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Updated: Feb 13

The parent/teacher and child will:

  1. Read Mistake’s story of the month "FLOWERS FOR A BULLY". PreK-2 read aloud with a parent. 3-5 silent read independently.

  2. Have the child identify the main idea of the story FLOWERS FOR A BULLY (tell it in their own words).

  3. Ask your child what they think about Betty’s response to bullying. Would they have done something differently?

  4. Have your child think of a time when they experiened or witnessed bullying and share how they felt.

  5. Ask your child if they would tell an adult if they were bullied. Try to come up with the name of at least one adult they trust to share if needed.

  6. Discuss the vocabulary words above with your child.

  7. Have your child re-tell the definitions of the vocab words in their own words.

Follow Up lesson 1 - The Effects of bullying:

Objective: to show kids how their behavior affects other people.

  1. Cut a print paper into two pieces.

  2. Keep one-half neat and wrinkle the other part as much as you can.

  3. Once done wrinkling try to make the wrinkled paper smooth and neat like the other half of the page.

  4. Discuss the effects of bullying and how it hurts and makes scars that may not heal.

  5. Try to come up with ideas on how to make it up to someone you hurt.

  6. Talk about how hardships can help us strengthen our friendships if own our mistakes and improve communication with our friends.

Follow Up lesson #2 - Positive Affirmations:

Objective: to teach kids self-love so they don’t feel like they need to put others down.

  1. Provide your child with a black notebook.

  2. Share the list in this link with your child.

  3. Every day choose at least one affirmation and have the child write, draw or collage on one page.


  • Cozy – snugly warm and comfortable.

  • Appalled – feeling horror, shock, outrage, or dismay.

  • Mocking – to make fun of in a mean way.

  • Smirk – smile in an offensively knowing way.

  • Incredulity – having a hard time believing.

  • Crooked – bent, curved, or twisting.

  • Concentrate – to focus.

  • Intrigued – interested of; puzzled; fascinated.

  • Exclaimed – spoke suddenly and with strong feelings.

  • Intimidated – afraid/frightened by the threats or aggression of another.


  • Identifying personal, cultural, and linguistic assets

  • Identifying one’s emotions

  • Linking feelings, values, and thoughts

  • Having a growth mindset

Social Awareness:
  • Taking others’ perspectives

  • Recognizing strengths in others

  • Demonstrating empathy and compassion

  • Understanding and expressing gratitude

  • Recognizing situational demands & opportunities

Responsible Decision-Making:
  • Demonstrating curiosity & open-mindedness

  • Identifying solutions for problems

  • Learning to make a reasoned judgment after analyzing information, data, facts

  • Anticipating and evaluating the consequences of one’s actions

  • Recognizing how critical thinking skills are useful both inside & outside of school

  • Managing one’s emotions

  • Exhibiting self-discipline and self-motivation

  • Showing the courage to take initiative

Relationship Skills:
  • Communicating effectively

  • Seeking or offering support & help when needed



Reading grade-appropriate texts independently


Using appropriate fluency when reading grade-level text.


(G) Evaluating details to determine what is most important with adult assistance.

(H) Synthesizing information to create new understanding with adult assistance.

Response Skills:

(D) Retelling texts in ways that maintain meaning.

(F) Responding using newly acquired vocabulary.


(A) dictating or composing literary texts.

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