CHILDREN: SEEN, HEARD, SPEAKING, SAFE

Teachers’ Information

ESL DO: Study Skills in English: Level 4

Developed by Mandi Gerland

From the Ministry Document English as a Second Language and English Literacy Development the Ontario Curriculum, Grades 9 to 12, 2007.

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Credits

Researched and written by Mandi Gerland

with support from Street Kids International

Generously funded by the Canadian International Development Agency Public Engagement, Canadian Partnership Branch

© 2007 Street Kids International

All images and content copyright of Street Kids International

What’s your story? Tell Street Kids International about your experience using this curriculum. We want to know!

MAILING ADDRESS:

Box 1026 TDC Postal Station 77 King Street West

Toronto, ON M5K 1P2

info@streetkids.org

www.streetkids.org

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CD-ROM Contents

PDF version of Teachers’ Information

Audio recordings of 4 Street Talk sessions

Transcripts of 4 Street Talk sessions

Power Point presentations of 4 Street Talk sessions

DVD Contents

3 animated videos:

Goldtooth

Karate Kids

Speed’s Choice

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Table of Contents

Introduction 5

Legend 6

Overall Ontario Ministry of Education Expectations 7

Breakdown of Learning Challenges and Teaching Objectives 8

SUGGESTED LEARNING STRATEGIES

Part One 12 An Introduction to Children’s Rights

Part Two 17 Narrative Communication and Storytelling as a Means to Explore Issues Relating to Children’s Rights (Street Talk series)

Part Three 24 Continued Study of the Narrative Form, and Storytelling through the Exploration of Children’s Rights as Presented in a Novel Study (Mud City)

Part Four 27 Unit Reflection Task: How Can I Make a Difference to Children’s Rights?

Unit Extension Activities 29

LEARNING AND ASSESSMENT TOOLS

1) Idea Map 31

2) Plot Chart 32

3) Narrative Paragraph Rubric 33

4) Essay and Oral Presentation Assignment with Essay and Oral Presentation Checklist 35

5) Personal Vocabulary List 38

6) Narrative Paragraph Worksheet 39

7) Narrative Paragraph Checklist 40

8) Checklist for Oral Presentations (Case Study) 41

9) Character Web 42

10) Report Checklist: Review and Presentation of a Children’s Organization 43

11) Essay and Oral Presentation Skills Rubric 44

Bibliography 46

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Introduction

Who is Street Kids International?

Street Kids International is a non-profit agency founded in Canada that is a global leader in developing and disseminating the strategies and tools needed to give street kids around the world the choices, skills, and opportunities to make a better life for themselves. We team with youth workers to develop locally relevant, innovative workshops using award winning animated stories that engage kids about sexual health, drug use and youth entrepreneurship. Having worked with more than 2 million street kids in over 60 countries, Street Kids International has been recognized by the United Nations as a Global Best Practice Leader in youth work. Starting in October 2006, Street Kids International launched a series of audio conferences called Street Talk. There were four conferences in the series with different field experts discussing issues affecting young people: HIV/AIDS in Zambia; youth rights in Kazakhstan; livelihood in Bolivia; and, poverty in Canada. The conferences took place once a month, with the final one held in February 2007. They are available to download on our website www.streetkids.org or accessed through the CD-ROM included in this package.

Why an ESL Curriculum?

Street Kids International prides itself on working with youth from all over the world. Our programs have been delivered to all corners of the globe and have been adapted into multiple languages and cultures. Our animated videos are available in 26 languages, including English, French, Spanish, Portuguese, Swahili, Nepalese, Russian, Polish, and Arabic. Street Kids International feels it is important that youth’s stories are heard, no matter in what language or through what medium. Teachers using this curriculum will be able to teach Canadian students that every child and youth has a story, and that they are all important to share.

What are the Objectives of the Curriculum? Students will consider the socio-cultural relevance of narrative language and the importance of effective communication. They will gain knowledge of a variety of narrative contexts and practice the narrative form of writing. This will be supported by targeted and general grammar structures, visual organizers, pre-writing and editing processes. Students will read and respond to a variety of narrative works including nursery rhymes, pictures books, websites, animated stories, online interviews, transcripts, non-fiction biographical articles and a novel—all of which will be thematically linked to issues relating to children’s rights. As Canadian youth of different cultural backgrounds, ESL students will share their experiences and opinions regarding these issues through their understanding and interpretation of themes presented in the works. They will respond to these texts and audio conferences through reflective active listening, note-making, discussions, close analysis of text, written responses, oral presentations and essay writing. Students will conclude this unit with a research-reflection activity which will link their expanded knowledge of their rights and responsibilities as Canadian youth to their own community and within the global context.

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Legend

Street Kids International has almost twenty years of participatory, non formal education experience with marginalized, at risk youth. Through this experience which has taken the organization to over 60 countries across the globe, Street Kids has learned the value, not only of solid content, but the importance of dynamic formatting to make content easy to access and read. The legend below includes a series of icons taken from Street Kids’ other materials, specifically from the Street Health and Street Work training programs. The icons are meant to help guide the reader of the teachers’ information to quickly identify each element. They provide a visual guide to highlight what activities and tools are used. It is the intention that these icons facilitate teachers’ ability to easily find what best suits their needs, and the needs of their students.

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Overall Ontario Ministry of Education Expectations Ministry Document Source:

English as a Second Language and English Literacy Development the Ontario Curriculum, Grades 9 to 12, 2007.

English as a Second Language: Level 4: ESL DO Listening and Speaking By the end of this unit, students will: 1. demonstrate the ability to understand, interpret, and evaluate spoken English for a variety of purposes; 2. use speaking skills and strategies to communicate in English for a variety of classroom and social purposes; 3. use correctly the language structures appropriate for this level to communicate orally in English. Reading By the end of this unit, students will: 1. read and demonstrate understanding of a variety of texts for different purposes; 2. use a variety of reading strategies throughout the reading process to extract meaning form texts; 3. use a variety of strategies to build vocabulary; 4. locate and extract relevant information from written and graphic texts for a variety of purposes. Writing By the end of this unit, students will: 1. write in a variety of forms for different purposes and audiences; 2. organize ideas coherently in writing; 3. use correctly the conventions of written English appropriate for this level, including grammar, usage, spelling and punctuation 4. use the stages of the writing process. Socio-Cultural Competence and Media Literacy By the end of this unit, students will: 1. use English and non-verbal communication strategies appropriately in a variety of social contexts; 2. demonstrate an understanding of the rights and responsibilities of Canadian citizenship, and of the contributions of diverse groups to Canadian society; 3. demonstrate knowledge of and adaptation to the Ontario education system; 4. demonstrate an understanding of, interpret, and create a variety of media texts.

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Breakdown of Learning Challenges and Teaching Objectives

Critical Challenges

Teaching Objectives

Ministry Expectations Assessed

Teaching and Assessment Tools

Materials: Texts, Websites, DVDs

# Class Sessions

Part 1: Introduction to Children’s Rights 1) What is the meaning behind words and stories that authors convey? 2) How can I tell an effective story?

1) Students consider connotative meaning behind words and storytelling. 2 a) Students learn appropriate narrative paragraph form. They identify the parts of a paragraph and elements of a story. 2 b) Students consider the placement of climax and how the elements combine to produce an effective story.

Listening and Speaking 1, 2, and 3. Reading 1, 2, 3, and 4. Writing 1 and 2. Socio-Cultural Competence and Media Literacy 1, 2, and 3.

Idea Map Plot Chart Class discussions Oral sharing and presentations in small groups Personal reflections as written journal or oral sharing Analysis of text Note taking and paraphrasing Narrative Paragraph Worksheet Narrative Checklist (Formative: K/U, T/I, COMM) Narrative Paragraph Rubric (For Formative: K/U, T/I, COMM & APP) Map of the world PVL: Personal Vocabulary List

We are in the Dumps with Jack and Guy The Day of Ahmed’s Secret Voices in Literature, Silver (example of use of a plot chart) Developing Composition Skills (conjunctions and transition words) Refining Composition Skills (for student exemplars of narrative paragraphs and related grammar structures) Grammar in Context 3 (past tenses) Conventions of the Rights of the Child. www.ohchr.org/english /law/pdf/crc.pdf

Street Kids International www.streetkids.org

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Critical Challenges

Teaching Objectives

Ministry Expectations Assessed

Teaching and Assessment Tools

Materials: Texts, Websites, DVDs

# Class Sessions

Part 2: Narrative communication & storytelling as a means to explore issues relating to children’s rights 1) How can I respond to, interpret and produce effective narrative writing? 2) How can I respond to and present narrative works orally in formal and informal settings?

1) Students read and respond to narrative works. Students learn to paraphrase and effectively write a narrative paragraph/case study. Students are introduced to internet research skills to support their writing. 2) Students identify and begin to build oral presentation skills for use with narrative works.

Listening and Speaking 1, 2, and 3. Reading 1, 2, 3, and 4. Writing 1, 2, 3, and 4 Socio-Cultural Competence and Media Literacy 1, 2, 3, and 4

Map of world Class discussions Internet research and navigation Oral sharing & presentations to the class and small groups Personal reflections as written journal or oral Analysis of text Note taking and paraphrasing Plot Chart Narrative Paragraph Worksheet Narrative Checklist (Formative: K/U, T/I, COMM) Narrative Paragraph Rubric (Summative: K/U, T/I, COMM & APP) Oral Presentation Checklist (Formative: K/U, T/I, COMM, APP) View slide show View/read/listen to news article and a media gallery: National Public Radio website

Conventions of the Rights of the Child. www.ohchr.org/english /law/pdf/crc.pdf

Street Kids International www.streetkids.org Student selected texts and DVDs from the following list: Picture Books The Carpet Boy’s Gift A Shelter In Our Car Fly Away Home Ryan and Jimmy Spoken Memories DVDs Karate Kids Goldtooth Speed’s Choice Biographies/Articles: Stolen Dreams: Portraits of Working Children: “The Story of Iqbal Masih”, “A Migrant Farmworker Tells Her Story”, and “A Ragpicker’s Story” Listen to Us: The World’s Working Children: “Susana”, “Nirmala”, “Christine”, “Naftel” and “Sarah” We Need to Go to School: “Urmila”, “Raju”, and “ Ram Ku” Stolen Dreams: Portraits of Working Children: slide show Josimene’s Story www.npr.org

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Critical Challenges

Teaching Objectives

Ministry Expectations Assessed

Teaching and Assessment Tools

Materials: Texts, Websites, DVDs

# Class Sessions

Part 3: Continued study of the narrative form, and storytelling through the exploration of children’s rights as presented in a novel study 1) How can I understand, analyze and track the development of a long format narrative work, a novel? 2) How can I formally respond to a literary work in essay format? 3) How can I redevelop an essay to create an effective oral presentation?

1) Students learn techniques for and practice documenting and organizing information (the content and their understanding) of a novel through literacy circles. 2) Students identify and track themes, symbols and subtopic in a novel to develop an argument and prepare an essay response to the novel. 3) Students review a speech and identify elements of effective speech writing. Students revise an essay to produce an Oral Presentation.

Listening and Speaking 1, 2, and 3. Reading 1, 2, 3, and 4. Writing 1, 2, 3, and 4 Socio-Cultural Competence and Media Literacy 1 and 3

Map of the world Class discussions Internet research and navigation Literacy Circles: Note taking and paraphrasing including chapter summary Oral sharing and presentations to the class and small groups Personal reflections of content, structure and themes Analysis of text Essay writing: guided writing process character web (adapted) Oral presentation: with guided development and a review of speech writing techniques

Mud City – novel study Refining Composition Skills (student exemplars of essay writing and related grammar structures) Grammar in Context 3 Voices in Literature, Silver, original format Character web Voices in Literature, Silver: “I Have a Dream”

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Critical Challenges

Teaching Objectives

Ministry Expectations Assessed

Teaching and Assessment Tools

Materials: Texts, Websites, DVDs

# Class Sessions

Part 4: Unit Reflection Task 1) How can I make a difference to children’s rights? 2) What are my rights and responsibilities as a Canadian youth? 3) How can media forms effectively communicate ideas and instill action?

1) Students are guided through self-directed, teacher-supported research of a children’s organization which relates to the comment of their essay and their own interest in positively affecting children’s rights 2) Students analyze a children’s organization and the organization’s website to consider how effective it is with respect to what they feel to be their rights and responsibilities as Canadian youth within a global context. Students present their findings to the class, in seminar style as an oral presentation with hand out Students distill, summarize and reflect on the presentations and the unit to create a list of strategies to further promote children’s rights.

Listening and Speaking 1, 2, and 3. Reading 1, 2, 3, and 4. Writing 1, 2, 3, and 4 Socio-Cultural Competence and Media Literacy 1, 2, 3, and 4

Map of the world Class discussions Internet research and navigation Analysis of a media source Report Checklist Student hand out Note taking and Paraphrasing Oral sharing, group discussions and presentations to the class (class seminars) Hand out from student Personal reflections and journal entry

The Internet A brief listing of websites of children’s organizations (please see bibliography.)

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Part One: An Introduction to Children’s Rights

OBJECTIVES FOR PART 1 � Students consider connotative meaning behind words and storytelling. � Students learn appropriate narrative paragraph form. They identify the parts of a paragraph and

elements of a story. � Students consider the placement of climax and how the elements combine to produce an effective

story.

CLASS 1

Warm up Introduce the notion of the power of words and the connotative meaning behind words shaping the way we perceive and think about life, specifically with regards to storytelling (narrative form) as applied to the topic of children’s rights.

Main Lesson

• Provide Students with background information re: nursery rhyme (any text samples).

• Assist students to see how a child’s rhyme reflects social norms and thus illustrates what is accepted in society, by reading them the nursery rhyme picture book, We are all in the Dumps with Jack and Guy, and guiding them through their responses.

Active Listening:

As the students listen, guide them to use note-taking to write down a list of words that:

1) explain what is happening in the story, or 2) ideas behind what is happening in the story.

Students are encouraged to respond with:

1) words about the pictures, 2) words that respond to the text, or 3) words that tell how they feel as they listen to the story.

Elicit: What is the story about?

At the board, create a list of the class’ words that explain the story (i.e. homelessness, street children, hunger, violence, safety, poverty, lack of money or income, unemployment, depression, sickness, injury, fear, loss of hope, sadness).

Critical Questions (Nursery Rhyme Example)

What is a nursery rhyme? Who says it? Who teaches it and learns it? How does it reflect and affect the society in which it is used? Do you have similar children’s chants or stories in verse in

your home country?

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Find common themes associated with being a homeless child: 1) safety (health), 2) income/employment, and perhaps how it relates to 3) education.

Ask the students to reflect in journal writing #1 or orally to the following questions:

1) how they felt about the story, 2) what they feel the rights of children should be, 3) what the rights of street children should be, and 4) how do rhymes, which are taught to them as children, affect them as children and later as adults?

Allow students to continue to build an understanding of working children and street children while further illustrating narrative writing by reading them the picture book, The Day of Ahmed’s Secret, and guiding them through their responses. Reflecting about Content: Journal #2 or oral response 1) Where does this story take place?

2) What was Ahmed’s Secret? 3) How do you feel about Ahmed’s life?

4) How do you think Ahmed feels about his life? Add these reflections to the board word list from We are all Down the in the Dumps with Jack and Guy. Link work groupings and focus on the third category, Education if the category has not already been created by the class. Summarizing information from both stories and linking themes:

Hand out the Idea Map (page 31). Have the students label each of the circles with 3 key needs or challenges facing children and street children: health and safety, income and education.

Give them time to add branches to the circles to include their ideas and those from the board. Allow for a discussion about how these are related and for the students to draw links between the circles. Reflecting on Structure: Journal #3 or oral response

Did you like the story? Why? Why not? What makes a good story? What are the elements of a story? If you had learned Ahmed’s secret half way through the book, would you have kept reading?

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Elicit the elements of a story: setting, characters, plot. Elicit the setting and characters of the story, The Day of Ahmed’s Secret.

1) Give students the Plot Chart (page 32) and a text copy of the story, and ask them to make point form notes in 10 points or less for the events that happen in the story and graph them on the chart.

2) In small groups, students discuss the events of the story. Ask the students to use the Plot Chart as a speaking prop to explain what they selected as the key events, and where they placed the climax. Teacher circulates to ensure accuracy.

3) Discuss and define suspense, foreshadowing, conflict and climax, and label these

elements on the graph.

4) Acknowledge the purpose of these elements and devices in the story, and how they create interest – specifically, the location of the climax in the story.

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CLASS 2

Warm Up Direct the students to take out their completed Plot Graph. Hand out the Narrative Paragraph Worksheet (page 39). Explain the parts of the story in paragraph format with attention to the topic sentence which may be omitted or inferred to create suspense.

Main Lesson Students complete the Worksheet using their Plot Graph to analyze the parts of the story, and to identify the parts of a narrative paragraph:

* topic sentence * background * body (plot) * concluding sentence * comment

(Students do not need to complete the body of the story as this will later be transferred from the Plot Graph). Teacher checks for understanding and accuracy. Using the plot graph and worksheet, students write these sections into paragraph form and add a title, and date.

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CLASS 3

Warm up Journal #4 and Group Sharing: Reflect and write about a time when you feel that either your own or another young person’s rights were violated. Be prepared to share this with your group.

Main lesson

• With teacher guidance, students generate a Narrative Paragraph Checklist (page 40) for evaluation of their paraphrased story of The Day of Ahmed’s Secret.

• They use the Checklist to review the elements of a story, and they draw on their previous knowledge of basic paragraph form (a unit of writing which is unified, coherent and cohesive).

• See Sections 1 to 3 (of 4) on the Narrative Paragraph Worksheet. Students check their own and a peer’s paragraph.

• This corrected second draft of the paragraph is due next class when there will be an opportunity for final edit.

Note Based on the students’ previous knowledge, the teacher may wish to take time to teach or review grammar and language elements itemized on the Narrative Paragraph Checklist which include transition words and conjunctions, adverbial phrases, prepositional phrases, chronological order and past tense verbs. These elements may be introduced and integrated over a number of lessons and may be supported by a separate grammar test with written elements. Please refer to the grammar and language texts recommended in the “Teaching Objectives” in Refining Composition Skills: Rhetoric and Grammar and Grammar in Context 3.

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Part Two: Narrative Communication & Storytelling as a

Means to Explore Issues Relating to Children’s Rights

OBJECTIVES FOR PART 2 � Students read and respond to narrative works. � Students learn to paraphrase and effectively write a narrative paragraph/case study. � Students are introduced to internet research skills to support their writing. � Students identify and begin to build oral presentation skills for use with narrative works.

CLASS 4

Warm up Direct the students to circulate in the room with their revised narrative paragraphs and to read them to a new peer partner—giving each other informal feedback.

Main Lesson

• Explain to students that rewriting and summarizing someone else’s story or ideas in your own words is called paraphrasing and that this is a useful skill especially on history or social science reports and essays.

• Direct the students to compare the Narrative Paragraph Checklist with the Narrative Paragraph Rubric (page 33) that the teacher has generated from their Checklist. Help them to link the criteria of the two assessment pieces.

• Students have the opportunity for a final edit and then hand in their paragraph (formative assessment).

Reflection Questions: Journal #5 or oral response

• Is it acceptable for kids to work?

• What would happen to Ahmed and his family if he didn’t work? Ask the students to compare their answers in journal #5 to journal #1 and their original ideas about what rights children should have.

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Examples of 5W + H questions -WHO are the people mentioned in the session? -WHERE are they? -WHEN are these stories happening? Now? In the past? -WHAT is being talked about? -WHY are things happening? -HOW are problems being addressed?

Direct the students to the computers. Have them search and print out the Conventions of the Rights of the Child (http://www.ohchr.org/english/law/pdf/crc.pdf). Read through conventions and discuss for understanding. Class Discussion

• Elicit their opinions of the rights outlined in the Conventions of the Rights of the Child, and direct them to compare these conventions to their own ideas about children’s rights as they have outlined in their journals #1 and #5.

• The class may also wish to discuss their current knowledge of issues surrounding children’s rights. What rights are currently not being upheld? Where? Why not?

• Explain that in addition to telling a story, narrative writing can include non-fiction like news reports or biography writing which when applied to studying a situation (children’s rights) or an example of a situation of a specific child can be called a case study.

• Direct the students to return to the computers to find the Street Kids International website (http://www.streetkids.org). Allow them to view and become familiar with the site.

Assist them in learning how Street Kids International targets the key areas that they previously identified as key ‘children’s needs’ in Class #1 (health and safety, income, and education). The Street Talk series includes 4 audio sessions about different topics in different areas of the world. The sessions are available online or on the accompanying CD-ROM.

1) Street Talk: Connecting Canadians with Street Youth Issues HIV/AIDS in Zambia, Africa 2) Street Talk: Connecting Canadians with Street Youth Issues Youth Rights in Kazakhstan, Central Asia 3) Street Talk: Connecting Canadians with Street Youth Issues

Livelihood in Bolivia, South America

4) Street Talk: Connecting Canadians with Street Youth Issues Child and Youth Poverty in Canada, North America

Select one of the sessions to listen to with the class. Address the 5W + H questions, writing the students’ answers on the board. Separate the students into groups and have each group listen to another session together. Ask them to answer the same 5W + H questions that you answered as a group.

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Other questions that can be addressed:

• Are you surprised about any facts?

• Reflect and comment on the case studies presented.

• Identify 3 strategies used to alleviate poverty.

Direct them to a variety of picture books, short stories, DVDs, and articles which profile the life of a child in either fiction or non-fiction format. Allow students to select a book, DVD or article to read next day in class (or for homework). Explain that they will be writing their own case study of one of the youth they learn about. The case study will be written and developed in the paragraph-writing process to reinforce previous knowledge and skills. Suggested materials may include: Picture Books: The Carpet Boy’s Gift by Pegi Deitz Shea

A Shelter in our Car by Monica Gunning Fly Away Home by Eve Bunting Ryan and Jimmy by Herb Shoveller Spoken Memories, Painted Words by Aliki

DVDs: Karate Kids

Goldtooth Speed’s Choice

Story Biographies/Articles: Stolen Dreams: Portraits of Working Children

by David Parker “The Story of Iqbal Masih”, “A Migrant Farmworker Tells Her Story”, and “A Ragpicker’s Story.”

Listen to Us: The World’s Working Children by Jane Springer “Susana”, “Nirmala”, “Christine”, “Naftel”, and “Sarah” We Need to Go to School by Tanya Roberts-Day “Urmila”, “Raju”, and “Ram Kumar”

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CLASS 5

Warm up Place the Conventions on the Rights of the Child in large print and in plain sight in the classroom. Review them briefly and discuss the following questions with the class.

1) Could you leave any out? 2) Could you prioritize them? 3) What do we take for granted?

Main Lesson

• Case study development of narrative paragraph Direct the students to make notes as they read or view their selected narrative work. Direct them to use these notes to organize and record the key events of the child/character’s life story into a Plot Graph.

Informal Class Presentations

• Ask each student to present their Plot Graph and in doing so relate the life of the child that they have reviewed.

• After each presentation, ask the student to list which of the rights are being violated in this child’s life–as it relates to the Conventions of the Rights of the Child.

• Ask them to comment on what kinds of conflict (self, interpersonal/social, nature, technical) the child is experiencing (informal oral assessment opportunity).

During the presentations: Direct the students to add each new country or location from which the children in the case studies come from on their world map. Homework: Ask the students to reflect on the placement of their climax and make any adjustments to the story/case study so it is more effective.

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CLASSES 6 & 7

Warm Up Direct each student to complete a Narrative Worksheet.

Main Lesson

• Ask the students to peer check the Worksheet.

• Give students time to write (paraphrase) the story into a narrative paragraph.

• Allow them time to follow up with a self-check and to peer-check using the Narrative Checklist.

• While the students are working, the teacher has the opportunity to conference with each student about their first (formative) paragraph assessment about Ahmed’s secret.

The Case Study Paragraph is due at start of class 8.

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CLASS 8

Warm Up Students have a final opportunity to check their paragraph with the rubric. A copy of the paragraph is submitted to the teacher for assessment.

Main Lesson

• Ask for student feedback regarding how they feel speaking publicly, and how they felt during their oral plot presentations in class 5.

• Elicit from the students a checklist for making presentations that would help them feel more confident. Have them identify strategies for public speaking. See suggested Checklist for Oral Presentations (page 41).

• Direct the students to take a copy of their case study paragraph and revise it into an oral presentation by using the Checklist.

• After they have completed their revision, direct students to practice their speech in small groups and to peer support each other using the Checklist.

• Provide them with materials to highlight or cut their paragraph into speech cards.

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CLASSES 9 & 10

Warm Up Each student presents their case study (3 minutes each). Their comments should identify the rights which had been compromised or neglected for the child profiled in the case study. The teacher uses the Checklist for Oral Presentations (page 41) to provide brief written feedback for each student (formative assessment).

Main Lesson

• The power of narrative is often strongest when words and images are combined. Reflective Viewing and Discussions (15-20 minutes each) Session 1:

• The teacher prepares a slide show of images from the book, Stolen Dreams: Portraits of Working Children and the chapters, “Kids at work”, “Why do kids work?”, “What Happens to kids that work?”. Show the slide show at the end of class 9.

• These are international images of children at work which illustrates the loss of rights and the personal risk/loss they experience due to their employment. This book was developed by the photographer and physician, David Parker. Stolen Dreams: Portraits of Working Children is a book of images accompanied by text. This text can supplement the images and help initiate a reflective discussion.

Session 2: The teacher can access news articles and the multi-media photo gallery (both with recorded text audio streaming) at the National Public Radio website. A suggested article and media-gallery piece is Josimene’s

Story. This story includes a news article with an interview (photos and voice) of Joseimene, a ten year old restavec in Haiti. Her story reflects the lives of the 300,000 young children who are trafficked from the rural countryside to work as domestic servants in the nation’s urban areas. The viewing of this photogallery and discussion can be held at the end of class 10.

Conclude the sessions by prompting students to add the locations mentioned in the slide show and NPR webcast (press release) to the World Map, and to add any new vocabulary to their Personal Vocabulary List (PVL) (page 38).

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Part Three: Continued Study of the Narrative Form, and

Storytelling through the Exploration of Children’s Rights as Presented in a Novel Study

OBJECTIVES FOR PART 3 � Students learn techniques for documenting and organizing information (the content and their

understanding) of a novel through practice with literacy circles. � Students identify and track themes, symbols and subtopics in a novel to develop an argument and

prepare an essay response to the novel. � Students review a speech and identify elements of effective speech writing. Students revise an essay

to produce an Oral Presentation.

CLASS 11

Warm Up Assist students in preparing the historical and geographical background for the novel, Mud City. Direct the student to the computer to research and make notes about the country of Afghanistan (20 minutes). As a class, using chart paper or at the board, guide the students to create a brief history and status report of the situation there today.

Main Lesson

• Introduce the main character of the novel and explain that she is a youth who comes from this country.

• Direct them to add Afghanistan to their World Map. Help them become familiar with the map of Afghanistan (in the book) and cities in which the main character will travel.

• Explain what a glossary is and how to use one. Show them the glossary at the back of the book.

• Read Chapter 1 in class and assist the students in their understanding of the novel by establishing literacy circles and guiding them through their first chapter summary.

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CLASSES 12 - 20

Warm Up Elicit chapter summaries prior to literary circles. Novel Study, Essay writing and Oral Essay Presentation The Novel Study and Essay

• This novel, Mud City, has 14 chapters which could be studied over 8 classes with 2-3 chapters reviewed and discussed per class.

• Concurrent to the study of the novel, students can be guided through the essay-writing process as they develop a 5 paragraph character sketch essay of one of the main or a minor character in the novel.

• Using a character sketch will allow students to explore descriptive writing and also allow them to extend the concept of the case study.

• An alternative essay topic could look at the literary element of conflict. Students could track and observe how conflict affects interest level in the story as it presents challenges to the main character.

• The essay writing can be guided through stages by using exemplars and process exercises from Refining Composition Skills and supported with targeted grammar such as relative (adjective) clauses, preposition phrases of time and adverbs of time. Should the teacher wish to extend the study of relative clauses and a grammar test, a detailed chapter study in Grammar in Context 3 is recommended for this purpose.

• Each class can target a part of the essay - introduction paragraph (inviting sentences), a body paragraph (linking paragraphs) and the conclusion paragraph - with a thoughtful comment. Students may conference their work in seminar groups. For example, a group of students may read their “inviting introduction sentences” to each other and provide feedback.

• In addition to a literary analysis of the novel, students can address children’s rights through the events of the novel. They can reference and link the events to the Conventions of the Rights of the Child, while also relating the events to the three key ‘needs for children’: health and safety, income, and education.

• Analyzing the plot with regards to themes (the specific rights of children) will provide the students with connections between the story, international law, their own brainstorming and personal constructs, other readings, and the work of Street Kids International.

Elements of Conflict -human vs. human -human vs. self -human vs. nature -human vs. technology

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• In class, the students will be able to address these issues (themes) through both their literacy circles and their essay.

Collecting Relevant Details for the Essay Writing Process

• It is recommended that the students be introduced to the essay topic early in their study of the novel. Students then have the opportunity to collect information about their character with regards to subtopic categories as they read. A Character Web (page 42) that includes page and chapter summary references may be helpful for the students. Please see recommended Character Web for use with the character sketch essay. For the essay which addresses conflict, students may simply create a 4 column list of the conflicts with page references.

• As the essay is a more lengthy body of writing, the Essay and Oral Presentation Assignment with the Essay and Oral Presentation Checklist (page 35 and 44) is given as an outline with assignment description rather than it being elicited from the students.

Oral Presentation

• Before the students prepare their oral presentation, guide them through an example of effective speech writing.

• A recommended text is an excerpt from Martin Luther King’s “I Have a Dream” as it is presented in the text, Voices in Literature, Silver. This activity assists the student to consider the 4 elements of effective speech writing which then can be understood through close textual analysis.

• Assist the students in applying these language techniques to their completed essay, to revise it, and to produce an effective presentation about the main character.

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Part Four: Unit Reflection Task: How Can I Make a Difference

to Children’s Rights?

OBJECTIVES FOR PART 4 � Students are guided through self-directed, teacher-supported research of a children’s organization

which relates to the comment of their essay and their own interest towards positively affecting children’s rights.

� Students analyze a children’s organization and the organization’s website to consider how effective it is with respect to what they feel to be their rights and responsibilities as Canadian youth within a global context.

� Students present their findings to the class, in seminar style as an oral presentation with hand-out. � Students distill, summarize and reflect on the presentations and the unit to create a list of strategies to

further promote children’s rights.

CLASSES 21 – 23

Warm Up Provide students with a variety of national, international governmental and non-governmental organizations and projects that promote children’s rights. (A list of websites has been provided in the bibliography as a starting point for this research.)

Main Lesson

• Students research an organization that promotes children’s rights.

• Students better understand what it is for them to be Canadian. The final requirement of the essay is that the student’s written comments speaks to the rights and responsibilities of Canadian youth with regards to themselves and other youth in the world. This requirement prompts the student to think of themselves within the Canadian context in relation to and as a responsible member of the global community. This requirement links the topic of children’s rights to one of the overall Ministry requirements for this course, “to demonstrate understanding of the rights and responsibilities of living in Canada”. In these final classes, direct the students to use their written comments as a starting point to generate next steps for what they could do to promote children’s rights and assist them in taking action by creating their own Action Plan. Their Action Plan could be self-generated or discovered through guided research.

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In their comments, many students may have suggested ways that children’s rights could be promoted or they may have mentioned strategies already in place in their local, national or global communities. Students may also wish to invite representatives from local community organizations to speak about their work. Each student will have the opportunity to report their findings and action plan to the class though a 3 to 5 minute presentation which will include a single page handout. Should the technical facilities exist, students may use a DVD projector and guide the class through the website of their chosen children’s organization or project.

Evaluation for this reflective task could be a report checklist to shape the format of the seminar/presentation. It is recommended that the teacher

elicit the criteria for the report checklist from the students. Please see the suggested Report Checklist for the Review and Presentation of a Children’s Organization (page 43). The teacher may also wish to adapt the oral skills presentation for a further assessment of oral skills.

The students can conclude the unit with a final reflective discussion and journal entry regarding the promotion of children’s rights.

In small groups, students can discuss and distill the information from the seminar handouts to create a list which summarizes the strategies that

have been presented. Each student can then create their own personal journal reflection which completes their personal Action Plan for children’s rights—allowing them to reflect on their rights and responsibilities as Canadian youth within a global context.

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Unit Extension Activities

1) Individual Novel Study: If the class has already completed a novel study, an individual study might be preferable. Highly recommended young adult novels, also by Deborah Ellis, that address children’s rights are The Heaven Shop (AIDS in Africa), The Breadwinner (Afghanistan), Parvana’s Journey (Afghanistan), and I am Taxi (Bolivia). Bound (China, historical), Iqbal (Pakistan), The Diary of Ma Yan (China), and The Curses of Third Uncle (Canada, historical) are also enjoyable and informative novels about children’s rights. More novels can be found in the bibliography. 2) Reflective Writing to Generate Free Verse Poetry: A recommended text to begin with is We Need to Go to School which has autobiographies with accompanying poetry by Nepali children who have worked in the carpet industry. The life story of Parwati and her poem, “My Life” can, for example, provide students with a bridge between prose and poetry. Students could reflect on personal injustice, a friend’s experience or respond to the child/character of their case study. This could transition well into a more detailed study of poetry.

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Learning and Assessment Tools

31

Idea Map: Children’s Needs

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Plot Graph

List of Events Plot Profile 1

10

2

9

3

8

4

7

5

6

6

5

7

4

8

3

9

2

10

1

11

12

Event 1 2 3 4 5 6 7 8 9 10 11 12

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Narrative Paragraph Rubric

As developed by the students. Grammar Extensions from Refining Composition Skills and Grammar in Context 3 Rubric for a Narrative Paragraph

Criteria Level 1 Not to standard

Level 2 Limited

Level 3 Satisfactory

Level 4 Good Very Good Competent Highly Competent

Knowledge and Understanding

-clearly states topic or controlling idea Background information clearly tells the reader with whom, where and when the story happened. (setting) Body (Support): The plot: a series of events (4- 6 minimum) in chronological order.

-no one topic stated or implied -no background is given -vague events, and a lack of chronological order prevent understanding

-states or implies topic generally -background is mentioned generally, unclearly or is incomplete -vague or incomplete events and limited chronological order hinder understanding

-states or implies topic and idea somewhat clearly -background is stated somewhat clearly and is almost complete -plot is developed, but some incomplete events and difficulty with chorological order detract from the story

-states or implies topic and idea clearly and completely -background is stated clearly and completely -clearly develops the plot in 4-5 events in chronological order

-states or implies topic and idea thoroughly and perceptively -background is stated thoroughly and perceptively -develops the plot in 4-6 thoughtfully selected events in chronological order

-states or implies topic and ideas in a skilled & perceptive way -background is stated in a skilled and perceptive way -develops the plot in 5-7 or more very thoughtful events in chronological order

-states or implies topic in a highly skilled and perceptive way -background is stated in a highly skilled and perceptive way. -develops the plot in 5-8 or more highly thoughtful events in chronological order

Thinking -clear details or examples related to the events of the plot

-one or no details given or details are not related to plot

- at least 1 detail related to the plot

- some details related to the plot

-several details related to the plot

-several unusual details related to the plot

- several perceptive details related to the plot

- several highly thoughtful details related to the plot

Communication Language Style: -uses paragraph form: title, topic sentence, body , conclusion sentence and comment -unity: one topic and controlling idea -coherence: points and details or examples are in chronological order including adverbs of place p. 306 & Prepositional phrases of time, p. 307 -cohesiveness: transition words and conjunctions including adverbial phrases of time p. 306 -spelling and grammar: accurate including the correct use of past tense verbs.

-little or no use of paragraph form -little or no unity -little or no coherence -little or no cohesiveness -spelling and grammar errors prevent understanding

-a little use of paragraph form -little unity -little coherence -little cohesiveness -spelling and grammar errors hinder understanding

-some use of paragraph form -some unity -some coherence -some cohesiveness -many spelling and grammar errors interfere with clear understanding

-mostly uses paragraph form -considerable unity -considerable coherence -considerable cohesiveness -some spelling and grammar errors

-paragraph form throughout -excellent unity -excellent coherence -excellent cohesiveness -few or no spelling and grammar errors

-superior paragraph form throughout -superior unity -superior coherence -superior cohesiveness -few or no spelling and grammar errors

-correct and highly skillful paragraph form throughout -highly skilled use of unity -highly skilled use of coherence -highly skilled use of cohesiveness -almost no spelling and grammar errors

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Application -makes connections to personal experience outside school by using Comment to explain why she is telling the story. 1) what they have learned 2) gives advice 3) makes a prediction 4) makes a connection to an aspect of their life. Storytelling: -uses elements of good story telling to increase interest for the reader: suspense, foreshadowing, climax location, conflict & irony.

-no connections made to personal experience or world outside while commenting, or no comment is given. -little or no use of storytelling elements

-little connection made to personal experience or world outside while commenting on why you are telling the story. -a little use of storytelling elements

-some connections made to personal experience or world outside commenting on why you are telling the story. -some use of storytelling elements

-makes connections to a personal experience or world outside by clearly commenting on why you are telling the story. -considerable use of storytelling elements

-connections made to personal experience or world outside show some insight and clearly comments on why you are telling the story. -uses almost all elements of storytelling in an effective manner

-perceptive connections made to personal experience and world outside by clearly commenting on why you are telling the story. -uses almost all elements of storytelling in superior manner

-highly sophisticated connections made to personal experience and world outside by clearly commenting on why you are telling the story. -uses almost all elements of storytelling in a highly skilled manner

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Essay and Oral Presentation Skills Rubric

Criteria for Achievement

Level 1 A standard was not

reached

Level 2 Limited

Level 3 Satisfactory

Level 4 Good Very Good Competent Highly

Competent

Knowledge and Understanding

A) Introduction Paragraph: -starts with inviting sentences -clearly states thesis: topic and controlling idea

- the character about whom you are discussing and your opinion about them.

-clearly gives statement of intent

B) 3 Body Paragraphs:

-clear subtopics (3) support the thesis: -clear reasons/points support each subtopic

C) Conclusion Paragraph

-restates the thesis -summarizes the body subtopics -includes a personal comment D) Student demonstrates an understanding and knowledge of -the content of the novel: information, elements of a story, themes, literary devices -considers the rights and responsibilities of one character (person) to another within the Canadian social context

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Thinking

In Body Paragraphs

-student selected specific examples from the novel to support the reasons/points and prove the subtopics Responding to Questions: -student is able to use processing skills to analyze or evaluate information to form a conclusion or interpretation.

-student is able to use critical thinking/creative processes in reflection or elaboration.

Communication

A) Paragraph Style: -uses paragraph form throughout the essay -links each paragraph back to the thesis B) Unity: -one clear thesis -clear subtopic for each body paragraph C) Coherence: -Order of Body paragraphs (subtopics) have a clear organization –best reason is last

-each body paragraph has a clear organization –best reason is last D) Cohesiveness:

-sentences are connected using appropriate transition words and conjunctions—allowing for ideas to flow.

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E) Spelling, Grammar, Sentence Structure and Diction:

-is accurate and appropriate to topic and for a speech: 1) varied sentences with short sentences, 2) memorable words/ ideas are repeated and 3) strong unusual words/ imagery is used –4 senses

F) Verbal and Non-verbal Communication Style

-use effective speaking style: eye contact, voice variation and clear voice projection. - use verbal and non-verbal communication in a socially and culturally appropriate way.

Application

A) Personal Connection in a Comment

-student makes connections to their own personal experience outside school to provide a thoughtful ending to the essay. -the comment may take the form of reflection, prediction or advice. -student comments speak to speak to the rights and responsibilities of Canadian youth with regards to themselves and other youth in the world.

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PVL: Personal Vocabulary List

Word in English Meaning in English Word in your Language

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Narrative Paragraph Worksheet

1 Topic Sentence (actual or inferred) a) topic (the incident) b) controlling idea (opinion)

2 Background Who Where

When

3 Body –The Story Events a) Notes:

Details

b) The Story:

4 Conclusion Sentence a) restates topic sentence

5 Comment -Why you are telling this story: a) what you learned, or

b) advice you’d like to give the reader, or c) a prediction, or d) a connection you made

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Narrative Paragraph Checklist

As developed by the students. Grammar Extensions from Refining Composition Skill and Grammar in Context 3

Criteria Peer Teacher Final Self

1 ) Paragraph Parts:

(Intro) clear or implied

Background

Body/plot

Conclusion

Comment

2) Story telling:

Suspense

Foreshadowing

Climax location

Conflict

Irony: 3 kinds

3) Language Style:

Unity: 1 topic and controlling idea

Cohesive -holds together –joins ideas transition words & Conjunctions. A) Adverbial phrases of time.

Coherence: Clear order /organized ideas A) Adverbs of place. B) Prepositional phrases of time. C) Chronological order

4) Verb tense: Past time

Simple past

Past Continuous

Present Perfect

Present Perfect Continuous

Past Perfect

Past Perfect Continuous

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Checklist for Oral Presentations Case Study Activity

Criteria Self Check Peer Check Teacher feedback

Structure and content

Clear organization: 1) topic sentence 2) background 3) events (plot) 4) conclusion 5) comment

Language

Accuracy: 1) Correct Grammar and diction

Style: 1) Varied sentence structure and length with short sentences for emphasis 2) Memorable words, phrases or ideas are repeated 3) Strong or unusual words/ imagery – include the 5 senses

Public Speaking Skills

Verbal and non-verbal: 1) Pronunciation -accurate 2) Speech -slow and clear 3) Eye contact -looks at the class -uses notes only as a reference and doesn’t read them 4) Voice Variation -uses different volumes, speeds, or tones of voice to indicate the importance of information presented 5) Some use of gesture

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Character Web

Identify and Track 4 Qualities of a Character in the Novel

Character name: ___________________________

Dominant impression: _____________________________

Character does: Character says: What others do or say to the character: The author’s comments about the character:

Do: Say: Others do/say:

Author:

Do: Say: Others do/say: Author:

Do: Say: Others do/say: Author:

#1 #2

#3

#4

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Report Checklist Review and Presentation of a Children’s Organization

Name of Organization:

Criteria Your Findings Your Comments

Background about the Organization: 1) What children’s rights does this organization target? 2) How do they help children to protect these rights?

Why you chose it: 1) How does this organization relate to your comment/ action plan? 2) How you could make a difference?

Your analysis of their website: 1) Is the overall website effective and attractive? 2) Is the text easy to read and engaging? 2) Are the visuals engaging and relevant to the text? 3) What would you add or change to their website?

Your opinion about the organization: 1) What do you like? 2) What would you add to or change?

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Essay and Oral Presentation Assignment and Essay Checklist Assignment: Adapt an essay using a character sketch of one of the youth characters from the novel Mud City into a 5-10 minute speech using the “four elements of good speech writing”. In your essay, consider the kinds of conflict the character encounters with regards to their rights as a child. In your comment, speak to the rights and responsibilities of Canadian youth with regards to yourselves and other youth in the world.

Four Elements of Good Speech Writing 1) Clear organization (an essay structure - use Essay Checklist below) 2) Varied sentence structure and length with short sentences (for emphasis) 3) Memorable words, phrases or ideas are repeated (link to thesis) 4) Strong, unusual words/ imagery (include the 5 senses) Use the above as a checklist to put #’s 2, 3 and 4 in each of your paragraphs. Part 1 - Clear Organization - Essay Checklist:

A) Introduction

Paragraph 1

1) Interesting introduction sentences:

Four techniques: turnabout, dramatic entrance, relevant quotation or funnel. 2) Thesis sentence: Topic and controlling idea: The character you are discussing and your opinion about them. 3) Statement of intent: what methods you will use to discuss the character. This is not a list of your subtopics.

B) Body

Paragraph 2 Subtopic # 1

1) Topic sentence: states subtopic #1 2) Body: supports the subtopic with specific points and examples/ details 3) Conclusion sentence: restates topic sentence, summarizes points, and links the subtopic to the thesis Paragraph 3 Subtopic #2 1) Topic sentence: states subtopic #2 2) Body: supports the subtopic with specific points and examples/ details 3) Conclusion sentence: restates topic sentence, summarizes points, and links the subtopic to the previous subtopic and the thesis

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Paragraph 4 Subtopic #3 1) Topic sentence: states subtopic #2 2) Body: supports the subtopic with specific points and examples/details 3) Conclusion sentence: restates topic sentence, summarizes points, and links the subtopic to the previous subtopic and the thesis

C) Conclusion

Paragraph 5

1) Restates thesis using synonyms 2) Summarizes subtopics in same order 3) Comment: prediction, advice or reflection. Please see the assignment directions D) Essay Language Style 1) Unity: One thesis and subtopics support this idea (thesis) 2) Coherence: Presents ideas in a logical order and saves reason for last 3) Cohesion: Uses transition words and conjunctions well 4) Overall Spelling and Grammar is used accurately E) Language Style for Speeches 1) Clear Organization –see essay outline 2) Varied sentences with short sentences for emphasis 3) Memorable words/ ideas are repeated 4) Strong colourful words/ imagery

Part 2– Verbal and Non-Verbal Communication Skills

A) Rehearsed and Non-rehearsed 1) Pronunciation Accurate 2) Speech Slow and clear. 3) Eye contact Looks at the class –uses notes only as a reference and doesn’t read from them. 4) Voice Variation Uses different volumes, speeds, or tones of voice as needed to indicate the importance of information presented.

B) Non-rehearsed: Responding to Questions

1) Response is appropriate to 1) question topic

2) social and cultural context of classroom and Canadian society

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Bibliography Picture Books Bunting, Eve. Fly Away Home. Clarion Books. New York, 1993. ISBN-10: 0395664152

This book tells the story of a homeless boy and his father who live in an airport and try not to be noticed and discovered. The boy expresses frustration about being homeless, yet he hopes for the future.

Bunting, Eve. The Wednesday Surprise. Clarion Books. New York,1989. ISBN-10: 0899197213

On Wednesday nights when Grandma stays with Anna, everyone thinks she is teaching Anna to read; however, it is Anna who is teaching Grandma. It begs the question about why she cannot read. This books addresses education and literacy skills.

Brandenberg, Aliki. Spoken Memories, Painted Words. Green Willow Books. New York, 1998. ISBN 0-688-15662-2

Two separate stories, the first of which, Painted Words, tells of Mari starting school in a new land and how she communicates through her paintings. The second, Spoken Memories, describes village life in her country (Greece) before she and her family left in search of a better life. Mother sends her to school. Villagers do not feel she should go as she is female.

Cha, Dia. Dia’s Story Cloth. Lee and Low Books. New York, 1998. ISBN: 1880000636

The story cloth made for her by her aunt and uncle chronicles the life of the author and her family in their native Laos, Thai refugee camps and their eventual emigration to the United States. The story cloth describes the long journey to freedom for many Hmong refugees who escaped from war-torn Southeast Asia. For the Hmong people, story cloths such as this provide a bridge between past and present.

Gunning, Monica. A Shelter In Our Car. Children’s Book Press. San Francisco, 2004. ISBN 0-89239-189-8

Since she left Jamaica for America after her father died, Zettie lives in a car with her mother while they both go to school and plan for a real home.

Heide, Florence Parry. The Day of Ahmed’s Secret. Lothrop, Lee and Shepard Books. New York, 1990. ISBN 0688088953

We follow 10 year old Ahmed in his daily work of delivering heavy glass containers of fuel which he pulls in a cart through Cairo. As the end of the day we learn his secret which is that he has learned to write his name.

Sendak, Maurice. We Are All In The Dumps With Jack and Guy. HarperCollins. New York, 1993. ISBN 006205015X

Two traditional rhymes from Mother Goose which are joined and interpreted by Maurice Sendak to address homelessness and street children. The first one is about life in the dump, and the second is about two men who find an orphan child.

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Shea, Pegi Deitz. The Carpet Boy’s Gift. Tilbury House. Gardiner, Maine, 2006. ISBN-10: 0884482499

Inspired by the true story of Iqbal Masih, a boy from Pakistan who fought for the rights of child laborers, this tale follows Nadeem, a youngster who has been forced to work in a carpet factory under inhumane conditions to repay a "loan" made to his parents. His life is changed forever after he meets Iqbal, who informs him of a new law that will enable all children to stop working and attend school. Nadeem eventually gathers the courage to leave the factory along with the other youngsters; tragically, the real Iqbal was shot and killed at age 12 after working to free hundreds of boys and girls like Nadeem. This serious subject matter is handled with intelligence and care, giving young readers enough information to form their own opinions.

Shoveller, Herb. Ryan and Jimmy: And the Well in Africa That Brought Them Together. Kids Can Press. Toronto, 2006. ISBN-10: 1553379675

Ryan wants to build a well in Africa, but it costs more than the 6-year-old anticipated. After a family friend published a newspaper article about Ryan’s wish, money was donated so that the well could be built in Akana Jimmy’s Ugandan town. Jimmy wants to thank Ryan for the gift, and when they finally meet, a bond is formed between them. A story of friendship.

For ESL Instruction – Sources from Elementary and Middle School texts Longer format/novel Cushman, Karen. Rodzina. Clarion Books. New York, 2003. ISBN 0-618-13351-8

A historic young adult novel which tells the story of a twelve-year-old Polish girl shipped west from Chicago on one of the orphan trains (street kids or those from over crowded orphanages) which took poor city children west to find homes at the end of the 19th century. This book is based on Cushman’s research into the fate of these children. There is a good author’s note with the booklist. Search for many websites including that of Orphan Train Heritage Society, www.orphantrainriders.com and 13 other texts. Further historic extension for the Holocaust WWII Jewish children rescue, Kindertransport, www.kinderstransport.com and the documentary, Into the Arms of Strangers.

D’Adamo, Francesco. Iqbal. Aladdin Paperbacks. Toronto, 2001. ISBN: 1-4169-0329-1

A fictionalized account of the story of the real Iqbal, a courageous, 12-year-old boy, who battled child labour in Pakistan until he was murdered in 1995.

Ellis, Deborah. The Heaven Shop. Fitzhenry and Whiteside. Markham, 2004. ISBN-10: 1550419080 This is the story of an AIDS orphan in Malawi. Ellis, Deborah. The Bread Winner. Groundwood books. Toronto, 2000. ISBN: 0-88899-416-8

A story of a girl who must provide for her family during the Taliban occupation in Afghanistan by working and dressing as a boy. Also in the series: Mud City, and Parvana’s Journey.

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Ellis, Deborah. I am a Taxi. Groundwood Books. Toronto, 2006. ISBN 0-88899-735-3

Twelve-year-old Diego lives with his family in the San Sebastian Women’s Prison in Cochabamba, Bolivia. He works as a taxi running errands for prisoners. Then, when his sister runs away, causing his mother to be fined, he goes to work as a bonded (slave) labour to pay back his sister’s fine in a cocaine operation.

Ellis, Deborah. Mud City. Groundwood Books. Toronto, 2003. ISBN 0-88899-518-0

Orphan Afghan refugee Shauzia leaves the rough Pakistan border camp and joins other homeless children on the streets of the city of Peshawar. Her dream, left from the time before the Taliban when she was still at school, is to reach the ocean and a place called France. Instead, disguised as a boy, she must beg and scrounge for food and find odd jobs. In the end, she returns to the refugee camp. The story is strong on message, and in a final note, Ellis fills in the recent history about Afghanistan, the Taliban's restrictions on women, and the millions of new, desperate refugees. Readers will be caught up in the cause and in the elemental survival adventure, especially because Shauzia is no sweet waif; she's mean, insolent, and rebellious. Royalties from the book go towards helping street-involved youth.

Jo Napoli, Donna. Bound. Simon Pulse. New York, 2004. ISBN-10: 0-689-86178-8

In a novel based on Chinese Cinderella tales, fourteen-year-old stepchild Xing-Xing endures a life of neglect and servitude as her stepmother cruelly mutilates her own child’s feet so that she alone might marry well. Addresses literacy and women/girls’ rights.

Ma, Yan. The Diary of Ma Yan. HarperCollins Publishers. Paris, 2002. ISBN 0-06-076496-1

The translated diaries of a teenager’s struggle to survive in a drought-stricken corner of rural China and her family’s desperate attempts to continue her schooling. This book caused the formation of the NGO, The Association for the Children of Ningxia. The proceeds of the sale of the book go to this association.

Mikaelsen, Ben. Tree Girl. Harper Collins books. 2004 ISBN: 9780060090067

While protected by the branches of one of the trees she loves to climb, Gabriela witnesses the destruction of her Mayan village and the murder of nearly all its inhabitants. She then vows never to climb again. After she and her sister find safety in a Mexican refugee camp, she realizes that only by climbing and facing their fears can she and her sister hope to have a future.

Namioka, Lensey. Ties that Bind, Ties that Break. Laurel Leaf. New York, 2000. ISBN-10: 0440415993

Set in 1911, Ailin’s life takes a different turn when she defies the traditions of upper class Chinese society by refusing to have her feet bound.

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Yee, Paul. The Curses of Third Uncle. James Lormier & Company, Publishers. Toronto, 1986. ISBN 0-88862-909-5

A Canadian historical novel aimed at young adults, this is the story of Lillian and her family’s struggle to survive after her father is killed on the railway. Her uncle takes over as the head of the family, sells off the family wealth and places her in domestic service. Lillian solves the mystery of her father’s death and is able to leave domestic service and return to school. Addresses children as domestic help, education for girls and the Chinese Immigration Act and Head tax of 1885. For further information see government Canada website: http://www.ccnc.ca/redress/history.html

Non-Fiction Ellis, Debora. Three Wishes: Palestinian and Israeli Children Speak. Groundwood Books. Toronto, 2004. ISBN 0-88899-645-4

Presents the words of young people between the ages of eleven and eighteen in which they share what it is like to live in the midst of the upheaval and violence of the Israeli/Palestinian conflict.

Hertensten, Jane. Home Is Where We Live: Life at a Shelter Through a Young Girl's Eyes. Cornerstone Press. Chicago, 1995. ISBN-10: 094089534X

The trouble and the comfort a child feels in a Chicago homeless shelter is movingly expressed in collage photos and a simple story, based on the experience of a 10-year-old girl. Part of the book's profits will support the Cornerstone Community Center where the story is set.

Kielburger, Craig. Free the Children: A Young Man Fights Against Child Labor and Proves that Children Can Change the World. Harper Perennial. Toronto, 1991. ISBN-10: 0060930659

Kielburger, a Toronto schoolboy, saw a newspaper story about a 12-year-old Pakistani boy who had been killed for his criticism of the Pakistani carpet industry's use of child labor. The story changed Kielburger's life and prompted him to found a human rights organization called Free the Children, which is run by children to combat child labor around the world. Kielburger's story of moral outrage followed by extraordinary dedication and action is inspirational. Children, who, on the cusp of adulthood, will see in Kielburger proof that they can make a difference.

Parker, David L. Stolen Dreams: Portraits of Working Children. Lerner Publications. Minneapolis, 1997. ISBN-10: 0822529602

Photographs and words document working children especially in Nepal, India, Bangladesh, and Mexico. Includes a chapter on Iqbal Masih, the child labor activist from Pakistan.

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Roberts-Davis, Tanya. We Need to Go to School: Voices from the Rugmark Children. Groundwood Books. Toronto, 2003. ISBN-10: 0888994265

Roberts-Davis assails the exploitation of child labor in countries such as Nepal, India, and Pakistan, discussing the work of the "Rugmark" organization. Roberts-Davis traveled to Nepal to meet children who had been working in the carpet industry. This book is her compilation of essays, drawings, and poems by working children whom she met there. Black-and-white photos of the children as well as some of their artwork appear throughout. The author achieves a balance of trying to convey the severity of poverty in Nepal, while noting the need for change and for world action. The last page contains the websites of organizations that work against the exploitation of child labor. We Need to Go to School is a good treatise to inspire or encourage political activism in children.

Springer, Jane. Listen to Us: The World's Working Children. Groundwood Books. Toronto, 1997. ISBN-10: 0888993072

A comprehensive study of child labor, backed with statistics on wealth, population, and type. Forms of exploitation in many countries are described; from the young carpet weavers of Nepal, to the training of boys as soldiers in Mozambique, to migrant workers, and even to the employment of teenagers for low wages in our consumer society. Individual stories of oppression and of protest lighten the emphasis on economic facts, legal rights, and goals for effecting change.

Textbooks McCloskey, Mary Lou and Lydia Stack. Voices in Literature, Silver. Hienle, a division of Thomson Learning, Inc. Boston, 1996. ISBN: 9780838470190 083847019X Rozyrev, Joann Richel, Mary K Ruetten and Regina L. Smalley. Refining Composition Skills: Rhetoric and Grammar. Heinle & Heinle, Nelson/Thompson Learning. Scarborough, 2000. ISBN-10: 0838402232 Ruetten, Mary K. Developing Composition Skills: Rhetoric and Grammar. Heinle & Heinle, Nelson/Thompson Learning. Scarborough, 1997. ISBN-10: 0838426557 Conway, Patricia and Sandra N. Elbaum. Grammar in Context 3. ITP Nelson. Toronto, 1998. ISBN-10: 0838412726 Websites International Law Standards: Convention on the Rights of the Child. All 54 articles on the Convention, which entered into force on September 2, 1990 are available online. www.ohchr.org/english/law/pdf/crc.pdf Millennium Development Goals (MDG). The 8 goals range from halving extreme poverty to halting the spread of HIV/AIDS and providing universal primary education, all by the target date of 2015 –

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form a blueprint agreed to by almost all of the world’s countries and all the world’s leading development institutions. They have galvanized unprecedented efforts to meet the needs of the world’s poorest. www.un.org/millenniumgoals Universal Declaration of Human Rights. On December 10, 1948 the General Assembly of the United Nations adopted and proclaimed the Universal Declaration of Human Rights. The Assembly called upon all Member countries to publicize the text of the Declaration and "to cause it to be disseminated, displayed, read and expounded principally in schools and other educational institutions, without distinction based on the political status of countries or territories”. www.un.org/Overview/rights.html Children’s Rights Organizations: Amnesty International. Protecting the human rights of children is to invest in the future. Children's rights are the building blocks for a solid human rights culture, the basis for securing human rights for future generations. www.amnesty.ca

Canadian Children's Rights Council. A non-profit, non-governmental educational and advocacy organization concerned with Canadian children's human rights and responsibilities. www.canadiancrc.com

Canadian Peacebuilding Coordinating Committee. A network of Canadian non-governmental organizations and institutions, academics and individuals engaged in a wide range of activities addressing the cause and consequences of violent conflict. The network encompasses organizations and individuals involved in humanitarian assistance, international development, conflict prevention and resolution, peace education, human rights promotion and protection, peace operations, post-conflict reconstruction and rehabilitation, and more. www.peacebuild.ca/working/?load=children

CARE. Children represent one of the best opportunities for defeating poverty. CARE strives to attack the underlying causes of poverty through health and education projects in poor communities. www.care.org Canadian International Development Agency (CIDA) Children's Rights and Protection Unit. Children are holders of human rights and are key actors in their own development. They have the greatest potential to break the intergenerational cycle of poverty—given the right tools and the right opportunities. www.acdi-cida.gc.ca

Childs Right Information Network. A comprehensive national and international listing, which has been helpful in finding some of the suggested websites. www.crin.org/organisations/find2.asp

Global Campaign for Education (GCE). Founded in 1999, bringing together major NGOs and teachers’ unions in over 150 countries around the world. Membership of the GCE is open to independent civil society organizations that subscribe to the GCE’s principles and demands and agree to uphold the constitution. (The constitution is available in French, Spanish and English). www.campaignforeducation.org

Global Youth Partner of the United Nations Population Fund (UNFPA). Advocating for increased access by young people to information, education and services in the area of HIV prevention. http://www.unfpa.org/hiv/gyp/index.htm

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Global March. A movement to mobilize worldwide efforts to protect and promote the rights of all children, especially the right to receive a free, meaningful education and to be free from economic exploitation and from performing any work that is likely to be harmful to the child's physical, mental, spiritual, moral or social development. www.globalmarch.org/aboutus/index.php Interagency Network for Education in Emergencies (INEE). A global, open network of non-governmental organizations, UN agencies, donors, practitioners, researchers and individuals from affected populations working together within a humanitarian and development framework to ensure the right to education in emergencies and post-crisis reconstruction.www.ineesite.org Free the Children. The world's largest network of children helping children through education. www.freethechildren.com Kids With Cameras. A non-profit organization that teaches the art of photography to marginalized children in communities around the world. www.kids-with-cameras.org Right to Play. Uses specially-designed sport and play programs to improve health, build life skills, and foster peace for children and communities affected by war, poverty, disease. www.righttoplay.com Rugmark Foundation. International nonprofit organization devoted to building schools, programs and opportunities that give children back their childhoods by ending child labor in the handmade carpet industry in South Asia. www.rugmark.org Save the Children. Working with families to define and solve the problems their children and communities face and utilizing a broad array of strategies to ensure self-sufficiency. www.savethechildren.org School Build Project (South Africa). Their mission is to mitigate against the effects of HIV/AIDS by promoting education and youth leadership development. www.helplesotho.ca Staying Alive. A multimedia global HIV and AIDS prevention campaign that challenges stigma and discrimination associated with HIV and AIDS as well as empowers young people to protect themselves from infection. eu.staying-alive.org/stayingalive/shells/h_home.jhtml Street Kids International. Believes that street involved youth have the potential for transforming their own lives when given non-judgmental support in developing skills, making choices, and accessing opportunities. www.streetkids.org UNICEF - Voices of Youth. A forum for the top international issues facing youth today. Allows young people to share their opinions and listen to the stories of others. www.unicef.org/voy War Child Canada. Working across North America and around the world to assist children affected by war and to raise awareness for children's rights everywhere. www.warchild.ca YOUCAN. Focused on youth-led initiatives in non-violent conflict resolution and violence prevention, both nationally and internationally. www.youcan.ca