The Juice Box Bully
Author(s): Bob Sornson & Maria Dismondy
Social Justice focus: Bullying
Synopsis: Pete acts like a bully in his new school. Rather than being bystanders, the kids at the school become involved and teach him about “The Promise.” Will Pete decide to change his bullying habits and make “The Promise”?
Lesson Plan: Amber Curry
Unit/ Topic: Bullying Language Arts & Visual Arts
Duration: 1 Lesson – 2 periods (40 minutes each)
Lesson: The Juice Box Bully
Rationale: Address the importance of writing for kindness, acceptance, and inclusion; help students acknowledge and prevent bullying
Curriculum Areas: Language Arts; Visual Arts
- Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
1.1. Identify purposes for listening in a variety of situations, formal and informal, and set personal goals related to listening tasks
1.2 Demonstrate an understanding of appropriate listening behaviour by using active listening strategies in order to contribute meaningfully and work constructively in groups
1.3 Identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of oral texts
1.6 Extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them
3. Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
Spell Familiar Words
3.1. Spell familiar words correctly
Spelling Unfamiliar Words
3.2. Spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling
3.7. Use some appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout
p. 92 Fundamental concepts using elements of design
I can identify bullying and I will act appropriately when necessary.
I will acknowledge the importance of helping stop bullying in the classroom as well as in my everyday life.
The students will identify what bullying looks like and what to do to avoid becoming a bystander
The students will create goals that they think are important to help stop bullying
Learning Materials (Content)
Have pre-cut leaves for students with fine motor skills
Ways of Learning (Process)
If students feel uncomfortable reading aloud their card they can ask for help or say “Pass.”
Ways of Demonstrating (Product)
Identify all aspects of assessment to demonstrate (observation, conversation and product), not any one by itself
Have students who struggle with written work do their on the iPad and have it printed off and glued to a leaf
Draw a picture instead of writing a response
Minds-on: (20 minutes) How will I connect to prior and future learning? How will I engage students and set the context for learning?
Transition students to the carpet while I sit at the front.
Ask initial questions:
– What do you think the story is about?
– How would you define a bully?
Read The Juice Box Bully
Pause reading to ask questions within the story.
– What would you do if you saw Pete acting this way?
– What is a bystander?
– What do you predict will happen next?
Ask consolidation questions when the story is finished.
– What did you think of that story?
– What is your classroom promise?
ACTION (35 mins)
On the board it says:
“What to do…” and “What not to do” with the title: “Help Stop Bullying”
In a minute, I am going to hand a little card to each one of you. I will then pick out of a hat and to ask students to read what their card says.
Then we will have a vote between the class to determine which side of the T-Chart it goes on.
We will have a brief discussion about the situation and identify what type of bullying is taking place (verbal, physical, etc.)
Hand out a small cut out of an action (see print resource)
Pull names to choose students to read their card (proactively aware of students with behavioural needs and yell if they do not get chosen next. Hopefully the use of randomization will adhere to this issue)
Consolidation and Connection (45 minutes)
Ask initial questions.
Now that we have established right from wrong in particular situations, we are going to create a form of ‘classroom promise’ as was discussed in the story.
I have drawn a tree trunk that looks to be quite bare.
What I want you to do now, is write (or draw) something to answer this prompt:
“What will you do to STOP bullying”
Once you have a few ideas, use the construction paper that is on the front counter and cut out leaves.
I then want you to glue them all over the tree to liven it up a little.
Does that make sense?
When this is done we will hang it up on the wall and refer to it to make sure our class adheres to the promises we are currently creating.
ASSESSMENT TASK /STRATEGY Observation/Conversation/Product PURPOSE: For/As/Of NATURE: Diagnostic/Formative/Summative
Observation: As students respond to the action cards and create their goals to help stop bullying
Conversation: As the students discuss what the problem on the action cards are and what can be done to fix it
Product: The completion of at least 2 leaves posted on the tree trunk.
Purpose: FOR learning – Students will be able to identify what bullying looks like, what to do and what not to do and how they will apply their learning in their lives.
Formative Assessment – Student are receiving a grade for the completion of two or more leaves on the class tree (based on anecdotal notes).
ASSESSMENT TOOL(S) Anecdotal Record, Checkbric (see attachment)
Completion of messages on leaves (according to a simplistic rubric)
Materials: What resources and materials do I need? Where can I find them?
Minds-On: The Juice Box Bully Story
Action: Action card cut-outs, white board, white board markers
Consolidation: Tree trunk drawing, construction paper, scissors, markers, glue
Checkbric for Unity Tree Assignment:
I completed at least two different leaves
My leaves are:
Written clearly and concisely
Have no spelling errors
Use effective presentation elements of script, font, and/or graphics
Activity 1: Bystander action (print and cut up for small groups)
Hitting or punching someone after other students have
Telling someone to ignore mean words that have upset them
Saying, ‘Just stop it, leave them alone’
Telling someone they can sit with you so they don’t get bothered
Telling someone that no one likes what the person bullying is doing
Threatening someone, ‘She’s gonna get you again tomorrow, haha!’
Joining in throwing around someone’s hat so they can’t get it
Saying ‘I’m not part of this’ online and leaving the chat
Walking to class to help someone who is often picked on
Passing on someone else’s nasty image of another person
Joining in a group of students who is standing over someone
Repeating the chant together ‘Here comes the weirdo again’
Liking a nasty image of someone
Adding to comments online about someone being a loser
Watching while a group of students pick on another student
Telling someone who is bullying to go and find something else to do
Helping to stop someone from joining in with a group of bullies
Cheering on when bullying involves a physical fight
Tagging someone in nasty or inappropriate content online
Changing the topic away from rumours that people are sharing
Recording a fight and sharing it
Asking a person who has been bullied if they want help to report it
Organizing a game at lunch somewhere the teacher can see you
Saying, ‘Let’s keep this fun, okay.”
Going to talk to a teacher to tell them bullying is happening
Making fun of someone at school the day after online bullying
Laughing when someone who is being called names gets upset
Reporting the bullying you see to the social media service