Welcome to Ashley’s tool box

Ashley Cameron 260640147 Due: February 22nd, 2016

CoP Tool Box DueFirst Resource: A book named Windows with Birds (piece of children’s literature)

Description of book: This book is about moving and having to deal with the new and scary

aspects associated with a new place. The main character is a cat who realizes at the end of the

book, that moving isn’t so bad and it means that there will be new and interesting adventures to

look forward to.

When I would use this book: I would use this book to talk about difficult situations with students

such as moving, or starting a new school year, or any kind of change that is happening that

affects the students.

Where I would use this book: I would use this book in a Cycle 1, grade 1 classroom.

How I would use this book: This book would be used as a starting point to for students to refer to

when writing a journal reflection about their past experiences where they felt nervous or unsure

about a change. The use of this book with the accompanying journal entry would address

Competency # 1 “To read and listen to literary, popular and information-based text” and

Competency # 2: “To write self-expressive, narrative and information-based text.”

Evaluation: I would use the student’s journal entries to see if they understand what they were

supposed to write and if they were able to see that individuals experience things differently (i.e.:

their experience compared to the cat in the book and also compared to others).

Second Resource: Poem Warned by Sylvia Stults

Can be found at: http://www.familyfriendpoems.com/poem/warned#ixzz3yMluI0TQ

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When I would use this poem: I would use this poem as an informational text when the class is

talking about environmental problems, recycling or problems of the world. I could also use this

poem if I were doing a unit on poetry.

Where I would use this poem: I would use this poem in cycle 3, grade 5 or 6.

How I would use this poem: In the classroom, I would use this poem when we are on a unit

about the environment. This poem could be used as a catalyst for critical thinking, and discussion

about global warming and other environmental issues. The poem and discussion will address

Competency # 1 “To read and listen to literary, popular and information-based text”.

Evaluation: After I read the poem to students, I would listen to the discussion and do an

informal assessment based on what students say (previous knowledge, thoughts about the

environment, what the poem makes them feel, etc…).

Third Resource: Street art and youtube clip (two alternative communicative media)

Street art can be found at: http://blog.globalstreetart.com/post/19621990571/i-found-this-inspiring-piece-by-herakut

Ted talk can be found at: https://www.youtube.com/watch?v=eIho2S0ZahI

When I would use alternative communicative media: I would use communicative media to help

students understand that communication and learning don’t just happen in a classroom or from a

text book. People learn in all different types of ways, so I would allow the students to learn skills

such as communication, critical thinking and comprehension, through various forms such as

painting, creating a speech, writing a blog, etc…

Where I would use these communicative media: I would use the street art and the youtube clip in

cycle 3, grade 5 or 6. Note that I would try to use alternative communicative media in all grade

levels, but for these 2 specific items I would only use them in the older grades.

How I would use these: Alternative ways are always a fun, new twist on learning. Both the street

art and the TED talk allow the students to see the value of art, and the spoken word. Both of

these two items are great for students to think critically about. I would have students use these

two different items at different times throughout the year but I would try to encourage them for

both pieces to consider what the creators are trying to say, is there an alternative/ hidden

message. Does presenting information in this specific way have an impact on how you perceive

the information? The art and the TED talk addresses Competency # 2: “To write self-expressive,

narrative and information-based text” and Competency # 3 “To represent her/ his literacy in

different media”.

Evaluation: I would have students write about what these two items made them feel, if they are

planning on doing anything about the things they feel and if yes what will they do. I would grade

the reflections on content, the ability to think critically about a topic and how that topic is

presented, as well as grammar and punctuation.

Fourth Resource: Creating a cartoon (digital technology)

Can be found at: http://www.readwritethink.org/files/resources/interactives/comic/

When I would use a cartoon maker: I would use the cartoon maker when I ask students to create

a different ending to the story we just read, or when I ask them to create a story of their own.

Where I would use a cartoon maker: The cartoon maker can be used in all grades, but I would

want to focus this tool on Cycle: 2 Grade 3 and 4.

How I would use the cartoon maker: After finishing reading a novel together as a class, I would

ask students to think about what they liked and didn’t like about the book. Then I would ask

students to create their own cartoon, changing either a character they did not like, a part of the

book they would want to change or I would ask them to make an alternate ending that they feel

would suit the book better. If some students feel that they need more of a challenge then they

would be able to create a sequel or prequel to the book, but in cartoon form. By asking students

to create their own cartons I would be focusing on Competency 2:” To write self-expressive,

narrative and information-based texts” and Competency 3: “To represent his/ her literacy in

different media.”

Evaluation: Once the cartoon has been submitted I would assign a grade based on if the student

was able to make personal choices about purpose, topic and text type during the writing process.

If they were able to communicate meaning through writing that showed an early awareness of

appropriate language register and basic syntactic structures in a known, relevant context and if

the student is able to produce age-appropriate media texts.

Fifth Resource: Images to discuss a current social justice issue

Images can be found at: http://www.trendhunter.com/trends/gender-inequality-ads

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When I would use these Images: I would use these images when talking about social issues as

well as stereotypes.

Where I would use the images: I would use these images in Cycle 3 grade 6.

How I would use the images: I would use these images as examples of stereotypes and social

justice issues. Often people don’t understand the extent by which justice issues are present in

today’s society. For certain people they have never been discriminated against but these images

offer a unique insight into some of the issues that people face every day. One of the images talks

about how women can’t drive. I hear this phrase repeated multiple times when driving, and not

just said by men but by women also. I would want to look at these statements and get the

students to think critically about why these statements have been made and why they are still

being perpetuated to this day. By asking students to critically look at these images and then

discuss in small groups I would be focusing on Competency 3: “To represent his/ her literacy in

different media.” To be more specific I would be focusing on the key component of the students\

view of the world through media, where the student understand that texts and in this case text

and images are social and cultural products.

Evaluation: I would walk around the class after we have had our talk about social justice and

stereotypes, and I would stop at each group to hear what the students are talking about. I would

do a formative assessment just to see that students understand what is happening and that they

are engaged in group work.