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Literacy Lesson PlanAnnie Boyer and Christine Reed
Introduction
Lesson Topic: Character Education Theme -- BullyingReading -- Comprehension: problem/solution and conflict/resolutionWriting -- Letter writing: a friendly letterDrama -- Role-playing: character, acting out feelings and emotions
Grade Level: 1st grade
Brief Description of Lesson: Students will read a story surrounding the theme of bullying.Students will read the story with the class, discuss the theme and how the problem of bullyingwas solved throughout the book with their peers. Students will have the opportunity to read oneof three other books surrounding the topic of bullying focusing on the victim, the bully or thebystander. Students will write and create performance art about bullying in multiple ways.
Stage 1: Identifying Desired Results
1) Goals and Performance Expectations
Standards: Reading
Key Ideas and Details:
CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a textCCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details
Craft and Structure:
CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appealto the senses
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, orevents
Standards: Writing
Text Types and Purposes
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CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequencedevents, include some details regarding what happened, use temporal words to signal event order, andprovide some sense of closure
Production and Distribution of Writing
CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questionsand suggestions from peers, and add details to strengthen writing as needed
Standards: Speaking and Listening
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners aboutgrade 1topics and texts with peers and adults in small and larger groups.CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or informationpresented orally or through other media.
Presentation of Knowledge and Ideas
CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressingideas and feelings clearly.
CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarifyideas, thoughts, and feelings.
CCSS.ELA-Literacy.SL.1.6 Produce complete sentences when appropriate to task and situation.
2) What overarching, enduring understandings are desired?
Bullying is any treatment done on purpose to hurt another person or to make another person feelbad.
Students can solve a problem with a bully by talking to them about it, by telling them how itmakes them feel (using I - messages), by asking them to change their behavior, by getting anadult/teacher involved if needed, etc.
Stories often have two sides, and we should always hear both of them. When bullying ishappening, there are often two or more sides to the story: the bully, the victim, bystanders, etc.Looking at all sides of the story, the audience can see multiple perspectives and find a solution toa problem. In the case of “The Recess Queen,” Mean Jean’s side of the story tells us how shefelt and why she was a bully towards others: no one else ever asked her to play with them. Itdoesn’t excuse her behavior, but it tells us why she did the things she did and how they can befixed. Bullied students’ sides of the story tell us how they felt about Mean Jean’s actions and
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what effect it had on them. Katie Sue’s side of the story tells us that of a bystander.
We can use writing to help with bullying problems by writing out our feelings and viewing others’feelings for a better understanding. We can write journals, drawings, poems and other writingsto express our feelings. We can write friendly letters to others solving our problems. We canuse reading to help with bullying problems by reading others’ stories of bullying and how theysolved their problems. We can use these ideas to come up with our own solutions to ourbullying problems.
3) What essential question(s) will be considered?
What is bullying?
What are ways that a student could solve a problem with a bully?
In what ways can a story tell us two sides of a story?
How can we use writing and reading to help with bullying problems?
4) What prior knowledge and skills should students have?
Students should know what main idea and details are in a story and have had practice identifyingthese.
Students should know what the main character of a story is and have had practice identifyingthese.
Students should know words for feelings: sad, mad, happy, excited, upset, scared, nervous, etc.
Students should know what a problem is, and that a solution is something that solves a problem.
5) Key Knowledge and/or Skills
Content Knowledge and Skills:
a) Students will know….● How to identify bullying.● Multiple strategies to solve a bullying problem.
b) Students will be able to…● Solve a problem with a bully on their own or with the help of others● Understand how it feels both to bully, be bullied, and witness bullying● Choose from and use one of multiple writing strategies to express their feelings about
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bullying● Write a friendly letter
English Language Knowledge and Skills:
c) Students will know…● The meaning of the words “bully,” “victim,” and “bystander”
d) Students will be able to…● Say and spell the words “bully,” “victim,” and “bystander.”● Use the words “bully,” “victim,” and “bystander in the right context during conversation,
class discussion and role playing assignment
Stage 2: Assessment: Determine Acceptable Evidence1) Student Product(s) and/or Performance(s)
1.) Writer’s Workshop Four-Square about bullying2.) Friendly Letter to another about bullying3.) Role-Playing Skit about bullying
2) Other Assessment Evidence
Student participation in whole-class, group, and sharing discussionsStudent post-its in category boxesStudent free-write during Writer’s WorkshopStudent reading during group book studyStudent responses during comprehension checks from read-aloud
3) Assessment Criteria
1.) Student can describe a bully and what it feels like to be bullied, see bullying happen, or tobully others through Four-Square and Free Write. Student will express these with words, inwhole sentences, and through pictures.2.) Student will describe a bullying scenario in a letter and write a solution to the problemidentified. Student will use proper friendly letter form including proper capitalization, punctuationand format.3.) Student will participate in role-playing skit with group. Student will actively help group answerquestions on outline for skit, prepare for performance, and participate in performance as acharacter in the skit
For other assessment evidence: Student will participate fully and show understanding of bullying,how to identify a bullying problem, and how to solve a bullying problem. Student will showunderstanding of characters, stories told from different character’s point of view, lesson
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vocabulary, and writing techniques taught.
Stage 3: Plan Learning Experiences
1) Materials Required
“The Recess Queen” by Alexis O’Neill“Weird!” “Dare!” and “Tough!” by Erin FrankelAdditional bullying texts for independent readingWhite board, dry erase markersChart paper, markersPost-it notesFour Square sheets for studentsLetter writing papers for studentsHat with role-playing assignmentsRole-Playing outlinesRecess “props” for student role-play performances (hula hoops, board games, art supplies, etc.)
2) Time Required
Hook _____15__________ minutes
Teacher Input _____20__________minutes
Writer’s Workshop _____30__________minutes
Group Work (Book Study) _____15__________minutes
Group Work (Skits) 30 minutes
Closure & Independent Practice _____20__________minutes
3) Grouping Arrangements (Check all that apply)
Whole Group ______X_________
Cooperative Learning Groups ______X_________
Small Groups ______X_________
Pairs ______X_________
4) Preparing for the Lesson
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a) Teacher Preparation
Teacher will prepare for this lesson by collecting all of her materials, choosing the cooperativelearning groups for her students, and closely reading all of the bullying books that she will use inthe lesson and make available to her student.
b) Planning for Differentiated Instruction for ELL’s, Students with Special Needsand Gifted Students
1) Teacher will thoughtfully create cooperative learning groups that will place students with peersthat they may be able to get help from or give help to. This will allow high functioning students thechance to support their peers and help them understand the work that has been set before them.It will allow students with special needs the chance to work with others, practice communicating,and give them a chance to hear the material presented in a different way by their peers. ELLs willbe given the chance to communicate in English in a safe environment, and will be able to asktheir peers for assistance with words or concepts that they may not be grasping yet in English.2) Teacher will provide vocabulary resources for her students in both English and any otherlanguages that are present in her classroom. These resources will be laminated cards thatdisplay the main vocabulary words - “bully,” “victim,” and “bystander” - with pictures and theirdefinitions in both languages, so that ELL students will have an easier time understanding thenew concepts.
Connect
5) Set/Hook
Students will come to the reading corner for the beginning of their reading/writing time. Theteacher will ask the students what their favorite parts about recess are, as well as what they
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don’t like about recess. As students form answers, the teacher can put these on the board tospark a discussion. Teacher will then tell the students that they are reading a very importantstory for their language arts lesson today, and that it also has to do with what we like, and don’tlike, about recess. Teacher will “hook” the students with a read aloud of the book “The RecessQueen.”
Plans for Informal AssessmentThe teacher will do informal assessments during the read aloud by asking guidedcomprehension check questions:
How does the illustrator make Mean Jean look in the pictures?What are some of the things Mean Jean does to the other children?Why are the children so afraid of Mean Jean?What is the problem in the story?What are some of the words used to describe Mean Jean’s actions?Why do you think the children allow Mean Jean to act the way she does?How would you feel if Mean Jean acted that way towards you? What would you do?What did Katie Sue ask Mean Jean that no one had ever asked her before?At the end of the story, what about Mean Jean had changed?What was the solution to the student’s problems?If you have a problem with bullying, what are ways that you can solve it?
Attend
6) Teacher Input
After reading “The Recess Queen” and guiding the students through comprehension checkquestions, the teacher will talk to the students about bullying. Through the use of the guidedquestions above and student responses, the teacher will demonstrate how to create afour-square. Students will contribute ideas for each section of the teacher’s example offour-square on bullying. During this time many students will have ideas and stories they want toshare. Students will be reminded to not use other students’ or friends’ real names, and areencouraged to think of their own examples. Because not every student in the class will havetime to share their entire experiences, after a few examples to add to the class four-square,students will have turn-and-talk time with a partner to share their ideas of what a bully looks like,what someone being bullied looks like, how it feels and ideas on how to solve a bullying problem.The teacher will remind students that everyone has their own experiences with bullying and thateveryone’s ideas should be heard, so each student will get a chance to do their own four-squareand express themselves. The teacher will then explain to the students their expectations forwriter’s workshop, which will consist of three parts: four-square, free write, and letter writing.
Plans for Informal Assessment
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During the group discussion on bullying the teacher will note student references to the book,students’ participation in whole-group discussion, and students’ participation during turn-and-talksharing with partners.
Image
7) Writer’s Workshop
1) Four Square
2) Write
Students free write about their own experiences with bullying. Students are givenprompts to think of when they may have mistreated someone and when othersmay have mistreated them. Students are encouraged to write about theirfeelings, and to use ideas (including visual images) from their four-square duringwriting.
Plans for Informal Assessment
The teacher will roam around the room from student to student viewing four-square writings anddrawings and free-write about bullying. Teacher will check for participation, authentic work, andthe relation to content.
Inform
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8) Book Study Groups
After working in Writer’s Workshop, students will come together on the carpet and share (only ifthey want to) their pictures and writings about bullying. The teacher will have three boxes drawnon the board. After sharing, students will be asked to take one memory they have of bullying andput it on a post-it note. The teacher will tell the students their post-it is going to go into one of thethree boxes on the board. She will model a bullying instance for each of the three boxes: I madefun of my friend for her new haircut, I was picked on because my dress got dirty at lunch, I sawmy friend get made fun of at recess because she didn’t know how to play kickball. The teacherwill inform the students that there are always more than one side to a story, and everyone hasdifferent perspectives. When we are talking about bullying, there are usually three sides weshould consider: the bully, the victim, and the bystander. The teacher will then label each boxaccordingly and and put her post-its in their respective boxes. Then the teacher will tell students:If you wrote about someone who made fun of or hurt someone else, please put your post-it in thebox now labeled “bully.” If you wrote about someone who was made fun of or hurt by someoneelse, please put your post-it in the box now labeled “victim.” If you wrote about someone whowitnessed someone else bully another student, please put your post-it in the box now labeled“bystander.”
Practice
After being introduced to the vocabulary: victim, bully, and bystander, students will be broken intosix groups to read a story in the “Weird!” series. Two groups will read “Weird!”, a story of a girlnamed Luisa who is bullied -- the victim. Two groups will read “Dare!”, a story of a classmatenamed Jayla who witnesses the bullying and is asked to take part -- the bystander. Two groupswill read “Tough!”, a story of Sam, the person making fun of Luisa -- the bully.
After reading the books with their groups, students will get into new groups, two students fromeach book, to jigsaw share about their stories. Students will follow this outline when sharing:Who was your story told by?Was this person the bully, the victim, or the bystander?How did this person feel at the beginning of the story?How did this person feel at the end of the story?What happened during the story that made this person change their feelings or their actions?
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Extend
9) Bully Role Playing Skits
For the performance portion of this lesson, first graders will be placed in groups of two or threestudents to create a bully role playing performance to present to the class. In each group of two,one student will portray the bully and one will portray the victim. In the groups of three, onestudent will portray the bully, one will portray the victim, and one will portray a bystander.Students will be assigned roles by picking out of a hat, so that the distribution of roles is fair andcompletely unbiased.
Each group will be given a location for their performance to take place. Students will have one ofthe following locations:Classroom, Library, Hallway, Bus Stop, Cafeteria, Gym, Office, School Auditorium, Park, or Mall
Once groups, roles, and locations are assigned, students will be given twenty minutes to comeup with a role playing scenario. Teacher will provide students with an “outline” to help themcreate a realistic performance. The “outline” will contain the following points:
GROUPS OF TWO1. What is the problem?2. What does the bully character do to bully the victim?3. How does the bully make the victim feel?4. How does the victim solve the problem?5. How does this make the bully feel?
GROUPS OF THREE1. What is the problem?2. What does the bully character do to bully the victim?3. How does the bully make the victim feel?4. How does seeing this make the bystander feel?5. How do the victim and bystander solve the problem?6. How does this make the bully feel?
Refine
Teacher will circulate to check on the progress of the groups and to help answer any questionsor provide more support to groups who may need it. Teacher can do this by asking open-endedquestions about what students have already learned about bullying.
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After the twenty minutes of performance prep, students will present their skits to the whole class.
9) End-of-Class Assessment
The role-playing skits will serve as students’ end-of-class assessment. This will show thatstudents understand what a bully, a victim, and a bystander are. This will also show thatstudents understand what a problem and solution is, both in texts and in performances.Students will also show understanding of character and setting through this performance.Lastly, this performance will serve as a cumulative assessment on how to identify bullying andways of solving a bullying problem.
10) Closure
After each group finishes their role-playing skits, the teacher will remind the students of theessential questions that she started class off with, and ask students through whole-classdiscussion to define a bully, to identify the bully in each group’s skits, to identify each character’srole, and to identify how the bullying problem was solved in each skit.
11) Independent Practice
After viewing all of the class skits, students will write a letter to one of the following: to someonethey have bullied, to someone they have witnessed bullying others or being bullied, or tosomeone who they have been bullied by. They will be asked to write about the problem, writeabout the feelings of all involved and politely resolve the problem in the friendly letter.
During Independent Practice time, as students are working on letters and after they completethem, they will also have the opportunity to look at other fictional texts of their choice aboutbullying. This will serve as their in-class independent reading time for that day. The additionaltexts including the following:
“Bully” by Patricia Polacco“Hooway for Wodney Wat” by Helen Lester“Pinduli” by Janell Cannon“Spaghetti in a Hot Dog Bun” by Maria Dismondy“Stand Tall Molly Lou Melon” by Patty Lovell“The Juice Box Bully” by Bob Sornson and Maria Dismondy“You’re Mean Lily Jean” by Frieda Wishinsky
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Lesson in 4MAT Wheel:
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