Emotional resilience is the ability to thrive in the face of life's difficulties and setbacks. I bet you know an inspiring someone who got dealt a crappy hand in life but turned out to become an Ace. This is our wish for all our students.
With teasing and bullying seeming almost inevitable at school, emotional resiliency is probably one of the most important things a child can develop. It could literally save their lives. As emotionally resilient people do not define themselves by the adversity the face, we want our students to not believe or define themselves by words that are meant to tear them down.
Fortunately, emotional resilience is not a trait that either you have or you don't. It's a skill that can be learned and developed. Woohoo! One way to develop emotional resilience amongst our students is to nurture a positive view of themselves.
Stand Tall, Molly Lou Melon is a perfect read aloud that will help to do exactly that! Molly Lou wasn't given the most ideal hand. She was the shortest kid in class with a bunch of other traits she was made fun of for-- buck teeth, a froggy voice, and clumsiness. With the help of someone that loved her, she embraced her qualities and found the positive or the funny in it. She may have been short, but she was quick and hard to catch so she scored a touch down during gym class. She may have had buck teeth but she stacked pennies on them and made everyone smile. She was made fun of for her voice but she embraced it and made sounds that made everyone laugh.
The best part is when another student comes into the picture and tries to bully her. He says his mean words, but Molly Lou Melon responds in her happy, positive way, thus, rendering the bully powerless. (See more about rendering bullies powerless in the video below.)
Embracing who you are in the midst of teasing is easier said than done, for sure, but even with at least one lesson, we can plant a seed of confidence and resilience in our students' little minds and be the help of someone that loves them.
Here are some tools to help you teach during your reader's and/or writer's workshop!
Stand Tall, Molly Lou Melon by Patty Lovell
*See below for CCSS for each grade level. Copy and paste for lesson plans! :)
Guided Reading Level: L (Even though this is at a reading level for primary grades, I would still totally read it to my 5th graders!)
Lexile: AD650L
Theme: Confidence, Being yourself, self-acceptance, anti-bullying
SEL Integrated Writing Activity: The spirit of this book is all about taking someone else's meanness and putting a positive spin on it. In a small group or individually, have your students journal about some of the insecurities they have or some things they've been teased for. Help them see the positive in what they are insecure about. Also, help them with ways to respond to mean words or teasing. (Important side note: Your students will only open up about a sensitive topic such as this, ONLY if they feel safe. Be mindful of who is grouped with who. Also, show them it's okay to be vulnerable by being vulnerable yourself. Share with them what things you may have been teased for and how you overcame feelings of insecurity.)
Narrative Devices: Use the book as a mentor text and have your students try these narrative devices exemplified by Lovell! :)
Opening: Character Description
Throughout: Repetition
Closing: Surprise twist through illustration
Questions to consider:
It's clear what Molly's physical traits are, but what are some of her character traits?
How did Molly react each time she was teased?
Why do you think she never attacked him back with her words or physically?
How would Molly have reacted if she didn't have confidence?
How do you respond when you're teased? How would you like to respond?
Where do you think her confidence came from?
Do you have someone in your life that can help you grow confidence like Molly had in hers? If not, who in school or somewhere in your life could be a safe person to go to?
Why do you think Ronald Durkin teased Molly so much?
Definitely watch this video which illustrates how to older children how to be emotionally resilient and less "bully-able."
Grade 1
CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
Grade 2
CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges.
CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Grade 3 Reading
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-Literacy.W.3.3d Provide a sense of closure.
Grade 4 Reading
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).
CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.4.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-Literacy.W.4.3d Provide a conclusion that follows from the narrated experiences or events.
Grade 5
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).
CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.5.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-Literacy.W.5.3e Provide a conclusion that follows from the narrated experiences or events.
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