Text Set on Bullying By Savannah Elcock


After learning new facts about bullying in schools I wanted to create a Text Set based around it. I feel that it is a need for students to become more aware that bullying is not something that should be done, it shouldn’t even be something that students have to deal with in school. This text set is intended for fifth grade students because that is the grade level in seems to start at.

  • Title: "Wonder"
  • Author: R.J. Palacio
  • Publisher: Knopf
  • ISBN: 0375869026
  • Number of Pages: 316
  • Genre: Fiction
  • Summary: August Pullman since birth has been homeschooled because of his facial deformity. However his parents are beginning to realize that Auggie, age ten, needs to learn how to socialize in the real world where there are people who aren’t always kind to others who are different. Auggie dislikes the thought of so many kids staring at him. Throughout the novel Auggie learns about friendship, betrayal, forgiveness and acceptance.
  • Standard: RL.5.3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
  • Objective: Students will be able to differentiate between the multiple points of view in the story.
  • Book Supports by: The book is split into eight parts each being from someone elses point of view. Since August is the main character he has three parts in his point of view, while Via, Summer, Jack, Justin, and Miranda have just one.
  • Title: "The Giver"
  • Author: Lois Lowry
  • Publisher: Ember
  • ISBN: 0385732554
  • Number of Pages: 180
  • Genre: Fiction
  • Summary: Jonas, age eleven, lives in a world based in the future that is free from hatred, war, and pain. It is a society where everyone is polite, looks and acts like one another, and aren’t given the option for making choices. Marriage is established on the compatibility of individuals and children are assigned to parents. However, Jonas looks different than the other people in his society and has special powers that let him change things when he looks at them. During the Ceremony of Twelve on his twelfth birthday, he is assigned the job of keeping the community's memory. Jonas receives the community's memories from the previous Giver. The memories he carries are of the world before it experienced "Sameness." Afterwards the memories start to change Jonas’s way of looking at life, and he learns about the secrets the society keeps hidden.
  • Standard: R.L.5.2 – Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
  • Objective: Students will be able to determine the theme of the Giver and identify how characters respond to the challenges within the text.
  • Book Supports by: The book gives students a variety of themes in the text such as rebellion against society, choices, memories of the past, isolation, etc.
  • Title: "Bully"
  • Author: Patricia Polacco
  • Publisher: G.P. Putnam's Sons
  • ISBN: 0399257047
  • Number of Pages: 48
  • Genre: Fiction
  • Summary: On her first day of school Lyla becomes friends with Jamie, however when Lyla makes the cheerleading squad and joins a clique of popular girls, Jamie is left alone. Lyla begins to notice that the girls are bullying classmates, including Jamie, on Facebook. When she decides to leave the group the girls aren’t too happy about it.
  • Standard: W.5.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  • Objective: Students will write their own opinion of the text and reflection using their own experiences.
  • Book Supports by: The story maybe imaginative but in brings in real life situations that can relate to the students.
  • Title: "Gene Machines"
  • Author: Fran Balkwill
  • Illustrator: Mic Rolph
  • Publisher: Cold Spring Harbor Laboratory Press
  • ISBN: 0879696117
  • Number of Pages: 32
  • Genre: Non-fiction
  • Summary: Lively language is used to explore cells, proteins, and DNA. Includes basic facts about stem cells, cloning, embryo transfer, emerging infections, and vaccine development.
  • Standard:
  • Objective:
  • Book Support:
  • Title: "How to handle Bullies, Teasers and Other Meanies"
  • Author: Kate Cohen-Posey
  • Illustrator: Betsy Lampe
  • Publisher: Rainbow Books
  • ISBN: 1568250290
  • Number of Pages: 91
  • Genre: Non-fiction
  • Summary: Offers strategies and tactics on how to deal with bullying and teasing. With the guidance of parents and teachers, children can learn how to stray away from bullying and teasing actions.
  • Standard: W.5.2 – Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • Objective: Students will research strategies and tactics on how to handle bullying and be able to write ideas based on what they learned clearly.
  • Book Supports by: The book helps because it contains valuable information and key points students could use as quotes/resources for their writing.
  • Title: "We Want You to Know: Kids Talk About Bullying"
  • Author: Deborah Ellis
  • Publisher: Coteau Books
  • ISBN: 1550504177
  • Number of Pages: 120
  • Genre: Non-fiction
  • Summary: Consists of interviews with students ages nine to nineteen who talk about their experiences as victims, bullies, and witnesses. Includes quotes from children around the world demonstrating how world-wide this issue is.
  • Standard: RI.5.6 – Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
  • Objective: Students will be able to compare the different experiences students have about bullying.
  • Book Supports by: The book contains the personal experiences students have based around bullying.
  • Title: The Eyes
  • Artist: Amr Elshamy
  • Summary: Amr used to skip school because he had been bullied by other children in the school for being overweight. He designed this piece of art based on the negativity of bullying in his life.
  • Standard: VA:Cr1.1.5 Combine ideas to generate an innovative idea for art-making.
  • Objective: Students will be able to come up with ideas for their art.
  • Visual Supports by: This art piece was based on the artists experiences with bullying. The students can use this to help with their art from their own experiences of bullying or their opinions/thoughts of it.
  • Title: Social Racism
  • Artist: Mark Gmehling
  • Summary: Mark visualized this piece as an understanding of bullying. He based the art on the idea that victims of bullying begin to lose motivation to live, they don't understand that this is caused by the negative influences of the "mob".
  • Standard: VA:Re7.1.5 Compare one’s own interpretation of a work of art with the interpretation of others.
  • Objective: Students will analyze a work of art and be able to propose their own interpretation of the art work.
  • Visual Supports By: Everyone has a different way of looking at things so this art piece being so dynamic can make the students think of different meanings.
  • Title: Helping Hands
  • Artist: Jim Van Raemdonck
  • Summary: The hands, which are white for hope, symbolize everyone coming and working together to protect those who are bullied, which is represented by the gold underneath the hands meaning how precious they are.
  • Standard: VA:Re8.1.5 Interpret art analyzing characteristics of form and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.
  • Objective: Students will identify the underlying meaning of the art piece based on it characteristics.
  • Visual Supports By: This art piece will cause the students to think deeply about its meaning because of its message behead it.
  • Title: True Colors
  • Artist: MattyBRaps
  • Summary: Matty B's little sister Sarah has down syndrome. After watching other children treat her differently he wrote this song to help defend her and bring awareness to the situation.
  • Standard: SL.5.5 - Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
  • Objective: Students will be develop their own video/song with the use of multimedia components and visual displays on bullying.
  • Video/Song Supports by: This song was written by a young boy, so the students would be able to relate. It contains both multimedia and visual displays, that the students would need to use for their own work.


Created with images by USAG-Humphreys - "Back to School 2012 - U.S. Army Garrison Humphreys, South Korea - 27 August 2012"

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