Fiction Book:

Title: “Bully B.E.A.N.S.”

Author: Julia Cook and Anita Dufalla

Date of Publication: 1964

Publisher: Chattanooga, TN: National Center for Youth Issues

Bully B.E.A.N.S.

 

• Description and Reason for Choosing:

This book is about a girl named Bobbette who “bullies” kids in school and she does not have any friends. Nobody wants to play or be close to her. The book relates that Bobbette’s mom knows about her problem in school. As a result, mom tries to help Bobbette by creating an activity for her. Mom creates a Bully Bean sack called “antibullying magic jelly beans.” Bobbette will have it all the time during school time. When she is about to say a word to hurt her classmates, she is to take a jelly candy from the sack and put in her mouth. By using the magic jelly candy strategy, she will avoid hurting her friends. Bully B.E.A.N.S. book was the best choice because the author provides examples against bullying. The author focuses on bullying, but at the same time, it tells us about some strategies used by the family to help Bobbette create a healthy and safe environment in school. This book should be read in classrooms including an activity that involves families and teachers. In all, students should learn the importance and harmful consequences of bullying.

• YouTube video of read aloud:
• “Read Aloud Bully Beans by Julia Cook”
• https://www.youtube.com/watch?v=nKyWr3zOFnk

 

• NHES 5: Decision Making
• 8.1 Identify circumstances that help or hinder making a decision to prevent violence.
• 8.2 Determine when potentially violent situations require a decision.
• 8.3 Distinguish when decisions about potentially violent situations should be made individually or with others.

 

• Health Learning Objective:
• Giving students pertinent, realistic information, adapted to their age and developmental stage, about forms of bullying and prevention strategies.

 

• Comparison to Other Books:

“Poached” by Stuart Gibbs is a book that provides strategies and tips on how to deal with bullying. “Poached” has a lot of words and few illustrations, so this will be a little boring for kids. On the other hand, “Bully B.E.A.N.S” has short paragraphs with many illustrations and real-life samples for children. “Bully B.E.A.N.S” addresses children’s actual life. This book will help students the importance of not hurting others.

• Core Integration for six and eighth graders:
• “Bully B.E.A.N.S” is a book that I should integrate into the lesson plan as an activity.
• Students will make groups of four
• Read the book out loud
• Pair and share thoughts on bullying
• Make a sack filled with jelly bean candy as a sample from the book
• Student pair share thoughts on bullying with the whole class
• Handout record sheet for two weeks of “Bullying Jelly Beans” practice activity

By doing this activity, students will learn the importance of thinking before speaking and the effect it has on others.

• Common Core Standards for six and eighth graders:
• ELA-LITERACY.SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence
• ELA-LITERACY.SL.8.1.B Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed

Non-Fiction Book

Title: “To This Day: For the Bullied and Beautiful”

Author: Shane Koyczan

Date of Publication: Sep 11, 2014

Publisher: Annick Press, Limited, 2014

 
 

• Description and Reason for Choosing:

Shane Koyczan took the world by storm back in February of 2013, with his passionate anti-bullying poem. In fact, his poem was so powerful that it became a viral video; and later on, was presented at a TED conference presentation. I believe this is the best nonfiction book regarding bullying because the author suffered from bullying at a younger age. The illustrations convey the hardship and suffering and the toll it takes on victims of bullying. This book is easy to relate to if one has ever been a victim of bullying. On the other hand, the bully can see the victim’s perspective.  It shows what can happen if it continues, followed by how to spot it, as well as, how to prevent it.

• YouTube video of read aloud:
• “To This Day” … for the bullied and beautiful | Shane Koyczan”
• https://www.youtube.com/watch?v=sa1iS1MqUy4

 

• NHES 1: Core Concepts
• 12.10 Analyze negative consequences of violence to perpetrators, victims, and bystanders.
• HBO 3: Avoid bullying, being a bystander to bullying, or being a victim of bullying.
• 12.11 Explain how bystanders can help prevent violence by reporting dangerous situations or actions.
• HBO 7: Get help to prevent or stop violence including harassment, abuse, bullying, hazing, fighting, and hate crimes.

 

• Health Learning Objective:
• Giving students pertinent, realistic information, adapted to their age and developmental stage, about forms of bullying and prevention strategies.

 

• Comparison to Other Books:
• “Project Based Literacy: Fun Literacy Projects for Powerful Common Core Learning” by Mark Gura is an engaging book for students. The book has an academic vocabulary that would be challenging for teenagers and younger to understand. There is a possibility that students could misinterpret the main idea or be confused by the concept of bullying in the way it is presented in the book. Contrary, I think that “To This Day: For the Bullied and Beautiful” book is easier to follow along. Also, “To This Day: For the Bullied and Beautiful” help students learn how to think critically about the topic of bullying. In addition, the author’s use of humor in the book will help teenagers tackle the understanding of an already heavy topic.
• Core Integration for six and eighth graders:

“To This Day: For the Bullied and Beautiful” has educational TED videos that students should watch. Also, they should read the book in the classroom.

o          Students will start to write and learn specific vocabulary about bullying

o          Students will identify feelings from the book and relate to the story

o          Write a paragraph to focus on bullying prevention

• Common Core Standards for six and eighth graders:
• ELA-LITERACY.W.6.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
• ELA-LITERACY.W.7.1.An Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

 

Integrated Internet Sources for Unit Project: Bullying Prevention

1. Internet Source for Students: Interactive and Educational
   Site Name: PBS LearningMedia for students. – “What is Bullying”

https://kcts9.pbslearningmedia.org/resource/midlit11-soc-splbully/bullying/

• Reasons for Choosing This Site:  PBs LearningMedia for students, focuses on teaching students with real examples of what bullying is. Students can find videos to watch and projects to participate in. For example, one of the videos is about how students can identify bullying in the classroom or around a school. The video also lets students know how they can express their feelings appropriately. Students can create their own work and complete it at their own pace.
• NHES applicable:

• • NHES 2: Analyze Influences

• • • • V2.8.1 Explain the influences of school rules and community have on violence prevention practices and behaviors.
      • V2.8.5 Describe how some health risk behaviors influence the likelihood of engaging in violent behaviors (e.g., how alcohol and other drug use influence violent behaviors.
      • V2.8.8 Analyze how relevant influences of media and technology affect personal violence practices and behaviors.
      • V2.8.9 Analyze how relevant influences of media and technology affect personal violence practices and behaviors.
• Core Integration:
  • I think that these videos will contribute to student knowledge about rules, community behaviors, and expectations. I will create groups of four students to have discussions with one another, incorporating techniques and actions to prevent bullying schoolwide.
  • I can have students make posters or short videos about bullying in my classroom regarding bullying and how to prevent violence. I would also make a partnership with other teachers and have multi-class presentations of the works created by both classes.
• Connection to English Language Arts Standards (6th Grade
  Speaking & Listening: Comprehension and Collaboration
  • CCSS.ELA-LITERACY.SL.6.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
  • CCSS.ELA-LITERACY.SL.6.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  • CCSS.ELA-LITERACY.SL.6.1.B Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

 

2. Internet Source for Teachers: Informative and Reliable
   Site Name: National Prevention Bullying Center – “Monday – Starting the Discussion Toolkit”

http://www.pacer.org/bullying/classroom/middle-highschool/mh-discussion-monday.asp

• Reasons for Choosing This Site: The National Prevention Bullying Center has good resources that we recommend because the website has many lesson plans for teachers to use. The website is great because it can be used for children in elementary school or students that are older than that. The website includes videos that teachers can include in their classrooms to discuss and activities. The activities on the website are easy and short. Also, the page has a life demonstration to help the student to deal with bullying. Videos can be downloaded for the class. For example,  “Teen Talk on Cyberbullying”. Students explained what is bullying and what to do to protected by self and others.
• NHES applicable:

• • NHES 5: Decision Making

• • • V5.8.1 Identify circumstances that help or hinder making a decision to prevent violence.
    • V5.8.2 Determine when potentially violent situations require a decision.
    • V5.8.3 Distinguish when decisions about potentially violent situations should be made individually or with others.
• Core Integration:
  • I think that an integration into core topics would be to incorporate one of the weekly activities into a couple weeks of the year. These activities only take five minutes or so to complete and can be started every morning that week in class to begin the day.
  • I could incorporate a writing assignment for my students based on the knowledge about bullying prevention is learned. Students could practice their writing skills by writing a 1-2 worksheet with essay prompts regarding how to prevent violent situations and when to make decisions about violent situations.
• Connection to English Language Arts Standards (6th Grade)
  • CCSS.ELA-LITERACY.WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

3. Internet Source for Parents: Informative and Resourceful

Site Name: The Center on Technology and Disability – “ThinkUKnow”

https://www.ctdinstitute.org/library/2014-10-31/thinkuknow

• Reason for Choosing This Site: It is best websites for parents because the website offers tools with easy access and help. For example, the website includes many advocates, family support, and other support services. Also, the services are the best resource because is providing in a least eight languages and could help parents whose first language is not English and need access to the service in their native language. For example, there are videos including ones about students staying safe online which educates parents in any language, about what to do if a child is suffering abuse online. Additionally, for this example, the website also included the steps to help to stop the abuser. I will have a computer in my class for parents. I will invite them to make an individual or group meeting to teach computer skill if they need or by providing websites that could help their children. I will send flyers with information in their native languages.
• NHES applicable:

• • NHES 3: Accessing Information, Products, and Services

• • • V3.8.2 Analyze the validity and reliability of violence prevention or intervention services.
    • V3.8.3 Describe situations that call for professional violence prevention or intervention services.
    • V3.8.4 Access valid and reliable violence prevention information from home, school, or community.
    • V3.8.5 Locate valid and reliable violence prevention or intervention services.
• Core Integration:
  • I think will let parents know that online resources that they can go through and explore
  • I will take advantages of the different languages that are providing to encourage parents to watch the videos in their native languages
  • Support parents to provide the necessary equipment

– Connection to Standard 2 NHES

            – Health is affected by a variety of positive and negative influences within society. This standard focuses on identifying and understanding the diverse internal and external factors that influence health practices and behaviors among youth, including personal values, beliefs, and perceived norms.

– 2.8.3        Describe how peers influence healthy and unhealthy behaviors.

 

 

Integrated Media Resources

Film

1. Title: Find the Courage

            Producer: Barry Stevenson

            Year: May 9,2012

            Length: 6:46 minutes

            Rating: Education

 

2. Find the Courage is a short film in setting school where two little girls are building a castle. On the other side, a group of kids was planning to destroy their castle. The group by lead by a student boy. The boy threw a ball to the castle and destroyed. The little girls become sad. In the playground was other kids. A boy comes close to the group where the boy was through the ball. He talked to the group about how the girls felt when other people are bullying them. They express their feelings. A boy said it is not nice to do that. The film is mostly about that a person finds the courage to defend another person when they notice that other people are bullying.

Found the Courage is the best film because it is in real time, real scenarios and real people. The film has good examples. For example, two students seat down in the playground and a girl came in and put some dirty grass on the head. A student has the courage to said “stop” not do it to her.

3. Find the Courage will help the student to give brave to them. Also, the importance to speak when someone says or hurt someone else. I will make a lesson activity ones every two weeks.

NHES 4: Interpersonal Communication

• V4.8.1 Demonstrate the use of effective verbal and nonverbal communication skills to prevent violence.
• V4.8.3 Demonstrate effective negotiation skills to avoid or reduce violence.
• V4.8.4 Demonstrate healthy ways to manage or resolve conflict to prevent violence.

NHES 5: Decision Making

• V5.8.1 Identify circumstances that help or hinder making a decision to prevent violence.
• V5.8.2 Determine when potentially violent situations require a decision.
• V5.8.3 Distinguish when decisions about potentially violent situations should be made individually or with others.

5. In the classroom, students will watch the video.

• Play the video for 0-2.52 minutes.
• Discuss the video and watch for feelings
• Pair and share with partner how many feelings can watch
• Discuss a feeling with the class

CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

6. https://www.youtube.com/watch?v=iKQ9NkqoFjA

 

 Documentary

1. Title: Tackling Bullying

            Producer: Teachers TV/UK Department of Education

            Year: 2005

            Length: 4:22 minutes

           Rating: Education

2. Experts emphasize that bullying is a severe and significant problem that school could take immediate action when they know that in someone is a victim of bullying. The documentary provides strategies to fight against bullying. Schools could ask students for help to combat this huge problem. One strategy is advised student by protecting themselves against bullying. Another strategy is teaching bullying lesson plans often to remind the students what to do in case they are a victim. Staffs need to be aware of policies or plans to prevent bullying in school. Tackling is the best documentary because it teaches strategies that schools could implement to avoid bullying.
3. Students will demonstrate the ability to access valid information, products, and services to enhance health.

 

4. NHES 3: Accessing Information, Products, and Services

• 8.2 Analyze the validity and reliability of violence prevention or intervention services.
• 8.3 Describe situations that call for professional violence prevention or intervention services.
• 8.4 Access valid and reliable violence prevention information from home, school, or community.
• 8.5 Locate valid and reliable violence prevention or intervention services.

5. In the classroom, I will make two groups.

• Each group will choose a leader
• I will teach strategies for bullying prevention
• Make lesson plans about observation
• Each leader will have the opportunity go and observe students to detect bullying

CCSS.ELA-LITERACY.L.8.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCSS.ELA-LITERACY.L.8.3.A

Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact)

 

6. https://search.alexanderstreet.com/view/work/bibliographic_entity%7Cvideo_work%7C1781162