Unit Overview - · PDF fileUnit Overview Theme ... of the first language arts unit that a...

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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:



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.


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


Essential Questions: How can we use various comprehension strategies to better understand the

texts that we are reading?

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Standards:



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.

http://www.youtube.com/watch?v=7ZnyMzA3oAo

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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 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



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Day 4: Confirming and Adjusting Predictions


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:


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.


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:



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)


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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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


Essential Questions: How do we identify fiction and non-fiction texts?

Standards:



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 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 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


Essential Questions: How can we compare and contrast fiction and non-fiction texts?

Standards:



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 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


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:


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 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 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.




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Day 9: Text-to-Text Connections



Standards:

SL.1.1. Parcicipate in collaborative conversations with diverse partners about grade 1 topics


RL.1.9. Compare and contrast the adventures and experiences of characters in stories.


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.


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



Standards:


interaction).

SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics


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:


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 basket of markers for each table of students


Brechtel 26

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 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:



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

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