Chocolate Milk, Por Favor

One of my all time favorite lessons is based on the book The Potato Chip Champ by Maria Dismondy. You can connect to that lesson here.

I just ordered Maria Dismondy's new book, Chocolate Milk, Por Favor.  I love it!  I received this book in the mail on Saturday and can not wait to use it in the classroom.  The best part is that there is a reading guide on Maria's website for FREE!  

Maria also lists the common core standards that align with each activity!

More about the book:  Johnny is a big fan of school but all that changes when the new kid, Gabe arrives.  Gabe doesn't speak any English, and that doesn't stop Johnny from going out of his way to be unkind.  What will Johnny do when Gabe starts to make new friends?  Will he join in the fun of making a new friend or turn the other way?  Johnny realizes a powerfulmessage in this story where empahty and inclusion teach us that actions speak louder than words.  Read to find out how chocolate milk plays a major role in the discovery of the real universal language. (description from Amazon)

I plan to use Chocolate Milk, Por Favor with my 3rd graders. These are the centers that I plan on using (activities can be find in the reading guide.)

Discussion Center:  How to be a good friend

Discussion Center (2):  Table Talk (I will serve chocolate milk at this center)

Writing Center:  Celebrating You!  What Makes You Different? or Developing Point of View

Reflection Center:  Asking and Answering Questions (empathy)

Dramatic Center:  Poem/Song/Skit about Diversity

Art Center:  Celebrate Diversity Poster Challenge

You can also find a coloring page here.

Fun Fact:  September 27th is national Chocolate Milk Day:)

More books by Maria Dismondy:
Spaghetti in A Hot Dog Bun
Pink Tiara Cookies For Three
The Juice Box Bully

It's Okay To Be Different-We All Fit In!

I was recently introduced to Todd Parr's books and I have to say that I am loving them!  They are bright, colorful and pretty funny.  I just finished a lesson using It's Okay to be Different.  This is a lesson that I have done for years but I always used the book What I Like About Me!.  I like to switch things up but I could probably use both books and make the lesson even more meaningful!

Both of these books teach remind children that it's okay to be different. These books teach kindness, empathy, diversity and most importantly, self-acceptance.
Discussion:  What does the term diversity mean?  Take some time to discuss student's thoughts and ideas about diversity.  Do you know anyone who is like the characters in the story?  Why do you think the author used the colors that he did?  
Activity:  Play a version of "Simon Says" where students do something if they meet certain criteria.  Some examples:
If you are 7 years old stand up
If you have brown eyes put your hands on your head
If you wear glasses turn around
If you like green beans stand on one foot

Activity:  Play compliment tag  Have students sit in a circle and pick one person to be "it".  This student says another student's name and then gives that student a compliment.  The student responds by saying "Thank You".  The student who received the compliment is now "it" and must compliment another student in the group.  This continues until each student has had a chance to receive a compliment.

Activity:  Give each student a puzzle piece (link below).  You can have them draw a picture of them-self on the puzzle piece OR you can have them decorate it however they would like.  I have done both ways.  Once everyone is fineshed, put all of the pieces together.  Lead on discussion about all of the unique pieces coming together to create one beautiful picture.  

Diversity Puzzle:  Puzzle Pieces  or Puzzle Kit

Todd Parr's Webpage has some FUN stuff:  Fun Stuff

Connections:
It's Okay to Wear Boys Socks-A Very Diverse Lesson
It's Okay to be Colorful and Creative
It's Okay to Feel Different
Ipad App
It's Okay to be Different
Class Book Idea

Common Core Connections:
Literacy
RL.1.1 Ask and answer questions about key details in text.
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3  Describe characters, settings, and major events in a story, using key details.

Speaking and Listening
SL.1.1a Follow agreed-upon rules for discussion.
SL1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

Connecting Bully Prevention with Common Core Standards

Way back in March (of 2013)  I stated that I would be posting some of my own bullying lessons. You may have read this blog post about bullying and common core standards.  Well, life happened and the post never happened.  I'm back and am going to try this blogging thing again.  I wanted to connect to some more great resources that I have been using.  Once again the topic is bullying and once again the lessons are connected to Common Core Standards.  I did not create the lessons but wanted to share them because they are GOOD!

The common core lessons are on Trudy Ludwig's Resource page: http://www.trudyludwig.com/resources_core.html

The books:

My Secret Bully:  I highly recommend this book for girls in 4th-6th grade. I am currently using it for a fourth grade girl group.  The story is about two girls who are "friends".  One of the girls, Katie, talks about the other behind her back and begins excluding her from activities.  Katie begins suffering from stomach problems and her mother provides advice/coping skills for Katie to use.  There are some discussion questions at the end of the book as well. You can find more lesson connections HERE, HERE,  and HERE.

Sorry!:  I am currently using this book in my fourth grade classroom guidance lessons.  The story line explains that saying sorry doesn't cut it, especially when you have done something mean on purpose. I love that the teacher prompts the character to "make it right" to show that they are truly sorry.  Here is another lesson that you can use with this book:  https://www.researchpress.com/sites/default/files/books/addContent/4986A.pdf

Confessions of a Former Bully:  Confessions of a Former Bully is a follow up to My Secret Bully. This time Katie gets caught teasing a schoolmate and meets with the school counselor to learn how to be a better friend.  This book is full of tips for dealing with bullying as well as ways to turn bully behavior around.  I love the fact that the school counselor is involved!!!  More Connections to this book can be found HERE, HERE, HERE, HERE and HERE

The Invisible Boy:  This is a good book for elementary students.  I am currently using it with a small group of second grade boys.  The story is about a student, Brian, who is isolated/excluded by his peers.  Brian imagines what it would be like to be a part of the group and the artwork in this story leads to its own discussion.  The story includes discussion questions as well.  You can find more lessons HERE, HERE and HERE.

Gifts from the Enemy:  I don't own this book but I am going to include it anyway because it looks like it could be a good one.  I just added it to my amazon shopping cart and plan to order it later today.  After reading the book description, it sounds like a book that would be great for a Junior High classroom lesson following a Social Studies lesson on the Holocaust.    

Just Kidding:  I don't have a common core lesson linked to this book but it is still a good book to use. If you need another lesson (other than the one on Trudy Ludwig's page) I have used the one shared Here by Coffee Cups & Lesson Plans. 

Connecting Bully-Prevention with Common Core Standards

I will be back to share some bullying lessons that I have created, but for today I wanted to share some great links.  These links will take you to bullying lessons that are already connected to the Common Core Standards. 

This first link alignes a toolkit of bully-prevention activities with the Common Core Standards.
http://www.seiservices.com/21stcentury/PostConferencePresentations/Staser_Handout_1.pdf


This is an awesome resource!  The ABC's of Bullying Prevention shares 3 lessons for each grade level.  I was so excited to find this and wanted to share:
http://www.browardprevention.org/wp-content/uploads/2009/09/ABCs-of-Bullying-Prevention-Book.pdf

Think Twice Play Nice uses children's literature to take a stand against bullying.  They did a great job connecting their information to Common Core.  I will be ordering some new books for my classroom after reading this packet!
http://www.teachervision.fen.com/bullies/printable/72312.html

There are also some free samples of the Bully Free Program out there.  These are written for 2nd and 3rd grade:
http://www.bullyfree.com/files/products/SecondGradeBullyFreeLessonPlans(Samples).pdf
http://www.bullyfree.com/files/products/ThirdGradeLessonPlans(Samples).pdf

Alexander's Bad Day

I use Alexander and the Terrible, Horrible, No Good, Very Bad Day for individual, small-group and classroom counseling.  After all, everyone has bad days! 


Here are some links to lessons that I have used:
http://www.franklincollege.edu/pwp/cmahaffey/LitUnit.pdf

http://writingfix.com/6_Traits/Primary/Alexander_Bad_day.htm

Questions:

Why did Alexander have such a bad day?

Did anything good happen to him?

List the bad things that happened to Alexander:

What do you think was the worst thing that happened to Alexander on his bad day?

Could Alexander have done anything to make his day a little better?

What did Alexander’s mom say at the end of the story that made him feel better?

Why do you think Alexander wanted to go to Australia?

What are some things that have happened to you on the worst day you’ve ever had?

I have also used this:

I like to have students rewrite this story with a new title: Alexander and the wonderful, fabulous, very good day. (or something similar). Before we write the story, we brainstorm strategies for managing anger. In this new story, Alexander comes accross the same obstacles, this time using the strategies that we have talked about (for example, walking away, cooling off, talking it out).

Follow up: Have students share times that they used the conflict resolution/anger mangagment techniques.
ASCA Standards:  

PS:A1.5Identify and express feelings
PS:1.6 Distinguish between appropriate and inappropriate behavior
PS:1.8 Understand the need for self-control and how to practice it
PS:1.2 Understand consequences of decisions and choices
PS:B1.4 Develop effective coping skills for dealing with problems
PS:C1.10 Learn techniques for managing stress and conflict

Common Core (I used this lesson with 3rd graders):  

CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace

Stand Tall, Molly Lou Melon

One of my favorite counseling books is, Stand Tall, Molly Lou Melon, written by Patty Lovell and illustrated by David Catrow.  It can be used for so many different topics:  bullying, self-esteem, confidence, conflict resolution, overcoming obstacles, respecting differences, etc...

Molly Lou Melon is the shortest girl in the first grade.  She has buckteeth and several other traits that make her different.  Her grandma told her, “Walk as proudly as you can and the world will look up to you". Taking her grandmother’s advice, Molly Lou doesn't worry about being different at her new school.  She deals with the school bully by showing him that her faults are actually talents.



I found several great lesson plans online that I will share:
Stand Tall Molly Lou Melon- lessons FREEBIE

Free Worksheet

http://www.bedford.k12.mi.us/~mre/Book%20of%20the%20Month%20pdfs/bommollylou.pdf

http://literacyinstructions.wikispaces.com/Making+Inferences+About+Characters+(Grade+3-5)

http://www.spokenartsmedia.com/StudyGuides/Stand%20Tall.pdf

Vocabulary:

alongside:  side by side

boa constrictor:  a snake covered with spots

proudly:  having or displaying excessive self-esteem or being proud of yourself

foolish:  lacking good sense or judgement (silly)

glee:  high spirited/joy

revealed:  to make known or to show something

bully:  A person who uses strength or power to harm or intimidate those who are weaker.

unique:  Being the only one of its kind; unlike anything else

flaw:  An imperfection

strength:  being strong
fumble:  to drop something
glee:  happiness

Questions:

Before Reading:

• Looking at the cover, what do you notice about Molly Lou?
• What do you think this story is about?
• What do you think "Stand Tall" means?
• Have you ever had a time when someone was not nice to you?
• Have you ever been called names because people thought you were different?
• How did that make you feel?
• How did you solve the problem? (we talk about using Kelso's Choices here) http://kelsoschoice.com/

While Reading/After Reading:

• What made Molly Lou different from her classmates? (use pictures in story for reference)
• What advice did Molly Lou's grandmother give her?
• What did Molly Lou do when Ronald picked on her?
• How did Molly Lou feel about herself?  How do you know?
• How did Molly Lou “stand tall”?

Follow-up Activities:

• Common Core encourages cooperative learning. Pair students and have them interview each other in order to find unique facts about one another.

Common Core Connection:
CCSS.ELA-Literacy RL.1.3  Describe characters, settings, and major events in a story, using key details.

CCSA.ELA-Literacty.RL.1.1 Ask and answer questions about key details in a text

CCSS.ELA-Literacy.RL1.7 Use the illustrations and details in a text to describe its key ideas



ASCA Standards:

A1.1  Develop positive attitudes toward self as a unique and worthy person
A2.3 Recognize, accept, respect and appreciate individual differences
A2.6 Use effective communication skills
B1.3 Identify alternative solutions to a problem
B1.4 Develop effective coping skills for dealing with problems
B1.6 Know how to apply conflict resolution skills

Connecting Common Core

What is Common Core?
The Common Core State Standards outline what ALL students are expected to learn, so teachers and parents know what they need to do to help them.  The standards are designed to outline the knowledge and skills that students need in order to be college and career ready.  You can access more information on the CCSS at http://www.corestandards.org/

Why is Common Core important for School Counselors?
Common core specifically states that the standards are to be addressed in all content areas.  Also, the main goal of common core is "college and career readiness".  The standards do not define the intervention or the methods necessary to get there, however, there are many aspects of college and career readiness that apply to school counseling. 

How do I connect Common Core and School Counseling?
I have found that I can easily incorporate the Common Core standards in my classroom guidance lessons, especially in the areas of speaking and listening, writing and reading.  Our district required that each teacher submit information showing how Common Core will be used in their classroom.  This is what I have come up with so far:


This first chart shows the ASCA standards paired with Common Core Competencies:

ASCA Standards (Goals)	Common Core (Skills/Competencies)
Academic
Standard A:  Students will acquire the attitudes, knowledge and skills that contribute o effective learning in school and across the life span.	o   Students will explore the information and arguments from various points of view to think critically and creatively and to solve problems.
Standard B:  Students will complete school with the academic preparation essential to choose from a wide range of substantial post secondary options, including college.	o   Students will learn how to apply the academic, critical, practical, technical, and employability skills needed for success in higher education and the work place and to manage their lives.
Standard C:  Students will understand the relationship of academics to the world of work and to life at home and in the community.	o   Students will actively explore the world of ideas. o   Students will demonstrate the effort and persistence needed to be successful in school, work and life.
Career
Standard A:  Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.	o   Students will embrace career as a part of their future; acquire employable skills; demonstrate positive attitudes toward work; demonstrate attitudes and habits that are valued in the workplace; explore a range of careers; explore post secondary educational opportunities; manage data and use problem-solving and analytical skills to make reasoned decision.
Standard B:  Students will employ strategies to achieve future career success and satisfaction.
Standard C:  Students will understand the relationship between personal qualities, education and training and the world of work.
Personal/Social
Standard A:  Students will acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others.	o   Students will work and learn independently and collaboratively as part of a team. o   Students will gain knowledge and understanding of other cultures. o   Students will demonstrate a sense of ethics and take responsibilities for their actions.  o   Students are active, constructive embers of the larger community. o   Students will develop and maintain behaviors that promote lifelong health. o   Students will understand the implications of living in a finite world. o   Students will understand the role of systems throughout our society. o   Students will understand the dynamic nature of society and the universality of change.

Here is a list of ASCA Standards that can be connected to Common Core:

A:A2.3 Use communications skills to know when and how to ask for help when needed

A:A3.2 Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students.

A:B1.1 Demonstrate the motivation to achieve individual potential

A:B1.2 Learn and apply critical-thinking skills

A:B 1.3 Seek information and support from faculty, staff, family and peers

A:B1.5 Organize and apply academic information from a variety of sources

A:B1.7 Become a self-directed and independent learner

A:B2.2 Use assessment results in educational planning (ELA & Math CCSS)

A:B2.5 Use problem-solving and decision making skills to assess progress toward educational goals

A:B2.7 Identify post-secondary options consistent with interests, achievement, aptitude and abilities

A:C1.3 Understand the relationship between learning and work

A:C1.6 Understand how school success and academic achievement enhance future career and vocational opportunities

C:A1.1 Develop skills to locate, evaluate and interpret career information

C:A1.2 Learn about the variety of traditional and nontraditional occupations

C:A1.4 Learn how to interact and work cooperatively in teams

C:A2.1 Acquire employability skills such as working on a team, problem-solving and organizational skills

C:A2.2 Apply job-readiness skills to seek employment opportunities

C:B1.5 Use research and information resources to obtain career information

C:C1.1 Understand the relationship between educational achievement and career success

C:C2.3 Learn to work cooperatively with others as a team member

PS:A1.5 Identify and express feelings

PS:A1.9 Demonstrate cooperative behavior in groups

PS:A2.1 Recognize that everyone has rights and responsibilities

PS:A2.2 Respect alternative points of view

PS:A2.3 Recognize, accept, respect and appreciate individual differences

PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity

PS:A2.6 Use effective communications skills

PS:A2.7 Know that communication involves speaking, listening and nonverbal behavior

Finally, these are the Common Core standards that I will be addressing in my classroom guidance lessons:  

Reading Standards: [RL.x.1-10]& [RI.x.1-10]

Key Advances and Fluency Considerations Per Grade Level:   K-2 RL1 Ask and answer questions about key details in a text. 3-5 RL 1 Refer to details and examples in a text when explaining what the text says explicitly.   K-2 RL1  3-5 RL 2 Determine a theme of a story, drama, or poem from details in the text.   K-2 RL 3  Describe how characters in a story respond to major events and challenges. 3-5 RL 3  Describe characters and how their actions contribute to the sequence of events.   K-2 RI 1  Ask and answer questions about key details in a text 3-5 RI 1Refer to details and examples in text.   K-2 RI 2  Identify the main topic and retell key details of a text 3-5 RI 2 Determine the main idea of a text and how it is supported by key details; summarize the text.   3-5 RI 4  Determine the meaning of general academic and domain-specific words or phrases in a text relevant to grade topic   3-5 RI 7  Interpret information presented visually, orally, or quantitatively and explain how the info contributes.   3-5 RI 9  Integrate information from 2 texts on the same topic in order to write or speak about the subject knowledgeably.   K-2 RI10 Read age appropriate informational texts. 3-5 RI10 Read age-appropriate informational texts.

Writing Standards: [W.x.1-10]

Key Advances and Fluency Considerations Per Grade Level: [Review PARCC Progression Chart & CCSS]   K-2 W1  Write opinion pieces, supplying supports for that opinion. 3-5 W1  Write opinion pieces on topics, supporting a point of view.   3-5 W4  Write clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Speaking & Listening: [SL.x.1-6]

Key Advances and Fluency Considerations Per Grade Level: [Review PARCC Progression Chart & CCSS]   K-2 SL1 Participate in collaborative conversations with diverse partners. 3-5 SL1 Engage effectively in a range of collaborative discussions (one-on-one, groups, teacher led).   K-2 SL2 Ask and answer questions about details presented orally or through other media. 3-5 SL2 Determine the main idea, paraphrase information, or summarize text read aloud or presented in diverse media.   K-2 SL3 Ask and answer questions in order to seek help, increase understanding, or gain additional information. 3-5 SL3 Ask and answer questions about information from a speaker, identify reasons and evidence a speaker provides, summarize the points a speaker makes.   3-5 SL 4  Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts...   3-5  SL 5 Add audio recordings and visual displays to presentations to enhance the development of main ideas or themes.   College and career ready:  Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on other’s ideas and expressing their own clearly and persuasively.

I will give some examples of lessons in future posts!