Kathleenfigueroa7.weebly.com



TCNJ Lesson PlanAnti-bullying LessonStudent Name: Kathleen Figueroa & Kayleen Zuczek ??School Name: Lawrenceville ElementaryGrade Level: ?Kindergarten ????????? ??????? ??????????????????Host Teacher’s Name: Ms. GossnerGuiding Questions:What is bullying?How do you feel when someone says something mean?What does it mean to have good manners?Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge, possible misconceptions, prior lesson content)Students have a basic knowledge of what bullying is, although it has not been discussed at length. ?Two weeks ago the guidance counselor taught a lesson on the importance of manners. ?Standards:Need assistance. ?Learning Objectives and Assessments:Learning ObjectivesAssessmentStudents will distinguish the difference between tattling and telling.Teacher will assess students’ conversation for accurate explanation.Students will be able to recognize bullying behaviors.Teachers will assess students’ drawings of what bullying is.Students will be able to demonstrate good manners. Teachers will assess students’ role play of good manners.Materials: (List all, include any online or book references)?????1. ?????????18 blank pieces of paper?????2. ???????tattling/telling anchor chartbookspeople cut outscrayonspencils???Plan for distribution/cleanup of materials:?????1. ???????????Miss F and Miss Z will distribute papers to tables at beginning of lesson.Miss Z will distribute people cut outs to students at work stationMiss Z will collect finished people cut outs after completed.Lesson Beginning:Kathleen: “Good afternoon boys and girls! ?Today we want to talk to you about what it means to be a good friend. ??How many of you have a best friend? ?Do you always get along? ?Is it important to have good manners when you are with your friend?” ?Leave time for student responses. ?Kayleen: “Whenever we talk about friendship it is important to understand bullying. ?You have a piece of paper in front of you….right now Ms. F and I would like you to draw a picture of what you think of when you think of bullying.” ?Allow several minutes for students to draw their pictures...Kathleen and Kayleen will walk around the room and have conversations with the students about their drawings.Step by Step plan (numbered):??1. ?Lesson beginning?????2. ???????????Kayleen: “Now that we’ve discussed what we think of bullying, we’re going to discuss what bullying actually is. Bullying is when someone does something on purpose to make you feel bad or hurts you.”?????3. ???????????Kathleen: “Has this ever happened to you or your friend?” - assuming we receive a positive reaction...we will go on to discuss as follows?????4. ???????????Kayleen: “Miss F and I want to talk to you about what to do if this ever happens to you, or if you see your friend being bullied. ?We want you to know what it means to be a good friend and show respect to others.”?????5. ???????????Kathleen: “Now we’re going to split everyone up into two groups but stay in your seats until we call your table. The green and yellow tables are going to go in the back with Miss Z while the red and blue tables are going to come to the carpet with me.”?????6. ?????????take turns calling tables to the back table and carpet?????7. ???????????After explaining the activity we will dismiss students back to their seats based on the color they are wearing.Students will remain in two groups for the next part of the lesson Kathleen“Hello boys and girls. So today we’re going over tattling and telling. Does anyone know what tattling means?”Waits for students’ responses; some students might say tattling is telling the teacher when someone hurts you.Kathleen: “Well I made this chart for everyone in the class so we can remember what the difference is between tattling and telling.” Go over the chart with students.Kathleen: “What are some examples of people tattling? What are some examples of people telling?” Give time for students to answer. “Now that we know the difference between tattling and telling, I brought some books for you to look at so you can read about other children like yourselves and problems that they have had with bullying. You have a few minutes to look over them and remember to share them with each other.”Kayleen: “Raise your hand if you have a best friend. ?What makes him/her your best friend?” allow for wait time and see what they have to say “So ____ is your best friend because he/she is nice to you. Does that mean that you are nice to ____? ?The way we are good friends is by showing respect to one another. ?It is like what Ms. Gossner was saying last week, if you are patient with her she will be patient with you. ?Being a good friend means always saying kind words and treating each other with respect.”use the morning meeting white board “when we are a good friend we use kind words. Lets come up with some kind words that we use when talking to our friends.”Once the list of words is created hand out paper people to each student. ?Explain that they will right one of the kind words on their cutout and then color the person. ?When students are finished we will have them all join hands to create a circle of friends. ??????9. ???????????Students will then switch to the other station. Explanation in transitions section.X. ?Closurelong?????1. ???????????Students will be called back to the rug and we will read the book to the students, trading off every other page for reading. ?????short?????1. ???????????Kathleen: “So what are some ways that we learned to be a good friend?”?????2. ???????????Kayleen: “How are we going to use what we learned to be good friends to each other?”Kathleen: “Let’s use all the things we learned today to be kind to each other and show Ms. Gossner our good manners.”?Key Questions (that you will ask):What are some ways we can be a good friend?How can we be a good friend to others?What is tattling?What is telling?Why is it important to keep our hands to ourselves?Logistics:Timing:Lesson Beginning: 8-10 minutesStations round 1: 12 minutesStations round 2: 12 minutesclosure: 5-10 minutesTransition back to rug/sharing: 2 minutesTotal time: 40-50 minutes???????.Transitions:1) ?????Students will be dismissed by table color to first station.2) ?????When switching stations students at Miss Z’s table will walk over and place their “people” on Ms. Gossner’s table while students in Miss F’s group walk around the other side of the room to Miss Z’s table3) ?????Students will all meet back at their carpet spot for closure. Classroom Management:We will utilize methods such as, “One, two, three, eyes on me” and the clap and respond to get students’ attention. We will use the silent signal if it is getting too loud.Differentiation:● Miss Z will write words that students want to use on a different piece of paper so they can see it and rewrite on their own paper.● Students will be transitioning throughout lesson so that they won’t have to sit in the same spot for too long, change of scenery. ● For students who aren’t able to copy the word, Miss Z will dot it out for them to trace.There will be different books at the carpet station so students who are on different reading levels all have a book they can look at. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download