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Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name
Saydi Atnip
Position

Jr High Health Teacher

School/District

Sherman ISD

E-mail

satnip86@student.se.edu

Phone

(903) 486-2284

Grade Level(s)

7th/8th

Content Area

Health

Time line

Fall 2015

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? )
Content Standards

115.23. Health Education, Grades 7-8. B. (13) Bullying prevention.

NETS*S Standards:

ITSE standard (5) Digital Citizenship

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
It can be hard to teach students to stand up to bullying, especially when that means them standing up to a bully. This
lesson will help students learn when to stand up to bullies themselves and when they should involve an adult for help.
First, we will go over the webquest for the lesson. Then, he students will help me make bully cards that will have
certain bullying scenarios on them (ex: teasing someone because they are nerdy, taking someones lunch, gossiping,
cyberbullying etc.) and then we will make stand up cards with ways to deal with bullies written on them. I will pass
out the cards randomly and have a student read their bully card and another student read their stand up card in
response. We will go through this until we have used up all of the cards. As a follow up assignment, the student will
write a reflection paper about a time they saw someone being bullied (or were bullied themselves) and how they
responded, versus how they would respond now with the new techniques.
Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? What questions can you ask students to help them focus on important aspects of the
topic? What background or prior knowledge will you expect students to bring to this topic and build on?)
Questions I will ask the students: What is the difference between requesting help and tattling?, Would you be
willing to sacrifice your popularity to stand up for someone being bullied?, Has anyone encountered bullying at
school? What about cyberbullying? Everyone has been bullied at some point and I hope this lesson encourages
those who witness bullying to stand up for the victims, for the victims to stand up for themselves, and maybe the
bullies themselves will think twice before bullying again.

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Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?)
Students will respond to the bully card with the appropriate stand up card. They will also type a paper about a
past bullying situation they were involved in. Students can learn new techniques for dealing with bullying. I will
assess the students learning by seeing that they know the appropriate responses to different bullying situations
during the bully card exercise and by their responses in their papers.

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
Students can view the webquest for a review of the lesson and for help remembering the instructions for their
paper. Students should be able to use the internet and Microsoft word for this lesson.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How
can you find out if students have this foundation? What difficulties might students have?)
Find out how big of a problem bullying is in our school. Find out what are the common response to bullying
situations. A lot of students may not know how to properly respond to a bully.

Management (How and where will your students work? Classroom, lab, groups, etc?
Students will work in class as a group on the bully card assignment and they will start their paper in class, but
the finished product will need to be typed up as homework. They are allowed to use a home computer or the
computer lab for typing their paper.

Instruction and Activities (What instructional strategies will you use with this lesson? How will your
learning environment support these activities? What is your role? What are the students' roles in the
lesson? How can the technology support your teaching? What engaged and worthwhile learning activities
and tasks will your students complete? How will they build knowledge and skills? Will students be
expected to collaborate with each other and others? How will you facilitate the collaboration?)
I will ask questions and wait for the students responses. I will incorporate some of their responses into the bully
card activity. My role is to teach the new bullying strategies, and make sure the students have a good
understanding of them. The students roles are to listen and learn new strategies for dealing with bullies, and be
able to show that theyve learned these strategies during the activity. They will build knowledge and skills through
the bully card activity where they are required to, on their own, choose an appropriate response to a bullying
scenario. They will watch the youtube link and view the site shown in the Webquest. Students will be required to
respond to each other during the activity the class will work together as a whole.

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Differentiation (How will you differentiate content and process to accommodate various learning styles
and abilities? How will you help students learn independently and with others? How will you provide
extensions and opportunities for enrichment? What assistive technologies will you need to provide?)
I will write responses on the board and also have the students state responses out loud for both visual and
auditory learners. Students will also have a chance to think for themselves with the bully card activity, and also
the paper they write about a past bullying encounter. I will provide the webquest at the end of the activity as an
overview of the lesson and as a reminder for the paper they are to begin writing.

Closure and Reflection (Will there be a closing event? Will students be asked to reflect upon their work?
Will students be asked to provide feedback on the assignment itself? What will be your process for
answering the following questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
The closing event will begin the reflection papers which the students will begin writing after our activity. I will ask
students their opinion on the bully card activity. I will gauge the success of the lesson plan after Ive read all of
the papers to see what the students have learned. I will also make sure that the activity and lesson kept the
attention of the students, and if not, I will tweak what I need to before storing the lesson plan for future use.

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