Storytelling: Fictional Narratives, Imaginary People, and the Reader's Real Life

CONTENTS OF CURRICULUM UNIT 12.02.01

  1. Unit Guide
  1. Mission Statement
  2. School Setting
  3. Story Setting
  4. Motivation
  5. Methods
  6. Appendices
  7. Endnotes
  8. BIBLOGRAPHY

Non-Violent Fictional Characters as a Means to Character-Building: Ferdinand the Flower-Friendly Bull and Chrysanthemum the Brave Blooming Mouse

Justine Ferguson

Published September 2012

Tools for this Unit:

Endnotes

  1. http://www.wisequotes.com/
  2. Susan Kovalik and Karen Olsen. Exceeding Expectations: A User's Guide to Implementing Brain Research in the classroom, 3 rd ed. United States: S. Kovalik & Associates, X.4
  3. http://brisbane.ca.campusgrid.net/home/Highly+Effective+Teaching
  4. Peter D. Sieruta, http://collectingchildrensbooks.blogspot.com/2008/05/ferdinand-classic-book-oscar-winner.html (2 May 2008).
  5. Desmond Tutu, "Truth and Reconciliation," in The Compassionate Instinct: The Science of Human Goodness, 256.
  6. Barbara Coloroso, The Bully, the Bullied, and the Bystander, 20-21.
  7. Ibid, 21.
  8. Frans B. M. de Waal, "The Antiquity of Empathy," in Science.
  9. Robert M. Sapolsky, "Peace Among Primates," in The Compassionate Instinct: The Science of Human Goodness, 31.
  10. Alex Damm. "Mhatma Gandhi and Character Education in Non Violence: Its Relevance in Religious Studies Today," in Teaching Theology and Religion, 4.
  11. Ibid, 5.
  12. Ibid, 5.
  13. Suzanne Perkinsa, "Violence Exposure and the Development of School-Related Functioning: Mental Health, Neurocognition, and Learning," in Aggression and Violent Behavior, 94.
  14. Tomada, Akemi et al. "Exposure to Parental Verbal Abuse Associated with Increased Gray Matter Volume in Superior Temporal Gyrus," in NeuroImage, 280.
  15. Suzanne Perkinsa, "Violence Exposure and the Development of School-Related Functioning: Mental Health, Neurocognition, and Learning," in Aggression and Violent Behavior, 89-98.
  16. Susan Kovalik and Karen Olsen. Exceeding Expectations: A User's Guide to Implementing Brain Research in the Classroom. 3 rd ed. United States: S. Kovalik & Associates, 2.2-2.3.
  17. Peter A. Levine and Maggie Kline, Trauma-Proofing Your Kids: A Parents' Guide for Instilling Confidence, Joy and Resilience, 18-19.
  18. Susan Kovalik and Karen Olsen. Exceeding Expectations: A User's Guide to Implementing Brain Research in the Classroom. 3 rd ed. United States: S. Kovalik & Associates, 2.2-2.3.
  19. Ibid, 2.9.
  20. Ibid, 2.11.
  21. Peter A. Levine and Maggie Kline, Trauma-Proofing Your Kids: A Parents' Guide for Instilling Confidence, Joy and Resilience, 2.
  22. Ibid, 1.
  23. Annie Murphy Paul, "Your Brain on Fiction," in New York Times, March 17, 2012.
  24. Maurice Elias. "From Preschool to Adulthood: Building Social and Emotional Skills with Fiction." www.edutopia.org/blog/social-emotional-learning-fiction-teaching-maurice-elias.
  25. Manuela Fumagalli, Alberto Priori, "Functional and Clinical Neuroanatomy of Morality," in Brain: A Journal of Neurology, 2011.
  26. David Henry and Wing Yi Chan, "Cross-Sectional and Longitudinal Effects of Sixth-Grade Setting-Level Norms for Nonviolent Problem Solving on Aggression and Associated Attitudes," found in Journal of Community Psychology, 1010.
  27. Barabara Coloroso, The Bully, the Bullied, and the Bystander, 169.
  28. ibid, 106 and 124.
  29. Dan Huston, "How Mindfulness Can Help Us Become Better Communicators," found in Teaching with Joy: Educational Practices for the Twenty-First Century, 51.
  30. Marshall Rosenberg, Nonviolent Communication,
  31. Sharon Colangelo, Carolina Mancuso, and Mimi Duvall. Teaching with Joy: Educational Practices for the Twenty-First Century. Lanham, Md.: Rowman & Littlefield, 52.
  32. Marshall Rosenberg, Nonviolent Communication, 21.
  33. Philip A. Cowan, Carolyn Pape Cowan, and Neera Mehta, "Feeling like partners," in The Compassionate Instinct: The Science of Human Goodness, 102.
  34. Frans BM. De Waal, "The Evolution of Empathy," in The Compassionate Instinct: The Science of Human Goodness, 16 -17.
  35. Susan Gaidos. "More Than a Feeling," in Science News, 24-29.
  36. Ibid, 24-29.
  37. Alex Damm, "Mahatma Gandhi and Character Education in Non-Violence: Its Relevance in Religious Studies Today," in Teaching Theology and Religion, 4.
  38. Ibid, 5.
  39. www.plato.stanford.edu/entries/morality-definition/
  40. Barbara Coloroso, The Bully, the Bullied, and the Bystander, 72.
  41. Susan Kovalik and Karen Olsen. Exceeding Expectations: A User's Guide to Implementing Brain Research in the Classroom. 3 rd ed. United States: S. Kovalik & Associates, X.5.
  42. Sara Bernard, "Elementary School Kids Show Their Multiple Intelligences," www.edutopia.org/multiple-intelligences-immersion-enota.
  43. Susan Kovalik and Karen Olsen. Exceeding Expectations: A User's Guide to Implementing Brain Research in the Classroom. 3 rd ed. United States: S. Kovalik & Associates, 10.17.
  44. Brett Dennan, The Mosaic Project, © 2004, The Mosaic Project, Compact disc.
  45. Barbara Coloroso. The Bully, the Bullied, and the Bystander, 119.
  46. Seymour Simon. Animal Fact/Animal Fable, (no page numbers in text).

First Grade English/Language Arts and Math Common Core Standards and Science Content Standards For California Public Schools Covered in Unit

on Core State

Reading Standards For Literature

Key Ideas and Details

1. Ask and answer questions about key details in a text.

2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

3. Describe characters, settings, and major events in a story, using key details.

Craft and Structure

4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

6. Identify who is telling the story at various points in a text. (Can be used for 1 st person in Say Something)

Integration of Knowledge and Ideas

7. Use illustrations and details in a story to describe its characters, setting, or events.

9. Compare and contrast the adventures and experiences of characters in stories. (Compare and contrast the experiences between the characters Ferdinand, Chrysanthemum, and the girl in Say Something – she was a bystander and bullied.)

Writing Standards

5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Speaking and Listening Standards

Comprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a.Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

b.Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

a.Give, restate, and follow simple two-step directions.

Language Standards

Conventions of Standard English

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a.Capitalize dates and names of people.

b.Use end punctuation for sentences.

Vocabulary Acquisition and Use

5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

Number and Operations in Base Ten (1.NBT)

Understand place value

2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

a.10 can be thought of as a bundle of ten ones – called a "ten."

Life Sciences

2. Plants and animals meet their needs in different ways. As a basis for understanding

this concept:

a. Students know different plants and animals inhabit different kinds of environments and have external features that help them thrive in different kinds of

places.

b.Students know both plants and animals need water, animals need food, and plants

need light.

e. Students know roots are associated with the intake of water and soil nutrients

and green leaves are associated with making food from sunlight.

Comments:

Senaida Keast

January 24, 2018 at 5:20 pm

https://pussyquick.com

Thanks for the post i've been teaching for years with children with disabilities and i'm still learning myself. Keep up the posts and i will continue to learn :)

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