RUNNING HEAD: No bullying20

No Bullying:I AM Jack by Suzanne Gervay and Bullying by Lucia RaatmaFourth Grade Jennifer QuigleyEDU 533

Table of Contents Common Core Standards3Overview.3Rationale.4Objectives...4Book Summaries.5Activities..7Text Set8Parent Letter..11Lesson Plan 1.12Lesson Plan 2.15Vocabulary scavenger hunt..18Graphic organizer: This is MY opinion20Reflection..21

Common Core ELA Standards:4.RL1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.4.RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgably Unit Overview: This thematic unit focuses on bullying awareness and prevention while teaching grade-level skills in reading comprehension and writing. Students will begin the unit with a teacher showing a video to introduce the topic. Students will break into small groups and discuss how bullying has impacted their lives. Students will journal about bullying in their lives. Students will complete KWL worksheets. Students will be assigned the read I AM Jack by Suzanne Gervey. Students will read the book Bullying by Lucia Raatma in small groups and use a graphic organizer to identify the main theme, key vocabulary, and key details of the story. In these small groups, students will be assigned to research a particular topic related to bullying to present. These presentations will each be accompanied by a short skit about a bullying scenario and how to intervene that will be presented by the students to other students in grades one and two. While reading I AM Jack, teacher will check understanding as students will be journaling reflections on the story every 3 chapters and predicting what happens next as well as discussing the book in class. Students will use the journal entries to write a book report/reflection paper on the book. The class will listen to/participate in an invited speakers presentation on bullying. To close the unit, students will make anti-bullying posters that will be hung around the school. Unit Rational: I have chosen to teach students in the fourth grade about bullying because I think that it is an extremely important issue to address in our schools. Bullying can have devastating effects on people. Students need to be made aware of how it affects others, of ways to deal with bullies and what to do when they see someone else being bullied. I think that this is an important issue to address in the elementary grades such as the fourth grade because it is at this age that bullying can begin to become a problem. In addressing the problem early, I would hope to make a difference in preventing as the students get older.Unit Objectives: Students will use details in the texts to draw inferences from the text and determine the authors message and theme Students will complete a graphic organizer to assist them in drawing out details from the text Students will create presentations to showcase what they have learned Students will learn about the negative effects of bullying and what to do if they know that someone is being bullied Students will read and comprehend literature in the 4-5 text complexity band proficiently Students will be able to write about their opinions and feelings about bullying conveying ideas and information clearly with organization.

Book SummariesI have chosen to create a unit about anti-bullying and have chosen the book I AM JACK by Susanne Gervay as my anchor fiction book for this unit. In the United States, this book has received wonderful reviews and its popularity in Australia, where it was originally published, is ten-fold. In fact, I AM JACK is a part of the required reading curriculum in many Australian schools. It was runner-up in the San Francisco Book Festival Award Children's Category in 2009 and has received a Notable Award CBC, as well as being short listed for awards including WA Young Reader Award, Family Therapy Awards and Children's Literature Prize for Peace and the WAYBRA Award. The book has even been turned into an award-winning stage performance.I AM JACK is the first book in a series of four books by its author in collaboration with her our children on their school experiences. The book is told from the perspective of the main character, Jack, a good humored boy of about 10 years and his story of being bullied. The story begins with Jacks description of his family and his life. The bully in this story, George Harrell, makes fun of Jack because of Jacks mother. Jack is embarrassed by his mother sometimes too as any boy of this age would be. The teasing quickly escalates to violence. Jack pretends to be sick and is chronically late to class because he is avoiding the bullies at his school. His friends, with the exception of Anna, abandon him and his grades plummet. His teachers dont ask questions and instead give him detentions for tardiness. Anna finally breaks down and tell her father about Jacks problems at school. Annas father calls Jacks mother who in turn calls the principle in an outrage. Jack, his mother, a teacher and the principle meet to talk about everything and jack agrees to try and stay at the school so the bullies dont win. Slowly, Jacks problems at school begin to get better with an aggressive anti-bullying campaign implemented in the school.I am using this book as an anchor text because it will be relatable to by children in the fourth grade. The story and its characters are based on a real story. It is believable because it does not sugar coat things and make it appear that Jack bullying problem magically disappeared. This book does an excellent job at talking about bullying and ways to address it using one childs real story recounted as fiction.For this unit, I have also chosen to teach from the non-fiction book Bullying by Lucia Raatma. I chose this book, which is at a lower reading level than I AM Jack, because it provides student with easy to understand examples and definitions. I feel that this would make the message and information in the text easier to grasp for struggling readers while still remaining relevant to and introducing new vocabulary for stronger readers. The book begins by giving a common example of bullying and follows with a definition of the behavior. The book then talks about the different ways that kids can behave like bullies and where bullying can happen. Along the way, Bullying provides opportunities for kids to stop and think about bullying that they have experienced with their lives with probing question.The second half of the book talks about ways to deal with bullying. The book discusses what to do if you are being bullied or if you witness someone else being bullied as well as ways to get help. At the end of the book there is a glossary and resources to find out more. In addition to the questions it asks that prompt discussions, the resources listed provide student with a way to expand their knowledge on a topic by working in group to research a particular source listed and present finding to the class. Gervay, S. (2009). I AM Jack. Sydney: Angus and Robertson. Raatma, L. (2013). Bullying. Ann Arbor: Cherry Lake Publishing.

Activities Watch video: Dont Laugh at Me (Hip Hop Version)http://www.dontlaugh.org/videos/babyj.mov Readers Theater Journaling Presentation to student by the Police department on bullying Word walls with bullying vocabulary Small groups discussing how bullying has impacted them. KWL Worksheet Story Maps to assist summarizing and identifying important details

Text Set

Anderson, L.H. (1998). Speak. Puffin. (E-book available on amazon.com)Melinda Sordino busted an end-of-summer party by calling the cops. Now her old friends won't talk to her, and people she doesn't even know hate her from a distance. The safest place to be is alone, inside her own head. But even that's not safe. Because there's something she's trying not to think about, something about the night of the party that, if she let it in, would blow her carefully constructed disguise to smithereens. And then she would have to speak the truth. Over the course of the year, Melinda works to regain some confidence and regain her former friendships and the truth about what happened that night finally comes out.

Axel, B. (2012). Goblinheart. Brooklyn: East Waterfront Press.Using "fairy" and "goblin" in lieu of female and male, the author has created a timely allegorical fairy tale. A youngster named Julep, who lives in a forest tribe, insists on growing up to be a goblin rather than a fairy. The tribe learns to accept that Julep is a goblin at heart, eventually coming around to support the physical transition that must be made for Julep to live as a goblin.

Gale, E.K. (2012). The bully book: A novel. Balzer + Bray. (E-book available)The rules governing middle school are often a mystery, but for Eric Haskins, theyre a mystery he needs to solve, and fast. Hes a normal, average kid, until sixth grade starts. For some inexplicable reason, the class bully and his pack make Eric the Grunt. Even his best friend since first grade turns on him. Eric cant figure out why hes the Grunt until he hears about the Bully Book, a cryptic guide that teaches you how to make trouble without getting in trouble, rule the school and be the man and how to select the Grunt-the kid who will become the lowest of the low. Eric Haskins may be this years Grunt for now, but hes determined not to stay at the bottom of the social ladder forever.

Ludwig, T. (2010).Confessions of a former bully. Tricycle Press. (E-book available)After Katie gets caught teasing a schoolmate, she's told to meet with Mrs. Petrowski, the school counselor, so she can make right her wrong and learn to be a better friend. Bothered at first, it doesn't take long before Katie realizes that bullying has hurt not only the people around her, but her, too.

Stick up for yourself: Every kids guide to personal power and self-esteem. Free Spirit Publishing. (E-book available)Simple words and real-life examples show how children can stick up for themselves with other kids (including bullies and teasers), big sisters and brothers, even grown-ups. Kids learn how to build relationships, become responsible, manage their anger, grow a feelings vocabulary, make good choices, solve problems, set goals, and store happiness and pride. Questions from real kids are paired with answers about how to handle specific situations calmly, confidently, and effectively. A special note to parents and teachers explores the self-esteem backlash and explains what self-esteem really isand why kids today need it more than ever.

McCloud, C. & Messing, D. (2006). Have you filled a bucket today? A guide to happiness for kids. Ferne Press.Through simple prose and vivid illustrations, this heartwarming book encourages positive behavior as children see how rewarding it is to express daily kindness, appreciation, and love. Bucket filling and dipping are effective metaphors for understanding the effects of our actions and words on the well being of others and ourselves.

Palacio, R.J. (2012). Wonder. New York: Knopf Doubleday Publishing. (E-book & movie version available)

August (Auggie) Pullman was born with a facial deformity that prevented him from going to a mainstream schooluntil now. He's about to start 5th grade at Beecher Prep, and if you've ever been the new kid then you know how hard that can be. The thing is Auggie's just an ordinary kid, with an extraordinary face. He tries convince his new classmates that he's just like them, despite his appearance.

Patterson, J. (2013). Middle School: How I survived bullies, broccoli, and snake hill. Little, Brown, and Company. (E-book available)Rafe Khatchadorian, the hero of the bestselling Middle School series, is ready for a fun summer at campuntil he finds out it's a summer school camp! Luckily, Rafe easily makes friends with his troublemaking cabin mates and bunkmate, a boy nicknamed Booger-Eater, who puts up with endless teasing from the other kids. Rafe soon realizes there's more to a person than a nickname, though, and Booger-Eater might be the kind of friend you want on your side when the boys from the Cool Cabin attack.

Romain, T. (2007). Bullies are a pain in the brain. Free Spirit Publishing (E-book available)This book blends humor with serious, practical suggestions for coping with bullies. Trevor Romain reassures kids that they're not alone and it's not their fault if a bully decides to pick on them. He explains some people are bullies and describes realistic ways to become "Bully-Proof," stop bullies from hurting others, and get help in dangerous situations.

Somson, B. & Dismondy, M. (2010). The juice box bully. Ferne Press.When Pete starts attending a new school, his classmates are very welcoming to him but he responds with taunts and put-downs, by ruining a soccer game, and squirting juice onto one of his classmate's shirts. The kids in his class tell him firmly that they will not tolerate unkind behavior because they all made a promise: "We promised that in this class, no one would stand by and accept bad behavior. When someone acts hurtfully, we all speak up." Pete is initially resistant to making the promise because, he later reveals, he used to be picked on at his old school and nobody ever stood up for him. When Ralph stands up for Pete's right to be treated kindly despite his bad behavior, Pete decides to give the promise a try.

Source: Amazon.comDear 4th grade Parent(s):

An important issue that has gained tremendous attention over the past few years is bullying. Bullying is a serious issue that every school in the nation faces. Nationwide, research shows that more than half of all school-aged children will be involved in bullying this year as a victim or a perpetrator with many more witnessing bullying acts on a regular basis. For this reason, we are going to begin a unit about bullying. In an effort to address bullying, students will be reading both fiction books and informational texts as well as researching information on the internet. The anchor texts for the unit include I AM Jack by Suzanne Gervay and Bullying by Lucia Raatma. I AM Jack is based on a true story of a boy who won the battle against the school bully. Bullying is a non-fiction reference book that teaches kids how to deal with bullies. In addition to learning about how to deal with bullying, students will be learning how to incorporate information from different texts in order to write knowledgably about it, writing opinion papers and journaling. Students will also learn how to determine the main theme or idea of a text and summarize the text including key details. I hope that you will talk with your children about this important issue and invite you to read these books with them. Please contact me with any questions at quigjenn@gmail.com.Sincerely,Mrs. Quigleyquigjenn@gmail.com

Lesson Plan 1Vocabulary Scavenger HuntI. Standards: CC.4.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.CC.4.L.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.CC.4.L.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).1. Objective:

As a result of this lesson, student will be able to identify & define key vocabulary associated with bullying.

1. Rationale:This lesson was created to incorporate an important social issue for students into an academic lesson for vocabulary that follows common core standards for the 4th grade.

IV. Context:.This lesson is for fourth grade student with an average level of vocabulary knowledge. Students will work in small groups of 2-3 students to complete the vocabulary worksheet finding different types of words. In addition to promoting social skills and teamwork, working in groups will provide support to student who are less proficient with vocabulary.

1. Materials and Text(s): PencilWorksheet Multiple copies of Bullying by L. RaatmaDictionary

1. Procedure: Teacher will asks students to share what they know about bullying. The teacher and student volunteers will then read the book Bullying by L. Raatma.

1. Procedure/Pedagogy:

2. Development of the lesson: The teacher will ask the class if anyone can tell the class what a scavenger hunt is. Teacher will then introduce the concept of this scavenger hunt and explain to students that they will be reading clues and then trying to find words that those clues describe in the text. Teacher will pass out worksheets.

2. Student guided practice:

Teacher will model reading the first clue on the worksheet and model her thinking process while finding the word in the text. For the second clue, the teacher will read the clue and have student assist her by defining antonym and finding the correct word. Teacher will then assign students to work with a partner or group of three to complete the worksheets. Teacher will circulate the room and assist groups with completion as needed. 2. Student independent practice: Student will work on their own, in groups of 2 or three, to complete the worksheet. Each student must turn in worksheets.

1. Differentiation/Adaptation: This lesson can be adapted for gifted students by making the scavenger hunt using more advanced vocabulary concepts (alliteration, onomatopoeia, etc.) Similarly, the worksheet can be adapted to include less difficult vocabulary types such as rhyming words or past-tense words. A list of definitions could also be provided with the worksheet to assist students for terms such as synonym, antonym, etc.1. Assessment: Students knowledge of the vocabulary will be measured by successful completion of the worksheets.

1. Lesson Reflections: I have not taught this lesson but think it would go well and take 30-50 minutes depending on the students. It could be designed several different ways, too. One other idea I had was to make the scavenger hunt about finding the definition for predetermined vocabulary related to bullying using context clue from the book, dictionary, internet, or all three. The potential problem that I can see is with working in groups it would get noisy.

Lesson Plan 2I AM Jack Review & Comprehension AssessmentStandards:CC.4.RL.1.

CC.4.RL.2Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Determine a theme of a story, drama, or poem from details in the text; summarize the text.

CC.4.RL.3.Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions).

CC.4.W.9.Draw evidence from literary or informational texts to support analysis, reflection, and research.

Objective: Students will be able to complete a graphic organizer to determine key details in the book I AM Jack and use these details to write a reflection on the authors purpose.Rationale: This lesson was created to incorporate an important social issue for students into an academic lesson for reading that follows common core standards for the 4th grade.Context: This lesson is designed for 4th grade students in a general education classroom. The students will work in a teacher lead group and independently. They will work both at home and in school. Materials & Texts:Copies of I AM Jack by Susan GervayGraphic OrganizerPencilPaperProcedures: Students will have recently finished reading I AM Jack by Susan Gervay. Teacher will review story elements through a class discussion.Procedures/Pedagogy: Teacher will discussion plot, setting, and character development and example of these in the book I AM Jack.(EX. Theme: What is a theme? What do you think the theme is? What are some examples \from I AM Jack that support this?Setting: What is setting? Where does the story take place? How do we know? What are the clues in the novel that help us determine the setting of the story? If you had to illustrate the setting, what do you think it would look like? Character Development: Who are the main characters? What do we know about our main characters? How do we know? What are the experiences they go through? What do they look like? How do the different characters deal with the conflicts in the novel? The teacher will address any questions or concerns that the students may have. Teacher will then explain to students that all of these story elements contribute to the authors purpose for writing this book. Teacher will ask student to think about why the author chose to write this book while she passes out graphic organizers Teacher will review how to use the graphic organizer and let students use it to organize their ideas on what the authors purpose was and provide supporting details. They will then use this graphic organizer to write a reflection of the authors purpose. The students will receive class time and complete the writing assignment for homework.Differentiation: This lesson plan can be adapted for students by having the teacher work with students as a group to fill out the graphic organizer on the overhead or made more challenging by giving students a more complex prompt. Assessment: Students will be assessed based on the content of the graphic organizer (which students can have previewed by the teacher) and by the content of the writing assignment.Lesson Reflections:I have not taught this lesson but I liked the idea of it. I really like the idea of this lesson but I would have to have a test run of it to work out the kinks. It kind of in an idea-stage currently. I think that it would give students who arent good test-takers an opportunity to demonstrate knowledge of the book in a creative way.

VOCABULARY SCAVENGER HUNTWHAT TO DO1. Read the first clue,2. Think about what kind of word you are looking for.3. Read carefully until you find the mystery word.4. Record the mystery word and then read the next clue,5. Repeat the steps until you have found all the words.

A word that meansthe way people actBEHAVIOR

An Anonym of CRIMINALVICTIM

A Synonym of TEASE

TAUNT

A word that rhymes with FULLY BULLY, etc.

A word with 5 syllablesUNCOMFORTABLE, CAFETERIA

A compound word PLAYGROUND, etc.

A word with a the prefix RE-RESPECT, REACTION

A word with the prefix UN-UNHAPPY, UNCOMFORTABLE

A word with the prefix DIS-DISAPPEAR

A synonym for HERITAGECULTURE

An antonym for PEACEVIOLENCE

A word that means to make someone feel awkward or uncomfortable

EMBARASS

A word that means

NOT PAYING ATTENTIONIGNORING

A word with a root that means to explainTEACHER

A word with the pre-fix SUR-SURPRISE

A word with the suffix -TIONREACTION

A word that means not paying attention toIGNORING

ReflectionWhen I first received this unit assignment in August, I felt a lot of anxiety about completing it correctly. I had never made a unit, only knew a vague definition of what it was and did not know what a unit contained or how long one should last. Thankfully everything was explicitly explained on canvas and an example was provided. What helped me the most was the example we were given. I also looked up other units that teachers had made online to get a better idea of just what it was that I was going to me constructing. That is the kind of learner that I am, and I was able to fully identify that in this course. I work well off of diagrams and I can do most anything if I am given a visual example or model. I dont know that I could have finished this assignment without the model. Another thing that I learned in the process of making this unit was actually how easy it is to design units once you get going and have two anchor texts for ideas. I probably started 5 or 6 different lessons because I could not decide which. I wanted to turn in on the final copy. Looking back, this assignment was much less daunting than I had originally imagined. Often I get very anxious and overwhelmed when tasks are first given to me and I start to panic and I am slowly gaining the ability recognize these situations for what they really are and just take a step back to calm down. After finishing, this assignment was a clear example to me of my need to work on this skill. As for the unit itself, I think that it addresses a very important issues for children of all ages. I do not experience in designing this type of thing but I am confident that with the strong anchor texts that I chose and the plethora of lesson ideas available online for bullying, this unit would be a success. I think it will be tweaked once I gain more experience as a teacher but, overall, is a good place to start.