmican Publications.

Bannatyne-Cugnet, J. (2000). From far and wide: A citizenship scrapbook. (S. N. Zhang, Illus.). Toronto: Tundra Books.

Bear, G. (1991). Two little girls lost in the bush. (J. Whitehead, Illus.). Saskatoon: Fifth House.

Bedard, M. (1999). Clay ladies. (L. Tait, Illus.). Toronto: Tundra Books.

Blades, A. (1995). A boy of Tache. Toronto, ON: Tundra Books.

Bouchard, D. (1993). If you’re not from the prairie. (H. Ripplinger, Illus.). Vancouver: Raincoast Books & Summer Wild

Productions.

Bouchard, D. (2002). Song within my heart. (S. Saap, Illus.). Vancouver, BC: Raincoast Books.

Bouchard, D. (2003). Elders are watching. (R. Vickers, Illus.). Vancouver, BC: Raincoast Books.

Brouillet, C. (2001). Un Heros pour Hildegarde. Quebec: Musee du Quebec.

Brownridge, W. R. (1995). The moccasin goalie. (P. Montpellier, Illus.). Victoria, BC: Orca Books.

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Butler, G. (1998). The Hangashore. Toronto: Tundra Books.

Butter, G. (2003). Ode to Newfoundland. Toronto, ON: Tundra Books.

Cambell, N. I. (2008). Shin-chi’s canoe. (K. LaFave, Illus.). Toronto, ON: Groundwood Books.

Campbell, N. (2005). Shi-shi-etko. (K. La Fave, Illus.). Toronto: Groundwood Books.

Cheng, A. (2000). Grandfather counts. (A. Zhang, Illus.). New York: Lee & Low Books.

Condon, P. (2000). Changes. Saskatoon: Gabriel Dumont Institute.

Cooper, J. (1993). Someone smaller than me. (A. Padlo, Illus.). Iqaluit, Nunavut: Baffin Divisional Board of Education.

Cummings, P. (2004). Out on the ice in the middle of the bay. (A. Priestley, Illus.). Toronto: Annick Press.

Davidge, B., & Wallace, I. (1993). The mummer’s song. Toronto: Douglas & McIntyre.

Davis, A. (2003). Bagels from Benny. (D. Petricic, Illus.). Toronto: Kids Can Press.

Demers, D. (2003). L’Oiseau des Sables. (S. Poulin, Illus.). St. Lambert, Quebec: Dominique et Compagnie.

Downie, M. A. (2005). A pioneer ABC. (M.J. Gerber, Illus.). Toronto: Tundra Books.

Doyle-Wood, S. (2006). Chisani. Toronto, ON: equitystorybooks.

Elwin, R. (1990). Asha’s mums. (D. Lee, Illus.). Toronto: Women’s Press.

Eyvindson, P. (1993). The missing sun. (R. Brynjolson, Illus.). Winnipeg: Pemmican Publications.

Eyvindson, P. (1996). Red parka Mary. (R. Brynjolson, Illus.). Winnipeg: Pemmican Publications Inc.

Fitch, S. (2001). No two snowflakes. (J. Wilson, Illus.). Victoria, BC: Orca Book Publishers.

Garay, L. (2002). The kite. Toronto, ON: Tundra Books.

Gay, M. (2000). Stella reine des neiges. Quebec: Dominique et Compagnie.

Gilmore, R. (1998). A gift for Gita. (A. Priestley, Illus.). Toronto: Second Story Press.

Gilmore, R. (1994). Lights for Gita. (A. Priestly, Illus.). Toronto: ON: Second Story Press.

Gilmore, R. (1996). Roses for Gita. (A. Priestly, Illus.). Toronto, ON: Second Story Press.

Gilmore, R. (1999). A screaming kind of day. (G. Sauve, Illus.). Markham, ON: Fitzhenry & Whiteside.

Gorman, L. (2005). A is for Algonquin Park: An Ontario alphabet. (M. Rose, Illus.). Chelsea, Michigan: Sleeping Bear Press.

Gregory, N. (1995). How Smudge came. (R. Lightburn, Illus.). Red Deer, AB: Red Deer College Press.

Gutierrez, E. (2005). Picturescape. Vancouver, BC: Simply Read Books.

Harrison, T. (2002). Courage to fly. (Z. Huang, Illus.). Red Deer, AB: Red Deer Press.

Highway, T. (2001). Caribou song. (B. Deines, Illus.). Toronto: HarperCollins Publishers.

Highway, T. (2002). Dragonfly kites. (B. Deines, Illus.). Toronto: HarperCollins Publishers.

Highway, T. (2003). Fox on the ice. (B. Deines, Illus.). Toronto: HarperCollins Publishers.

Jennings, S. (2000). Into my mother’s arms. (R. Ohi, Illus.). Markham, ON: Fitzhenry & Whiteside.

Khan, R. (1988, 2004). The roses in my carpets. (R. Himler, Illus.). Markham, ON: Fitzhenry & Whiteside.

King, T. (1992). A Coyote Columbus story. (W.K. Monkman, Illus.). Toronto: A Groundwood Book, Douglas & McIntyre Ltd.

Kusugak, M. (1993). Northern lights: The soccer trails. (V. Krykorka, Illus.). Toronto: Annick Press.

Littlechild, G. (1993). This land is my land. San Francisco: Children’s Book Press.

Loewen, I. (1993). My kokum called today. (G. Miller, Illus.). Winnipeg: Pemmican Publications Inc.

Major, K. (2000). Eh? To Zed. (A. Daniel, Illus.). Red Deer: Red Deer Press.

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Major, K. (2005). Aunt Olga’s Christmas postcards. (B. Roberts, Illus). Toronto, ON: Groundwood Books.

McGugan, J. (1994). Josepha: A prairie boy’s story. (M. Kimber, Illus.). Red Deer, AB: Red Deer College Press.

Moak, A. (2002). A big city ABC. Toronto: Tundra Books.

Mollel, T. M. (1999). My rows and piles of coins. (E. B. Lewis, Illus.). New York: Clarion.

Morck, I. (1996). Tiger’s new cowboy boots. (G. Graham, Illus.). Red Deer, AB: Red Deer College Press.

Munsch, R. (2001). Up, up, down. (M. Martchenko, Illus.). Markham, ON: Scholastic.

Munsch, R. & Ascar, S. (1995). From far away. (M. Martchenko, Illus.). Toronto: Annick Press.

Nanji, S. (2000). Treasure for lunch. (Y. Cathcart, Illus.). Toronto: Second Story Press.

Nicholson, C. D. (2008). Niwechihaw: I help. (O. Morin-Neilson, Trans.). Groundwood Books.

Oberman, S. (1994). The always prayer shawl. (T. Lewin, Illus.) Honesdale, PA: Boyds Mill Press, Caroline House; distributed

by St. Martin’s Press.

Oberman, S. (1997). By the Hanukkah light. (N. Waldman, Illus.). Honesdale, PN: Boyds Mill Press, Inc.

Pawagi, M. (1998). The girl who hated books. Toronto: Second Story Press.

Pendziwol, J. (2004). Dawn watch. (N. Debon, Illus.) Toronto: Groundwood Books.

Pendziwol, J. (2005). The red sash. (N. Debon, Illus.) Toronto: Groundwood Books.

Quinlan, P. (1994). Tiger flowers. (J. Wilson, Illus.). Toronto: Lester Pub.

Ruurs, M. (2000). A mountain alphabet. (A. Kiss, Illus.). Toronto: Tundra Books.

Sanderson, E. (1990). Two pairs of shoes. (D. Beyer, Illus.). Winnipeg: Pemmican Publications Inc.

Sauriol, L. (2004). Les Trouvailles d’Adami. (Franson, L., Illus.). Quebec: Les éditions soleil de minuit.

Setterington, K. (2004). Mom and Mum are getting married. (A. Priestley, Illus.). Toronto: Second Story Press.

Skirving, J. (2006). P is for puffin: A Newfoundland and Labrador alphabet. (O. Archibald, Illus.). Chelsea, MI: Sleeping Bear

Press.

Skrypuch, M.F. (1996). Silver threads. (M. Martchenko, Illus.). Toronto: Penguin Books Canada.

Spalding, A. (1999). Me and Mr. Mah. (J. Wilson, Illus.). Victoria, BC: Orca Book Publishers.

Spalding, A. (2001). It’s raining, it’s pouring. (L. E. Watts, Illus.). Victoria, BC: Orca Book Publishers.

Steffen, C. (2003). A new home for Malik. (J. Stopper, Illus.). Calgary: Calgary Immigrant Woman’s Association.

Taylor, J. (2004). Making room. (P. Rankin, Illus.). Toronto: Tundra Books.

Thien, M. (2001). The Chinese violin. (J. Chang, Illus.). Vancouver: Whitecap Books.

Trottier, M. (1995). The tiny kite of Eddie Wing. (A. Van Mil, Illus.). Toronto: Stoddart Kids.

Trottier, M. (1997). Heartsong = Ceòl cridhe. (P. MacAulay-Mackinnon, Illus.). Sydney, N.S.: University College of Cape

Breton Press.

Trottier, M. (1999). Flags. (P. Morin, Illus.). Toronto: Stoddart Kids.

Trottier, M. (1998). The walking stick. (A. G. Galouchko, Illus.) Toronto: ON: Stoddart Kids.

Uegaki, C. (2003). Suki’s kimono. (S. Jorisch, Illus.). Toronto: Kids Can Press.

Ulmer, M. (2001). M is for maple: A Canadian alphabet. (M. Rose, Illus.). Chelsea, MI: Sleeping Bear Press.

Upjohn, R. (2007). Lily and the paper man. (R. Benoit, Illus.). Toronto, ON: Second Story Press.

Van Camp, R. (1998). What’s the most beautiful thing you know about horses? (G. Littlechild, Illus.). San Francisco:

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Children’s Book Press.

Van Camp, R. (1997). A man called Raven. (G. Littlechild, Illus.). San Francisco: Children’s Book Press.

Waboose, J. B. (1997). Morning on the Lake. (K. Reczuch, Illus.). Toronto: Kids Can Press.

Waboose, J.B. (2000). Sky sisters. (B. Deines, Illus.). Toronto: Kids Can Press.

Wallace, I. (1999). Boy of the deeps. Toronto, ON: Groundwood Books.

Wallace, I. (2000). Duncan’s way. Toronto, ON: Douglas & McIntyre.

Wiebe, R. H. (1992). Chinook Christmas. (D. F. More, Illus.). Red Deer, AB: Red Deer College Press.

Ye, T. (1999). Share the sky. (S. Langlois, Illus.). Toronto: Annick Press.

Yee, P. (1991). Roses sing on new snow. (H. Chan, Illus.). Toronto, ON: Groundwood Books.

Yee, P. (1996). Ghost Train. (H. Chan, Illus.) Toronto: Douglas & McIntyre/Groundwood.

Yee, P. (2002). The Jade Necklace. (G. Lin, Illus.). New York: Crocodile Books.

Yee, P. (2004). A song for Ba. (J. P. Wang, Illus.). Groundwood Books/Douglas & McIntyre.

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RUBRIC: ED3239FA - CANADIAN MULTICULTURAL CHILDREN’S LITERATURE

SCHEDULE: FALL 2009Date Topics/Opportunities for Learning Readings/Assignments/Due Dates

Week 109/09/09

Welcome/Introductions Read aloud

- predicting- imaging- voice-in-the-head

Discuss course outline Explain journal Book talk (novels) Form literature circle groups

• Index cards

Week 209/09/16

$ Read aloud- think aloud (modelling)

$ Critical literacy$ Share journals$ Discuss literature circles approach$ Groups meet to “chunk” novel and assign roles

$ Bainbridge$ McLauighlin & DeVoogd$ Submit journal (cultural autobiography

and entries on first two readings)

Week 309/09/23

$ Picture book workshop$ Sample responses to picture books$ Discuss text set project

$ Johnston & Mangot

Week 409/09/30

$ Explore picture books by Aboriginal authors$ Share journals$ Literature circles$ Planning time (text set project)

$ Wolf & DePasquale$ Read ¼ of novel. Come with completed

role sheets and copy of novel

Week 509/10/07

$ Present responses to picture books$ Literature circles$ Determine order for text set book talks$ Planning time (text set project)

$ Bring response$ Read ¼ of novel. Come with completed

role sheets and copy of novel.$ Submit journal (include response to the

picture book as well as entries related to readings to date.)

Week 609/10/14

$ Book talks on text sets $ Bring the text set and sufficient copies of handouts for class.

Week 709/10/21

$ Presentation: The Breadwinner$ Share journals$ Discuss final project$ Literature circles$ Planning time

$ Johnston$ Read ¼ of novel. Come with completed

role sheets and copy of novel.

Week 809/10/28

$ Share journals$ Literature circles$ Planning time

$ Saldhana$ Read ½ of novel. Come with completed

role sheets and copy of novel.$ submit journal. Include all entries and final

reflection.

Week 909/11/04

$ Gallery walk (group projects)$ Evaluation of course

$ Submit grou project (folder with role sheets and one-page description of theme/symbolism)

$ Submit project rubric

28