Find Your Voice

Teaching kids to develop their own voice and express themselves is crucial for their growth as confident, independent thinkers. It empowers them to articulate their thoughts, advocate for themselves, and engage meaningfully in their communities. Literature serves as an excellent tool in this journey, exposing students to diverse voices, perspectives, and forms of expression. By reading and analyzing literature, students see examples of self-expression and learn that their unique perspectives are valuable. This engagement encourages them to reflect on their own ideas, building both self-awareness and communication skills.

For myself personally, having the confidence to find my own voice was always quite challenging growing up. I found myself always trying to conform to the ideals or opinions of others in my life, whether that be family members, friends or people in the media I was consuming. It was not until much later in my life that I started to take stock of who I really was as a person and who I really wanted to be. This is a huge motivating factor for me in wanting to inspire students from a young age to really discover their voice and feel confident in their identity, and I believe that literature is a crucial vehicle through which to do so.

Goodbye Buffalo Bay follows the story of Lawrence, a young Cree boy leaving the harsh environment of a residential school in Canada. In his last year in residential school, Lawrence learns the power of friendship and finds the courage to stand up for his beliefs. As he transitions back into his community, he navigates complex feelings about family, cultural identity, and personal growth. The book explores themes of resilience, cultural reconnection, and healing, offering insight into the lasting impacts of residential schools on Indigenous people. Through Lawrence’s journey, students witness the challenges of reestablishing identity in the face of trauma, ultimately highlighting hope and the importance of community support.

Cree, Cultural heritage, Cultural Identity, Friendship, Elder Knowledge, Residential schools, Resilience

I believe that an Indigenous perspective was absolutely necessary in this anthology. It is essential for all students to be exposed to Indigenous stories and perspectives of communities, to foster understanding, respect for diversity, and understanding our history as a country. Furthermore, Indigenous stories can spark a journey of self-discovery, showing students that personal and cultural heritage matters in understanding who they are and how they connect to the world around them. Goodbye Buffalo Bay offers both a first hand Indigenous perspective, as well as an opportunity for students to see themselves in the book and consider what their identity means to them.

Students will produce a written reflection in which they will recall how their families and communities have impacted their lives. Students should be thinking about the people in their families or communities that have been important to them, and ow they have influenced them and their beliefs. Students can recall specific stories or bits of information that have been passed down to them. What values or lessons have they shared that you feel connected to? Do you see any connections between these lessons and your own goals or dreams?

Language Curriculum

Strand: A. Literacy Connections and Applications

Overall Expectation: A3. Applications, Connections, and Contributions

Specific Expectation:

Identity and Community A3.2 demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts

Strand: C. Comprehension: Understanding and Responding to Texts

Overall Expectation: C2. Comprehension Strategies

Specific Expectations:

Making Connections C2.5 explain how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them

Identifying Relevant Information and Drawing Conclusions D2.6 summarize and record the main idea and supporting details in various texts, and draw well-supported conclusions

Overall Expectation: C3. Critical Thinking in Literacy

Specific Expectations:

Analyzing Cultural Elements of Texts C3.4 analyze cultural elements that are represented in various texts, including values, rituals and ceremonies, architecture, art, and dance, by investigating the meanings of these elements, making connections to their lived experience and culture, and sharing their interpretations with others

Overall Expectation: D2. Creating Texts

Specific Expectations:

Voice D2.3 establish a personal voice in their texts, using varied language and elements of style to express their thoughts, feelings, and opinions about a topic, and using a tone appropriate to the form and genre

Point of View and Perspective D2.4 identify the point of view, perspectives, and bias conveyed in their texts, and explain how their messages might be interpreted by audiences with different perspectives

Students will create a compare and contrast graphic, comparing the character of Lawrence and his Cree culture to themselves and their own culture. What do students see in Lawrence that they connect within their own lives? Could be family structure, ideals/beliefs, the greater community. Students will provide a brief reflection paragraph along with the graphic, highlighting some of the key similarities and difference they notice between themselves and Cree culture.

Language Curriculum

Strand: A. Literacy Connections and Applications

Overall Expectation: A3. Applications, Connections, and Contributions

Specific Expectation:

Identity and Community A3.2 demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts

First Nations, Metis, and Inuit Perspectives and Ways of Knowing A3.3 explain themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing

Overall Expectation: C1. Knowledge about Texts

Specific Expectations:

Indigenous Context of Various Text Forms C1.7 read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences

Strand: C. Comprehension: Understanding and Responding to Texts

Overall Expectation: C2. Comprehension Strategies

Specific Expectations:

Making Connections C2.5 explain how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them

Willow's Whispers tells the story of Willow, a shy young girl who struggles to make herself heard. Willow’s voice is so soft that she’s often overlooked, and she finds it hard to ask for what she wants or needs. Through the book, Willow learns to strengthen her voice, both literally and figuratively, by finding the courage to speak up. This story connects to the theme of voice and self-expression, showing students that their thoughts and words are important and worth sharing. Through Willow's journey, students learn the value of finding their own voices and the confidence it takes to be heard.

Courage, Standing up, Voice

I wanted to ensure that I included at least one picture book in my anthology, to really highlight the valuable teaching tool they can be even as students get into the junior ages. The combination of complex themes and visual storytelling offer a more engaging and accessible way for students to grapple with the text. In the case of Willow's Whispers, the message of finding your voice and confidence is especially relevant to students of the junior age, as they are getting to a point in their lives where their physical and social dynamics are rapidly changing.

In small groups, have students perform a Reader's Theatre of the book. Have students really focus on their voice and tone. Students should infer based on story context and visual clues in the book in what tone the words should be spoken.

Language Curriculum

Strand: B. Foundations of Language

Overall Expectation: B1. Oral and Non-Verbal Communication

Specific Expectation:

Speaking Purposes and Strategies B1.3

identify the purpose and audience for speaking in formal and informal contexts, and choose appropriate speaking strategies to communicate clearly and coherently

Overall Expectation: B2. Language Foundations for Reading and Writing

Specific Expectation:

Reading Fluency: Accuracy, Rate, and Prosody B2.3 read a variety of texts fluently, with accuracy and appropriate pacing to support comprehension, and when reading aloud, adjust expression and intonation according to the purpose of reading

Overall Expectation: C1. Knowledge about Texts

Specific Expectations:

Using Foundational Knowledge to Comprehend Texts C1.1 read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge

Visual Elements of Texts C1.4 analyze and compare how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts

Elements of Style C1.5 identify various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning and is appropriate for the text form and genre

Overall Expectation: C3. Critical Thinking in Literacy

Specific Expectations:

Making Inferences C3.2 make local and global inferences, using explicit and implicit evidence, to develop interpretations about various texts and to extend their understanding

Art Curriculum

Strand: B. Drama

Overall Expectation: B1. Creating and Presenting

Specific Expectations:

B1.1 engage actively in drama exploration and role play, with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction sources and diverse communities, times, and places

B1.2 demonstrate an understanding of the element of role by selectively using other elements to build belief in a role and establish its dramatic context

B1.4 communicate feelings, thoughts, and ideas to a specific audience, using audio, visual, and/or technological aids to strengthen the impact on the viewer

Think, Pair, Share: Discuss ways students can use their voice in everyday situations. What does that look like? What does that sound like? What does that feel like? Share results

Language Curriculum

Strand: C. Comprehension: Understanding and Responding to Texts

Overall Expectation: C2. Comprehension Strategies

Specific Expectations:

Making Connections C2.5 explain how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them

Kareem Between follows Kareem, a young Syrian American Muslim boy who navigates the challenges of balancing his cultural identity with life in America. Kareem dreams of being part of the NFL and the honor of having his name, a Syrian name on the back of an American football jersey. Throughout the story, Kareem faces situations where he must stand up for himself, confront misunderstandings about his heritage, and learn to embrace his voice despite the complexities of being different. Themes of self-expression and resilience are woven into Kareem’s journey as he builds confidence in his identity and learns to advocate for himself in both school and personal life. The story connects to the themes of finding one’s voice and standing up for oneself, as Kareem gradually becomes more assertive and proud of his background. His experiences reflect the value of self-expression and staying true to one’s roots, creating a powerful narrative about self-acceptance and cultural pride

Identity, Resilience, Football, Self-Expression, Cultural Heritage, Belonging

It was very important to me that I included a book related to sports/athletics in my anthology, as they were a huge part of my life growing up and continue to be today. Teaching literature through sports-themed books can be a relatable and accessible way for students to engage with the themes of the text. It offers a context that many students are familiar with even if they have never actually played sports themselves. This is especially the case for Kareem Between, with some of the main themes being quite dense and tough to tackle. Viewing these themes through a sports lens gives students the opportunity to see themselves in the book and connect their own experiences.

Have students write a letter to Kareem. The purpose of this letter will be for students to empathize with Kareem, explaining how they would feel if they were in that situation, and offer some advice on how he can handle the situation that he is in. Students will need to consider what they would do if they were in Kareem's shoes. This allows students to demonstrate their understanding of the plot, and to incorporate personal feelings and connections to the story.

Language Curriculum

Strand: A. Literacy Connections and Applications

Overall Expectation: A3. Applications, Connections, and Contributions

Specific Expectation:

Identity and Community A3.2 demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts

Strand: C. Comprehension: Understanding and Responding to Texts

Overall Expectation: C2. Comprehension Strategies

Specific Expectations:

Making Connections C2.5 explain how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them

Identifying Relevant Information and Drawing Conclusions D2.6 summarize and record the main idea and supporting details in various texts, and draw well-supported conclusions

Overall Expectation: C3. Critical Thinking in Literacy

Specific Expectations:

Making Inferences C3.2 make local and global inferences, using explicit and implicit evidence, to develop interpretations about various texts and to extend their understanding

Analyzing Cultural Elements of Texts C3.4 analyze cultural elements that are represented in various texts, including values, rituals and ceremonies, architecture, art, and dance, by investigating the meanings of these elements, making connections to their lived experience and culture, and sharing their interpretations with others

Perspectives within Texts C3.5 explain explicit and implicit perspectives communicated in various texts, including narrative texts, provide any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias

Strand: D. Composition: Expressing Ideas and Creating Texts

Overall Expectation: D1. Developing Ideas and Organizing Content

Specific Expectations:

Purpose and Audience D1.1 identify the topic, purpose, and audience for various texts they plan to create, and explain why the chosen text form, genre, and medium suit the purpose and audience, and how they will help communicate the intended meaning

Overall Expectation: D2. Creating Texts

Specific Expectations:

Voice D2.3 establish a personal voice in their texts, using varied language and elements of style to express their thoughts, feelings, and opinions about a topic, and using a tone appropriate to the form and genre

Point of View and Perspective D2.4 identify the point of view, perspectives, and bias conveyed in their texts, and explain how their messages might be interpreted by audiences with different perspectives

Revision D2.5 make revisions to the content, elements of style, patterns, and features of draft texts, and add and delete sentences to improve clarity, focus, and coherence, using various strategies and seeking and selectively using feedback

Editing and Proofreading D2.6 edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format; edit digital texts using word-processing software, including spell- and grammar-checkers

Have students create a collage that defines their identity and what represents them. Offer students a variety of methods of creating their collage, including digitally. Students can use a combination of images, words, snippets, colours, or any kind of appropriate visual representation that they feel best expresses themselves. Have a discussion about what elements Kareem would include in his collage, including elements of his cultural heritage, his family, his love of football, amongst other things.

Language Curriculum

Strand: A. Literacy Connections and Applications

Overall Expectation: A3. Applications, Connections, and Contributions

Specific Expectation:

Identity and Community A3.2 demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts

Art Curriculum

Strand: D. Visual Arts

Overall Expectation: D1. Creating and Presenting

Specific Expectations:

D1.1 create two-dimensional, three-dimensional, and multimedia art works that explore feelings, ideas, and issues from a variety of points of view

D1.2 demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a theme or topic

D1.3 use elements of design in art works to communicate ideas, messages, and understandings

Overall Expectation: D3. Exploring Forms and Cultural Contexts

Specific Expectations:

D3.1 identify and describe some of the ways in which art forms and styles reflect the beliefs and traditions of a variety of communities, times, and places

Button, L.-*, & Howells, T. (2010). Willow’s whispers. Kids Can Press.

Loyie, L., & Brissenden, C. (2008). Goodbye Buffalo Bay. Theytus Books.

Safadi, S. S. (2024). Kareem Between (1st ed). Penguin Young Readers Group.