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GRADES 6-8a literacy-basedanti-bullying programSampleLessons: Grades 6-8
Sample LessonsGRADES 6-8CSSBoniukChicken Soup for the Soul, llcCos Cob, ct
These lesson plans werecreated by Resources for Learning, LLC.With support from:www.theboniukfoundation.orgPublished by CSS Boniuk, an imprint of Chicken Soup for the Soul Publishing, llcwww.chickensoup.com. Copyright 2016 by Chicken Soup for the Soul Publishing, llc.All Rights Reserved.CSS Boniuk, CSS, Chicken Soup for the Soul, Hallway Heroes, and its Logo and Marks are trademarks ofChicken Soup for the Soul Publishing, llc.Cover and Interior Design & Layout by Daniel Zaccari.Front cover photo courtesy of iStockPhoto.com/GordonsLife ( GordonsLife).Front cover and interior hand-painted illustrations courtesy of iStockPhoto.com/Elinalee ( Elinalee).No part of this book may be reproduced by any means without written permission from the publisher exceptin the case of certain pages that may be reproduced for classroom use and are so indicated.ISBN: 978-1-942649-91-5p r i n t e d i n t h e u n i t e d s tat e s o f a m e r i c a25 24 23 22 21 20 19 18 17 16 01 02 03 04 05 06 07 08 09 10 11
INTRODUCTIONINTRODUCTIONWelcome to our middle school sampler book of lessons for Chicken Soup for the Soul HallwayHeroes! For more than 20 years, educators have used our books in classrooms to encourage reading,offer advice and support, and provide a resource for students of all ages. Now we’ve teamed up witheducation experts and the non-profit Boniuk Foundation to bring you this literacy-based anti-bullyingand social and emotional development program for first through eighth grades. This sampler bookcontains one complete lesson for each middle school grade: 6, 7, and 8.We are passionate about this program and the power of storytelling to improve young minds. We’reexcited that you are considering using Chicken Soup for the Soul Hallway Heroes in your school. Let’screate heroes not only in our school hallways, but also in classrooms, on playgrounds, in homes,online, and in our communities.Chicken Soup for the Soul Hallway Heroes was developed using a modification of the highly successful 5E learning cycle and instructional model. The 5E model uses the following instructionalelements: engage, explore, explain, elaborate, and evaluate. That model is enhanced by adding twoadditional elements—elicit and extend—to create a 7E model in this program. In addition, we’vecreated two elaborate sections of the middle school program—cyberbullying and project-basedlearning. Each lesson is also aligned for all state and national literacy and social and emotional standards, as well as other cross-curricular standards, such as Social Studies and Health.We are excited that you and your school have chosen to consider our program. If you have anyquestions, or need further information, please visit www.chickensoup.com/hallwayheroes.m3 Proactive Anti-Bullying Progra3 Social and Emotional LearningSkills3 Literacy-Based Lesson Plans1
What you will find inside:Inside this sampler book you will find one complete sample lesson for eachlmiddle school grade 6–8. You’ll find sample lessons for elementary schoo.heroesgrades 1–6 on our website by visiting chickensoup.com/hallwayThe full program has 12 lessons per grade level (Grades 1–8) and each lessonis designed to take 30–50 minutes. These interdisciplinary lessons aredesigned to be taught during literacy blocks of time, advisory periods, orother appropriate times. In addition, each lesson is aligned for all stateand national literacy and social and emotional standards, as well as othercross-curricular standards, such as Social Studies and Health.Literacy-based lessonplans include:Each complete samplelesson in this bookletincludes:1. A literacy-based lesson plan from ourTeacher Guide2. The real-life story on which the lessonis based from the book Chicken Soupfor the Soul: Create Your Best Future3. The Student Journal pages forthe lesson1. Pre-readingactivity and discussion2. Reading a story froCreate Your Bes m Chicken Soup for the Soul:t Fuor related situati ture—the story addresses bullyingons3. Classroom discussions afterreading the story4. Student-directed/teacher-facilitated learning5. Specific cyberbullying/socialmedia section6. Specific project-based learning section7. Students working on real-world scenarioslessons learnedto apply the8. Students answerinabout the story g questions in their student journalsand how it pertains to their experiences9. Students responding to prompts in their stujournals—includentding open-ended writing andpersonal narratives Chicken Soup for the Soul Publishing, LLC2LESSON 2 GRADE 6
LESSON 2GRADE 62“Speaking Up” p. 10Description of LessonSStudents will read a story about a girl who becomes sensitiveto the way individuals with differences are treated once herown brother is diagnosed with autism. Eventually she gets thecourage to stand up to those who exhibit bullying behaviorsand ridicule people who are different from them. The focus of this lessonis to identify ways in which students can recognize others’ strengths, positive qualities, andcharacter traits and how this ability can contribute to the creation of a safe and respectful classroomand school environment. Students also develop an action plan for how to speak up respectfully topeers and adults when someone is experiencing bullying behaviors, whether in a face-to-face situationor online.AMMaterials Dry-erase or chalkboard Dry-erase markers or chalk One copy of the Getting to Know You Better handout (p. 10 of the Teacher Guide) per student Chart paper or butcher paper MarkersP D evice for playing music and a song with a strong beat to accompany the Getting to Know YouBetter activity Extension: Student computers with Internet access (optional)LE Extension: Tablets or approved mobile devices to take pictures for a slideshow (optional)Social and Emotional Learning Objectives Describe the expressed feelings and perspectives of others Identify differences among and contributions of various social and cultural groups Devise strategies to respond to various bullying and cyberbullying behaviorsLiteracy Objectives Describe the change in characters as a story unfolds, citing evidence from text Chicken Soup for the Soul Publishing, LLCAnchor Questions How do we create a safe and respectful classroom and school community? H ow do we identify strengths in those around us and communicate those strengths to othersin positive and respectful ways? W hat are character traits of those we admire and ourselves? How are these character traitssimilar and/or different?LESSON 2 GRADE 63
Teacher Directions2Additional TeacherPreparation & NotesElicitThe teacher writes on the board: “How do we create a safe and respectful classroom and school community?”SThen the teacher poses the following statement to students: “Socialmedia, online apps, and games on the Internet are safe and respectfulcommunities.” The teacher asks students to stand if they agree and toremain seated if they disagree. The teacher calls on 2–3 students whostood up to explain why they agreed and 2–3 students who remainedseated to explain why they disagreed.AThe teacher explains: “We will continue our inquiry into this questionby reading another story from Chicken Soup for the Soul: Create YourBest Future, and by identifying yet another quality that will help usbuild a safe and respectful community. We will also work on developingstrategies for speaking up against bullying behaviors in positive andrespectful ways.”MEngagePThe purpose of this activity is to show that students may have morein common than they previously thought and everyone has strengthsand qualities that may not be obvious—and need to be discovered. Toaccomplish this purpose, the teacher distributes copies of the Getting toKnow You Better handout, p. 10 of the Teacher Guide, and reviews thequestions. The teacher then explains to the class: “One way to create asafe and respectful environment is to get to know each other better.”This activity gives studentsan opportunity to interactand talk one-on-one withthose who are not necessarily part of their circle ofclose friends. The teachershould encourage the students to speak to classmateswho they do not know verywell. Allow 2–3 minutes foreach round.LE“We’re going to get to know each other better and have some fun, too.” Chicken Soup for the Soul Publishing, LLC4LESSON 2 GRADE 6
Teacher DirectionsAdditional TeacherPreparation & Notes2SThe teacher puts on some music with a strong beat and asks students tostand up and move around the classroom in time to the music. When themusic stops, students pair with the person standing closest to them. Thestudents interview each other using the three questions on the handout. When the music starts again, students continue to move aroundthe classroom keeping time with the music. When the music stops, theychoose another partner and conduct the interview a second time. Thesesteps are repeated one more time so each student has an opportunity tointerview three different people.The teacher circulates around the classroom and monitors students’conversations.AWhen students return to their seats, the teacher asks them the followingquestions: “What were some of the things you learned about your classmates?M How did the answers help you see different sides of your classmates? What surprises did you experience? What are some ways we can use what we learned in this activityto make our classroom a safer, more respectful place?”Sensitivity AlertBe aware of any studentswho have mobility issuesand seat them in a part ofthe classroom that will allowother students to move nearthem easily so that they canparticipate in the interviewsas well.DifferentiationStrategyAs the teacher monitorsstudents’ conversations, heor she may need to provideprompts or questions forstudents who may be havingdifficulty with the task.PFor added challenge, consider telling students thatthey cannot give the sameanswer more than once. Ifstudents are asked the samequestions repeatedly, theymust change their answers. Chicken Soup for the Soul Publishing, LLCLELESSON 2 GRADE 65
Teacher Directions2Additional TeacherPreparation & NotesExploreThe teacher asks: “Does anybody know somebody who is affected byautism? What are some of the challenges that people with autismface?”SAfter the teacher feels that students have an adequate understandingof autism, he or she sets the purpose for reading: “As you read, payattention to qualities or attitudes that Alexis has that might help uscreate respectful communities.” The teacher gives students time toread “Speaking Up,” p. 10, in Chicken Soup for the Soul: Create Your BestFuture.AThe teacher then asks students to respond to the questions 1–5 on p. 15in their Student Journals.The teacher gives each table a number 1–5, corresponding with the fivequestions they were asked. Students choose the table they wish to go tofor sharing responses.MOne volunteer from each table reports the summary of the discussion tothe whole class.Sensitivity AlertSome students in the classmay have forms of autism orhave family members whodo. The teacher should payparticular attention to thesestudents and any feelingsof discomfort that they arefeeling in this lesson.For more information aboutautism, please go to ex.html.DifferentiationStrategiesPThe teacher may opt to havestudents respond to thestory questions individually,with a partner, orally, or inwriting.The teacher may choose tohave students select twoquestions to respond to.LEExplainThe teacher directs students’ attention to the question on the board,“How do we create a safe and respectful classroom and school community?” and asks: “When you think of Alexis’s story, what are somequalities that come to mind that will help us create a safe and respectful classroom and school community?”Students identify that Alexis spoke respectfully by pointing out thestrengths of her brother and others like him. Chicken Soup for the Soul Publishing, LLC6LESSON 2 GRADE 6
Teacher DirectionsAdditional TeacherPreparation & Notes2The teacher allows time for discussion in table groups and elicits responses. “It takes practice, but we can all work on developing the habitof seeing the positive attributes and strengths of our friends and classmates. Knowing that our classmates and our teachers can recognizeour strengths helps us feel more respected. It also makes us feel safe toknow that we are not judged based on our weaknesses.”SThe teacher shows the students the Classroom Respect Pledge from theprevious lesson. If not already included, the teacher asks students whatelse they can add to the pledge, such as: “I promise to always look forstrengths in others.” Students update the pledge in their journals.AElaborate—Historic Heroes ProjectMFor the Historic Heroes Project, the teacher should refer back to the listthe students compiled on p. 3 of their Student Journals (in the previouslesson) and identify character traits that can be used to describe four ofthe people who they admire, and themselves, on the Character Traitshandout, p. 21 in the Student Journals.DifferentiationStrategyPThe teacher may wantto structure students’selections for their HistoricHeroes Project to be alignedwith the English languagearts or social studies curriculum. For example, studentsmight select their historicalhero from a list of authorsor notable people they havealready studied or will studythis year. Chicken Soup for the Soul Publishing, LLCLELESSON 2 GRADE 67
Teacher Directions2Additional TeacherPreparation & NotesEvaluateThe teacher says: “Alexis finally spoke up to a teacher by respectfullypointing out the strengths of her brother. In your Student Journal,p. 19, you will find a few examples of other situations that may requireyou to speak up. With a partner, work through them and decide whatwould be the best words to use.”SStudents will work with a partner in the Student Journal to role-play thescenarios in question 14.Sensitivity AlertABe aware that students mayhave experienced similarscenarios in their own livesand may be sensitive tothe scenarios presented.If appropriate, encouragestudents to share from theirown experiences as ways toprovide real-life examplesof how their own behaviorsaffect others and to giveothers an opportunity tolearn from their experience.MTechnologyApplicationsPInstead of role-playingthe scenarios, have students create and presenta mini-slide show with justsnapshots of themselvesacting out the situation.Students may use tablets orapproved mobile devices totake pictures and to create aslideshow.LEExtendStudents research various learning differences and present their resultsto their classmates.Students create their own scenarios from personal experiences and offeror ask for advice from peers. Chicken Soup for the Soul Publishing, LLC8LESSON 2 GRADE 6
Journal Prompts1. In what ways did Alexis’s attitude toward people with different abilities change?22. Would you have confronted a teacher the way Alexis did? Why or why not?3. Was it easier for Alexis to speak up to the teacher or to her peers? Give reasons for youranswer.4. How did Alexis phrase her response to her teacher?5. Why was the phrasing important?S6. Create a list of online sites, apps, or games where you interact with your peers.7. In what ways are these online spaces negative and aggressive? What kinds of negativebehaviors do you see?A8. What are some ways to address cyberbullying behavior?9. What are some positive qualities you can demonstrate when you are online?M10. Create an online scenario in which you or your friends encounter someone who is beingmean, exhibiting bullying behavior, or acting aggressively. This scenario will be presented tothe class. After presenting, ask a volunteer from your group to record the class’s suggestionsfor how to address the situation.11. Why do you think it is easier for people to be negative and aggressive online than they mightbe face-to-face?12. What are your definitions of bullying and cyberbullying behaviors? Write about a time whenyou or a friend experienced these kinds of behaviors.P13. Why might it be difficult to talk to an adult about bullying or cyberbullying?14. What would you say in response to the following scenarios?a. Scenario 1: Students are making fun of a classmate whose English is limited.LEb. Scenario 2: Students laugh when the teacher asks a student with dyslexia to read outloud to the class.c. Scenario 3: Classmates exhibit bullying behaviors towards a student who is impulsiveand sometimes says things without thinking.d. Scenario 4: Someone posts a picture online of the finish times for a cross-countryrace and makes fun of those who finished last.Story Summary Chicken Soup for the Soul Publishing, LLC1. At the end of the story the author, Alexis, is able to stand up and speak out aboutsomething she thinks is unfair. What events inspired her courage?2. What is the overall theme of this story?3. What would you have done in Alexis’s situation?LESSON 2 GRADE 69
Getting to Know You Better2Classmate #1:1. What do you like to do outside of school?2. What do you consider one of your best traits?S3. What are the qualities that you look for in a friend?A4. What is one change you would like to make in the world?MClassmate #2:1. What do you like to do outside of school?2. What do you consider one of your best traits?P3. What are the qualities that you look for in a friend?LE4. What is one change you would like to make in the world?Classmate #3:1. What do you like to do outside of school?2. What do you consider one of your best traits?4. What is one change you would like to make in the world?10 LESSON 2 GRADE 6 Chicken Soup for the Soul Publishing, LLC3. What are the qualities that you look for in a friend?
Character TraitsDirections: Write the names of four people who you admire from Lesson 1. List the character traitsfrom the Character Traits Word Bank that describe each person. In the last column, identify charactertraits that you would use to describe yourself. You may choose additional character traits that do notappear in the Word Bank.Person I AdmirePerson I AdmirePerson I AdmireCharacter TraitsCharacter TraitsSPerson I AdmireCharacter Traits1.3.1.Character Traits1.1.2.2.2.2.3.3.3.3.4.4.M4.Me1.A2.Character Traits4.PCharacter Trait Word usiastic Chicken Soup for the Soul Publishing, LLCLEacceptingLESSON 2 GRADE 611
Displayed in actual sizeSASpeaking UpIA time comes when silence is betrayal. Dr. Martin Luther King, Jr.Mnever looked up when my friends were talking and joking aboutthe “Retarded Boy” (as they referred to him) a few tables away. Itdidn’t even cross my mind that he might feel bad when peoplewhispered about him, or that he might be hurt when he saw theweird, disgusted looks from his peers. So I just let them talk, and I neverintervened.Then came the day I was standing in the kitchen helping withdinner, asking my mom about my brother’s doctor’s appointment.They were testing him for autism. My parents had told me there was ahuge chance of it coming out positive, but I had never thought abouthim like that. My brother, Captain, four years old at the time, hadalways been my best friend. We would wrestle, play games and havethe best of times together, even though we were far apart in age. Mymom told me about the appointment, and when she got to the pointabout the test, she stopped. I turned around and she had tears in hereyes. I stared at her, wishing she would say something, when I realizedwhat that silence meant. My eyes got blurry and my breathing gotvery ragged. “The test came out positive, sweetheart,” she said with acalm voice. I broke down, crying and asking why it had happened toCaptain.My mom was trying to pull me together, saying that CaptainPLE10 Standing Up for What’s Right12 LESSON 2 GRADE 6
Displayed in actual sizeScouldn’t see me like this and I had to be a big girl, when the front dooropened, and Captain, our three-year-old sister Cali, and my fathercame in. I walked out of the kitchen. Captain was talking to our dadand then stopped, switching his attention to me. As he looked up atme with those huge blue eyes, I had to look away. I couldn’t look athim. Everything had just changed. He was no longer that little babybrother who was just a normal little boy anymore. He was a little boywith a disease who didn’t deserve anything that was going to comewith it.Over time, I was able to accept his disease a little more. We hadto move a while later because Captain needed treatment and wherewe lived at the time didn’t have the type he needed. So we moved toMaryland. Time passed and Captain and I both started at a new school.One day, I was standing in the bus line waiting when the “short bus”came and picked some kids up. The children in the other line startedmaking jokes about the “retards” on that bus and I felt a strange feeling in my stomach. One that I had never felt before. As the other kidslaughed about the cruel jokes, I said, quietly, that those commentsweren’t very nice. No one listened and I went on my way. I regretted itimmediately, and wished I had said something else.My family moved once more to a new school and I was given mychance to speak up pretty quickly. During band class, my teacher, Mrs.Young, stopped our playing to give us some feedback.“Guys, we’re playing like the kids on the short bus! Come on!” Ifelt that same feeling I had on the bus line, except worse. This was anadult, and I thought adults would be more careful about what theysaid. Apparently, ignorance comes in all different ages. The entireroom was laughing when I raised my hand. I wasn’t sure what I wasgoing to say but I wanted to be heard.“Yes, Alexis?” Mrs. Young asked. The class quieted down becausethe new girl was about to talk for the first time. I could feel my facegetting red and was about to just say never mind, when my mouthopened and this came out:“I don’t think we should make fun of the short bus, because thereare a lot of people on that bus who have great personalities and haveAMPLE11Standing Up for What’s Right LESSON 2 GRADE 613
Displayed in actual sizeSthe same feelings we do.” I could feel my voice getting louder. “Andalso, I know some people on those buses and they are some of themost caring, sweetest, and smartest people so I would appreciate it ifyou didn’t make fun of them.”The room was very quiet and everyone stared at me. Mrs. Youngapologized for the comment and then started the song again. Everyonewas a little on edge. At the end of the class, everyone was giving meweird looks and sizing me up. They looked like they were labeling mea nerd right off the bat, but I didn’t care, because I knew three things:I had spoken the truth and what others in the class were probablythinking, I had taught everyone something, and while everyone in theclassroom was being a follower, I had decided to take a different path.I want to become a leader and a positive role model and go on to teachothers about people on the “short bus.” I want to teach people aboutmy brother Captain, who doesn’t know that he’s different. And really,he’s not. He’s just a five-year-old who loves baseball and eating cookies, and I never want to hear anybody make fun of him.AM Alexis StrebPLE12 Standing Up for What’s Right14 LESSON 2 GRADE 6
Instructions on how to use the Student Journal are found in the corresponding Lesson Plan.LESSON 2Displayed in actual size“Speaking Up” page 101. In what ways didAlexis’s attitude towardpeople with differentabilities change?SA2. Would you haveconfronted a teacherthe way Alexis did?Why or why not?MP3. Was it easier forAlexis to speak up tothe teacher or to herpeers? Give reasonsfor your answer.LE Chicken Soup for the Soul Publishing, LLC4. How did Alexisphrase her responseto her teacher?5. Why was thephrasing important?9LESSON 2 15LESSON 2 GRADE 615
Instructions on how to use the Student Journal are found in the corresponding Lesson Plan. Displayed in actual size6. Create a list of online sites, apps, or games where you interact with your !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!! !! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!7. In what ways are these online spaces negative and aggressive? What kindsof negative behaviors do you !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 1610LESSON 216 LESSON 2 GRADE 6 Chicken Soup for the Soul Publishing, !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Chicken Soup for the Soul Publishing, LLCN7S!! !!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !! !!!!!!!!!!!!!!!!!!!!!!!!!!!!
Instructions on how to use the Student Journal are found in the corresponding Lesson Plan.Displayed in actual size8. What are someways to addresscyberbullyingbehavior?SAM9. What are somepositive qualitiesyou can demonstrate when youare online?LE Chicken Soup for the Soul Publishing, LLCP10. Create an online scenarioin which you or your friendsencounter someone who isbeing mean, exhibiting bullying behaviors, or actingaggressively. This scenariowill be presented to the class.After presenting, ask a volunteer from your group torecord the class’s suggestionsfor how to address thesituation.LESSON 2 1117LESSON 2 GRADE 617
Instructions on how to use the Student Journal are found in the corresponding Lesson Plan.Displayed in actual size11. Why do youthink it is easierfor people tobe negative andaggressive onlinethan they might beface-to-face?SAM12. What areyour definitions ofbullying and cyberbullying behaviors?Write about a timewhen you or afriend experiencedthese kinds ofbehaviors.PLESSON 21874 LESSON 2 GRADE 6 Chicken Soup for the Soul Publishing, LLC1812LE13. Why might itbe difficult to talk toan adult about bullyingor cyberbullying?
Instructions on how to use the Student Journal are found in the corresponding Lesson Plan.Displayed in actual size14. What would you say in response to the following scenarios?A. Scenario 1: Students are making fun of a classmate whose English is limited.SAB. Scenario 2: Students laugh when the teacher asks a student with dyslexia to readout loud to the class.MPC. Scenario 3: Classmates exhibit bullying behaviors towards a student who isimpulsive and sometimes says things without thinking.LE Chicken Soup for the Soul Publishing, LLCD. Scenario 4: Someone posts a picture online of the finish times for a cross-countryrace and makes fun of those who finished last.LESSON 2 1913LESSON 2 GRADE 6 7419
Instructions on how to use the Student Journal are found in the corresponding Lesson Plan.Displayed in actual sizeSTORY SUMMARYAt the end of the story the author, Alexis, is able to stand up and speak out aboutsomething she thinks is unfair. What events inspired her courage?SAWhat is the overall theme of this story?MPLEWhat would you have done in Alexis’s situation?LESSON 22075 LESSON 2 GRADE 6 Chicken Soup for the Soul Publishing, LLC1420
Instructions on how to use the Student Journal are found in the corresponding Lesson Plan.Displayed in actual sizeCHARACTER TRAITSDirections: Write the names of four people who you admire from lesson 1. List thecharacter traits from the Character Traits Word Bank that describe each person. In thelast column, identify character traits that you would use to describe yourself. You maychoose additional character traits that do not appear in the Word Bank.Person I AdmirePerson I AdmireSCharacter Traits1.MeCharacter TraitsCharacter TraitsCharacter TraitsCharacter accepting4.PCharacter Trait Word Bank Chicken Soup f
Chicken Soup for the Soul Publishing, LLC Chicken Soup for the Soul Publishing, LLC LSSN 2 GRAD 6 LSSN 2 GRAD 6 SAMPL 3 LESSON 2 GRADE 6 Description of Lesson Students will read a story about a girl who becomes sensitive to the way individuals with differences are treated once her
