Search
Lace Up
Against Bullying
By Lois Lewis
Â
Grade Level: 3-6
Story Preview: Cousins Grace Taylor and Mark Brown become upset when they learn that a new classmate was bullied for wearing shoelaces with unusual colors. The pair creates a unique plan that rallies everyone in their school to stand up against bullying.
Roles: Narrators 1 and 2; school bus driver, Grace, Mark; Pete, Petes two friends, Shawn, Maria, Mrs. Whitney; Mr. Brown, new student
|
Settings: present day at a school bus stop, on school bus, in a school, and at a home
Themes: bullying, tolerance for others
Vocabulary:
- anxiously: nervously, worriedly
- approval: permission, support
- broadcast: announce, make known
- cafeteria: school lunchroom or dining hall
- disbelief: amazement
- incredible: astonishing, remarkable, extraordinary
Props (Optional): Several chairs placed in two rows to represent seats on a school bus, chair for school bus driver, purple and orange shoelaces, toy or student-created microphone
Follow-Up Questions:
- What happened at the school bus on Monday? What did the new student do when he got on the bus?
- What was Grace and Marks idea? Who was the first person they talked to about it?
- Who was Mr. Perez? Under what condition did he agree to help Grace and Mark?
- What was Mrs. Whitneys reaction to the plan?
- How did everyone in school learn about the plan? What was the name of the special day? Where did everyone pick up the shoelaces?
- What was the response from students, teachers, and staff on the special day? How did the bullies react to everyones response?
- What do you think Mrs. Whitney meant when she said This response shows the strength in numbers"?
- Why do you think the new student said Thank you" to Grace? How do you think his feelings changed from Monday to Friday?
Follow-Up Activity:
Discuss with students your schools guidelines or policies about bullying. Then have the students create plans for a day against bullying in your school. Ask students to explain their ideas and choose two plans they think will work best.
Additional Notes:
This play was inspired by the true story of David Shepherd and Travis Price, two high school students in Nova Scotia who encouraged their classmates to stand up for a student who had been bullied. Their actions impressed Premier Rodney MacDonald to designate the second Thursday at the beginning of each school year in Nova Scotia as Stand Up Against Bullying Day. Click here to read a story about David and Travis and watch an interview with them.
Click here for a printable script.
Article by Lois Lewis
Education World®
Copyright © 2008 Education World
01/22/2008
| Â |
EW Lesson Plans
Submit your own lesson plan for a chance to receive a FREE $50 Classroom Supplies Gift Card!
> Learn more!
Chatter
Trending
Schools Offering
Service With A Smile
//-->
//-->
//-->
//-->
//-->
//-->
//-->
//-->
//-->
//-->
Subject: ELA- Reading
Grade: 5
Lesson Objective: To compare and contrast characters in a story using specific details from the text
Common Core Standard: CCSS.ELA-LITERACY.RL.5.3- Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Materials:
Printable Student Worksheet
Starter:
Say:
Why do you think that there are different types of characters in stories? (Allow the students to answer.)
Main:
Say:
Authors write about many different types of characters when they write stories. Different characters are needed to tell a story.
Some characters are main characters and we learn a lot about them while we are reading a story. They are very important to the story. The story is often about main characters.
Minor characters are in a story to help the major characters and to help move the story along.
In every story there is a protagonist. This is the character that the story is about and is a main character. The protagonist is a character that we as readers develop emotions about. Those emotions are generally good, but not always.
There is also an antagonist in every story. This is a character that goes against the protagonist. The protagonist must overcome the antagonist. For example, in “Little Red Riding Hood,” Little Red Riding Hood is the protagonist and the wolf is the antagonist. Little Red Riding Hood must overcome the wolf for the story to end.
Most characters in stories develop or change along the way. This is most noticeable in main characters, but this also happens with minor characters.
Paying attention to the character traits of the different characters in a story will help you to identify which characters are major, minor, protagonists and antagonists.
This will help you to better understand and appreciate the story that you are reading.
Now, you are going to read part of a story. You are going to think about the characters and how they are the same and how they are different and then you will answer the questions.
Does anyone have any questions?
Feedback:
Say:
Who would like to share their answers? (Allow the students to share and go over the answers.)
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2019 Education World
Subject: ELA- Reading
Grade: 5
Lesson Objective: To identify the theme of a poem based on details in the text
Common Core Standard: CCSS.ELA-LITERACY.RL.5.2- Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Materials:
Printable Student Worksheet
Starter:
Say:
Why do you think it is important to know the theme of a text that you are reading? (Allow the students to answer.)
Main:
Say:
Knowing the theme of a text helps us to better understand what the text is about and what the author is trying to tell us.
The theme is what the text is about.
When you are figuring out the theme of a text, particularly a poem, you should first look at the title. Sometimes, that tells us what the theme is. If it doesn’t, you should read the text and then think about what the author is saying and the feelings that the author is using.
You can also paraphrase when reading a poem to help you figure out what the author is saying.
After you have figured out the theme of the poem, you should go back and read it again.
This time, you should be thinking about how the author reflects on or speaks about the theme.
Reading the author’s words once you know the theme helps you to focus on the feelings and reflections that the author shares.
You should be noticing the types of words that the author uses and the feelings that those words evoke. Remember, poems are words that are put together to make the reader feel a certain way.
Now, you are going to read a poem. Read the poem two times. The first time you read it, think about what the theme is. The second time you read it, focus on how the author reflects on or talks about theme. Then, you are going to answer the questions.
Does anyone have any questions?
Feedback:
Say:
Who would like to share their answers? (Allow the students to share and go over the answers.)
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2019 Education World
Receive timely lesson ideas and PD tips
Sitemap
|
Sign up for our free weekly newsletter and receive
top education news, lesson ideas, teaching tips and more!
COPYRIGHT 1996-2016 BY EDUCATION WORLD, INC. ALL RIGHTS RESERVED.
COPYRIGHT 1996 - 2019 BY EDUCATION WORLD, INC. ALL RIGHTS RESERVED.
75 Mill Street, Colchester, CT 06415
