1. Class: Reading/Writing/Language Unit: Can be used with any bullying/tolerance lessons Teacher: Mrs. Joy Schott School: Burwell Public School Objectives: TSW Set: See belowDuration: 5 days Teacher’s Note: Introduction of Personal Narrative pp. 1-7 are a prerequisite, spend several days before this lesson reading and analyzing the characteristics of a personal narrative and its terminology. Personal Narrative begins with an introductory paragraph that draws the reader into the action of the story that will be told. The middle of the paper is the story of the important memory. The ending is the writer’s reflection, which explains why this particular event was important or memorable for the writer. Remember to go slow to go fast! Day 1- 1 st -Read the book, The Secret, by N. Joy, discuss the Types of Bullying listed below and have students identify which type would be identified in the book. **Highlight- I also have a book that a student from my sixth grade class wrote in 2005 that resembles the message in the book The Secret by N. Joy that was written and published in 2007. I would point out at this time that any of us can be writers and perhaps if this student had a publisher she too would be signing her autograph to the copies being sold! Identified Types of Bullying: Teasing-Making fun of someone based on their appearance, abilities, ethnicity, culture, or any other defining chara. Excluding-Purposely leaving someone out Name-calling-Calling someone a mean name or using words that hurt Emotional bullying-Hurting someone else by spreading lies, gossip, rumors, or spreading secrets or other things someone has been told in confidence Body Language Bullying- Using faces, gestures, and body language such as rolling one’s eyes or whispering while looking at the target Physical Aggression-Using physical force against someone on purpose Relationship Aggression-Getting others to do something that is wrong, mean, or hurtful to another person Cyberbullying- Using the Internet, e-mail, or text messaging to hurt someone else 2 nd -Using the Writer Analysis on p. 60 –identify the elements of each book

2. Day 2- 1 st -Brainstorm: What specific incident do you remember when you saw someone or experienced for yourself a type of bullying? 2 nd -Using the Level 3 “I” Planner students will select the incident that is significant enough to write about. Remember to use the Rule of 5 and Jot Dots. Day 3- 1 st - Review: Super-Six Elements; Uses “I” or “we” (first person), Has Voice, Has a reflection, Is about an incident that really happened, Appeals to the senses, Follows a logical sequence 2 nd -Give examples of the “Movers” used in Personal Narrative using p. 72 Student Pages (Personal Narrative Section) and have them select the best ones for their “I” Plan making sure their “Big Ideas” are big enough to have something to write about Day 4- Using p. 73 Student Pages (Personal Narrative Section)-Reflection Starters shows a list of suggested emotion words that would Wrap It Up. Emphasize that the conclusion to a personal narrative should show emotion or talk about what the writer learned from or will remember about the incident. If you are working with some Level 1 writers this may simply be a statement of emotion. Day 5- Your students will be screaming, “Are we ready to write yet?” And the answer to this question will be, “You are not quite there yet.” 1 st - The students will go back to their “I” plan and change any Being Verbs to a Showing Verb or phrase that would allow the reader a vivid picture 2 nd -Pair up students and have them orally rehearse or “Write it out Loud” going through their plan