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READ-ALOUD LESSON PLANThe Bullying Lesson Grade Level: KindergartenBook Title: Chester Raccoon And The Big Bad Bully by: Audrey PennTEKS: (3) Reading/Beginning Reading Skills/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:(A) Predict what might happen next in the text based on the cover, title, and illustrations; and(B) respond to questions about text read aloud(8) Reading/Comprehension of Literacy Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from the text to support their understanding. Students are expected to:(B) describe characters in the story and the reasons for their actions. Rationale/Purpose: Chester Raccoon And The Big Bad Bully is a great book to read to students of various ages. This book helps teach students that bullying is wrong and it can hurt our friend’s feelings. Cactus Ranch Elementary is big on teaching students that bullying is not acceptable. They are a ‘No Place for Hate’ campus. The book allows students to see a positive outcome when the animals help the bully become a friend. The students can relate to this book because many children encounter a time when they are bullied by someone. The book helps students to be brave and stop the bulling in their school and community. When the students participate in this interactive read aloud they gain experience and knowledge of the title, illustrations, and cover. The students have the opportunity to brainstorm why the characters present themselves the way they do. Responding to the questions I ask helps students grow as readers by not only successfully recalling information from the book, but the questions also provoke a deeper level of thinking. Procedures/Teaching ActivitiesLesson Set-upIn preparation for this lesson I will pair up the students for our think-pair-share activity with matching colored foam letters. Before sending the students to the carpet I will place these foam letters on their hands. Two of the same letters will match colors and these two students will be partners. There are 18 students in the class, but in the case that a student is absent there will be one group of three. The letter A has an extra foam letter. I will begin our lesson by calling students to safely and quietly go sit on their squares by calling the name of each letter. Example: “If your foam letter is the letter A, please safely and quietly go sit in your square with your foam letter.” I will continue this process until the entire class is seated. I will then tell the class that “Today I will be sharing a book with you, but first I want to remind everyone of our expectations. What are they again? Expectations:Criss-cross be your own bossHands in our laps, unless you raise your hand to answer a questionListen with your whole bodyThis chart will have pictures for the children who need them. Before readingOnce we are all seated I will explain the partnering and who will go first again so every child is on the same page. I will introduce the book by first simply showing them the cover. say “I need two people to raise their hands and tell me what you think this book is going to be about”. Complement/thank the students and express they both had great ideas of what the story may be about. Next I will tell the students the title of the book and explain what the book will be about in a very brief way. “This book is about a raccoon named Chester that is being bullied”. Think-Pair-Share- Now I have a question in my head, and in just a minute (after I ask the question) I only want you to share with your partner. Will everyone please turn and face your partner (remember your partner has the same letter you do). The person with the black dot on their letter will talk first. Here is my question: Ask the students “Think of a time you or someone you know was bullied. Did someone take away your toys or call you a mean name? Share with your partner how that made you or someone you know feel”? (Side note: If the child has no experience of being bullied or of someone else being bullied, share with the child that this is when someone is picking on a friend. Then ask them how they would feel if they were picked on”. ) Share with the student that this book will help them understand the concept more. Partners with the dot on their letter may begin to talk. Allow approximately 20 seconds to talk and then switch to the other partner. “O.K Thank you for sharing. Let’s give our friends without the black dot their chance to share”. Allow 20 seconds. “O.K. Thank you friends!” “I need two friends to raise their hand and share with the class a time they or someone they knew was bullied”. Now I have a very important task for ya’ll! While I am reading I need everyone to be paying close attention and listening carefully. I need you to think about this question and we will talk about it at the end. CPQ Ask- How does the bully change from the beginning of the story to the end of the story? (2X) Pay close attention to the bully and think what happens to him. During readingThroughout the story I will ask questions to provoke and deepen the thought process of the students. (pg 2) “Raise your hand if you can tell me why you think the three raccoons want to stay home with Mrs. Raccoon”? ( call on two friends)(pg 4) “Raise your hand if you can tell me how you think the raccoons are feeling”? ( call on two students) (pg 8) Raise your hand if you think you can tell me what to be brave means? Mrs. Raccoon told the boys to be brave. What does that mean”? ( call on two friends/students) “I notice there are hearts on this page. Can someone raise their hand and tell me what they think the hearts represent or stand for”? (connect this to the kiss goodbye zone)(pg 10) “The bully is not being nice to these animal friends”. (comment) “Raise your hand if you can tell me how you think these animal friends are feeling”? (call on two friends) “Is this how you felt when you or someone you know was bullied”? (ask same two friends) (pg 15) “Can someone raise their hand and tell me what they notice about the blue stone”? “Why”? (call on two students) (pg 20) “Raise your hand if you can think of a way the animals can help the bully”? (pick two) (pg 22) “I notice this sign says ‘school’”. (point to it- general) “Are their people who act like bullies at school”? “What can we do to fix that”? (general)(pg 28) “I need a little help. Can someone raise their hand and tell me how the animals in this story are helping the bully”? ( call on several students) “Yeah! Sometimes the person being a bully just needs a friend. Sometime the person being the bully doesn’t want to be mean; they just don’t know how to play. That’s why it’s our job to always be nice and show them how to be a good friend”. After readingCPQ- Now I need everyone to think back on the question I asked you to think about while I read the story. Does anyone remember the question? Right! My question was: How does the bully change from the beginning of the story to the end of the story? Think about that question in your head.Remember your partner you talked to earlier with the same foam letter? Turn and face that partner again please. When I say go I want you to talk to your partner about how the bully changed from the beginning of the story to the end of the story. This time the partner without a black dot will share first. Ready, Set, Go! Allow this partner to share for 20 seconds. “O.K. Thank you for sharing. Let’s give our friends with the black dot their chance to share”. Allow 20 seconds for students to share. “O.K. Good job! Thank you friends!” Now I will discuss will the whole class. “Who can raise their hand and tell me how the bully changed”? Ask several students. To gain students attention, when needed, I will use the clap method. I will cue students to talk by asking for volunteers to raise their hands and calling on them by name. I will also have a timer to time the think-pair-share. The students will respond when called on after raising their hands. Extra Questions: “How is the blue stone and the bully alike”? “Did the raccoons listen to Mrs. Raccoon and be brave”? -How were they brave? Response Activity/Sponge ActivityI will show a blank model first several times. Then I will proceed to show a split second glimpse of a finished model to the students before they are dismissed to go to their tables. (Explanations in reflection) The bully at the beginning of the story.The bully at the end of the story. After showing the students the foldable that I have placed on their table I will dismiss the students to their tables in a different form then the way they came to the floor. I will call out a color and if the student is wearing that particular color they will go to their desk where they will be greeted by a piece of paper. The paper will have been folded into two sections, once hamburger style and then hot dog style. In the top section the students will draw the bully at the beginning of the story and the in the bottom section the children will draw the bully at the end of the story. This activity will help them visualize the change an individual can take when they are acting like a bully. The activity shows a change in the bully for the better. “In just a minute I am going to send everyone back to their seats. The piece of paper at your table is folded in half, just like this one. On the top half I want you to draw the bully at the beginning of the story and on the bottom half I want you to draw the bully at the end of the story. Remember that at the end of the story the bully did what? The students will respond “changed”. You must use at least four different color crayons for this activity. Does everyone understand? Reiterate the message by discussing how the bully changed. What was he like at the beginning and what was he like at the end. At the beginning, was the bully nice, happy, sad, mean, or angry? How about at the end of the story was the bully nice, happy, sad, angry, or mean? Discuss with the students. If you are wearing the color that I call out then please stand up and go to your seat. If you have the color blue on, please go to your seat.”The students will have 10 minutes to create their masterwork on their foldable. I will play music while the students complete their work. The focus of this activity is to show the students that a bully can change. Through creating a picture of the bully at the beginning and at the end, the children are able to connect to the lesson. They can see what a bully looks like, how it makes you feel to be bullied, and what things we can do to prevent bullying in their school. We had a great discussion at the end of the book about bullying and how the bully changed for the better. The sponge activity also gives the students a chance to make a great connection with the lesson. When they are able to connect themselves with bullying the message really hits home. The sponge activity I will have for the students will be creating a picture of what they look like when they are or are not being bullied. On the bottom of the page the students will fill in the blank of their feeling. The written part says “I feel _____”. This gives the student the ability to sound out how they feel and really connect to the lesson on bullying. ClosureFor closing I will ask for four students to stand up at their table and share their drawing with the class. I will ask them to explain what each drawing means. “I am going to pull four sticks out of the jar and ask these students to share their drawings with the class.” I will listen to the child tell about their drawings. If the child does not explain what each picture is and just shows the class the pictures I will ask the student. “What is that? Tell us about what is on your page”. I will thank the students for being so great and participating in the read aloud. “Everyone did so great I want you to kiss your brain.” Modifications/Accommodations ELLsIf necessary children with behavioral challenges will sit close to the teacher.-My mentor has a particular child who needs a lot of attention throughout the day. This child does not mind if she gets in trouble (negative attention) as long as the spotlight is on her. For this child I will have her sit at the front of the floor directly in front of me. I will make sure to gently touch her on her shoulder with one finger when she is beginning to get rowdy or disrupt the lesson. Sometimes this student simply needs the extra guidance to effectively participate in our discussion. If the child cannot participate respectfully I will have her change her color or sit at her desk if she does not want to participate with the class. I do not anticipate the child to act out during the read-aloud, but I will be prepared if the child does. Assist this student during the activity if the child is struggling with staying on task.ELLs may be introduced to the book ahead of time to help them have a better understanding of the book during the read aloud. -My mentor does not have any ELLs in her class this year, but she does have students that are struggling to recognize their letters and sounds. Provide ELLs with all new vocabulary prior to the read aloud.Assist ELLs during the activity if needed. Assist the struggling students during the activity if needed Materials Needed (teachers and students):Enthusiasm and a Smile!Behavior Expectation chartName sticksBookCrayons( at least 4 different colors)CPQ questionOther questions to provoke deeper thinkingPremade foldables (22)Letters to pass outSponge activity sheetTimerMusicReferences Estes Paula FunderburkLector notes ................
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