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Roseneath Theatre

This tour is made possible in part by a grant from the Canada Council for the Arts

STUDY GUIDE

By Chris Craddock

The Incredible Speediness

of Jamie Cavanaugh

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Touring World-Class Plays to Schools and Theatres since 1983

THEYOUSSEF-WARRENFOUNDATION

an Ontario government agencyun organisme du gouvernement de l’Ontario

J.P Bickell Foundation

Lead Corporate Donor:

studio labtheatre foundation

THE MUSAGETES FUND

An agency of the Government of OntarioUn organisme du gouvernement de l’Ontario

forGrades 4-8

Study Guide created/updated by Roseneath Theatre 2016

Contributors:Gretel Meyer Odell (Education & Marketing Manager, Roseneath Theatre)

Andrew Lamb (Artistic Director, Roseneath Theatre) Nan Chen (Faculty of Education, Queen's University)

Gloria Mok (OISE, University of Toronto)Laura Hughes (OISE, University of Toronto)

Ciana Henderson (Queen's University)Alison Logan (Educator, Consultant)

Liane Shaw (Educator, Consultant and Author of the 2009 Study Guide)

TABLE OF CONTENTS

TABLE OF CONTENTS

BEFORE THE PERFORMANCE.......................................................3

THE COMPANYAbout Roseneath Theatre............................................................. 4The Cast.......................................................................................4The Creative Team........................................................................4

ABOUT THE PLAYCurriculum Connections...............................................................5Synopsis......................................................................................5

DIRECTOR’S NOTE.......................................................................6

INTRODUCTION TO THE STUDY GUIDE........................................ 6Study Guide Curriculum Expectations........................................ 7-9

GLOSSARY............................................................................... 10-11

PRE-SHOW AND POST-SHOW QUESTIONS...................................12

PRE-SHOW ACTIVITIES...........................................................13-16

POST-SHOW ACTIVITIES..........................................................17-21

APPENDICES..........................................................................22-28

RESOURCES...........................................................................29-32

SOURCES....................................................................................33

CONTACT US...............................................................................33

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BEFORE THE PERFORMANCEThe theatre is a place where many people gather together to enjoy live performances. It is important to remember that theatre is an active experience. The actors want the audience to be responsive to what is happening on stage by laughing, clapping and truly enjoying the experience of live theatre. However, because live theatre is interactive and the performers can be distracted by disruptions from the audience there are a few things to consider when watching any live performance. Students and teachers should be reminded of these simple ground rules before any performance at your school.

Cell Phones: Anything that beeps, buzzes or chimes needs to be turned off completely. The light your phone creates when texting is often just as distracting so it is best to turn your phone off, rather than just muting it.

Photos/Videos: While it is true that flash photography is distracting, it is also important to know that it is not legal to record or photograph a professional production in any way due to design/copyright and performers' union regulations. Please do not take photos or videos of the performance at your school.

Food and Drink: Please do not bring any food to the performance. It can be distracting in terms of both sound and smell for the actors and your fellow audience members.

Talking: It is never okay to talk during a show. It is appropriate to laugh when things are funny, gasp when things are shocking and, most definitely, to show your appreciation to the performers by applauding when the play has finished. The sounds we make naturally when we are really listening to a story are great. The sounds we make when we stop listening should be saved for after the show.

More Info for Teachers

Students and teachers should remain seated during the performance.

No one should be allowed to leave the auditorium during the performance unless it is absolutely necessary.When, and if it is really necessary, leaving the performance space should be done as quietly and politely as possible. Exit doors which are often very noisy should be opened and shut carefully so as not to disturb others.

Students need to be supervised during the performance. Please seat teachers in a position where they can respond quickly to disturbances that might arise. Please quietly remove disruptive students that continue to act up, call out or disturb others during a performance.

Enhance your experience.Ask students to prepare one question to ask the actors after the show during the Q&A. Brainstorm possible topics to get the most out of the experience!

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RICHARD GREENBLATTDirector

RICK SACKSSound Designer

KELLY WOLFSet & Costume

Designer

BURGUNDY CODEMom/Hardplace

DANA PAULStage Manager

CHRIS CRADDOCKPlaywright

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ABOUT ROSENEATH THEATRE

THE CREATIVE TEAM

THE COMPANY

Established in 1983, Roseneath Theatre is one of Canada’s leading producers of award-winning theatre for children and their families. Roseneath Theatre’s plays address issues that resonate with today’s youth, encouraging them to reflect on themselves and their place within the community. The company’s extraordinary commitment to excellence has earned many accolades, including 37 Dora Mavor Moore Awards nominations and a total of 14 Awards. Roseneath was a recent finalist for the Ontario Premier’s Award for Excellence in the Arts.

ROSE NAP0LIJamie

MATTHEW GORMANMax

KALEB ALEXANDERDad/Rock

ABOUT THE PLAY

Synopsis

Have you ever had a really bad day? You know the kind. You get up late. Your hairdryer breaks. The car won’t start and you’re late for work on the one day you have to be on time. You have twenty things on your mind that won’t settle in one place long enough for you to grab hold of them. You feel uptight, frantic and overwhelmed in a world that is spinning around at hyper speed.

Jamie Cavanaugh has lots of those days. She always seems to be moving too fast, her mind on overload and her attention flying around and landing everywhere but where it should be. If she isn’t accidentally knocking over the fishbowl for the millionth time, she’s missing the school bus or letting words come out her mouth that should stay in. She finds herself in trouble all of the time, both at school and at home, in spite of her desire to do the right thing. When the suggestion is made that a school social worker might help her sort things out a little, Jamie gets a chance to talk things out. As she describes her whirlwind life, she has a sud-den flash of insight – she decides that she doesn’t have a problem after all, but a gift….the power of super-speed!

Jamie shares her new discovery of superpowers with her best friend Max, who is struggling with his own issues. Jamie and Max find themselves between a Rock and a Hardplace, literally and figuratively, as they end up in a conflict with the school bullies that results in Jamie hitting Rock. Life goes from bad to worse as Max and Jamie have an argument and their friendship starts to split apart.

Meanwhile, Jamie’s parents, having been contacted by the school social worker, have started to worry that their daughter has Attention Deficit Hyperactivity Disorder (ADHD). They make an appointment with a pae-diatrician and their suspicions are confirmed. Jamie begins to doubt her superpowers and starts to think that maybe she does have a problem after all. She starts a trial round of medications for the ADHD that leave her feeling like someone else is walking around in her body. She begins to feel more like a villain than a superhero, and in frustration, she lashes out throwing and breaking things. This time on purpose.

But, as most bad days do, Jamie’s comes to an end as a brighter morning promises to arrive. New medica-tions seem to be working and her head feels clear for the first time ever. She discovers ways to manage her ADHD and even starts to help her dad get a handle on some of his time management problems through accommodations she has been taught to use. She repairs her friendship with Max, while discovering a sur-prising new friend in Rock, who isn’t quite as tough as he appears to be when he’s around Hardplace. Jamie begins to realize that, even though she might not be a comic book superhero, she is super just the way she is; she feels better about herself. Life has taken a turn for the better for Jamie Cavanaugh. The Incredible Speediness of Jamie Cavanaugh is an insightful look at the impact of ADHD on a child’s life, told with gentle humour and passionate honesty. As the irrepressible Jamie tells us her story in her own words, both as a participant in the story and as an observer, we can’t help but be drawn in as we take a walk – or rather a run – in the shoes of a child with ADHD.

Curriculum Connections: Social Studies and the Humanities, Health and Physical Education,

Equity and Inclusive Education, Drama, English

Themes: Learning Disabilities, ADHD, Identity, Imagination, Self-Advocacy, Mental Health and Wellness

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DIRECTOR’S NOTE

INTRODUCTION TO THE STUDY GUIDE

Jamie Cavanaugh is a fascinating heroine - smart, charismatic, feisty, and fiercely determined. She is also suffering from a physiological condition not of her making, which affects her behaviour. And yet this play is only peripherally about ADHD and its symptoms. The play really is about how young people deal with significant problems in their lives. It is about the nature of friendship. It is about understanding others, and the essence of empathy. It is about storytelling itself, and has at its core, the message that everyone has a fascinating and unique story to tell. The decision to design the show based on cartoon artwork seemed a serendipitous confluence of form and content in this play. Jamie tries to explain her feelings of differentness - her speediness - as a superhero asset. Many young people connect to this metaphor as a mythic explanation for the great forces of conflict in their lives. Like the X-Men, whose genetic abnormalities are manifested as super powers, Jamie has to find a way to interpret and understand her "specialness" as an asset, as opposed to a "disability". This is the very definition of the conflict between individuality and conformity with which we all grapple. It is all part of the process of growing up.

RICHARD GREENBLATTDirector

With this study guide, we provide questions, vocabulary, activities, and resources that will support teachers and students to broaden and deepen their explorations of The Incredible Speediness of Jamie Cavanaugh long before the actors arrive at their schools and long after the final sounds of applause fade away. Here you will find jumping off points to engage in the difficult, but important work of discussing ADHD, identity, bullying, learning disabilities, and mental health.

Find how The Incredible Speediness of Jamie Cavanaugh and the activities found within this guide can help your classroom address the curriculum in the Curriculum Expectations section. Use the Glossary to spark and expand discussions about words that students hear in everyday conversation, but may not fully understand, such as 'ADHD' or ‘stigma’. Challenge your students to continue to reflect and think critically about their experiences of the play and of its themes and concepts in the Pre and Post-Show Questions and Activities sections.

Build excitement and foster curiosity about The Incredible Speediness of Jamie Cavanaugh's fast-paced, insightful storytelling. Use the Pre-Show Questions and Activities to get students to start thinking about issues tackled in the play and check their prior knowledge of ideas like bullying, learner styles and preferences, as well as mental wellness.

Create a variety of lessons to allow students of all learning styles to continue engaging with the show using the Post-Show Questions and Post-Show Activities sections. Allow students to critically engage with concepts raised by the show, such as empathy and understanding for others, kindness, respect, courage to face life’s challenges, divorce, learning disabilities, and strategies and services to support those in need. Explore together the approaches that foster a more supportive and equitable learning environment, and how the strategies that help one student can be beneficial for other students.

Extend explorations of the discrimination and stigma associated with learning disabilities and mental wellness beyond the Study Guide with stories, histories, and support services and programs of community, national, and international organizations found in the Resources section.

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CURRICULUM EXPECTATIONS (page 1 of 3)

Health and Physical Education Grade 4-8 Overall Expectations

C1. demonstrate an understanding of factors that contribute to healthy development;C2. demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being;C3. demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.

Health and Physical Education Grade 4-8 Living Skills

1.1 use self-awareness and self-monitoring skills to help them understand their strengths and needs, take responsibility for their actions, recognize sources of stress, and monitor their own progress, as they partici-pate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living;1.4 apply relationship and social skills as they participate in physical activities, develop movement compe-tence, and acquire knowledge and skills related to healthy living to help them interact positively with others, build healthy relationships, and become effective team members; 1.5 use a range of critical and creative thinking processes to assist them in making connections, planning and setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education.

Health and Physical Education Grade 4-6 Specific Expectations

Grade 4C1.3 describe various types of bullying and abuse (e.g., social, physical, verbal), including bullying using tech-nology (e.g., via e-mail, text messaging, chat rooms, websites), and identify appropriate ways of responding; C2.2 apply a decision-making process (e.g., identify potential dangers and risks, consider ways to stay safe, consider the pros and cons of each option, consider whether they need to check with an adult, choose the saf-est option, act, reflect on their decision, consider whether there is anything they could improve for next time) to assess risks and make safe decisions in a variety of situations.

Grade 5C1.1 identify people and supportive services that can assist with injury prevention, emergencies, bullying, and abusive and violent situations; C2.4 describe emotional and interpersonal stresses related to puberty, and identify strategies that they can apply to manage stress, build resilience, and enhance their mental health and emotional well-being; C3.2 explain how a person’s actions, either in person or online, can affect their own and others’ feelings, self-concept, emotional well-being, and reputation.

Grade 6C1.3 identify factors that affect the development of a person’s self-concept (e.g., environment, evaluations by others who are important to them, stereotypes, awareness of strengths and needs, social competencies, cul-tural and gender identity, support, body image, mental health and emotional well-being, physical abilities); C2.3 apply personal skills and interpersonal skills (e.g., self-awareness and self-management skills, including anger management; communication skills, including listening skills and assertiveness skills) to promote posi-tive interaction and avoid or manage conflict in social situations; C3.3 assess the effects of stereotypes, including homophobia and assumptions regarding gender roles and expectations, sexual orientation, gender expression, race, ethnicity or culture, mental health, and abilities, on an individual’s self-concept, social inclusion, and relationships with others, and propose appropriate ways of responding to and changing assumptions and stereotypes.

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Health and Physical Education Grade 7-8 Specific Expectations

Grade 7C2.2 assess the impact of different types of bullying or harassment, including the harassment and coercion that can occur with behaviours such as sexting, on themselves and others, and identify ways of preventing or resolving such incidents. Grade 8C2.3 explain how stress affects mental health and emotional well-being, and demonstrate an under-standing of how to use a variety of strategies for relieving stress and caring for their mental health; C3.2 analyse the impact of violent behaviours, including aggression, anger, swarming, dating violence, and gender-based or racially based violence, on the person being targeted, the perpetrator, and by-standers, and describe the role of support services in preventing violence.

Drama Grade 4-6 Overall Expectations

B1.Creating and Presenting: apply the creative process to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories;B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.

Drama Grade 7-8 Overall Expectations

B1. Creating and Presenting: apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and mul-tiple perspectives;B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.


Aaron Willis, Andrew Moodie, Madeleine Donohue, Emma Hunter photo - Jona Stuart (2009)

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Language Arts Curriculum Grade 4-8 Overall Expectations

Oral Communication1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;2. use speaking skills and strategies appropriately to communicate with different audiences for a vari-ety of purposes; 3. reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

Reading1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, us-ing a range of strategies to construct meaning;2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understand-ing of how they help communicate meaning; 3. use knowledge of words and cueing systems to read fluently;4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

Writing1. generate, gather, and organize ideas and information to write for an intended purpose and audience; 2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylis-tic elements appropriate for the purpose and audience; 3. use editing, proofreading, and publishing skills and strategies, and knowledge of languageconventions, to correct errors, refine expression, and present their work effectively; 4. reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.


Aaron Willis, Emma Hunter 2009photo Jona Stuart

Accommodations - special teaching strategies, human supports, and/or individualized equipment that help a student learn or demonstrate learning with greater ease and effectiveness (e.g. ad-ditional time when taking a test, having instructions read aloud, a calculator, etc.). Everyone deserves the right accommodations to succeed at school, home, or work.

Attention Deficit Disorder (ADD) - a biologically-based disorder that includes distractibility, impulsiveness, as well as severe diffi-culty in focusing and maintaining attention.

Attention Deficit Hyperactivity Disorder (ADHD) - a form of ADD that includes hyperactivity. Children with ADHD are often unable to sit still. They may walk, run or climb around when others are seated, and frequently talk when others are talking. This often leads to learning and behavior problems at home, school, and work.

Assistive Technology - any item, piece of equipment, or product system that is used to increase, main-tain, or enhance the ability of individuals to be more efficient and successful. (e.g. computer spellcheck-er, wheelchairs, closed captioning, automatic door openers, etc.)

Bully - a person who uses strength or power to hurt, frighten, exclude, or insult others.Bullies can inflict harm, for example, through verbal, non-verbal, physical, or electronic means.

Bystander - a person who witnesses an event (e.g. bullying), but does not get involved.

Equity - a state of fair, inclusive and respectful treatment of all people. Equity does not mean treating people the same without regard for individual differences.

Diversity - the presence of a wide range of human qualities and attributes within a group, organization, or society. The dimensions of diversity include, but are not limited to, ancestry, culture, ethnicity, gen-der, gender identity, language, physical and intellectual ability, race, religion, sex, sexual orientation, and socio-economic status.

Divorce - to end marriage with one's spouse.

Education Assistant (EA) - an individual who assists a teacher with instructional responsibilities and con-tributes to the development of a more effective learning environment for the students. An EA often helps the main teacher by managing students with learning disabilities, such as ADHD and physical disabili-ties, such as blindness or deafness.

Individualized Education Plan (IEP) - a written plan describing the special education program and/or services required by a particular student, including a record of the particular accommodations needed to help the student achieve his or her learning expectations.

In-School Support Team - A school-based team with varying levels of expertise that suggests teaching strategies and recommends formal and informal assessments to classroom teachers who have students with special education needs. In most schools, the core members may include the principal or vice-prin-cipal, the special education resource teacher, a guidance counsellor, and the student’s current teacher.

Learning Disabilities (LD) - refer to a number of disorders which may affect the organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning.

GLOSSARY (page 1 of 2)

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GLOSSARY (page 2 of 2)

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Learning Modalities - the sensory channels or pathways through which individuals give, receive, and store information. The common modalities include visual (seeing), auditory (hearing), and tactile/kines-thetic (moving), but can also include smell and taste. The more modalities we activate, the more learn-ing will take place.

Learning Style - an individual's unique approach to learning based on strengths, weaknesses, and pref-erences. Learning styles influence how students learn, how teachers teach, and how the two interact.

Medical Treatment - the management and care of a patient using professional knowledge and skill to combat disease or disorder.

Medication (or “Meds”) - a substance used for medical treatment, especially a medicine or drug. [Though medication may not be the route that everyone chooses, Jamie uses medication prescribed by her doc-tor to help keep her ADHD symptoms under control.]

Mental Health - the capacity of an individual to interact with other people and with the person's environ-ment in ways that promotes the person's sense of well-being, enhances their personal development and allows the person to achieve their life goals.

Mental Wellness - a state of well-being in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community.

Modifications (Modified Expectations) - changes or alterations, usually to make something work better. In schools, modifications are changes a teacher makes to the grade-level expectations for a subject or course in order to meet a student’s learning needs.

Self-Advocacy - the development of specific skills and understandings that enable children and adults to explain their specific learning needs to others and work positively with the attitudes of peers, parents, teachers and employers.

Self-Esteem - how we see ourselves and how we feel about ourselves.

Sexism - prejudice, stereotyping, or discrimination, on the basis that one sex is better than another and therefore not equal.

Stereotype - a generalization, usually exaggerated or oversimplified and often offensive, that is used to describe or distinguish a group.

Stigma - a widely held negative stereotype (ie: all teenagers are lazy)

Student Profile - an information gathering and planning tool used to compile detailed information on an individual student’s strengths and needs and the methods of assessment and instruction that best suit the student’s strengths, learning style, preferences, needs and interests.

Symptom - changes in a person's mind or body that indicate they may be suffering from a particular ill-ness.

Teaching Assistant or Teaching Aide (TA) - see ‘Education Assistant.’

Therapy - the treatment for physical, mental or behavioral challenges that is meant to cure, support, and/or rehabilitate.

Upstander - a person who is willing to stand up and take action in defense of others.

Pre-show discussion

• What is a learning disability? What are some examples you have experienced or seen?• What does a learning disability have to do with mental wellness?• Why do you think life might be more difficult for someone with a learning disability?• Why do you think some people might not give someone with a learning disability the same

opportunities as someone else?• What are some of your strengths/talents?• What is your dream? What if someone told you that you could not achieve your dream? How

would you feel?• What phrases or words have you heard people use that put down another person (or group

of people) who behave differently or need support with learning?• What do people mean when they say these things? What assumptions do we make about

certain groups and their needs?• What happens when people make assumptions about what a person can or can’t do?• Accommodations such as being given extra time, can be very helpful to students with learn-

ing disabilities as well as everyone at school. What are some examples of accommodations that can help everyone?

• Assistive technology such as automatic sliding doors can be very helpful to people with wheelchairs, bicycles, strollers, grocery carts, etc. What are some examples of assistive technology we all use?

Post-show discussion:

• What was meaningful and/or important to you about the production today?• Explain an image or a moment in the play that stood out for you or struck you emotionally.• How did the design of the show (the set, the sound and music composition and costumes)

contribute to the appeal of the production?• Max and Jamie are best friends. What were some of the positive things Max did to support

Jamie? What were some of the positive things Jamie did to support Max?• Jamie’s ADHD affects her relationships at school and at home. What were some of the chal-

lenges Jamie faced at home and at school?• What were some of Jamie’s strengths as a person? How did she overcome the challenges of

ADHD? How did she handle bullies?• Rock displays bullying behaviour at the beginning of the play, but becomes an upstander

towards the end. Why do you think Rock was behaving this way in the first place?• The notion of sexism is that one sex (male or female) is better than another and therefore

not equal. In the play, Jamie discusses the ‘sexism’ women and girls face at school and at home. What are some examples of ‘sexism’ you can think of that affect men and/or wom-en? Why do you think it is an important issue?

• What else could Jamie’s teacher have done to better support Jamie?• Jamie receives treatment for her ADHD. What fears did she have leading up to the treat-

ment? What did Jamie’s parents do to support her?

PRE-SHOW and POST-SHOW QUESTIONS

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Recommended For: Grades 4-8, Extension for Grades 7-8Learner Focus: Bodily-Kinesthetic, Interpersonal

The goal of this activity is for students to recognize that they more in common with others than is always evident. This activity uses group work to assess students' understanding of one another and to increase self-awareness.

Instructional Procedures:

Note: This activity may be implemented in four different formations: students sitting at their desks, standing randomly about the room, sitting in a circle of chairs, or standing in a circle.

The teacher calls out a series of statements and, if the statement applies to them, students stand or step forward and call back “That’s me!” Some possible examples are:

Stand if…• You love to read• You love sports• You love to dance• You enjoy playing video games• You like writing stories• You like puzzles• You like acting, singing, or dancing• You love to draw or paint, or make crafts• You love math• You like to go outside• You wear glasses• You like to sit in the front of the room• You love to talk in front of the class• You like listening to music when you work• You like to be in silence when you work• You have trouble focusing in class Students are encouraged to notice classmates who have acknowledged the same statement as them-selves and the similarities they share. At the end of the activity, the class might discuss the notion that there are several different learning styles and that everyone has different preferences that help them learn best.

Extension (for Grade 7-8 students):

*Note: Teachers should use discretion when asking students to stand for the statements below, which are more direct and related to sensitive topics. It is important that students feel safe to disclose this information.

Stand if…• You have a friend or family member who has a learning disability (e.g. ADHD)• You have a friend or family member who has ____• You have a friend or family member who has overcome a difficult life challenge

At the end of the activity, the class might discuss the notion that many people face challenges in life, but with the right amount of support there is no challenge that is too difficult to overcome.

Resources: Swartz, L. & Nyman D. (2010). Drama Schemes, Themes & Dreams: How to plan, structure, and assess classroom events that engage all learners. Pembroke Publishers: Ontario, Canada.

PRE-SHOW ACTIVITIES Activity #1: That's Me

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Recommended For: Grades 4-6, Extension for Grades 7-8Learner Focus: Logical-Mathematical, Intrapersonal

The goal of this activity is for students to self-assess their learning styles and preferences by reflecting on their unique strengths and interests. Teachers can use this information to create a class learning profile.

Materials Needed:

Learning Style Inventory (Appendix A) Multiple Intelligences Inventory (Appendix B)Pencils and erasers

Instructional Procedures (for Grade 4-6 students):Note: Each of these self-assessments is to be done individually.

Learning Style Inventory:• Introduce the idea of Learning Styles and Modalities• Give students time to complete the Learning Style Inventory• Invite students to share what type of learner they are (visual, auditory, and kinesthetic)

Multiple Intelligences Inventory:• Introduce the idea of Multiple Intelligences• Give students time to complete the Multiple Intelligences Inventory• Invite students to share where there strengths lie (Naturalistic, Musical, Logical, Existential, Inter-

personal, Kinesthetic, Verbal, Intrapersonal, Visual)

At the end of the activity, the class might discuss the notion that everyone is unique and has their own way of learning that works best for them. Students can also continue to grow and strengthen other areas as well.


Alternatively, Myers-Briggs Personality Inventory (MBTI) tests are easily accessible online. With their 4-letter formula, students can discover what their strengths or preferences are, as well as what careers or occupations are suitable for them in the future. It is important to keep in mind that MBTI types are fluid and can change depending on a person’s experiences or stage in life.

• Online MBTI Test: http://www.humanmetrics.com/cgi-win/jtypes2.asp• Brief Descriptions of the 16 Different MBTI Personality Types: http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/the-16-mbti-types.htm?bhcp=1

Students may also be interested in seeing which famous personalities or fictional characters (i.e. from Lord of the Rings, Harry Potter, Star Wars, etc.) share their MBTI type.• Personality Types of Famous Historical Figures: http://www.washingtonpost.com/business/does-it-pay-to-know-your-type/2012/12/13/a12c9e90-4589-11e2-9648-a2c323a991d6_graphic.html

• At the end of the activity, the class might discuss the notion that everyone has a unique personality type that can change with time.

PRE-SHOW ACTIVITIESActivity #2: Who Am I As A Learner?

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Recommended For: Grades 4-8Learner Focus: Spatial, Linguistic, Logical-Mathematical, Intrapersonal

In this activity, students will be using an interactive online resource that simulates what it is like to take a test, read, or solve problems with a learning disability. The goal is for students to experience the characteristics often associated with a learning disability and thereby develop a better understanding of what some of their peers might be experiencing in class.

Materials Needed:• Computer• Internet access to http://www.pbs.org/wgbh/misunderstoodminds/

Instructional Procedures:Note: This activity can be done as a class, in partners, or individually.

As an opening point for discussion, ask students:

• What do you think of when you hear the term “learning disability”? (Define the term.)• How much do you think a learning disability affects a student’s ability to do well in school?• Does anyone know what ADHD is? (Define) What problems does someone with ADHD usually face?• How do you think being labelled as “disabled” or “different” has a negative impact on individuals? Why?

Direct students to the Misunderstood Minds website which contains a total of 9 simulations that allow users to experience challenges associated with: Attention• Reading with distractions• Listening to distractions

Writing• Tracing letters• Putting ideas in sequence

Reading• Recognizing phonemes• Recalling and understanding

Mathematics• Using basic facts• Making 3-D inferences• Working Multistep problems As a consolidation discussion, ask students:• What feelings did you experience when going through the simulations? (e.g. frustration, anger)• Did the simulations help you to better understand a disability in that area? If so, how?• How do you think we could work to better understand disability or difference?• As you were going through the simulation, were there things that you wished you had or that you could do that would help you? If so, what were they? (e.g. more time, chance to refer to your notes)• What supports or accommodations might teachers provide to the students in their classes who have ADHD or learning disabilities?

Resources: The IRIS Centre, Vanderbilt University’s Peabody College, and Claremont Graduate University. Learning Disability/ADHD: Simulation. IRIS, VU, and CGU, 2014. PDF File.

PRE-SHOW ACTIVITIESActivity #3: Through My Eyes

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PRE-SHOW ACTIVITIESActivity #4: Being Different, Belonging TogetherRecommended For: Grades 4-8Learner Focus: Bodily-Kinesthetic, Linguistic, Intra/Interpersonal

The goal of this activity is to have students reflect on bullying behaviours they have witnessed or per-sonally experienced, and propose ideas that would help foster a safer school and classroom environ-ment.

Materials Needed:

• Deck of playing cards• Ball of yarn• Scissors


Warm-Up Activity - What is Your Value?

• Explain to participants that they will be given a playing card and they should not look at it. When instructed to do so, students will hold their card on their forehead so others can see what card it is. With the cards on their foreheads, each participant should treat everyone else “according to the value of the card”. • Let the class interact for about a few minutes, then ask them to line up according to how they feel.• The line will probably have face cards at one end and the lower numbered cards at the other end.

o Why did you stand where you did? How were you treated? (Ensure there are a wide range of answers. Choose someone who has a face card, someone with a 7, 2, Ace, etc.) o What gave you hints about your card value? How did this activity make you feel? o When have you experienced something similar? What might this game be trying to simulate? o What are some examples of bullying behaviour at this school? o How are “values” of people determined? Is this a fair process?

Consolidation Activity – Building a Network of Support

• Ask participants to stand close together in a circle. • Give the ball of yarn to one student and ask the student to tell the group a statement, based on: o something they wish to see in the classroom that could make it a safer space. o something a friend, teacher, or fellow student did that made them feel valued. o Or, something they hope for in the future.• Once the first student has completed their statement, have them wrap the yarn around their wrist once, and have them toss the ball of yarn to another student across the circle. • The next participant catches the ball of yarn, responds with their statement, and wraps the yarn around their wrist, before tossing the ball of yarn on to another person across the circle. • Continue until all students in the circle have responded. • Discuss the purpose of the web (e.g.: the power of many people working together, communities/ clubs can work effectively when everyone does their part, building a network of support, etc.). • Students can now cut the strings and tie the yarn together into a simple bracelet that symbolizes support, trust, shared values, and hope for the future.

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POST-SHOW ACTIVITIESActivity #1: Peace Zone

Recommended For: Grades 4-8Learner Focus: Spatial, Logical-Mathematical, Intra/Interpersonal

In this activity, students will create and decorate a “Peace Zone” in their classroom to be used as a place for silent reflection, conflict resolution, and stress management. The goal of a “Peace Zone” is to promote positive mental health and positive behaviour in all students, by allowing them to deal with their feelings in a safe calm space before they rejoin other students or return to work.

Materials Needed:

• Furniture that is not in use (e.g. desk, chair, beanbag chair, couch, rocking chair, etc.)• Decorations (e.g. posters with peaceful scenes, student drawings, quotes, plants or flowers, etc.)• Supplies for reflection (e.g. pens, pencils, crayons, notebooks, calming music and headphones, etc.)• Sources of comfort (e.g. pillows, blankets, facial tissues, stuffed animals, etc.)



• What is peace? How do we find peace? • Would everyone feel at peace in the same situations?• What are some ways you calm yourself down when you are upset or angry? • How might a peace zone have supported Jamie?

• Ask students to remember a time when they felt at peace and draw a picture of the scene as they remember it. • Have students share their drawings. Discuss what common themes or images are present. • Introduce the concept of a classroom “Peace Zone.”• Brainstorm what students would want to include in their classroom Peace Zone to make it a calm, relaxing space for students to use.• As a class, develop a plan for how to use the “Peace Zone”.• Brainstorm strategies to help students calm down and find inner peace or resolve conflicts (e.g. make step-by-step lists and post them above the “Peace Zone”).

Key Points to Keep in Mind When Creating an Effective “Peace Zone"

• It needs to be a clearly delineated space in the classroom. • It should not to be used for discipline or “time-out” – students use it voluntarily in order to reflect or resolve situations and conflicts that are disrupting the peace of the classroom. • In order to be a calming space, students need to decide what to include and how to decorate it. • There need to be clear guidelines and time limits for use of the space. • If teachers within the same school have a “Peace Zone” established in their classroom, teachers may want to get together to discuss common strategies.

Resources: Region of Peel - Public Health. “Everyone Needs to Learn to Live in Peace.” Region of Peel, 2002. PDF file.

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POST-SHOW ACTIVITIESActivity #2: Imagine Yourself as a SuperheroRecommended For: Grades 4-8Learner Focus: Logical-Mathematical, Intrapersonal (Depending on how students present their ideas: Spatial, Bodily-Kinesthetic, Linguistic, Musical, etc.)

In this activity, students create a superhero using themselves as models. Just like Jamie imagined she had the special ability of super speed, students will focus on their unique strengths by imagining how they might translate into a superpower. Students will have the opportunity to present their ideas using the learning modality and learning style that suits them best.

Note: Teachers can have students think back to their results of pre-show activity #1 and #2.



• Think back to the play. Why did Jamie think she was a superhero? What was her superpower?• What are some superheroes you can think of? What is their origin story? What are their special talents and abilities? (List them out on the board)• Have students brainstorm a list of their unique strengths. • In small groups or pairs, have students brainstorm a list of strengths for each other. As a teacher, you can also contribute to this list. • Students are tasked with creating a superhero character using themselves as models. Their super power should be unique to their personality and strengths.• Students can present their superhero in the learning modality and learning style that best suits them.• For example, students can present their superhero as a drawing, a written description, a model, a video, a comic strip, a song, a dramatic monologue, an oral presentation, or a group improvisation ….or try something completely unique and different.• Be creative!

Guiding Questions:

1. Which of your strengths is your superhero showcasing?2. What is an appropriate/relevant name for your superhero? 3. What is your superhero wearing or holding? What do these symbols, images, or objects represent?4. What evil force (or super-villain) is your superhero fighting?5. What is your superhero’s origin story? How did they get their superpower? Extension Activity:

• Heroes come in all shapes and sizes and don’t really need superpowers. Ask students to think of someone they consider a personal hero who has overcome special challenges. Can you think of someone you admire who you think has set a positive example for others?• Have students create a biography about this person. • Students can present this information any way they like: they can write a newspaper article, write a short essay, set up a slide show, conduct a video interview, or perform an oral presentation.

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POST-SHOW ACTIVITIESActivity #3: Writing in a RoleRecommended For: Grades 4-8, Extension for Grades 7-8Learner Focus: Linguistic, Logical-Mathematical, Intrapersonal

This activity invites students to think critically about events in The Incredible Speediness of Jamie Ca-vanaugh by focusing on resolving one character’s personal conflict. The goal is to have students draw from their personal experiences to help them imagine how a character might respond to life’s chal-lenges.

Materials Needed:

• Paper and pencils• Excerpts (Appendix C, C2, and F)• RAFT: Role, Audience, Format, Topic Worksheet (Appendix G)• Assessment Rubric (Appendix H)



• Life is full of challenges. Can you think of any examples? • What are some strategies that help us cope or resolve those challenges?• What are some examples of the personal challenges that characters in the play faced?

• As a creative writing-in-role exercise, have students select a character from the play, identify that character’s personal challenge, and explore how the character might resolve the issue.• Students can explore these resolutions through any creative writing format of their choice: a diary entry, a letter, a poem, a spoken word piece, a monologue, song lyrics, etc.

o Jamie could write a spoken word piece about her ADHD o Rock could write a diary entry about his parents o Hardplace could write an apology letter to Max o Max could make a Get-Well Card for Jamie o Rock’s Dad could write a love letter to Rock’s Mom

Students can use the RAFT Worksheet provided to help them narrow down their choices.

Guiding Questions:

• How does my character speak? (Age, education background, socio-economic status, etc.)• Who am I talking to? How do I feel about them?• What personal challenge am I facing? • How does this challenge affect my behaviour or actions?• What/Who is causing the problem?• How could I deal with this problem?


• Students can complete their writing-in-role exercise in response to a particular scene or monologue to explore a character’s point of view, the way they speak, and their personal conflict. Excerpts are provided in Appendix C, C-2, and F.

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POST-SHOW ACTIVITIESActivity #4: Scenes That Weren't in the Play

Recommended For: Grades 4-8Learner Focus: Bodily-Kinesthetic, Logical-Mathematical, Interpersonal

This activity invites students to depict events that may have happened during the time of the play but were not included as scenes in the performance. The depictions should first be developed through improvisation, and then written in script form. The goal of this activity is to use role-play to explore and develop the themes, ideas, and characters in The Incredible Speediness of Jamie Cavanaugh.


Explain to students that such scenes could be improvised so that artists can explore and develop their understandings of themes, ideas and emotions, motivation and personalities of the characters.

Ask students to suggest ideas for events that might have occurred during the time of the play, but were not acted out in the production.

Some possible examples include:

• A meeting between Jamie, her parents, and her teacher• A meeting between Jamie, her parents, and the school principal• A study session between Rock and Max • Rock teaching Max how to catch a ball• Jamie and her parents at the pet store• Rock and Hardplace (a.k.a. Daryl and Irwin) practicing their bullying antics• Jamie’s parents asking for Max’s help• Max and his dad at the movies• Any other suggestions offered by the students

In small groups, have students improvise one of these events as a scene from The Incredible Speediness of Jamie Cavanaugh.

- Before the scene begins, establish the setting and characters.- At the beginning of the scene, introduce a conflict. - In the middle of the scene, escalate or develop the conflict. - At the end of the scene, resolve or show the effect of the conflict.

Students perform the scenes for the class. Discuss the effectiveness of each scene in introducing, de-veloping and ending the conflict. Offer suggestions for improving the scene. Students will discuss what they learned about the themes, ideas and characters while doing the activity.

Based on the feedback received, students will revise the scenes and write them in script format.

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POST-SHOW ACTIVITIES

Activity #5: Turning Over a New Leaf

The goal of this activity is to engage students in setting goals related to behaviours or habits they want to work to improve, as well as changes they would like to see implemented in the classroom to help them become bet-ter learners.

Materials:

• Pens, pencils, markers, pencil crayons, etc.• Coloured paper• Masking tape OR string and clothespins• Leaf Template (Appendix C)



In the play, Jamie uses the phrase “turning over a new leaf.” What do you think she means?Give each student a Leaf Template, or have students cut out their own leaf using coloured paper.Have students brainstorm some behaviours or habits they want to work to improve.

• On one side of the leaf, have students write one word/ phrase, or draw a picture/symbol that repre-sents this goal.• Turn the leaf over. Have students brainstorm things that could support them to reach their goal.• On the other side of the leaf, have students write one word/ phrase, or draw a picture/symbol that represents this obstacle.

• Give each student another Leaf Template, or have students cut out their own using coloured paper.• Have students brainstorm some changes they would like to see implemented in the classroom to help them become better learners. Think of things that will make learning more engaging, efficient, fun, etc.• On one side of the leaf, have students write one word/ phrase, or draw a picture/symbol that repre-sents this goal.• Turn the leaf over. Have students brainstorm things that could support them in reaching that goal.• On the other side of the leaf, have students write one word/ phrase, or draw a picture/symbol that represents this obstacle.

• Have students share some of their personal and/or class goals.

• Teachers can hang these leaves around the classroom, making sure the sides with students’ goals are made visible. Teachers can stick their class leaves up on the wall with masking tape, hang them on a piece of string with clothespins, or use any other creative method to put them on display.

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APPENDIX A - Scenarios for Pre-Show Activity #1

Learning Style Inventory

Directions: Circle the letter before the statement that best describes you.

1. If I have to learn how to do something, I learn best when I: (V) Watch someone show me how. (A) Hear someone tell me how. (K) Try to do it myself. 2. When I read, I often find that I: (V) Visualize what I am reading in my mind's eye.(A) Read out loud or hear the words inside my head. (K) Fidget and try to "feel" the content. 3. When asked to give directions, I: (V) See the actual places in my mind as I say them or prefer to draw them. (A) Have no difficulty in giving them verbally. (K) Have to point or move my body as I give them. 4. If I am unsure how to spell a word, I: (V) Write it in order to determine if it looks right. (A) Spell it out loud in order to determine if it sounds right. (K) Write it in order to determine if it feels right. 5. When I write, I: (V) Am concerned how neat and well-spaced my letters and words appear. (A) Often say the letters and words to myself. (K) Push hard on my pen or pencil and can feel the flow of the words or letters as I form them. 6. If I had to remember a list of items, I would remember it best if I: (V) Wrote them down. (A) Said them over and over to myself. (K) Moved around and used my fingers to name each item. 7. I prefer teachers who: (V) Use the board or overhead projector while they lecture. (A) Talk with a lot of expression. (K) Use hands-on activities. 8. When trying to concentrate, I have a difficult time when: (V) There is a lot of clutter or movement in the room. (A) There is a lot of noise in the room. (K) I have to sit still for any length of time. 9. When solving a problem, I: (V) Write or draw diagrams to see it. (A) Talk myself through it. (K) Use my entire body or move objects to help me think.

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APPENDIX A2 – Self-Assessment for Pre-Show Activity #1

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Learning Style Inventory

10. When given written instructions on how to build something, I: (V) Read them silently and try to visualize how the parts will fit together. (A) Read them out loud and talk to myself as I put the parts together. (K) Try to put the parts together first and read later. 11. To keep occupied while waiting, I: (V) Look around, stare, or read... (A) Talk or listen to others. (K) Walk around, manipulate things with my hands, or move/shake my feet as I sit. 12. If I had to verbally describe something to another person, I would: (V) Be brief because I do not like to talk at length. (A) Go into great detail because I like to talk. (K) Gesture and move around while talking. 13. If someone were verbally describing something to me, I would: (V) Try to visualize what she was saying. (A) Enjoy listening but want to interrupt and talk myself. (K) Become bored if his or her description got too long and detailed. 14. When trying to recall names, I remember: (V) Faces but forget names. (A) Names, but forget faces. (K) The situation when I met the person, rather the person's name or face.

Scoring Instructions: Add the number of responses for each letter and enter the totals below.

Visual Auditory Kinesthetic

V = ____ A = ____ K = _____

The area with the highest number of responses is your primary mode of learning.

Adapted from: https://www.edcc.edu/trio/documents/LearningStyleInventory.pdf

Multiple Intelligence Inventory

Part I Complete each section by placing a “1” next to each statement you feel accurately de-scribes you. If you do not identify with a statement, leave the space provided blank. Then total the column in each section. Section 1_____ I enjoy categorizing things by common traits_____ Ecological issues are important to me_____ Classification helps me make sense of new data _____ I enjoy working in a garden_____ I believe preserving our National Parks is important_____ Putting things in hierarchies makes sense to me_____ Animals are important in my life_____ My home has a recycling system in place_____ I enjoy studying biology, botany and/or zoology_____ I pick up on subtle differences in meaning _____ TOTAL for Section 1

Section 2_____ I easily pick up on patterns_____ I focus in on noise and sounds_____ Moving to a beat is easy for me_____ I enjoy making music_____ I respond to the cadence of poetry_____ I remember things by putting them in a rhyme_____ Concentration is difficult for me if there is background noise _____ Listening to sounds in nature can be very relaxing _____ Musicals are more engaging to me than dramatic plays_____ Remembering song lyrics is easy for me_____ TOTAL for Section 2

Section 3_____ I am known for being neat and orderly _____ Step-by-step directions are a big help_____ Problem solving comes easily to me_____ I get easily frustrated with disorganized people_____ I can complete calculations quickly in my head_____ Logic puzzles are fun

APPENDIX B - Self-Assessment for Pre-ShowActivity #1

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_____ I can't begin an assignment until I have all my "ducks in a row" _____ Structure is a good thing _____ I enjoy troubleshooting something that isn't working properly _____ Things have to make sense to me or I am dissatisfied_____ TOTAL for Section 3 Section 4 _____ It is important to see my role in the “big picture” of things_____ I enjoy discussing questions about life_____ Religion is important to me_____ I enjoy viewing art work _____ Relaxation and meditation exercises are rewarding to me _____ I like traveling to visit inspiring places _____ I enjoy reading philosophers_____ Learning new things is easier when I see their real world application _____ I wonder if there are other forms of intelligent life in the universe_____ It is important for me to feel connected to people, ideas and beliefs _____ TOTAL for Section 4

Section 5_____ I learn best interacting with others_____ I enjoy informal chat and serious discussion _____ The more the merrier_____ I often serve as a leader among peers and colleagues _____ I value relationships more than ideas or accomplishments _____ Study groups are very productive for me_____ I am a “team player”_____ Friends are important to me _____ I belong to more than three clubs or organizations_____ I dislike working alone _____ TOTAL for Section 5

Section 6_____ I learn by doing_____ I enjoy making things with my hands_____ Sports are a part of my life _____ I use gestures and non-verbal cues when I communicate_____ Demonstrating is better than explaining _____ I love to dance _____ I like working with tools_____ Inactivity can make me more tired than being very busy_____ Hands-on activities are fun _____ I live an active lifestyle_____ TOTAL for Section 6

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Section 7_____ Foreign languages interest me_____ I enjoy reading books, magazines and web sites _____ I keep a journal_____ Word puzzles like crosswords or jumbles are enjoyable _____ Taking notes helps me remember and understand_____ I faithfully contact friends through letters and/or e-mail_____ It is easy for me to explain my ideas to others_____ I write for pleasure_____ Puns, anagrams and spoonerisms are fun_____ I enjoy public speaking and participating in debates _____ TOTAL for Section 7

Section 8_____ My attitude effects how I learn_____ I like to be involved in causes that help others_____ I am keenly aware of my moral beliefs_____ I learn best when I have an emotional attachment to the subject_____ Fairness is important to me_____ Social justice issues interest me_____ Working alone can be just as productive as working in a group_____ I need to know why I should do something before I agree to do it_____ When I believe in something I give more effort towards it _____ I am willing to protest or sign a petition to right a wrong_____ TOTAL for Section 8 Section 9_____ Rearranging a room and redecorating are fun for me_____ I enjoy creating my own works of art _____ I remember better using graphic organizers_____ I enjoy all kinds of entertainment media _____ Charts, graphs and tables help me interpret data _____ A music video can make me more interested in a song _____ I can recall things as mental pictures_____ I am good at reading maps and blueprints_____ Three dimensional puzzles are fun_____ I can visualize ideas in my mind_____ TOTAL for Section 9

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Part IINow carry forward your total from each section to see where your strengths lie:

TotalSection 1 – Naturalist Intelligence (“Nature Smart”) /10Section 2 – Musical Intelligence (“Music Smart”) /10Section 3 – Logical-Mathematical Intelligence (Number/reasoning smart) /10Section 4 – Existential Intelligence /10Section 5 – Interpersonal Intelligence (“People Smart”) /10Section 6 – Bodily-Kinesthetic Intelligence (“Body Smart”) /10Section 7 – Linguistic Intelligence (“Word Smart”) /10Section 8 – Intrapersonal Intelligence (“Self Smart”) /10Section 9 – Spatial Intelligence (“Picture Smart”) /10 Remember:• Everyone has all the intelligences• You can strengthen each intelligence• This inventory is meant as a snapshot in time - it can change• The Theory of Multiple Intelligences is meant to empower, not label learners

(Resource: McKenzie, Walter. “Multiple Intelligences Inventory.” Surfaquariun, 2014.)Copyright © 1999-2014 Walter McKenzie, The One and Only Surfaquarium http://surfaquarium.com/MI/inventory.htm

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APPENDIX C - Leaf Template Post-Show Activity #5Turning Over a New Leaf - Leaf Template

Source: http://www.clipartbest.com/clipart-7caKE4nni 28

RESOURCES (page 1 of 4)

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Online Resources For Teachers:

help4teachers.com • There are also lots of web sites with ready made lessons that cater to all grades and needs. The follow ing site is one that has lots of interesting and easy to use lessons based on a form of differentiation called the “layered curriculum”.

ldpride.net/learningstyles.MI.htm#is%20Multiple%20Intelligence• This site, LdPride.net, has very clear explanations of learning styles and intelligences along with quizzes

teachervision.fen.com/intelligence/teaching-methods/2204.html (There is a cost with this resource)• The Teacher Vision site has some premade lesson plans, quick glance differentiation charts and explana tions

eslflow.com/MultipleIntelligencesforELT.html • This site has some great charts that help with multiple intelligence activity planning and also some print able quizzes

Caddra.ca (Canadian Attention Deficit Hyperactivity Disorder Resource Alliance) • A national Canadian alliance of professionals working in the area of ADHD, dedicated to world class re search, education, training and advocacy in the area of ADHD across the life-span.

Caddac.ca • The advocacy organization that supports the work of CADDRA. An excellent source of up to date resourc es and fact sheets on ADHD for teachers and parents.

teachadhd.ca• Provides educators resources and material to help improve their classroom environment • Sub link on this website specifically for Classroom management (teachadhd.ca/teaching-children-with-adhd/Pages/Rethinking-the-Classroom.aspx)

additudemag.com• Provides strategies on arranging classroom, attitudes in the classroom, accommodation, Parent-Teacher communication and teamwork, etc…

kidshealth.org/parent/classroom/factsheet/adhd-factsheet.html • Simple, easy to follow fact sheet outlining what a teacher should do, how they can help, and who they can ask for help if needed

Aaron Willis, Emma Hunter 2009photo Jona Stuart


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Online Resources For Parents:

aboutkidshealth.ca/En/ResourceCentres/ADHD/Pages/default.aspx• This link includes many sub links for parents, teachers, and kids to better understand a diagnosis of ADHD• Information is up to date from the Hospital for Sick Children• Categories include: What is ADHD?, Diagnosis, Treatment, At School, Looking Ahead, and Other useful resources

kidsmentalhealth.ca/parents/adhd.php • Information on both the 3 main categories of ADHD (Hyper-impulsive, Inattentive, and Combined type)• Provides extra links for more extensive and specific types of information and resources

camh.ca/en/hospital/health_information/a_z_mental_health_and_addiction_information/Attention-Deficit-Hyper-activity-Disorder-ADHD/Pages/ADHD.aspx • Provides an overview on ADHD • Information on symptoms, treatments, finding help, and resources

caddac.ca• Being a parent of a child with ADHD can be tough, this resource is useful for those going through this journey• Parenting tips!

youtube.com/watch?v=y0hY5TYVv_s • TEDx video about ADHD in the age of Social Media• The speaker talks about his own experience and helps those without ADHD to better understand

chadd.org• Information caters to those who are the caregivers of those dealing with ADHD• Focuses on the idea that being well informed can make a world of a difference when working with a child who may be experiencing a number/all of the symptoms listed

Emma Hunter 2009photo Jona Stuart


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Online Resources For Children and Youth:

youtube.com/watch?v=KyOdenFEwnQ • Video for kids to better understand what their ADHD diagnosis means and how they are not alone (For children 12 and older)

kidshealth.org/teen/your_mind/friends/adhd-tips.html• Fact sheet outlining strategies that may help them as they learn how to manage their ADHD symptoms (For Teens)

kidshealth.org/kid/feel_better/things/ritalin.html?tracking=K_RelatedArticle# • A resource meant for children to use • Information on medicine and therapy• Also a great resource for parents as well

caddac.ca/cms/page.php?71 • Q & A for children to better understand ADHD and many of the things that come with a diagnosis• caddac.ca/cms/page.php?70 (questions with more detailed answers)

caddac.ca/cms/page.php?72 • A list of resources (mainly books) for children • Some of them are simply guides written for young readers, but also some include how ADHD affects a person through an actual child's eyes and perspective

youtube.com/watch?v=yyaVKvuEBkk • Really great resource for kids and parents• Its a cartoon video but the voices seem to be from real kids talking about their experiences• It was really very touching to hear each child's experience• Teaches kids and parents that each child is different and their experience with ADHD is also very differ ent and unique to each child

youtube.com/watch?v=uU6o2_UFSEY• Another Ted Talk that is a bit more invigorating • For those probably 15 and older• Focus is on how ADHD is a difference in Cognition rather than a disorder• The world must adapt to the fact our brains all work in different ways

kidshelpphone.ca• Kids Help Phone is Canada's only toll-free, 24-hour, bilingual and anonymous phone counselling, web counselling and referral service for children and youth.

mindcheck.ca• Mindcheck is a website designed to help youth and young adults check out how they’re feeling and quickly connect to mental health resources and support including education, self-care tools, and web site links.

whatcanyoudocampaign.org/blog/wp-content/uploads/Discussion/youthGuide.pdf• A useful document for grades 5+ which explores the ways that adults with disabilities succeed in the workplace and in life by understanding and emphasizing their strengths and abilities

RESOURCES (Books) (page 4 of 4)

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Class Profile Books

Multiple Intelligences: New Horizons by Howard GardnerHandbook of Differentiated Instruction Using the Multiple Intelligences: Lesson Plans and More by Bruce CampbellEight Ways of Knowing. One Book. Teaching For Multiple Intelligences (THIRD EDITION) by David LazearSo Each May Learn: Integrating Learning Styles and Multiple Intelligences by Harvey F. Silver, Richard W. Strong and Matthew J. Perini.Quick Guides to Inclusion: Ideas for Education Students with Disabilities by Michael Giangerco and Mary Beth DoyleFair Isn't Always Equal: Assessing & Grading in the Differentiated Classroom by Rick Wormeli (This looks at an issue that concerns many teachers new to differentiated lessons)Beyond Monet: The Artful Science of Instructional Integration (Spiral-bound) by Barrie Bennett and Carol Rolheiser

Empathy and Caring

Crickwing by Janelle Cannon ISH by Peter Reynolds Wilfrid Gordon McDonald by Mem Fox Oliver’s Wars by Budge WilsonKing of The Kooties by Debbie DadeyHalfway to The Sky by Kimberly Brubaker BradleyThe Giving Tree by Shel Silverstein Star of Fear, Star of Hope by Jo Hoestlandt The Princess Prunella and The Purple Peanut by Margaret Atwood

Learning /Living Differently

Pay Attention, Slosh! by Mark Smith, Gail Piazza Not Better… Not Worse… Just Different by Sharon ScottThank you, Mr. Falker by Patricia Polacco Gathering Blue by Lois LowryThe Story of My Life by Helen KellerCripple’s Club or Absolutely Invincible by William Bell (This book appears under either title depending on the printing. This is a read aloud book only and for Intermediate students as it is a wonderful but very gritty story; some terms may require editing as they are read.) Terry Fox – A Story of Hope by Maxine TrottierReach For The Moon by Samantha Abeel, Charles R. Murphy, & Robert Williams (Editor) My Name is Brian Brian by Jeanne Betancourt Freak The Mighty by W.R. Philbrick Killing The Kudu by Carolyn Meyer

SOURCESThe Ontario Curriculum, The Arts - Grades 1- 8 (2009)The Ontario Curriculum, Language - Grades 1- 8 (2006)The Ontario Curriculum, Health and Physical Education - Grades 1-8 (2015)

Swartz, L. & Nyman D. (2010). Drama Schemes, Themes & Dreams: How to plan, structure, and assess classroom events that engage all learners. Pembroke Publishers: Ontario, Canada.

Black, S. & Prodger, J. (2012). Grade 7: Bullying: Stopping the Cycle. St. Catharines, Ontario: Brock University.

The Incredible Speediness of Jamie Cavanaugh by Chris Craddock (March 2015 draft-unpublished) Copyright applies.

The cover illustration, by Toronto illustrator Claudia Dávila was created for Roseneath Theatre in 2014 houseoffran.wix.com/claudiadavila

World Health Organization. http://www.who.int/features/factfiles/mental_health/en/

Miriam Websters. http://www.merriam-webster.com/medical/mental%20health

CONTACT US

Roseneath Theatre is based in Toronto, but tours to schools and theatres throughout Ontario, the rest of Canada and the US. We love to hear from students and teachers who have comments and questions about our work.

Visit our Website:roseneath.ca

'Like' us on Facebook:facebook.com/roseneaththeatre

Follow us on Twitter:@RoseneathThtr

Mailing Address:651 Dufferin Street, 3rd Floor, Toronto, ON M6K 2B2

Phone:416-686-5199 ext 223 (Gretel Meyer Odell, Education and Marketing Manager)

Email:[email protected]

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