Author(s): Bob Sornson & Maria Dismondy

Links:
Amazon: https://amzn.to/3hMmF1Q
Indigo: https://bit.ly/3hNB9yw

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 

Grade: 3/4

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

LANGUAGE

Visual Arts

p. 92 Fundamental concepts using elements of design

• Line
• Shape
• Form

Language

B1 Oral and Non-verbal Communication

B1.2 Listening strategies for comprehension

B2 Language Foundations for Reading and Writing

B2.4 Vocabulary

Learning Goals:   

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.

Success Criteria: 

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

Modifications/ Accommodations

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

Accommodations:

Have students who struggle with written work do their on the iPad and have it printed off and glued to a leaf

Modifications:

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:

Questions Before:

–  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.

Questions During:

–  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.

Questions After:

–  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.

Go!

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)

Anecdotal notes

Checkbric

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:

Meaningful

Unique

Descriptive

Realistic

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