Eastern Connecticut State
University Lesson Plan Format
Grade Level: 4th Date of lesson during October
Length
of Lesson 1 hour
Content
Standards: CCSS.ELA-Literacy.RL.4.9 (Compare and contrast the treatment of
similar themes and topics (e.g., opposition of good and evil) and patterns of
events (e.g., the quest) in stories, myths, and traditional literature from
different cultures.)
Prior
Knowledge/Connections: Students
have been discussing bullying and how it affects all parties involved. This
will be the second lesson in a series of three during Bullying Prevention
Month.
Student
Learning Objective(s): Students will
evaluate their own lives and experiences in regards to being a bully. Although
they may not have realized, at one time or another, they may have bullied
another person. Students will pretend to be principals of their own school and
come up with a presentation for Bullying Prevention Month that they would like
their faculty to see and use with the students.
Vocabulary: none
Assessment-Essential
Key Question(s): What were the
teachers’ roles in both stories? Could they have done more? If you were a
principal of a school (or one from a book), what advice would you give to your
staff in regards to potential bullying problems? What would you want your
students to know? (Who could they go to for help, are there “safe places”
around school, etc)
Materials/Resources:
Copies of Blubber and There’s
a Boy in the Girl’s Bathroom.
Technological resources: Computers with internet access.
Learning
Activities:
Instructional Strategies: First, take
reactions students may have had to each book (students must have finished their
book before this lesson). Some students read Blubber and others read There’s
a Boy in the Girl’s Bathroom. Ask students if they could relate to any of
the characters (how?). Second, have a student (who read each book) give a brief
(1 to 2 sentence) summary of each book (without giving away specific details).
Grouping
Strategies: Individually or in small groups (no more than 3 per group). If
working in a group, it can be a mixture of students who read different books.
Initiation:
Do a Google search for “bullying
prevention in schools” and show the students the vast amount of information and
websites that come up. (Have this displayed on the screen so they can see all
of the results) Have a discussion about why there are so many, what qualifies
as a “good” program and what are some aspects they would not want to have in a
program. Show a few examples of the sites that come up with search, just to
give students a brief idea of what kind of information is out there.
Lesson
Procedures:
·
After
introductory discussion, those who choose to work in groups can meet with their
group members (no more than 3), while others who decide to work individually
can begin on their own.
·
Students
will make a graphic organizer of good qualities and bad qualities of the
teacher(s) in the book they read. They will use this information to help decide
what kind of administrator they will be for their imaginary school. (Have them
think of their own school career; was there a teacher they felt comfortable
talking to if there was a problem? What qualities did this teacher have? What
did they do to makes students feel at ease?)
·
Once they
have the qualities to work from, students will use a Glogster, Prezi or Power
Point presentation to visualize their ideas. Have them keep in mind that this
will be presented to their employees, so design it in a presentation
(informational) format. Encourage them to use connections (with their own life
or another text) to really make their point.
Closure:
The lesson will close with a few
students (who choose to) presenting their ideas as if they were the principal
and the rest of the class was their staff. Once the presentations are over, the
class will have a discussion about specifics from the presentations; what they
liked/thought would work and what parts they think would be more troublesome in
the school environment.
Intervention: Students who need accommodations can work either individually or with a
group (with others who may need some assistance). They can focus on the teachers
in the book they read and try to come up with ideas of how the teachers could
have been more helpful to the students in the story. Create a Glogster or Prezi
with their ideas.
Enrichment:
These
students can create the ideal school environment for a bully-free learning
experience. What would the school look like? What kinds of resources would you
have? Use Glogster or Prezi to make a visual tool to go along with the plans.
References:
*Common Core State Standards Initiative (English
Language Arts Standards Grade 4)
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