Illinois State UniversityConnections Conference

March 16, 2011Presenter:

Rose Sharon, NBCTChicago Public Schools

“The Hundred Dresses”

A timeless story about bullying

Author: Eleanor EsterIllustrator Louis Slobodkin

RelevanceThis timeless story relates to issues of peer

acceptance and the moral decision of those who feel peer pressure to conform.

Graphic organizers and a bibliography will be provided.

Character education.Pupils will make connections to self, text and

the outside world.

Audience“So, how did I use the book?”

Extended Response PromptSeko Mifune is new to America and Kane

School. She wears different clothing and carries her books in a piece of cloth. Your friends have been teasing her and calling her names. Your friends laugh and have made a game of teasing Seko. Would you join the other students or stand-up for Seko? Explain your answer and give an example of an experience about being teased.

Activity for Accepting DifferencesAfter reading the novel write one of the

selected words at the top of each grid box as shown on the paper. Discuss the word and have the student describe a time when either he/she or a character from the book experienced that emotion or action. When the student has finished, have him/her decorate the square with a simple design that symbolizes the event or emotion he/she described. Then call upon the next student.

Wordsaccepted impatientrejected forgivenhated protectedenvied trustedsuspicious lovingembarrassed admiredashamed meandiscouraged selfishhopeful ridiculed

Prediction ActivityWhat are your predictions?Why did you make those predictions?What characters have we met so far?What is the conflict in the story?Decorate the poster board with dresses.

Friendly Letter Rubric4 Meets all primary trait objectives. The letter is focused,

coherent, informative, and describes events in orders. Writer includes an inference.

3 Meets most trait objectives. The letter is somewhat focused and coherent. The events are close to the order in which they happened. The writer may not include an inference.

2 Meets some primary trait objectives. The letter is a bit sketchy. The writer doesn’t include an inference.

1 Fails to meet primary trait objectives. Message is sketchy and disjointed. It is missing three or more components.

0 The letter is unscorable or the student did not submit one.

BibliographyAnderson, Matthew T. Burger WussAtkinson, Mary. Maria TeresaBulla, Robert. BenitoCohn, Barbara. Molly’s PilgrimCole, Joanna. Bully TroubleEstes, Eleanor. The Hundred DressesFriesen, Gayle. Men of StoneHavill, Juanita. Jamaica Tag-Along

Bibliography continuedHenkles, Kevin. ChrysanthemumHines, Anna G. Tell Me Your Best ThingKliphuis, Christine. Robbie and RonnieLevitin, Sonia. Journey to AmericaMead, Alice. Junebug and the ReverendSoneklar, Carol. Mighty BoyWinthrop, Elizabeth. Luke’s BullyYashima, Tara. Crow Boy

Professional ResourcesTeacher Created Materials, Inc. Literature

and Critical Thinking (TCM-362)Carroll, J. Gladhart, M. & Petersen, D.

Character Bldg. /Lit.-Based Theme UnitsHall, Susan. Using Picture Storybooks to

Teacher Character EducationFreedman, Judy. Easing the Teasingwww.ivillage.com/ivoices-battling-bullies-one-

dress-time/1-h316979