1. Illinois State University Connections Conference March 16, 2011 Presenter: Rose Sharon, NBCT Chicago Public Schools

3. The Hundred Dresses A timeless story about bullying Author: Eleanor Ester Illustrator Louis Slobodkin

4. Relevance This timeless story relates to issues of peer acceptance and the moral decision of those who feel peer pressure to conform. Graphic organizers and a bibliography will be provided. Character education. Pupils will make connections to self, text and the outside world.

5. Audience So, how did I use the book?

9. Extended Response Prompt Seko Mifune is new to America and Kane School. She wears different clothing and carries her books in a piece of cloth. Your friends have been teasing her and calling her names. Your friends laugh and have made a game of teasing Seko. Would you join the other students or stand-up for Seko? Explain your answer and give an example of an experience about being teased.

15. Activity for Accepting Differences After reading the novel write one of the selected words at the top of each grid box as shown on the paper. Discuss the word and have the student describe a time when either he/she or a character from the book experienced that emotion or action. When the student has finished, have him/her decorate the square with a simple design that symbolizes the event or emotion he/she described. Then call upon the next student.

16. Words acceptedimpatient rejectedforgiven hatedprotected enviedtrusted suspicious loving embarrassedadmired ashamedmean discouragedselfish hopefulridiculed

20. Prediction Activity What are your predictions? Why did you make those predictions? What characters have we met so far? What is the conflict in the story? Decorate the poster board with dresses.

25. Friendly Letter Rubric 4Meets all primary trait objectives. The letter is focused, coherent, informative, and describes events in orders. Writer includes an inference. 3Meets most trait objectives. The letter is somewhat focused and coherent. The events are close to the order in which they happened. The writer may not include an inference. 2Meets some primary trait objectives. The letter is a bit sketchy. The writer doesnt include an inference. 1Fails to meet primary trait objectives. Message is sketchy and disjointed. It is missing three or more components. 0The letter is unscorable or the student did not submit one.

28. Bibliography Anderson, Matthew T. Burger Wuss Atkinson, Mary. Maria Teresa Bulla, Robert. Benito Cohn, Barbara. Mollys Pilgrim Cole, Joanna. Bully Trouble Estes, Eleanor. The Hundred Dresses Friesen, Gayle. Men of Stone Havill, Juanita. Jamaica Tag-Along

29. Bibliography continued Henkles, Kevin. Chrysanthemum Hines, Anna G. Tell Me Your Best Thing Kliphuis, Christine. Robbie and Ronnie Levitin, Sonia. Journey to America Mead, Alice. Junebug and the Reverend Soneklar, Carol. Mighty Boy Winthrop, Elizabeth. Lukes Bully Yashima, Tara. Crow Boy

30. Professional Resources Teacher Created Materials, Inc. Literature and Critical Thinking (TCM-362) Carroll, J. Gladhart, M. & Petersen, D. Character Bldg. /Lit.-Based Theme Units Hall, Susan. Using Picture Storybooks to Teacher Character Education Freedman, Judy. Easing the Teasing www.ivillage.com/ivoices-battling-bullies-one-dress- time/1-h316979