Blubber - Promoting Pro-Social Behaviors: A Read4Health Lesson Plan

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Content Area(s):  
Grade Level(s):  
Grade Level Expectations:  
Comprehensive Health and Physical Education › Third Grade › Describe pro-social behaviors that enhance healthy interactions with others
Reading, Writing, and Communicating › Third Grade › Inferences and points of view exist
Lesson Plan Details
12 read-aloud sessions
Essential Question: 

Have you ever known someone who is always left out of things, like eating lunch with friends or having fun on the playground? Why is this person excluded? How do you think he or she feels?

Learning Objectives/Student Outcomes: 

Students will understand:

  • tolerance, appreciation, and understanding of diversity are important to learn and practice.
  • inferences and points of view exist.

Students will know:

  • helping others in school and the community is a pro-social behavior.
  • readers must learn to draw conclusions and make inferences because they help to improve comprehension.

Students will be able to:

  •  give examples of pro-social behaviors such as helping others, being repectful of others, cooperation, consideration and not teasing others.
  • recognize that all thinking contains inferences from which we draw conclusions and give meaning to data and situations.
Key Topics: 
  • Pro-social behaviors
  • Bullying
  • Respect
  • Consideration
  • Cooperation


Learning Experiences and Activities: 

This lesson is designed to be used during read-aloud time, with writing prompts that can immediately follow or be used later during the writing block.  The reading portion for each prompt is broken down into 10-15 minute segments.

Chapters 1 and 2:  Jill describes Linda as being the chubbiest kid in her class but the book doesn't specifically say why they bully Linda (Blubber).  Jill tells her mom that "she (Linda) looks for it".  Do you think Linda "looks for it"?  Do you think kids in 5th through 8th grade would agree with Jill?  Is it obvious to the reader why Linda is being bullied?  Why or why not?

Chapters 3 and 4: Why do you think Jill goes along with Wendy in bullying Linda?  Do you think kids nowadays would be like Jill, or do you think they would stand up to Wendy?  Why?

          * Now think about yourself - could you relate to any of the characters?  Were you like Jill, Wendy, Linda, Caroline,
 Rochelle .... ?

Chapter 5: Jill says, "A person gets what she deserves."  Did Linda deserve the treatment she was getting?  What might she have been able to differently to change the treatment she was getting?

Chapters 6 and 7: Is there a difference between being picked on and being bullied?  How has bullying changed from the 1970's to now?

Chapters 8 and 9: Do any of the kids seem to care about how Linda is being treated? What are some pro-social behaviors that students could have done to change the situation?

Chapters 10 and 11: Does this story seem realistic to you? Why? Could it happen in your classroom?

Chapters 12 and 13: Predict what you think will happen next?  How might the story change because of the "meeting of the moms"? 

Chapters 14 and 15: What happens at the Bar Mitzvah?  From Kenny's point of view, what is Linda like?

Chapters 16 and 17: Why does Jill go along with the way Linda is treated? What does she learn when she is bullied herself?

Chapters 18 and 19: The book ends without a resolution, without closure - why do you think Judy Blume did that?  Do you think there is a reason or a purpose for the book ending somewhat abruptly?

What can we do in our classroom or school to prevent bullying? Create a class list of things that the class can to to help? Post the list in the classroom and reference throught the school day when positive behaviro is seen.



Take advantage of the formative assessment opportunities that Learning Logs offer. Walk around the room as students write in their Learning Logs to get a sense of their understanding.  Adjust discussion according to what you learn. For example, if you find that most students can't give examples of pro-social behaviors that Jill might use, then this would be an area for further class discussion.

Regularly comment on each student's Learning Log, once a week if possible.

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Colorado 21st Century Skills
Critical Thinking and Reasoning: 
C. Collect and analyze data to identify solutions and/or make informed decisions
Information Literacy: 
B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
B. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
Postsecondary and Workforce Readiness
Creativity and Innovation: 
B. Generate, evaluate, and implement new ideas and novel approaches
Global and Cultural Awareness: 
B. Interact effectively with and respect the diversity of different individuals, groups, and cultures
Personal Responsibility: 
G. Attend to personal health and wellness
A. Read, write, listen and speak effectively
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