ABC YEAR 3 LESSON #8 Thank You Mr....

Project Cornerstone, ABC Champion, Lesson 8, Thank You Mr. Falker 1

ABC YEAR 3 LESSON #8 Thank You Mr. Falker

By Patricia Polacco MESSAGE TO ABC READERS The author of this month’s ABC book, Patricia Polacco, wrote the following message on her website, www.patriciapolacco.com: THIS STORY IS TRULY AUTOBIOGRAPHICAL. IT IS ABOUT MY OWN STRUGGLE WITH NOT BEING ABLE TO READ. This story honors the teacher that took time to see a child that was drowning and needed help. I am a dyslexic, disnumeric and disgraphic. Can you imagine what it was like to try and learn along with other students when I needed specialized help... help that wasn't available in those days? I remember feeling dumb, that terrible feeling about myself was compounded by being teased by a bully. That boy changed my life and made me feel so unsafe and so sad that I didn't want to go to school anymore. Mr. Falker, my hero, my teacher, not only stopped this boy from teasing me, but he also noticed that I wasn't reading well and got a reading specialist to help. So this book was written both to honor Mr. Falker, but also to warn young people that mean words have a terrible power... and that they should do all that they can to see that teasing stops at their school. Thank you, Mr. Falker,

Asset Information: This book builds assets from all of the 8 categories:

• Support-#3 Other Adult Relationships and #5 Caring School Climate • Boundaries and Expectations-#14 Adult Role Models • Commitment to Learning-#22 School Engagement and #25 Reading for Pleasure • Empowerment-#7 Community Values Youth • Constructive Use of Time-#17 Creative Activities • Positive Values-#30 Responsibility • Social Competencies-#32 Planning and Decision Making • Positive Identity-#38 Self-Esteem

In our lesson today, our goal is to:

• Celebrate student’s heroes. • Recognize teachers as UPstanders and their efforts to create a caring school climate. • Identify personal strengths to help overcome difficulties. • Build empathy for students with learning challenges. • Generate ways to be UPstanders when faced with cyberbullying. • Review and practice the ABC tools learned this year.

Types of Bullying Addressed: Trisha is the target of verbal and relational bullying that destroys her self-esteem. She

http://www.patriciapolacco.com/


experiences this relentless bullying in the classroom and on the playground until Mr. Falker, a caring adult, steps in and puts a stop to the bullying. Mean words have terrible power. Students and adults should do all that they can to see that teasing stops at their school. Mr. Falker does not permit teasing and put-downs. He is an UPstander and continually makes intentional efforts to create a safe and caring classroom where teasing is not tolerated. LESSON Conversation Starter: Option 1 for all students:

• Reenact what Trisha’s family does. Write the dialogue on the board. Pour honey on an old book or graham cracker. Have someone taste it and ask: “What is that taste?” Sweet is the answer. Have the rest of the class Say: “Yes and so is knowledge, but knowledge is like the bee that made the sweet honey, you have to chase it through the pages of a book.” Discuss the meaning. Have honey and crackers for after you read the book.

Option 2 for students first to Middle School:

1. On the board write the sentence: M krfro ips p ewoetr nxs. 2. Ask the students if they can read it. 3. Explain that the main character in this book has trouble learning to read. When she

looks at a page in a book, the letters all swim together and make no sense. She feels frustrated and sad that she does not understand like the other kids in her class.

4. As students work through this, give them verbal encouragement. 5. Have you ever had a time when you felt like you just could not learn something? Maybe

it was jump rope, or chess or how to throw a football? How does learning something that is hard for you make you feel?

6. Explain that all brains are not alike. The brain stores memory, like a computer, and tells the body what to do. The girl in this story has trouble learning to read. Luckily, someone helps her find the way her brain learns best.

For older students:

7. How do you handle the pressures of high expectations from yourself, your parents, your teachers, your peers or others?

8. Tell about a time you challenged and motivated yourself to learn or do something that was really hard.

Alternative Ideas:

• Use a non-dominant hand to copy a sentence. Write it with a mirror. • Take a spelling test while playing real LOUD music. • Tape thumbs and write a sentence.

Option 3 for 4th to Middle School Show this YouTube clip: http://www.youtube.com/watch?v=kt3Utn4mjeg&feature=b-mv. It is from the 2012 season of Britain's Got Talent and similar to Susan Boyle except it is a duo, Charlotte & Jonathan. Jonathan is definitely the better talent but they stick together to perform as a Duo. Play the clip a bit of the clip and have the students write down their thoughts about the singers. Play the clip. Discuss their reactions. Talk about Jonathan and his

http://www.youtube.com/watch?v=kt3Utn4mjeg&feature=b-mv


role as an UPstander. Read the Book: Display ABC Year 3 Toolkit and review what was learned this year. Tell the students this book is based on the true story of the author’s life. This book is about a person with learning difficulties and her experiences growing up. As I read the book, think about the ABC tools in your tool belt that deal with teasing and bullying. Think about ways you could be an UPstander, if you saw this happening at our school. Discussion: For Younger Students:

1. How did Trisha’s family feel about reading? 2. What sweet tradition did they have to celebrate a member of their family becoming a

reader? Do you have any family traditions that revolve around reading or school? 3. How did not being able to read make Trisha feel? 4. How did Trisha’s family and Mr. Falker help her?

For Older Students:

5. What did Trisha’s grandma mean when she said, “To be different is the miracle of life.”? 6. Who helps you when you struggle to learn something? 7. Why doesn’t everyone learn at the same rate or time? 8. What can you do when it is hard to learn something?

bucket fill, positive self-talk, clear thoughts, stand tall, setting a goal, director of your feelings, do your best, tap into your positive power

9. As a result of not being able to read, what happens to Trisha at school? 10.If you were a bystander to someone being teased, what tools have you learned this

year and in past ABC years, that could have helped Trisha deal with the teasing from the other students? (show toolkits-1, 2, & 3)

Be a bucket-filler and fill the buckets of others. Simon’s Hook Techniques (don’t react, agree, humor, distract, walk away) Say and do something. Stop, think and make a good choice. Tell and Make a Report. Be an UPstander and stand up for someone. Remember to stand is someone else’s shoes. Do intentional acts of caring. Perform friendship boosters. Be the biggest you that you can be. Tap into your personal power and bloom.

GROUP ACTIVITIES: Choose one activity that you feel will work best with the students in your class. *Activities marked with an * may be especially suitable for students in grades 1-3. *Thank You to a Caring Person Materials: samples of thank you cards, thank you cards or paper to make thank you notes, crayons, markers, stamps, envelopes


Ask students: Who are some important people who support and teach you? Who has helped you learn something- schoolwork, a sport, or a special skill? How do they make you feel? What do they do or say that makes you feel special? Write or draw a thank you letter to this person. This caring person can be someone who is currently in your life or someone who has helped you before. Teachers, school staff, coaches, family members, neighbors and others may not know how much you appreciate what they have done to help you learn! On your note, draw a special picture or decorate your paper with meaningful words or designs. With your writing, be specific and say exactly what they have done to help you and how they have made you feel. Preparing a poster with a sample letter will generate some ideas: Dear ___, I want to thank you for helping me _____. Before you helped me, I felt _____. While you were helping me, I felt _____. Now I am feeling _____. I think you are _____. Jar of Joy See the handout attached to this lesson to create a Jar of Joy. *Teacher Bucket Gram Materials: Bucket Grams on colored paper for each student Remind the students of the Have You Filled A Bucket Today book. Talk about actions and words that fill people’s buckets with good thoughts and feelings. May is Teacher Appreciation month. Have students fill out a bucket gram for their teacher! Have students notice, name and celebrate specific ways that their teacher shows her/his caring. You can extend this activity to include other caring adults on campus, too! Please consider former teachers. Optional: Put the bucket grams in a bucket labeled: Teacher’s Name is our bucket filler! The students can sign their name on the bucket. This special class gift can be given to the teacher on Teacher Appreciation Day. Staying Balanced Materials: one 20-25 foot rope, 3-4 sturdy chairs, low balance beam or chalk The focus of this is to learn how to work together as a group and be UPstanders for each other. Assign students to stand on a low balance beam. Give them a rope to hold onto. Their task is to help each other change places without any of their team members falling off. You can number the spots on the beam so that they know where to stand. Spot number 1 needs to move to spot 3, number 2 to spot 4 etc. Let the size of your balance beam determine the number of students on the board. Variation: Be sure to do this in a safe environment!

1. Place chairs 5-6 feet apart with chair backs facing the center of a circle. Make sure


chairs are sturdy and that the rope is long enough to form a circle around the chairs. Choose 4 students to stand on the chairs facing into the circle and holding the rope. On the signal “Go”, students pull on the rope to try to unbalance the others. The only player on the chair is the last one standing.

2. Play on the ground by drawing a box with chalk in a circle for the students to stand on. Play the same way as above. Have helper referees call out when students step out of their box. Give all students a chance to do this.

Debrief:

• What helps you stay balanced in everyday life? • How does planning and prioritizing help you? • How do you protect yourself from put-downs and cold pricklies? • What helps you make healthy choices so you don’t get pulled down? • What can you learn from your challenges? • How can you influence your friends and family in positive ways?

UPstander Role-Plays Material: Bully Triangle Chart, ABC Tool Kit Understanding the power of the UPstander role is vital to creating changes in behavior in our neighborhoods and schools. Remind students of ways they can be UPstanders when they see and hear bullying behaviors. Emphasize actions UPstanders can take to learn more about each other, to support one another and to allow for differences in each other’s talents and strengths. Show students the Bully Triangle Chart. Ask them to define an UPstander:

• The person who says or does something to influence either the target or the person doing the bully behavior.

• UPstanders use positive peer influence to help change the bully behavior and give support to the target. They take a risk. They stand up to their friends and classmates.

• UPstanders make their peers feel like they belong. To a kid in trouble, an UPstander is a hero.

• UPstanders build assets in their peers. Divide the students into smaller groups. Pass out the scenarios to each group. Instruct the group to first enact the scene as written. Then do a rewind and enact the scene using the ABC tools learned this year and UPstander techniques. Here are some scene ideas: Preah and Simon were good friends. One day, the other girls in the class started

teasing Preah because she was playing with a boy. Bram and Perry both wanted to be in charge of the soccer ball at lunch time. When the

teacher gave it to Perry, Bram waited until no one was looking and pushed Perry, making him hurt his elbow on the pavement.

Kellee ran onto the climber to join her friends at recess. When she got there, Martine said, “Here she comes. Let’s go!” And they all ran away laughing.

When Ali opened his sandwich at lunch, all the other kids around him started holding their noses and telling him that his lunch smelled like rotten eggs.

As Marin got on the bus, she fell down on her face when Billy tripped her. Everybody on the bus laughed.

Pete was new at school. When he tried to hang out with the other boys at lunch time,


Jerry said that Pete was a “wuss” and punched him in the nose. All the other boys just stood there and watched.

Friends influence friends to “do the right thing”. Classmates also influence each other to “do the right thing.” These kids stood by their friend or classmate. They made their fellow student feel like they belong, just by standing near them. They made their classmate know that s/he was not alone. They have her/his back! Remember Just Be Nice!

*Clay Sculpture Materials: play dough, clay, any molding material Create a safe environment for this activity so everyone will feel comfortable sharing their sculpture. Remind the students how Trisha felt about reading and how she felt about drawing. Give each student a ball of dough or clay. Ask them to make something that represents something unique about themselves or something unique that they contribute to the classroom. After about 5-7 minutes, ask each student to explain what they molded. Debrief:

• Was it hard or easy to make your sculpture? • What helps you be more confident about your strengths and skills? • How can you increase your self-confidence? • How can we as a class use our collective strengths and talents? • How can we encourage you in your own strengths and talents?

*Match Game Materials-Set of ABC Tools, Titles of books (book, write on board, or written on paper) Divide the class into four teams and each team has the same set of ABC tools place in front of them. Place the book titles around the room. Set a signal for the teams to start. Each team works on one concept at a time. The team has to work together to decide where the concept belongs and sends a team member to place the concept with the book title. When the team member returns, they can start on the next concept. This is good for all grade levels. Deciphering Codes Materials: worksheet Talk about codes and how they have been used to send messages. Explain that letters make up a code. For some, like Trisha, it is hard to decipher the code. To help students understand what it might be like to have this problem, you are going to give them something to read without given them the cipher to solve the sentence. Pass out the worksheet. Have them try to read it.

o What happened? o How did they feel? o In addition to reading, what other areas of learning are hard for them—music, art,

science, math, physical activities? Divide the group into pairs and pass out the decoder. Have them work together to decipher the code. What does it say? How did it feel now to work with a partner?


Digital Citizenship Connection: Material: Bully Triangle poster or handout, Stand Up handout Briefly remind the students about the Bully Triangle introduced in Say Something. Read the following scenario to the class: Jesse has some friends over for a sleepover. His friend Anthony says, “Let’s go see who else from school is online.” Anthony uses Jesse’s password to type an instant message to a popular girl on Jesse’s buddy list. The message says: “I really like Mai Yin.” Some of the boys laugh. Others are quiet. Jesse had told Anthony to keep his crush a secret. The next day at school, everyone seems to know that Jesse likes Mai Yin. Ask: How do you think Jesse felt? What do you think the boys watching Anthony might have been thinking? What do you think the kids at school said or did the next day? If you were at the sleep over, what would you have done? Review with students the concept that students in groups sometimes think and behave differently than they would if they were alone. Ask: Why do you think people behave differently in groups? Explain that the bigger the group of bystanders is, the less likely it is that any one of them will try to help. Continue to read Part 2 of the scenario: Anthony keeps sending messages about Jesse and Mai Yin to Jesse’s buddy list. When Jesse sees Anthony in the hall, Anthony pretends that he does not see Jesse. That night, Jesse gets 15 texts from numbers he does not recognize. They all call him things like, “wimp” and “lover boy.”” Ask: Why do you think Anthony’s behavior turns to cyberbullying? What would you do if you saw your friend do something like Anthony?

o Remind the person who is cyberbullying that the target will be hurt or angry. o Say out loud that it is not okay to cyberbully. o Tell the person cyberbullying to stop. o Don’t encourage him/her by responding to or forwarding the message or

image. o Refuse to join in the cyberbullying. o Tell a trusted adult. o Try to help the target of the bully. Speak up for the target. Let the target

know that you do not agree with the bully. Talk to them about their feelings. Ask if they need support. Send warm fuzzies to the target. Help the target tell a trusted adult about the bullying.

Divide the students into small groups and ask them to pretend they are bystanders at Jesse’s sleepover. Ask them each to role-play what they could say and do to make the situation better and become UPstanders. Have each group record their answers and share them with the class or act out the role-play. Create a class pledge to be UPstanders using the Stand Up handout.


For the full lesson go to Common Sense Media:http://www.commonsensemedia.org/educators/lesson/group-think-4-5 CLOSING Three Minute Huddle (Led by ABC Volunteer) Before leaving the classroom, remind students of ways they can be UPstanders when they see and hear bullying behaviors. Reflect back on the tools they have learned in the ABC program this year with the Students ABC Toolkit for Year 3.

• Have students share one new thing they will commit to do to be an UPstander to change their perception of someone.

• Have the students choose one adult on the school campus to fill their bucket by the end of the day!

• If you are leaving the class at recess break, ask students to line up and give you a high-five on the way out of class. Take this moment to make eye contact with and thank each of the UPstanders as they leave for recess.

http://www.commonsensemedia.org/educators/lesson/group-think-4-5


SCHOOL WIDE EXTENSIONS End of Year Activity Ideas As a school celebrate the school wide asset building that occurred this year. Special morning ceremony with speakers from the community. Vote for your favorite book. Set up voting booths at recess. Announce results. Awards ceremony for asset builders –UPstanders to Caring Adults. Fun day that promotes the 8 ABC books and the tools learned: Acceptance, Empathy,

Personal Power, A Real Apology, Feelings and Control of them, Blooming, Cooperation and Tolerance for all.

Chalk messages on the playground. Students write messages and drew pictures depicting what they learned for the year in ABC on the playground.

Match Game Put on a school-wide matching game. Students play against the principal and teachers. The idea is to match the ABC tools with the right book. Have students create posters for each book. Announce the ABC tool to the principal and teacher team. Give them a written out version. They have to match the tool to the correct book by pasting it on the poster. Letter to Parents See the Project Cornerstone Handout (attached to this lesson) that is an invitation to parents to attend an end of the year ceremony that commemorates the ABC books read through out the year. It also is an invitation to become a reader for next year. Student Toolkit Make a toolkit for every student to take home. Put the objects below in a clear bag and attach the poem below: Your own personal Cornerstone tool kit: Starburst – you shine in your own special way Paper clips–it just takes one, but together we are stronger Crayon –to turn a blue day into a new day Pompom – for when you need a warm fuzzy Puzzle piece – together we are a team Penny –you are priceless A number –everyone counts Stickers – for when you need cheering up


EXTENSIONS FOR TEACHERS Three Minute Huddle (Led by Teacher) Throughout the course of ABC this year, students have been taught many valuable skills and concepts to help overcome feelings of isolation and worry related to bully behaviors. Look at the Year 3 Student Toolkit and discuss the many skills they have learned this past year.

• Show the students a mirror. Talk about how their behavior reflects back to them. o How can they change perceptions they have of themselves and of each other?

How can we accept differences and allow change? How can we forgive and forget to allow someone to have a fresh start?

• Are some of their own words and actions causing people to have a wrong impression? How could they change their behavior to clear this up? Encourage students to think of things they can do to get to know each other better, and end the school year with a fresh start.

• Ask students to brainstorm fun ideas for building strong, supportive relationships with peers. The more creative the ideas, the better.

• Talk about specific actions or words they can use to build friendships and connections with others. Write the ideas on a chart.

• How can they apply these skills to new situations they may be faced with over the summer in after school programs, at camps, on vacation, in their neighborhoods, at parks etc.?

Note to Teachers: Using the same techniques we teach our youth think about the following:

1. What supports do you need to help build a more caring school climate? 2. Who are your allies? 3. Who can you turn to when you need help?

Creating trusting, caring relationships in the workplace helps make our school a more caring place for everyone. Classroom Enrichment Knowledge Quest Materials: writing paper or journals Trisha’s family said that “knowledge is like the bee that made that sweet honey; you have to chase it through the pages of a book!” Make a list of 10 things you would like to know more about. Your list can include people, places, inventions, learning a second language, and new skills. Choose 2 of your ideas to write more about. How will you use your summer to learn more about these? Learning Differences Invite a speaker to your classroom to talk about learning difficulties. Have them talk about their job. Have them talk about how they learned to overcome their difficulty. Library Fieldtrip Take a trip to the closest public library. Arrange ahead of time for a tour and special presentation of proper library use. Obtain library card forms that students can fill out and have their parent’s sign, so they can return to the library and checkout a book! Many libraries


have special summer programs that will interest your students. Letter to Patricia Polacco Materials: letter writing paper Write a letter to the author. In the letter ask the students write about themselves, what they learned from the book and any thoughts about her other books. Letters can be addressed to:

Patricia Polacco 118 Berry St.

Union City, MI 49090 Homework Night Walk Materials: flashlights Trisha and her Grandmother went on a night walk together. Choose a caring person in your life to go on a night walk with you! Ask your special person about their life and some of the challenges they faced. Ask if they had a special person they could talk to about their problems when they were your age. Look for something to discover in the night sky. Turn off your lights. What do you see? How is it different being out in the dark? When students return to school have them record their night walk by drawing what they did. Have them use speech bubbles to record some of the conversation. They can cover their work with a black watercolor wash to resemble the “night”. Family Traditions Trisha’s family had a very special tradition for learning to read. What traditions does your family have? Talk with your family about your traditions. Write or draw a picture that shows this tradition. Plan to share this tradition orally. RESOURCES Books:

• The Adding Assets Series for kids People Who Care About You, The Support Assets and Loving to Learn, The Commitment to Learning Assets by Pamela Espeland and Elizabeth Verdick, Free Spirit Publishing

• Choose Your Life, A Travel Guide for Living by Karen Gedig Burnett for ages 13- to 103. • You’re Smarter Than You Think: A Kids Guide to Multiple Intelligences by Thomas

Armstrong Ph.D Free Spirit Publishing • Junkyard Wonders by Patricia Polacco is the sequel to Thank You Mr. Falker.

Songs:

• Here is a link to the song "I'm Different" by Butterfly Boucher http://www.last.fm/music/Butterfly+Boucher/_/I'm+Different

http://www.last.fm/music/Butterfly+Boucher/_/I'm+Different


Websites: • Check out Patricia Polacco’s website: www.patriciapolacco.com. There are ideas and

activities for students, teachers and parents. • San Jose Public Library at www.sjlibrary.org • http://www.commonsensemedia.org/educators/lesson/group-think-4-5 • Fun Brain at www.funbrain.com has lots of games for students K-12. • The resource for the Dyslexia article is

www.ldonline.org/article/16282?gclid=CMvvrrK56ZkCFRFWagodPEZwRw • Famous People with the Gift of Dyslexia. Retrieved April 26, 2011 from Davis Dyslexia

Association International, Dyslexia the Gift Web site: http://www.dyslexia.com/famous.htm

• National Education Association-Help for Parents-www.nea.org/parents advice from experts on how to help your child achieve and succeed.

• Go to http://kidshealth.org/kid/health_problems/learning_problem/dyslexia.html This website has lots of information about dyslexia and learning to read.

Video:

• http://www.youtube.com/watch?v=kt3Utn4mjeg&feature=b-mv It is from the 2012 season of Britain's Got Talent and similar to Susan Boyle except it is a duo.

• Stories online has a great reading of the book- http://www.storylineonline.net/ Newsletters:

• Ideas for Parents Newsletters , #1-8 Support, # 913 Empowerment, #14-20 Boundaries and Expectations, #26-31 Commitment to Learning, #37 Responsibility, #32 Planning and Decision Making, and #45-49 Positive Identity Assets

21st Century Skills: Here is a key to the 21st Century skills used in this lesson:

21st Century Learning Skills

Collaboration

Critical Thinking

Communication

Creativity

http://www.patriciapolacco.com/

http://www.sjlibrary.org/

http://www.commonsensemedia.org/educators/lesson/group-think-4-5

http://www.funbrain.com/

http://www.ldonline.org/article/16282?gclid=CMvvrrK56ZkCFRFWagodPEZwRw

http://www.youtube.com/watch?v=kt3Utn4mjeg&feature=b-mv

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ABC READER’S OUTLINE Thank You Mr. Falker by Patricia Polacco

Topic Details Goals • Celebrate students’ heroes.

• Recognize teachers as UPstanders and their efforts to create a caring school climate. • Identify personal strengths to help overcome difficulties. • Build empathy for students with learning challenges. • Generate ways to be UPstanders when faced with cyberbullying. • Review and practice the ABC tools learned this year.

Preparing for Lesson (45 minutes)

Review lesson plan, collect materials needed, and read the book at least once. Contact Teacher

• Welcome feedback from last lesson (Sebastian’s Rollerskates). • Set time and date for next reading.

Prepare Parent Letter • Make copies and sign parent letter for every child in classroom. • Attach a copy of the ABC Student Toolkit (from the website). • Create a short personal email to send to every parent and attach parent letter.

(Send this out as soon as the classroom lesson is over.) Conversation Starters (5-15 minutes)

Have all students put on nametags (Unless you know the name of EVERY child.). Ask the students about last month’s book (Sebastian’s Rollerskates).

• Does anyone remember what the story was about? • Tell the students about something new you tried in the last month. It could be

something at work, home, or anywhere else. What happened? • Ask the students if anyone tried anything new in the last month? How did it go? • Is there something you want to try but just haven’t had time or the courage? What

would be a first step that you can take? Conversation Starter



4. As students work through this, give them verbal encouragement. 5. Have you ever had a time when you felt like you just could not learn something?

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Conversation Starters (5-15 minutes)

Have all students put on nametags (Unless you know the name of EVERY child.). Ask the students about last month’s book (Sebastian’s Rollerskates).

• Does anyone remember what the story was about? • Tell the students about something new you tried in the last month. It could be

something at work, home, or anywhere else. What happened? • Ask the students if anyone tried anything new in the last month? How did it go? • Is there something you want to try but just haven’t had time or the courage? What

would be a first step that you can take? Conversation Starter



4. As students work through this, give them verbal encouragement. 5. Have you ever had a time when you felt like you just could not learn something?

Maybe it was jump rope, or chess or how to throw a football? How does learning something that is hard for you make you feel?

6. Explain that all brains are not alike. The brain stores memory, like a computer, and tells the body what to do. The girl in this story has trouble learning to read. Luckily, someone helps her find the way her brain learns best.

For older students: 7. How do you handle the pressures of high expectations from yourself, your parents,

your teachers, your peers or others? 8. Tell about a time you challenged and motivated yourself to learn or do something that

was really difficult. Introduction to Book and Reading (15 minutes)

• Display ABC Year 3 Toolkit and review what was learned this year. • Tell the students this book is based on the true story of the author’s life. • This book is about a person with learning difficulties and her experiences growing up. • As you read the book, think about the ABC tools in your tool belt that deal with teasing

and bullying. Think about ways you could be an UPstander, if you saw this happening at our school.

Consider showing this story being read by an actress from the Screen Actor’s Guild: http://www.storylineonline.net/thank-you-mr-falker/

Discussion Questions (5-10 minutes depending on grade level)

1. How did Trisha’s family feel about reading? 2. What sweet tradition did they have to celebrate a family member becoming a reader? 3. Do you have any family traditions that revolve around reading or school? 4. How did not being able to read make Trisha feel? 5. How did Trisha’s family and Mr. Falker help her?

Continue For Older Students 6. What did Trisha’s grandma mean when she said, “To be different is the miracle of

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Group Activity Option 1: Recommended Grades: K-8 (10-15 minutes)

Thank You to a Caring Person Materials: samples of thank you cards, thank you cards or paper to make thank you notes, crayons, markers, stamps, envelopes Ask students: (Write responses on board)

• Who are some important people who support and teach you? • Who has helped you learn something- schoolwork, a sport, or a special skill? • How do they make you feel? • What do they do or say that makes you feel special?

Activity: • Write or draw a thank you letter to this person. • This caring person can be someone who is currently in your life or someone who has

helped you before. • Teachers, school staff, coaches, family members, neighbors and others may not know

how much you appreciate what they have done to help you learn! • On your note, draw a special picture or decorate your paper with meaningful words or

designs. With your writing, be specific and say exactly what they have done to help you and how they have made you feel.

• If there is time, have students share their letters in small groups. Preparing a poster with a sample letter will generate some ideas: Dear ___, I want to thank you for helping me _____. Before you helped me, I felt _____. While you were helping me, I felt _____. Now I am feeling _____. I think you are _____. Alternative: (for younger students) Materials: Make Copies of Bucket Grams (from website)

• Remind the students of the Have You Filled A Bucket Today book. • Talk about actions and words that fill people’s buckets with good thoughts and

feelings. • May is Teacher Appreciation month. Have students fill out (or help them fill out) a

bucket gram for their teacher, former teacher, or other caring adult on campus.

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Group Activity Option 2: Recommended Grades: 3-8 (15-20 minutes)

Deciphering Codes Materials: Copies of Deciphering Codes Worksheet from website (DO NOT PRINT THESE DOUBLE SIDED)

• Talk about codes and how they have been used to send messages. • Explain that letters make up a code. • READERS: READ THIS CAREFULLY

For some, like Trisha, it is hard to decipher the code. To help students understand what it might be like to have this problem, you are going to give them something to read without giving them the cipher to solve the sentence. Pass out the worksheet (page 1 only). Have them try to read it. Don’t tell them that there is a decoder. Give them 5 minutes to decipher the code quietly at their desk and not look at anyone else.

Then discuss: • What happened? Did anyone decode the message? • How did they feel? • In addition to reading, what other areas of learning are hard for them—music, art,

science, math, physical activities? Now tell them you have something that might help them!

• Divide the group into pairs and pass out the decoder. • Have them work together to decipher the code. • What does it say? • How did it feel now to work with a partner? • What is the difference between having NO deciphering tool and having the tool?

Three Minute Huddle (3 minutes)

! Have students share one new thing they will commit to do to be an UPstander to change their perception of someone.

! Pair share this with the person sitting next to them. ! Have the students choose one adult on the school campus to fill their bucket by the

end of the day! ! Pair share this with the person sitting next to them. ! If you are leaving the class at recess break, ask students to line up and give you a

high-five on the way out of class. ! Take this moment to make eye contact with and thank each of the UPstanders as they

leave for recess. ! If they are not leaving for recess, walk around the room and high five every student as

this is your last book for the year!

Project Cornerstone, ABC Champion, Lesson 8, Thank You Mr. Falker

Bucket Filler Gram To ________________

___________________________________________________________________________________________________________________________________________________________.

Your friend,

________________________

Be a bucket filler every chance you get!

Bucket Filler Gram To ________________

___________________________________________________________________________________________________________________________________________________________.

Your friend,

________________________

Be a bucket filler every chance you get!

Project Cornerstone, ABC Year 3, Lesson 8, Thank You Mr. Falker

Deciphering Codes Name ____________________________ Look at the words in the box below.

1. Can you read them? _________________ 2. Do you see any patterns? Write them on the

line:___________________________________

3. What else do you notice? ______________________________________

4. What does your experience with grammar tell you?

_________________________________

P ewoetr nxs

m krfro ips p ewoetr nxs.

m krfro yxer cx irr xkr.

Dwc m npk crtt qxw pkqyxs.

m’h opcyro irr cypk dr xkr.

Project Cornerstone, ABC Year 3, Lesson 8, Thank You Mr. Falker

Deciphering Codes Names ____________________________________ Now with your partner, use the key below to decipher the message: i for m a for p e for r o for x u for w s for i m for b y for q x for g c for n h for y p for e w for s z for v r for o g for l l for t k for a t for c b for d n for k v for f f for j j for u d for h q for 5. Write the secret message: _________________________________________________________________________________________________________________________________________________________

JAR OF JOY To notice, name, and celebrate someone special create a jar of joy. Think of a caring adult in your child’s life such as a neighbor, parent, coach, principal, scout leader, teacher, crossing guard or yard duty that you would like to recognize. Materials Needed:

♥ 1 plastic jar (decorated with hearts) with lid

♥ Construction paper hearts—3 per child

♥ Letter to others participating in the project

♥ 1 tag with ribbon

A few weeks before you want to give the Jay of Joy, send home a note to participating families with 3 hearts. In the note, ask each child and parent to write a brief note of thanks for the special person you are honoring. Include a date you want the hearts returned. Then fill the designated jar with the hearts and attach the tag below with ribbon.

Dear Parents/Guardians: This month our ABC Readers read the book, Thank You Mr. Falker, by Patricia Polacco. This book is about a young girl whose family has a love of learning. At age 5 she goes to school to learn to read. By fifth grade, she still can’t read and is bullied by other students. She is a wonderful artist and is encouraged and supported by her family. At last, her fifth grade teacher works with her to discover her unique keys to learning. This is a story about a family’s love, a girl’s pain and what happens when an adult believes in a child’s potential to learn. This book reminds us that caring adults can create webs of support to protect and guide our children. As the most influential and caring adult in your own child’s life, look for opportunities to help guide and promote behaviors which support learning, acceptance, and achievement. Your actions will help your child learn asset building strategies to empower themselves to enjoy life-long learning. How you approach learning new activities and skills helps your child face difficulties and use multiple strategies to learn. Your own patience, perseverance and resiliency in the face of difficulties, teaches your child all of these skills! They are watching us and learning from us every minute! When you are positive about learning something new, your child will be too. When your child asks for help, reassure them that you are there for them. Listen with empathy. Sometimes, simply sharing the problem helps young people figure out what to do next. Your gentle hand on a shoulder, your moment to listen intently, your smile and understanding will show your child that they are not alone and that they can count on you to help them when they need it. Continue to practice and reinforce the many tools our students have learned in the ABC lessons this year. These tools empower youth to choose how to react when social difficulties, like bullying arise. With your help, your child will gain confidence and resilience that are essential for success in social situations. Your role as “#1 Asset Builder” will help your child bloom! I hope you have enjoyed hearing about our ABC program this year. Please contact me if you are interested in becoming an ABC Reader next year! To learn more about Project Cornerstone, check out www.projectcornerstone.org. Sincerely, ABC Volunteer Telephone/Email PS. Please continue to teach, practice, and reinforce the many techniques discussed this year. Please sit down with your child and review the ABC Tools found on the back.

ABC CHAMPION YEAR : STUDENT TOOL KIT

Friends to the End for Kids o Be an UPstander. Take responsibility for your thoughts and actions. o Use friendship boosters with everyone. o Tell the truth. o Be helpful and stand by your friends when needed. o Respect your friends’ feelings and possessions. o When you make a promise, keep it! o Rumors stop with me! Don’t talk about friends behind their back. o Learn to forgive your friend’s mistakes. o Talk to you friends about your feelings. o Be a bucket filler. Fill people’s buckets with kind thoughts and words. o Involve your friends in your life and do things together.

Giraffes Can’t Dance

o Dance to your own song! o Don’t focus on the black dot. Focus on the white page. Be an optimist. o Expect good things to happen. o Use positive self-talk. Look on the bright side. o Find a supportive peer or adult to listen and coach you. o Learn a new skill and practice, practice, practice! o Tap into your positive power!

BIG

o Be the biggest BIG that you can be. o Small Steps Lead to BIG outcomes. o Perform intentional acts of caring. o Being BIG feels good in your heart. o Use personal power to create change in the world. o Understand that everyone can be BIG in their own way.

When Sophie Gets Angry-Really, Really Angry

o Be the director of your orchestra of emotions. o Be in charge of your feelings. o Stop and Think before you act. o Use the 8 steps to calming down. o Recognize the signs of your anger. o Stop and take a deep breath. Count to ten slowly. o Think and choose the best way to act. o Remove yourself from the situation. o Do something physical. o Talk about your feelings with a friend or caring adult.

Through My Eyes o Know how to walk in someone else’s shoes. o Identify the members in your web of support. o Stand Up for your beliefs. o Perform intentional acts of caring daily. o Use body language to stand tall, walk proud, smile big and sing loud.

How do I Stand in Your Shoes?

o Students will notice, name, and understand the feelings of others. o We need to accept and celebrate each other’s uniqueness. o Students will learn how to express and receive empathy.

Sebastian’s Roller Skates

o You are capable and can bloom when you work hard. o Turn mud thoughts into clear thoughts. o Exploring and discovering your sparks leads to positive personal power. o Set short term and long term goals.

Thank You Mr. Falker

o Tap into your personal power and bloom. o Say and do something! o Tell and make a report. o Everyone belongs at our school!

ABC YEAR 3 LESSON #8 Thank You Mr....

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