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Unit Overview
Theme: Bullying
Grade Level: 1st Grade
Rationale: This theme was chosen in response to the increased number of schools focusing upon
bullying and bullying prevention. In my student teaching placement, the school used the Olweus
Bullying Prevention Plan and it was incredible to see the students really take hold of this material
and become more open with each other. I also saw students developing friendships where there
had once been only tension. After watching this wonderful plan unfold in my student teaching
placement and noticing all of the positive effects that this had upon the students in the classroom
and the school environment in general, I believe that this is something that should be addressed
in every classroom and every grade level multiple times per year. This unit is intended to be one
of the first language arts unit that a teacher might use at the beginning of the first grade year –
setting the stage for appropriate relationships in the classroom and what it means to be a friend
instead of a bully.
Summary: Throughout this unit, the students learn about bullying through ten pieces of
literature, communicating with other peers in the classroom, drawing, reading, writing, and
speaking. As the students engage in these language arts activities, they will learn pertinent
comprehension skills such as identifying the main characters and message of a story, making and
confirming predictions, identifying fiction and nonfiction texts and making text-to-text and text-
to-self connections, all of which will be expanded upon as the year progresses. Throughout this
time, students will also be learning about bullying, bystanders, and what to do when they or
someone else is being bullied.
This unit is meant to empower students, not just through their language arts skills that
they will develop throughout the unit, but through their interactions with others, the opportunities
to have their voices and ideas heard and validated, and learning about the ways that they can
stand up to bullying in their school and make a difference – for themselves and for the other
students around them.
Materials: *The materials necessary for each lesson can be found in the following section
entitled “Bullying Unit at a Glance” in the column for each individual day.
Goals/Objectives/Assessments:
There are 4 goals that align with this unit:
1. Students will develop comprehension strategies that will empower them to become
more independent, self-determined readers, speakers, and writers.
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2. Students will develop their listening skills as they learn through read-alouds
throughout the unit.
3. Students will develop greater collaboration skills as they learn to learn with their
peers in the classroom.
4. Students will further develop two forms of communication/expression of what they
have learned – writing and speaking.
*Because many of the objectives and assessments fit multiple goals, to facilitate understanding, I
have placed the number of the goals (ex. 1, 2, 3, or 4 in bold font) next to each of the
corresponding objectives (and the subsequent assessments follow in a box below) in the
following section entitled “Bullying at a Glance.” I felt that this made the information much
easier to follow and much more understandable given the amount of objectives and assessments
for the entire unit. (This has been done in lieu of the placing the objectives beneath the goals as I
felt this would make the unit easier to follow and understand).
The unit assessment as a whole takes on more of a portfolio rather than traditional
assessment sense. Although there is an assessment for each day, instead of having one
culminating assessment where the students would represent everything that they have learned
throughout the duration of the unit, and because most of these skills are not something that can
be learned fully within one forty-five minute block of time, but must be developed over many
lessons, each lesson’s assessment can come together to create a portfolio of assessments for the
assessment of the completion of the entire unit. A rubric can be found in Appendix H to gauge
each student’s portfolio on the basis of the four goals for the unit.
Essential Knowledge/Skills/Dispositions Outcomes: *The essential questions can be found in
the following section entitled “Bullying Unit at a Glance.” In addition to the mentioned essential
questions, however, which note the essential knowledge, outcomes, and skills that the students
are expected to develop by the end of the unit, it is also expected that (in the area of dispositions)
students begin to develop their awareness of bullying in the school. It is hoped that this
awareness will then lead to action – bystanders taking the stand for their friends and even
students that they may not know – as students confront the bullying in their classroom and school
and make a difference in the lives of students who are affected by bullying. It is expected that
students will learn appropriate ways to stand up for themselves and others and learn tangible to
stop perpetuating or allowing the perpetuation of bullying around them.
Relationship to Standards:
*This unit covers multiple standards in the areas of speaking, reading, writing, and listening,
engaging students in all four language arts activities throughout the entire unit, and often meeting
diverse standards in a single lesson. All of these standards can be found listed with each
corresponding lesson in the following section entitled “Bullying Unit at a Glance.”
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In addition, in each lesson, I have placed a checklist for reading, listening, writing, and speaking
and have indicated with a check mark which of the four area(s) was (were) covered by that
particular day’s lesson.
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Unit Lesson Plans
*All lessons are crafted to take place within a 45 minute block of ELA time during the
regular school day. Because this time frame is the same for each of the following lessons,
this is not repeated at the beginning of each lesson plan.*
Day 1: Identifying Characters
Reading Listening X Speaking X Writing X
Essential Questions: How can we describe a character in the text with details from the story?
Standards:
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
W.1.4 Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
Objectives:
1. After reading the text The Juice Box Bully as a whole group, the students and teacher will
together describe the character of Mr. Peltzer using details from the story.
2. After reading the text The Juice Box Bully as a whole group and describing the character of
Martha, the students will get into groups and create one character charts so that, together, all
students cover remaining characters (Ruby, Ralph, and Pete) in the book. Students will then
come together to share their respective character charts.
Materials:
“Don’t Be a Bully” song on the CD “Bully Be Gone” by The Smudge Fundaes.
The Juice Box Bully by Bob Sornson and Maria Dismondy (In ‘References’ Section).
Chalk for the chalkboard.
A large sheet of poster board on which the teacher will model the creation of a character
chart using details from the story.
Markers for the teacher to use in her modeling.
Three larger sheets of poster board on which the students will create their respective
character charts.
Three baskets of markers for the students to use in the creation of their character charts.
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Opening:
The teacher will begin calling the students to the rug and having the students sing along with
The Smudge Fundaes as they sing the “Don’t Be a Bully” song as an introduction to this
lesson and the unit.
The teacher will then remind the students how they have talked a bit about what being a bully
means and that they will be learning much more about what bullying is and how to deal with
bullying over the next few weeks.
Finally, the teacher will ask the students if they can describe what the “characters” are in a
story and add to the student-generated definition, if needed.
Procedure:
The teacher will then read the book The Juice Box Bully to the class as a read-aloud, asking
them to think carefully about the different characters in the story as they are reading this.
The teacher will then have the students list the different characters that were present in the
story. She will write these characters on the chalkboard behind her. The teacher will then
work with the students to narrow the large list of characters down to the four main characters
in the story.
The teacher will then select one of those four characters – Mr. Peltzer – and lead the students
through the creation of a character chart, including words and pictures that explain who this
character is using details from the story. For example, under the title “Mr. Peltzer,” the
teacher might write “teacher” because that is his job in the story. The teacher might also
write “no bullying” on the paper because Mr. Peltzer does not like it when children bully
other children. As she completes this chart, led to add different details based on student input,
the teacher will model her thinking, connecting each of the details back to the text.
The teacher will then let the students know that they are going to have the chance to do this
on their own with the three remaining main characters and will split the class into three
groups of six.
Before the students leave to work in their table groups, the teacher will have the students
remind each other what the expectations are for working together and in small groups. The
teacher will also remind the students how they should listen to all of the voices in the
conversation and that all six students should write or draw at least one character trait or other
detail about that character on the poster board.
The students will then get together in a group and complete the character chart for their
respective character from the text.
As the students are working in their small groups, the teacher will walk around the room,
assisting as necessary.
Students will be allowed to draw or write down a character trait or other detail, allowing for
students of various writing abilities to work together in one heterogeneous, cooperative
group.
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Assessment:
The assessment will be informal as the teacher notes which students are confident with
describing the character of Mr. Peltzer in the whole group portion of the lesson.
The assessment will be informal when the teacher circulates the room during the lesson to
see how the students are working in their groups and which students are confident in
identifying and then conveying character traits through words and/or pictures using the text
to bolster their ideas.
Assessment will also be the group’s successful identification of their character’s traits on
their chart as they write and/or draw this in some way and subsequently present this to the
entire group.
Assessment Accommodations:
For the students who are having difficulty with fine motor skills, it will be necessary to
remember that their assessments will not be based on handwriting or neatness (to ensure
assessment validity), but on quality of work and the complete understanding of the
description of a character using details from the story.
Conclusion:
The teacher will instruct the students to return to the rug where she will put the poster boards
up on the chalkboard tray for the entire class to see.
Each group will then come up to the front of the room and present their character chart, with
each student explaining at least one of the listed details.
The teacher will congratulate the students on great group work and the description of the
characters using details from the story. The teacher will remind the students that
understanding the characters is an important part of being a good reader and understanding
the story so this is something that they should think about when they are reading their own
independent reading books.
The teacher will then have the students sing the song “Don’t Be a Bully” one last time as a
close to the lesson.
Transition:
The teacher will then call the students by the small group in which they worked (ex. The
students who described the character Ralph…) to line up for the next activity of the day.
References:
Smudge Fundaes. (2003). Bully be gone [CD].
Sornson, B., & Dismondy, M. (2011). The juice box bully: Empowering kids to stand up for
others. Northville, MI: Ferne Press.
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Day 2: Identifying Main Idea/Central Message
Reading X Listening X Speaking X Writing
Essential Questions: How can we identify the main idea or central message of a story?
How can we use various comprehension strategies to better understand the texts that we are
reading?
Standards:
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
RL.1.3 Describe characters including key details and demonstrative understanding of their
central message or lesson.
Objectives:
1. After reading the text Martha Walks the Dog as a whole group and discussing the text in
partner pairs and compass groups, the students and teacher will together decide upon the main
idea/central message of the story.
2. After having opportunities to read their own texts, the students will come together as a whole
group and share how their understanding of the main idea of the story helped them to understand
the story as a whole.
Materials:
“Don’t Be a Bully” song on the CD “Bully Be Gone” by the Smudge Fundaes.
Martha Walks the Dog by Susan Meddaugh (In ‘References’ Section).
A large sheet of chart paper on which the teacher will record the students’ thinking about the
main idea of the story that they read as a group. The teacher will use the other side of this
chart paper when the students come together after reading their independent books and
discussing the main idea as a group.
Markers for the teacher to use in her modeling on the chart paper.
Books at the students’ independent levels that they will read for independent practice after
they work together as a group. (The exact titles will be dependent upon the students and their
independent reading levels).
Opening:
The teacher will begin calling the students to the rug and having the students sing along with
The Smudge Fundaes as they sing the “Don’t Be a Bully” song as an introduction to this
lesson and the unit.
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The teacher will then remind the students how they read a book about bullying the previous
day and will continue with books that discuss bullying.
The teacher will then ask the students to recall anything that they learned about bullying from
the story the previous day and call upon students to answer.
Procedure:
The teacher will remind the students how they learned a bit about the characters from the
story the previous day, but that they also learned about bigger lessons and the main or central
idea of the book, asking students to share what they think that main idea was from the story
The Juice Box Bully.
The teacher will then read the book Martha Walks the Dog to the class and remind them that
while they are listening, they should be listening for the little details about the characters like
they did the previous day, but that they should also turn their attention to the main idea of the
story which will likely not be something that the author actually writes, but something that
they have to figure out on their own.
After reading the story with the students, the teacher will have the students turn and talk to
their partner about what they think the main idea of the story was. After the students have a
turn to talk with a partner, the teacher will have the students get into compass groups (groups
of four) and share with another partner pair. The teacher will then bring the students together
to talk as a group about the main idea, writing the students’ ideas upon a large sheet of chart
paper.
Finally, the teacher will have the students read a short book at their independent reading level
and search for the main idea of the text as they are reading independently. Some of the
students will have the same text, depending upon the reading levels found in the class and the
groups of students who read the same text will get together after reading the text to discuss
the main idea
Following this, the teacher will have the students return to the rug and discuss the main ideas
from the story that they had discovered in their small groups and each group will share the
main idea from their text with the entire class, using supporting details as was modeled
through the text Martha Walks the Dog.
Assessment:
The assessment will be informal as the teacher notes which students are confident with
identifying the main idea of the story and using the text to support their ideas as they discuss
this in their partner and compass groups as well as in a whole group setting after reading
independently as well.
The assessment will be informal when the teacher circulates the room during the lesson and
when the students are working in groups after reading their independent books to see how
adept the students are at identifying the main idea of the story independently and when
working in their groups.
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The teacher will also assess the students based upon their contributions to the two different
main idea charts that they will use throughout the lesson. The students’ names will be written
up on the chart paper along with their contribution.
Assessment Accommodations:
For the students who are often are nervous about speaking aloud or sharing their ideas with
the entire class, the teacher may have to ask these students in a one-on-one setting the main
idea of the story or their own ideas of their stories.
As the students are working in their pair and compass groups, the teacher will walk around
the room, assisting as necessary.
As the students are reading independently, the teacher will be circulating the room to assist
with word identification/decoding or the more difficult comprehension strategy of locating
the main idea while reading, not giving the answer to the students, but scaffolding them as
they discover the main idea on their own and in their group.
Conclusion:
After the students have shared their main ideas, the teacher will have the students think about
why finding the main idea is helpful in understanding a story and making meaning from what
they are reading, taking student opinions and offering additional benefits of this, if necessary.
The teacher will then have the students sing the song “Don’t Be a Bully” one last time as a
close to the lesson.
Transition:
The teacher will then call the students by the small group in which they worked (ex. the
students who read this particular text…) to line up for the next activity of the day.
References:
Smudge Fundaes. (2003). Bully be gone [CD].
Meddaugh, S. (1998). Martha walks the dog. New York, NY: Houghton Mifflin Company
Day 3: Making Predictions
Reading Listening X Speaking X Writing X
Essential Questions: How can we use various comprehension strategies to better understand the
texts that we are reading?
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Standards:
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
W.1.4 Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
Objectives:
1. After reading the text Bully Trouble as a whole group, students will be able to successfully
create a prediction that they think will align with the story.
2. After reading the text Bully Trouble as a whole group and making a prediction that students
believe aligns with the story, the students will be able to support this prediction with ideas from
the text.
Materials:
The YouTube video at http://www.youtube.com/watch?v=7ZnyMzA3oAo for the Anti-
Bullying song “Speak Up, Reach Out, and Be a Friend” by Glenn Colton
Bully Trouble by Joanna Cole (In ‘References’ Section)
Chart Paper for the teacher
A marker for the teacher to use on the chart paper
A “Bully Trouble Prediction” worksheet for each student in the class (Appendix A)
A sharpened pencil for each student
A basket of crayons for each table of students to use
Introduction:
The teacher will introduce the song “Speak Up, Reach Out, and Be a Friend,” which was
created for the students at South Davis Elementary School in Orchard Park, NY, to the
students which is about bystanders and standing up for others around you and then allow the
students to sing this song along with Glenn Colton.
The teacher will remind the students the ways in which they talked about how finding the
main ideas of stories helped them to understand the story and make meaning from what they
are reading by asking the students to recall ways in which they noted that finding the main
idea was beneficial.
The teacher will then begin to read the book Bully Trouble to the students.
Procedure:
The teacher will stop reading on page 23 and have some of the students make predictions
regarding what they think will happen next in the story. The teacher will write these
predictions on a chart paper, labeling each prediction with the name of the student who made
the prediction.
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The teacher will then continue reading and will stop on page 37 where she will stop for the
time being.
The teacher will have the students return to their seats where they will each be handed a
“Bully Trouble Prediction” worksheet. The teacher will lead the students through the
directions of these sheets and allow the students to write and draw their prediction on their
own sheet.
After the students have finished drawing and writing their predictions, the teacher will have
the students share their work with a partner and then move to compass groups, each partner
pair pairing up with another partner pair to discuss their predictions and how they relate to
the text.
The teacher will then have the students return to the rug where some of the students will have
the opportunity to share not only their predictions, but how they made this prediction based
upon the text.
Assessment:
Assessment will be informal as the teacher listens to the students’ predictions as a whole
group, and circulates the room to listen to the students’ predictions with their partners and in
their compass groups as they make these predictions and base them upon the text.
Assessment will be the students’ ability to make successful predictions as seen on the “Bully
Trouble Prediction” worksheet that each student will complete.
Assessment Accommodations:
For the students who are having difficulty with fine motor skills, it will be necessary to
remember that their assessments will not be based on handwriting or neatness (to ensure
assessment validity), but on quality of work and the quality of their predictions.
Conclusion:
The teacher will read the conclusion of the book Bully Trouble to the students and have them
compare the predictions that they made to what actually happened with a partner.
Transition:
The teacher will call the students to return to their tables by calling the individual color tables
for the next activity of the day.
References:
Cole, J. (1989). Bully trouble. New York, NY: Random House.
Colton, G. (Artist). (2011). Speak up, reach out, and be a friend. [Web Video]. Retrieved from
http://www.youtube.com/watch?v=7ZnyMzA3oAo
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Day 4: Confirming and Adjusting Predictions
Reading Listening X Speaking X Writing X
Essential Questions: How can we use comprehension strategies to better understand the texts
that we are reading?
Standards:
RL.1.3 Describe characters including key details and demonstrate understanding of their
central message or lesson.
Objectives:
1. After reading Bully Trouble the previous day and after the teacher modeling of confirming and
adjusting predictions, students will be able to make predictions based upon their knowledge of
the story and, after further reading, identify whether these predictions were confirmed or needed
to be adjusted based upon the actual text.
Materials:
The YouTube video at http://www.youtube.com/watch?v=7ZnyMzA3oAo for the Anti-
Bullying song “Speak Up, Reach Out, and Be a Friend” by Glenn Colton.
Katie Woo: No More Teasing by Fran Manushkin (In ‘References’ Section)
A “Confirming and Adjusting Predictions” worksheet for each student in the class (Appendix
B)
A sharpened pencil for each student in the class
Opening:
The teacher will have the students sing the song “Speak Up, Reach Out, and Be a Friend” by
Glenn Colton that they learned the previous day.
The teacher will then have the students sit on the rug and will remind them how they made
predictions the previous day when they read the book Bully Trouble. The teacher will let
them know that sometimes our predictions are accurate and sometimes they are not, but what
is important about making predictions is that we base our predictions in the text. The teacher
will also let the students know that even if their predictions do not accurately reflect what
happens that making the predictions helps them to connect with the text, follow along with
the text, and make meaning from the stories that they are reading and that this is the
important part.
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Procedure:
The teacher will then ask the students to think about their own predictions from the previous
day and recall if their prediction matched up with what the text actually had happen. If this
did, the teacher will let the students know that the book confirmed their prediction. As the
teacher uses the word “confirm,” she will give synonyms and examples and write this on the
board. The word “confirm” will also be represented by a check mark to represent the
accurateness of a prediction that has been made and confirmed by the text.
The teacher will then ask the students what they could do if they make a prediction, keep
reading, and find that their prediction is not accurate, hoping to get them to realize that they
can adjust their predictions. The teacher will then do the same as she did with the word
“confirm” and write the word “adjust” on the board. The word “adjust” will also be
represented by an arrow turning in a circle to represent the idea that adjusting a prediction
means taking your thinking in a little different direction.
The teacher will then have the students to return to their table by calling the table colors and
then read the story Katie Woo: No More Teasing, by Fran Manushkin, to the students. The
students will already have a worksheet at their spots at each table.
The teacher will first stop at page 9 and have the students circle their prediction on their
worksheet. After the students have circled a prediction, the teacher will continue reading
through page 10 and have the students indicate on their worksheet whether their prediction
was confirmed or needed to be adjusted.
The teacher will then continue reading through page 19 and, again, have the students circle
their prediction on their worksheet. After the students have circled a prediction, the teacher
will continue reading through page 20 and have the students indicate on their worksheet
whether their prediction was confirmed or needed to be adjusted.
Finally, the teacher will read through page 22 and, again, have the students circle their
prediction on their worksheet. After the students have circled a prediction, the teacher will
continue reading through the end and have the students indicate on their worksheet whether
their prediction was confirmed or needed to be adjusted.
The teacher will then read through the end of the book.
Assessment:
Assessment will be the students’ ability to note whether their predictions regarding the story
Katie Woo: No More Teasing were confirmed or needed to be adjusted – not whether or not
the students made the correct prediction with regard to the story. This will be assessed
through the students’ worksheets that the teacher will collect at the end of the lesson.
Assessment Accommodations:
For the students who are struggling with reading, the teacher has included pictures of the
different predictions above the words and has associated a symbol with the two different
outcomes of the predictions so that the assessment, which is assessing students’ ability to
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note whether their predictions were confirmed or had to be adjusted, is a valid assessment for
all students – even those who struggle with reading.
Conclusion:
The teacher will have the students place their papers on a table as they return to the rug as the
teacher calls each color table. The teacher will then have the students discuss with a partner,
compass group, and then as a whole class how making their predictions and discovering
whether they were confirmed or needed to be adjusted helped them to understand the story
that they read.
Transition:
The students will be called by color table to return to their tables for the next activity of the
day.
References:
Colton, G. (Artist). (2011). Speak up, reach out, and be a friend. [Web Video]. Retrieved from
http://www.youtube.com/watch?v=7ZnyMzA3oAo
Manushkin, F. (2010). Katie Woo: No more teasing. Minneapolis, MN: Picture Window Books.
Day 5: Identification of Fiction Texts
Reading X Listening X Speaking X Writing X
Essential Questions: How do we identify fiction and non-fiction texts?
Standards:
RL.1.5.Explain major differences between books that tell stories and books that give
information, drawing on a wide range of reading text types.
Objectives:
1. After reading a fiction story and discussing the aspects of both fiction and nonfiction texts,
students will identify pictorial representations of different scenarios as fiction and non-fiction.
Materials:
Pictures of fiction and nonfiction scenarios on flash cards that the teacher will use to show to
the students as they learn the difference between fiction and nonfiction texts (Appendix E)
Chart Paper on which the teacher will write the different aspects of fiction and nonfiction
texts
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Markers for the teacher to use on the chart paper
Loudmouth George and the Sixth Grade Bully by Nancy Carlson
A “Fiction and Nonfiction” worksheet for each student in the class (Appendix C)
A “Fiction and Nonfiction Administration Guide” for the teacher (Appendix D)
A sharpened pencil for each student in the class
Opening:
The teacher will call the students over to the rug and ask them if they know what the
difference is between a fiction and nonfiction book. The teacher will take the answers that the
students give and build off of these until the class has arrived at an appropriate definition for
each type of text.
The teacher will then tell the students that she is going to hold up cards from fiction and
nonfiction stories and if they think that the card is nonfiction they should stand up and say
“nonfiction” and if they think that it is fiction, they should sit down and say “fiction.”
Procedure:
The teacher will then tell the students that they will read two different texts between today
and tomorrow – one nonfiction and one fiction text.
The teacher will start with the text, Loudmouth George and the Sixth-Grade Bully without
telling the students whether this text will be fiction or nonfiction. The teacher will introduce
this text to the students and, just having the students look at the cover, have students make
predictions about whether this story will be fiction or nonfiction and give reasons why they
think this might be the case.
The teacher will then read the text to the students in its entirety.
After reading the text, the teacher will have the students identify whether the book they were
reading was fiction or nonfiction.
The teacher will then have the students create a list of different aspects that they found in the
fiction text and will write this on chart paper, once again writing each students’ name beneath
their contributions.
The teacher will have the students return to their seats and will have them complete the
“Fiction and Nonfiction” worksheet, using the administration guide to administer the
assessment.
Assessment:
Assessment will be informal as the teacher notes which students are able to identify fiction
and nonfiction scenarios as she uses the cards with the whole group.
Assessment will be the different aspects of the fiction text the students were able to identify
on the chart paper as a whole group.
Assessment will also be the degree to which the students were able to identify fiction and
nonfiction scenarios on their “Fiction and Nonfiction” worksheets.
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Assessment Accommodations:
If there are students in the class who are physically unable, for whatever reason, to stand up
and sit down for each pictorial representation, the teacher will modify the directions to be
that students will put their arms up if the picture is represents a nonfiction text and arms
down if the picture represents a fiction text.
The teacher has, once again, included pictures in the assessment for students who may be
struggling with reading as this will ensure assessment validity and that the assessment is an
accurate representation of whether or not the students are able to identify fiction and
nonfiction scenarios and not whether or not the students are able to read.
Conclusion:
The teacher will then have the students return back to the rug by color table and put their
worksheets on the designated table as they do so.
The teacher will then go through some of the fiction and nonfiction cards one last time as a
reminder of the difference between the two genres.
Transition:
The teacher will then have the students line up at the door by calling each color table to line
up for the next activity of the day.
References:
Carlson, N. (1983). Loudmouth George and the sixth-grade bully. Minneapolis, MN: Carolrhoda
Books, Inc.
Day 6: Identification of Nonfiction Texts
Reading Listening X Speaking X Writing X
Essential Questions: How do we identify fiction and non-fiction texts?
Standards:
RL.1.5.Explain major differences between books that tell stories and books that give
information, drawing on a wide range of reading text types.
RI.1.9 Identify basic similarities and differences between two texts on the same topic (e.g.
differences in illustrations, descriptions, or procedures).
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Objectives:
1. After reading a nonfiction text in comparison to the previous day’s fiction text, students will
be able to list aspects and/or examples of nonfiction texts.
2. After finding differences between fiction and nonfiction texts, students will be able to
accurately identify fiction and nonfiction scenarios.
Materials:
Chart Paper on which the teacher will write the different aspects of fiction and nonfiction
texts
Markers for the teacher to use on the chart paper
Friendship by Cynthia Klingel and Robert Noyed (In ‘References’ section)
A page for the “Fiction and Nonfiction” book that the students will complete as a whole class
(Appendix F)
A sharpened pencil for each student in the class
A basket of crayons for each table of students to use in the completion of their “Fiction and
Nonfiction” book page
Opening:
The teacher will have the students remind each other of the differences between fiction and
nonfiction texts that they read the previous day.
The teacher will also use a few of the flashcards and the same sitting down and standing up
activity from the previous day to refresh the students’ memories regarding fiction and
nonfiction scenarios.
The teacher will then tell the students that they are going to read a book just like the previous
day and they are going to try to decide whether they think the book is fiction or nonfiction.
Procedure:
The teacher will show the students the title of the book Friendship and have the students
predict whether they think this text will be fiction or nonfiction and support this prediction
with reasons why they think this might be the case.
The teacher will then read the book Friendship to them in its entirety.
After reading the text, the teacher will have the students identify whether the book they were
reading was fiction or nonfiction.
The teacher will then have the students create a list of different aspects that they found in the
nonfiction text and will write this on chart paper, once again writing each students’ name
beneath their contributions.
The teacher will then tell the students that they are going to complete a page that will go into
a class book called “Fiction and Nonfiction” where they will have the opportunity to draw
and write about a fiction and nonfiction scenario. The teacher will tell the students that this
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book will be laminated and sent home with each family, so they must do their very best
work.
The teacher will have the students return to their seats and will have them complete the
“Fiction and Nonfiction” book page where they will draw and write about a fiction and
nonfiction scenario.
Assessment:
Assessment will be informal as the teacher notes which students are able to identify fiction
and nonfiction scenarios as she uses the cards with the whole group in the brief introduction
activity.
Assessment will be the different aspects of the nonfiction text the students were able to
identify on the chart paper as a whole group.
Assessment will also be the degree to which the students were able to identify fiction and
nonfiction scenarios as they complete a sheet that will go into the class book called “Fiction
and Nonfiction,” with a one-page contribution from each of the students in the class.
Assessment Accommodations:
For the students who are having difficulty with fine motor skills, it will be necessary to
remember that their assessments will not be based on handwriting or neatness (to ensure
assessment validity), but on quality of work and the complete understanding of fiction and
nonfiction texts.
Conclusion:
The teacher will then have the students return to the rug by calling each color table and place
their sheet on the designated table as they walk over.
The teacher will then have the students once again use the pictorial representations of fiction
and nonfiction scenarios to stand up and sit down as they identify each scenario as either
fiction or nonfiction.
Transition:
The teacher will then have the students line up at the door by calling students who have
various colors on (ex. All students who are wearing green…) to line up for the next activity
of the day.
References:
Klingel, C. & Noyed, R.B. (1998). Friendship. Clanhassen, MN: The Child’s World, Inc.
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Day 7: Comparing and Contrasting Fiction and Non-Fiction Texts
Reading X Listening X Speaking X Writing X
Essential Questions: How can we compare and contrast fiction and non-fiction texts?
Standards:
RL.1.5.Explain major differences between books that tell stories and books that give
information, drawing on a wide range of reading text types.
RI.1.9 Identify basic similarities and differences between two texts on the same topic (e.g.
differences in illustrations, descriptions, or procedures).
SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics
and texts with peers and adults in small and larger groups.
Objectives:
1. After working as a group to discuss differences and similarities between fiction and nonfiction
texts, students will be able to identify either an aspect or example of a fiction or nonfiction text
or one that is common to both texts.
Materials:
Extra-large chart Paper on which the teacher will create a Venn Diagram on which the
students will compare fiction and non-fiction texts.
Markers for the teacher and students to use on the chart paper
Friendship by Cynthia Klingel and Robert Noyed (In ‘References’ Section)
Loudmouth George and the Sixth Grade Bully by Nancy Carlson (In ‘References’ Section)
Opening:
The teacher will remind the students how they have been talking about fiction and nonfiction
texts and will call on students to give examples of each.
Procedure:
The teacher will then have the students think about the two texts they have read in the past
two days (Friendship by Cynthia Klingel and Robert Noyed and Loudmouth George and the
Sixth Grade Bully by Nancy Carlson) and what they know about fiction and nonfiction texts
to create a Venn Diagram where they will compare the two different genres of texts.
As each student identifies an aspect of students either or both genres of text, the students will
be invited to come up and write this on the Venn Diagram. Each student will be expected to
come up and give at least one aspect of either or both genres or, if the student is unable to
think of an aspect of either or both genres, an example of either genre instead.
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Assessment:
Assessment will be the students’ accurate identification of an aspect of either nonfiction or
fiction texts (or one that is common to both genres) or an example of either genre of text on
the extra-large Venn Diagram on chart paper.
Assessment Accommodations:
For the students who are having difficulty with fine motor skills, it will be necessary to
remember that their assessments will not be based on handwriting or neatness (to ensure
assessment validity), but on quality of work and the complete comparing of fiction and
nonfiction texts.
Conclusion:
The teacher will have the student’s look at the work that they have completed as a group and
congratulate them on the wonderful work that they completed together – work that they
would not have done individually, but needed an entire group to complete!
Transition:
The teacher will then have the students line up for the next activity of the day as she calls the
students to line up by the letters that they have in their first names (ex. Line up if you have
the letter “e” in your first name).
References:
Carlson, N. (1983). Loudmouth George and the sixth-grade bully. Minneapolis, MN: Carolrhoda
Books, Inc.
Klingel, C. & Noyed, R.B. (1998). Friendship. Clanhassen, MN: The Child’s World, Inc.
Day 8: Text-to-Self Connections
Reading Listening X Speaking X Writing X
Essential Questions: How can we respond to the texts that we read?
Standards:
L.1.1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
RL.1.11. Make connections between self, text, and the world around them (text, media, social
interaction).
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W.1.11. Create and present a poem, dramatization, art work, or personal response to a
particular author or theme studied in class, with support as needed.
Objectives:
1. After reading the text, How To Be A Friend, the students will make a text-to-self connection
by drawing and writing a picture that connects their own life to the text by completing the
sentence “I can be a friend by…”
Materials:
The YouTube video at http://www.youtube.com/watch?v=7ZnyMzA3oAo for the Anti-
Bullying song “Speak Up, Reach Out, and Be a Friend” by Glenn Colton.
How To Be A Friend: A Guide to Making Friends and Keeping Them by Laurie Krasny
Brown and Marc Brown
“I Can Be A Friend” sheet for each student
A sharpened pencil for each student
A basket of markers for each table of students
Opening:
The teacher will remind the students that they have been learning a lot about bullying and
have the sing the song “Speak Up, Reach Out, and Be a Friend” along with Glenn Colton.
The teacher will then remind the students how they made predictions the other day and how
that helped them to understand what they were reading and make meaning from the story.
The teacher will then tell the students that they will learn another strategy they can use to
help them understand what they are reading and make meaning from the story – making
personal connections to the text called “text-to-self connections.”
Procedure:
The teacher will then read the book How To Be A Friend to the students, modeling on the
first few pages some text-to-self connections – how the book relates to her own life regarding
things that she already does with her own friends as is mentioned in the story and things that
she might change after reading about it in the book.
The teacher will then have the students think about text-to-self connections that they made
from the text – first on their own, then through partner discussion (Think-Pair-Share) and
then through compass discussions (discussions in groups of four).
The teacher will then have some of the students share their text-to-self connections to give
some students who may be stuck on making some text-to-self connections a bit of
clarification and some ideas.
The teacher will then tell the students that they will go back to their seats where they will
find a worksheet that has an incomplete sentence that begins with “I can be a friend by…”
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and that they will be able to fill this in by thinking about the story and how it relates to their
own lives.
The teacher will then have the students return to their tables by calling their table colors to
complete the worksheet.
Assessment:
Assessment will be each student’s ability to make a text-to-self connection using the
common text How To Be A Friend as seen on the “I Can Be A Friend” sheets.
Assessment Accommodations:
For the students who are having difficulty with fine motor skills, it will be necessary to
remember that their assessments will not be based on handwriting or neatness (to ensure
assessment validity), but on quality of work and the complete text-to-self connection.
Conclusion:
The teacher will have the students return to the rug and allow each student to share his or her
written piece with the class.
The teacher will then remind the students that this is another strategy they can use to make
meaning from what they are reading and to help them make sense of the books that they read
and will have the students review other strategies they have learned that can help them to
make sense of what they are reading.
Transition:
The teacher will then have the students return to their tables for the next activity of the day as
she calls the students to line up by the letters that have different numbers of pets (ex. If you
have 1 pet, return to your table.).
References:
Brown, L.K. & Brown, M. (1998). How to be a friend. New York, NY: Little Brown and
Company.
Colton, G. (Artist). (2011). Speak up, reach out, and be a friend. [Web Video]. Retrieved from
http://www.youtube.com/watch?v=7ZnyMzA3oAo
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Day 9: Text-to-Text Connections
Reading X Listening X Speaking X Writing X
Essential Questions: How can we respond to the texts that we read?
Standards:
SL.1.1. Parcicipate in collaborative conversations with diverse partners about grade 1 topics
and texts with peers and adults in small and larger groups.
RL.1.9. Compare and contrast the adventures and experiences of characters in stories.
RL.1.11. Make connections between self, text, and the world around them (text, media, social
interaction).
Objectives:
1. After reading the two books Tyrone and the Swamp Gang by Hans Wilhelm and Clifford’s
Best Pals by Norman Bridwell, the students will compare the two texts finding similarities
between the two that the teacher will write upon a large sheet of chart paper.
2. After reading the two aforementioned texts and working to find similarities between the two,
the students will be able to connect with another student in the class to find text-to-text
connections between the texts that each student has been assigned to use for the activity.
Materials:
Tyrone and the Swamp Gang by Hans Wilhelm
Clifford’s Best Pals by Norman Bridwell
Chart paper the teacher will use to write down the connections the students make between the
two texts
Markers for the teacher to use
Different texts the class has read as a whole group students will carry to connect with another
student and make a text-to-text connection
Opening:
The teacher will have the students recall the connection that they made in the previous day’s
lesson (text-to-self) and have the students describe what that sort of connection looks like.
The teacher will then tell the students that they will make another connection today, but that
it will be a text-to-text connection, having the students predict what that sort of connection
might look like.
Procedure:
The teacher will then read the books Clifford’s Best Pals by Norman Bridwell and Tyrone
and the Swamp Gang by Hans Wilhelm to the students.
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Then, the teacher will have the students make text-to-text connections between the two texts.
The teacher will write these connections up on the chart paper, labeling each connection with
the name of the student who provided that connection.
The teacher will then tell the students that they will receive a book that they have read as a
whole group and must pair up with another student who has a different book to make text-to-
text connections between the two. The teacher will tell the students that they will present
their connections to the class after they complete this activity.
The teacher will then pass out a book to each student and help them to find a partner with to
whose text they can compare their own and allow them to complete this activity together. All
texts will be similar enough to each other that, regardless of partners/text choice, the students
will be able to successfully complete this task.
After the students have had adequate time to complete this task, the teacher will have each
partner pair come up to the rug and present their connections between the two texts to the
other students in the class while she takes notes on the students’ successful text-to-text
connections.
Assessment:
Assessment will be informal as the teacher notes which students are able to make text-to-text
connection in the large group settings and contribute to the large chart paper.
Assessment will also be informal as the teacher circulates the room during the activity to note
which students are adept at making text-to-text connections between the two texts they have
been given.
Assessment will also be the students’ oral presentation of the text-to-text connections that
each partner pair makes when they bring their text to the front of the room and present their
connections. The teacher will make notes regarding the students’ success in this regard as
they present their texts and connections.
Assessment Accommodations:
As the students are working in their partner groups, the teacher will circulate the room and
assist as necessary.
For the students who are often are nervous about speaking aloud or sharing their ideas with
the entire class, the teacher may have to ask these students in a one-on-one setting to
compare the two texts and make text-to-text connections or further probe them if they did not
present enough information for an accurate assessment as they were in front of the room.
Conclusion:
The teacher will congratulate the students on their hard work and the work that they were
able to complete with their partners.
The teacher will then have the students list the various strategies they have learned over the
course of this bullying unit to make meaning from what they are reading.
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Transition:
The teacher will have the students return to their tables by the number of siblings that they
have (ex. If you have two brothers or sisters, return to your seat.).
References:
Bridwell, N. (1985). Clifford’s best pals. New York, NY: Scholastic, Inc.
Wilhelm, H. (1995). Tyrone and the swamp gang. New York, NY: Scholastic, Inc.
Day 10: Written Response to Literature
Reading Listening X Speaking X Writing X
Essential Questions: How can we respond to the texts that we read?
Standards:
RL.1.11. Make connections between self, text, and the world around them (text, media, social
interaction).
SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics
and texts with peers and adults in small and larger groups.
W.1.11. Create and present a poem, dramatization, art work, or personal response to a
particular author or theme studied in class, with support as needed.
Objectives:
1. After reading the text Bullies Never Win by Margery Culyler, the students will respond to
what they have read making either a text-to-self or text-to-text connection through drawing and
writing in their response journals.
Materials:
The YouTube video at http://www.youtube.com/watch?v=7ZnyMzA3oAo for the Anti-
Bullying song “Speak Up, Reach Out, and Be a Friend” by Glenn Colton
Bullies Never Win by Margery Cuyler
A response journal for each student
A sharpened pencil for each student
A basket of markers for each table of students
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Opening:
The teacher will call the student to the rug and they will sign the Anti-Bullying song “Speak
Up, Reach Out, and Be a Friend” with Glenn Colton, reminding them, once again, of all that
they are learning about bullying through the different books that they have been reading.
The teacher will then have the students list the two different types of connections they have
learned to make with the text and give examples of these.
The teacher will then tell the students that they are going to read a story today and choose
which connection they would like to make in their response journals.
Procedure:
The teacher will read the book Bullies Never Win in its entirety.
The teacher will then have students turn and talk with a partner about a connection that they
can make with the text. The students will then be instructed to form their partner group into a
compass group (group of four) and share the same connections.
The teacher will then have some students share connections that they were able to make with
the story.
The students will then be instructed to get their response journals from their table baskets
(which they have used in the past and with which they are familiar) and write and draw a
text-to-self or text-to-text connection in their response journals.
When they have completed their journals, the students will have time to share these journals
with their table groups.
Assessment:
Assessment will be informal as the teacher notes which students are able to make appropriate
text-to-self and text-to-text connections to the book Bullies Never Win in the large group
format.
Assessment will also be the successful response in each student’s journal of an appropriate
text-to-text or text-to-self connection.
Assessment Accommodations:
For the students who are having difficulty with fine motor skills, it will be necessary to
remember that their assessments will not be based on handwriting or neatness (to ensure
assessment validity), but on quality of work and the complete text-to-text or text-to-self
connection.
Closing:
The students will return to the rug and sing the Anti-Bullying song “Speak Up, Reach Out,
and Be a Friend” by Glenn Colton one last time as a completion of the entire Bullying unit.
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Transition:
The students will be instructed to line up by color table for the next activity of the day.
References:
Colton, G. (Artist). (2011). Speak up, reach out, and be a friend. [Web Video]. Retrieved from
http://www.youtube.com/watch?v=7ZnyMzA3oAo
Cuyler, M. (2009). Bullies never win. New York, NY: Simon & Schuster Books for Young
Readers.
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Appendix A
I
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Appendix B
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Appendix C
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Appendix D
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Appendix E
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Appendix F
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Appendix G
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Appendix H
Rubric for the Summative Assessment of the Entire Unit