Anti-Bullying
The Juice Box Bully
Author(s): Bob Sornson & Maria Dismondy
Links:
Amazon: https://amzn.to/3hMmF1Q
Indigo: https://bit.ly/3hNB9yw
Social Justice focus: Bullying
Synopsis: Pete acts like a bully in his new school. Rather than being bystanders, the kids at the school become involved and teach him about “The Promise.” Will Pete decide to change his bullying habits and make “The Promise”?
Lesson Plan: Amber Curry
Unit/ Topic: Bullying Language Arts & Visual Arts
Grade: 3/4
Duration: 1 Lesson – 2 periods (40 minutes each)
Lesson: The Juice Box Bully
Rationale: Address the importance of writing for kindness, acceptance, and inclusion; help students acknowledge and prevent bullying
Curriculum Areas: Language Arts; Visual Arts
LANGUAGE
Strand B: Foundations of Language
OE B1 Oral and Non-Verbal Communication
SE B1.2 Listening strategies for Comprehension
OE B2 Language Foundations for Reading and Writing
SE B2.4 Vocabulary
Learning Goals:
I can identify bullying and I will act appropriately when necessary.
I will acknowledge the importance of helping stop bullying in the classroom as well as in my everyday life.
Success Criteria:
The students will identify what bullying looks like and what to do to avoid becoming a bystander
The students will create goals that they think are important to help stop bullying
Modifications/ Accommodations
Learning Materials (Content)
Have pre-cut leaves for students with fine motor skills
Ways of Learning (Process)
If students feel uncomfortable reading aloud their card they can ask for help or say “Pass.”
Ways of Demonstrating (Product)
Identify all aspects of assessment to demonstrate (observation, conversation and product), not any one by itself
Accommodations:
Have students who struggle with written work do their on the iPad and have it printed off and glued to a leaf
Modifications:
Draw a picture instead of writing a response
Minds-on: (20 minutes) How will I connect to prior and future learning? How will I engage students and set the context for learning?
Transition students to the carpet while I sit at the front.
Ask initial questions:
Questions Before:
– What do you think the story is about?
– How would you define a bully?
Read The Juice Box Bully
Pause reading to ask questions within the story.
Questions During:
– What would you do if you saw Pete acting this way?
– What is a bystander?
– What do you predict will happen next?
Ask consolidation questions when the story is finished.
Questions After:
– What did you think of that story?
– What is your classroom promise?
ACTION (35 mins)
On the board it says:
“What to do…” and “What not to do” with the title: “Help Stop Bullying”
In a minute, I am going to hand a little card to each one of you. I will then pick out of a hat and to ask students to read what their card says.
Then we will have a vote between the class to determine which side of the T-Chart it goes on.
We will have a brief discussion about the situation and identify what type of bullying is ta