This lesson uses two picture books; The Two Bullies by Junko Morimoto and A Bad Case of Stripes by David Shannon.
Eastern Connecticut State
University Lesson Plan Format
Grade Level: 4th Date of lesson sometime 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.CCSS.ELA-Literacy.RL.4.2 (Determine a theme of a story, drama, or
poem from details in the text; summarize the text.)
Prior
Knowledge/Connections: This lesson
is to be conducted during Bullying Prevention Month (October), after the
students have had discussions regarding bullying and the effects it has on its
victims, as well as the bullies themselves. Students will have knowledge of the
dictionary definition of bully(ing), as well as their own definitions (personally
and decided on as a class).
Student
Learning Objective(s): Students
will use technology to identify their definition/characteristics of a bully.
Students will also use two stories to make connections to their own lives/experiences,
in regards to bullying, as well as identify specific feelings associated with
bullies/bullying experiences.
Vocabulary: Bully: a blustering, quarrelsome,
overbearing person who habitually badgers and intimidates smaller or weaker
people
Assessment-Essential
Key Question: In both stories, the
characters embark on a journey. Are they just physical journeys or does it go
deeper (to the emotional/internal level)? Use this information to think about
your own life. Can you make any connections to any of the characters and to your
life experiences? (ex: Were you ever teased for liking something others thought
was weird, such as lima beans?) Have you ever changed something about yourself
to “fit in?” Was it a good choice?
Materials/Resources:
3 (or more) copies of The Two Bullies
(Junko Morimoto) and A Bad Case of Stripes (David
Shannon).
Technological resources: Computers with internet connection.
Learning
Activities:
Instructional Strategies: First, have
an introductory discussion about bullying in general, asking questions about
what they think a bully is and see if they can give examples of bullying.
Second, give a brief (1 to 2 sentence) summary of each book (without giving
away specific details).
Grouping
Strategies: Begin lesson as a whole group, then have students break into a
few small groups (4 to 5 in each group). Students will be grouped with others
they will feel comfortable with (I want them comfortable enough to maybe share
some personal experiences).
and
engage in a “conversation” with it, where the character acts like a bully. Have
a discussion with the students after about what it feels like to be teased by a
bully and what might it feel like to be the person doing the bullying.
Introduce the two texts that will be read and give brief summaries (1 to 2
sentences) to prep their discussions.
Lesson
Procedures:
·
Read one
of the picture books aloud to the class, pausing to draw attention to certain
parts of the story that will encourage discussion in their groups.
·
Divide
the students into small groups and give each group a copy of both books. In
their small groups, they will read the other book (the one not read aloud to
the class).
·
In their
small groups, they will discuss each story and make connections between the
two. Prompting questions will be given if needed. (Was there just one bully?
Who was being bullied? What could have been done to change the situation?)
·
Students
will then be encouraged to think of their own lives and experiences. Using the
texts, they should try to make connections to experiences they’ve had. While
discussing these in their groups, they will be keeping track of specific
descriptive words that are used frequently to describe bullies/bullying
situations.
·
Once
they’ve finished their discussions, students will work as a group to create a
Tagxedo and/or Glogster using the information they’ve collected. For the
Tagxedo, they can use any words/phrases that they think describes a bully or a
bullying situation. For the Glogster, they can do the same, as well as add
pictures and other words that relate to specific personal situations that were
shared in the group.
Closure:
Students will have the opportunity
to share their creations and briefly talk about why they chose specifics for
their Tagxedo/Glogster. Any student who would like to share a personal story
will have the chance at this time. The lesson will close with a brief
discussion about the feelings that are elicited by bullies and the situations
associated with them.
Intervention: Students who require accommodations will be given a list of questions
(prompting their thinking) if needed. They may also be put in a group with
students who will encourage participation.
Enrichment:
These students may create a short
story/picture book of their own that retells an experience they had that
connects to one of the stories read in class. They may create their book by
hand or using technology.
References:
*Common Core State Standards Initiative (English
Language Arts Standards Grade 4)
http://www.corestandards.org/ELA-Literacy/RL/4
http://www.corestandards.org/ELA-Literacy/RL/4
*Dicitonary.com
www.dictionary.com
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