Fourth Grade Bullying Unit

No Bullying:

I AM Jack by Suzanne Gervay and Bullying by Lucia Raatma

Fourth Grade

Jennifer Quigley

EDU 533

RUNNING HEAD: No bullying 2

Table of Contents

Common Core Standards…………………………3

Overview………………………………………….3

Rationale………………………………………….4

Objectives………………………………………...4

Book Summaries………………………………….5

Activities…………………………………………..7

Text Set……………………………………………8

Parent Letter………………..……………………11

Lesson Plan 1…………………………………….12

Lesson Plan 2…………………………….………15

Vocabulary scavenger hunt……………….…….18

Reflection………………………………………..20


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 the

teacher showing a you tube 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 to read the book 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 speaker’s

presentation on bullying. To close the unit, students will make anti-bullying posters that will be

displayed 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 children. Students need to be made aware of how their actions and words affect others,

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 it 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 Summaries

I 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

huge. 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 Jack’s description of his family and his life. The bully in this story, George Harrell,

makes fun of Jack because of Jack’s 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 don’t ask questions

and instead give him detentions for tardiness. Anna finally breaks down and tell her father about

Jack’s problems at school. Anna’s father calls Jack’s 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 don’t win. Slowly, Jack’s 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 child’s

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: “Don’t Laugh at Me” (Hip Hop Version)http://www.dontlaugh.org/videos/babyj.mov

- Journaling- Presentation to students by speaker 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, they’re a mystery he needs to solve, and fast. He’s 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 can’t figure out why he’s 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 year’s Grunt for now, but he’s 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 is—and 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 school—until 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 camp—until 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

in schools 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. Students will be reading both fiction books and informational texts as well as

researching information on the internet on bullying. 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 [email protected].

Sincerely,

Mrs. Quigley

[email protected]

mailto:[email protected]


Lesson Plan 1

Vocabulary Scavenger Hunt

I. 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).

II. Objective :

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

with bullying.

III. 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.

V. Materials and Text(s) : Pencil

Worksheet

Multiple copies of Bullying by L. Raatma

Dictionary

VI. 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.

VII. Procedure/Pedagogy:

a. 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.


b. 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.

c. 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.

VIII. 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.

IX. Assessment : Student’s knowledge of the vocabulary will be measured by successful completion of the worksheets.

X. 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 2

I AM Jack Review & Comprehension Assessment

Standards:

CC.4.RL.1.

CC.4.RL.2

Refer 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 character’s 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 author’s 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 Gervay

Graphic Organizer

Pencil

Paper


Procedures: Student’s 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 author’s

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 author’s purpose was

and provide supporting details. They will then use this graphic organizer to write a reflection on

the author’s purpose and the application of it in their lives. 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 aren’t good “test-takers” an opportunity to demonstrate

knowledge of the book in a creative way.


VOCABULARY SCAVENGER HUNT

WHAT TO DO

1. 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 means“the way people act” BEHAVIOR

An Anonym of CRIMINAL VICTIM

A Synonym of TEASE TAUNT

A word that rhymes with FULLY BULLY, etc.

A word with 5 syllables UNCOMFORTABLE, 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 “HERITAGE” CULTURE

An antonym for “PEACE” VIOLENCE

A word that means “to make someone feel awkward or uncomfortable”

EMBARASS

A word that means

“NOT PAYING ATTENTION”

IGNORING

A word with a root that means “to explain” TEACHER

A word with the pre-fix SUR- SURPRISE

A word with the suffix -TION REACTION

A word that means “not paying attention to”

IGNORING


Reflection

When 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 don’t 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.

Fourth Grade Bullying Unit

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