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ILLINOIS STATE UNIVERSITY COLLEGE OF EDUCATIONTCH 210 CHILD GROWTH AND DEVELOPMENTPURDOM LESSON PLAN TEMPLATENAME: Kristen Furgason and Matt Beranek LESSON GRADE LEVEL: 1st-3rd gradeCONTENT AREA: Social IssuesContent Standard(s):RL. 1.2 Retell stories, including key details and demonstrate understanding of their central message or lessonRL. 1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the sensesSL. 1.1 Ask and answer questions about key details in a text read aloud or information presented orally or through other mediaL 1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibility from an array of strategiesLesson Resources: Printed out lyrics to the song “Don’t Laugh At Me” by Mark Wills to the song “Don’t Laugh At Me” by Mark Wills to our episode of “Good Bird’s Club” Worksheet to follow along while watching video (attached at bottom of lesson plan)Notes that include definitions and T chart that will be used for in-class activity (attached at bottom of lesson plan)INTRODUCTION: Gaining AttentionWe will hand out the lyrics that were previously printed out and play the song and music video to “Don’t Laugh At Me” by Mark Wills for the class. After the song is over we will briefly touch on the meaning of the song and how it made them feel.INTRODUCTION: Focusing Attention – Conducting ReviewDepending on when this lesson takes place throughout the day, we could ask the students how recess or lunch was or how their weekends went. INTRODUCTION: Behavioral Objective (BO)Students will understand the effects of bullyingStudents will be able to differentiate between tattling and telling an adult about a serious issueStudents will understand that differences between individuals are not a negative or bad thingINTRODUCTION: RelevanceThis social issue is relevant to the students so the school and classrooms stay bully-free. It is also relevant because in the lesson we will discuss on how to deal with bullying. CONTENT PRESENTATION: After discussing the song we played in the beginning of the lecture, we will watch an episode from Sesame Street called “The Good Bird’s Club.” The students will be given a guided worksheet to follow along and write down their answers to four, simple, questions. We will stop the video at certain points to give the students time to write down their ideas and discuss what they have written down. After finishing the episode of Sesame Street, students will then have a better idea about bullying and the affects of bullying. We will then transition from the video to all of the students moving to the front of the classroom and sit on the floor in front of the board. On the board, we will write the definition for tattling and the definition for telling and explain the difference between the two to the students. We will explain why telling an adult about bullying is important and when it is appropriate to tell an adult. We will then create a T chart with tattling on one side and telling on the other side. Students will give us either examples they thought of on their own or their own personal experiences and we will write them on whichever side the student thinks their example correlates with. By the time the T-chart is filled up, students will be able to distinguish between the two and will understand the importance of informing an adult when bullying is occurring.After discussing the affects of bullying and the difference between tattling and telling, we will then play a fun card game as a class that deals with and discusses bullying. The students can remain sitting on the ground and form a big circle. The card game is called Good-bye bully machine and each student is given a certain amount of cards and when it is their turn they pick another card from the center of the circle where the remaining of the deck is. Some things the cards will say are different situations in which someone is being bullied and it asks how you would deal with that certain situation. The student who picked up the card can explain their answer and if they needed help they can call on someone else for assistance or if they give an answer we can decide as a class if that was an appropriate answer or if we would deal with it another way. Some other things the cards might say are “you laughed when someone was being bullied, put your card back.” This way they understand which behaviors are acceptable and which behaviors are not.CONTENT PRESENTATION: Varied stimuliVisual Sesame Street video, T chart, card gameAuditory Sesame Street video, students raising their hands and giving answers or examples, discussing answers to card game.Location Students will be at their own desks watching the video then they will move to the front of the classroom when discussing tattling versus telling and when playing the card game.CONTENT PRESENTATION: Examples/Non-examplesExamples: examples for tattlingNon-examples: examples of telling on someone solely on the purpose to get someone in trouble.CONTENT PRESENTATION: ModelingSo students know what they are expected to do during the Sesame Street episode, we will stop at various points to discuss the questions on their worksheet. This way, after answering the first question as a class they will know what type of answers we are looking for when finishing the rest of the episode and their worksheet.Another way we will demonstrate modeling is we will provide the first examples on the T chart; one for tattling and one for telling. This way students will have a better understanding of what is expected from their examples. CONTENT PRESENTATION: Classroom Management IssuesDuring the T chart activity, we will first take examples from students who are willing to participate first and give us their ideas by raising their hands. Once no one else raises their hand, we will ask students who haven’t shared if they have any other ideas to contribute to our chart. We will give them some time to think about it and if still no one else has any other ideas we will then tell them to turn to a partner sitting right next to them and discuss any other examples that aren’t already provided. Sometimes students are willing to share their ideas with a classmate than with the teacher in front of the entire class. We would give them about two to three minutes to discuss with their partners and then come back as a class and again ask if there are any other examples for tattling or for telling. Even if the student doesn’t want to share their ideas, their partner could mention an idea that their partner had. FOLLOW UP: PracticeA way that the students will practice the content they learned would be through participating in the card game Good-bye Bully Machine. They will apply the knowledge they learned through the Sesame Street episode and our mini lecture on tattling versus telling and use that knowledge in the card game. Also, the things they learned through this lesson, they will be practicing throughout the school year in our classroom and throughout the school to prevent bullying.FOLLOW UP: FeedbackThe feedback we will be giving students so they know if they are meeting objectives would be verbal feedback. When students give us answers or examples, we will verbally verify if it is an appropriate answer or not. If it is not correct, we will ask them to rethink about their answer and come back to them. For example, if someone gave us an example for telling but it really fit into the category for tattling we would ask him or her if they think that could fit into the other category. If they say yes, we would ask them why they think so and if they say no we would ask the class what their thoughts were.FOLLOW UP: Formative AssessmentWe will assess students from their guided worksheet, their participation in the T chart, and how they applied their knowledge through the card game. With all the different activities we did in class, we should see some progress of a better understanding of bullying and how to deal with bullying throughout the lesson. If our topic is still unclear to students, we would see where students are struggling and find different interactive ways to teach them and maybe take a different angle on the issue for students to get a better understanding.FOLLOW UP: ExtensionA way in which we can differentiate this lesson so talented students can extend their knowledge on our lesson would be by allowing them to act out situations in which they would deal with bullying. They can create small “scenes” in which they are given a note card that gives them a situation in which they are being bullied or witnessed someone being bullied and what they would do, what they would say, and how they would deal with it. This would all be acted out instead of written down to allow students to be interactive and express their knowledge on our social issue.FOLLOW UP: RemediationAnother way we could re-teach bullying for struggling students is through reading a book. Some students learn better through literacy. One book that we could read out loud to the classroom is called Stella’s Starliner, which is about a bunny that lives in a trailer park and loves her home until others start to make mean comments about it. This is just another way we can demonstrate to students how bullying negatively affects others. There is also an audiotape that goes along with the book, which can be another resource used.Tattling: Telling on another person when they aren’t breaking rules or harming others just for the purpose of getting them in trouble.Trying to get someone in troubleIf the situation can be handled by yourselfIf it is unimportantIf it is a harmless situationBehavior is an accidentTelling: Informing someone about something another person is doing that can cause harm or put another person in danger. It is best to inform an adult.Purpose to keep people safeNeed help from an adult to solve the issueIt is importantIt is harmful, dangerous, and threateningBehavior is purposefulTattlingTellingA student didn’t wash their hands after going to the bathroom. A student is playing with dangerous science equipment that is breakable or hazardous.Name: Sesame Street: “Good Bird’s Club”Bullying1. How did Big Bird feel about the “Good Bird’s Club” when he first found out he was invited? What did Big Bird do or say to make you come to that conclusion?2. How did Big Bird feel when the other birds were picking on him? What did Big Bird do or say to make you come to that conclusion?3. How did Big Bird react when he left the “Good Bird’s Club”? What did he want to change about himself so he could fit in?4. What did Big Bird do about the situation? How was this issue solved at the end? ................
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