The AIM Buddy Project 2010-11 by BBC Local Search

lopment Cu e v e D r e ct ra a Ch d an l, Emotional,

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E D I U G S ’ R O T EDUCA

Socia

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MASTERCARD

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AMERICAN EXPRESS

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DISCOVER

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Table of Contents Big and Little Buddies About AIM Overview............................................................................................................................. 4

Watch Video #1: Welcome to AIM

Meet Arthur!........................................................................................................................ 5 Why a Buddy Program?..................................................................................................... 6

About the Topics................................................................................................................ 6

Watch Video #2: About the Topics

Creating a Safe Environment............................................................................................ 9

Integrate AIM Into Your Curriculum.............................................................................. 11

Planning Your Program At-a-Glance........................................................................................................................ 12

AIM Buddy Project Roadmap......................................................................................... 14

Get to Know AIM.............................................................................................................. 15

Meet with Your Teacher Partner.................................................................................... 15

Technology Check............................................................................................................ 15

Pair the Buddies............................................................................................................... 16

Watch Video #3: Pairing the Buddies

Schedule the Sessions..................................................................................................... 17

Watch Video #4: Helpful Hints

Adapt the Program........................................................................................................... 18 Teacher Checklist ............................................................................................................ 19

Little Buddies Prep Sessions

Prep Session 1: Getting Ready to Meet Your Buddy........................ 21 Prep Session 2: Training the Buddies......................................................... 25

Watch Video #5: Training the Buddies

Prep Session 3: Meet and Greet..................................................................... 27

1 Big and Little Buddies: AIM Table of Contents

Little Buddies Topic Buddy Sessions

So Funny I Forgot to Laugh (Empathy)x

Empathy Buddy Session 1: Introduction................................................................ 29 Empathy Buddy Session 2: Read and Talk Together............................................ 32 Empathy Buddy Session 3: Reflections.................................................................. 33

Francine’s Tough Day (Honesty)x Honesty Buddy Session 1: Introduction................................................................. 35 Honesty Buddy Session 2: Read and Talk Together.............................................. 37 Honesty Buddy Session 3: Reflections................................................................... 38

Buster’s Growing Grudge (Forgiveness)x

Forgiveness Buddy Session 1: Introduction........................................................... 39 Forgiveness Buddy Session 2: Read and Talk Together....................................... 41 Forgiveness Buddy Session 3: Reflections............................................................. 42

Arthur’s Giving and Keeping Game (Generosity)x Generosity Buddy Session 1: Introduction............................................................ 43 Generosity Buddy Session 2: Read and Talk Together......................................... 45 Generosity Buddy Session 3: Reflections............................................................... 46 Dear Adil (Learning from Others)x Learning from Others Session 1: Introduction...................................................... 47 Learning from Others Session 2: Read and Talk Together................................... 48 Learning from Others Session 3: Reflections......................................................... 49

Big Buddies Prep Sessions

Prep Session 1: Getting Ready to Meet Your Buddy........................ 52

Prep Session 2: Training the Buddies......................................................... 56 Watch Video #5: Training the Buddies

Prep Session 3: Meet and Greet..................................................................... 59

Topic Buddy Sessions

So Funny I Forgot to Laugh (Empathy)x

Empathy Buddy Session 1: Introduction................................................................ 61 Empathy Buddy Session 2: Read and Talk Together............................................ 65 Empathy Buddy Session 3: Reflections.................................................................. 66

Francine’s Tough Day (Honesty)x Honesty Buddy Session 1: Introduction................................................................. 68 Honesty Buddy Session 2: Read and Talk Together.............................................. 71 Honesty Buddy Session 3: Reflections................................................................... 72

2 Big and Little Buddies: AIM Table of Contents

Buster’s Growing Grudge (Forgiveness)x Forgiveness Buddy Session 1: Introduction........................................................... 73 Forgiveness Buddy Session 2: Read and Talk Together....................................... 76 Forgiveness Buddy Session 3: Reflections............................................................. 77

Arthur’s Giving and Keeping Game (Generosity)x Generosity Buddy Session 1: Introduction............................................................ 78 Generosity Buddy Session 2: Play and Talk Together.......................................... 81 Generosity Buddy Session 3: Reflections............................................................... 82

Dear Adil (Learning from Others)x Learning from Others Session 1: Introduction...................................................... 83 Learning from Others Session 2: Read and Talk Together................................... 86 Learning from Others Session 3: Reflections......................................................... 87

Big and Little Buddies Conclusion & Celebration Conclusion........................................................................................................................ 88 Celebration!....................................................................................................................... 89

Appendix Recommended Books.......................................................................................... 92 ARTHUR Character Cards................................................................................... 96 Handouts Letter to Parents and Guardians............................................................................. 98 Feelings Chart............................................................................................................ 99 Self-Portrait.............................................................................................................. 100 Think About It Cards............................................................................................... 101 Vocabulary Lists...................................................................................................... 106 Certificates of Achievement................................................................................... 109

References & Bibliography............................................................................. 111 Common Core Standards................................................................................. 112 SEL Core Competencies.................................................................................... 118 Program Crosswalk Alignments.................................................................. 119 Credits......................................................................................................................... 120

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About AIM Overview Welcome to the Arthur Interactive Media (AIM) Buddy Project! AIM is a cross-age buddy program designed to promote social, emotional, and character development in elementary school students. Instead of traditional story books, AIM uses interactive stories and games, based on PBS’s Arthur series, that allow students to interact with characters, explore multiple perspectives, and consider the impact of actions. Created by the WGBH Educational Foundation and the Institute for Applied Research in Youth Development at Tufts University, AIM is designed to be a supplement to existing social, emotional, and character development curricula with a goal of encouraging important discussions around topics that may be difficult for teachers and students to address in class.* The program includes five interactive stories and games and each one focuses on a specific topic: empathy, honesty, forgiveness, generosity, and learning from others. Exploring these topics with students helps build skills and attitudes that enable them to think more critically and be more accountable for their actions and relations with others, which in turn can help reduce negative behaviors and lead to safer and more caring learning environments. In the AIM Buddy Project, cross-age buddy pairs (ideally, two grades apart: first and fourth or second and fifth) meet to listen to an interactive story or play an online game together. Embedded questions prompt the buddies to talk about and reflect on the characters’ feelings and perspectives and explore how to resolve conflicts. The interactive Arthur stories and games serve as an ideal platform to advance these goals, because they allow children to interact with the characters on the screen. This can help them relate to the story and understand the motivations and choices each character makes. Research supports the idea that children learn from digital technology, and that early experience with research-tested educational media (such as curriculum-based television shows and online games) can help create the path to long-term success (Calvert 2015). (see Appendix, References and Bibliography: Using Media.)

4 Big and Little Buddies: About AIM

The program is made up of 20 sessions:

★ ★

3 buddy prep sessions (training and getting-to-know your buddy)

★

1 or 2 wrap-up sessions (conclusion and celebration)

15 topic sessions (3 sessions for each topic) 1: introduction to topic 2: buddy experience with interactive feature 3: reflection on the topic and the buddy experience

This Educator's Guide provides everything you need to plan and implement your buddy program, including short teacher videos (Welcome to AIM!, About the Topics, Pairing the Buddies, Helpful Hints, and Training the Buddies), featuring classroom teachers who have piloted the AIM program. They will provide you with background, suggestions, and tips for ensuring a successful program. This guide is made up of instruction specific to Little Buddies or Big Buddies (Prep Sessions, Topic Sessions) as well as instruction important for both Little Buddies and Big Buddies (Overview, Conclusion, Appendix). It is important to read through your own section as well as the sections written for both groups. We do recommend you also read through the sections for your partner group so you will be aware of how they are preparing for the program. *If your school does not use an existing SEL curricula, you can use the AIM materials to introduce the five topics to students and begin to encourage peer interactions and collaborative discussions around the topics.

Watch Video #1: Welcome to AIM! This short introductory video provides an overview of the AIM Buddy Project. Watch teachers and project developers describe the AIM program, its components, and its benefits. View the video here. www.pbslearningmedia.org/resource/aim17-selwelcometoaim/

Meet Arthur! Arthur is an animated television series that has aired daily on PBS KIDS since 1996. Aimed at viewers ages 4–8 (although watched by both younger and older fans), the series’ goals are to encourage positive social skills and the importance of communication, as well as to help foster an interest in reading and writing. Based on the children’s book series by Marc Brown, the Emmy award– winning show is the longest-running children’s animated show on television. The show chronicles the adventures of Arthur (an 8-year-old aardvark) and his friends and family through fun and engaging stories that explore issues faced by real kids. Arthur has portrayed a wide variety of issues and topics. Children are entertained as they watch the show, but they also learn important lessons about empathy, respect, problem solving, and being a good friend.

5 Big and Little Buddies: About AIM

Tip Get To Know Arthur Before beginning the program, you may want to become more familiar with the Arthur series, or help your students become more familiar with the characters and their personalities and relationships. You can: • Read an Arthur story together (available at most school or public libraries) • Explore the Arthur website (pbskids.org/arthur) • Stream Arthur episodes (pbskids.org/arthur/video/index.html) (Also available at many school and public libraries.)

Why a Buddy Program? Several research studies have found that enhancing traditional classroom instruction with one-on-one interventions, such as a reading-buddies program, can aid the development of positive social behaviors and peer relations. There is ample evidence that peer relationships are important for character development (Grusec & Hastings, 2014; Walker, Hennig, & Krettenauer, 2000). This is especially true for peers who are of different ages, also known as cross-age peers (Karcher, 2007). In fact, cross-age mentoring is a key developmental asset for promoting social, emotional, and character development in children (Burrell, Woods, Pikes, & Holliday, 2001; Karcher, 2007). (Cross-age typically means two or more grades or years of age separate the mentor and mentee.) In a general context, mentoring typically involves regular meetings between a younger child and an older child or adult who provides the child with guidance and support over an extended period of time. In the AIM Buddy Project, cross-age mentoring refers to elementary school students—a buddy pair made up of a younger (“little buddy”) and an older (“big buddy”) student. This cross-age mentoring provides a great opportunity for both buddies to help bring out each other’s positive characteristics related to their character development (Turner & Berkowitz, 2005). This process involves active engagement by Big Buddies and Little Buddies and a collaborative effort toward reasoning, explanation, and problem solving (Tasca, 2002; Fair, Hopkins, & Decker, 2010).

About the Topics Each interactive story or game is based on an Arthur episode that has been adapted to allow for interactivity, and discussion around five topics—empathy, honesty, forgiveness, generosity, and learning from others. These topics lay the groundwork for social, emotional, and character development. (see Appendix, References & Bibliography).

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Watch Video #2: About the Topics In this short video, school counselor Jacqueline Brown offers information about the five topics and their importance in social and emotional learning and character development. Senior Digital Producer Gentry Menzel explains how the interactive features were designed to help the buddies explore the topics. Watch the video here. www.pbslearningmedia.org/resource/aim17-sel-topics

AIM Topic Definitions Empathy When you have empathy, you see things from another person’s point of view and care about how that person is feeling. When you use empathy, you recognize what other people are thinking and how they are feeling, then you do things to make sure they are okay. Sometimes when you are being empathetic, you put yourself in another person’s shoes without them having to ask you to do that.

Honesty When you are honest, it means you tell the truth. You show honesty by admitting you did something wrong, even if it means getting into trouble or having someone be mad at you. Sometimes, telling the truth can be hard and you will need to think about how being honest, or not being honest, can affect others’ feelings

Forgiveness When you forgive someone, you stop feeling angry, upset, and disappointed. You move on, let go of the bad feelings, and don’t let it bother you anymore. When you are forgiving, you can go back to being nice to the person who did something wrong, whether it was on purpose or not. Sometimes forgiving someone happens quickly, and sometimes it takes a long time.

Generosity When you are generous, you are willing to give away or share your time, money, or things-even when those things mean a lot to you. Being generous is when you choose to help and share with people because you think it is the right thing to do and not because you have to or because someone tells you to or because you expect something in return.

Learning from others When you are open to learning from others, you understand that you don’t know everything and that there is more to learn. Being open to learning from others means you don’t use your knowledge or expertise to take advantage of others. It also means that when in discussions with others, you are respectful and listen closely to what they have to say in order to learn something from them.

7 Big and Little Buddies: About AIM

AIM Summary Chart The AIM Summary Chart lists the topics, the related interactive feature, and the Arthur episodes on which the features were based. Since So Funny I Forgot to Laugh explores the crucial qualities of empathy and perspective taking, which are integral to the other four topics, it is recommended to begin your program with this topic. Dear Adil, which is about learning from others, is a good choice for ending the program.

Related Arthu r Episode*

Topic

Interactive Feature

Empathy

So Funny I Forgot to Laugh Arthur makes fun of Sue Ellen, but his teasing goes too far. Can he truly apologize to Sue Ellen and save their friendship?

So Funny I Forgot to Laugh

Francine’s Tough Day Francine is tempted to lie about her missing homework; exaggerates her part in a soccer game; and can’t decide how to tell the truth when she’s invited to a sleepover but a friend is excluded.

MacFrensky

Buster’s Growing Grudge Buster thinks Binky stole his joke and just can’t get over being upset and annoyed with his friend, until his growing “grudge” begins to weigh him down.

Buster’s Growing Grudge

Arthur’s Giving and Keeping Game When Arthur shares his chocolates, money, and time with his friends, the effects of his generosity change depending on the decisions he makes.

Spoiled Rotten

Dear Adil When Arthur starts writing to a pen pal from Turkey, he realizes that his ideas about another culture may need to be re-examined.

Dear Adil

Understanding how others feel and think

Honesty Telling the truth even when it’s difficult to do so

Forgiveness How you can let go of a grudge when someone hurts your feelings Generosity Sharing things (including time) with others even when it might be hard to do Learning from Others Asking questions rather than making assumptions; being respectful of others.

Although you may choose to watch the Arthur episode on which the interactive is based, it is not required. The episodes So Funny I Forgot to Laugh and Dear Adil most closely match up with the interactive story and are available on this site. The remaining three episodes may be found at pbskids.org/arthur/video/index.html, online, or at many school and public libraries.

8 Big and Little Buddies: About AIM

Creating a Safe Environment The AIM Buddy Project is designed to provide opportunities for students to discuss and explore behaviors, emotions, choices, and how they affect others. In order to do this, they will first need to become comfortable talking about their feelings and experiences. Using the Arthur stories allows students to talk about the characters instead of themselves, which may make it easier for them to discuss issues that otherwise might be hard to articulate. However, making your classroom a safe space for students to talk openly is crucial to their comfort level, their social, emotional, and character growth, and to the success of the AIM experience. Sometimes students prefer to be observers rather than active participants in activities. At other times, they don’t participate in discussions because they worry that they will be teased, or because the topic hits too close to home. It can be tricky to tell the difference. You can help by creating an environment that encourages students to participate at the level that is comfortable for them and by modeling positive, respectful behaviors such as: • being honest and open about your own feelings, experiences, and mistakes • listening actively and patiently • being respectful of different opinions • being sensitive to students’ feelings • encouraging students to be inclusive • making a special effort to encourage and support students to participate within their comfort zones The training sessions for both Little Buddies and Big Buddies will help establish and maintain a supportive classroom culture (see Training the Buddies sections). • Little Buddies will have multiple opportunities to practice their communication skills, develop an awareness of how they contribute to the school community, and increase their confidence in expressing their opinions and feelings. Students who are less apt to share in a group setting may be more willing to share their thoughts and feelings with an empathic and caring older buddy. • Big Buddies, in their role as mentors, learn how to listen and support their Little Buddies, and may find themselves better able to articulate their own ideas about the topics. They may also gain a greater sense of self-esteem in their role as leaders. • The relationships between the buddies will help contribute to a more caring and cohesive school community.

9 Big and Little Buddies: About AIM

You can help students by creating or revisiting classroom rules and guidelines. Ask your students to think about what makes them more comfortable when talking in the group, and what makes them uncomfortable. Then develop a list together and post it in the classroom. The list could include suggestions such as: • listen respectfully and quietly • try not to interrupt when someone is talking • use kind words even if you disagree • when you make comments, use “I” statements • if you don’t understand something, ask a question If you have an established set of rules in place, consider as a class how those expectations may be expanded or clarified to include buddy-specific guidelines. (see Buddy Prep sessions)

An example of existing class rules

Tip You may want to do one or more of the following activities to reinforce what students are learning about being kind to and respectful of others. • Create an “Acts of Kindness” board in the classroom where students can write or draw about a time when they or a classmate acted kindly toward another student. • Begin a classroom “Kindness Tree.” Tape a construction paper tree to the wall. Then during your class meetings ask students to report ways that they have been kind, generous, or forgiving to a classmate, or that a classmate has been kind, generous, or forgiving to them. Write each example on a paper flower and tape it to the tree. Watch the tree bloom!

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Integrate AIM into Your Curriculum The AIM Buddy Project can strengthen your existing social, emotional, and character development curriculum. If you are already implementing activities designed to foster students’ social, emotional, and character development, AIM provides an opportunity to go into more depth, fill in gaps, or offer additional practice and reinforcement. (see Appendix, Program Crosswalk Alignments for aligning AIM materials to specific curricula). Ongoing reinforcement is key to helping promote students prosocial behaviors. During daily activities, you may want to routinely acknowledge positive behaviors to help keep students mindful of the common prosocial goals. Keep in mind the AIM topics while teaching in other subject areas and consider ways to integrate and reinforce the topics in these areas. For example : • Make a thematic connection to books students are reading in class or at home if students read topic-related books at the end of their buddy sessions. • Have older students write about the topics and their buddy experience and younger students draw and/or write or dictate their thoughts and feelings during writing time. • Add new words from the interactive features and class discussions to your Word Wall or other vocabulary lessons. • Use topic-related and feelings vocabulary words organically during lunchtime sharing time, playtime or any time throughout the day. (see Appendix, Vocabulary Lists) • Use “Arthur’s Giving and Keeping Game” when your students are talking about sharing equal portions in their math class. • Use the the “Dear Adil” interactive story when you introduce the concept of learning from others in your social studies or science class. • Integrate AIM Conclusion & Celebration activities (page 88) in art and music time.

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Planning Your Program At-a-Glance To ensure that students get the most out of AIM, the sessions have been designed so that buddies first become familiar with the program and begin to feel comfortable talking together during three buddy prep sessions. The first two prep sessions take place separately in the buddies’ home classrooms. Prep Session 1: Getting Ready to Meet Your Buddy (45 minutes) This session is led by teachers in separate classrooms. Buddies are introduced to the program, discuss different emotions in order to develop a vocabulary of feelings, and create a “Who Am I?” project that will help their buddies get to know them. Prep Session 2: Training the Buddies (30–45 minutes for Little Buddies, 20–45 minutes for Big Buddies) This session is led by teachers in separate classrooms. Students prepare for their buddy roles as they discuss what to expect and what it means to be a Little Buddy or Big Buddy, and explore being a buddy as they practice with a classmate. Prep Session 3: Meet and Greet (20–30 minutes) This session is led by both teachers in a combined classroom. The buddies meet and share their “Who Am I?” projects. After the prep sessions, each of the topics is explored in three topic-related sessions that focus on the interactive feature. Topic Buddy Session I: Introduction (30–45 minutes for Little Buddies, 20–45 minutes for Big Buddies) The first session takes place in separate classrooms. Little Buddies are introduced to and discuss the topic, preview the story or game, and learn key vocabulary. Big Buddies discuss the topic in more depth in order to prepare them to lead the discussion with their Little Buddies. Big Buddies are also introduced to the interactive feature and practice playing the game or listening to the story with a classmate. (Note: Big Buddy sessions may take longer in the beginning, but become shorter as students become more familiar with the technology and their Little Buddies.)

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Topic Buddy Session 2: Read and Talk Together (45–60 minutes) The second session takes place in a combined classroom. The buddies meet and read along as they listen to the story or play the game together and then talk about the topic. Buddies who finish early choose an activity that will help them continue the discussion or reflect on their learning. If time allows, a brief whole-group wrap-up discussion is led by one of the teachers. Topic Buddy Session 3: Reflections (15–30 minutes) The third session, led by the teachers in separate classrooms, is designed to help buddies further explore their understanding of the story or topic and reflect on their experiences with their buddies. Conclusion & Celebration The Conclusion & Celebration section (see page 88) provides culminating activities to help you complete the AIM Buddy Project.

Tip Teaching the topics covered in the AIM program can be difficult for you and grasping the concepts can be difficult for your students. As you plan your program, create tools that will make teaching the program easier and be sure to allow for flexibility to fit your needs, for example: • Many teachers have found it helpful to download the full Educator's Guide and create a hard-copy binder with tabbed sections for quick referencing and note taking while planning and implementing their program. This is especially useful if you plan to continue the program with different groups of students. • Rearrange the topic sequence you had planned if a real-life situation arises in the classroom and your students would benefit more from being introduced to a different AIM topic at that time. • Extend the time you planned on spending on a topic if students are not grasping the concept in the time span you allotted.

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AIM Buddy Project Roadmap Prep Sessions (3 sessions)

Prep Session I: Getting Ready to Meet Your Buddy

Introduction to AIM and Arthur. Create “Who Am I?” project to share with buddy.

45 min

Little Buddies: What to expect, communication skills, vocabulary preview, buddy practice. Big Buddies: What to expect, vocabulary review, how to nurture Little Buddies, communication skills, troubleshooting, buddy practice.

(LB)

(separate classrooms)

Prep Session 2: Training the Buddies (separate classrooms)

Prep Session 3: Meet and Greet

20–30 min

(BB)

30–45 min

Buddies meet and share personal projects.

20–45 min

Little Buddies: Introduce and discuss topic, preview interactive feature, review vocabulary and communication skills. Big Buddies: Introduce and discuss topic, preview interactive feature, review vocabulary and communication skills, practice with interactive feature.

(LB)

Little and Big Buddies: Buddies read/play and then talk together about the story or game. Optional book corner. Wholegroup wrap-up.

45–60 min

Whole-group reflection and optional writing/drawing time.

15–30 min

Class projects and celebration.

45 min or more

(together)

Topic Buddy Sessions (3 per topic, or 15 sessions total) 1. Empathy 2. Honesty 3. Forgiveness 4. Generosity 5. Learning from Others

Topic Buddy Session 1: Introduction (separate classrooms; could integrate into existing class meeting time)

Topic Buddy Session 2: Read and Talk Together (together)

Topic Buddy Session 3: Reflections

30–45 min

(BB)

20–45 min

(separate classrooms)

Conclusion & Celebration

1–2 sessions

Total

20 sessions

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Get to Know AIM To familiarize yourself with the program, read through the Educator's Guide, watch the five teacher videos, gather activity materials, and listen to and/or play the interactive features. As you review the materials, note where you might want to enhance your lesson with your own teacher tool, such as information highlighted on chart paper or PowerPoint slides that you will need to prepare ahead of class. Before you begin the program, you may want to send a Letter to Parents and Guardians explaining what the AIM Buddy Project is and what students will be doing with their buddies (see Appendix for a sample letter). This will help parents and caregivers understand what is happening in the classroom and help them think about how they can and reinforce the learning at home.

Meet with Your Teacher Partner Meet with your “buddy” teacher partner well in advance of the beginning of the program because you'll have a lot to talk about! You will need to discuss the characteristics and needs of individual students and talk about what assumptions you may have about students’ backgrounds and experiences. You will also need to discuss how to implement or adapt the program so it suits both of your needs and schedules, review all of the instructions, watch the teacher videos, listen to or play the interactive features, and gather the activity materials you'll need. Consider scheduling to meet more than one time to be sure you cover everything.

Technology Check You will need an Internet-connected desktop computer, laptop, or tablet for each buddy pair. Before you begin, consider placing the interactive feature links on the school's homepage for easy access. You may want to consider holding the sessions in a computer lab, library or other large space. If you store laptops or tablets in your classroom, you and your teacher-partner should decide on a standard routine for distributing and collecting the devices before and after each session. You will want to check a few things before each session so that you don't take up learning time fixing the technology, for example: • Check that the Wi-Fi or Internet connection is working. • Preload or connect each device to the interactive feature before students arrive. • Test that the interactive feature works on each device. Adjust the volume if needed. • Create a sign-in sheet to keep track of the devices. • Test headphones (optional) to be sure they are connected.

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Pair the Buddies Watch Video #3: Pairing the Buddies In this short video, teachers who have piloted the AIM program share the different strategies they used to pair the buddies and help them get comfortable with each other. Watch the video at www.pbslearningmedia.org/resource/aim17-sel-pairingbuddies. Pairing students that can work together comfortably is critical to the success of the AIM program. Buddy pairing is a step you and your buddy teacher will need to work on together. This may take more than one meeting so you can get to know one another’s students in order to make the best pairs. Here are a few things to think about as you prepare to pair the buddies: • Get to know your own students first so you can consider personalities, prior relationships, abilities, and learning styles. • Work out a strategy with your buddy teacher for checking-in with students to be sure the relationship is positive and a good experience for both students. It can be as simple as having students give you a "thumbs up" if they had a good experience or have them answer a simple question when they return to their separate rooms, such as, Are you looking forward to meeting with your buddy next [day]? Why or why not? • Be open to moving around students if a buddy pair is not a good match. • Think ahead and have a plan in place for when a student is absent. You may want to have back-up pairs or groups of three students planned ahead of time. • If you have English language learners, you may want to pair a Big Buddy and Little Buddy who share the same home language. • If you have learners working on English proficiency, you may need to help scaffold the material and vocabulary before, during, and after the sessions. The Vocabulary handouts (see Appendix, Vocabulary Lists) will be helpful in alerting students to challenging words, idioms, or colloquial expressions.

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Schedule the Sessions The AIM program is made up of 20 session. To maximize the learning experience, you should try to meet at least once a week to complete all of the Buddy Prep and Topic Buddy sessions. If possible, schedule Topic Buddy Sessions 1 (Introduction) and 2 (Read and Talk Together) during the same week. Session 1 prepares the buddies (separately) by defining and discussing the topic and the interactive feature. Session 2 lets the buddies experience the interactive feature together. Students are more likely to retain the information they learned from Session 1 as they go through the interactive feature during Session 2. Schedule the Topic Buddy Session 3 (Reflections) as soon as possible after Session 2. If you schedule it during the same week or at the beginning of the following week, students will be able to more easily reflect on their learning as the information will be fresh in their minds. Think about your student's needs as you schedule the sessions. Although we recommend beginning the program with the empathy unit, this may be a difficult topic for buddies to open up to with their new buddy. You might want to find additional times when buddies can meet and get to better know one another before working on this first story together. (This can be a simple activity such as having lunch together.) Or cover empathy later in the program if you feel your students will benefit from it more after getting to know their buddies better.

Tip Tips for Scheduling Your Sessions • If your class has never participated in buddy learning before, consider the time of day for the buddy meetings. It can be less disruptive and time consuming to schedule buddy sessions right before a transition time. For example, Big Buddies can escort the Little Buddies to lunch or help them get ready to go home after the buddy experience. This has the added bonus of increasing the buddy bond outside the formal classroom experience. • Be creative when scheduling the sessons if your schedule is tight. For example, if you only have a 30-minute session time to do Prep Session 1, you can introduce Arthur to the students during 15 minutes of snack time and then use the full 30-minute session to have students complete the "Who Am I?" project. • If you are unable to complete three sessions for each topic due to schedule constraints, you may choose to skip the third session. Encourage students to reflect about their experiences through other activities within your existing curriculum.

17 Big and Little Buddies: Planning Your Program

Watch Video #4: Helpful Hints In this short video, you'll find a wide range of tips and advice from teachers who have used the AIM program on how to successfully conduct the AIM Buddy Project in your own classroom. Watch the video. www.pbslearningmedia.org/resource/aim17-sel-topics

Adapt the Program Adapt the program to the specific learning styles and needs of your students. For example, you can: • Support visual learners by using more pictures (e.g., Arthur character cards, PowerPoint slides, or other images on a whiteboard) to help familiarize students with characters, behaviors, and the story structure or game mechanics. • Have Big Buddies turn the sound off and read the text on the screen for their Little Buddies if your students need more literacy skills practice. • Spend more time reviewing vocabulary, particularly colloquial phrases, for English language learners. You may also want to use the Vocabulary List handouts (see page 106). • If you are unable to complete three sessions for each topic due to schedule constraints, you may choose to skip the third session. We do not recommend eliminating any of the three introductory Buddy Prep sessions, because spending the time up front to build a strong foundation for the program and the buddy relationships will result in a smoother, more effective program overall.

18 Big and Little Buddies: Planning Your Program

Teacher Checklist Before You Begin Read and explore all of the materials, including the interactive features, Educator's Guide, and teacher videos. We recommend you review all the sections in the Educator's Guide, even those that are not specific to your Big or Little Buddy class, so you can gain an understanding of how your partner buddy class is preparing for the joint interactive sessions. Meet with your “buddy” teacher partner to: • Develop a schedule that works for both classrooms, including buddy meetings and individual classroom activities; • Pair up buddies; • Decide who will coordinate tech needs and materials collection; • Review AIM Topic Definitions • Try out some of the interactive features together.

Essential Materials Note: You may want to create a binder to collect all your AIM materials before you start your program. Computer, laptop, or hand-held device with Wi-Fi or Internet connection Writing and drawing materials Index cards, chart paper Topic-related read-aloud books from your school or public library, plus general books about feelings (see Appendix, Recommended Books). Ask your librarian for additional suggestions. One set of Arthur Character Cards: Arthur, Buster, Binky, Francine, Muffy, Sue Ellen, Mr. Ratburn Handouts (see Appendix) • Letter to Parents and Guardians • Feelings Chart • Self-Portrait • Think About It Cards (one set for each Big Buddy pair) • Vocabulary Lists (one for each Big Buddy, if needed) • Certificates of Achievement

Additional Materials (Optional) Arthur videos and books

© 2017 WGBH Educational Foundation. All rights reserved. “Arthur” & the other Marc Brown Arthur characters and underlying materials (including artwork) TM and © Marc Brown. The Arthur Interactive Media Study was made possible through the support of a grant from the John Templeton Foundation. The opinions expressed in this publication are those of the author(s) and do not necessarily reflect the views of the John Templeton Foundation.

19 Big and Little Buddies: Planning Your Program

LITTLE BUDDIES

Prep Sessions Prep Session 1: Getting Ready to Meet Your Buddy

Little Buddies (45 minutes).....................................................................21x Big Buddies (45 minutes).........................................................................52x

Prep Session 2: Training the Little Buddies Little Buddies (20–30 minutes).................................................................25 Big Buddies (30–45 minutes).....................................................................56 Watch Video #5: Training the Buddies

Prep Session 3: Meet and Greet

Little Buddies and Big Buddies Together (20–30 minutes).................27x

20 Big and Little Buddies: Prep Sessions

LITTLE BUDDIES PREP SESSION 1

Getting Ready to Meet Your Buddy Materials

Book Corner

Arthur Character Cards

Aliki Cain, Janan Cocca-Leffler, Maryann Curtis, Jamie Lee Fox, Mem Freeman, Saxton Geisel, Theodore Parr, Todd Rotner, Shelley Rubenstein, Lauren Spelman, Cornelia

Feelings Chart Arthur episode and books (optional) Projector or whiteboard (optional) Who Am I? Activity Option 1: About Me Bags Class set of lunch-size paper bags Drawing and writing supplies; scissors Magazines and stickers Option 2: Create a Self-Portrait Copies of Self-Portrait handout Drawing and writing supplies; stickers

Feelings The Way I Feel Theo’s Mood Today I Feel Silly Tough Boris Yesterday I Had the Blues My Many Colored Days The Feelings Book Lots of Feelings Visiting Feelings The Way I Feel

minutes

Introduce Arthu r Display the Arthur character cards and invite children to use them to prompt discussions about the characters. Talk with students about the Arthur television series. Most children will already know it. For children who don’t, ask student volunteers to explain what they know about the show and the characters. You might say: How many of you have watched the Arthur show or read the Arthur books? Who can tell me about it? <pause for responses> That’s right! Arthur Read lives in Elwood City with his parents, his sister D.W., his baby sister Kate, and his dog, Pal. He’s just like you—he goes to school and has lots of adventures with his friends. Who can tell me some of Arthur’s friends? Yes, there’s Buster, who is Arthur’s best friend. Some of Arthur’s other friends are Francine, Sue Ellen, Muffy, and Binky. Do you have a favorite Arthur character? <pause for responses> Great! You know a lot about Arthur!

21 Little Buddies: Prep Sessions

Sometimes Arthur and his friends and family have problems. What kinds of problems might you have with your friends? What are some of the ways you can solve problems with your friends? You may want to show students an Arthur episode to help students become familiar with or remind them of the show and the characters or read an Arthur book together.

Explain the AIM Buddy Project If students haven’t participated in a cross-age buddy program before, explain what it is and how it works. You might say: Who knows what a buddy is? Yes, a buddy is a friend. For our buddy project, your Big Buddy is a <4th-> <5th-> grade student who will be your partner. We will meet <once or twice a week> until <month>. Together, you and your buddy will use a <computer, laptop, tablet> to explore stories and games about Arthur and his friends. You will help each other listen to the story or play the game and then talk about your ideas and feelings. As a Little Buddy, you are an important partner!

Talk about feelings During the AIM Buddy Project, Little Buddies and Big Buddies will be exploring multiple perspectives and talking about how different characters feel. Buddies will also talk about their own feelings and experiences. To begin preparing Little Buddies, it is important to give them the vocabulary to talk about feelings and an opportunity to practice. You might say: In the stories you and your buddy will listen to, and the games you will play together, Arthur and his friends sometimes make mistakes or have problems they are trying to solve, just like in the TV show. You will talk about the stories with your Big Buddy and how the ARTHUR characters feel about what is happening. So to get ready, let’s spend a little time talking about feelings. As a class, you can review the Feelings Chart (see Appendix), or if you already have one, use it as you lead a class discussion. Ask students how many different feelings they can name and what they mean: sad, angry, disgusted, happy, scared, excited, proud, embarrassed, peaceful, worried, hopeful, lonely.

22 Little Buddies: Prep Sessions

Tip Feelings Activity Ideas Depending on the extent of your students’ prior knowledge or skills, you can explore ideas about feelings further by doing one or more of the following activities: • Feelings Charades: Have students take turns acting out different feelings using facial expressions and body language. Ask the rest of the class to guess what emotion the student is acting out. How did they identify the emotion? • Take photos of children’s expressions of different emotions. Help them label their pictures and create a Feelings Collage to post in the classroom. Talk about what might make them react in a certain way. • Use read-aloud books to talk about different kinds of feelings. • Play various types and tempos of music and ask students to name a feeling they experienced while listening.

Who Am I?

Activity

Use one of the following options to help students introduce themselves to their Big Buddies and to encourage them to talk together. Feel free to substitute a “Who Am I?” activity of your own, but be sure both the Little Buddies and the Big Buddies do the same activity.

Option 1: About Me Bags An About Me bag is a paper bag filled with things that describe a person, show his or her interests or likes, or tell a story about that person. To create About Me bags in class, students use markers and stickers to decorate a paper lunch bag with their name on it. Then they collect small items or pictures (they can draw them or cut them out from magazines) that represent something about them. To do the activity as a homework assignment, students take the bags home and fill them with actual items to bring in the next day. You may want to make your own About Me bag to model for students. Then you might say: On <day>, we will have a chance to meet our Big Buddies for a short visit so you can start to get to know each other. In order to help our Big Buddies get to know us, we will each make an About Me bag. First, you will write your name on your bag (assist if needed) and then decorate the outside. Be creative! To fill the bags you will collect small items (or draw or cut out pictures of items) that make you happy, tell a story about who you are, or remind you of a special time, and put them in your bag. These are things you’d like your Big Buddy to know about you. Have students practice sharing their bags with each other before they share them with their Big Buddies. Tell students their Big Buddies will have their own About Me bags, too!

23 Little Buddies: Prep Sessions

Tip If you send the About Me bag home for children to complete, here is a sample letter that you can staple to the bag: Dear Families, Your child is making an About Me bag to share with his or her Big Buddy in school. The About Me bag should be filled with things (or pictures of things) that help describe your child—things he or she likes, things that are important to him or her, or something that tells a story about him or her. You can help by making sure the items he or she chooses: (1) are safe and not perishable, (2) are parent/guardian approved, (3) fit in the bag, and (4) tell something about him or her. Please have your child bring his or her completed About Me Bag back to school by <date>. Thank you!

Option 2: Create a Self-Portrait Students can create a self-portrait to share with their Big Buddies. If you have already done a self-portrait activity with your students, you can use those. Be sure your students have them for their first buddy meeting. Introduce the activity by telling students that they will have a chance to meet their Big Buddies for a short visit on <day/date> so they can begin to get to know one another. Explain: In order to help our Big Buddies get to know us, we are each going to draw a picture of ourselves. We’ll write our names on our pictures and then add a few things about ourselves that we’d like our Big Buddies to know. <Demonstrate by using the Self-Portrait handout, to draw your own self-portrait and fill in the answers on the sheet.> When you are finished, I will collect them. Then when we meet with our Big Buddies, we can share them. They’ll have their own self-portraits to show you! Distribute the Self-Portrait handout and drawing materials. Encourage students to write their own names. Circulate around the room as students are drawing, and ask them what they will tell their Big Buddies about themselves. Assist as needed. • Be sure to collect student’s work when the session is over so they will be available to use for practice during Buddy Prep Session 2 and to share with students’ Big Buddies when they meet.

Self-Portrait Template Draw a picture of yourself

My name Favorite book Favorite animal Things I like to do When I grow up I want to be 65 Handouts

24 Little Buddies: Prep Sessions

LITTLE BUDDIES PREP SESSION 2

Training the Little Buddies Materials Who Am I? project Poster paper Writing and drawing materials

Watch Video #5: Training the Buddies Teachers who have piloted the AIM Buddy Project talk about how to train the buddies and model strategies for Little Buddy and Big Buddy trainings. Watch at www.pbslearningmedia.org/ resource/aim17-sel-topics.

minutes

Remind Little Buddies of the day and time that they will be meeting their Big Buddies. (You may want to use a calendar sticker or some other visual clue.) The first meeting is just to get to know each other. After that, when they get together, the buddy pairs will be listening to online stories or playing an online game. To “train” the Little Buddies, help familiarize them with the process, and introduce the importance of good communication skills. You might say: On <day>, we will be meeting with our Big Buddies for the first time! For this meeting, we will share our Who Am I? activity so we can get to know each other. Your Big Buddy will share his or her own Who Am I? activity with you, too! In the meetings that happen after this first one, you and your buddy will listen to an online story or play an online game about Arthur and his friends. Let’s talk about what that will be like. As you listen to and watch the story or play the game, your Big Buddy will read you some questions. You and your buddy will talk about the questions, the characters, and what happens in the story or game. You’ll have a chance to tell your Big Buddy your thoughts and ideas, but you'll also have a chance to hear your Big Buddy’s thoughts, and ideas.

Being a Little Buddy Talk about the role that the Little Buddies will have in the program. You want to encourage participation, but you also want to make sure the Little Buddies know that their thoughts and perspectives are valuable to the Big Buddies, and that both Little Buddies and Big Buddies can learn from each other.

25 Little Buddies: Prep Sessions

Outline some basic behavior rules. Talk with students about how they can be good buddies. You might say: It’s important that you listen carefully to your Big Buddy and pay attention to the story or game. If you don’t understand something your buddy tells you or what you hear in the story, what can you do? <pause for responses> That’s right, you can tell your buddy you don't understand, ask your buddy to repeat it, or have him or her ask it in a different way. How can you show your buddy that you are listening to him or her? <pause for responses> You can look at your buddy. You can ask or answer the questions. Best of all, you can explain what you think, because your Big Buddy really wants to know! What if your buddy is answering all of the questions for you? <pause for responses> You can ask your buddy if you can have a turn answering the questions first. Your Big Buddy wants to hear what you have to say. Do your best to speak up and say what you think, even if you’re not sure of your answer or if you feel a little shy. There are no right or wrong answers. Remember that your Big Buddy can learn a lot from you! After the discussion, you may want to create a list of rules to post in the classroom so you can revisit from time to time throughout the program.

Practice Sharing: Who Am I? Make sure to allow time for students to ask questions about what to expect. Then have them practice how to talk with their Big Buddies by role-playing getting to know each other. First, choose a student volunteer to be your Little Buddy partner. You might say: Let’s pretend I am a Big Buddy . . . . Hi, <student>, I’m <your name>. Nice to meet you! Do you want to see my About Me bag/Self-Portrait? What does yours say? If the student is shy, gently encourage him or her to talk. After the student responds, continue playing the role of the Big Buddy and sharing your Who Am I? project. Demonstrate some of the ways the Little Buddies can keep the conversation going, such as using more than oneword answers, asking follow-up questions, or making additional comments. If you have time, have students take turns practicing sharing their Who Am I? projects with a classmate who can pretend to be the Big Buddy. Encourage buddies to practice asking questions or make comments such as: My picture has red hair, just like your picture. Why do you have a toy dog in your bag?

26 Little Buddies: Prep Sessions

LITTLE BUDDIES PREP SESSION 3

Meet and Greet Materials Who Am I? projects Nametags and/or name signs (optional)

This brief session gives the Little Buddy and Big Buddy a chance to meet each other and exchange Who Am I? projects. The Meet and Greet should be casual and fun. Choose a convenient, unhurried time for the Little Buddies and Big Buddies to meet. Before you get together, return the Who Am I? projects to the buddies so they can share them with their Big Buddies. Once the two classes are together, help students find their buddy. Then have them sit together in whatever formation they will use for future buddy sessions. After a brief welcome introduction by both Little Buddy and Big Buddy teachers, have the buddies share their Who Am I? projects and talk about them. (Little Buddies will keep their Big Buddies’ projects and vice versa.) After 5 to 10 minutes, gather the whole group together. Each teacher can compliment students on their good Little Buddy and Big Buddy behaviors. (What a treat it was to get to know your buddy! You’ve all done a really good job. I’m so glad we’ll all have a chance to get together again and talk about the Arthur stories and games.) If time allows (and parent/caregiver permissions are obtained), you may want to take photographs of each buddy pair to post in the class or distribute at the end of the program (see Conclusion & Celebration, page 88). When the buddies return to their own classrooms, check to see if they have any questions or encountered any problems with their Big Buddy. You can use a simple strategy such as having students give you a "thumbs up" if they had a good experience or have them write an answer to a simple question when they return to their room: Are you looking forward to meeting with your buddy next [day]? Why or why not?

27 Little Buddies: Prep Sessions

LITTLE BUDDIES

Topic Buddy Sessions So Funny I Forgot to Laugh..................... 29 (Empathy)

Francine’s Tough Day..............................35 (Honesty)

Buster’s Growing Grudge........................ 39 (Forgiveness)

Arthur’s Giving and Keeping Game.......... 43 (Generosity)

Dear Adil................................................47 (Learning from Others)

28 Little Buddy: Topic Buddy Sessions

Empathy

So Funny I Forgot to Laugh Materials

Book Corner

Arthur Character Cards: Arthur, Sue Ellen, Buster

Estes, Eleanor Ferry, Beth Henkes, Kevin Hughes, Shirley Ludwig, Trudy Polacco, Patricia Yashima, Taro

Vocabulary List (optional)

Objective: Students explore the interactive comic with buddies to help them gain an understanding of their own feelings, other's feelings, and different perspectives.

The Hundred Dresses Stick and Stone A Weekend with Wendell Alfie Gives a Hand The Invisible Boy Mrs. Katz and Tush Crow Boy

(see Appendix, Recommended Books for more selections)

30–45

minutes

E mpath y LITTLE B uddy S ession 1:

Introduction Preview the story

Introduce the concept and main idea of the story. You might want to say: The online story you are going to read with your Big Buddy is called So Funny I Forgot to Laugh. There are three main characters in the story: Arthur, Sue Ellen, and Buster. Show Character Cards and/or project them on your whiteboard to help students remember the characters. Then you can say: In the story, Arthur teases Sue Ellen about a sweater she is wearing. When you talk about the story with your Big Buddy, some of the things you’ll discuss are why kids tease each other, how teasing can make someone feel, and what you can do about teasing.

29 Little Buddy Session: So Funny I Forgot to Laugh

Introduce and discuss: empathy So Funny I Forgot to Laugh will help students understand and practice empathy as they talk about Arthur’s behavior and how it makes Sue Ellen and the other characters feel. To introduce the topic, review a range of behaviors, from playful teasing to hurtful teasing to bullying. You might want to share a real-life experiences you or your students have had with bullying, teasing, or empathy. This can help students open up and feel comfortable talking about issues when they meet their Big Buddies. Use the definitions that follow to help students develop an understanding of these topics.

Teasing Teasing can be playful when it’s just two friends goofing around. But sometimes teasing can go too far and it can turn into bullying. Playful teasing is when friends tease others equally, but when one person takes teasing too far and it starts to hurt the other person’s feelings then it can turn into bullying. If teasing happens over and over again, or if the person being teased can’t make it stop happening, then it becomes bullying. Bullying Bullying is when one person, or a group of people are mean or hurtful to another person over and over again and the person being bullied can’t make it stop. Bullying can be physical, like hitting, kicking, or shoving someone or it can be done with just using words, like saying mean things or calling someone a bad name. Leaving someone out or ignoring a person completely are other ways of bullying. Bullying can happen to anyone—between kids of the same age, different ages, kids who look the same, or kids who look different. Empathy Empathy is about understanding our own and other people’s feelings and points of view (perspectives). When you have empathy, you try to feel what someone else is feeling in order to show that you care about him or her. Sometimes you are able to put yourself in another person’s shoes or see something from that person’s point of view even without that person asking you to do that. When you are using empathy, you recognize what other people are thinking and how they are feeling.

Check student's understanding of the topics with open-ended questions such as: • What is teasing? What is bullying? What do you think is the difference? • Do you think teasing is ok? Is there ever a time when teasing is not ok? • Have you ever been teased or bullied?

30 Little Buddy Session: So Funny I Forgot to Laugh

Help students understand how these three concepts link together. Discuss how empathy can be important when other people's feelings might be hurt, like when they are being teased or bullied, you might say: Sometimes it’s important to stop and try to see a situation from another person’s point of view and to try to understand what he or she is feeling. Why do you think kids tease other kids? How do you think someone feels when he or she is being teased? How would you feel if you were being teased or bullied? How do you feel when you see someone else being teased or bullied? You may also want to introduce the concepts of apology and forgiveness as you explore elements in So Funny I Forgot to Laugh. Although students will focus on forgiveness later in the program you may want to link empathy with these topics by briefly discussing how empathy and perspective-taking can be used to help a person make a situation right. You might say: Everyone makes mistakes sometimes and hurts other people’s feelings. Have you ever been surprised that something you said or did hurt someone's feelings? How did you feel when you found out? Did you think about how it felt for him or her? What did you do to make the situation right? How did you feel after?

Explore vocabulary You may want to define some of the vocabulary words students will encounter in the story (see Appendix for Vocabulary Lists). Remind them that they can always ask their Big Buddies about words they aren’t familiar with. In addition to the vocabulary in the story, encourage students to use as many different words as they can to describe their feelings. Refer back to the Feelings Chart as needed.

Review communication skills Review what you previously discussed about how Little Buddies can communicate with their Big Buddies. You might say: Remember what we talked about last time about being good buddies? Who remembers some of the things you can do to show your buddy that you are listening? <pause for responses> Right! You can look at him or her. You can answer him when he or she asks you a question. Remember to listen carefully to your buddy and to the story. Ask questions if you don’t understand something. And remember to tell your buddy what you think. He or she really wants to know!

31 Little Buddy Session: So Funny I Forgot to Laugh

45–60

minutes

E mpat h y LITTLE B uddy S ession 2:

Read and Talk Together In this session, the buddies come together to listen to and discuss the story. This should take about 30–45 minutes. Although it’s important to encourage students to talk freely, keep the class on task by letting them know when it is time to move on to the next part of the story. Be mindful of students’ conversations and if a pair seems to have gone too far off the topic, have them tell you their answers to the most recent question, and then ask them to continue the story. Remind buddies they can ask a grown-up for help if needed.

Early Finishers If buddies complete the interactive session early, you can use these ideas to help them keep the discussion going until the end of the session: • Direct buddies to a book corner that has related books on display (see Appendix, Recommended Books). Encourage buddies to choose and read a book together. Encourage them to talk about how it relates to what they learned. • Have them use the empathy Think About It cards to review and reflect on events in the interactive story.

Class Discussion Leave about 10 minutes at the end of the session to bring the whole group together. Lead a discussion about what students thought of the story as you check for understanding as well as help students make personal connections. (Note: The Little Buddies may need a little extra encouragement to speak up in the larger group. You may want the Little Buddy teacher to lead the discussion.) Ask questions such as: • • • • •

How did Arthur tease Sue Ellen? How do you think Arthur felt about being called a bully? Why did Sue Ellen's reaction to and feelings about the teasing change? Why didn't Arthur want to apologize to Sue Ellen? Think about your own experiences. Do you remember a time when something similar happened to you? How did it make you feel?

If time allows, do a simple activity to reinforce the learning such as: • Project an image from the interactive story on the wall/screen. Have volunteers describe what's happening in the scene. Then ask students to describe how they feel about what is happening. Encourage them to use key vocabulary words.

32 Little Buddy Session: So Funny I Forgot to Laugh

15–30

minutes

E mpat h y LITTLE B uddy S ession 3 :

Reflections

To wrap up their exploration of the topic, students meet in their home classrooms to talk about the story and the buddy experience. You may want to ask one or two of these questions and then have students do the activity below.: • • Do you think you would have acted the same way that character did? Why or why not? • What do you think you could do if someone teases you or your friend? • Which ending did you like best? Why? • What did you learn from the story? • How can we use what we’ve learned from the story to help us be better buddies and better friends? If time allows, do a simple activity to reinforce the learning, such as: • Ask students to draw or write about one thing they learned that might help them treat others with kindness and respect. You may want to collect the pages and make a class book to share with family members. This meeting time is a good time to check in with students about how things went with their buddies. Ask Little Buddies: Did you enjoy meeting with your Big Buddy. Were you comfortable working with your buddy? What was the best part of your time together? Did your buddy help you talk about the story or play the game? If students are shy about sharing their experiences, you want to have them write or draw their answers on a card. Follow up with individuals who did not have a good experience. Share the feedback when you meet with your teacher partner so you can provide unified support and suggestions to both sets of students. As an optional activity for this first Topic Buddy Session, students may enjoy watching the Arthur episode on which the interactive feature is based, also called So Funny I Forgot to Laugh.

33 Little Buddy Session: So Funny I Forgot to Laugh

Tip What if a buddy is involved in a bullying incident? If a student reveals that (s)he is the target of bullying behaviors, or has seen another student being bullied, it is important to intervene immediately and appropriately so you can help the student feel safe and supported. Here are some strategies you can use: • Support the student being bullied in a way that allows her to feel safe from retaliation. • Let the student know that you are available to listen and help. Allow the student to vent his feelings. Assure the student that the bullying is not his fault. • Check in with the student periodically in private to see if she is upset and to be sure the bullying has not continued. • Increase supervision to assure bullying behavior is not repeated. • Notify colleagues, administration, and parents. • Conduct bullying prevention activities in class (or in all-school assemblies), such as: role playing of assertive behaviors with targets, role playing of non-aggressive behaviors with students who bully, arts projects highlighting class rules or school values to reinforce the message that bullying is wrong.

34 Little Buddy Session: So Funny I Forgot to Laugh

Honesty

Francine’s Tough Day Materials

Book Corner

Arthur Character Cards: Francine, Binky, Mr. Ratburn, Muffy

Aesop The Boy Who Cried Wolf Anderson, Hans Christian The Emperor’s New Clothes Breathed, Berkeley Edwurd Fudwupper Fibbed Big Cocca-Leffler, Maryann Princess K.I.M. and the Lie That Grew Demi The Empty Pot Farrell, Darren Doug-Dennis and the Flyaway Fib McKissack, Patricia C. The Honest-to-Goodness Truth Rankin, Laura Ruthie and the (Not So) Tiny Lie

Vocabulary List (optional)

Objective: Students explore the interactive comic with buddies to help them gain an understanding of what it means to be honest and how telling the truth can be hard to do.

30–45

minutes

H ONE S T Y LITTLE B uddy S ession 1:

Introduction Preview the story

Introduce the concept and main idea of the story. You might want to say: During our next session with our Big Buddies, you are going to listen to a story called Francine’s Tough Day. The main characters in the story are: Francine, Mr. Ratburn, Binky, and Muffy. Place the character cards on display for students to view. In Francine’s Tough Day, Francine has a hard time being honest and telling the truth. She forgets to do her homework and lies about it to Mr. Ratburn. Then she exaggerates her role in a soccer game. Finally, she can’t decide whether or not to tell the truth about a sleepover that her friend was not invited to. As you listen to the story together, you’ll talk with your Big Buddy about telling the truth, why people tell lies, how it feels to lie or be honest, and whether it’s ever okay to tell a lie.

35 Little Buddy Session: Francine’s Tough Day

Introduce and discuss: honesty Francine’s Tough Day helps students consider different scenarios in which Francine struggles with being honest. Students explore Francine’s choices and the impact of her choices. Before the session with the Big Buddies, discuss what honesty means and how it feels to be honest or dishonest. You might want begin by telling students about a real-life experience you had when you struggled with being honest. Encourage students to do the same. This can help them to feel comfortable when talking about these issues with their Big Buddies. Then ask: What do you think it means to be honest? <pause for responses> Right! When people are honest, it means they tell the truth. When people are being honest, they don’t lie, cheat, or steal, even if they wouldn’t get caught, or even when lying, cheating, or stealing will get them what they want. Honest people admit what they did something wrong, even if it means getting into trouble or having someone be mad at them. Little Buddies may have very definite ideas about honesty always being the right choice. Help them expand their thinking by asking: • Can you think of a time when someone might tell a lie? Why do you think they might lie? • Is it always easy to be honest and tell the truth? Can you think of an example of when it might be hard to tell the truth? • How does it feel to lie? How does it feel to tell the truth? Does it ever feel bad to tell the truth? • Is it ever okay to lie? What would you do if telling the truth would hurt a friend? Talk about how sometimes it can be difficult to tell the truth. Give examples such as: • Sometimes its okay to avoid telling the whole truth if it hurts someone's feelings, for example, what if a friend brought you a banana muffin and you don’t like banana, but you love muffins. You don't need to mention the banana, just let her know you love muffins! • Sometimes its okay to say nothing if the truth might hurt someone's feelings, for example, if a friend gets a new pair of glasses that you don’t like—it might be better not to mention her glasses at all.

36 Little Buddy Session: Francine’s Tough Day

Explore vocabulary Define vocabulary words Little Buddies may find challenging (see Appendix, Vocabulary Lists). Remind them that they can always ask their Big Buddy about words they aren’t familiar with. Encourage students to use as many different words as they can to describe their feelings. Refer back to the Feelings Chart as needed.

Review communication skills Discuss any communication or other kind of problem that came up during the previous sessions. Review solutions and strategies as needed. Ask students to share how their Big Buddies helped them keep the conversation going during the previous buddy sessions.

45–60

minutes

H ONE S T Y LITTLE B uddy S ession 2:

Read and Talk Together After the buddies pair up, it should take about 30 to 45 minutes to go through the story. Encourage students to talk freely, but keep the class on task by letting them know when it is time to move on. Be mindful of students’ conversations and if a pair seems to have gone too far off the topic, have them tell you their answers to the most recent question, and then ask them to continue the story.

Early Finishers If buddies complete the interactive session early, you can use these ideas to help them keep the discussion going until the end of the session: • Direct buddies to a book corner that has related books on display (see Appendix, Recommended Books). Encourage buddies to choose and read a book together. Encourage them to talk about how it relates to what they learned. • Have them use the honesty Think About It cards to review and reflect on events in the interactive story.

Class Discussion Leave about 10 minutes at the end of the session to bring the whole group together. Lead a discussion about what students thought of the story and their buddy experience. (Note: The Little Buddies may need a little extra encouragement to speak up in the larger group. You may want the Little Buddy teacher to lead the discussion.) Ask questions such as: • Which situation would you find hardest to do: tell the truth about forgetting your homework; tell the truth about how you did in a soccer game or other performance; or tell the truth about why your friend wasn’t invited to a party? Explain your answer. • What were Francine’s reasons for lying? How did she feel each time she lied? • How would you feel if your friend lied to you about something? What would you do?

37 Little Buddy Session: Francine’s Tough Day

• What did you learn from the story? Is it ever okay to tell a lie? Explain. • How can we use what we’ve learned from the story to help us be better buddies and better friends? If time allows, do a simple activity to reinforce the learning, such as: • Project an image from the interactive story on the wall/screen. Have volunteers describe what's happening in the scene. Encourage students to use key vocabulary words in their description.

15–30

minutes

H ONE S T y LITTLE B uddy S ession 3 :

Reflections

To wrap up their exploration of the topic, students meet in their home classrooms to talk about the story and the buddy experience. You may want to ask one or two of these questions and then have students do the activity below: • Why was Francine worried when Mr. Ratburn said he was going to contact her parents to see if he could help with the water problem? Have you ever told a lie and worried about it later? Why? • How do you think Francine's friends felt when they found out she wasn't telling the truth about the soccer game? • Do you think you might have felt the same way as Francine's friends? Why or why not? • Think about your own experiences. Do you remember a time when you exaggerated something or didn’t tell the truth? How did it make you feel? If time allows, do a simple activity to reinforce the learning, such as: • Ask students to think about what they have learned about being honest and telling the truth. Then have them draw or write about a time they (or someone they knew) struggled with being honest. Make an "Honesty" class banner after students share their work. Clip each page to a clothesline hanging from the ceiling or across a large wall. This is also a good opportunity to check in with students about how things went with their buddies and strategize solutions for any problems that arose. Follow up with students who did not have a good experience.

38 Little Buddy Session: Francine’s Tough Day

FORGIVENESS

Buster’s Growing Grudge Materials

Book Corner

Arthur Character Cards: Buster, Binky

Bruchac, Joseph Havill, Juanita Jones, Rebecca C. Marshalll, James Mulcahy, William Rockliff, Mara Udry, Janice May

Vocabulary List (optional)

Objective: Students explore the interactive comic with buddies to help them gain an understanding of what it means to let go of feeling angry, upset, or disappointed with someone who as hurt you or done something wrong.

The First Strawberries Jamaica’s Blue Marker Matthew and Tilly George and Martha Zach Apologizes The Grudge Keeper Let’s Be Enemies

30–45

minutes

Forgi v eness LITT LE B uddy S ession 1:

Introduction Preview the story

Introduce the concept and the main idea of the story. You might want to say: The next story you will listen to with your Big Buddies is called Buster’s Growing Grudge. Who knows what a grudge is? <pause for responses> A grudge is when you think badly of someone and are upset with them because you think that they did something wrong to you. And when you “hold” onto a grudge?, it means that you can’t let go of your bad feelings about that person. There are two main characters in this story: Buster and Binky. Point to their Character Cards. In the story, Binky does something to upset Buster. Buster can’t forgive Binky and develops a grudge against Binky. Buster has to figure out how holding onto his grudge affects his feelings, his thoughts, his behavior, and the people around him. You’ll be talking with your Big Buddy about why it’s sometimes so hard to forgive someone.

39 Little Buddy Session: Buster’s Growing Grudge

Introduce and discuss: forgiveness Buster’s Growing Grudge helps students reflect on the concept of forgiveness as they explore what happens when Buster struggles to forgive his friend Binky. Begin the introduction of the topic by telling a real-life experience you have had with holding onto a grudge. This may help students begin to grasp the concept in a real life context and it can also help them feel comfortable talking about forgiveness when they meet their Big Buddies. Then you can ask What do you think it means to forgive someone? <pause for responses> How does it feel to forgive someone? Can you think of a time when you had to forgive someone? Do you think it can sometimes be hard to forgive someone? When? Has anyone ever hurt your feelings? <pause for responses> This can make you feel angry, upset, or disappointed. If you can’t get over your bad feelings, it can be difficult to forgive that person, and you can develop a grudge against him or her. When you forgive someone, you stop feeling angry or disappointed. You might do this because someone has shown you that he or she is truly sorry. Now talk about how someone might decide to forgive a person even if he or she doesn't apologize. You might say: When you forgive someone, it makes you feel better because you realize it's not making you feel good to stay angry anymore! How long does it take to forgive someone? There’s no set time on how long it takes to forgive someone—sometimes forgiving someone happens quickly, and sometimes it takes a really long time. Encourage students to share their experiences and thoughts about forgiveness. You may need to prompt them with questions like these: • Have you ever held a grudge against someone? What happened? • Have you ever forgiven a friend or a sibling for something they did or said? Why did you forgive him or her? How did you feel after you forgave him or her? • Would it make a difference to you if someone apologizes? Why or why not? • How do you feel when you forgive someone? How do you feel when you don’t forgive someone?

40 Little Buddy Session: Buster’s Growing Grudge

Explore vocabulary You may want to define the vocabulary words students may find challenging (see Appendix, Vocabulary Lists). Remind them that they can always ask their Big Buddy about words they aren’t familiar with.

Review communication skills Discuss any communication issues or other problems that came up during the previous sessions. Review solutions and strategies as needed. Ask students to share how their Big Buddies helped them keep the conversation going during the previous buddy sessions.

45–60

minutes

Forgi v eness LITT LE B uddy S ession 2:

Read and Talk Together

After the buddies pair up, it should take about 30-45 minutes to go through the story. Encourage students to talk freely, but keep the class on task by letting them know when it is time to move on. Be mindful of students’ conversations and if a pair seems to have gone too far off the topic, have them tell you their answers to the most recent question, and then ask them to continue the story.

Early Finishers If buddies complete the interactive session early, you can use these ideas to help them keep the discussion going until the end of the session: • Direct buddies to a book corner that has related books on display (see Appendix, Recommended books). Encourage buddies to choose and read a book together. Encourage them to talk about how it relates to what they learned. • Have them use the forgiveness Think About It cards to review, recall, and reflect on events in the interactive story.

Class Discussion Leave about 10 minutes at the end of the session to bring the whole group together. Lead a discussion about what students thought of the story and their buddy experience. (Note: The Little Buddies may need a little extra encouragement to speak up in the larger group. You may want to have the Little Buddy teacher lead the discussion.) Ask questions such as: • Why was Buster mad at Binky? • How was Buster feeling while he was carrying around the grudge? Have you ever felt that way because of something someone did to you? • What things did Buster do to help him get rid of his grudge? What do you do to help you get over being mad at someone? • What can you do if you find out you hurt someone without meaning to? • How can we use what we’ve learned from the story to help us be better buddies? 41 Little Buddy Session: Buster’s Growing Grudge

If time allows, do a simple activity to reinforce the learning such as. You might want to hold up a card of a character who played a key role in the story. Have volunteers summarize a key event the character played a role in. Ask: Can you describe how <character> was feeling? How would you feel if that happened to you? Why? Encourage students to use key vocabulary words in their description.

15–30

minutes

Forgi v eness LITT LE B uddy S ession 3 :

Reflections

To wrap up their exploration of the topic, students meet in their home classrooms to talk about the story and the buddy experience. You may want to ask one or two of these questions and then have students do the activity below: • Name some of the feelings Buster had when he was holding a grudge towards Binky? What are some feelings you have when someone hurts you or is mean to you? • What are some things Buster did to get rid of his grudge? How did Buster feel after he got rid of his grudge? • What did Buster’s friends do to help him get rid of his grudge? How could you help a friend who is holding a grudge? • What can you do to help yourself stop being mad at someone? • What can you do if you upset someone or make that person mad, even if you didn’t mean to? If time allows, do a simple activity to reinforce the learning, such as: Have students think about what they have learned about why it can sometimes be hard to forgive people and why it is important to apologize and forgive. Then give small groups one of the following scenarios and have them role play being angry, holding a grudge, and forgiveness: : • Your best friend got angry and said some mean things to you • Your classmate takes your favorite book without asking • You did something to a friend that you feel bad about • Your sister accidentally broke your favorite truck. This is also a good opportunity to check in with students about how things went with their buddies and strategize solutions for any problems that arose. Follow up with students who did not have a good experience.

42 Little Buddy Session: Buster’s Growing Grudge

Generosity

Arthur’s Giving and Keeping Game Materials

Book Corner

Arthur Character Cards: Francine, Buster, Binky

Becker, Shelly Charles, Faustin Cleveland, Rob Henkes, Kevin

Vocabulary List (optional)

Objective: Students explore the interactive game with buddies to help them gain an understanding of what it means to share things (including time), even when it's hard to do.

Lester, Helen Mora, Pat Pfister, Marcus Polacco, Patricia

Mine! Mine! Mine! The Selfish Crocodile Drum: A Folktale from India Sheila Rae and the Peppermint Stick All for Me and None for All Birthday Basket for Tia Rainbow Fish Chicken Sunday

(see Appendix, Recommended Books for more selections)

30–45

minutes

GE NE ROS IT Y LITT LE B uddy S ession 1:

Introduction Preview the game

Explain the concept, main idea, and format of the game. Let students know that there are three parts to the game and within each part there are lots of choices to make about sharing. You may want to say: During the next session with your Big Buddy, you are going to play a game called Arthur’s Giving and Keeping Game. In this game, you will help Arthur decide how to share three different things: chocolates, money, and his time. For each thing, he has to decide how much to share with Francine, Buster, and Binky. Point to the Francine, Buster, and Binky Character Cards. When you play the game with your Big Buddy, you will talk about whether or not it’s hard to share something and how other people might feel because of the decisions you make.

43 Little Buddy Session: Arthur’s Giving and Keeping Game

Introduce and discuss: generosity Arthur’s Giving and Keeping Game asks students to help Arthur decide how to share things among his friends. It also considers the impact of Arthur’s generosity on others (and on himself, the giver). Students may be familiar with the concept of sharing, but they may not think about a broader definition of generosity. Begin the discussion by telling a real life experience you have had with sharing. Include the perspectives and reactions of the giver and the receiver. Encourage students to recall their own experiences in order to help them understand the concept of generosity and to get them comfortable talking about the topic before they meet their Big Buddies. Ask questions such as: • What do you think it means to be generous? What do you think it means to share something with another person? • What kinds of things have you shared with someone? Why did you decide to share? Did you expect to get something back from that person? • Is it ever hard to share? Why or why not? • Is it ever okay not share something? Why do you think that? • How does it feel when someone shares something with you? Now define the term generous. You can use the following explanation as a guide: When people are being generous, they share with others and are willing to give away things to other people. People who are generous share things even when those things mean a lot to them, such as their time or something special that belongs to them. Sharing your time might be choosing to help a friend for an hour rather than spending that time playing. Another important aspect to being generous is that people choose to help and share with people because they want to, not because they have to or because they expect to get something in return, and not because other people tell them they should. Being generous isn’t always easy, but it usually makes you feel good to make other people happy! Can you think of a time when you were generous? Were you ever generous with your time? Was it easy or hard to share your time? Why was that? How did it make you feel? Has anyone ever been generous with you? What did they share with you? How did it make you feel?

44 Little Buddy Session: Arthur’s Giving and Keeping Game

45–60

minutes

GE NE RO S IT Y LITTLE B uddy S ession 2:

Read and Talk Together

After the buddies pair up, it should take about 30-45 minutes to go through the game. Encourage students to talk freely, but keep the class on task by letting them know when it is time to move on. Be mindful of students’ conversations and if a pair seems to have gone too far off the topic, have them tell you their answers to the most recent question, and then ask them to continue the game.

Early Finishers Then encourage students to share how their Big Buddies have helped keep the conversation going during the previous sessions. • Direct buddies to a book corner that has related books on display (see Appendix, Recommended books). Encourage buddies to choose and read a book together. Encourage them to talk about how it relates to what they learned. • Have them use the generosity Think About It cards to review, recall, and reflect on events in the interactive story.

Class Discussion Leave about 10 minutes at the end of the session to bring the whole group together. Lead a discussion about what students thought of the game and their buddy experience. (Note: The Little Buddies may need a little extra encouragement to speak up in the larger group. You may want to have the Little Buddy teacher lead the discussion.) Ask questions such as: • Which was easiest to decide how to share: chocolates, money, or time? Why? Which was the hardest to share? Why? • Did any of these things affect your decisions about sharing: what was being shared, how Arthur would feel, or how his friends would feel? Why? • What information did you learn about each situation before you began sharing? How did what you learned affect your decisions about sharing? For example, in one scenario all of Arthur’s friends forgot their money, but in another scenario one forgot it, one spent it, and one lost it. • How did you feel about sharing when there were different “costs” for Arthur? For instance, in one scenario, giving away his time would cause Arthur to miss out on a bike ride. How do you feel when sharing means you have to give up something? • What are some reasons why it might be difficult to be generous? If time allows, do a simple activity to reinforce the learning such as: • Create a class "We Can Share" chart. As a group, make a list of different ways students can be generous with their things throughout the school day. Have students add to it throughout the day when they see examples of generosity and sharing happening.

45 Little Buddy Session: Arthur’s Giving and Keeping Game

15–30

minutes

GE NE ROS IT Y LITT LE B uddy S ession 3 :

Reflections

To wrap up their exploration of the topic, students meet in their home classrooms to talk about the game and the buddy experience. Review what happened in the game. You may want to ask one or two of these questions and then have students do the activity below: • Why is it sometimes difficult to share and be generous? • Is it always possible—or important—to share equally or fairly? Explain your answer. • What are the benefits of being generous? Ask students to think about what they have learned about being generous. Then have students begin a classroom journal. Have each student draw or write about a time they were generous or a time they received someone else's generosity. Keep the journal accessible so students can write or draw entries whenever they do a generous deed or when someone else has been generous. Read a few entries a week so students can be reminded of the importance of sharing with others. This is also a good opportunity to check in with students about how things went with their buddies and strategize solutions for any problems that arose. Follow up with students who did not have a good experience.

46 Little Buddy Session: Arthur’s Giving and Keeping Game

Learning from Others

Dear Adil Materials

Book Corner

Arthur Character Cards

Ada, Alma Flor Allen, Debbie Choi, Yangsook Dooley, Norah Fox, Mem Henkes, Kevin Lin, Grace

Vocabulary List (optional)

Objective: Students explore the interactive game with buddies to help them gain an understanding of what it means to share things (including time) with others even when it's hard to do.

I Love Saturdays y Domingos Dancing in the Wings The Name Jar Everybody Cooks Rice Whoever You Are Chester’s Way Dim Sum for Everyone The Ugly Vegetables Nye, Naomi Shihab Sitti’s Secret Parr, Todd It’s Okay to Be Different Ringgold, Faith Tar Beach (see Appendix, Recommended Books for more selections)

30–45

minutes

L earning from Oth ers LI T T LE Buddy Session 1:

Introduction Preview the story

Introduce the concept and the main idea of the story. You may want to say: This is the last story we will be exploring with our Big Buddies. This week, you will be working on an interactive story called Dear Adil. There are three main characters in this story. There are two familiar characters–Arthur and Buster–and one new character named Adil. Adil is Arthur’s pen pal. Who knows what a pen pal is? A pen pal is a person who becomes a friend through letter writing or emails. Pen pals usually live far away. In this story, Arthur starts writing letters to Adil, his new pen pal in Turkey. Arthur believes things about Adil before finding out if they’re true. You’ll be talking with your Big Buddy about why it’s important to recognize and admit when we make a mistake about someone, and how we can be respectful, curious, and open to learning about other people.

47 Little Buddy Session: Dear Adil

Introduce and discuss: learning from others Before introducing the topic, display a world map in the classroom. Students can reference the map as you talk about Arthur's pen pal in Turkey. You may want to also display images of people and lands of different cultures for use in your discussion of people and traditions and cultures. Dear Adil introduces students to Adil, a character who lives in Turkey. Students follow interactions between Arthur and Adil helps to help them understand why it’s important not to make assumptions about others and to be sure that our information about others is accurate. It's also helpful to be curious about the world around us and to be eager to learn new things. You might say: When we are curious about something, we usually want to learn more about it. What do you do when you want to learn about someone or something? <pause for responses> You can look something up in a book or online (you just have to make sure it's true!), or you can talk to someone who knows more about the subject than you do. You can ask questions and listen carefully to the answers. We need to be careful not to assume <define word if needed> we know everything, especially about a country or culture or person, just because of something we heard or read. Then ask students: • Is it sometimes hard to admit you don’t know something? Why or why not? • How do you think it would feel if someone assumes they know something about you or your family or culture? What can you do to make sure they have the right information? • What can you do when you find out you are wrong about someone? What can happen when we make assumptions about others? • Do you know someone from a different country? How can you find out about their culture?

Explore vocabulary You may want to define the vocabulary words students could find challenging (see Appendix, Vocabulary Lists). Remind them that they can always ask their Big Buddy about words they aren’t familiar with.

Review communication skills Discuss any communication or other problems that came up during the previous sessions. Review solutions and strategies as needed. Ask students to share how their Big Buddies helped them keep the conversation going during the previous buddy sessions.

48 Little Buddy Session: Dear Adil

45–60

minutes

L earning from Ot h ers LI T T LE Buddy S ession 2:

Read and Talk Together

After the buddies pair up, it should take about 30 to 45 minutes to go through the story. Encourage students to talk freely, but keep the class on task by letting them know when it is time to move on. Be mindful of students’ conversations and if a pair seems to have gone too far off the topic, have them tell you their answers to the most recent question, and then ask them to continue the story.

Early Finishers If buddies complete the interactive session early, you can use these ideas to help them keep the discussion going until the end of the session: • Direct buddies to a book corner that has related books on display (see Appendix, Recommended books). Encourage buddies to choose and read a book together. Encourage them to talk about how it relates to what they learned. • Have them use the learning from others Think About It cards to review, recall, and reflect on events in the interactive story.

Class Discussion Leave about 10 minutes at the end of the session to bring the whole group together and lead a discussion about the story. Direct attention to the world map and identify the U.S. and Turkey as you discuss what students learned about Turkey from the interactive story. Ask students to share any experiences they have had with pen pals. Then ask questions such as: • Where did Arthur get information about Adil? How did he feel when he found out the information was wrong? • Has someone ever made a wrong assumption about you? What did you do? • Have you ever had a friend from another place or culture? How did you learn about one another? • How can we get to know someone who is different from us? • Why did Arthur choose Adil as a pen pal? If you had a pen pal, where would you like your pen pal to live? What kinds of questions would you want to ask? If time allows, have students do a simple activity such as: • Make a "Find the Facts" chart for the class. Brainstorm with students different ways they can find factual information about different people, cultures, and traditions. Hang the chart and allow students to add to it as they come up with new ideas. As a class, use the ideas and find out information about Turkey.

49 Little Buddy Session: Dear Adil

15–30

minutes

Learning from Ot h ers LI T T LE B uddy S ession 3 :

Reflections

To wrap up their exploration of the topic, students meet in their home classrooms to talk about the story and the buddy experience. Review what happened in the story. You may want to ask: • What were some of the things that Arthur assumed about Adil that were wrong? • Where did Arthur get his information? How can you get accurate information about Adil's country? • How did Adil feel about Arthur’s questions? How did Arthur know Adil was upset? • Have you ever assumed something about someone that turned out not to be true? Where did you get your information? How did you find out what was true? • Do you think you would be upset if someone asked you strange questions about where and how you live? Why do you think that? Ask students to think about what they have learned about being respectful of and learning from people who are different from them. To help them gather their thoughts, you may want to project an image from the interactive story on the wall or a screen, then have students draw or write about the characters and events in the image. If you have time, you can watch Dear Adil, the Arthur episode that the story was based on, and compare it to the digital interactive story. Follow up with students who did not have a good experience.

50 Little Buddy Session: Dear Adil

BIG BUDDIES

Prep Sessions Prep Session 1: Getting Ready to Meet Your Buddy

Big Buddies (45 minutes).........................................................................52 Little Buddies (45 minutes).....................................................................21

Prep Session 2: Training the Big Buddies Big Buddies (30–45 minutes)...................................................................56 Little Buddies (20–30 minutes)...............................................................25 Watch Video #5: Training the Buddies x

Prep Session 3: Meet and Greet

Big Buddies and Little Buddies Together (20–30 minutes).................59

51 Big Buddies: Prep Sessions

BIG BUDDIES PREP SESSION 1

Getting Ready to Meet Your Buddy Materials

Book Corner

Arthur Character Cards

Aliki Cain, Janan Cocca-Leffler, Maryann Curtis, Jamie Lee Fox, Mem Freeman, Saxton Geisel, Theodore Parr, Todd Rotner, Shelley Rubenstein, Lauren Spelman, Cornelia

Feelings Chart (see Appendix) Arthur episode and books (optional) Projector or whiteboard (optional) Who Am I? Activity Option 1: About Me Bags Class set of lunch-size paper bags Drawing and writing supplies; scissors Magazines and stickers Option 2: Create a Self-Portrait Copies of Self-Portrait handout Drawing and writing supplies; stickers

Feelings The Way I Feel Theo’s Mood Today I Feel Silly Tough Boris Yesterday I Had the Blues My Many Colored Days The Feelings Book Lots of Feelings Visiting Feelings The Way I Feel

minutes

Introduce Arthu r Display the Arthur character cards. Find out what students know about the Arthur show. Many of them will be familiar with it. If not, ask for student volunteers to share what they know about the show. You might say: Has anyone watched the Arthur show or read the Arthur books? What can you tell me about it? Do you remember any of the characters or episodes? What were they about? Direct attention to the ARTHUR character cards and ask: Who was your favorite character in the show? What did you like about him or her? You can also show students an Arthur episode or share some Arthur books to help them become familiar with or remind them of the show and the characters.

52 Big Buddies: Prep Sessions

Explain the AIM Buddy Project Explain to students what the AIM Buddy Project is and how it works. Tell students that they will be Big Buddies and <once or twice> a week and they will work on a <computer, laptop, tablet> with a Little Buddy from the <1st-> or <2nd-> grade. Say: Together you will explore interactive stories and games about Arthur and his friends. As you “click through” and listen to the story or play the game together, you will talk about what is happening in the story or game. There will also be places to pause and answer questions about the story or game. Tell students that job of the Big Buddies is to help the Little Buddies understand the story or game and to help them discuss the questions on the screen. Remind Big Buddies that both buddies can learn from each other, so they should take turns with their Little Buddies.

Talk about feelings To help Big Buddies talk with their Little Buddies about feelings, give students an opportunity to share what they know about words that describe feelings and what they mean. Focus on the same feelings the Little Buddies will be working on: sad, angry, disgusted, happy, scared, excited, proud, embarrassed, peaceful, worried, hopeful, lonely. You may want to use the feelings chart as you ask students to describe a scenario that could make someone feel that way because of someone else’s action or a time someone did something to make them feel that way. Ask Big Buddies to reflect back on how their range of feelings have changed since they were Little Buddies. Ask: Do you remember what it was like to be a Little Buddy? Are your feelings more complicated now? What do you know about your feelings that you didn’t know back then?

Tip Feelings Activity Ideas You may want to help students practice talking about feelings as you explore the following activity ideas about feelings together: • Feelings Charades: Have students take turns acting out different feelings using facial expressions and body language. Ask the class to guess what emotion the student is acting out. How did they identify the emotion? • Take photos of children’s expressions of different emotions. Talk about what might make them react in a certain way. • Use read-aloud books to talk about different kinds of feelings.

53 Big Buddies: Prep Sessions

Who Am I?

Activity

Use one of the following options to help students introduce themselves to their Little Buddies and to encourage them to talk together. Feel free to substitute a “Who Am I?” activity of your own, but be sure both the Little Buddies and the Big Buddies do the same activity.

Option 1: About Me Bags An About Me bag is a paper bag filled with things that describe a person, show his or her interests or likes, or tell a story about that person. Create About Me bags in class, by having students decorate a paper lunch bag. Then they collect small items or pictures (they can draw them or cut them out from magazines) that represent something about them. To do the activity as a homework assignment, students take the bags home and fill them with actual items to bring in the next day. You might say: On <day>, we will meet our Little Buddies for a short visit so you can start to get to know each other. In order to help our Little Buddies get to know us, we will make an About Me bag to share with them. Be creative! You may want to model making your own bag with students as you say: First you will decorate and write your name on your bags. Then you will collect small items (or draw or cut out pictures of items) that make you happy, tell a story about who you are, or remind you of a special time, and put them in your bag. These are things you’d like your Big Buddy to know about you. Have students practice sharing their bags with each other before they share them with their Little Buddies. Tell students their Little Buddies will have their own About Me bags, too!

Tip If you send the About Me bag home for children to complete, here is a sample letter that you can staple to the bag: Dear Families, Your child is making an About Me bag to share with his or her Little Buddy in school. The About Me bag should be filled with things (or pictures of things) that help describe your child—things he or she likes, things that are important to him or her, or something that tells a story about him or her. You can help by making sure the items he or she chooses: (1) are safe and not perishable, (2) are parent/guardian approved, (3) fit in the bag, and (4) tell something about him or her. Please have your child bring his or her completed About Me Bag back to school by <date>. Thank you!

54 Big Buddies: Prep Sessions

Option 2: Create a Self-Portrait Students can create a self-portrait to share with their Little Buddies. If you have already done a self-portrait activity with your students, you can use those. Tell students that they will have a chance to meet their Little Buddies on <day> so they can start to get to know each other. Explain that they are going to create a self-portrait, or a picture of themselves and write a few things about themselves that they would like their Little Buddies to know. Distribute the Self-Portrait handout and say: Draw your own self-portrait in the box and fill in the section on the bottom. When you are finished, I will collect them and hold onto the self-portraits until we meet our Little Buddies. Then I will pass them back so we can share them with our Little Buddies. They’ll have their own self-portraits to show you, too!

Self-Portrait Template Draw a picture of yourself

Circulate around the room as students are drawing, and assist as needed. • Be sure to collect each student’s work at the end of the session so that they will all be available for practice during Buddy Prep Session 2 and to share with students’ Little Buddies when they meet.

My name Favorite book Favorite animal Things I like to do When I grow up I want to be 65 Handouts

55 Big Buddies: Prep Sessions

BIG BUDDIES PREP SESSION 2

Training the Big Buddies Materials Who Am I? project Poster paper Writing and drawing materials

minutes

Being a Big Buddy One of the most important tasks for the Big Buddy teacher is to train the Big Buddies in what to do in each session, how to be good mentors and role models, and how to establish a good relationship with their Little Buddies. (You might want to watch Video #5: Training the Buddies.) Ask Big Buddies to try to remember being first or second graders and what they thought of big kids back then. Did they have any older friends? Did older kids intimidate them? What made them feel comfortable? Try to get students in to the mindset of the Little Buddies (an exercise in perspective taking!) before talking about the guidelines. Encourage Big Buddies to think of themselves as role models for their Little Buddies. Discuss good techniques for being a Big Buddy. Help students brainstorm ideas for how to make their Little Buddies feel comfortable (see suggestions below). Invite volunteers to add their best “tip” to a “Big Buddy Tips” poster that can be displayed throughout the AIM Buddy Project. You might say: Remember, it’s your job to help your Little Buddy understand the story or game and to get the conversation going (and keep it going). It’s important that you listen to your Little Buddy’s ideas. Encourage your Little Buddies to talk, even when they’re not sure about their answers. Be patient and respectful as they think through their thoughts. If you think your Little Buddy doesn’t understand something (even if he or she doesn’t tell you that), repeat the question or word and check in with him or her. You can say, “Did you understand that?” or “Do you have any questions about that?”

56 Big Buddies: Prep Sessions

Choose one or two suggestions below and select a student from the class to be the Little Buddy. Role-play and model some of the recommended ways Big Buddies can introduce themselves to their Little Buddies. You may want to explore some “not recommended” behaviors, too.

Recommended: Get down on the Little Buddy’s level and say hello. You could shake hands. Not recommended: Enter loudly, shouting to friends and ignoring your Little Buddy. Recommended: Introduce yourself in a voice that is not too loud or too soft. Not recommended: Be overly enthusiastic or quiet. Recommended: Smile and make eye contact. Not recommended: Do not look at your Little Buddy. Act uninterested. Recommended: Focus on your Little Buddy and not on other friends or classmates. Not recommended: Pay more attention to other students than to your Little Buddy, or walk away from your Little Buddy to talk to someone else.

One of the primary goals of AIM is to promote communication between the Big Buddies and Little Buddies. Unless students have a younger sibling or friend, they may not have much experience carrying on a conversation with a younger child. Use the ideas below and have student pairs practice having a conversation before meeting their Little Buddies:

★ Take turns talking. Remind your buddy that you’d like to hear what (s)he has to say. Let your buddy (or prompt your buddy to) ask you questions: Do you want to ask me a question now? Do you have any questions?

★ Make eye contact. Look right at your buddy to help him feel you are interested in what he has to say.

★ Use encouraging responses. Let your buddy know you want to hear what she has to say: Wow! That’s interesting! I didn’t even think of that! What did you see in the story that made you think that?

★ Ask more than ‘yes’ or ‘no’ questions. Instead of asking: Did you like what Arthur did to Sue Ellen? you can say: Why do you think Arthur did that to Sue Ellen?

★ Ask specific questions. Ask questions specific to what’s happening in the comic or

game: Why was Sue Ellen sad? Why do you think Arthur gave more candy to Francine?

★ Add words onto what your buddy says. Help your buddy think more about a scene. LB: Buster was mad. BB: Buster was mad because Binky told a new joke he made up.

★ Don’t give up. Keep talking about characters, scenes, or related experiences you have had and try to bring your buddy into the conversation: Did that ever happen to you?

★ Make comments as you watch. Comment on what is happening in or what you think about the comic or game at any time during the session.

57 Big Buddies: Prep Sessions

★ Allow lots of time. Don’t rush your buddy, let her have lots of time to think about the story and to answer.

★ Repeat the question. Say the question again or say it in a different way as you review

what has happened in the story or game. “Think aloud” (talk as you think) as you review to help your buddy figure it out.

★ Give ongoing encouragement. Remind your buddy that there is no right or wrong answer. Whatever he or she says is fine.

★ Keep the conversation going. Keep talking even if you’re not sure of an answer: Hmm,

that’s an interesting question. I’m not sure what I think, either. Let’s look at the pictures or try to remember what just happened in the story.

★ Keep on focus. Keep your buddy focused on the story or game, say: I think we’re done with that question. Let’s see what happens next in the story about <fill in topic>.

Before Big Buddies meet their Little Buddies, you might want to brainstorm ideas on how they can identify themselves when the Little Buddies first come in the room. For instance, they can each make a sign with their Little Buddy's name on it and hold it up for Little Buddies to quickly recognize and find their buddies. If time has lapsed between your Big Buddy training session and the first time they meet with their Little Buddies, remind the Big Buddies about their role, review the “Big Buddy Tips” and practice some of the conversation suggestions above.

58 Big Buddies: Prep Sessions

BIG BUDDIES PREP SESSION 3

Meet and Greet Materials Who Am I? projects Nametags and/or name signs (optional)

This brief session gives the Big Buddy and Little Buddy a chance to meet each other and exchange Who Am I? projects. The Meet and Greet should be casual and fun. Choose a convenient, unhurried time for the Little Buddies and Big Buddies to meet. Before you get together, return the Who Am I? projects to the buddies so they can share them with their Little Buddies. Once the two classes are together, help students find their buddy, and then have them sit together in whatever formation they will use for future buddy sessions. After a brief welcome and introduction by both Big Buddy and Little Buddy teachers, have the buddies share their Who Am I? projects and talk about them. (Little Buddies will keep their Big Buddies’ projects and vice versa.) After 5 to 10 minutes, gather the whole group together. Each teacher can compliment students on their good Big Buddy and Little Buddy behaviors. (What a treat it was to get to know your buddy! You’ve all done a really good job. I’m so glad we’ll all have a chance to get together again and talk about the Arthur stories and games.) If time allows (and parent/caregiver permissions are obtained), you may want to take photographs of each buddy pair to post in the class or distribute at the end of the program (see Conclusion & Celebration, page 88). When the buddies return to their own classrooms, check to see if they have any questions or encountered any problems with their Little Buddy. You can use a simple strategy such as having students give you a "thumbs up" if they had a good experience or have them write an answer to a question when they return to their room: Are you looking forward to meeting with your buddy next [day]? Why or why not?

59 Big Buddies: Prep Sessions

Big BUDDIES

Topic Buddy Sessions So Funny I Forgot to Laugh..................... 61 (Empathy)

Francine’s Tough Day..............................68 (Honesty)

Buster’s Growing Grudge........................ 73 (Forgiveness)

Arthur’s Giving and Keeping Game.......... 78 (Generosity)

Dear Adil................................................83 (Learning from Others)

60 Big Buddies: Topic Buddy Sessions

Empathy

So Funny I Forgot to Laugh Materials

Book Corner

Arthur Character Cards: Arthur, Sue Ellen, Buster

Estes, Eleanor Ferry, Beth Henkes, Kevin Hughes, Shirley Ludwig, Trudy Polacco, Patricia Yashima, Taro

Think About It cards (empathy) Vocabulary List (optional)

Objective: Students explore the interactive comic with buddies to help them gain an understanding of their own feelings, other's feelings, and different perspectives.

The Hundred Dresses Stick and Stone A Weekend with Wendell Alfie Gives a Hand The Invisible Boy Mrs. Katz and Tush Crow Boy

(see Appendix, Recommended Books for more selections)

20–45

minutes

E mpath y BIG Buddy S ession 1:

Introduction Preview the story

When students get together with their Little Buddies, they will read an interactive story called So Funny I Forgot to Laugh. Display the character cards before you introduce the main idea of the story. You might say: The online story you are going to read with your Little Buddy is called So Funny I Forgot to Laugh. There are three main characters in the story: Arthur, Sue Ellen, and Buster. Point to (or have a volunteer point) to the corresponding character cards. In this story, Arthur teases his friend Sue Ellen about a sweater she is wearing. At first, Sue Ellen goes along with the joke. Buster and Francine think it’s funny, too. Soon, however, Sue Ellen wants Arthur to stop. Arthur’s friends feel empathy for Sue Ellen and realize that Arthur may be taking the teasing too far. Sue Ellen and Buster have to decide how to

61 Big Buddy Session: So Funny I Forgot to Laugh

tell Arthur about his behavior, how to ask him to stop, and what you can do if he doesn’t. You might also think about the importance of caring about others' feelings and of taking responsibility for your actions.

Introduce and discuss: empathy So Funny I Forgot to Laugh will help students understand and practice empathy as they talk about Arthur’s behavior and how it makes Sue Ellen and the other characters feel. To introduce and review a range of behaviors, from playful teasing to hurtful teasing to bullying, you might want to tell students about a real-life experience you have had or have witnessed around bullying, teasing, or empathy. Encourage students to do the same and to practice talking about these issues with their Little Buddies. Use the definitions that follow to help students develop an understanding of the topics.

Check student’s understanding of the concepts. Ask questions such as: • What is teasing? What is bullying? What do you think is the difference? • Do you think teasing is okay? Is there ever a time when teasing is not okay? • Have you ever been teased or bullied?

62 Big Buddy Session: So Funny I Forgot to Laugh

Help students understand how these three concepts link together. Discuss how empathy can be important when other people's feelings might be hurt, like when they are being teased or bullied. You might say: • Sometimes it’s important to try to see a situation from another person’s point of view and to try to understand what he or she is feeling. Why do you think kids tease other kids? • How do you think you would feel if you were being teased or bullied? • How do you feel when you see someone else being teased or bullied? You may also want to introduce the concepts of apology and forgiveness as students explore these elements in the interactive story. You can link empathy with teasing and bullying by discussing how empathy and perspective-taking can be used to help a person make a situation right. Ask: • Have you ever hurt someone’s feelings by teasing them and didn’t realize it at first? How did it make you feel? What did you do to make it better? • Have you ever forgiven someone who hurt your feelings? What happens when you forgive someone? You might want to end the discussion with a role play, such as a scenario where one student is excluded from playing a game. Use this opportunity to help students understand the impact of their actions as well as the importance of caring about others’ feelings and taking responsibility for their actions. This will help prepare students to talk with their Little Buddies about these topics.

Explore vocabulary Review any vocabulary words that may be unfamiliar and point out words that the Little Buddies may need to have defined (see Appendix, Vocabulary Lists). In addition to using the vocabulary in the story, remind students to also use words to describe their feelings.

Review communication skills Review what you discussed previously about the strategies Big Buddies should use to communicate with their Little Buddies. Ask students to share strategies they used to help keep the conversation going during the previous buddy sessions.

63 Big Buddy Session: So Funny I Forgot to Laugh

Explore So Funny I Forgot to Laugh

★ Give students an opportunity to experience the interactive story.

As you go through it together, point out the different features of the story. At several times during the story, the directions tell students to click on each character to “hear” what he or she is thinking. Be sure that the Big Buddies take the time to click on each character and wait for its speech bubbles to appear. This helps students understand the motivation behind the character’s behavior.

★ After students hear the character’s thoughts, they will be asked questions about what

the character will or should do. Remind the Big Buddies that, in order to help their Little Buddies feel comfortable talking, they should not answer the question for their Little Buddies. Instead, they should give their Little Buddies plenty of time to think and then express their ideas, thoughts, and answers.

★ Demonstrate how to advance the story by clicking on the animated (or pulsing) arrows. Remind students that they can take turns with their Little Buddies or have the Little Buddies always be in charge of doing the clicking.

★ Pause at the first set of questions to note and discuss the feelings and motivations of

the characters. Model an appropriate interaction by playing the role of the Big Buddy. Show how the Big Buddies should make comments while going through the story, as well as ask the questions and encourage their Little Buddies to respond. Explain to students that when they listen to the story with their Little Buddies, the younger students won’t be familiar yet with the whole story. Remind the Big Buddies not to reveal what happens next!

★ Note that toward the end of the story, the buddies will get to choose how the story

should end. Let the Big Buddies know that they will get to see all three endings with their Little Buddies. Then there will be more questions, depending on which ending they select.

Practice being a Big Buddy After you role-play the first set of questions with your class, have the Big Buddies pair up with each other (for this activity, the pairs can be random). Give students time to go through the story together. Have them stop at the first few sets of questions and practice discussing them. Even though they are practicing with a Big Buddy, remind them to think about or role-play how they can encourage their Little Buddy to participate. Some buddy pairs will use the Think About It cards if they finish the interactive story before others. Have pairs practice using the cards so they feel comfortable using them with their Little Buddies. (see Appendix, Think About It cards). Gather the class together to review the experience and answer any questions about the content or logistics. If you have created a “Big Buddy Tips” poster, review it with your students prior to the next session. Otherwise, review the strategies in the Training the Buddies section (page 56). Students may want to list a few strategies on an index card that they can use as reminders while working with their Little Buddies.

64 Big Buddy Session: So Funny I Forgot to Laugh

45–60

minutes

E mpat h y BIG B uddy S ession 2:

Read and Talk Together In this session, the buddies come together to go through the interactive story. It should take about 30-–45 minutes for them to listen to and discuss the story. Although it’s important to encourage students to talk freely, keep the class on task by letting them know when it is time to move on to the next part of the story. Be mindful of students’ conversations. If the buddies are finding it hard to keep the conversation going, remind them to review strategies on their index card or have them ask a grown-up for help.

Early Finishers Some buddy pairs will complete the interactive session early. Have them use one of these ideas to keep the discussion going until the session ends: • Use the empathy Think About It cards to review and reflect on events in the interactive story and relate the events to their own lives. • Read a book together in a book corner that has topic-related books on display.

Class Discussion Leave about 10 minutes at the end of the session to bring the whole group together. Lead a discussion about what students thought of the story as you check for understanding and help students make personal connections. Ask questions such as: • How did Arthur tease Sue Ellen? • How do you think Arthur felt about being called a bully? • Why did Sue Ellen's reaction to and feelings about the teasing change? • What were some different ways you might get someone to stop teasing? • Think about your own experiences. Do you remember a time when something similar happened to you? How did it make you feel? If time allows, do a simple activity to reinforce the learning such as: • Project an image from the interactive story on the wall or a screen. Have volunteers describe what's happening in the scene. Then ask students to describe how they feel about what is happening. Encourage them to use key vocabulary words.

65 Big Buddy Session: So Funny I Forgot to Laugh

15–30

minutes

E mpat h y BIG B uddy S ession 3 :

Reflections

To wrap up their exploration of the topic, students meet in their home classrooms to talk about the story and the buddy experience. You may want to ask one or two of these questions ask and then have students do the reflective journal writing activity below: • Which character seems the most like you? Why? • Do you think you would have acted the same way that character did? Why or why not? • What do you think you should do if someone teases you or your friend? • Which ending did you like best? Why? • What did you learn from the story? • How can we use what we’ve learned from the story to help us be better buddies and better friends? Ask students to think about what they have learned about how to treat others with kindness and respect. Allow time for reflection through journal writing and drawing. Ask them to write about a time they (or someone they knew) were kind to someone who was being teased or hurt by another person. This meeting time is a good opportunity to check in with students about how things went with their buddies. Ask Big Buddies to reflect on how they worked with their Little Buddy. What did they enjoy about meeting with their buddy? What could have gone better? Brainstorm ideas for improvement. If students are hesitant about sharing their experiences, have them write their answers down. Follow up with individuals who did not have a good experience. Share the feedback when you meet with your teacher partner so you can provide unified support and suggestions to both sets of students. As an optional activity for this first Topic Buddy Session, students may enjoy watching the Arthur episode on which the interactive feature is based, also called So Funny I Forgot to Laugh.

66 Big Buddy Session: So Funny I Forgot to Laugh

Tip What if a buddy is involved in a bullying incident? If a student tells you that (s)he is (or her buddy is) the victim of bullying behaviors, or has seen another student being bullied, it is important to intervene appropriately so you can help the student feel safe and supported. Here are some ways you can help: • Support the child being bullied in a way that allows her to feel safe from retaliation. • Let the student know that you are available to listen and help. Allow the student to vent feelings. Assure the student that the bullying is not his fault. • Check in with the child periodically in private to see if he is upset and to assure the bullying has not continued. • Increase supervision to assure bullying behavior is not repeated. • Discuss the incident with colleagues, administration, and parents. • Conduct bullying prevention activities in class (or in all-school assemblies), such as: role playing of assertive behaviors with targets, role playing of nonaggressive behaviors with bullies, arts projects highlighting class rules or school values to reinforce the message that bullying is wrong.

67 Big Buddy Session: So Funny I Forgot to Laugh

Honesty

Francine’s Tough Day Materials

Book Corner

Arthur Character Cards: Francine, Binky, Mr. Ratburn, Muffy

Aesop Anderson, Hans Christian Breathed, Berkeley Cocca-Leffler, Maryann Demi Farrell, Darren McKissack, Patricia C. Rankin, Laura

Vocabulary List (optional)

Objective: Students explore the interactive comic with buddies to help them gain an understanding of what it means to be honest and how telling the truth can sometimes be hard to do.

The Boy Who Cried Wolf The Emperor’s New Clothes Edwurd Fudwupper Fibbed Big Princess K.I.M. and the Lie That Grew The Empty Pot Doug-Dennis and the Flyaway Fib The Honest-to-Goodness Truth Ruthie and the (Not So) Tiny Lie

20–45

minutes

HO NE S T Y BIG Buddy S ession 1:

Introduction Preview the story

Introduce the concept and main idea of the story. You might want to say: During our next session with our Little Buddies, you will read and listen a story called Francine’s Tough Day. The main characters in the story are: Francine, Mr. Ratburn, Binky, and Muffy. Display character cards. In Francine’s Tough Day, there are three different stories where Francine has a hard time being honest and telling the truth. She forgets to do her homework and lies about it. Then she exaggerates her role in a soccer game. Finally, she can’t decide whether or not to tell the truth when she is invited to a sleepover but her friend Sue Ellen is not invited. Explain

68 Big Buddy Session: Francine’s Tough Day

to students that they will talk with their Little Buddies about telling the truth, why people tell lies, how it feels to lie or be honest, and whether it’s ever okay to tell a lie.

Introduce and discuss: honesty Begin with a discussion on what honesty means and how it feels to be honest or dishonest. Start by asking students what they think honesty means. Then review the definition of honesty. (see Topic Definitions, page 7). Francine’s Tough Day helps students consider different scenarios in which Francine struggles with honesty. Students explore Francine’s choices and their impact, and the following related issues: • Feeling guilty after lying (or other dishonest behavior) • Being dishonest to help or protect a friend • Lying by exaggeration • Lying to be polite • Being reluctant to admit lying or wrongdoing • The importance of telling the truth, and feeling good about truth-telling Remind Big Buddies that by developing an understanding of the topic, they will be better able to help their Little Buddies talk about the issues raised in the story. Ask questions that will help the Big Buddies explore issues related to honesty, such as: • What does it mean to be honest? • What are the different reasons people may be dishonest or lie? • Is it always easy to be honest and tell the truth? Can you think of examples of when it’s difficult? • How does it usually feel to lie? How does it usually feel to tell the truth? Are there times when it feels bad to tell the truth? • Is it ever okay to lie? What if telling the truth would hurt a friend? What do you do?

69 Big Buddy Session: Francine’s Tough Day

Explore vocabulary Review any vocabulary words that may be unfamiliar, and point out words that the Little Buddies may need to have defined (see Appendix, Vocabulary Lists). In addition to using the vocabulary in the story, remind students to also use words to describe their feelings.

Review communication skills Discuss any communication issues or other problems that came up during the previous sessions. Review solutions and strategies as needed. Ask students to share strategies they used to help keep the conversation going during the previous buddy sessions.

Explore Francine’s Tough Day

★

Have students explore the interactive feature with a classmate. Point out the “extra” activities in the story (putting together the alien, repairing the torn poster, and matching the DVDs) that will help keep students engaged. Big Buddies may want to allow their Little Buddies to complete these extras.

★

Discuss the three different scenarios. Ask students to reflect on any personal experiences they may have had that were similar. What happened? How did they feel?

★

Even though they are practicing with a classmate, remind students to think about or role-play ways that will encourage their Little Buddies to participate. Ideas include making comments and observations while going through the story, as well as encouraging their Little Buddies to respond to the questions. Emphasize that Big Buddies should remember not to reveal the ending of the story.

★

Gather the class together to answer any questions about the content or logistics of the interactive story.

Practice Being a Big Buddy Here are a few ideas your students can do to practice their Big Buddy role: • Pair up students and have them role-play being Big and Little buddies as they go through the story. They can discuss questions, take turns clicking on the screen, and strategize interacting with their buddy. • Have pairs practice using the Think About it Cards so they will feel comfortable using them with their Little Buddies. (see Appendix, Think About It cards). • Review strategies in the Training the Buddies section (page 56). Encourage students to list a few strategies on an index card to use as they work with their Little Buddies.

70 Big Buddy Session: Francine’s Tough Day

45–60

minutes

HONE S T Y B IG B uddy S ession 2:

Read and Talk Together The story should take about 30–45 minutes to listen to and discuss. Encourage students to talk freely, but also keep the class on task by letting them know when it is time to move on to the next part of the story. Be mindful of students’ conversations and if a pair seems to have gone too far off the topic, have them tell you their answers to the most recent question, and then ask them to continue the story.

Early Finishers Some buddy pairs will complete the interactive session early. Have them use one of these ideas to keep the discussion going until the session ends: • Use the honesty Think About It cards to review and reflect on events in the interactive story and relate the events to their own lives. • Read a book together in a book corner that has topic-related books on display.

Class Discussion Leave about 10 minutes at the end of the session to bring the whole group together. Lead a discussion about what students thought of the story and their buddy experience. Ask questions such as: • Which situation would you find hardest to do: tell the truth about forgetting your homework; tell the truth about how you did in a soccer game or other performance; or tell the truth about why your friend wasn’t invited to a party? Explain your answer. • What were Francine’s reasons for lying? How did she feel each time she lied? • What did you learn from the story? Is it ever okay to tell a lie? Explain. • How can we use what we’ve learned from the story to help us be better buddies and better friends? If time allows, do a simple activity to reinforce the learning such as: • Project an image from the interactive story on the wall or a screen. Have volunteers describe what's happening in the scene. Encourage students to use key vocabulary words in their description.

71 Big Buddy Session: Francine’s Tough Day

15–30

minutes

HONE S T y BIG Buddy S ession 3 :

Reflections

To wrap up their exploration of the topic, students meet in their home classrooms to talk about the story and the buddy experience. You may want to ask one or two of these questions and then have students do the reflective journal writing activity below: • Why was Francine worried when Mr. Ratburn said he was going to contact her parents to help with the water problem? Have you ever told a lie and worried about it later? Why? • How do you think Francine's friends felt when they found out she wasn't telling the truth about the soccer game? • Do you think you might have felt the same way that Francine did? Why or why not? • Think about your own experiences. Do you remember a time when you exaggerated something or didn’t tell the truth? How did it make you feel? Ask students to think about what they have learned about being honest and telling the truth. To help them gather their thoughts, you may want to first allow time for reflection through journal writing and drawing. Ask them to write about a time they (or someone they knew) struggled with being honest. If time allows, have volunteers share their story. This is also a good opportunity to check in with students about how things went with their buddies and strategize solutions for any problems that arose. Follow up with individuals who did not have a good experience.

72 Big Buddy Session: Francine’s Tough Day

FORGIVENESS

Buster’s Growing Grudge Materials

Book Corner

Arthur Character Cards: Buster, Binky

Bruchac, Joseph Havill, Juanita Jones, Rebecca C. Marshalll, James Mulcahy, William Rockliff, Mara Udry, Janice May

Vocabulary List (optional)

The First Strawberries Jamaica’s Blue Marker Matthew and Tilly George and Martha Zach Apologizes The Grudge Keeper Let’s Be Enemies

20–45

minutes

Forgi v eness BIG B uddy S ession 1:

Introduction Preview the story

Introduce the concept and main idea of the story. Tell students that the next story they will listen to and read with their Little Buddies is called Buster’s Growing Grudge. Ask students: Who knows what a grudge is? <pause for responses> A grudge is when you think badly of someone and are upset with them because you think they did something wrong to you. What do you think it means to “hold” onto a grudge? <pause for responses> It means you just can’t let go of your bad feelings about that person. Has that ever happened to you? There are two main characters in this story: Buster and Binky. <Point to their Character Cards.> In the story, Binky does something to upset Buster. Buster can’t forgive Binky and develops a grudge against Binky. Buster needs to figure out how holding onto his grudge affects his feelings, his thoughts, his behavior, and the people around him. Tell students

73 Big Buddy Session: Buster’s Growing Grudge

they will be talking with their Little Buddies about why it’s sometimes hard to forgive someone and what can happen when you don’t forgive them.

Introduce and discuss: forgiveness In Buster’s Growing Grudge students reflect on the concept of forgiveness as they explore what happens when Buster struggles to forgive his friend Binky. Introduce the topic of forgiveness by sharing real-life experiences you and your students have had with carrying around a grudge. This can help students begin to grasp the concept in a real-life context and give them practice talking about these issues when they meet their Little Buddies. After you share experiences, ask questions such as: Has anyone ever done something mean to you or hurt your feelings? This can make you feel angry, upset, and disappointed. If you can’t get over your bad feelings, it can be difficult to forgive that person, and you can develop a grudge against him or her. What does it mean to forgive someone? <pause for responses> When you forgive someone, you stop feeling angry or disappointed. You might do this because someone has shown you that he or she is truly sorry or you might decide to forgive the person without getting an apology because you realize that getting rid of the angry feelings makes you feel better and it’s not worth it to stay angry anymore. The following related issues are important aspects of understanding forgiveness, try to include these in your discussion on the topic: • Forgiving doesn’t have a time limit (it can happen quickly, or it can take a long time) • Misunderstandings and perspective (sometimes a hurt was not done intentionally) • Apologies matter (it can be more difficult to forgive if you don’t get a sincere apology) • Taking responsibility for your actions (helps you forgive someone or helps someone forgive you) Remind Big Buddies that by developing an understanding of the topic, they will be better able to help their Little Buddies talk about the issues raised in the story. Ask questions such as: • Have you ever had a hard time forgiving someone? Why? What helped you forgive that person? • Has understanding someone else’s perspective ever helped you forgive him or her? • How important are apologies? Are there “good” apologies and “bad” apologies? Explain.

74 Big Buddy Session: Buster’s Growing Grudge

Explore vocabulary Review any vocabulary words that may be unfamiliar, and point out words that the Little Buddies may need to have defined (see Appendix, Vocabulary Lists). In addition to using the vocabulary in the story, encourage students to also use words to describe their feelings.

Review communication skills Discuss any communication issues or other problems that came up during the previous sessions. Review solutions and strategies as needed. Ask students to share strategies they used to help keep the conversation going during the previous buddy sessions.

Explore Buster’s Growing Grudge

★

As students go through the story together, brainstorm ways they can help their Little Buddies understand the events in the story. In particular, they may need help in understanding that Binky “stole” the joke that Buster intended to use in his school report. Note that Binky didn't think of his actions as "stealing" and did realize that what he did would upset Buster.

★

Point out the “grudge” gremlin that appears and continues to grow. Help the Big Buddies understand the visual representation of a “grudge” and how it grows throughout the story. How do Buster's facial expressions and body language indicate the effect the grudge is having on him?

★

Let the Big Buddies go through all the different endings, but emphasize that they should let their Little Buddy choose the ending he or she prefers.

★

Gather the class together to answer any questions about the content or logistics of the interactive story.

Practice Being a Big Buddy Here are a few ideas your students can use to practice their Big Buddy role: • Role play being Big and Little Buddies by asking and answering questions. • You may want students to practice using the forgiveness Think About It cards (see Appendix, Think About It cards). • Review strategies in the Training the Buddy section (page 56). Encourage students to list a few strategies on can index card to use as they work with their Little Buddies.

75 Big Buddy Session: Buster’s Growing Grudge

45–60

minutes

Forgi v eness B IG B uddy Session 2:

Read and Talk Together After the buddies pair up, the story should take about 30–45 minutes to read through and discuss. Encourage students to talk freely, but keep the class on task by letting them know when it is time to move on. Be mindful of students’ conversations, especially as they become more comfortable together and if a pair seems to have gone too far off the topic, have them tell you their answers to the most recent question, and then ask them to continue the story.

Early Finishers Some buddy pairs will complete the interactive session early. Have them use one of these ideas (or use one of your own ideas) to keep the discussion going until the session ends. • Use the forgiveness Think About It cards to review and reflect on events in the story. • Read a book together in a book corner that has topic-related books on display.

Class Discussion Leave about 10 minutes at the end of the session to bring the whole group together. Lead a discussion about what students thought of the story and their buddy experience. Ask questions such as: • Why didn't Buster tell Binky he was mad? What do you think would have happened if he told him why ? • Why did Buster stay mad? How did Buster's friends feel about him holding onto his grudge ? Why do you think that is? • What do you think you would have done differently if you were in Buster's position? Why? If time allows, do a simple activity to reinforce the learning such as: • Hold up a card with one of the characters from the story. Have volunteers describe a scene in the story and what the character was feeling at that time.

76 Big Buddy Session: Buster’s Growing Grudge

15–30

minutes

Forgi v eness B IG B uddy Session 3 :

Reflections

To wrap up their exploration of the topic, students meet in their home classrooms to talk about the story and the buddy experience. You may want to ask one or two of these questions and then have students do the reflective journal writing activity below: • How do you feel when you forgive someone? How do you feel when you don't forgive someone? • How did Buster finally make himself feel better? How do you make yourself feel better when you are mad at someone? • What can you do to help a friend who is holding a grudge? • What can you do if you upset someone or make that person mad, even if you didn’t mean to? Ask students to think about what they have learned about why it can sometimes be hard to forgive people and why it is important to take responsibility for one's actions, apologize, and forgive. To help them gather their thoughts, you may want to first allow time for reflection through journal writing and drawing. Have them draw or write about how a time they apologized to someone and how they felt before and after the apology. This is also a good opportunity to check in with students about how things went with their buddies and strategize solutions if any problems arose. Follow up with individuals who did not have a good experience.

77 Big Buddy Session: Buster’s Growing Grudge

Generosity

Arthur’s Giving and Keeping Game Materials

Book Corner

Arthur Character Cards: Francine, Buster, Binky

Becker, Shelly Charles, Faustin Cleveland, Rob Henkes, Kevin

Vocabulary List (optional)

Objective: Students explore the interactive game and engage with buddies to help them gain an understanding of what it means to share things (including time) with others even when it's hard to do.

Lester, Helen Mora, Pat Pfister, Marcus Polacco, Patricia

Mine! Mine! Mine! The Selfish Crocodile Drum: A Folktale from India Sheila Rae and the Peppermint Stick All for Me and None for All Birthday Basket for Tia Rainbow Fish Chicken Sunday

(see Appendix, Recommended Books for more selections)

20–45

minutes

GE NE ROS IT Y BIG B uddy S ession 1:

Introduction Preview the game

Explain the concept and main idea and format of the game. Let students know that there are three parts to the game, and within each part there are lots of choices to make about sharing. You may want to say: In Arthur’s Giving and Keeping Game, you will help Arthur decide how to share things (chocolates, money) and his time with three of his friends—Francine, Buster, and Binky. When you play the game with your Little Buddy, you will talk about being generous— whether or not it’s hard to be generous and how other people might feel because of the decision you made to share or not to share.

78 Big Buddy Session: Arthur’s Giving and Keeping Game

himself, the giver). Although most students will be familiar with the concept of sharing, they may not think about a broader definition of generosity. What does it mean to share something? Have students recall their own experiences (and share one of your own!). Then begin the discussion by asking: What is generosity? When people are generous, they share with others and are willing to give away things to be nice to other people. A generous person can share or give away things that mean a lot to them, and that can include their time. Sharing your time might mean that you choose to help someone for an hour rather than spending that time playing. Another important aspect of generosity is that people who are generous choose to help and share with others because they want to, not because they have to or because other people tell them they should or because they expect something in return. Continue the discussion to deepen students' understanding of the topic. Tell students that being generous and sharing are usually thought of as important and admirable, then say: But doing so can be difficult depending on the context. Deciding on how to share and be generous is sometimes done for the sake of equality and fairness, sometimes it’s done based on what we think people “deserve,” and other times it’s done because we don’t want to appear selfish. Everyone has think about what generosity means to them! Help students think through the more complex aspects of generosity by asking questions such as: • What are some examples of how we can be generous? Is generosity always about giving away or sharing things? What are some other examples of being generous? • What are some reasons why people are generous? Is it ever okay not to be generous? When? • How do you decide whom to share with and how to divide what you have? • Can you think of a situation when you would not share equally among friends? When? • How does it feel to be generous? How do your decisions about being generous affect the people around you?

Explore vocabulary Review any vocabulary words that may be unfamiliar, and point out words that the Little Buddies may need to have defined (see Appendix, Vocabulary Lists).

Review communication skills Discuss any communication issues or other problems that came up during the previous sessions. Review solutions and strategies as needed. Ask students to share strategies they used to help keep the conversation going during the previous buddy sessions.

79 Big Buddy Session: Arthur’s Giving and Keeping Game

Explore Arthur’s Giving and Keeping Game

★

Give students an opportunity to explore the interactive feature. Within each give-away game (chocolates, money, time), there are several scenarios that will probably affect students’ decisions about being generous. Students may need some extra time to go through the options, so give them several opportunities to play the game and consider their choices.

★

As Arthur shares, have students note the expressions on his face and the faces of his friends. How do Arthur’s actions (his decisions about sharing) affect how he and his friends feel? How does the information in each scenario change students’ decisions about sharing? Brainstorm vocabulary words to label the expressions on the friends’ faces.

★

After students have explored the game, talk about the three different giveaways. Did what Arthur was giving away—chocolate, money, time—change how students felt about being generous? Why or why not? Did the needs or situations of the friends change how students felt about being generous?

★

Encourage students to talk about their own experiences with generosity in order to prepare them to help their Little Buddies talk about the topic. Emphasize that they should not “give away” the outcomes of each game. They should try to remain neutral as their Little Buddy makes decisions about giving and keeping things.

Practice Being a Big Buddy Here are a few ideas your students can use to practice their Big Buddy roles: • Role play being Big and Little Buddies by asking and answering questions. • Offer students playing Big Buddies a few tips such as: Ask your Little Buddy to clarify something you don’t understand; Give your buddy time to finish her thoughts; Look right at your buddy and actively engage with the conversation (nod your head, respond, etc.). • You may want students to practice using the Think About It cards. (see Appendix, Think About It cards). • Review strategies in the Training the Buddies section (page 56) Encourage students to list a few strategies on an index card to use as they work with their Little Buddies.

80 Big Buddy Session: Arthur’s Giving and Keeping Game

45–60

minutes

GE NE RO S IT Y B IG B uddy S ession 2:

Read and Talk Together The game should take about 30–45 minutes to play, make choices, and discuss. As you circulate through the class, be mindful of students’ conversations. If a pair seems to have gone too far off the topic, have them tell you their answers to the most recent question, and then ask them to continue the story.

Early Finishers Some buddy pairs will complete the interactive session early. Have them use one of these ideas (or use one of your own ideas) to keep the topic discussion going until the session ends: • Have them use the generosity Think About It cards to review and reflect on events in the story. • Read a book together in a book corner that has topic-related books on display.

Class Discussion Leave about 10 minutes at the end of the session to bring the whole group together. Lead a discussion about what students thought of the game and their buddy experience. Ask questions such as: • Which was easiest to decide how to share: chocolates, money, or time? Which was hardest? Why? • What affected your decisions about sharing—what was being shared, how Arthur would feel, or how his friends would feel? • How did the information you learned in each situation affect your decisions about sharing? • How did you feel about sharing when there were different “costs” Arthur, such as as giving away his time would cause him to miss out on a bike ride? • How do you feel when sharing means you have to give up something? • What are some reasons why it can be difficult to share and be generous? If time allows, do a simple activity to reinforce the learning such as: • Project an image from the game on the wall or a screen. Have volunteers describe what's happening in the scene. Encourage students to use key vocabulary words in their description.

81 Big Buddy Session: Arthur’s Giving and Keeping Game

15–30

minutes

GE NE RO S IT Y B IG B uddy S ession 3 :

Reflections

To wrap up their exploration of the topic, students meet in their home classrooms to talk about the game and the buddy experience. Review what happened in the game. You may want to ask one or two of these questions and then have students do the reflective journal writing activity below: • Is it always possible—or important—to share equally or fairly? Can you name a situation when you might not share equally? • Do you always need to share or give away all of your things? Why or why not? • What are some of the benefits of being generous? Ask students to think about what they have learned about being generous. To help them gather their thoughts, you may want to first allow time for reflection through journal writing and drawing. Ask students to recall or imagine a situation where they had to decide how to share something with a group of friends and write or draw about it. Ask a few volunteers to share their story. This is also a good opportunity to check in with students about how things went with their buddies and strategize solutions for any problems that arose. Follow up with individuals who did not have a good experience.

82 Big Buddy Session: Arthur’s Giving and Keeping Game

Learning from Others

Dear Adil Materials

Book Corner

Arthur Character Cards

Ada, Alma Flor Choi, Yangsook Dooley, Norah Fox, Mem Friedman, Ina

Vocabulary List (optional)

Objective: Students explore the interactive story with buddies to help them grasp an understanding of being open to learning from others by asking questions, not making assumptions, and being respectful to others.

I Love Saturdays y Domingos The Name Jar Everybody Cooks Rice Whoever You Are How My Parents Learned to Eat Lin, Grace Dim Sum for Everyone The Ugly Vegetables Nye, Naomi Shihab Sitti’s Secret Parr, Todd It’s Okay to Be Different Ringgold, Faith Tar Beach (see Appendix, Recommended Books for more selections)

20–45

minutes

L earning from Oth ers B I G Buddy Session 1:

Introduction Preview the story

Tell students that Dear Adil is the last interactive story they will be working on with their Little Buddies. Introduce characters from the story: Arthur, Buster, and Adil. To explain the concept and main idea, you can say: In this story, Arthur is excited to begin exchanging letters with a new pen pal from Turkey named Adil. Arthur assumes what he read in a comic book about life in Turkey is true (even though it isn't). Arthur soon realizes that he has made a mistake and explains what happened to Adil. Once they learn the truth about each other, Arthur and Adil are able to become better friends. You will talk with your buddy about why it’s important to recognize and admit if we make a mistake about someone, and to be open to learning about other people.

83 Big Buddy Session: Dear Adil

Introduce and discuss: learning from others Dear Adil helps students understand the dangers of making assumptions about other people and the importance of making sure information we learn about others is accurate. Explain to students what an assumption is, then you might say: What do you do when you want to learn something? You can look it up in a book or online, or you can talk to someone who knows more about the subject than you do. We ask questions and we listen carefully when we want to learn from others. We also need to make sure that what we learn from books or websites is true and not to assume we know everything about the subject just because of something we heard or read. Talk with your students about the importance of being curious and open-minded, and willing to learn from others. Include these related issues in the discussion to deepen students’ understanding of the concept. • Recognizing and admitting when we don’t know something • Being willing to admit when we made a mistake about someone or something • Trying to learn from our mistakes • Being curious about the world • Being open to changing our ideas about someone or something • Understanding that we can learn a lot from other people, even if we don’t agree with them You can ask questions that will help your students explore issues related to making assumptions and learning from others, such as: • Why is it sometimes hard for people to admit they don’t know something? • Do you have a friend from another place or culture? How do you learn about one another? • Why do people often make assumptions about other people? What can happen when you make an incorrect assumption? • Where do we get our information about other people, countries, or cultures? What are some reliable sources for information? • How do you think you would feel if someone assumed something about you or your family or culture? What can you do? You may want to end the discussion by connecting the concept to students lives by asking them to share a time they made an assumption about someone or something that was not accurate.

84 Big Buddy Session: Dear Adil

Explore vocabulary Review any vocabulary words that may be unfamiliar to students and point out words that the Little Buddies may need to have defined (see Appendix, Vocabulary lists). In addition to the vocabulary in the story, encourage students to also use words to describe their feelings.

Review communications skills Discuss any communication or other problems that came up during the previous sessions. Review solutions and strategies as needed. Ask students to share strategies they used to help keep the conversation going during the previous buddy sessions.

Explore Dear Adil

★ Give students an opportunity to explore the interactive story. Have the Big Buddies pair up and give students time to go through the story together. Gather the class together to review the experience and answer any questions about the content or logistics of the story.

★ Have students notice things that are the same and different about Arthur and Adil as they go through the story and the email chat together. Allowing Little Buddies to see similarities (computers, clothes, living in a city) and differences (type of money, games they play) will help them understand that people and cultures are the same in some way and different in others.

★ Focus on the email chat between Arthur and Adil. Have students notice how Arthur

assumes things about Adil that are not true and by asking Adil he can find out accurate information. Big Buddies should prompt their Little Buddies to point out when this occurs as they watch the video.

★ Gather the class together to answer any questions about the content or logistics of the interactive story.

Practice Being a Big Buddy Here are a few ideas your students can use to have students practice their Big Buddy roles: • Role play being Big and Little Buddies by asking and answering questions. • Offer students playing Big Buddies a few tips such as: After your buddy answers a question, ask “Why do you think that?”; Add on more information to your buddy’s answer; Give your buddy positive feedback. • Have students discuss how they might relate Adil's experience to a classmate from a different culture. They might ask: How do you think we can learn about what school's like in <classmate's name> country? How can we find out how (s)he celebrates a special day?

85 Big Buddy Session: Dear Adil

45–60

minutes

Learning from Ot h ers B I G B uddy S ession 2:

Read and Talk Together

The story should take about 30–45 minutes to read together. If a pair seems to have gone too far off the topic, have them tell you their answers to the most recent question, and then ask them to continue the story.

Early Finishers Some buddy pairs will complete the interactive session early. Have them use one of these ideas (or use one of your own ideas) to keep the topic discussion going until the session ends: • Have them use the learning from others Think About It cards to review and reflect on events in the story. • Read a book together in a book corner that has topic-related books on display.

Class Discussion Leave about 10 minutes at the end of the session to bring the whole group together and lead a discussion about the story. Ask questions such as: • Has anyone ever had a pen pal from a different country? <pause for responses> Have them share their experience. • Why did Arthur want a pen pal from another country? Do you think it would be more fun to have a pen pal from the United States or another country? Why? What would you want to know about him or her? • Have you or someone you know ever made assumptions about someone that was wrong? How did you figure out that you were mistaken? What did you do about it? • What are some ways we can get to know someone who is different than we are? • Have you ever had a friend or classmate from another place or culture? How did you learn about one another? If time allows, have students do a simple activity such as: • Brainstorm with students different ways they can find factual information about the people, culture, and traditions in Turkey. If possible, make a class book about Turkey in art or writing or another class period.

86 Big Buddy Session: Dear Adil

15–30

minutes

Learning from Ot h ers B I G B uddy S ession 3 :

Reflections

To wrap up their exploration of the topic, students meet in their home classrooms to talk about the story and the buddy experience. Review what happened in the story. You may want to ask one or two of these questions and then have students do the reflective journal writing activity below: • What is an assumption? What happened when Arthur made assumptions about Adil? • What can you do when you find out you were wrong about someone or something? What did Arthur do? • How did Adil feel about Arthur’s questions? • What are good ways to learn about other people, countries, or cultures? Ask students to think about what they have learned about being respectful of and learning from people who are different from them. To help them gather their thoughts, you may want to first allow time for silent reflection through journal writing and drawing. Ask students to list a few things they would like to know about someone from another country (name the country). Then write about how they could find accurate information. This is also a good opportunity to check in with students about how things went with their buddies and strategize solutions if any problems arose. Follow up with individuals who did not have a good experience. If you have time, you can watch Dear Adil, the Arthur episode that the story was based on, and compare it to the digital interactive story.

87 Big Buddy Session: Dear Adil

Conclusion & Celebration To wrap up the AIM Buddy Project, schedule one or two final buddy sessions. Each session can range from 30–45 minutes in length. You may choose to do a whole-group culminating activity in two sessions or a culminating activity and a celebration. Talk with your teacher partner to decide whether one of you will lead or you will co-lead the session.

Conclusion The culminating session allows the buddies to come together to do hands-on activities that reinforce and build on what they have learned during the AIM Buddy Project. You can choose one of the ideas below or use an idea of your own.

Option 1: Create a “Good Buddy” Poster Materials: Chart or poster paper; Writing and drawing supplies Have buddy pairs discuss with each other what they have learned about being empathetic, honest, forgiving, generous, and open-minded. Ask them to summarize their ideas as guidelines. You might say: You have all done a lot of talking and thinking about how to treat other people, how to apologize and forgive, how teasing can hurt someone’s feelings, how to be generous, how to be open-minded, and how to show respect for people. How can we remember some rules or guidelines about using what we have learned in order to be good buddies, to each other and respectful, caring members of our school community? Have each buddy pair share one or more rules or guidelines that they discussed. Encourage the Little Buddy to be the “reporter” for the pair so that they have a chance to speak up. Help students express their thoughts as statements, such as: • Think about how your actions might affect others. • Don’t tease people (about what they wear, how they look, and so on). • When someone asks you to stop teasing, just STOP! • Be generous and share with your friends. • If someone hurts your friend’s feelings, stand up for him or her. • Be honest, even when it’s hard to tell the truth. • If you apologize to someone, mean it. • You can forgive someone whether or not that person apologizes.

88 Big and Little Buddies: Conclusion & Celebration

• It's important to be curious and open-minded about people. • Before you assume something about someone, check it out! Have the buddy pairs look at the list that the classes have generated. Then have them choose any two rules that they decide are the most important to being a good friend and member of the community. Using markers and poster paper, have the pair create a “Good Buddy” poster by writing the statements, decorating the poster, and “signing” their names as a pledge to follow those rules. Display the posters in either or both of the classrooms, or in the hallway for the whole school to view.

Option 2: Create a Chain of Trust Materials: Paper (cut into strips); Stapler; Writing supplies Give each buddy pair a strip of paper. Have the pair brainstorm guidelines for how we should be honest and tell the truth, be generous and share fairly with others, or apologize and forgive in order to resolve conflicts, even when it’s hard. Have the buddies write their guideline on their paper strip. Then ask each pair to share what they wrote. Staple the first pair’s strip endto-end to form a circle. Have the other pairs take turns sharing their example and threading and stapling the link onto the chain. Once the paper chain is complete, talk to students about how telling the truth, being respectful, being forgiving, and being generous creates a chain of trust that binds a group of friends, classmates, or other group of people together. Then talk about how important trust is in building and strengthening community. You might say: • What happened to the group of friends in the Arthur stories and games when characters lied or teased or held a grudge? • Who did the characters’ actions hurt? • Why is it important for friends and members of a community to be able to trust each other? • What do you think might happen when that trust isn’t there?

Option 3: Acts of Kindness Materials: Have You Filled a Bucket Today? by Carol McCloud; Paper, index cards; Writing supplies Read aloud the book Have You Filled a Bucket Today? by Carol McCloud. Then have buddy pairs brainstorm and write or illustrate a list of ways they can be generous with their time toward their friends and/or family. To help them brainstorm concrete ideas, have buddies ask themselves: Whom will I be generous toward? What will I do to be generous or kind? When will I perform this act of generosity or kindness? Some examples might include: “I will help my little brother with his homework tonight,” “I will clean up my room every weekend,” “I will help my friend practice making soccer goals,” etc. Students can make pledge cards (using index cards) to give to their friend or family member.

89 Conclusion & Celebration

Celebration! You may want to plan a special whole-group celebration for Little Buddies and Big Buddies after they have completed the entire project. Use one or more of the following ideas or design your own. If you took photographs of the buddy pairs at the beginning of the project (see page 27), you may want to use them as part of the celebration.

★ Organize a “Good Buddy” party (with refreshments). If you have made “Good Buddy”

posters (see page 88), decorate the room with them. Invite family members, the principal, faculty, and support staff to join in. You can vary the celebration by making it a picnic, potluck, or afternoon tea.

★ Distribute Certificates of Achievement! Have the Big Buddies fill out a Good Job!

certificate (see Appendix) for their Little Buddies, and help the Little Buddies do the same for their Big Buddies. Bring buddies together to exchange certificates. Congratulate students for being good buddies and important members of the school community.

★ Make a Friendship Recipe. Have buddies create a recipe for being friends. Ask them to incorporate “ingredients” from what they have learned during the AIM Buddy Project. Create a special display of the recipes or collect them together in a Friendship Book.

★ Have buddies write and give thank-you notes to each other. Encourage buddies to

decorate the front of the card with a picture or symbol of something they know about their buddy (e.g., an ice cream cone, a book, soccer ball).

★ Hold a Buddy Poetry Slam! Ask Big Buddies to find a poem they like about friendship.

Together, have the buddies decide how they will present it so that both buddies can participate. For example, a Little Buddy can learn one of the lines, draw a picture about the poem, or make up a dance to do while the Big Buddy recites the poem. (Alternatively, you can work with the music teacher to learn a song about friendship, such as James Taylor’s “You’ve Got a Friend” or Raffi’s “(The) More We Get Together” or “To Everyone in All the World.” Have the buddies perform the song for a school assembly.)

★ Have students choose one of the books they read together and do a joint book report. The Big Buddy can read what the Little Buddy has dictated about the book, or the Little Buddy can decorate a cover for the book report that the Big Buddy writes out.

After the celebration is over, decorate a hallway bulletin board with the materials that the buddies have produced to encourage the whole school community to be good buddies.

90 Conclusion & Celebration

Appendix Recommended Books.................................92 Topic-Related ARTHUR episodes................ 94 Character Cards........................................ 96 Handouts Letter to Parents and Guardians..............................................98 Feelings Chart.............................................................................99 Self-Portrait Activity.................................................................100 Think About It Cards................................................................101 Vocabulary Lists.......................................................................106 Certificates of Achievement....................................................109

References & Bibliography...................... 111 Common Core Standards......................... 112 SEL Core Competencies........................... 118 Program Crosswalk Alignments............... 119 Credits.................................................... 120

91 Appendix

Recommended Books In addition to using these books to display in your Book Corner for your Early Finishers, consider using these titles for your read-aloud sessions or to continue the learning after you have completed the AIM Buddy Project. Ask your school or public librarian for additional suggestions. You may also want to draw connections to the topics using the books the Big Buddies are already reading in class or at home.

Feelings

Aliki Cain, Janan Cocca-Leffler, Maryann Curtis, Jamie Lee Freeman, Saxton Fox, Mem Geisel, Theodore Parr, Tod Rotner, Shelley Rubenstein, Lauren Spelman, Cornelia

Feelings The Way I Feel Theo’s Mood Today I Feel Silly Yesterday I Had the Blues Tough Boris My Many Colored Days The Feelings Book Lots of Feelings Visiting Feelings The Way I Feel

Empathy Estes, Eleanor Ferry, Beth Havill, Juanita Henkes, Kevin Hughes, Shirley Ludwig, Trudy Polacco, Patricia Wilson, Karma Yashima, Taro

The Hundred Dresses Stick and Stone Jamaica Tag-Along A Weekend with Wendell Alfie Gives a Hand The Invisible Boy Mrs. Katz and Tush Bear Feels Sick Crow Boy

Honesty Aesop Anderson, Hans Christian Breathed, Berkeley Cocca-Leffler, Maryann Demi Farrell, Darren McKissack, Patricia C. Rankin, Laura

The Boy Who Cried Wolf (any edition) The Emperor’s New Clothes (any edition) Edwurd Fudwupper Fibbed Big Princess K.I.M. and the Lie That Grew The Empty Pot Doug-Dennis and the Flyaway Fib The Honest-to-Goodness Truth Ruthie and the (Not So) Tiny Lie

92 Recommended Books

Forgiveness Bruchac, Joseph Havill, Juanita Jones, Rebecca C. Marshalll, James Mulcahy, William Rockliff, Mara Udry, Janice May

The First Strawberries Jamaica’s Blue Marker Matthew and Tilly George and Martha Zach Apologizes The Grudge Keeper Let’s Be Enemies

Generosity Becker, Shelly Boelts, Maribeth Charles, Faustin Cleveland, Rob Henkes, Kevin Hoban, Russell Lester, Helen McCloud, Carol Mora, Pat Pfister, Marcus Polacco, Patricia Williams, Vera B. Wood, Don and Audrey

Mine! Mine! Mine! Those Shoes The Selfish Crocodile Drum: A Folktale from India Sheila Rae and the Peppermint Stick A Birthday for Frances All for Me and None for All Have You Filled a Bucket Today? Birthday Basket for Tia Rainbow Fish Chicken Sunday A Chair for My Mother The Little Mouse, The Red Ripe Strawberry, and the Big Hungry Bear

Learning from Others Ada, Alma Flor Allen, Debbie Bunting, Even Choi, Yangsook Compestine, Ying Chang De La Peña, Matt Dooley, Norah Dorris, Arthur Fox, Mem Friedman, Ina Hamanka, Sheila Henkes, Kevin Lin, Grace Nye, Naomi Shihab Parr, Todd Pomeranz, Craig Raschka, Christopher Ringgold, Faith Tonatiuh, Duncan Woodson, Jacqueline

I Love Saturdays y Domingos Dancing in the Wings A Day’s Work The Name Jar Crouching Tiger Last Stop on Market Street Everybody Cooks Rice Abuela Whoever You Are How My Parents Learned to Eat All the Colors of the Earth Chester’s Way Dim Sum for Everyone! The Ugly Vegetables Sitti’s Secret It’s Okay to Be Different Made by Raffi Yo! Yes? Tar Beach Dear Primo: A Letter to My Cousin The Other Side 93 Recommended Books

Topic-Related Arthur Episodes You may want to reinforce the learning by watching Arthur episodes other than the five listed in the AIM Program. Many Arthur episodes directly relate to the topics in the AIM program, the titles below are a few of these that will help you continue the learning.

Empathy

Strangers on a Train Sue Ellen finds a diary on a train and wonders who it belongs to. She ends up coming to an understanding that older people are people, too! (Season 11)

Nicked by a Name There is a nickname virus spreading through Lakewood Elementary! It changes the way everyone acts and how they treat each other. (Season 14) © 2017 WGBH Educational Foundation. All Rights Reserved. "Arthur" & the other Marc Brown ARTHUR characters and underlying materials (including artwork) ™ and © Marc Brown.

When George Met Carl George is excited about spending time with his new friend, Carl. He puts his friendship in a whole new perspective after he finds out Carl has a form of autism. (Season 13)

Honesty

Buster’s Dino Dilemma Buster and Arthur make a long-awaited field trip to a dinosaur excavation. Buster discovers a very interesting bone—and he doesn’t want to relinquish his find. (Season 1)

The Half-Baked Sale Grandma Thora is helping to organize a bake sale, only Arthur hasn't the heart to tell her that her cookies lack a certain something--like sugar, for instance. (Season 1)

How the Cookie Crumbles What’s a budding entrepreneur to do when her homemade cookies hit the big time? Especially when the recipe isn’t really hers? Should Muffy do the right thing? (Season 2)

Forgiveness

D.W. Queen of the Comeback The Tibbles tease, D.W. fires back, the Tibbles taunt, D.W. has a snappy comeback, and round and round they go! Will it ever end? (Season 14)

The Last Tough Customer The Tough Customers realize it’s time to quit bullying and set out to find a new hobby – but can Molly ever truly change her ways? (Season 16)

Muffy and the Big Bad Blog Muffy discovers that web blogging is a great way to keep her readers up to date with her every move…but then she goes too far and publicizes a disagreement with Francine. (Season 14)

94 Topic-Related ARTHUR Episodes

Generosity

The Trouble with Trophies Everyone loves getting trophies, right? Muffy sets out to give Fern a prize whether Fern wants it or not. (Season 15)

The Blizzard A big snow and ice storm hits Elwood City and knocks out the electricity and the whole community comes together. (Season 4)

Learning from Others

Arthur and Los vecinos When Alberto Molina and his family move in next to Arthur, Arthur makes a new friend and learns about a different culture. (Season 6)

The Black Out When a total blackout leaves Elwood City residents without any electricity, the Molina family steps in to teach the Reads a lesson on how to keep cool and have fun as a community. (Season 12)

Wish You Were here Sue Ellen can’t wait to meet her pen pal, but Tenzin seems to be more interested in cars and fashion than world culture. Has her friend changed, or was Sue Ellen just reading him wrong? (Season 19)

95 Topic-Related ARTHUR Episodes

Character Cards

104

Sue Ellen

® ®

Buster D.W.

® ®

Arthur

Binky Francine

® ®

Cards ARTHUR Character Character Cards

Character Cards

104

Mom

® ®

Dad Brain

® ®

Muffy

Pal

® ®

Mr. Ratburn

Cards ARTHUR Character Character Cards

Letter to Parents and Guardians

Date

Dear Families,

Over the next few weeks, your child will be participating in an exciting project called the Arthur Interactive Media (AIM) Buddy Project. The AIM program uses interactive, online stories and games based on Arthur, the popular and award-winning PBS children’s series. Created by the WGBH Educational Foundation and Tufts University, the AIM Buddy Project is designed to promote character development, strengthen schoolwide friendships, and decrease bullying. The activities in the program explore five topics: empathy, honesty, forgiveness, generosity, and learning from others. During the program, younger students (Little Buddies) are paired with older students (Big Buddies). Together, they meet and listen to an online, interactive story or play a game. Throughout the story or game, the buddies talk about the feelings, problems, and choices of the Arthur characters. As the buddies discuss the story or game, they explore issues such as decision-making, respecting others, and being kind. As part of your child’s experience as a Little Buddy or Big Buddy, your child will also gain greater self-awareness. You will be receiving more specific details about participation soon. In the meantime, please feel free to talk with us if you have questions or would like more information about Arthur or on the AIM Buddy Project.

Sincerely,

Little Buddy Teacher

Big Buddy Teacher

98 Family and Guardian Letter

Feelings Chart

sad

angry

excited

proud

peaceful

hopeful

scared

disgusted

happy

embarrassed

worried

lonely 99 Feelings Chart

Self-Portrait Activity Draw a picture of yourself.

Favorite book

Favorite animal

Things I like to do

When I grow up I want to be

100

My name

Self-Portrait Activity

Think About It Cards Think About It Cards will give students the opportunity to talk about what they have learned and connect the learning to their own experiences. Buddy pairs can choose to use the cards if they complete an interactive comic or game before the buddy session ends. Download and print out out the Think About It cards and assemble the cards so one side has the interactive feature name on it and the other side has the questions. Make a set for each buddy pair. Encourage Big Buddies to use the example provided to help start the discussion.

Do you know anyone who has been teased or bullied? How do you think it made them feel? Why?

So Funny I

Forgot to L

au Forgot to L So Funny I (empathy)

augh

How do you think you wou ld feel if you were teased or bullied? What could you do?

Do you think it's importan t to think about how your actions migh t make someone feel?

(empathy)

Why?

So Funny I

Forgot to L

augh Forgot to L I y n n u F So (empathy)

augh

Do you remember a time whe n you had a hard time telling the truth about something? Why was it hard?

(empathy)

Francine's

Tough Day Francine's Which of these wou(h estesty) ld o benhard for you to tell the truth abou t: Grudge Growing Buster's 1. forgettin g your

Tough Day

(honesty)

Francine's

homework 2. how badly you play (forgiven ed in a gamess) e 3. why your friend wasn't invited to a party Why would that one be hard 's To u g h Francinefor you?

Tough Day

(honesty)

wing G Buster's Gro (forgivene

ss)

have you ever hurt someone 's feelings by teasing without realizing it? how did find out their feelings were hurt?

how do you think you wou ld feel if you saw a friend being teased or bullied? What could you do? How did it make yousom feel? ething wrong? Why?

Buster's Growing Grudge

Have you ever worried abou t somethin g ess) you said that was(forgiven trut When you not h? alwa sharthe e, do you ys need to How did give you stop awayworr all ofying your ? things? Why? Day

(honesty)

Have you ever forgiven som How do you eoneand Keeping feel when Giving Arthur's you forgiveand Keeping Giving for somArthur's ething they did someone? How do you feel or said? if you don't ity) Game ty) Why did you deci (generosi Game forgive som Why do?(generos people share? de to forg eone ive that person? How wouwhe do How you feel ld you decieone de who you wanted n som e g d ru G g to shar forgives you?e something with? er's Growin

rudge

Bust

ss) (forgivene Arthur's Giving and Keeping Game (generosity)

Arthur's Giving and Keeping ity) Game Wha t is an (generos assumption? What can happen if you mak e an assumption about someone ?

Dear Adil (learning from others)

What are some of the best ways to learn about other people and their culture?

Dear Adil (learning from others)

101 Think About It Cards

Think About It Cards

So Funny I Forgot to Laugh

(empathy)

So Funny I Forgot to Laugh

(empathy)

Francine's Tough Day

(honesty)

Francine's Tough Day

(honesty)

Buster's Growing Grudge

(forgiveness)

102 Think About It Cards

Do you know anyone who has been teased or bullied like Sue Ellen?

How do you think you would feel if you were teased or bullied?

how do you think it made them feel?

What could you do to make it stop?

empathy

Why is it important to think about how your actions might make someone feel? What might have happened if Arthur thought about Sue Ellen's feelings?

empathy

have you ever hurt someone's feelings or made someone mad without knowing it? What did you do to make it better?

empathy

Do you think it's okay to tell a nice lie so don't hurt someone's feelings?

Did you ever have a hard time telling the truth about something?

how do you think you would feel after telling the nice lie?

Why was it hard? honesty

Have you ever said something that wasn't true because you didn't want someone to make fun of you? How did it make you feel not telling the truth?

honesty

Francine told a lie about her homework then worried about it. have you ever said something that was not true and then worried about it? how did you stop worrying?

honesty

have you ever forgiven someone for something they did or said to you? What made you decide to forgive that person? forgiveness

honesty

how do you feel when you forgive someone who has hurt you or been mean to you? how do you feel when someone forgives you? forgiveness

103 Think About It Cards

Think About It Cards

Buster's Growing Grudge

(forgiveness)

Arthur's Giving and Keeping Game (generosity)

Dear Adil

(learning from others)

Dear Adil

(learning from others)

104 Think About It Cards

It was important for Arthur to apologize to Sue Ellen.

Are there good and bad apologies?

Do you think it's important to apologize when you have hurt someone? Why?

Which apology would help you decide to forgive someone?

Talk about examples of each one.

forgiveness

When you share, do you always need to give away all of your things?

Is being generous always about giving and sharing things?

Talk about how you helped Arthur share his things with his friends.

What are some other ways you can be generous?

generosity

People share for different reasons. What things would help you decide to share something with someone?

generosity

Has it ever been hard for you to share your things? Talk about examples of when it was hard for you to share.

generosity

Arthur used information that was not true when he made assumptions about Adil. What are some of the best ways to learn true information about Adil? learning from others

How did Adil feel about the questions Arthur was asking him? What are some other things that could happen when we make wrong assumptions about a person?

learning from others

generosity

Have you ever said something about a friend that was wrong or not true? What did you do about it? learning from others

Is it okay to admit that you don’t know something? What are some things you can do if you don’t know something? learning from others

105 Think About It Cards

Vocabulary Lists So Funny I Forgot To Laugh Story Vocabulary apology

telling someone that you are sorry for something that you did

appreciation

a feeling of thanks

Capri di Vapida

a famous fashion model (in Arthur)

genuine

real

heartfelt

something that is sincere or felt deeply

no tolerance

when rules are in place that don't allow certain behaviors

overreacting

responding or reacting to something too strongly

oversensitive

very sensitive; having one’s feelings hurt easily

pen pal

a friend who lives in a different place (usually far away) with whom you send and receive letters

silent treatment

not talking to a person because you’re angry with him or her

upset

make someone unhappy, disappointed, or worried

Tenzin

the name of Sue Ellen’s friend from Tibet

Tibetan

someone or something from Tibet, an area in Asia

très chic

a French term meaning very cool or fashionable

yak

a large animal with long hair that lives in Tibet

Francine’s Tough Day Story Vocabulary annoy

to make someone mad and impatient

blast

something that is a blast is a lot of fun

bubby

grandmother

disappointed

feeling sad or unhappy because something you wanted to happen didn't happen

Henry Skreever

the main character of a (fake) popular book series on the Arthur series

marathon

a movie marathon is when you spend hours watching lots of movies in a row

mistake

when you make a mistake, you do something wrong

ruined

damaged, spoiled, broken

spectacular

when something is very impressive or dramatic; amazing

106 Vocabulary Lists

Buster’s Growing Grudge Story Vocabulary Christopher Columbus an Italian explorer who sailed across the Atlantic to the Americas in 1492

comedy stylings

the way someone expresses or does something

failure

something that does not go well or is not a success

fault

responsiblity for a problem or mistake

guarantee

a promise that something will happen or work

grudge

when you stay mad at someone because you think they did something wrong to you

historical figure

a real person from the past

jealous

having bad feelings or thoughts about what someone else has or can do

King Tut

an ancient Egyptian pharaoh, or king, whose tomb was full of treasures

mummy

a dead body that was treated and wrapped in cloth a long time ago, particularly in ancient Egypt

punch line

the part of the joke that makes everybody laugh (often the last line)

speech

a talk given in front of people, like giving an oral (spoken) report in class

successful

this describes something that goes well or as you planned

Arthur’s Giving and Keeping Game Game Vocabulary amount

how much of something

autographed

an autograph is the signature (name) of someone. When something is autographed, it has been signed, usually by the person who made it (such as an artist or a writer) or by a famous person

collection

a group of related things, such as a collection of comic books or stuffed animals

creator

the person who made or created something

fan

someone who admires or has a strong interest for a person or thing

make a difference

does it matter, or change how you feel?

tough

hard, difficult

107 Vocabulary Lists

Dear Adil Story Vocabulary

banquet

a dinner party

bazaar

a marketplace

caravan

a group of people traveling together on a long trip

Ecuador

a country in South America

impression

the effect someone has on a person's thoughts or feelings

inspiration

a sudden, creative idea

Istanbul

a city in Turkey

newt

a kind of salamander, or creature that looks like a lizard

pen pal

a friend made through letter-writing

Turkey

a country between Europe and Asia

Turkish

relating to Turkey

108 Vocabulary Lists

Name

Thanks for being such a good Big Buddy!

Name

Certificate of Achievement

109 Certificate

Big Buddy’s Name

Thanks for being my Little Buddy. It was fun getting to know you.

Little Buddy’s Name

Good Job!

110 Certificate

References & Bibliography Explore these books, articles, and websites for more in-depth information on AIM-related sources and background. Peer Work and Cross-Age Peer Mentoring Burrell, B., Wood, S., Pikes, T., and Holliday, C. (2001). Student mentors and proteges: Learning together. The Council for Exceptional Children, 33, 24-29. Fair, C., Hopkins, A., & Decker, K. (2010). To me it’s like having a kid, kind of: Analysis of student reflections in a developmental mentoring program. Mentoring & Tutoring: Partnership in Learning, 19, 301-317. Grusec, J. E., & Hastings, P. D. (2014). Handbook of Socialization: Theory and Research. (2nd Ed.). New York, NY: Guilford Publications. Karcher, M. J. (2005). Cross-age peer mentoring. In D. L. DuBois, & M. J. Karcher (Eds.), Handbook of youth mentoring (pp. 266–285). Thousand Oaks, CA: Sage Publications. Karcher, M. J. (2007). Cross-age peer mentoring. Youth Mentoring: Research in Action, 1(7), 3–17. Larson, R. W., Jensen, L. A., Kang, H., Griffith, A, & Rompala, V. (2012). Peer groups as a crucible of positive value development in a global world. In Trommsdorff, G., & Chen, X. (Eds.), Values, Religion, and Culture in Adolescent Development (pp. 164-187). Cambridge: Cambridge University Press. Tasca, A. (2002). Teaching and Learning in Science Through a Science Buddies Programs. Investigating: Australian Primary & Junior Science Journal, 18, 16-19. Turner, V. D., & Berkowitz, M. W. (2005). Scaffolding morality: Positioning a socio-cultural construct. New Ideas in Psychology, 23 (3), 174-184. Walker, L., Hennig, K., & Krettenauer, T. (2000). Parent and peer contexts for children’s moral reasoning development. Child Development, 71 (4), 1033-1048.

Using Media Calvert, S. L. (2015). Children and digital media. In M. H. Bornstein and T. Leventhal (Eds.), Handbook of Child Psychology and Developmental Science (7th ed., pp. 375-415), Volume 4: Ecological Settings and Processes in Developmental Systems. Editor-in-chief: R. M. Lerner. Hoboken, N.J.: Wiley. Clark, K. (1998). Intersection of instructional television and computer assisted learning: Implications for research paradigms. In J. Asamen & G. Berry (Eds.), Research paradigms in the study of television and social behavior (pp. 287–304). Newbury Park, CA: Sage Common Sense Media. (2011). Zero to Eight: Children’s media use in America. New York, NY: Rideout, V. Narvaez, D., Mattan, B., MacMichael, C., & Squillace, M. (2008). Kill bandits, collect gold or save the dying: The effects of playing a prosocial video game. Media Psychology Review,1. Sestir, M., & Bartholow, B. (2010). Violent and nonviolent video games produce opposing effects on aggressive and prosocial outcomes. Journal of Experimental Social Psychology, 46(6), 934-942. Stevens, R., Satwicz, T., & McCarthy, L. (2008). Ingame, in-room, in-world: Reconnecting video game play to the rest of kids’ lives. The ecology of games: Connecting youth, games, and learning, 9, 41-66. Takeuchi, L., & Stevens, R. (2011). The new coviewing: Designing for learning through joint media engagement. In New York, NY: The Joan Ganz Cooney Center at Sesame Workshop. Social-Emotional and Character Development Berkowitz, M. W. (2011). What works in values education. International Journal of Educational Research, 50(3), 153-158. Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being. Harvard Educational Review, 76, 201-237. Damon, W. (1988). The moral child: Nurturing children’s natural moral growth. New York, NY: Free Press. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432.

111 References and Bibliography

Using Media (continued) Eisenberg, N. (2000). Emotion, regulaton, and moral development. Annual Review of Psychology, 51, 665697.

Empathy/Humility Arsenio, W. F., & Lemerise, E. A. (2001). Varieties of childhood bullying: Values, Emotion Processes, and Social Competence. Social Development, 10, 59-73.

Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial Development. In M. E. Lamb (Vol. Ed.) and R. M. Lerner (Series Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (7th ed, pp. 610-656). New York: Wiley.

Echols, M., & Finkbiner, L. (2013). The development of children’s understanding of humility. Chrestomathy: Annual Review of Undergraduate Research, 12, 1-23.

Lapsley, D. K., & Narvaez, D. (2006). Character education. In A. Renninger & I. Siegel (Eds.) and W. Damon & R. Lerner (Editors-in-Chief.), Handbook of child psychology: Vol. 4. Child psychology in practice (6th ed., pp. 248-296). New York: Wiley. Lerner, R. M., & Callina, K. S. (2014). The study of character development: Towards tests of a relational developmental systems model. Human Development, 57, 322–346. Nucci, L. (2008). Creating a foundation (for character education). In M. Schwartz (Ed.). Effective character education: A guidebook for future educators (pp. 24-47). Boston: McGraw Hill. Nucci, L. & Narvaez, D. (Eds.). (2008). Handbook on moral and character education. Oxford, UK: Routledge. Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Washington, DC: American Psychological Association. Schonert-Reichl, K., Smith, V., Zaidman-Zait, A., & Hertzman, C. (2012). Promoting children’s prosocial behaviors in school: Impact of the “Roots of Empathy” program on the social and emotional competence of school-aged children. School Mental Health, 4(1), 1-21. Smetana, J. G., Killen, M., & Turiel, E. (1991). Children’s reasoning about interpersonal and moral conflicts. Child Development, 62, 629-644. Templeton, J. M. (2012). The essential worldwide laws of life. Radnor, PA: Templeton Foundation Press. Templeton, J. M. (1981). The humble approach. Radnor, PA: Templeton Foundation Press.

Eisenberg, N., Eggum, N. D., & Giunta, L. D. (2010). Empathy-related responding: Associations with prosocial behavior, aggression, and intergroup relations. Social Issues Policy Review, 4, 143-180. Davis, D. E., Worthington Jr, E. L., & Hook, J. N. (2010). Humility: Review of measurement strategies and conceptualization as personality judgment. The Journal of Positive Psychology, 5(4), 243-252. Davis, D. E., Worthington Jr, E. L., Hook, J. N., Emmons, R. A., Hill, P. C., Bollinger, R. A., & Van Tongeren, D. R. (2013). Humility and the development and repair of social bonds: Two longitudinal studies. Self and Identity, 12, 58-77. Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice. Cambridge, UK: Cambridge University Press. Farrington, D., & Ttofi, M. (2009). School-based programs to reduce bullying and victimization. Washington, DC: Campbell Corporation. Honesty Loke, I. C., Forgie, J., Heyman, G. D., McCarthy, A. (2011). Children’s moral evaluations of reporting the transgressions of peers: Age differences in evaluations of tattling. Developmental Psychology, 47, 1757-1762. Talwar, V., Murphy, S. M., & Lee, K. (2007). White lietelling in children for politeness purposes. International Journal of Behavioral Development, 31, 1-11. Forgiveness Darby, B. W., & Schlenker, B. R. (1982). Children’s reactions to apologies. Journal of Personality and Social Psychology, 43, 742-753. Klatt, J., & Enright, R. (2009) Investigating the place of forgiveness within the Positive Youth Development paradigm. Journal of Moral Education, 38, 35-52. Ohbuchi, K., & Sato, K. (1994) Children’s Reactions to Mitigating Accounts: Apologies, Excuses, and Intentionality of Harm. The Journal of Social Psychology, 134, 5-17 [Published online in 2010] Yamaguchi, T. (2009). Fairness, forgiveness and grudgeholding: Experimental studies with primary school children in New Zealand. (Doctoral Dissertation)

112 References and Bibliography

Generosity Blake, P. R., & McAuliffe, K. (2011). “I had so much it didn’t seem fair”: Eight year olds reject two forms of inequity. Cognition, 120, 215-224. Kanngiesser P, Warneken F (2012) Young Children Consider Merit when Sharing Resources with Others. PLoS ONE 7(8): e43979, 1-5.

Character Development Education Berkowitz M.W. (2012). Moral and character education. In Harris K.R., Graham S., Urdan T., Royer J.M., Zeidner M. (Eds.), APA educational psychology Handbook: Vol. 2. Individual differences and cultural and contextual factors (pp. 247-264). Washington, DC: American Psychological Association.

Kasser, T. (2005). Frugality, Generosity, and Materialism in Children and Adolescents. In K. A. Moore & L. H. Lippman (Eds.), What do children need to flourish? Conceptualizing and measuring indicators of positive development (pp. 357-373). New York, NY: Springer.

Berkowitz, M.W., M.C., & McCauley, B. (2016, July). Effective features and practices that support character development. Presentation at the National Academies of Sciences, Engineering, and Medicine Workshop on Approaches to the Development of Character. http://sites.nationalacademies.org/ DBASSE/BPTA/DBASSE_171735.

Sierksma, J., Thijs, J., Verkuyten, M., & Komter, A. (2013). Children’s reasoning about the refusal to help: The role of need, costs, and social perspective taking. Child Development, 00, 1-16.

Lerner, R.M., & Callina, K.S. (2014). Relational developmental systems theories and the ecological validity of experimental designs. Human Development, 56, pp. 372-380.

Shaw, A., & Olson, K. R. (2012) Children discard a resource to avoid inequity. Journal of Experimental Psychology: General, 141, 382-395. Learning from Others/Intellectual Humility Baehr, J. (2013), Educating for Intellectual Virtues: From Theory to Practice. Journal of Philosophy of Education, 47, 248–262. doi: 10.1111/1467-9752.12023 Teaching Tolerance. (2014). Introducing the Teaching Tolerance Anti-Bias Framework. Online: http://www. tolerance.org/sites/default/files/general/Anti%20 bias%20framework%20pamphlet.pdf

113 References and Bibliography

Common Core Standards

Little Buddies (Grades 1 and 2) ELA Reading: Literature, Grade 1

ELA: Speaking & Listening, Grade 1

Key Ideas and Details: CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details.

Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CCSS.ELA-LITERACY.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Craft and Structure: CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS.ELA-LITERACY.RL.1.6 Identify who is telling the story at various points in a text. Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

ELA Reading: Literature, Grade 2 Key Ideas and Details: CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges. Craft and Structure: CCSS.ELA-LITERACY.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CCSS.ELA-LITERACY.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. CCSS.ELA-LITERACY.SL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.)’

ELA: Speaking & Listening, Grade 2 Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. CCSS.ELA-LITERACY.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CCSS.ELA-LITERACY.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

114 Common Core Standards

Presentation of Knowledge and Ideas (continued)

CCSS.ELA-LITERACY.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)

ELA: Language, Grade 1 Conventions of Standard English: CCSS.ELA-LITERACY.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. CCSS.ELA-LITERACY.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

ELA: Language, Grade 2 Conventions of Standard English: CCSS.ELA-LITERACY.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language: CCSS.ELA-LITERACY.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-LITERACY.L.2.3.A Compare formal and informal uses of English Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. CCSS.ELA-LITERACY.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

115 Common Core Standards

Common Core Standards Big Buddies (Grades 4 and 5) ELA Reading: Literature, Grade 4 Key Ideas and Details: CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Craft and Structure: CCSS.ELA-LITERACY.RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Range of Reading and Level of Text Complexity: CCSS.ELA-LITERACY.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELA Reading: Literature, Grade 5 Key Ideas and Details: CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RL.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. CCSS.ELA-LITERACY.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). Craft and Structure: CCSS.ELA-LITERACY.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.

Range of Reading and Level of Text Complexity: CCSS.ELA-LITERACY.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

ELA: Speaking & Listening, Grade 4 Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

ELA: Speaking & Listening, Grade 5 Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Presentation of Knowledge and Ideas: CCSS.ELA-LITERACY.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

116 Common Core Standards

ELA: Language, Grade 4 Conventions of Standard English: CCSS.ELA-LITERACY.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language: CCSS.ELA-LITERACY.L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-LITERACY.L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-LITERACY.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

ELA: Language, Grade 5 Conventions of Standard English: CCSS.ELA-LITERACY.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language: CCSS.ELA-LITERACY.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use: CCSS.ELA-LITERACY.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-LITERACY.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-LITERACY.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

117 Common Core Standards

AIM Supports SEL Core Competencies AIM supports student’s development of social and emotional learning competencies, including

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Self-awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.

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Self-management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.

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Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.

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Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.

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Responsible decision making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.

These skills are described by the Collaborative for Academic, Social, and Emotional Learning (see CASEL.org), which promotes the development of social and emotional skills to enhance children's success in school and life (see Durlak, Weissberg, Dymnicki, Taylor, & Shellinger, 2011). In addition, the skills developed through AIM classroom activities align with key Common Core State Standards in reading, speaking and listening, and language (see Appendix).

118 SEL Core Competencies

Project Crosswalk Alignments The AIM Buddy Project is a supplemental social, emotional, and character development curriculum that can be aligned with existing programs and curricula to help you enhance or extend the learning in the classroom. You can use the AIM Buddy Project materials to: • accelerate existing social, emotional, and character programs • fill in gaps in your existing social, emotional, and character development curricula • reinforce learning in your classroom. For targeted alignment of the AIM Buddy Project materials to specific programs, we have partnered with organizations to create Program Crosswalk Alignment Charts. You can use these charts to align the AIM materials and resources to your existing program. Find the Crosswalk Alignment Charts here: • Olweus Bullying Prevention Program (OBPP) Crosswalk Alignment Charts.

• Second Step Program Crosswalk Alignment Charts.

• Open Circle Program Crosswalk Alignment Charts.

119 Program Crosswalk Alignments

Credits WGBH Educational Foundation Education Department Executive Director Mike Mayo Director of Community Engagement Mary Haggerty Outreach Project Manager Anne Beatty Editorial Project Manager Cyrisse Jaffee Children’s Media

Developers Dennis Biron Jolin Yim

Director of Administration Alan West Educator’s Guide School Adjustment Counselor Jill Charney Teaching Tolerance, Executive Director Maureen Costello

ARTHUR

Writer Karen Barss

Senior Executive Producer Carol Greenwald

Designer Petronella Gianocostas

Coordinating Producer Vanessa Wiegel

Tufts University

Videographer/Editor Neal Duffy

Institute for Applied Research in Youth Development

Additional Videography Jim Day

Principal Investigators Lacey J. Hilliard, PhD Richard M. Lerner, PhD

Production Assistants Evan Conway Deborah Frank

Co-Investigator Milena Batanova, PhD

Digital

Research Staff Heidi Johnson

Senior Executive Producer Bill Shribman

Research Advisor Edmond P. Bowers, PhD

Senior Digital Producers Gentry Menzel Laura Nooney

Graduate Research Assistants Elise M. Harris, M.A. Kathleen M. Robinson, Med Danielle C. Stacey, MA Jonathan M. Tirrell, MA

Production Coordinator Belinda Arredondo Production Assistant Elizabeth Walbridge Designers Jeff Bartell Jesse Haley Frank LeClair Senior Developer Caz Downing-Bryant

Senior Research Coordinators Akira Gutierrez, MA AnneMarie McClain, MEd Undergraduate Research Assistants Sylvie Grenier Claire Hoffman Liam McCarthy Kyle Paul Safiya Subegdjo Alyssa Rivas

120 Credits

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© 2017 WGBH Educational Foundation. All rights reserved. “Arthur” & the other Marc Brown ARTHUR characters and underlying materials (including artwork) TM and © Marc Brown. All third party trademarks are the property of their respective owners. Used with permission. ARTHUR is produced by WGBH and 9 Story Entertainment, Inc. Corporate funding is provided by ABCMouse.com.

The Arthur Interactive Media Study was made possible through the support of a grant from the John Templeton Foundation. The opinions expressed in this publication are those of the author(s) and do not necessarily reflect the views of the John Templeton Foundation.

Funding for the ARTHUR series is provided by public television viewers.

121 Credits

The AIM Buddy Project 2010-11

Articles inside

The AIM Buddy Project 2010-11

Common Core Standards

Vocabulary Lists

SEL Core Competencies

Self-Portrait

Topic-Related ARTHUR Episodes

References & Bibliography

Celebration

Conclusion

Learning from Others Session 2: Read and Talk Together

Learning from Others Session 3: Reflections

Generosity Buddy Session 3: Reflections

Learning from Others Session 1: Introduction

Generosity Buddy Session 2: Play and Talk Together

Generosity Buddy Session 1: Introduction

Forgiveness Buddy Session 3: Reflections

Forgiveness Buddy Session 2: Read and Talk Together

Honesty Buddy Session 3: Reflections

Forgiveness Buddy Session 1: Introduction

Honesty Buddy Session 1: Introduction

Generosity Buddy Session 3: Reflections

Honesty Buddy Session 2: Read and Talk Together

Empathy Buddy Session 3: Reflections

Empathy Buddy Session 2: Read and Talk Together

Empathy Buddy Session 1: Introduction

Prep Session 2: Training the Buddies

Prep Session 1: Getting Ready to Meet Your Buddy

Learning from Others Session 3: Reflections

Generosity Buddy Session 2: Read and Talk Together

Learning from Others Session 2: Read and Talk Together

Generosity Buddy Session 1: Introduction

Forgiveness Buddy Session 3: Reflections

Forgiveness Buddy Session 2: Read and Talk Together

Forgiveness Buddy Session 1: Introduction

Honesty Buddy Session 3: Reflections

At-a-Glance

Empathy Buddy Session 3: Reflections

Honesty Buddy Session 1: Introduction

Honesty Buddy Session 2: Read and Talk Together

Empathy Buddy Session 1: Introduction

Empathy Buddy Session 2: Read and Talk Together

Prep Session 2: Training the Buddies

Prep Session 1: Getting Ready to Meet Your Buddy

Pair the Buddies

Adapt the Program

Integrate AIM Into Your Curriculum

Creating a Safe Environment

Schedule the Sessions

Overview

Meet Arthur