DIVERSITY AND

INCLUSION

“Diversity is the one true thing we all have in common. Celebrate

it every day.”
Dear Parents and Guardians:

As teachers we deeply care about our students and our goal is to provide our
students with the tools necessary to feel and be successful not only academically but
also emotionally and socially. We believe that a positive, friendly, accepting, and safe
classroom environment, can help students learn the best they can! When students feel
safe, accepted, and empowered, they can focus more on learning while having a
positive social experience. Although our staff is constantly working to build a positive
environment in our school, we believe that children are more likely to be respectful and
accepting towards others if they have the opportunity to explore, celebrate and embrace
each other’s life experiences and backgrounds. Children’s literature, then, not only plays
an important role in developing students’ oral and written skills, but also allows readers
to see themselves and others in new and different ways.

An effective way to help our students to engage with literature and to promote
diversity and inclusion inside and outside school is to expose them to a variety of books
that portray these themes, and are relevant to students’ lives. For this reason, we have
created a travelling literacy backpack that aims to create a positive. Respectful and
accepting classroom climate by exploring literature that focuses on embracing diversity
in the community. The purpose of this backpack is to give students the opportunity to
connect personal experiences and social issues to literacy by exploring the themes
presented in the stories. The backpack includes 5 children’s books and 3 activities that
have been strategically selected to encourage students to use literature as a tool to help
them think deeply and critically about social issues, as well as help them celebrate
diversity and promote inclusion.

We are very excited for every student to participate in this meaningful project! We
hope that after reading the books and completing the activities our students will have
expanded their interest in literature and reading, as well as built a sense of empathy and
kindness that can be carried out into our classroom.

Sincerely,
 Literature included in this backpack

Title: What I like About Me

Author: Allia Zobel-Nolan
Illustrator: Miki Sakamoto
Publisher: Publisher Group West

Summary: What I Like About Me portrays children from many different ethnic
backgrounds and physical traits such us freckles, braces and curly hair. Through text
and illustrations, Zobel-Nolan celebrates diversity and portrays happy children that think
“life I great” and invite readers to celebrate their uniqueness.

Why reading this book: This book was carefully chosen to be part of this “backpack”
because children can identify with this story as it portrays happy children with different
backgrounds and physical characteristics. This story also portrays how two dominant
themes, self-esteem and diversity, can empower and celebrate each individual’s
uniqueness.
 j

Title: Mostly Monsterly

Author: Tammy Sauer
Illustrator: Scott Magoon
Publisher:

Summary: Sauer’s story tells the story of an “unmonsterlike” monster, Bernardette, who
looks like monster and even causes “mayhem of all kinds”, but who also likes flowers,
kittens and hugs. Her cuteness terrifies her classmates and they don’t understand her.
Will Bernardette be able to make friends while still being true to herself?

Why read this book: This empowering book is intended to inspire children (and adults)
to accept themselves and others. Mostly Monsterly emphasizes that it’s ok to be
yourself and that being different is also ok. By embracing each individuals’ uniqueness
and differences, this story provides a powerful message: we don’t have to all be the
same, or like the same things.
Title: Last Stop on Market Street
Author: Matt de la Peña
Illustrator: Christian Robinson
Publisher: Pinguin Books

Summary: Every Sunday after church, CJ and his grandma take the bus across town to
help at the soup kitchen. But today, CJ wonders why…why they have to wait in the rain,
why they have to always take that trip when his friends don’t have to, why they don't
own a car like his friend Colby and why they always have to get off in the dirty part of
town? Each question is met with an encouraging answer from grandma, who helps him
see the beauty—and fun—in their routine and the world around them.

Why read this book: Last Stop on Market Street is a book with purpose, for it
addresses topics such as the nature of difference, diversity, empathy, inequality, and
seeing beauty in the world around us. The goal of this book, and the follow up activities
included in this package, is to explore and identify how we classify and perceive
differences, and why some differences are seen as more “desirable” than others. This
book suggests that different lifestyles or situations are not necessarily inferior than
others, instead they have their own unique advantages and disadvantages. In order to
promote critical thinking regarding the themes portrayed in this story, some of the
following questions can be used to guide a meaningful discussion:

1. What kinds of differences do we see between characters in the book?

2. Do some people’s lives in the book seem better than others to you?
3. What can the blind man do that we can’t? What can he still do the same as
everyone else?
4. Do you think if the blind man could suddenly see he would be happier? Why?
5. If you suddenly could no longer see would you be sad? Why or why not?
6. In what ways could riding the bus be more fun than riding in a car?
7. What is good about visiting the dirty neighborhood?
8. What problems can being different cause?
Title: The Name Jar
Author: Yangsook Choi
Illustrator: Yangsook Choi
Publisher: Dragonfly Books

Summary: Unhei has just moved from Korea, and she is anxious about making new
friends at her new school. Worried that classmates won’t be able to pronounce her
name, Unhei decides not introduce herself. Instead, she tells the class that she will
choose a name in a week. Her new classmates help her out by filling a glass jar with
names for her to try. But one of her classmates visited Unhei’s neighbourhood, and
finds out her rea name and its special meaning. The name jar mysteriously disappears
the day that Unhei is supposed to choose a name, and her friends encouraged her to
use her Korean name. Yoon-Hey helps everyone pronounce it.

Why read this book: Choi’s story can be used to embrace everyone’ uniqueness and
celebrate that we all have something special, regardless of our looks, beliefs, or ethnic
backgrounds. The Name jar emphasizes that being different is a good thing. This book
can be used as a Read- aloud, followed by an independent reading. This strategy is
beneficial for reading comprehension because it provides an opportunity to help readers
to decode words, to understand unfamiliar concepts, and to make predictions
throughout the reading. It would be beneficial to also ask some comprehension
questions after reading the book to assess reader’s understanding of the story and the
themes presented. This book can be read before doing the All about my Name activity
in order to promote reader’s critical thinking about being unique and different and it
should be celebrated.
Title: Wishtree
Author: Katherine Applegate
illustrator: Charles Santoso
Publisher: Feiwel and Friends

Summary: Wishtree is a beautiful and gentle story told by a 216-year-old tree named
Red. She is very special because, as they neighbourhood “wishtree”, she has witness
sadness from many people who has written their wishes on pieces of cloth and hang
them on Red’s branches every first of May. But when a new family moves to one of the
houses right across, Red witness the sadness of Samar, the little girl who has just
moved in, who all she wishes for is a friend. Red and her crow friend, Bongo, set off on
a mission to make Samar’s wish come true.

Why reading this book: Applegate’s story teaches about kindness and acceptance by
exploring controversial issues in a creative way: a wise talking tree who has carefully
watched the world for over 200 years. This story promotes living in harmony not only
between humans, but also with nature. This gentle yet powerful story is likely to engage
all readers, from young to old; therefore, it’s likely to enhance engagement and reading
comprehension. This book can be a great starting point towards an inclusive, friendly
and accepting environment inside and outside the classroom.
 Activities to be completed with your child

Activity #1: All About My Name

Rationale: This activity is intended to learn about the child’s name, and to enhance
comprehension of the themes portrayed in the story “The Name Jar.” By allowing the child to
explore the meaning of his/her own name and what makes it special, we are not only enhancing
the child’s engagement with the story and reading, but also expanding the child’s reading
comprehension and critical understanding of the world, as well as making literature relevant to
them.

Materials (included): Book “The Name Jar”, “All About My Name” template, reading strategies
flash cards, everybody has a Name poem template.

Directions:
1- Read aloud: With your child, read the the book “The Name Jar.” Encourage your child to make
connections between the pictures and the text.
2- Discussion: After reading with your child, encourage him/her to think deeply about the issues
and themes presented in the book (emotions, kindness, friendship, uniqueness, differences).
You can use some of the following questions to guide the discussion:
· How did Unhei feel about her name at the beginning of the story?
· Why did she want a new name?
· How could you describe Unhei (2 adjectives)
· Why did Unhei decide to keep her own name?
· What is your favourite part of the story?
· Have you ever felt like Unhei? How so?
· Have you ever felt like changing something about yourself so others would like you
better?
·
3- Second reading: Have child re-read the story aloud. Use this time to assist child, if and when
needed, by providing reading strategies included in this pack. Encourage reader to make
connections with the story in order to enhance reading comprehension.

4- All About My Name: Using the template provided, help child explore his/her name, and what
makes it special to them. This activity also allows child to reflect upon each individual’s
uniqueness and the benefit of sharing our differences and uniqueness.

Extension of Activity#1: Everybody has a Name, By Jean Warren

In order to create a positive impact and to enhance child’s connection and

engagement with literature, we encourage you to read this poem with your child using
his/her name. The child can then re-read and re-tell the poem using other family
member’s names, which will solidify the celebrations of each individual’s uniqueness.

** Find attached a copy of the Poem

Activity #2 Well Blended

This activity is intended to help children and adults to visualize how everyone is
different, yet they blend well to live, work, and play together to make the world
wonderful. This activity is an opportunity to explore important areas of literacy, such
visual representation, as well as to think critically and deeply about self and others. After
completing this activity, children will understand that colours don’t really matter, and that
being kind and accepting can have a positive impact on others.

Materials:
Watercolour paint, paint brushes, large sheet of paper, spray bottle, cookie sheet or
plastic table clothe.

Instructions:

1. Put some watercolour paint on the sheet of paper. Have child use water bottle to
spray the sheet. Watch all the colour blend together to make something beautiful.

2. Paint on wet paper. Get the large sheet of paper completely wet. Dip it right into
water in the sink. Smooth it out on a cookie sheet or plastic table top. Bush thick, wet
watercolour on top and watch the colours blur and fuzz out on the wet paper, blending
together and making wonderful shapes.

Activity #3: Play Around the World

After reading the books in this activity pack, allow child to play these collection of games
played by children around the world (materials included). By participating and enjoying
games from different ethnic backgrounds, children are likely to develop acceptance and
embrace difference and uniqueness.

1. Stones Game: This popular game in India consists on gently throwing small
stones in the air and try to catch them with the back of the palm. Almost every
time a few stones will land on the ground. When this happens, throw the stones
that landed on the back of your palm, pick up the stones that are on the ground,
and catch the stones that you threw.
2. Mancala: This game is popular in Ethiopia. The game board has 2 rows of 6
holes each, and an extra hole at the end of each row, called cup, to collect the
seeds. Start with 4 seeds (or beans) in each hole (except the cup). Sit facing
your partner with the board between you. You each have 6 pits that are “yours”
and the hole (cup) to your right is where you’ll put captured seeds (the hole to
your partner’s right is theirs). The goal is to get as many seeds in your cup as
 possible!. Each player starts by choosing a hole on his side, and picking up all of
the seeds in that hole. Then, moving in a counterclockwise direction, he/she
should deposit them one by one in the following holes (as if taking a lap around
the holes). This player continues to pick up seeds and place them in holes until
the last seed goes into a hole. When the last seed of the turn is placed into a
hole, there are 3 possibilities. 1) If the hole is on your opponent’s side, the turn is
over. 2) If the hole is on your side and the opposite hole is empty, the turn is
over. 3) If the hole is on your side and is empty, but the opposite cup has some
seeds in it- you get to capture the seeds and place them in your cup to the right.
The whole game ends when one row is empty!. Practice how to play this game
by clicking on this link: https://www.mathplayground.com/mancala.html

3. Hopping Chickens: This traditional Chinese game can be played with two
players, in two teams, or individually. It can be played indoors or outdoors. It is
similar to Hopscotch. Each player or team (of two) has 10 sticks, each about 12
inches long. They are laid on the ground like a ladder, about 10 inches apart, one
ladder for each player or team.

How to play:
One player from each team starts, hopping over the sticks without touching any of them.
If a stick is touched, the player is disqualified.
When the player has hopped over all the sticks he stops, still on one foot, and bends
down to pick up the last stick. He/she then hops back over the remaining sticks.
Reaching the beginning again, he drops the stick and sets off again to hop over the nine
remaining sticks, pick up the last one, and return.
Play continues until all of the sticks have been picked up.
Remember, a player is disqualified if he/she puts both feet on the ground at any point
during his turn, or if he touches a stick with his foot.
Individual game:
Count your mistakes. The winner is the player who finishes with the least mistakes.
Team game:
The winner is the team which has got the furthest along when all players are
disqualified! If both teams finish, the winning team is the one which finishes with most
players left.
Variations:
• Play as a race game. If you make a mistake, you start over.
• Play as a relay. The first player hops over ten sticks, returning with the tenth. The
second player hops over nine, the third hops over eight, etc. This works very well
with mixed age groups, where the younger children play towards the end of the
team's go.
• Try changing the foot that you hop on each round!

4. Old Woman Kutsia: This is a popular game played in Ukraine. One of the players
ties the eyes of another player and turns him/her around. The other children or adult
playing begin to clap hands together. The person with the blindfold on his/her eyes must
catch the first nearest person, at this time all children around call his/her name. The first
caught person is called “Old woman Kutsia”.

5. Wolf and Sheep game: This popular game in South America, specifically Chile and
Bolivia, is based on the popular story of the Big Bad Wolf and Three Little Pigs. This
game is called Lobo, lobito ¿qué estás haciendo? (Wolf, little wolf what are you
doing?). The story narrates the dialogue of a sleepy wolf and roaming sheep.
(lyrics/dialogue attached)

The lyrics are in a dialogue between a wolf (lobo) and the roaming sheep:

Children around the wolf chant:

Lobo, lobito ¿Qué estás haciendo?

(Wolf, little wolf what are you doing?)

Hay qué lindo es pasear por aquí

(Oh how wonderful is strolling over here)

Cuando el lobo está durmiendo,

(while the wolf is still sleeping)

¿Lobo, lobito qué estás haciendo?

(wolf, little wolf what are you doing?)

Lobito (little wolf) in the middle answers:

Poniéndome mis zapatos.

(I am putting my shoes on)

Children continue singing:

Hay qué lindo es pasear por aquí

(Oh how wonderful is strolling over here)

Cuando el lobo está durmiendo,

(while the wolf is still sleeping)

¿Lobo, lobito qué estás haciendo?

(wolf, little wolf what are you doing?)
Lobito (wolf):

Estoy poniéndome mi camisa.

(I am putting my shirt on)

Children:
Hay qué lindo es pasear por aquí
(Oh how wonderful is strolling over here)

Cuando el lobo está durmiendo,

(while the wolf is still sleeping)

¿Lobo, lobito qué estás haciendo?

(wolf, little wolf what are you doing?)

Lobito:
Estoy afilando mis unas
(I am sharpening my knife)

Children:
¿Para qué?
(For what?)

Lobito:
Para cazar a mis ovejitas
(To catch my sheep)

Children:
¿Quiénes son tus ovejitas?
(Who are your sheep?)

Lobito:
¡Ustedes!
(You!!)

Once the wolf has said ustedes (you), all the children escape from the wolf and the
wolf needs to tag one child, the one who will be the next wolf.