BIGGER THAN A BULLY · Likes to see bullying, finds it entertaining, but does not display active support 6. Disengaged onlooker

BIGGER THAN A BULLY

A Government initiative

EVERY STUDENT EVERY SCHOOL a need for change

Student Booklet Stage 1 & 4

The ability to communicate is the greatest tool we can give a child.

http://www.google.com.au/url?sa=i&rct=j&q=sport+in+schools+australia+sisa&source=images&cd=&cad=rja&docid=TeA_9POgDLuMDM&tbnid=Ysveoxy5DxiuyM:&ved=0CAUQjRw&url=http%3A%2F%2Fwww.acspconference.com%2Fsponsors.htm&ei=mfm4UcCcEIOLkAXumYHYBw&bvm=bv.47810305,d.aGc&psig=AFQjCNHodpnAyVYRCSFLaSBUTpSMGcppAQ&ust=1371163411775646

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Bigger than a Bully:

Student Booklets

Developed by Jennifer Jones in consultation with:

Robert Patruno, Principal, Verona School (SSP)

It is intended that this manual is used for educational purposes for the benefit of children and young people.

Originally produced 2012 Reprinted in this format 2013

Acknowledgement: Jennifer Jones would like to acknowledge the influence of Dr Paul Dufficy,

formerly a TESOL and Primary Education Lecturer at the University of Sydney, whose developing model of Engagement, Exploration, Transformation, Presentation and Reflection has

informed significantly her own thinking about pedagogical staging and lesson design. These terms and general concepts are taken from handouts he provided to his students in

his TESOL Methodology classes offered as part of the Master of Teaching 1996-1997. Jennifer acknowledges that her own pedagogical and literacy and language teaching rationale is

derived from Dr Paul Dufficy’s original framework.

NB: Some of the activities included in this Manual with a focus on “Feeling and Expressing” have been inspired by or based on suggested activities on the Australian website “Bullying. No Way!”

www.bullyingnoway.com.au/ideasbox/ideas/classroom/bystander/feeling.shtml

http://www.bullyingnoway.com.au/ideasbox/ideas/classroom/bystander/feeling.shtml

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Table of Contents

1. Stage 1 Student Booklet 5

2. Stage 4 Student Booklet 16

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Stage 1

Student Booklet

Name:

Class:

Jennifer Jones, 2012

Verona School

Bigger than a Bully Program – Stage 1 Worksheets – Student Booklet

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Look at the way the eyes and mouths are drawn. Can you practise drawing them?

eyes mouth eyes mouth

Lesson 1: After reading the book,

1/ What is bigger than a bully? Draw a picture to show your answer.

2/ Which character is the bully in the book?

3/ Practise drawing . . .

4/ Thinking deeply about the book - Cloze passage

Often people feel of bullies. The book tells us that we don’t have to be

afraid. Instead, we can be .

We can talk to our . We can talk to our parents. We can tell people what

is happening. All of these people can talk . The teacher can talk to the bully.

The bully can about what he has done.

Bullying can be .

think afraid stopped

teacher together brave


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Lesson 2: Feeling & Expressing

1/ Draw in a face for each of the statements below:

I might feel . . .

when my friend says he

likes my new haircut

if someone took my

ball at recess

if I found out I didn’t get

invited to a friend’s party

2/ Can you sort the feelings below into what feels comfortable and what feels

uncomfortable?

angry embarrassed happy content

sad excited worried nervous

hurt surprised frustrated afraid

Comfortable feelings Uncomfortable feelings


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Lesson 3: Collage Planner

Being brave and

speaking up feels like…

Bullying can feel like …

The emotions that might stop

you from speaking up are ….

Working together to stop bullying

feels and looks like . . .


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Lesson 4: Actions and Outcomes


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LISTEN

When someone is being bullied, they may feel:

1/ 2/ or 3/

If we are bullied, we can react by trying to others back.

OR

We could feel so scared or worried we don’t do anything at all.

We might think that telling a teacher would be a kind of “dobbing”.

However, if we think it’s dobbing, the bully .

Being brave is not . It doesn’t necessarily feel comfortable.

However, if we TALK to our parents and our teachers, things can change.

Bullying can be .

Bullies need to have the chance to think about what they have done.

They need to be given the chance to ,

just as we should have the right to be safe at school.

Maybe, we can even be .

easy change wins

friends hurt stopped


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Lesson 5: Creating a Poster

Create your own Anti-Bullying poster using some of the ideas and drawing skills

you learnt through the “Bigger than a Bully” workshop and lessons.

STOP BULLYING!

TALK TO SOMEONE

TODAY!


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THEME: Working together

to stop bullying

Your poster must include:

Pictures and words

which support the

theme

A title or key words

Pictures which support

the theme

Eye-catching layout

Colour STOP BULLYING!

TALK TO SOMEONE

TODAY!


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Poster Planning - To help you get started:

THEME: Working together to stop bullying

Picture ideas Words you could use

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STUDENT SELF-ASSESSMENT

Draw in a face for each of the statements below.

My feelings about . . .

what I learned

during this time

the kinds of learning

activities we did

my behaviour in class

during the last few weeks

Four things I learned through doing the activities in this unit:

1. I learned about

2. I learned about

3. I learned to

4. I learned to

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Stage 4 Student Booklet

Name:


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ke…

Lesson: Getting into the Book

Before you start reading… Tapping into what

you already know

feels like…

looks like… sounds li


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PRE-READING: What do you think?

What could be

“bigger” than a bully?

What do you think is

happening for this

person?

How do you know?

What do you think is

happening for this

person?

How do you know?

Note: What is happening with each of the

character’s mouths?

What does this suggest about each of them?


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After reading…

What is “bigger” than a bully?

Please explain… (How is it “bigger”?)

In a few words,

What is this picture book about?

Who is it about? Who is it written for?

What is the main message it is trying to get

across?


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Where are we

going with this?

What is this Unit all about?

Why are we

doing this?

In this Unit, we will be:

FOCUS: exploring the themes in the picture book Bigger than a Bully

exploring how the book has been put together or constructed

PUBLISHING GOAL: creating our own picture book with a similar theme

WHY DO WE NEED TO LOOK AT BULLYING? … because bullying happens

… because it’s not okay.

… because we all need strategies to help us to know what to do

Can you think of any other reasons?

Some of the things we will be doing ….

Learning about … Learning to…

What is bulling?

What does bullying look like?

The roles people play in bullying

How bullying impacts people … thoughts and feelings

How we can stop it

How Bigger than a Bully works as a picture book …

Storyboards, scripts and cartooning

do some simple cartooning

think about and reflect on our feelings and reactions

work with others to achieve a goal

summarise

organise ideas on paper

develop simple storyboards

act out a simple role-play

create a picture book on a similar theme


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Lesson: Getting it sorted: What the book is really about . . .

PLOT SEQUENCING:


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Retelling “Bigger than a Bully”

6/ Pictures

33-35

1/ Pictures

4-12

5/ Pictures

31-32

2/ Pictures

13-14

4/ Pictures

26-30

3/ Pictures

15-25


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Retelling “Bigger than a Bully”


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YES, this is TRUE

(according to the book)

NO, this is FALSE

(it is not what the book says at all)

MAYBE or

MAYBE NOT

(The book isn’t clear about that one.)


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Bullying is a real problem in

schools.

Bullies can be stopped.

Most bullying happens on

the way to school.

It is brave to tell someone

what is happening to you.

We should keep quiet when

we are bullied and not tell

anyone.

We should be afraid of

bullies.

When we tell different

people about what is

happening to us, things can

start to get better.

“Sticks and stones will

break my bones but names

will never hurt me.”

Bullies are powerful when

people are too afraid to tell

anyone what is happening.

Bullying isn’t fair.

Bullies often have sad

things happening for them

at home.

You should shout back at a

bully when he/she bullies

you.

It is not possible to resolve

things with a bully.

By talking with a bully

about their behaviour, a

teacher can help the bully

to think things through.

You might find it’s possible

to be friends with the

person who has been

bullying you.

Most people get bullied

sometime in their lives.

Teachers will just tell you

to ignore the person.

Bullies are usually boys.


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Lesson: What is bullying like?

1. Definition:

How would you

define

Exploring more deeply

2. What does

bullying look

4. Related

Issues What

things often go

hand in hand

with bullying?

3. Who is involved when bullying happens?

What are some of the roles that people play in bullying?

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What does bullying

look like?

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One way of looking at bullying …

Diagram and definitions from: Dan Olweus, "Peer Harassment: A

Critical Analysis and Some Important Issues," in Peer Harassment

in School, ed. J. Juvonen and S. Graham (New York: Guilford

Publications, 2001): 3-20

Who’s who in this

picture?

Mix & Match Definitions

1. Bully Comes to the aid of the target

2. Target/ victim Actually initiates the bullying

3. Follower/ henchman Dislikes bullying, thinks they should step in, but doesn’t

4. Passive bully Joins in but does not actually start the bullying

5. Passive supporter Likes to see bullying, finds it entertaining, but does not display

active support

6. Disengaged

onlooker

Person who is a position of authority, such as a parent or

teacher

7. Possible defender Person who is on the receiving end of the bullying – the person

being picked on

8. Defender Sees the bullying but does not consider it relevant to him/her

9. Authority figure Supports the bullying and often urges on others but does not

take an active part

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In your own words…

1. What is a bully?

2. What is a victim?

3. What is a follower?

4. What is an onlooker?

5. What is a defender?

6. What roles do the following characters in the book take in bullying?

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Lesson: Emotional Dynamics

?

feels like…

? looks like… sounds like…

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Find the pictures connected to what a bully is like …

Exploring emotion and meaning

Find the pictures connected to being brave

and speaking up

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What kinds of feelings are there in the book?

How might a bully appear to be feeling

while he/she is bullying others?

How might a victim feel when

he/she is being bullied?

Feelings

How might a bully feel, when

his/her behaviour is challenged?

How might a bullying victim feel

when they talk to others about what

has happened to them?

Word Bank:

afraid disheartened humiliated sad

angry distressed hurt threatened

anxious down insecure upset

brave embarrassed intimidated victimised

confident exhilarated miserable vulnerable

courageous fearful mocking worried

crushed flat nervous

determined frightened on a power trip

discouraged horrified paralysed


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Which words are connected to what it’s like to be bullied?

Which words are connected to what it’s like to be brave and speak up?


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How to draw feelings faces - practising cartooning

Angry & frustrated faces


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Worried, scared and overwhelmed faces


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Happy, excited and contented faces


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Hurt and discouraged faces


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Other feelings … Smug Thoughtful/ sorry

Embarrassed Embarrassed

Surprised Puzzled or confused


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Lessons &: The power of words

feels like…

? looks like… sounds like…


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Who said what? Who thought what?

Bully Passive supporter

Target/ victim Disengaged onlooker

Henchman/

follower

Potential defender

Passive bully Defender

Hey yeah nice one Tedster.

I’ll have some too. Nice food

Stickman. Did your mummy

pack it for you?

So, what are you having for

lunch, Stickman? Hmm, just

what I felt like today… Give me

that you little punk…

Far out, I wish these

guys would just get

leave me alone.

That’s so mean! I can’t believe

they are at it again. Maybe I

could say something. I don’t know.

They’ll probably just turn around

and pick on me.

Hey Teddies, good one . ..

you guys are really funny.

That’s really funny. I

like those teddy

bear brothers.

Hey you guys, stop that!

What do you think you are

doing! You think you’re so

cool, don’t you but actually

you are just being really

mean.

Hmm. It looks like Stickman has

lost his lunch again. I wonder

what we are going to do next

class.


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RE-FRAMING: Can you sequence the callouts (speech and thought bubbles) into the order

they might occur in real situation.

Now, re-write them in script form.

Who says it? Name of character and role.

How do they say it? OR How do they look?

What do they say or think? (When a character is not actually speaking but thinking aloud, write it using a lighter colour pen if possible.)


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Simple Storyboard


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Reader’s Theatre/ Class Role-play

Complete the script below by inserting stage directions i.e. how the actor should interpret his/ her lines.

Who says it? Name of character and role.

Stage Directions

How do they say it? OR How do they look? Feelings are shown through:

Tone of voice

Body language

Facial expressions

What do they say or think? (When a character is not actually speaking but thinking aloud, it is written in a lighter font.)

Stickman is eating lunch by himself. Barbie is sitting nearby, mostly preoccupied with her mobile phone. Micky Mouse and Humpty Dumpty are talking. Jemima is sitting on the far side by herself. Superman is shooting hoops nearby.

Enter Big Ted followed by Little Ted.

BIG TED (Bully): So, what are you having for lunch, Stickman? Hmm, just what I felt like today… Give me that you little punk…

STICKMAN (Target/ Victim):

[thinking to himself] Far out, I wish these guys would just get leave me alone.

LITTLE TED (Henchman/ Follower):

Hey yeah nice one Tedster. I’ll have some too. Nice food Stickman. Did your mummy pack it for you?

BARBIE (Passive Bully):

Hey Teddies, good one ... you guys are really funny.

STICKMAN (Target/ Victim):

[thinking to himself] Everyone is laughing at me. They’re all looking at me and laughing.

HUMPTY DUMPTY/ (Disengaged onlooker):

[thinking to himself] Hmm. It looks like Stickman has lost his lunch again. I wonder what we are going to do next class.

MICKEY MOUSE (Passive supporter):

[thinking to himself] That’s really funny. I like those teddy bear brothers.

JEMIMA (Potential defender):

[thinking to herself] That’s so wrong! Those teddy brothers are getting meaner and meaner, and Barbie too. Maybe I could say something … what will everyone think . . . no, they’ll probably just turn around and pick on me too.

SUPERMAN (Defender):

[walking towards Stickman and the Teddies]

Hey you guys, stop that! What do you think you are doing! You think you’re so cool, don’t you but actually you are just being really mean.


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Extension Task – Some ideas for improvisation

Brainstorm as a class how these changes in dynamic might affect the outcome of the

situation:

Scenario 1

When Big Ted picks on Stickman, Stickman threatens to tell Postman Pat

upfront.

Q: How do you think Big Ted might react to being threatened with “dobbing”?

Q: How might this make Stickman feel worse?

Q: Is it “dobbing” to tell someone they are doing the wrong thing, or to get help from an

authority figure? How does the notion of “dobbing” contribute towards bullying continuing?

ROLE-PLAY what might happen if:

1. Stickman gets intimidated and doesn’t tell anybody about what

is happening.

2. Stickman starts getting angry and abusive towards the

Teddies.

3. Stickman stays calm and tells Big Ted that it’s not “dobbing” to

protect yourself from harm.

Scenario 2

When Superman starts speaking up, Jemima finds the confidence to join in. She

asks Stickman if he is okay and then, even Stickman finds his voice.

Q: What do you think has made the difference for both Jemima and Stickman?

Q: If more people started speaking up against what is happening, how do you think this might

affect Humpty or Mickey Mouse or even Barbie? How might they feel? At what point do you

think their actions might change?

ROLE-PLAY:

1. When Superman comes to Stickman’s defence, Big Ted gets angry but Superman

persists and ultimately Jemima and Stickman speak up too.


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Lesson: What have we learned so far and how does the book work?

What is the main message of the

book? QUICK RECAP

How does the book’s title encapsulate

the main message of the book?

What is “bigger than a bully”?

Brainstorm here what you have learned about bullying and dealing with bullying from these classes.


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This book uses cartoons to get its message across. Cartoonists often use special techniques when they are drawing to tell a story through pictures. Look at the techniques below. Do they feature in “Bigger than a Bully”?

Exaggeration

Cartoonists will overdo physical

characteristics of people or things in

order to make a point.

Labelling

Objects or people are often labelled

by cartoonists to make it clear

exactly what they stand for.

Some cartooning

techniques

Symbolism

Objects are used to stand for larger

concepts or ideas.

Cultural References

Pictures or ideas that are

recognisable from popular TV

and culture are used or adapted

to make a point.

Analogy

Cartoonists will 'draw' a comparison

between two unlike things.

Can you identify some of these techniques in “Bigger than a Bully”? What other cartooning techniques are used to show:

Dialogue or people talking

Thoughts and feelings


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PAIR WORK ACTIVITY

Book Review & Analysis – “Bigger than a Bully” 1/ What is the main message of

“Bigger than a Bully”?

2/ Who do you think it is written for? Who is its intended audience?

3/ Why do you think it was written?

4/ Do you think it is successful in getting its message across?

5/ Why does it work so well?

Can you think of at least four reasons for its success?

1.

2.

3.

4.

“Bigger than a Bully” is not simply a children’s story. Neither is it an information text about bullying. It is a cartoon picture book which offers a strategy for overcoming bullying.

REMEMBER, The narrative or story of the book can be divided into four sections:

1. ORIENTATION: Orientation to the problem and situation

2. STRATEGY: Proposing a solution or strategy for resolving the problem

3. ACTION STEPS: What that solution looks like in practice – the actions that need to be taken

4. REINFORCING CODA: Reinforcing the main message ie the solution to the problem Can you identify what each of these sections is in the book? 1/ What is the main problem (at

the beginning of the book)?

2/ What is given as the solution or strategy for solving the problem?

3/ What does applying that solution involve? What actions are needed?

4/ How is the message reinforced?

As you start to think about what you might do in writing your own picture book, it is important that we first

think deeply about how “Bigger than a Bully” works.

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Pictures that complement the meaning of the

text

clear and simple

message

use of symbols or cultural references

to make the meaning stronger

in the pictures

What do you think makes this picture

book work so well?

humour

A key theme or idea to hook things

onto (the title of the book is the theme and the

message)

A positive solution or strategy as to

how to stop bullying

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hit

&Lessons: Designing & Making a Picture Book

MAIN TASK:

Designing & Making a Picture Book

Now that you have finished exploring “Bigger than a Bully”, your task is to design and

make a picture book on a similar theme.

This will bring together all the things you have learned about: Bullying – who might be involved

The power of feelings – recognising how feelings shape the way you act, often without you even

recognising it

The power of words – speaking up for yourself and others

Cartooning

The things that you should try and include in your book are the same things that make

“Bigger than a Bully” work as a book. They include:

a clear and simple message

a central idea or theme – this theme might also be the title of the book

humour!

a logical structure: orientation to what the book is about, including the characters and the main problem that

needs to be addressed a clear strategy as to how to positively approach that problem the sequence of action steps which need to be taken or what that strategy looks like in

action reinforcement of the main theme or message

Some simple cartooning techniques, including: ways of showing dialogue and thoughts ways of portraying feelings some symbols or cultural references

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Some Ideas for Picture Books…

Suggested Title Potential Message Suggestions or ideas “The Power of Speaking Up” Same as the title Translate the general message of

“Bigger than a Bully” into a story about someone who does speak up and the impact it has.

“Mightier than the Fist” Words are more powerful than violence. Violence leads to more conflict but talking can lead to real change.

Similar to “Bigger than a Bully” but after revealing the problem of a bully, the narrator reveals or unveils a secret weapon: - eg “no, it’s not a giant, a bomb or even my dad, it’s: “Mouth/ words” . . . ie “speaking up”

“It’s everybody’s business” Helping people to move from passivity to action – if you see something that isn’t right, let someone in authority know . . . because people matter.

Showing what happens when someone challenges the dominant culture of “it’s none of my business” – by saying, no . . it is our business. This is not fair etc”

“The Real Heroes” The real heroes are people who stand up for themselves and for others.

The book could feature the stories of three playground “heroes” who, just by doing quiet things like speaking up for themselves or others, make a difference.

“Dobbing” is a dirty word” or “Dobbing” is a word that only bullies use.”

Bullies want us to think that speaking up for ourselves or getting help from an authority figure is “dobbing”. It is not dobbing to stand up for ourselves. It is about self- respect and doing what is right.

What can you think of ???

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Student: Date:

Bigger than a Bully – Picture Book Task

Chosen title/ theme:

Performance Criteria for Task:

Marks

Highly A

chieve

d

Satisf

act

orily a

chieve

d

Eff

ort

app

aren

t but

not

quite ther

e

Nee

ds

muc

h m

ore w

ork

4 3 2 1

Has a clear and simple positive message which complements the anti-

bullying focus for the program

Has a central idea or theme on which the narration can be hooked

Shows awareness of the impact of emotions on action and communication

Orientates readers to what it is about

Orientates readers to the different characters

Shows a clear and logical sequence in conveying its message:

Orientation to the problem

What the strategy is

Action steps: How to go about applying the strategy

Reinforcement of the message

Uses some simple cartooning techniques to meaningfully convey:

Emotions and feelings

What characters are thinking

What characters say

Uses two or more examples of symbols or cultural references in the

cartoon illustrations to reinforce the meaning

Clear visual organisation

Overall visual presentation

Working with others

Working independently

SUB-TOTAL

TOTAL

/70

Com

ment

s Strengths Goals for Improvement (or next time):

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Planning your Picture Book …

What will your title be?

What will be the main theme?

What will be the main message?

STRUCTURE OR S

TORYLIN

E

What is the main problem (at the beginning of the book)?

What is given as the solution or strategy for solving the problem?

What does applying that solution involve?

What actions are needed?

How will the message be reinforced?

CARTOONIN

G

What characters will you need to draw? What will they be like?

What ideas can you think of for cartooning?

Can you think of any symbols or cultural references you can use which will help to support your main message?

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Simple Storyboard

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Lesson: Assessment, Reflection & Review

Peer Assessment – Bigger than a Bully – Picture Book Task

Book title:

Book written by:

What you are looking for:

Does this book have…? MARKS

YES – f

ant

astic!

YES -

goo

d w

ork

It’s

okay

Not

rea

lly

4 3 2 1


a central idea or theme

humour

a logical structure: orientation, strategy, action steps, coda

some simple cartooning techniques

SUB-TOTAL

TOTAL

/20

Peer Assessment – Bigger than a Bully – Picture Book Task

Book title:

Book written by:

What you are looking for:

Does this book have…? MARKS

YES – f

ant

astic!

YES -

goo

d w

ork

It’s

okay

Not

rea

lly

4 3 2 1


a central idea or theme

humour

a logical structure: orientation, strategy, action steps, coda

some simple cartooning techniques

SUB-TOTAL

TOTAL

/20

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STUDENT REVIEW & SELF-ASSESSMENT

What has the book “Bigger than a Bully’ taught you about stopping bullying at

your school?

Why is communication so important when dealing with bullying?

How can we talk to about bullying?

What are three things you can say or do when you see bullying?

1)

2)

3)

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Two things I learned through doing the activities in this unit: 5.

6.

Draw in a face for each of the statements below.

My feelings about . . .

How well did I . . .

participate in activities /10

listen to others /10

work in groups /10

work on my own /10

Complete the following sentences . . . 1. I would like to learn more about

2. I would like to do more activities like

3. I learned best when

4. I found it difficult when

5. I felt that I could have done better at

Name:

Week: Date:

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TEACHER ASSESSMENT

Three things I think you did well: 1.

2.

3.

Two things I think you can improve on for next time: 1.

2.

Your written work was…

How well do I think you…

participated in activities /10

listened to others /10

worked in groups /10

worked on your own /10

Other Teacher Comments . . .

Signature:

Week: Date:

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Additional Tasks

READING FOR SPECIFIC INFORMATION

Here is the text of the book typed out without the accompanying pictures.

Can you locate the feeling words in the text? Underline them or highlight them in red.

What are the words or ideas which evoke feelings but aren’t actual feeling words? Underline or

highlight them in a different colour.

At my school there is something scarier than a monster under your

bed, meaner than a wicked witch, taller than a giant. It’s a bully!

A bully is terrifying and likes to tease. He hits me in the tummy just

to be funny. And, that’s not all. He screams at me like a lion’s roar. No

one knows why he does it!

But, I am not afraid. For I am brave. Because I have something that is

bigger than a bully. It can be loud and wetter than a kitchen sink. It

blows strong wind and has little white boulders deep within. It can open

wide but dark inside. Everyone has one and it’s under their nose. It’s the

one thing that bullies don’t like. For when it starts to talk, bullies get a

fright.

So, I’ll use it to TELL my Dad and he’ll be glad. I’ll chat to my Mummy

who will rub my tummy. She’ll say it will be OK. I’ll talk to my teacher and

she will listen to me.

One, two, three, four: don’t want it anymore. To end the bullying that

makes me sad, all the mouths will get together to make me feel glad.

My teacher will tell the bully that it is not fair. He has to STOP . . .

and think about the mean things he has done to everyone.

We will start to talk and play and laugh. For when we’re friends, it’s so

much more fun for everyone.

So, don’t forget. If there is a bully at your school, use the thing that

will always be bigger than a bully. For once it is finished and everything is

said, you can use your mouth for the thing it does best: SMILING!

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Pic 1 Which figure is the bully? Which figure is the victim? How do you know?

CLOSE ANALYSIS

Pic 3 Who does the “my” refer to? Whose school are we talking about?

What idea does this picture borrow from?

Pic 4

What adjective is used? An adjective is a describing word.

What are these creatures? Where are they from? What do they have in common?

Pic 5 What adjective is used here?

Pic 6 What adjective is used here?

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Pic 7 So, how is a bully similar to the creatures in the previous three pictures?

How is a bully different to the creatures in the previous three pictures?

Pic 8

What kinds of things is the bully saying?

What does his mouth look like as he is saying it?

What type of bullying does this refer to?

Pic 9

What does this picture focus on? What is left out of the picture?

What type of bullying does this refer to?

Pic 10

Can you identify the different feelings in this picture? What are they?

What does this tell us about bullies?

Pic 11

“But” is only a little word but it means big things.

“But, I’m not afraid. For I am brave.” Why is this moment such an important one in the picture book?

What idea does this picture borrow from?

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Pic 12

Here is the answer to the BUT… the reason why “I am brave” …

What is it?

Look at the way the mouth is drawn. How is it different to the bully’s mouth?

Pic 13

How is it loud?

“faster than a speeding bullet, more powerful than a locomotive, and able to leap tall buildings in a single bound"

How is this quote similar to the description here?

Why do you think this description is included as part of the book? Do you think it is important? Why or why not?

Think also about how the pictures are drawn. Why are they funny?

Pic 14

How is it wetter than a kitchen sink?

Pic 15

How does it blow strong wind?

Pic 16

What are the little white boulders deep within?

Pic 17

When might it open wide?

Pic 18

How is it dark inside?

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Pic 19

What is included in the picture here? What is being left out? Why?

“right under your nose” – What does this expression mean?

What two meanings does it have here (literal meaning and the figure of speech)?

Pic 20

Can a mouth start to talk on its own?

This is the first picture where the bully looks like he is no longer in control.

What emotions are here in this cartoon and text?

What has made the difference for him?

Pic 21

Who does the narrator tell about what is happening to him?

What does each of these people have in common, in Pictures 21, 22 & 23?

Look at the words that are CAPITALISED (in capital letters).

What are they? Why do you think they are emphasised this way?

Pic 22

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Pic 23

What is it about the way this picture is drawn that tells us this character is a teacher?

Pic 24

What idea does this picture and text borrow from?

Why might you need a cheer squad when you are being brave?

How is cheering another kind of talking together “to make us feel glad”?

Pic 25

How is this picture similar to the one in No 8?

How is this picture different?

Pic 26 In these next pages, Pictures 26-28, the bully is confronted.

Who does the confronting?

What are the steps involved in confronting the bully?

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Pic 27

What everyday symbol does this picture borrow from?

What does it represent? What effect does it have here?

Pic 28

How is thinking about something different to feeling?

What is the bully thinking about?

What kinds of feelings do you think might rise for the bully as he thinks about things?

Pic 29

How do you think this picture shows equality rather than dominance?

Equality

Dominance

Pic 30

Compare this picture to that in Picture 10…

Picture 30

Picture 10

What are the emotions here? How do you know?

What are the emotions here? How is the bully drawn differently

to in Picture 30?

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Pic 31

So, who is the narrator talking to now?

How are the words “bigger than a bully” emphasised?

What is the effect of emphasising them here?

Pic 32 What does the narrator mean by “once it is finished and everything is said”?

What everyday expression does this draw from? (HINT: “When it’s all been said and done . . .”

NB: This is the only picture in the book in which the word “mouth” is used. Why do you think this is the case?

Pic 33

Why is smiling better than talking, do you think?

How is smiling different to some of the other mouths/ faces, for example?

What symbol does this picture borrow from? (Choose from the pictures on p?)

What does it represent? What effect does it have here?

Pic 34

Documents

BIGGER THAN A BULLY · Likes to see bullying, finds it entertaining, but does not display active support 6. Disengaged onlooker