No!+Reinforcing+Activity

Lesson Plan Nancy P. Gallavan, Ph.D.    Professor University of Central Arkansas ngallavan@uca.edu  Title of NCSS Notable Trade Book: **  || **//No! //** David McPhail (author and illustrator) 2009 Roaring Book Press: New York NCSS Notable Trade Book: 2009 appropriate for all ages  ||   <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";">This beautifully illustrated picture book includes only one word: No! And the word is used only three times. The poignant story portrays a young boy’s journey to mail a letter he has written to the president. As the boy walks along the city street, four events occur. First, he sees fighter planes overhead carrying bombs attached to them that are dropped and discharge in the horizon. Second, the boy sees an armored tank on the road that fires into a building that the pass has passed. Third, he sees a squad of soldiers break down a door to enter a nearby building where children are looking out of the window. Fourth, the boy sees a man being chased by a police office after the man defaces a public poster of the president. Finally, the boy reaches the mailbox where he encounters a larger boy, a bully, who pushes the boy’s cap off his head and prepares to strike the smaller boy. Surprisingly, the smaller boy announces, “No!” The bully appears dumbfounded temporarily but defensively asks, “No?” As the bully re-energizes to hurt the smaller boy, the smaller boy yells, “No!” The bully retreats and the smaller boy mails his letter. As the smaller boy walks back to his home, he finds the police officer and the man who defaced the poster smiling pleasantly with one another; the squad of soldiers delivering gifts to the children inside the home where they were breaking down the door, and the armored tank assisting a farmer by pulling the farmer’s plow up a hill to lighten his load. Then the bully catches up with the smaller boy and returns the boy’s cap that the bully had pushed off his head earlier in the adventure while at the mailbox. As the two boys continue their walk together, they see the fighter planes above them drop a parachute with a bicycle attached to it. The two boys detach the bicycle from the parachute, get on the bicycle with the smaller boy riding behind the larger boy hanging on tightly. The picture book ends with the two boys riding the bicycle riding away on the city street. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">The author notes on the cover that the book was created as a message to adults and children questioning how can children be expected to stop bullying when adults continue bullying one another? This book is the author’s expression of hope that the world’s playgrounds will become safer and friendlier places. || NCSS Standards: ** <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";">This book fits with NCSS standards <span style="font-family: "Arial","sans-serif";">I. culture- <span style="font-family: "Arial","sans-serif";">*exploring ways of living together as a group of people; *developing different values and ways of interpreting experience; <span style="font-family: "Arial","sans-serif";">*demonstrating how different values and beliefs contribute or pose obstacles to understanding between people and groups; <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">II. time, continuity, and change- <span style="font-family: "Arial","sans-serif";">*expanding our understanding that we learn from our personal past and the past; <span style="font-family: "Arial","sans-serif";">*discovering that people view and interpret historical events differently because of the times in which they live, the experiences that they have, and the points of view that they hold; <span style="font-family: "Arial","sans-serif";">*comparing and contrasting differing stories or accounts and offering possible reasons for the differences <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">VI. power, authority, and governance- <span style="font-family: "Arial","sans-serif";">*realizing that rules and laws can serve to support order and protect individual rights; <span style="font-family: "Arial","sans-serif";">*accepting fundamental values of democracy including the common good, liberty, justices, equality, and individual dignity; <span style="font-family: "Arial","sans-serif";">*analyzing conditions and actions related to power, authority, and governance that contribute to conflict and cooperation among individuals, groups, and nations, or detract from cooperation || <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";">one large sheet of light red or orange paper <span style="font-family: "Arial","sans-serif";">one large sheet of light blue or green paper <span style="font-family: "Arial","sans-serif";">drawing paper for each learners <span style="font-family: "Arial","sans-serif";">pencils for each learner <span style="font-family: "Arial","sans-serif";">crayons or colored pencils for the class to share and use <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";">Learners will identify evidence of conflict and demonstrate steps contributing to cooperation through conversation, writing, and role-play. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> //<span style="font-family: "Arial","sans-serif";">Exploration/ Introduction: // <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> //<span style="font-family: "Arial","sans-serif";">Development: // <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> //<span style="font-family: "Arial","sans-serif";">Expansion: //<span style="font-family: "Arial","sans-serif";">
 * <span style="font-family: "Arial","sans-serif";">NCSS Notable Trade Book Lesson Plan **
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 * <span style="font-family: "Arial","sans-serif";">Book Summary: **
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 * <span style="font-family: "Arial","sans-serif";">Materials: **
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 * <span style="font-family: "Arial","sans-serif";">Objectives: **
 * **<span style="font-family: "Arial","sans-serif";">Procedures: **

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|| <span style="font-family: "Arial","sans-serif";"> 1. With learners seated on the reading rug or steps, the teacher displays a large sheet of paper in a light red or orange with the word Conflict written across the top of it and a line drawn on the paper dividing it into two columns. The teacher tells the group what conflict means and how it can result in being bullied. The teacher guides the learners in some classroom etiquette that when discussing issues such as conflict and bullying, the learners should not use anyone’s name. The teacher asks the learners to repeat the phrase, “one person I know…” so the learners become comfortable with this technique of talking. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> 2. The teacher asks the learners to share some situations that they believe involved conflict. The teacher must monitor this conversation closely to ensure that learners are talking objectively when describing their situations. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> 3. The teacher generalizes from the learners’ descriptions and records notes on the large paper on the left column of the paper. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> 4. The teacher tells the class that they will be reading a picture book that has few words so the learners must watch closely. The teacher reads the book aloud turning the pages slowly allowing all of the learners to see the pages carefully. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> 5. At the end of the story, the teacher asks the learners to identify evidence of conflict in the story. When the students identify evidence related to the two boys, it is recorded on the left. When the evidence relates to the world around the boys, it is recorded on the right. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> 6. The teacher emphasizes to the class that the country in the book is involved in a big conflict, perhaps a war, as shown by the evidence recorded on the right. The boy in the story has written a letter to the President asking for help. The teacher states that countries and individuals can solve their conflicts by fighting or by talking. In this story, the boy has solved the conflict by talking followed by walking away from the conflict. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> 7. The teacher assigns learners to partners and asks each set of partners to talk about times they have experienced conflict that they solved by talking followed by walking away. After a few minutes, the teacher asks each set of partners to think about their discoveries. The teacher asks learners what they discovered guiding the learners to state that talking is more effective than fighting. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> 8. Learners are asked to return to their desks or tables and are given a piece of drawing paper, a pencil, and crayons or colored pencils to share. The drawing paper should be divided into thirds so an open space at the bottom of the paper is dedicated to writing. The upper two-thirds of the paper is divided into two columns. On the left is the word Conflict and one the right is the word Cooperation. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> 9. Learners are asked to draw two scenes from the same situation showing conflict on the left and cooperation on the right. These two pictures depict the learner’s either actual solution or proposed solution. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">10. In the writing space at the bottom of the paper, learners are instructed to write about the conflict and cooperation. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">11. After completing their writing and drawings, learners are assigned to their partners again to discuss their products. Then each set of partners practices role-playing the conflict and cooperation portrayed in their drawings. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">12. The partners role-play their scenes for the class. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">13. The teacher posts the large sheet of blue paper with the word Cooperation written across the top. Again, there is line dividing the paper into two columns. On the right, the teacher asks the learners to contribute their ideas for cooperating with other people emphasizing the cooperation helps solve bullying. <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">14. On the left column, the teacher asks the learners for ideas to solve the conflicts such as the ones illustrated in the book as if the class were writing a letter to their President. <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";">Each learner will be score on <span style="font-family: "Arial","sans-serif";">1. participating in the group discussion after the book is read aloud <span style="font-family: "Arial","sans-serif";">2. drawing two pictures and writing a caption <span style="font-family: "Arial","sans-serif";">3. role-playing <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">Items 1 and 3 will be scored as Proficient, Satisfactory, or Unsatisfactory. <span style="font-family: "Arial","sans-serif";">Item 2 will be assessed on the drawings as Proficient, Satisfactory, or Unsatisfactory along with three sets of data related to the writing: <span style="font-family: "Arial","sans-serif";">Vocabulary: Strengths Weaknesses <span style="font-family: "Arial","sans-serif";">Concept: Strengths Weaknesses <span style="font-family: "Arial","sans-serif";">Communication: Strengths Weaknesses || <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";">Books: <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> || <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";"> <span style="font-family: "Arial","sans-serif";">
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 * <span style="font-family: "Arial","sans-serif";">Assessment: **
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 * <span style="font-family: "Arial","sans-serif";">Suggested **
 * <span style="font-family: "Arial","sans-serif";">Extension **
 * <span style="font-family: "Arial","sans-serif";">Activities: **
 * //<span style="font-family: "Arial","sans-serif";">Amelia Takes Command //**<span style="font-family: "Arial","sans-serif";">, Trevor Romain
 * //<span style="font-family: "Arial","sans-serif";">Andy Shane and the Very Bossy Delores Starbuckle //**<span style="font-family: "Arial","sans-serif";">, Jennifer Richard Jacobson
 * //<span style="font-family: "Arial","sans-serif";">Arthur’s April Fool //**<span style="font-family: "Arial","sans-serif";">, Marc Brown
 * //<span style="font-family: "Arial","sans-serif";">Blubber //**<span style="font-family: "Arial","sans-serif";">, Judy Blume
 * //<span style="font-family: "Arial","sans-serif";">Chrysanthemum //**<span style="font-family: "Arial","sans-serif";">, Kevin Henkes
 * //<span style="font-family: "Arial","sans-serif";">Clare Caterpiller //**<span style="font-family: "Arial","sans-serif";">, Pamela Duncan
 * //<span style="font-family: "Arial","sans-serif";">Cockroach Cooties //**<span style="font-family: "Arial","sans-serif";">, Laurence Yep
 * //<span style="font-family: "Arial","sans-serif";">Dealing with Bullying //**<span style="font-family: "Arial","sans-serif";">, Marianne Johnston
 * //<span style="font-family: "Arial","sans-serif";">Frog’s Best Friend //**<span style="font-family: "Arial","sans-serif";">, Marion Dane Bauer
 * //<span style="font-family: "Arial","sans-serif";">The Hero of Bremen //**<span style="font-family: "Arial","sans-serif";">, Margaret Hodges
 * <span style="font-family: "Arial","sans-serif";">Hooray for Wodney **<span style="font-family: "Arial","sans-serif";">, Helen Lester
 * //<span style="font-family: "Arial","sans-serif";">The Hundred Dresses //**<span style="font-family: "Arial","sans-serif";">, E. Estes
 * //<span style="font-family: "Arial","sans-serif";">Jabuti, the Tortoise: A Trickster Tale from the Amazon //**<span style="font-family: "Arial","sans-serif";">, Gerald McDermott
 * //<span style="font-family: "Arial","sans-serif";">Mean, Mean Maureen Green //**<span style="font-family: "Arial","sans-serif";">, Judy Cox
 * //<span style="font-family: "Arial","sans-serif";">The Mightiest Heart //**<span style="font-family: "Arial","sans-serif";">, Lynn Cullen
 * //<span style="font-family: "Arial","sans-serif";">Nobody Knew What to Do //**<span style="font-family: "Arial","sans-serif";">, Becky R. McCain
 * //<span style="font-family: "Arial","sans-serif";">Oliver Button is a Sissy //**<span style="font-family: "Arial","sans-serif";">, Tomie de Paola
 * <span style="font-family: "Arial","sans-serif";"> [|The Perfect Wizard: Hans Christian Andersen] **<span style="font-family: "Arial","sans-serif";">, Jane Yolen
 * //<span style="font-family: "Arial","sans-serif";">Pinky and Rex and the Bully //**<span style="font-family: "Arial","sans-serif";">, James Howe
 * //<span style="font-family: "Arial","sans-serif";">The Recess Queen //**<span style="font-family: "Arial","sans-serif";">, Alexis O'Neill
 * //<span style="font-family: "Arial","sans-serif";">Stand Tall, Molly Lou Melon //**<span style="font-family: "Arial","sans-serif";">, Patty Lovell
 * //<span style="font-family: "Arial","sans-serif";">Stop Picking on Me //**<span style="font-family: "Arial","sans-serif";">, Pat Thomas
 * //<span style="font-family: "Arial","sans-serif";">Talking About Bullying //**<span style="font-family: "Arial","sans-serif";">, Jillian Powell
 * //<span style="font-family: "Arial","sans-serif";">Thank you, Mr. Falker //**<span style="font-family: "Arial","sans-serif";">, Patricia Polacco
 * //<span style="font-family: "Arial","sans-serif";">The Rat and the Tiger //**<span style="font-family: "Arial","sans-serif";">, Keiko Kasza
 * //<span style="font-family: "Arial","sans-serif";">The Sweetest Fig //**<span style="font-family: "Arial","sans-serif";">, Chris Van Allsburg
 * //<span style="font-family: "Arial","sans-serif";">Widget //**<span style="font-family: "Arial","sans-serif";">, Lyn Rossiter McFarland
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 * <span style="font-family: "Arial","sans-serif";">Additional **
 * <span style="font-family: "Arial","sans-serif";">References & Web Links **
 * //<span style="font-family: "Arial","sans-serif";">Stop Bullying Now //**<span style="font-family: "Arial","sans-serif";">: http://www.stopbullyingnow.hrsa.gov/kids/
 * //<span style="font-family: "Arial","sans-serif";">It’s My Life //**<span style="font-family: "Arial","sans-serif";">: http://pbskids.org/itsmylife/friends/bullies/ ||