General Information:

Title: DARE!

Author: Erin Frankel

Publication Date: 2012

Publisher: Free Spirit Publishing

Overview: 

 We thought that DARE! would be the best fiction choice for our literature resource because it is part of a series of books that go through a bullying scenario from three different viewpoints: the bystander (DARE!), the person being bullied (WEIRD!), and the bully (TOUGH!). DARE! is the first book in this series and is from the point of view of the bystander, Jayla, who has been bullied by Sam in the past. When Sam turns her attention to Jayla’s friend Louisa, Jayla is relieved at first. However, throughout the book Jayla must learn to have the courage to stand up for Louisa, even if it means that Sam may turn her attention back to her.

We think that this book stands apart from other books like it because it is a part of a series that shows different viewpoints of the same scenario. Having all three books in your classroom would be a huge benefit because it helps students relate to and learn from the books on different levels. Another great part about these books are in the back of the book it has an acronym based on the title of the book for the key parts of the story where the main character learned something. This would be great for students to not only help with comprehension, but also have something easy to remember in case they ever find themselves in that situation. The other unique thing about this book series is the illustrations. The main characters are often the only ones in color, and as the character is being bullied, they lose their color and become black and white like the others in the book. This is a visual showing of what bullying can do and how it can affect others, which is a great way to represent a complicated topic to young students.

Integration: 

If we were to integrate the use of these books into another content area, we would tie it in with a writing unit. After reading the books, the students would be required to write their own narratives about a bullying scenario. They would choose one of the three viewpoints to portray, and create a story about someone being bullied and how they positively resolved the issue. The students would be prepared to write about this topic because after each book is read, the class would have a discussion about the effects of bullying, how the specific viewpoint is unique, and the things they learned from that book.

Standards

Writing Standards:

CCSS.ELA-LITERACY.W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Health Standards:

NHES 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

• 5.3: Describe the relationship between feelings and behavior
  • HBO 1: Express feelings in a healthy way
  • HBO 2: Engage in activities that are mentally and emotionally healthy
• 5.5: Describe appropriate ways to express and deal with emotions
  • HBO 1: Express feelings in a healthy way
  • HBO 2: Engage in activities that are mentally and emotionally healthy
  • HBO 4: Prevent and manage emotional stress and anxiety in healthy ways
  • HBO 5: Use self-control and impulse-control strategies to promote health
• 5.11: Identify positive and negative ways of dealing with stress and anxiety
  • HBO 2: Engage in activities that are mentally and emotionally healthy
  • HBO 3: Prevent and manage interpersonal conflict, in healthy ways
  • HBO 4: Prevent and manage emotional stress and anxiety in healthy ways
  • HBO 5: Use self-control and impulse-control strategies to promote health
• 5.12: Explain the importance of respecting the personal space and boundaries of others
  • HBO 2: Engage in activities that are mentally and emotionally healthy
  • HBO 3: Prevent and manage interpersonal conflict, in healthy ways
  • HBO 8: Establish and maintain healthy relationships
• 5.14: Give examples of pro-social behaviors (e.g., helping others, being respectful of others, cooperation, consideration)
  • HBO 2: Engage in activities that are mentally and emotionally healthy
  • HBO 7: Show tolerance and acceptance of differences in others
  • HBO 8: Establish and maintain healthy relationships
• 5.15: Explain that anger is a normal emotion

• • HBO 3: Prevent and manage interpersonal conflict, in healthy ways
• MEH1.5.16: Identify personal stressors at home, in school, and with friends
  • HBO 3: Prevent and manage interpersonal conflict, in healthy ways
  • HBO 4: Prevent and manage emotional stress and anxiety in healthy ways
• MEH1.5.18: List physical and emotional reactions to stress
  • HBO 4: Prevent and manage emotional stress and anxiety in healthy ways
• MEH1.5.21: Identify characteristics of healthy relationships
  • HBO 8: Establish and maintain healthy relationships
• MEH1.5.23: Describe the benefits of healthy peer relationships
  • HBO 8: Establish and maintain healthy relationships

NHES 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

• 5.1: Demonstrate effective verbal and non-verbal communication skills
• 5.2: Explain how to be empathetic and compassionate towards others
• 5.3: Demonstrate effective peer resistance skills to avoid or reduce mental and emotional health risks
• 5.4: Demonstrate healthy ways to manage or resolve interpersonal conflict

• MEH4.5.5: Demonstrate how to effectively ask for help to improve personal mental and emotional health
• MEH4.5.6: Demonstrate how to effectively communicate support for others

NHES 5: Students will demonstrate the ability to use decision-making skills to enhance health.

• 5.1: Identify situations that need a decision related to mental and emotional health (e.g., dealing with interpersonal conflict, managing emotional stress)
• 5.2: Decide when help is needed and when it is not needed to make a decision related to mental and emotional health (e.g., dealing with interpersonal conflict, managing emotional stress)
• 5.5: Choose a healthy option when making a decision related to mental and emotional health

NHES 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

• 5.1: Set a realistic goal to improve or maintain positive mental and emotional health
• 5.2: Track progress to achieving the goal to improve or maintain positive mental and emotional health
• 5.3: Identify resources that can help achieve a goal to improve or maintain positive mental and emotional health

NHES 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

• 5.1: Describe mental and emotional practices and behaviors that reduce or prevent health risks
• 5.2: Demonstrate healthy mental and emotional health practices and behaviors
• 5.3: Make a commitment to practice healthy mental and emotional health behaviors

NHES 8: Students will demonstrate the ability to advocate for personal, family, and community health.

• 5.1: Give factual information to improve the mental and emotional health of others
• 5.2: State personal beliefs to improve the mental and emotional health of others
• 5.3: Demonstrate how to persuade others to make positive mental and emotional health choices