Bully by Patricia Polacco
Bibliographic Information: Polacco, P. (2012). Bully. New York: G.P. Putnam’s Sons.
Annotation: Lyla was new to the school, on her first day of class, she meet another boy named Jamie. At first, Jamie and Lyla became friends, but then Lyla became apart of the ‘celebrity’ group because the other members wanted her to join them. Lyla became more and more distance to her new friend Jamie, and started to be a part of bulling the other students. Lyla wanted to sit with Jamie, and left the celebrity group. During the state test, Lyla was accused of cheating, which in fact, she didn’t cheat. She was bullied by the students but Jamie stood up for her. Lastly, Lily and Jamie needed to decided if they were going to continue at the school, or change schools.
Genre: Realistic Fiction
Grade Level: 2nd Grade – 4th Grade
Interested Readers: Many students could be interested in this book. Student who are interested in helping other, students who are interested in school setting, or students who are interested in bulling, and how to help or stop it.
Personal Response and Rating: I enjoyed this book, I thought this book was realistic on a topic that could happen inside a school. I also feel that this book, would be something to read to students if the students are experiencing being bullied. Lastly, I enjoyed how Patricia Polacco ended the story with a question, to help engage students after reading this book. I would give this book a 4.5/5 star rating.
Text-Dependent Question: Which student stole the state exam and blamed the cheating on Lily?
a.) Shared Reading Strategy from Gail Tompkins (Strategy #40)
b.) Shared Reading Strategy is a strategy a book is read aloud several times within a week. During the different the book is read aloud, the focus changes. The focus starts on student enjoyment, and then moves to the comparison of the text, attention to language and print. These strategies work on fluency and comprehension.
c.) This strategy could be used for students in the 2nd grade regarding this book. The teacher will introduce the book, having students make predictions, and then read it for the first time. When reading the book again, the teacher can focus more on the illustrations, comprehension, comparing the story to students life and language. Overall, I think this strategy would be a good teaching tool for the students to comprehend what they read by reading it several times, while also working on fluency and comprehension.