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T EACHING GUIDE

illy calls Henry names and threatens him. Sam repeatedly takes things from Jake and trips him. Emma and her friends exclude Patty from their club. Years ago, such behaviors as these (drawn from the No Bullies Allowed! series) might have elicited weak admonishments at best to the bullies. In fact, adults may have dismissed such behaviors, believing that bullying had to involve a physical attack of some kind, such as punching or kicking. One study found that teachers intervened in only 4 percent of bullying incidents on playgrounds (Craig & Pepler, 1997). Yet research shows that as many as half of all children are bullied at some time during their school years, and at least 10 percent are bullied on a regular basis (American Academy of Child & Adolescent Psychiatry [AACAP], 2001).

Research shows that the impact of bullying is significant:

1 Being bullied can interfere with a childs social and emotional development (AACAP, 2001). 1 It affects school performance (National Education Association [NEA], 1999; as cited in Health Resources and Services Administration [HRSA], 2003). 1 Can lead to depression, anxiety, loneliness, and thoughts about suicide (Limber, 2002; Olweus, 1993; as cited in HRSA, 2003).
As for the children who are bullying, they are more likely than their peers who dont bully to skip school and drop out of school. They are also more likely to smoke, drink alcohol, vandalize property, and get into fights (Nansel, et al., 2001, 2003; Olweus, 1993; as cited in HRSA, 2003). Bullying extends beyond those bullying and being bullied to affect other students, and creates a climate of fear and disrespect, which negatively impacts learning (NEA, 2003; as cited in HRSA). To effectively deal with this widespread problem, schools benefit from developing comprehensive bullying prevention and intervention programs starting in the early grades. Classroom activities are a necessary piece of such a program, and the Bully-Proof Your Classroom Teaching Kit is designed to support those efforts to create safe classroom communities.
TG5-036070. Copyright 2008 by Scholastic Inc. Published by Scholastic Inc. All rights reserved. Printed in China. The student activity pages in this teaching guide may be reproduced for classroom use only. Teaching Guide written by Carol McMullen and Joan Novelli. Teaching guide designed by Sydney Wright.

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How the Bully-Proof Your Classroom Teaching Kit Can Help


This teaching kit is designed to help teachers implement bullying prevention and intervention strategies. In addition to this teaching guide, the kit features six No Bullies Allowed! picture books and a two-sided poster, all designed for use with young children. Each title in the series introduces a different form of bullying through a story that includes characters and situations children can easily relate to. While these stories can be used in any order, the lessons in this book follow a sequence that begins with understanding what it means to be a bully:

Discussion Rules
Before using the books in this series as springboards for classroom discussion (and before any class discussion about bullying), review the following guidelines with children: If you are telling about a time you were bullied, do not refer to the bully by name. (This protects everyones privacy, prevents children from being put on the spot for real or imagined events, and helps ensure children will be treated fairly.) Stick with the topic. Conflicts between individuals need to be solved at a different time using conflict-resolution and problem-solving skills. Respect each speaker.

Henrys Violin: What does it mean to be a bully?

Here Comes Smelly Nellie: Whats the difference between joking and bullying?

Jakes Secret: Anyone can be a bully.

Patty and the Pink Princesses: Leaving others out of a group is a form of bullying.

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Trouble for Trudy: Why is it hard to stand up for a friend who is being bullied?

Bens Bad Day: Is acting out different from being a bully? How does it feel to behave like a bully? Each story ends without a resolution to the bullying situation and instead poses an open-ended question to encourage class discussion. In addition, each book features discussion questions on the back cover to help children deepen their understanding. A separate lesson for each book includes before- and after-reading activities, discussion questions, graphic organizers, role-playing prompts, reproducible activity pages, and more. Use the books, this teaching guide, and the posters to guide children in identifying and understanding appropriate and effective actions they can take to address and prevent bullying.

Teaching With the No Bully Zone! Poster


Before sharing the books with children, use the two-sided poster to introduce the topic of bullying. Ask children what they think it means to have a no bully zone. How can treating everyone with respect and kindness help create a bully-free classroom? What are some other things students can do? (Refer to this question as you read the books with children, and discuss what to do about bullying, such as playing where adults are present, telling adults if someone is being bullied, sticking up for a child who is being bullied, and including others who might feel left out.)

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Background on Bullying
How Is Bullying Different From Everyday Conflict? To effectively address bullying, it is important to understand what bullying is. According to the U.S. Department of Health and Human Services Health Resources and Services Administration (HRSA, 2003), bullying is aggressive behavior that is intentional and that involves an imbalance of power or strength. How is bullying different from everyday conflict? Conflict implies that two or more individuals are involved in a fight or disagreement and that a resolution can be reached. Conflicts between children happen all the time, and children need to learn how to sort out problems with others. For example, at recess, two classmates might tug at the swing as they disagree about whose turn it is to use it first. In a bullying situation, however, one person exerts power over another to victimize, hurt, or humiliate that person. For example, a bully might persist in shoving a particular child in the hallway or tell nasty rumors about the same person again and again. While conflicts often happen in public, bullying usually takes place away from the presence of adults. Following are examples of common physical and verbal bullying behaviors: Punching, shoving, kicking, and other physical actions that hurt people Spreading rumors meant to hurt people Excluding certain people from a group or club Teasing people in a hurtful way Convincing others to gang up on someone In addition to bullying that happens in person, bullying can take place via the Internet, cell phones, and other technology when children send or post hurtful text or photos (such as in e-mails and instant messages and on Web sites). Who Can Be a Bully? Bullies come in all shapes, sizes, ages, and intellectual abilities. Bullying occurs among children from every socioeconomic background, race, and geographic area. Girls can bully boys; younger children can bully older children. Although it is not possible to make generalizations about all bullies, research 4
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What the Research Says


In one study, researchers reported that bullying occurred on the playground about once every seven minutes (Craig & Pepler, 1997).

cited in the HRSA Stop Bullying Now! campaign reveals that bullies typically: target their victims, choosing those who are vulnerable in some way. display patterns of repeated aggressive behavior toward others. are not necessarily loners with poor self-esteem. In fact, studies indicate that bullies tend to have at least average self-esteem and have a group of friends who support their behavior. seek out quiet, under the radar screen areas to torment others. lack empathy and have difficulty obeying rules. What Can Teachers Do? The best bullying prevention and intervention strategies are part of a schoolwide program where, among other key components, classroom activities reinforce anti-bullying efforts. Research shows that the key determinants of a programs ability to reduce bullying are teachers knowledge and concern (Kallestad and Olweus 2003; as cited in Beran, 2005). Following are five strategies teachers can incorporate to create a welcoming, safe learning community. 1. Establish and enforce explicit rules about bullying to provide students with clear standards of behavior and create a safe classroom climate. Review these rules regularly to reinforce expectations. For example: I will not bully others. I will help others who are being bullied. I will include everyone, especially children who may feel left out. I will tell an adult I trust when I or someone I know is bullied. (Adapted from Olweus Bullying Prevention Program, 1991; as cited in Stop Bullying Now!, HRSA, 2003.) 2. Teach children appropriate strategies (that do not involve violence, aggression, or any form of fighting back) for dealing with bullies. The No Bullies Allowed! books are good springboards for role-playing activities that let children 5
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TEACHING
TiP
Keep in mind that students often fear that telling adults will result in further bullying (Banks, 1997; as cited in HRSA, 2003). Provide support in private to children who have been bullied. Do not require meetings between a bully and the child being bullied (as you might with children involved in an everyday conflictresolution situation).

practice using recommended strategies, such as telling a bully to stop, using humor, walking away, standing by a friend who is being bullied, and telling trusted adults when bullying occurs. (See individual lessons on pages 824 for more information.) Look for opportunities to reinforce these messages in everyday classroom activities. 3. Nurture opportunities for every child in the class to make a good friend. Bullies tend to target children who have few friends and are shy, sensitive, or insecure (Olweus, 1993; as cited in HRSA, 2003). Friendships are one of the most effective bullying prevention tools children can have. 4. Be aware of the positive, empowering messages you share with your students. Consider incorporating a routine for recognizing students for positive reasons. For example, you might verbally respond to positive behaviors when you notice them (Marie, thanks so much for sharing your book with Tenzin. I think hell enjoy it as much as you did!). Special notes of recognition are another effective way to encourage a positive classroom climate and, when sent home, help keep families apprised of their childs contributions. 5. Children who feel valued and respected and who are encouraged to think and make decisions, no matter how small, will be better equipped to deal with stressful situations. Developing self-esteem encourages children to say, I can do this. I can handle this. Students need help (and constant modeling) to realize that hard work, perseverance, and trying new approaches are ingredients in the recipe that creates confident, aware students who are difficult to bully and who will stand up to bullies. Emphasize the successes your students have, talk about the power that your students have to make good decisions, and give them opportunities to make these decisions. Point out instances in which children take control and are assertive in a positive way.

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Additional Teacher Resources


The following resources include materials that address both bullying and conflict resolution. While there is no evidence that indicates conflict resolution strategies are effective in eliminating bullying behaviors (HRSA, 2003), learning to deal with conflict successfully can help children develop skills and confidence they need to prevent bullying. The ABCs of Bullying; www.tolerance.org. This Web site offers anti-bullying resources for teachers, parents, and students, as well as information on the Teaching Tolerance Grant Program for classroom projects designed to counteract bullying. The Bully-Free Classroom by Allan L. Beane, Ph.D. (Free Spirit Publishing, 1999). Learn how to implement bullying prevention and intervention strategies that empower students in positive ways and help create a safe, accepting classroom environment. Conflict Resolution Activities That Work! by Kathleen M. Hollenbeck (Scholastic, 2001). Easy and effective reading, writing, and role-playing activities help children develop the skills they need to get along with others. Creating a Bully-Free Classroom by Carol S. McMullen (Scholastic, 2004). This practical guide provides strategies and activities for addressing the problem of bullying. Easy-to-Read Folktale Plays to Teach Conflict Resolution by Kathleen M. Hollenbeck (Scholastic, 2003). Short plays based on classic tales such as the Frog King, the Ugly Duckling, and the Lion and the Mouse emphasize ways of preventing and resolving conflicts. Each play includes thought-provoking before- and after-reading discussion prompts. Take a Stand. Lend a Hand. Stop Bullying Now! Health Resources and Services Administration (stopbullyingnow.hrsa.gov): This comprehensive campaign includes a wealth of materials for kids, educators, and families including tip sheets, games, guides, activities, and a resource database. This Web site is available in English and Spanish.

References Cited
American Academy of Child & Adolescent Psychiatry. (2001). Facts for families: Bullying. Retrieved March 26, 2007 from www.aacap.org. Craig, W. M. & Pepler, D. J. (1997). Observations of bullying and victimization in the school yard. Canadian Journal of School Psychology, 13, No. 2, 4159. Hawkins, D. L., Pepler, D. J. & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social Development, 10, No. 4, 512527. Health Resources and Service Administration (HRSA) (2003). Take a stand. Lend a hand. Stop bullying now! campaign. Retrieved March 26, 2007 from www.hrsa.gov. Washington: U.S. Department of Health and Human Services.

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Henrys Violin

B
TEACHING
TiP
When discussing this book with children, try not to focus on why Billy is a bully; instead, concentrate on Henry and what he can do about the situation.

illy, who doesnt think hes good at anything, bullies Henry, a talented young violinist. Billy chases Henry, who runs home. But Billy promises to be waiting for him tomorrow.

Story Focus
What is a bully? What can you do if someone is bullying you?

Before Reading
Use the following questions to activate students background knowledge about bullying: What is a bully? Have you ever been bullied, or seen someone bullied? How did it make you feel? Then display the cover of the book and ask children to use the picture to tell what the story might be about. Ask: In this picture, who do you think is a bully? What are some clues? Who do you think is being bullied? How do you know? What do you think will happen?

After Reading
What Happens Next? At the end of the story, Henry gets away from Billy and runs home, but not before Billy threatens, . . . youd better watch out tomorrow. Ill be waiting for you. The story then leaves readers with the question What would you do if a big bully was chasing you? Explore different ideas, such as getting help by telling an adult. Then divide the class into small groups, and challenge each to come up with an ending for the story that includes a positive and effective solution for Henry. Invite each group to act out the new ending. Discuss what childrens solutions have in common. (For example, does each solution include telling an adult?) How are they different? Making Connections: Revisit students predictions about the story. Ask, Was your prediction close to what happened between Henry and Billy? Continue to explore the story with these questions: Is Billy behaving like a bully? How do you know? How do you think Henry feels about Billy? What are some clues? Do you think Henry feels he is in danger? How do you know?

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Invite children to make connections to the story by drawing and/or writing about a time they were bullied or saw someone being bullied. Remind students of the no names rule. (See Discussion Rules, page 2.) You might share stories of times you were bullied and describe how you felt. It makes an impression on children to realize that youve had similar experiences and understand their feelings. After sharing, bind the pages together to create a class book. (Include your own bullying story, too.) How to Spot a Bully List: Children often think that bullying happens only when one child physically acts out against another. Use the books in the No Bullies Allowed! series to generate a list of different forms bullying can take. This will help children expand their understanding of bullying and enable them to identify different kinds of bullying behavior, call attention to it, and seek help. For example, in Henrys Violin, Billy uses a loud voice and menacing expression as he calls Henry names and threatens him. He also bullies him by chasing him. As you read each book in the series, encourage children to describe the bullying behaviors they notice and add to the list. Celebrate Me! String of Stars: Henry was very good at playing the violin. Ask children, What are some things you are good at? Discuss responses, and then let children create a string of stars that celebrates their special talents! Give each child multiple copies of the star pattern (page 10). Invite children to complete the sentences to tell about different things (both academic and nonacademic) they are good at and to write their name. On the back of each star, they can draw a picture to illustrate the sentence. Let children decorate their starsfor example, by applying glitter glue around the edges. Help children punch a hole in the top and bottom of each star. Then have them thread the stars on a length of yarn and knot the ends as shown. Display the strings of stars in the classroom, and invite children to share and celebrate one anothers special talents!

TEACHING
TiP
Its important to stress to children that if they ever feel in danger from a bully, they should always leave and get help. Children need to understand that it is never a defeat to walk (or run) away; in fact, in some situations it may be the smartest choice. Leaving and getting help go hand in hand; keeping quiet about a situation that is dangerous is never a good idea.

I am very go ______ od at sw im m__ __ in __ g . __ ______ ____


Name: __ __

J u__n _ a __

I am ood at very g _____ the _ y in_ _la___g __ __p _ f lu __. _____te


__ Name: __ a __ J u__n _

Ia very g m __s u __bt ood at ____ ra ctin _ ____ ___g .__ ____ _ Nam
e: __

J u__n _ __ a _

Literature Link
Bailey, the Big Bully by Lizi Boyd (Penguin, 1989): Bailey bullies everyone until Max arrives and stands up to him. Bailey learns how to be a friend, and by the end of the story he has become part of the group. Lesson Ideas: Use this story as a springboard for introducing the topic of bullying and strategies for dealing with bullies. It also provides a useful model for assertiveness skills, including appropriate ways to respond to a bully.
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I am t ood a very g ______ __in g pa int s ._ ____ __ _e _ r_ p _t _ __ic_u
Name:

_ ____ J _ an __u_

Name ________________________________ Date ____________________

Celebrate Me!

I am very good at _____________________ _______________.


Name: __________

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Here Comes Smelly Nellie

t home, Nellies brother jokingly calls her names like Nellie Jelly. But when children at school call her Smelly Nellie and other hurtful names, she doesnt know what to do.

Story Focus
Is there a difference between bullying and teasing? What can you do if someone is teasing you or saying hurtful things and you want him or her to stop?

Before Reading
Conceal the title of the book with a paper strip, and then show students the cover. Ask: What do you notice about each of the girls? What do you think this book might be about? Reveal and read aloud the title. Ask: Why do you think three girls are smiling but the other girl is not? Do you think Nellie is in this picture? How do you know? What kind of bullying do you think might happen to Nellie? What clue does the title give you?

After Reading
What Happens Next? The story ends with Nellie wondering what to do: She doesnt want to go to school the next day, but doesnt want to lie to her mother about being sick. Revisit the reasons Nellie wants to stay home from school. Then ask children to think about what might happen next in the story if it was continued. Use the sentence-completion format that follows to brainstorm what Nellie might tell her mother the next day. This gives children a chance to better understand how name-calling makes Nellie feel and to try out ways they might talk to an adult if kids were calling them names.
The next morning, when Nellie woke up, she decided to tell her mother the truth. She didnt want to go to school, but not because she felt sick. Mom, she said, ________________________________________________ ________________________________________________ .

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Model the sentence completion before letting students take turns filling in the blank for example: . . . These kids at school call me names and laugh at me. It makes me feel like crying and it makes me not want to go to school. A New Nellie: Use Nellies predicament at the end of the story (trying to decide what to tell her mother) to reinforce with children that they need to let an adult know when someone is bullying them. Then discuss, in addition to telling her mother about the bullying, other ways Nellie might respond to the name-calling for example, with a clever response for the child who is teasing, or by otherwise standing up to that child. To give children a chance to practice such responses, reread the book. This time, pause where appropriate to allow students to take turns playing the part of Nellie, responding to the bullies when they call her names and to her mother when she asks about her day. Joking or Teasing? Use a T-chart to explore the difference between friendly joking and hurtful teasing. Invite children to tell how Nellie knew her brother was just joking around in a friendly way. (Revisit these pages in the book and encourage children to notice characters expressions and other clues. For example, Max smiles at Nellie and ruffles her hair.) Record this information in the left column. Then have children use details from the story to describe behaviors associated with hurtful teasingfor example, laughing at someone, calling out mean names, forming a group to make fun of someone. Record these in the right column. Revisit the chart and add to it as children learn more about the differences between these behaviors.

TEACHING
TiP
Use what children learn in this lesson to add to the list of bullying behaviors begun in the lesson for Henrys Violin (page 9).

Literature Link
The Meanest Thing to Say by Bill Cosby (Scholastic, 1997). Little Bill meets a new boy named Michael who challenges him to play a game called The Twelve Meanest Things to Say to Somebody. He doesnt know what to do and tells his dad, who gives him a strategy that works. This book reinforces for children the idea that they dont have to handle things aloneadults can listen and help. Lesson Idea: Using the strategy Bills father shared with him as a springboard, role-play responses Little Bill might have used when Michael suggested the game.

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Jakes Secret

ake, who is in second grade, is embarrassed about being bullied by a kindergartner.

Story Focus
Bullies come in all shapes and sizes. They can be younger, smaller, or bigger than those they bully. They can be the same gender as those they bully or a different gender.

TEACHING
TiP
Use what children learn in this lesson to add to the list of bullying behaviors begun in the lesson for Henrys Violin (page 9).

Before Reading
Have students look at the cover. Read the title, and then ask them to finish this statement: I wonder ________ . For example, I wonder what Jakes secret is. I wonder if that boy is Jake. I wonder who is making that shadow behind the boy. Use the left side of a T-chart to record responses.

After Reading
What Happens Next? Revisit students I wonder statements (Before Reading), and complete the right side of the T-chart with information they learned from the storyfor example, Jakes secret is that a boy in kindergarten is bullying him. Then revisit the last page of the story. Ask: What do you think Jake should tell the principal? Let children pair up and take turns playing the roles of Jake and the principal. As children play Jake, have them share how he feels about what Sam is doing. As they play the principal, children can explain that anyone can be a bullyeven a younger or smaller child and review what Jake can do if something like this happens again. Then give children a chance to share their experiences with bullies. Notice with children whether the bullies they described were younger, older, bigger, smaller, and so on, to reinforce that anyone can be a bully. 13
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Who Can I Tell? Mini-Book Review that, in the story, Jake finally told his mother about the bullying, and together they told the principal. To reinforce the importance of telling an adult when they are being bullied, have children make mini-books about people they can go to if they need help. Give each child a copy of the mini-book pages (pages 1516). Have children cut apart the pages, place them in order, and staple to bind. Read the rhyme on page 2 and have children complete it by filling in the name of an adult they trust and can talk to. Have them draw a picture of this person. Repeat for pages 3 and 4.

If I see a bully, What should I do? Tell a grown-up I trust: ________________ Thats who!

Dad

Literature Link
King of the Playground by Phyllis Reynolds Naylor (Aladdin, 1994): Sam bullies Kevin at the playground. Each time it happens, Kevin talks to his dad, who uses a gentle, humorous approach to help Kevin develop confidence in handling the situation. Lesson Ideas: Use the story as a source of discussion starters around bullying and problem solvingfor example, How does it help Kevin to talk to his dad? What do you think Kevins dad is trying to help him learn?

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Who Can I Tell?

Name _____________________ Date _____________

If I see a bully, What should I do? Tell a grown-up I trust: ________________ Thats who!

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If I see a bully, What should I do? Tell a grown-up I trust: ________________ Thats who!

If I see a bully, What should I do? Tell a grown-up I trust: ________________ Thats who!

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Patty and the Pink Princesses

n the middle of the school year, Patty and her family move. Patty meets a group of girls and is disappointed when they wont let her join their Pink Princesses club.

Story Focus
How does it feel to be left out of a group? What are some ways to handle this problem?

TEACHING
TiP
Use what children learn in this lesson to add to the list of bullying behaviors begun in the lesson for Henrys Violin (page 9).

Before Reading
Read the title and show students the cover. Ask: Which girls do you think are Pink Princesses? Which do you think is Patty? Ask children to look closely at Pattys face and then tell how she might be feeling and how they know. Ask students to predict what might happen next in this picture (for example, Patty might walk away).

After Reading
What Happens Next? Ask students to think about a time when they were left out of a group and to use what they know to describe how Patty might be feeling at the end of the story. Then have them brainstorm ways Pattys classmates could make her feel welcomefor example, they might introduce themselves, invite her to sit at their lunch table, or ask her to join in on a game at recess. List ideas on chart paper, and then use a shared writing approach to incorporate them into a new ending for the story. As you guide children in composing text for their new ending (scribe for them on chart paper), encourage them to think about sequence of events. After completing the shared writing experience, reread the story and add the new ending. Children might like to draw a picture to go with the new ending, one that shows how Patty feels when her new classmates are welcoming. 17
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Let Me Introduce Myself: Young children may not have a lot of practice introducing themselves to new friends. To encourage this skill, have children pair up and role-play situations in which they introduce themselves to a new classmate. (Children take turns playing themselves and a new student.) In preparation, review skills for good conversations, including looking at the other person, speaking clearly, staying with the topic, taking turns talking, and showing interest in what the other person says. After giving children a chance to play each role, bring the class together to create a list of helpful hints for getting to know others.

Literature Link
Make New Friends by Rosemary Wells (Hyperion, 2003): As Captain of the Friend Ship, Yoko welcomes Juanita, a new student, to their classroom. Lesson Ideas: Adapt the Friend Ship theme for your classroom. Together with students, brainstorm the best ways to welcome new students (and visitors). For example, to assist new students in getting to know their classmates, your class might make a We Would Like to Welcome You book. Give each student a copy of the template on page 19. Students can add a photo or draw a picture of themselves and then write and draw about some of their favorite activities. (Add a page for the new student to complete as well.) Then bind the pages together and add a construction paper cover. Add a greeting to the cover, such as

We would like to welcome you


________________________ .

Were glad to meet someone new!


[fill in students name]

Marina

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Hi! My name is _________________. Here are pictures that I drew of my favorite things to do.

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Trouble for Trudy

What the Research Says


Bullying can stop in as little as ten seconds when bystanders intervene (Hawkins, Pepler & Craig, 2001). Let children practice ways they can help a friend who is being bullied. Depending on their age and ability, for example, children might calmly tell the bullying student to stop, and then walk away with the child being bullied.

rudy and Annie are good friends. But when Trudy is bullied, Annie isnt sure what to do. If she stands up for Trudy, will the bullies pick on her, too?

Story Focus
Why is it hard to help a friend who is being bullied, and what are some ways to handle this situation?

Before Reading
Conceal the title of the book and show students the cover illustration. Ask: What do you think is going to happen in this story? Then take students on a picture walk through the book. Invite students to describe what they see in each picture and tell what they think is happening. As you read the story, pause to let students confirm or revise their predictions.

After Reading
What Happens Next? Use the question on the last page of the book to generate discussion about what students might do if a bully is picking on their friend. Guide students to understand that it is normal to worry that if they help someone who is being bullied, the bullies will start being mean to them. Its hard, but standing up to bullies is often the right thing to do. However, reinforce that fighting back is not usually the best way to respond to bullies; there are lots of other tactics. To explore tactics for helping a friend who is being bullied, have students turn and talk to a partner about what they think Annie should do next. Then give each student a copy of page 22. In the speech bubble, have students write or dictate a solution for Anniefor example, Annie might say, Come with me, Trudy. Well go get help!

Name ________________________________ Date ____________________

What Happens Next?

22

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Use students solutions for Annie to compile a list of what they can do if a bully is picking on their friendfor example: Stand close to your friend, and then walk away together. Tell an adult as soon as possible. Use a loud, strong voice to say, No! Bully Busters: Ask students what they think Trudy can do about the bullying. Use this discussion as a springboard for exploring what bullies look forand what kids can do to prevent bullying. Use a T-chart to record information. Use the chart with the No Bullies Allowed! series to identify what the other bullies in the stories look for, and preventive actions children can take. Bullies Look For Kids who will go along with them Places where there arent any adults Kids who are by themselves Bully Busters Stick together; dont go along with bullies. Make sure adults you trust are near you. Play in groups. Include everyone who wants to play. Invite kids who are by themselves to join in. Speak up and tell adults about bullies.

TEACHING
TiP
Use what children learn in this lesson to add to the list of bullying behaviors begun in the lesson for Henrys Violin (page 9).

Kids who wont tell on them

Literature Link
The Brand-New Kid by Katie Couric (Doubleday, 2000). Lazlo is a new student who is excluded by his classmates. Ellie decides to befriend him, and others soon join in, providing a good lesson in the power of peer pressure. Lesson Idea: Use the story as a springboard for discussions about courage and empathy. Explore these qualities as they relate to characters in the book, and invite children to make connections to people they know in real life.

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Name ________________________________ Date ____________________

What Happens Next?

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Bens Bad Day

en has a bad day and feels that no one cares about him. In a hurry to get on the school bus, Ben shoves a boy out of his way, and he falls down. Ben doesnt stop to help him or apologize, and when his teacher scolds him, he feels ashamed.

TEACHING
TiP
Use what children learn in this lesson to add to the list of bullying behaviors begun in the lesson for Henrys Violin (page 9).

Story Focus
Sometimes having a bad day can lead to behaving like a bully. What is the difference between acting out and being a bully?

Before Reading
Read the title and ask children to guess why Ben might be having a bad day. Ask children to tell how they think Ben might be feeling in the picture and tell why. Ask: If youre having a bad day and feel upset or angry, what are some ways you might behave like a bully? Encourage children to listen to find out how Ben behaves like a bully, and to think about how this makes him feel.

After Reading
What Happens Next? After reading the last page of the story, invite children to imitate Bens expression. Ask: How do you think Ben is feeling right now? Revisit the events that led up to Ben shoving Zack (a good exercise in retelling a story). For each one, ask children to tell how Ben felt at the time. For example, when the dog knocked over the glass of milk and Bens father yelled at him, Ben may have felt frustrated that his dad wasnt listening to him and angry that he was unfairly blamed. When he didnt have his lunch and nobody offered to share, he didnt just feel hungryhe probably felt lonely and sad. Now reread the last page of the story. Then divide the class into small groups, and ask each to answer the question Did being mean to Zack make Ben a bully? Why or 23
Bully-Proof Your Classroom Teaching Kit Scholastic Teaching Resources

why not? Invite each group to present their argument to the class, giving reasons for their opinions. To help children recognize the difference between Bens behavior and what a bully does, review characteristics of bullies (using the list begun in the lesson for Henrys Violin, page 9). For example, a bully looks for kids who are not around adults. Is this what Ben did? Bullies choose kids they know wont stand up for themselves. Is this why Ben pushed Zack? Bens Different Day: To help children learn strategies for handling their feelings, reread the story, pausing at each event that makes Ben feel mistreated. Have children turn to a partner at these points and take turns playing the part of Ben and an adult (such as his father, his teacher, or a lunchroom worker). Instead of keeping his feelings to himself, have Ben tell an adult why he is feeling upset. The adult can respond in a supportive way. Begin with Bens dad yelling at him for spilling milk. Repeat with the homework, lunchtime, and story time scenes. Reinforce with children that talking to a grown-up they trust can help them calm down when they feel angry, hurt, misunderstood, or frustrated.

Literature Link
The Quarreling Book by Charlotte Zolotow (HarperCollins, 1963): This story illustrates how one thing can lead to a chain of events. Mr. James forgets to kiss Mrs. James as he leaves, and because she is hurt she snaps at her son, who is then nasty to his sister. It takes the love of a dog to turn things around, and the chain reverses until everyone feels happy and treats each other with kindness again. Lesson Ideas: Use the story as a model for writing a class chain story that illustrates how a feeling (such as grumpiness or happiness) is passed along from one person to another.

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Bully-Proof Your Classroom Teaching Kit Scholastic Teaching Resources

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