Lesson Plan Format School of Education The College of New Jersey Michelle Sanders Topic: Anti-bullying Mini Unit

(3 days) Grade Level: Grade 5, Mrs. Coleman, Morrisville Intermediate School Lesson Essential Questions: What is a bully? How does bullying affect us? What ways can we stop bullying? How does our classroom safe zone help us to combat bullying? PA Standards: 1. 16.2.5.A: Establish relationships that are positive and supportive of others. 2. 16.2.5.B: Recognize and tolerate the uniqueness of all people in all situations. 3. 16.2.5.C: Explain the impact of communication on interactions with others. 4. 16.2.5.D: Identify and apply appropriate ways to resolve conflict. 5. 16.2.5.E: Determine who, when, where, or how to seek help for solving problems. 6. R5.A.1.5.1: Summarize the key details and events of a fictional text as a whole. Learning Objectives -Students will be able to acknowledge nice things about their peers, which, in turn, will enable to them to understand that they each deserve equal respect because their classroom is a safe zone. -Students will be able to understand that bullying, no matter what way it occurs, is permanent and that the damage it leaves can never be taken away. -Students will be able to appropriately combat bullying in their lives. Assessments -Kind words activity

-Formative assessments: permanent scars activity and follow-up questions; read-aloud of Bully and exit slips -Summative assessment: group skits and class-wide discussion

Materials: -Construction paper -Chart paper -Markers -Doll cut-outs -Tape -Staplers -Erasers -Bully by Patricia Polacco -Index cards for exit slips -Directions for skit Timing: Day 1: -Moving desks (2 minutes) -Bullying discussion (10 minutes) -Contract creation (10 minutes) -Kind words activity and follow-up (20 minutes) -Moving desks back (2 minutes) TOTAL: 45 minutes Day 2: -Moving into a circle (2 minutes) -Contract review (5 minutes) -Permanent scars activity (10 minutes) -Read-aloud of Bully (20 minutes) -Exit slip activity (4 minutes) -Moving desks back (2 minutes) TOTAL: 45 minutes Day 3: -Contract review (2 minutes) -Summary of story (5 minutes) -Explanation of directions and move into groups (3 minutes) -Discussion/planning time (15 minutes) -Skit presentations (15 minutes) -Closure (2-5 minutes) TOTAL: 45 minutes Prior Knowledge: Students must have a working knowledge of what a bully is and how and when it can occur. Students must also have a working knowledge of how bullying should be dealt with in their school and in our society.

Lesson Beginning: On Day 1, in order to establish a more safe environment, students will be given two minutes to move their desks into a circle around the perimeter of the room during the first lesson . Once this is completed, we will discuss what a bully is. Then, once I have made sure that everyone knows what a bully is, we will create a contract between the class for how we will maturely and appropriately conduct ourselves during the mini-unit. At the beginning of every lesson, we will go over this contract to make sure that the norms for our discussions are being followed. Finally, we will discuss more specifically what types of bullying issues the students face in their day-to-day lives at school. The students will be encouraged to not use any names or single any people out, but to more generally describe situations they have been in where bullying has occurred. Instructional Plan: After our lesson beginning on day 1, everyone will receive a piece of paper. Each student will write their name on the paper in the center. After explaining the directions, each student will then pass their paper to their right. Each student will get the opportunity, for about 30 seconds, to write one word or a short sentence saying something nice about each of their classmates, in order to show that the classroom community is a safe place. They will do this anonymously, so the student whose paper it is will not know who wrote what. The purpose of this activity, which we will discuss afterwards, will be to show that everyone may be a little bit different or unique in our class, but there is something to be appreciated about everyone, and therefore, they need to be respected. I will assure students that every single person in our class does not have to be your best friend, but because they are your classmates, they deserve your respect and appreciation. We need to keep this in mind as we carry on in our discussions and we need to appreciate what everyone brings to the table as we move forward in not just these lessons, but in our everyday work at school as well. Upon everyone filling out each others sheets, I will give the students a chance to share how they feel looking at all of the nice things everyone has to say about them. After this activity, we will move our desks back into rows, and students will be allowed to keep their kind words sheet. During Day 2, after moving into a circle and rereading the contract , each individual student will be handed a doll cut out. I will ask students to think of all of the times that they may have seen or heard bullying or even a time where they were bullied themselves. I will ask students to think about how they felt at that time, and show that on their doll. In a sense, I will ask them to bully their doll. I will let students be as creative as they want with this; they can write things on the doll, draw on the doll, rip it apart, crumble it up, etc. After a few minutes, I will ask the students to now imagine that the person who was bullying the doll, or you, apologized, and so now they must put their dolls back together. The students will find that this is impossible, and this will teach them that bullying always leaves a permanent scar. This lesson will be carried over into our reading and discussion of the book Bully by Patricia Polacco. I will read this book aloud to the students. At the end of the book, the students will have an opportunity, as their exit ticket, to answer the question posed at the end of the book on a flash

card that will be provided for them. This question puts the reader directly in the main characters shoes, who happens to be a victim of cyber bullying at her school. The question reads, What would you do? Students will have the chance to think, individually, about what they would do if they were being cyber-bullied at school. After they have finished, their cards will be collected and we will move back into rows. On Day 3, after reviewing the contract one more time, I will choose one student to summarize the story of Bully so that everyone remembers the problem at hand. Then, I will put students into pre-planned groups of 4 based on their answers to their exit slip. I will put students who put different answers on their exit slips into the same group. For instance, in one group, there will be one student who answered that Lyla should stay in the same school, one student who answered that Lyla should move schools, one student who answered that Lyla should tell an adult, and one student that answered that Lyla should change her Facebook name. Students will have to decide what the best answer to the question is, and as such, they will get the chance to act out, in a 2 minute skit, the rest of the story using their chosen strategy. Differentiation: Due to the sensitive nature of this topic, every student will come to these lessons with varying background and experience. Some students may have been bullied, and others may be bullies; others may be bystanders, others may be upstanders; even others may have never even seen bullying at all. It will be important, as discussed in the lesson beginning section, to acknowledge these different experiences and to keep the conversations mature and appropriate as such. Also, to allow these different experiences to permeate the conversations in a nonjudgmental way, students will be encouraged to do the Kind Words activity anonymously, as well as to bring up any bullying situations that they have been a part of in a general, no-name manner. These two precautions will protect students who may be having issues with each other and will allow our conversations to move forward instead of re-hashing old issues. Additionally, because every student will have had different experiences with bullying situations, their answers to their exit slip on Day 2 will all be very different. Again, in order to bring these different experiences to light without bringing up sensitive topics, students who have different perspectives on Lylas situation in Bully will be put together in a skit in order to figure out what the best solution to her problem actually is. The discussions that will ensue, as a result of this heterogeneous grouping, will allow students to bring their prior experiences to the table to help them figure out what Lyla should do in an objective and non-emotional way. This mini-unit will integrate different activities to address the needs of all types of learners. Visual learners will benefit by seeing the bullying contract displayed in the room and by seeing the list that we come up with as a class on how to stop bullying. They will also benefit by seeing the words that their peers wrote about them during the Kind Words activity. Auditory learners will benefit by listening to the read-aloud of Bully and by listening to the discussions that ensue as a result of the skits. Finally, kinesthetic learners will benefit by acting out what they would do in Lylas situation. Groups will be the following: Group 1: -Anastasiya, Joselyn, Mike, Jaiden, Alana

Group 2: -DJ, Lily, Emily, John, Jacob Group 3: -Gordon, Karissa, RJ, Alyssa Group 4: -Aarystah, Zyquan, Natalie, Jayson, Raheem Group 5: -Riley, Devon, Erich, Breanna Questions: -What is bullying? (a recurring negative behavior that is hurtful in some way) -Where and how does it happen at school? -What types of rules do you think we will need to have in order to keep our discussions about this topic appropriate and non-hurtful? -How did doing the Kind Words activity make you feel? -Why do you think we did the Kind Words activity? -Why do you think we did the permanent scars activity? -What would you do in Lylas situation? Why? -What are the best ways to combat bullying? Classroom Management: I will utilize Mrs. Colemans instructional strategies for classroom management. Before letting students work independently, I will have them brainstorm what my expectations are for them during that activity. This will help students to know exactly what I expect of their behavior. For students who are working on-task and following directions during the activity, as positive reinforcement, I will distribute cash that they can save to purchase things with at the class auction at the end of the marking period. For students who are not, I will take a dot away from their card by hole-punching one of their ten dots that they make on an index card that sits on their desk. If the students lose 10 dots at any point, it costs them $500.00 in class money to buy another one. Additionally, when moving from one part of an activity to another, I will tell the class, Colemans, hands-up! This is a signal for students to stop what they are doing and listen for further directions. If as a class, students meet my expectations throughout this lesson, I will award them a point in the tally between myself/Mrs. Coleman and the class. If, by the end of the marking period, the class has won by having more points than myself and Mrs. Coleman, they earn a party. Transitions: I will also utilize Mrs. Colemans instructional strategies for transitions. Whenever students are moving around the room for an activity, I will clearly explain my directions for the upcoming activity and ask students to articulate what my expectations will be for that activity. These expectations will be staying on-task, staying in your seat unless you have a question, and

keeping talking to a minimum. Then, I will say, 1, 2, 3 and go! On go, I will begin counting down from 30. When I get to zero, all students should have moved to their new location. I will utilize this technique especially when we are moving in and out of our circular formation for these lessons. Closure: On Day 3, after presenting their skits, students will come back together as a group to make a class list on chart paper of ways that they can handle bullying. This will give the students to apply everything that we have talked about over the mini-unit to actually handling bullying situations. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Skit instructions: You and your group will be acting out the preview to Bully: Part 2. What happens next to Lyla? You get to decide! Here is what you will need to do: 1. Discuss what the best strategy is to handle a situation like Lylas. 2. Assign characters. Some of the main ones in the story were Lyla, Lylas parents, Jack (Lylas brother), Jamie (Lylas best friend who worked in the storage room), Gage, Kenyon, Maeve, (the three mean girls), Mr. Foster (the teacher), and Mr. August (the principal). 3. Work with your group to discuss how you can act out what would happen if Lyla used your strategy. Your skit must be 2 minutes long! Have fun! !

Skit instructions: You and your group will be acting out the preview to Bully: Part 2. What happens next to Lyla? You get to decide! Here is what you will need to do: 1. Discuss what the best strategy is to handle a situation like Lylas. 2. Assign characters. Some of the main ones were Lyla, Lylas parents, Jack (Lylas brother), Jamie (Lylas best friend who worked in the storage room), Gage, Kenyon, Maeve, (the three mean girls), Mr. Foster (the teacher), and Mr. August (the principal). 3. Work with your group to discuss how you can act out what would happen if Lyla used your strategy. Your skit must be 2 minutes long! Have fun! !