Parent Permission Letter: Mr. Terupt's Book Club

Dear Parents/Guardians,

We are excited to invite your 4th or 5th-grade student to participate in a special Social Emotional Learning (SEL) Book Club this semester! Our book club will be centered around the heartwarming and insightful book, Because of Mr. Terupt by Rob Buyea.

What is the Book Club about?

This 8-week book club aims to foster essential social and emotional skills in a fun and engaging way. Through guided reading and discussion of Because of Mr. Terupt, students will explore foundational SEL concepts such as:

• Empathy: Understanding and sharing the feelings of others.
• Friendship: Building and maintaining healthy relationships.
• Resilience: Bouncing back from challenges and difficulties.
• Responsible Decision-Making: Learning to make safe and healthy choices.
• Self-Awareness: Understanding their own feelings, strengths, and weaknesses.

Each weekly session will be student-led, with an adult facilitator guiding discussions and activities. We will also incorporate writing activities to enhance reading fluency, vocabulary, comprehension, and inference skills.

Book Details:

• Book: Because of Mr. Terupt by Rob Buyea
• Grade Levels: 4th and 5th Grade
• Duration: 8 weeks, one 45-minute session per week

Why is this important?

Developing strong social and emotional skills is crucial for your child's success in school and life. It helps them navigate friendships, manage emotions, solve problems, and become compassionate, responsible individuals.

What we need from you:

1. Permission Slip: Please sign and return the permission slip below by [Date].
2. Book Acquisition: We recommend you obtain a copy of Because of Mr. Terupt for your child to keep and read along with. If obtaining a copy is a challenge, please let us know, and we will do our best to assist.

We believe this book club will be a wonderful opportunity for your child to grow as a reader and as an individual. If you have any questions, please do not hesitate to contact me at [Your Contact Information].

Sincerely,

[Your Name/Teacher's Name]

Permission Slip

I, ____________________________ (Parent/Guardian Name), give permission for my child, ____________________________ (Student Name), to participate in the Social Emotional Learning Book Club featuring Because of Mr. Terupt.

I understand the purpose of the book club and that it will run for 8 weeks, with one 45-minute session per week.

Parent/Guardian Signature: ____________________________

Date: ____________________________

Contact Email/Phone: ____________________________

Session 1 Worksheet: First Impressions

Chapters 1-5: Meet Mr. Terupt

Instructions: As you read Chapters 1-5 and discuss, answer the questions below. Remember to use details from the book to support your answers!

Character Spotlights

1. Mr. Terupt: What are your very first impressions of Mr. Terupt? List three words to describe him and explain why you chose them.
   
   
   
   
   
   

2. Peter: What kind of student does Peter seem to be? How does he behave in class?
   
   
   

3. Jessica: What do we learn about Jessica's personality and why she is at this new school?
   
   
   

4. Luke: How does Luke try to understand the world around him? What does he like to do?
   
   
   

Comprehension & Inference

5. Why do you think Mr. Terupt gave Peter a dollar for acting up? What might Mr. Terupt be trying to teach Peter? (Inference)
   
   
   
   
   
   

6. Imagine you are one of the students in Mr. Terupt's class. How would you feel on the first day? Why? (Empathy)
   
   
   
   
   

Vocabulary Builder

Match the vocabulary word from the chapters to its meaning.

7. Eccentric __________________________________
   a) Ordinary; usual
   b) Unconventional and slightly strange
   c) Quiet and shy

8. Apprehensive __________________________________
   a) Eager; excited
   b) Happy; joyful
   c) Anxious or fearful that something bad will happen

9. Reluctant __________________________________
   a) Willing and eager
   b) Hesitant or unwilling
   c) Determined and strong-willed

Session 1 Answer Key: First Impressions

Chapters 1-5: Meet Mr. Terupt

Character Spotlights

1. Mr. Terupt: What are your very first impressions of Mr. Terupt? List three words to describe him and explain why you chose them.

   • Sample Answer: Three words to describe Mr. Terupt are unusual, kind, and mysterious. He seems unusual because he lets Peter get away with things and uses different teaching methods. He seems kind because he tries to understand the students and help them in unique ways. He is mysterious because we don't know much about his past or his reasons for being so different.

2. Peter: What kind of student does Peter seem to be? How does he behave in class?

   • Sample Answer: Peter seems like a class clown and a troublemaker. He often acts up, throws erasers, and tries to get attention by being disruptive. He tests boundaries and seems to enjoy seeing how far he can push things.

3. Jessica: What do we learn about Jessica's personality and why she is at this new school?

   • Sample Answer: Jessica is new to the school and seems very shy and observant at first. She's a good student and often reads. She moved from California because her parents want her to experience different parts of the country and different schools.

4. Luke: How does Luke try to understand the world around him? What does he like to do?

   • Sample Answer: Luke is very intelligent and likes to understand things logically. He is observant and tries to figure out how things work and why people do what they do. He seems to enjoy learning and thinking deeply.

Comprehension & Inference

5. Why do you think Mr. Terupt gave Peter a dollar for acting up? What might Mr. Terupt be trying to teach Peter? (Inference)

   • Step-by-step thought process:
     • Analyze the action: Mr. Terupt gave Peter a dollar after he misbehaved.
     • Consider typical reactions: Usually, teachers would punish misbehavior.
     • Think about Mr. Terupt's character: He's been shown to be unconventional.
     • Infer the motive: Giving a dollar for bad behavior is counterintuitive. Perhaps he's trying to show Peter that his actions have unexpected consequences, or that the attention he craves isn't always positive. It might be to confuse Peter, or to challenge his expectations of how a teacher would react, making him think about his actions in a new way.
   • Sample Answer: Mr. Terupt likely gave Peter a dollar to make him think differently about his actions. Instead of giving him the negative attention he probably expected, Mr. Terupt gave him something Peter didn't anticipate. He might be trying to teach Peter that acting up isn't always rewarding, or to make Peter feel uncomfortable with getting a reward for doing something wrong, thus making him reconsider his behavior.

6. Imagine you are one of the students in Mr. Terupt's class. How would you feel on the first day? Why? (Empathy)

   • Step-by-step thought process:
     • Recall first day emotions: First days can be exciting, nervous, anxious, curious.
     • Consider Mr. Terupt's unusual teaching: How would this make a student feel?
     • Relate to characters: How did Peter, Jessica, or Luke feel?
     • Personalize: Choose an emotion and explain why, connecting it to Mr. Terupt's methods or the new class environment.
   • Sample Answer: I would feel a mix of excited and a little confused on the first day. Mr. Terupt seems very different from other teachers, which could be exciting because it might mean fun lessons. But I'd also be confused by his unusual ways, like giving Peter a dollar, and wonder what kind of year it was going to be.

Vocabulary Builder

Match the vocabulary word from the chapters to its meaning.

7. Eccentric b) Unconventional and slightly strange

8. Apprehensive c) Anxious or fearful that something bad will happen

9. Reluctant b) Hesitant or unwilling

Session 2 Worksheet: Stepping into Their Shoes

Chapters 6-10: Different Views

Instructions: As you read Chapters 6-10 and discuss, answer the questions below. Think about how each character might be feeling and why.

Exploring Emotions & Empathy

1. Danielle: How does Danielle feel about her family and why? How does her background influence her perspective?
   
   
   
   
   

2. Alexia: Why does Alexia act the way she does towards other students? How might she be feeling inside, even if she doesn't show it? (Hint: Think about her actions and what might be behind them.)
   
   
   
   
   
   

3. Jeffrey: Jeffrey is often quiet and seems to dislike school. What events in these chapters might contribute to his feelings?
   
   
   

4. Perspective Taking: Mr. Terupt makes a rule about 'dollar words.' How do different students (e.g., Peter, Jessica, Danielle) react to this rule? Why do you think their reactions differ?
   
   
   
   
   
   

Comprehension & Inference

5. When some students are upset with Alexia, how does Mr. Terupt handle the situation? What does this tell you about his teaching style? (Inference)
   
   
   
   
   

6. Identify a moment in these chapters where you felt empathy for a character. Describe the situation and what made you feel that way. (Empathy)
   
   
   
   
   
   

Vocabulary Builder

Write a sentence for each of the following vocabulary words, using context clues from the book or your own understanding.

7. Inconsolable:
   
   
   

8. Vulnerable:
   
   
   

9. Intervene:
   
   
   

Session 2 Answer Key: Stepping into Their Shoes

Chapters 6-10: Different Views

Exploring Emotions & Empathy

1. Danielle: How does Danielle feel about her family and why? How does her background influence her perspective?

   • Sample Answer: Danielle is very proud of her large family and loves them deeply. She feels a strong sense of belonging and protection from them. Her background, being from a big, close-knit family, makes her value loyalty and care for others, influencing how she views friendships and community in the classroom.

2. Alexia: Why does Alexia act the way she does towards other students? How might she be feeling inside, even if she doesn't show it? (Hint: Think about her actions and what might be behind them.)

   • Sample Answer: Alexia often acts mean or bossy towards other students. She might do this because she feels insecure or wants to control situations. Inside, she could be feeling lonely, jealous, or even scared, and she uses her tough exterior as a way to protect herself or get attention.

3. Jeffrey: Jeffrey is often quiet and seems to dislike school. What events in these chapters might contribute to his feelings?

   • Sample Answer: Jeffrey seems to dislike school, and we learn that his older brother died. This tragic event likely contributes to his quiet nature, his sadness, and his general disinterest in things that others enjoy, including school.

4. Perspective Taking: Mr. Terupt makes a rule about 'dollar words.' How do different students (e.g., Peter, Jessica, Danielle) react to this rule? Why do you think their reactions differ?

   • Sample Answer: Peter probably sees it as another game or a way to get attention, maybe even challenge Mr. Terupt. Jessica might appreciate the academic challenge and the chance to show her vocabulary skills. Danielle, being observant and kind, might be thinking about how it could help everyone, or perhaps wondering if it's fair for all students. Their reactions differ because of their individual personalities, their past experiences with school, and their relationships with Mr. Terupt.

Comprehension & Inference

5. When some students are upset with Alexia, how does Mr. Terupt handle the situation? What does this tell you about his teaching style? (Inference)

   • Step-by-step thought process:
     • Recall Mr. Terupt's actions: He often doesn't directly punish but uses unique methods to address behavior.
     • Consider the 'dollar word' example: He turned a negative into a learning opportunity.
     • Infer his approach to Alexia: He would likely try to understand the root of her behavior or find a way to make her reflect, rather than just giving a timeout.
     • Conclusion about style: He aims for understanding and growth, not just discipline.
   • Sample Answer: Mr. Terupt doesn't immediately punish Alexia but tries to understand why she acts that way, or he turns the conflict into a lesson for the whole class, encouraging empathy and problem-solving among students. This shows that his teaching style is focused on helping students learn from their mistakes, develop social skills, and understand each other, rather than just enforcing rules.

6. Identify a moment in these chapters where you felt empathy for a character. Describe the situation and what made you feel that way. (Empathy)

   • Step-by-step thought process:
     • Think of sad/difficult character moments: Alexia's bullying, Jeffrey's sadness, Danielle's family dynamics, new kid Jessica's shyness.
     • Choose one: Pick a specific character and event.
     • Explain the feeling: Describe why that situation made you feel empathy (e.g., 'I felt bad for Alexia when...' or 'I understood Jessica's loneliness when...').
   • Sample Answer: I felt empathy for Alexia when she was being mean because I thought she might be trying to hide her own sadness or loneliness. Sometimes people act out when they are hurting inside, and I wondered if she felt like she didn't have real friends or attention, so she tried to get it in a negative way.

Vocabulary Builder

Write a sentence for each of the following vocabulary words, using context clues from the book or your own understanding.

7. Inconsolable: After his pet ran away, the boy was inconsolable and cried for hours.

8. Vulnerable: The tiny bird, newly hatched, looked very vulnerable in its nest.

9. Intervene: The teacher had to intervene when the two students started arguing on the playground.

Session 3 Worksheet: Friendship Files

Chapters 11-15: Building Bonds

Instructions: As you read Chapters 11-15 and discuss, reflect on the different friendships and relationships developing in Mr. Terupt's class.

Analyzing Friendships

1. Good Friendship Qualities: What qualities do you think make a good friend? List at least three qualities and explain why each is important. (MO Counseling 3.A.a)
   
   
   
   
   
   

2. Emerging Friendships: Describe a new friendship or a strengthening bond between two characters in these chapters. What makes their connection strong?
   
   
   
   
   

3. Conflict & Resolution (Early Stages): Are there any small disagreements or tensions between characters emerging? How do characters react to these, and what does it tell you about their social skills?
   
   
   
   
   

Respect & Relationships

4. When characters have different ideas or opinions (e.g., about Mr. Terupt, or school activities), how do they show respect (or not show respect) for each other? Give an example from the book. (MO Counseling 3.A.c, 3.A.d)
   
   
   
   
   
   

5. How do characters try to maintain relationships even when there are differences? What social skills are they demonstrating? (MO Counseling 3.A.b)
   
   
   
   
   

Vocabulary Builder

Choose two of the following vocabulary words and write a sentence for each, showing you understand its meaning.

• Intrigue
• Relish
• Ponder

Session 3 Answer Key: Friendship Files

Chapters 11-15: Building Bonds

Analyzing Friendships

1. Good Friendship Qualities: What qualities do you think make a good friend? List at least three qualities and explain why each is important. (MO Counseling 3.A.a)

   • Sample Answer: Three qualities that make a good friend are loyalty, kindness, and honesty. Loyalty is important because it means a friend will stand by you. Kindness helps friends support each other and makes interactions positive. Honesty is crucial for trust, even when the truth is hard to hear.

2. Emerging Friendships: Describe a new friendship or a strengthening bond between two characters in these chapters. What makes their connection strong?

   • Sample Answer: The friendship between Danielle and Jessica seems to be strengthening. Danielle, with her caring nature, takes Jessica under her wing, inviting her to her large family. This connection is strong because Danielle offers warmth and inclusion, which Jessica, being new and shy, clearly appreciates. Their shared experiences and Danielle's open heart help their bond grow.

3. Conflict & Resolution (Early Stages): Are there any small disagreements or tensions between characters emerging? How do characters react to these, and what does it tell you about their social skills?

   • Sample Answer: There are still tensions, especially involving Alexia and other girls. When Alexia makes comments, other characters like Danielle might get defensive or try to stand up for others. This shows that while some students are developing good social skills like protection and speaking up, others like Alexia are still struggling with how to interact positively, often leading to minor conflicts.

Respect & Relationships

4. When characters have different ideas or opinions (e.g., about Mr. Terupt, or school activities), how do they show respect (or not show respect) for each other? Give an example from the book. (MO Counseling 3.A.c, 3.A.d)

   • Step-by-step thought process:
     • Recall differing opinions: Students have different feelings about Mr. Terupt, about specific assignments (like the dollar words), or about each other.
     • Look for interactions: How do they respond when someone says something they disagree with?
     • Identify respectful/disrespectful actions: Do they listen? Do they interrupt? Do they make fun? Do they try to understand?
   • Sample Answer: When some students, like Peter, might joke about Mr. Terupt or a new assignment, others, like Jessica or Luke, might offer a more thoughtful or serious perspective. While Peter's initial reaction might not always be respectful of the seriousness, others like Danielle often try to mediate or show understanding. For example, when Peter makes a silly comment, Luke might just ignore it and continue with his idea, showing a quiet respect for moving the conversation forward rather than engaging in a disruptive argument.

5. How do characters try to maintain relationships even when there are differences? What social skills are they demonstrating? (MO Counseling 3.A.b)

   • Step-by-step thought process:
     • Focus on 'maintaining' despite differences: Friendships aren't perfect; how do they work through issues?
     • Look for positive social skills: Compromise, listening, forgiveness, standing up for friends, explaining feelings.
   • Sample Answer: Characters try to maintain relationships by understanding that everyone is different. For example, even though Peter is a troublemaker, his friends still hang out with him. They often demonstrate social skills like giving each other space, offering comfort, or sometimes just accepting each other for who they are without always agreeing. Danielle often acts as a bridge, trying to include everyone and smooth over potential arguments, demonstrating strong relationship-maintenance skills.

Vocabulary Builder

Choose two of the following vocabulary words and write a sentence for each, showing you understand its meaning.

• Intrigue
• Relish
• Ponder

6. Intrigue: The mysterious old house at the end of the street always filled me with intrigue, making me wonder what secrets it held.

7. Ponder: Before making a big decision, it's wise to ponder all the different options and consequences.

(Accept any two appropriate sentences for the chosen words)

Session 4 Worksheet: Character's Choices

Chapters 16-20: Decisions and Consequences

Instructions: As you read Chapters 16-20 and discuss, analyze the choices characters make and the outcomes of those decisions.

Problem-Solving & Decision-Making

1. A Character's Dilemma: Identify a significant problem or decision a character faced in these chapters. Briefly describe the situation.
   
   
   

2. Steps to a Solution: How did the character try to solve their problem or make their decision? What steps did they take? (MO Counseling 2.A.a)
   
   
   
   
   

3. Peer Influence: Did peer influence (what friends or classmates thought) play a role in any character's decisions in these chapters? Explain how. (MO Counseling 2.A.c)
   
   
   
   
   

4. Safe & Healthy Choices: Think about a choice a character made. Was it a safe and healthy choice? What were the short-term or long-term consequences of their decision? (MO Counseling 2.A.b)
   
   
   
   
   
   

Emotional Regulation & Coping

5. When a character faced a difficult outcome or strong emotion due to a decision, what helpful strategies did they use to cope? (MO Counseling 1.B.a)
   
   
   
   
   

6. Identify a moment where a character experienced a complex feeling (e.g., both angry and sad, or hopeful and worried). Describe the feeling and the situation. (MO Counseling 1.A.a)
   
   
   
   
   

Vocabulary Builder

Choose two of the following vocabulary words and write a sentence for each, showing you understand its meaning.

• Manipulate
• Remorse
• Consequence

Session 4 Answer Key: Character's Choices

Chapters 16-20: Decisions and Consequences

Problem-Solving & Decision-Making

1. A Character's Dilemma: Identify a significant problem or decision a character faced in these chapters. Briefly describe the situation.

   • Sample Answer: One significant problem was when Alexia felt left out and spread rumors about Anna and Danielle. She had to decide whether to continue her negative behavior or try to make amends and seek genuine friendship.

2. Steps to a Solution: How did the character try to solve their problem or make their decision? What steps did they take? (MO Counseling 2.A.a)

   • Step-by-step thought process:
     • Recall character actions: Focus on how Alexia (or another chosen character) handled a specific challenge.
     • Identify discrete steps: Did they talk to someone? Did they think it through? Did they try to hide it? Did they apologize?
     • Connect to problem-solving: Even if not ideal, what were their attempts?
   • Sample Answer: Alexia didn't follow ideal problem-solving steps at first; her initial 'solution' was to create more drama by spreading rumors, which made her problem worse. Eventually, she might have realized this wasn't working and considered a different approach, possibly influenced by Mr. Terupt's indirect lessons or the kindness of others. For instance, when she saw the positive connections between other girls, she may have started to consider what she needed to do to be part of that.

3. Peer Influence: Did peer influence (what friends or classmates thought) play a role in any character's decisions in these chapters? Explain how. (MO Counseling 2.A.c)

   • Sample Answer: Yes, peer influence definitely played a role. Alexia's desire to be popular or accepted by certain groups (or her fear of being an outsider) might have influenced her decision to act superior or spread rumors. Similarly, some students might feel pressure to go along with Peter's pranks or to avoid standing up to Alexia, showing how peer dynamics affect choices.

4. Safe & Healthy Choices: Think about a choice a character made. Was it a safe and healthy choice? What were the short-term or long-term consequences of their decision? (MO Counseling 2.A.b)

   • Sample Answer: Alexia's choice to spread rumors about Anna and Danielle was not a healthy choice. In the short-term, it caused distress for Anna and Danielle and made Alexia feel temporarily powerful, but in the long-term, it further isolated her and damaged her reputation, making it harder for her to form genuine friendships.

Emotional Regulation & Coping

5. When a character faced a difficult outcome or strong emotion due to a decision, what helpful strategies did they use to cope? (MO Counseling 1.B.a)

   • Sample Answer: When Anna and Danielle were upset by the rumors, they talked to each other, which is a helpful coping strategy. They also chose to ignore Alexia's attempts to provoke them further, demonstrating a way to manage their emotional responses and avoid escalating conflict.

6. Identify a moment where a character experienced a complex feeling (e.g., both angry and sad, or hopeful and worried). Describe the feeling and the situation. (MO Counseling 1.A.a)

   • Sample Answer: Jeffrey likely experiences a complex feeling of both sadness and a slight sense of belonging when Mr. Terupt recognizes his quiet observations. He's sad because of his past, but perhaps feels a spark of connection or understanding from his teacher, which is a hopeful but still worried feeling about opening up.

Vocabulary Builder

Choose two of the following vocabulary words and write a sentence for each, showing you understand its meaning.

• Manipulate
• Remorse
• Consequence

7. Manipulate: The clever politician tried to manipulate the crowd with his emotional speech.

8. Consequence: The consequence of forgetting my umbrella was that I got completely soaked in the rain.

(Accept any two appropriate sentences for the chosen words)

Session 5 Worksheet: Bouncing Back

Chapters 21-25: Testing Our Resilience

Instructions: As you read Chapters 21-25 and discuss, focus on how characters cope with challenges and show resilience.

Resilience & Coping Skills

1. The Accident: Describe Mr. Terupt's accident. What is the immediate impact on the students?
   
   
   

2. Emotional Impact: How do different students react emotionally to Mr. Terupt's accident? (e.g., Peter, Jessica, Anna, Jeffrey). What complex feelings do they experience? (MO Counseling 1.A.a)
   
   
   
   
   
   

3. Coping Strategies: Identify at least two different coping strategies that characters use to deal with their worry, sadness, or fear about Mr. Terupt. (MO Counseling 1.B.a)
   
   
   
   
   

4. Self-Talk: What kind of 'self-talk' might a character like Jessica or Peter be having while Mr. Terupt is in the hospital? Is it positive or negative? How does it affect them? (MO Counseling 5.A.c)
   
   
   
   
   
   

Personal Reflection

5. Think about a time you had to 'bounce back' from a difficult situation. What did you do to be resilient?
   
   
   
   
   

6. What is one skill or activity that is more difficult for you to accomplish? What is one skill or activity that is easier and more enjoyable? (MO Counseling 5.A.a, 5.A.b)
   
   
   
   
   
   

Vocabulary Builder

Match the vocabulary word from the chapters to its meaning.

7. Resilience __________________________________
   a) The ability to recover quickly from difficulties
   b) Extreme sadness or despair
   c) A feeling of strong anger

8. Traumatic __________________________________
   a) Causing great joy and excitement
   b) Emotionally disturbing or distressing
   c) Relaxing and calming

9. Vigil __________________________________
   a) A noisy celebration
   b) A period of keeping awake during the time usually spent asleep, especially to keep watch or pray
   c) A short, light sleep

Session 5 Answer Key: Bouncing Back

Chapters 21-25: Testing Our Resilience

Resilience & Coping Skills

1. The Accident: Describe Mr. Terupt's accident. What is the immediate impact on the students?

   • Sample Answer: Mr. Terupt is hit in the head by a snowball thrown by Peter during an outdoor recess. He falls and is seriously injured. The immediate impact on the students is shock, fear, guilt (especially for Peter), and deep worry for their beloved teacher.

2. Emotional Impact: How do different students react emotionally to Mr. Terupt's accident? (e.g., Peter, Jessica, Anna, Jeffrey). What complex feelings do they experience? (MO Counseling 1.A.a)

   • Sample Answer: Peter feels immense guilt and fear. Jessica feels deep sadness and worry, perhaps also some regret for not appreciating him more. Anna is scared and sad. Jeffrey, who is usually distant, shows a profound sadness and concern, indicating a complex mix of grief, fear, and perhaps a realization of how much Mr. Terupt means to him. Many experience a mix of sadness, anxiety, and helplessness.

3. Coping Strategies: Identify at least two different coping strategies that characters use to deal with their worry, sadness, or fear about Mr. Terupt. (MO Counseling 1.B.a)

   • Sample Answer: One coping strategy is coming together as a group. The students gather at the hospital and support each other, sharing their fears and hopes. Another strategy is prayer/hope, as many students wish and pray for Mr. Terupt to recover. Some might also cope by reflecting on good memories with him or by trying to be extra kind to each other in his absence.

4. Self-Talk: What kind of 'self-talk' might a character like Jessica or Peter be having while Mr. Terupt is in the hospital? Is it positive or negative? How does it affect them? (MO Counseling 5.A.c)

   • Step-by-step thought process:
     • Consider the character's personality: Jessica is thoughtful; Peter is impulsive and often feels guilt.
     • Imagine their inner dialogue: What would they be thinking in this dire situation?
     • Classify as positive/negative: Does it help or hurt them?
   • Sample Answer: Jessica might have negative self-talk like,

Session 6 Worksheet: Understanding Perspectives

Chapters 26-30: Different Reactions, Shared Hope

Instructions: As you read Chapters 26-30 and discuss, think about how different characters react to Mr. Terupt's situation and how their unique backgrounds shape their perspectives.

Social Awareness & Respect for Others

1. Diverse Reactions: How do students like Jeffrey, Danielle, and Alexia show their worry or hope for Mr. Terupt in different ways? What does this tell you about their personalities and coping styles?
   
   
   
   
   
   

2. Similarities & Differences: Identify a similarity and a difference in how two characters (e.g., Jessica and Anna) respond to Mr. Terupt's absence. How do their individual backgrounds or family situations play a role? (MO Counseling 4.A.a)
   
   
   
   
   
   
   

3. Active Listening & Empathy: Recall a moment in these chapters (or in our discussion) where someone demonstrated active listening to another's feelings or perspective. Why was this important? (MO Counseling 4.B.a, 4.B.b)
   
   
   
   
   
   

4. Respecting Differences: How do the students, despite their individual differences and reactions, come together to show support for Mr. Terupt and each other? What does this demonstrate about respecting others? (MO Counseling 4.A.b)
   
   
   
   
   
   

Comprehension & Inference

5. When the students find out more about Mr. Terupt's past, how does this change their understanding of him? What inferences can you make about why he chose to be a teacher?
   
   
   
   
   
   

Vocabulary Builder

Write a definition in your own words for each of the following vocabulary terms, based on how they are used in the book.

6. Grapple:
   
   
   

7. Profound:
   
   
   

8. Reverberate:
   
   
   

Session 6 Answer Key: Understanding Perspectives

Chapters 26-30: Different Reactions, Shared Hope

Social Awareness & Respect for Others

1. Diverse Reactions: How do students like Jeffrey, Danielle, and Alexia show their worry or hope for Mr. Terupt in different ways? What does this tell you about their personalities and coping styles?

   • Sample Answer: Jeffrey, typically quiet, shows his worry through his continued withdrawal and deep sadness, showing he copes by internalizing his feelings. Danielle expresses her concern openly, often through comforting others and being a source of strength, reflecting her nurturing personality. Alexia, surprisingly, might show her worry through uncharacteristic kindness or by trying to organize activities, revealing a desire to help but also a struggle with expressing vulnerability. This shows diverse coping styles: internalizing, outward support, and action-oriented approaches.

2. Similarities & Differences: Identify a similarity and a difference in how two characters (e.g., Jessica and Anna) respond to Mr. Terupt's absence. How do their individual backgrounds or family situations play a role? (MO Counseling 4.A.a)

   • Sample Answer: Similarity: Both Jessica and Anna show deep concern and sadness for Mr. Terupt. They both miss his presence and worry about his recovery. Difference: Jessica, being new and somewhat isolated, might process her feelings more through writing and internal reflection, perhaps mirroring the intellectual way she typically engages with the world. Anna, who comes from a loving but perhaps less academically focused background, might rely more on emotional support from friends and family. Jessica's background of moving around might make her more adaptable, while Anna's stable home life might make her more outwardly expressive in her grief.

3. Active Listening & Empathy: Recall a moment in these chapters (or in our discussion) where someone demonstrated active listening to another's feelings or perspective. Why was this important? (MO Counseling 4.B.a, 4.B.b)

   • Step-by-step thought process:
     • Identify a conversation where emotions are shared: Students talking about Mr. Terupt.
     • Look for cues of active listening: Nodding, making eye contact, asking clarifying questions, summarizing.
     • Explain importance: How did it help the speaker? How did it build connection?
   • Sample Answer: When the students gathered at the hospital, some listened intently as Peter expressed his guilt over the accident. Even if they didn't say much, their presence and focused attention allowed Peter to share his heavy feelings. This was important because it showed Peter he wasn't alone and that his friends cared enough to hear him out, which is a crucial part of building trust and providing comfort during a difficult time.

4. Respecting Differences: How do the students, despite their individual differences and reactions, come together to show support for Mr. Terupt and each other? What does this demonstrate about respecting others? (MO Counseling 4.A.b)

   • Sample Answer: Despite their different personalities and ways of coping, the students come together through shared concern for Mr. Terupt. They visit him, talk about him, and worry as a group. This demonstrates respecting others because it shows they understand that everyone experiences grief and hope differently, but they can still unite under a common purpose (supporting Mr. Terupt) and accept each other's unique contributions or expressions of care.

Comprehension & Inference

5. When the students find out more about Mr. Terupt's past, how does this change their understanding of him? What inferences can you make about why he chose to be a teacher?
   • Step-by-step thought process:
     • Recall information about his past: His own difficult childhood, his own experience with a supportive teacher.
     • Connect to his present actions: How does his past explain his unique teaching style and empathy?
     • Infer motivations: Why this job? What is he trying to achieve?
   • Sample Answer: Learning about Mr. Terupt's difficult childhood and the positive impact a teacher had on his life changes the students' understanding of him from just being an

Session 7 Worksheet: Resolving Conflicts

Chapters 31-Epilogue: Growth and Resolution

Instructions: As you read Chapters 31-Epilogue and discuss, reflect on how characters resolve conflicts and take on responsibilities.

Conflict Resolution & Relationship Skills

1. Conflict Identified: Describe a specific conflict or misunderstanding that occurs between characters in these final chapters.
   
   
   

2. Steps to Resolution: How did the characters attempt to solve this conflict? Did they follow any steps of conflict resolution (e.g., talking it out, apologizing, compromising)? (MO Counseling 3.B.a, 3.B.b)
   
   
   
   
   
   

3. Effective Problem-Solving: Identify a moment where characters successfully problem-solved together or helped each other through a difficult situation. What skills did they use? (MO Counseling 3.B.c)
   
   
   
   
   

4. Maintaining Relationships: How do the students demonstrate social skills (like forgiveness, understanding, or support) that help them maintain their friendships and relationships, especially after difficult times? (MO Counseling 3.A.b)
   
   
   
   
   
   

Self-Awareness & Personal Responsibilities

5. Personal Roles & Responsibilities: Reflect on one character (e.g., Peter, Jessica, Danielle). How do they demonstrate their personal responsibilities at school (to classmates, to Mr. Terupt, to their learning)? (MO Counseling 5.B.a)
   
   
   
   
   
   

6. How does the whole class take on a collective responsibility towards Mr. Terupt? What does this show about their growth?
   
   
   
   
   

Vocabulary Builder

Fill in the blank with the correct vocabulary word from the box below.

• Unanimous
• Reconcile
• Integral

7. The decision to have a class party was _______________; everyone agreed it was a great idea.

8. After their big argument, the two friends decided to _______________ and make up.

9. Being honest is an _______________ part of a healthy friendship.

Session 7 Answer Key: Resolving Conflicts

Chapters 31-Epilogue: Growth and Resolution

Conflict Resolution & Relationship Skills

1. Conflict Identified: Describe a specific conflict or misunderstanding that occurs between characters in these final chapters.

   • Sample Answer: A conflict might be the initial tension or misunderstanding between Peter and the other students regarding his role in Mr. Terupt's accident, or the ongoing struggle for some students to fully forgive or understand Alexia's past behaviors.

2. Steps to Resolution: How did the characters attempt to solve this conflict? Did they follow any steps of conflict resolution (e.g., talking it out, apologizing, compromising)? (MO Counseling 3.B.a, 3.B.b)

   • Step-by-step thought process:
     • Focus on Peter/Alexia and classmates: How do they move past the issues?
     • Look for active resolution: Apologies, empathy, direct communication.
     • Consider indirect resolution: Time, shared experience, Mr. Terupt's influence.
   • Sample Answer: For Peter's guilt, the other students showed understanding and forgiveness rather than blaming him. They offered support, which is a key step in resolving emotional conflict. For Alexia, the group's continued (though sometimes reluctant) inclusion and Mr. Terupt's eventual return help her to re-evaluate her actions and perhaps make quiet amends, showing a step towards reconciliation even if not a formal apology.

3. Effective Problem-Solving: Identify a moment where characters successfully problem-solved together or helped each other through a difficult situation. What skills did they use? (MO Counseling 3.B.c)

   • Sample Answer: The students collectively problem-solved by deciding to visit Mr. Terupt at the hospital and creating cards or gifts for him. They used skills like collaboration, empathy, and initiative to show their support. They also worked together to keep the classroom running smoothly in his absence, demonstrating responsibility and teamwork.

4. Maintaining Relationships: How do the students demonstrate social skills (like forgiveness, understanding, or support) that help them maintain their friendships and relationships, especially after difficult times? (MO Counseling 3.A.b)

   • Sample Answer: The students demonstrate forgiveness towards Peter after the accident, understanding his remorse rather than holding a grudge. They offer unwavering support to each other during Mr. Terupt's recovery, showing up for each other emotionally. This collective understanding and mutual support are crucial social skills that maintain and strengthen their bonds through adversity.

Self-Awareness & Personal Responsibilities

5. Personal Roles & Responsibilities: Reflect on one character (e.g., Peter, Jessica, Danielle). How do they demonstrate their personal responsibilities at school (to classmates, to Mr. Terupt, to their learning)? (MO Counseling 5.B.a)

   • Sample Answer: Jessica demonstrates her responsibility to her learning by continuing to read and share insights, even when Mr. Terupt is absent. She also shows responsibility to her classmates by trying to understand their perspectives and offering thoughtful contributions. Danielle takes responsibility for the emotional well-being of the class, acting as a comforter and maintaining positive relationships. Peter, after the accident, takes responsibility by expressing his guilt and showing a genuine desire to change his behavior.

6. How does the whole class take on a collective responsibility towards Mr. Terupt? What does this show about their growth?

   • Sample Answer: The whole class takes on a collective responsibility by worrying for Mr. Terupt, visiting him, and praying for his recovery. They also try to be better students and classmates in his absence, showing they understand their role in making the classroom a positive place. This shows their growth in empathy, unity, and a deeper understanding of their impact on others.

Vocabulary Builder

Fill in the blank with the correct vocabulary word from the box below.

• Unanimous
• Reconcile
• Integral

7. The decision to have a class party was unanimous; everyone agreed it was a great idea.

8. After their big argument, the two friends decided to reconcile and make up.

9. Being honest is an integral part of a healthy friendship.

Session 8 Worksheet: My SEL Journey

Whole Book Reflection: Growth and Community

Instructions: Now that we've finished Because of Mr. Terupt and our book club, reflect on your learning and how the characters grew throughout the story.

Reflecting on SEL Concepts

1. Empathy: How did your understanding of empathy grow by reading about the different characters in Because of Mr. Terupt? Give an example of a character who taught you about empathy.
   
   
   
   
   
   

2. Friendship: What is the most important lesson you learned about friendship from the book? How did the students demonstrate healthy friendship qualities?
   
   
   
   
   

3. Resilience: Which character do you think showed the most resilience? Describe a situation where they 'bounced back' from a challenge.
   
   
   
   
   

Personal Growth & Community

4. Citizenship: What personal characteristics did Mr. Terupt's students demonstrate that helped them contribute positively to their classroom and school community? (MO Counseling 5.C.a, 5.C.b)
   
   
   
   
   
   

5. How can you apply the lessons about empathy, friendship, or resilience from this book to your own life at school, at home, or in your community? (MO Counseling 5.B.b, 5.B.c)
   
   
   
   
   
   
   

6. Respecting Differences: How has reading Because of Mr. Terupt helped you to recognize and demonstrate respect for differences between people and their cultures or backgrounds? (MO Counseling 4.A.c)
   
   
   
   
   

Vocabulary Review

7. Choose three vocabulary words from our sessions that you found most useful or interesting. Write each word and its definition.
   
   
   
   
   
   
   
   
   
   
   

Session 8 Answer Key: My SEL Journey

Whole Book Reflection: Growth and Community

Reflecting on SEL Concepts

1. Empathy: How did your understanding of empathy grow by reading about the different characters in Because of Mr. Terupt? Give an example of a character who taught you about empathy.

   • Sample Answer: My understanding of empathy grew because I got to see situations from many different characters' points of view, even characters who acted mean at first, like Alexia. I learned that there's often a reason why people behave the way they do, and it helps to try and understand their feelings. Jeffrey taught me about empathy because, even though he was quiet, you could feel his sadness and understand why he kept to himself after his brother died.

2. Friendship: What is the most important lesson you learned about friendship from the book? How did the students demonstrate healthy friendship qualities?

   • Sample Answer: The most important lesson I learned about friendship is that true friends support each other through tough times and accept each other's differences. The students demonstrated healthy friendship qualities by forgiving Peter, supporting Mr. Terupt when he was hurt, and eventually including Alexia, even after she caused problems.

3. Resilience: Which character do you think showed the most resilience? Describe a situation where they 'bounced back' from a challenge.

   • Sample Answer: I think the whole class, as a group, showed a lot of resilience after Mr. Terupt's accident. They were all scared and sad, but they didn't give up hope. They kept coming to school, helping each other, and waiting for Mr. Terupt to get better. This showed that even after a really traumatic event, they could cope and keep going, bouncing back from their despair.

Personal Growth & Community

4. Citizenship: What personal characteristics did Mr. Terupt's students demonstrate that helped them contribute positively to their classroom and school community? (MO Counseling 5.C.a, 5.C.b)

   • Sample Answer: Mr. Terupt's students demonstrated characteristics like empathy (understanding each other), responsibility (taking care of their classroom and each other), cooperation (working together), and forgiveness. These characteristics helped create a caring and supportive classroom where everyone felt valued and included, even when mistakes were made.

5. How can you apply the lessons about empathy, friendship, or resilience from this book to your own life at school, at home, or in your community? (MO Counseling 5.B.b, 5.B.c)

   • Sample Answer: I can apply the lesson of empathy by trying to understand why my siblings or friends might be upset before I react to them. At school, I can show resilience by not giving up on a difficult assignment and asking for help when I need it. In my community, I can be a better citizen by including others who might feel left out, just like Danielle tried to include Jessica.

6. Respecting Differences: How has reading Because of Mr. Terupt helped you to recognize and demonstrate respect for differences between people and their cultures or backgrounds? (MO Counseling 4.A.c)

   • Sample Answer: The book showed me that even though characters like Jessica (who was new) or Danielle (from a big family) had different backgrounds, they all learned to care for each other. It helped me see that everyone has a unique story and way of looking at the world, and it's important to listen and respect those differences to build a strong community.

Vocabulary Review

7. Choose three vocabulary words from our sessions that you found most useful or interesting. Write each word and its definition.
   • Sample Answer:
     • Empathy: The ability to understand and share the feelings of another.
     • Resilience: The capacity to recover quickly from difficulties; toughness.
     • Inference: A conclusion reached on the basis of evidence and reasoning.

(Accept any three appropriate vocabulary words and their definitions from the provided worksheets.)