FROM THE PERSPECTIVE OF AN INANIMATE OBJECT

It’s me, Hut. We need to talk! I love that I’m your favourite doll, but I need a break. I am tired of being your favourite. I don’t like that I am always in your room. I’d love to go outside more often. I just need a break from your room. Can you please use a different doll for a while too? I’m tired and I don’t like when you squish me so hard. It hurts! I need to rest!

Your tired friend, Hut Alright, listen. It’s your favourite friend Mr. Mask. We need to talk. Can you stop wearing me or am I going to get mad because I’m getting dirty and I feel sad? Can you stop putting me in the dirty hook? I would appreciate it if you gave me a break. Can you please stop wearing me so much? Maybe wear a different mask for a while. Please put me in a clean hook. I don’t like it when you put me right on after you eat! Can you wash your mouth before you put me on? Please give me a bath, too. I need rest!

From your dirty friend, Mr. Mask Alright, listen! It’s me, Book. We NEED to talk! It drives me CRAZY when you fold my paper too much! I hate being folded! I wish you would read me more! Every time you put me in that dusty cabinet I want to sneeze! Please stop putting me in the dusty cabinet. I would rather sit on your bedside table. It would be greatly appreciated if you would start using bookmarks. How about using bookmarks once in a while? Is that too much to ask? I’m going to seriously lose it. PLEASE read me.

Your sadly folded friend, Book

FROM THE PERSPECTIVE

OF AN INANIMATE OBJECT

Students in Grade 2 learned about perspective through an interesting and creative assignment. As part of the transdisciplinary theme How We Express Ourselves, the class examined how perspectives can shape their understanding of feelings and ideas.

“They investigated the concepts through the story How The Crayons Quit, specifically looking at the crayons’ perspectives and reasons for their feelings,” explains Ms. Debinski. “From there, students chose an inanimate object that they used every day. They created observational drawings of their inanimate objects from different perspectives (orientations) and wrote a letter to themselves from the object’s perspective.”

Students not only had to describe the likes and dislikes of their inanimate object, but also include thoughtful reasons for those perspectives and how changes in the letter recipient’s (the students) behaviours could help. They really got their creative juices flowing, and might just treat a book or mask slightly differently in the future, too!